Embed Size (px)
Citation preview
Early Reading FirstSPARK ProgramStudents in Preschool Acquiring Reading Knowledge
Board Workshop PresentationFall, 2010
Long Beach Unified School DistrictChild Development Centers
Lauren Shaw, Director ٠ Donna Ryono, Project Coordinator, [email protected]
Sandra Velasco, Family Literacy/Intervention SpecialistRobyn Lunstad, Literacy Coach ٠ David Noyes, Literacy Coach
Claire Robertson, Literacy Coach ٠ Jeanne Spicer, Literacy Coach
K – WK – W – L What do you know about Preschool Education?
What do you want to know about Preschool Education?
Agenda
Research Overview of Early Reading First
Program Data Outcomes
Closing the Achievement Gap
“High-quality preschooling does more for a child’s chances in school and life than any other educational intervention. One study, which began in the 1960’s, tracked two groups of students from disadvantaged backgrounds. Some were given the opportunity to attend a high-quality preschool; others were not. Thirty-five years later, the kids who went to preschool were earning more, had better jobs, and were less likely to have been in prison or divorced.”
from Newsweek Magazine, August 23, 2010 L. Schweinhart, 2004
Research onPreschool Education
Principle factors of early reading skills
1. Oral Language Skills
2. Alphabet Knowledge
3. Phonological Awareness
4. Emergent Writing
What is Early Reading First? Federally funded three year grant
Research-based literacy programto develop centers of excellence
To prepare preschool students with necessary language, cognitive, and early reading skills
$3.5 million
2009-2012
Students Served, 2009-2010
5 Sites Child Development Centers Subsidized full day preschool
239 Students 3 and 4 year olds
15 CDC Teachers 3 classrooms per site 1 Coordinating Teacher
per site
Focus of Funding
Literacy Coaches Professional development training Weekly Instructional planning meetings Daily In-class coaching
Focus of Funding
Family Literacy Specialist Intervention Specialist
Focus of Funding Professional Development for
Teachers 136 hours each year
Focus of Funding Instructional
Supplies New curriculum Books and
materials
ERF Teachers’ Reflections Focus Group Interviews, June 2010
“Our room environments just scream literacy.”
“I feel more valuable as a teacher teaching these
focused lessons and having curriculum that I know is
going to make a difference, is going to strengthen their
lives. I feel more valuable. I know when they leave my
classroom and move on, the next person will ask who
their teacher was.”
Early Reading FirstPre-K Curriculum
Research-based curriculum, aligned to Kindergarten program Open Court Imagine It! (2008)
Content Alphabetic knowledge Phonological and Phonemic Awareness Oral Language and Vocabulary Reading Comprehension Writing/Cross Curricular Integration
Early Reading FirstPre-K Curriculum
Video Clip Supplemental Practices: Name Game/Sound
Chant Alphabet Knowledge
Phonological Awareness
Early Reading FirstPre-K Curriculum
Video clip Supplemental Instruction: Shared
Reading Oral Language/Vocabulary
Concepts about Print
Early Reading FirstPre-K Curriculum
Video Clip Supplemental Instruction
Modeled Writing, Shared Writing, Independent Journal Writing
Parent Testimonial “When I was 14, I went to Renaissance. I had G. when I was a
sophomore. . . They [the Infant/Toddler Program] helped me graduate. If it wasn’t for them, I probably would have been a dropout, because nobody would be able to watch my son. All of my family worked and went to school. Now I’m working as a child care worker at Whittier. G. went to the Infant/Toddler Center ‘til he was three years old…from there he went to West [CDC – Early Reading First]. That summer Robin helped me with trying to find work. The teachers there [at West] were good. He learned a lot. His [kindergarten] teacher tells me now that he is ahead, like above the average. Like the new program they have [ERF] - I noticed when I was subbing – I subbed at West this summer - that the kids like what they do. I noticed that it’s things like they might have learned in first grade…I thought, ‘Wow. They’re smart.’”
Testimonials ERF Teacher comments on parent perceptions
“I’ve never before had four year olds that could read.
And they’re writing too...I have one who reads every
morning before breakfast and he’s helping by assigning
books to the other students. He is so proud and the
parents are so happy. It makes the parents so happy to
bring their students to their program and watching their
children really growing in their skills.”
Feedback from Kindergarten Receiving Teachers
ERF students have a “high level of letter
knowledge, even sight word knowledge…great
recall and confident with sharing…excellent
program. How can we offer this
program/services to the others?”
87.4 92.5
40
60
80
100
120
140
160Standard Scores
Baseline 2009 Post 2010
Baseline 2009, Post 2010 ResultsOral Language/Vocabulary
Mean Standard Scores - Matched Pairs
N=182
50th Percentile Rank
Long Beach Early Reading First End of Year Evaluation Summer 2010
Gain of 5.1
21
Comparison Data from Early Reading First Web Site 2004-2007 GPRA Measure 3 Results
Data from Early Reading First Web Site - BACKGROUND INFORMATION Fact Sheethttp://www.ed.gov/programs/earlyreading/resources.html
21.40
19.51
19.76
18.31
19.33
0 2 4 6 8 10 12 14 16 18 20 22 24 26
Average Number of Letters Identified - PALS Upper Case
FY 2004
FY 2005
FY 2006
FY 2007
Long Beach ERF 2009-2010
Early Reading First StudentJune, 2010
K – W - LL
What have you llearned about… Preschool education?
Questions/Comments
