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My take away is that all students should be able to do outcome skill at the end of school year according to their age group skills. not all the experience may relate to learning outcome.

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Children show growth in MANY ways. Progress must be monitored ongoing. It's not a one and done.

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How children can grow through exploration and play. Having more hands on activities engages and builds on their learning and ensures they are being successful in all aspects of their future learning.

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One thing that stands out is that teaching should always be responsive to the child. It is not an assembly line of skills. Children are viewed as whole learners, with many growing abilities and areas of development.

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-Children with disabilities are entitled to a free appropriate public education

-Three areas are critical for ensuring a child meaningful participation, and fully included in school.

-Develop positive social emotional skills

-Aquire and use knowledge and skills

- Use appropriate behaviors to meet thier needs

-It is important to not make assumptions about a child's ability to meet the outcomes in each domain.

-Inclusion is so beneficial for not just these students but all students.

-And respect IEP goals

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Guiding Principles

1. Each child is unique and can succeed at their optimal level with appropriate support. This connects with the introduction which states that "it is important to note that there is considerable variability in development among children that is influenced by their individual and unique experiences." This stands out to me because each child is unique and their growth is dependent on the level of support they receive.

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The uniqueness of the diverse cultural backgrounds of students should be considered assets that serve as a foundation to build new knowledge.

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Intentional instructional practices include having opportunities for students to learn through play, exploration, discovery, and problem solving. This promotes successful learning for all students in the classroom.

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The one thing that stood out to me was that when you have an effective teaching practice children will be able to build on that and strengthen their development.

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One thing that stands out to me is that the outcomes and skills are conclusive on the children's individual needs and differences. They understand that the pace to which a child can gain these sills can vary. No one size fits all!

-Young

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Read page 3 & 4 of the Tx Prek Guidelines Intro and Guiding Practices.

What is one thing that stands out to you?

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TEA collaborated with internal and external stakeholders to revise and update the 2015 Texas Prekindergarten Guidelines. The Texas Prekindergarten Guidelines were revised to align with the Kindergarten Texas Essential Knowledge and Skills (TEKS), condense content, include inclusive language of multi-lingual learners and special populations, eliminate errors and ambiguity, and to meet section 508 accessibility compliance. Implementation of the 2022 Texas Prekindergarten Guidelines will begin in the 2023-2024 school year.

The new guidelines offer educators the information and support to prepare all children for success in kindergarten. The intended use of the guidelines is to provide guidance for planning quality learning experiences for children three to five years of age. The Texas Prekindergarten Guidelines are:

designed to help educators identify the types of knowledge and skills that are typical of PK aged children

to be used noting that there is considerable variability in development among children

intended to help with implementing effective instructional practices and learning experiences

designed as a resource to inform decisions that pertain to curriculum and instruction

In addition, the Texas Prekindergarten Guidelines are not intended to be used as a curriculum, assessment tool or checklist. They are not meant to be used in isolation, or to stifle the creativity of caregivers and educators. Rather, they are meant to serve as a resource for families, educators, and administrators to provide developmentally appropriate guidance and practices around young children's development and learning in the prekindergarten environment.

2022 Prekindergarten Guidelines

*In order to ensure appropriate demonstration of outcomes, we have updated several child behaviors within the III. Early Literacy: Reading Domain and IV. Writing Domain of the 2022 Texas Prekindergarten Guidelines: Comprehensive (Spanish) document. Please reference the 2022 Texas Prekindergarten Guidelines-Spanish Translation Crosswalk document for specific changes.

Prekindergarten Guidelines Webinar (PK4 Focus)
Prekindergarten Guidelines Webinar (PK4 Focus) Slides
Prekindergarten Guidelines Webinar (PK3 Focus)
Prekindergarten Guidelines Webinar (PK3 Focus) Slides
Overview Video

Texas Prekindergarten Guidelines: Web-Based Training

The Children's Learning Institute and the Texas Education Agency are collaborating to update the Texas Prekindergarten Guidelines trainings to align with the 2022 Texas Prekindergarten Guidelines. For questions about the Texas Prekindergarten Guidelines trainings, contact cliengage@uth.tmc.edu

Texas Infant, Toddler, and Three-Year-Old Learning Guidelines

Published in 2013, the Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines (ITELG) describe expectations about what children should know (understand) and be able to do (competencies and skills) across domains of learning during specific age ranges, as well as what steps caregivers should take to support healthy development.

Early Childhood Outcomes and Prekindergarten Guidelines Alignment

The Early Childhood Outcomes connects the developmental continuum of skills to the Texas Prekindergarten Guidelines to help educators design appropriate, individualized goals and interventions for the youngest learners who are developmentally functioning below four-year-old expectations. This includes students with disabilities, students learning English as a second language, and any child who may be at risk educationally.

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TEA collaborated with internal and external stakeholders to revise and update the 2015 Texas Prekindergarten Guidelines. The Texas Prekindergarten Guidelines were revised to align with the Kindergarten Texas Essential Knowledge and Skills (TEKS), condense content, include inclusive language of multi-lingual learners and special populations, eliminate errors and ambiguity, and to meet section 508 accessibility compliance.