Tuesday, June 19, 2012
Monday, June 18, 2012
Random group meetings
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| 3 generations-Ruby as grandma, Hattie as mom, and Amire' as daughter |
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| Christy and Viktoria |
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| April group meeting |
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| Santa comes to visit |
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| Alma Bludsworth, Bilingual Home Visitor Translating for our speaker |
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| Krystal and Royal |
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| Vanessa Martz, Psychology Professor from Wallace Community College Speaking to parents about Early Childhood Development and Positive Discipline |
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| Alma Bludsworth, Home Visitor and Jeanette Anglin, Home Visitor with Santa |
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| Vargas Family |
More graduation pictures 6/2/2012
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| Alyssa and Kayla were presented their certificates by their uncle, PFC Stephen Smith |
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| Angelica, Diana, and David |
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| Chrysten |
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| Nadia |
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| 3,4, and 5 year olds completing 2011-2012 |
Tuesday, June 12, 2012
We Knew We Could-HIPPY Graduation 6/2/12
June 2, 2012 marked the
finish line for our HIPPY families that have completed 30 weeks of curriculum
with their children. For some of our families we are well aware that the finish
line just seemed so far away. Some changed jobs and had to undergo schedule
changes for their home visits while there were others that had new additions to
their families and lost loved ones during the 30 weeks, along with other family
crisises. We gathered together as family and friends and shared in this great
accomplishment. We had 60 children to complete the program and as their reward
we had a nice program where we presented them with certificates, a meal and
then they were able to run through the obstacle course and take rides on the
train. The children had a blast and the parents enjoyed seeing their children
happy. Thanks to some of the local businesses we were able to give out some
gift cards and gift certificates to Wal-Mart, Willy T’s, El Jalisco, River City
Grill/Bar B Que, Cajun Corner, and Phil’s Bar B Que. This was a great treat for
the parents that had their names drawn. The total count for children, parents
and guests was 197 in attendance. We are also pleased to announce that we had 9
children to complete two or more years of the program to graduate completely out.
This shows great dedication.
One really great highlight
was that we had a special guest to present to two of our little girls. We had
Private First Class Stephen Smith that had just gotten back from his five week
tour in Korea to present to his nieces Kayla and Alyssa Smith. We hid him
behind the curtains on the stage until he was announced and the girls loved it.
Kayla and Alyssa had no idea he was coming let alone that he was even there. We
were able to publically thank him for his service to our country and for
helping to keep us safe. Twenty-five year old PFC Smith, from Bakerhill and
graduate from Dixie Academy, joined the army 15 months ago and is stationed in
Hawaii. Since joining the army, he has only seen his nieces twice.
Other news on the program
comes from my trip to Montgomery on May 24th for a HIPPY Heros Luncheon. At
that meeting our program was presented with 10 awards: Most Improved Program,
The Accreditaion Award, The ETO Extrodinary Efforts Award, The PR Award, The
Big Idea Award, The Remarkable Attendance and Innovative Group Meeting Award,
The Community Collaboration Award, The Active and Involved Advisory Board
Award, Going the Extra Mile Award, and the INOW Award. While there we were
pleased to hear from a little six year old girl that has been through the
program. She spoke to us and read her speech as if she were very much older.
She did an extrodinary job and she is also an illustrator for a book that the
state office has called HIPPY P, HIPPY P. Then we were blessed to hear an elementary
school choir sing to us. There were superintendents and some of our state
representatives present. Some were even named HIPPY Hero of the year. The state
leaders were brought to the front to the tune of the Lone Ranger and were given
white ten gallon hats to wear. I believe it was Jay Love and Tripp Pittman but
I do not have my book with me right now.
Our program has come so far
in less than a year and we have bigger goals ahead. We want to continue this
forward trek that we are on and continue to grow. We thank all that have
supported us along the way.
Sunday, June 3, 2012
HIPPY and what it means to children and parents
HIPPY USA video to show what HIPPY does for families
Children must master a number of skills prior to entering Kindergarten. Parents are perhaps the best teachers to develop these skills at an early age, certainly prior to school age. However, not every parent is equipped with the necessary skill set to prepare their child. Some parents have the best intentions, but may be missing the tools to prepare their child for school. HIPPY (Home Instruction for Parents of Preschool Youngsters) (http://www.hippyalabama.com/) is a program that aids parents in making their child ready for school. HIPPY has been serving parents and children ages three, four, and five since 1993 in the State of Alabama.
HIPPY helps parents prepare their children for school by teaching them knowledge of letters, shapes, colors, and motor skills. Each week, a parent educator visits the home and brings a packet of lessons, books, and enrichment materials. Parents do the teaching, and parent educators model important instructional behaviors to them. The HIPPY program consists of 30 weeks of lessons. (Alexander T. Vazsonyi, 2008)
Proven Results
HIPPY is firmly based in research. First tried, tested, and shaped by researchers from The Hebrew University of Jerusalem in Israel in the 1960s and 1970s, HIPPY has been implemented and studied in countries around the world, from New Zealand to Turkey to the United States. Results of these studies demonstrate that HIPPY benefits children, parents, and home visitors.
Effects on Children
1. The HIPPY pilot program and a follow up study of children at the end of second grade found overall positive effects of participation in HIPPY for school achievement compared to children who were randomly assigned to a control group or a group who received teacher instruction.
2. In Arkansas, where HIPPY is offered state wide, children who participated in HIPPY for at least one year outscored their peers on reading, math, and language arts achievement tests, had higher classroom grades, were less likely than their peers to have been suspended, and had better classroom behavior ratings from their teachers through the 6th grade.
3. This quasi-experimental study found that children who had the HIPPY program for two years were better adjusted according to their teachers and had higher grades in language and reading that lasted through both third and sixth grades than children in other preschool programs.
4. A New Orleans study demonstrated benefits of HIPPY through the 7th grade in attendance, academic performance, social skills, and low suspension rates.
5. After participating in HIPPY for a year, more children were performing at or above their age level on standardized vocabulary tests, which are related to success in school.
6. In New York HIPPY children scored higher than comparison and control group children on reading, standardized tests of cognitive skills, and adapting to the classroom. In Arkansas, more HIPPY children were promoted to first grade and adapted well to the classroom. It should be noted that in both states, these findings did not hold for a second group of children most likely because parents were not as involved in the program.
7. In Colorado HIPPY children had higher grades in reading, math, and social studies than their classmates.
8. In New Zealand, HIPPY children consistently performed better on a standardized reading test than children who did not participate in HIPPY, which probably reduced their need for remedial reading services later.
9. In Israel, a teacher surveyed about the value of HIPPY said: “You can tell at once who is in it (HIPPY) and who is not. There’s a huge gap between a child in the program and one who isn’t.”
10. Another teacher said: “There’s a three-and-a-half year old girl in the preschool. Once when I was just talking she was the only one to know the answer to a difficult question. I asked her, ‘How did you know that?’ She said that her mother teaches her in the HIPPY program.”
Effects on Parents
1. Parents report that they read to their children more, tell them stories, and teach them letters, words, and numbers more than parents report in the National House- hold Education Survey, the largest survey of parents in the United States.
2. In 4 different locations across Texas, the majority of HIPPY parents report reading and telling stories to their children up to four hours a week, having children’s books at home, and encouraging their children to read and write. Nine of every 10 parents said they became more aware of the importance of reading as a result of participating in HIPPY.
3. Parents report they spend more time reading to their children, more time talking with them about books, more time teaching them the alphabet, and that they have more knowledge about the way young children grow and learn.
4. Spanish-speaking parents said they changed the way they parent after participating in HIPPY and now have regular times and places so they can work on learning activities with their children at home, making HIPPY and especially important tool for the fast growing number of Spanish-speaking parents and their children.
5. Parents report being involved in their children’s education, working with their children at home on HIPPY materials, reading books together, and also connecting with their children’s schools.
6. Over 800 parents across Florida reported that HIPPY made them more aware of the importance of reading to their child and 8 of 10 say they read more to their child since joining HIPPY.
7. Nine of 10 parents with children who are now in school say thanks to HIPPY they check to see if their children finish their homework every day or every week.
8. HIPPY parents report that their experiences in the program have improved their communications with their children and helped them feel more confident as parents.
9. In Colorado Teachers rated HIPPY parents significantly higher for attending teacher- parent conferences and other school events when compared to other parents in their fifth grade classrooms.
10. In Israel teachers reported that HIPPY helps the parents. “They (HIPPY parents) show more interest in their children and what happens in the preschool, and even come sit with them in class and do some activities.” (Lisa Klein, 2010)
Children must master a number of skills prior to entering Kindergarten. Parents are perhaps the best teachers to develop these skills at an early age, certainly prior to school age. However, not every parent is equipped with the necessary skill set to prepare their child. Some parents have the best intentions, but may be missing the tools to prepare their child for school. HIPPY (Home Instruction for Parents of Preschool Youngsters) (http://www.hippyalabama.com/) is a program that aids parents in making their child ready for school. HIPPY has been serving parents and children ages three, four, and five since 1993 in the State of Alabama.
HIPPY helps parents prepare their children for school by teaching them knowledge of letters, shapes, colors, and motor skills. Each week, a parent educator visits the home and brings a packet of lessons, books, and enrichment materials. Parents do the teaching, and parent educators model important instructional behaviors to them. The HIPPY program consists of 30 weeks of lessons. (Alexander T. Vazsonyi, 2008)
Proven Results
HIPPY is firmly based in research. First tried, tested, and shaped by researchers from The Hebrew University of Jerusalem in Israel in the 1960s and 1970s, HIPPY has been implemented and studied in countries around the world, from New Zealand to Turkey to the United States. Results of these studies demonstrate that HIPPY benefits children, parents, and home visitors.
Effects on Children
1. The HIPPY pilot program and a follow up study of children at the end of second grade found overall positive effects of participation in HIPPY for school achievement compared to children who were randomly assigned to a control group or a group who received teacher instruction.
2. In Arkansas, where HIPPY is offered state wide, children who participated in HIPPY for at least one year outscored their peers on reading, math, and language arts achievement tests, had higher classroom grades, were less likely than their peers to have been suspended, and had better classroom behavior ratings from their teachers through the 6th grade.
3. This quasi-experimental study found that children who had the HIPPY program for two years were better adjusted according to their teachers and had higher grades in language and reading that lasted through both third and sixth grades than children in other preschool programs.
4. A New Orleans study demonstrated benefits of HIPPY through the 7th grade in attendance, academic performance, social skills, and low suspension rates.
5. After participating in HIPPY for a year, more children were performing at or above their age level on standardized vocabulary tests, which are related to success in school.
6. In New York HIPPY children scored higher than comparison and control group children on reading, standardized tests of cognitive skills, and adapting to the classroom. In Arkansas, more HIPPY children were promoted to first grade and adapted well to the classroom. It should be noted that in both states, these findings did not hold for a second group of children most likely because parents were not as involved in the program.
7. In Colorado HIPPY children had higher grades in reading, math, and social studies than their classmates.
8. In New Zealand, HIPPY children consistently performed better on a standardized reading test than children who did not participate in HIPPY, which probably reduced their need for remedial reading services later.
9. In Israel, a teacher surveyed about the value of HIPPY said: “You can tell at once who is in it (HIPPY) and who is not. There’s a huge gap between a child in the program and one who isn’t.”
10. Another teacher said: “There’s a three-and-a-half year old girl in the preschool. Once when I was just talking she was the only one to know the answer to a difficult question. I asked her, ‘How did you know that?’ She said that her mother teaches her in the HIPPY program.”
Effects on Parents
1. Parents report that they read to their children more, tell them stories, and teach them letters, words, and numbers more than parents report in the National House- hold Education Survey, the largest survey of parents in the United States.
2. In 4 different locations across Texas, the majority of HIPPY parents report reading and telling stories to their children up to four hours a week, having children’s books at home, and encouraging their children to read and write. Nine of every 10 parents said they became more aware of the importance of reading as a result of participating in HIPPY.
3. Parents report they spend more time reading to their children, more time talking with them about books, more time teaching them the alphabet, and that they have more knowledge about the way young children grow and learn.
4. Spanish-speaking parents said they changed the way they parent after participating in HIPPY and now have regular times and places so they can work on learning activities with their children at home, making HIPPY and especially important tool for the fast growing number of Spanish-speaking parents and their children.
5. Parents report being involved in their children’s education, working with their children at home on HIPPY materials, reading books together, and also connecting with their children’s schools.
6. Over 800 parents across Florida reported that HIPPY made them more aware of the importance of reading to their child and 8 of 10 say they read more to their child since joining HIPPY.
7. Nine of 10 parents with children who are now in school say thanks to HIPPY they check to see if their children finish their homework every day or every week.
8. HIPPY parents report that their experiences in the program have improved their communications with their children and helped them feel more confident as parents.
9. In Colorado Teachers rated HIPPY parents significantly higher for attending teacher- parent conferences and other school events when compared to other parents in their fifth grade classrooms.
10. In Israel teachers reported that HIPPY helps the parents. “They (HIPPY parents) show more interest in their children and what happens in the preschool, and even come sit with them in class and do some activities.” (Lisa Klein, 2010)
Sunday, May 27, 2012
2012 HIPPY National Conference in Dallas, Texas
These past few days have been a tremendous experience for
me. I have had the privilege of coming to Dallas, Texas to be a part of the
HIPPY USA 2012 National Conference. The very first keynote speaker was Dr. Mike
Longoria, a. k. a. Dr. Mike! He has a Ph. D. in early childhood education and
has more than 20 years of early childhood experience as a kindergarten, Pre-K,
and PPCD teacher, Head Start administrator, University Professor, and
independent consultant. Dr. Mike gave us a great demonstration, of which we all
participated in, on how children learn through music and dance. He said
“movement teaches our emotions, emotions get our attention, and attention leads
to learning.” He also told us that “doing cross-lateral movement forces both
sides of the brain to communicate. Reading depends on the intimate connection
between the two hemispheres.” We all danced and sang “The Wheels on the Bus” to
his Jamaican rhythm, “Mrs. Mary Mack” as a rap and “Five Little Monkeys” in
form of the Macarena. Each time we used rhyming substitution for words that
would expand a child’s vocabulary and we had fun. We were privileged at lunch
to hear from directors of HIPPY programs from other countries such as
Argentina, Australia, Austria, Canada, Germany, Israel, Italy, New Zealand and
South Africa. Through this experience we were able to see how our programs are
same and different and to gather ideas to enrich our own programs as I am sure
they did the same.
Among attending great classes Wednesday, everyone here from
Alabama met with Joanne Shum, our State HIPPY Director as two other states,
Arkansas and Florida, met with their groups. Alabama is one of the fastest
growing states with the HIPPY Program. Our state services about 2000+ families
in 32 counties. Our state was well represented here with one of the largest
group turn out, at the conference, even though many of our counties could not
make it because of lack of funds in their programs to afford the trip. Our very
own Joanne Shum was also one of the three nominated as this year’s Avima D.
Lombard Award and even though she did not get to receive the actual award, she
will return to Montgomery, Alabama with the same vigor and fire that she has
shown over the past 20 years with HIPPY.
At Thursday’s Gala we were blessed to hear from Cindy
Estrada a HIPPY graduate from 1993. She told us how her mom worked with her in
the HIPPY Program and how it gave her the tools she needed in school along with
a great love for learning. She graduated high school as the Salutatorian and
with a 4 year scholarship to any college of her choosing and in a few days she
will graduate with her Bachelor’s degree. She said the HIPPY program not only
helped push her in the right direction but also empowered her mom who had only
received a 6th grade education to go on and get her diploma and she
also became a HIPPY Parent Educator. Ms. Estrada wants to continue on until she
has her PH. D. and can give back to families what HIPPY has given her. She
truly is a success story and made the entire conference a most worthwhile trip
all in one little address. She asked that we all continue to be our best and
push this great program forward so that her nephew now and her future children
may have the same great experience that she had.
In our final conference session held on Friday we were given
a little data on HIPPY. We currently have 144 sites across 23 states and the
District of Columbia. This really impressed me as I know we have sites in 32
counties and in some of those counties there are multiple sites. We were also
able to hear from another Keynote Speaker, Jonah Eldelman who is an advocate
for public education in America and is the co-founder and Chief Executive
Officer of Stand for Children, a growing and influential political voice for
students. Mr. Eldelman spoke to us about how we are impacting children and
their families and as he finished his address he quoted the poem Take a Stand by Geoffrey Canada and
charged us all to take that stand and be the change that is so desperately
needed. He was a great speaker to bring together all that we had learned and
participated in during the conference and boost that drive that we were all
already feeling.
Deltonya Warren and I return to Eufaula, Alabama with so
much knowledge and a greater fire and drive to push our very own HIPPY program
forward. It is our strongest desire to get this wonderful program into every
child’s home that is 3, 4, or 5 years old in Barbour County. We need the help
of the community to get the word out. If you do not have a child ages 3-5 there
are still ways in which you can help. Learn about HIPPY and encourage others
that you know to participate in such a wonderful program that changes lives of
the children and their families. You may also want to volunteer your time with
us during one of our group meetings or you may have knowledge that would be
beneficial to our families in which you could come and speak or demonstrate for
them at a group meeting and we will never turn down donations. Every little bit
helps. We have also decided to start a clothing bank to help out our families
that we serve so if there is anyone in the community that would like to donate
gently used clothing it can be brought to our HIPPY office Monday-Friday from
8:00 AM- 2:00 PM. We are still taking applications for the 2012-2013 HIPPY year
to start in the fall. Applications can be obtained from our HIPPY Office or the
front desk in Central Office at 333 State Docks Rd in Eufaula and the Eufaula
Primary School at 520 Pump Station Road. If you would like more information please
call 334-687-1100 ext. 152.
TAKE
A STAND
by Geoffrey Canada
Maybe before we didn't know,
That Corey is afraid to go
To school, the store, to rollerskate.
He cries a lot for a boy of eight.
But now we know each day it's true
That other girls and boys cry too.
They cry for us to lend a hand.
Time for us to take a stand.
And little Maria's window screens
Keeps out flies and other things.
But she knows to duck her head,
When she prays each night 'fore bed.
Because in the window comes some things
That shatter little children-dreams.
For some, the hourglass is out of sand.
Time for us to take a stand.
And Charlie's deepest, secret wishes,
Is someone to smother him with kisses
And squeeze and hug him tight, so tight,
While he pretends to put up a fight.
Or at least someone to be at home,
Who misses him, he's so alone.
Who allowed this child-forsaken land?
Look in the mirror, take a stand.
And on the Sabbath, when we pray,
To our God we often say,
"Oh Jesus, Mohammed, Abraham,
I come to better understand,
How to learn to love and give,
And live the life you taught to live.
In faith we must join hand in hand,
Suffer the children? Take a stand!
And tonight, some child will go to bed,
No food, no place to lay their head.
No hand to hold, no lap to sit,
To give slobbery kisses, from slobbery lips.
So you and I we must succeed
In this crusade, this holy deed,
To say to the children of this land:
Have hope. We're here. We Take A Stand!
by Geoffrey Canada
Maybe before we didn't know,
That Corey is afraid to go
To school, the store, to rollerskate.
He cries a lot for a boy of eight.
But now we know each day it's true
That other girls and boys cry too.
They cry for us to lend a hand.
Time for us to take a stand.
And little Maria's window screens
Keeps out flies and other things.
But she knows to duck her head,
When she prays each night 'fore bed.
Because in the window comes some things
That shatter little children-dreams.
For some, the hourglass is out of sand.
Time for us to take a stand.
And Charlie's deepest, secret wishes,
Is someone to smother him with kisses
And squeeze and hug him tight, so tight,
While he pretends to put up a fight.
Or at least someone to be at home,
Who misses him, he's so alone.
Who allowed this child-forsaken land?
Look in the mirror, take a stand.
And on the Sabbath, when we pray,
To our God we often say,
"Oh Jesus, Mohammed, Abraham,
I come to better understand,
How to learn to love and give,
And live the life you taught to live.
In faith we must join hand in hand,
Suffer the children? Take a stand!
And tonight, some child will go to bed,
No food, no place to lay their head.
No hand to hold, no lap to sit,
To give slobbery kisses, from slobbery lips.
So you and I we must succeed
In this crusade, this holy deed,
To say to the children of this land:
Have hope. We're here. We Take A Stand!
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