Transitions and Developmental Kindergarten

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Transitions and Developmental Kindergarten

• Presented by
• Cindy Roller and Shannon Ward

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 old25 minutes
• Incorporating concepts into activities not
  memorizing facts or drilling students.
• Letting students do it themselves even though it
  is slower and messy.

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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.

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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.

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Questions or Concerns
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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.

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Center time

• MM Math
• Shaving Cream Art
• Games
• Thanks for coming and for all you do to make a
  difference in the lives of children!