Virginia Mann

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HABLA and JumpstartResearch-driven Programs
that help to prepare the teachers of tomorrow

• Virginia Mann
• vmann_at_uci.edu
• Professor of Cognitive Sciences, University of
  California, Irvine
• Founder/Director HABLA http//www.socsci.uci.edu/
  habla/
• Director UCI-Jumpstart http//www.jstart.org/irv
  ine/uci/
• Director NSF MSP FOCUS! http//focus.web.uci.edu/
  
• Scientific consultant Scientific Learning,
  http//www.scilearn.com/

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UCI is a Research I University bordered by Some
Challenged Districts

• Santa Ana
• Highest dropout rate
• Highest percentage of Spanish speakers

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What can be Done?

• Improvements in the schools
• Research shows that high school matriculation
  relates to
• Class size
• Teacher education
• Research shows that computers can
• remediate and strengthen reading
• be individually adaptive and highly motivating

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What can be Done?

• Improve the pipeline think small
• Research shows ways to improve school performance
  before kindergarten starts
• Early language skills are critical to reading
  ability
• Poor readers are poor speakers and hearers
• Deficiencies start before children learn to read
• And can start in the primary language

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Spoken Language is the Fuel Source for Reading

• Speakers and hearers become writers and readers
• Early childhood is the critical time for
  brain and language development
• Research identifies key deficits
• phoneme awareness and morpheme awareness
• Speech perception and working memory

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Phoneme Awareness and Early Reading Ability

Highlyaware Avg. Least aware
Phoneme awareness
Current Reading Ability
Shah and Mann, 2000
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Morphemes and Reading AbilityThe Bigger Picture
Poor 3rd 4th 5th 6th
Avg. Adult grade
Adult
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SENTENCE COMPREHENSION
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A Cautionary Note

The danger of greenhouse effects Makes early
intervention a mandate!
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Research A bottleneck in the pipeline
Disadvantaged children in Santa Ana begin with
slightly lower language skills but soon fall
far behind even in Spanish!
Normal
At risk
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Research Shows What can be Done

• Remediation can be achieved with activities
  enriching
• Spoken Language
• Literacy Activities
• Putting research into action
• Remediation in the home
• working with parents in the language of the home
• Putting Research into action
• Remediation in a preschool setting
• providing college student mentors for English
  enrichment

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How to make these strategies more readily
available?

• Two new programs at UCI
• 2000 Home-based Activities Building Language
  Acquisition

2003 Preschool-based language and literacy
enrichment
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• A replicate site for the Parent
  Child Home Program
• 2 years of 23 weeks of bi-weekly home visits to
  300 families of preschoolers per year
• With some innovations
• Incorporating college students and delivering
  services in Spanish

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• A curriculum of over 50 hours of on-on-one
  intervention supported by books and toys that
  remain in the home
• A cadre of culturally appropriate home visitors
• 7 professionals
• assisted by 18 AmeriCorps members, 1 Vista member
• and 12 UCI undergraduates per year, paid a salary
  and earning course credit

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HABLAs Support

• External support The Children and Families
  Commission of Orange County,
  California First Five, Wells Fargo, Target,
  Barnes Noble
• UCI support 12 units of course credit

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Positive Gains for the Children A Promising
Practice
Without HABLA
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The gains transfer to Englishsuperior
pre-reading skills in kindergarten

Control HABLA
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And for UCI Undergraduates

• 12 undergrads per year since 2000, including
• 2004 Valedictorian
• 2001-2005 3 Honors theses and 4 UROP projects
• Over 85 of HABLA home visitors have graduated on
  time compared to 68 Latino graduation rate for
  UC
• HABLA undergrads now pursue graduate work and
  active careers in social work, law, counseling
  and education

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• Early childhood educational outreach program
• Part of a national network fostering
• One-to-one year long mentorships totaling over
  100 hours
• Jumpstarts mission is to engage young people in
  service to work toward
• the day every child in America enters school
  prepared to succeed.

FUTURE TEACHERS
SCHOOL SUCCESS
FAMILY INVOLVEMENT
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JUMPSTART at UCIExternal support AmeriCorps,
Starbucks, Pearson Honda,
American OutfittersUCI support 300 hours of
federal work-study per student
12 units of course credit Brought to UCI
in 2004 with 40 students, now a designated
Super site75 students in 2005 and over
200,000 of external support

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High Scope Assessment Scores(Jumpstart vs. Non
Jumpstart Children)
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The undergraduates

• Career-building employment offering quality
  experiences in education
• Coursework towards the education minor
• Coursework that meets the Early Childhood
  Education requirement for teaching preschool
• Incentives to pursue a credential

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Does a Research I university have a role in
teacher preparation?

• Yes, especially where faculty research concerns
  pedagogy and development
• Grass-roots programs
• HABLA, JUMPSTART, HOT
• Yes, where government and state initiatives
  encourage interdisciplinary collaboration
• NSF, the State of CA, the University of CA
• The Future Teacher Highway, Cal Teach/SMI, the
  Education minor

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UCIs Growing Involvement in Teacher Preparation

• Secondary School teachers specialized in math or
  science
• FOCUS and California Teach
• Multiple subject teachers for elementary school
  and preschool
• Department of Education
• School of Social Sciences

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And now for some Questions?

• vmann_at_uci.edu

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Programs for the Education of Future Secondary
TeachersSchools of Physical Sciences and
Biological Sciences

• FOCUS infrastructures for teacher education
  helping UCI juniors and seniors pursue science or
  math secondary credentials
• funded by NSF 2001- 2006, 14 million total
  budget
• Supplemented by other NSF and state funds
• California Teach/ Science Math initiative
  a new 4 - year program for
  undergraduates
• Begun in 2005 with 1,500,000 to be spread among
  all campuses and matched by local funds
• Combination of state, UCOP and private funds

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The FOCUS Future Teacher Highway

• 50 juniors and seniors annually, with
  opportunities for
• External support NSF FOCUS
• A NOYCE Scholarship for up to two years (NSF)
• State and NSF funding for up to 450 hours of paid
  fieldwork in secondary schools
• Internal support Coursework in math and science
  pedagogy
• In 2005 65 of FTH seniors applied to and were
  accepted by secondary credential programs

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California Teach
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The California Teach Program

• Reinforcing and insuring the infrastructures
  created by the FOCUS FTH
• A UC pipeline into Science and Math Secondary
  Credential Programs, starting with freshmen
• UCI Goals
• Recruit 80 students in 2005-2006
• Fieldwork in elementary and secondary schools
• Summer institutes for teaching pedagogy
• Package fieldwork, summer institute and
  coursework into an education minor