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The Expanded MandateThe Expanded Mandate::
Early Learning and District Literacy Early Learning and District Literacy PlansPlans
A workshop for BC School TrusteesA workshop for BC School Trustees
February 26, 2009February 26, 2009
ByBy
Jacquie TaylorJacquie Taylor
SuperintendentSuperintendent
Ministry of EducationMinistry of Education
• To review the mandate of Boards of Education in relation to Early Learning and District Literacy Planning
• To share progress in these areas
• To provide an opportunity for trustees to share insights and information related to the expanded mandate
• Some presentation of information (some of this may be ‘old news’ to those who have been trustees for a number of years)
• An opportunity for you to dialogue with colleagues regarding the successes and challenges in your districts
• Ministry of Education takes the lead role for Literacy and Early Learning. Public Library Branch also joins the Ministry of Education
• Change of title from ‘School Board’ to Board of Board of EducationEducation
• Boards are to work with the community to develop and submit a District Literacy PlanDistrict Literacy Plan by July 15th each year.
• Early Learning programsEarly Learning programs are offered for students less than ‘school age’ and requires the child to be accompanied by a parent or caregiver
Around the world, literacy means the ability to Around the world, literacy means the ability to understand and use printed information in understand and use printed information in daily activities, at home, at work and in the daily activities, at home, at work and in the community – in essence, reading. community – in essence, reading.
ReadNow BCReadNow BC is a government action plan that is a government action plan that promotes literacy programs and resources to promotes literacy programs and resources to help all British Columbians improve their help all British Columbians improve their reading skills. reading skills.
www.readnowbc.cawww.readnowbc.ca
Literacy Action Plan has 4 pillars:
• Early LearnersEarly Learners
• School Age LearnersSchool Age Learners
• Adult LearnersAdult Learners
• Aboriginal LearnersAboriginal Learners
Include a number of Ministries such as:• Education (Lead Role)• Advanced Education and Labour Market Development• Aboriginal Relations and Reconciliation• Attorney General• Employment and Income AssistanceAs well as 3 external partners:• Literacy Now• Literacy BC• First Nations Education Steering Committee
District Literacy Plans…District Literacy Plans…
Were introduced in the fall of 2007
• 10 school districts were asked to take a lead role in this planning and submit plans by Dec. 2007.
• A provincial session was held in January 2008 to help all school districts understand the concept of District Literacy Plans
What is the District Literacy PlanDistrict Literacy Plan?
• A statement of commitment by a school district to work with community partners
• A way to support all members of a community
• A community-wide process that includes the school district as one of many partners
• A way to build on what has already been developed and identify each partner’s contribution
Why?
• We have a common goal: to increase literacy ability
• Address literacy in deep, meaningful and joined-up ways
• Collective understanding increases
• More possibility for change and growth
• Mobilize community resources
How?
• Work with the Community Literacy Community Literacy Planning Process Planning Process (coordinated through Literacy Now)
• Engage broad-based community contribution
• Know about the ability of community groups and organizations to implement actions
• Build working relationships
District Literacy Plan: Shared AccountabilitiesShared Accountabilities
• Boards of Education are responsible to submit a plan
• Each organization is accountable for the delivery of programs for which it is responsible
• Literacy Outreach Coordinator (Community Literacy Coordinator) plays in role in helping to know if we are making a difference
• Investments over the past few years have created the foundation for a literacy infrastructure in BC that links community literacy work more closely to school districts, to colleges, to provincial non-government organizations, to provincial government departments.
• This joined-up infrastructure is a huge resource moving forward on literacy goals in this province.
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Ministry of Advanced Education
2010 Legacies
Now
Moving Forward we are:
• clarifying the roles of players • identifying and stabilizing
resources
• Learning about the relationships of mutual support that link together the players
In order to:
• Assist with the requirements of the Board of Education
• Engage broad-based community contribution
• Know about the ability of community groups and organizations to implement actions
• Build working relationships
• Honor and build on the work that has been done
Literacy Outreach Coordinator role(operate within the school district boundaries)
• Know about and connect local services
• Build/maintain relationships and partnership for program development
• Mobilize community resources
• Attend various community meetings
• Provide workshops and create public awareness
• Support program implementation
• Provide information to boards of education about progress of planning/implementation in the community
• Support district literacy planning, review, and implementation
• Assist with monitoring and assessment of learners
Regional Literacy Coordinator Role(operate within the post-secondary region)
Regional Literacy Coordinators work strategically with a variety of partners to:
– Support regional literacy networks
– Provide strategic direction
– Build capacity of service providers
– Raise community awareness of literacy as a vital social and economic issue
– Work with practitioners to develop learner pathways and appropriate assessment methods
– Compile regional profiles and strategies
– Work with community, regional and provincial partners to ensure adult learners have access to literacy programs appropriate to their needs
• There is a continuum of progress in school districts and in communities
• District Plans look quite different from one another and should
• There is a sincere attempt to represent the work that is going on – honest dialogue about where planning and literacy work is at
District Literacy Plans:District Literacy Plans:Observations in the First YearObservations in the First Year
• Takes time – over time • The need for the K-12 system and community to
work together
• The DLP is a strong place to have conversations about viabilities
• More resources are required to assist with the actual doing of literacy work
What We’ve LearnedWhat We’ve Learned:
One District’s Experience…
Another example from VancouverVancouver
Vancouver has 2 of 23 neighbourhoods currently engaged in the Community Literacy Planning process.
• Renfrew-Collingwood• Mount PleasantThe role of the VSB Literacy Plan facilitator has
been one of liaising and communicating between the Community Literacy Planning in each of the two neighbourhoods and with the Literacy SupportCommittee.
Three major themes came from the visioning consultations:Programs need to be accessible, sufficient, and
sustainable.As a community, they have set a vision, mission, and
identified values.Their strategies include:• Knowing the neighbourhood• Connecting residents• Connecting service providers• Expanding Capacity• Developing Programs
“My experience of the Literacy Now initiative, as it has unfolded in Campbell River, is one of hope, anticipation and relief. Hope that together we can make a positive impact on the health of our community in regard not only to literacy levels but, through the literacy lens; really improve the well being of our community as a whole. Anticipation of how the process will unfold. And relief that we finally have a catalyst that has brought us together to embark on this journey of collaboration, of shared energy and insights, and mutual commitment to a vision that feeds the variety of roles we play as individuals in our community. Yippee! The process itself feels like a healthy community”
Joyce McMann. The Family Place
Coordinator
• As a school trustee, what do you know about the District Literacy/Community Literacy planning process in your area?
• What successes are you experiencing?
• What challenges do you have?
• What questions do you have?
Please choose a ‘recorder’ and a ‘reporter’ for your group.
What is Early Learning?What is Early Learning?
• The emerging and expanding of young children’s physical, intellectual, emotional, social, and creative capacities
• The foundation for lifelong learning
• The basis for individual, social, economic, and environmental well-being
• Can take place in a multitude of settings
• Supported by both families and communities
Windows of OpportunityWindows of Opportunity
As a Child's Brain Matures
0 1 2 3 4 5 6 7 8 9 10
Instrumental Music
Math/Logic
Spoken Language
Vocabulary
Emotional Control
Motor Development
Age in Years
Importance of Play
• Early learning takes place through play
• Recognized by the UN as a specific right
• Find joy and fulfillment through play
• Express, explore, combine, and extend, and invent
• Brings together everything children learn
• Represent and make sense of their world
StrongStart BC Early Learning Centres
StrongStart BC Evaluation
Were the 12 StrongStart BC pilots a success?
• Yes. The research team concluded that many young children and their families in the 12 pilot sites are being well served by this drop-in program in schools.”
• StrongStart BC is highly valued by those who attend. It is serving the
needs of many young families. • The data describe effective ECE Facilitators modelling skills that
enhance child development. • Parents and children learn to work together in a play-based
environment. Families transfer skills and knowledge from the classroom to their home.
What parents like about
StrongStart BC
StrongStart BC Evaluation: Written responses to parent questionnaire
• “In one month, I have seen amazing progress, and I am learning too as a parent.”
• “We are new Canadians; this is a different culture; we are learning about sharing, playing, eating and etiquette.”
• “Coming here to StrongStart makes me a better parent.”• “At home, I am not so patient. Being at StrongStart brings
the best of me to my children.”• “I used to be really shy when I came into the school; now I
say “hi” to the secretary and “hi” to the principal.”• “I have lived in this community for five years without a
friend. I found my friend at StrongStart, and even our husbands are friends and so are our children.”
StrongStart BC Evaluation: Benefits to the children as identified by parents in focus groups and interviews
Communication literacy and learning development
• Increased attention span• Activities that are not available at home,
especially messy ones• Opportunities for fine motor skills activities• Learning to be in a structured program• Learning the English language• The ability to listen and cooperate in a group• The arts – movement, singing, painting
StrongStart BC Evaluation: Benefits to the children as identified by parents in focus groups and interviews
cont’d
Social and Emotional development• A positive view of coming to school• Increased self-confidence, less shyness• Reduced bullying• A willingness to share and be patient• Parents understand their children’s behaviour better
Physical Development• Gross-motor development in gym activities• Children now try healthy foods at home as a result of the
snack program• Outdoor play activities
The most important skills parents and children have learned:
• Cooperation with others; working in groups; following routines
• “Before, we never cooked. Now at least one meal every day is prepared by the kids, and together we replicate a lot of the StrongStart recipes.”
• My autistic son had no language at all. Now he can sign and I feel welcome, safe, and comfortable.
• “This is my second child, and I was so tired and less enthused. StrongStart has brought back my spark and joy. I love trying new stuff with her.”
StrongStart BC Outreach Program Interim Report (January 2009)
Changes parents have seen in their child:
• “She is more confident and independent…she has an emotional tie and calls it ‘my school’.”
• “My 2-year-old’s speech has improved and developed a lot. Her motor skills are getting better from playing with puzzles.”
• “She is sharing and cooperating more, and she is talking more. StrongStart enhanced this.”
• “My 2 year old was always anxious and clingy, now she is way more comfortable and independent.”
• “Changes were immediate for my autistic son. StrongStart improved is social/emotional skills.”
The Early Development Instrument (EDI) in British Columbia: Documenting Impact and Action in Schools, Communities and Early Childhood Development (January 2009).
The Association of BC School Trustees, the Canadian Council on Learning (CCL) and HELP partnered on this study to analyze 10 school districts where children’s vulnerabilities have been reduced, as measured by the EDI.
The full report is available at: http://www.earlylearning.ubc.ca/documents/2009/EDI_in_BC_Jan_09.pdf
• The researchers examined which interventions, parenting programs and/or care arrangements have enhanced "school readiness" as broadly assessed in all domains of child development using the EDI in the following school districts: Revelstoke, Central Okanagan, Burnaby, Coquitlam, Sunshine Coast, Boundary, Comox, Mission, Cowichan Valley, and Vancouver Island North.
Five themes emerged in all 10 districts:
• A strong intersectoral early childhood development coalition;
• A focus on the EDI results;• Multiple layers of programming and
support focused on families;• Community leadership (e.g. local
agencies, district staff, consultants, etc.);• Trustee involvement.
• When you think about our Early Learning initiatives and District Literacy Planning process, what do you see as ‘possible’ to achieve in the next 3 years?
• 3 years from now, what will people in your community say about the role of the Board of Education in this work?
