Wisconsin Early Model Learning Standards: A Framework for our Program Lucille’s Learning Center presents: Wisconsin Early Model Learning Standards: A Framework for our Program [Note to trainer: Have this slide up at the beginning of the training as staff is making their way in. This will help to set the mood for the training and help to get the staff mind ready to receive what you are teaching.] Trainer: Lorena Owens

Course objectives: Learn how to properly use the WMELS as a guide in our program Observe and document children’s growth and development. Use intentional planning or activities to promote growth and development

WHAT IS WMELS? Wisconsin Model Early Learning Standards The Wisconsin Model Early Learning Standards specify developmental expectations for children from birth through entrance to first grade. The standards reflect attention to all the domains of a child's learning and development.

WHY WAS WMELS CREATED? Share a common language and responsibility for the well-being of children from birth to first grade Know and understand developmental expectations of young children Understand the connection among the foundations of early childhood, K-12 educational experiences, and lifelong learning.

HOW DO WE APPLY WMELS INTO OUR PROGRAM ?

THERE ARE FIVE DOMAINS Health and Physical Development Social and Emotional Development Language Development and Communication Approaches to Learning Cognition and General Knowledge Lucille’s Learning Center LLC

COGNITION AND GENERAL KNOWLEDGE SUB-DOMAINS COGNITION AND GENERAL KNOWLEDGE A. Exploration, Discovery, and Problem Solving B. Mathematical Thinking C. Scientific Thinking HEALTH AND PHYSICAL DEVELOPMENT A. Physical Health and Development B. Motor Development C. Sensory Organization SOCIAL AND EMOTIONAL DEVELOPMENT A. Emotional Development B. Self- Concept C. Social Competence LANGUAGE DEVELOPMENT & COMMUNICATION A. Listening and Understanding B. Speaking and Communicating C. Early Literacy APPROACHES TO LEARNING B. Creativity and Imagination C. Diversity in Learning Each of the five domains all consist of 3 other subdomains labeled with an A, B, or C.

Lets go to page 22 where we can look at the Health and Physical Development Domain and the Sub- Domain B: Titled “Motor Development” Turn to page 22

SAMPLE STRATEGIES FOR ADULTS DEVELOPMENTAL CONTINUUM SAMPLE BEHAVIORS OF CHILDREN As you can see each Sub domain is split up even further into 3 categories: They are Developmental Continuum, Sample Behaviors of Children, and Sample Strategies for Adults

DEVELOPMENTAL CONTINUUM Here is where you will you will observe the child and see where that individual child fits in their individual development. Lets begin with Developmental Continuum Here is where you will you will observe the child and see where that individual child fits in their individual development.

SAMPLE BEHAVIORS OF CHILDREN Developmental Continuum Behaviors of Children These are different behaviors we can look for in a child to make sure that they have achieved that specific developmental continuum and ready to move on to the next . Next we have sample behaviors of children which goes hand and hand with Developmental Continuum. These are different behaviors we can look for in a child to make sure that they have achieved that developmental continuum and ready to move on to the next.

#1. Child Observation both the sample and the blank form At this time I will like for everyone to take out #1. Child Observation both the sample and the blank form #2. Current Levels & Goals both the sample & the blank form Give a brief overview of the forms and how they should be filled out inform to use their WMELS book as a guide. - Split the staff up into groups Instruct to complete one domain on the child observation form A different domain in the current levels and goals form ( only complete current level category. Leave the bottom row that includes Goals, Activities, and Measuring and Documenting for later) When done have one person from each group to present what they have. (15minutes to complete form and 15minutes to present to class and to discuss) #1. Child Observation both the sample and the blank form #2. Current Levels & Goals both the sample & the blank form

WHAT IF YOU DETERMINE THAT A CHILD HAVEN’T QUITE DEVELOPED ENOUGH TO ACCOMPLISH THE SAMPLE BEHAVIORS OF A DEVELOPMENTAL CONTINUUM? WHAT IF YOU DETERMINE THAT A CHILD HASN’T QUITE DEVELOPED ENOUGH TO ACCOMPLISH THE SAMPLE BEHAVIORS OF A DEVELOPMENTAL CONTINUUM?

First off don’t panic  DON’T PANIC

Sample Strategies for Adults This strategy gives us ideas and examples of things that we can do to help the child to build on this specific developmental continuum. This is where the sample strategies for adults come in. This category is designed with us teachers in mind. It gives us ideas and examples of things that we can do to help the child to build on this specific developmental continuum.

Determine what developmental level/continuum they are at INTENTIONAL PLANNING Observe the child Determine what developmental level/continuum they are at Determine what activities we are going to use to get them to the next developmental level/ continuum Implement those activities into our lesson plans The goal of the WMELS is to get everyone on the same page state wide and to also get us teachers to be able to use intentional planning into our lesson plans. In order for us to use intentional planning we must first observe the child, determine what developmental level/continuum they are at, determine what activities we are going to use to get them to the next developmental level/ continuum, and implement that activity into our lesson plans

#1. Current Levels & Goals both the sample & the blank form #2. Implementation Plan for Child Learning both sample and blank form At this time I will like for everyone to take out #1. Current Levels & Goals both the sample and the blank form #2. Implementation plan for Child Learning both the sample & the blank form - Give a brief overview of the forms and how they should be filled out inform to use their book as a guide. (Staff should still be split up into groups) - Instruct to finish completing the current levels and goals form. And 2 Purposeful Teacher Directed Experiences Categories and 2 Learning Centers/Zones, Experiences and Materials When done have one person from each group to present what they have. (15minutes to complete form and 15minutes to present to class and to discuss)

PLEASE COMPLETE EVALUATION FORM