8083 md1 assign1 info

Get perfect grades by consistently using www.assignmentgeeks.org. Place your order and get a quality paper today. Take advantage of our current 20% discount by using the coupon code GET20


Order a Similar Paper Order a Different Paper

  

To prepare:

  • Review your country/region/state      website on early learning guidelines/regulations/policies and assessment      requirements.
  • Then, review the materials      from Discussion 1 and 2. Compare and contrast your country/region/state      policies and standards regarding assessment with NAEYC principles of child      development and learning that inform practice and NBPTS Standard V.

Title 7 Education K-12
Part – 191

M I S S I S S I P P I

Early Learning Guidelines
for classrooms serving

Three- and Four-Year-Old
Children

Carey M. Wright, Ed.D.
STATE SUPERINTENDENT OF EDUCATION

Kim S. Benton, Ed.D.
CHIEF ACADEMIC OFFICER

Published, 2018

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi
School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the
Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color,
religion, national origin, age, or disability in the provision of educational programs and services or
employment opportunities and benefits. The following office has been designated to handle inquiries

and complaints regarding the non‑discrimination policies of the above mentioned entities: Director,
Office of Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box

771, Suite 203, Jackson, MS 39205‑0771, (601)359-3511.

Mississippi Department of Education
359 North West Street
P. O. Box 771
Jackson, Mississippi 39205-0771
(601) 359-3511
www.mdek12.org/EC

M I S S I S S I P P I

State Board of Education

Mrs. Rosemary G. Aultman,

Chair

Dr. Jason S. Dean,
Vice Chair

Dr. Carey M. Wright,

Executive Secretary

Mr. Buddy Bailey

Mrs. Kami Bumgarner

Dr. Karen Elam

Mr. Johnny Franklin

Mr. Sean Suggs

Dr. John R. Kelly

Mr. Charles McClelland

Nathan Oakley, Ph.D.,
Executive Director
Office of Elementary Education and Reading

Tenette Smith, Ed.D.,
Director
Office of Elementary Education and Reading

Jill Dent, Ph.D.,
Director
Office of Early Childhood Education

Early Learning Guidelines Committee Members (2017)

LaKendria April
Pre-K Teacher

Jackson Public School District

Angela August

Assistant Principal

Gulfport Public School District

Charolette Bailey

Pre-K Specialist

Jackson Public School District

Sherrie Bourgeois

Principal

Vicksburg/Warren School District

Jessica Benson

Early Learning Director

Tallahatchie River Foundation

Latoya Blackshear

Principal

Jackson Public School District

Tisha Bogan

Teacher

Mississippi School for the Blind

Lydia Boutwell

Early Childhood Consultant

MS Department of Education

Anita Buchanon

Principal

Tupelo Public School District

Cara Buffington

Early Childhood Liaison

Lamar County Early Learning

Collaborative

Jennifer Calvert

Director

Monroe County Early Learning

Collaborative

LeighAnne Cheeseman

Regional Literacy Coordinator

MS Department of Education

Stephanie Clemons
Pre-K Teacher

Philadelphia Public School District

Laura Dickson

Early Learning Collaborative

Coordinator

MS Department of Education

Janice Dukes

Pre-K Director & Federal Programs

Director

Pearl Public School District

Shayla Edwards

Pre-K Literacy Specialist

McComb School District

Kim Ezelle

Director

Grenada School District

Windy Faulkner

Assistant Superintendent

Union County School District

Pam Field

Pre-K Teacher

Cleveland School District

Debbie Girouard

Pre-K-2 Coach

Biloxi School District

Crystal Hall Gooden

Principal

Coahoma County School District

Twila Goolsby

Director of Curriculum

South Tippah School District

Joyce Greer

Early Learning Instruction Specialist

MS Department of Education

Amanda Hailey

District Literacy Coach

Kemper County Schools

Allison Hall

Pre-K Master Teacher

Corinth School District

Emily Hamilton

Pre-K Teacher

Hattiesburg Public School District

Brittany Herrington

REACH Mississippi

University of Southern Mississippi

Jill Webb Hoda

Assistant Literacy Coordinator

MS Department of Education

Janice Johnson

Assistant Superintendent

Biloxi School District

Velma Johnson

Federal Programs Director

Gulfport School District

Deborah Killen

Pre-K Teacher

Cleveland School District

Lisa Kimbrough

Teacher

Tallahatchie School District

Heather Logue

Pre-K Teacher

Cleveland School District

Deirdre Manning

Federal Programs Director

Neshoba County School District

Debra Meibaum

Facilitator

American Institute for Research

Tanya Nelson

Pre-K Collaboration Director

Corinth School District

Pauly Oakes

Director of Pre-K

Grenada School District

Sarah Odom

Pre-K Teacher

Hattiesburg Public School District

Shemica Pitts

Curriculum Specialist

Greenwood School District

Leigh Ann Reynolds

Director of Early Childhood

Sunflower County Consolidated School

District

April Rice

Special Education Director

Biloxi School District

Janet Roberts

Pre-K Teacher

Madison County School District

Kim Rogers

Pre-K Teacher

Corinth School District

Angela Rutherford

Professor

University of Mississippi

Suzanne Ryals

Director of Early Childhood & Reading

Development

Oxford School District

Raegan Sampey

Teacher

Picayune School District

Leigh Sargent

Director of Early Childhood

Jackson Public School District

Tamara Smith

Director of Child Care

Little Samaritan Montessori School

Kelli Speed

Director of Federal Programs

Meridian Public School District

Holly Spivey

Head Start Collaboration Director

Office of the Governor

Lecia Stubblefield

Director

New Albany School District

Casey Sullivan

Assistant State Literacy Coordinator

MS Department of Education

Amy Tarver

Pre-K Teacher

Cleveland School District

Candice Taylor

619 Coordinator

MS Department of Education

Armerita Tell

Bureau Director

MS Department of Education

Kathleen Theodore

Technical Assistance Provider

American Institute for Research

Pamela Thomas

Coordinator

Picayune School District

Melanie Tristani

Teacher

Picayune School District

Rebecca Vaughn

Pre-K Teacher

West Point Consolidated School District

Heather Walker

Pre-K Teacher

Monroe Early Learning Collaborative

Tammy Wallace

Pre-K Teacher

Hinds County School District

Kristen Wells

Assistant State Coordinator

MS Department of Education

Alicia Westbrook

Director

MS Early Childhood Inclusion Center

Rebecca Wilson

Pre-K Teacher

Vicksburg-Warren School District

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children viii

T A B L E O F C O N T E N T S
Introduction ……………………………………………………………………………………………………. ix

Pre-Kindergarten Philosophy and Goals for Three- and Four-Year-Old Children ……………. x

Learning Principles ………………………………………………………………………………………….. xii

SECTION I ………………………………………………………………………………………………………… 1
A. ENTRANCE AGE ……………………………………………………………………………………….. 1

1. Required Age ………………………………………………………………………………………. 1
2. Required Documentation ……………………………………………………………………… 1

SECTION II ………………………………………………………………………………………………………..2
A. GUIDELINES FOR CURRICULUM …………………………………………………………. 2

1. Curriculum ………………………………………………………………………………………… 2
2. Learning Centers ……………………………………………………………………………….. 2

B. GUIDELINES FOR EDUCATIONAL MATERIALS ………………………………….. 4
1. Requirements for Equiptment and Educational Materials ……………………… 4
2. Requirement for Instructional and Consumable Materials ……………………… 5

C. GUIDELINES FOR ASSESSMENT ……………………………………………………………. 5
1. Requirement for Assessment and Screening …………………………………………… 5
2. Recommended Screening ……………………………………………………………………. 6
3. Requirement for Standardized Testing …………………………………………………. 6
4. Requirement for Individualized Assessment …………………………………………. 6

5. Requirement for Documentation ………………………………………………………….. 6
6. Program Quality Assessment ……………………………………………………………….. 7

SECTION III …………………………………………………………………………………………………….. 11
A. ORGANIZATION ……………………………………………………………………………………… 11

1. Requirement for Teacher-Child Ratio ………………………………………………….. 11
2. Requirement for Length of School Day and Term …………………………………. 11
3. Requirements for Instructional Day ……………………………………………………. 11
4. Requirements for Physical Activity ……………………………………………………… 12
5. Requirement for Quiet Time ……………………………………………………………….. 12
6. Requirement for Nutritional Provision ………………………………………………… 12

7. SAMPLE Full-day Pre-Kindergarten Schedule………………………………………. 13
8. SAMPLE Half-day Pre-Kindergarten Schedule……………………………………….14

B. STAFF ………………………………………………………………………………………………………. 15
1. Required Certification for Teachers for August 2020 ……………………………. 15
2. Requirements for Assistant Teachers for August 2020 ………………………….. 18
3. Requirement for Professional Development …………………………………………. 19

SECTION IV …………………………………………………………………………………………………….. 20
A. GUIDELINES FOR FAMILY ENGAGEMENT ………………………………………… 20

1. Requirement for Family Handbook ……………………………………………………. 20
2. Requirements for Family Communication ………………………………………….. 20
3. Requirements for Volunteer Participation …………………………………………… 20

B. TRANSPORTATION ………………………………………………………………………………… 21
1. Requirement for Transportation …………………………………………………………. 21
2. Requirement for School Bus Safety ……………………………………………………… 21

SECTION V ……………………………………………………………………………………………………… 22
A. PHYSICAL SETTINGS ………………………………………………………………………….. 22

1. Guidelines for Structures Existing Prior to 2017 ………………………………….. 22
2. Guidelines for New Structures Constructed after July 2017 ……………………25

B. OUTSIDE PLAY AREA ………………………………………………………………………….. 29
1. Guidelines for Outdoor Play Areas …………………………………………………….. 29

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children ix

Introduction

This manual has been prepared for use by administrators, counselors, teachers, and

other authorized staff in the pre-kindergarten programs of Mississippi and is to be

used as a guide in facilitating state or other funded pre-kindergarten programs such

as federal, local, tuition-based, and philanthropically funded programs.

In past years, the manual for the Mississippi Early Learning Guidelines for

Classrooms Serving Three- Year-Old Children and the manual for the Mississippi

Early Learning Guidelines for Classrooms Serving Four- Year-Old Children have

been separate documents. These manuals have been combined to streamline

documentation since the guidance is very similar. This manual also includes

guidance for serving pre-kindergarten students with disabilities, as appropriate for

meeting the needs of individual students based on their Individualized Education

Program (IEP).

Any elementary, including pre-kindergarten, and/or secondary school system,

accredited by the Mississippi State Department of Education, the Southern

Association of Colleges and Schools, the Mississippi Association of Independent

Schools, the American Association of Christian Schools, the Association of

Christian School International, a school affiliated with Accelerated Christian

Education, Inc., and any Head Start program operating in conjunction with an

elementary school system, whether it is public, private or parochial, whose primary

purpose is a structured school or school readiness program is exempt from

licensing by the Mississippi State Department of Health. If a classroom is located in

a public school and sponsored by a non-public school organization, the classroom

must be licensed unless named in the exemption requirements section of the Child

Care Regulations or a letter of joint sponsorship is provided by the school district

and non-profit sponsor that is approved by the Mississippi State Department of

Health. Pre-kindergarten providers not located in public schools are required to be

licensed by the Mississippi State Department of Health.

Additionally, this manual includes guidance for any classroom that serves three-

and four-year-old children including pre-kindergarten lab schools located on public

school campuses and licensed by the Mississippi Department of Health. The chart

below describes the requirements and options for each type of program.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children x

Early Learning
Collaborative

OR
Federally-Funded Program

Other Tuition-Based
OR

Public School Pre-
kindergarten Lab School

R E Q U I R E M E N T S R E Q U I R E M E N T S

• Enter children into Mississippi
Student Information System (MSIS)

• Follow Early Learning Standards
• Administer Mississippi Kindergarten

Assessment Support System (MKAS2 )
• Create transition folders for pre-

kindergarten children
• Participate in early childhood training

offered by MDE
• Accredited by the Mississippi

Department of Education

• Enter children into Mississippi

Student Information System(MSIS)
• Follow Early Learning Standards
• Administer Mississippi Kindergarten

Assessment Support System (MKAS2 )
• Create transition folders for pre-

kindergarten children
• Participate in early childhood training

offered by MDE
• Licensed by the Mississippi State

Department of Health
OR
Accredited by the Mississippi
Department of Education

Facilities or programs claiming exemption are required, upon the written request

of the licensing agency, to provide documentation of the facts claimed to support

the basis for the exemption, which sworn by affidavit to be true and accurate under

the penalties of perjury. However, any entity exempt from the requirements to be

licensed but voluntarily choosing to obtain a license is subject to all provisions of

the licensing law and regulations. (Regulations Governing Licensure of Child Care

Facilities, Office of Health Protection, Mississippi State Department of Health,

Effective August 15, 2013, pg. 2.)

Pre-Kindergarten Philosophy and Goals for

Three- and Four-Year-Old Children

The early childhood years are a critical time in the development for every child.

The learning that takes place during the first eight years of life serves as the

foundation for all later academic, social, emotional, physical and motor

development. All children are capable of learning and meeting developmental

milestones. Therefore, the Early Learning Guidelines are proposed to assist all

early childhood educators in their efforts to provide a high-quality research-

based program serving pre-kindergarten children at three and four years of age to

support school readiness.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children xi

SCHOOL READINESS DEFINITION

“Responsibility for school readiness lies not with children, but with the adults who care

for them and the systems that support them,” (National Governors Association, 2005.,

p. 29)

School readiness is a multi-dimensional construct that goes beyond the skills,

knowledge, and disposition of children as they enter kindergarten. Children are eligible

for school when they have reached the chronological age established by the state, as

described on page 1; however, school readiness is achieved through a combination of

efforts involving children, families, schools, communities, and the state.

READY CHILDREN show an eagerness to explore, discover, engage, and learn. They

demonstrate interest and abilities in all dimensions of early learning and development:

social and emotional development; language development; cognition and general

knowledge; physical well-being and motor development; and approaches toward

learning. Children are unique individuals, who do not develop at the same time or in the

same way. Therefore, school readiness should be viewed as a continuum of behaviors

rather than an inflexible or narrow set of proficiency skills. Any age-eligible child who is

eager to attend kindergarten should be deemed “ready.”

READY FAMILIES recognize their role as their child’s first and most stable teacher and

advocate while understanding their child’s current level of development. Families

ensure a safe and consistent environment, promote good health, provide steady and

supportive relationships, and understand their relationship with the school system to

ensure a smooth transition.

READY SCHOOLS provide a welcoming and accepting environment for all and have

professional educators who consistently advance growth and achievement for students

with diverse backgrounds, experiences and abilities while working in partnership with

families and communities.

READY COMMUNITIES include businesses, faith-based organizations, early childhood

service providers, community groups, and local governments collaborating to support

schools and children’s long-term success by providing families access to information,

affordable services, and high-quality early learning opportunities.

READY STATES play a crucial part in supporting communities, schools, and families

through developing appropriate policies; providing adequate funds; ensuring access to

high-quality early development and learning opportunities; preparing and retaining a

world-class early childhood workforce; ensuring an infrastructure to coordinate

services, including data systems for accountability and demonstrating political

leadership to make school readiness a state priority.

Adapted from National Governors Association. 2005. Building the foundation for bright futures: Final report of the

NGA Task Force on School Readiness. Washington, DC: Author

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children xii

All children attending a high-quality pre-kindergarten program will:

1. improve their self-concept;

2. increase their intellectual growth;

3. enlarge their understanding of the world, people, experiences, ideas;

4. increase competencies and skills in oral language, literacy, writing,

listening, and thinking;

5. increase their competencies and skills in mathematical reasoning and

scientific exploration;

6. increase their skills involved in physical

coordination and gross and fine motor skills;

7. increase their competence in dealing with

emotions, feelings, and social situations;

8. increase their self-direction and independence;

9. develop cooperative, trusting relationships;

10. develop their natural curiosity and creative

potential; and

11. develop a love of learning.

Learning Principles

The Early Learning Guidelines outlined in this document are built on high-

quality research and evidence-based principles. The following principles are

required in the learning environment and curriculum in the classroom:

1. Skills and concepts specific to developmental domains developed by the

Mississippi Department of Education are foundational to all instruction.

a. English Language Arts

b. Mathematics

c. Social Studies

d. Science

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children xiii

e. Approaches to Learning

f. Social and Emotional Development

g. Physical Development

h. The Arts

2. Learning activities that acknowledge children’s individual rates of

development are evident.

3. Children are in an inclusive learning environment that embraces diversity.

4. Children use their senses in the instructional process (seeing, hearing,

touching, tasting, and smelling).

5. Active engagement (exploring, playing, manipulating, and problem

solving) is the primary strategy for delivering instruction.

6. Children are taught using a combination of instructional strategies, which

includes active engagement in integrated learning centers, speaking and

listening, participating in large and small group, and individual

instructional settings.

7. Attitudes and examples from teachers and in lesson content taught reflect

a positive problem solving approach. Therefore, attention should be given

to instructional methods, emotional climate, environment, peer-to-peer

interaction and educator-child interaction.

8. Children have experiences that are sensitive to the value of play, for it is

through play that children create their own meaning and learning.

Children need opportunities to engage in application of the principles being

introduced through the curriculum. Therefore, one of the requirements for

classrooms serving three- and four-year-olds is that the majority of the

instructional delivery be organized around a variety of integrated learning

centers with responsive interactions among children, their peers, and adults.

These experiences provide opportunities for children to acquire skills and

concepts through hands-on engaged learning while the teacher is facilitating

appropriate language development through meaningful conversations with

others.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children

1

S EC T I O N I

Requirements for Voluntary Enrollment

A. ENTRANCE AGE

1. Required Age

A child is eligible for a three-year-old program if they reach three years of age

on or before September 1. A child is eligible for enrollment in a four-year-old

program if they reach four years of age on or before September 1st .

2. Required Documentation

A birth certificate and immunization record (Form 121) are required for all

pre-kindergarten children and shall be presented to the proper school

authority. If the pre-kindergarten (three- and/or four-year-old) program is

located in a public school setting, the information in Section 1 of the

Mississippi Cumulative Folders and Permanent Records document must be

followed (Mississippi Code Ann. §37-15-1).

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 2

S EC T I O N I I

Curriculum, Materials, and Assessment

A. GUIDELINES FOR CURRICULUM

1. Curriculum

Requirements for Curriculum Pre-kindergarten programs use a research- and

evidence-based comprehensive curriculum that is designed to prepare

children to be ready for kindergarten, with emphasis in early literacy, and is

aligned with the Mississippi Early Learning Standards for Classrooms

Serving Three-Year-Old Children and the Mississippi Early Learning

Standards for Classrooms Serving Four-Year-Old Children. Mississippi Code

Annotated § 27-103-159 defines “evidence-based program” as “a program or

practice that has had multiple site random controlled trials across

heterogeneous populations demonstrating that the program is effective for the

population.” Additionally, the curriculum contains thematic units of activities

and ideas designed to provide children the opportunities and experiences

needed to master the performance standards in the Mississippi Early

Learning Standards for Classrooms Serving Three-Year-Old Children and

the Mississippi Early Learning Standards for Classrooms Serving Four-

Year-Old Children. Visit www.mdek12.org/EC for a current listing of

approved curricula. Lesson planning documents should reflect Early

Learning Standards that are targeted through each lesson and learning center

activities that are used throughout the thematic unit.

2. Learning Centers

a. Daily Use Instructional delivery shall be organized primarily using a

variety of learning centers. A minimum of five (5) different learning

centers shall be organized, arranged, and labeled so they are accessible to

all children for a minimum of 120 minutes per day in full day programs

and 60 minutes in part/half day programs. The MDE recognizes the

definition of learning centers as identified in literature as “distinct areas in

a classroom that offer various materials and opportunities for hands-on

learning at individually appropriate levels”. (Copple & Bredekamp, 2006).

In addition, NAEYC (2007) publications state that learning centers:

• Engage students in learning

• Promote development of the whole child

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 3

• Integrate multiple subject matters so that learning happens in a

meaningful context

• Assess student understanding and knowledge through observation

and authentic assessment practices

• Foster a love of learning

Copple, C., & Bredekamp. (2006) Basics of developmentally appropriate practice: An

introduction for teachers of children 3 to 6. Washington, DC: NAEYC.

Stuber, G. (2007) Centering your classroom: Setting the stage for engaged learners.

National Association for the Education of Young Children Beyond the Journal.

Learning centers provide children with hands-on opportunities to

practice learning and thematic unit concepts. Learning relies heavily on

experiential, hands-on activities. Each early learning classroom must

include the following:

• Primary Centers for each classroom contain a book/library center,

math/manipulative center, and creative art center.

• Additional integrated learning centers are added to address child

interest and support current learning topics so that at least five (5)

integrated learning centers are available.

• Available space in learning centers should be sufficient to accommodate

simultaneous use by the number of children enrolled in the classroom

while maintaining appropriate numbers of children in each learning

center.

• Children have access to fiction and non-fiction books and writing

materials during learning center time and throughout the day that are

appropriate to the child’s developmental state.

• Worksheets are inappropriate for use at this developmental level, and

should not be a part of the curriculum.

• Learning centers should offer a variety of activities and materials for

simultaneous use by children.

In addition to the three (3) primary learning centers identified in this

section, additional learning centers may include those from the list

below to meet the minimum requirement of five (5) integrated learning

centers per classroom. Except for the three (3) primary centers

identified previously, the remaining learning centers shall be rotated

and changed throughout the year. The following is a list of possible

learning centers.

• Science Center

• Oral Language/Phonemic Development Center

• Cooking Center

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 4

• Blocks, Wheel Toys, and Construction Center

• Sand and/or Water Center

• Woodworking Center

• Music Center

• Listening Center

• Dramatic Play

• Creative Writing Center

• Social Studies Center

• Technology Center

• Motor Development Center

b. Space Limitations If space is limited, some of

the centers may be combined.

c. Use of Classroom Technology Computers and

similar technological devices are only to be used

in the classroom as instructional tools.

d. Resource Materials Teachers use, at a minimum, the resources developed by the

Mississippi Department of Education in curriculum planning such as the Mississippi

Early Learning Standards for Classrooms Serving Three-Year-Old Children and/or

the Mississippi Early Learning Standards for Classrooms Serving Four-Year-Old

Children, Mississippi Teaching Strategies for Classrooms Serving Four-Year-Old

Children, and the Developmental Checklist for Three and Four-Year-Old Students.

Other resources such as the Kindergarten Readiness Assessment: Next Steps for

Districts, School District Pre-K Determination Guidance, Mississippi Guide to

Starting a Title I Pre-K Program and the Kindergarten Transition Plan are also

available for programs to access. These materials can be found at

www.mdek12.org/ec.

B. GUIDELINES FOR EDUCATIONAL MATERIALS

1. Requirement for Equipment and Educational Materials

The initial expenditure for any new equipment, instructional materials, and

consumable supplies must be adequate to equip a classroom of a maximum

capacity of 14 three-year-old or 20 four-year-old children. Classroom teachers

should select instructional materials that are most suited for their classrooms

and the developmental needs of their students.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 5

2. Requirement for Instructional and Consumable Materials

The pre-kindergarten program will replenish the consumable supplies and

instructional materials in each classroom at least once per year.

Additional information on materials can be found at www.mdek12.org/ec
in the document titled “ Mississippi Guide to Starting a Title I Pre-K
Program.”

C. GUIDELINES FOR ASSESSMENT

1. Requirement for Assessment and Screening

A continuous evaluation through a variety of techniques, procedures, and

tools is used to determine each child’s needs. Information obtained from

ongoing assessments is reflected in lesson plans to address children’s needs

collectively, as well as individually.

• All schools conduct vision and hearing screenings for all pre-

kindergarten students within the first 45 days of the beginning of

school.

• All physical or developmental screening results are reviewed and all

necessary education or developmental referrals made within 30 days of

the initial screening.

• Programs will conduct the comprehensive early learning observational

assessment with pre-kindergarten children as described in the program

assessment section below.

• While the Multi-Tiered System of Supports (MTSS) is not required for pre-

kindergarten students, districts can develop and utilize their own procedures

for determining what intervention services, if any, pre-k students may receive,

bearing in mind that interventions cannot be used to delay or deny an

evaluation for special education services to a student who is suspected of

having a disability.

• It is recommended that students who show deficits on developmental

screenings be given an intervention, which may be administered and

documented by the classroom teacher. The student can then be given a follow-

up screener to determine if the intervention was successful. If the student has

not made sufficient progress, an additional intervention may be put in place,

or the student may be referred for an evaluation for special education services,

if data collected support the suspicion of a disability. When making a referral,

districts should follow their Child Find procedures.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 6

2. Recommended Screening

A comprehensive health screening (Early and Periodic Screening, Diagnosis,
and Treatment-EPSDT) or a standard physical conducted by a child’s health
care provider or health department is recommended for all pre-kindergarten
students. EPSDT screenings/standard physicals should be conducted within
45 days of the beginning of school by either a private health care provider of
the parents’ choosing, or through school resources such as school nurses, or
the local Department of Health. Parents are strongly encouraged to attend
screenings conducted at the school. A standard physical form is submitted for
all screenings conducted by a private health care provider.

3. Requirement for Standardized Testing
All four year-old-students participating in public pre-kindergarten shall be
administered the state approved kindergarten readiness assessment. Paper
and pencil standardized tests are not appropriate measures for three or four-
year-old children. Any technology based assessment should be administered
using touch-based technology devices. Children should know how to use a
mouse. Therefore, multiple opportunities to practice using a mouse must be
given.

4. Requirement for Individualized Assessments
School districts containing pre-kindergarten programs collaborate with
Mississippi’s state-recognized birth to three-year-old provider, First Steps, to
formulate a plan regarding services. This plan ensures any child currently
receiving services continues to receive services based on the Individualized
Family Service Plan (IFSP) or an Individualized Education Plan (IEP). Each
school district should follow Child Find procedures as stated in Individuals
with Disabilities Education Act (IDEA). Children who are determined eligible
shall receive services as stated in the child’s IEP.

5. Requirement for Documentation
Teachers use observational checklists to measure the child’s progress
according to the Mississippi Early Learning Standards for Classrooms
Serving Three-Year-Old Children and the Mississippi Early Learning
Standards for Classrooms Serving Four-Year-Old Children (e.g. curriculum-
based, teacher-generated, or MDE developed pre-kindergarten checklists). At
least one additional method of assessment is used in real time through
technology for children in a four-year-old program (e.g. Mississippi’s Pre-
kindergarten Readiness Assessment). Principals shall ensure that pre-
kindergarten teachers discuss child progress with kindergarten teachers
throughout the year.

At a minimum, each classroom serving four-year-old children must develop a

transition folder to follow each child to kindergarten. The folder must contain

the following:

• End-of-year Kindergarten Readiness Assessment Score/Summary

Sheet

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 7

• End-of-year developmental screening results (if the classroom

completes a spring or end-of-term screening).

• End-of-year results from other assessments used in the classroom

• A school-issued final report card/skills checklist OR a completed

Developmental Checklist for 4-Year-Old Students (located here:

www.mdek12.org/EC)

• A child information sheet containing some or all of the following (a

sample sheet is located here: www.mdek12.org/EC):

o Child’s name, date of birth, preferred name, photo,

languages spoken

o Parents’ names (and/or other adults/

caregivers), address, phone, and preferred

time and way to contact (in accordance with

school policy)

o Child’s favorite things (activity, toy,

food, color, book, center, etc.)

o Child’s play and learning styles

o Child’s skills and proficiencies

o Child’s areas of growth and what

they do not like to do

o Child’s personality/temperament

traits

• Work samples (2 or 3 samples that

demonstrate the child’s capabilities).

May include:

o Free art

o Guided art

o Writing sample

o Learning center products (e.g. block

construction)

6. Program Quality Assessment

Rate of Readiness
Schools providing services to pre-kindergarten aged children, receive an annual
evaluation to ensure the effectiveness of services on improving children’s learning
and well-being. Evaluation occurs for the Early Learning Collaboratives
(collaborative) and other pre-kindergarten classrooms (e.g. Title I, local-funded,
tuition-based, lab-school) in Mississippi public schools. Evaluation consists of two
parts: rate of readiness and monitoring.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 8

The rate of readiness is a score assigned to each site through completion of specific
evaluation tools that assess how children grow academically and developmentally
throughout a school year and how the classroom environment and teaching practices
support children’s learning. A site score is comprised of the sum of subscores from
the following tools:

• The Mississippi K-3 Assessment Support System (MKAS2)

• A comprehensive early learning observational screener (Brigance Screen III)

• Classroom Assessment Scoring System (CLASS)

Each four-year-old child in a pre-kindergarten classroom completes the MKAS2. All
of the individual scores will be averaged together into one subscore, if a school/site
has more than one classroom.

Each child will be assessed by the classroom teacher with Brigance.

A CLASS observation is completed in each applicable classroom by MDE Certified
CLASS Observers. The scores will be averaged together into one CLASS subscore for
schools/sites with more than one classroom.

Monitoring is a process where evidence is provided to ensure compliance with the
Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-
Year-Olds, and/or best practices in early childhood.

The phases of implementation for pre-kindergarten classroomProgram Quality
Assessments are listed below:

Collaborative Classrooms Other Pre-K Classrooms

School Year 2017-2018 School Year 2018-2019

• MKAS2

• Brigance

• CLASS

• MKAS2

• Brigance

• CLASS

Monitoring

Early Learning Collaborative Monitoring

All sites will receive a monitoring visit at least once during the school year between
November and May. Representatives from the MDE will utilize the Early Learning
Collaborative Monitoring Tool.

Other Pre-K Classroom Monitoring

Other pre-kindergarten classrooms following the Mississippi Early Learning
Guidelines for Classrooms Serving Three-and Four-Year-Olds must develop an
internal procedure for monitoring their pre-kindergarten. Early childhood staff
members from the Mississippi Department of Education will conduct on-site
monitoring to determine the district’s adherence to program standards. Other pre-
kindergarten classrooms are monitored utilizing Standard 17.2 when the school
district is audited through the Educational Accountability Audit Service Providers

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 9

(EAASP) with the Office of Accreditation. During the monitoring visit, a CLASS
observation will be conducted by MDE staff to obtain the school/site’s rating. The
Office of Early Childhood provides technical assistance to school districts cited in
EAASP audits.

Rate of Readiness Scores

The school/site score will be measured through the MKAS2 scores, Brigance Screen
III, and CLASS rating. Each site will receive a score based on a 100 point scale.
MKAS2 scores will receive up to 25 points, Brigance scores will receive up to 25
points, and the CLASS rating will receive up to 50 points. For school/sites with more
than one classroom, all of the CLASS scores will be averaged.

School/site score breakdown by assessment tool:

A. MKAS2

Scoring

Average percent
of district school
site children
meeting 498

Percentage of children that meet
498 by the end of the year

0-29% = 0 points
30-49% = 8 points
50-65% = 15 points

66-100% = 25 points
OR OR

Percent of children that demonstrate
an average point gain of 98 per site

0-24% = 0 points
25-39% =8 points

40-49% = 15 points
50-100% = 25 points

B. Brigance
Screen III

To be determined based on the pilot
year of Brigance utilized in the Early
Learning Collaboaratives.*

Up to 25 points

C. CLASS Ranges

• Low = 1 – 2

• Mid = 3 – 5

• High = 6 – 7

Meet an average of a 5 and a
minimum of 2.8 in the Instructional
Support domain

1.00-2.99 = 0 points
3.00-3.99 = 15 points
4.00-4.99 = 30 points

5.00-7.00 & ≤2.8 IS = 30 points
5.00-7.00 & ≥2.8 IS = 50 points

Site Score (A+B+C)
*Percentage, point gain, and all corresponding point ranges will be determined prior to implementation.

Rate of Readiness Determination

The rate of readiness is assigned based on the site score achieved. The point
breakdown for the rate of readiness is as follows:

• Successful: site score of 70+ points

• Probation: site score of 69 points and below (The first year in this category
initiates a one year probationary period. After the first probationary year, the
partner site has to score 70 + points to continue funding.)

• Non-eligible: site score of 69 and below and has been on probation for one year

Collaborative Rate of Readiness

It is expected that each site within a collaborative would achieve a successful score. If
a site does not meet the criteria for a successful score, the site will move into a
probationary period. During the probationary year, the program will develop a plan
for improvement and receive technical assistance to support growth. If the
probationary year is complete and the site still does not achieve a successful score,

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 10

then the program becomes non-eligible for collaborative funding. If a collaborative
lead site moves into the second year of probation and becomes non-eligible, then
another eligible partner site will take over as the lead program.

Other Pre-Kindergarten Classroom Rate of Readiness

The rate of readiness score will be applied to other pre-kindergarten classrooms
starting school year 2018-2019. Technical assistance and professional development
will be provided, if requested.

It is expected that each site would achieve a successful score. If a successful score is
not achieved, the school/site will develop a plan for improvement and receive
technical assistance to support growth.

The MDE is responsible for oversight of all public pre-kindergarten programs,
including preschool programs operated, in whole or in part, with Title I funds (ESEA
sections 1111, 9304).

Special education self-contained classroom funding would not be restricted due to
the scoring; however, growth is expected to be seen from year to year. Technical
assistance will be provided to assist sites in their growth.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 11

S E C T I O N I I I

Organizational Procedures and Staff

A. ORGANIZATION

1. Requirement for Teacher-Child Ratio

The teacher-child ratio for classrooms serving three-year-olds is 1:7 maximum.

The teacher-child ratio for classrooms serving four-year-olds is 1:10 maximum.

If an assistant teacher is assigned in the pre-kindergarten classroom for the

entire day, the teacher-child ratio for classrooms serving three-year-olds does

not exceed 2:14 maximum at any time, while the teacher-child ratio for

classrooms serving four-year-olds does not exceed 2:20 maximum at any time.

Classrooms of mixed three and four-year-olds follow the Early Learning

Guidelines for Classrooms Serving Three-Year-Olds including the teacher-

child ratio. The maximum classroom group size does not exceed 14 children

maximum at any time.

2. Requirement for Length of School Day and Term

The length of the full-day school year will be no less than 1,080 instructional

hours in no less than a 180-day school year, which results in six hours of

instruction per day. The length of the half-day school day will be no less than

540 instructional hours in no less than a 180-day school year, which results in

three hours of instruction per day. {Mississippi Code Annotated § 37-13-63 &

67}

3. Requirements for Instructional Day

The instructional day includes all aspects of the child’s day (e.g. learning center

activities, large and small group activities, individual instruction, and guided

physical activity). At a minimum, the instructional day in a full-day program

includes 360 instructional minutes (6 hours), 40 minutes of physical activity,

120 minutes of learning centers, and 30 minutes of quiet/rest time. At a

minimum, the instructional day in a half-day program includes 180 (3 hours)

instructional minutes, 20 minutes of physical activity, 60 minutes of learning

centers, and quiet/rest time as appropriate for the children. Additional

information on these requirements is in Section II of this document.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 12

4. Requirements for Physical Activity

a. Full Day Program Applies to programs offering

six or more hours of instruction per day. Children

engage in physical activity for a minimum of 40

minutes, and a maximum of 60 minutes during a

full-day program. The minutes assigned to

physical activity do not have to occur continuously

or consecutively. Weather permitting, physical

activity takes place outside. Outdoor play

experiences will occur unless a weather advisory

is in effect, or the play space is unsafe due to damp

or wet conditions. If outdoor play is not possible

per one or more of these conditions, teachers

provide 40 to 60 minutes of indoor physical

activity documented in lesson plans.

b. Half Day Program Applies to programs offering fewer than six hours of

instruction per day.Children engage in physical activity for a minimum of 20

minutes, and a maximum of 30 minutes during a half-day program. The

minutes assigned to physical activity do not have to take place continuously or

consecutively. Outdoor play experiences will occur unless a weather advisory

is in effect, or the play space is unsafe due to damp or wet conditions. If

outdoor play is not possible per one or more of these conditions, teachers

provide 20 to 30 minutes of indoor physical activity documented in lesson

plans.

5. Requirement for Quiet Time

Children in full-day programs engage in a minimum of 30 minutes and a

maximum of 60 minutes of quiet time daily. Children in part-day programs that

are less than six (6) hours in length are not required to rest, but are provided

quiet time as appropriate. Activities during quiet time may include individual

activities, looking at books/ reading, listening to books on tape, drawing, or

resting, as appropriate for each individual student.

6. Requirement for Nutritional Provision

All full-day programs provide a minimum of one meal per day. Meals meet

nutritional requirements identified in the USDA National School

Breakfast/Lunch Program Guidelines or the USDA Child and Adult Care Food

Program (CACFP) Guidelines, whichever is applicable.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 13

7. SAMPLE Full Day Pre-Kindergarten Schedule

Time Activity Minutes Instructional
Time

7:00-7:30 Arrival/Free Choice Centers 30 Minutes Yes
7:30-7:50 Breakfast*/Story Time 20 Minutes Yes
7:50-8:05 Morning Meeting

Calendar/Routine
15 Minutes Yes

8:05-8:15 Morning Exercise (Move to Learn) 10 Minutes Yes
8:15-8:50 Extension Class/Teacher Planning

(music, library, physical education,
computer, art)

35 Minutes Yes

8:50-9:10 Whole Group
Circle Time

20 Minutes Yes

9:10-10:30 Small Group/Free Choice Centers 80 Minutes Yes
10:30-10:50 Lunch* 20 Minutes Yes
10:50-11:10 Whole Group

Circle Time
20 Minutes Yes

11:10-12:10 Small Group/Free Choice Centers 60 Minutes Yes
12:10-12:50 Physical Activity 40 Minutes Yes
1:05-1:50 Quiet Time 45 Minutes Yes
1:50-2:10 Speaking Listening Mini

Lesson/Snack*
20 Minutes Yes

2:10-2:30 Closure /Review of the Day 20 Minutes Yes
2:30-2:45 Dismissal 15 Minutes No
2:45-3:30 Teacher Planning 45 Minutes No

Required Minutes Sample Schedule Required Minutes
Instructional 360 Minimum Instructional 435
Center Time 120 Minimum Center Time 170
Quiet Time 30 Mimimum-60 Maximum Quiet Time 45
Physical Activity 40 Minimum-60 Maximum Physical Activity 50

*Meal times for this age group should be a learning time. Promotion of different skills can be
learned during meal time such as taking turns, pre-reading and pre-math skills, problem
solving skills, fine motor skills, etc. Teachers should discuss concepts with children that
support social and emotional, physical development, speaking and listening, approaches to
learning and science standards.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 14

8. SAMPLE Half Day Pre-Kindergarten Schedule

Time Activity Minutes Instructional
Time

7:30-7:55 Arrival/Free Choice Centers 25 Yes
7:55-8:15 Breakfast*/Speaking Listening Mini

Lesson or Story Time
20 Yes

8:15-8:35 Morning Meeting
Calendar/Routine

20 Yes

8:35-8:45 Move to Learn
Physical Activity

10 Yes

8:45-9:05 Whole Group
Circle Time

20 Yes

9:05-10:15 Small Group
Free Choice Centers

70 Yes

10:15-10:45 Extension Class/Teacher Planning
(music, library, physical activity, art,
computer)

30 Yes

10:45-11:05 Snack*/Speaking-Listening Mini
Lesson

20 Yes

11:05-11:25 Physical Activity 20 Yes
11:25-11:45 Whole Group

Circle Time
20 Yes

11:45-12:00 Closure/Review 15 Yes
12:00 Dismissal

Required Minutes Sample Schedule Required Minutes
Instructional 180 Minimum Instructional 270
Center Time 60 Minimum Center Time 95
Quiet Time As Appropriate Quiet Time 0
Physical Activity 20 Minimum-30 Maximum Physical Activity 30

***Due to physical education extension
class physical activity may be more
than 30 minutes on certain days

*Meal times for this age group should be a learning time. Promotion of different skills can be
learned during meal time such as taking turns, pre-reading and pre-math skills, problem
solving skills, fine motor skills, etc. Teachers should discuss concepts with children that
support social and emotional, physical development, speaking and listening, approaches to
learning and science standards.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 15

B. STAFF

1. Required Certification for Teachers for August 2020

The pre-kindergarten teacher credentialing will change effective August 1, 2020.

By August 1, 2020, 50% of teachers in each district will meet the requirements described

below. By August 1, 2022, 100% of regular education pre-kindergarten teachers in each

district will meet the requirements described below.

Special Education pre-kindergarten teacher requirements are newly announced within
the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-
Year-Old Children, therefore; 50% of Special Education classroom teachers must meet
this requirement by August 1, 2020, and 100% of Special Education classroom teachers
must meet this requirement by August 1, 2022.

The Office of Educator Licensure will continue to oversee the obtainment of endorsements.

The Office of Early Childhood will be responsible for any other components of

qualification.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 16

By August 1, 2020, 50% of regular education pre-kindergarten

teachers in each district will meet the requirements described below.

By August 1, 2022, 100% of regular education pre-kindergarten

teachers in each district will meet the requirements described below.

General Education Teachers are required to follow one of the pathways listed
below:

GENERAL EDUCATION PRE-KINDERGARTEN CLASSROOMS

Hold a Pre-K/K (153) License

OR

Hold a K-3 (116) License
or
Hold a K-4 (152) License

AND

Complete twelve (12) early childhood college credit hours*
OR

Attain a Passing Score on the MSBE Approved Licensure
Assessment to add 153 (Pre-K/K) endorsement

OR
Completion of a early childhood training program*

OR

Hold a K-6 (120) License AND

Complete requirements to add N-1 (150) supplemental
endorsement

OR
Attain a Passing Score on the MSBE Approved Licensure

Assessment to add 153 (Pre-K/K) endorsement
OR

12 early childhood college credit hours*
OR

Completion of a early childhood training program*

OR

Other Pathways AND

Completion of an approved Licensure pathway degree program to
obtain 116 (K-3), 120 (K-6), 152 (K-4),

or 153 (Pre-K/K) endorsement
AND

Any additional requirements as listed above for 116 (K-3),
120 (K-6), 152 (K-4)

OR

Bachelor’s Degree or higher
with child development
emphasis

AND

Attain Passing Score on the MSBE Approved Basic Skills
Assessment or ACT equivalent

AND
Attain Passing Scores on all required MSBE Approved Licensure

Assessments to include a pedagogy and subject area assessment

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 17

By August 1, 2020, 50% of special education pre-kindergarten

teachers in each district will meet the requirements described below.

By August 1, 2022, 100% of special education pre-kindergarten

teachers in each district will meet the requirements described below.

Special Education Teachers are required to follow one of the pathways listed
below:

SPECIAL EDUCATION PRE-KINDERGARTEN CLASSROOMS

Hold Birth-K Special
Education License (211)

OR

Hold Mild to Moderate
Disability K-12 (221)
License

Hold Severe Disability K-12
(222) License

Hold Mild to Moderate
Disability K-8 (223)
License

AND

12 early childhood college credit hours*
OR

Attain a passing score on the appropriate MSBE approved
licensure assessment to add 153 (Pre-K/K) endorsement

OR
Completion of a early childhood training program*

*Completion of a Mississippi State Board of Education approved early childhood education

training program includes the Child Development Associate (CDA), National Board Early

Childhood Certification, Director’s Credential, Montessori Credential, and the MDE’s intensive

specialized early childhood training program (122 Pre-K add on endorsement). MDE considers

additional state, regional, or nationally approved programs upon request. Entities may submit

program component documentation to [email protected] for consideration. Please

note that the completion of a Mississippi State Board of Educationapproved training program or

MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood

education teacher or early childhood education assistant teacher to serve three and four-year old

children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is

explicitly stated and outlined in the official Licensure Guidelines K-12 document. To review the

most accurate and up to date licensure requirements, please visit the Office of Educator

Licensure section of the MDE website.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 18

2. Requirements for Assistant Teachers for August 2020

The pre-kindergarten assistant teacher qualifications will change effective

August 1, 2020. By August 1, 2020, 50% of assistant teachers in each

district will meet the requirements described below. By August 1,

2022, 100% of assistant teachers in each district will meet the

requirements described below.

Assistant teachers are required to follow one of the pathways listed

below:

Early Childhood Associate’s Degree

OR

Associate’s Degree OR 60 College Credit Hours AND

12 early childhood college credit hours*
OR

Completion of an early childhood
training program**

OR

High School Diploma/GED *** AND
Verification of WorkKeys® Scores****

AND

12 early childhood college credit hours
OR

Completion of an early childhood
training program**

*These hours can be included in the Associate’s Degree or 60 College Credit Hours
**Completion of an early childhood training program includes the Child Development Associate
(CDA), National/State Director’s Credential, Montessori Credential, and the MDE’s intensive
specialized early childhood training program. MDE considers additional state, regional, or
nationally approved programs upon request. Entities may submit program component
documentation to [email protected] for consideration. The National Institute for
Early Education Research (NIEER) requires assistant teachers to have a CDA or equivalent, at a
minimum. Please note that the completion of a Mississippi State Board of Education approved
training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective
early childhood education teacher or early childhood education assistant teacher to serve three
and four-year old children in MS classrooms and does not lead to an endorsement/licensure
unless it is explicitly stated and outlined in the official Licensure Guidelines K-12 document. To
review the most accurate and up to date licensure requirements, please visit the Office of
Educator Licensure section of the MDE website.
***These requirements will no longer be acceptable for new pre-kindergarten teacher assistant
hires beginning August 1, 2020.
**** To meet WorkKeys® requirements, Assistant Teachers must meet the following criteria: (1)
a Reading for Information score of 4, an Applied Mathematics score of 4, and a Writing or
Business Writing score of 3; OR (2) WorkKeys® Silver Level certification.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 19

3. Requirement for Professional Development

All teaching staff (teachers and assistant teachers) and program administrators

complete at least fifteen contact (15) hours of professional development

annually for program instructional staff specific to the education of pre-

kindergarten children. Administrators that manage pre-kindergarten teachers

shall gain the required hours of professional development through online or

on-site training. This variety of content could include program administration,

parent engagement, and early childhood instructional content approved or

offered by the Mississippi Department of Education and/or Mississippi

Department of Health.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 20

S E C T I O N I V

Family Engagement and Transportation

A. GUIDELINES FOR FAMILY ENGAGEMENT

Families are viewed as a partner and the child’s first teacher. Teachers provide
parents with information and resources that could help their children. Parents
have opportunities to volunteer in the classroom and participate in enrichment
opportunities.

1. Requirement for Family Handbook

Each pre-kindergarten program develops and distributes a family

handbook that addresses the program philosophy, goals and specific

information unique to the program (e.g. curriculum, credentials, and

assessments.) This information may be included in the district handbook,

but should be clearly identified for parents.

2. Requirements for Family Communication

Teacher/parent conferences are conducted at least three times during the

pre-kindergarten year to inform parents or guardians of child’s progress.

The first parent conference at the beginning of the year consists of an

information gathering session from the parent. Additional winter and

spring conferences consist of a progress update to the parent. If

documented attempts to meet with parents or other responsible persons

fail, telephone conferences can be substituted. Communication is

conducted on a regular basis. Communication between school and home

could consist of notebooks/folders, newsletters, conferences, emails, and

phone calls.

3. Requirements for Volunteer Participation

Parents, guardians, and community members are encouraged to

participate in various activities such as developing learning games for

home or classroom use, sharing information with the class about their

work skills or profession, or sharing their talents through conducting

music and/or art activities. Volunteers are not in the classroom without a

teacher or assistant teacher present and are not used to meet the

minimum adult-to-child ratio. Volunteers that serve in a school more than

120 hours per school year participate in an orientation session, sign a

confidentiality agreement, and consent to a background check that is

conducted by the district.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 21

B. TRANSPORTATION

1. Requirement for Transportation

All transportation is optional except for children with IEPs. Transportation

requirements regarding children with IEPs are determined by the IEP

Committee.

2. Requirement for School Bus Safety

All pre-kindergarten programs choosing to transport children adhere to

Mississippi Code Annotated § 37-41-3. All liability and related expenses are

the responsibility of the pre-kindergarten program. The National Highway

Transportation Safety Association(NHTSA), Federal Code: 45 CFR 1310.15

(a), requires that all head start children, children preschool age or younger

ride in Child Safety Restraint Systems (CSRS). Child Safety Restraints include

car seats, safety vests or built in child restraints such as seat belts. In addition

to the National Highway Transportation Safety Association

(NHTSA) Guidelines, the following caregiver ratio should be followed

when transporting children.

• If five (5) to sixteen (16) pre-kindergarten children are being

transported on a bus, one (1) caregiver in addition to the driver

should be on the bus.

• If seventeen (17) to thirty-two (32) pre-kindergarten children are

being transported on a bus, two (2) caregivers in addition to the

driver should be on the bus.

• Caregivers should be 18 years of age or older and an agency

employee.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 22

S E C T I O N V

Physical Settings and Outside Play

A. PHYSICAL SETTINGS

1. Guidelines for Structures Existing Prior to 2017

a. Existing Classrooms

i. Requirements for Existing Classrooms

1. The classroom consists of no less than 35 square feet per child.

2. Classrooms with typically developing, or a blend of typically and

atypically developing children are a minimum of 600 square feet

and free from excess storage that prevents full usage of classroom

square footage.

3. Pre-kindergarten classrooms are to be located at ground level.

4. Every closet latch is such that children can open the door from the

inside.

5. The maximum distance to an exit from any point in the building

does not exceed 150 feet. The maximum distance from the

classroom door at the corridor to an exit does not exceed 100 feet.

6. All electrical outlets accessible to

children should be a type called

“tamper-resistant electrical

outlets.” These types of outlets

look like standard wall outlets but

contain an internal shutter

mechanism that prevents children

from sticking objects like hairpins,

keys, and paperclips into the

receptacle. This spring-loaded

shutter mechanism only opens

when equal pressure is applied to

both shutters such as when an

electrical plug is inserted.

In existing facilities that do not have

“tamper-resistant electrical outlets,

” outlets should have “safety covers” that are attached to the

electrical outlet by a screw or other means to prevent easy removal

by a child. “Safety plugs” should not be used since they can be

removed from an electrical outlet by children. All newly installed

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 23

or replaced electrical outlets that are accessible to children should

use “tamper-resistant electrical outlets.” In areas where electrical

products might come into contact with water, a special type of

outlet called Ground Fault Circuit Interrupters (GFCIs) should be

installed. A GFCI is designed to trip before a deadly electrical

shock can occur. To ensure that GFCIs are functioning correctly,

they should be tested at least monthly. GFCIs are also available in

a tamper-resistant design. (Source: Caring for Our Children

5.2.4.2, www.cfoc.nrckids.org)

ii. Recommendations for Existing Classrooms

1. Where multiple pre-kindergarten units occur within a school or

building, they are grouped adjacent to one another for teacher and

child interaction and for optimum use of common facilities.

2. Each pre-kindergarten classroom has a work counter of at least 12

feet with at least one sink. The sink is stainless steel or porcelain,

standard with gooseneck fitting on one side and a drinking bubbler

on the other. The sink has cold water only. A paper towel dispenser

accessible to students and a trash receptacle should be located near

the sink.

3. 110-volt wall plugs should be located every 10 feet to 15 feet around

the classroom.

b. Existing Bathrooms

i. Requirements for Existing Bathrooms

1. Classrooms are located no more than 125 feet from a bathroom.

2. Every toilet room door lock is designed to permit opening of the

locked door from the outside in an emergency, and the opening

device is readily accessible to the staff.

3. For children with disabilities who are not yet toilet trained, a

changing table is provided in the bathroom or classroom.

4. All bathrooms are adequately stocked with toilet tissue.

5. No items other than toilet tissue or bathroom supplies are stored

in bathrooms. Cleaning supplies may be kept in the bathroom

only if out of reach of children.

ii. Recommendations for Existing Bathrooms

1. A toilet room in the classroom is available for pre-kindergarten

children.

2. Toilet seats in bathrooms are 10 to 13 inches from the floor.

3. Lavatories are 24 inches from the floor.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 24

c. Existing Furniture

i. Requirements for Existing Furniture

1. Furniture is of an appropriate height for young children.

2. Tables and chairs are provided rather than desks.

3. At least one small book case or book display shelf is provided per

classroom for children to access literature in the classroom.

ii. Recommendations for Existing Furniture

1. At least two small bookcases or book display shelves are provided to

allow children access to literature in the classroom.

2. A desk, chair, file cabinet and/or personal area is provided within

the classroom for teachers, providing these items do not

significantly diminish space for use by children.

d. Existing Floors

i. Requirements for Existing Floors

1. Each classroom contains a 9 x 12-foot area rug or individual carpet

squares, or similar material, to be used for large group meetings.

Carpets or similar soft flooring surfaces are properly sanitized

annually and replaced as needed.

ii. Recommendations for Existing Floors

1. Classroom areas not carpeted are covered with resilient flooring or

other easily cleaned material. Roll-type resilient flooring has the

advantage of a minimum amount of jointing.

e. Building Codes for Existing Structures

i. Requirements for Building Codes for Existing Structures

1. All building construction conforms to the Southern Building

Codes, the American Disabilities Act, the Life Safety Codes, and to

any other city or county building codes.

ii. Recommendations for Building Codes for Existing Structures

1. There are no recommendations for building codes.

f. Storage and Space in Existing Structures

i. Requirements for Storage and Space in Existing Structures:

1. Storage will be provided at the school for teaching and classroom

supplies. Storage may not decrease classroom space available to

students.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 25

ii. Recommendations for Storage and Space in Existing

Structures

1. Base cabinets are installed below all counters. Doors are attached

to some cabinets, while some are left open to serve as shelves.

Open cabinet (18 x 24 inches and 24 x 36 inches) will

accommodate large paper used for easel painting.

2. Cabinets, 12 inches deep, are installed over the entire counter area

for general storage.

3. Open storage units (cubbies) are available for every student. Each

unit to be four feet high and two feet wide with coat hanging space

at the bottom and a storage area at the top. Coat hooks should be

installed 36 inches from the floor.

4. Adequate storage space should be provided. The storage units may

include one wall of built-in cabinets or moveable storage sections.

Most storage units are accessible to children to facilitate

independence and responsibility within the classroom. Storage

space, above the reach of the children, is available for use by

teachers.

5. Adequate space for display of children’s work is provided. Bulletin

boards can be located on walls and/or fastened to the backs of

cabinets and bookcases.

6. A teacher work area of 180 to 200 square feet is allocated for use

by every two to three pre-kindergarten teachers. This area is

needed for individual assessment of children, conferencing with

parents, making classroom materials, and planning meetings.

2. Guidelines for New Structures Constructed after July 2017

a. New Classrooms

i. Requirements for New Classrooms

1. The classroom is a minimum of 1,000 square feet.

2. The minimum classroom width is 24 feet, except in pod-type

structures. The classroom is free from excess storage that prevents

full usage of classroom square footage.

3. Classrooms contain operable lighting with area controls that ensure

adequate lighting throughout the room. Switches within reach of

the children are located at the doors. Toilet rooms contain lighting

fixtures.

4. The maximum distance to an exit from any point in the building

does not exceed 150 feet. The maximum distance from the interior

classroom door at the corridor to an exit does not exceed 100 feet.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 26

5. Pre-kindergarten classrooms are located at ground level.

6. Every closet latch is such that children can open the door from

the inside.

7. All newly installed electrical outlets

accessible to children who are not yet

developmentally at a kindergarten

grade level of learning should be a type

called “tamper-resistant electrical

outlets.” These types of outlets look like

standard wall outlets but contain an

internal shutter mechanism that

prevents children from sticking objects

like hairpins, keys, and paperclips into

the receptacle. This spring-loaded

shutter mechanism only opens when

equal pressure is applied to both

shutters such as when an electrical

plug is inserted. “Safety plugs” should

not be used since they can be removed

from an electrical outlet by children.

In areas where electrical products might come into contact with

water, a special type of outlet called Ground Fault Circuit

Interrupters (GFCIs) should be installed. A GFCI is designed to trip

before a deadly electrical shock can occur. To ensure that GFCIs are

functioning correctly, they should be tested at least monthly. GFCIs

are also available in a tamper-resistant design. (Source: Caring for

Our Children 5.2.4.2, www.cfoc.nrckids.org)

ii. Recommendations for New Classrooms

1. All pre-kindergarten units within one school or building are

grouped in the same general vicinity for optimum use of

common facilities.

2. A classroom clock is in each classroom.

3. 110-volt wall plugs are located every 10 to 15 feet around

the classroom.

4. A minimum of 50 square feet of window area per unit is available

in each classroom. Windows are located no more than two feet

from the floor. Windows are able to be opened from the inside for

ventilation purposes. A generous glass window area is in place to

overlook the playground and promote an indoor-outdoor

atmosphere. Roofing overhang and installation of blinds or

shutters are provided to combat excessive sunlight.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 27

5. Careful consideration is given to the location of pre-kindergarten

units in new structures. Each classroom has a door opening onto

the playground or other attractive outdoor space. A six-foot roof

overhang makes the outdoor area usable on a rainy day as an

outdoor learning center.

a. New Bathrooms

i. Requirements for New Bathrooms

1. Each classroom contains a minimum of one bathroom that consists

of a toilet and lavatory, or at the district’s option the lavatory may

be omitted if the work counter area is equipped with a sink and is

in close proximity to the toilet room door. The toilet paper holder

is placed within a child’s reach from the toilet. In classrooms where

children are not yet toilet trained, a changing table is installed.

2. Individual toilet rooms are required to accommodate the

physically handicapped and follow ADA regulations.

3. Every toilet room door lock is designed to permit opening of the

locked door from the outside in an emergency, and the opening

device is readily accessible to the staff.

ii. Recommendations for New Bathrooms

1. One bathroom/shower combination is provided for every eight

pre-kindergarten units.

b. Furniture in New Classrooms

i. Requirements for Furniture in New Classrooms

1. Tables and chairs are provided rather than desks.

2. Chairs in the pre-kindergarten classroom adjust from 8 to 14 inches

so that all children’s feet will touch the floor.

3. All tables adjust from 20 inches to 24 inches in height.

4. Furniture is of an appropriate height for young children.

5. At least one small book case or book display shelf is provided per

classroom for children to access literature in the classroom.

ii. Recommendations for Furniture in New Classrooms

1. A body-length, shatter-proof wall or floor mirror is in the dramatic

play/housekeeping center area or near the toilet area.

2. At least two small bookcases or book display shelves, designed to

display book covers/titles, are provided to allow children access to

literature in the classroom.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 28

3. A desk, chair, file cabinet and/or personal area be provided within

the classroom for teachers, providing these items do not

significantly diminish space for use by children.

4. A teacher work area of 180 to 200 square feet minimum is allocated

for use by every two to three pre-kindergarten teachers. A

proportionately larger space shared by all pre-kindergarten

teachers in a school would suffice. This room is made inviting

through use of carpeting and appropriate furniture. Items in the

space include a four-drawer file cabinet, two chairs, a work counter,

or table storage shelving.

c. Floors in New Classrooms

i. Requirements for Floors in New Classrooms

1. Classroom areas are covered with resilient flooring or other easily

cleaned material. Roll-type resilient flooring has the advantage of a

minimum amount of jointing.

2. Each classroom contains a 9 x 12-foot area rug or individual carpet

squares, or similar soft flooring surface, to be used for large group

meetings. Carpets or similar soft flooring surfaces will be properly

sanitized annually and replaced as needed.

ii. Recommendations for Floors in New Classrooms

1. There are no recommendations for floors in new classrooms.

d. Building Codes for New Classrooms

i. Requirements for Building Codes for New Classrooms

1. All building construction conforms to the Southern Building Codes,

the American Disabilities Act, the Life Safety Codes, and to any

other city and county building codes.

ii. Recommendations for Building Codes for New Classrooms

1. There are no recommendations for building codes in new

structures.

e. Storage and Space in New Classrooms

i. Requirements for Storage and Space in New Classrooms

1. Open storage units (cubbies) are provided for each student.

2. Wall receptacles are placed 10 feet to 15 feet apart in each

classroom. Any receptacle in the counter area are not located near

a sink. A minimum of six outlets is installed.

3. Every closet latch is such that children can open the door from

the inside.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 29

4. Built-in cabinets or portable storage areas are constructed to

promote accessibility of materials to the child to encourage the

selection of activities and to facilitate room clean-up and to serve

as learning center dividers. The height of cabinets and storage

furnishings does not diminish teachers’ ability to visually supervise

children.

ii. Recommendations for Storage and Space in New Classrooms:

1. Base cabinets are installed below all counters. Doors are attached

to some cabinets, while some are left open to serve as shelves.

Open cabinet (18 x 24 inches and 24 x 36 inches) will

accommodate the large paper used for easel painting.

2. Cabinets, 12 inches deep, are installed over the entire counter area

for general storage.

3. Open storage units (cubbies) are available for every student. Each

unit is four feet high and two feet wide with coat hanging space at

the bottom and a storage area at the top. Coat hooks are installed

36 inches from the floor.

4. Adequate storage space is provided. The storage units include one

wall of built-in cabinets or moveable storage sections. Most

storage units are accessible to children to facilitate independence

and responsibility within the classroom. Storage space, above the

reach of the children, is available for use by teachers.

5. Adequate space for display of children’s work is provided. Bulletin

boards can be located on walls and/or fastened to the backs of

cabinets and bookcases.

B. OUTSIDE PLAY AREA

1. Guidelines for Outdoor Play Areas

a. Outdoor Play Areas

i. Requirements for Designated Outdoor Play Areas

1. A designated area for supervised outside periods during the pre-

kindergarten day is provided. Pre-kindergarten students do not

simultaneously share an area with children in first grade or older

during designated outside periods.

2. To allow for all children to engage in outdoor play together, a fully

accessible outdoor play space is provided for children requiring

adaptive equipment. Activities are provided to allow for and

encourage inclusive play.

Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 30

3. Appropriate playground equipment and landscape design is

provided to facilitate learning and ensure safety.

4. Playground equipment and landscape design is developmentally

appropriate for three- and/or four-year-old children according to

National Standards adopted by the Mississippi Department of

Health.

5. The outside play area has defined boundaries to protect children

from environmental hazards. Boundaries are sufficient to prevent

vehicles and other hazards from entering the play area as well as

prevent children from exiting the play area alone.

ii. Recommendations for Outdoor Play Areas

1. The outdoor play area is a minimum of 4,300 square feet for two

pre-kindergarten classes. For each additional class, another 1,400

square feet is added.

2. A covered area is located on the

playground to allow children refuge

from the sun and to serve as a play

area during inclement weather.

This area is 225 to 300 square feet

for each pre-kindergarten class,

with a sloped concrete surface to

shed water.

Source code: Section 37-21-7 (Adopt)

2

EDD 8083- Module 1 Assignment 1:

Blog: Policies and National Regulations and Standards for Early Childhood Education

Most countries have national regulations and standards for early childhood education, often broken down by state or region. Others may only have outlines or suggestions for assessment. Early childhood educators need to be aware of their country and/or state/region standards and those set forth by NAEYC in order to know what is expected of them as professionals.

For this Assignment, you will examine your country/region/state standards and compare these to NAEYC principals of child development and NBPTS Standard V: Assessing Children’s Development and Learning. As you analyze and compare, begin considering how the standards could be improved to better align with NAEYC and NBPTS standards.


Note: Students may opt to select a state or country/region other than their own. The objective here is to examine existing standards and generate suggestions for improvement.

To prepare:

· Review your country/region/state website on early learning guidelines/regulations/policies and assessment requirements.

· Then, review the materials from Discussion 1 and 2. Compare and contrast your country/region/state policies and standards regarding assessment with NAEYC principles of child development and learning that inform practice and NBPTS Standard V.

As a communication and collaboration tool in this course, you will be asked to develop blog posts of your own and get used to reading and commenting on the blogs of your peers.



Assignment Part 1

Do the following in your blog:

· Summarize in 1 page your state’s policies and standards for Early Childhood Education. Link the source of your information.

· Compare and contrast these policies with NAEYC principles of child development and learning that inform practice and NBPTS Standard V. Include your suggestions for improvement.

· Generate three questions for guests to answer based on your state’s policies on assessment and your readings for this module.

· Cite at least three sources from the Learning Resources and a minimum of two additional sources from your own research to substantiate your thinking. Note: The resources should be in APA format.


Assignment Part 2

Visit at least two of your colleagues’ blogs and answer their questions. Revisit your own blog and respond as needed.


Learning Resources



Principles of Child Development and Learning and Implications That Inform Practice | NAEYC

www.naeyc.org/resources/position-statements/dap/principles


Mississippi State website on early learning guidelines/regulations/policies and assessment requirements

https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Early%20Childhood/Early%20Childhood%20Early%20Learning%20Guidelines%203’s%20%204’s%202018%20FINAL%20with%20no%20mark-ups.pdf

Sources from the Learning Resources 


http://info.nwea.org/rs/nwea/images/EarlyChildhoodAssessment-ImplementingEffectivePractice.pdf


http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf


https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf


https://www.edweek.org/ew/section/multimedia/types-of-assessments-a-head-to-head-comparison.html


https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.1177/0271121414523652

Writerbay.net

Do you need help with this or a different assignment? We offer CONFIDENTIAL, ORIGINAL (Turnitin/LopesWrite/SafeAssign checks), and PRIVATE services using latest (within 5 years) peer-reviewed articles. Kindly click on ORDER NOW to receive an A++ paper from our masters- and PhD writers.

Get a 15% discount on your order using the following coupon code SAVE15


Order a Similar Paper Order a Different Paper