The Early Learning Success Initiative Michigan State Board of Education September 14, 2010 Bob Sornson, Ph.D. Earlylearningfoundation.com

Early Learning Success Truths 1.The pattern of learning success developed during the first few years of school is the foundation upon which future learning success is built. 2.The early childhood years are the most important learning phase in a child’s lifetime.

The Early Learning Success Initiative Original sites in Northville, MI Wayne RESA model sites SAVE legislation in Michigan encouraged districts to develop model sites of practice Facilitator training (two year process and 12 areas of proficiency) Wayne County model districts (full implementation over a three year period).

Reduction in Rates of Special Education Placements

Reduced Referrals to Special Education Bulman Elementary, Referrals to Instructional Support Referrals to Sp. Ed. (test) Certified Caseload (excluding speech & center based) Special Education Percentage (excluding speech & center based)

Simpson Central Elementary School STAR Early Literacy Assessment (Renaissance Learning Product) Reader DesignationStandard Score RangeWhen Expected Emergent Reader Middle to End Kindergarten Transitional Reader Beginning First Grade Probable Reader By End of First Grade End of year score Average Standard Score in Average Reader Designation Average Standard Score in Average Reader Designation Class A606Emergent684Transitional Class B608Emergent700Transitional Class C632Emergent708Transitional Kindergarten Class Composition Emergent80%32% Transitional16%62% Probable4%7%

Percentages of Reading Level: DRA2 Kindergarten Below Grade Level On Grade Level Above Grade Level First Grade Below Grade Level On Grade Level12138 Above Grade Level385672

Percentages of Reading Level: DRA2 Second Grade Below Grade Level On Grade Level1288 Above Grade Level Third Grade Below Grade Level On Grade Level Above Grade Level383760

Early Learning Success Initiative 1.Build a safe, connected classroom culture 2.Build essential skills (K-3) Identify essential outcomes, considering the development of the whole child Use universal screening, progress monitoring and formative assessment to vigilantly monitor progress toward essential skills Offer responsive instruction, at the student’s instructional level, toward these skills 3. Develop a support team structure to offer supports to teachers and students without waiting for severe deficits to develop

Early Warning! Why Reading by the End of Third Grade Matters Annie E. Casey Foundation, 2010