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The Pennsylvania Quality Assurance System (PQAS) maintains a registry of approved Professional Development Instructors and Technical Assistance Consultants/Coaches to help ensure that professional development activities and technical assistance meet quality standards.
Pennsylvania's social emotional learning standards explicitly ask students to be able to develop problem-solving skills that are rooted in empathy and respect. A comprehensive tier 1 SEL support like Move This World helps schools build consistency and alignment across skills.
The participating states are California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania, Tennessee, and Washington.
Although often used interchangeably, character education and SEL are not the same. Knowing the similarities and distinctions helps us to be more careful, reflective, and deliberate implementers of evidence-based practices that align to our goals, vision, and mission.
Standards as \u201ca set of expectations, guidelines, or developmental milestones that: \u25a0 Describe what all children from birth to kindergarten entry should know and be able to do and their.
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This document identifies and articulates the characteristics of five Key Elements that are fundamental to achieving high-quality experiences and strong outcomes for preschool children: the learning environment, daily routine, adult-child relationships, teaching practices, and family engagement.
Every state has comprehensive, free-standing standards for SEL with developmental benchmarks in preschool, however, just eight states have standards for SEL development for early elementary students and eight more expand their standards to K-12 grades.
A child must be 5 years old on or before September 1st of the year they wish to enroll in Kindergarten.
The Pennsylvania Learning Standards for Early Childhood are a critical piece for assisting teachers in designing classrooms that meet the developmental needs of children to help them succeed in school.
The standards promote the understanding of early learning and development, provide a comprehensive and coherent set of early childhood educational expectations for children's development and learning, and guide the design and implementation of curriculum, assessment and instructional practices with young children.

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