Recommended PreK4 curriculum for Somerset County Public Schools due for final vote – Bay to Bay News
Recommended PreK4 curriculum for Somerset County Public Schools due for final vote Bay to Bay News
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Three Cheers for Pre-K: A Sustainable Development Goals (SDGs) Aligned Pre-Kindergarten Curriculum
WESTOVER — Karen Karten, supervisor of Early Childhood Education, recommends the Somerset County Board of Education adopt Three Cheers for Pre-K as the new pre-kindergarten curriculum to start this fall.
Since January, preK4 teachers at Woodson, Princess Anne and Deal Island elementary schools have been using one of the three proposed curriculums — Three Cheers for Pre-K published by Savvas Learning Company, Connect4Learning published by Kaplan Early Learning Company and Frog Street published by a company of the same name and currently used by preK3 students.
Aligning with Sustainable Development Goals (SDGs)
- Goal 4: Quality Education
- Goal 5: Gender Equality
- Goal 10: Reduced Inequalities
“What we were looking for was a curriculum that aligned with all our early learning standards,” Ms. Karten said. Something comprehensive and “really strong” with early childhood literacy, math and was “friendly” for teachers and families.
Teachers completed a rubric and rated the curriculums based on several factors. Out of a maximum of 300 points Three Cheers totaled 281 with Frog Street second with 250 and C4L third at 235.
Ms. Karten said Three Cheers offered a script that a novice teacher could use but had flexibility for more depth when used by an experienced teacher.
“And it had an amazing parent component,” she said, with online games and books, which parents could access “in just about any language you could come up with,” which is important in a system that has students from families where English is not their first language.
Ms. Karten said math scored the lowest compared to the other choices, but she learned from the vendor that there was more material that was not accessed during the two-month pilot. This will be addressed during professional development over the summer if Three Cheers is chosen, she said.
Board of Education Decision
- The Board of Education last month moved through first reader her recommendation, with member Allen Ford absent.
- The package cost is $43,000 for a six-year license.
- The board’s second reader vote will be during the 6 p.m. meeting Thursday, May 16.
Ms. Karten said Somerset County was second in the state with the Kindergarten Readiness Assessment, “so it’s so important to get a comprehensive curriculum.” “We want to be number one next year.”
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education | Not mentioned in the article |
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | Not mentioned in the article |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Not mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The SDGs that are connected to the issues highlighted in the article are SDG 4: Quality Education and SDG 10: Reduced Inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
The specific target under SDG 4: Quality Education that can be identified based on the article’s content is Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
There are no specific targets mentioned in the article that can be identified under SDG 10: Reduced Inequalities.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No indicators are mentioned or implied in the article that can be used to measure progress towards the identified target under SDG 4: Quality Education.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education | Not mentioned in the article |
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | Not mentioned in the article |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Not mentioned in the article |
Copyright: Dive into this article, curated with care by SDG Investors Inc. Our advanced AI technology searches through vast amounts of data to spotlight how we are all moving forward with the Sustainable Development Goals. While we own the rights to this content, we invite you to share it to help spread knowledge and spark action on the SDGs.
Fuente: baytobaynews.com
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