TLC Supervisors’ Meeting Beth Konde MS, OTR/L Shriners Hospital June 10, 2015

Welcome Announcements Introducing Early Learning Standards Break Applying Early Learning Standards Lunch Discussion around Eligibility and ICO Coffee Break Review of TLC 2014 – 2014 Provide feedback and suggestions Wrap Up Agenda

 Become familiar with Infants-Toddlers PA Early Learning Standards  Successfully navigate Infants-Toddlers PA Early Learning Standards Manual  Apply the Infants-Toddlers PA Early Learning Standards to Philadelphia Early Intervention system Objectives

 What are Standards?  Standards are a set of principles and values that are the foundation for the way in which a program operates  Regardless of origin, standards provide a set of common elements that can be used across all similar programs Early Learning Standards

OCDEL has informed all Counties that we are to begin using the revised PA Learning Standards for Early Childhood in July Standards will provide guidance for intentional instruction of ALL young children in ALL learning settings Why Standards?

 Provides a background for the Early Learning Standards  Six elements for program improvement and child success  StandardsMaterials & Resources  AssessmentSafe & Supportive Schools  Curriculum Framework  Instruction Introduction

 Infant Birth – 12 months  Young Toddler9 – 27 months  Older Toddler months  Pre-Kindergarten3 – 5 years  Kindergarten 5 years of age by Sept. 1st Age Groupings

Approaches to Learning through Play Language & Literacy Development Mathematical Thinking & Expression Scientific Thinking & Technology Social Studies Thinking Creative Thinking & General Knowledge Health, Wellness & Physical Development Social & Emotional Development Partnerships for Learning Key Learning Area Names

 Approaches to Learning  Constructing, Organizing & Applying Knowledge  Language & Literacy Development  English Language Arts  Mathematical Thinking & Expression  Exploring, Processing & Problem Solving Tag Lines

Declarative statements that describe the standards transcending development and culture. Big Ideas are essential to provide focus on specific content for all children. Located in the box directly under the standard label. Big Ideas

 Questions that are specifically linked to the Big Ideas. They should frame a child’s inquiry, promote thinking, and assist in learning. Essential Questions

 Describe what children should know and be able to demonstrate by the end of the age group. Concepts and Competencies

 One for each Key Learning Area  Paragraph of valuable information  Table of Contents  Standard Area #  Standard Descriptor Title Page

 Key terminology linked to standards, big ideas, concepts and competencies in a specific content area and grade level  Placed at the end of the key learning area section Glossary

 Defines high quality early childhood programs  Emphasize what Pennsylvania feels are the essential elements that support high quality Guiding Principles

 Key Words/Concepts  Impact on future success  Active, hands-on learning  All children have the capacity to learn  Need for a stimulating environment Guiding Principles

 Science, Technology, Engineering, Math (STEM) subjects are supported within the standards and designated by a leaf symbol throughout the supportive practices.  These topics of study are incorporated and encouraged within all activities throughout the day. Pennsylvania STEM

 Placed at the end of the Standards book  Categorized by Key Learning Area  Selectively chosen Resources

 A marker of high quality program implementation  Consistency of information across program settings  A resource for developmentally appropriate expectations for all children  A framework from which to develop intentionality of EI session planning Purpose of the Standards

 A common ground to measure outcomes, programmatic and child-focused  Validation and professionalism of early childhood professional’s work  Support providers’ and parents’ successful understanding of child development Learning Standards Provide

 An Intentional EI Provider:  Clearly defines learning goals  Thoughtfully chooses teaching strategies  Adjusts strategies to reach goals  Continually assesses children’s progress A Look At Intentionality

 Take a look at these pictures  Determine what Standard and Standard Strand you feel best represents what is being portrayed in the photograph  You may find that many Key Learning Areas are able to be referenced Putting It Together