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)