Its ALL ABOUT The MILK CARTON! Brought to you by:

Meet the Team Sky Beard, Executive Director Early Learning Coalition Blair Nave Early Childhood Resource Teacher Ginny Gleason, Parent Involvement YOU!

Its All About Me! – Milk Carton The Collaboration Began as an IDEA and 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

Its All About Me! – Milk Carton So What Will Change on this New Journey?

Its All About Me! – Milk Carton New Building /New Classroom

Its All About Me! – Milk Carton New Teacher

Its All About Me! – Milk Carton New Friends

Its All About Me! – Milk Carton New Playground

Its All About Me! – Milk Carton New Rules/ Procedures

Its All About Me! – Milk Carton New Place to Eat

Its All About Me! – Milk Carton New Way to School

Its All About Me! – Milk Carton Back to the Milk Carton

Brevard Public Schools Ready for Kindergarten

Its All About Me! – Milk Carton What Do We Know? Developmental age is the stage at which the child is acting the most consistently, comfortably and independently.

Developmental Stages Smooth Age: 5 Secure within self Calm, friendly, not too demanding Tries only that which he/she can accomplish Mom is center of his/her world Break Up Age: 5 ½ Oppositional Extremely 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 students learning growth? Progress Process Product

Its All About Me! – Milk Carton Progress Track Student Movement Working level Completion level Not yet progressed to the level Not progressing at all

Performance Codes Performance 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.

Its All About Me! – Milk Carton Process Social and Emotional Learning Behaviors Interaction with peers and adults Ability to follow classroom and school routines and rules

Whole Child Indicators Social Emotional Learning Behaviors Gross Motor Development and Ability Fine Motor Development and Ability Communication 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

Its All About Me! – Milk Carton Product Cognitive and Physical Mastery of Standards Gross and Fine Motor Development Problem Solvers

Academic Indicators Reading Writing Mathematics Science and Social Studies

Reading Concepts of Print Phonological/Phonemic Awareness Phonics/Word Analysis Vocabulary 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 Operations Geometry Measurement Algebraic Thinking

Its All About Me! – Milk Carton What Do We Know? ConcreteRepresentationalAbstract Concepts are introduced with manipulatives. Young children explore concepts using the manipulative in purposeful activities. 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!

Its All About Me! – Milk Carton Brevard Public Schools Website d.k12.fl.us/

Its All About Me! – Milk Carton Next Steps!

Its All About Me! – Milk Carton What Can YOU Do?

Its All About Me! – Milk Carton 1. Increase communication 2. Include transition activities in parent meetings

Its All About Me! – Milk Carton 3. Create parent engagement activities 4. Engage in conversation with kindergarten teachers about transitions

Its All About Me! – Milk Carton What are Your Next Steps?