1. Medicine Hat School District No. 76 Board Presentation Early Years

2. “The earliest experiences of childhood reach long into adulthood…Early experiences establish the architecture of the brain and the developmental trajectories for the learning, behaviour, and health of individuals and populations.” McCain, Mustard and Schanker Early Years Study (March 2007) Early Years

3. Report and Recommendations Alberta’s Commission on Learning What happens to children in their first few years of life has a profound influence on their relative success or failure in school and in life in general. In fact research supports correlations between early childhood experiences and : High school completion rates Rates of juvenile arrests Forming and maintaining social relationships Adult criminality Health Employment Family life Dependence on community support Productivity

4. Second Recommendation: Establish new junior kindergarten programs on a phased-in basis. -“The trend in all countries included in [the Organization for Economic Co-operation and Development (OECD)] study of early childhood education is toward at least two years of early childhood education provided before children begin school. They also suggest that good quality early childhood development programs should be part of an integrated approach to meeting the needs of children and should have strong links to the education system. All children should have access to quality programs with particular attention to children in need of special support.” Attachment: Every child learns. Every child succeeds. October 2003

5. Alberta Education reported, to the Early Childhood Council Zone 6 meeting, that Premier Stelmach has made the following recommendations, as priorities, to the Minister of Education : –explore options to provide children with access to early learning opportunities –develop a strategy to improve high school completion rates

6. *…Research suggests that at least one out of every four Canadian children is vulnerable.” (Wilms, 2002)

7. THE EARLY YEARS Before age 5 Sensitive period re impacts Critical for later development

8. ‘ SENSITIVE PERIODS ’ IN EARLY BRAIN DEVELOPMENT Binocular vision 01237654 High Low Years Habitual ways of responding Language Emotional control Symbol Peer social skills Relative quantity Central auditory system

9. Efforts made in the early years have a greater cost- benefit than efforts made in later years.

10. RATES OF RETURN TO HUMAN DEVELOPMENT INVESTMENT ACROSS ALL AGES Pre-school Programs School Job Training Return Per $ Invested R 2 4 6 8 0618 Age Pre- School Post School Adapted from Founders’ Network (Carneiro, Heckman, Human Capital Policy, 2003)

11. Junior Kindergarten Medicine Hat School District No. 76

12. Medicine Hat School District 76 Junior Kindergarten Serves more children/families Provides more choices for children/families Allows children who need less intensive interventions in an excellent program Congregation of children with mild/moderate needs allows for more direct services and creative models Opens parameters for all children: a)English Language Learners (ELL) b)Environmentally deprived c)Assessed developmental stages d)Typically developing from neighbouring community

13. Junior Kindergarten is for children One year prior to kindergarten Identified and assessed by Community Pre-school Special Needs Teachers, Speech Language Pathologists and Occupational Therapists in play schools, daycares and pre-school development programs

14. Assessment A team of therapists is available to provide assessments in a number of areas including speech, language, behaviour, play and motor development. Assessments are planned with each individual child in mind and information is typically gathered using formal assessments, observations and during play activities. The information is then used to help identify a child’s strengths and challenges and to develop program ideas and individual program plans.

15. Continuous Assessment and Improvement Assessment provides information about child outcomes, program design, instructional strategies and parent involvement. Through assessment teachers can adapt the environment to promote learning and collaborate with partner agencies to adapt support services.

16. In Junior Kindergarten there are five main areas of focus for assessment: 1.The child; 2.The learning program and the prepared environment 3.The teacher’s practice; 4.Support services and, 5.Parent and family participation

17. Family Teacher Speech Language Pathologist Assistant Occupational Therapist Assistant Physical Therapist Behaviour Consultant Ed Assistants Music Assistant Program Art Program CHILD Psychologist

18. Characteristics of the Learning Program Developmentally appropriate programming Prepared environment Development of the whole child: an integrated, balanced focus on physical, social, emotional, intellectual and creative development Active, experiential focus to learning: an environment that promotes play Child centered Specialized education supports

19. Responsive Learning Program Specifically, early intervention Junior Kindergarten focuses on: Fostering social development and self- esteem; Nurturing educational growth and school success; and, Promoting language development.

20. “The cornerstone of our (Reggio Emilia) experience, based on practice, theory and research, is the image of the children as rich, strong and powerful. The emphasis is placed on seeing the children as unique subjects with rights rather than simply needs. They have potential, plasticity, the desire to grow, curiosity, the ability to be amazed, and the desire to relate to other people and to communicate” (Rinaldi, cited in Fraser, 2006, p.20)

21. Mild/Moderate Community PUF

22. Funding Model Children are identified with Alberta Education twice during the school year: October 1 st = Full Base Grant Mild/Moderate Funding or Program Unit Funding March 1 s = Half the Base Grant Half Mild/Moderate Funding Pro-rated Program Unit Funding District School registration fees