spell webinar, dec. 13, 2012
DESCRIPTION
TRANSCRIPT
Supporting Parents in Early Literacy through Libraries
A dialogue on engaging parents in early literacy
December 13, 2012 10:00am - 11:00am (MST)
http://spellproject.weebly.com
Webinar Team
Beth Crist Project Director, SPELL Project Youth & Family Services Consultant Colorado State Library 303-866-6908 [email protected] Sharon Morris Advisor, SPELL Project Director, Library Development Colorado State Library 303-866-6730 [email protected]
Mary Stansbury, PhD Consultant, SPELL Project Department of School & Counseling Psychology, Research Methods, and Information Science Associate Professor, Library and Information Science Program University of Denver [email protected] Vivienne Houghton, MLIS Research Fellow, SPELL Project [email protected]
Community Agency Partners
Aurora Public Library Bright Beginnings Colorado State Library Colorado Libraries for Early Literacy (CLEL) Colorado Humanities' Motheread/Fatheread and Teacheread
History Colorado High Plains Library District Invest in Kids Lake County Public Library Pikes Peak Library District
Reach Out and Read Colorado Rocky Mountain PBS StoryBlocks Temple Hoyne Buell Foundation University of Denver Early Childhood Librarianship
Learn more about our Partners on the SPELL Project website
Panelists
1. Pamela Martin-Díaz, Manager, Shawnee Branch Library, Allen County Public Library
1. Tomás Mejía, Principal Consultant, Colorado Migrant
Education Program
1. Dragana Saas, Ready to Read Program Leader, Columbus Metropolitan Library
1. Megan Wilson, Executive Director, Reach Out and Read
Colorado
ACPL at WIC
The only way we can have an impact on outcomes for children
is to change the behavior of the adults in their lives.
ACPL at WIC
Nurturing Healthy Bodies and Brains
Allen County Public Library’s Partnership with WIC
ACPL at WIC
What is WIC? • Federally funded Special Supplemental Nutrition Program
for Women, Infants, and Children • Provides nutritious foods, nutrition counseling, and
referrals to health care and social services • Serves low-income pregnant, post-partum and
breastfeeding women, infants, and children up to the age of 5 who are at nutritional risk.
ACPL at WIC
Feeding Bodies Poor nutrition during life in utero and a child’s early years causes a variety of significant problems including: • Delays in physical growth and motor development • General effects on cognitive development cause lower IQs
(by 15 points or more in severely malnourished children) • More behavioral problems and poor social skills upon
entering school • Decreased ability to pay attention, deficient learning, and
lower educational achievement. (Information about WIC is based on content found at http://www.fns.usda.gov/wic/)
ACPL at WIC
Feeding Brains Research shows us that children: • Who start out behind usually don’t catch up. There is a
90% chance that a child who is a poor reader at the end of 1st grade will be a poor reader at the end of 4th grade.
• Who enter school without the requisite skills for success are at risk for being poor readers, which has a deleterious impact on their outcomes as adult learners and wage-earners.
• Need contact with caring adults to thrive.
ACPL at WIC
Why WIC? • All of the above plus: • Access to 10,000 families throughout the county • Mandatory classes to get coupons for WIC-approved
items • Happy to partner with us • Willing to let us know when they had at least 10 families
signed up • Audience of people whom the library has historically had a
hard time reaching
ACPL at WIC
The skills that children need to be successful in later life are those that are taught by adults who
interact with them when they
talk, read, write, sing and play together.
Together we can help adults feed children’s brains – literally and figuratively!
(Content is based on PLA and ALCS’s Every Child Ready to Read@your library, Early Literacy Storytimes@your library: Partnering with Care-givers for Success. Ghoting and Martin-Díaz (ALA Editions, 2005) and the forthcoming Storytimes for Everyone: Developing Young Children’s Language and Literacy. Ghoting and Martin-Díaz, ALA Editions, 2013)
ACPL at WIC
Our Model Based on family strengths: • Do more of what they are already doing • Do what they are already doing in a slightly different way • Encourage adults to talk, read, write, sing and play with
their children in ways that help children develop early literacy skills
• Tie the activity to later reading (decoding or comprehension)
ACPL at WIC
Key Messages • You are your child’s first and most important teacher. • What you do with your child throughout the day makes a
difference. • We adults set the stage for our children’s future success. • National Academy of Pediatrics recommends NO screen
time for children age birth to two and limited time thereafter.
• The library has materials and programs for you.
ACPL at WIC
Roll die On each side is one of the following: • Talk • Read • Write • Sing • Play • Memory
ACPL at WIC
Handouts • Hand-outs Rockin’ Rhymes (ACPL produced spiral
bound book of nursery rhymes in English and Spanish) • List of storytimes in all agencies, map of system,
READY magnet • Board book or paperback • Optional material, based on discussion
ACPL at WIC
Who can do it?
Program is reproducible elsewhere as long as there are staff from the local WIC and library who are willing.
Evaluation
• Would like to know if the information we share changes the way they interact with their children or if they use the information in another way (go to the library, etc.)
• Problem of confidentiality in getting back in touch with WIC clients.
ACPL at WIC
Next Step • Determine viable evaluation plan • Train more librarians to hold sessions • Institutionalize the program in both agencies
Questions: Pamela Martin-Díaz Allen County Public Library Shawnee Branch [email protected]
2) Migrant Education Program
Tomas Mejia Principal Consultant
Colorado Department of Education
Migrant Education Program in Colorado
Language Culture and Equity Mission
Our mission is to support all English language learners, and migrant students, linguistically, socially and academically, by providing educational leadership for teachers, parents/guardians, students and Colorado communities.
Goals of the Migrant Education Program (MEP)
• Support high-quality and comprehensive educational programs for migratory children in order to reduce the educational disruption and other problems that result from repeated moves;
• Ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;
• Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit their ability to do well in school, and to prepare them to make a successful transition to postsecondary education or employment
Measurable Program Outcomes 1/28/12
School Readiness MPO 1a: After participating in MEP-sponsored activities to
strengthen parent involvement around school readiness, 80% of migrant parents whose 3-5 year old children are enrolled in the MEP will report positive growth in their ability to help with their children’s school readiness. MPO 1b: Migrant children ages 3-5 (not in kindergarten), who
are receiving MEP services, will increase their school readiness.
Migrant Education Services
Supplemental Services Ages 0-21
Support Services
Education Services
Bins Program
Purpose- Provide resources and instruction to parents on how to work with their children, 0-5, in Mathematics, Reading and Writing. One bin is brought to the migrant families every three – four
weeks All services are provided in a language that the parent
understands Translators are used if necessary (Kareni, Somali)
MEP Service providers are trained to provide school readiness services
Evaluation of the Bin Program
School Readiness Checklist Administered prior to any MEP services provided Administered at end of year, after services are provided
Bin Surveys Administered to the parents/guardians after each bin has been
used by the parent for three to four weeks Annual survey administered to MEP parents with children 0-5
who have received MEP services
Contact Information
Tomás Mejía Principal Consultant
Colorado Department of Education 201 E. Colfax Ave. Rm 401,
Denver, CO 80203 tel 303.866.6592
www.cde.state.co.us
3) Ready to Read Corps
Dragana Saas Ready to Read Program Leader Columbus Metropolitan Library [email protected]
Ready to Read Kit
Ready to Read Corps Evaluation
25,297 Quality InteractionsFall 2009 – December 2011
Quality Interactions
25,297 Quality Interactions 7,849 Literacy Kits 6,366 Evaluations Completed
Where We See Families 88 Partners
Demographics of R2R Recipients
23.4
9.0 11.4 11.4 4.1 3.3
37.3
0
10
20
30
40Income Level of Participants
Engaging Teen Parents
Teen Parent Partnerships
Using Kits and Changing Behavior Are participants simply using the kits or changing their behavior?
Preliminary Longitudinal Study Caregivers Who Continued to Take Part in Literacy
Activities Literacy Activity Percent
Point out letters and numbers in signs, books, billboards 96.6
Explain the meaning of new words to their child 98.2
Sound out letters with their child 94.1
Make up or tell stories with their child 92.7
Sing and rhyme with their child 96.5
KRA-L
Kindergarten Readiness Assessment-Literacy: Ohio Department of Education’s tool to help teachers identify early reading skills and kindergarten readiness
Columbus Metropolitan Library’s Goal:
90% kindergarten readiness by 2020
KRA-L
Columbus Metropolitan Library’s Goal 90% kindergarten readiness by 2020
34%
Intense Instruction
41%
Targeted Instruction
25%
Enriched Instruction
Columbus City Schools 2010 - 2011
Band 1: 0 -13Band 2: 14 -23
40%
Intense Instruction
37%
Targeted Instruction
23%
Enriched Instruction
Groveport Madison Schools 2010 - 2011
Band 1: 0 -13Band 2: 14 -23
45% Intense
Instruction 40%
Targeted Instruction
15% Enriched
Instruction
Whitehall City Schools 2010 - 2011
Band 1: 0 -13Band 2: 14 -23
KRA-L Results
Corps Participant Sample Fall 2011 KRA-L Scores
KRA-L Band Number Percent
Band 1: score 0 – 13 77 37.0
Band 2: score 14 – 22 92 44.2
Band 3: score 23 – 29 39 18.8
Total 208 100
Aggregated KRA-L Data
From Target Areas: 61% Scored in Band 2 or 3 Corps Participants: 63% Scored in Band 2 or 3
Responding to Community Needs
Home Parties
National Center for Family Literacy Grant
Ready to Read Corps Awarded Grant Better World Books and the National Center for Family Literacy
Individualized lessons on Reading, Writing, Singing, Talking and Playing for 200 families through a series of personalized in-home visits. Following each lesson, the parent or caregiver will receive a mini Ready to Read toolkit of supporting materials and activities.
Personalized In Home Visits
In Home Visit Partnerships
Ready to Read Bookmobile
• Maintaining Contact
• Diversity and Language
• Deepening Partnerships
• Westside Poverty
Challenges
4) Reach Out and Read Colorado
Megan Wilson Executive Director Reach Out and Read Colorado [email protected]
Reach Out and Read Colorado
SPELL Project Webinar
Reach Out and Read program model
• Literacy rich waiting rooms • New, quality, age and language appropriate
books given to children age 6 months- 5 years as part of well-child exam
• Primary care provider gives the book and provides parental anticipatory guidance
Reach Out and Read: The Research
• Parents served are up to four times more likely to read aloud to their children.
• Reach Out and Read reaches the child through effectively teaching the parent to start lifelong learning in the home.
• Families read together more often. Children served gain three to six months on vocabulary tests, reducing the gap for low-income children at school entry by 25 percent to 50 percent.
Program Impact Nationally • 3.9 million children • All 50 states • Over 5,000 providers • 6.5 million books and
parent messages
Colorado • 84,000 children • 48 of 64 counties • Over 1,000 providers • 145,000 books and parent
messages
Reach Out and Read & Libraries
• Library brochures in clinics • Libraries supply literacy rich waiting rooms • Weekly story-time in clinic waiting room
The Keys to Success
• Repetitive message • Trusted messenger • Meet families where they are • Give families the tool with while to follow
advice
Contact
Outside CO: www.reachoutandread.org In Colorado:
www.reachoutandreadco.org 303-623-3800 Megan Wilson
5) Cavity Free at Three
Pregnancy is the ideal time to reach and educate mothers with early childhood messages Expectant moms have the intrinsic motivation to do what is best for their unborn child Self-Management Goal Sheets available in both English and Spanish More information available at: http://spellproject.weebly.com/webinars.html
Audience Questions
Thank you!
Questions, contact Beth Crist Youth & Family Services Consultant
Colorado State Library [email protected]
303-866-6908
Please complete a short evaluation about this webinar at www.research.net/s/SPELLWebinar. A recording of this webinar will be posted at: spellproject.weebly.com