California Preschool Learning Foundations California Department of Education Child Development Division

Welcome! Make an opening statement - CDD is rolling out the first set of foundations. This year is the year to learn about the foundations…what they are for, what they say and mean. We want to take this year to focus on understanding them before we focus on how to implement them. Folder Contents: Foundations in order SE/LL/ELD/Math FAQs Navigation maps in folder - one for each domain different colors (SE pink/ELD blue/LL yellow/Math green) Ordering information Preschool Learning Foundation Process Timeline PPT notes Know/Learn/Teach, Train, Tell handout

With a goal of ensuring that all preschools offer high-quality programs, the California Department of Education developed these preschool learning foundations. On January 22, 2008, the State Superintendent of Public Instruction, Jack O’Connell formally released the foundations during the California State of Education address. The Preschool Learning Foundations were developed through a three-year collaborative effort with leading early childhood educators, researchers, advocates and parents - A Message from the State Superintendent of Public Instruction, page v. On January 22, 2008, the State Superintendent of Public Instruction, Jack O’Connell formally released the foundations during the California State of Education address.

It’s Here! Ask participants to take out their publication and follow along with you. Point out the icons on the spine of the cover. Identify what domain each icon represents. Point out the words “Volume 1” on the cover. Explain that this volume contains the first four domains (the first four icons reading from the top of the page). Explain that Volume 2 will contain the next three domains (visual/performing arts, physical development, and health), and that Volume 3 will contain the last two domains (history/social science and science). Point out that the icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the book on the next slide.

This slide shows the way the Web page is designed This slide shows the way the Web page is designed. The entire document is online at the California Department of Education Web site. You can look at a specific section or download the entire document. http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

CDE Web site At the Web address, the underlined Preschool Learning Foundations link takes you to the publication. There you will have easy access to the chapters and sections within the 192 page publication. The Appendix, on pages 173-192, provides a summary list of the foundations. Frequently Asked Questions (FAQs) are posted on the website. Questions can be sent to psfoundations@cde.ca.gov Read the first bullet. Web handout On page 173-192 in the Appendix you will find a summary list of the foundations, excluding the examples and other material. Hold one up to show how small it is. Remind them that the preschool foundations email address on the previous page is also on the CDE Web site. Many questions were asked during the extensive public review process. CDE has developed a set of Frequently Asked Questions to provide the answers to those questions. The Frequently Asked Questions (FAQ) document is a living document. Over time, new questions will be added and existing responses may be clarified as needed.

Preschool Learning Foundations ~Domains~ English- Language Development Social-Emotional Development Language and Literacy Currently, California has developed preschool learning foundations for four domains: Social-Emotional Development, Language and Literacy, English-Language Development, and Mathematics. Over the next few years there will be additional foundations developed in the following domains: Visual and Performing Arts; History/Social Sciences; Physical Development; Health; and Science Mathematics

…and enhanced with expert practitioners’ suggestions and examples. Foundations are based on… The foundations written for each of these domains are based on research and evidence and are enhanced with expert practitioners’ suggestions and examples. Relevant studies from the literature. For example, Becker’s 1989 study. “Preschoolers’ Use of Number Words to Denote One-to-One Correspondence,” in Child Development, Vol. 60 (Mathematics, References page 168). Early childhood education standards from other states such as Hawaii and Texas (Social-Emotional, Introduction page 5 footnote). Well-validated assessment tools such as the Ages & Stages Questionnaires (ASQ): A Parent-Completed, Child-Monitoring System (Social-Emotional, References and Source Materials, page 36). Documents from the California Department of Education such as the English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (Language and Literacy, Introduction page 48 left column). General sources such as the Report of the National Reading Panel 2000. (Language and Literacy, Introduction page 73 left column). A reference list of these source materials is included in this document, along with detailed Bibliographic Notes for each of the developmental domains. …and enhanced with expert practitioners’ suggestions and examples.

Let’s Take a Book Walk A Message from the State Superintendent of Public Instruction The Acknowledgements The Introduction The Four Domains: Social-Emotional Development, Language and Literacy, English-Language Development, and Mathematics The Appendix Walk participants through the entire document. Do not go into detail on the domain section as this will happen later on in the session. If short of time, just explain that these are the sections found in the book. A Message from the State Superintendent of Public Instruction provides an over-arching vision for the purpose and importance of the Preschool Learning Foundations. The Acknowledgements lists the researchers and early childhood stakeholders who contributed to the development of the foundations over the past three years. The six-page Introduction provides an overview of the foundations. The four domains are social-emotional development, language and literacy, English-language development, and mathematics. We will look at this section in more detail in a few minutes. Direct the participants to the icons and color coding on the page edges. Demonstrate how the color coding can be used as a quick tab feature to go to any of the four foundations. The Appendix on page 173 provides a summary list of only the foundations, excluding the examples and other reference material.

“Research shows that all children can benefit from participating in high-quality preschool programs.” Jack O’Connell A Message from the State Superintendent of Public Instruction This comes from Jack O’Connell’s A Message from the State Superintendent of Public Instruction (pg. v)

Children who attend high-quality preschool programs: are more comfortable in their surroundings have been exposed to books have learned to play cooperatively are accustomed to learning with others This comes from Jack O’Connell’s A Message from the State Superintendent of Public Instruction.

Readiness Gap The RAND Corporation conducted a study for Preschool California. The results of the research show us that we have a serious school readiness gap in California, and that the achievement gap is apparent in the early elementary grades. Who Is Ahead and Who Is Behind? Gaps in School Readiness and Student Achievement in the Early Grades for California’s Children by Jill S. Cannon and Lynn A. Karoly, TR-537-PF/WKKF/PEW/NIEER/WCJVSF/LAUP, 2007, 132 pp.

Key Findings of the Rand Study Children who attend pre-k score higher on school readiness measures at kindergarten entry. Effective pre-k improves children’s K-12 academic performance. Effective pre-k has long-term benefits. Rigorous studies of programs in other states show that effective preschool helps narrow the achievement gap in the later elementary grades by addressing that gap before children start kindergarten. Who Is Ahead and Who Is Behind? Gaps in School Readiness and Student Achievement in the Early Grades for California’s Children by Jill S. Cannon and Lynn A. Karoly, TR-537-PF/WKKF/PEW/NIEER/WCJVSF/LAUP, 2007, 132 pp.

The Foundations… are for all children, including children learning English and children with disabilities. Foundations are the knowledge and skills that all young children typically exhibit: at around 48 and 60 months of age; as they complete their first or second year of preschool; with appropriate support; and when attending a high-quality preschool program. Read Slide

High-Quality Programs Include environments and experiences that encourage active, playful exploration and experimentation purposeful teaching to help children gain knowledge and skills specific support for children learning English specific accommodations and adaptations for children with special needs For children to attain the knowledge and skills in the foundations, programs must work to provide appropriate conditions for learning and individually assist each child in their learning and development.

Introduction Highlights The purpose of the foundations is to promote understanding of preschool children’s learning and to guide instructional practice. Ask which group worked on this piece and have them read their sticker.

Universal Design for Learning supports preschool programs in their efforts to foster learning and development for all children provides opportunities for children to follow different pathways to learning provides for the use of multiple approaches to learning Pages xiv-xv Universal Design for Learning section The California Preschool Learning Foundations are guides to support preschool programs in their efforts to foster learning and development in all of California’s young children, including children who have disabilities. It is important to provide opportunities for children to follow different pathways to learning in the preschool foundations in order to make them helpful for all of California’s children. A universal design for learning is not one approach that will accommodate everyone, but rather refers to providing multiple approaches to learning in order to meet the needs of diverse learners.

Universal Design for Learning cont. provides information in a variety of ways so that the learning needs of all of the children are met allows for use of alternative methods to demonstrate what they know or feel provides choices for activities that facilitate learning by building on children’s interests Page xv - Universal Design for Learning section providing information in a variety of ways so that the learning needs of all of the children are met; allowing children to use alternative methods to demonstrate what they know or what they are feeling; providing choices for activities within the classroom that facilitate learning by building on children’s interests. Additional information you can share if you want: The examples given have been worded to reflect multiples ways that children can respond. One example of this is on page 148 Mathematics Number Sense at around 60 months 1.2 Examples: “Names some numerals found in books or during a game.” “Points to numerals in a number puzzle as the teacher names them.”

Effective teaching includes: setting up environments; supporting children’s play; selecting appropriate materials; and planning and implementing teacher-guided learning activities. Ask which group worked on this piece and have them read their sticker. Read slide.

Children with Disabilities Children with disabilities develop in ways that are similar to, but different from typically developing children. Teachers provide the insight needed to understand how these foundations can be applied. Children who have special physical or mental challenges, neurodevelopmental disorders, or other special needs proceed developmentally in ways that are similar to, but also different from, more typically developing children. Teachers should read each foundation and the accompanying examples, then consider the means by which a child with a disability might best acquire information and demonstrate competence in these areas.

Structure of the Foundations

A Walk Through the Domain Organization Introduction Foundations Bibliographic Notes Glossary References Ask participants to choose whatever domain they want to do this piece. As you present each bullet, have participants locate that section in their domain. Let participants know that there are flags on the table if they wish to mark each section. Introduction: It is important to realize that the introduction contains valuable information about the domain. For example, the Stages of Sequential Bilingual Language Development is found in the introduction to the English- language development foundations. Foundations: The foundations describe what children learn. We will look at the structure of the foundations next. Bibliographic Notes: These contain the research that is related to each domain’s strands. In the English-language development domain, the Bibliographic Notes are included in the domain Introduction instead of following the foundations as in the other domains. Glossary of terms: These are terms that are defined in each domain to support the understanding of the content. References are related to the development of the foundations and the content in the Introduction and Bibliographic Notes.

Map of the Foundations Social-Emotional Development Domain Strand Self Substrand Age Age Foundation Foundation Description Ask participants to refer to the handout of maps- one for each domain. Tell them this is the format for the social-emotional development domain. Click through the labels. Point out: The name of the domain (Social-Emotional Development) The name of the strand at the top of the table (in this case, Self) The name of the substrand (Self-Awareness). Note that substrands always end in “.0” The two levels (at around 48 months and at around 60 months). Remind participants that the foundation describes typical behaviors at around 48 months and at around 60 months. The foundation is highlighted in the domain color. The foundation description (this is unique to the social-emotional domain) The examples (these are only a few of the ways that children may demonstrate the foundation) Examples

Foundations Organization English-language development foundations have Levels not Ages Domain Age Language and literacy includes descriptions of Substrands Strand Substrand Social-emotional development foundations include descriptions for Foundations English-language development has a Focus level below Substrands Foundation Note to presenter: This slide contains the same information as the previous slide. It is not new information, it is just organized differently to accommodate different learning styles of participants. This is a summary slide. You might ask those who attended an input session if any of these terms are familiar to them. You might ask them to read the words aloud as they fly in from the side. There is a call out that appears when you double click AGE that says ELD foundations have LEVELS not ages. There is a call out that appears when you double click Foundations that says SE has a Description below each foundation. Examples

Preschool English-Language Development Foundations English-language development is not linked to age. English-learners’ language develops at different rates. Children may be at the beginning, middle or later levels for different foundations at the same point in time. Bullet 1: Unlike the three other sets of foundations, in which the foundations are organized by age, the English-language development foundations are organized by three levels of development-beginning, middle, later. Bullet 2: Children will go through these stages at different paces. Bullet 3: Read slide. The English-language development (ELD) foundations describe what children typically demonstrate at three different levels of successive English-language development. Note: The Preschool English Learners Resource Guide reinforces the information in the introduction to the ELD foundations. It includes additional material about family and community language practices, simultaneous second language acquisition, and supporting the English-language learner with special needs.

What’s next?

Facilitator to say : “This is a visual of California’s Preschool Learning System.” This foundations are at the center of the larger Preschool Learning System. Background: Element One: The Preschool Learning Foundations are at the center of the Preschool Learning System. The focus is on the child and his/her development. Foundations describe what children learn. Statewide preschool foundations provide all teachers and programs with a common knowledge of the expectations and goals for children. The foundations will be useful as teachers plan activities, the environment, and interactions. Element Two--The Prekindergarten Learning and Development Guidelines were developed to guide programs in providing an appropriate preschool experiences. The PreK Guidelines will be updated to reflect the foundations. Element Three: California Department of Education is currently developing a preschool curriculum framework. The framework will provide guidance for using the foundations for program planning, development, and instruction. CDE does not develop a curriculum for preschools. In California, curriculum is a local decision. Element Four: The fourth component of the preschool system is the Desired Results Developmental Profile-Revised (DRDP-R). The DRDP-R is a reliable child observation tool. Teachers use this developmental continuum to measure children’s progress. The foundations describe what children learn, the DRDP-R is used to assess and document what children have learned, and is being updated to align with the foundations. Element Five: The final component of the Preschool Learning System, professional development, provides teachers with opportunities to acquire skills and competencies to provide a high-quality program. Professional development is available through many sources including, but not limited to, the following: CPIN, Mentor Teacher program, Child Development Training Consortium, pre-service, and the Faculty Initiative Project.

What is next? Curriculum framework DRDP-R Other foundation domains Refer to process timeline as you explain. Bullet 1 Curriculum framework The framework will be developed to provide guidance on the implementation of the foundations. There will be opportunities for input from the field. DRDP-R, and the development of other foundation domains as you go through the following slides. Bullet 2: The DRDP-R is being aligned with the Preschool Learning Foundations. Aligned DRDP-R (the DRDP-R2) will be introduced through information sessions for state-funded preschool programs. Training for using the aligned DRDP-R2 will be provided to all state-funded preschool programs the year prior to their monitoring visit. DRDP-R2 will be required for all programs in 2011 Bullet 3: As mentioned earlier, the other domains will be completed by 2010.

Professional Development Opportunities The California Preschool Instructional Network will provide training opportunities. Check the CPIN Web site at www.cpin.us for upcoming training dates. The Faculty Initiative Project will hold seminars for college faculty. Visit www.wested.org/facultyinitiative/ for more information.

To Purchase The Preschool Learning Foundations publication will be available for purchase from the CDE Press after February 28, 2008 for $19.95. Ordering information can be found at the CDE Web site www.cde.ca.gov or by calling 800-995-4099. Remind participants that there is a handout in their folder with ordering information.

Thank you for coming!