1. HISD EARLY CHILDHOOD DEPARTMENT ∙ CURRICULUM, INSTRUCTION, AND ASSESSMENT PK Lead Teacher Meeting January 14, 2014

2. Instructional Technology – Jennifer King Kindergarten Readiness Data I Can Statements Report Card Grading Time Frame PK MOY Assessment Updates – Blog Updates – Spring Professional Development Calendar – Developing Talkers -Children’s Learning Institute Next Meeting: March 25 th Hattie Mae White Agenda

3. Norms

4. HISD PK is Closing the Achievement Gap! Economically disadvantaged students who attended HISD PK outperformed their economically disadvantaged peers who did not attend HISD PK on Stanford Reading and Math. LEP students who attended HISD PK outperformed their LEP peers who did not attend HISD PK on Stanford Reading and Math. Students who attended HISD PK outperformed students who did not attend HISD PK on the Aprenda Reading and Math subtests regardless of their economic status. EFFECTS OF HISD PREKINDERGARTEN ON KINDERGARTEN PERFORMANCE, 2012-2013 Kindergarten Readiness Data

5. Focus Areas for Growth Among students who attended HISD PK, non-economically disadvantaged students scored higher on the Stanford Math subtests compared to economically–disadvantaged students. (8 NCEs)  17 NCEs difference for students who did not attend HISD PK Non-economically-disadvantaged HISD PK group had a lower percentage of students scoring at the “developed” level compared to their non-economically-disadvantaged peers who did not attend HISD PK on the “Listening Comprehension” inventory of the TPRI (Texas Primary Reading Inventory) Kindergarten Readiness Data

6. I Can statements are statements written in student friendly language based off the Texas PK Guidelines or TEKS I Can Statements

7. 2 3 1

8. I Can StatementNOT an I Can Statement I can describe the ideal habitat for a polar bear in a poster format. I can make a poster about the ideal habitat of a polar bear. I Can Statements What is the difference between the two?

9. Introduce the I Can statements at the best point in the lesson. o Beginning of the lesson or throughout the lesson o The process of sharing and discussing the statements provides meaningful learning opportunities, especially for building key vocabulary. Using I Can Statements

10. Develop strategies to check for student understanding o In order for students to assess their progress toward the statements there must be checkpoints along the way (hand signals, verbal checks, handwritten checks). Using I Can Statements

11. How and when will you introduce the I Can statements? How will you check for understanding of the I Can statements? I Can Statements Group work

12. I Can Statements on a Daily Basis What do teachers do? Craft lessons linked to supporting and long term learning targets and I Can statements aligned to PK Guidelines. Post the I Can statements in a visible, consistent location. Discuss the I Can statement at the beginning of a lesson. (Or wait until later in order to build anticipation and a sense of discovery.) Refer to the I Can statements throughout the lesson to help students understand the purpose of what they are doing. Align activities throughout the lesson to support students in reaching their goal. Check for whole-class understanding. Check for individual understanding and use data to make decisions about next instructional steps.

13. Report Card Grading Time Frame 1 2

14. PK MOY Assessment January 13-30, 2014 User Guide located on ECH blog and Frog Street assessment website

15. ECH Blog http://hisdearlychildhood.wordpress.com/ Spring Professional Development Children’s Learning Institute: Developing Talkers HCDE Early Childhood Winter Conference o Date: January 25, 2014 o Location: The Kingdom Builders’ Center o http://www.hcde-texas.org/default.aspx?name=EarlyChildhoodWinterConference http://www.hcde-texas.org/default.aspx?name=EarlyChildhoodWinterConferenceUpdates