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What Public Schools Can Do to Bolster Early Learning September 27, 2011 Planting the Seeds for New Hampshire’s Prosperity Grappone Conference Center Concord,

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Presentation on theme: "What Public Schools Can Do to Bolster Early Learning September 27, 2011 Planting the Seeds for New Hampshire’s Prosperity Grappone Conference Center Concord,"— Presentation transcript:

1 What Public Schools Can Do to Bolster Early Learning September 27, 2011 Planting the Seeds for New Hampshire’s Prosperity Grappone Conference Center Concord, New Hampshire

2 Presentation Partners

3 Early Learning NH www.earlylearningnh.org www.earlylearningnh.org Early Learning NH www.earlylearningnh.org www.earlylearningnh.org Jackie Cowell 226.7900 jcowell@earlylearningnh.org Jackie Cowell 226.7900 jcowell@earlylearningnh.org The Foundations of Healthy Child Development

4 Child development is a critical foundation for community and economic development as capable children are the bedrock of a prosperous and sustainable Granite State.

5 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, and a sustainable society.

6 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) Language Higher Cognitive Function Neural Circuits are Wired in a Bottom-Up Sequence (700 synapses formed per second in the early years)

7 Barriers to Social Mobility Emerge at a Very Young Age 16 mos.24 mos.36 mos. Cumulative Vocabulary (Words) College Educated Parents Welfare Parents Child’s Age (Months) 200 600 1200 Source: Hart & Risley (1995)

8 Foundations of Lifelong Health video http://developingchild.harvard.edu/ library/multimedia/inbrief_series/

9 New Hampshire Department of Health and Human Services Child Development Bureau www.dhhs.state.nh.us/dcyf/cdb/index.htm Dr. Ellen Wheatley www.dhhs.state.nh.us/dcyf/cdb/index.htm 271.8153 ewheatley@dhhs.state.nh.us Child Development Bureau www.dhhs.state.nh.us/dcyf/cdb/index.htm Dr. Ellen Wheatley www.dhhs.state.nh.us/dcyf/cdb/index.htm 271.8153 ewheatley@dhhs.state.nh.us Proven and Effective Early Childhood Education

10 Effective Early Childhood Programs What works and how public schools can partner with early childhood programs in their communities

11 Effectiveness Factors for Early Education Programs for Children From Birth to Age 5  Language-rich environment  Warm and responsive adult-child interactions  Qualified and stable workforce  Small group sizes and high adult-child ratios  Developmentally appropriate, intentional curricula  Safe and regulated physical setting

12 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

13 What do high quality early childhood programs have that get children ready for school?  A language-rich environment that includes a reading curriculum  Play-based exploration and activities to engage in learning and problem solving skills  Warm and responsive adult-child interactions that model social skills and enhance self-regulation  A qualified and stable workforce

14 What do high quality early childhood programs have that get children ready for school?  Small group sizes and high adult-child ratios to enable a language-rich environment  Developmentally appropriate, intentional curricula that support early literacy, writing and numeracy  A safe and regulated physical setting that supports learning inside and outside the classroom

15 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

16 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

17 Bridgewater-Hebron Village School Bridgewater, NH www. bhvs.sau4.org www. bhvs.sau4.org Bridgewater-Hebron Village School Bridgewater, NH www. bhvs.sau4.org www. bhvs.sau4.org Valerie Kehoe, Ed.D. Reading Specialist 744-6969 vkehoe@sau4.org Valerie Kehoe, Ed.D. Reading Specialist 744-6969 vkehoe@sau4.org Panel of Experts on Successful Efforts to Bolster Early Learning

18 PRE-KINDERGARTEN SUMMER SCHOOL Bridgewater-Hebron Village School Valerie Kehoe, Ed.D. vkehoe@sau4.org 603-744-6969

19 Intervene Early  Pre-Kindergarten literacy screening  Invite students who scored below the 49 th 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

20 Impact of a Pre-K Summer School Student Attendance: Being Present Matters Student #Days PresentDays Absent 7123 8132 10150 1296 14123

21 Student #Pretest Literacy Score (#points/100) May 2011 Posttest Literacy Score (#points/100) July 2011 526 Accepted invitation to Pre-K Summer School, however, did not attend. 71144 82562 104042 Student #10 replaced Student #5. 128 142237 A score of 30 on the literacy screening and 60 on the math screening would place a student between the 49 th -51 st percentile upon entering kindergarten (Fielding, Kerr & Rosier, 2007). Pretest-Posttest Results of Pre-Kindergarten Summer School Students

22 Fall DIBELS Next Data Student # Pretest Literacy Score (# points/100) May 2011 Pretest Literacy Score (# points/100) July 2011 Fall Benchmark DIBELS Next September 2011 FSF Goal = 10 Pre-K Attendance Present/Absent 526 # 5 did not attendFSF: 12 / LNF 4NA 71144 FSF: 1 / LNF 1112 / 3 82562 FSF: 12 / LNF2013 / 2 104042 Student #10 replaced Student # 5. FSF: 24 / LNF 715 / 0 128 FSF: 0 / LNF 19 / 6 *142237 FSF: 6 / LNF 1812 / 3

23 Questions…… Questions or Comments Thank You!

24 New Hampshire Department of Health and Human Services Maternal and Child Health Section http://www.dhhs.state.nh.us/dphs/bchs/mch/index.htm Audrey Knight, R.N., M.S.N. 271.4356 aknight@dhhs.state.nh.us Maternal and Child Health Section http://www.dhhs.state.nh.us/dphs/bchs/mch/index.htm Audrey Knight, R.N., M.S.N. 271.4356 aknight@dhhs.state.nh.us

25 New Hampshire State Parent Information Resource Center www.nhpirc.org www.nhpirc.org New Hampshire State Parent Information Resource Center www.nhpirc.org www.nhpirc.org Karen Gerdts 848.5667 kgerdts@nhpirc.org Karen Gerdts 848.5667 kgerdts@nhpirc.org

26 READY, HERE I COME! Gross Motor & Fine Motor Skills, Visual Discrimination, Memory, Early Math, Social Skills, Health, & Language Development,, Early Reading & Writing, Using Books, Reading Aloud and more! Two Training Opportunities Kindergarten Readiness Kindergarten Readiness Language & Literacy Karen Gerdts at kgerdts@nhpirc.org PH 603-848-5667) www.nhpirc.org/PIRC_KReadiness_Brochure.pdfkgerdts@nhpirc.org

27 SAU 20 www.sau20.org www.sau20.org SAU 20 www.sau20.org www.sau20.org Paul Bousquet Superintendent of Schools SAU 20, Gorham, NH 466-3632 paul.bousquet@sau20.org Paul Bousquet Superintendent of Schools SAU 20, Gorham, NH 466-3632 paul.bousquet@sau20.org

28 Spark NH www.sparknh.org www.sparknh.org Spark NH www.sparknh.org www.sparknh.org Laura Milliken 226.7900 lmilliken@sparknh.org Laura Milliken 226.7900 lmilliken@sparknh.org

29

30 New Hampshire Department of Education www.education.nh.gov/ www.education.nh.gov/ New Hampshire Department of Education www.education.nh.gov/ www.education.nh.gov/ Office of Early Childhood Education Patty Ewen 271.3841 Patricia.Ewen@doe.nh.gov Office of Early Childhood Education Patty Ewen 271.3841 Patricia.Ewen@doe.nh.gov

31 TS 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/

32 AEPSi 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/

33 sparknh.org Resources and Questions and Answers

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