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Monona Grove Together 4 Kids

Monona Grove Together 4 Kids. Building Blocks for Early Learning. The Early Years.

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Monona Grove Together 4 Kids

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  1. Monona Grove Together 4 Kids Building Blocks for Early Learning

  2. The Early Years • “Although there have been long-standing debates about how much the early years matter in the large scheme of lifelong development, our conclusion is unequivocal: What happens during the first months and years of life matters a lot, not because this period of development provides an indelible blueprint for well-being, but because it sets either a sturdy or fragile stage for what follows.” J.P. Shonkoff and D.A. Phillips, From Neurons to Neighborhoods: The Science of Early Childhood Development

  3. Our Mission & Values • Our Mission as a school community is to ensure quality educational and social foundations for all four-year-old children. • Our Values • Universal access and parental choice • Developmentally appropriate learning environment • Comprehensive early learning standards and assessments • Ongoing collaboration and communication • Comprehensive services that include family support and education • Uniformly adequate and equitable resources • Professional development • Strong community partnerships

  4. Research Related to Benefits of 4K • Since the 1960’s studies have consistently shown long-term benefits for children who participate in comprehensive and high quality early childhood programs. • Children who participated in the early intervention program had higher cognitive test scores from the toddler years to age 21 • Participating children had lower rates of juvenile arrests and violent arrests • School success was enhanced with lower school dropout rates, lower rates for grade retention, and lower rates of special education services • The public rate on its initial investment in such programs is substantial • With short term rates varying from $8 return on every $1 invested in the longitudinal studies to $17 return for every $1 in the 40 year study. • Mothers whose children participated in the program achieved higher educational and employment than mothers whose children were not in the program. These results were especially pronounced for teen mothers. Masse & Barnett, (2002); Reynolds, Temple, Robertson, & Mann, (2001a, 2001b); Schweinhart, (2004)

  5. Research Related to Benefits of 4K • Preschool programs build a strong workforce. The benefits generated for society are sufficient to pay for the costs of providing early education including higher tax payments by participants, lower reliance on welfare, and lower rates of criminal activity. It is an important component of economic development. • Children prepared for school success by quality pre-kindergarten programs are less likely to drop out (Pay Now-$10,000) • A high school dropout’s lower earnings create costs for public assistance programs and efforts to offset the dropout’s reduced contribution to society (Pay Later- $250,000) Belfied (2004); Currie ( 2001); Lynch (2004); Masse & Barnett (2002); Mead (2004); Reynolds et al. (2001a, 2001b); Rolnick & Grunewald (2003); Schweinhart (2004); Shonkoff (2004)

  6. Research Related to Benefits of 4K • The growth of state investment in pre-kindergarten programs is leading to new collaborations among schools and private schools. Communities are bringing together traditionally separate services and programs to create more integrated programs. Flynn & Hayes (2003)

  7. Benefits of the Quality of Early Childhood Settings Rimm-Kaufman et al. (2005); Gallagher & Lambert (2006); Howes et al. (2008); Gruba (2008)

  8. Basis for MGSD T4K ProgramNational Association of State School Boards of Education • The NASBE Study Group examined the critical features of programs, classrooms, and teachers that predict quality in academic and social development beyond kindergarten. The Study Group concluded that what is most critical in quality early learning environments is having highly trained and well-supported teachers who nurture children’s dispositions to learn, respond to interpersonal relationships, and cultivate their emerging talents. • They concluded the following components are elements behind high-quality early education programs. • Comprehensive state standards for preschool programs • Rich, coherent curriculum; • Language and emergent literacy • Assessment • Responsiveness to cultural and linguistic diversity • Inclusion of children with disabilities • Partnerships with parents • Class size/teacher ratios • High quality teachers.

  9. Federal Legislation and Educational Reform • No Child Left Behind (2001) emphasizes prevention and early intervention services, specifically Response to Intervention (RtI). • RtI is a proactive, prevention and intervention-focused service delivery model that addresses the academic and behavioral concerns of ALL children. • The Monona Grove School District has taken a leadership role in the State of WI with regard to best practices and implementation of RtI Barnett, Daly, Jones, & Lentz, (2004); Fuchs, Mock, Morgan, & Young (2003)

  10. RtI in Preschool: Why is it the right time? Barnett, VanDerHeyden, & Witt (2007); NCES (2005); Jackson, Pretti-Frontczak, Harjusola-Webb, Grisham-Brown, & Romani (2009) • 60% of all children under 6 are in nonparental care • Best practices in early education support the idea of prevention and progress monitoring • Individualized instruction within the general classroom is a "recommended practice” • RtI provides a context for high quality instruction • The following have become increasingly available and have been used in the MGSD T4K program: • Tools to identify at risk preschool students AND to continually monitor their progress • Evidence-based/tiered interventions for early literacy and language and social and behavioral skills

  11. RtI in Preschool: Important Components Barnett et al. (2007); McConnell, Carta, & Greenwood (2008)

  12. T4K 2008-2009Year 1 • 82% of our eligible students attended our program • 195 students • T4K sites • Maywood School • Immaculate Heart of Mary • Taylor Prairie • Kids’ Safari • Learning Ladder

  13. Year 1:Innovative, High Quality Programming: MGSD T4K Model • Trainings related to curriculum • Summer and Fall • Teacher Collaboration and Training • Assessment training • Collaboration with UW-Madison Department of Educational Psychology • Introduction of Problem Solving Process and Response to Intervention (RtI) • Integration of Social and Emotional Growth • Best Practices for Instructing English Language Learners (ELLs)

  14. Year 1: Innovative, High Quality Programming: MGSD T4K Model • Additional Components • Administration of T4K Benchmark Assessments (Individual Growth and Developmental Indicators & AIMS Web Early Numeracy and Early Literacy) • Early Childhood Environmental Rating Scale (2 times per year) • Student Progress Report • Program Handbook • Parent Outreach Activities • Early Literacy & Science Nights • Love & Logic Classes • Literacy Coach visits all sites • T4K Council • Support from Pupil Services staff

  15. T4K 2009-2010Year 2 • 77% of our students attended T4K • 167 students (includes 10 Open Enrollment) • T4K sites • Maywood School • Immaculate Heart of Mary • Taylor Prairie • Kids’ Safari • Learning Ladder

  16. Year 2: Innovative, High Quality Programming: MGSD T4K Model • Teacher Training & Collaboration • Problem Solving and Response to Intervention (RtI) training and expansion of implementation • Ongoing review of student data and goal setting • Teacher collaboration and shared lesson planning time • New Programs • Developmental Guidance Curriculum including Woven Word & Second Step • Delivered by School Psychologists in all classrooms • Handwriting without Tears

  17. Year 2: Innovative, High Quality Programming: MGSD T4K Model • Assessments • 4K assessment team systematically reviewed district data, introduced a revised benchmark assessment protocol, and provided advanced training for staff • Continued collaboration with UW-Madison • Early Childhood Environmental Rating Scale (ECERS- 1 time during the year) • Updated the Student Progress Report • Early Language & Literacy Classroom Observation (ELLCO) • Parent Outreach • Literacy • Love & Logic • Stuart Stotts & Ken Lonnquist Musical Family Nights

  18. T4K 2010-2011Year 3 • 81% of our students attended T4K • 187 students (includes 14 Open Enrollment Students) • T4K Sites • Maywood School • Immaculate Heart of Mary • Taylor Prairie School • Kids’ Safari • Learning Ladder

  19. Year 3: Innovative, High Quality Programming: MGSD T4K Model • Teacher Training and Collaboration • Advanced implementation of Problem Solving and Responsive to Intervention (RtI) • Created progress monitoring tools for early literacy • Examined issues of Social Justice, Educational Equity, Culturally Responsive Practices, and reviewed Minority Student Data • Wisconsin Model of Early Learning Standards Presentation • Pyramid Model for Supporting Social and Emotional Competence Presentation • New Programs • Language for Learning (intervention program/training) • Purchased additional materials to support early literacy and math goals

  20. Year 3: Innovative, High Quality Programming: MGSD T4K Model • Assessments • Continued administration of T4K Benchmark Assessments • Continued collaboration with UW-Madison • Beginning establishment of local norms and benchmarks • Progress Monitoring • Early Childhood Environmental Rating Scale (ECERS- 1 time during the year) • Parent Outreach • Love & Logic • Gross Motor Family Night • “Literacy Packs” for Home-School Connections • “Getting Ready for Kindergarten” Presentation

  21. Early Childhood Environmental Rating Scale (ECERS)

  22. Parent Survey Data • The T4K program in the MGSD was a positive experience for my child. • 2008-2009 97.5% (81 surveys completed) • 2009-2010 100% (55 surveys completed) • 2010-2011 99.1% (117 surveys completed) • My child benefited socially from the T4K experience. • 2008-2009 97.5% • 2009-2010 98.2% • 2010-2011 99.1% • My child gained readiness skills that will support success in Kindergarten. • 2008-2009 98.7% • 2009-2010 100% • 2010-2011 99.1%

  23. Parent Surveys • There was adequate communication between my child’s classroom teacher and home. • 2008-2009 97.5% • 2009-2010 92.7% • 2010-2011 96.5% • Sufficient information regarding the curriculum in the T4K program was provided. • 2008-2009 94.9% • 2009-2010 92.7% • 2010-2011 97.4% • The T4K program offered sufficient parent outreach opportunities to meet my family’s needs. • 2008-2009 95% • 2009-2010 98.2% • 2010-2011 96.5%

  24. Parent Surveys • Sufficient information was provided about my child’s progress throughout the year. • 2008-2009 98.7% • 2009-2010 92.7% • 2010-2011 94.9% • I would recommend the MGSD’s T4K program to others. • 2008-2009 98.8% • 2009-2010 100% • 2010-2011 98.3%

  25. Testimonials Becca Koopmans Jill Hackel Leighanne Dockerty

  26. Relevant Historical Data: Changing Demographics WINSS Wisconsin Department of Public Instruction

  27. Enrollment by Economic Status- Maywood

  28. Enrollment by Economic Status- Taylor Prairie

  29. Enrollment by English Proficiency- Maywood

  30. Enrollment by English Proficiency-Taylor Prairie

  31. Enrollment by Disability-Maywood

  32. Enrollment by Disability-Taylor Prairie

  33. Summary of Changing Demographics • Percentage of Economically Disadvantaged has increased in both communities • Percentage of children who are not English Proficient has increased slightly • Percentage of children with disabilities is significantly below the state average due to ongoing prevention and early intervention efforts. • This greatly minimizes the negative, long-term, individual and fiscal effects associated with over identification of students with disabilities

  34. Closing the Achievement Gap Alignment with MGSD Diversity and Equity Goals and Strategic Plan

  35. DEFINITION OF THE ACHIEVEMENT GAP • Persistent disparity that exists in academic achievement between White students and Minority students, Affluent and Impoverished students, and Students fluent in English and English Language Learners (ELLs) in the following areas: • Discipline referrals • Academic achievement • SAT/ACT scores • Suspensions/Expulsions • Special education referrals • Connections between schools and families • Access to school and community resources • High school drop-out rates • Incarceration rates • College attendance and completion • Job attainment

  36. Achievement Gap  Opportunity Gap • Shifts the focus from the perception that students have inherent deficits to the idea that our educational and societal systems are not equitable in terms of meeting the needs of all students • MGSD has been working to narrow the opportunity gap over the course of several years • Disproportionality Improvement Plan • CREATE Culturally Responsive Classrooms and District Leadership Teams • Mirrors of Privilege and WPC- shared professional development • Building level diversity and equity goals and initiatives

  37. OPPORTUNITY GAPS IN EARLY CHILDHOOD ACSD, 2006; Anyon, 2005; Bridges, Fuller & Rumberger, 2004; Brooks-Gunn, 2003; Hart & Risley, 1995; Starkey, Klein, & Wakely, 2004 • At age 4, children who live below the poverty line are 18 months below what is normal for their age group • In comparison to their affluent peers significant gaps exist for children living in poverty in: • Kindergarten readiness • Early language/verbal skills • Pre-literacy • Cognitive skills • Early numeracy skills • Differences in school opportunity and achievement begin in early childhood and increase rather than disappear during the elementary school years

  38. Research Related to Social Behaviors in Preschool • Expulsion rates are 3 times higher than K-12 expulsion rates • Boys are 4.5 times more likely than girls to be expelled • African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children • Expulsion rates for 5 years olds are double rates for 4 year olds • 68% of Wisconsin providers have asked a family to leave their program at some time during their career • 52% of Wisconsin providers have asked a family to leave within the last two years Gilliam (2005); Supporting Families Together Association

  39. Research Related to Benefits of 4K • Differences in income, racial and ethnic backgrounds can create an opportunity gap. • Families with modest incomes, slightly below the average, participate less in preschool education than families in poverty. • Therefore children with the least access to preschool education are often those whose families incomes rest somewhat above the eligibility levels of targeted programs. • In addition, Monona and Cottage Grove families do not have Head Start and Early Head Start programs that are readily accessible, which compounds the issue of accessibility to preschool education in our specific communities. • While targeted programs traditionally have lower costs, universal programs are more effective at reaching all children. High quality preschool programs provide gains for middle-income children as well as children living in poverty. Barnett & Yarosz (2004); Barnett, Brown, & Shore (2004); Goldsmith & Meyer (2006); Shulman & Barnett (2005)

  40. T4K Benchmark Assessment Data Fall 2008 – Fall 2010 Outcomes Over Time

  41. Picture Naming Fluency

  42. Rhyming

  43. Letter Naming Fluency

  44. Oral Counting

  45. Number Identification

  46. Does 4K Make a Difference? Academic Outcomes

  47. 1st T4K Cohort

  48. Did our “Intensive” Students attend T4K? • T4K • No T4K • T4K + Early Childhood 2 5 2010 2 2 2011

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