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Early Childhood Outcomes and Prekindergarten Guidelines Alignment Copyright ©Notice TEXAS EDUCATION AGENCY Early Childhood Outcomes and Prekindergarten Guidelines Alignment Copyright ©Notice Copyright 2011 Education Service Center Region XIII and the Texas Education Agency. Permission for uses: This alignment document was developed at public expense to benefit Texas public school districts, Texas approved charter schools, Texas regional education service centers and other Texas non-profit Early Childhood entities. Residents of and non-profit entities operating within the State of Texas may freely copy, distribute, create derivative products based on and publicly display and perform this alignment document (“use the document”) for the intended beneficiaries. This document may be used as a resource for educational purposes by educational grantees of federal funds in other states, attributing the material to the copyright owners. Original Early Childhood Outcomes from: Texas Education Agency | IDEA Coordination Education Service Center Region XIII The Early Childhood Outcomes Center William B. Travis Building IDEA Coordination CB 8040 1701 N. Congress Avenue 5701 Springdale Road UNC Chapel Hill Austin, Texas, 78701 Austin, TX 78723 Chapel Hill, NC 27599-8040 1 Table of Contents Introduction Welcome to the Early Childhood Outcomes and Texas Prekindergarten Guidelines Alignment 3 Understanding the Three Early Childhood Outcomes (ECO) 4 Guiding Principles 5 Utilizing the Early Childhood Outcomes and Texas Prekindergarten Guidelines Alignment Supporting Instruction for Children with Unique Needs 6 Writing Developmentally Appropriate Goals and Objectives 7 SkillU Domains I. Social and Emotional Development 8 II. Language and Communication 28 III. Emerging Literacy: Reading 56 IV. Emerging Literacy: Writing 74 V. Mathematics 85 VI. Science 103 VII. Social Studies 111 VIII. Fine Arts 124 IX. Physical Development 131 X. Technology 136 References 142 Organization of Early Childhood Outcomes and Prekindergarten Guidelines Alignment This document addresses the ten domains of the Prekindergarten Guidelines, retaining the same order and color coding. Some of the original text from the Prekindergarten Guidelines has been edited to emphasize the importance and application of these guidelines to a child with a disability who may be functioning like a younger child. Within the document, the gender of the child and teacher are referred to using “his/her” or “he/she” interchangeably. *Science, Fine Arts, and Technology do not include the developmental continuum column. 2 Introduction Welcome to the Early Childhood Outcomes and Texas Prekindergarten Guidelines Alignment In 2005, the Office of Special Education Programs (OSEP) began collecting data to compile information from State Early Intervention and Preschool Special Education programs to report on child and family outcomes. This information about Early Childhood Outcomes (ECO) is required for all children in preschool programs for children with disabilities (ages 3 through 5), and in Texas is reported on the Child Outcome Summary Form (COSF). This information is collected throughout Texas and other states to reflect the effectiveness of intervention for this age group. In Texas, the summary of data is reported to the Texas Education Agency (TEA) by each Local Education Agency (LEA) as part of the State Performance Plan (SPP 7). For child outcomes, states are required to report on the percent of preschool children with Individualized Education Programs (IEPs) who demonstrate improved: 1. Positive social-emotional skills (including social relationships); 2. Acquisition and use of knowledge and skills (including early language/communication [and early literacy]); and 3. Use of appropriate behaviors to meet their needs. The Texas Prekindergarten Guidelines offers detailed descriptions of expected behaviors across multiple skill domains that should be observed in 4- to 5-year-old children by the end of their prekindergarten experience. Statement of Purpose The purpose of this document is to align each Prekindergarten guideline to one or more of the three Early Childhood Outcomes, and provide educators and families with discussion prompts to explain how each outcome relates to the guideline. The document also provides modifications and adaptations for children with special needs and extends to include a developmental continuum for teachers to use in developing appropriate goals for children who are developmentally functioning below four-year-old expectations, based on the guidelines. Additionally, a separate column is included that lists foundational skills that will lead to expected three-year-old and four-year-old skills. This will provide a direct link to the Prekindergarten Guidelines and a starting point for the students who are the farthest away from age-appropriate skill levels when they enter Early Childhood Special Education Programs. The connection of the foundational skills to the Prekindergarten Guidelines will help educators design developmentally appropriate, individualized goals for their youngest learners including students with disabilities, students learning English as a second language as well as any child who may be at risk educationally. Some children, regardless of their age level, will be at the beginning of the learning continuum (foundational skills), while others will be further along. Children with disabilities may need accommodations and modifications in order to benefit from the guidelines. Early Childhood Outcomes materials adapted from the Early Childhood Outcome Center, online at www.the-eco-center.org (Funding provided through the Office of Special Education Programs, US Department of Education [OSEP]). The Texas Prekindergarten Guidelines is the joint effort of TEA and the University of Texas System (copyright 2008). 3 Understanding the Early Childhood Outcomes The following three Early Childhood Outcomes are considered critical to children becoming active and successful participants across a variety of settings. All states are required to report data to the U.S. Department of Education, Office of Special Education Programs on these child outcomes: 1. Positive social-emotional skills (including social relationships); 2. Acquisition and use of knowledge and skills (including early language/communication [and early literacy]); and 3. Use of appropriate behaviors to meet their needs. 1. Positive social emotional skills (including social relationships). Making new friends and learning to get along with others is an important accomplishment of the early childhood years. Children develop a sense of who they are by having rich and rewarding experiences interacting with adults and peers. They also learn that different rules and norms apply to different everyday settings and that they need to adjust their behavior accordingly. This outcome involves relating to adults, relating to other children, and for older children, following rules related to groups or interacting with others. The outcome includes concepts and behaviors such as attachment/separation/autonomy, expressing emotions and feelings, learning rules and expectations in social situations, and social interactions and social play. 2. Acquisition and use of knowledge and skills (including early language/ communication and early literacy). Over the early childhood period, children display tremendous changes in what they know and can do. The knowledge and skills acquired in the early childhood years, such as those related to communication, early literacy, and early numeracy, provide the foundation for success in kindergarten and the early school years. This outcome involves activities such as thinking, reasoning, remembering, problem solving, number concepts, counting, and understanding the physical and social worlds. It also includes a variety of skills related to language and literacy including vocabulary, phonological awareness, and letter recognition. 3. Use of appropriate behaviors to meet their needs. As children develop, they become increasingly more capable of acting on their world. With the help of supportive adults, young children learn to address their needs in more sophisticated ways and with increasing independence. They integrate their developing skills, such as fine motor skills and increasingly complex communication skills, to achieve goals that are of value to them. This outcome involves behaviors like taking care of basic needs, getting from place to place, using tools (such as forks, toothbrushes, and crayons); and, in older children, contributing to their own health, safety, and well-being. It also includes integrating motor skills to complete tasks; taking care of one’s self in areas like dressing, feeding, grooming, and toileting; and acting on the world in socially appropriate ways to get what one wants. The Early Childhood Outcomes Center, November 2009 4 Principles that Guide this Alignment Every child is unique and capable of learning. All children can learn and will benefit from high expectations that are: . age appropriate . individually appropriate . culturally appropriate Culture and family have a strong influence in a child’s development and learning. Learning is most meaningful when it is integrated across all areas of development. Expectations for children must be guided by knowledge of child growth and development based on observations and a defined set of comprehensive standards that are rooted in sound research. Children learn through play, active exploration of their environment and thoughtfully planned activities. Quality early learning experiences are
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