what public schools can do to bolster early learning september 27, 2011 planting the seeds for new...
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What Public Schools Can DoWhat Public Schools Can Doto Bolster Early Learningto Bolster Early LearningSeptember 27, 2011
Planting the Seeds for
New Hampshire’s Prosperity
Grappone Conference CenterConcord, New Hampshire
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Presentation Presentation Partners Partners
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Early Learning NH www.earlylearningnh.org
Early Learning NH www.earlylearningnh.org
Jackie Cowell226.7900
Jackie Cowell226.7900
The Foundations of Healthy Child Development
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Child development is a
critical foundation for
community and economic
development as capable
children are the bedrock
of a prosperous and
sustainable Granite State.
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Decades of Science from Many Disciplines
All Point to the Same Conclusion
The healthy development of children provides a strong foundation for healthy and competent adulthood, responsible citizenship, economic productivity, strong communities, anda sustainable society.
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Source: C.A. Nelson (2000)
FIRST FIVE YEARS
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Months Years
Sensory Pathways(Vision, Hearing)
LanguageHigher Cognitive Function
NeuralNeural Circuits are Wired in a Circuits are Wired in a Bottom-Up SequenceBottom-Up Sequence
(700 synapses formed per second in the early years)
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Barriers to Social Mobility Emerge Barriers to Social Mobility Emerge at a Very Young Ageat a Very Young Age
16 mos. 24 mos. 36 mos.
Cu
mu
lati
ve V
ocab
ula
ry (
Word
s)
College Educated Parents
Welfare Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995)
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Foundations of Lifelong Health video
http://developingchild.harvard.edu/library/multimedia/inbrief_series/
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New Hampshire Department of Health and Human Services
New Hampshire Department of Health and Human Services
Child Development Bureauwww.dhhs.state.nh.us/dcyf/cdb/index.htm
Dr. Ellen Wheatley 271.8153
Child Development Bureauwww.dhhs.state.nh.us/dcyf/cdb/index.htm
Dr. Ellen Wheatley 271.8153
Proven and Effective Early Childhood Education
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Effective Early Childhood Programs
What works and how public schools can partner with early childhood programs in
their communities
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Effectiveness Factors for Early Education Effectiveness Factors for Early Education Programs for Children From Birth to Age 5Programs for Children From Birth to Age 5
Language-rich environmentLanguage-rich environment
Warm and responsive adult-child interactionsWarm and responsive adult-child interactions
Qualified and stable workforceQualified and stable workforce
Small group sizes and high adult-child ratiosSmall group sizes and high adult-child ratios
Developmentally appropriate, intentional curriculaDevelopmentally appropriate, intentional curricula
Safe and regulated physical settingSafe and regulated physical setting
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What do you want for your children or grandchildren?
• An early childhood program that provides high quality, highly effective early education and care
• An early childhood program that develops and maintains a strong connection between the program and the public school
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What do high quality early childhood programs have that get children ready for
school?
A language-rich environment that includes a A language-rich environment that includes a reading curriculum reading curriculum
Play-based exploration and activities to Play-based exploration and activities to engage in learning and problem solving engage in learning and problem solving skillsskills
Warm and responsive adult-child Warm and responsive adult-child interactions that model social skills and interactions that model social skills and enhance self-regulationenhance self-regulation
A qualified and stable workforce A qualified and stable workforce
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What do high quality early childhood programs have that get children ready for school?
Small group sizes and high adult-child ratios Small group sizes and high adult-child ratios to enable a language-rich environmentto enable a language-rich environment
Developmentally appropriate, intentional Developmentally appropriate, intentional curricula that support early literacy, writing curricula that support early literacy, writing and numeracyand numeracy
A safe and regulated physical setting that A safe and regulated physical setting that supports learning inside and outside the supports learning inside and outside the classroomclassroom
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What does a strong early childhood program/public school
relationship look like?
• There are several successful models, for example:– In the fall, public school teachers visit the early
childhood program to meet teachers and children, and to share resources
– In the spring, early childhood teachers visit the public school to share information about the children
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How do we decide what we are going to share?
• Of course, this is a sensitive issue on both sides:– One side has developed a portfolio several inches thick – One side has 20 children per class coming from a variety of
settings and circumstances
• Early childhood programs and public schools can develop standards for shared information, for example:– PALS (Phonological Awareness Literacy Screening)– Writing sample– Art sample
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Bridgewater-Hebron Village SchoolBridgewater, NH
www. bhvs.sau4.org
Bridgewater-Hebron Village SchoolBridgewater, NH
www. bhvs.sau4.org
Valerie Kehoe, Ed.D. Reading Specialist
Valerie Kehoe, Ed.D. Reading Specialist
Panel of Experts on Successful Efforts toBolster Early Learning
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PRE-KINDERGARTEN SUMMER SCHOOL
Bridgewater-Hebron Village SchoolValerie Kehoe, Ed.D.
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Intervene Early
Pre-Kindergarten literacy screening
Invite students who scored below the 49th percentile to a Pre-Kindergarten Summer School funded in part with a $2,100.00 literacy mini-grant from the NH DOE, Office of Early Childhood Education Literacy Program
Provide a literacy-rich summer school experience combined with direct instruction
Engagement with parents
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Impact of a Pre-K Summer School
Student Attendance: Being Present Matters
Student # Days Present Days Absent
7 12 3
8 13 2
10 15 0
12 9 6
14 12 3
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Student # PretestLiteracy Score (#points/100)
May 2011
PosttestLiteracy Score (#points/100)
July 2011
5 26 Accepted invitation to Pre-K Summer School, however, did not attend.
7 11 44
8 25 62
10 40 42Student #10 replaced Student #5.
12 8 12
14 22 37
A score of 30 on the literacy screening and 60 on the math screening would place a student between the 49th -51st percentile upon entering kindergarten (Fielding, Kerr & Rosier, 2007).
Pretest-Posttest Results of Pre-Kindergarten Summer School Students
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Fall DIBELS Next Data
Student #
PretestLiteracy Score (# points/100)
May 2011
PretestLiteracy Score (# points/100)
July 2011
Fall BenchmarkDIBELS Next
September 2011
FSF Goal = 10
Pre-KAttendance
Present/Absent
5 26 # 5 did not attend FSF: 12 / LNF 4 NA
7 11 44 FSF: 1 / LNF 11 12 / 3
8 25 62 FSF: 12 / LNF20 13 / 2
10 40 42Student #10 replaced
Student # 5.
FSF: 24 / LNF 7 15 / 0
12 8 12 FSF: 0 / LNF 1 9 / 6
*14 22 37 FSF: 6 / LNF 18 12 / 3
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Questions……
• Questions or Comments
• Thank You!
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New Hampshire Department of Health and Human Services
New Hampshire Department of Health and Human Services
Maternal and Child Health Sectionhttp://www.dhhs.state.nh.us/dphs/bchs/mch/index.htm
Audrey Knight, R.N., M.S.N.271.4356
Maternal and Child Health Sectionhttp://www.dhhs.state.nh.us/dphs/bchs/mch/index.htm
Audrey Knight, R.N., M.S.N.271.4356
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New Hampshire State Parent Information Resource Center
www.nhpirc.org
New Hampshire State Parent Information Resource Center
www.nhpirc.org
Karen Gerdts 848.5667
Karen Gerdts 848.5667
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Two Training Opportunities•Kindergarten Readiness•Kindergarten Readiness Language & Literacy
Karen Gerdts at [email protected] PH 603-848-5667) www.nhpirc.org/PIRC_KReadiness_Brochure.pdf
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SAU 20 www.sau20.org
SAU 20 www.sau20.org
Paul BousquetSuperintendent of Schools
SAU 20, Gorham, NH466-3632
Paul BousquetSuperintendent of Schools
SAU 20, Gorham, NH466-3632
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Spark NH www.sparknh.org
Spark NH www.sparknh.org
Laura Milliken226.7900
Laura Milliken226.7900
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New Hampshire Department of Education
www.education.nh.gov/
New Hampshire Department of Education
www.education.nh.gov/
Office of Early Childhood Education Patty Ewen
Office of Early Childhood Education Patty Ewen
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TS GoldTS Gold
• Teaching Strategies Gold• Formerly known as Creative Curriculum• Same great publisher and curriculum + K• Tied to an assessment system for typical and
atypical children• http://www.teachingstrategies.com/
• Teaching Strategies Gold• Formerly known as Creative Curriculum• Same great publisher and curriculum + K• Tied to an assessment system for typical and
atypical children• http://www.teachingstrategies.com/
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AEPSiAEPSi
• Assessment, Evaluation, and Programming System for Infants and Children – interactive
• Developed for atypical children, expanded to typical children + K
• Highest accountability for incremental growth• http://www.aepsinteractive.com/
• Assessment, Evaluation, and Programming System for Infants and Children – interactive
• Developed for atypical children, expanded to typical children + K
• Highest accountability for incremental growth• http://www.aepsinteractive.com/
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sparknh.org
Resources and Questions and Answers