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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
Presentation Presentation Partners Partners
Early Learning NH www.earlylearningnh.org
Early Learning NH www.earlylearningnh.org
Jackie Cowell226.7900
jcowell@earlylearningnh.org
Jackie Cowell226.7900
jcowell@earlylearningnh.org
The Foundations of Healthy Child Development
Child development is a
critical foundation for
community and economic
development as capable
children are the bedrock
of a prosperous and
sustainable Granite State.
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.
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)
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)
Foundations of Lifelong Health video
http://developingchild.harvard.edu/library/multimedia/inbrief_series/
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
ewheatley@dhhs.state.nh.us
Child Development Bureauwww.dhhs.state.nh.us/dcyf/cdb/index.htm
Dr. Ellen Wheatley 271.8153
ewheatley@dhhs.state.nh.us
Proven and Effective Early Childhood Education
Effective Early Childhood Programs
What works and how public schools can partner with early childhood programs in
their communities
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
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
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
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
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
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
Bridgewater-Hebron Village SchoolBridgewater, NH
www. bhvs.sau4.org
Bridgewater-Hebron Village SchoolBridgewater, NH
www. bhvs.sau4.org
Valerie Kehoe, Ed.D. Reading Specialist
744-6969vkehoe@sau4.org
Valerie Kehoe, Ed.D. Reading Specialist
744-6969vkehoe@sau4.org
Panel of Experts on Successful Efforts toBolster Early Learning
PRE-KINDERGARTEN SUMMER SCHOOL
Bridgewater-Hebron Village SchoolValerie Kehoe, Ed.D.
vkehoe@sau4.org603-744-6969
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
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
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
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
Questions……
• Questions or Comments
• Thank You!
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
aknight@dhhs.state.nh.us
Maternal and Child Health Sectionhttp://www.dhhs.state.nh.us/dphs/bchs/mch/index.htm
Audrey Knight, R.N., M.S.N.271.4356
aknight@dhhs.state.nh.us
New Hampshire State Parent Information Resource Center
www.nhpirc.org
New Hampshire State Parent Information Resource Center
www.nhpirc.org
Karen Gerdts 848.5667
kgerdts@nhpirc.org
Karen Gerdts 848.5667
kgerdts@nhpirc.org
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.pdf
SAU 20 www.sau20.org
SAU 20 www.sau20.org
Paul BousquetSuperintendent of Schools
SAU 20, Gorham, NH466-3632
paul.bousquet@sau20.org
Paul BousquetSuperintendent of Schools
SAU 20, Gorham, NH466-3632
paul.bousquet@sau20.org
Spark NH www.sparknh.org
Spark NH www.sparknh.org
Laura Milliken226.7900
lmilliken@sparknh.org
Laura Milliken226.7900
lmilliken@sparknh.org
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
271.3841Patricia.Ewen@doe.nh.gov
Office of Early Childhood Education Patty Ewen
271.3841Patricia.Ewen@doe.nh.gov
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/
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/
sparknh.org
Resources and Questions and Answers
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