A HISTORICAL PERSPECTIVE SCHOOL READINESS: Slide 2 WHERE DID WE
START? 1999 : KSDE began working with Kansas Action for Children to
define School Readiness 2000: Early Childhood Leadership SummitThe
Road to School Readiness 2001: Building the Foundation for
Successful Children--school readiness conference for business
leaders and policy makers Slide 3 THE WORK CONTINUES: 2001-2003:
work on defining school readiness continued, sharing with
stakeholders 2003: the School Readiness Framework was finalized
2003: KSDE and SRS began the process of developing the Early
Learning Guidelines (required for SRS state plan) The Child
Indicators were used as a basis for the Guidelines Slide 4 SCHOOL
READINESS FRAMEWORK School readiness occurs when families, schools
and communities support and serve children effectively so that all
children have the ability to succeed in various learning
environments. Slide 5 Slide 6 FAMILY GOAL Children live in safe and
stable families that support learning. Slide 7 FAMILY INDICATORS
Mothers receive adequate prenatal care. Mothers are high school
graduates. Children live in homes free of violence. Children live
in families that can afford basic necessities. Children receive
health care services Slide 8 COMMUNITY GOAL: Children live in safe
and stable communities that support learning, health, and family
services. Slide 9 COMMUNITY INDICATORS Early childhood programs are
high quality. Early childhood programs are available. Early
childhood programs are affordable. Children live in safe and stable
communities. Slide 10 SCHOOL GOAL: Children attend schools that
support learning. Slide 11 SCHOOL INDICATORS Schools provide high
quality learning environments. Teachers provide high quality
classroom learning environments. Schools have strong relationships
with families and communities. Slide 12 INDICATIONS OF READINESS
CHILD LEVEL SKILLS Slide 13 CHILD INDICATORS Children are
physically healthy Social Skills Development Learning to Learn
Symbolic Development Communication and Literacy Development
Mathematical knowledge Slide 14 KANSAS EARLY LEARNING DOCUMENT
BUILDING THE FOUNDATION FOR SUCCESSFUL CHILDREN Slide 15 KANSAS
EARLY LEARNING DOCUMENT A Collaborative Venture: SRS, KSDE, KDHE,
Head Start, Higher Education, KITS, ICC, KAEYC,KDEC, Childrens
Cabinet, School districts Slide 16 HISTORY Federal requirements: to
develop early learning guidelines that were aligned with K- 12
content standards Kansas response: A collaborative early childhood
group began work on the Kansas Early Learning Guidelines and
Standards Slide 17 EARLY LEARNING DOCUMENT: PURPOSE To create a
continuum that links early development to school readiness and
later learning in school and in life. To provide a clear statement
of what young children should know and be able to do as a result of
experiencing quality early learning opportunities. Slide 18
PURPOSE: CONTINUED To provide guidance for families and early
learning professionals that enhance and support their abilities to
create experiences that promote early learning opportunities. To
show that during the early years, children acquire skills,
knowledge, and abilities in all developmental and content areas
(e.g., social-emotional, physical, early literacy, mathematics,
music) critical to future learning. Slide 19 GUIDING PRINCIPLES All
young children are unique and capable learners at birth. Individual
children exhibit a range of skills and competencies within and
among each of the developmental/content areas. Young children learn
through play and active involvement in their environment. Slide 20
GUIDING PRINCIPLES (CONT.) Children need opportunities for learning
in a safe, nurturing environment and a consistent relationship with
caring, knowledgeable adults. All areas of development are
interrelated. Skills and knowledge in each area support learning in
other areas. Slide 21 THE EARLY LEARNING GUIDELINES & STANDARDS
ARE DESIGNED TO: Recognize the importance of the early years as
learning years. Serve as a guide for appropriate curriculum
development/selection. Serve as a guide for creating quality
learning environments and opportunities. Slide 22 THE EARLY
LEARNING GUIDELINES & STANDARDS ARE NOT DESIGNED TO: Serve as a
curriculum in an early childhood program or other setting. Exclude
children from a program, school, or activity. Serve as an
assessment for children, families, or programs. Slide 23 KEY
POINTS: Children grow and develop at different speeds. Age
groupings are designed to show a progression of skills in a typical
child Foundational skills are NOT all the skills, abilities, and
knowledge that children need to be successful in school and in
life. Slide 24 FAMILIES Often askwhat should my child be learning?
KSELD to illustrate age related abilities Want to know about
specific programs KSELD can be aligned with programs curriculum and
goals May not understand play as a tool for learning KSELD can
illustrate how play can lead to these important skills Slide 25
ADMINISTRATORS Desire evidence of importance KSELD has the stamp of
approval Want to see a link to K-12 KSELD can clearly show the link
Desire accountability & evidence of success KSELD with
appropriate curriculum and assessment techniques can show progress
Are in a position to support EC programs KSELD can help improve
understanding of EC programs Slide 26 POLICY MAKERS Desire
accountability Desire to understand EC importance In position to
promote support/funding Slide 27 LINK TO SCHOOL READINESS KSELD
provides information and guidance to the field on the developmental
sequence KSELD are voluntary and designed to enhance and support
those caring for young children KSELD link directly into the K-12
content standards Slide 28 MAKE THE CONNECTIONS The Learning
Continuum shows the connection between skills described in the
Early Learning Guidelines and Standards, the School Readiness items
from the KELI, and Kindergarten through 3 rd grade standards,
benchmarks and indicators. The School Readiness Framework provides
the conceptual basis for the guidelines and standards. Slide 29
Foundational Skills School Readiness Benchmarks Kindergarten
through 3rd Grade: Content standards Birth to entering kindergarten
age: Five age groups: Young Infant Mobile Infant Toddler
Preschooler-3s Preschooler-4s Benchmarks from the Kansas Early
Learning Inventory (the KELI) Examples of standards, benchmarks,
and indicators from K-3rd grade standards that are supported by the
foundational skills and the school readiness benchmarks. Slide 30
MORE EARLY LEARNING CONNECTIONS Head Start Child Outcomes Early
Intervention/Early Childhood- Special Education Child Outcomes
Parents as Teachers Key Outcomes Teacher Core Competencies Teacher
Education Licensure Slide 31 FAMILY, COMMUNITY, SCHOOL AND, OF
COURSE IT IS ALL ABOUT THE CHILDREN
