Dr. Susan B. Neuman, Ed.D.
Literacy & Language Professor & Department Chair, NYU
Each week, students engage in 30 minutes of screen-time with research-based, child-facing games, which automatically capture documentation pertaining to each student’s achievements towards kindergarten readiness skills.
Ignite provides teachers with continual progression information, strategies and suggestions regarding instruction, plus reports that enable teachers to share objective feedback during teacher/parent conferences. Updates are also provided for administrators about the status of students in relation to kindergarten readiness.
The data provided to teachers on an ongoing basis enables them to effectively differentiate instruction and provide activities that support student progress. This accelerates learning and prepares all students for success in kindergarten and beyond.
The continuous assessment of skills allows teachers to monitor achievements on an on-going basis to ensure students are progressing at the appropriate rate to meet kindergarten readiness.
An all-in-one computer for preschool with a child-friendly touchscreen, mouse, keyboard and desk. Each complete solution includes child-safe, developmentally appropriate software for children to play. A printer is included for teachers to easily print child progress data. Ignite by Hatch is web-based and can be used on any Windows desktop.
Equipped with a patented bumper, a metal body and shatterproof Gorilla® Glass, our preschool tablet is ready for the excitement of a preschool classroom. Each complete solution includes child-safe, developmentally appropriate software for children to play. Ignite by Hatch is web-based and can be used on any iOS/Android tablet or smartphone.
Dr. Susan B. Neuman is a specialist in early literacy development. Her research and teaching interests include early childhood policy, curriculum and early reading instruction for children who live in poverty. In her role as the U.S. Assistant Secretary for Elementary and Secondary Education, Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act.
Dr. Colleen Uscianowski holds a Ph.D. in Cognitive Science in Education from Columbia University and a Master’s in Special Education from Hunter College. She is an enthusiastic educator and researcher in the field of early childhood mathematics and special education. Her passions lie in developing and expanding upon innovative solutions aimed at improving the learning outcomes of struggling students.
Kelly received her Ph.D. in Developmental, Cognitive and Behavioral Neurosciences from the University of Houston. She is currently a postdoctoral research fellow at the University of Texas Health Science Center’s Children’s Learning Institute. Her research focuses on how the brain supports language development, specifically in children who are learning multiple languages.
Catherine Miller is a literacy researcher and teacher with a focus on reading comprehension, technology and teacher knowledge. She is currently a teacher educator with a focus on preschool through grade 8 reading and writing instruction at Gavilan College and an Associate at the Carnegie Foundation for the Advancement of Teaching. She has also worked as an Assistant Professor of Early Childhood Education at the University of Vermont as a managing editor and instructional designer.
Amelia Swabb is an educational consultant with over ten years of experience in early childhood curriculum development. She has worked at media and publishing companies such as Sesame Street, Scholastic, as well as various schools in teaching roles. She received her M.A. in Early Childhood Education and Special Education from Teachers College at Columbia University and her BA in Psychology from Brown University.
Jennefer is an education, content and product executive with almost 20 years of experience developing content for early childhood teachers and children, executing professional development and implementation of curriculum, and teaching in Title 1 classrooms.