Part 191: Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children

Mississippi Early Learning Guidelines for classrooms serving Three- and Four-Year-Old Children Title 7 Education K-12 Part – 191 Revised July 2025 Mississippi Early Learning Guidelines For classrooms serving Three- and Four-Year-Old Children Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Mississippi Department of Education Lance Evans, Ed.D. State Superintendent of Education Wendy Clemons Chief Academic Officer Jill Dent, Ph.D. Executive Director Office of Early Childhood Education Mississippi State Board of Education Mr. Glen V. East, Chair Mr. Matt Miller, Vice Chair Dr. Lance Evans, Executive Secretary Dr. Wendi Barrett Mr. Bill Jacobs Mr. Matt Mayo Dr. Ronnie L. McGehee Mr. Mike Pruitt Mrs. Billye Jean Stroud Mrs. Mary Werner Student Representatives Crosby Parker Michelle Xie Mississippi Early Learning Guidelines for classrooms serving Three- and Four-Year-Old Children Early Learning Guidelines Committee Members (2025) Bliss Acker Pre-K Teacher Bay-Waveland School District Karey Alegria SIP Lead/Assistant Principal & Pre-K Coordinator Jefferson Davis County School District Dr. Chad Allgood Director, Division of Early Childhood Care and Development Mississippi Department of Human Services Sheri Anders Early Childhood Education Advisor East Central Community College Mary Anderson Pre-K Teacher Rankin County School District/ELC Dr. Pearl Bailey Grant Director-Preschool Development Grant B-5, Division of Early Childhood Care and Development Mississippi Department of Human Services Sarah Bailey SIP Lead/Assistant Superintendent Humphreys School District Michelle Beard SIP Lead/Pre-K/MTSS/EL Coordinator Wayne County School District Dr. Eileen Beazley Head Start Collaboration Office Director/Education Liaison Office of Governor Tate Reeves Dr. Regina Biggers Superintendent Benton County School District Jodie Boyd ELC Lead/Early Childhood Director Lee County School District/ ELC Xandra Brooks-Keys SIP Lead/Assistant Superintendent North Bolivar School District Alfreda Brown ELC Lead Holmes County School District/ELC Dr. Sametra Brown ELC Lead, Yazoo City Collaborative/ Assistant Superintendent Federal Programs MS Achievement School District George Buchanan SIP Lead/Assistant Superintendent, Pre-K Director/State Testing Coordinator South Tippah School District Cara Buffington ELC Lead/Director of Early Childhood and Reading Development Oxford School District/ELC Jennifer Calvert ELC Lead/Owner Calvert's ABC Preschool Monroe County Early Learning Collaborative Keithann Carter Pre-K Teacher Lamar County School District/ELC Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Dr. Kevin Carter SIP Lead/Career & Technology Education Director Newton Municipal School District Katherine Chesser SIP Lead/Director of Curriculum & Instruction/District Pre-K Coordinator Smith County School District Dr. Katherine Clark Professor University of Southern Mississippi LaToya Clark SIP Lead/Early Childhood Academic Coach Natchez-Adams School District Patsy Clerk ELC Lead/Family & Community Engagement Coordinator Cleveland School District/ELC Dr. Connie Clay Education and Training Specialist Graduate Center for the Study of Early Learning University of Mississippi Mary Coleman ELC Lead/Program Coordinator Starkville Oktibbeha School District Dr. Stacie Collins SIP Lead/Assistant Superintendent Philadelphia School District Katherine Coon SIP Lead/Principal Tupelo Municipal School District Jennifer Courteaux Pre-K Teacher Bay-Waveland School District Suzanne Crosby ELC Lead/Principal, Kosciusko Lower Elementary Kosciusko School District /ELC Brandy Culpepper Pre-K Teacher Lauderdale County School District Dr. Stephanie Davidson Associate Professor/Department of Elementary & Early Childhood Department Chair Jackson State University Amy Davis SIP Lead/Math Coach/Pre-K Coordinator Union County School District Kayla Fitzgerald Pre-K Teacher Pascagoula-Gautier School District/ELC Sherna DeBerry Jones ELC Lead/Early Childhood Education Coordinator Holly Springs School District/ELC Stormy Dupre SIP Lead/Coordinator Vicksburg - Warren School District Kim Ezelle ELC Lead/ Data Analyst/ Interventionist Grenada County School District/ELC Gina Gallant SIP Lead/Assistant Superintendent Forrest County School District Dr. Edshundra Gary Chief ELC Lead Greenwood Leflore School District/ELC Helen Gilkey ELC Lead Noxubee County School District/ELC Dr. Cathy Grace Co-Director, Graduate Center for the Study of Early Learning University of Mississippi Haley Green ELC Lead Marion County School District/ELC Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Jennifer Griffin Pre-K Teacher Lamar County School District/ELC Lasonja Hardy Pre-K Teacher Holmes County School District/ELC Daisey Hawkins SIP Lead/Principal Sunflower County Consolidated School District Dr. Angel Herring Associate Professor, Child and Family Sciences University of Southern Mississippi Raquel Jackson Pre-K Teacher Pascagoula-Gautier School District/ELC Shontelle Johnson ELC Lead/Principal Hollandale School District/ELC Dr. Kristie Jones ELC Lead/Director of Federal Programs Lowndes County School District/ELC Letha Jones MELC Laison/Training Coordinator Monroe County Early Learning Collaborative Tony Keys ELC Lead/Principal, Stringer Attendance Center West Jasper School District/ELC Kate Killough ELC Lead/Director Corinth School District Corinth-Alcorn-Prentiss/ELC Kristi Kirkwood ELC Lead/Early Childhood Coordinator George County School District/ELC Dr. Mandy Lacey ELC Lead/Assistant Curriculum Director Pass Christian School District ELC Dr. Jeff Leffler Associate Professor/ Graduate Coordinator Mississippi State University Dr. Gail Lindsey Assistant Teaching Professor/ Elementary Education Faculty Mississippi State University Heather Lyons ELC Lead/Pre-K Coordinator Lamar County School District/ELC Dr. Toya Matthews Superintendent Clarksdale School District/ELC Lakeisha Maxer ELC Lead/PreK Coordinator Rankin County School District/ELC Win Maxey-Shumate Early Childhood Education Technology Program Coordinator/Instructor Meridian Community College Linda McAdory ELC Lead/Director of Early Learning Leland School District/ELC Dixie McCollough ELC Lead Quitman School District Clarke County/ELC Kelli McCorkle ELC Lead/PreK Coordinator Pascagoula-Gautier School District/ELC Joann Mestayer SIP Lead/Director of Early Learning Bay St. Louis – Waveland School District Hope Mikell ELC Lead/Director of Curriculum & Instruction Hattiesburg School District/ELC Monica Mitchell ELC Lead/Federal Programs Director Senatobia School District/ELC Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Dr. Angela Mixon-Harris SIP Lead/Assistant Superintendent Simpson County School District Lenora Morris ELC Lead/Chief of Student Services South Panola School District/ELC Rachel Newman Pre-K Teacher Lamar County School District/ELC Nita Norphlet-Thompson Executive Director Mississippi Head Start Association Dr. Michelle Nowell Executive Director, Elementary Education and Reading Mississippi Department of Education Dr. Julie Parker Professor, Human Development and Family Sciences Mississippi State University Jana Perry ELC Lead/Program Director Petal School District/ELC Tyranny Piece MELC Lead Pre-K Teacher Monroe County/ELC Dr. Candice Pittman Grants Manager Mississippi Head Start Association Dr. Felicia Pollard ELC Lead/Director of Instruction Pontotoc City Schools District/ELC Amanda Randall SIP Lead/School Psychometrist/ Positive Behavior Specialist/School Testing Coordinator Enterprise School District Martha Ravola Professor, Human Development & Family Science, Director, ASU SNAP-Ed program, Department of Human Sciences Alcorn State University Jennifer Rawson Director of Federal Programs/Pre-k Neshoba County School District Kelleigh Reynolds Broussard ELC Lead/Assistant Superintendent Long Beach School District/ELC Jason Roberson SIP Lead/District Support Specialist Newton County School District Tara Rouse Pre-K Teacher George County School District/ELC Jeannie Saia Pre-K Teacher Rankin County School District/ELC Diane Savell Pre-K Teacher Scott County School District/ELC Tamara Smith SIP Lead/Director of Early Childhood Midtown Public Charter School Rachel Spencer Pre-K Teacher Rankin County School District/ELC Cheryl Swoops ELC Lead/Director of Community Engagement Tallahatchie Early Learning Alliance ELC Yashica Suddeth ELC Lead Jefferson County Public School District/ ELC Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Jamila B. Taylor, MBA Interim Executive Director Early Childhood Programs: Mississippi LIFT Resource & Referral Network, Nurturing Homes Initiative, and Head Start-Early Head Start Program, School of Human Sciences Mississippi State University Extension Kim Taylor ELC Lead ICS Head Start/West Point ELC Dr. Felicia Thomas ELC Lead/Early Childhood Director Jackson Public School District/ELC Dr. Pam Thomas ELC Lead/Early Childhood Programs Director Picayune School District/ELC Dr. Shushan Vardanyan Assistant Professor of Early Childhood Education University of Mississippi Stacy Walker ELC Lead/Director of Assessment and Accountability Brookhaven School District/ELC Whitney Weaver SIP Lead/School Counselor Union City School District Holly Weeden Lead Online Instructor, Early Childhood Education Itawamba Community College Dr. Trenisha Weekley ELC Lead/Principal, Nichols Elementary Biloxi School District/ELC Nyisha Wells ELC/Lead Curriculum Director, MSIS Coordinator Scott County School District/ELC Alicia Westbrook Director, Mississippi Early Childhood Inclusion Center University of Southern Mississippi Tevin White District Parent Liaison/Family Education Center Coordinator Moss Point School District Karen Williams SIP Lead/Director of Curriculum & Instruction, Pre-K-4, & MTSS Lauderdale County School District Betty Wilson-McSwain ELC Lead/Assistant Superintendent for Federal Programs and Testing McComb School District/ELC Dr. Kenya Wolff Assistant Professor of Early Childhood Education/Early Childhood Education Program Coordinator/Co-Director The Graduate Center for the Study of Early Learning University of Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Table of Contents Introduction Pre-Kindergarten Philosophy and Goals for Three- and Four-Year-Old Children Section 1 A. ENTRANCE AGE B. PARTICIPATION Section II A. GUIDELINES FOR CURRICULUM B. GUIDELINES FOR EDUCATIONAL MATERIALS C. GUIDELINES FOR ASSESSMENT Section III A. ORGANIZATION B. STAFF Section IV A. GUIDELINES FOR FAMILY ENGAGEMENT B. TRANSPORTATION Section V A. PHYSICAL SETTINGS B. OUTDOOR PLAY AREA Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 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 to implement requirements and recommendations in facilitating state or other funded pre- kindergarten programs such as federal, local, and philanthropically-funded programs. 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 Program Type Requirements State Funded, Grant Funded OR Federally Funded Program • Enter children into Mississippi Student Information System (MSIS) • Follow Early Learning Standards • Administer the Whole Child Kindergarten Readiness Assessment/Screener (developmental screening) • Administer Literacy/Math Kindergarten Readiness Assessment • Create transition folders for pre-kindergarten children • Participate in early childhood training offered by MDE • Be accredited by the Mississippi Department of Education Other Funded OR Public School Pre-kindergarten Lab School Program • Enter children into Mississippi Student Information System(MSIS) • Follow Early Learning Standards • Administer the Whole Child Kindergarten Readiness Assessment/Screener (developmental screening) • Administer Literacy/Math Kindergarten Readiness Assessment • Create transition folders for pre-kindergarten children • Participate in early childhood training offered by MDE • Be licensed by the Mississippi State Department of Health OR Accredited by the Mississippi Department of Education Facilities or programs claiming exemption shall be required, upon the written request of the licensing agency, to provide documentation of the facts claimed to support the basis for the exemption, which documentation shall be provided within 30 days of the request by the licensing agency and shall be 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 chooses to obtain a license is subject to all provisions of the licensing law and these regulations. (Regulations Governing Licensure of Child Care Facilities, Office of Health Protection, Office of Licensure, Bureau of Child Care Licensure, Mississippi State Department of Health, Effective February 12, 2022, pg. 2.) Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Pre-Kindergarten Philosophy and Goals for Three- and Four-Year-Old Children The early childhood years are a critical time in 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. 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 Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 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 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. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 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 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- old children 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 Section 1 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 1. 2. Required Documentation A birth certificate and immunization record (Form 121 or 122) 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). B. Participation 1. If the pre-kindergarten (three- and/or four-year-old) program is located in a public school setting, the school district decides how students are chosen for enrollment in the program. This process should be included in the district’s School Board approved policies to ensure equitable opportunities for all students. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Section II 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 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 https://mdek12.org/MBC/ for a current listing of the approved curricula and supporting materials including accompanying trade books. Lesson planning documents must reflect Early Learning Standards that are targeted through each lesson and learning center activities that are used throughout the thematic unit. They must also identify differentiated instructional needs for students. 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 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 & Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Bredekamp, 2006). In addition, NAEYC (2007) publications state that learning centers: • Engage students in learning • Promote development of the whole child • 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: • Three required primary centers for each classroom are related to the thematic unit and contain a book/library center, a math/manipulative center, and a creative art center. • Centers offer opportunities to engage in skills that are intentionally aligned with the Mississippi Early Learning Standards, https://www.mdek12.org/sites/default/files/final_infants_through_four-year- old_early_learning_standards_2020.08.21_jg.pdf • Additional integrated learning centers are added to address child interest and support current learning topics so that at least five (5) integrated learning centers are available. • Available space in learning centers is sufficient to accommodate simultaneous use by the number of children enrolled in the classroom while maintaining appropriate numbers of children in each learning center. • Children have access to fiction and non-fiction books and writing materials during learning center time and throughout the day that are appropriate to the child’s developmental state. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children • Worksheets are inappropriate for use at this developmental level, and are not used as part of the curriculum. • Learning centers offer a variety of activities and materials for simultaneous use by children. • Children are able to freely choose the centers they participate in and are uninterrupted during engagement. Children do not visit centers with timed rotations. In addition to the three (3) required primary learning centers identified in this section, additional learning centers may include those from the list below to meet the minimum requirement of five (5) integrated learning centers per classroom. Except for the three (3) primary centers identified previously, the remaining learning centers shall be rotated and changed throughout the year. The following is a list of possible learning centers: • Science/Discovery Center • Oral Language/Phonemic Development Center • Cooking Center • Blocks, Wheel Toys, and Construction Center • Sand and/or Water Center • Woodworking Center • Music Center • Listening Center • Dramatic Play • Creative Writing Center • Social Studies Center • Technology Center • Motor Development Center • Outdoor Centers (Creative Arts, Sand and/or Water, Science/Discovery, Motor Development) b. Space Limitations - If space is limited, some of the centers may be combined. c. Use of Classroom Technology Computers and similar technological devices are only to be used in the classroom as instructional tools. d. Resource Materials Teachers use, at a minimum, the resources developed by the Mississippi Department of Education in curriculum planning such as the Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Mississippi Early Learning Standards for Classrooms Serving Three-Year-Old Children and/or the Mississippi Early Learning Standards for Classrooms Serving Four-Year-Old Children, Developmental Checklists for Infants through Four Year Old Children, Mississippi Beginnings Curriculum | The Mississippi Department of Education and the Developmental Checklist for Three- and Four-Year-Old Students. Programs may also access other resources on the early childhood webpage at https://mdek12.org/earlychildhood. B. Guidelines for Educational Materials 1. Requirement for Equipment and Educational Materials The initial expenditure for any new equipment, instructional materials, and consumable supplies must be adequate to equip a classroom of a maximum capacity of 14 three-year-old or 20 four-year-old children. Classroom teachers should select instructional materials that are most suited for their classrooms and the developmental needs of their students. 2. Requirement for Instructional and Consumable Materials The pre-kindergarten program will replenish the consumable supplies and instructional materials in each classroom at least once per year. 3. Additional information on materials can be found at Pre-Kindergarten Adopted Materials - Mississippi Instructional Materials Matter (msinstructionalmaterials.org) C. Guidelines for Assessment Requirement for Assessment and Screening • A continuous evaluation through a variety of techniques, procedures, and tools is used to determine each child’s needs. Information obtained from ongoing assessments is reflected in lesson plans to address children’s needs collectively, as well as individually. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children • All schools conduct vision and hearing screenings for all pre-kindergarten students within the first 45 calendar days of the beginning of school. The results of these screenings are placed in the student’s cumulative folder. • All physical or developmental screening results are reviewed and all necessary educational or developmental referrals made within 30 calendar days of the initial screening. • Programs shall administer the Whole Child Kindergarten Readiness Assessment/Screener (developmental screening) with pre-kindergarten children as described in the program quality assessment section below. • Programs shall administer the Literacy/Math Kindergarten Readiness Assessment with pre-kindergarten children. • While the Multi-Tiered System of Supports (MTSS) is not required for pre- kindergarten students, districts can develop and utilize their own procedures for determining what intervention services, if any, pre-k students may receive. • It is recommended that students who show deficits on developmental screenings be given an intervention, which may be administered and documented by the classroom teacher. The student can then be given a follow-up screener to determine if the intervention was successful. If the student has not made sufficient progress, an additional intervention may be put in place, or the student may be referred for an evaluation for special education services, if data collected support the suspicion of a disability. Intervention procedures may not be used to delay or deny a student the opportunity for a comprehensive evaluation. When making a referral, districts should follow their Child Find procedures. • Retention for pre-kindergarten students is a district decision. The policy that guides this decision should be included in the family pre-kindergarten handbook. The program could be affected financially if the program is grant- funded based on the student’s age. 1. Recommended Screenings A comprehensive health screening (Early and Periodic Screening, Diagnosis, and Treatment-EPSDT) or a standard physical conducted by a child’s health care provider or health department is recommended for all pre-kindergarten students. EPSDT screenings/standard physicals should be conducted within 45 calendar days of the beginning of school by either a private health care provider of the parents’ choosing, or through school resources such as school nurses, or the local Department of Health. Parents are strongly encouraged to attend screenings Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children conducted at the school. A standard physical form is submitted for all screenings conducted by a private health care provider. A dental screening conducted by a child’s dental care provider or health department is recommended for all pre-kindergarten students. Dental screenings should be conducted within 45 calendar days of the beginning of school by either a private dental health care provider of the parents’ choosing, or through school resources such as the local Department of Health. Parents are strongly encouraged to attend screenings conducted at the school. 2. Requirement for Standardized Testing All four-year-old students participating in grant-funded programs and public pre- kindergarten shall be administered the state approved Literacy/Math Kindergarten Readiness Assessment. Paper and pencil standardized tests are not appropriate measures for three- or four-year-old children. Any technology-based assessment should be administered using touch-based technology devices. If touch-based technology is not available, children should be familiar with the available technology before taking the assessment. 3. Requirement for Individualized Assessments School districts containing pre-kindergarten programs collaborate with Mississippi’s state-recognized birth to three-year-old provider, First Steps, to formulate a plan regarding services. This plan ensures any child currently receiving services continues to receive appropriate services based on the Individualized Family Service Plan (IFSP) or an Individualized Education Plan (IEP), as eligible. Each school district should follow Child Find policies as stated in the Individuals with Disabilities Education Act (IDEA). Children who are determined eligible shall receive services as stated in the child’s IEP. 4. Requirement for Documentation Teachers use observational checklists to measure the child’s progress according to the Mississippi Early Learning Standards for Classrooms Serving Three-Year-Old Children and the Mississippi Early Learning Standards for Classrooms Serving Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Four-Year-Old Children (e.g. curriculum-based, teacher-generated, or MDE developed pre-kindergarten checklists). Each classroom serving four-year-old children must develop a transition folder to follow each child to kindergarten. The folder must contain the following: • End-of-year Whole Child Kindergarten Readiness Assessment/Screener (developmental screening) results • End-of-year Literacy/Math Kindergarten Readiness Assessment Score/Summary Sheet • End-of-year results from other assessments used in the classroom • A school-issued final skills checklist OR a completed Developmental Checklist for Four-Year-Old Students (located here: mdek12.org/earlychildhood/) • A child information sheet containing some or all of the following (a sample sheet is located here: mdek12.org/earlychildhood/): o Child’s name, date of birth, preferred o name, photo, languages spoken o Parents’ names (and/or other adults/ caregivers), address, phone, and preferred o time and way to contact (in accordance with o school policy) o Child’s favorite things (activity, toy, food, color, book, center, etc.) o Child’s play and learning styles o Child’s skills and proficiencies Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children o Child’s areas of growth and what they do not like to do o Child’s personality/temperament traits • Work samples (two or three samples that demonstrate the child’s capabilities) may include: o Free art o Guided art o Writing sample o Photographs of learning center products (e.g. block construction) 5. Recommendation for Letter or Number Grades Pre-kindergarten students should not receive letter or number grades. Any number grades given on a progress report or report card should be a percentage of the standards students are expected to have mastered during a marking period. 6. Program Quality Assessment The Program Quality Assessment guidance policy for grant funded programs is located on the early childhood webpage at https://mdek12.org/earlychildhood/. Other Funded Pre-K Classroom Monitoring Other pre-kindergarten classrooms following the Mississippi Early Learning Guidelines for Classrooms Serving Three-and Four-Year-Old Children must develop an internal procedure for monitoring their pre-kindergarten program. Other funded pre-kindergarten classrooms are monitored utilizing Standard 17.2 when the school district is audited through the Educational Accountability Audit Service Providers (EAASP) with the Office of Accreditation. The Office of Early Childhood Education provides technical assistance to school districts cited in EAASP audits. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Section III ORGANIZATIONAL PROCEDURES AND STAFF A. Organization 1. Requirement for Teacher-Child Ratio The teacher-child ratio for classrooms serving three-year-old children is 1:7 maximum. The teacher-child ratio for classrooms serving four-year-old children is 1:10 maximum. If an assistant teacher is assigned in the pre-kindergarten classroom for the entire day, the teacher-child ratio for classrooms serving three-year-old children does not exceed 2:14 maximum at any time, while the teacher-child ratio for classrooms serving four-year-old children does not exceed 2:20 maximum at any time. Classrooms of mixed three- and four- year-old children follow the Early Learning Guidelines for Classrooms Serving Three-Year- Old Children including the teacher-child ratio. The maximum classroom group size does not exceed 14 children at any time. There are no separate requirements for ratios in special education classrooms. IEP committees should consider the most appropriate placement for each individual student. There are no waivers for teacher-child ratio requirements. 2. Requirement for Length of School Day and Term The length of the full-day school year will be no less than 1,080 instructional hours in no less than a 180-day school year, which results in six hours of instruction per day. The length of the half-day school day will be no less than 540 instructional hours in no less than a 180-day school year, which results in three hours of instruction per day. {Mississippi Code Annotated § 37-13-63 & 67} 3. Requirements for Instructional Day The instructional day includes all aspects of the child’s day (e.g. learning center activities, large and small group activities, individual instruction, and guided physical activity). At a minimum, the instructional day in a full-day program includes 360 instructional minutes (6 hours), 40 minutes of physical activity, 120 minutes of learning centers, and 30 minutes of quiet/rest time. At a minimum, the instructional day in a half-day program includes 180 (3 hours) instructional minutes, 20 minutes of physical activity, 60 minutes of learning centers, Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children and quiet/rest time as appropriate for the children. Additional information on these requirements is in Section II of this document. 4. Requirements for Physical Activity a. Full-Day Program Applies to programs offering six or more hours of instruction per day. Children engage in physical activity for a minimum of 40 minutes, and a maximum of 60 minutes during a full-day program. The minutes assigned to physical activity do not have to occur continuously or consecutively. Weather permitting, physical activity takes place outside. Outdoor play experiences will occur unless a weather advisory is in effect, or the play space is unsafe due to damp or wet conditions. If outdoor play is not possible per one or more of these conditions, teachers provide 40 to 60 minutes of indoor physical activity documented in lesson plans. b. Half-Day Program Applies to programs offering fewer than six hours of instruction per day. Children engage in physical activity for a minimum of 20 minutes, and a maximum of 30 minutes during a half-day program. The minutes assigned to physical activity do not have to take place continuously or consecutively. Outdoor play experiences will occur unless a weather advisory is in effect, or the play space is unsafe due to damp or wet conditions. If outdoor play is not possible per one or more of these conditions, teachers provide 20 to 30 minutes of indoor physical activity documented in lesson plans. 5. Requirement for Quiet Time Children in full-day programs engage in a minimum of 30 minutes and a maximum of 60 minutes of quiet time daily. Children in half-day programs that are less than six (6) hours in length are not required to rest, but are provided quiet time as appropriate. Activities during quiet time may include individual activities, looking at books/reading, listening to books on tape, drawing, or resting, as appropriate for each individual student. 6. Requirement for Nutritional Provision All full-day programs provide a minimum of one meal per day. Meals meet nutritional requirements identified in the USDA National School Breakfast/Lunch Program Guidelines or the USDA Child and Adult Care Food Program (CACFP) Guidelines, whichever is applicable. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 7. SAMPLE Full-Day Pre-Kindergarten Schedule Time Activity Minutes Instructional Time 7:00-7:30 Arrival/Free Choice Centers 30 Minutes Yes 7:30-7:50 Breakfast*/Storytelling 20 Minutes Yes 7:50-8:10 Whole Group Read Aloud 20 Minutes Yes 8:10-8:20 Morning Exercise (Move to Learn) 10 Minutes Yes 8:20-8:55 Extension Class/Teacher Planning (music, library, physical education, computer, art) 35 Minutes Yes 8:55-9:10 Whole Group Intro to Centers 15 Minutes Yes 9:10-10:30 Small Group/Free Choice Centers 80 Minutes Yes 10:30-10:50 Lunch* 20 Minutes Yes 10:50-11:05 Whole Group Math 15 Minutes Yes 11:05-12:05 Small Group/Free Choice Centers 60 Minutes Yes 12:05-12:15 Thinking and Feedback 10 minutes Yes 12:15-12:55 Physical Activity 40 Minutes Yes 12:55-1:40 Quiet Time 45 Minutes Yes 1:40-2:00 Let’s Find Out About It (LFOAI)/Problem Stories /Snack* 20 Minutes Yes 2:00-2:30 Story Acting/Songs, Word Play, and Letters (SWPL)/Closure 30 Minutes Yes 2:30-2:45 Dismissal 15 Minutes No 2:45-3:30 Teacher Planning 45 Minutes No Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Required Minutes Sample Schedule Required Minutes Instructional: 360 Minimum Instructional: 450 Center Time: 120 Minimum Center Time: 170 Quiet Time: 30 Mimimum-60 Maximum Quiet Time: 45 Physical Activity: 40 Minimum-60 Maximum Physical Activity: 50 Songs, Word Play, and Letters (SWPL) 15 Minimum Can be done throughout the day *Meal times for this age group should be a learning time. Promotion of different skills can be learned during meal time such as taking turns, pre-reading and pre-math skills, problem-solving skills, fine motor skills, etc. Teachers will discuss concepts with children that support social and emotional, physical development, speaking and listening, approaches to learning, and science standards. 8. SAMPLE Half-Day Pre-Kindergarten Schedule Time Activity Minutes Instructional Time 7:30-7:55 Breakfast*/Storytelling/Free Choice Centers Yes 7:55-8:15 Read Aloud Yes 8:15-8:35 Physical Activity Yes 8:35-8:45 Intro to Centers Yes 8:45-9:45 Small Group/Free Choice Centers Yes 9:45-10:05 Thinking and Feedback/Snack Yes 10:05-10:35 Extension Class/Teacher Planning (music, library, physical activity, art, computer) Yes Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Time Activity Minutes Instructional Time 10:35-10:55 Whole Group Math/Songs, Word Play, and Letters (SWPL) Yes 10:55-11:35 Small Group/Free Choice Centers Yes 11:35-11:50 Let’s Find Out About It (LFOAI)/Problem Stories Yes 11:50-12:00 Story Acting Yes 12:00 Dismissal Required Minutes Sample Schedule Required Minutes Instructional: 180 Minimum Instructional: 270 Center Time: 60 Minimum Center Time: 100 Quiet Time: As Appropriate Quiet Time: 0 Physical Activity: 20 Minimum-30 Maximum Physical Activity: 20 ***Due to physical education extension Class, physical activity may be more than 20 minutes on certain days Songs, Word Play, and Letters (SWPL) 15 Minimum Can be done throughout the day *Meal times for this age group should be a learning time. Promotion of different skills can be learned during meal time such as taking turns, pre-reading and pre-math skills, problem-solving skills, fine motor skills, etc. Teachers will discuss concepts with children that support social and emotional, physical development, speaking and listening, approaches to learning, and science standards. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children B. Staff 1. Required Certification for Teachers and Assistant Teachers in an Early Learning Collaborative (ELC) Program The Early Learning Collaborative Act of 2013 requires that teachers and assistant teachers in any of the Early Learning Collaborative classrooms be qualified in the following manner: Teacher A teacher shall possess a bachelor’s degree in early childhood education, child development, or an equivalent field. A teacher may also possess a bachelor's degree in any field and have at least twelve (12) credit hours of coursework in early childhood education, child development, or an equivalent field approved by an institution granting a bachelor's degree in early childhood education, child development, or an equivalent field; or have a bachelor's degree in any field and have completed a specialized early childhood training program deemed equivalent by the State Department of Education to twelve (12) hours of approved coursework. *If teachers are in a public-school setting, they will need to also follow the chart below. General Education ELC Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Hold a Standard Educator License (SEL) Pre-K/K (153) License OR Hold a SEL K–3 (116) License or Hold a SEL K–4 (152) License AND Complete twelve (12) early childhood college credit hours* OR Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children License Requirement AND Additional Requirements Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR Complete an early childhood training program* OR Hold a SEL K–6 (120) License AND Complete requirements to add N-1 (150) supplemental endorsement OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR 12 early childhood college credit hours* OR Complete an early childhood training program* *Completion of a Mississippi State Board of Education approved early childhood education training program includes the Child Development Associate (CDA), National Board Early Childhood Certification, Director’s Credential, Montessori Credential, and the MDE’s intensive specialized early childhood training program (122 Pre-K add on endorsement). MDE considers additional state, regional, or nationally approved programs upon request. Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Assistant Teacher An assistant teacher in the Early Learning Collaborative Pre-K program shall possess an associates degree in early childhood education, child development, or an equivalent field; or an associate's degree in any field and a Child Development Associate credential, a Montessori certification, or an equivalent certification; or a high school diploma/GED and verification of WorkKeys and a Child Development Associate credential, a Montessori certification, or an equivalent certification. General Education ELC Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Early Childhood Associate’s Degree OR Associate’s Degree AND 12 early childhood college credit hours* OR Complete an early childhood training program** OR High School Diploma/GED AND Verification of WorkKeys® Scores*** AND 12 early childhood college credit hours* OR Completion of an early childhood training program** *These hours can be included in the Associate’s Degree or 60 College Credit Hours **Completion of an early childhood training program includes the Child Development Associate (CDA), National/State Director’s Credential, Montessori Credential, and the MDE’s intensive specialized early childhood training program. MDE considers additional state, regional, or nationally approved programs upon request. Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. The National Institute for Early Education Research (NIEER) requires assistant teachers to Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children have a CDA or equivalent, at a minimum. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. *** Prior to 2017, assistant teachers would have met WorkKeys® requirements: a Reading for Information score of 4, an Applied Mathematics score of 4, and a Writing or Business Writing score of 3; OR After 2017, assistant teachers must meet the WorkKeys® Silver Level certification: Workplace Document score of 4, an Applied Mathematics score of 4, and a Graphic Literacy score of 4. Child Care & Head Start Program Teaching Staff in Early Learning Collaboratives Classrooms participating in an Early Learning Collaborative shall follow the guidance above for the qualification requirements of teachers (page 1533) and assistant teachers (page 1735). Caveat If an offsite entity manages staff, the staff will also fall under the employing entity’s staff requirement guidance. 2. Required Certification for Teachers and Assistant Teachers in a State Invested Pre-Kindergarten (SIP) Program General Education Teachers General Education teachers in a State Invested Pre-K (SIP) are required to follow one of the pathways listed below. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children General Education Public School Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Hold a SEL Pre-K/K (153) License OR Hold a SEL K-3 (116) License or Hold a SEL K-4 (152) License AND Complete twelve (12) early childhood college credit hours* OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR Complete an early childhood training program* OR Hold a SEL K-6 (120) License AND Complete requirements to add N-1 (150) supplemental endorsement OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR 12 early childhood college credit hours* OR Complete an early childhood training program* *Completion of a Mississippi State Board of Education approved early childhood education training program includes the Child Development Associate (CDA), National Board Early Childhood Certification, Director’s Credential, Montessori Credential, and the MDE’s intensive specialized early childhood training program (122 Pre-K add on endorsement). MDE considers additional state, regional, or nationally approved programs upon request. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. Assistant Teachers General Education and Special Education assistant teachers in a SIP are required to follow one of the pathways listed below. General Education Public School Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Early Childhood Associate’s Degree OR Associate’s Degree OR 60 College Credit Hours AND 12 early childhood college credit hours* OR Completion of an early childhood training program** OR High School Diploma/GED AND Verification of WorkKeys® Scores*** AND 12 early childhood college credit hours* OR Completion of an early childhood training program** Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children *These hours can be included in the Associate’s Degree or 60 College Credit Hours **Completion of an early childhood training program includes the Child Development Associate (CDA), National/State Director’s Credential, Montessori Credential, and the MDE’s intensive specialized early childhood training program. MDE considers additional state, regional, or nationally approved programs upon request. Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. The National Institute for Early Education Research (NIEER) requires assistant teachers to have a CDA or equivalent, at a minimum. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up- to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. *** Prior to 2017, assistant teachers would have met WorkKeys® requirements: a Reading for Information score of 4, an Applied Mathematics score of 4, and a Writing or Business Writing score of 3; OR After 2017, assistant teachers must meet the WorkKeys® Silver Level certification: Workplace Documents score of 4, an Applied Mathematics score of 4, and a Graphic Literacy score of 4. 3. Required Certification for Teachers and Assistant Teachers in a Public School Pre-Kindergarten Program General Education Teachers General Education teachers in a public school Pre-K are required to follow one of the pathways listed below. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children General Education Public School Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Hold a SEL Pre-K/K (153) License OR Hold a SEL K-3 (116) License or Hold a SEL K-4 (152) License AND Complete twelve (12) early childhood college credit hours* OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR Complete an early childhood training program* OR Hold a SEL K-6 (120) License AND Complete requirements to add N-1 (150) supplemental endorsement OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR 12 early childhood college credit hours* OR Complete an early childhood training program* *Completion of a Mississippi State Board of Education approved early childhood education training program includes the Child Development Associate (CDA), National Board Early Childhood Certification, Director’s Credential, Montessori Credential, and the MDE’s intensive specialized early childhood training program (122 Pre-K add on endorsement). MDE considers additional state, regional, or nationally approved programs upon request. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. Special Education Teachers Special Education teachers are required to follow one of the pathways listed below. Special Education Public Schools Pre-Kindergarten Classrooms License Requirement AND Additional Requirements Hold SEL Birth-K Special Education License (211) OR Hold SEL Mild to Moderate Disability K-12 (221) License or Hold SEL Severe Disability K-12 (222) License or Hold SEL Mild to Moderate Disability K-8 (223) License AND 12 early childhood college credit hours* OR Attain a Passing Score on the MSBE Approved Licensure Assessment to add 153 (Pre-K/K) endorsement OR Complete an early childhood training program* *Completion of a Mississippi State Board of Education approved early childhood education training program includes the Child Development Associate (CDA), National Board Early Childhood Certification, Director’s Credential, Montessori Credential, and the MDE’s Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children intensive specialized early childhood training program (122 Pre-K add on endorsement). MDE considers additional state, regional, or nationally approved programs upon request. Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in Mississippi classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Guidelines for Mississippi Educator Licensure K-12 document is located at https://mdek12.org/licensure. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure webpage at https://mdek12.org/licensure/. Assistant Teachers General Education and Special Education Assistant teachers in a public school Pre-K are required to follow one of the pathways listed below. License Requirement AND Additional Requirements Early Childhood Associate’s Degree OR Associate’s Degree OR 60 College Credit Hours AND 12 early childhood college credit hours* OR Complete an early childhood training program** OR High School Diploma/GED AND Verification of WorkKeys® Scores*** AND 12 early childhood college credit hours* OR Complete an early childhood training program** *These hours can be included in the Associate’s Degree or 60 College Credit Hours **Completion of an early childhood training program includes the Child Development Associate (CDA), National/State Director’s Credential, Montessori Credential, and the Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children MDE’s intensive specialized early childhood training program. MDE considers additional state, regional, or nationally approved programs upon request. Entities may submit program component documentation to earlychildhood@mdek12.org for consideration. The National Institute for Early Education Research (NIEER) requires assistant teachers to have a CDA or equivalent, at a minimum. Please note that the completion of a Mississippi State Board of Education approved training program or MDE prescribed twelve (12) hours of coursework only qualifies a prospective early childhood education teacher or early childhood education assistant teacher to serve three- and four-year old children in MS classrooms and does not lead to an endorsement/licensure unless it is explicitly stated and outlined in the official Licensure Guidelines K-12 document. To review the most accurate and up-to-date licensure requirements, please visit the Office of Educator Licensure section of the MDE website. ***Prior to 2017, Teacher Assistants would have met WorkKeys® requirements: a Reading for Information score of 4, an Applied Mathematics score of 4, and a Writing or Business Writing score of 3; OR After 2017, Teacher Assistants need to meet the WorkKeys® Silver Level certification: Workplace Document score of 4, an Applied Mathematics score of 4, and a Graphic Literacy score of 4. The Office of Educator Licensure will continue to oversee the obtainment of endorsements. The Office of Early Childhood will be responsible for any other components of qualification. 4. Requirement for Professional Learning All teaching staff (teachers and assistant teachers) and program administrators complete at least fifteen contact (15) hours of professional learning annually for program instructional staff specific to the education of pre-kindergarten children. Administrators that manage pre-kindergarten teachers shall gain the required hours of professional learning through online or on-site training. This variety of content could include program administration, family engagement, and early childhood instructional content approved or offered by the Mississippi Department of Education and/or Mississippi Department of Health. Please visit the MDE early childhood professional learning webpage for additional resources: www.mdek12.org/Professional-Development. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Section IV FAMILY ENGAGEMENT AND TRANSPORTATION A. GUIDELINES FOR FAMILY ENGAGEMENT Families are viewed as a partner and the child’s first teacher. Teachers provide families with information and resources that could help their children. Families have opportunities to volunteer in the classroom and participate in enrichment opportunities. 1. Requirement for Family Handbook Each pre-kindergarten program develops and distributes a family handbook that addresses the program philosophy, goals and specific information unique to the program (e.g. curriculum, credentials, and assessments.) This information may be included in the district handbook, but should be clearly identified for families. 2. Requirements for Family Communication Teacher/parent conferences are conducted at least three times during the pre- kindergarten year to inform parents or guardians of child’s progress. The first parent conference at the beginning of the year consists of an information gathering session from the parent. Additional winter and spring conferences consist of a progress update to the parent. If documented attempts to meet with parents or other responsible persons fail, telephone conferences can be substituted. Communication is conducted on a regular basis. Communication between school and home could consist of notebooks/folders, newsletters, conferences, emails, and phone calls. 3. Requirements for Volunteer Participation Parents, guardians, and community members are encouraged to participate in various activities such as developing learning games for home or classroom use, sharing information with the class about their work skills or profession, or sharing their talents through conducting music and/or art activities. Volunteers are not in the classroom without a teacher or assistant teacher present and are not used to meet the minimum adult-to-child ratio. Volunteers that serve in a school more than 120 hours per school Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children year participate in an orientation session, sign a confidentiality agreement, and consent to a background check that is conducted by the district. B. TRANSPORTATION 1. Requirement for Transportation All transportation is optional except for children with IEPs. Transportation requirements regarding children with IEPs are determined by the IEP Committee. 2. Requirement for School Bus Safety All pre-kindergarten programs choosing to transport children adhere to Mississippi Code Annotated § 37-41-3. All liability and related expenses are the responsibility of the pre- kindergarten program. The National Highway Transportation Safety Association (NHTSA), Federal Code: 45 CFR 1310.15 (a), requires that all Head Start children, children preschool age or younger ride in Child Safety Restraint Systems (CSRS). Child Safety Restraints include car seats, safety vests or built in child restraints such as seat belts. In addition to the National Highway Transportation Safety Association (NHTSA) Guidelines, the following caregiver ratio should be followed when transporting children. • If five (5) to sixteen (16) pre-kindergarten children are being transported on a bus, one (1) caregiver in addition to the driver should be on the bus. • If seventeen (17) to thirty-two (32) pre-kindergarten children are being transported on a bus, two (2) caregivers in addition to the driver should be on the bus. • Caregivers should be 18 years of age or older and an agency employee. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children Section V PHYSICAL SETTINGS AND OUTSIDE PLAY A. PHYSICAL SETTINGS 1. Guidelines for Existing Structures a. Existing Classrooms i. Requirements for Existing Classrooms 1. The classroom consists of no less than 35 square feet per child. 2. Classrooms with typically developing, or a blend of typically and atypically developing children are a minimum of 600 square feet and free from excess storage that prevents full usage of classroom square footage. 3. Pre-kindergarten classrooms are to be located at ground level. 4. Every closet latch is such that children can open the door from the inside. 5. The maximum distance to an exit from any point in the building does not exceed 150 feet. The maximum distance from the classroom door at the corridor to an exit does not exceed 100 feet. 6. All electrical outlets accessible to children should be a type called “tamper- resistant electrical outlets.” These types of outlets look like standard wall outlets but contain an internal shutter mechanism that prevents children from sticking objects like hairpins, keys, and paperclips into the receptacle. This spring-loaded shutter mechanism only opens when equal pressure is applied to both shutters such as when an electrical plug is inserted. In existing facilities that do not have “tamper-resistant electrical outlets”, outlets should have “safety covers” that are attached to the electrical outlet by a screw or other means to prevent easy removal by a child. “Safety plugs” should not be used since they can be removed from an electrical outlet by children. All newly installed or replaced electrical outlets that are accessible to children should use “tamper-resistant electrical outlets.” In areas where electrical products might come into contact with water, a special type of outlet called Ground Fault Circuit Interrupters (GFCIs) should be installed. A GFCI is designed to trip before a deadly electrical shock can occur. To ensure that GFCIs are functioning correctly, they should be tested Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children at least monthly. GFCIs are also available in a tamper-resistant design. (Source: Caring for Our Children 5.2.4.2, https://nrckids.org/CFOC) 7. The classroom is clean and sanitary in a safe and secure environment. 8. All classrooms are air conditioned. ii. Recommendations for Existing Classrooms 1. Where multiple pre-kindergarten units occur within a school or building, they are grouped adjacent to one another for teacher and child interaction and for optimum use of common facilities. 2. Each pre-kindergarten classroom has a work counter of at least 12 feet with at least one sink. The sink is stainless steel or porcelain, standard with gooseneck fitting on one side and a drinking bubbler on the other. The sink has cold water only. A paper towel dispenser accessible to students and a trash receptacle should be located near the sink. 3. 110-volt wall plugs should be located every 10 feet to 15 feet around the classroom. b. Existing Bathrooms i. Requirements for Existing Bathrooms 1. Classrooms are located no more than 125 feet from a bathroom. 2. Every toilet room door lock is designed to permit opening of the locked door from the outside in an emergency, and the opening device is readily accessible to the staff. 3. For children with disabilities who are not yet toilet trained, a changing table is provided in the bathroom or classroom. 4. All bathrooms are adequately stocked with toilet tissue. 5. No items other than toilet tissue or bathroom supplies are stored in bathrooms. Cleaning supplies may be kept in the bathroom only if out of reach of children. ii. Recommendations for Existing Bathrooms 1. A toilet room in the classroom is available for pre-kindergarten children. 2. Toilet seats in bathrooms are 10 to 13 inches from the floor. 3. Lavatories are 24 inches from the floor. c. Existing Furniture i. Requirements for Existing Furniture 1. Furniture is of an appropriate height for young children. 2. Tables and chairs are provided rather than desks. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 3. At least one small book case or book display shelf is provided per classroom for children to access literature in the classroom. ii. Recommendations for Existing Furniture 1. At least two small bookcases or book display shelves are provided to allow children access to literature in the classroom. 2. A personal area is provided within the classroom for teachers, providing these items do not significantly diminish space for use by children. d. Existing Floors i. Requirements for Existing Floors 1. Each classroom contains a 9 x 12-foot area rug or individual carpet squares, or similar material, to be used for large group meetings. Carpets or similar soft flooring surfaces are properly sanitized annually and replaced as needed. ii. Recommendations for Existing Floors 1. Classroom areas not carpeted are covered with resilient flooring or other easily cleaned material. Roll-type resilient flooring has the advantage of a minimum amount of jointing. e. Building Codes for Existing Structures i. Requirements for Building Codes for Existing Structures 1. All building construction conforms to the Southern Building Codes, the American Disabilities Act, the Life Safety Codes, and to any other city or county building codes. ii. Recommendations for Building Codes for Existing Structures 1. There are no recommendations for building codes. f. Storage and Space in Existing Structures i. Requirements for Storage and Space in Existing Structures: 1. Storage will be provided at the school for teaching and classroom supplies. Storage may not decrease classroom space available to students. Classrooms are organized and clutter is kept to a minimum. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children ii. Recommendations for Storage and Space in Existing Structures 1. Base cabinets are installed below all counters. Doors are attached to some cabinets, while some are left open to serve as shelves. Open cabinet (18 x 24 inches and 24 x 36 inches) will accommodate large paper used for easel painting. 2. Cabinets, 12 inches deep, are installed over the entire counter area for general storage. 3. Open storage units (cubbies) are available for every student. Each unit to be four feet high and two feet wide with coat hanging space at the bottom and a storage area at the top. Coat hooks should be installed 36 inches from the floor. 4. Adequate storage space should be provided. The storage units may include one wall of built-in cabinets or moveable storage sections. Most storage units are accessible to children to facilitate independence and responsibility within the classroom. Storage space, above the reach of the children, is available for use by teachers. 5. Adequate space for display of children's work is provided. Bulletin boards can be located on walls and/or fastened to the backs of cabinets and bookcases. 6. A teacher work area of 180 to 200 square feet is allocated for use by every two to three pre-kindergarten teachers. This area is needed for individual assessment of children, conferencing with parents, making classroom materials, and planning meetings. 2. Guidelines for New Structures a. New Classrooms i. Requirements for New Classrooms 1. The classroom is a minimum of 1,000 square feet. 2. The minimum classroom width is 24 feet, except in pod-type structures. The classroom is free from excess storage that prevents full usage of classroom square footage. 3. Classrooms contain operable lighting with area controls that ensure adequate lighting throughout the room. Switches within reach of the children are located at the doors. Toilet rooms contain lighting fixtures. 4. The maximum distance to an exit from any point in the building does not exceed 150 feet. The maximum distance from the interior classroom door at the corridor to an exit does not exceed 100 feet. Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children 5. Pre-kindergarten classrooms are located at ground level. 6. Every closet latch is such that children can open the door from the inside. 7. All newly installed electrical outlets accessible to children who are not yet developmentally at a kindergarten grade level of learning should be a type called “tamper-resistant electrical outlets.” These types of outlets look like standard wall outlets but contain an internal shutter mechanism that prevents children from sticking objects like hairpins, keys, and paperclips into the receptacle. This spring-loaded shutter mechanism only opens when equal pressure is applied to both shutters such as when an electrical plug is inserted. “Safety plugs” should not be used since they can be removed from an electrical outlet by children. In areas where electrical products might come into contact with water, a special type of outlet called Ground Fault Circuit Interrupters (GFCIs) should be installed. A GFCI is designed to trip before a deadly electrical shock can occur. To ensure that GFCIs are functioning correctly, they should be tested at least monthly. GFCIs are also available in a tamper-resistant design. (