Transcript Slide 1

May 8, 2014
People First Language
“People First Language puts the person before the disability and describes
what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural.
Retrieved August 1, 2012 from
Early Childhood Initiatives
Why Early Childhood Programs
Are Important
Research suggests that children who participate in high quality early childhood programs are
more likely to enter kindergarten ready to succeed.
– Low income and at-risk children benefit the most from high quality
early childhood programs.
• Short-Term Benefits:
– Better performance in school (academic and social)
– Lower retention rates
– Fewer referrals to special education
• Long-Term Benefits:
– Higher graduation rates
– Increased learning potential
– Increased participation in the labor force
The Early Childhood Education Act, known as Act 3, was passed during the 2012
legislative session. Act 3 creates a statewide Early Childhood Care and Education
Network to ensure children ages birth to five are ready for kindergarten. Act 3 will
be fully implemented statewide by fall of 2015. The work of Act 3 involves:
• Setting high expectations across publicly-funded
• Establishing an accountability system or Kindergarten
Readiness System with letter grades that recognizes
programs for preparing children for school;
• Aligning public funding with performance to support
high quality programs;
• Providing clear information to empower parents to
make informed choices; and
• Supporting early childhood professionals to succeed.
The Board of Elementary and Secondary Education (BESE) approved the new
Birth to Five Early Learning and Development Standards in April, and they
should be used by all early childhood programs beginning this 2013-14 school
Preschool Screener
Developing Skills Checklist (DSC)
 Developing Skills Checklist (DSC) evaluates the skills
that children develop from Prekindergarten through
the end of Kindergarten. It reliably measures the skills
and concepts that help you determine appropriate
instruction for individual children as well as for
groups. It covers language, visual, auditory,
mathematical concepts and operations, memory, print
and writing, social and emotional, and fine and gross
motor skills.
Oral Language
 Mondo Test of Oral Language
 This assessment measures a student’s receptive language. The language
structures in this assessment are vital for students to understand if they are
to understand classroom instructions, discussions, and stories. In general,
students whose first language is English should be able to repeat all 15
sentences correctly in every detail by the age of six.
 TELD 3
 The TELD-3 is an effective screener which helps to identify children who
are experiencing language delays or difficulties and may be candidates for
early intervention. In addition to an overall Spoken Language score, the
TELD-3 yields scores for Receptive Language and Expressive Language.
Building Capacity
• When you leave today, what will you do with this
• How will you share it with others in your
• When will you share it? (Timeline)
Note: If you are on the district leadership team, this information will be
useful in completing your district’s LASPDG 5 Year Plan
The contents of this PowerPoint presentation were developed under a grant from the US
Department of Education, #H323A110003. However those contents do not necessarily represent the
policy of the US Department of Education, and you should not assume endorsement by the Federal