PI Spotlight: Telling Our Story

Preschool Initiative member states are hard at work seeing to the group's overarching goals to: expand capacity, ensure more services are provided to migrant preschool children, and disseminate evidence-based practices.
Find out what we are up to.

Case study


In 2017 (year 3 of the consortium), each PI member state conducted a case study. The purpose of this activity was for each state to review a particular program problem related to serving the pre-kindergarten migrant student population; implement solutions and report the outcomes. An additional benefit of the project is the opportunity for states to continually reflect on one’s own practice as well as learn from others. In Year 3, each PI state submitted a case study. The case studies were designed for states to review and reflect on a particular migrant PK program issue, solution(s) and outcome(s). States presented changes to services; enhanced partnerships with other agencies; and, improved methods of data collection.

One of the most powerful measures of the impact of PI and the states’ ongoing efforts and diligence for improving school readiness is when the parents are engaged and become partners in their children’s education. The following statement from a parent in Oregon reflects that impact:

 Para mí y para mi hija es un beneficio enorme usar la guía de preparación y folletos informativos. Nos dan a saber cuáles son las cosas más esenciales para que nuestros hijos tengan un conocimiento de lo que van a empezar a aprender en el kínder. Es importante que nos den esta información ya que como padres tenemos herramientas para enseñar a nuestros hijos en casa y así tengas bases para estar más preparados. A mi hija le gustan mucho todas las herramientas que nos han dado y cada día se emociona más por hacer sus tareas en casa y siento que tiene más confianza y seguridad de hacer sus trabajos. Recomiendo mucho que sigan dando este tipo de apoyo porque como mamá puedo ayudar en casa a que mi hija vaya más preparada para comenzar una nueva etapa tan importante como lo es el kínder.

 English Translation -
For my daughter and me it is a huge benefit using the preparation and information handouts.
 They let us know what the most essential things are that our children need to know to be prepared to learn in kindergarten. It is important to give us this information because as parents, we now have tools to teach our children at home and thus have a base to be more prepared. My daughter likes all the tools that have been given to us very much and every day she gets more excited to do her homework and I feel that she has more confidence and security to do her work. I highly recommend that they continue to give this type of support because as a mother, I can help at home so that my daughter becomes better prepared to begin a new important phase that is kindergarten.

The case study each state conducted is listed below (links to the summary reports will be added in the coming months). posted 12-18-18

  • Florida - Connecting Hendry County Migrant Preschool Students to Educational Services

  • Georgia altered the model of delivery of PK services in Coffee County. It was mostly home-based; now new site-based classes have been formed.

  • Idaho - MyIGDIs An Early Literacy Assessment

  • Maine’s program improved engagement for preschool students by increasing connections to students’ languages and cultures in the classroom through the use of bilingual early learning teachers/experts, the incorporation of Project Based Learning, and enhanced professional development.

  • Oregon has increased parent trainings and the use of their MEP readiness checklist and brochure so parents can continue to support and academic foundation for their children.

  • Pennsylvania - Kindergarten Preparation Inventory

  • Washington implemented the STRIDE Academy online learning resources during the three-week Jumpstart PK program in Grandview as part of their effort to continue to prepare students for kindergarten.

Field Test

PI member states conducted field tests of high quality assessments and/or instructional materials that contain evidence based and promising practices. This exercise was intended to further the PI’s goals of building state capacity and knowledge related to serving the pre-kindergarten migrant student population more effectively. The materials each state field tested are listed below and links to the field test summary (additional summaries will be added in the coming month). posted 12-18-18

  • Colorado - State developed numeracy lessons

  • Georgia - District-developed instructional and assessment materials

  • Florida - DLM Early Childhood Express; Invention Playground; Ready to Read with Kindervention (instruction and assessment)

  • Idaho - IGDIs; SRA Imagine It: Imagine Learning

  • Maine - IGDIs (English & Spanish); State developed curriculum for Blueberry Harvest School; Ready Rosie

  • Missouri - Project Construct

  • Oregon - Creative Curriculum; Teaching Standards Gold; Ontario Math (district-developed); Emergent Literacy (district-developed)

  • Pennsylvania - Creative Curriculum; PA Kindergarten Readiness Checklist; Opening the World of Learning (OWL) and OWL assessment

  • Washington - Teaching Standards Gold; Engage NY Math; Stride Academy (instruction and assessment)

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Maine: mep school readiness group kicks off 2017

Mano en Mano's Migrant Education Regional Coordinator, Juana Rodriguez-Vazquez, facilitated the first Migrant Education Program school readiness group of 2017 for Milbridge-area preschoolers.  (posted 9/14/17)

florida: Pre-K Task Force Creates migrant parent checklist

The Florida Pre-K Task Force consists of educators from the state and local MEPs as well as other key subject matter experts and stakeholders. Earlier this year the task force created a Migrant Parent Preschool Checklist to help parents make informed decisions regarding preschool services.  (posted 9/14/17)

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