Early Childhood

At lab school, Butler and IPS students both learn lessons

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Butler junior Briana Ulba works with students at the Lab School as part of a college class that meets at IPS School 60.

Aspiring teacher Bridget Spitale was watching a lesson about adjectives when she realized taking college classes in an elementary school worked.

She was assisting in teacher Mary Ellen Estridge’s classroom while she was talking with her kindergarten and first grade students about adjectives. Estridge moved to telling a story and the way the lesson unfolded was a breakthrough for Spitale’s understanding of effective teaching.

“It was an eye-opening moment,” said Spitale, a Butler junior from Hammond.

The lab school, also known as Indianapolis Public School 60, is a collaboration between the university and the school district and follows a unique curriculum inspired by an Italian educational strategy known as Reggio Emilia. Children are placed among a variety of physical materials that are used to help them experience and understand the concepts they learn.

That morning Estridge told the story of a drive she went on with a friend along a bumpy road in a red car.

“She took a long red wire and constructed a red car from it,” Spitale said. “Then she took another wire and used it to make the long, bumpy road. She continued the story using the wire to describe the adjectives she was using, and it made them come to life.”

Participating in that lesson helped clarify in Spitale’s mind how the Reggio instruction method is a different and, she feels, more vibrant way for young children to learn.

“When I was that age, I was given a worksheet and told to circle all the adjectives,” she said. “It’s the difference between non-engaged learning and the Reggio inspired practice. The students were very into the story. It was very visible.”

What began as a small experiment in 2011 with a handful of Butler-run, Reggio model classrooms for kindergarten and first grade in a corner of School 60 is quickly expanding. IPS accelerated a plan to phase out the traditional neighborhood school that initially shared the building, growing the Lab School to grades K to 3 this year, along with preschool classrooms run by Butler and by St. Mary’s Child Center.

There are now about 200 students that are part of the lab school program at School 60, and the goal is to expand at least to K-5 ,and possibly to K-8, by adding a grade per year. The agreement to run the school gives Butler considerable leeway compared to other IPS schools. The university helped select the principal, Ron Smith, and populated School 60 with eight Butler grads among its nine classroom teachers.

In return for providing a high-quality school option, the university gets a real-life laboratory for its teacher training program. Butler undergraduates can both visit the school as part of their coursework and, in some cases, work as teaching assistants and hold classes at the school.

Cathy Hargrove, a Butler faculty member in the college of education who spends most of her time at the lab school, said it has enhanced the teacher training program.

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IPS School 60 began its conversion into the Butler Lab School in 2011.

“They are immediately able to go out and see everything applied and working in the lives of children in the classrooms,” Hargrove said.

Reggio Emilia-inspired schools are still rare in the U.S. The concept comes from an Italian city of the same name that rethought its educational approach while rebuilding its school in the wake of World War II. Because the school was in ruins, much education took place outdoors and ordinary household items were frequently used as teaching tools. In 1991 it was named one of the 10 best schools in the world by Newsweek magazine.

The method is sometimes compared to another Italian instructional approach for young children — Montessori schools. In fact, Reggio borrowed some concepts from Montessori, including an emphasis on hands-on learning and allowing students to make choices about what and how they learn. But Reggio is considered less rigid and more collaborative than Montessori’s very individualized philosophy.

Among the admirers of the approach is Ena Shelley, Butler’s education dean and an early childhood education expert. Shelley has traveled to the town of Reggio Emilia repeatedly and helped spark interest in the instructional style locally at St. Mary’s and some school districts, including Warren and Lawrence townships.

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Butler education professor Cathy Hargrove, left, spends most of her time teaching undergraduates at the Lab School.

In elementary teacher training, Reggio-inspired approaches are heavily incorporated at Butler. So when Hargrove is explaining a concept to her Butler students during class at the lab school, it isn’t awkward to ask the teacher in the next room if she can borrow a couple students to demonstrate a mini-lesson.

The children are already learning the same concepts in the same style at the lab school that Hargrove is teaching to the college students.

“Collaboration with the classroom teachers is essential,” she said. “It’s not just an isolated lesson. We’re teaching into the curriculum being used at the school.”

Because the lab school is still new, Butler has only begun to use it as a selling point for its teacher training program, but it’s already made an impact for some students.

Anissa Hakim, a senior from Elkhart, looked at a lot of options — including transferring — after deciding a career as a pharmacist wasn’t for her. Teaching was one of her ideas for a new career, and she was won over when she learned about the lab school while checking out Butler’s education school.

“It kept me here,” she said. “I knew we had a lab school and it would be a unique experience. It was a factor in keeping me at Butler.”

 

expansion plans

Here are the next districts where New York City will start offering preschool for 3-year-olds

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, left, and Mayor Bill de Blasio, center, visited a "Mommy and Me" class in District 27 in Queens, where the city is set to expand 3-K For All.

New York City officials on Tuesday announced which school districts are next in line for free pre-K for 3-year-olds, identifying East Harlem and the eastern neighborhoods of Queens for expansion of the program.

Building on its popular universal pre-K program for 4-year-olds, the city this year began serving even younger students with “3-K For All” in two high-needs school districts. Mayor Bill de Blasio has said he wants to make 3-K available to every family who wants it by 2021.

“Our education system all over the country had it backwards for too long,” de Blasio said at a press conference. “We are recognizing we have to reach kids younger and more deeply if we’re going to be able to give them the foundation they need.”

But making preschool available to all of the city’s 3-year-olds will require an infusion of $700 million from the state or federal governments. In the meantime, de Blasio said the city can afford to expand to eight districts, at a cost of $180 million of city money a year.

Funding isn’t the only obstacle the city faces to make 3-K available universally. De Blasio warned that finding the room for an estimated 60,000 students will be a challenge. Space constraints were a major factor in picking the next districts for expansion, he said.

“I have to tell you, this will take a lot of work,” he said, calling it “even harder” than the breakneck rollout of pre-K for all 4-year-olds. “We’re building something brand new.”

De Blasio, a Democrat who is running for re-election in November, has made expansion of early childhood education a cornerstone of his administration. The city kicked off its efforts this September in District 7 in the South Bronx, and District 23 in Brownsville, Brooklyn. More than 2,000 families applied for those seats, and 84 percent of those living in the pilot districts got an offer for enrollment, according to city figures.

According to the timeline released Thursday, the rollout will continue next school year in District 4 in Manhattan, which includes East Harlem; and District 27 in Queens, which includes Broad Channel, Howard Beach, Ozone Park and Rockaways.

By the 2019 – 2020 school year, the city plans to launch 3-K in the Bronx’s District 9, which includes the Grand Concourse, Highbridge and Morrisania neighborhoods; and District 31, which spans all of Staten Island.

The 2020 – 2021 school year would see the addition of District 19 in Brooklyn, which includes East New York; and District 29 in Queens, which includes Cambria Heights, Hollis, Laurelton, Queens Village, Springfield Gardens and St. Albans.

With all those districts up and running, the city expects to serve 15,000 students.

Admission to the city’s pre-K programs is determined by lottery. Families don’t have to live in the district where 3-K is being offered to apply for a seat, though preference will be given to students who do. With every expansion, the city expects it will take two years for each district to have enough seats for every district family who wants one.

Enter to win

Denver organization to launch national prize for early childhood innovation

PHOTO: Ann Schimke

A Denver-based investment group will soon launch a national contest meant to help scale up great ideas in the early childhood field — specifically efforts focused on children birth to 3 years old.

Gary Community Investments announced its Early Childhood Innovation Prize on Wednesday morning at a conference in San Francisco. It’s sort of like the television show “Shark Tank,” but without the TV cameras, celebrity judges and nail-biting live pitch.

The contest will divvy up $1 million in prize money to at least three winners, one at the beginning stages of concept development, one at a mid-level stage and one at an advanced stage. Gary officials say there could be more than one winner in each category.

The contest will officially launch Oct. 25, with submissions due Feb. 15 and winners announced in May. (Gary Community Investments, through the Piton Foundation, is a Chalkbeat funder.)

Officials at Gary Community Investments, founded by oilman Sam Gary, say the contest will help the organization focus on finding solutions that address trouble spots in the early childhood arena.

The birth-to-3 zone is one such spot. While it’s an especially critical time for children because of the amount of brain development that occurs during that time, it’s often overshadowed by efforts targeting 4- or 5-year-olds.

Steffanie Clothier, Gary’s child development investment director, said leaders there decided on a monetary challenge after talking with a number of other organizations that offer prizes for innovative ideas or projects.

One foundation they consulted described lackluster responses to routine grant programs, but lots of enthusiasm for contests with financial stakes, she said.

“There’s some galvanizing opportunity to a prize,” she said.

But Gary’s new prize isn’t solely about giving away money to create or expand promising programs. It will also include an online networking platform meant to connect applicants with mentors, partners or investors.

“We’re trying to figure out how to make it not just about the winners,” Clothier said.

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