Rochester City School District



Virgil I. Grissom School #7

EPK (3-year-olds)

Parent Handbook

2018-2019

“Parents are the first and most important teachers of their own children. It is a primary purpose of the preschool program to support and strengthen parents in this role.” from Guiding Young Children through the Preschool and Kindergarten Years

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31 Bryan Street, Rochester, NY 14613

Phone: 585-254-3110 Ext. 1030

NOTICE OF NON-DISCRIMINATION

The Rochester City School District does not discriminate on the basis of an individual's actual or perceived race, color,

religion, creed, ethnicity, national origin, citizenship status, age, marital status, partnership status, disability, predisposing genetic characteristics, sexual orientation, gender (sex), military status, veteran status, domestic violence victim status or political affiliation, and additionally does not discriminate against students on the basis of weight, gender identity, gender expression, and religious practices or any other basis prohibited by New York state and/or federal non-discrimination laws in employment or its programs and activities.  The District provides equal access to community and youth organizations.

Unity

By Cleo V. Swarat

I dreamed I stood in a studio

And watched two sculptors there,

The clay they used was a young child’s mind

And they fashioned it with care.

One was a teacher:

the tools she used were books and music and art;

One was a parent

With a guiding hand and gentle heart.

And when at last their work was done,

They were proud of what they had wrought.

For the things they had worked into the child

Could never be sold or bought!

And each agreed she would have failed

if she had worked alone.

For behind the parent stood the school,

and behind the teacher stood the home!

Building a Masterpiece One Student at a Time

Rochester City School District

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Table of Contents

Consult this handbook to help identify the people and resources needed to ensure a quality education for your son or daughter. Always feel welcome to contact us for a more information about Rochester Early Childhood Education programs, policies, and procedures. We believe in Rochester’s Future and that Families are First!

Cover page…………………………………………………………………………………………………………….….1

Unity…………………………………………………………………………………………………………………….….2

Table of Contents…………………………………………………………………………………………………….….3

Quote from President Obama………………………………………….………………………………………….….4

Mission Statement and School Vision……………………………………………………………………………….5

Staff Directory…………………………………………………………………………………………………………….6

Calendar……………………………………..……………………………………………………………………………7

What Happens in the Classroom……………………….…………………………………………………………….8

Curriculum……………………………………….………………………………………………………………………9

Supports………………………..………………………………………………………………………………………..10

Help……………………………………………..………………………………………………………………………..11

Reading…………………………………………………………………………………………………………………..12

Parent Opportunities…………………………………………….……………………………………..…………13-14

At Home Support…………………………………………………………..…………………………………….…15-16

Communication…………………………………………………………………………………………………………17

First Day………………………………………………………………………………………………………………….18

Nuts an Bolt……………………………………………………………....…………………………………….…..….19

Attendance……………………………………………………………………………………………………………….20

Meals, Emergency School Closing, Filed Trips, Lost and Found & Fire drills…………….….…………21

58 Key Development……………………………………………………………………………………………….22-27

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“in the end, there is no program or policy that can substitute for a parent-a mother or father who will attend those parent/teacher conferences, or help with homework after dinner, or turn off the TV, put away the video games, and read to their child. I speak to you not just as a president, but as a father when I say that responsibility for our children’s education must begin at home.

President Obama

Presidential Address to Congress

February24, 2009

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Virgil I. Grissom School #7 EPK

Our Vision

To empower young children to successfully contribute to their families, school, community and environment.

Our Mission

To provide opportunities for young children to participate in a challenging, stimulating program, designed to support their language, cognitive and social development while being sensitive to their strengths and needs.

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Our Family

Main Office Phone: 585-324-3110

Our normal scheduled school day is 9:00 A.M. to 3:00 P.M.

Principal Mr. David Lincoln

Assistant Principals Mr. Mark Wilkins & Mrs. Jeanne Markham

Clerical Support

School Secretary Ms. Shell

Teacher

Ms. McKinstry (Ms. M)

Paraprofessionals

Ms. Garcia (Ms. K)

Ms. Davila (Ms. D)

Adult Family Educator Mrs. Liccone

Technical Support Teacher Mrs. Eppeira

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Our Family Calendar

September 3 Labor Day Holiday (All Facilities Closed)

September 4 First Day for Teachers, Superintendent’s Conference Day (No school for students)

September 5 School Opens (Full day for PreK-12 students)

September 20 Open House

October 5 Superintendent’s Conference Day (No school for students)

October 8 Columbus Day Holiday (All Facilities Closed)

November 6 Superintendent’s Conference Day (No school for students)

November 12 Veteran’s Day Holiday (All Facilities Closed)

November 21-23 Thanksgiving Holiday (All Facilities Closed)

December 7 Early Dismissal

December 21-31 Winter Recess (All Facilities Closed)

January 1 New Year’s Day Holiday (All Facilities Closed)

January 2 School Resumes

January 11 Early Dismissal

January 21 Martin Luther King Day Holiday (All Facilities Closed)

February 18-22 Mid-Winter Recess

March 21 Early Dismissal

March 30 Good Friday (All Facilities Closed)

April 15-19 Spring Recess

April 26 Early Dismissal

May 24 Memorial Day Holiday (All Facilities Closed)

May 27 Memorial Day Holiday (All Facilities Closed)

June 25 Last Day of School for PreK-12 Students and Teachers

June 26 Superintendent’s Conference Day (No school for students)

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What Happens in the Classroom, Besides a Whole Lot of Love?

What will the teachers and paraprofessionals do?

| |

|observe, listen to and focus on your child in order to know him/her as a unique individual |

|create a welcoming, accepting environment |

|plan a routine of learning activities |

|maintain a safe environment for all children |

|develop classroom learning centers |

|offer opportunities for children to solve problems |

|let children do as much as they can by themselves |

|encourage reading, math, science and language development in many, many ways |

|read and discuss stories everyday |

|work with children toward achievement of New York State and Rochester City School District Learning Standard |

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Our Curriculum

The Rochester City School District Early Childhood Department has adopted the HighScope Curriculum for use in all of our UPK classrooms. The HighScope Curriculum is aligned with the NYS Prekindergarten Foundation for the Common Core Learning Standards.

The educational content of HighScope preschool programs is built around 58 Key

Developmental Indicators (KDIs). The KDIs are early childhood milestones that guide teachers

as they plan and assess learning experiences and interact with children to support learning. Each

KDI is a statement that identifies an observable child behavior reflecting knowledge and skills in

the areas of approaches to learning; social and emotional development; physical development

and health; language, literacy, and communication; mathematics; creative arts; science and

technology; and social studies.

The 58 Key Development Indicators are located at the end of this handbook.

You may visit the HighScope Website at for additional information.

Why are the children always playing?

For children, play is their work. This is because the best way for children to learn is by actually doing something. Sometimes it's pretending and sometimes it’s the real thing. "Hands-on-learning" is the way they learn reading, writing, math, language and social skills. They also learn about music and nature, develop creativity and gain large and small muscle skills that they will use all their lives. The teachers have planned the activities for the entire preschool day with learning objectives for both individual children and the group in mind, so that all the children will learn in the way that is best for them.

The Adult Family Educator will assist you in identifying the learning that is going on behind each activity. We want parents to be active participants and know the philosophy and curriculum at our Center.

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Supports for our Future

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Technical Support Teachers:

Technical Support Teachers are experienced veteran teachers who support the classroom teachers in each Pre K classroom. They can provide demonstration lessons, classroom coaching, and support with lesson planning and analyzing student data from assessments. They are part of a the team approach within our Pre K family. You will see the Technical Support Teacher working side by side with your child’s classroom teacher and working individually with students.

School Social Workers

School social workers support students' social, emotional, and behavioral health. School social workers provide individual and group counseling services, crisis intervention, and behavioral intervention for both special and regular education students. School social workers complete home visits and initiate contact with community support services. They make referrals and help coordinate community support services. At the high school level, they also assist students and families find and access alternative programs when they discover that they are not succeeding in the traditional high school setting.

Speech/Language Pathologist

The Speech/Language Pathologist conducts comprehensive speech-language evaluations and provides speech-language therapy when warranted. Communication is strengthen and considered a priority. We have a full time Speech-Language Pathologist how will provide activities and support within each of our classrooms.

Occupational Therapy

An occupational therapist is available if students’ require additional help beyond the classroom for fine motor skills. Those skills may include holding a crayon, folding paper, cutting with scissors, building a tower with blocks, and using a fork to eat.

Physical Therapy

An occupational therapist is available if students’ require additional help beyond the classroom for large motor skills. Those skills may include running, jumping, climbing stairs, and riding a tricycle.

School Nurse

The school nurse provides first aid and health information. Parents should contact the nurse to make the necessary arrangements if students require medication during the school day. No medication, however, can be given without the permission of both the parent and physician. If students have an accident during the school day, the teacher will immediately take the appropriate action necessary to help students receive proper treatment. They will inform the parent.

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How Can I Get Extra Supports for My Child?

Preschool Committee on Special Education

 

•     Parents are a legally mandated member of the Committee on Preschool Special Education (CPSE). You are your child’s best advocate. As the parent, you understand many of their strengths and needs.

•       As a member of the CPSE you should:

•       Offer insight into how your child learns and what their interests are

•       Listen to what the other team members think your child needs

•       Report on whether skills your child is learning at school are being used

at home

•       Ask questions

•       Work with the team to develop the IEP

•       Other members:

•       Preschool teacher

•       Special education teacher

•       County representative

•       Other possible attendees – Evaluation Team Representative,

Additional Parent Member, Interpreter, Family members

 

 

•      For more information, Karen Spawton, Preschool Coordinating Administrator of Special Education   262-8623  or Davina McLean-Randall, Preschool Coordinating Administrator of Special Education 262-8390

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Read, Read, Read!

Reading every night to your child increases school success!

We have a classroom library for children as well as a lending library in which students can take books homes.

Below is an excerpt from the PBS website:

The tips below offer some fun ways you can help your child become

a happy and confident reader. Try a new tip each week. See what works best for your child.

Read together every day: Read to your child every day. Make this a warm and loving time when the two of you can cuddle close.

Give everything a name: Build comprehension skills by playing games that involve naming objects. Say things like, "Where's your nose?" Or touch your child's nose and say, “What’s this?"

Say how much you enjoy reading: Tell your child how much you enjoy reading with him or her. Talk about "story time" as the favorite part of your day.

Read with fun in your voice: Read to your child with humor and expression. Use different voices. Ham it up!

Know when to stop: Put the book away for a while if your child loses interest or is having trouble

paying attention.

Be interactive: Discuss what's happening in the book, point out things on the page, and ask questions.

Read it again and again: Go ahead and read your child's favorite book for the 100th time!

Talk about writing, too: Mention to your child how we read from left to right and how words are

separated by spaces.

Point out print everywhere: Talk about the written words you see in the world around you. Ask your child to find a new word on each outing.

Get your child evaluated: Please be sure to see your child's pediatrician or teacher as soon as

possible if you have concerns about your child's language development, hearing, or sight.

"Reading Rockets: Launching Young Readers" is a five-part television series on

PBS. See launchingreaders for more information on how you

can launch a child into a bright future with reading strategies that work.

We have a goal of each child reading1,000 books before he/she goes to kindergarten!

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Parents are Always Welcome.

You can visit us at any time!

We belong together!

Parents are the foundation of our eduaction.

We have many ways for parents to connect with our school.

All we ask is that you sign in at the main office and proceed to our classroom. You will always be a welcome addition to your child’s classroom. If you need to have detailed talk with the teacher you can always schedule an appointment.

Parent Support through the Adult Family Educator (AFE)

 What Will They Do?

♦ The AFE is responsible for planning and implementing the learning

experiences of parents/guardians, thereby strengthening the students’ academic achievement and the

parents’ role as primary teacher.

♦ The AFE works within the community to educate, advise, and advocate for the parent/guardian.  

♦ We will support opportunities for

visiting your child’s classroom and  having you become an active member in your child’s  school community.

♦ Please call us with any questions or concerns. No issue is too big or small. We are here for you and want to

support you as your child’s first teacher.

The Role of the AFE

▪ Present parent child classroom activities

▪ Plan parent child take home activities

▪ Support the implementation of the Pyramid Model (through classroom observation and parent

conversations)

▪ Plan and facilitate parent field trips

▪ Parent Goal Setting

▪ Plan and present parent information and workshop (Pyramid Model for Parents, Emergent Literacy, Parenting Skills, Developmental Continuum & Developmentally Appropriate Practices  ….)

▪ Provide families with connections to district and community resources as needed

▪ Facilitate difficult conversations in challenging situations for a respectful outcome What Will They Do?

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We Need You!

Opportunities for You to be an Active Member of Our Family:

Program-Based Planning Team

The Program-Based Planning Team is the unit of governance that has direct authority and responsibility for instruction in the school. The team is composed of Administrators, and elected representatives for Teachers, Parents, and Community Members. The Program-Based Planning Team is the organizational structure for improving school productivity and holds primary responsibility for setting and monitor Our Program’s goal.

Parent Advisory Council

The Parent Advisory Council is all about you! This group meets regularly to discuss parent issues and brain storm solutions. A core group of parents will help steer the direction of the school and provide insight to parent needs. This critical group will help us work alongside to effectively meet all our needs.

Parent Forums

Month Parent Forum will happen in our Parent Center. These Forums will be a mixture of informal gatherings as well as professional development opportunities. If you have any ideas please contact out Adult Family Educator.

Parent Volunteers

We love them and so do our kids. For opportunities and information please see our Adult Family Educator. She can give you some pointers and help connect you to special events or ways to help within our classrooms.

We know that life happens and just because you cannot volunteer does not mean you are not interested in your child’s education. So please feel free to stop by our center at any time! So……

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The Home Connection

What Can I do at Home to Support My Child’s Education?

The preschool classroom is organized into learning centers. Each center has a purpose and is planned to create many learning opportunities for the children who are working there.

When you are at home, below are some things that you can do.

|School Learning Center | | |

| |What will children do at school? |What can I do at home? |

| | | |

| |Children will |Ask the children to help you build a structure. |

|Block |Learn about shapes, sizes and weights. |Talk about the building as you go along. How many blocks do|

| |Create structures to reenact |we need? Which block is best? What would happen if...? |

| |experiences. |Help the children to respect each other's buildings. Ask |

| |Learn importance of cooperation by sharing and working together as|before adding to the structure. |

| |a team. | |

| |Practice counting, sorting and | |

| |other math concepts. | |

| |Match shapes at clean-up. | |

| |Children learn | |

|Water Table |Eye-hand coordination as they pour and measure. |Help children build vocabulary with such words as wash, |

| |Small muscle development |pour, half-full, overflowing, empty, more than, less than. |

| |Cooperation in taking turns with their friends. |Help children discover about floating/sinking, bubbles, |

| |Work within limits of table |color, hot/cold. |

| |What water is like. | |

| |Science by doing experiments | |

| | | |

| | |Ask the children to tell you a story. |

| |Children |Ask if they would like you to read to them and let them |

|Reading Center |Learn to love books and reading. |select the book. |

| |Learn new words and meanings. |Make reading a warm sharing time. |

| |Are exposed to new ideas and events. |Let the children interrupt with questions. |

| |Learn that they too can be authors. |Talk about the pictures. |

| | |Let the child guess the ending. |

| | | |

| |Children will |Ask the children about the pictures they make. |

|Art Center |Learn to express themselves. |Ask the child if you can write his/her picture story on the|

| |Strengthen ability to imagine, to observe, to plan and to explore. |paper. |

| |Learn that mistakes are part of learning. |Encourage child to sign his/her name on their pictures at |

| |Develop muscle control needed for writing. |their |

| |Learn about shapes, colors, and textures. |current stage of writing |

| |Add words to their vocabulary. |development. |

| | |Ask children to talk about the colors they used and/or how |

| | |the materials felt. |

| | | |

|Family Center |Children will |Be a guest in the family center "home". |

| |Have opportunities for creative play, using language, trying out |Show children how to bathe a baby. |

| |different roles and solving problems. |Offer to be a store keeper. |

| |Use math to count and match sets of plates, spoons, people. |Help children count, talk about food. |

| |Develop small muscles of hands as they button doll clothes, fold |Encourage children to solve problems. |

| |blankets. | |

| |Learn about families, helping and sharing. | |

| | | |

| |Children can |Ask children about their ideas and what they plan to do. |

|Other Centers |Learn to observe. |Help children solve problems with their own ideas. |

| |Expand vocabulary. |Set limits gently and firmly. |

| |Learn to plan and organize. |Encourage children by noticing their effective ideas and |

| |Learn about new things. |other successes. |

| |Learn how to make things work. |Help children to respect their friends and learn to take |

| |Use their imagination. |turns. |

| |Learn new ways to express themselves. | |

| |Learn about science and math in everyday activities. | |

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Communication is our Bread and Butter

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Teachers will be sending home monthly updates so you can see what your child is doing and keep on top of any exciting events!

They will also help you know when forms need to be filled out and signed.

Please Inform Us When There Is:

• A change in phone number. (for parent, additional caregivers, emergency contacts or pick up persons)

• A change in address. (for parent, additional caregivers, emergency contacts or pick up persons) Parents need to show proof of new address to the teacher of AFE so that RCSD records can be changed.

• A new pick up person to add to the list.

• An illness.

• A child who will be absent.

• An absence of more than 3 consecutive days.

• A change in parent group participant.

• A change in family environment affecting the child.

• Any change in custody situation.

• Anything that you feel is important for us to know

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What do I need for the first day?

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• Clothes that can get dirty; learning is messy work.

• Bring an extra set of clothes in case there are accidents.

• You may bring a blanket, pillow, or stuffed animal for nap time. These must be taken home every Friday, washed, and returned on Monday.

• If you child is still working on “potty training,” please bring extra pull ups and wipes.

• Label, Label, Label all items with you child’ s name!

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Nuts and Bolts[pic] [pic]

Transportation:

Our Program does not provide transportation. Parent/Guardians should make arrangement for students to get to and from School.

We are only one block away for the Transit Center and can provide bus passes for families to use public transportation.

Dropping off Students:

• Please walk you child to the classroom and hand them to a staff member inside your child’s classroom.

• Make sure that the adult makes eye contact with you, so you know they have seen you drop off your child.

Picking Up Students:

• Child should be picked up at dismissal time.

• An authorized person must pick up the child. (State Law prohibits teachers from releasing a child to any other person.

• Authorized pickup person must be at least 18 years old and considered to be responsible by parent and staff.

• Please make sure you are here on time. Our family has a lot to do plan for the next day for your children.

If you will be late arriving or dismissing, please call the teacher (or main office) so that we are aware and can possibly help you figure out a solution.

Remember attendance is critical to your child’s success, plus we miss them when they are gone. *Please refer to our attendance policy for specifics

Excused and Unexcused Student Absences

All registered students are required to attend classes as scheduled. Parents/legal guardians have the obligation to inform the school of his/her child’s absence from school or from classes for the student’s absence to be considered excused.

The following reasons are considered to be excused absences:

1) Child’s illness

2) Doctor’s appointment

3) Sickness or death of an out of town family member for up to three days within New York State or five days outside of the state.

4) Court appearances

5) Religious observance

In order for an absence to be excused, the parent/legal guardian must submit a verbal or written excuse to the appropriate school personnel within five days of a student’s return to school from an absence. The written excuse or the transcribed verbal explanation from the parent/legal guardian shall be placed in the student’s cumulative records. The designated school staff will submit information in the comment field on the Student Attendance or Student Note page on the PowerSchool Student Data Management System- Attendance.

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Meals:

Students will receive:

• Breakfast

• Lunch

• 1 Snack

• Menus will be available to parents

Emergency School Closing:

In the event of poor weather or any other emergency, local radio and television stations will broadcast information about closings, delayed starts, and other emergencies. If an emergency situation arises during the school day, and students are sent home, the school will notify parents by automated phone call. Parents are encouraged to make arrangements for supervision of their children before any emergency arises.

Field Trips:

Periodically, throughout the school year, teachers may plan educational field trips to enhance your classroom learning experiences. Field trip permission forms are sent home for each planned event, which must be signed by a parent or guardian and returned. Without this form signed, your child will not be allowed to go on the field trip.

Fire Drills:

Fire drills are mandated and scheduled throughout the school year.

During a fire drill or emergency evacuation all students must:

1. Follow directions posted on the Fire Alarm Card in their room

2. Proceed in an orderly fashion as they follow their teacher out the designated exit

3. Remain with their teacher at all times

4. Stay with their teacher and group as they return to the building

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| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| |

|A. APPROACHES TO LEARNING (N=6) |

| | |

|1. Initiative: Children demonstrate initiative as they explore their |Children are eager to learn. They exhibit curiosity, independence, and self-direction as they learn about relationships, materials, actions,|

|world. |and ideas. They take reasonable risks as they investigate the environment. |

| | |

|2. Planning: Children make plans and follow through on their intentions. |Children make plans and decisions, and express choices and intentions based on their interests. Their plans increase in detail and |

| |complexity. Children follow through on their plans. |

| | |

|3. Engagement: Children focus on activities that interest them. |Children sustain involvement and concentration in their play. They are persistent, motivated, and able to stay engaged. |

| | |

|4. Problem solving: Children solve problems encountered in play. |Children are inventive and flexible in solving a variety of problems. They progress from using trial and error to more systematic attempts |

| |at problem solving. |

| | |

|5. Use of resources: Children gather information and formulate ideas |Children use all their senses and a variety of tools to explore and gather information about the world around them. They ask questions and |

|about their world. |try to explain their ideas about the things they encounter. |

| | |

|6. Reflection: Children reflect on their experiences. |Children use their experiences to draw conclusions about people, materials, events, and ideas. They make connections between what they |

| |already know and what they are doing and learning. |

| |

|B. SOCIAL AND EMOTIONAL DEVELOPMENT (N=9) |

| | |

|7. Self-identity: Children have a positive self- identity. |Children are aware of the characteristics that make up their identity, such as gender, ethnicity, culture, and abilities. They perceive |

| |their uniqueness and develop a healthy self-image. |

| | |

|8. Sense of competence: Children feel they are competent. |Children make discoveries and solve problems with an expectation of success. They believe they can acquire the knowledge or skills they |

| |need. |

| | |

|9. Emotions: Children recognize, label, and regulate their feelings. |Children identify and name their emotions and recognize that others have feelings that may be the same as or different from their own. They |

| |regulate the expression of their feelings. |

| | |

|10. Empathy: Children demonstrate empathy toward others. |Children understand the feelings of others by drawing on their own experiences with the same emotions. They respond empathically by sharing |

| |the happiness of others and offering assistance when they see that others are emotionally upset or physically hurt. |

| | |

|11. Community: Children participate in the community of the classroom. |Children act as members of the classroom community by participating in routines, cooperating with social expectations, and sharing |

| |responsibility for maintaining the classroom. |

| | |

|12. Building relationships: Children build relationships with other |Children relate to others in the classroom. They refer to teachers and peers by name. Children develop friendships, seek out others, and |

|children and adults. |engage in give-and-take interactions. |

| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| | |

|13. Cooperative play: Children engage in cooperative play. |Children involve adults and peers in their play. They engage in cooperative play with others by sharing materials, space, conversation, and |

| |ideas. |

| | |

|14. Moral development: Children develop an internal sense of right and |Children develop ethical behavior. They understand that there are moral principles that do not vary by situation (e.g., people should not |

|wrong. |hit others). |

| | |

|15. Conflict resolution: Children resolve social conflicts. |Children engage in conflict resolution, or social problem solving, to settle interpersonal differences. They identify the problem, offer and|

| |listen to others’ ideas, and choose a solution that is agreeable to all. |

| |

|C. PHYSICAL DEVELOPMENT AND HEALTH (N=5) |

| | |

|16. Gross-motor skills: Children demonstrate strength, flexibility, |Children use nonlocomotor (stationary) movements (e.g., bending, twisting, rocking) and locomotor (traveling) movements (e.g., walking, |

|balance, and timing in using their large muscles. |climbing, running, jumping, hopping, skipping, marching, galloping). They coordinate gross-motor movements in throwing, catching, kicking, |

| |bouncing balls, and using a swing. |

| | |

|17. Fine-motor skills: Children demonstrate dexterity and hand-eye |Children use the fine-motor movements (e.g., molding, squeezing, poking, smoothing, positioning, writing, cutting) needed to manipulate |

|coordination in using their small muscles. |materials and tools. They have hand-eye coordination (e.g., stacking blocks, assembling puzzles, stringing beads, pouring juice, pounding |

| |nails). |

| | |

|18. Body awareness: Children know about their bodies and how to navigate |Children recognize the names and locations of body parts. They are aware of their own bodies in relation to people and objects around them. |

|them in space. |Children feel, and move their bodies to, a steady beat. |

| | |

|19. Personal care: Children carry out personal care routines on their |Children feed themselves, dress, wash their hands, brush their teeth, use tissues, and use the toilet. |

|own. | |

| | |

|20. Healthy behavior: Children engage in healthy practices. |Children participate in active, physical play. They know that some foods are healthier than others. Children carry out behaviors that are |

| |healthy (e.g., cough into their elbow, wash their hands after toileting, use their own fork) and safe (e.g., wear a bike helmet, not walk in|

| |front of a moving swing, walk around a spill). |

| |

|D. LANGUAGE, LITERACY, AND COMMUNICATION (N=10)1 |

| | |

|21. Comprehension: Children understand language. |Children understand (comprehend) conversations, signing, stories, books, songs, poems, and/or chants. They listen; respond; connect |

| |information to their own lives; predict what will happen next; and recall real and fictional people, materials, actions, events, and ideas. |

| | |

|22. Speaking: Children express themselves using language. |Children share observations, experiences, ideas, explanations, feelings, preferences, and needs. They progress from making gestures to using|

| |sentences of increasing length and complexity. |

1Language, Literacy, and Communication KDIs #21–30 may be used for the child’s home language(s) as well as English. KDI #30 refers specifically to ELL/Dual language acquisition.

| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| | |

|23. Vocabulary: Children understand and use a variety of words and |Children learn and use new words and phrases in conversations, activities, written materials, and play. They ask the meaning of unfamiliar |

|phrases. |words. Children use multiple parts of speech to describe, clarify, and elaborate their experiences and ideas. |

| | |

|24. Phonological awareness: Children identify distinct sounds in spoken |Children recognize the beginning and ending sounds of words, including rhymes (same ending sounds) and alliteration (same initial sounds). |

|language. |They recognize separate syllables in words (segmentation). |

| | |

|25. Alphabetic knowledge: Children identify letter names and their |Children know letters are a category of symbols that can be individually named. They name a growing number of letters and associate them |

|sounds. |with their sounds (often beginning with the initial of their first name and/or other familiar words). |

| | |

|26. Reading: Children read for pleasure and information. |Children look at a variety of printed materials for enjoyment and knowledge. They ask adults to read books to them, and they “read” books to|

| |others. Children tell or retell stories based on pictures. They read aloud a word, simple phrase, or short sentence. |

| | |

|27. Concepts about print: Children demonstrate knowledge about |Children learn about the functions of print. They understand the connection between spoken and written words. They recognize that a word is |

|environmental print. |a unit of print, letters are grouped to form words, and words are separated by spaces. As they experience various forms of environmental |

| |print (e.g., signs, newspapers and magazines, lists, messages, menus, packaging), children learn about print conventions such as |

| |directionality (English is read top to bottom and left to right). |

| | |

|28. Book knowledge: Children demonstrate knowledge about books. |Children know how books work, for example, they hold a book upright and face-forward, read it front to back, and differentiate text and |

| |pictures. Children identify the parts of a book. |

| | |

|29. Writing: Children write for many different purposes. |Children write to represent ideas, use writing in their play and/or ask adults to take dictation, and read what they and adults have |

| |written. They use writing tools such as crayons, markers, pencils, and computers. They copy or write letters, and progress from scribbles to|

| |letterlike forms to recognizable letters. |

| | |

|30. ELL/Dual language acquisition: (If applicable) Children use English |Children understand and use English and their home language(s). They adjust the language they use to the person with whom they are |

|and their home language(s) (including sign language). |communicating. Children know there are different writing systems (alphabets). |

| |

|E. MATHEMATICS (N=9) |

| | |

|31. Number words and symbols: Children recognize and use number words and|Children recognize and name numerals in their environment. They understand that cardinal numbers (e.g., one, two, three) refer to quantity |

|symbols. |and that ordinal numbers (e.g., first, second, last) refer to the order of things. They write numerals. |

| | |

|32. Counting: Children count things. |Children count with one-to-one correspondence (e.g., touch an object and say a number). They understand that the last number counted tells |

| |“how many.” Children compare and order quantities (e.g., more, fewer/less, same). They understand the concepts of “adding to” and “taking |

| |away.” |

| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| | |

|33. Part-whole relationships: Children combine and separate quantities of|Children “compose” and “decompose” quantities. They use parts to make up the whole set (e.g., combine two blocks and three blocks to make a |

|objects. |set of five blocks). They also divide the whole set into parts (e.g., separate five blocks into one block and four blocks). |

| | |

|34. Shapes: Children identify, name, and describe shapes. |Children recognize, compare, and sort two- and three-dimensional shapes (e.g., triangle, rectangle, circle; cone, cube, sphere). They |

| |understand what makes a shape a shape (e.g., all triangles have three sides and three points). Children transform (change) shapes by putting|

| |things together and taking them apart. |

| | |

|35. Spatial awareness: Children recognize spatial relationships among |Children use position, direction, and distance words to describe actions and the location of objects in their environment. They solve simple|

|people and objects. |spatial problems in play (e.g., building with blocks, doing puzzles, wrapping objects). |

| | |

|36. Measuring: Children measure to describe, compare, and order things. |Children use measurement terms to describe attributes (i.e., length, volume, weight, temperature, and time). They compare quantities (e.g., |

| |same/different, bigger/smaller, more/less, heavier/lighter) and order them (e.g., shortest/medium/longest). They estimate relative |

| |quantities (e.g., whether something has more or less). |

| | |

|37. Unit: Children understand and use the concept of unit. |Children understand that a unit is a standard (unvarying) quantity. They measure using unconventional (e.g., block) and conventional (e.g., |

| |ruler) measuring tools. They use correct measuring procedures (e.g., begin at the baseline and measure without gaps or overlaps). |

| | |

|38. Patterns: Children identify, describe, copy, complete, and create |Children lay the foundation for algebra by working with simple alternating patterns (e.g., ABABAB) and progressing to more complex patterns |

|patterns. |(e.g., AABAABAAB, ABCABCABC). They recognize repeating sequences (e.g., the daily routine, movement patterns) and begin to identify and |

| |describe increasing and decreasing patterns (e.g., height grows as age increases). |

| | |

|39. Data analysis: Children use information about quantity to draw |Children collect, organize, and compare information based on measurable attributes. They represent data in simple ways (e.g., tally marks, |

|conclusions, make decisions, and solve problems. |stacks of blocks, pictures, lists, charts, graphs). They interpret and apply information in their work and play (e.g., how many cups are |

| |needed if two children are absent). |

| |

|F. CREATIVE ARTS (N=5) |

| | |

|40. Art: Children express and represent what they observe, think, |Children explore and use a variety of materials and tools to draw and paint, mold and sculpt, build and assemble. They use the properties of|

|imagine, and feel through two- and three-dimensional art. |art materials (e.g., shape, color, texture) to represent their ideas. Children’s representations and designs develop from simple to complex |

| |and from accidental to intentional. |

| | |

| |Children explore and experience sound through singing, moving, listening, and playing instruments. They experiment with their voices and |

| |make up songs and chants. Children explore and respond to musical elements such as pitch (high, low), tempo (fast, slow), dynamics (loud, |

| |soft), and steady beat. |

| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| | |

|42. Movement: Children express and represent what they observe, think, |Children explore moving their whole bodies, or parts of their bodies, with and without music. They respond to the features and moods of |

|imagine, and feel through movement. |music through movement. |

| | |

|43. Pretend play: Children express and represent what they observe, |Children imitate actions, use one object to stand for another, and take on roles themselves based on their interests and experiences. They |

|think, imagine, and feel through pretend play. |use figures to represent characters in their pretend scenarios (e.g., having a “family” of toy bears talk to one another). Their play themes|

| |develop in detail and complexity over time. |

| | |

|44. Appreciating the arts: Children appreciate the creative arts. |Children express opinions and preferences about the arts. They identify the pieces (e.g., a painting or musical selection) and styles they |

| |do or do not like and offer simple explanations about why. Children describe the effects they and other artists create and develop a |

| |vocabulary to talk about the arts. |

| |

|G. SCIENCE AND TECHNOLOGY (N=8) |

| | |

|45. Observing: Children observe the materials and processes in their |Children are curious and use all their senses to learn more about the natural and physical world. They gather information by observing what |

|environment. |others do and discovering how tools and materials work. |

| | |

|46. Classifying: Children classify materials, actions, people, and |Children group similar things together. They identify relationships between things and the categories they belong to. Children look for new |

|events. |ways to organize the knowledge they already have and for ways to fit new discoveries into familiar categories. |

| | |

|47. Experimenting: Children experiment to test their ideas. |Children experiment to test whether an idea is true or a solution will work. They may encounter problems with materials that they do not |

| |have answers for. They experiment by manipulating materials, using trial and error, and then approaching the problem with possible solutions|

| |in mind. |

| | |

|48. Predicting: Children predict what they expect will happen. |Children indicate through words and/or actions what they expect an outcome to be. They think about what happened in similar situations and |

| |anticipate what might happen. Children make predictions based on experimentation. |

| | |

|49. Drawing conclusions: Children draw conclusions based on their |Children attempt to fit their observations and reasoning into their existing knowledge and understanding. They construct knowledge in their |

|experiences and observations. |own way as they collect data to help them form theories about how the world works (e.g., “It’s night because the sun goes to bed”). |

| | |

|50. Communicating ideas: Children communicate their ideas about the |Children share their questions, observations, investigations, predictions, and conclusions. They talk about, demonstrate, and represent what|

|characteristics of things and how they work. |they experience and think. They express their interest in and wonder about the world. |

| |

|HIGHSCOPE KEY DEVELOPMENTAL INDICATORS (N=58) |

| | |

|Key Developmental Indicator (KDI) |Description |

| | |

|51. Natural and physical world: Children gather knowledge about the |Children become familiar with characteristics and processes in the natural and physical world (e.g., characteristics of plants and animals, |

|natural and physical world. |ramps and rocks; processes of growth and death, freezing and melting). They explore change, transformation, and cause and effect. They |

| |become aware of cycles that are meaningful to them. |

| | |

|52. Tools and technology: Children explore and use tools and technology. |Children become familiar with tools and technology in their everyday environment (e.g., stapler, pliers, computer). They understand the |

| |functions of equipment and use it with safety and care. They use tools and technology to support their play. |

| |

|H. SOCIAL STUDIES (N=6) |

| | |

|53. Diversity: Children understand that people have diverse |Children see similarities and differences in personal attributes (including gender, culture, age, religion, family structure, ability |

|characteristics, interests, and abilities. |levels, and appearance) as natural and positive. They are interested in how people are the same and/or different from themselves and their |

| |families. |

| | |

|54. Community roles: Children recognize that people have different roles |Children know about familiar roles in the communities they belong to (e.g., family, school, neighborhood). They understand that people |

|and functions in the community. |depend upon one another. Children know that people need money to buy goods and services. |

| | |

|55. Decision making: Children participate in making classroom decisions. |Children understand that everyone has the right to share ideas and be heard. They participate as leaders and followers. With adult guidance,|

| |they join in class discussions, help make decisions, and share ideas to resolve group problems. |

| | |

|56. Geography: Children recognize and interpret features and locations in|Children identify familiar landmarks (e.g., home, school, park) and navigate simple routes between them. They match objects and events to |

|their environment. |their locations (e.g., scissors/art area; outside time/playground) and represent physical features (e.g., buildings, roads, bridges) in |

| |their play. Children use simple maps to describe and locate things in their environment (e..g., classroom areas, playground features). |

| | |

|57. History: Children understand past, present, and future. |Children talk about what happened in the past (e.g., “Yesterday, when I was a baby…”) and what will occur in the future (e.g., “When I’m |

| |bigger, I’ll go to my sister’s school”). They describe a sequence of events (e.g., “First I painted a picture, and then I built a tower”). |

| | |

|58. Ecology: Children understand the importance of taking care of their |Children share responsibility for taking care of their environment inside and outside the classroom (e.g., picking up litter, watering |

|environment. |plants, sorting things into recycling bins). They understand that their actions affect the well-being of the environment. |

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