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Pulling Yourself Up By Your Bootstraps When You Lack Boots

Explore the factors affecting early literacy development in low socioeconomic households and discuss resources and techniques for improving literacy. Develop an implementation plan for workshop presenters working with children in after-school and summer literacy programs.

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Pulling Yourself Up By Your Bootstraps When You Lack Boots

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  1. Pulling Yourself Up By Your Bootstraps When You Lack Boots Engaging Readers of Low Socioeconomic Households Daphnie Glenn M.Ed Bridges to a Brighter Future

  2. A little about me… • Resident of Greenville SC (Born and Raised) • Bachelors degree from USC Upstate, Spartanburg, SC • Masters degree from Columbia College, Columbia, SC • Bridges to a Brighter Future- Furman University • College Access Program for high school teens • 3 components: Bridges Foundations, Saturday College, Crossing the Bridge • Fun facts! • In 2nd grade, I read the most books in the whole school (200 books read in one summer!) • Authored 2 books for children of color (Brown Boy, 2017 Brown Girl, 2018) • I have a passion for youth and their success in and out of the classroom. • I travel around the region and nation to speak to educators, parents, and advocates about the varied experiences of children of color.

  3. Learning Outcomes • Explore the factors that affect early literacy development within low socioeconomic households • Discuss resources and techniques of leading programs dedicated to improving literacy development in the nation • Develop a plan of implementation for workshop presenters to consider when working with children of low socioeconomic households in after school programs and summer literacy programs

  4. Ice Breaker Divide into 3 groups and build according to the instructions inside!

  5. Thoughts? • In the context of schools and home life for the kids we serve, what might this be a reflection of? • How does it make you feel? • Look at other structures. What can you conclude?

  6. Pulling yourself up by your bootstraps is defined as… • The impossible task is supposed to exemplify the achievement in getting out of a difficult situation by one's own efforts. • To improve your situation by your own efforts. • i.e excel in education, especially literacy

  7. Now everyone imagine being a 5 year old… • The education system has an unspoken expectation for kids to come to school, learn, and retain information that is shared. • All of our students wear different boots when they come to us • Different paths • Different backgrounds/home life • Learning styles • Varied tools that work best to engage them in education • Some don’t quite have access to the right boots (or tools) , if they even have them at all to help themselves excel in education!

  8. Education in the Carolinas… • South Carolina’s public education system is among the worst in the nation • Low expectations or “minimally adequate” educational benchmark • Lack of apathy from legislation in funding for education • Students are unprepared for the world (skills, etc.) • Businesses are struggling to find qualified workers with necessary skills taught in education system • Achievement gaps • Rural and urban school district divides (I-95 corridor: Corridor of Shame Video) • Also has an effect on: • Funding for buildings • Teacher turn over rates Post and Courier

  9. 1. Explore the factors that affect early literacy development within low socioeconomic households

  10. Factors affecting literacy development • Individual • Acquired less knowledge and skill pertaining to literacy in preschool years • Lack of books in the home • Hearing or early language impairment • Demographic • Expected to attend schools in which achievement is chronically low • Familial • Child has a parent or parents that have a history of reading difficulty • House hold is of low income and live may live in an impoverished neighborhoods • Limited proficiency in spoken English

  11. Let’s focus on the family… • Family risk factors (shared genetic or shared environment) • Family history of reading problems (parents and siblings) • Parents with little to no education • 30% of parents who were not read to, read to their child • Possible absence of time to bond with books due to parent working

  12. Let’s focus on the family… • Home literacy environment (too loud, lack of books, ACEs etc) • Verbal interactions among one another • How does everyone speak to one another? • Languages spoken in the home • Family based socioeconomic status (SES)

  13. What can educators/community organizations and programs do to maximize out of school time?

  14. 2. Discuss resources and techniques of leading programs dedicated to improving literacy development in the nation

  15. Reach Out and Read • Reach Out and Read prepares America's youngest children to succeed in school by partnering with doctors to prescribe books and encourage families to read together.

  16. Reach Out and Read • In 1989, two Boston Medical Center pediatricians recognized their unique opportunity to have an impact on the development of the children they served. • Doctors, nurse practitioners, and other medical professionals incorporate Reach Out and Read's evidence-based model into regular pediatric checkups, by advising parents about the importance of reading aloud and giving developmentally-appropriate books to children. • The program begins at the 6-month checkup and continues through age 5, with a special emphasis on children growing up in low-income communities. • Families served by Reach Out and Read read together more often, and their children enter kindergarten with larger vocabularies and stronger language skills, better prepared to achieve their potential.

  17. Reach Out and Read • With the help of Reach Out and Read, participating parents are: • 2.5X more likely to read to their children • 2X more likely to read to their children more than three times a week • 2.5X more likely to enjoy reading together or have books in the home • The participating child: • Has his or her language developmentimproved by 3-6 months • Has his or her language ability improves with increased exposure to Reach Out and Read • This year, Reach Out and Read doctors and nurses will distribute 6.2 million books to more than 3.9 million children and their families at more than 4,779 pediatric practices, hospitals, clinics, and health centers throughout the country.

  18. Reach Out and Read Success Story

  19. Public Education Partners,Make Summer Count • Mission: • to lead the community in acting collectively to support, strengthen and advance public education and student achievement in Greenville County Schools. • Five foundational beliefs: • Public education is fundamental to a democratic, civil and prosperous society. • Public schools are critical institutions for breaking the cycle of poverty and redressing social inequities. • Public education is a critical lever for community prosperity and vitality. • Education reform must be systemic and engage multiple stakeholders to be effective. • Public engagement, community support and adequate resources are essential to the success of public education.

  20. Make Summer Count • This summer program helps close the gap by giving children and families the resources they need to be able to read all summer long. • Make Summer Count consists of two targeted, research-based opportunities for literacy engagement: • free book fairs • which help kids build home libraries • Family Reading Nights • designed to help families take an active role in their children’s learning • MSC Infographic • Public Education Partners- Make Summer Count

  21. 3. Develop a plan of implementation for workshop presenters to consider when working with students of low socioeconomic households in after school programs and summer literacy programs

  22. Classroom and Family Childcare Literacy Environment Checklists

  23. Create welcoming environments! • Take time to understand their experience • Focus on strengths and not deficiencies ( What does the child know? What is the child good at?) • Culturally competent books • Allow for identity and emotional development • “They will be, what they see” • Allow for stimulation through print • Newspapers • Magazines • Books

  24. Affirm their experiences! • Have books related to their history, home language, and culture • Have books that have characters that look like them • Show reading as a pleasure and not punishment • Transmit how reading is used in everyday life (signs, shopping lists, etc.) • Bring in speakers who can captivate them! • Building partnerships to receive funding/donations to get books! • Celebrate Reading! • Read Across America Day, World Book Day, Dr. Suess Birthday, etc. • (You do not have to “reinvent the wheel!”

  25. Empower parents! • Share your knowledge of literacy with them via meetings/newsletters regularly • Share concerns with child’s development if presented • Provide resources in school/community • Read to their children daily • Observe progress in their child • Celebrate success in reading • Have FUN!

  26. Questions? Daphnie.Glenn@Furman.edu

  27. www.DaphnieGlenn.com/SpeakingEngagements

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