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AGENDA. Background information and definitions Brief introduction to standards and standards documentsOverview of Idaho\'s Early Learning StandardsHow will the Standards affect my program?What issues and activities will the Standards support in Idaho?Questions and Comments. The Rise of Standards-Based Education.
Idaho s Early Learning Standards

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1. Idaho?s Early Learning Standards

2. AGENDA Background information and definitions Brief introduction to standards and standards documents Overview of Idaho?s Early Learning Standards How will the Standards affect my program? What issues and activities will the Standards support in Idaho? Questions and Comments Morning Agenda will include? Morning Agenda will include?

3. The Rise of Standards-Based Education Publication of A Nation at Risk (1983) initiated the modern standards movement President Bush and state governors met in 1989 and agreed to develop a set of national goals for education, and in 1991 drafted goals for student demonstration of competency in English, math, science, history, and geography

4. The Rise of Standards-Based Education Currently, every state except one is developing or has developed standards Idaho has developed standards over the past 8 years?The K-12 Standards Idaho?s Standards for Excellence have been approved by the Legislature and the State Board of Education

5. The Rise of Standards-Based Education School Readiness initiatives NAEYC/NAECS/SDE position statement http://www.naeyc.org/resources/position_statements/conditions.htm States that included pre-K education as a part of the public education system were the first to develop early childhood standards Other states followed after the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) NAEYC- National Association for the Education of Young Children NAECS- National Association of Early Childhood Specialists in St. Depts. of Ed. In Idaho, the project was initiated through the Bureau of Special Education, due to the IDEA requirements (special education program). NAEYC- National Association for the Education of Young Children NAECS- National Association of Early Childhood Specialists in St. Depts. of Ed. In Idaho, the project was initiated through the Bureau of Special Education, due to the IDEA requirements (special education program).

6. Standards and the IDEA: What?s the connection? Requirements for Aligning Individual Education Plans (IEPs) to State Standards: Goals for most special education students should be consistent with the expectations set for all students. The IEPs must indicate how the child is involved, and how the child progresses in the general education curriculum. Standards provide targets for developing objectives/benchmarks to achieve these goals.

7. Standards and Preschool Learners?? In recent years, major studies have found that the seeds of reading and other skills critical for success in school are planted before children enter school. Important skills do not develop spontaneously; instruction shapes them. Preschool and child care, along with the parents, must supply the experiences to build basic knowledge in children. Adapted from Bodrova, Leong, and Paynter, 1999 Note the move to ?intentional teaching? in early childhood general education circles. Activity: Have tables each come up with one major concern about the implementation of standards at the early childhood level, and one possible benefit, using the concerns/benefits form in the handouts. For 2 tables, report their concerns and benefits. Indicate that we will return to these concerns at the end of the morning and afternoon session. 10 minutes Note the move to ?intentional teaching? in early childhood general education circles. Activity: Have tables each come up with one major concern about the implementation of standards at the early childhood level, and one possible benefit, using the concerns/benefits form in the handouts. For 2 tables, report their concerns and benefits. Indicate that we will return to these concerns at the end of the morning and afternoon session. 10 minutes

8. Writing ?standards? for young children Begin with early developmental sequences, not just downward extensions of kindergarten skills Reinforce ethical principles Provide a strong supportive foundation for programs, professionals, and families Address significant developmental and educational content Use an informed process to develop and revise the standards Link effective, developmentally appropriate strategies for implementation and assessment Based on early development?. Include whole child, importance of social emotional development, as well as all other developmental domains (motor, communication, cognitive, self-care, etc.) Are linked with effective, dev. app?.. Highlight the well-structured play environment as the appropriate vehicle for learning at early ages.Based on early development?. Include whole child, importance of social emotional development, as well as all other developmental domains (motor, communication, cognitive, self-care, etc.) Are linked with effective, dev. app?.. Highlight the well-structured play environment as the appropriate vehicle for learning at early ages.

9. High quality programs are an essential foundation! Quality means: Supportive environments Trained personnel Quality materials Strong supportive relationships between programs and families Strong supportive relationships among agencies, districts, private providers Standards do not/should not exist without high quality program. Standards should help improve the quality of programs. Refer to the Quality Programs reprint on the right side of the folder.Standards do not/should not exist without high quality program. Standards should help improve the quality of programs. Refer to the Quality Programs reprint on the right side of the folder.

10. We?ve just finished talking about high quality, which is the foundation of all early childhood programs. Accommodation: using pictures in the room to help with transitions, communication, etc. Embedded learning opportunity: Learning colors during snack time, using food items, utensils, placemats, etc. Child-Focused instruction is designed to teach specific objectives to a particular child, involves explicit instruction, data collection, and tracking. This afternoon, in 2 case samples, we?ll address how to build the rest of the pyramid: Provide multiple opportunities for learning Teaching that is matched to the child and activity Appropriate levels of child guidance and supportWe?ve just finished talking about high quality, which is the foundation of all early childhood programs. Accommodation: using pictures in the room to help with transitions, communication, etc. Embedded learning opportunity: Learning colors during snack time, using food items, utensils, placemats, etc. Child-Focused instruction is designed to teach specific objectives to a particular child, involves explicit instruction, data collection, and tracking. This afternoon, in 2 case samples, we?ll address how to build the rest of the pyramid: Provide multiple opportunities for learning Teaching that is matched to the child and activity Appropriate levels of child guidance and support

11. Developmentally Appropriate Practice The process of professionals making decisions about the well-being and education of children encompasses at least three important kinds of knowledge: What is known about child development and the process of children?s learning; What is known about the strengths, interests and needs of each individual child in the group; Knowledge of the social and cultural contexts in which children live. Based on early development?. Include whole child, importance of social emotional development, as well as all other developmental domains (motor, communication, cognitive, self-care, etc.) Based on early development?. Include whole child, importance of social emotional development, as well as all other developmental domains (motor, communication, cognitive, self-care, etc.)

12. Guidelines for DAP Creating a caring community of learners Teaching to enhance development and learning Constructing appropriate curriculum Assessing children?s learning and development Establishing reciprocal relationships with families

13. To create an educational program that is developmentally appropriate and standards-based : Concepts and skills must be developmentally and individually appropriate. Instructional techniques must be developmentally and individually appropriate. Standards and authentic, appropriate assessment must guide instruction. Issues and Answers: Some professionals think that children must manifest/show their level of development naturally and unambiguously before instruction is started. Some individuals fear that teaching certain content and skills to young children is dangerous because it ?hurries? them and may damage their ability to learn the content later. It?s not the content that?s inappropriate, but the instructional techniques used to teach the content. Example: Teacher modeling writing a message to a friend, rather than teaching specific punctuation and word spacing by copying Example: Mary will say ?I am ready to learn to write my name now,? when she has the motor skills and conceptual skills she needs to write. Following the child?s lead literally may result in teachers ?waiting? for critical skills to occur before beginning instruction. A child may be ?ready? before he or she knows to request the instruction. There is a great deal of research on developmental vs. direct teaching of children with learning challenges. There is little support for the notion that teaching of earlier skills, or waiting for ?developmental readiness? results in the learning of later or more functional skills, without direct intervention. Issues and Answers: Some professionals think that children must manifest/show their level of development naturally and unambiguously before instruction is started. Some individuals fear that teaching certain content and skills to young children is dangerous because it ?hurries? them and may damage their ability to learn the content later. It?s not the content that?s inappropriate, but the instructional techniques used to teach the content. Example: Teacher modeling writing a message to a friend, rather than teaching specific punctuation and word spacing by copying Example: Mary will say ?I am ready to learn to write my name now,? when she has the motor skills and conceptual skills she needs to write. Following the child?s lead literally may result in teachers ?waiting? for critical skills to occur before beginning instruction. A child may be ?ready? before he or she knows to request the instruction. There is a great deal of research on developmental vs. direct teaching of children with learning challenges. There is little support for the notion that teaching of earlier skills, or waiting for ?developmental readiness? results in the learning of later or more functional skills, without direct intervention.

14. Why Develop Early Childhood Standards? Standards must be clearly aligned with assessment, curricula, and instructional practices.

15. Why Develop Early Childhood Standards? Standards provide the base for collecting evidence regarding student learning. Evidence should inform parents and program staff how children are progressing in their learning processes. Remember, standards do not mandate curriculum, nor do they mandate what evidence is required to show acquisition of the knowledge implied in the standards. Performance criteria describe levels of student performance in respect to the skill described in one of the content knowledge and skills or several of the content knowledge and skills. Performance criteria might be described by a rubric or cut-score, traditional assessment, portfolio, etc.?a combination of formal and informal assessments which address the standard. We?ll address assessment issues a little later in the presentation. **There is NO state mandated assessment at the pre-k level. It is at the discretion of the programs to select and use appropriate assessment tools as I just indicated.Remember, standards do not mandate curriculum, nor do they mandate what evidence is required to show acquisition of the knowledge implied in the standards. Performance criteria describe levels of student performance in respect to the skill described in one of the content knowledge and skills or several of the content knowledge and skills. Performance criteria might be described by a rubric or cut-score, traditional assessment, portfolio, etc.?a combination of formal and informal assessments which address the standard. We?ll address assessment issues a little later in the presentation. **There is NO state mandated assessment at the pre-k level. It is at the discretion of the programs to select and use appropriate assessment tools as I just indicated.

16. Why Develop Early Childhood Standards? Standards provide a way to report child progress and to measure growth from one year to the next. Standards provide a focus for determining appropriate interventions for those students who excel in their learning and for those students who need support.

17. We don?t want to teach specific benchmarks as isolated skills, but to integrate them into the whole body of knowledge. Now we?d like to start by showing you how the Early Learning Standards are set up. Handout: Sample page of Early Learning Standards. Talk through the framework of introduction, standards, content, samples of applications. We don?t want to teach specific benchmarks as isolated skills, but to integrate them into the whole body of knowledge. Now we?d like to start by showing you how the Early Learning Standards are set up. Handout: Sample page of Early Learning Standards. Talk through the framework of introduction, standards, content, samples of applications.

18. What do we want? An aligned learning System to ensure quality in our educational system Standards are an integral part of an balanced learning system, for helping us to define what is important to teach, how to plan, and how to measure progress. Standards are an integral part of an balanced learning system, for helping us to define what is important to teach, how to plan, and how to measure progress.

19. What standards are & are not! Are! A way to identify important learning targets by aligning them with standards A way to guide authentic assessment; A way to support children?s learning; and A way for program staff to know whether they are effective Are NOT! The curriculum Daily activities A way to sort children or families A way to punish programs A way to exclude children

20. What are ?Standards?? General statements that identify what children should know or what skills children should be able to do as a result of their educational experience Serve to organize a domain through a manageable number of generally stated goals Standards: can?t teach it all, teach what?s critical Standards are identify only critical knowledge: you won?t see every developmental pinpoint you are used to seeing in comprehensive developmental assessments or curriculum packages. We developed standards which were aligned with the Idaho K-12 Standards for Excellence. This means that the standards will look significantly different that typical early childhood ?domains? (cognitive, gross and fine motor, social, communication, self-care). For instance, the literacy standard ?Read a variety of traditional and electronic materials for information and understanding,? means that children who learn the content knowledge and skills articulated for 3-5 year olds will have the opportunity to reach that standard. The standards will look more ?academic,? but in fact reflect the real day-to-day activities supported in early learning environments, for example: The Health Standard of Acquiring essential skills to lead a healthy life starts with the content knowledge and skills of describing personal characteristics like first and last name, gender, and family composition, and sample applications include 1) creating an ?All about Me? book with pictures and teacher assisted captions. The Science Standard of Understanding concepts and processes of evidence models included the content knowledge and skills of exploring the concepts of observation and data collection, leading to sample applications of comparing size, weight and color of pumpkins, apples, etc. and observing and talking about the weather.Standards: can?t teach it all, teach what?s critical Standards are identify only critical knowledge: you won?t see every developmental pinpoint you are used to seeing in comprehensive developmental assessments or curriculum packages. We developed standards which were aligned with the Idaho K-12 Standards for Excellence. This means that the standards will look significantly different that typical early childhood ?domains? (cognitive, gross and fine motor, social, communication, self-care). For instance, the literacy standard ?Read a variety of traditional and electronic materials for information and understanding,? means that children who learn the content knowledge and skills articulated for 3-5 year olds will have the opportunity to reach that standard. The standards will look more ?academic,? but in fact reflect the real day-to-day activities supported in early learning environments, for example: The Health Standard of Acquiring essential skills to lead a healthy life starts with the content knowledge and skills of describing personal characteristics like first and last name, gender, and family composition, and sample applications include 1) creating an ?All about Me? book with pictures and teacher assisted captions. The Science Standard of Understanding concepts and processes of evidence models included the content knowledge and skills of exploring the concepts of observation and data collection, leading to sample applications of comparing size, weight and color of pumpkins, apples, etc. and observing and talking about the weather.

21. How are the Early Learning Standards organized? Content -Specific Academic: represent what information students should know/understand or what skills/processes students should be able to do. Examples: Science: Understands concepts and processes of evidence and models. Language arts (written expression): Understands and uses the writing process. Health: Acquires the skills to lead a healthy life. As previously indicated, the Idaho Early Learning Standards are aligned with the Idaho K-12 Standards for Excellence, and are thus in academic, rather than developmental domains. Add examples of knowledge and skills and activities with eachAs previously indicated, the Idaho Early Learning Standards are aligned with the Idaho K-12 Standards for Excellence, and are thus in academic, rather than developmental domains. Add examples of knowledge and skills and activities with each

22. Other important types of standards are incorporated into content standards Cross-Discipline Learning: standards that represent generic information skills/processes that cut across content areas Thinking and reasoning: Applies basic principles of logic and reasoning. Information processing: Uses a variety of information gathering techniques and information resources. Communication: Expresses ideas clearly. In Idaho Early Learning Standards, these are addressed in the Health domain, and are reflected within the content knowledge and skills in all domains.In Idaho Early Learning Standards, these are addressed in the Health domain, and are reflected within the content knowledge and skills in all domains.

23. More important standards which are incorporated in the content standards?. Life skills: standards that represent generic information and skills/processes, which are useful within the workplace Self-Regulation: Sets and manages goals. Collaboration: Works towards the achievement of group goals. These skills are subsumed in the Health standards.These skills are subsumed in the Health standards.

24. What Are ?Content Knowledge and Skills?? Content Knowledge and Skills are clear, specific descriptions of knowledge or skills that children should acquire by a particular point in their schooling The specific skills that build to the standard whose content they address The content knowledge and skills of some standards are listed sequentially/developmentally (e.g. reading). Content knowledge and skills of other standards may reflect simultaneous development (e.g. humanities-music/art/movement). Here you could refer to reading standard 01, phonics a-f, compared to humanities standard 01, a-d.The content knowledge and skills of some standards are listed sequentially/developmentally (e.g. reading). Content knowledge and skills of other standards may reflect simultaneous development (e.g. humanities-music/art/movement). Here you could refer to reading standard 01, phonics a-f, compared to humanities standard 01, a-d.

25. What Are ?Content Knowledge and Skills?? Assigning a grade or age level, or a range at which the child is developmentally ready to acquire the understanding or skill it describes For preschool, the range is 3 to 5 years (Kindergarten standards start at 5 years) The assumption here is that the child would have had the opportunity to learn or has received all prior instruction necessary to learn the material. Depending on the developmental level of a child, the teacher should be sensitive to how the standard should be taught. In both Idaho K-12 Standards for Excellence, and Idaho Early Learning Standards, what the individual child should know and be able to do varies by whether the child can reasonably meet the standard ?as is? or will have to have accommodations (pretty close to the norm, but needs a little extra) or adapted (functional) content knowledge and skills and different activities to support the standard.Depending on the developmental level of a child, the teacher should be sensitive to how the standard should be taught. In both Idaho K-12 Standards for Excellence, and Idaho Early Learning Standards, what the individual child should know and be able to do varies by whether the child can reasonably meet the standard ?as is? or will have to have accommodations (pretty close to the norm, but needs a little extra) or adapted (functional) content knowledge and skills and different activities to support the standard.

26. A working example of how to apply standards: Note that the block center is typical in most child care and preschool areas. Refer to the standards (note that they will look academic since the standards stay the same as the ?end result? of the educational process, while the content knowledge and skills and samples of activities explain how that standard ?looks? for the age range of three to five year old children). So, this is something we are already doing! Activity and Handouts: Refer to the green block center handout and to the content knowledge and skills which could be learned during block center activities. Also note the block center oversize page handout for additional ideas. Note that we will be developing a support document which deals with center based activities and standards. Handouts: Block center (green handout) and Blocks: Potential Contributions?Note that the block center is typical in most child care and preschool areas. Refer to the standards (note that they will look academic since the standards stay the same as the ?end result? of the educational process, while the content knowledge and skills and samples of activities explain how that standard ?looks? for the age range of three to five year old children). So, this is something we are already doing! Activity and Handouts: Refer to the green block center handout and to the content knowledge and skills which could be learned during block center activities. Also note the block center oversize page handout for additional ideas. Note that we will be developing a support document which deals with center based activities and standards. Handouts: Block center (green handout) and Blocks: Potential Contributions?

27. What are ?Samples of Applications?? In the Idaho Standards for Excellence, ?Samples of Applications? are given for each standard, and content knowledge and skills. Illustrate the meaning of the content knowledge and skill Demonstrate the child?s learning in the content knowledge and skills Represent possible areas of application NOT the curriculum! Not intended to be an exhaustive list of possible applications Refer to examples in the Early Learning Standards document Note that the Early Learning Standards have sample of applications which mix both teacher activities (read literature about families), with examples of child learning (create a picture of self and family members). Presenter: this should be said/emphasized. When/if you (the reviewers) make comments on the samples of applications on the standards document, we would like you to think in terms of statements that demonstrate a child?s learning of that skill or knowledge. Refer to examples in the Early Learning Standards document Note that the Early Learning Standards have sample of applications which mix both teacher activities (read literature about families), with examples of child learning (create a picture of self and family members). Presenter: this should be said/emphasized. When/if you (the reviewers) make comments on the samples of applications on the standards document, we would like you to think in terms of statements that demonstrate a child?s learning of that skill or knowledge.

28. What is a curriculum? Curriculum A connection to the standards, An organized framework that delineates the content children are to learn, The process through which children achieve identified curricular goals, What teachers do to help children reach these goals, and The context in which teaching and learning occur. Activity: Brainstorm on flip chart some important skills to teach. Select one for each table and note the domain in which the skill is located. Have the tables locate the standard, content knowledge and skills, and a sample activity for their skill. Recall the wheel that addressed the learning system which aligns standards, curriculum and instruction, and assessment. We will briefly address curriculum and assessment to ensure that you understand that standards cannot and should not exist in isolation of good curricula and assessment. Activity: Brainstorm on flip chart some important skills to teach. Select one for each table and note the domain in which the skill is located. Have the tables locate the standard, content knowledge and skills, and a sample activity for their skill. Recall the wheel that addressed the learning system which aligns standards, curriculum and instruction, and assessment. We will briefly address curriculum and assessment to ensure that you understand that standards cannot and should not exist in isolation of good curricula and assessment.

29. Constructing Appropriate Curriculum Provides for all areas of development; Includes a broad range of content across disciplines that is socially relevant, intellectually engaging, and personally meaningful to children; Builds upon what children already know and are able to do; and Frequently integrates across traditionally subject-matter division to help children make meaningful connections and provide opportunities for rich conceptual development.

30. In addition, curriculum: Promotes knowledge and understanding, skills, and the disposition to enable children to use those skills to continue to learn; Develops intellectual integrity, reflects key concepts and tools of inquiry in ways that are accessible for children; Provides opportunities to support children?s home culture and language while developing abilities to participate in the shared culture of the community; and Is realistic and attainable for all children.

31. Assessment The purpose of assessment: To ensure that the needs of children and families are being met; To monitor progress towards attainment of standards; To inform instruction; and To enhance communication with parents, other agencies, and among team members.

32. Assessment Use multiple assessment types: Norm referenced Criterion referenced Authentic assessment Observation Portfolios Anecdotal records Refer to the assessment matrix in the handouts. The standards themselves should not be used as a ?checklist? for assessment. A number of assessment sources should be used. More on next slides on types of authentic assessmentRefer to the assessment matrix in the handouts. The standards themselves should not be used as a ?checklist? for assessment. A number of assessment sources should be used. More on next slides on types of authentic assessment

33. Authentic assessment Includes all domains Uses multiple sources of information Uses procedures that reflect the ongoing life of the classroom and typical activities of the children Considers all cultures, language groups, and developmental levels with fairness and respect. Multiple sources of information: parent information, student work, observation, photos, videotaped segments, etc.Multiple sources of information: parent information, student work, observation, photos, videotaped segments, etc.

34. Potential Uses of the standards document For family members: Build the awareness of child development, Assist to involve families in their children?s education, and Enhance the awareness of the systems needed to support the growth and development of children.

35. Potential Uses of the standards document For Teachers and Caregivers: To guide in planning learning experiences for children in programs, To provide direction for authentic assessment of young children, To construct a possible framework for program evaluation and program improvement, and To enhance ideas for training and staff development. Standards will be most effective if there is systematic support for children, families, educators, and programs. Program improvement can result only if resources are brought to bear to meet the needs of children.Standards will be most effective if there is systematic support for children, families, educators, and programs. Program improvement can result only if resources are brought to bear to meet the needs of children.

36. Potential Uses of the standards document For community members: To build a framework for needs assessment in the community, and To enhance advocacy efforts within the community. For Policymakers: To emphasize the importance of early childhood education, To assess the impact of public policies on young children and their families, and To improve public understanding of appropriate expectations, accountability, and responsibility.

37. Where are we now and how did we get here? A stakeholder group convened to develop preschool standards: Reviewed current work in Idaho; Reviewed reference documents from other states and national organizations (NCTM, MCREL early literacy, etc.); Aligned preschool standards with Idaho Standards for Excellence, and to flow into kindergarten standards; Included new research and best practices for early literacy and mathematics; and Identified concerns to address in dissemination and training.

38. What are our goals? To work together to assist children to meet achievable and challenging expectations, and To provide quality programs and necessary supports to programs, children, and families.

39. What does this mean to me and my program? Concerns and possible benefits or applications to your programs. Activity: Have tables review their concern form and talk about what they?ve learned from the presentation to address their concerns, and what possible benefits there might be to their programs.Activity: Have tables review their concern form and talk about what they?ve learned from the presentation to address their concerns, and what possible benefits there might be to their programs.


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