Connecting state initiatives that guide technology use in serving young children
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Connecting State Initiatives that Guide Technology Use in Serving Young Children. Early Learning Program Guidelines Early Language and Literacy Reflection Tool (ELLRT) and Early Language and Literacy Classroom Observation (ELLCO)

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Connecting State Initiatives that Guide Technology Use in Serving Young Children

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Connecting state initiatives that guide technology use in serving young children

Connecting State Initiatives that Guide Technology Use in Serving Young Children

  • Early Learning Program Guidelines

  • Early Language and Literacy Reflection Tool (ELLRT) and Early Language and Literacy Classroom Observation (ELLCO)

  • Ohio’s Operating Standards for Ohio Educational Agencies Serving Children with Disabilities (2008)


Early learning program guidelines elpg

Early Learning Program Guidelines (ELPG)

ELPG Provides Framework for Expectations and Guidance for Continuous Improvement for ODE-funded Preschool Programs.

Beliefs:

  • All children are competent and resourceful learners

  • All children can and do make meaning of complex ideas and concepts

  • All learning experiences can take place in the context of play as well as through structured activities in the hands of competent teachers

  • All families have the right to participate in their children’s educational journeys


Early learning program guidelines

Early Learning Program Guidelines

Section II: Environments Matter

  • Outcome 1, Goal 1, Indicator 1.3: Age appropriate and developmentally appropriate materials that support learning in all content areas.

  • Outcome 1, Goal 2, Indicators 2.4 and 2.5: Intentional planning that meets the needs of diverse learners and use of whole-group, small-group and individual instructional strategies.

  • Outcome 2, Goal 1, Indicator 1.3: Evidence-based instructional strategies and teaching strategies that extend children’s learning, thinking and problem-solving.

    How is technology used to promote children’s and teachers’ learning?

    How are children provided access and adequate time to appropriately use technology in learning?


Early learning program guidelines cont

Early Learning Program Guidelines, cont.

Section III: Relationships are Influential

  • Outcome 2, Goal 1, Indicator 1.2, 1.3:

    Engage families to support children’s learning and development and provide ongoing communication.

    Section IV: Communication is Critical

  • Outcome 1, Goal 2, Indicator 2.1: Communicating among families, early childhood programs and Kindergarten staff to support transition.


Early language and literacy classroom observation ellco spring 2009 results

Early Language and Literacy Classroom Observation (ELLCO): Spring 2009 Results

Highest rated ELLCO elements for ECE and PSE Classrooms were:

  • Organization of the Classroom

  • Classroom Climate

  • Classroom Management Strategies

    Lowest rated ELLCO elements for ECE and PSE Classrooms were:

  • Presence and Use of Technology

  • Recognizing Diversity in the Classroom


Early language and literacy reflection tool ellrt

Early Language and Literacy Reflection Tool (ELLRT)

This tool supports ELPG and helps teachers to take a critical look at their classroom environment.

ELLRT Elements that are impacted by use of technology include:

C. Technology in the Learning Environment: Sections 1-4.

Your Turn: Small group discussion.

What additional elements and sections might be impacted by technology use?


Ellrt elements

ELLRT Elements

E. Oral Language within Curriculum and Standards: Sections 1, 5, 7, 8

F. Early Reading within Curriculum and Standards: Sections 2 and 6

G. Early Writing with in Curriculum and Standards: Sections 2 and 3

I. Assessment within Curriculum and Standards: Sections 2-4

J. Instructional Activities within Curriculum and Standards: Section 3

K. Communicating and Collaborating: Sections 1 and 2


Ohio s operating standards

Ohio’s Operating Standards

  • Focus on the individual student’s needs including

    • accessing and participating the general education setting and curriculum

    • communication with peers and adults

  • Assistive Technology used to

    • increase,

    • maintain or

    • improve the functional capabilities of a child with a disability


Office of special education program federal plan for ohio

Office of Special Education Program (Federal) Plan for Ohio

  • State Performance Plan (SPP) Targets

    • Indicator 7, Percentage of preschool children with IEPs who demonstrate improved

      • Positive social-emotional skills

      • Acquisition and use of knowledge and skills

      • Use of appropriate behaviors to meet their needs.


Intent of technology series

Intent of Technology Series

  • Increase personal comfort with technology use

  • Design instruction using technology to support all children

  • Engineer the classroom environment with technology in mind

  • Use technology to support individual learners

    Establish a community of learners


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