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Monona Grove Together 4 Kids

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Title: Monona Grove Together 4 Kids


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 1960s 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 dropouts lower earnings create
    costs for public assistance programs and efforts
    to offset the dropouts 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
    childrens 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?
  • 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
Barnett et al. (2007) McConnell, Carta,
Greenwood (2008)
12
(No Transcript)
13
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

14
Year 1Innovative, 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)

15
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


16
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

17
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

18
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

19
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

20
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

21
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

22
Early Childhood Environmental Rating Scale (ECERS)
23
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

24
Parent Surveys
  • There was adequate communication between my
    childs 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 familys needs.
  • 2008-2009 95
  • 2009-2010 98.2
  • 2010-2011 96.5

25
Parent Surveys
  • Sufficient information was provided about my
    childs progress throughout the year.
  • 2008-2009 98.7
  • 2009-2010 92.7
  • 2010-2011 94.9
  • I would recommend the MGSDs T4K program to
    others.
  • 2008-2009 98.8
  • 2009-2010 100
  • 2010-2011 98.3

26
Testimonials
  • Becca Koopmans
  • Jill Hackel
  • Leighanne Dockerty

27
Relevant Historical Data Changing Demographics
  • WINSS
  • Wisconsin Department of Public Instruction

28
Enrollment by Economic Status- Maywood
Fall Enrollment Economically Disadvan Not Econ Disadvan
2009-10 237 26.2 73.8
2008-09 206 21.4 78.6
2007-08 180 11.7 88.3
2006-07 176 19.3 80.7
2005-06 189 16.9 83.1
2004-05 187 20.3 79.7
2003-04 210 21.0 79.0
2002-03 235 18.7 81.3
29
Enrollment by Economic Status- Taylor Prairie
Fall Enrollment Econ Disadvan Not Econ Disadvan
2009-10 403 16.4 83.6
2008-09 401 15.5 84.5
2007-08 452 12.2 87.8
2006-07 452 10.4 89.6
2005-06 445 7.9 92.1
2004-05 408 10.0 90.0
2003-04 398 5.5 94.5
2002-03 397 5.8 94.2
30
Enrollment by English Proficiency- Maywood
Fall Enrollment Not English Proficient English Proficient
2009-10 237 4.6 95.4
2008-09 206 4.4 95.6
2007-08 180 6.1 93.9
2006-07 176 4.5 95.5
2005-06 189 2.6 97.4
2004-05 187 3.7 96.3
2003-04 210 3.3 96.7
2002-03 235 4.7 95.3
31
Enrollment by English Proficiency-Taylor Prairie
Fall Enrollment Not English Proficient English Proficient
2009-10 403 4.5 95.5
2008-09 401 5.5 94.5
2007-08 452 5.5 94.5
2006-07 452 5.1 94.9
2005-06 445 4.0 96.0
2004-05 408 2.2 97.8
2003-04 398 0 100
2002-03 397 0 100
32
Enrollment by Disability-Maywood
Fall Enrollment With Disabilities Without Disabilities
2009-10 237 10.1 89.9
2008-09 206 12.1 87.9
2007-08 180 14.4 85.6
2006-07 176 13.6 86.4
2005-06 189 13.8 86.2
2004-05 187 13.4 86.6
2003-04 210 12.9 87.1
2002-03 235 14.5 85.5
33
Enrollment by Disability-Taylor Prairie
Fall Enrollment With Disabilities Without Disabilities
2009-10 403 7.9 92.1
2008-09 401 8.0 92.0
2007-08 452 6.0 94.0
2006-07 452 8.6 91.4
2005-06 445 8.1 91.9
2004-05 408 6.6 93.4
2003-04 398 10.8 89.2
2002-03 397 13.9 86.1
34
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

35
Closing the Achievement Gap
  • Alignment with MGSD Diversity and Equity Goals
    and Strategic Plan

36
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

37
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

38
OPPORTUNITY GAPS IN EARLY CHILDHOOD
  • 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

ACSD, 2006 Anyon, 2005 Bridges, Fuller
Rumberger, 2004 Brooks-Gunn, 2003 Hart
Risley, 1995 Starkey, Klein, Wakely, 2004
39
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
40
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)
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
Does 4K Make a Difference?
  • Academic Outcomes

48
(No Transcript)
49
1st T4K Cohort
50
Did our Intensive Students attend T4K?
  • T4K
  • No T4K
  • T4K Early Childhood

2
5
2010
2
2
2011
51
First Grade Teachers
  • Pat Rentschler
  • Dawn May

52
Implications
  • T4K Alignment with the Monona Grove Mission and
    Vision

53
MGSD VisionProposed 2/2011
  • MGSD is a student-focused culture empowering
    continuous learners who embrace global
    opportunities and excellence.

54
MGSD MissionProposed 2/2011
  • 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
T4K in MGSDBuilding positive relationships
among students, staff, parents, and community
  • 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
T4K in MGSDWorking together to inspire and
engage students in meaningful learning
opportunities by using research-based practices
to address individual learning needs
  • 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
T4K in MGSDProviding a safe and healthy
environment that fosters respect and culturally
responsive practices
  • 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
T4K in MGSDUsing resources efficiently and
effectively
  • Children prepared for school success by quality
    pre-kindergarten programs are less likely to drop
    out (Pay Now-10,000)
  • A high school dropouts lower earnings create
    costs for public assistance programs and efforts
    to offset the dropouts 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
In Conclusion
  • 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-qu
    ality 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
A Special Thanks to.
  • Julie Theado- Literacy Coach
  • Christa Macomber- School Psychologist
  • Robin Reisdorf- T4K Teacher- Kids Safari
  • Pat Rentschler- 1st 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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