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It defines stakeholder values, current versus new grade-band ranges, and a required two-outcome 4-step process: read, consider, compare, and decide. The materials include sample boundary, overreach, and comparative wording focused on extending the sequence through Grade 3 while preserving structure and inclusivity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grade-band-workgroup-4-step-process-for-ec-26125a1f/535075/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grade-band-workgroup-4-step-process-for-ec-26125a1f/535075.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the workgroup?","Question",{"text":112,"@type":113},"Determine whether modifications are needed to Early Childhood and Elementary Education Educator preparation standards to change grade bands for the Early Childhood and Elementary Professional Educator Licenses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What values guide the grade-band change?",{"text":117,"@type":113},"The agenda emphasizes a child-centered focus, honoring educator-child-family-community relationships, and inclusive developmentally appropriate pedagogies such as play-based and guided learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the 4-step process work for EC 26.125(a)(1)(F)?",{"text":121,"@type":113},"Teams must produce two outcomes using steps: read the current language, consider whether revision is appropriate, compare potential modifications to the current standard direction to test against the purpose, and decide to keep as written or make a minor adjustment with a rationale.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535075,1791710827,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Grade Band Workgroup-7.21.2026  \n1  \nAgenda  \nI. Introductions  \nII. Purpose of Workgroup  \nIII. 4 Step Process-EC 26.125(a)(1)(F)  \ni. Read  \nii. Consider  \niii. Compare (I & II)  \niv . Decide  \nIV. Your Turn-ELEM 20.120(b)(2)  \nV. Next Steps  \n2  \nIntroductions  \n• Please place your name, institutional or organizational affiliation, and role in the chat .  \n3  \nPurpose of Workgroup  \nDetermine what modifications, if any, are necessary to the Early Childhood and Elementary Education Educator preparation standards to change grade bands for the Early Childhood and Elementary Professional Educator Licenses .  \nThese changes are tied to the following values of stakeholder inclusive of practicing educators, higher education faculty, and advocates:  \n▪ Child-centered focus  \n▪Honoring teacher-child-family-community relationships  \n▪ Inclusive of developmentally appropriate pedagogies, including play-based learning and guided learning  \nCurrent grade bands:  \nEarly Childhood – Birth through Grade 2 Elementary Education – Grade 1 through Grade 6  \nNew grade bands:  \nEarly Childhood – Birth through Grade 3 Elementary Education – Kindergarten through Grade 6  \n4  \n4 Step Process-EC 26.125(a)(1)(F)  \n•Two outcomes only.  \n•Every recommendation ties directly to the purpose grade-band change.  \n1.Read the current language considering the grade-band question.  \n2.Consider if a revision is appropriate  \n3.Compare possible modification against current standard direction, then test considering the purpose of the grade band change  \n4. Decide Keep as Written or Minor Adjustment—with a rationale.  \n5  \nRead-EC 26.125(a)(1)(F)  \nGrade – Band Question  \n• With the endorsement now reaching Grade 3, should the sequence a candidate must recognize extend through Grade 3—where children move from emergent toward increasingly conventional reading and writing?  \nCurrent Language  \n• Recognizes the sequence of stages in language, reading and writing development from birth through Grade 2 …and acknowledges individual differences among children progressing through those stages .  \n6  \nConsider-EC 26.125(a)(1)(F)  \nBoundary Question-Does \"birth through grade 2\" already read as inclusive of Grade 3, or does the fixed boundary need to move?  \nMinimum Change-If standard requires modification, what is the smallest change to accomplish this?  \nOverreach Check-What would take a change too far—into Grade 3 skills or program design?  \nDetermine-Keep as Written, or Minor Adjustment? Draft wording before comparing.  \n7  \nCompare I-EC 26.125(a)(1)(F)  \n• Current Language  \n– ‘…from birth through Grade 2…’  \n• One potential revision  \n– \"…the sequence of stages in language, reading and writing development from birth through Grade 3, including the transition from emergent to increasingly conventional literacy …”  \nThe grade band is extended by one grade and additional clarity on the need to incorporate concepts within a typical range of childhood literacy development is included.  \n8  \nCompare II-EC 26.125(a)(1)(F)  \n• Grade Band Tie – In what ways is the potential revision tied to the purpose of the grade-band expansion?  \n• Structure Preservation – How does the potential revision extend the current structure as opposed to ‘requiring’ the addition of a new standard?  \n• Inclusivity – How might a potential revision ensure individual differences and multilingual learners?  \n• Scope – How does the potential revision avoid listing Grade 3 skills or naming a curriculum, assessment, or course?  \n 9    \nCompare II (continued) -EC 26.125(a)(1)(F)  \nOut-of-Scope Revision  \n\"…from birth through Grade 3, including fluent decoding of multisyllabic words, reading of Grade-3 complex texts, and paragraph writing with text evidence, assessed by a State-approved Grade 3 reading screener administered three times yearly.“  \nWhy it is out of scope:  \n• Turns developmental awareness into a Grade 3 skills list  \n• Embeds an assessment mandate  \n• Would be proposed even if the grade band were","cbCaik7XuX4cqrY5","https://ap.wps.com/l/cbCaik7XuX4cqrY5","pdf",174315,"English","# Agenda\n## Introductions\n## Purpose of Workgroup\n## 4 Step Process-EC 26.125(a)(1)(F)\n## Your Turn-ELEM 20.120(b)(2)\n## Next Steps\n# Purpose of Workgroup\n## Current grade bands\n## New grade bands\n# 4 Step Process details\n## Read-EC 26.125(a)(1)(F)\n## Consider-EC 26.125(a)(1)(F)\n## Compare I-EC 26.125(a)(1)(F)\n## Compare II-EC 26.125(a)(1)(F)\n## Compare II (continued) - EC 26.125(a)(1)(F)","[{\"question\":\"What is the purpose of the workgroup?\",\"answer\":\"Determine whether modifications are needed to Early Childhood and Elementary Education Educator preparation standards to change grade bands for the Early Childhood and Elementary Professional Educator Licenses.\"},{\"question\":\"What values guide the grade-band change?\",\"answer\":\"The agenda emphasizes a child-centered focus, honoring educator-child-family-community relationships, and inclusive developmentally appropriate pedagogies such as play-based and guided learning.\"},{\"question\":\"How does the 4-step process work for EC 26.125(a)(1)(F)?\",\"answer\":\"Teams must produce two outcomes using steps: read the current language, consider whether revision is appropriate, compare potential modifications to the current standard direction to test against the purpose, and decide to keep as written or make a minor adjustment with a rationale.\"}]","Grade Band Workgroup - 4 Step Process for EC 26.125(a)(1)(F) | PDF",1791599677]