it’s all about the milk carton!

It’s ALL

ABOUTThe

MILK CARTON

!

Brought to you by:

Meet the TeamSky Beard, Executive

Director Early Learning Coalition

Blair NaveEarly Childhood Resource

Teacher

Ginny Gleason, Parent Involvement

YOU!

“It’s All About Me!” – M

ilk Carton

The Collaboration

Began as an IDEAand

Grew into a Partnership

The Mission

To create a meaningful and smooth transition for children and parents as they take the journey

into kindergarten.

Transitions Impact Everyone

The Child, the Parent, the Early Education Teacher

and the Kindergarten Teacher

“It’s All About Me!” – M

ilk Carton

So What Will Change on this New

Journey?

“It’s All About Me!” – M

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New Building /New Classroom

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New Teacher

“It’s All About Me!” – M

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New Friends

“It’s All About Me!” – M

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New Playground

“It’s All About Me!” – M

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New Rules/ Procedures

“It’s All About Me!” – M

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New Place to Eat

“It’s All About Me!” – M

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New Way to School

“It’s All About Me!” – M

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Back to the Milk Carton

Brevard Public Schools

Ready for Kindergarten

“It’s All About Me!” – M

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What Do We Know?Developmental age is the stage at which the child is acting the most

consistently, comfortably and independently.

DevelopmentalStages

SmoothAge: 5

Secure within selfCalm, friendly, not too demanding

Tries only that which he/she can accomplishMom is center of his/her world

Break UpAge: 5 ½

OppositionalExtremely emotional

Mom has moved to second place and gets blamed for everything than goes wrong

He/she is the center of his/her world

Parent Communication

Performance Codes

Whole Child Indicators

Academic Indicators

What do we want to know about a student’s learning growth?

Progress

Process

Product

“It’s All About Me!” – M

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ProgressTrack Student Movement

Working levelCompletion level

Not yet progressed to the levelNot progressing at all

Performance CodesPerformance Level 4 Meets and applies expectations/standards independently The student has complete understanding of the entire concept/standard as expected for the grading period and is able to apply knowledge consistently and INDEPENDENTLY. The student is considered on or above grade level in an area which they earn this code and on track for promotion.

Performance Level 3 Meets and applies expectations/standards with support The student has complete understanding of the entire concept/standard as expected for the grading period and is able to apply the knowledge consistently but WITH SUPPORT from the teacher. The student is on grade level in an area which they earn this code and on track for promotion.

Performance Level 2 Does not meet expectations/standards; shows growth with additional support The student demonstrates inconsistent or partial understanding of the entire concept/standard as expected for the grading period, even with support from the teacher. The student may be marked below grade level and may not be on track for promotion.

Performance Level 1 Does not meet expectations/standards; shows no growth even with support The student does not have understanding of the entire concept/standard as expected for the grading period, even with support from the teacher. The student is receiving interventions, marked below grade level and most likely not on track for promotion.

“It’s All About Me!” – M

ilk Carton

ProcessSocial and Emotional

Learning BehaviorsInteraction with peers and adults

Ability to follow classroom and school routines and rules

Whole Child Indicators

Social EmotionalLearning Behaviors

Gross Motor Development and AbilityFine Motor Development and AbilityCommunication Development and

Ability

Works and Plays Well with Others

Johnny+ likes to help, cooperate, follow

rules and is helpful to others+ waits and takes turns when

playing games+ responds well to clear and

simple expectations + needs verbal permission from

adults(before doing something, will ask,

“Can I..?)

Shows Body/Spatial/Visual Awareness

Susie+ needs encouragement to use

the climbing apparatus on the playground; stays on the bottom tier

+ participates in activities that require movement; may be off beat

+ slams the bathroom door when closing

+ sometimes runs into others

“It’s All About Me!” – M

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ProductCognitive and Physical

Mastery of StandardsGross and Fine Motor

DevelopmentProblem Solvers

Academic Indicators

Reading Writing

MathematicsScience and Social Studies

Reading

Concepts of PrintPhonological/Phonemic Awareness

Phonics/Word AnalysisVocabulary

Comprehension

VocabularyJoanne

+ is the classroom serial talker; expands on every conversation

+ loves the new words learned during the week and creates sentences just to practice the words

+ enjoys explaining things; sharing about things she likes

Writing

Conventions

Purpose

Use Developmental Stages of Writing

Math

Number and OperationsGeometry

MeasurementAlgebraic Thinking

“It’s All About Me!” – M

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What Do We Know?

Concrete Representational Abstract

Concepts are introduced with manipulatives. Young children

explore concepts using the

manipulative in purposefulactivities.

Concepts are represented using

pictures to represent concrete

objects. Young children begin to

visualize and communicate the

concept at a pictorial level.

Symbols are used to express the

concept.

Typical Kindergarten DayNOT!

“It’s All About Me!” – M

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Brevard Public Schools Website

http://www.brevard.k12.fl.us

/

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Next Steps!

www.elcbrevard.org

“It’s All About Me!” – M

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What Can YOUDo?

“It’s All About Me!” – M

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1. Increase communication

2. Include transition activities in parent meetings

“It’s All About Me!” – M

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3. Create parent engagement activities

4. Engage in conversation with kindergarten teachers about transitions

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What are Your Next Steps?