promising practices for school readiness. session goals: define school readiness mid-term report on...
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Ready, Set, Go! West Virginia School Readiness websiteTRANSCRIPT
Promising Practices for
School Readiness
Session Goals:• Define School Readiness• Mid-term report on School Readiness• Promising Practices and Resources• Future of GLR School Readiness• Resource Guide• Talk about next steps and future webinars
Mid-Term Reports
Due February 29, 2016(deadline has been extended)
Goal 1:
To have a higher percentage of pre-k children entering school scoring at the 2-5 range on the Early Learning Reporting System: Pre-K
(Report the percentage of children performing at the 2-5 range on the ELRS: Pre-K)
This will be during the initial reporting period. This report will be available December 1 to county pre-k contacts.
Recommendation:In year one, a 25 percent increase over baseline (This is the national campaign target)This will be achieved through your school readiness action steps listed below.
IF ALL TEACHERS DO NOT REGISTER ON ELRS AND COMPLETE THEIR CLASSROOM DATA ENTRY BY NOV. 6, YOU WILL NOT HAVE ACCURATE SCORES!
Skill Baseline
% of children reported as performing at the 2-5
range
Targeted Outcome
Self-regulation
Play
Oral Language
Phonological Awareness
Print Awareness
Writing
Goal 2:
To have a higher percentage of kindergarten children entering school scoring at the Developing, At Standard, or Above Standard on the Early Learning Reporting System
List the strategies utilized under action steps below.
(Report the percentage of children performing at the Developing, At Standard, and Above Standard levels on the ELRS: K for the first reporting period)
This report will be available December 1 to county Kindergarten contacts. Add the 3 levels together (or remove the % emerging)
Recommendation:In year one, a 25 percent increase over baseline IF ALL TEACHERS DO NOT COMPLETE THEIR CLASSROOM DATA ENTRY BY OCT. 30, YOU WILL NOT HAVE ACCURATE SCORES.
Skill Baseline Targeted OutcomeFluency
Phonics and Word Recognition
Phonological Awareness
Print Concepts
Writing
Goal 3:
To have a higher percentage of children entering school with completed health information
This information is accessible to school nurses in WVEIS, if it was entered. If it was not entered, you will compile it from the student comprehensive physicals, oral health forms and immunization information required for school attendance.
This information is gathered from WVEIS and reported yearly in The School Readiness Profile.
Recommendation:In year one, a 25 percent increase over baseline
Health Determinants Baseline Targeted OutcomeImmunizations
Health Check Form: Hearing
Health Check Form: Vision
Health Check Form: Oral Health
Health Check Form: Developmental
Health Check Form: Speech and Language
Where do I begin?
The only behavior measure that correlates significantly with reading scores is the number of books in the home.
An analysis of a national data set of nearly 100,000 United States school children found that access to printed materials--and not poverty--is the "critical variable affecting reading acquisition."
Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions, 1998.
A typical middle class child enters first grade with approximately 1,000 hours of being read to, while the corresponding child from a low-income family averages just 25 of those hours, such differences in the availability of book resources may have unintended and pernicious consequences for low-income children' long term success in schooling.
Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions, 1998.
The most successful way to improve the reading achievement of low-income children is to increase their access to print.
Communities ranking high in achievement tests have several factors in common: an abundance of books in public libraries, easy access to books in the community at large and a large number of textbooks per student.
Newman, Sanford, et all. "American's Child Care Crisis: A Crime Prevention Tragedy"; Fight Crime: Invest in Kids, 2000.
The achievement gap that exists between low-income and high-income children can be narrowed or even closed simply by giving books to low-income kids.
Just a dozen books selected by the child, at a total cost of about $50, can achieve the same improvements in school performance as $3,000 worth of summer school.
(Richard Allington et al, "Ameliorating summer reading setback among
economically disadvantaged elementary students ", February 2010)
Get books in the hands of children
and families!
What’s next?Supporting family/child engagement
Laura Jane Murphy, United Way of River Cities
Future Steps
• Imagination Library statewide• Partner Participation & Parent Training• Engage with Higher Ed to include a
literacy component in Nursing Programs
Next Steps
• Review the Mid-Term Report Template• RESA Technical Assistance Meetings• Provide feedback for revisions• Utilize your network of support• Send us your Bright Spots
RESA Technical Assistance Meetings
• RESA 1-January 19, 2016
• RESA 2-February 1, 2016
• RESA 3-February 23, 2016
• RESA 4-February 10, 2016
• RESA 5-February 2, 2016
• RESA 6-January 13, 2016
• RESA 7-January 21,2016
• RESA 8-January 26 & 27, 2016
Webinar Series • January 20, 2016
Promising Practices / Looking at Data to Support School Attendance
• February 17, 2016Promising Practices / Looking at Data to Support Family
Engagement • March 16, 2016
Supporting the County Action Plan• April 20, 2016
Plan Revisions
