Monona Grove Together 4 Kids

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Monona Grove Together 4 Kids

• Building Blocks for Early Learning

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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

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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

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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)
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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)
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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)
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Benefits of the Quality of Early Childhood
Settings
Rimm-Kaufman et al. (2005) Gallagher Lambert
(2006) Howes et al. (2008) Gruba (2008)
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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.

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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)
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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)
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RtI in Preschool Important Components
Barnett et al. (2007) McConnell, Carta,
Greenwood (2008)
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(No Transcript)
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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

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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)

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Testimonials

• Becca Koopmans
• Jill Hackel
• Leighanne Dockerty

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Relevant Historical Data Changing Demographics

• WINSS
• Wisconsin Department of Public Instruction

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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
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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
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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
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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
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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
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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
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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

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Closing the Achievement Gap

• Alignment with MGSD Diversity and Equity Goals
  and Strategic Plan

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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

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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

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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
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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
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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)
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T4K Benchmark Assessment Data

• Fall 2008 Fall 2010
• Outcomes Over Time

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Picture Naming Fluency
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Rhyming
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Letter Naming Fluency
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Oral Counting
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Number Identification
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Does 4K Make a Difference?

• Academic Outcomes

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(No Transcript)
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1st T4K Cohort
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Did our Intensive Students attend T4K?

• T4K
• No T4K
• T4K Early Childhood

2
5
2010
2
2
2011
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First Grade Teachers

• Pat Rentschler
• Dawn May

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Implications

• T4K Alignment with the Monona Grove Mission and
  Vision

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MGSD VisionProposed 2/2011

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

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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

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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

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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

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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

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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

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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.

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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