Curriculum and Assessment
Each teacher develops a class schedule that best meets the needs of her students. Students will participate in story/language group, table work, social time, music/movement, arts, snack and play. Twice a week a mental health provider will push in and provide direct social-emotional instruction. Field trips are determined on an annual basis.
English Language Learner (ELL) Supports
Students with limited proficiency in the English language have the opportunity to work with a teacher-specialist to develop needed verbal and written skills deemed necessary to be successful in the regular education program. ELL classes providing support services take place during the school day in each of our classrooms.
When they enter schools, students are identified, through the Home Language Survey. Students whose parents speak a language other than English in the home are tested by an ELL specialist to determine the level of English language proficiency in the areas of reading, writing, and speaking. Based on this proficiency, students are provided services by the ELL specialist either within or outside of the classroom setting. In addition, the ELL specialist and the classroom teacher collaborate to determine how to best meet the needs of the student in the classroom.
Students are not exited from the program until the student has acquired a sufficient level of proficiency to be successful in the general education classroom.
The Illinois Early Learning and Development Standards (IELDS) provide the framework for instruction within the program. The IELDS align to the Illinois Kindergarten Standards and the Common Core Standards for Kindergarten. The Early Childhood program has developed a rigorous scope and sequence for teaching instructional units in the following: language arts, math, science, social studies, physical development and health and social/emotional milestones.
Teaching Strategies Gold
Progress through the curriculum is monitored order to ensure that all children are learning and acquiring skills/concepts being taught. A checklist from the Teaching Strategies Gold is used to gauge each child’s progress. Information from the checklists is reviewed by staff and used to guide instructional planning within the classroom. A report for each child is compiled in the Fall and shared with parents.
- Individual Growth and Developmental Indicators
Early literacy and early numeracy skills are monitored through the Individual Growth and Developmental Indicators (IGDIs). This general outcome measure for preschoolers is utilized to design and deliver instructional activities within the classroom.
- Positive Behavior Intervention Strategies
In collaboration with the Illinois State Board of Education (ISBE) the Early Childhood program has initiated the Positive Behavior Intervention Strategies (PBIS) model. The purpose is to identify, adapt, and sustain effective school-wide disciplinary practices. The Early Childhood staff has developed three behavior expectations that are actively taught to children throughout the school year and across the school environment. The three, expectations for students are:
- Be Ready – Children learn to be ready for active learning
- Be a Friend – Children learn how to interact appropriately with people in the building
- Be Safe – Children learn how to engage safely with the environment
Throughout the school year, your child’s teacher will communicate information about PBIS skills that are being taught at school. If your child has difficulty with behavior at school, you child’s teacher will inform you of any behavior concerns. Sometimes children have difficulty maintain expected behavior. In these situations, additional support can be provided through individualized plans. Should you have any questions or concerns about your child’s behavior please contact your child’s teacher.
Wellness is taught by a school social worker in grades early childhood through 5th grade in Batavia Public School District 101. Wellness is one avenue in which Batavia Public School District has chosen to address the Illinois Social Emotional Learning Standards. The social workers in the district use the Second Step curriculum (secondstep.org) to teach skills in the following four areas:
- Skills for Learning: Children gain skills to help them be better learners, including how to focus their attention, listen carefully, and ask for help.
- Empathy: Children learn to identify and understand their own and others’ feelings. Children also learn how to show care for others.
- Emotion Management: Children learn how to calm down when they have strong feelings, such as worry or anger
- Friendship Skills and Problem Solving: children learn how to make and keep friends and to solve problems in a positive way.
How can parents support? Parent are encouraged to use the common vocabulary of “Be Ready”, “Be a Friend” or “Be Safe” when talking to your child at home. Parent links from weekly lessons from the Second Step curriculum are also sent home for parents to review and use the common language and strategies. This helps students to learn the skills and generalize them across all settings.