NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Module 1: Overview Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships 2014

Welcome and introductions Who is with us today? 2

Objectives To understand the relationship between early learning standards and curriculum To understand the relationship between the NC Standard Course of Study for Kindergarten and the NC Foundations for Early Learning and Development To understand the structure of the professional development modules for instructional practices that support high quality supportive environments and nurturing & responsive relationships 3

The Back Story How we got where we are today 4

Five Developmental Domains Approaches to Learning Cognitive Development Language Development & Communication Health & Physical Development Emotional- Social Development 5

Foundations Treasure Hunt! 6

Developmental Indicator Continuum Infants: birth-12 months Younger Toddlers: 8-21 months Older Toddlers: months Younger Preschoolers: months Older Preschoolers: months Developmental Goals Continuum of Growth 7

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Define the expectations for knowledge and skills children should have Organized by age level Based on developmental literature Assumes additive acquisition of knowledge Adapted from Corcoran, Mosher & Rogat,

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Scope: the breadth and depth of content to be covered Sequence: the order in which content is presented Provides activities to facilitate critical areas of development and learning that can be embedded in classroom routines 9

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Adapted from The Council of Chief State School Officers, October 2006 A process used by teachers and children during play and learning activities, that provides feedback to the teachers and children, so that teachers can adjust their teaching to meet the needs of children, and so that children can understand what is expected of them. 10

Alignment TS GOLD Objectives NC Foundations for Early Learning and Development 11

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Story sequence 3 rd Grade: Recounts stories 5 th Grade: Identify main points of stories High School: Analyze how author selected words and organized text for meaning English Language Arts 12

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Patterning 3 rd Grade: Identify and explain patterns in arithmetic 5 th Grade: Analyze patterns and relationships High School: Arithmetic with polynomials and rational expressions Mathematics 13

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Awareness of body 3 rd Grade: Understand human body systems 5 th Grade: Understand how organisms perform functions necessary for life High School: Understand cells and organisms- evolution and genetics Science 14

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Recognize the roles of people in the community 3 rd Grade: Understand how events and individuals have influenced communities 5 th Grade: Chronicle key events and people in US history High School: Understand creation and development of societies and civilizations Social Studies 15

Alignment Kindergarten Standard Course of Study NC Foundations for Early Learning and Development 16

Foundations Training Modules The “Why” Behind the Structure of the Modules 17

Stakeholder Input Identifying professional development needs for schools systems and the early intervention program – Stakeholder input helped to identify priorities for training and resources needed to implement Foundations into teacher/practitioner practices 18

Video 19

Teaching Standards 20

Structure of Training Modules 1.Pre-learning assignment 2.30 minute review of pre-learning assignment 3.90 minute face-to-face session 4.Post-learning activities: Extension into the classroom 21

Foundations Training Modules The Structure of the Training Modules

Effective Teacher Practices Supporting NC Foundations for Early Learning and Development Module 1: Overview Module 2: Formative Assessment Module 3: Promoting Positive Relationships Module 4: Classroom Design Module 5: Behavior Expectations and Rules Module 6: Schedules and Routines Module 7: Directions and Feedback 23

High Quality Supportive Environments Nurturing & Responsive Relationships Targeted Social Emotional Supports Intensive Interventions Behavior Expectations & Classroom Rules Classroom Design, Schedules & Transitions Giving Directions & Feedback Relationships Enhancing Emotional Literacy Controlling & Recognizing Impulses Problem Solving Developing Friendships Intensive Behavior Support Functional Behavior Analysis Behavior Support Plans Pyramid Model for Promoting Social-Emotional Competence in Young Children Treatment/Focused Intervention Prevention Universal Promotion 24

iPoints 25 Included in your handouts

Instructional Practices Checklist 26 Included in your handouts

Off on a Journey! 27

Questions ? 28