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 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

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

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)

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)

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)

Rimm-Kaufman et al. (2005); Gallagher & Lambert (2006); Howes et al. (2008); Gruba (2008)

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.

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)

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)

Barnett et al. (2007); McConnell, Carta, & Greenwood (2008)

82% of our eligible students attended our program◦ 195 students

T4K sites◦ Maywood School ◦ Immaculate Heart of Mary ◦ Taylor Prairie ◦ Kids’ Safari ◦ Learning Ladder

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)

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

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

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

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

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

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

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

Early Childhood Environmental Rating Scale (ECERS)

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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%

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%

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%

Testimonials

Becca KoopmansJill Hackel

Leighanne Dockerty

WINSSWisconsin Department of Public Instruction

Fall Enrollment

% Economically Disadvan

% Not EconDisadvan

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%

Fall Enrollment

% EconDisadvan

% Not EconDisadvan

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%

Fall Enrollment

% Not English Proficient

% EnglishProficient

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%

Fall Enrollment

% Not English Proficient

% EnglishProficient

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%

Fall Enrollment

% With Disabilities

% WithoutDisabilities

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%

FallEnrollment

% With Disabilities

% WithoutDisabilities

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%

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

Alignment with MGSD Diversity and Equity Goals and Strategic Plan

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 referralso Academic achievemento SAT/ACT scoreso Suspensions/Expulsionso Special education referralso Connections between schools and familieso Access to school and community resourceso High school drop-out rateso Incarceration rateso College attendance and completiono Job attainment

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

‣ 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 readinesso Early language/verbal skillso Pre-literacyo Cognitive skillso 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

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

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)

Fall 2008 – Fall 2010 Outcomes Over Time

T4K Oral Counting Across Years

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Academic Outcomes

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Pat RentschlerDawn May

T4K Alignment with the Monona Grove Mission and Vision

MGSD is a student-focused culture empowering continuous learners

who embrace global opportunities and excellence.

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

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

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

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

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

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.

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