1. Early Education in a Global Community

2. Who Are We Talking About?  1.5 Million Children Under Age 6 in NYS  8.1% of Total Population  Fairly Stable Number Same Percentage of Boys & Girls  21% Living in Households Below Poverty Level  76% in Two Parent Household  5% Living with Grandparents  56% Live in Families Where Both Parents Work Outside Home Source: 2005 American Community Survey, 2007

3. Chart 1. ELLs as Share of 2005-06 NYC Student Population Source: BESIS (ATS) and Official Audited October 31 st Register (DIIT), 2005-2006. There are more than 141,173 current ELLs in New York City schools, or 13.4% of the total student population. N=1,055,986 n=141,173 n=914,813 General Population ELLs

4. A regional breakdown of predominate languages among ELLs shows where home languages other than English are geographically concentrated. Chart 9. Predominate Five Languages Among ELLs in Each Region Source: BESIS (ATS), 2005-06 Region 1 Spanish (90.9%), Bengali (1.2%), French (1.0%), Albanian (1.0%), Niger-Congo (0.6%) Region 2 Spanish (84.7%), Albanian (2.5%), Bengali (2.4%), Arabic (1.7%), French (1.7%) Region 3 Spanish (36.7%), Chinese (22.5%), Korean (8.4%), Bengali (4.3%), Haitian Creole (4.1%) Region 4 Spanish (73.6%), Chinese (7.9%), Bengali (4.6%), Polish (1.9%), Urdu (1.6%) Region 5 Spanish (79.2%), Bengali (6.0%), Punjabi (3.2%), Arabic (1.6%), Chinese (1.6%) Region 6 Spanish (30.9%), Haitian Creole (27.7%), Russian (8.5%), Chinese (7.8%), Urdu (7.1%) Region 7 Spanish (33.0%), Chinese (29.8%), Russian (9.2%), Urdu (6.5%), Arabic (6.0%) Region 8 Spanish (73.9%), Chinese (8.5%), Arabic (4.2%), Bengali (3.8%), Polish (3.1%) Region 9 Spanish (67.5%), Chinese (22.4%), French (1.7%), Bengali (1.4%), Arabic (1.1%) Region 10 Spanish (93.9%), French (1.4%), Arabic (0.6%), Haitian Creole (0.5%), Chinese (0.5%) District 75 Spanish (62.6%), Chinese (5.3%), Haitian Creole (2.3%), Russian (2.1%), Arabic (1.3%) District 79 Spanish (55.5%), Chinese (26.6%), French (4.4%), Haitian Creole (3.4%), Polish (2.5%)

5. What Does The Research Tell Us?  Excellent Early Starts Are Crucial for Childhood Development  Language (Hart and Risley)  Social/Emotional – Self Regulation/Institute of Medicine  Literacy – Shaywitz  Parental Involvement – Henderson and Knapp  Achievement Gap  How children read by end of 1 st grade predicts how they will read at 3 rd grade  If intervention is not provided until age 9 – 75% of children will continue to have difficulty in high school  Phonemic Awareness – Fluency – Comprehension  In Middle School: Low level motivation to read – 100,000/year Average levels of motivation – 1,000,000/year High level of motivation – 50,000,000/year

6. What Does The Research Tell Us?  Longitudinal  Employment  Juvenile Delinquency  Cost Effectiveness  PreKindergarten is Highly Effective  Able to close the GAP - Rochester  Statewide 3 rd, 4 th Grade ELA Tests  Full Day Kindergarten Impacts:  Academic Skills (Dr. DeSiato)  Attendance (NIEER)  Instructional Program (Hough & Bryde)  646/677 Districts Have Full Day Kindergarten

7. 7

8.  Very Diverse  Regulated by Many Agencies  Diverse Funding – Private Pay – Child Care Subsidy – Federal Program – Preschool Special Education – Public Pay What is New York State’s System of Early Childhood in NYS

9. Child Care Subsidies What the Data Show  In New York State in 2004, the primary setting in which chil- dren birth to 2 years received subsidized care was family home care (46 percent); 28 percent of children 2 and under received subsidized care in day care cen- ters, 20 percent in relative care, and just 6 percent in the child’s home (Figure 52).  In New York State in 2004, the primary setting in which children 3 to 5 years received subsidized care was day care centers (53 percent) followed by family home care (28 percent), relative care (14 percent), and 5 percent of children received subsidized care within their own home (Figure 52). Figure 52. Children Under 6 Years in Subsidized Child Care by Setting: NYS, 2004. (Source: National Center for Children in Poverty, 2007) Birth to 2 Years Ages 3 To 5 Years

11.  Starts at Prekindergarten  Highly Qualified Teachers  Curriculum Aligned with Standards  Curriculum Aligned Vertically/Horizontally  Consistent Use of Curriculum  Instructional Materials are High Quality and Consistently Used What Does an Excellent Early Childhood Program Look Like?

12.  Intentional Instruction – 90 minute reading block – Supplemental material – Intervention – 30 minutes plus – Dosage  Classroom Environment  Learning Centers Used Well  Assessments – Ongoing Progress Monitoring  Data Driven  Family Involvement What Does an Excellent Early Childhood Program Look Like?

13.  Knows the Feeder / Supply System  Uses Current Research  Establishes Professional Development  Uses Excellent Materials  Integrates Family Partnerships  Provides Support Services How Does an LEA Create an Infrastructure to Support Early Childhood?

14. Insists on Intentional Instruction Is Data Driven Pays Attention to Dosage / Implementation Uses Excellent Materials Sustains Professional Development / Highly Qualified Staff Builds Administrative Leadership Insists on Family Partnerships Checklist