WCPSS PRESCHOOL UNIVERSALS (2014-15)
Classroom Design
o The room is arranged so that all areas are easily accessible to all children, including those with differing mobility needs.
o There are an adequate number and variety of learning centers to promote interest and engagement. Learning centers have clear boundaries (e.g., using furniture, tape, rugs, etc.). Centers are labeled with visuals, and selected words in the languages of the children in the class. Materials or shelves are likewise labeled so that children can successfully select materials and clean them up independently.
Schedules and Routines
o Teachers have a schedule of the day posted, at children’s eye-level, with visuals, and with key words in the languages of the children in that class. (Key words on Bb)
o There is a balance of both child-directed and teacher-directed activities, as well as large and small group activities throughout the day. All teacher-directed activities (e.g., circle time, music led by a teacher, story time, teacher-led small group, etc.) are shorter than 20 minutes each and are structured so that children have opportunities to be actively engaged (e.g., answering, moving, talking, singing) almost all of the time.
o Prior to transitions, teachers give whole class warnings (with gestures and/or a consistent sounds/symbols) and utilize the classroom schedule to teach/support the transitions.
Behavior Expectations and Rules
o Teachers have five or fewer posted behavior expectations or rules that are positively stated, include a visual for each, and they are posted at the children’s eye level.
o Classroom rules, routines, and procedures are specifically taught and consistently supported. Teachers use basic directions that tell children what TO do rather than what not to do. The wording of the classroom rules is consistently reinforced by all adults in the classroom to support appropriate children’s behavior.
Positive Relationships
o Teachers speak in positive, calm, and supportive ways. Teachers model and encourage children to interact and play with one another.
o Teachers use selected words from children’s home languages and alternative communication strategies as needed to support peer relationships and instruction.
o Teachers are engaged with children during all classroom activities and routines (i.e., interest areas, meals and snacks, outdoor play, and arrivals and departures). Engagement is promoted through brief and extended conversations. Teachers respond to children’s comments and ideas by asking open- ended questions and making comments that expand children’s learning and encourage critical thinking skills.
Effective Directions and Feedback
o Teachers use short, simple, and specific directions, and check in with children to ensure understanding (i.e., using open-ended questions, visual strategies, and wait time). Directions are individualized for children who need additional support.
o Teachers provide positive, descriptive feedback when children follow directions, rules, engage in classroom activities, and interact appropriately with peers.
o When children exhibit challenging behaviors, teachers offer choices, re-direction, and/or activity modifications to help children become more successful.