Click to listen to this session:
Californias_preschool_learning_foundations_and_frameworks1.mp3
Californias_preschool_learning_foundations_and_frameworks2.mp3
Presenters:
Eloisa Mendoza-Hinds, CPIN English Learner Lead emendoza@cccoe.k12.us, Pleasant Hill, CA www.cocoschools.org/preschool Cell: 805-704-5317 [wants to buy ECC]
Ellen Morrison, Asst Director, Sr Program Mgr, California Early Childhood Mentor Program, emorriso@ccsf.edu, www.ecementor.org
Nancy Herota, Director, School Readiness, Educational Services, Sacramento County Office of Education nherota@scoe.net
Linda Olivenbaum, Program Director, California Early Childhood Mentor Program, lolivenb@ccsf.edu
Nancy
1. CA preschool instructional network
a. Initiated 2003-4
b. Collaboration among
i. Ca dept ed (child dev and special ed div)
ii. CA county superintendents Ed services Assoc CCSESA
iii. WestEd
2. CPIN regional structure
a. CA superintendents
b. Ed services
c. Association – Eleven regions
3. CPIN Regional implementation
a. ECE Regional leads and leads with experts in special education and English language development. [Eloisa?]
b. Each of the 11 regions conducts professional development for administrators, teachers, and leaders of early childhood education programs
c. Provides ongoing technical assistance and support to ensure continuous program improvement
d. Presents an integrated model of supporting all children in an inclusive environment
e. Primary focus on staffs of state-funded preschool programs
4. Comprehensive, integrated and inclusive system
a. This collaborative professional development system brings together CD Field Service Consultants, CPIN leads, and Supporting Early Education Delivery Systems (SEEDS) consultants (Special Education Division, CA Dept of Ed) to provide on-site training and technical assistance.
5. Purpose of collaborative professional development system, based on the Preschool Learning Foundations:
a. Provide intensive ongoing technical assistance and support to ensure continuous program improvement
b. Establish trusting relationships that engage both administrative and teach staff to ensure systemic change
c. Provide services and support to meet the unique needs of each preschool program
d. Bring together community resources to build sustainability and ongoing professional development opportunities over time.
6. CPIN Focus on CDE/CDD Publications
a. CA Preschool Learning Foundations, etc.
7. California Department of Education Resources
8. Preschool foundations and framework, written initially by nationally recognized researcher-authors. Added input from CA practitioners, reflecting feedback from the field – extremely well-received documents. Cover all the domain areas. Volumes 1, 2, 3.
a. California Preschool foundations
b. California Preschool Framework
c. Preschool English Learners Guide: how children acquire a second language, stages, strategies, ELLs with special needs, literacy strategies
d. Infant/Toddler Foundations
e. Infant/Toddler Guides
Debbie
1. CPIN Professional Development and On-site Support
a. Used to be only off-site training
b. More recently on-site support in the classroom
2. Examples
a. Health Domain Training
i. Healthy food,
ii. Promote childŐs home language, adapt materials to childrenŐs needs
b. Math Measurement Training
i. Express themselves in own way, ex by pointing
ii. Support concepts in home language
iii. Subitizing. Important skill that comes before counting. Recognize two dots together, three dots together. Learn patterns first, leads to developmental sequence of counting. Kid knew five dots as on die, ŇCanŐt you see the X?Ó
c. Preschool
d. Literacy Strategies
Linda
California Early Childhood Mentor Program (CECMP)
1. Intro California Early Childhood Mentor Program (CECMP)
a. 1988 Hayward.
i. Students
ii. Barriers to completing practicum
iii. Practicum experience not customized to student interest
b. Teachers in the community
i. Low wages
ii. Loss of ties to updated research and information
iii. Inconsistent access to professional development
2. Pilot Project at Chabot College, now at 100 CCs.
a. Recruit and select high quality teachers in community from various settings and hours of operation
b. Provide these teachers with training on how to work with adults
c. Place practicum students with these teachers as an alternative to the Lab School
d. Pay these teachers stipends and provide them with ongoing professional development opportunities
3. Touch all pieces of the childhood puzzle
a. Students complete practicum higher quality, respect, ongoing training, stipend
b. Programs College higher completion rates
c. Mentors have a helper and stipend, respect
d. Community higher quality
e. Training Institutions
4. Developed to 100 CCs, moved from Chabot to CCSF
a. Transition from foundation to public funding CCDBG since 1992
b. Development of new mentoring activities
c. Addition of a Director Mentor Component
d. Director Mentors trained in PAS and BAS to support administrators in RTT-ELC counties (Race to the Top)
e. 646 Mentors (last year 2000 students mentored)
f. 145 Director Mentors
g. Recognition
h. Compensation
i. Professional Development
5. Collaborations
a. CPIN and PITC presented on Foundations and Frameworks to Mentor Institute 2011
b. Advanced Director Mentor Institute, 2012
Ellen Morrison about a specific project
1. Resources for Mentoring: Goal to enhance partnership with CPIN, quality improvement programs.
a. Purpose: Familiarize Teacher-Mentors, Director-Mentors with CDD publications: Foundations, Frameworks, PEL Guide, etc.
b. Google Groups Pilot
i. Pilot held web conferences and conference calls with directors, faculty in CHD at CCs. How would learn more about the frameworks, and how to get it out to FCC.
ii. Decided on blog for 640+ directors/mentor teachers
iii. Privacy issues (yahoo and google): they will implement google group.
c. Mentors can post, share, discuss how theyŐre using the Foundations, etc.
Two mentor teachers College of Marin who have implemented, integrated
Susan Tacherra, non-subsidized preschool
1. Gains as a mentor
a. Gained invaluable knowledge about Foundations and Framework
b. Became a presenter since becoming a mentor
c. Became familiar with Frameworks
2. Language and Literacy
a. Block play: vocabulary development
i. Understand and use accepted words for categories of objects encountered in everyday life
ii. Describe relations between objects
b. Grammar
i. Understand and use increasingly complex and longer sentences
ii. Strategies
1. Talk one on one
2. Know children and families
3. Spin narratives
c. Phonological awareness
i. Syllables
ii. Onset/rime (t-ail, p-ail)
iii. Alliteration
iv. Support
1. Language games
2. Songs/poems
3. Transitions
4. Discuss rhyming words/beginning sounds
d. Alphabetics and word/print recognition
i. Recognize letters in name
ii. Recognize own name; a few words
iii. Name many upper/lower case letters
iv. Letters assigned sounds
e. Writing
i. Experiment with grasp
ii. Writes using scribbles
iii. Writes name clearly
Sandy
Social-emotional development
1. A child lacks social skills to join a group. How to advise a teacher in this situation? Questions to audience
a. Prepare the children that a new child will arrive
b. Tell the child that he can stand and observe until comfortable.
c. Join the group in co-play as a model to new.
2. Sandy presented ŇMegÓ Girl 4-3/4 years. Face frustration, anger, hard time joining groups.
a. Sandy used Foundations first, where should Meg be? Difficulty waiting, controlling strong emotions. Meg stomped foot. No social-emotional understanding. Other kidsŐ drawings or shoes were ugly. Lacked caring, empathy. When she wanted to join, cross-armed. Previous teacher tried help Meg relax, take deep breaths, change facial expressions; didnŐt work.
b. Observation and reflection of Meg. Brought to team for 6-8 weeks before conference with parents.
3. Guiding principles. Through Foundations and mentor and teachers, Meg improved
a. Observe end reflect (Sandy observed, taught Meg to reflect on how she felt)
b. Be intentional
c. Encourage play
d. Provide support (Conference: mother afraid child was depressed; depression ran in family. Immediately sought professional help)
2. Random acts of kindness: Studies show that people are happier when they help each other.
a. Button jar. When a child did something for a friend, or a parent reported that the child had done something kind at home.
b. Wrote acts of kindness
c. Gave child a button to add to a jar
d. When jar was full, pizza party
Linda
Faculty: how to integrate Foundations into curriculum so that CHD students learn and they become a component of practicum.
Quality improvement program
1. CaliforniaŐs Collaborative System
a. Child Development Training Consortium http://www.childdevelopment.org
i. CDD Standardized Profile
b.
i. Training Portal
ii. CA Early Childhood Educator Competencies
1. Competencies Integration Project
2. Skills, knowledge and dispositions of ECE
Nancy
1. Highlights of 3 large initiatives
a. CA ECE Workforce Registry pilot
i. San Francisco and Los Angeles ONLY
b. RTT-ELC (Race to the Top-Early Learning Challenge)
i. 17 Regional leadership consortia
ii. www.cde.ca.gov/sp/cd/
c. CARES Plus stipends, incentives to pursue education, professional development (from cigarette tax). Linkage: must belong QRIS model
i. CLASS
ii. www.ccfc.ca.gov/commission/funding.asp
2. Alignment document. Preschool, kindergarten standards. Continuum from Infant/Toddler/Preschool/transitional Kdgn/Kdgn