What children, birth to five, should know and be able to do

1. What children, birth to five, should know and be able to do Social and Emotional Standards as a Tool for Improving School Climate

2. How can learning standards support a positive and healthy school climate?

3. What children, birth to five, should know and be able to do

5. Content of Learning Standards • By including multiple domains of development, the focus of a school includes social and intellectual habits. • By ensuring these areas are a priority, the school climate can be improved. • Including areas of study that interest children (science, social studies and the arts) promotes an engaged school community

6. Healthy & Balanced Living Curriculum Framework Common Core State Standards in English Language Arts Physical Development & Health Language & Literacy (Supplementary Dual Language Development Framework) English Language Learner Framework Under Development Physical Development and Health Early Language Communication & Literacy (Supplementary Dual Lang. Dev. Framework) Social & Emotional Development Connecticut’s Birth to Five Early Learning and Development Domains with Alignment to K-3 Standards Social & Emotional Development Creative Arts Social Studies Framework Creative Arts Social Studies CT’s Arts K-12 Goals & Standards Cognition Early Mathematical Discovery Cognition Early Scientific Inquiry Under Development Mathematics Science *The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development. . Common Core State Standards in Mathematics 0-3 PK-8 Science Curr. Standards & Assessment Expectations 3-5 K-3

7. Essential Dispositions: Across all ages and domains, early learning experiences will support children to be: INQUISITIVE Social Learners Critical Thinkers Purposeful and Reflective

9. Small Groups Exploring the CT ELDS Social and Emotional Standards 5 minutes to explore individually 5 minutes for group talk about why including these learning goals might support a strong school climate Sharing discussions

10. K-3 Social and Intellectual Habits Standards-Draft Strands • Develop a positive self-concept • Develop a positive attitude toward learning • Identify and understand emotions of self and others • Develop positive interpersonal relationships • Executive Function • Logic and Reasoning • Symbolic Representation

11. Implementation of Learning Standards(connected to adult standards and program standards) • What the adults and programs do to help children achieve the learning and development goals may be as important as what the goals are. • Using developmentally appropriate and effective practices when implementing standards across all domains and content areas supports a positive and healthy climate.

12. Gates block access and give control to the gate keeper Early Learning and Development Standards are Guides not Gates Guides point us in the right direction and provide support to get us where we want to go

13. Guiding Principles • Reflect developmentally and culturally appropriate and effective practices • Help families, communities, and schools work together to support children’s early learning and growth and address: • how children learn and grow • the role of families and communities • how early learning environments best support children’s growth and development

14. Review of the Guiding Principles • What aspects of these principles promote a positive school climate? • How do these Guiding Principles match up with the School Climate Standards or the 12 dimensions of School Climate?

15. The ELDS should be used as a part of the cycle of intentional teaching

16. Strategies to Support Growth and Development Guidance linking evidence-based strategies to the ELDS is currently under development. The most basic level of this guidance is within the domain “action pages” included in the document.

18. Examples of More Detailed Guidance (to come) Domain: Mathematics Strand: Counting and Cardinality

19. Dual Language Development Framework: Learning Progressions for 2nd Language Acquisition This is a framework considering the development of 2nd language learning to be used in conjunction with the Language and Literacy Domain. It outlines learning progressions that, while common, are influenced by many factors.

20. Alignment to Common Core State Standards • Learning progressions, including the K Common Core are included in Appendix D • ELDS are crucial for supporting entering Kindergarten students because: • The kindergarten CCSS are end-of-year goals • Not all children enter kindergarten with the same skills, knowledge or experiences • To effectively support children one must understand the necessary foundational skills

22. Promoting Alignment Through Common Language and Understanding

23. Questions?

24. Contact Information Website: www.ct.gov/oec/elds Presenter contact: Michelle Levy michelle.levy@ct.gov (860) 713-6756