KANSAS STATE DEPARTMENT OF EDUCATION KANSAS PREKINDERGARTEN GUIDE Early Childhood www.ksde.org August 6, 2018 Kansas Leadership Kansas leads the world in the success of each student. Landon State Office Building (785) 296-3203 900 S.W. Jackson Street, Suite 600 Mission Topeka, Kansas 66612-1212 www.ksde.org/board To prepare Kansas students for lifelong DISTRICT 1 DISTRICT 6 success through rigorous, quality academic Janet Deena instruction, career training and character Waugh, Horst development according to each student’s Vice Chair gifts and talents. DISTRICT 2 DISTRICT 7 Steve Ben Vision Roberts Jones Kansas leads the world in the success of each student. DISTRICT 3 DISTRICT 8 Michelle Kathy Dombrosky Busch, Motto Chairman Kansans CAN. DISTRICT 4 DISTRICT 9 Ann E. Jim Mah Porter Successful Kansas High School Graduate DISTRICT 5 DISTRICT 10 A successful Kansas high school graduate has the Jean Jim Clifford McNiece • Academic preparation, • Cognitive reparation, • Technical skills, • Employability skills and • Civic engagement to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation. Landon State Office Building (785) 296-3201 900 S.W. Jackson Street, Suite 600 Outcomes for Topeka, Kansas 66612-1212 www.ksde.org Measuring Progress KANSAS DEPUTY COMMISSIONER COMMISSIONER • Social-Emotional growth measured locally OF EDUCATION Division of Fiscal • Kindergarten readiness and Administrative Dr. Randy Services • Individual Plan of Study focused on career interest Watson Dale M. Dennis • High school graduation DEPUTY • Postsecondary success COMMISSIONER Division of Learning Services Brad Neuenswander The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3204 JANUARY 15, 2019 KANSAS STATE DEPARTMENT OF EDUCATION KANSAS PREKINDERGARTEN GUIDE Acknowledgments Throughout this guide, the term “prekindergarten” refers to those classrooms and programs serving children who have reached age three but are not yet age-eligible for kindergarten. Thank you to the Kansas prekindergarten teachers, curriculum leaders, administrators, education partners, and content specialists who worked as a committee to collaborate and create this document. Special thanks to the 2017 Kansas Full-Day Kindergarten state committee and to the State of Washington Office of the Superin- tendent of Public Instruction for sharing resources. This initiative is supported by a grant from the W.K. Kellogg Foundation. Early Childhood Kansas State Department of Education Landon State Office Building 900 S.W. Jackson Street, Suite 620 Topeka, Kansas 66612-1212 (785) 296-6602 Toll Free: 1-800-203-9462 [email protected] www.ksde.org KANSAS PREKINDERGARTEN GUIDE GUIDE DEVELOPMENT COMMITTEE David Brock Barbara Gannaway Natalie McClane Callie Peace Coordinator for Special Services Assistant Director Education Program Consultant Executive Director Spring Hill USD 230 Kansas Parent Information Kansas State Department of Kansas Parents as Teachers Resource Center (KPIRC) Education (KSDE) Association Amanda Cavaness Principal Desaree’ Groene Amy Meek Melodee Penner Dr. Jerry Hamm Early Principal Early Childhood Director Prekindergarten Teacher Learning Center Country View and Winfield Early Kansas Children’s Cabinet and Sublette USD 374 Coffeyville Public Schools Learning Center Trust Fund USD 445 Winfield USD 465 Penny Stoss Dr. Leigh Anne Neal Assistant Superintendent Dr. Craig A. Correll Dr. Jane Groff Assistant Superintendent for Early Nickerson-South Hutchinson Superintendent Executive Director Childhood Education USD 309 Coffeyville Public Schools KPIRC Shawnee Mission USD 512 USD 445 Nis Wilbur Melissa Harlan Dr. Chelie Nelson Education Program Consultant Bridgette Fullington Early Learning Coordinator State Trainer KSDE Title I Prekindergarten teacher Madison-Virgil USD 386 Kansas Multi-Tiered System of Shawnee Mission USD 512 Supports (MTSS) and Alignment Annie Yungeberg Prekindergarten Teacher Washington USD 108 For more information, contact: Early Childhood Jordan Christian Beccy Strohm Kansas State Department of Education Public Service Executive Senior Administrative Assistant Landon State Office Building (785) 296-3953 (785) 296-6602 900 S.W. Jackson Street, Suite 620 [email protected] [email protected] Topeka, Kansas 66612-1212 Natalie McClane Nis Wilbur (785) 296-6602 Education Program Consultant Education Program Consultant Toll Free: 1-800-203-9462 (785) 296-5081 (785) 296-4964 [email protected] [email protected] [email protected] www.ksde.org Amanda Petersen Director (785) 296-7929 [email protected] KANSAS PREKINDERGARTEN GUIDE CONTENTS INTRODUCTION ...............................................1 Why Kindergarten Readiness? ............................................2 TRANSITIONS .................................................3 Early Learning Collaboration ..............................................4 CHILD DEVELOPMENT ..........................................5 Principles of Child Development and Learning that Inform Practice ................6 Understanding Child Development .........................................7 Child-Centered Learning .................................................8 LEARNING ENVIRONMENT ......................................9 Physical Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Teacher-Child Interaction ................................................12 CLASSROOM MANAGEMENT .................................... 13 Establishing Classroom Rules and Procedures ...............................13 Developing Behavior Patterns ............................................14 Elements of the Day ....................................................15 FAMILY ENGAGEMENT ......................................... 17 Sample Evidence-based Practices for Family Engagement in Schools . . . . . . . . . . . . .19 KANSAS CURRICULAR STANDARDS: PREKINDERGARTEN ........... 21 Approaches to Learning .................................................23 Physical Health and Development .........................................23 Social-Emotional Development ...........................................24 Communication and Literacy Skill Development ..............................24 Mathematical Knowledge ...............................................25 Science .............................................................25 Social Studies ........................................................26 Creative Arts .........................................................26 Multi-Tiered Systems of Supports .........................................27 ASSESSMENT ................................................29 Developmentally Appropriate Assessments ..................................30 PROGRAM STRUCTURES ...................................... 31 Professional Development ...............................................32 State and Federal Programs .............................................33 APPENDIX ...................................................35 KANSAS PREKINDERGARTEN GUIDE This page blank for printing purposes. Early Childhood | KSDE | www.ksde.org KANSAS PREKINDERGARTEN GUIDE INTRODUCTION “ Kansas In October 2015, The Kansas State Board of Education announced leads the a new vision for education in Kansas. The new vision was built using world in the input from multiple stakeholders and took nearly a year to develop. success The Kansans CAN Vision - “Kansas leads the world in the success of each of each student” - became the branded theme for Kansas education.1 student. Kansans are demanding higher standards in academic skills, as well ” as employability and citizenship skills. Kansans expressed the need - Kansas Vision for Education, Kansas to move away from a “one-size-fits-all” system reliant exclusively on State Board of state assessments. The Kansans CAN vision for education calls for Education, 2015 a more child-focused system providing support and resources for individual success. It will require everyone to work together to make it a reality. 1 Kansas State Department of Education. (2017). Kansas Vision for Education. Retrieved from www.ksde.org/Agency/Fiscal-and-Administrative-Services/Communications-and-Recognition- Programs/Vision-Kansans-Can Early Childhood | KSDE | www.ksde.org 1 INTRODUCTION | KANSAS PREKINDERGARTEN GUIDE Why Kindergarten Readiness? The Kansans CAN initiative motivated the creation of this age 8, are necessary for school success and directly influence document. Kindergarten Readiness is one of five Kansas State children’s future successes. Experiences to support health and Board of Education measurable outcomes, which also include: physical well-being, cognitive development, communication and social-emotional development provide a foundation for ● Social-emotional growth measured locally school readiness. However, kindergarten readiness also ● Individual Plan of Study focused on career interest requires policy, funding and effective systems supportive of ● High school graduation children’s ability to thrive and succeed in learning environments throughout their lifespan. ● Postsecondary This Kansas Prekindergarten Guide is not designed as a mandate The goal of the Kindergarten Readiness outcome is that “each prekindergarten. This resource provides prekindergarten student enters kindergarten at ages five socially, emotionally and teachers, providers and administrators with common references academically prepared for success.” The Kansas State Board for high-quality and evidence-based prekindergarten practices. of Education understands that early childhood experiences and This guide supports the implementation of developmentally settings are the foundation for lifelong success. appropriate and academically rigorous prekindergarten programs. School readiness occurs within a broad context and includes Prekindergarten teachers and administrators are encouraged four components: community, educational environment, family to discuss the contents of this guide together prekindergarten. and the individual child. These four components function as This guide will be reviewed and may be updated, in response to interdependent systems of support with multi-directional influ- feedback from those implementing high-quality pre kindergarten ences. Rich early childhood experiences, from birth through practices across Kansas. Kansas School Readiness Framework Community: Educational Environment: Ready communities enable each child and family Funding Ready educational environments (home-based, to live in a safe and stable environment that center-based, and school-based settings) effectively supports their healthy development and learning. provide evidence-based safe, high-quality learning Comprehensive, coordinated and accessible experiences for every child. Serving children from services meet the multiple needs of children and birth, these experiences support healthy families. Communities embrace the concept of development and learning, and actively providing varied, quality experiences that prepare engage families in their children’s children for success. Child education. EEdnuvicroantiomneanlts Family System Supports Family: Child: Ready families, in a variety of forms, Community Ready children are competent in developmental serve as the primary foundation for their milestones that are individually and age children. Ready families provide safe, stable appropriate. These milestones are in the areas and nurturing environments that promote of health and physical well-being, social and healthy development and learning. Policy emotional competence, cognition and general knowledge, communication and literacy. 2 Early Childhood | KSDE | www.ksde.org KANSAS PREKINDERGARTEN GUIDE TRANSITIONS Successful transitions are most strongly influenced by children’s home environment, the preschool program they attend and the continuity between preschool and kindergarten.2 Prekindergarten is a special milestone in a child and family’s life. A child’s transition into prekindergarten or from prekindergarten into kindergarten, can be filled with joy, anticipation, apprehension and concern. A child enters prekindergarten with a wide range of abilities and experiences. A high-quality program is prepared to welcome and respond to each child in a manner that intentionally promotes developmentally appropriate practices. Prekindergarten is a place for a child to learn, play, grow and prepare for success in kindergarten and beyond. Prekindergarten involves two major periods of transitions: a child’s transition into a prekindergarten program and, then, the transition from prekindergarten into kindergarten. A child transitions more successfully when program administrators, teachers and families plan and prepare together. Using a systems approach can assist in smooth transitions. Coordinating transition efforts, prekindergarten and elementary programs help a child maintain and maximize his or her success. 2 Riedinger, S.A. (1997). Even Start: Facilitating Transitions to Kindergarten. Retrieved from https://eric.ed.gov/?id=ED413100 Early Childhood | KSDE | www.ksde.org 3 CHILD DEVELOPMENT | KANSAS PREKINDERGARTEN GUIDE Early Learning Collaboration The goal of collaboration is to increase communication and Collaboration components: build connections among early childhood, kindergarten and other essential support programs to promote smooth ● Building and strengthening relationships and successful transitions. The Kansas Early Learning between early learning providers and Standards and Kansas Family Engagement and Partnership kindergarten teachers. Standards for Early Childhood are two tools that may assist ● Developing and sharing common with collaboration efforts between prekindergarten, families expectations for kindergarten readiness. and kindergarten programs. ● Sharing emerging best practices. “Transition practices need to be effective to make a ● Analyzing and sharing data across programs difference. Effective transition practices are activities to inform practices and improve future school that teachers, families and community members can success use to create supports and foster familiarity across early childhood settings and kindergarten.” ● Guiding principles for high-quality - LoCasale-Crouch et al.3 prekindergarten. Guiding Principles for High-Quality Prekindergarten Child development Curriculum/ Learning assessment/ environment instruction Family engagement 3 LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T. and Pianta, R. C. (2008). Prekindergarten Teachers’ Use of Transition Practices and Children’s Adjustment to Kindergarten. Early Childhood Research Quarterly, 23, 124–139. 4 Early Childhood | KSDE | www.ksde.org