Your Role in Supporting School Readiness HCPSS Summer Institute June 2010
Your Role in Supporting
School Readiness
Your Role in Supporting
School Readiness
HCPSS Summer InstituteJune 2010
HCPSS FocusHCPSS Focus Eliminating achievement gaps
Addressing needs of all children
Differentiation/student engagement
Reducing drop-out rate, increasing test scores at all schools- for all student groups
Eliminating achievement gaps
Addressing needs of all children
Differentiation/student engagement
Reducing drop-out rate, increasing test scores at all schools- for all student groups
This all starts with us!
Our Wish For YouOur Wish For YouWe hope that by the time you leave us today, you:
Strongly believe that pre-kindergarten experiences are important and affect long-term success (and are especially crucial for students receiving FARMS and other at-risk students).
Are aware that there is a responsibility to support incoming families and community and have some ideas for how to do that.
Are aware of the need for consistency across the county and know how to help ensure we reach it.
Understand the importance of MMSR.
Are curious about Learning Parties and may consider pursuing this initiative.
Decide to reach out to your PTA and/or staff to create a subcommittee to support incoming kindergarten families.
We hope that by the time you leave us today, you:
Strongly believe that pre-kindergarten experiences are important and affect long-term success (and are especially crucial for students receiving FARMS and other at-risk students).
Are aware that there is a responsibility to support incoming families and community and have some ideas for how to do that.
Are aware of the need for consistency across the county and know how to help ensure we reach it.
Understand the importance of MMSR.
Are curious about Learning Parties and may consider pursuing this initiative.
Decide to reach out to your PTA and/or staff to create a subcommittee to support incoming kindergarten families.
School
Child &Family
Community
A Comprehensive A Comprehensive ApproachApproach
A Comprehensive A Comprehensive ApproachApproach
Learning Starts at BirthLearning Starts at Birth
Teaching Parents to Be Their Child’s First TeacherTeaching Parents to Be Their Child’s First Teacher
School Year 2005-06 2006-07 2007-08 2008-09 2009-10 Total number of children birth through age five with disabilities receiving services
1125 1192 1258 1292 1333
School Year 2005-06 2006-07 2007-08 2008-09 2009-10 Total number of children in Pre-K programs (not including the students with IEPs)
298 384 378 418 456
Program Effectiveness:Program Effectiveness:
Growth in EnrollmentGrowth in Enrollment
5
29
66
5
30
65
2
16
82
0
10
20
30
40
50
60
70
80
90
2001-02
MMSR Kindergarten Assessment Composite Score Trends
Developing Approaching Full
2005-06 2009-10
5
29
66
5
30
65
2
16
82
0
10
20
30
40
50
60
70
80
90
2001-02
MMSR Kindergarten Assessment Composite Score Trends
Developing Approaching Full
2005-06 2009-10
MMSR/Kindergarten: Composite MMSR/Kindergarten: Composite ScoresScores
Program Effectiveness:Program Effectiveness:
24
40
66
0
32
72
26
34
51
0
10
20
30
40
50
60
70
80
FARMS
MMSR Student Group Data Trends
2001-02 2005-06 2009-10
ELL Special Education
24
40
66
0
32
72
26
34
51
0
10
20
30
40
50
60
70
80
FARMS
MMSR Student Group Data Trends
2001-02 2005-06 2009-10
ELL Special Education
MMSR/Kindergarten: Student MMSR/Kindergarten: Student GroupsGroups
Program Effectiveness:Program Effectiveness:
Transitions Supported by HCPSS
Transitions Supported by HCPSS
High School CollegeMiddle School High
SchoolElementary MiddleRECC Preschool Kindergarten and/or
Home School …
High School CollegeMiddle School High
SchoolElementary MiddleRECC Preschool Kindergarten and/or
Home School …
But Wait…!But Wait…!
What about our youngest learners?
Ready schools, ready communities, and ready families are what we need- in order to have children who are ready to be successful in school.
What about our youngest learners?
Ready schools, ready communities, and ready families are what we need- in order to have children who are ready to be successful in school.
Research Says…Research Says…
“Stable, safe relationships and rich learning experiences are key to brain development.” (Jack P. Shonkoff, Harvard pediatrician, Jan.16, 2008)
“Stable, safe relationships and rich learning experiences are key to brain development.” (Jack P. Shonkoff, Harvard pediatrician, Jan.16, 2008)
“It is important to help smooth transitions for all children, but especially for those with risk factors that could cause lack of success in school!
Research Says…
Research Says…
“Preparing students for school is a community affair, one that schools cannot achieve without stakeholders invested in the learning of young children.”
(Successful Kindergarten Transition (2003), Robert Pianta and Marcia Kraft-Sayre)
“Preparing students for school is a community affair, one that schools cannot achieve without stakeholders invested in the learning of young children.”
(Successful Kindergarten Transition (2003), Robert Pianta and Marcia Kraft-Sayre)
Research Says…Research Says…To be successful: Children need tools to handle change,
along with multiple activities that familiarize them with their local school and kindergarten expectations…
Parents need understandable information on the importance of school readiness, developmentally appropriate activities that foster early learning, the transition process, and registration requirements…
Schools need articulation information for each student, parental involvement and communication, pathways for referral to service organizations (when needed) and standard procedures that clarify processes…
To be successful: Children need tools to handle change,
along with multiple activities that familiarize them with their local school and kindergarten expectations…
Parents need understandable information on the importance of school readiness, developmentally appropriate activities that foster early learning, the transition process, and registration requirements…
Schools need articulation information for each student, parental involvement and communication, pathways for referral to service organizations (when needed) and standard procedures that clarify processes…
Research Says…Research Says…
A national survey of 3000+ kindergarten teachers found that teachers report that 48% of children have moderate or severe problems with transitions…
This critical time in a child’s life is often related to a child’s later success in school.
(Pianta & Cox, 1998; Logue & Love, 1992; Kagan, 1992; Ramey & Ramey, 1994)
A national survey of 3000+ kindergarten teachers found that teachers report that 48% of children have moderate or severe problems with transitions…
This critical time in a child’s life is often related to a child’s later success in school.
(Pianta & Cox, 1998; Logue & Love, 1992; Kagan, 1992; Ramey & Ramey, 1994)
Research Says…Research Says… Following
directions………..__% Academic
skills……………….__% Home
environment…….__% Working
independently….__% Working in a
group………………__% Immaturity……….__% Communicating…__%
Following directions………..__%
Academic skills……………….__%
Home environment…….__%
Working independently….__%
Working in a group………………__%
Immaturity……….__% Communicating…__%
Percentage of teachers who say half or more of their students enter kindergarten with needs in the following areas:
Research Says…Research Says… Following
directions………..46% Academic
skills……………….36% Home
environment…….35% Working
independently….34% Working in a
group………………30% Immaturity……….20% Communicating…14%
Following directions………..46%
Academic skills……………….36%
Home environment…….35%
Working independently….34%
Working in a group………………30%
Immaturity……….20% Communicating…14%
Percentage of teachers who say half or more of their students enter kindergarten with needs in the following areas:
Research Says…Research Says…Typical Transition Practices:Typical Transition Practices:
Letter to parents near or
after start of school
A flier or brochure given out at registration
Open House/Orientation near
or after start of school
A review of the child’s
records, when available
Talking with parents after school starts
What’s wrong with these?
THUS…The Transition Work Group
THUS…The Transition Work Group
Community partners who care wanted to tackle this issue; hot topic nationally
Childcare centers feed to so many different elementary schools- all 40 are doing different things
Hearing inconsistent messages across county/state/nation (i.e., what’s out there for parents and providers?)
K teachers would benefit from knowing more about their students
Community partners who care wanted to tackle this issue; hot topic nationally
Childcare centers feed to so many different elementary schools- all 40 are doing different things
Hearing inconsistent messages across county/state/nation (i.e., what’s out there for parents and providers?)
K teachers would benefit from knowing more about their students
Work GroupWork GroupGoal Enhance each Howard County child’s opportunity for
school success.Objective
Establish a smooth passage for kindergarten transition for young children coming directly from the home setting and/or from an early care and education setting.
Goal Enhance each Howard County child’s opportunity for
school success.Objective
Establish a smooth passage for kindergarten transition for young children coming directly from the home setting and/or from an early care and education setting.
Work Group Members* and/or Partners
Work Group Members* and/or Partners
HCPSS Early Childhood
Programs* and Early
Intervention Services
HC Office of Children’s Services*
HCC Children’s Learning
Center*, and Early Childhood
Department*
HC Head Start*
HC Library*
HC Family Child Care
Association*
HC Healthy Families
Innovations in Education, LLC*
Emmanuel United
Methodist Preschool*
Judy Center @ Cradlerock*
HCPSS Transportation
OfficeCelebree*
Running Brook Children’s Nursery*
Ready At FiveThe Young
School- Kings Contrivance
Great Kids Village
McDonald’s Howard TransitHCPSS Internat’l
Student and Family Services
HCPSS Partnerships
Office
HCPSS Kindergarten
and Prekindergarten
Teachers*
HCPSS Student, Family and Community
Services
HCPSS Publicity/ Public
Information
HCPSS Title I Office
HC Health Department
What’s Been Accomplished So Far?
What’s Been Accomplished So Far?
What’s Been Accomplished So Far?
What’s Been Accomplished So Far?(Projected) Timeline
2007-2008 Formation of work group, creation of
resources2008-2009 Laying the
groundwork; pilot programs
2009-2010 Readying elementary schools
2010-2011 Year 1 implementation2011-2012 Year 2 implementation
(Projected) Timeline2007-2008 Formation of work
group, creation of resources
2008-2009 Laying the groundwork; pilot programs
2009-2010 Readying elementary schools
2010-2011 Year 1 implementation2011-2012 Year 2 implementation
Small Group Discussions/Jigsaw
Small Group Discussions/Jigsaw
Count off by 3’s!Count off by 3’s!
You will become an ‘expert’ on your topic (Topic 1, 2, or 3) and then take that information back to your home group to share.
Small Group Discussions/Jigsaw
Small Group Discussions/Jigsaw
1’s to Marketing/Outreach2’s to Events3’s to
Articulation/Communication
1’s to Marketing/Outreach2’s to Events3’s to
Articulation/Communication
Our goal for you during this time is to leave with an understanding of what others are doing, how what you’re already doing fits into this initiative, and the ‘possibilities’ that exist for the future…
Back to Home Team!Back to Home Team!
Talk with your home team about what you learned from
your expert group.
Any questions? New ideas?
Talk with your home team about what you learned from
your expert group.
Any questions? New ideas?
I’m Ready!
I’m Ready!
Any questions?THANK YOU FOR ALL YOU DO!
Office of Early Childhood Programs:
Lisa J. Davis, CoordinatorKym Nwosu, Resource Teacher
Lauren Tillman, Resource Teacher
Any questions?THANK YOU FOR ALL YOU DO!
Office of Early Childhood Programs:
Lisa J. Davis, CoordinatorKym Nwosu, Resource Teacher
Lauren Tillman, Resource Teacher