Embed Size (px)
Citation preview
It’s ALL
ABOUTThe
MILK CARTON
!
Brought to you by:
Meet the TeamSky Beard, Executive
Director Early Learning Coalition
Blair NaveEarly Childhood Resource
Teacher
Ginny Gleason, Parent Involvement
YOU!
“It’s All A
bou
t Me!” – M
ilk Carto
n
The Collaboration
Began as an IDEAand
Grew into a Partnership
The Mission
To create a meaningful and smooth transition for children and parents as they take the journey
into kindergarten.
Transitions Impact Everyone
The Child, the Parent, the Early Education Teacher
and the Kindergarten Teacher
“It’s All A
bou
t Me!” – M
ilk Carto
n
So What Will Change on this New
Journey?
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Building /New Classroom
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Teacher
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Friends
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Playground
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Rules/ Procedures
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Place to Eat
“It’s All A
bou
t Me!” – M
ilk Carto
n
New Way to School
“It’s All A
bou
t Me!” – M
ilk Carto
n
Back to the Milk Carton
Brevard Public Schools
Ready for Kindergarten
“It’s All A
bou
t Me!” – M
ilk Carto
n
What Do We Know?
Developmental age is the stage at which the child is acting the most
consistently, comfortably and independently.
DevelopmentalStages
SmoothAge: 5
Secure within selfCalm, friendly, not too demanding
Tries only that which he/she can accomplishMom is center of his/her world
Break UpAge: 5 ½
OppositionalExtremely emotional
Mom has moved to second place and gets blamed for everything than goes wrong
He/she is the center of his/her world
Parent Communication
Performance Codes
Whole Child Indicators
Academic Indicators
What do we want to know about a student’s learning growth?
Progress
Process
Product
“It’s All A
bou
t Me!” – M
ilk Carto
n
ProgressTrack Student Movement
Working levelCompletion level
Not yet progressed to the levelNot progressing at all
Performance CodesPerformance Level 4 Meets and applies expectations/standards independently The student has complete understanding of the entire concept/standard as expected for the grading period and is able to apply knowledge consistently and INDEPENDENTLY. The student is considered on or above grade level in an area which they earn this code and on track for promotion.
Performance Level 3 Meets and applies expectations/standards with support The student has complete understanding of the entire concept/standard as expected for the grading period and is able to apply the knowledge consistently but WITH SUPPORT from the teacher. The student is on grade level in an area which they earn this code and on track for promotion.
Performance Level 2 Does not meet expectations/standards; shows growth with additional support The student demonstrates inconsistent or partial understanding of the entire concept/standard as expected for the grading period, even with support from the teacher. The student may be marked below grade level and may not be on track for promotion.
Performance Level 1 Does not meet expectations/standards; shows no growth even with support The student does not have understanding of the entire concept/standard as expected for the grading period, even with support from the teacher. The student is receiving interventions, marked below grade level and most likely not on track for promotion.
“It’s All A
bou
t Me!” – M
ilk Carto
n
ProcessSocial and Emotional
Learning BehaviorsInteraction with peers and adultsAbility to follow classroom and
school routines and rules
Whole Child Indicators
Social EmotionalLearning Behaviors
Gross Motor Development and AbilityFine Motor Development and AbilityCommunication Development and
Ability
Works and Plays Well with Others
Johnny+ likes to help, cooperate, follow
rules and is helpful to others+ waits and takes turns when
playing games+ responds well to clear and
simple expectations + needs verbal permission from
adults(before doing something, will ask,
“Can I..?)
Shows Body/Spatial/Visual Awareness
Susie+ needs encouragement to use
the climbing apparatus on the playground; stays on the bottom tier
+ participates in activities that require movement; may be off beat
+ slams the bathroom door when closing
+ sometimes runs into others
“It’s All A
bou
t Me!” – M
ilk Carto
n
ProductCognitive and Physical
Mastery of StandardsGross and Fine Motor
DevelopmentProblem Solvers
Academic Indicators
Reading Writing
MathematicsScience and Social Studies
Reading
Concepts of PrintPhonological/Phonemic Awareness
Phonics/Word AnalysisVocabulary
Comprehension
Vocabulary
Joanne+ is the classroom serial talker;
expands on every conversation+ loves the new words learned
during the week and creates sentences just to practice the words
+ enjoys explaining things; sharing about things she likes
Writing
Conventions
Purpose
Use Developmental Stages of Writing
Math
Number and OperationsGeometry
MeasurementAlgebraic Thinking
“It’s All A
bou
t Me!” – M
ilk Carto
n
What Do We Know?
Concrete Representational Abstract
Concepts are introduced with manipulatives. Young children
explore concepts using the
manipulative in purposefulactivities.
Concepts are represented using
pictures to represent concrete
objects. Young children begin to
visualize and communicate the
concept at a pictorial level.
Symbols are used to express the
concept.
Typical Kindergarten Day
NOT!
“It’s All A
bou
t Me!” – M
ilk Carto
n
Brevard Public Schools Website
http://www.brevard.k12.fl.us
/
“It’s All A
bou
t Me!” – M
ilk Carto
n
What Can YOUDo?
“It’s All A
bou
t Me!” – M
ilk Carto
n
1. Increase communication
2. Include transition activities in parent meetings
“It’s All A
bou
t Me!” – M
ilk Carto
n
3. Create parent engagement activities
4. Engage in conversation with kindergarten teachers about transitions
“It’s All A
bou
t Me!” – M
ilk Carto
n
What are Your Next Steps?
