Transitions and Developmental Kindergarten

1. Transitions and Developmental Kindergarten Presented by Cindy Roller and Shannon Ward

2. Transitions • Every year many of our preschool students turn 5 years old and transition to a Kindergarten Program. • Each year, IEP teams try to decide where their student can be best served. • The majority of our 5 year olds will be best served in their neighborhood Kindergarten.

3. Regular Kindergarten Programs • The major reason for placement in the general education classroom is daily access to the general education curriculum. • Other reasons include: • Access to typical peer models for the development of speech and language skills, social skills, and cognitive development.

4. Regular Kindergarten Programs • In considering a continuum of service, the general education setting is the least restrictive environment. • IDEIA mandates placement in the least restrictive environment based on the needs of the student. • If it is possible to serve a student in the general education setting, we are mandated to do so by IDEIA.

5. Developmental Kindergarten • Developmental Kindergarten is designed to meet the needs of students incapable of participating in the general education classroom. • Students who require a life skills curriculum are appropriate for Developmental Kindergarten Programs.

6. Developmental Kindergarten • Students who require intense social skills training are appropriate for a Developmental Kindergarten Program. • Developmental Kindergarten has lower numbers than a general education classroom in order to meet the needs of these students.

7. What is the Curriculum in the Developmental Kindergarten • Developmental Kindergarten Programs offer Kindergarten curriculum based on the standards but with modification and accommodations. • Students in the Developmental Kindergarten Program will require more time to learn concepts and skills. • The pace will be slower.

8. Kindergarten Portfolios • The general education Kindergarten Portfolios can be used in the Developmental Kindergarten. • Teachers should use their professional judgment and knowledge of each student to choose which materials will be used with each student. • Teachers should address reporting progress at the IEP meeting and determine if a Kindergarten Report Card will be used.

9. Developmentally Appropriate • Each student in the Developmental Kindergarten will focus on the goals and objectives in his or her IEP. • The goals and objectives will be based on the standards and written to reflect the level of the student. • Activities provided in the Developmental Kindergarten should reflect developmentally appropriate practice with young children.

10. Basics of Developmentally Appropriate Practice • Provide for all areas of development: • Physical, emotional, social, linguistic, aesthetic, and cognitive. • Curriculum should be socially relevant, intellectually engaging, and personally meaningful to children. • Build upon what children know and can do to connect to new concepts.

11. Developmentally Appropriate Practice • Children are active participants in learning through hands on activities. • Focus on process not product. • Children benefit from engaging in self initiated, spontaneous play in an enriched learning environment. • Children also benefit from teacher planned activities, structure, and boundaries.

12. What is Developmentally Appropriate? • Open ended art activities not copying adult made models of products. • Providing materials in the Dramatic Play area to foster interaction and role playing. • Five minutes of circle time for each year of age. 5yrs old=25 minutes • Incorporating concepts into activities not memorizing facts or drilling students. • Letting students do it themselves even though it is slower and messy.

13. Developmentally Appropriate Practice • We recommend that DK teachers and Kinder teachers collaborate to share information, ideas, and materials. • Finding a time to provide some inclusive activities can be very beneficial to all students. • Outside time can be a good ice breaker for students and teachers.

14. Progress Monitoring • Developmental Kindergarten teachers will be required to monitor student progress. • The Kindergarten Portfolio can provide work samples, pictures, videos, and teacher observations that demonstrate progress. • Aims Web offers probes for Kindergarten students and can be used where appropriate.

15. Questions or Concerns

16. Get Ready to Read • Activity: • Complete the Classroom literacy Environmental Checklist. • Evaluate yourself and see if there are things you can do to be more literacy friendly. • Activity Cards and Handouts.

17. Center time • M&M Math • Shaving Cream Art • Games • Thanks for coming and for all you do to make a difference in the lives of children!