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EARLY LEARNING AND DEVELOPMENT STRAND
The U.S. Department of Education’s 2010 Reading Institute was held in Anaheim, CA from July 19-21, 2010. This year, for the first time, the Department partnered with the U.S. Department of Health and Human Services and the National Institute
for Literacy to convene an early learning and development strand at the Institute. More information can be found in the official letters of invitation from Secretary of Education Arne Duncan (PDF) and Joseph Conaty, Director of Academic Improvement
and Teacher Quality Programs (PDF).
Contents:
Plenary Sessions
Breakout Sessions
Featured Sessions: Webinars
Pre-Institute Webinars
References and Abstracts
Additional References
PLENARY SESSIONS
Keynote speakers at the Institute were:
• Thelma Melendez de Santa Ana, Assistant Secretary for Elementary and Secondary Education at the U.S. Department of Education
• Michael Kamil, Consulting Professor of Education at Stanford University (Keynote Presentation Slides - PDF)
• Catherine Snow, Professor of Education at Harvard University (Keynote Presentation Slides - PDF)
BREAKOUT SESSIONS
Below is a roster of the experts who presented at the early learning strand, along with presentation descriptions and materials.
| PRESENTER(S) | SESSION DESCRIPTION AND PRESENTATION |
DOROTHY S. STRICKLAND Professor Emerita Rutgers, The State University of New Jersey |
Linking Early Literacy Standards, Instruction, and Assessment (PDF)
National attention to early literacy standards may increase the tension between “what is best for children” and “what will lead to good results on standardized assessments.” This presentation will seek to dispel extreme views on either side and to suggest concrete ways to use standards to inform classroom instruction and assessment. Providing a Balanced Literacy Curriculum: Best Practices for Total Child Development (PDF) This session will outline the components of an early literacy curriculum that is both evidence-based and developmentally appropriate. Specific suggestions for instruction, home/school connections, professional development, and effective leadership will be offered. |
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SUSAN B. NEUMAN Professor in Educational Studies and Director of the Michigan Research Program on Ready to Learn University of Michigan |
Improving Literacy Achievement through Systematic Vocabulary Instruction (PDF)
Focuses on research based strategies for improving vocabulary instruction in the early years. |
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KELLY HUNTER Director, Professional Development The Children's Literacy Initiative (Philadelphia) |
Literacy Content-Focused Literacy Coaching: A Model for Administrators and Coaches (PDF) This workshop will provide participants with an overview of the qualities of successful literacy coaches, training in content-focused coaching, and how to provide on-going support and mentoring to Literacy Coaches. |
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CRAIG T. RAMEY Distinguished Professor of Health Studies and Director Georgetown University Center on Health and Education |
Birth to Age 8: Integrating Language and Learning Activities into a Developmental Curriculum for Success in School (PDF)
Professional Development as Key to Implementing Evidence-based Practices to Benefit Children (PDF) |
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LINDA M. ESPINOSA Associate Professor University of Missouri-Columbia |
Using Research to Design Best Practices for Young Dual Language Learners (PDF)
This session will provide an overview of current research on the language development of DLLs, a summary of the educational implications, and instructional strategies that have been shown to improve educational achievement for dual language learners. |
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PATRICIA EDWARDS Professor, Michigan State University and President, International Reading Association |
Differentiated Parenting: Integrating Parents and Families into the Continuum of Birth-Age Eight Education Systems (PDF) In this session, Edwards will highlight the importance of parent involvement/family engagement, discuss the terms differentiated parenting, parentally appropriate, as well as acquaint participants with a variety of strategies for working with families. |
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TERI N. TALAN Director of Research and Public Policy McCormick Center for Early Childhood Leadership, National-Louis University |
Building a Cross-Sector System for Early Learning and Development: What Program Administrators Need to Know and Do (PDF) Early childhood program administrators need to be accountable for instructional leadership as well as exemplary management practices. This session will focus on leadership practices that align standards, curricula, and assessment across the early learning continuum, support family engagement, and promote a distributed leadership model. Recent research findings on the quality of early childhood administrative practices will be shared. |
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ARIELLA HERMAN, Research Director University of California Los Angeles, Johnson and Johnson Health Care Institute, Harold and Pauline Price Center for Entrepreneurial Studies MERNELL T. KING Early Childhood Program Director Central Missouri Community Action |
Health Literacy for Children and Families from Diverse Backgrounds: Empowering Parents, Benefiting Children, Improving the Health Care System (PDF) The UCLA/Johnson & Johnson Health Care Institute (HCI), created in 2001 in response to health issues identified in the Head Start population, takes a comprehensive approach to health empowerment for Head Start parents, children and staff with an array of programs. HCI offers Head Start agencies a strategic implementation model, live training sessions, tools, consultation, and resources for leading effective health promotion training programs for parents. |
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CHRISTINE DWYER Senior Vice President RMC Research Corporation |
Translating Research to Practice: Preschool Language and Literacy (PDF)
Putting research findings into practice is a continuing challenge for all educators. Participants will learn about a framework that is helpful in using recommendations from research and also learn how to use media and tools grounded in research-based practices in preschool literacy. The U.S. Department of Education’s Doing What Works website contains many items for professional development to improve preschool education. |
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W. STEVEN BARNETT and ELLEN FREDE National Institute for Early Education Research (NIEER) Rutgers, The State University of New Jersey |
Improving Language and Literacy Development: How Research Can Drive System Wide Best Practice at the School District and Classroom Levels Birth to Grade 3 (PDF) For program administrators, coaches and others interested in using research to inform decision-making in preschool. The presentation will cover research on: Who goes to Pre-K and what are the effects on children? What does research tell us about best practice in early education? How does actual policy and practice compare to best practice? Participants will be introduced to methods for using research-based methods to implement a continuous improvement cycle at the child, classroom and program levels. |
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SHIRA PETERSON, Research Associate Children's Institute (Rochester) AMY BAKER Clinical Associate Children's Institute (Rochester) |
Access, Articulation and Alignment: Coordinating Pre-service and In-service Career Ladders through Professional Development Among Delivery Systems Serving Early Childhood Educators (PDF) This session will describe the use of Participatory Action Research in an Early Childhood Education Professional Development (PD) program to create an integrated system of professional development for students from entry-level through earned degrees. Topics will include aligning PD with research and community needs, providing access to PD opportunities, and articulating meaningful sequential steps in the early childhood educator’s career ladder. |
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CATHERINE SCOTT-LITTLE Associate Professor The University of North Carolina at Greensboro |
Early Learning Standards: The Foundation for Systemic Efforts to Improve Children's School Readiness (PDF) Every state in the nation has early learning standards to define what children should know and be able to do before entering kindergarten. This session will focus on how states can work toward high-quality standards and use standards across early childhood systems to promote children’s success in school. |
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RACHEL DEMMA Senior Policy Analyst National Governors Association |
A Key to Cross-System Coordination: State Early Childhood Advisory Councils (PDF)
Under the 2007 Reauthorization of Head Start, states have until August 1, 2010 to apply for funds to support the development and implementation of their state Early Childhood Advisory Council (ECAC). What is the role of this body? How are states using ECACs to advance comprehensive system-building agendas and improve outcomes for young children? Rachel Demma will explore how states have formed and financed ECACs that are guiding strategic policy planning to bridge the early childhood and K – 12 systems. |
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JANA MARTELLA Executive Director National Association of Early Childhood Specialists in State Departments of Education |
Building Professional Development Systems to Improve Early Learning (PDF)
State early education agencies, offices, departments, and divisions are charged with implementing evidence-based practice into early learning environments—with a workforce of widely varied preparation, education, and experience. This session will explore integration efforts of the last several years that have resulted in professional development policies and programs that show promise for assuring quality early learning and instructional outcomes--particularly focusing on the standards and data movements as they relate to the early childhood education profession. |
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MARGO GOTTLIEB Director, Assessment & Evaluation Illinois Resource Center Lead Developer World-Class Instructional Design and Assessment (WIDA) Consortium |
Guiding Principles in Designing English Language Proficiency Standards (PDF)
This session will explore the components of academic language requisite for school success. With examples from English language proficiency standards, it will illustrate the crosswalk between language and content as exemplified in the Common Core State Standards. Gottlieb will offer a vision of a standards-referenced educational system designed for all students, including language learners. |
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GERRIT WESTERVELT Executive Director The Build Initiative |
QRIS: Early Education and Systems Reform (PDF)
States are moving aggressively to implement Quality Rating and Improvement Systems (QRIS), as a way to align program, teacher and early learning standards and create a more coherent early childhood system. This session will explore how early childhood program quality and QRIS contribute to systemic change in ECE and support early literacy strategies. |
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RACHEL DEMMA, Senior Policy Analyst National Governors Association TOM SCHULTZ, Project Director Council of Chief State School Officers FLORENCE NELSON Senior Policy Analyst Zero to Three: National Center for Infants, Toddlers and Families |
Part I - Supporting Literacy from Birth to Age Eight: Where are the Gaps? Where are the Connections? (PDF) Part II - Supporting Literacy from Birth to Age Eight: Where are the Gaps? Where are the Connections? (PDF) This panel will explore how states are bridging early childhood and K–12 systems to ensure that children from birth to age 8 receive high-quality care in high-quality learning environments. How are policies and practices ensuring that young children receive developmentally appropriate teaching from a highly qualified professional workforce? How can state system-building efforts best incorporate a focus on infants and toddlers? |
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MARY ANN WOODRUFF, Medical Director Reach Out and Read Washington State PERRI KLASS National Medical Director Reach Out and Read National Center, Boston |
Reach Out and Read and Early Literacy in the Doctor's Office: Promoting School Readiness by Guiding Parents and Connecting with Communities (PDF)
Reach Out and Read (ROR) is an evidence-based nonprofit organization that promotes early literacy and school readiness in pediatric exam rooms nationwide by giving new books to children and advice to parents about the importance of reading aloud. The presentation will discuss how pediatricians and other pediatric health professionals, through encouraging families to read with their children, can help to drastically improve a child’s chances of entering school ready to learn. |
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SHARON RITCHIE Senior Scientist Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill |
Seamless Education: Continuity from Pre-Kindergarten through Kindergarten (PDF)
This interactive session will examine an innovative approach to PreK – Grade 3 education that focuses on vulnerable children. The approach unites the best features of early childhood, elementary and special education, uses data to drive and monitor change efforts and inquire into practice, develops collaborative structures to support communication and continuity across the age span, and re-thinks the true meaning of foundational processes for young children. |
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JANICE IM Senior Program Manager Zero to Three: National Center for Infants, Toddlers and Families |
Why Early Language and Literacy From Birth: A Seamless Continuum of Services (PDF) When using the term early, or “emergent” literacy, we are referring to what children know about communication, language (verbal and nonverbal), reading, and writing before they can actually read and write. Early literacy skills unfold simultaneously as children master other domains of development, such as social-emotional skills. This session will explore the foundations for early language and literacy in the context of research related to brain development and emergent literacy. |
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LINDA HASSAN ANDERSON Senior Director National Association for the Education of Young Children (NAEYC) Academy for Early Childhood Accreditation |
Standards, Science and the Role of Play in Early Literacy Education (PDF)
A flexible, research-based repertoire of teaching/learning approaches to promote young children’s development includes creating support for play. Participants will explore the multiple benefits of high-quality play experiences on literacy development for young children and the critical role that teachers play by intentionally supporting and extending children’s play. |
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MARGARET BURCHINAL Director, Design and Statistical Computing Unit Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill |
Do Effects of Early Child Care Extend to Achievement and Self-Regulation at Age 15 Years? Results from the NICHD Study of Early Child Care and Youth Development (PDF) |
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MICHAEL KAMIL, Consulting Professor of Education Stanford University CATHERINE SNOW Professor of Education Harvard Graduate School of Education |
Guiding Principles: Aligning of Early Learning Standards with the Common Core (PDF)
Measuring Up: Using Assessment to Improve Quality of Education and Other Services for Young Children (PDF) |
FEATURED SESSIONS: WEBINARS
Seven sessions were streamed online as webinars for individuals who were unable to attend the institute. Most of these sessions were hosted by organizations with early learning priorities. Podcasts of these featured sessions are available below.
| SESSION TITLE, SPEAKERS AND PANELISTS | SESSION DESCRIPTION AND PRESENTATION |
Featured Session: Federal Investment in Early Learning Panel: Steven Hicks, Special Assistant on Early Learning; Steven Means, Special Assistant to the Assistant Secretary for Elementary and Secondary Education; and Deborah Spitz, Group Leader, Early Childhood Reading Group, Academic Improvement and Teacher Quality Programs, U.S. Department of Education; and Jeff Capizzano, Special Policy Advisor for Early Childhood Development and Education, Administration for Children and Families, U.S. Department of Health and Human Services |
The U.S. Department of Education (ED) is committed to an early learning agenda beginning at birth and continuing through third grade, and has entered into an interagency partnership with the Department of Health and Human Services to support this agenda. In this session, representatives from ED’s Office of Elementary and Secondary Education,
Academic Improvement and Quality Programs, and Early Learning Initiative, and HHS’s Administration for Children and Families discuss the current federal investment in early learning as well as the initiatives contained in the proposal for reauthorizing the Elementary and Secondary Education Act. Note: The content of this podcast begins at around 7 minutes, 45 seconds. (Audio and presentation slides) |
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Featured Session: Hosted by the National Title I Association Remarks by Richard Long Panel: Margo Gottlieb (World Class Instructional Design and Assessment Consortium), Steve Barnett (National Institute for Early Education Research), Ellen Frede (National Institute for Early Education Research), Dorothy Strickland (Professor Emerita, Rutgers) |
Looking at Early Learning: Impacting High Need Communities of Early Learners In this session, the first of three hosted by the National Title I Association, a panel of four present a comprehensive view of early learning programs at the state and classroom levels. (Audio only) |
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Featured Session: Hosted by the International Reading Association (IRA) Remarks by Patricia Edwards, IRA President Panel: Fran Perkins (Georgia Department of Education), Tawanna Miller (Fulton County, GA Title I), Terri Purcell (Cleveland State University), and Judy Carson (Connecticut Department of Education) |
Engaging families and communities in education is critical to improving student outcomes, and is also an important aspect of the Department of Education’s proposal for reauthorization of the Elementary and Secondary Education Act. For this session, Patricia Edwards assembled a panel of state and local education leaders to discuss parent, family, and community engagement and involvement including differentiating strategies. (Audio only) |
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Featured Session: Hosted by the National Governors Association (NGA) Rachel Demma, NGA Senior Policy Analyst |
Early Childhood Advisory Councils can help states to coordinate services, bridge early childhood and K – 12 systems, and ensure that children from birth to age 8 receive high-quality care in high-quality learning environments. In this session, Rachel Demma from the NGA Center for Best Practices discussed collaborative governance through state Early Childhood Advisory Councils, as well as the use of coordinated longitudinal data systems as a key support in those efforts. (Audio and presentation slides) |
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Featured Session: Hosted by the Council of Chief State School Officers(CCSSO) Tom Schultz, Early Learning Project Director |
The Common Core State Standards are a state-led initiative that has been jointly coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The adoption of the Common Core will create, for the first time, consistent nationwide expectations for children’s early literacy and language development in kindergarten through grade 3. In this session, Tom Schultz, CCSSO Early Learning Project Director, engaged participants in thinking through the implications of the Common Core, based on what we know about how well children 0-8 are progressing and the current quality of learning opportunities in language & literacy development.
The goal of the session was to chart a course for states, local school districts and early care and education programs to build a continuum of early literacy and language learning opportunities so that every child is able to meet the challenge of the new standards.
(Audio and presentation slides) |
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Featured Session: Hosted by the National Title I Association Remarks by Richard Long Panel: Michael Kamil (Stanford), Sharon Ritchie (UNC, Frank Porter Graham), Shira Peterson (Children's Institute, NY), and Peg Burchinal (UNC, Frank Porter Graham) |
Linking Policy Options Across Many Programs The National Title I Association facilitated three webinars during the 2010 Reading Institute on July 19-21. In this second session, a panel of experts who presented at the Early Learning Strand discussed early learning policy options and addressed audience questions. (Audio only) |
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Featured Session: Hosted by the National Title I Association Remarks by Richard Long Panel: Catherine Snow (Harvard) and Gayle Pauly (Washington State Title I Director) |
How Systems Can Create Instruction as Part of the Core of Their Programs In this final featured session, Richard Long from the National Title I Association was joined by Catherine Snow and Gayle Pauley. The panel discussed early learning systems and instruction and addressed audience questions. (Audio and presentation slides) |
PRE-INSTITUTE WEBINARS
In preparation for the institute, two webinars on early learning were held. These informative programs helped to lay the groundwork for the early learning and development strand at the Institute.
• State of Early Learning and Development for Children Birth to Three Years
- Hosted by Zero to Three: National Center for Infants, Toddlers, and Families.
- Remarks by Janice Im, Zero to Three; Rosemary Fennell, U.S. Department of Education; Jacqueline Jones, Senior Advisor to the Secretary for Early Learning, U.S. Department of Education.
- Discussant: Florence Nelson, Zero to Three.
- Panel: Ross Thompson, Professor of Psychology, University of California, Davis; Peter Mangione, Co-director, WestEd Center for Child and Family Studies; and Carolyn Stevens, Senior Program Analyst, Military Community & Family Policy, U.S. Department of Defense.
• Webinar on State Pre-K: NIEER State of Preschool Yearbook
- Hosted by the National Institute for Early Education Research(NIEER) and the National Title I Association
- Presented by Steve Barnett and Dale Epstein, NIEER
REFERENCES AND ABSTRACTS
The National Title I Association collected references and prepared abstracts based on information suggested by presenters for the Early Learning and Development strand. This information was intended to provide an introduction to current issues, challenges, and priorities in early learning. This document can be downloaded here.
ADDITIONAL REFERENCES
U.S. Secretary of Education Arne Duncan and U.S. Secretary of Health and Human Services Kathleen Sebelius Announce Formation of Interagency Policy Board on Early Learning
http://www.ed.gov/news/press-releases/us-secretary-education-arne-duncan-and-us-secretary-health-and-human-services-ka
Reauthorizing the Elementary and Secondary Education Act
Download the full text of the blueprint along with specific proposals for early learning, supporting family and community engagement, diverse learners, and many other subjects.
http://www2.ed.gov/policy/elsec/leg/blueprint/index.html
Supporting Early Learning: Reauthorizing the Elementary and Secondary Education Act
http://www2.ed.gov/policy/elsec/leg/blueprint/faq/early-learning.pdf
U.S. Department of Education’s Early Learning Initiative Website
http://www.ed.gov/early-learning
U.S. Department of Education’s Blog: Early Learning
http://www.ed.gov/blog/topic/early-learning/
BRIEF: Cross-site Evaluation of the Early Childhood Educator Professional Development Program
http://www2.ed.gov/about/offices/list/opepd/ppss/index.html
Towards the Identification of Features of Effective Professional Development for Early Childhoods Educators: A Review of the Literature
http://www2.ed.gov/about/offices/list/opepd/ppss/index.html