Denver’s citywide effort to help poor children read better — explained

PHOTO: Lisa Roy
Lisa Roy, Denver Public Schools' new executive director of early childhood, started in October

Lisa Roy became Denver Public Schools’ executive director of early education — a newly created position — in October.

She’ll play a key role in launching the “Birth to Eight Roadmap,” a community effort aimed at improving literacy outcomes among young children living in areas of concentrated poverty in Denver.

Before coming to DPS, Roy was executive director of the Denver-based Timothy and Bernadette Marquez Foundation and did consulting for Grantmakers for Education, a national network of education grant-makers. She’s also worked for two other Denver-based foundations: the Piton Foundation and the Daniels Fund.

We sat down with Roy this week to discuss her background, her new position and the road map’s recommendations.

The interview has been edited for clarity and length.

What was your own early childhood experience like?
My great-grandfather was the superintendent of schools for Frederick County, Maryland, and he built one of the first high schools for African-American kids. So he was what was called the Superintendent of Colored Schools at the turn of the last century.

My grandmother and all of her siblings were teachers, and so my early childhood experience was actually my grandmother. She was a stay-at-home grandmom and took care of me and my cousins and siblings and we got a great experience. Of course, there was the ruler when I mispronounced words — a little slap on the hand — and I had to do my little rhyming before I could eat lunch or breakfast.

What was it like when your school was integrated when you were in kindergarten?
I didn’t really think about it. I had seen white kids on television and in the supermarket. I don’t think that part was as shocking. As I got older, it was a little different because I realized I was invisible. Obviously, I tested well and was put in an advanced track. It was myself and one other schoolmate that went through this advanced track together until we graduated from elementary school.

For me growing up, there was also this dissonance around if you were doing well in school somehow that meant you were trying to assimilate as opposed to this was my family background. I didn’t know how else to be.

What is the Birth to Eight Roadmap?
It’s a partnership between the City and County of Denver, Denver Public Schools and a myriad of nonprofit partners to provide supports and services around language and literacy from birth to third grade.

We have 11 different recommendations — from having an early opportunity system which ensures that kids have the developmental screenings they need and are provided the services to keep them at grade level, to hubs, which could be community-based or school-based opportunities to provide supports and services to families.

Has Denver Public Schools done anything like this before?
No, not like this. DPS and the city did work hand-in-hand with then-Mayor (John) Hickenlooper on the first Denver Preschool Program ballot initiative (which provides preschool tuition assistance for Denver 4-year-olds through a city sales tax ), but it was a very discrete ballot initiative. It wasn’t meant to solve every issue around birth to age 8. It was 4-year-olds only.

This has never been done before because it’s crossing the boundaries of what DPS is responsible for and what the community and parents are responsible for. It’s this opportunity to collaborate with parents, collaborate with nonprofit programs and child care centers, collaborate even within the district, across departments.

What is the goal of the Birth to Eight Roadmap?
The ultimate goal is that kids are reading proficiently and above by third grade.

We understand that when kids get to kindergarten it’s too late. About 38% of our children have no formal pre-K experience. We want to ensure our teachers are able to individualize according to where kids are, and their backgrounds and experiences … but also to try to the raise the percentage of kids who have some type of exposure (to early learning).

Not all parents are going to pick formal pre-K. But some of them might be willing to do a play-and-learn group or join the family literacy program or do Parents as Teachers or Home Instruction for Parents and Preschool Youngsters. We want to provide more opportunities like that with the collaboration.

What will the resource hubs will entail?
One example that we have in Denver Public Schools already is College View Academy, which has everything from play-and-learn groups to English as a Second Language and GED (classes) for parents. They even have opportunities for parents who are interested in going into the teaching profession to start off as a paraprofessional.

Again, this underlying theme around language and literacy is there throughout the building— with other supports that families need to succeed. Keep in mind that every neighborhood looks different.

How many hubs will there be and where?
We’re hoping to launch five, but keep in mind these are not hubs from scratch. These are hubs that have a lot of comprehensive services (now).

Right now, we have College View Academy, Place Bridge Academy, a school for immigrants and refugees; Florence Crittenton High School, a school for pregnant and parenting teens; and Focus Points Family Resource Center, near Swansea Elementary.

What do you see as the biggest challenge in implementing the Roadmap recommendations?
Well, it could be like herding cats. When you’re dealing with a lot of different people that have to raise their own funding, that are in various communities … it makes an interesting avenue to launch this kind of work.

What’s the timeline for the Roadmap?
Some of these things will be going to go on into perpetuity I would hope. But for the next three to four years we’re going to intensively look at three different phases. By the end of four years, it will really take shape, in a way you can say, “Yes, that’s the result of the Birth to Eight Roadmap.”

(Very) early education

Helping expectant and new mothers can lead to health and education gains for children, new paper says

PHOTO: Ann Schimke
A toddler at Loveland's Teaching Tree Early Childhood Learning Center, draws on an outline of his foot.

A new paper released Monday identifies health and educational benefits for children whose mothers participated in a home visitation program that provides medical assistance and early childhood development.

The Nurse-Family Partnership program begins in prenatal stages and ends when the child turns 2. The program offers care to disadvantaged, first-time and single mothers. Registered nurses visit the women’s homes and assist both with medical needs and early education.

University of Chicago Professor James Heckman, in tandem with four other professors and researchers at major American universities, analyzed a Nurse-Family Partnership program in Memphis, Tennessee. The paper concludes, among other things, that Nurse-Family Partnership programs improve cognitive skills for babies of both genders by age 6, and specifically social and emotional skills for girls. At age 12, males whose mothers were involved in Nurse-Family Partnership program perform better academically.

It is very important to provide a strong start early in life,” said Maria Rosales-Rueda, a professor at the University of California, Irvine and one of the paper’s authors. “We have seen several research children arrive to school already with big gaps between low socioeconomic status and high socioeconomic status. Programs like Nurse-Family Partnership target low income very disadvantaged families, first-time mothers, sometimes teenagers, by helping them to invest in their children.”

Nurse-Family Partnership receives federal funding from the Maternal, Infant and Early Childhood Home Visiting Program. The funding expires Sept. 30. If Congress does not reauthorize the program, Nurse-Family Partnership and other early childhood programs could lose crucial federal dollars, said Fran Benton, a spokesman for the program’s national office.

Rosales-Rueda said she hopes the paper will help raise awareness about the effectiveness of Nurse-Family Partnership.

Currently, its programs are widely available in Colorado, according to Michelle Neal, director of the program at the Denver-based organization Invest in Kids. While federal funding makes up a smaller portion of Nurse-Family Partnership’s revenue, Neal said if the federal funding is not reauthorized, Colorado’s program could be in jeopardy.

“In Colorado at least we have great support for the program in that we’re available in all 64 counties,” she said. “A (paper) like this can have an impact on our advocacy to have the federal funding be reauthorized because that’s up in the air. We need that funding to continue flowing after October 1.”

Correction: A previous version of this story misstated when federal funding for the Nurse-Family Partnership expires.

building blocks

Why a Colorado researcher believes preschool students should learn — and play — with math

PHOTO: RJ Sangosti, The Denver Post

What do preschoolers need math for? Doug Clements argues preschoolers use math everywhere from reading to play — and engaging early mathematics instruction can help better prepare young students for later learning.

Clements, the executive director of the University of Denver’s Marsico Institute for Early Learning and Literacy, has spent nearly his entire career studying and advocating for introducing math concepts in early childhood education. He and his wife Julie Sarama, Marsico’s co-executive director, developed preschool lessons and tests for teaching mathematics to early learners. Their hallmark program, Building Blocks, has taken hold in cities such as Boston and Buffalo, N.Y., where both Clements and Sarama have conducted research.

Clements took the helm at Marsico in 2013, where he and Sarama have worked on a new iteration of their math-focused early childhood curriculum that incorporates literacy, social-emotional learning and science.

In an interview with Chalkbeat, Clements shared memories from the classroom and the benefits — and fun — of teaching math concepts to preschoolers. This interview has been edited for brevity and clarity.

How did you become fascinated with early math education?

I served as a graduate assistant to a math (education) professor because I liked math as a student myself. We drove a big van around with 1960s curriculum from National Science Foundation and showed teachers this stuff.

When I started teaching kindergarten I was very sensitive to the fact that I wanted to do mathematics better, so I was always casting about for curriculum or ideas to teach mathematics. I was just skeptical these kids could do it, so I was hesitant many times to ask them to do these kinds of things. But lo and behold, they took to it. It surprised me. If you talk to (kids) about their strategies and what they’re thinking about the mathematics, it just reveals so much more competence than you’d normally think that really young kids had.

I just became more and more interested in pushing the  envelope of these kind of abilities kids had mathematically. Teachers often will say, “I got into preschool so I didn’t have to teach mathematics.” And instead we tell them, “We don’t want you to give kids the kind of experiences that led you to dislike mathematics.”

Do you have a specific examples or story of a time where you saw the benefits of early math instruction in action?

We were reading a book and the (students) noticed the hexagons in a beehive, and they came up with all these different reasons that bees would make hexagons. The kids had a delightful time thinking of different reasons. For example, one of the reasons was the bees saw the hexagons in the school and thought, “That’s a great shape. We should use that in our beehive.” And this boy happened to say, “I think they chose hexagons because they fit together real well.”

The kind of natural interest and competence they have in mathematics — if given the opportunities, the interactions with the teachers, the intentional teaching that the teacher does — leads to spontaneous use of mathematics throughout their lives.

We know from research kids who come from lower-resource communities don’t have a heck of a lot of those experiences so it’s really important that those schools we are working with, with kids with huge percentages of free and reduced lunch. All kids need better and more mathematics. It’s especially important for equity reasons, for those kids who have fewer resources in their homes and communities, to be able to go to a preschool where their kind of fire of interest in mathematics is provided by the teacher and the curriculum.

What are some of the key findings you have drawn from your research on the link between early math and early literacy?

Doing math with kids actually helps them build the ability to learn and use new vocabulary words even if those vocabulary words were not mathematical in content. They have to dig down deep to explain their own thinking and that really helped them build more complex grammatical structures, and that’s an outcome of the mathematics. And then they were more able to answer inferential questions.

Well-done mathematics doesn’t just teach mathematics, it’s cognitively fundamental and helps kids learn a variety of abilities.

How are these concepts integrated in the classroom?

What’s most effective is to combine methodologies. We don’t just do whole group, we don’t just do small group, we don’t just do learning centers, we don’t just do computer — we do all four of those. We keep it short, interesting. So, for example, kids will stomp around classroom marching and (counting alternately quietly and loudly).

What does it do? It builds, of course, the verbal counting strength. But look at what else — it builds the knowledge of one-to-one correspondence because they’re stamping per each count. Not only that, it builds intuition about pattern because we’re saying one quietly, two loudly. And then lastly they’re building intuition about even and odd numbers, because all the odd numbers are said quietly, all the even numbers are said loudly.

So you don’t have to do, sit down, look at the paper, write the number two, to be doing fundamentally interesting mathematics.

How many preschools are actually integrating early math concepts into their programs the way you think it should be done? Is there anything holding back programs from doing so?

Most people understand that the goal of literacy is to be able to read and write and think, but often people think the goal of math is to be able to compute accurately. That’s such a limited view of mathematical thinking writ large. So we have a lot of work to do to change people’s conception of mathematics as well as their skills in understanding the math, understanding the kid’s thinking and understanding how to teach to develop that kid’s thinking.

But it is coming along — there is more general knowledge and awareness at least, interest in it, and — this is important in early childhood the youngest years, the preschool years — less resistance to doing mathematics (because of the perception) that it’s developmentally inappropriate which it’s not. But still, in some circles (they say), “Kids should play, kids should be kids. Why would they do math? That should wait until later. Math is just school, boring stuff, and kids should be kids and play.”