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What Public Schools Can Do to Bolster Early Learning September 27, 2011

Planting the Seeds for New Hampshire’s Prosperity. What Public Schools Can Do to Bolster Early Learning September 27, 2011. Grappone Conference Center Concord, New Hampshire. Presentation Partners. The Foundations of Healthy Child Development. Early Learning NH www.earlylearningnh.org.

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What Public Schools Can Do to Bolster Early Learning September 27, 2011

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  1. Planting the Seeds forNew Hampshire’s Prosperity What Public Schools Can Doto Bolster Early Learning September 27, 2011 Grappone Conference CenterConcord, New Hampshire

  2. Presentation Partners

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

  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, anda sustainable society.

  6. NeuralCircuits are Wired in a Bottom-Up Sequence (700 synapses formed per second in the early years) Language Higher Cognitive Function Sensory Pathways (Vision, Hearing) FIRST FIVE YEARS 1 2 3 4 5 6 7 8 9 10 111 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Years Months Source: C.A. Nelson (2000)

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

  8. Proven and Effective Early Childhood Education New Hampshire Department of Health and Human Services Child Development Bureauwww.dhhs.state.nh.us/dcyf/cdb/index.htmDr. Ellen Wheatley 271.8153 ewheatley@dhhs.state.nh.us

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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. Panel of Experts on Successful Efforts toBolster Early Learning New Hampshire Department of Education www.education.nh.gov/ Office of Early Childhood Education Patty Ewen 271.3841 Patricia.Ewen@doe.nh.gov

  17. 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/

  18. 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/

  19. Bridgewater-Hebron Village SchoolBridgewater, NH www. bhvs.sau4.org Valerie Kehoe, Ed.D. Reading Specialist744-6969 vkehoe@sau4.org

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

  21. 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

  22. Impact of a Pre-K Summer School Student Attendance: Being Present Matters

  23. Pretest-Posttest Results of Pre-Kindergarten Summer School Students 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).

  24. Fall DIBELS Next Data

  25. Questions…… Questions or Comments Thank You!

  26. 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

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

  28. 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

  29. SAU 20 www.sau20.org Paul BousquetSuperintendent of SchoolsSAU 20, Gorham, NH 466-3632 paul.bousquet@sau20.org

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

  31. Resources and Questions and Answers sparknh.org

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