Early Learning South East Cornerstone Public School Division - PowerPoint PPT Presentation

Early Learning South East Cornerstone Public School Division

Role o of E Early L Learning rning C Coordina inator  Lead the p prog ogramming and nd support orts for or children a ages 0 0-10 i in t the sys ystem  Budget M Mana nager f for or Earl rly Learni L rning (S (Support orts A Age 0 0 to 10)  Liaises w with a all c coor oordinator ors so s that we h have ve a a joi oint nt, c coh ohesive ve m mod odel Liaise w with Mini M nistry of of Education, n, E Earl rly Years Y B Branc nch – PreK, Ear Early Lear arning,  ECIP IP Member of ESSP Sub-Com Committees f for the Early E Y Years rs Outcom ome  Report orts to o Superi rint ntend ndent nt of of Education, E n, S Seni nior or Leaders rship a and nd Boa oard of of  Education Subm bmit r requir ired ed r reporting t to Ministry a and ot other  

Role o of E Early L Learning rning C Coordina inator  Provide Professional Development for Prekindergarten to Grade 5  Provide Professional Development to community pre-schools, daycares and HeadStart staff Provide support and answer questions regarding the ASQ-3 and EYE  Support Early Learning and Care and Elementary Curriculum Consultants  Oversee support for expectant teen parents  Liaise with Preschools and Child Care Centres  Oversees Regional KidsFirst Community Liaison  

Overview of Early Learning and Care Our Home-based Program 0-5 years of age

Role of Early Learning Coordinator - in relation to ELC portfolio  Coordinate and conduct initial interviews with perspective families  Determine which families will be on the ELC caseloads  Provide schools with current information on Early Learning  Support schools in implementing best practices in Early Learning

Meet the Early Learning and Care Team  West Area Consultant Jacquie Gibbs  South Area Consultant Sarah Merriman  East Area Consultants Jacky Lothian and Susan Kryger  First Nations Consultant Lise Bechard Fuller

Ro Role o of Early Lea Learni ning ng and nd C Care C Consultant nts Work in homes to support children and families to achieve learning goals.  Connect families with support to outside agencies and communities.  Plan for successful transitions into the formal school system  Support teen expectant parents as they prepare for parenthood  Support teen parents to help them attain graduation through acquisition of special project credits  Support Prekindergarten, HeadStart and Kindergarten teachers and students  Connect parents/caregivers to form networking opportunities  Provide observations and support to Day Care staff 

The Consultants:  Professional Teachers – veteran teachers/experienced teachers who often have post- graduate education in special education or early learning. Their teaching experience has often been in the early years and or special education. Like our RtI model, we believe in assigning our most experienced, trained professionals with children with the most vulnerabilities.  We have 4.1 FTE Early Learning and Care Consultants.  Each provides service to a geographical area consistent with our service areas in the division

Caseload  Caseloads vary depending on area, time of year and transitioning  We have never and will never use a waitlist. The program is about early intervention and prevention. A waitlist is contradictory to that.  Caseloads tend to be a little smaller in the Fall as we have transitioned children  Caseloads are typically anywhere between 25 and 35 children  As of April we currently have 128 children– 31 per FTE – if even distribution, however we work in areas not by numbers  Of note, when we assumed ECIP we had 32 children on caseload

Frequency of Visits  Visits vary  First Nation Support ( Lise )– weekly visits  Generally - the majority of the children are seen weekly but it is dependent on needs of children and families. Some have bi-weekly visits.  Children who have been transitioned into Pre K would receive less in-home support for example. They would be seen in Pre K –part of the transitioning plan

First Nations Support  2016-2017 From September to April  We are supporting 39 children living on-reserve  343 in-home visits were provided  Weekly visits to Head Start at Ocean Man and White Bear, as well as on-reserve prekindergarten and kindergarten

Teen Parents  We are currently supporting 13 teen parents  Consultants help establish Special Projects enabling students to graduate  We have hosted events for teen parents and their children providing opportunities for them to network with others

Newcomer Families  In collaboration with our EAL consultants and our KidsFirst Liaison, we have hosted 2 events for newcomer families with preschool children  Every child that attends has the opportunity to play with other children and parents can meet other parents  Staff is on hand to share information about the community and programs and services  It allows us to meet perspective families  We plan to expand this to once a month next year

What Our Parents Have to Say  “My son loves his consultant. She can get him to do and say things that my husband and I cannot. He went from barely speaking in January last year to non- stop talking now. He is able to express himself so much better. He loves the sessions and is so happy during them.” Parent  “You have been a part of my daughter’s life since she was born! I truly love this program. We are learning lots. The consultant is fantastic with my child. My daughter responds extremely well to her consultant. Also the consultant tries her hardest to find out any information or concerns I have as a parent. The consultant listens to our family needs and accommodates us and helps my daughter. Our consultant is an asset to our family!” Parent  “I have been very grateful for the help my son and myself have received from our consultant. She has been a very positive influence on my son. Always helpful and accommodating. Excellent program overall I’m very happy to be a recipient of the benefits of the program.” Parent

Survey Says…

Prekindergarten  Quality Programming  Teacher Qualifications  Prekindergarten Education Assistant  Ratio: 1 adult to 8 children  Developmentally appropriate programming  Language rich environment  Responsive interactions between children and staff  Effective family engagement

Prekindergarten in SECPSD  We have 9 programs in 7 locations  Haig  Arcola  CES  Wesview  OPHS  CEC  MacLeod  We have space for 144 children

Kindergarten  EYE-TA

PAST

Elementary Curriculum Consultants  Meet the Team  West Area Consultant – Penny Leko  South Area Consultant – Kristy Johnson  East Area Consultant – Joan Bue

The Role of Elementary Curriculum Consultants  To support teachers with Tier One K-5Curriculum. This may include, but isn’t limited to, instructional strategies and assessment practices that align with SECPSD priorities. The ultimate goal of such assistance is to improve student learning. Long-range planning (year plan) unit planning and instruction

Consultants can assist with:  Planning integrated units of study (cross-curricular using the Nelson Literacy Resource)  Integrating language study in ELA and other subjects (vocabulary walls for math, science, social)  Learning through inquiry  Sharing best practices by modeling new strategies and approaches ,team- teaching and planning  Developing assessment tasks and tools

 Developing portfolios  Facilitating book circles or Professional Learning Communities  Supporting School Improvement Plans and Vertical Learning Communities  Setting up mentoring opportunities for teachers  Preparing and participating in Professional Growth Plans

 The implementation of Nelson Literacy resources in the classroom  The establishment of a home reading program  Supporting the set- up of an Early Learning environment based on the Principles of Early Learning  The I Do, We Do, You Do approach to teaching  The creation of a Daily 5 or Reading/Writing Workshop structure to ensure small group guided instruction occurs on a daily basis.  The implementation of Jump Math  Be an integral part of Focused School Support

Grade 3 Reading Data