A Day in the New Normal at Pre-K 4 SA

An Adult pulls soapy dishes from a bin outside near a playground

As we prepare to open the doors at all four of our Pre-K 4 SA Education Centers, we have developed a three-prong COVID-19 response strategy designed to keep our children, families, and staff safe and healthy:

1) Keep the virus out of our buildings;

2) Reduce the chance of an outbreak; and

3) Respond quickly to a potential COVID exposure.

With new safety features and sanitation protocols to prevent the spread of COVID-19 set in place, our 2020-2021 school year will look different from previous years. These protocols and procedures will be evident from the very moment a child arrives at the Education Center or bus depot to the moment the family picks up the child at the end of the day.

Although COVID-19 has disrupted our normal way of life, we want the children in this year’s cohort to have the same sense of wonder and awe that previous groups of children experienced at Pre-K 4 SA. Young children learn through play, which includes active exploration and tactile interactions. To ensure children are able to safely move about the room and touch instructional materials, Pre-K 4 SA has developed a sanitation plan that allows children to go about their normal classroom activities and then place used items in a cleaning bin to be sanitized by staff. This approach makes cleaning and sanitizing a normal part of the classroom routine and avoids creating a sense of fear about being in the classroom or using materials.

Teaching children healthy habits has always been part of the Pre-K 4 SA approach. We teach children how to brush their teeth, eat vegetables, and properly wash their hands because those are things we do to keep ourselves happy and healthy. This year, we are adding new lessons that teach children the proper way to put on their masks and face shields and the importance of handwashing and sanitation as part of a general routine of safety and healthfulness.

What does all this look like in practice? Read below about a typical day at Pre-K 4 SA in the 2020-21 school year.

Daily Drop-off

As families arrive for morning drop-off, they are directed to pull up to designated curbside locations where they are greeted by a Pre-K 4 SA staff member who is wearing a mask, face shield and gloves. Families remain in their vehicle and use our new contactless smartphone application, ProCare, to begin the check-in process. The app guides families through the COVID health screening questions while the Pre-K 4 SA staff member uses a touchless thermometer to take the child’s temperature. Once the health screening is complete, a secure one-time QR code pops up on the Center’s device.

The staff member scans the code to automatically update the system to alert the classroom teacher that the child has arrived and is on the way to the classroom. The child puts on a face mask and exits the car with the staff member. The staff member escorts the child into the building where they stop at the hand sanitizing station and then onto the classroom. The staff member scans the child in on the teacher’s iPad to complete the check-in process. [Note: Families without a smartphone may use a Pre-K 4 SA iPad to complete this process.]

The protocol for families that elect to use Pre-K 4 SA transportation is similar, but with a few added safety protocols for the bus. As families arrive at the bus depot, they are directed to pull into designated parking spots. Families remain in their vehicles and use the smartphone app to begin the check-in process. The app guides families through COVID health screening questions. Once the health screening is complete, a secure one-time QR code pops up on the Center’s device. The parent and child put on their face masks and walk to the bus loading zone where a Pre-K 4 SA staff member is waiting.

The staff member takes the child’s temperature, scans the QR code and escorts the child onto the bus where they are greeted by a driver wearing protective gear. Children are seated in a 5-point harness safety seat, from the back of the bus to the front, in designated spots to allow adequate social distancing. Instruction begins as soon as the bus begins moving, with the staff member leading the children in songs and rhyming games. When the bus arrives at the Education Center, the staff member unloads the children from front to back and escorts the children to the classroom, stopping by the hand sanitizing station on the way. Once in the classroom, each child is checked-in on the teacher’s iPad.

In the Classroom

Pre-K 4 SA will provide all supplies for the children, including personal items like water bottles and nap blankets. These items will remain at Pre-K 4 SA and we will take responsibility for sanitizing them. Additionally, any item brought into the building by an adult (e.g., purse, lunch bag) will be sanitized upon entry.

As children arrive in the classroom, they put away their cloth face mask and put on their face shield before joining the teacher for a read aloud. Face shields ensure children’s coughs and sneezes are covered and are more comfortable than face masks for children to wear for long periods of time. Having no more than 10 children in a classroom designed for 20, provides plenty of room for the children to spread out. The classrooms are sanitized daily and the HVAC systems have been modified to provide better air filtration and more fresh air.

One by one, the children wash their hands and select a seat at the table. Plexiglass table dividers allow children and teachers to safely sit near one another. Children eat a healthy, individually packaged meal while the teacher engages them in conversation to support language development.

After breakfast, children wash their hands and find a place on the large floor rug. Each child is individually greeted and welcomed as the child sits down. The teacher shares the schedule for the day, which is written on a dry erase easel all the children can see. The teacher discusses any news or changes to the schedule. Children share their own news and are encouraged to comment and make suggestions about the day’s schedule. Then it’s time for the teachers and children stand up and spread out so they can express themselves through movement and music. The children take turns being the leader by selecting the type of movement activity and encouraging the other children to share in the fun.

After movement, the children select a seat at the table for small group instruction. Each child is given a box of learning materials. To the children, it looks like they all have the same materials. But the teacher has carefully individualized the boxes based on each child’s interests and developmental needs. The teacher demonstrates what the children are expected to do with the materials in their boxes and then the children have time to practice using their own materials while the teacher observers and guides the learning. After small group, it’s time to head outside to one of the outdoor learning environments that has been specially designed to engage children in learning through nature. Whether the children are tending to their gardens, playing restaurant in the mud kitchen, or staging a production on the outdoor stage, the children are supported in developing not only their gross motor skills, but also foundational academic thinking. When outdoor learning time is over, children wash their hands as they return to the classroom for work time.

Work time includes three distinct activities:

1) Plan: A 10- to 15-minute period during which children plan what they want to do during work time (the area to visit, materials to use, and friends to play with);

2) Do: A 40- to 60-minute worktime for children to carry out their plans (or shift to new activities that interest them); and

3) Review: A 10- to 15-minute period to review and recall with the teacher and to discuss what they did and learned.

Engaging in plan, do, and review helps children develop executive function skills, which are essential not only to success in school, but also in career and life.

Lunch Time

The completion of work time marks brings us to the end of the morning, so it’s time for lunch. The teacher reads aloud while children take turns washing their hands. Children select a seat at a table with plexiglass dividers. The teacher uses gloves to serve each child an individually packaged meal. The teacher engages the children in conversation to support language development. As children finish their meal, they clean up their space, and put out their rest mat, being mindful to allow ample space between each mat.

Children take this time to rest quietly on their mats. Having a rest time helps children become more self-aware and regulate their emotions, as well as helps them gain more energy for the other half of the day. Many children sleep during this time, but they are not required to do so. As the children get up from rest time, they join the teacher for story time. The teacher focuses on literacy skills while reading a book or telling a story. After the story, children once again have the opportunity to express themselves through music and movement. The rest of the afternoon is filled with another small group time, more time outside, and a second worktime, which provides children with the opportunity to continue what they were working on in the morning or to select a whole new project.

Daily Pick-up from Education Center

Staggered dismissal times allow the children in each classroom to be safely escorted outside where their families are waiting for curbside pick-up. When a parent is at the curbside pick-up and signs into the app, the Center will be notified that the parent has arrived. A staff member will escort the child to the car and the parent will scan the QR code on the Center’s device to check-out the child. This automatically updates the system to indicate the child has been safely returned to the family.

Daily Pick-up from Bus Depot

At dismissal, the same bus monitor goes to the children’s classroom to pick them up and take them to their designated buses. He or she helps the children get on the bus and makes sure all children are buckled in safely. Children will be sitting separately, and bus monitors will be keeping an empty row of seats between children to maintain social distance. The windows on the bus will be slightly open to allow natural airflow. During the bus ride to the bus depot, the bus monitor will be wearing a mask and shield and will engage children in songs. Once they arrive at the bus depot, the monitor will greet parents, who will sign out their child using ProCare, our new contactless smartphone application. The bus monitor will take a picture of the parent QR code which will automatically sign out each child.

Our Pre-K 4 SA departments have all worked earnestly to make sure our Education Centers are ready for whenever we open our doors to San Antonio’s 4-year-olds. Pre-K 4 SA is here to continue providing a safe and welcoming environment where children can continue learning and receive a high-quality early childhood education.

Written by: Sarah Baray, Pre-K 4 SA CEO

 

A New School Year in the Time of COVID

An adult man wears a Pre-K 4 SA Tshirt while repairing a machine with a hand drill

Every year, schools throughout the nation use the summer months to prepare for the upcoming academic year. With the surge of COVID-19, this summer’s preparation has been like no other. In addition to the usual tasks of giving classrooms a fresh coat of paint and performing routine maintenance, Pre-K 4 SA is adding new safety features and developing new sanitation protocols to help prevent the spread of COVID-19. Drawing on the latest guidance from public health officials and our own consulting physician, we’ve organized our work around three goals:

1. KEEP THE VIRUS OUT OF THE BUILDING

  • Limit who comes in the building. Implementing a touchless, curbside drop-off and pickup process will allow us to continue our practice of having a personal handoff of children each morning and afternoon while keeping social distance.
  • Screen every person, every day. Installing touchless thermometer stations in every building will allow us to quickly take the temperature of each adult and screen for symptoms of COVID. Children will be screened as part of the curbside drop-off process. Our full-time nursing staff will help us monitor for symptoms in children and staff throughout the day.
  • Limit items from outside. Pre-K 4 SA will provide all supplies for the children, including personal items like water bottles and nap blankets. These items will remain at Pre-K 4 SA and we will take responsibility for sanitizing them. Additionally, any item brought into the building by an adult (e.g., purse, lunch bag) will be sanitized upon entry.

2. REDUCE THE CHANCE OF AN OUTBREAK

  • Reduce high-contact surfaces. Touchless sinks, toilets, doors, and paper towel dispensers mean fewer opportunities for hands (big and little) to spread germs. We are also moving away from family-style meals with shared serving utensils to individually packaged meals and snacks.
  • Follow strict sanitation protocols. While Pre-K 4 SA always follows the highest sanitation standards, we are increasing the frequency with which we clean materials, equipment, and facilities. Anything that is used by a child or adult will be cleaned and sanitized multiple times throughout the day.
  • Improve indoor airflow. The most recent guidance on COVID-19 suggests it can be spread through airborne transmission. To help prevent airborne transmission, we are adjusting our HVAC system to bring more fresh air into the classroom and adding higher grade air filters to help capture germs.
  • Increase time outdoors. COVID is much less likely to spread in outdoor areas. We are adjusting our daily schedule to allow children more time in our outdoor learning environments. Children will spend most of the morning outside and may even eat and nap outside, weather permitting.
  • Teach children healthy habits. Washing hands and covering coughs have always been important lessons in early learning, but this year we will also teach children how to use hand sanitizer, how to wear a mask or face shield, and why we need to tell an adult when we feel sick. We will follow these lessons with supportive guidance to help children make these habits part of their everyday routine at school and at home.
  • Create opportunities for safe interactions. Having fewer children in a classroom, keeping the same set of children and adults together, and wearing masks or face shields will help keep children and adults safe while allowing children to continue learning through play.

3. RESPOND QUICKLY TO POTENTIAL COVID EXPOSURE

  • Actively monitor for COVID-19. Pre-K 4 SA teachers have always been mindful to watch for signs that children may not be feeling well. This year, they will proactively monitor for COVID symptoms and seek guidance from our nursing staff at the first sign of illness.
  • Isolate potential cases. If any symptoms are detected, the child will rest in our health clinic away from others until a family member arrives to pick him/her up.
  • If a child or adult is suspected of having COVID-19, the classroom will close immediately and families will be notified. Thereafter, a deep clean and disinfect will be performed and classes will resume via remote learning until it is safe to return to the classroom.
  • If there is a confirmed case of COVID-19, the entire Education Center will close temporarily. This will allow us to conduct contact tracing, identify which children and staff need to quarantine, and clean and disinfect the entire building. While the center is closed, children will be taught remotely until it is safe to return to the classroom.

Given the current spread of COVID-19 in our community, we do not know when we will be able to welcome children and families in person, but we do know that when that day comes, Pre-K 4 SA will be ready.

Written by: Sarah Baray, Pre-K 4 SA CEO

The Power of Family Engagement During a Critical Time

Pre-K 4 SA staff member drops off a box at a family home during the 2020 pandemic

As Spring Break 2020 approached, Pre-K 4 SA students and their families were ready for a well-deserved break. However, no one realized spring break would extend into distance learning from home through the end of the school year due to the COVID-19 pandemic.

Pre-K 4 SA acted quickly by collaborating with the San Antonio Food Bank and began food distributions the following week at its four education centers for families needing support. Leadership and teachers knew the importance of providing families with the healthy meals and snacks the children were accustomed to receiving during the regular school day. At the same time, the Pre-K 4 SA family engagement team acknowledged that parents and children would need more support and resources than ever.

Pre-K 4 SA believes in the importance of supporting families to help children have a successful learning foundation. Because education would continue at home, parent liaisons from Pre-K 4 SA’s education centers needed to find innovative ways to provide families a helping hand.

At the start of the school closure, the family engagement team quickly learned which parents could not attend the food distributions due to lack of transportation or poor health. Food items and first aid supplies were delivered to those Pre-K 4 SA families that needed assistance but could not make it to one of the centers. Each week, the team continues to reach out to parents to ensure they have food and their necessities are covered.

The family engagement team also researched local resources to share with families. Parent liaisons provided information related to diaper banks, rental assistance, and how to navigate eviction notices. One main source of information and support services Pre-K 4 SA shares is the City of San Antonio-Municipal Government Facebook page. On this page, the Emergency Assistance program supports the San Antonio community by paying rent, mortgage, internet and utility payments. Families can also qualify for a program that helps them receive direct cash assistance to help them with groceries, medical and gas expenses.

“With Pre-K 4 SA, our families feel they have a good support system that helps them and cares for them during this time of need,” said Virginia Sandoval, family engagement supervisor at Pre-K 4 SA.

The family engagement team began connecting with parents via Zoom video conferencing to continue the Parents as Partners sessions. This program was designed by Pre-K 4 SA to allow parents to engage in conversations collectively and to provide support to one another. The family engagement team saw the necessity to continue Parents as Partners during this time of uncertainty. Maria Montiel, parent liaison with the Gardendale Early Learning program, hosts weekly Zoom meetings for parents to connect and continue their support group. In an effort to accommodate parents’ schedules, Montiel creates flexible evening times for parents.

Montiel noticed that many parents were experiencing anxiety and other mental health struggles. The family engagement team came together and created a bi-weekly, hour-long exercise Zoom class just for parents. The team believes that by helping parents stay active together, they can combat the anxiety which has been triggered by this global pandemic. If you are a current Pre-K 4 SA parent and would like more information about the Parents as Partners program or exercise Zoom class, you may contact Virginia Sandoval at 210-206-2904.

“Parents as Partners is such a great program with the latest resources! I was struggling during this time but I was able to reconnect with other families which provided me with support and encouragement,” said Cassie Jones, a Gardendale Early Learning program parent. “In return, I felt I could also help other families experiencing distress during this pandemic by helping create a Zoom Family Fit program for all parents.”

Parent liaisons are continually performing home visits with families in an effort to connect them with teachers to continue high-quality early learning for the children. When needed, electronic devices, such as iPads, have been distributed to families for children to continue their learning from home and communicate with their teachers.

Additionally, Pre-K 4 SA just launched its Online Resource Center, providing families with more high-quality instruction material. Our educators collaborated to bring together instructional videos to not only share with Pre-K 4 SA families, but with the entire San Antonio community. In the Online Resource Center, you will find intuitive learning videos, read-alouds, bilingual instructions, and activities to support our youngest learners to continue their education at home.

Pre-K 4 SA wants parents to know that if they need anything—related to pre-k or not—to reach out to their child’s teacher or a parent liaison from their designated center. They are ready to help and connect families with needed internal and community resources.

“The traditional school year may be over for our children, but our families will remain a part of Pre-K 4 SA forever because of the bond we have created over the last few weeks,” said Felicia Williams, parent liaison at Pre-K 4 SA.

A Grants Program Changing the Landscape in Early Childhood Education

Pre-K 4 SA Staff member and a child paint a rock outside

Since Pre-K 4 SA’s inception, the program set out to make an impact in early childhood education by also creating a comprehensive grants program.

Each year, Pre-K 4 SA provides $4.2 million in grants to add teachers, training, and technology to San Antonio’s early childhood landscape. These funds create more access to a high-quality curriculum for San Antonio’s 4-year-olds via public, parochial and child development centers.

Harlandale ISD is one of several school districts in San Antonio that has benefited tremendously from Pre-K 4 SA’s resourceful grants program. In 2016, HISD opted to partner with Pre-K 4 SA, making early childhood education a priority for the district. As a result, both administrators and teachers receive continuous professional learning in early childhood education, and outdoor learning classrooms are under construction.

There are a total of 13 pre-kindergarten classrooms throughout the Harlandale district, which currently has 65 pre-kindergarten teachers who teach 3- and 4-year-olds. In total, the district provides an early education to approximately 1,025 children. It also has a partnership with Avance, a federally funded program, which assists in instructing 438 of the children from within the district.

Diana Wagner, an early childhood coordinator at HISD and a former early childhood education principal, appreciates Pre-K 4 SA for providing an ongoing series of professional learning, not only for teachers, but also for school administrators. Wagner believes instructing administrators is an important factor for early childhood educators to understand and collaborate to provide high-quality education.

“I’m a former principal of 10 years and an early childhood major. I have learned a great deal of how (early childhood education) has progressed since I’ve been in college,” said Wagner. “I believe ongoing education (in early childhood education) is essential. I think that without having the administrators present for that continuum of learning between pre-k and kindergarten, there will continue to be a disconnection.”

Wagner is currently attending two of Pre-K 4 SA’s professional learning series, one for teachers and the other one for administrators. She has gained a better understanding and knowledge base by attending both. The teachers’ series has taught her to become a better classroom observer and able to understand more of the educator’s needs. As an administrator, she can have conversations with principals and explain what the needs are within the classrooms throughout the school district. This has been advantageous since these series programs are helping administrators and teachers to be more cognizant of how to help children build a strong academic foundation.

Another area that Pre-K 4 SA’s grants are assisting HISD is with the creation of new outdoor learning environments. There are currently three outdoor learning classrooms under construction at Gillette, Rayburn and Collier Elementary schools. Outdoor learning is important because it gives children the time to interact with nature while teachers encourage their sense of wonder and curiosity. Teachers also serve as partners in play, observe children, and facilitate individual learning while addressing all aspects of the Texas Pre-Kindergarten Guidelines. These new outdoor learning environments will not be limited to pre-kinder and kinder students, but will serve other elementary students on these campuses. Students within HISD will have more tools and resources to improve physical activity, gross motor development, attention spans, executive function, cognitive abilities and environmental awareness.

Pre-K 4 SA also recognizes parents as an essential factor for their children’s success. Pre-K 4 SA partners with families and the community to provide diverse, fun, and educational opportunities that encourage active engagement in a child’s academic, social and emotional, health and nutritional needs.

HISD also uses Pre-K 4 SA grants funding to help parents and families understand the importance of staying actively engaged in their child’s education. Wagner also realizes that in the district there are many 3- and 4-year-olds who are not being enrolled. With a focus on parents, the district plans to create more community outreach opportunities to educate families about the importance of early childhood education.

Wagner is delighted to see that the district she works for chose to submit a proposal to become an active grant recipient of Pre-K 4 SA’s grants program. In less than three years, she has seen how impactful this program has become in HISD. She has noticed the positive ripple effect from Pre-K 4 SA’s professional learning and grants programs occurring throughout the district.

“This program helps administrators become proactive instead of reactive. It allows staff, administration, teachers and parents to be unified and on the same page,” said Wagner. “I love partnering with Pre-K 4 SA because the initiative is about 4-year-olds and that is my passion. I’m just glad to be a part of the whole thing.”

Wolf Trap Techniques Engage Children through the Arts

Wolf Trap Institute for Early Learning

Over the past 30 years, creativity and the arts have been systematically removed from the core K-12 education system.

However, according to the Wolf Trap Institute for Early Learning through the Arts, “integrating the performing arts into early childhood education is a highly effective way for young children to learn and for early childhood educators to teach.”

The Wolf Trap Institute for Early Learning is a program developed by the Wolf Trap Foundation and is funded by a major grant from the U.S. Department of Education. It uses art-based techniques to improve the foundation for all sciences, technology, engineering, and math (STEM).

In 2016, theArtsFund became an affiliate of the Wolf Trap Institute for Early Learning. That same year, Pre-K 4 SA became a partner and hosted 10 artist residencies and training sessions. Residencies are defined time periods during which artists from an array of arts backgrounds use their artistic fortes to provide teachers with creative tools to incorporate the arts into their curriculum. Pre-K 4 SA quickly began to implement these learning models into the classroom, which resonated well with its “learn through play” curriculum.

A new Wolf Trap pilot program will begin at Pre-K 4 SA in February 2020 and will last for a total of eight weeks. The pilot program will focus on the following growths: reflection time for staff and resident artists, variety in the techniques used, and teacher support upon the completion of the residency.

Jessica Ambris, a Pre-K 4 SA teacher and Dr. Aurelia Rocha, a San Antonio Wolf Trap teaching artist, have been collaborating and refining the Wolf Trap program at Pre-K 4 SA for the past six months. Together they recognized that a vital aspect of the program should create a culture of professional dialogue and collegiality around new ideas and prior experience.

Since Wolf Trap has residencies from all artistic backgrounds, the teaching techniques will likely differ according to the artist’s talent. For example, a dancer will use dance and body movements to help children understand a concept, while a musician will use an instrument and music to teach children. With that in mind, there is much depth and versatility to using the arts in the classrooms.

“As a teacher, I’ve learned from one of our drama residencies and applied some of the techniques in my own instruction. My class was interested in learning the difference between frogs and toads. Using the imaginary costume closet, I remember the children were engaged as they acted out as if they were changing into either a frog or a toad,” said Ambris. “They would pretend to become their character by imagining specific traits such as smooth or bumpy skin. By using their imagination, children were able to apply what they had learned and really understand the differences between the two.”

Prior to this new pilot program, only one resident artist was assigned to one teacher and his or her classroom. Now, one resident artist will be in one classroom but teaching a cohort of five teachers. The training will last for nine weeks with a total of 21 sessions. Thereafter, there will be a 75-minute reflection time which will give time for teachers and resident artists to discuss and plan for the week. Then teachers will go into their own classrooms and implement the Wolf Trap strategies they are acquiring on a weekly basis.

Each week, all participating teachers will have the opportunity to share what is working for them and at the same time, share what has not been effective. As teachers come together and build this commonality, they will share ideas to build their artistic skills to deliver the lesson to their classrooms.

Using the arts to teach a curriculum should always be engaging and fluid. This new Wolf Trap pilot program will continue to help children use all of their senses to better learn the curriculum. Once the first Wolf Trap pilot program is complete and evaluated at the South Education Center, it will be duplicated into the other Pre-K 4 SA Education Centers.

Executive Function: From the Preschool Classroom to the Executive Board Room

young children play with building blocks

Since its inception in 2013, our vision of Pre-K 4 SA has been to develop a world-class workforce through high-quality early childhood education in one generation.

To make this vision a reality, we needed to go beyond the traditional Pre-K curriculum that prepares our children for Kindergarten and concentrate more on preparing them for life. By including a focus on the development of executive function skills, we are preparing our children for success, beyond the preschool classroom to the executive board room and everywhere in between.

Executive functions are a set of cognitive processes or neurologically-based skills (i.e., mental control and self-regulation) that are necessary to perform functions that help us reach our goals.

Executive functions are sometimes referred to as the “air traffic controllers” of the brain. They take in and analyze the incoming data, filter out distractions and allow us to respond in the most effective, appropriate manner.

Many scientists and educators have developed their own working definitions and lists of key executive functions. The three most commonly discussed executive functions include working memory, inhibitory control which includes self-regulation, and cognitive flexibility.

Using the HighScope curriculum, teachers at Pre-K 4 SA also facilitate the development of initiative, emotional control, planning, organization, problem solving, and self-monitoring or evaluating.

Working Memory – This is the ability to hold information long enough to accomplish the task at hand, like following directions, staying focused during small group, or making a plan and following through with it.

Inhibitory Control – This involves the ability to stop a behavior or postpone it until a more appropriate time. For young children, this includes running to get something they want when running is not appropriate in the setting, grabbing an object from another child, or shouting out answers or inappropriate comments.

Cognitive Flexibility – This is sometimes referred to as “shift” because we need to be able to quickly shift from one focus to another and back again without totally breaking our concentration.

Initiative – Children need to be able to take initiative and begin projects, complete tasks on their own and express their own ideas.

Emotional Control – Children should be taught that all emotions are okay to experience and that there are socially acceptable ways of expressing them.

Planning – Children are taught to create and carry out a plan for their work time every day. As the school year progresses, the plans become more detailed and elaborate.

Organization – The classroom is set up for children to encourage independence. All materials and shelves are labeled so children can keep the room neat and tidy.  Materials are also arranged by function to help children see how different objects can have a common use or purpose.

Problem Solving – Problem solving can be viewed in two ways. Children can solve problems with materials. They need to be persistent and feel safe in taking risks by trying multiple solutions and thinking outside that proverbial box. The other type of problem solving is with another child. Often the problem involves an object that both children want at the same time. We use six steps of conflict resolution to help the children identify the problem and come up with a solution both parties agree will solve it.

Self-Monitoring – Of course there are multiple opportunities throughout a typical day for children to quickly reflect on a decision, action or piece of work, but HighScope curricula creates dedicated times in daily schedules for such reflection. After children make and carry out their daily plan, they are given the opportunity to reflect on how closely they followed their plan (what worked and what didn’t work), if they changed their plan altogether, and why.

We know people are not born with the skills, but the ability to develop them. Therefore, we take advantage of every opportunity to set the foundation upon which our children can build. Pre-K 4 SA recognizes the importance of these executive function skills to be successful throughout life.

Written by: Erin Burnett, assistant director of Curriculum and Instruction

Early Learning Leadership Matters in San Antonio

Pre-K 4 SA Workshop

At the beginning of the 2019-2020 school year, districts across San Antonio welcomed more pre-kindergarten children into their elementary schools than ever before.

Districts expanded from half-day to full-day programming for 10,487 children, which is a 9% increase over the previous year. The expansion of district pre-k programs came as a result of the passage of House Bill 3 (HB3) on June 11, 2019.

The landmark legislation provides funding for full-day pre-kindergarten for 4-year-olds who meet one of the longstanding eligibility requirements established by the state. Although HB 3 does not increase the number of children eligible for pre-k, it is an important step forward for early learning in Texas.

Although the growing number of pre-kindergarten classrooms is a win, the impressive outcomes that early education promises are only possible when programs are high-quality. School and program leaders are essential to establishing the conditions necessary to make this kind of quality possible. Research shows principals alone can account for 25% of a school’s impact on student learning and have the second largest in-school impact on student achievement after teachers.

In a report by New America, principals in a focus group said the most important part of their job is helping teachers provide high-quality instruction. However, many principals had no experience in early childhood education and they shed light on how little their preparation programs equip them to be instructional leaders for the early grades.

For the past two years, Pre-K 4 SA has partnered with the New Teacher Center (NTC) to launch the first Early Learning Leadership Program (ELLP) in San Antonio. Program participants are comprised of principals, district leaders and instructional coaches across seven districts (Edgewood ISD, Northside ISD, Northeast ISD, Harlandale ISD, Southwest ISD, East Central ISD, San Antonio ISD) and the Archdiocese of San Antonio. The program has reached 150 school and program leaders which have impacted more than 3,500 children within our city.

The program is offered through two options: a nine-hour overview course and a nine-month intensive course, with most leaders opting into the longer intensive program.

“The Early Learning Leadership Program provides a unique opportunity for principals to focus on early childhood through professional learning and collaboration with other principals,” said Julia Schneider, director of early childhood in Northeast Independent School District. “It is changing the way our principals evaluate environments and instruction in their early childhood classrooms.”

The program includes six three-hour seminars, which focus on brain development, executive function, growth milestones and teaching practices that encourage language development and emerging math skills. It also includes “walk and talks” led by the ELLP team with principals to tour the program’s pre-k and kindergarten classrooms and to put to practice the knowledge participants are receiving through the seminars. ELLP team members also assist in answering any questions and overcoming challenges.

In addition, two observational walks with small groups of principals also take place. During these observations, a focus on an early learning problem of practice is posed by the group to guide the conversations. The group might look at the language teachers are using with children or how classroom environments are arranged.

One key element of the interactive sessions is demystifying concepts like “developmentally appropriate practice” and “playing to learn” by engaging principals in play! Betsy Fox, senior director of early learning partnerships at NTC, who leads the ELLP initiative with Pre-K 4 SA said, “Principals don’t often see the connection of play to learning. It’s about shifting the beliefs about how young children learn best.”

Whether participants are building brain architecture from pipe cleaners, or towers with straws and play dough, they are learning about how young children develop foundational academic, social-emotional and executive function skills. It’s important to work together and share knowledge about high-quality early childhood education in order to help San Antonio’s youngest learners.

Written by: Larissa Wilkinson, director of Professional Learning and Innovation