Supporting Parents in Early Literacy through LibrariesA dialogue on engaging parents in early literacy December 13, 2012 10:00am - 11:00am (MST) http://spellproject.weebly.com
Webinar TeamBeth Crist Mary Stansbury, PhDProject Director, SPELL Project Consultant, SPELL ProjectYouth & Family Services Consultant Department of School & CounselingColorado State Library Psychology, Research Methods, and303-866-6908 Information Sciencecrist_b@cde.state.co.us Associate Professor, Library and Information Science ProgramSharon Morris University of DenverAdvisor, SPELL Project Mary.Stansbury@du.eduDirector, Library DevelopmentColorado State Library Vivienne Houghton, MLIS303-866-6730 Research Fellow, SPELL Projectmorris_s@cde.state.co.us email@example.com
Community Agency PartnersAurora Public Library History Colorado Reach Out and Read ColoradoBright Beginnings High Plains Library District Rocky Mountain PBSColorado State Library StoryBlocks Invest in KidsColorado Libraries for Temple Hoyne BuellEarly Literacy (CLEL) Lake County Public Foundation LibraryColorado Humanities University of DenverMotheread/Fatheread Pikes Peak Library Early Childhoodand Teacheread District LibrarianshipLearn more about our Partners on the SPELL Project website
Panelists1. Pamela Martin-Díaz, Manager, Shawnee Branch Library, Allen County Public Library1. Tomás Mejía, Principal Consultant, Colorado Migrant Education Program1. Dragana Saas, Ready to Read Program Leader, Columbus Metropolitan Library1. Megan Wilson, Executive Director, Reach Out and Read Colorado
1) ACPL at WIC Pamela Martin-Díaz Allen County Public Library Shawnee Branch firstname.lastname@example.org
ACPL at WIC The only way we can havean impact on outcomes for children is to change the behavior of the adults in their lives.
ACPL at WICNurturing Healthy Bodies and Brains Allen County Public Library’s Partnership with WIC
ACPL at WICWhat 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 WICFeeding BodiesPoor nutrition during life in utero and a child’s early yearscauses 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 WICFeeding BrainsResearch 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 WICWhy 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 forEveryone: Developing Young Children’s Language and Literacy. Ghoting and Martin-Díaz, ALA Editions, 2013)
ACPL at WICOur ModelBased 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 WICKey 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 WICRoll dieOn each side is one ofthe following:• Talk• Read• Write• Sing• Play• Memory
ACPL at WICHandouts• 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 WICWho can do it?Program is reproducible elsewhere as long as there are stafffrom 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 WICNext Step• Determine viable evaluation plan• Train more librarians to hold sessions• Institutionalize the program in both agenciesQuestions:Pamela Martin-DíazAllen County Public LibraryShawnee Branchpmartin@acpl.info
2) Migrant Education ProgramMigrant Education Program in Colorado Tomas Mejia Principal Consultant Colorado Department of Education
Language Culture and EquityMissionOur mission is to support all English languagelearners, and migrant students, linguistically,socially and academically, by providingeducational leadership for teachers,parents/guardians, students and Coloradocommunities.
Goals of the Migrant EducationProgram (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 Outcomes1/28/12School 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.
Bins ProgramPurpose- Provide resources and instruction to parents on howto work with their children, 0-5, in Mathematics, Reading andWriting. 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 DSAAS@columbuslibrary.org
Ready to Read Kit
Ready to Read Corps Evaluation
25,297 Quality InteractionsFall 2009 – December 2011
Demographics of R2R Recipients Income Level of Participants 37.34030 23.420 9.0 11.4 11.410 4.1 3.3 0
Engaging Teen Parents
Teen Parent Partnerships
Using Kits and Changing BehaviorAre participants simply using the kits or changing their behavior?
Preliminary Longitudinal Study Caregivers Who Continued to Take Part in Literacy ActivitiesLiteracy Activity PercentPoint out letters and numbers in signs, books, billboards 96.6Explain the meaning of new words to their child 98.2Sound out letters with their child 94.1Make up or tell stories with their child 92.7Sing and rhyme with their child 96.5
KRA-LKindergarten Readiness Assessment-Literacy:Ohio Department of Education’s tool to helpteachers identify early reading skills andkindergarten readiness Columbus Metropolitan Library’s Goal: 90% kindergarten readiness by 2020
Groveport Madison Schools 2010 - 2011 KRA-L 23% 40% Enriched Band 1: 0 - Instruction Intense 13 Columbus City Schools Instruction 2010 - 2011 Band 2: 14 - 37% 23 Targeted Instruction 25% 34% Enriched Band 1: 0 - IntenseInstruction 13 Instruction Band 2: 14 - 15% Whitehall City Schools 23 Enriched 2010 - 2011 41% Instruction Targeted Instruction 45% Band 1: 0 - Intense Instruction 13 40% Band 2: 14 -Columbus Metropolitan Library’s Goal Targeted 23 Instruction 90% kindergarten readiness by 2020
KRA-L Results Corps Participant Sample Fall 2011 KRA-L ScoresKRA-L Band Number PercentBand 1: score 0 – 13 77 37.0Band 2: score 14 – 22 92 44.2Band 3: score 23 – 29 39 18.8Total 208 100Aggregated 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 LiteracyIndividualized lessons on Reading, Writing, Singing, Talking and Playingfor 200 families through a series of personalized in-home visits. Followingeach lesson, the parent or caregiver will receive a mini Ready to Readtoolkit of supporting materials and activities.
Personalized In Home Visits
In Home Visit Partnerships
Ready to Read Bookmobile
Challenges• Maintaining Contact• Diversity and Language• Deepening Partnerships• Westside Poverty
4) Reach Out and Read Colorado Megan Wilson Executive Director Reach Out and Read Colorado email@example.com
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 ImpactNationally Colorado• 3.9 million children • 84,000 children• All 50 states • 48 of 64 counties• Over 5,000 providers • Over 1,000 providers• 6.5 million books and • 145,000 books and parent parent messages 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
ContactOutside CO: www.reachoutandread.org In Colorado: www.reachoutandreadco.org 303-623-3800 Megan Wilson firstname.lastname@example.org
5) Cavity Free at ThreePregnancy is the ideal time to reach andeducate mothers with early childhoodmessagesExpectant moms have the intrinsic motivationto do what is best for their unborn childSelf-Management Goal Sheets availablein both English and SpanishMore information available at:http://spellproject.weebly.com/webinars.html
Thank you!Please complete a short evaluation about thiswebinar at www.research.net/s/SPELLWebinar.A recording of this webinar will be posted at:spellproject.weebly.com Questions, contact Beth Crist Youth & Family Services Consultant Colorado State Library Crist_B@cde.state.co.us 303-866-6908