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

Early Learning

South East Cornerstone Public School Division

Role

• f

E Early L Learning rning C Coordina inator

• Lead

the p prog

• gramming

and nd support

• rts

for

• r

children a ages 0-10 i in t the sys ystem

• Budget

M Mana nager f for

• r

Earl rly L Learni rning (S (Support

• rts

A Age to 10)

• Liaises

w with a all c coor

• ordinator
• rs

s so that we h have ve a a joi

• int

nt, c coh

• hesive

ve m mod

• del
• Liaise

w with M Mini nistry

• f
• f

Education, n, E Earl rly Y Years B Branc nch – PreK, Ear Early Lear arning, ECIP IP

• Member
• f

ESSP Sub-Com Committees f for the E Early Y Years rs Outcom

• me
• Report
• rts

to

• Superi

rint ntend ndent nt

• f
• f

E Education, n, S Seni nior

• r

Leaders rship a and nd Boa

• ard
• f
• f

Education

• Subm

bmit r requir ired ed r reporting t to Ministry a and

• t
• ther

Role

• f

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

• f

Early Learning and Care Our Home-based Program

0-5 years

• f

age

Role

• f

Early Learning Coordinator

• in

relation to ELC portfolio

• Coordinate

and conduct initial interviews with perspective families

• Determine

which families will be

• n

the ELC caseloads

• Provide

schools with current information

• n

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

• f

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

• utside

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

• f

special project credits

• Support

Prekindergarten, HeadStart and Kindergarten teachers and students

• Connect

parents/caregivers to form networking

• pportunities
• Provide
• bservations

and support to Day Care staff

The Consultants:

• Professional

Teachers – veteran teachers/experienced teachers who

• ften

have post- graduate education in special education

• r

early

• learning. Their

teaching experience has

• ften

been in the early years and

• r

special

• education. Like
• ur

RtI model, we believe in assigning

• ur

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

• ur

service areas in the division

Caseload

• Caseloads

vary depending

• n

area, time

• f

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
• f

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

• n

caseload

Frequency

• f

Visits

• Visits

vary

• First

Nation Support ( Lise )– weekly visits

• Generally
• the

majority

• f

the children are seen weekly but it is dependent

• n

needs

• f

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

• f

the transitioning plan

First Nations Support

• 2016-2017

From September to April

• We

are supporting 39 children living

• n-reserve
• 343

in-home visits were provided

• Weekly

visits to Head Start at Ocean Man and White Bear, as well as

• n-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

• pportunities

for them to network with

• thers

Newcomer Families

• In

collaboration with

• ur

EAL consultants and

• ur

KidsFirst Liaison, we have hosted 2 events for newcomer families with preschool children

• Every

child that attends has the

• pportunity

to play with

• ther

children and parents can meet

• ther

parents

• Staff

is

• n

hand to share information about the community and programs and services

• It

allows us to meet perspective families

• We

plan to expand this to

• nce

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

• f

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

• ut

any information

• r

concerns I have as a

• parent. The

consultant listens to

• ur

family needs and accommodates us and helps my

• daughter. Our

consultant is an asset to

• ur

family!” Parent

• “I

have been very grateful for the help my son and myself have received from

• ur
• consultant. She

has been a very positive influence

• n

my

• son. Always

helpful and

• accommodating. Excellent

program

• verall

I’m very happy to be a recipient

• f

the benefits

• f

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

• f

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

• f

such assistance is to improve student

• learning. Long-range

planning (year plan) unit planning and instruction

Consultants can assist with:

• Planning

integrated units

• f

study (cross-curricular using the Nelson Literacy Resource)

• Integrating

language study in ELA and

• ther

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

• r

Professional Learning Communities

• Supporting

School Improvement Plans and Vertical Learning Communities

• Setting

up mentoring

• pportunities

for teachers

• Preparing

and participating in Professional Growth Plans

• The

implementation

• f

Nelson Literacy resources in the classroom

• The

establishment

• f

a home reading program

• Supporting

the set- up

• f

an Early Learning environment based

• n

the Principles

• f

Early Learning

• The

I Do, We Do, You Do approach to teaching

• The

creation

• f

a Daily 5

• r

Reading/Writing Workshop structure to ensure small group guided instruction

• ccurs
• n

a daily basis.

• The

implementation

• f

Jump Math

• Be

an integral part

• f

Focused School Support

Grade 3 Reading Data

Meet Next Year’s Team

• Coordinator
• f

Ea Earl rly Lea Learn rning J Jacquel eline G Gibbs

• Ear

arly L Lear arning an and C Car are T Team am

• West

Area Consultant Jeanette Mcnalty

• South

Area Consultant Sarah Merriman

• East

Area Consultants Jacky Lothian and Susan Kryger

• First

Nations Consultant Lise Bechard Fuller

• Element

ntary ry C Curricu iculum Team

• West

Area Consultant Penny Leko

• South

Area Consultant Kristy Johnson

• East

Area Consultant Joan Bue

It has been both an honour and a privilege being the Coordinator

• f

Early Learning for SECPSD

Thank you!