Promising Practices
for
School Readiness
Session Goals:
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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
Ready, Set, Go!
West Virginia School Readiness
website
Mid-Term Reports
Due February 29, 2016
(deadline has been extended)
Goal 1:
Skill
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)
% of children reported as
performing at the 2-5
range
Self-regulation
This will be during the initial reporting period. This
report will be available December 1 to county pre-k Play
contacts.
Oral Language
Recommendation:
In year one, a 25 percent increase over baseline
Phonological Awareness
(This is the national campaign target)
This will be achieved through your school readiness
action steps listed below.
Print Awareness
IF ALL TEACHERS DO NOT REGISTER ON ELRS AND
COMPLETE THEIR CLASSROOM DATA ENTRY BY
NOV. 6, YOU WILL NOT HAVE ACCURATE SCORES!
Baseline
Writing
Targeted Outcome
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.
Skill
Fluency
Phonics and Word
Recognition
(Report the percentage of children performing at
the Developing, At Standard, and Above
Phonological Awareness
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.
Print Concepts
Writing
Baseline
Targeted Outcome
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
Immunizations
Health Check Form:
Hearing
Health Check Form:
Vision
Health Check Form: Oral
Health
Health Check Form:
Developmental
Health Check Form:
Speech and Language
Baseline
Targeted Outcome
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 lowincome 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 lowincome 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
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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
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RESA 1-January 19, 2016
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RESA 2-February 1, 2016
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RESA 3-February 23, 2016
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RESA 4-February 10, 2016
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RESA 5-February 2, 2016
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RESA 6-January 13, 2016
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RESA 7-January 21,2016
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RESA 8-January 26 & 27, 2016
Webinar Series
• January 20, 2016
Promising Practices / Looking at Data to Support School
Attendance
• February 17, 2016
Promising Practices / Looking at Data to Support Family
Engagement
• March 16, 2016
Supporting the County Action Plan
• April 20, 2016
Plan Revisions
For assistance:
Ctwebb@k12.wv.us
304-558-9994 (Office)
814-525-9662 (Cell)