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Building Blocks for Early Learning.  “Although there have been long-standing debates about how much the early years matter in the large scheme of lifelong.

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Presentation on theme: "Building Blocks for Early Learning.  “Although there have been long-standing debates about how much the early years matter in the large scheme of lifelong."— Presentation transcript:

1 Building Blocks for Early Learning

2  “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 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  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  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  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 Higher academic functioning Increased student engagement and attention Better rates of compliance and cooperation Increased self- regulation Improved kindergarten readiness Reductions in juvenile delinquency and crime Rimm-Kaufman et al. (2005); Gallagher & Lambert (2006); Howes et al. (2008); Gruba (2008)

8  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  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?  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 Barnett, VanDerHeyden, & Witt (2007); NCES (2005); Jackson, Pretti-Frontczak, Harjusola-Webb, Grisham-Brown, & Romani (2009)

11 RtI in Preschool: Important Components High quality tiers of instruction and intervention in early language, literacy, and math Continuous screening, assessment, and progress monitoring Teamwork (Educators, Families, Community Resources) Barnett et al. (2007); McConnell, Carta, & Greenwood (2008)

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13  82% of our eligible students attended our program ◦ 195 students  T4K sites ◦ Maywood School ◦ Immaculate Heart of Mary ◦ Taylor Prairie ◦ Kids’ Safari ◦ Learning Ladder

14  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)

15  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

16  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

17  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

18  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

19  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

20  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

21  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

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23  The T4K program in the MGSD was a positive experience for my child. ◦ % (81 surveys completed) ◦ % (55 surveys completed) ◦ % (117 surveys completed)  My child benefited socially from the T4K experience. ◦ % ◦ % ◦ %  My child gained readiness skills that will support success in Kindergarten. ◦ % ◦ % ◦ %

24  There was adequate communication between my child’s classroom teacher and home. ◦ % ◦ % ◦ %  Sufficient information regarding the curriculum in the T4K program was provided. ◦ % ◦ % ◦ %  The T4K program offered sufficient parent outreach opportunities to meet my family’s needs. ◦ % ◦ % ◦ %

25  Sufficient information was provided about my child’s progress throughout the year. ◦ % ◦ % ◦ %  I would recommend the MGSD’s T4K program to others. ◦ % ◦ % ◦ %

26 Becca Koopmans Jill Hackel Leighanne Dockerty

27 WINSS Wisconsin Department of Public Instruction

28 Fall Enrollment % Economically Disadvan % Not Econ Disadvan %73.8% %78.6% %88.3% %80.7% %83.1% %79.7% %79.0% %81.3%

29 Fall Enrollment % Econ Disadvan % Not Econ Disadvan %83.6% %84.5% %87.8% %89.6% %92.1% %90.0% %94.5% %94.2%

30 Fall Enrollment % Not English Proficient % English Proficient %95.4% %95.6% %93.9% %95.5% %97.4% %96.3% %96.7% %95.3%

31 Fall Enrollment % Not English Proficient % English Proficient %95.5% %94.5% %94.5% %94.9% %96.0% %97.8% %100% %100%

32 Fall Enrollment % With Disabilities % Without Disabilities %89.9% %87.9% %85.6% %86.4% %86.2% %86.6% %87.1% %85.5%

33 Fall Enrollment % With Disabilities % Without Disabilities %92.1% %92.0% %94.0% %91.4% %91.9% %93.4% %89.2% %86.1%

34  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

35 Alignment with MGSD Diversity and Equity Goals and Strategic Plan

36  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: o Discipline referrals o Academic achievement o SAT/ACT scores o Suspensions/Expulsions o Special education referrals o Connections between schools and families o Access to school and community resources o High school drop-out rates o Incarceration rates o College attendance and completion o Job attainment

37  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

38 ‣ 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: o Kindergarten readiness o Early language/verbal skills o Pre-literacy o Cognitive skills o Early numeracy skills ‣ Differences in school opportunity and achievement begin in early childhood and increase rather than disappear during the elementary school years ACSD, 2006; Anyon, 2005; Bridges, Fuller & Rumberger, 2004; Brooks-Gunn, 2003; Hart & Risley, 1995; Starkey, Klein, & Wakely, 2004

39  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

40  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)

41 T4K Benchmark Assessment Data Fall 2008 – Fall 2010 Outcomes Over Time

42 Picture Naming Fluency

43 Rhyming

44 Letter Naming Fluency

45 Oral Counting

46 Number Identification

47 Academic Outcomes

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49 1 st T4K Cohort

50  T4K  No T4K  T4K + Early Childhood

51 First Grade Teachers Pat Rentschler Dawn May

52 T4K Alignment with the Monona Grove Mission and Vision

53 MGSD is a student-focused culture empowering continuous learners who embrace global opportunities and excellence.

54  The mission of the MGSD is to increase learning for all students while cultivating social responsibility and a desire for learning.  We will achieve this by: ◦ Building positive relationships among students, staff, parents, and community ◦ Working together to inspire and engage students in meaningful learning opportunities by using research-based practices to address individual learning needs ◦ Providing a safe and healthy environment that fosters respect and culturally responsive practices ◦ Using resources efficiently and effectively

55  Partnerships with community sites  Monthly teacher training and collaboration  Parent Outreach  UW-Madison Dept. of Educational Psychology  T4K Problem-Solving Teams  Comprehensive support services team including: ◦ T4K Teachers and Educational Assistants ◦ Early Childhood/Special Ed/Speech & Language ◦ Administration ◦ Literacy Coach ◦ School Psychologists ◦ Support for English Language Learners ◦ Nursing Services

56  Delivery of an evidence-based, rich, coherent curriculum  Focus on language development and emergent literacy  Adherence to the Wisconsin Model Early Learning Standards  Universal Screening (Benchmark Assessment)  Response to Intervention (RtI) and Early Intervening Services as indicated by best practice and federal educational policy

57  Provision of professional development for staff related to equity, diversity, and culturally responsive practices  Review of minority student outcomes and subsequent intervention planning (closing the gap early)  Environmental ratings related to culturally responsive best practices  Early intervention and support for English Language Learners and students with disabilities  Comprehensive support for social, emotional, and behavioral growth for all students

58  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)  Early intervention saves on long-term costs associated with remediation and/or provision of special education services  Ongoing focus on outcomes has been a consistent part of the T4K program  Professional development and expenditures are aligned with MGSD goals and strategic plan and are analyzed in terms of effectiveness using a continuous improvement model

59  Scholarly research as well as our local research indicates high-quality early childhood programming benefits all children.  MG T4K program is meeting the stated MISSION and VALUES of the district.  MG T4K embodies the critical components of high-quality early childhood programs as outlined by the NASBE.  MG T4K is viewed as a leader and example for early childhood programs in our state and region.

60  Julie Theado- Literacy Coach  Christa Macomber- School Psychologist  Robin Reisdorf- T4K Teacher- Kids’ Safari  Pat Rentschler- 1 st Grade Teacher  Jessica Wolff- T4K Teacher- Taylor Prairie  Michelyn Butler- UW Madison Practicum School Psychologist  Becca Koopmans & Jill Hackel- Parents  Leighanne Dockerty- Kids’ Safari Director  Connie Haessly- T4K Administrator and TP Principal


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