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Spring 2024
- Executive Director Update
- Prekindergarten Screen Time Guidance
- Classroom Spotlight
- Eclipse Resources
- Literacy Briefs
- Resources from the Cultural Education Center
- P-3 Best Practices Webinar Series
- Helpful Resources/Professional Development
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Executive Director Update | |
Dear Educators,
As we head out of winter and into the spring, this is a wonderful time to reflect on the growth your students have made throughout the year. I welcome you to our latest issue of the newsletter and am happy to share an update on the many resources and supporting documents we are working on to support classroom learning and standards-based instruction.
Teaching and Learning is at the core of what P-3 teachers do. In development right now are several standards-based resources that will provide guidance to program administrators and classroom teachers. In January, the Department released a series of Literacy Briefs, developed for the Department by Dr. Nonie Lesaux. Our January release included a virtual and in-person hybrid event across NY State to roll out the briefs. The Literacy Briefs, which include a separate document for Prekindergarten and an Elementary brief, can be accessed on the Department’s Literacy Briefs website. More literacy guidance is forthcoming in 2024, so stay tuned to this newsletter for an overview. Also in process from Early Learning are several standards-based resources, including the development of Age 3 Learning Standards, a science guidance document for Prekindergarten (Science Everywhere!), P-3 writing resources, and guidance on supporting positive behavior in PreK.
To support UPK, our team continues to support over 640 school districts and has prepared more guidance for the new 2024-25 school year, as well as our next Navigating PreK Day event on May 2 in Albany.
We look forward to best supporting you and hearing your input on necessary resources. Please reach out if you have any questions.
Erik Sweet
Executive Director
Office of Early Learning
Erik.Sweet@nysed.gov
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Prekindergarten Screen Time Guidance
Let’s face it, we live in a society that increasingly relies on screens to go about our daily lives and to assist us in navigating the world around us. Screens are helpful and necessary! But how do screens impact the development of our youngest learners who are exposed to screens earlier and earlier? What guidance exists to support educators and families in deciding how much screen time to encourage and allow? Here’s what the experts recommend:
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These recommendations are based on research that shows:
- “…more time per week spent on screens at ages 24 months and 36 months was linked with poorer performance on screening tests for behavioral, cognitive and social development at 36 months.”¹
- Screens emphasize sedentary activities, reducing opportunities for children to use their whole bodies to explore and integrate thinking.²
But not all screen time is created equal. There are ways educators and families/caregivers can make screen time more impactful and educational for our youngest learners:
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Engage in “Joint media engagement.” Interact with children around screens as you would interact with your child around any kind of media (e.g. book, art material, etc.). Ask questions and encourage dialogue about the content.
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Choose apps that are child-led, and open ended. These “choose your own adventure” type of apps and programs tend to have the most educational benefits.
Further Reading:
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Resources to Support Inclusion of Children with Disabilities in Early Childhood Programs
The U.S. Departments of Education and Health and Human Services have issued a joint policy statement: Inclusion of Children with Disabilities in Early Childhood Programs. The joint policy statement reaffirms the expectations for inclusion in high-quality early childhood programs to ensure that young children with disabilities are given access to the early childhood programs, services, and experiences that children without disabilities have within a state or local community.
Recommendations for state and local strategies to build a culture of early childhood inclusion are outlined with exemplar models and effective practices. The joint policy statement includes links to guidance, technical assistance, and national centers that promote inclusion and support children, families, educators, early learning programs, local educational agencies, and states in building comprehensive systems that meet the individualized learning and developmental needs of every child.
School districts are encouraged to review the joint policy statement and the included resources with their committees on preschool special education as they evaluate the school district’s preschool least restrictive environment performance data and plan for prospective program development and local partnerships to ensure inclusive early learning opportunities for resident preschool students with disabilities.
NYSED information on Preschool Inclusion in Publicly Funded Prekindergarten may be found at School District Responsibilities for Preschool Inclusion in Publicly Funded Prekindergarten Programs | New York State Education Department (nysed.gov)
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Classroom Spotlight: Shenendehowa CSD
At Shenendehowa CSD, we’ve been working extremely hard to shift our literacy instruction based on the most recent research regarding the Science of Reading, tying together phonics, phonemic awareness, vocabulary, comprehension, and fluency.
In recent years, we’ve implemented the Geodes readers that align specifically to our phonics program, Fundations, which enables students to build word reading skills and language comprehension. These readers are used in a whole group setting to support students in direct vocabulary and oral language comprehension instruction. In addition, students are able to practice specifically taught phonics skills, as well as build fluency in a small group setting. Pictured below are some of the ways we’ve implemented these practices in our classrooms.
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Ms. Grant uses sound boxes to encourage students (in a small group) to hear individual sounds and map them to print within words that follow targeted/specific Fundations patterns. These skills will be applied to decode a connected Geodes text. | | |
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Mrs. Russell is focusing on comprehension by building background knowledge and vocabulary within a whole group setting. She introduces the Geodes story to her students, works on building background knowledge to support their comprehension of specific content, and encourages students to “Notice and Wonder” as they preview the Geode text.
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Students in Mrs. Dunn’s class use decodable readers within a small group to reinforce and practice decoding skills. Students engage in repeated reading of these texts to encourage and build fluency.
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Want to be featured in the Classroom Spotlight?
The Office of Early Learning is looking for best practices from districts or classrooms to spotlight throughout the year. If you are interested in sharing a success story in any of the following areas, please submit your story via email to the Office of Early Learning at oel@nysed.gov.
- Building classroom community
- Differentiated instruction
- P-3 curriculum continuum
- Diversity, equity, and inclusion in the early elementary classroom
- Anything you are excited to share as a district!
You will need to include the following information in your submission:
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Subject: Classroom Spotlight Submission
- District Name
- Teacher Name/Grade Level
- Photo of the best practice in action
- 1-2 paragraphs discussing the best practice
We look forward to hearing from you!
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Eclipse Resources
The April 8, 2024 total solar eclipse is rapidly approaching. Many schools and libraries in the state will be in the path of totality on April 8. Check the State Library Youth Services Eclipse Resources page often for updated information and ideas, including downloadable booklets, games, and sources of authorized safe solar viewing glasses. Planning eclipse-related programs and activities is a great way for schools and libraries to partner on STEM events for this unique happening. Additional information on the total solar eclipse is available from the Office of Standards and Instruction at the New York State Total Solar Eclipse webpage.
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NYSED Literacy Briefs
The New York State Education Department is pleased to release a new series of literacy briefs that focus on the science of reading. These briefs were produced by Dr. Nonie K. Lesaux, Professor of Education and Human Development at the Harvard Graduate School of Education and Katie C. Carr, M.Ed. The new literacy briefs may be used to strengthen knowledge of evidence-based literacy practices in PK-12 education. All literacy briefs and a recording of NYSED's Literacy Briefs Webinar with Dr. Nonie K. Lesaux can be viewed on NYSED's Literacy Briefs webpage.
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Celebrating Spring! : PBS Learning Media Early Learning Webinar
View the one-hour virtual event: Celebrating Spring! with PBS KIDS. The special event highlights spring-themed resources for PreK-2nd grade, as well as new content from the Changing Seasons collection.
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P-3 Math Resources
The Office of Early Learning has compiled a list of math resources to support P-3 educators in providing engaging, developmentally appropriate math instruction.
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Prekindergarten Students and McKinney-Vento: Frequently Asked Questions
The Office of Early Learning has compiled a list of frequently asked questions regarding McKinney-Vento students in prekindergarten. Those questions and answers can be found on the OEL Frequently Asked Questions section of our website, under "Eligible Child."
Additional Information and Resources:
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Questions?
The Office of Early Learning provides technical assistance to districts regarding Prekindergarten - Grade 3 instruction and best practices. Our office also answers questions regarding UPK funding and program implementation. You can contact us at OEL@nysed.gov or (518) 474-5807.
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Erik Sweet
Executive Director, Office of Early Learning
Lori Smart, Director
Tanya Amodio-Kovacs, Supervisor
Paulette Coppin, Supervisor
James Bordis, Samantha Chobot, Lauren Cosamano,
Carly Feldman, Tiffany Koo
Noelle Lake, Eric Feml-Nelsen,
Jason Gish, Christine Lyons, Terry Onofrio,
Brandon Orszulak, Madison Ramnes, Christina Ryan,
Tina Rose-Turriglio, Mary Sandoval, Rachel Schlude,
Michelle Sidoti, Zachary Snyder, Vicky Woods
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