Early Childhood Preschool Program - Grosse Pointe Public ...

Early Childhood Preschool Program

Back to School Night

September 24, 2015

Dorothy Heitjan, M.A., CCC/SLP, M.Ed

Welcome to the Barnes School

Family!

Direct ECP Staff

Teaching:

• Dorothy Heitjan: ECP Teacher/ SLP

• Vicki Horsley, AM & PM Teaching Assistant

Therapists

• Maria Deskins, AM/Speech-Language Pathologist (SLP)

• Elisabeth Galvin, PM/SLP

• Heather Distelrath, Occupational Therapist (OTR) sub for Lisa Newbold,

OTR on Maternity Leave due back in Early October

• Noelle Beaudry, Physical Therapist (PT)

Consulting

• Lisa Khoury, School Psychologist Staff (Psych)

• Pat Curtin: School Social Worker (SSW)

Volunteers

• Wednesday PM Volunteer: Peter Seymour

• GP North Student Volunteer: Riley Cook

Our Day

Our Day: Learning Takes Place All Day Long!

Through Incidental and Direct Teaching Experiences

Opening

Activities

• Come into room

• Separate from parent or

caregiver

• Hang up belongings in

cubby

• Follow Directions to get

name card and go to the

table and join others

• Will learn to pick

classroom jobs

Key Learning Areas

• Affective/Intrapersonal-

• Regulating Emotions

• Social/Interpersonal-

• Develop Healthy

Relationships with others

• Language/Verbal-Linguistic

Michigan Standards of Quality for

Prekindergarten

Michigan Standards of Quality for Prekindergarten-

Key Early Learning Expectations & Areas

• Approaches to Learning-AFFECTIVE

• Social/Emotional-AFFECTIVE/SOCIAL

• Intellectual Development-COGNITVE

• Language and Literacy-LANGUAGE

• Creative Expression-AESTHETIC

• Physical Development and Health-PHYSICAL

• Math, Science-COGNITIVE, NATURE

• Social Studies-SOCIAL

• Technology-SOCIAL

Table Time Exploratory Play

Activities

Each child receives a

basket or tray of items such

as… •Play dough with scissors

•Color cube blocks with bears

•Rubber Stamps/Ink Pad

•Bristle Blocks

•Puzzles

•Tag bags with fasteners

•Magnet Boards

Work on matching, sorting,

counting, etc.

Key Learning Areas

• Language/Verbal-Linguistic

• Cognitive/Logical-

Mathematical-Develop skills

of comparing and

classifying objects

• Spatial

• Interpersonal

• Naturalist

Opening Large Group Activities to Start the Day

or Week

• Who’s Here

• Song of the Week

• Calendar Lesson

• Movement Activity

• May Use the Interactive

Whiteboard

• Prepare for Centers

Key Learning Areas

• Social Studies

• Language/Verbal-Linguistic

• Cognitive/Logical-

Mathematical

• Physical Movement

Centers

Centers/Free Choice

• Provide opportunity for children to make

choices and to create his/her own plan.

• Children can work or play independently

or with peers.

• Provides many opportunities for Incidental

Learning.

• Children show increasing initiative and curiosity

about their work and play in all areas of the

curriculum.

Centers Time

Activity Centers NON Rotating

•Blocks

•Sand/Water

•Books

•Post Office

ROTATING

•Easel

•Dramatic Play

•House

•Table

•Vehicles

Key Learning Areas

• Language/Verbal-Linguistic

• Cognitive/Logical-Mathematical

Skills

• Physical-Bodily/Kinesthetic, Spatial

• Social/Interpersonal &

Intrapersonal

• Naturalist

• Aesthetic/Musical: Children show

how they feel, what they think, and what

they are learning through experiences in

the visual arts and in instrumental/vocal

music.

A Learning Opportunity During Centers

•Sand Spills out of Sand Box!

•Consequence: Close the Sand Box because the

floor will get slippery and someone could fall –

Safety

•Clean Up the Spill by getting the hand broom

and dustpan: Responsible Choice

Skills Table

•Teacher or Therapist may work at the table

during Centers or later on during Quiet Centers

time.

•Children come to table to work on specific skills.

•This is how we complete our Alphabet Sound

Journals in the PM Class.

Bathroom Break!

Bathroom Break!

Routine Components

• Interruption from centers

activity

• Self Care

• Hygiene and safety

• Manipulating Clothing

• Hallway Behavior

• Blowing nose and

disposing of tissue

Key Learning Areas

• Affective/Intrapersonal

• Language/Verbal-

Linguistic

• Physical/Bodily-

Kinesthetic-Make age

appropriate healthy

choices in daily life.

• Social/Interpersonal

Hallway Transitions

Routine/Expectations

• Learn appropriate social

behaviors for school.

• Self Control

• Learn about the school

environment.

• Learn about who works at

our school.

• Learn about the other

classrooms.

Key Learning Areas

• Social/Interpersonal: Children learn the

responsibilities of being a

member of a classroom and

school.

• Affective/Intrapersonal

• Social/Spatial, Naturalist

• Social/Verbal-Linguistic

Purpose of Clean Up Time

• Learn responsible behavior-picking up

toys

• One Minute Warning is always given

• Take care of materials

• Clean up the room!

Clean Up Time!

Expectations

• Pick up and put toys

away

• Listen and follow

directions

• Take care of toys and

other items

• Work as a team with

peers

Key Learning Areas

• Language/Verbal-

Linguistic Children grow in

capacity to use effective listening

skills and understand what is said

to them.

• Social/Interpersonal

• Affective/Intrapersonal

Snack Time

Routine

• Wash Hands

• Find Seat

• Open Napkin

• Read Snack Schedule*

• Nutritional Awareness

• Practice Polite Language

• Practice eating Safely

• Conversation

• Clean up

Key Learning Areas

• Language/Verbal-Linguistic

• Cognitive/Logical-

Mathematical *Recognize

patterns in everyday life.

• Physical/Naturalist: Children

become aware of and begin to

develop nutritional habits that

contribute to good health.

Snack Schedule

Monday Tuesday Wednesday Thursday Friday

Quiet Centers Time

Routine/Expectations

• Work quietly at selected

areas while peers finish

snack.

• Self control

• Take toys and books out

and put them away when

finished.

• Interact/share with peers.

• Problem Solve.

• Optional iPad time.

Key Learning Areas

• Affective/Intrapersonal

• Language/Spatial Children

build visual thinking skills through

explorations with shape.

• Social/Interpersonal

• Cognitive/Logical-

Mathematical

Large Group Content Activity

Large Group Direct Teaching

Activities

• Listen to a story

• Watch a demonstration

• Interactive Whiteboard

• Science/Discovery/Math

experiences

• Art projects

• Alphabet Sound Journal

• Specific Skill Instruction

• Interactive Whiteboard

Key Learning Areas

• Language/Verbal-Linguistic Children begin to understand written

language read to them from a variety

of materials. Children develop

positive attitudes about themselves

as literate beings—as readers,

writers, speakers, viewers, &

listeners.

• Cognitive/Logical-

Mathematical

• Aesthetic/Spatial

Specific Learning Targets

Academics

• Name recognition, spelling

• Identify basic shapes and colors

• Letters and numbers

• Days of the week

• Counting and Math

• Rhyming Words

Alphabet Sound Instruction

• First Steps Program, precursor to the F.A.S.T. Program

• Emphasis on learning Sounds NOT letter names;

Phonemic Awareness!

• Alphabet Sound Journals are done at School.

• Learning progression: Most frequent sounds taught first.

• Learn Lowercase letters first.

Drawing/Writing Skills

Instruction

•Crayon/Marker Grip

•Strokes

•Shapes

•Self Portrait/Mat Man

•Tracing/Writing Name

•Specific Letter Instruction

Common Themes:

Self, Others, World Around Us

• All About School

• All About Me

• Pumpkins

• Apples

• Seasons and Weather

• Family

• Lights

• Gingerbread

• Peace, Diversity, and Love

• Nutrition

• Health

• Transportation

• Earth Day

• Plants

• Insects

• Animals

A word about Holidays…

• Commonly celebrated holidays are only

presented in an Informational Factual

Manner

• Never assumed that everyone celebrates

or believes in any particular way

• Always open to those who would like to

share a holiday or tradition

A word about art…emphasis on process! Learn do rather than making it look a certain way

Process vs. Product

…and yes, it can and does get

messy. We always wear

freshly laundered Art Shirts.

We learn about all the steps in

set up and clean up.

Technology

• Several days per week we do Smart Board or

iPAD Activities right after books and puzzles.

• Explore/use various types of technology tools.

• Learn the mechanics of usage.

• Learn responsible handling of tech equipment.

• Learn concepts through interactive experiences

such as sorting and graphing.

Sample Theme Unit—My Body

•Songs

•Literature Selection

•Movement Activity

•Art Project

•Listen and Do Activity Information about Weekly Themes will be in the Weekly Newsletter.

Closing Time Purpose

Gather as a group to bring closure to the day!

Closing Time

Routine/Activities

• Gather as a group

• Sit and attend

• Recall daily activities

• Sing goodbye

• Get belongings

• Put on coat/outerwear*

• Wait to be called

Key Learning Areas

• Social/Interpersonal

• Language/Verbal-Linguistic

• Aesthetic/Musical

• Physical/Bodily-Kinesthetic

*Use small muscles to improve a variety

of fine motor skills.

• Affective/Intrapersonal

Magic Coat Trick

Hallway Transition

Children learn about safety when exiting the

classroom at dismissal

Dismissal-Go Home

Other Opportunities for Students

Recess Options

--Outside Playground, Sensory Motor Room

• AM Class: Starts as small group rotation depending

upon our schedule

• PM Class: Whole Group Rotation, learn about safety

and rules prior to experience.

Specials Classes: Inclusive Opportunities

• Ms. Paula’s Music, Ms. TJ’s Yoga, Once Monthly AM

Library

Special “All School” Assemblies

• Assemblies: Animal

Presentations, Puppet

Shows, Movies,

Halloween Parade

• Can be interactive or

sit/watch

• Different Routine

• Strategies developed to

help all children

participate!

AM Weekly Specials Classes and Therapies *Subject to Change

Monday Tuesday 1st Wed. of

the Month Thursday Friday

PM Weekly Schedule Specials Classes and Therapies *Subject to Change

Monday Tuesday Wednesday Thursday Friday

PM Class Generalizations Expectation: Preparation for Kindergarten

• Expectation: More development with knowledge of routine, classroom jobs, self care,

independence with belongings

• More Maturity in all domain areas

• Walk down the hall in a line/whole group transitions

• Play expectations: Cooperative group/socio-dramatic

• Functional Emotional Developmental Capacities: Social Problem Solving, Creating

Ideas and Logical thinking

• Quicker pace of activities relative to morning

• Reintroduction of Academic Concepts

• Academics-Language Arts/Math/Science/Discovery/Handwriting

• Repeat familiar activities with higher level questions “when”, “why”, “how”

(Intuitive/Understanding Skills)

• Longer group times with complex material

• Teacher role differences at group times

• Whole group recess outside or in sensory motor room

• Alphabet Sound Cutting journal

BEHAVIOR MANAGEMENT

Behavior Management Barnes School Wide Positive Behavior Matrix

• Barnes School Behavior Matrix

• Categories of Behavioral Expectations, Be

Safe, Be Kind, Be Responsible

• Corresponding Behaviors

• Derived from the Positive Behavioral

Supports Philosophy used at the

Elementary Level

Connection

• Relate consequences of child’s actions

directly to the Barnes School behavior

matrix

• You….that was…!

• Helpful Choices vs. Hurting Choices

Choice Pockets-Be Safe, Kind, Responsible!

From Barnes School Matrix

Choice pockets

• Catching children in the act of making

“good choices” ACKNOWLEDGEMENT!

• Child earns ticket to put in “safe,” “kind,” or

responsible pockets. Safety-Children recognize

that they have a role in preventing accidents or potential

emergencies.

• Natural reinforcement-Children love to put

their ticket in the pocket.

• We count tickets when the pockets get full!

Specific Strategies

• Add visual and auditory supports to teach understanding of limits

• Visual-Sand Timer for Transitions and turn taking

• Auditory-Kitchen Timer Bell

• Verbal: “First A Then B” • The rule is… • Contextual: We are at

School.

The Time Out Consequence

• ALWAYS IMPLEMENTED WITH THE INTENT TO TEACH!!!

• Unsafe and disruptive behaviors

• Settle body down, breathe

• Teaching time to problem solve, rehearse solution

• Scripting: “You may not….. …… hurts. When you want….. Say……”

• End on a positive note

Reminder… Stress for a

preschooler is… • Not getting the wanted

toy!

• Someone taking something away!

• Change in a routine

• Sensory Overload

• Fatigue

• Remember, children use the skills they possess and under stress, they often access their lowest skills!

Underlying Philosophy

• Conscious Discipline

• Brain Based Classroom Management

Program

• By Becky Bailey, Ph.D.

• Used as a foundation for teaching these

skills

Conscious Discipline 7 Components Emphasis on Safety

• Composure

• Encouragement

• Assertiveness

• Choices

• Positive Intent

• Empathy

• Consequences

Composure

• No one can make you

angry without your

permission

• Understanding of Child’s

Temperament/Individual

Differences

• Adult Self Control and

Understanding

• “My job is to keep you

safe and your job is to

help me.”

Being the person you want others

to become

Encouragement

• We all are in this

together

• We are a school family

• Everyone has a job

• Effective Praise “You___

so____. That was___ .”

• “You picked up the toy so John

could have a turn. That was kind.”

Building the School

Family

Assertiveness

• What you focus on, you

get more of

• Clearly communicating to

children

• Commands vs. Requests

“Time to do…” instead of

“Do you want to…”

• Children must be taught

the exact words to use

Saying no and being hear: Setting

Limits respectfully

Choices

• The only person you can

make change is yourself

• You can _________ or

_________.

• “Time to clean up. You can

start with blocks or cars.”

• Adult gives choice between

two positive or acceptable

options

Build Self Esteem and Willpower

Positive Intent

• See the best in others

• Assume a positive intent

• You wanted the car, so

you grabbed it from

Susie. You may not

grab. Grabbing hurts.

When you want… say…

Creating Teaching Moments

Empathy

• The moment is as it is

• You seem…

• Understand “Brain

Smart” Discipline

• “When children are

upset, your task is to act

like a mirror.”

Handling the fussing and fits

Consequences

• Mistakes are

opportunities to learn

• Conflict can be an

opportunity to learn

• Natural Consequences

• Imposed Consequences-

The rule is…. If you do

x, then y happens…

Help children learn from their

mistakes

Home-School Communication

Home School Folder

Home-School Folder: Begins in late

September, does not go home during

conference weeks, short weeks, vacation

weeks, etc. Vehicle for teacher/parent

communication.

Please see Weekly Newsletter!

Helpful App!

WEBSITE

www. http://gpschools.schoolwires.net/Domain/1049

Parent Lending Library

• Coming Soon!

• Books on various informational topics

• Please sign out and return!

2015-16 Please see Barnes Calendar for all Important Dates!

• Field Trip Friday Oct. 23-Please return forms by Wednesday Oct.

21.

• Costume Day and Parade Thursday Oct.29

• FYI Tips for Getting Ready for Kindergarten! Wednesday Nov. 4

7pm at Miller Hall in Christ Church, 61 Grosse Pte. Blvd.

• November Conferences: Wednesday Evening Nov. 12 and

Thursday Nov. 13, All Day and Evening

• Holiday Gathering-Friday Dec. 18 All Students attend in the A.M.

• Spring Conferences-April 13 in the evening and all day/evening on

April 14, 2016

• Funapalooza-Thursday June 9, 2016

Reminder: No School Tomorrow

Friday Sept. 25, 2015

Staff PLC Day

Questions???

Thank you for coming tonight!

Let’s have a great year!