lass Pre K The Madison City School System philosophy of Early Childhood Education for four-year olds is based on the belief that a commitment to children in providing a developmentally appropriate education established on principles of child development and learning supported by research, will produce lasting benefits for children, families, and society. Mill Creek Elementary First Class Pre K

2010 Award Amount $100, Implementation Timeline August 16, 2010 Filed Application September 16, 2010 Received Award Letter September 22, 2010 Registered Students October 11, 2010 Initial Equipment and Curriculum Order October 13, 2010 Parent Orientation October 22, 2010 First Day of Class BeforeAfter

The approach to meet these expectations and commitments are through active learning in which children construct knowledge in a supportive climate based on positive adult-child interactions.

The Pre K teachers use a scientific researched based curriculum that is developmentally appropriate, and implemented with attention to the different needs, interests, abilities, learning styles, and developmental levels of the individual children. The curriculum guides experiences to promote student progress towards the specific benchmarks outlined in the eight domains of child development described in the OSR Performance Standards.. Emergent Literacy · Emergent Numeracy · Creative Arts · Science and Environmental Education · Technology · Social and Emotional Development · Approaches to Learning · Physical Health and Development

Number of words heard at home per hour by 1- and 2-year- olds learning to talk: low-income child ………620 words middle-income child……… 1,250 high-income child ,150 Number of words heard by age 3: low-income child……… 10 million middle-income child……… 20 million high-income child……… 30 million Source: Hart & Risley, Meaningful Differences in the Everyday Experiences of Young Children

A consistent daily routine provides a framework for active learning that includes a plan-do review sequence, small-group time, large- group time, outside time, transition times, eating times and resting times. “Children who grow up having no experience in setting their own objectives and pursuing the steps required to achieve them never become fully independent, responsible and self- reliant human beings.” Jordan (1976)

Programming and planning for young children is developed with an emphasis on the individual child with respect to variations in cultural and developmental diversity.

Benefits of High Quality Pre K Benefits children, their families and their communities from improved academic outcomes to the economic savings to schools and states. Successful Students Increases high school graduation rates Helps children do better on standardized tests Reduces grade repetition Reduces the number of children placed in special education Responsible Adults Reduces crime and delinquency Lowers rates of teen pregnancy. Leads to greater employment and higher wages as adults Contributes to more stable families. Stronger Communities Every $1 invested in high-quality pre-k saves taxpayers up to $7. Pre-k results in savings by reducing the need for remedial and special education, welfare, and criminal justice services, according to a number of studies. (Sources: "The Economics of Investing in Universal Preschool Education in California", Rand Corporation; The High/Scope Perry Preschool Project)

The Madison City School System joins the call for “excellence in early childhood education” and is committed to providing the highest quality Pre K program for four-year-olds.