Pre-K Workshop: Community Engagement & Building Effective Partnerships

1. Pre-K Workshop: Community Engagement & Building Effective Partnerships NSBA Annual Conference April 11, 2010 Tom Krebs, Kansas Association of School Boards Patte Barth, Director, Center for Public Education, NSBA Chrisanne Gayl, Education Consultant

2. Agenda • Project Overview • Community Engagement in Kansas • Importance of Collaboration • Group Exercise: Challenges in Collaborating • Partnership Models and Tips for Success • National Update

3. Thinking P-12: Engaging school boards in support of pre-k • A multi-year partnership between NSBA’s Center for Public Education and state school board associations with funding from the Pew Charitable Trusts. • Increase awareness of the benefits of pre-k • Add the school board voice to the discussion • Have had many opportunities to talk with school board members about the importance of pre-k.

4. Goals • Making pre-kindergarten a public priority • Increasing awareness of the short- and long-term benefits of pre-k • Adding the school board voice to the pre-k discussion • Collaborating with other early education advocates • Taking a leadership role – school boards as value-added

5. Making it happen. • School board members generally embrace the message of pre-k, but support for the idea does not necessarily translate into programs at the local level. • School leaders need to know HOW to provide quality early learning opportunities for children in their districts. • Planning for Pre-Kindergarten: A Toolkit for School Boards available at: centerforpubliceducation.org

6. To download for free or order from NSBA bookstore: www.nsba.org or www.centerforpubliceducation.org

7. Toolkit includes… • Reasons for engaging the community • Key Stakeholder Groups to include • Sample pre-k messages to use

8. Perspectives from Kansas

9. Diversity in Early Education System • One-third of all state-funded pre-k children enrolled in non-public school settings, such as child care centers, Head Start programs and faith-based providers. • Collaborations with community-based programs enable school administrators to expand access to and increase the quality of programs, no matter where they are housed.

10. Benefits of Collaboration • Builds upon existing infrastructure • Maximizes resources (facilities, staff, etc.) • Enhances quality & services • Aligns expectations across Settings

11. Possible ISD Role: Provide financial support Provide Certified Teacher Share training and professional development Give resources/ materials/supplies/ equipment Possible Partner Role: Provide space Provide “wrap around care” Advertise to community Allow access to children’s developmental screenings Share resources Building Partnerships

12. Examples of Collaboration In Tulsa, Oklahoma, enrolling children in a collaborative program between the school system and Head Start allows administrators to leverage multiple funding streams to expand from a half day to a full day. This partnership allows schools to offer both a pre-k curriculum and comprehensive services for low-income children. Excerpts from Beyond the School Yard: Pre-K Collaborations with Community-Based Providers

13. Examples of Collaboration A school in Massachusetts places pre-k children who need full day special education services in community- based settings. The principal and her partners meet regularly to plan professional development for all pre-k teachers – in schools and in the community. Private providers in the collaboration have access to the district’s early intervention specialists and pre-k teachers to observe classrooms and provide coaching as needed.

14. Examples of Collaboration In a Tennessee school district, collaborating with Head Start provides access to a number of supports outside of the classroom experience. A “family partner” works with the schools to connect families to other supportive services as needed. Head Start also provides health screenings and dental care directly to all children in the collaboration

16. What gets in the way of collaboration? • Issues related to supervision of staff • Unclear goals, objectives or mission • Partner’s goals have changed • Original goals met but no new goals established • Unclear or vague mission statement

17. Missed opportunities to communicate • Missed growth opportunities • Professional development • Failure to identify all eligible children • Failure to Sustain Collaboration Efforts and Energy

18. Collaboration in Action! Working in groups of 8 – 10: 1. Discuss current or potential challenges to collaboration in your district 2. Discuss solutions and compromises to support Pre-K collaboration

19. Discussion

20. Models for Success • Not “one-size-fits-all” - come in many different forms • Must meet the dynamic needs of the school district as well as the partner agency • Can be structured in different ways.

21. Stacked or Flip Flop Model Describes two programs offered sequentially in order to piece together a full day of early care and education.

22. Concurrent Model The “concurrent” model is used when more than one program is offered simultaneously and each program provides different services to a group of children in order to enhance and expand services.

23. Wraparound Model The “wraparound” integrated model involves more than one program working together to provide both core and either before or after school services, or both.

24. Subcontracting Model One program subcontracts with another to provide services to children. The design of the subcontracting model determines how much integration occurs among the programs. Subcontracting can involve one agency designating another as a surrogate agency to provide services. In this model, there may be little to no joint planning or involvement regarding service delivery.

25. Tips for Success • Visit community-based programs. • Survey the landscape to determine need and capacity. • Create a vehicle to engage stakeholders. • Invest in personnel.

26. Memorandum of Understanding Written articulation of an agreement between parties Outlines roles and responsibilities Identifies shared goals, resources and/or services

27. The MOU Process Encourages brainstorming Helps partners anticipate issues/conflicts BEFORE they become problems Changes the language from “my children” and “your children” to “our children”

28. Key components Program Description Shared Mission Statement Teacher/Instructional Model or Method Teaching Schedule and Calendar Curriculum Professional Development Children’s Progress Monitoring/Assessment

29. Key Components, cont. Physical Environment Communication with Parents and Parent Involvement Student Support and Supplementary Services Management of the Collaboration

30. When is the best time to write an MOU?

31. Are YOU Ready to Take theModel Challenge?

32. Children are dually enrolled in Head Start and school pre-k and receive the benefits of both systems. The teacher and assistant are school district employees and are trained by the local Head Start grantee. Head Start provides all the materials for the classrooms and designs each room to meet Head Start performance standards. Children receive comprehensive services have access to family service workers.

33. CONCURRENT MODEL

34. Partners agreed that the schools would not undertake new efforts to provide wraparound services since they already exist in the community. Instead, the collaboration leverages the school system’s transportation resources to bring children, before or after the half day of school-based pre-k, to community-based programs.

35. WRAP-AROUND MODEL

36. National Perspective

37. March 2010

38. US Dept of EducationBlueprint for ESEA • College & career ready students: higher standards, better assessments, well-rounded education • Effective teachers & principals: equitable distribution, strengthened preparation & recruitment • Opportunity for all students: rigorous & fair accountability, rewards for progress & success

39. US Dept of EdBlueprint for ESEA con’t • Raise the bar & reward excellence: ‘race to the top’ incentives, public school choice • Promote innovation & continuous improvement: i3 funds, flexible funding streams, support for student success (eg., extra time)

40. Early learning featured in two critical priorities • Building Capacity for Support at Every Level • Fostering Innovation & Excellence: • INVESTING IN INNOVATION (i3)

41. Building Capacity for Support at Every Level • As we ask more of each level of the system, we will also build state and district capacity to support schools, school leaders, teachers, and students. • The proposal will allow states and districts to reserve funds to carry out such activities as (iv) coordinating with early learning programs to improve school readiness;

42. Investing in Innovation (i3) • Applicants will be required to propose projects that develop or expand innovations in critical areas of education reform (emphasis added). The Secretary may also give preference to applicants that propose to develop or expand innovations around specific pressing needs, such as improving the teaching and learning of STEM subjects, improving early learning outcomes, addressing the learning needs of English Learners and students with disabilities, and serving schools in rural areas.

43. NSBA Recommendations Create a new grant program, supported by a separate funding stream, to help states and communities develop, expand, coordinate and enhance the quality and availability of voluntary preschool programs and increase the overall federal investment in education.  Encourage integration of developmentally appropriate, evidence-based innovations and instruction from birth to grade 12, especially in key areas such as early literacy and math, and provide adequate funding for implementation. Incorporate collaboration and inclusive decision making at the federal, state and local level between K-12, early education providers and a broad range of community stakeholders to facilitate transitions from pre-K to Kindergarten, improve school readiness, and contribute to student success.

44. Status of other federal initiatives • Early learning challenge grants: omitted from Reconciliation bill • LEARN (Literacy Education for All, Results for the Nation) Act: comprehensive literacy, birth through grade 12. Currently pending. Department has budgeted $250 million for state literacy leadership teams called for in LEARN. 

45. Early childhood fundsin the President’s FY2011 Budget • Will provide when I get numbers from Katherine S

46. Tapping Title I • “Tapping Title I: What Every School Administrator Should know about Title I, Pre-K and School Reform” provides basic information about using Title I resources to support quality pre-k programs.

47. Pre-K Newsletter

48. Tom Krebs, Kansas Association of School Boards, tkrebs@kasb.org Patte Barth, Center for Public Education, NSBA pbarth@nsba.org Chrisanne Gayl, Education Consultant, chrisanne@implementprek.com THANK YOU