OREGONS EARLY LEARNING KINDERGARTEN GUIDELINES Oregon Response to

OREGON’S EARLY LEARNING & KINDERGARTEN GUIDELINES Oregon Response to Instruction & Intervention Annual Conference April 27, 2017

Agenda 2 Welcome & Intros P-3 Alignment Framework Guidelines Overview � Scavenger Hunt � Key Features � Domains Accessing the Guidelines Small Group/Large Group Discussions Wrap Up

P-3 Alignment: Everyone Plays a Part Pre. K-3 rd: A Comprehensive Reform Strategy Kristie Kauerz, Ed. D. Research Scientist University of Washington College of Education

Improving Quality and Coherence Pre. K-3 rd: A Comprehensive Reform Strategy Kristie Kauerz, Ed. D. Research Scientist University of Washington College of Education

P-3 Alignment Framework 5 Kauerz, K. and Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating Pre. K-3 rd Grade Approaches. Seattle, WA: College of Education, University of Washington.

Oregon’s Early Learning and Kindergarten Guidelines Approaches to Learning Social. Emotional Development Literacy Language and Communication Math

Scavenger Hunt In small groups, use the bright pink scavenger hunt form to find key pieces of info in the Guidelines doc Once you’ve had a chance to explore the doc, we’ll come back together as a whole group and compare responses This activity is not a race!

Key Features: Subdomains and Goals • Subdomains and goals are cross-referenced with the corresponding early learning and/or CCSS goal

Key Features: Age-level progressions • Age-level progressions from age 3 through Kindergarten for each subdomain goal

Key Features: Supports for DLLs and Children with Special Needs • Best practices for supporting dual language learners and children with special needs in each domain area

Key Features: What Adults Should Do • Provides ideas for adults to work with children in each domain area

Approaches to Learning • Emotional and Behavioral Self-Regulation • Cognitive Self-Regulation (Executive Functioning) • Initiative and Curiosity • Creativity

Social-Emotional Development • • Senses of Identity and Belonging Emotional Functioning Relationships with a Trusted Adult Relationships with Other Children

Language and Communication • Attending and Understanding • Communicating and Speaking • Vocabulary

Literacy • • Phonological Awareness Print and Alphabet Knowledge Comprehension and Text Structure Writing

Mathematics • • • Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry and Spatial Sense

How to Access the Guidelines Ø Oregon Department of Education Ø Full Day Kindergarten Ø Early Learning & Kindergarten Guidelines http: //www. oregon. gov/ode/students-and-family/Full. Day. K/Pages/Early. Learning-and-Kindergarten-Guidelines. aspx • Site includes § Guidelines document § “At-A-Glance” one-pagers that can be used with families and community partners § Links to domain specific resources

Discussion Items How do you plan to use the Guidelines in your program/community? What obstacles do you envision to using the Guidelines, and what are some ideas for overcoming them? What support do you need to be able to use the Guidelines in your program/community?

Wrap Up 20 Closing activity � Circle a key word or phrase in your copy of the guidelines � Share it with the group Session Evaluations

Contact Info 21 Brett Walker| P-3 Alignment Specialist EARLY LEARNING DIVISION | OREGON DEPARTMENT OF EDUCATION OFFICE 503. 378. 5160 | MOBILE 971. 273. 8239 brett. walker@state. or. us