Monona Grove 4K Study Group report June... · Web view“Word on the street has it that the centers...

Monona Grove School District4K Study Group Report

May 23, 2007 (Curriculum Meeting)June 13, 2007 (Board of Education Meeting)

1

Monona Grove 4K Study Group

Michelle Adler-Gronski Parent, Monona

Jan Anderson Pre-Kindergarten Teacher, Monona

Peggy Bentheimer LaPetite Academy

Barb Berg Principal, Taylor Prairie

Brittany Braithwaite Sunburst Preschool

Bill Breisch Director of Curriculum & Instruction

Deb Crawford Kozy Kids Koral, Cottage Grove

Kori Davis Birth-Three Connections

Judy Diefenthaler Hope Christian Pre-School, Madison

Lieghanne Dockerty Kids’ Safari, Cottage Grove

Connie Haessly Principal, Maywood School

Jean Henry Family Daycare, Monona

Kathleen Huber Early Childhood Teacher

Marcia Huemoeller Dane County Parent Council

Heidi Kimble Monona Grove Nursery School, Madison

Linda Kudrna Learning Ladder Preschool, Cottage Grove

Melinda Leibfried Kindergarten Teacher, Monona

Deb Lyons Reading Teacher, Taylor Prairie

Phil McDade School Board

Amanda Moss IMC Director, Monona

April Willis YMCA Preschool, Madison

Tanya Nachreiner Pre-Kindergarten Teacher, Cottage Grove

Patricia Powers Kindergarten Teacher, Taylor Prairie

Tina Wagner IHM Preschool, Monona

Sara White Parent, Cottage Grove

Melissa Zietz Parent, Monona

2

Monona Grove 4 K Study Group

Components of the 4K Study Board goals related to the 4K Study Research related to the benefits of Four-Year-Old Kindergarten Research related to the disadvantages of Four-Year-Old Kindergarten Wisconsin Fact Sheet on Four-Year-Old Kindergarten Site Visits What we learned from DPI Communities offering 4K in Wisconsin Parent survey data Quality Programming Mission and Values 4 Models of 4K Programming Collaborative Partners Monona Grove 4K Program Options Governance Structure 5 Year Projection on Fiscal Impact of offering 4K to all students Next Steps

3

Committee Recommendation

The 4K Study Committee recommends the implementation of a high quality collaborative 4K program beginning in the fall of the 2008-09 school. Social and economic factors create huge disparities in children’s early learning environments. Serious learning gaps between groups of children exist before they enter kindergarten, and these gaps are likely to persist and become more challenging to close the older the child gets. Quality programming for 4K would include:

1) Standards that serve as the foundation for a shared vision with clearly articulated goals

2) Curriculum that addresses cognitive, social-emotional, and physical development3) A strong foundation in language development and emergent literacy skills4) Multiple assessment tools to gather comprehensive information about students

and classroom environments5) Highly trained and well-supported teachers through professional development6) Providing leadership and supervision to all sites7) Parent outreach support8) A comprehensive set of services and educational opportunities for all children.

The committee recommends implementing Model 1 (public school staff/school site) and Model 3 (contracted services/community sites) the first year and adding Model 4 (Home Educational Support and Resources for Parents) the following year.

4

Introduction

At the beginning of the 2006-07 school year, the Monona Grove School Board identified several goals for pertaining to the four-year kindergarten program. The 4K Study Group was formed that included teachers, administrators, preschool directors and teachers, day care providers, parents, and a school board member. The mission of this committee was to research the advantages and disadvantages of the four-year old kindergarten programs, to include site visitations of effective programs.

Monona Grove School Board Goal

Desired Outcome: Research the advantages and disadvantages of the four-year kindergarten programs, to include site visitations of effective programs. Explore cooperative program arrangement with private day care providers. Prepare a report for presentation to the Curriculum Committee.

Timeline: September 2006- Establish a study committee and define missionOctober-December 2006- Literature and research reviewJanuary- March 2007- School site visitsApril 2007- Preliminary report to the Curriculum CommitteeSeptember 2007- Begin program implementation design, if warrantedNovember 2007- Develop program budget; present to Business Services CommitteeJanuary/February 2007- Prepare and present final report to School BoardMarch-May 2007- Finalize program planning to include staffing, materials, etc.

5

Research Related to Benefits of Four-Year-Old Kindergarten

Research demonstrates that high-quality preschool education substantially increases children’s success in school and in life.

Studies show long term benefits for children who participate in comprehensive and high quality early childhood programs including:

Children who participated in the early intervention program had higher cognitive test scores from the toddler years to age 21.

Academic achievement in both reading and math was higher from the primary grades through young adulthood.

Participating children completed more years of education and were more likely to attend a four-year college.

Participating children had lower rates of juvenile arrest and violent arrests. School success was enhanced with lower school dropout rates, lower rates of

grade retention, and lower rates of special education services. The public 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 status than mothers whose children were not in the program. These results were especially pronounced for teen mothers.

Masse, L., & Barnett S. A benefit cost analysis of the Abecedarian early childhoodintervention. National Institute for Early Education Research. http:nieer.org

Reynolds, A., Temple, J., Robertson, D., & Mann, E. (2001). Long- term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-Year follow-up of low-income children in public schools. http://www.waisman.wisc.edu/cls/cbaexecsum4.html

Reynolds, A., Temple, J., Robertson, D., & Mann, E. (June, 2001). Age 21 cost-benefit analysis for the Title I Chicago child-parent center program. Executive Summary. http://www.waisman.wisc.edu/cls/cbaexecsum4.html

Schweinhart, L. The High/Scope Perry Preschool study through age 40. Summaryconclusions, and frequently asked questions. High/Scope Educational ResearchFoundation. www.highscope.org/welcome.asp

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.

6

http://www.highscope.org/welcome.asp

http://www.waisman.wisc.edu/cls/cbaexecsum4.html


Belfield, C. (2004). The early childhood education: How important are the cost-savings to the school district? Teachers College, Columbia University.www.winningbeginningny.org/databank/documents/belfield report 000.pdf

Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15, (2), 213-238.

Lynch, R. (2004). Exceptional returns: Economic, fiscal, and social benefits ofinvestment in early childhood development. Economic Policy Institute.

Masse, L., & Barnett S. A benefit cost analysis of the Abecedarian early childhoodintervention. National Institute for Early Education Research. http:nieer.org

Mead, S. (2004). Open the preschool door, close the preparation gap. Progressive Policy Institute. www.ppionline.org

Reynolds, A., Temple, J., Robertson, D., & Mann, E. (2001) Long- term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-Year follow-up of low-income children in public schools. http://www.waisman.wisc.edu/cls/cbaexecsum4.html

Reynolds, A., Temple, J., Robertson, D., & Mann, E. (June, 2001). Age 21 cost-benefit Analysis for the Title I Chicago child-parent center program. Executive Summary. http://www.waisman.wisc.edu/cls/cbaexecsum4.html

Rolnick, A., & Grunewald R. (2003). Early childhood development: economic development with a high return. MN: Federal Reserve Bank of Minneapolis.www.minneapolisfed.org/research/studies/earlychild/

Schweinhart, L. The High/Scope Perry Preschool study through age 40. SummaryConclusions, and frequently asked questions. High/Scope Educational ResearchFoundation. www.highscope.org/welcome.asp

Shonkoff, J. (2004). Science, Policy, and the young developing child. Closing the gapbetween what we know and what we do. The Heller School for Social Policy andManagement. Brandeis University.

Differences in income, racial, and ethnic backgrounds create a sizable achievement gap. Families with modest incomes, slightly below the average, participate less in preschool education than families in poverty. The children with the least access to preschool education are those whose family incomes rest somewhat above the eligibility levels for targeted programs.

Barnett, S., & Yarosz D. (2004). Who goes to preschool and why does it matter? National Institute for Early Educational Research. New Brunswick, NJ.http://nieer.org/resources/policybriefs/8.pdf

7

http://nieer.org/resources/policybriefs/8.pdf

http://www.highscope.org/welcome.asp

http://www.minneapolisfed.org/research/studies/earlychild/



http://www.ppionline.org/

http://www.winningbeginningny.org/databank/documents/belfield%20report%20%20000.pdf

While targeted programs traditionally have lower costs, universal programs are more effective at reaching all targeted children. High quality preschool programs provide gains for middle-income children as well as children living in poverty.

Barnett, S., Brown, K., & Shore, R. (2004). The universal vs. targeted debate: Shouldthe United States have preschool for all? National Institute for Early EducationResearch. New Brunswick, NJ. http://nieer.org/resources/policybriefs/6.pdf

Goldsmith, S., & Meyer, R. (2006). Pre-K: Shaping the system that shapes children.Manhattan Institute for Policy Research. www.manhattan-institute.org/html/cb_42.htm

Schulman, K., & Barnett, S. (2005). The benefits of prekindergarten for middle-incomeChildren. National Institute for Early Education Research. Rutgers-The StateUniversity of New Jersey. http://nieer.org/resources/policybriefs/reports3.pdf

The growth in 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, M., & Hayes, C. (2003). Blending and braiding funds to support early care andeducation initiatives. The Finance Project, Washington, DC.

8

http://nieer.org/resources/policybriefs/reports3.pdf

http://www.manhattan-institute.org/html/cb_42.htm

http://nieer.org/resources/policybriefs/6.pdf

Research Related to Disadvantages of Four-Year-Old Kindergarten

Full consideration of where additional funds should be invested and what the fiscal consequences are must be considered when funding universal Pre-Kindergarten. Negative financial impacts could occur in private child care centers if programming is created in isolation.

Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15, (2), 213-238.

Flynn, M., & Hayes, C. (2003). Blending and braiding funds to support early care andeducation initiatives. The Finance Project, Washington, DC.

Goldsmith, S., & Meyer, R. (2006). Pre-K: Shaping the system that shapes children.Manhattan Institute for Policy Research. www.manhattan-institute.org/html/cb_42.htm

Lynch, R. (2004). Exceptional returns: Economic, fiscal, and social benefits ofinvestment in early childhood development. Economic Policy Institute.

Masse, L. & Barnett S. A benefit cost analysis of the Abecedarian early childhoodintervention. National Institute for Early Education Research. http://nieer.org

Wisconsin 4K Fact SheetAWSA 2007

9

http://nieer.org/

http://www.manhattan-institute.org/html/cb_42.htm

4K in Wisconsin History WI made a constitutional commitment to early education in 1848. Article X of

the constitution called for school districts to be as uniform as practical and free to all children between the ages of 4 and 20 years.

1873: The first public kindergarten in the state limited kindergarten enrollment to four-and five-year-olds.

1898: WI Legislature permits schools to establish 4&5K 1927: State financial aides established for 4&5K 1949: 4&5K counted as ½ pupil for state aids 1957: Legislature repealed 4K aids 1973: Legislature required districts to provide 5K 1984: Legislature reinstated 4K aids & allows 5K aids for full day 1989: Decker Task Force recommended collaboration between schools, child

care, Head Start and families 2001: Legislature considers increasing 4K aids to full day but votes to reduce aid.

Governor vetoes so funding remains at .5/.6 2003: Legislature votes to reduce 4K state aid. Governor vetoes so funding

remains at .5/.6

Current Wisconsin 4K Finance 4K is funded by allowing schools to include 4K pupils in enrollment counts 4K pupil counted as 0.5 member if pupil attends for at least 437 hours If program provides at least 87.5 additional hours of outreach, 4K pupil is counted

as 0.6 member State aid and property tax support provided by allowing districts to count pupils

for revenue limit and general school aids No separate state appropriation to provide funding solely for K4 programs

Benefits of 4K 85% of a child’s intellect, personality and social skills are formed by age 5

(Wisconsin Council on Children and Families, 2006). Studies, including those by the Federal Reserve Bank of Minneapolis,

demonstrate that funding 4K programs and strengthening early education are smart investments with one of the highest immediate and long-term returns.

Children who participate in early childhood programs have lower rates of teen pregnancy, decreased delinquency and higher rates of employment (The Task Force on Community Preventative Services, Centers for Disease Control, 2002).

Research finds that children who finish pre-K programs perform better on standardized tests, are less likely to repeat grades or need special education, and are more likely to graduate from high school.

The return on investment for early childhood development is extraordinary, resulting in better working public schools, more educated workers and less crime (Art Rolnik, senior vice president and director of research, Federal Reserve Bank of Minneapolis).

10

4K Programs in WisconsinWisconsin has seen remarkable growth in 4K programs in recent years. In 2001-02, 14,483 students attended 4K programs in 166 districts. This year, 257 districts operate 4K programs serving 24,063 students. Of those, 50 districts are utilizing community collaborative models.

Assembly 4K Task Force Highlights May 2006: WI Republican Party passed a resolution calling for an end to state

funding for WI four-year-old kindergarten program. May 2006: Assembly Speaker John Gard convenes a Task Force on 4k in WI December 2006: Task Force finishes work.

1. The Task Force concluded that 4K programming has great value for the children and citizens of Wisconsin and that Wisconsin’s goal should be universal access to quality 4K programming.

2. The Task Force recommended the state squeeze funding from public school 4K programs and provide vouchers for children to attend private 4K programs funded as a “first draw” from general school aids.

Governor’s 2007-09 Budget Proposals Allow school districts to continue including 4K pupils in enrollment counts at

0.5/0.6 member. Provide $3 million in 2008-09 to districts to start 4K programs. This new

program would provide two-year grants of up to $3,000 per 4K pupil in the first year and $1,500 in the second year.

Site Visits

The 4K Study group had the opportunity to visit three school districts to learn about the structure of their program for four-year old children. Members of this committee visited Portage Community School District, Eau Claire Area School

11

District, and the La Crosse School District. Members of the study group also independently visited Wisconsin Rapids Public Schools and learned about programs in Montello School District, Oshkosh School District, Pardeeville School District, and Wautoma Area School District. Committee members shared important information provided by these site visits that was extremely helpful in developing plans and formulating this report. Site visit summaries are included in this document.

Site Visit4K Visitation QuestionsEau Claire

School District Eau Claire 4 Tomorrow Date of Visit February 27, 2007

12

Partnerships

What is your vision, mission, and core values/beliefs?Vision: All young children in our community will have access to quality early learning experiences.Mission/core values/beliefs: See Attached

Who are the collaborative stakeholders/partners?University of Eau ClaireCommunity Early Learning ProgramsFamily Resource Center for Eau Claire CountyEnglish Language LearnersHead StartEarly Childhood-Special Education

What is your program model(s) or delivery approach(es)? Model I: School District Site with District TeachersModel II: Contracted Community Site with District TeachersModel III: Contracted Community Site and StaffModel IV: Family Learning Resources How have you worked with faith-based programs?Using Redeemer Christian Preschool as an example, they participate by conducting 3 hours and 15 minutes of classroom sessions Monday through Thursday with some Fridays. Three of the hours are dedicated to EC4T and the extra 15 minutes is held before class in their “Jesus Room.” It is during this time when religious teachings are held, movies, art projects, bible stories and more. It is an extra fee of $20-$25/month/family and is not considered part of EC4T.

Who provides the leadership? Who oversees all programs so that consistency and quality is maintained?Paula has been hired to oversee the entire EC4T program. She still holds regular meetings with the original committee to maintain quality and communication.

What is your organizational structure? Do you have by-laws? Could we have a copy of your agreement/contract format?Connie has a copy of the contract format.

What is your governance structure for decision-making and problem solving?Decision-making typically went back to the core collaborative planning group. Governance structure is attached.

Who determines the roles and responsibilities in the collaboration?

13

Paula directs the committee and organizes its functioning. She has delegated responsibilities to those who are actively involved.

Funding

How is your programming funded? How are finances managed? Is there an annual/ semi annual reporting process?State equalization aid is the primary source of finding. The funding is administered through the Eau Claire Area School District. Reporting process?

What has the financial impact been on child care/preschool?Rumor has it that two child care/preschools have closed since the start of EC4T, but that has not been verified. The centers that participate in it have had a good turn out and some of them are running 2-3 classrooms at their location.

How are teacher salaries funded?Model I is paid through the district, along with Model II. Model III sites provides their salary through their per student funding.

Is there a set dollar amount each agency receives per student? If so, what is that amount?Model I: Funding is worked into the school district’s budget.Model II: Fist Year: $0 but 1/3 of the cost for teachers; Second Year: 2/3 of the total cost; Third Year: Full FundingModel III: First Year: $800/student; Second Year: $2,000/student; Third Year: ~$2,500/student

Do you provide money for equipment and supplies? If so, how is that determined?No. All funding is distributed through the above amounts. In addition to that, the school district is trying to provide resources for each site on an annual basis. This year, they invested $1,000/site for books. The books are owned by the district, along with the curriculum, so if a site ever chooses to not offer the program anymore, they would return the supplies to the district.

Did you provide start up money for programs to initially purchase materials and other supplies? No.

Personnel

How do you determine personnel? Model I and II teachers are hired by the district and Model III teachers are hired by the site and must be DPI certified.

Are your 4K teachers union members?

14

Only those who are district employees.

If some of your staff are union and some are not, how are the relationships between school staff and child care teachers?They have not noticed any significant struggles. There was one site that had a district employee (Model II), and it ended up not working out. The full explanation is unclear.

Who coordinates the program in your district?Paula coordinates the entire EC4T program.

Curriculum

How are program standards and curriculum determined? Is it the same at every site?ECERS evaluates on an annual basis to define program standards. Houghton-Mifflin, thematic based, along with Second Step, social/emotional, was determined by the district. Ran a free test-market in selected sites. Those who were selected really liked the curriculum and the sites that didn’t have it ended up wanting it. All sites currently conduct the same curriculum.

What curriculum is implemented?Houghton-Mifflin. Purchased and owned by the school district.

What has the impact been on the kindergarten program in your district?They think it has been good. They are still researching these effects. In a few years and after they have compiled reliable data, if there shows no change, the EC4T program will most likely be dropped.

How do you determine professional development opportunities for staff in your collaboration?There is an all staff development opportunity twice yearly. It is called “TNT-Teachers Networking Together.” Eau Claire School District tries to keep their professional development opportunities open to all early childhood teachers, including those who may not participate in the EC4T program.

Parent Involvement

What type of parent involvement activities do you offer? Trainings/parent education? Who is responsible for these activities?Held an “Arts and Crafts Fair” on a Saturday and required one staff member from each site to be represented. Each site had a booth and was available for parents to come and answer questions. Newsletters, conferences and field trips also contributed to parent

15

involvement. Home/School literacy program; date with dad; date with mom; single parent connection; parenting workshops. Each site rotates housing these monthly activities.

What has the response been to the 4K programs in your community? Have you surveyed parents?Of those who are participating, the response has been good. With about 700 possible families, 470 or so are in a current program. They have about 150 who are not participating in EC4T and 80% of those were due to active attendance in a different preschool program. There are also a few families who are unaccounted for and are currently being located and surveyed by the school Social Worker.

Process/Planning

What was the approximate timeline from the start of the planning process to implementation of the program?Approximately 4-5 years. The talk of a program began in 2000. Collaboration started in late 2001/early 2002. Officially opened at the start of the 2005/06 school year.

Did you have parent buy-in in your first year? How long did it take before you were able to reach all the families in your district?No parent buy-in. They are still working on reaching all the families in the district.

What lessons did you learn? What would you do differently?Meetings and collaboration were most effective when broken up into small work groups who met on a monthly basis, and still do. Paula goes to all these meetings to ensure productivity, collaboration, and a core person to “know all.” They found out that parents were confused by calling it 4K and weren’t completely certain of what that meant. They received a more positive response and support system when they changed the name to EC4T. Paula would have had more collaboration with the Kindergarten teachers to find out what they are looking for and would like to see from this program. She would have liked to see more communication between all partners involved.

How did you inform your community about 4K programming options?Paula invited the local media to have an interview with some of the committee members and had a hotline set up to Professor Arthur Reynolds at UW-Madison to answer questions on early childhood and advantages to the program. Professor Ed Fedricks from UWEC, who is head of the Marketing Department also contributed to this process. Paula submitted a letter to the newspaper to be published. This was to her advantage since she could control what they knew and how the program was portrayed.

Some preschools may serve multiple communities- how do you handle it when one community may offer 4K, but the neighboring communities do not?When the neighboring communities do not offer 4K, the center and district locations have the option of reserving a spot for open-enrollment. These children can still participate in the program at an additional fee of $3,000 paid to the district.

16

How many days and hours per week do you offer 4K programming?Each site is allowed the flexibility to determine their own hours and weekly schedule as long as they complete the total required hours/school year. Some programs run two and a half hours, while others are being held for three hours and fifteen minutes. The weekly schedule also changes with some sites closing on Fridays while others are open.

How are children placed in programs? Is it simply a parents’ choice or are they assigned to the program nearest their home?Priority goes to existing sites and wrap around care. Parents sign up through the center and then the center reports to Paula how many spots they have reserved. If they are not at capacity and would like to be, Paula will place families into the open slots according to a parent survey. Each family rates their top four choices of location and Paula does what she can to get everyone placed, knowing that not every family will get their top choice.

How have the teachers of the 4K classes handled dealing with a potentially higher risk population of students? Has there been a need for additional education and/or support for the teachers in this area? How are children with special needs placed into programs?EC4T has one self-contained classroom. All other children were placed inclusively into a site-based program. Attached is a chart entitled “Child Success Process” which visualizes their resources and action process.

Transportation

How is transportation handled for parents who are employed full time and go to work before 4 K begins? Has there been any collaboration between child care sites and preschool to assist with transportation of these students?They do not transport at all to centers. Parents who are employed before EC4T begins would typically sign up for wrap around care.

Site Visit4K Visitation QuestionsLaCrosse School District

School District LaCrosse School District

17

Partnerships

What is your vision, mission, and core values/beliefs?See Attached

Who are the collaborative stakeholders/partners?District educators and administrators, family resources, childcare directors and educators, parents, head start, special education teachers and Montessori schools

What is your program model(s) or delivery approach (es)? Model 1: District Site and District Teacher Model 2: Community Site and District TeacherModel 3: Community Site and Community Hired TeacherModel 4: Family Connections (no longer being implemented) How have you worked with faith-based programs?At this time they do not have faith based programs offering 4K.

Who provides the leadership? Who oversees all programs so that consistency and quality is maintained?A principal for the district, Jane Morken, oversees the 4K initiative. Model 1 – Principals perform evaluation of program and district teacher in accordance with district policies. Model 2- Principal performs evaluation of program and district staff in accordance with district policies. Model 3 – District contracts with Family Services as a liaison to perform evaluations of each site program but NOT the site employed teacher.

What is the organizational structure? Do you have by-laws? Could we have a copy of your agreement/contract format?It is community collaboration made of current stakeholders; each community site has a representative, family resources have a representative, and district teachers and administrators are also a part of the core group. An agreement is available.

What is your governance structure for decision-making and problem solving?Beginning in the year 2000, the community collaboration core group met monthly to discuss progress and setbacks and to make changes that may be needed. The group now meets quarterly as the program is established. Directors and teachers meet monthly.

Who determines the roles and responsibilities in the collaboration?The community collaboration brainstormed to dictate a broad look and general idea for each area. There have been some committees formed to serve each area.

18

Funding

How is your programming funded? How are finances managed? Is there an annual/ semi annual reporting process?The program is publicly funded at no cost to individuals. Distributions of funds vary for each model.

What has the financial impact been on child care/preschool?“Word on the street has it that the centers have benefited financially” – there is no specific data to back this up.

How are teacher salaries funded? Models 1 and 2 – teachers are paid through the district salary and benefits Models 3- teachers are paid by the community site

Is there a set dollar amount each agency receives per student? If so, what is that amount?

Model 1- district teacher receives $300 flat amount (not per student) a year for supplies.Model 2- community site receives stipend for administrator costs approximately $125.00 per child.Model 3- community site covers all expenses; a stipend of $2250.00 per child is provided by the district

Do you provide money for equipment and supplies? If so, how is that determined? Models 1 and 2 initially had start up funds; the funding has drastically been

reduced. Model 3 receives only the per child stipend and has been expected to purchase all

materials and supplies needed.

Did you provide start up money for programs to initially purchase materials and other supplies?

There was a large start up stipend to implement the program for Models 1 and 2; this funding has been phased out.

Model 3 was expected to fund the start up independently.

Personnel

How do you determine personnel? District teachers are hired by district administrators. Community site teachers are hired by site directors.

19

Are your 4K teachers union members?District teachers are members of the union; community site teachers are not union members.

If some of your staff are union and some are not, how are the relationships between school staff and child care teachers?There have not been many problems with the relationship; however, some local union members have questioned the outsourcing of teacher jobs. Union reps have been more understanding after the quality outcomes of community collaborations were explained.

Who coordinates the program in your district?A principal for the district, Jane Morken, oversees the 4K initiative

Curriculum

How are program standards and curriculum determined? Is it the same at every site?Standards are determined by the WMELS. Standards are the same for each site- but curriculum varies.

What curriculum is implemented?Teachers have created systems based on the WMELS. Creative Curriculum has been purchased by some sites; Curriculum is play-based and socially driven.

What has the impact been on the kindergarten program in your district?There isn’t any extensive data, however, two years ago an assessment was performed and implicated that the children were going to Kindergarten with the necessary skills.

How do you determine professional development opportunities for staff in your collaboration?All collaboration partners can attend trainings. There are currently four set days annually for professional development and a summer conference that is open to everyone in the community. There is currently collaboration with Viterbo University to offer affordable credits for continuing education.

Parent Involvement

What type of parent involvement activities do you offer? Trainings/parent education? Who is responsible for these activities?Each site is responsible for implementing activities and keeping a file that lists all hours completed for outreach; this can include newsletters (prep time), phone calls, open houses, and parent workshops. Creativity is key to maintaining 87.5 hours of outreach.

20

What has the response been to the 4K programs in your community? Have you surveyed parents?70% of the district’s children participated in the beginning. There is no tracking system for the other 20% of children not participating. Administrator stated that the tracking would need to have one person dedicated to only this- and currently is not in the budget.

Process/Planning

What was the approximate timeline from the start of the planning process to implementation of the program?The initial stage was completed within one year; with a follow up year with childcare administrators and teachers. *** The collaboration partners went to the school board with a plan after about 8 months of planning.

Did you have parent buy-in in your first year? How long did it take before you were able to reach all the families in your district? 80% of families are participating. There is no data for why or why not a family has chosen to be active in the program.

What lessons did you learn? What would you do differently?If she had to do it all over again there would only be Models 1 and 3. Model 2 has proven to be difficult. Structures should be in place before beginning and open communication should remain at all times.

How did you inform your community about 4K programming options?Information was presented through multi-media productions such as television, radio, and newspaper. Licensed centers and district sites have posted information and flyers to hand out.

Some preschools may serve multiple communities- how do you handle it when one community may offer 4K, but the neighboring communities do not?Only communities that offer 4K can utilize the open enrollment process. If a child attends a site that offers 4K but is not a student of the school district the community site can still provide care/preschool but the student pays tuition to the center. Some centers have non-district children in the same class as district 4K children while others have separate classrooms.

How many days and hours per week do you offer 4K programming?The program is offered 2 ½ hours per day five days per week.

21

How are children placed in programs? Is it simply a parents’ choice or are they assigned to the program nearest their home?Parent’s have total choice.

How have the teachers of the 4K classes handled dealing with a potentially higher risk population of students? Has there been a need for additional education and/or support for the teachers in this area? How are children with special needs placed into programs?Early childhood special needs children are in a self-contained district site. Children are only placed in community sites if the needs are less severe.

Transportation

How is transportation handled for parents who are employed full time and go to work before 4 K begins? Has there been any collaboration between child care sites and preschool to assist with transportation of these students?Transportation is provided for all kids to and from all sites to; and from homes, childcare, etc…

Site Visit4K Visitation QuestionsPortage Community School District

School District: Portage Community School District Date of Visit: _January 5, 2007_

22

Partnerships

What is your vision, mission, and core values/beliefs?It is our goal to create a collaborative community model of education that provides a developmentally appropriate learning experience for four year olds in our school district.

Who are the collaborative stakeholders/partners?3 district sites (John Muir (AM/PM), Endeavor (AM), and Clough (AM)), Alphabet Express (AM and PM), Head Start (AM), Little School (AM/PM), St. John’s (AM), and St. Mary’s School (AM).

What is your program model(s) or delivery approach (es)? Public school site with district teacherCommunity site with district teacherCommunity site with licensed Pre-School teacher

How have you worked with faith-based programs?This school year two preschool joined the collaborative preschool. They have allowed the schools to keep their religious symbols up in the classrooms. They feel parents know they are faith-based facilities and they have the option to attend other facilities. Religion is taught before and after 4K.

Who provides the leadership? Who oversees all programs so that consistency and quality is maintained?The elementary principals oversee the program. The director of business services handles the preschool contracts and manages the financial end of 4K. There is a coordinator who provides leadership, but private site owners oversee their program. The district provides support, but does not “micromanage.” Consistency and quality may be different at each site.

What is the your organizational structure? Do you have by-laws? Could we have a copy of your agreement/contract format?They did share private contract language for various sites.

Child care provider provides space, supplies, materials, staff and all other costs at the site

Minimum contract hours 350 hours with children and 87.5 outreach (437.5) Child care services are optional not a condition of enrollment Regular participation in Collaborative Site Team Specify the maximum enrollment & if enrollment drops Payment is made monthly to sites Support services from district available Follow state standards and statutes, daycare licensing, NSAEYC standards Program evaluation conducted annually Liability coverage in the amount of $1,000,000.00 Notices and communications to both parties (school district and preschool)

23

Contract renewed unless party notified by May 1 If contract breached it will be terminated

What is your governance structure for decision-making and problem solving?School district and child care providers make decisions together.

Who determines the roles and responsibilities in the collaboration?Initially the team made the decisions. The contract outlines many of roles and responsibilities. Sites have own management power on some issues.

Funding

How is your programming funded? How are finances managed? Is there an annual/ semi annual reporting process?Financed per pupil funding through the operational budget. Sites are responsible for providing Third Friday count information. Finances are managed through the school district. Sites are paid an amount for number of students in the contract (i.e. 18 student max., but may have 16 at site). Sites are given a monthly check from the district.

First year the district lost $78,000. The Board of Education was accepting of this decision, because they looked at 4K long term and the financial benefits. Currently they have a net increase. Year two was a break-even year for their district.

What has the financial impact been on child care/preschool?Initially sites were concerned, but they have felt it has been a positive experience financially for them. A number of private teachers reported an increase for them. With the additional funds some sites have been able to purchase more staff and equipment.

How are teacher salaries funded?District teachers paid through district. Private teachers paid from the total amount the district provides.

Is there a set dollar amount each agency receives per student? If so, what is that amount?There is a range paid to sites- depending if they have their own licensed teachers or the district pays for the teachers ($1,250.00-1,970.00 per student). District teachers get $150.00 per child at site in budget.

Do you provide money for equipment and supplies? If so, how is that determined?

24

Each site is responsible for materials and supplies. Materials and equipment can be purchased from the money the district provides each site.

Did you provide start up money for programs to initially purchase materials and other supplies? Initially, school sites were given $5000 for start up cost.

Personnel

How do you determine personnel? If the preschool had licensed teachers they continued in their position. If they did not have a highly qualified teacher, the district hired a teacher. They found it most helpful to have the preschool site coordinator/or other teachers to be present in the interviewing process. The administrators stressed that they were responsible for selecting a candidate who would meet their district requirements in the event s/he wanted to transfer positions at some point.

Are your 4K teachers union members?Not all teachers are union members- only the teachers hired by the district.

If some of your staff are union and some are not, how are the relationships between school staff and child care teachers?Overall, the relationships are fine. However, some did express concern that some teachers are getting paid more for the same job. Another teacher commented that when they joined the collaborative effort they knew what they would be paid and that’s part of being in the preschool program.

Who coordinates the program in your district?The elementary principals coordinate the program and one teacher is paid additional money to coordinate meetings. They indicated the coordination is easily a part-time position.

Curriculum

How are program standards and curriculum determined? Is it the same at every site?The Wisconsin Early Learning Standards is the overall umbrella for their program. They do not have a uniform 4K curriculum throughout the district. Areas of emphasis include social/emotional development, daily living skills, language and literacy development, creative expression, and movement.

What curriculum is implemented?No specific curriculum

What has the impact been on the kindergarten program in your district?

25

According to the teachers and elementary administrators the impact has been positive. They did not have specific data to share, because they do not collect pre and post measures on students. They indicated it has been beneficial in leveling the educational/economic divides. They felt that the number of special education referrals has gone down.

How do you determine professional development opportunities for staff in your collaboration?District in-service opportunities are offered to all the preschool teachers. During the first years of collaboration the preschools met on a monthly basis and talked about topics. This past year they have not met so often, but do feel the need to meet regularly about programming.

Parent Involvement

What type of parent involvement activities do you offer? Trainings/parent education? Who is responsible for these activities?Initially, Even Start provided parent activities. Currently, each site is responsible for one parent activity during the year (math night, stars, health and wellness, public library, park). 87.5 hours of outreach may include: home visits, training, team planning, parent outreach.

What has the response been to the 4K programs in your community? Have you surveyed parents?Initially, some preschools were worried about being shut down. Children often attend the site closest to their home. Parent response has been positive- no formal survey results reported.

Process/Planning

What was the approximate timeline from the start of the planning process to implementation of the program?They began talking in February and started the program the following fall.

Did you have parent buy-in in your first year? How long did it take before you were able to reach all the families in your district?It took about one year to get parent buy-in to the program. The kindergarten enrollment and 4K enrollment are similar in numbers at this time.

What lessons did you learn? What would you do differently?It is important to have administrative support and regular meetings with everyone.

How did you inform your community about 4K programming options?Parents were informed about the program through pamphlets and signs in the community and in the newspapers.

26

Some preschools may serve multiple communities- how do you handle it when one community may offer 4K, but the neighboring communities do not?They offer preschool programming in Endeavor and Portage. They accept Open Enrollment from other districts who offer 4K. If a child from another community wants to attend a site, they can attend if there is space, but they do not get funding for that student.

How many days and hours per week do you offer 4K programming?Times and days varied in the programs. Most programs were offered M-Th. See brochure.

How are children placed in programs? Is it simply a parents’ choice or are they assigned to the program nearest their home?Each site begins to recruit in January before the screening. In March, the school district begins to fill district sites only after preschool sites are full

How have the teachers of the 4K classes handled dealing with a potentially higher risk population of students? Has there been a need for additional education and/or support for the teachers in this area? How are children with special needs placed into programs?Children are placed in all sites. One school site works closely with the EC program. EC eligible students are placed in the EC school site.

Transportation

How is transportation handled for parents who are employed full time and go to work before 4 K begins? Has there been any collaboration between child care sites and preschool to assist with transportation of these students?

They do not transport 4K. Some parents will use a cab. Most parents have children attend the site closest to their home.

Attendance: Gary Schumacher, Connie Haessly, Phil McDade, Jan Anderson, Amanda Moss

What we learned from DPI Presentation-Ann Ramminger- DPI

257/443 Districts offer 4K programming There are four options for providing 4K services:

27

o Public school site with district teachero Community site with district teachero Community site with licensed Pre-K teachero At home educational support

Licensed child care programs need to follow child care licensing regulations Class sizes and ratios in a public school setting are a local school district issue and

determined by the board of education In faith-based programs- religious programming occurs outside of the 4K time and

scope 437 hours of classroom instruction and 87.5 hours of outreach are required Most communities hold classes 4 days per week with the 5th day for planning,

meetings, and outreach Full day and family child care programs can offer wraparound services before and

after 4K Some districts use the Early Childhood Environment Rating Scale to ensure

consistency and quality Curriculum is determined locally and should be based on best practice The Wisconsin Model Early Learning Standards defines standards in five areas:

o Health and physical developmento Social and emotional developmento Language development and communication (early literacy)o Approaches to Learningo Cognition and general knowledge

4K is funded through the general equalization aid formula Children must be four years old on or before September 1 4K must be universal if offered Teachers must hold a kindergarten license (#090, #083, #106) The Wisconsin Department of Commerce specified 35 square feet per occupant of

open floor space Transportation must be provided in accordance with the district’s overall

transportation policies

28

WISCONSIN SCHOOLS OFFERING 4K in 2006-07

Abbotsford School District Adams-Friendship Area School District Albany School District Algoma School District Alma Center School District Alma School District Amery School District Arcadia School District Argyle School District Athens School District Auburndale School District Augusta School District Barneveld School District Barron Area School District Beaver Dam School District Beecher-Dunbar-Pembine School District Belmont Community School District Benton School District Birchwood School District Black Hawk School District Blair-Taylor School District Bloomer School District Bowler School District Boyceville Community School District Brodhead School District Bruce School District Butternut School District Cadott Community School District Cambria-Friesland School District Cashton School District Cassville School District Cedar Grove-Belgium Area School District Chetek School District Chilton School District Chippewa Falls Area School District Clayton School District Clear Lake School District Clinton Community School District Clintonville School District Cochrane-Fountain City School District Colby School District

Coleman School DistrictColfax School DistrictCornell School District Crandon School District Crivitz School District Cuba City School District Cudahy School District Cumberland School District De Soto Area School District Delavan-Darien School District Denmark School District Dodgeland School District Dodgeville School District Drummond Area School District Durand School District Eau Claire Area School District Edgar School District Edgerton School District Elcho School District Eleva-Strum School District Elk Mound Area School District Elkhart Lake-Glenbeulah School District Elmbrook School District Elmwood School District Erin School District Fall River School District Fennimore Community School District Flambeau School District Florence School District Fond du Lac School District Fontana J8 School District Fox Point J2 School District Frederic School District Freedom Area School District Geneva J4 School District Gilman School District Gilmanton School District Glendale-River Hills School District Glenwood City School District Glidden School District Goodman-Armstrong School District

29

Granton Area School District Grantsburg School District Green Lake School District Greendale School District Greenfield School District Greenwood School District Hamilton School District Hartland-Lakeside J3 School District Herman #22 School District Highland School District Hilbert School District Hillsboro School District Hurley School District Hustisford School District Independence School District Iola-Scandinavia School District Iowa-Grant School District Juda School District Kaukauna Area School District Kenosha School District Kewaskum School District Kewaunee School District Kickapoo Area School District Kiel Area School District Kimberly Area School District Kohler School District La Crosse School District La Farge School District Lac du Flambeau #1 School District Ladysmith-Hawkins School District Lake Geneva J1 School District Lake Mills Area School District Lancaster Community School District Laona School District Lena School District Linn J4 School District Linn J6 School District Little Chute Area School District Loyal School District Manawa School District Manitowoc School District Maple Dale-Indian Hill School District Marathon City School District Marinette School District

Marion School District Marshall School District Marshfield School District Mauston School District Medford Area School District Mellen School District Menasha School District Mercer School District Merton Community School District Milwaukee School District Mineral Point School District Mishicot School District Mondovi School District Monona Grove School District Monroe School District Montello School District Monticello School District Necedah Area School District Neillsville School District Nekoosa School District Neosho J3 School District New Auburn School District New Glarus School District New Holstein School District New Lisbon School District North Crawford School District North Fond du Lac School District North Lakeland/formerly Boulder Junction Northern Ozaukee School District Norwalk-Ontario-Wilton School District Norway J7 School District Oak Creek-Franklin School District Oconomowoc Area School District Oconto Falls School District Onalaska School District Osceola School District Oshkosh Area School District Osseo-Fairchild School District Owen-Withee School District Palmyra-Eagle Area School District Pardeeville Area School District Park Falls School District Pepin Area School District Pittsville School District

30

Platteville School District Plum City School District Plymouth School District Port Edwards School District Portage Community School District Potosi School District Prairie du Chien Area School District Prairie Farm School District Prentice School District Princeton School District Racine School District Randolph School District Reedsville School District Rhinelander School District Rib Lake School District Rice Lake Area School District Richfield J1 School District Richland School District Richmond School District Rio Community School District Ripon School District River Ridge School District Riverdale School District Rosendale-Brandon School District Rosholt School District Royall School District Saint Francis School District Seneca School District Sevastopol School District Sharon J11 School District Shawano-Gresham School District Sheboygan Area School District Shell Lake School District Shiocton School District Shorewood School District Shullsburg School District Silver Lake J1 School District Siren School District Slinger School District Solon Springs School District Somerset School District South Milwaukee School District South Shore School District Southern Door County School District

Southwestern Wisconsin School District Sparta Area School District Spencer School District Stanley-Boyd Area School District Stockbridge School District Stratford School District Sturgeon Bay School District Superior School District Thorp School District Tigerton School District Tomahawk School District Trevor Wilmot Consolidated School District Tri-County Area School District Turtle Lake School District Two Rivers School District Unity School District Viroqua Area School District Wabeno Area School District Walworth J1 School District Washburn School District Waterloo School District Watertown School District Waukesha School District Waunakee Community School District Wausau School District Wausaukee School District Wautoma Area School District Wauwatosa School District Wauzeka-Steuben School District West Allis School District Westby Area School District Westfield School District Weston School District Weyauwega-Fremont School District Weyerhaeuser Area School District Wheatland J1 School District Whitefish Bay School District Whitehall School District Whitnall School District Winter School District Wisconsin Rapids School District Wonewoc-Union Center School District Woodruff J1 School District State Totals: 257 District

31

Parent Survey

Four- Year –Old Kindergarten Interest Survey

A brief summary is attached indicating the level of interest for 4K at various age ranges. The following pages show specific information relating to where children spend their day (detailed breakdown of single and multiple placements), interest in a collaborative Pre-kindergarten program, information about number of days and hours for Pre-kindergarten, and specific comments.

1. If the Monona Grove School District were able to provide a collaborative Pre-Kindergarten program at no cost to you, would you want your child to attend?

Age Range Yes No UnsureBirth- 2 ½ 76 4 132 ½ - 3 ½ 76 7 183 ½ - 4 ½ 105 8 15

Number of mailings sent out per age range:Birth- 2 ½ = 153 (61% responded; 93)2 ½ - 3 ½ = 183 (55% responded; 101)3 ½ - 4 ½ = 188 (68% responded; 128)

2. If the program were to be four days per week for three hours a day, would you want your child to attend?

Age Range Yes No UnsureBirth- 2 ½ 61 13 192 ½ - 3 ½ 61 17 233 ½ - 4 ½ 87 17 24

The parent survey data is disaggregated by age ranges according to single placement (child attends one setting per week) and multiple placements (child attends more than one setting per week) on the following pages.

32

Four- Year –Old Kindergarten Interest SurveyBirth- 2 ½ Year-Old Single Placements (one setting per week)

The Monona Grove School District and various members of the preschool community are exploring the possibility of implementing a Pre-Kindergarten program for all four-year-old children. The 4K Study Group is currently researching the advantages and disadvantages of having a universal collaborative program for four-year-old children (4K programs located in community preschools and in the Monona Grove schools). In the collaborative model the school district would work together with community preschools and child care facilities to educate young children. We would appreciate it if you could take a few minutes to answer the questions in this short survey. The information that you provide will help the 4K Study Group have a better understanding of the needs and opinions of parents in the Monona Grove School District. Please return your survey with the other questionnaires for the Early Learning Fair in the enclosed envelope. Thank you for your cooperation!

1. What is the age of your child? ____4 years ____3 years ____2 years __1 or under

2. Where does your child currently spend the day?

__37___At home with a parent

__19___In a home child care or with babysitter

__7___At a certified family child care (Kozy Kids-4, Rothies’ Rascals-1, Whiz Kidz-1, Kids Konnection)

__7 __Pre-school (Kid’s Safari-4, Learning Ladder-1, St. Mary’s Childcare Center-1, Waisman Early Childhood Program-1)

__1___Head Start (Dane County Parent Council- Verona Parent-Tot Center)

__2___Other (Home with sitter, other country)


__57__Yes _3__No _13__UnsureIf no or unsure, please feel free to comment on the back.

33


__48__Yes _9__No _16__UnsureIf no or unsure, how many hours/days would you like your child to attend? _______

2 days/2 hours4 days/4 hours3-4 hours3 days/2-3 hours4-6 hours3 days/half-time

5. Feel free to write additional comments on the backside of this survey.

Unsure if we would use it- we used Montessori Preschool for our older son and were very happy with that program. Part-time program would not be of interest. Both parents work full time and I am not comfortable with my child being all over the place.

My older child attends EC and I keep saying how I wish my younger child would qualify. If you offered it, I’d be the first to sign up!

X currently attends daycare at Verona Parent Tot Center at Verona Area High School. Mom is a teacher at Verona Area High School. Since mom and dad both work full time, we would need to know the logistics of transporting X from kindergarten to daycare to ensure safe, quality care from 7:30-4:00

Yes, please get this started! It would depend on the program content- my plan now is to send my youngest to a

preschool that offers bilingual education so I would only switch if there was something comparable of other specialized classes.

Transportation may be a concern- may prevent her from attending. I run the home daycare. Transport would be difficult, but would love the free

opportunity to get my child out of the house before kindergarten. I see how much the children learn in kindergarten now compared to years ago.

Although last year, before my oldest was in kindergarten, I would have said yes, now I’d like them to enjoy preschool without all the pressures.

4 days/week at 3 hours/day would be difficult for us as parents who work full-time 25 and 40 minutes away from home. She currently commutes with me to work and is cared for in my organization’s childcare

I think a pre-k program would be wonderful. My only concern would be transportation concerns as my son is in a family daycare outside of Monona. However, we would work to be able to have him attend as it is important to prepare him for kindergarten.

I am a RN with a 2-3 day a week rotating hour position. The days of the week that I work vary from week to week. I would love my child to attend but unsure of the # if days that my schedule would allow for. If the 4 yr Pre K program would allow a child to attend on a rotating day basis I would definitely have her attend as

34

much as my schedule allowed (probably 2-3 days per week). On the days I work I might not be able to have her attend because I would not be able to pick her up after school in the middle of my workday. What about full days 2 days per week? This would be more accommodating to working families.

The number of days and hours per day is a question due to transport to and from the daycare provider.

I think this is a great idea! Thanks! I would be interested in additional information if a 4K program is started. Thank

you! We are interested, but wonder how we’ll get our son to/from school and what

he’ll do for remainder of the day- since mom and dad work all day. That’s ok, but the same as grade school would be nice. I know parents in districts

that have and love the 4 y/o/k- I think it would be great to keep up! Would there be bussing to daycare? If yes, then “yes” to # 4. (Scored unsure) Sounds great. We would love to see a 4 year old program in Monona Grove! The biggest concern for three hours/day 4K would be transportation to/from

school, as we both work full time. Every day, it’s hard for people to find daycare for 1 day and afternoons only.

Hours would have to be longer. As a preschool teacher, it is difficult to accomplish a lot in the three hours. Perhaps optional care could be provided through test of afternoon.

Would be difficult to arrange transportation to and from daycare but if that were provided it would be more feasible.

What a fantastic opportunity for our children! I would be happy if Monona School District were able to provide collaborative

prekindergarten program at no cost because this is one of the reason why I sent my kids back to my country since nobody watch kids while we went to school. This is little bit my background that I need to share, hope you guys could help us- so we do not need live apart with my kids. We have 2 kids (4 years old and 1 year old). Both of them are living at X with my in law, because both of us must go to school and work. We went to school during the day/evening and work at night, so nobody watch kids while we went to school. Due to we don’t have any resources live around us so that’s why we decide to send kids to our country with assumption that they will have good attention and car for their grandparents. When I heard/read this program, I jump for happy, I hope my kids will give some care and education as they live with us or grandparent. Because I also have experience with my daughter, X, I sent her to one of preschool around Cottage Grove but we’re not satisfied with the way they do, I did not see any improvement of my kid within 2 or 3 months after join. Then a month later we decide to withdraw her from those program. She good with watch Barney on TV than at school so she just stay for proximately 5 months. Then stay with me, lucky because on that time I’m waiting for second one coming so I could teach her and play and let her watch Barney show that she could pick up some words quick and easily. That’s the point because my kids ill be struggling with language because

35

our use X as mother language. I hope that this program will fit to my kids need, I want my kid to be socialize and learn something not just play. Thanks you.

From what I know so far, I think a 4K program would be great! The only real concern would be transportation arrangements for working parents

like myself. Otherwise, I think it is a great opportunity to work on skills early on. Also, I think that ideally it should be on site at TP, at least for children who are screened for extra needs. It gives them a chance to know TP, its teachers, routines, bathrooms, playground…which I think helps provide an extra layer of security. My middle child, X, was able to attend Pre-K at TP and I think this helped him, at least to some degree.

It would be very helpful that the school district provides transportation for K-ages.

12 hours a week seems like a lot for a 4 year old, but I’m not sure- X is my 1st child and I haven’t been around many 4 year olds.

X is great! She’s gonna be great! Don’t want to pay additional taxes for this program. Actually 3 days a week would be our preference. Would the teachers be certified

early childhood teachers or licensed preschool?

36

Four- Year –Old Kindergarten Interest SurveyBirth- 2 ½ Year-Old Multiple Placements (more than one setting per week)



2.Where does your child currently spend the day?

__12___At home with parent + home child care or babysitter

___6__At home with parent + a certified family child care(Once Upon a Time, Pear Tree, Kozy Kids, Meriter Children’s Center,Nancy Cole Rice, Monona)

___1__At home with parent + certified family child care + pre-school(Alphabet Soup-YMCA)

___1__At home with parent + home child care or babysitter + certified child care(Peggy’s House)

3. If the Monona Grove School District were able to provide a collaborative Pre- Kindergarten program at no cost to you, would you want your child to attend?



__13__Yes _4__No _3__UnsureIf no or unsure, how many hours/days would you like your child to attend? _______

2-2 ½ hours/2-3 days per week3 hours/3 days5 days

37


We would like to know more. I think it would be a good experience for X. Will there be transportation provided? My four year old is in a program and he loves it! If school was half days and only a couple of days a week, what about the rest of

the time. Parents who work out of home it would be very hard. Some work schedules are not flexible and transportation, etc. could be difficult. Daycare charges full days and charges as such. Not many people in Monona could afford to pay for that and the time off work to provide transportation. So what can the school district do to address these issues?

My son, X, has been in EC this year and last year. I’m so thankful for this program and feel that all children could benefit from a 4K program. Especially since kindergarten is all day now, I think it might be a nice stepping stone for X. X has benefited so much from going through a pre-k program that I can’t imagine where he would be now without the help and structure that he’s had.

Don’t agree with 4 year-old kindergarten. I would be interested in K4 depending on the logistics of coordinating care for

both children. I think 4 year old kindergarten would be a great program to have and would be

beneficial to our children.

Four- Year –Old Kindergarten Interest Survey

38

2 ½- 3 ½ Single Placement (one setting per week)


1.What is the age of your child? ____4 years ____3 years ____2 years __1 or under


___30__At home with a parent

___14__In a home child care or with babysitter

___9 __At a certified family child care (Bernice and Ivan’s Norton FCC, Whiz Kids, Fingerprints of God, Shore Acres, The Caring Community in Sun Prairie, Child’s Castle, Creek Day School)

___22__Pre-school (Sunburst-3, Kids Safari- 8, Creative Learning- 2, Campus for Kids-2,Kozy Kids-1, Learning Ladder-2, Woodland Montessori-1, Bernice’s Place-1, Shore Acres- 1, Here We Grow-1)

___0__Head Start

___1__Other (At home in a daycare setting)

3. If the Monona Grove School District were able to provide a collaborative Pre- Kindergarten program at no cost to you, would you want your child to attend?

__55__Yes __6_No __15_UnsureIf no or unsure, please feel free to comment on the back.


39

__44__Yes __15_No __17_UnsureIf no or unsure, how many hours/days would you like your child to attend? _______

Same as current KLess than 4 hours3 hours/3 days4 days/8 hours6 hours/day or Full-time2 days/3 hoursFull days (2)4 hours/day


We would love to have X in preschool. Our problem would arise if classes were 3 hours a day because of transportation to a babysitter. If school lasted all day, for two or three days a week, it would be better for arranging for babysitters.

Not sure what my child would do the rest of the day. I would need more info, but possibly interested, yes. I currently have my child enrolled in a great program and I was planning on him

staying there until he started kindergarten. As full-time working parents, we believe finding transportation for 4 days a week would be a great inconvenience. I would probably have to switch childcare facilities, which we had no intentions of doing until kindergarten.

Unsure due to travel. There is no way to drive child to and from school district for pre-school. I believe the program would be good and if available would move child to Kids Safari to participate.

It sounds like a nice idea. What’s your goal/outcome for these kids? How many 4 year olds in a class? How many teacher/helpers in a class? Will curriculum be taught? What kind? What will be the main focus? Social skills, adjusting to a school setting (building a comfort/confidence in going to school), physical skills (gross & fine motor), academic skills. Would it be an option to bring your child in less than 4 days a week? Would you encourage parent helpers? (I used to teach X grade at X and taught in X). Where would this be offered? (What locations? Maywood? Taylor Prairie? Both?)

It would help prepare them for all day every day kindergarten. My child is in full time daycare center. She is exposed to age appropriate learning

already and advancing well. I am not opposed to pre-school and plan to send her to MG Nursery in 2 years. My concern involves coordinating schedules for work and changing her current routine.

Transportation may be of concern- may prevent her from attending. It would be too difficult to arrange child care around this schedule unless child

care provided by facility. Transportation would be needed to take child to daycare after school on most

days. The time would have to be longer if I must drive her to Monona; perhaps it could

fewer days a week it that’s the case.

40

Given we work in Madison ½ day schedule would be too complicated. We think our current program will prepare him best for kindergarten.

I feel children should have more unstructured time and 4 year old kindergarten seems to be too early to put kids in a structured environment.

I am not sure. My daughter goes to preschool because she is old and very bright. Preschool 2 days a week for 3 hours helps her have something of her own to keep her stimulated. 4 days for 3 hours seems like a lot. I also would not be very supportive if it was not a real play-base program. Why start kids in school before kindergarten? No cost seems extremely appealing for those who want or feel the need to send their children.

4 days a week is too many for a 4 year old. It would need to be like a preschool 2 or 3 days a week. Provided transportation would be nice too.

I am not sure at this time how many hours or days I would want. I would be open at this moment.

I am not in favor of a mandatory Pre-K program for all 4 year olds. As a stay-at-home mom, my husband and I have given thought to some pre-school programs thru a childcare facility as a way to encourage socialization skills. We feel it’s more important for children to play and be children rather than stick them in school a year earlier, unless needed due to developmental issues.

It depends if busing is available for the kids. 4 days a week @ 3 hours a day is hard for working parents to drive the kids.

If my daycare provider could provide transportation. Provision of bus transportation could be crucial for attendance If this program was a full day and offered the amount of care as my current day

care, I would consider 4th grade kindergarten. But since both my husband and I work full-time, we can’t afford to take time off of work every day to pick her up and take her to another day care.

We would definitely use the program if it was available. X will attend MGNS next year.

We are very happy with CLP, X’s preschool, but would be interested in the type of programming which would be provided.

What would be taught? Because of middle school we are considering moving to another district. We have always loved Monona and my husband grew up here. We are just concerned about the school situation. Also, we were wondering what would be taught in the Pre-K class.

I am a single mother, so I will most likely place my son in childcare that is concurrent to a full-time schedule.

I believe that a 4 year old, ½ day program, would be extremely beneficial to transitioning my son from his home environment to a school one.

The program that my daughter is currently in (WHIZ KIDS) is a daycare but also a preschool. I am very happy with what both of my children have learned there and would hesitate to switch them. I would be interested in getting more information though, as to what they would be doing (schedule and curriculum) if this were offered.

41

As a parent of a child with a late August birthday, we are unsure of then to start school (5 or 6), therefore, not sure if we would utilize a 4 year old kindergarten program- curriculum would also help us determine whether we would enroll

I am interested in this if it’s part of a preschool already attended- if not, transport to and from her daycare/preschool could be a problem. I am currently home with my child, but beginning in January she will be going to daycare since I’m going back to work. I would also wonder how this different from other preschool programs already in existence?

I work 60% so 3 hour preschool would not be an option with my schedule. Although my child is only 3 at this time, I feel that she is advanced for her age.

She often times seems bored when at home all the time and seeks more challenge. I feel she would greatly benefit from a structured Pre-K environment and the opportunity to interact with other children.

Four- Year –Old Kindergarten Interest Survey2 ½ - 3 ½ Multiple Placements (more than one setting per week)

42




__7___At home with parent + preschool (Kids Safari, Messiah Church, La Petite Academy, Woodland Montessori, Oak Song School, other)

__3__At a certified family child care + Home with parent (Angel Kisses, Jean Henry, MATC Family Center)

__14___At home child care or with sitter + Home with parent

__1___At home child care or with babysitter + preschool (Kids’ Safari)


__21__Yes _1__No __3_UnsureIf no or unsure, please feel free to comment on the back.


__17__Yes __2_No _6__UnsureIf no or unsure, how many hours/days would you like your child to attend? _______

4 hours/5 daysWould need to be close to CGMaybe 3-42-3 days/2-2 ½ hours


43

I think even 3 hours, 3 days a week would be great. I would not want all day. A Tuesday, Wednesday, Thursday schedule might be good and possibly hours such as 9-12 …not too early, but also lunch would not have to be served.

That would be great Only concern could be our ability to pick her up and take her to another

destination or home. I would be interested if K4 if I could coordinate care for both of my children I think this is so important to a child’s development and to ready him/her for

kindergarten . We would be very interested in participating. Many things need to be taken into consideration: transportation, childcare the rest

of the day, the remaining days of the week. Parents who work full time may have a hard time funding feasible solutions to these questions. And also part time childcare is very expensive

4 days seems like too much. We would prefer 3 days in the morning. Depends on choice of programs. He loves his current school and is thriving there.

It is expensive though!….3 hours per day would make it really difficult for me to work my current schedule ( I teach 9-11:30 3-4 days per week). We’d need to arrange for some sort of after school care for an hour or so.

Is the focus on academic readiness or social skills or both? Is it beneficial to start children in school so young? What does the research say?

This is a wonderful idea! It gives those children who may need extra support the “school readiness” skills they need; it also gets all children more prepared for the significant transition from the home to a school career.

Four- Year –Old Kindergarten Interest Survey3 ½ - 4 ½ Single Placements (one setting per week)

44



2.Where does your child currently spend the day?

___18__At home with a parent

___9__In a home child care or with babysitter

___2_At a certified family child care (Abby’s FCC, Kozy Kids)

___34__Pre-school(Preschools: Kid’s Safari-13, LaPetite-2, Play Haven- 1, Learning Ladder- 6, Martin Luther CC-1, St. Mary’s CCC-1, Meriter CC-1,Creative Learning Preschool-2, Bernie’s Place-1, CDI- Nature ofKids-1, Preschool of the Arts- 1, Bright Horizon-1, Monona Sunburst-2,Messiah School-1)

__0___Head Start (Please specify site ____________________________________________)

___6 Other (Grandparent-6, Aunt and Uncle’s house-1)




__44__Yes _11__No _14__Unsure

45

If no or unsure, how many hours/days would you like your child to attend? _______

8-3 (2)4 days/4hours5 days/weekdaily4 hours daily3 hours daily3 or 4 days weekfull time7-8 hours daily5 days- 8 hours-0-5+ hours3 dayssame as kindergartenFull-time (40 hours weekly)


There are very few preschool programs right here in Cottage Grove. It would be wonderful to have something well respected and local, not in Sun Prairie, East Madison, McFarland even if there was a small reasonable fee we would definitely consider this!

If we were able to figure out how to get him there with our work schedules. There is no doubt that all kids can benefit greatly from preschool- pre

kindergarten education. I deeply appreciate the efforts of the 4K Study Group. Please also take the transportation arrangements/coordinations into the program consideration, too. For working parents like us, cost is relatively a lesser issue than lack of good means (time and transportation) to send our kids to good educational programs including preschool. Almost everything is designed for kids with stay home mom. Services from school district that will benefit kids with both working parents are needed and will be well received even if they will need to charge fees.

3 hours a day 4 days a week doesn’t seem to be enough time. I would think 5 days a week 4 hours a day would be better.

If it were only a part time program, the transportation would be too difficult and the cost of daycare for the other half of the day would be too expensive.

No tax increase? Are you not already servicing the kids who are in need? Please focus your tax dollars only on 4 year olds who need this extra schooling. Please research the fact most kids do not need 4 yr old kindergarten. Please spend our tax dollars wisely. Not on what is the TREND! Federal money and state money and grants are also our tax dollars!

I don’t really feel like she needs organized schooling at age 4, but since she has to be in daycare anyway, I would send her.

46

Yes to #3 and #4 if Kid’s Safari could provide transportation to and from (or Cottage Grove School System)

X is so ready for this! He can’t wait Would also need bus transportation. My in-home daycare is unable to pack up

her other kids to drop off or pick up. It would be really good to have some kinda learning program for 4 year olds.

There is no longer a Head Start program by our house. Therefore, my younger children stay home with me. My children get learning from me. All children can’t and don’t get learning at home. Having a hard time when they finally attended kindergarten. The program would be a great ideal.

We are very happy with Kid’s Safari. Would it be unnecessarily disruptive for him to spend half-days in different settings? We are very happy with the curriculum and teaching staff at Kids Safari, and would be interested to learn more about the advantages of 4K program. Would we have to still pay for the time he was participating in the 4 K program, at the same rate we currently pay Kids Safari? (In other words, would our weekly rate be lower at Kids Safari?) What would the transportation arrangements be- or if it was conducted on-site at Kids Safari, would he spend part of the day with different kids or in a different classroom? Would that be disruptive?

Parents who work full time would have a hard time scheduling pick up and drop off for only 3 hours.

My son is 12 days off the cut-off, and he’s ready for kindergarten curriculum. I highly support this initiative for the benefit of all children. This is not only a

benefit to 4K, but can be a great source of revenue for the district which will benefit all children.

I would be interested in no more than 3 hours/day 3 or 4 days/week. I think this would be very beneficial for my child. Only unsure due to hours offered. We would be interested in Pre Kindergarten at

no cost, however, it is very convenient at this time to have childcare onsite where I work. It would be hard to do a program for only a few hours per day (transportation purposes).

Depending on whether Kids Safari can bus my child. We both work full-time. 3 hours a day would not work for us at this time I think this is a wonderful idea because we are currently looking for a preschool

for X and it costs $150.00/month for 2-3 days a week 3 hours a day. Good idea! And it will be closer to home.

I think the current program of sending children that need additional preparation is sufficient. If that needs to be larger then increase its scope. The idea in the above question that this is not cost is misleading. There will be a cost somewhere, likely in taxes. I pay to send my child to Learning Ladder for daycare and pre-school. This is an option available to everyone. The school district doesn’t need to provide free daycare and in effect begin competing with local businesses. Keep the program to at-risk children only. I have two other children who have done perfectly well without 4 year old kindergarten.

I think it’s a wonderful idea. Great way for young children to prepare for school.

47

Four- Year –Old Kindergarten Interest Survey3 ½ - 4 ½ Multiple Placements (more than one setting per week)

The Monona Grove School District and various members of the preschool community are exploring the possibility of implementing a Pre-Kindergarten program for all four-year-

48

old children. The 4K Study Group is currently researching the advantages and disadvantages of having a universal collaborative program for four-year-old children (4K programs located in community preschools and in the Monona Grove schools). In the collaborative model the school district would work together with community preschools and child care facilities to educate young children. We would appreciate it if you could take a few minutes to answer the questions in this short survey. The information that you provide will help the 4K Study Group have a better understanding of the needs and opinions of parents in the Monona Grove School District. Please return your survey with the other questionnaires for the Early Learning Fair in the enclosed envelope. Thank you for your cooperation!

1.What is the age of your child? ____4 years ____3 years ____2 years __1 or under


__37_At home with parent + preschool ( Preschools: Tenney-1, Messiah- 1, YMCA-3, St. Bernard-1, MGNS-3, Kids’ Safari-14, Holy Cross- 1, Hope Lutheran-6, Learning Ladder-2, IHM-2, Preschool of the Arts-2, Kozy Kids-1)

_ 7__In a home child care or with babysitter + Preschool (Preschools: Kids Safari- 1, IHM-2, Kids Express-1, Learning Ladder-1,YMCA-1, Hope Lutheran-1)

__6__In a home child care or with babysitter + Home

__1__Preschool + Other (Kozy Kids Koral, EC)

__1___At a certified family child care + Home with parent

__2__At a certified family child care + Home sitter

__4__At home with parent + Home sitter + Preschool(Preschools: MGNS-2, Kids’ Safari-1, IHM-1)

__1__Home + Other ( EC)


__44__Yes _5__No __10_UnsureIf no or unsure, please feel free to comment on the back.


49

__43__Yes _6__No _10__UnsureIf no or unsure, how many hours/days would you like your child to attend? _______3 hours/3 days (2)3 days12 hours2 full days


Will transportation be provided? A 4K would be AWESOME! Our oldest daughter went to the Pre-K program a couple of years ago. It was a

great program for her and the other kids she was in class with. I also have siblings who have sent their children to other 4 yr old kindergarten and have nothing but good things to say them.

I would absolutely love this option. We love the Y and the other program but it would be nice to get to know kids in her neighborhood & get to know future classmates.

I would be concerned tax dollars would be used for this. Not the Districts role. My daughter is in Spanish immersion class at Preschool of the Arts and I

wouldn’t pull her out after just one year. We are committed to continuing in the Spanish immersion class at PSA.

Letting us choose which preschool would be appreciated. It would depend on who you’re collaborating with and what facility would be the

location. Now that my oldest is in kindergarten and I see how much he needs to know

compared to when we grew up or even a few years ago, I think I’d rather at 4, the children have fun without school pressures.

X just misses the kindergarten cut off. She loves preschool, and this program would be perfect for her.

I would be very interested in a K-4 program if it offers more than current day care or if it’s a full day. If the program is only a few hours I have to pay full price at daycare so unless the program offers something day care doesn’t there is no value. Our concern for X is that he Kids Safari teachers already tell us he does things kindergarteners don’t do. He can read, do math and is eve starting to tell time. We’d be interested in something to keep him challenged.

X would greatly benefit from this type of program. This would be wonderful but probably unlikely.

Quality Programming

“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

50

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.

The public education system has become increasingly involved in designing early learning programs to meet the educational goal that all children start school ready to learn. As a nation, we are learning how important early life experiences are to children’s social, cognitive, and emotional development and how quality preschool programs and services can increase the odds for favorable outcomes. Public education has set more rigorous academic standards so that all young children can succeed in the 21st century. Additionally, the No Child Left Behind Act (NCLB) has significantly affected most schools and every district in the country. It has become evident to most policymakers that no matter how hard a K-12 educational system is pushed, the goal of leaving no child left behind cannot be met without commensurate measures to give all children access to quality preschools.

According to the National Center for Education Statistics, The Condition of Education, Indicator I (US Department of Education, 2002) and the Annie E. Casey Foundation, Kids Count Data Book (Anne E. Casey Foundation, 2006) our student population will have dramatic demographic, social, and cultural changes within the United States. Our youngest citizens are becoming increasingly diverse, both culturally and linguistically, and they spend more time in childcare outside the home. By the year 2030, children in families of European origin will makeup less than 50% of the population under age 5. By the year 2010, more than 30% of all school-age children in the United States will come from homes in which the primary language is not English. It is estimated in the United States that 76% of children ages three and four receive education and care from someone other than a parent. Children living below the poverty line are less likely to participate in preschool education (47% participation) than children in families living at or above poverty (59% participation).

The National Association of State School Boards of Education (NASBE) launched its Study Group on Early Childhood: Creating High-Quality Early Learning Environments in January 2006. The Study Group focused on how states can build a coordinated, coherent early learning system to strengthen the quality for all early childhood programs and providers. Two imperatives emerged from their study: The first is that the future of this nation depends on ensuring that we have a high quality workforce, and it begins with creating a comprehensive system for early childhood education. The second is that policymakers and educators are charged with using what we know to nurture, protect, and ensure the well being of all children.

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

51

emerging talents. The Study Group gathered information from numerous researchers and national experts, as well as from organizations such as National Research Council, The National Association of Early Childhood Specialists in State Departments of Education, and the National Institute of Early Education Research. 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; and high quality teachers.

While no single preschool curriculum has been found to be superior, the NASBE Study Group recommends addressing cognitive, social-emotional, and physical development as mutually supportive areas that require attention in the preschool years. The National Reading Panel stresses the importance of developing young children’s foundational preschool abilities that predict success or failure in reading in early grades. High-quality preschools must provide rich language and literacy experiences, particularly to children who come from backgrounds that limit their exposure to language. Core components of research-based preschool literacy programs include a strong foundation in language development and emergent literacy skills (phonological awareness, letter knowledge, written expression, book and print awareness, and motivation to read).

(Resource: Fulfilling the Promise of Preschool. The Report of the NASBE Study Group on Creating High-Quality Early Learning Environments, October 2006.)

Monona Grove 4K Program Mission and Values

52

Our Mission

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 communication and collaboration Comprehensive services that include family support and

education Uniformly adequate and equitable resources Professional development Strong community partnerships

Four Models of 4K Defined

Model 1- School district site with district teachers

Model 2- Contracted community partner site (Cottage Grove and Monona preschool/ child care centers) with district teacher

53

Model 3- Contracted community partner site (Cottage Grove and Monona preschool/ child care centers) and staff

Model 4- Home educational support and resources for parents and family child care

Collaborating Partners

According to the Department of Public Instruction Early Education Consultant, Jill Haglund, “Districts can serve children from another district if there is a 66.0301 agreement between the districts. This agreement probably would not occur between districts unless they both have 4K.”

Governance Structure

The Early Learning Coordinator (ELC) will meet with a number of groups to ensure the quality and consistency of the 4K programs across all settings:

54

4K teachers and/or directors of preschool sites to facilitate discussions on curriculum, student data, outreach programming, and other topics (monthly meetings).

Directors of the preschool sites to discuss needs and concerns, determine programming needs at sites, management issues, enrollment and other topics. Other administrators from the MGSD may be asked to attend specific meetings to coordinate programming.

Director and teacher(s) at each site to discuss the environment rating scale twice during the first year and once every year after.

Director of Pupil Services to ensure quality programming for children with special needs.

Director of Curriculum & Instruction to address curriculum needs and programming issues.

Director of Business Services to develop the 4K budgets. Coordinator of Continuous Improvement & Assessment to develop data collection

for individual students and overall 4K program. Transportation Coordinator to work on bus routes and transportation needs for the

program. Superintendent to discuss site options and contracts for collaborative preschool

programming.

55

Monona Grove 4K Program

1) Program Options2) Location/Facilities3) Staffing4) Activities/Curriculum5) Funding6) Parent Involvement7) Support Services8) Standards9) Evaluations of Program, Staff Needs, & Students10) Partnerships

57

Monona Grove 4K ProgramProgram Options

Model 1Public School Staff/School Site

Model 2Public School Staff/Partnering Community Site

Model 3Contracted Services/Community Site

Model 4Home Educational SupportResources for Parents

X hours of preschool per week

Minimum of 437 hours of instruction

Childcare and extended services are not a condition of enrollment

Planning time XX Option to enroll non-district

four-year olds through the Open Enrollment, if district has 4K programming

Early Childhood Special Education district programs would provide inclusion/ self-contained options as appropriate


Minimum of 437 hours of instruction




Early Childhood Special Education district programs would provide inclusion options

Site could serve children from outside the MGSD, but only MGSD children would be funded

Participants arriving or remaining more than 15 minutes are subject to childcare fees outside regular 4K hours


Minimum of 437 hours of instruction provided for each child-site would have flexibility in scheduling within the school year




Early Childhood Special Education district programs would provide inclusion options

Site could serve children from outside the MGSD, but only MGSD children would be funded

Participants arriving or remaining more than 15 minutes are subject to childcare fees outside of regular 4K hours

District makes available written materials, resources, and training opportunities to parents who may or may not choose to send their child to a 4K site.

Material packets will be available each trimester.

58

Location/FacilitiesModel 1Public School Staff/School Site




Where space allows and demand exists

Indoor play space and equipment appropriate for early childhood

Outdoor space and equipment appropriate for early childhood

Space for support services and parents

Handicap accessibility in accordance with an applicable laws and regulations

Custodial services provided by district

Storage Computer and internet

access

Where space allows and demand exists in the MGSD area

Public school staff would use existing set-up space





Custodial services provided by community site

Storage As required by state

licensing Space which complies with

the first amendment to the United States Constitution regarding separation of church and State and DPI regulations

Computer and Internet Access

Where space allows and demand exists in the MGSD area





Custodial services provided by community site

Storage As required by state licensing Space which complies with

the first amendment to the United States Constitution regarding separation of church and State and DPI regulations

Computer and Internet access

Home environment

59

StaffingModel 1Public School Staff/School Site




DPI licensure for 4K teachers

Educational assistant will meet highly qualified standards

18 students to 1 teacher and 1 educational assistant

Not exceed 10:1 ratio All school staff will attend

school staff meetings and follow school district contract

Teacher and educational assistant evaluated by MGSD administrator

Staff will be provided opportunities for ongoing professional development

Principal Current enrollments,

attendance reports, and other reports will be provided

Substitute teacher and educational assistance will be provided by the district

Early Learning Collaboration Coordinator

DPI licensure for 4K teachers

Lead teacher (Ed Asst.) 18 students to 1 teacher and

1 educational assistant Not exceed 10:1 ratio All school staff will attend

school staff meetings and follow school district contract

Teacher evaluated by MGSD administrator

Educational assistant evaluated by site director

Staff will be provided opportunities for ongoing professional development

Site Director Current enrollments,


Substitute teacher provided by the district

Substitute educational assistant provided by site


DPI licensure for 4K teachers Lead teacher (Ed Asst.) 18 students to 1 teacher and 1

educational assistant Not exceed 10:1 ratio Teacher and educational

assistant evaluated by site director

Staff will be provided opportunities for ongoing professional development through professional communities established with MGSD

Site Director Current enrollments,


Substitute teacher information provided by district

Substitute educational assistant provided by site


60

Activities/CurriculumModel 1Public School Staff/School Site




Curriculum will meet the Wisconsin Model Early Learning Standards and the guidelines set out by the 4K Study Committee.

Through an active, hands-on environment, our 4 K program seeks to promote and stimulate learning by utilizing developmentally appropriate materials.

Students will be assessed using common tools based on the curriculum guidelines/goals.

Curriculum is sensitive to and flexible to meet the needs of a diverse population of children, families and communities.

Integrated services for children with special needs with support services from MGSD.

Curriculum provided by district

Annual inventory of materials

Curriculum will meet the Wisconsin Model Early Learning Standards and the guidelines set out by the 4K Study Committee






Annual inventory of materials on loan from MGSD







Annual inventory of materials on loan from MGSD


District makes available written materials, resources, and training opportunities to parents who may or may not choose to send their child to a 4K site.

Material packets will be available each trimester



61

Funding





Program will be funded by MGSD

District will fund transportation that follows the same transportation policy used for eligible students of MGSD.

Student fees (year book, milk) as determined by district.

State funding District budget Special Education

Teacher will be funded by MGSD

MGSD contracted per pupil agreement. 2 payments from the MGSD based on DPI pupil count (September & January).


Parent fees for before and after 4K programming.

Student fees (year book) as determined by district.


Program will be funded by MGSD contracted per pupil agreement. 2 payments from the MGSD based on DPI pupil count (September & January).


Parent fees for before and after 4K programming.

Student fees (year book) as determined by district.


Trimester materials will be made available to families free of charge.


(natural setting for students receiving services in their home setting)

62

Parent InvolvementModel 1Public School Staff/School Site




Direct services to parents, legal guardian or primary caregiver in the form of home visits, parent education and parent child activities.

.60 FTE- 87.5 hours in addition to the 437 hours; .50 FTE- 20% (87.5 hours) of the required 437 hours

Activities could include: orientation activities, general communication, family fun nights, potluck dinner meetings, offering childcare during parenting classes, classroom involvement training, parent-teacher conferences (2x yearly), home visits, family resource lending library, governance committee, interface with other care/education providers, intergenerational component, special events, transition to 5K

Collaborate on activities Monthly newsletters




Collaborate on activities Monthly newsletters

provided to parents




Collaborate on activities Monthly newsletters provided

to parents


63

provided to parents

Support ServicesThese will vary depending on the availability of services at each site.





Site will have access to: Nurse Pupil Services Staff Reading Specialist Gifted and Talented

teacher English as Second

Language teacher Special Education Homeless Support

Services Immunization record

keeping Information on Health and

Safety Vision and Hearing

Screening Food Service

Partnering Site will have access to: Nurse Pupil Services Staff Reading Specialist Gifted and Talented






Screening Food Service resource

Partnering Site will have access to: Nurse Pupil Services Staff Reading Specialist Gifted and Talented






Screening Food Service resource

May contact the school to consult with: Nurse Pupil Services Staff Reading Specialist Gifted and Talented

teacher Special Education Vision and Hearing

Screening Information on Health

and Safety

64

Standards





DPI standards/Special Education

State Child Care Statues (DPI regulations)

Wisconsin Model Early Learning Standards

MGSD Board Policies and Procedures




State Day Care Licensing Standards

MGSD Board Policies ad Procedures

Remain in good standing with licensing authority






Remain in good standing with licensing authority






65

Evaluation of Program, Staff Needs, and StudentsModel 1

Public School Staff/School SiteModel 2

Public School Staff/Partnering Community Site


Model 4Home Educational SupportResources for Parents/Childcare

An evaluation of the program shall be conducted annually with the coordination and oversight by the Early Learning Coordinator and shared with district

Annual Early Childhood Environmental Rating Scale (First year X) Areas included: space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, and parents and staff

Participate in any data collection, reporting process, and goal setting directed by the council. Data reports will be provided in a timely manner.

Needs assessment of staff to determine training and professional development needs



Annual Early Childhood Environmental Rating Scale (First year X) Areas included: space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, and parents and staff


Needs assessment of staff to determine training and professional development needs.

Students will be assessed using common tools based on the curriculum guidelines/ goals.


Annual Early Childhood Environmental Rating Scale (First year X) Areas included: space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, and parents and staff.


Needs assessment of staff to

determine training and professional development needs

Students will be assessed using common tools based on the curriculum guidelines/ goals.

66

PartnershipsModel 1Public School Staff/School Site



Model 4Home Educational SupportResources for Parents/Childcare

Follow contract of the Monona Grove School District.

Community site will complete a request for partnership

District will complete site selection rubric

Selected sites will be notified Selected sites will provide

the following documents: certificate of insurance in an amount of at least $1 million and shall name MGSD and the 4K program as insured parties, good standing with current state licensing requirements in State of Wisconsin of Health and Family Services 45 or 46, teacher with DPI license

If a site is no longer in compliance with the standards, the MGSD will notify them to cure the standard

The agreement may be terminated by the MGSD if the site does not comply in reasonable time

The site partnership may be terminated for egregious conduct involving the health or safety of participants.

Community site will complete a request for partnership

District will complete site selection rubric

Selected sites will be notified Selected sites will provide the

following documents: certificate of insurance in an amount of at least $1 million and shall name MGSD and the 4K program as insured parties, good standing with current state licensing requirements in State of Wisconsin of Health and Family Services 45 or 46, teacher with DPI license

If a site is no longer in compliance with the standards, the MGSD will notify them to cure the standard

The agreement may be terminated by the MGSD if the site does not comply in reasonable time

The site partnership may be terminated for egregious conduct involving the health or safety of participants

The district will consult with parents and childcare providers.

67

Monona Grove School District Proposed 4K Budget

Cover Sheet- Budgetary Impact of 4K Programs

Model 1A Assumptions (Current Program)

Model 1B Assumptions (2 sessions in CG and Monona Schools)

Model 3A Assumptions (Community Based- paired with Model 1A)

Model 3B Assumptions (Community Based- paired with Model 1B)

68

Monona Grove School District 2008-09 2009-10 2010-11 2011-12 2012-13Budgetary Impact of 4-Year-Old Kindergarten Estimated Cost Estimated Cost Estimated Cost Estimated Cost Estimated Cost

Five Year EstimateYear 1 of

ImplementationYear 2 of




Implementation

Amended Model 5/31/2007* see footnote below

Board of Education Meeting June 13, 2007Model #1A- District Hires Teacher & Aide* (see pages 72-73) Located in District building ($0.00) ($0.00) ($0.00) ($0.00) ($0.00) One section Monona-Two in CG

Model #1B- District Hires Teacher & Aide (see pages 74-75) Located in District building $48,807.50 $50,972.24 $53,236.11 $55,603.70 $58,079.84 Two sections each-Monona & CG Model #3A-Daycare hires Own Teacher & Aide (see page 76) Located in Daycare facility $324,000.00 $336,960.00 $349,920.00 $362,880.00 $375,840.00 Two sections Monona-Four in CG

Model #3B-Daycare hires Own Teacher & Aide (see page 77) Located in Daycare facility $270,000.00 $280,800.00 $291,600.00 $302,400.00 $313,200.00 One section in Monona, Four in CG

*Costs for Models 1A and 1B show the net effect as we currently pay for 1.5 FTE certified teaching staff, and two Paraprofessionals (FTE 1.20)Model 1A is our current program. The cost for Year 1 for Model 1A is $137,679.87

Transportation Costs (total of 4 routes) 34,315.84 35,516.89 36,759.99 38,046.59 39,378.22

Less: 2 routes currently in 2006-07 Budget/adjusted for est. increase (17,157.92) (17,758.45) (18,379.99) (19,023.29) (19,689.11)

Start Up Costs-per six sites Curriculum & materials $30,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00

Environmental Rating Cost-per six sites $6,000.00 $3,000.00 $3,000.00 $3,000.00 $3,000.00 ($1,000 intial/$500 per site subsequent years)

Sub Rate for Required District Trainings $5,460.00 $5,460.00 $5,460.00 $5,460.00 $5,460.00 ($52 per 1/2 day-7 teachers-15 1/2 days)

Page 2 5-14-07

69

Additional Clerical Support (.5 FTE school year) $23,000.00 $24,150.00 $25,357.50 $26,625.38 $27,956.64

Allocation to Libraries $6,000.00 $6,000.00 $6,000.00 $6,000.00 $6,000.00 Early Learning Fair (Elf cost)- (supplies, subs, mailing) $0.00 $0.00 $0.00 $0.00 $0.00 (The district currently budgets $10,000 per year for ELF supplies/mailings/Child Find)

Program Allocation for Training/Professional Development $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 (Teacher, Educational Assistant, Parent)Office supply costs beginning second year of implementation $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 (Information year 1,Offsets costs of mailings to home-based 4-k families)

TOTAL COSTS FOR MODELS 1A and 3A $422,617.92 $414,328.45 $429,117.49 $443,988.67 $458,945.75

TOTAL COSTS FOR MODELS 1B and 3B $417,425.42 $409,140.68 $424,033.60 $439,112.37 $454,385.59

Allowable Revenue Cap Increase:(4K only-same for both scenarios) $208,667.00 $625,972.00 $966,417.00 $991,794.00 $991,794.00 Figures Based Upon: Year 1 (1/3) Year 2 (2/3) Year 3 (3/3) Fully credited Fully credited* .6 FTE program-524.5 total hours (87.5 additional hours) 3 year average 3 year average* Total of 9 sections needed

*18 student maximum per section.

Revenue Limit FTE= 87 kids (expected 145 times .6)

*Model 3A and #3B assumes $3000 per student (year one & increases

Calculated a level enrollment each year of this analysis.

$120.00 yearly) a payment to the community daycare. Used 2006 per pupil amount of $9,870.54 (3 year average)

Payment would be made in two installments that coincide withUsed a 2.5* estimated increase in per pupil increase (change in CPI March to March) per year thru 2013.

the DPI's official student count dates.

Net Anticipated Fiscal Impact of Program 1A & 3A: ($213,950.92) $211,643.55 $537,299.51 $547,805.33 $532,848.25

Net Anticipated Fiscal Impact of Program 1B & 3B: ($208,758.42) $216,831.32 $542,383.40 $552,681.63 $537,408.41 (increase in allowable revenue limit over additional expenses

70

incurred)

Other Fiscal Implications:Increase in state aid: (Projection Only!!!!!-ESTIMATE)Estimated Increase in State Equalized Aid MODELS 1A & 3A $0.00 $1,171,767.00 $1,237,511.00 $1,303,036.00 $1,303,036.00

Estimated Increase in State Equalized Aid MODELS 1B & 3B $0.00 $1,172,704.00 $1,238,545.00 $1,304,154.00 $1,304,154.00

Estimated Property Tax Mil Rate-MODELS 1A & 3A $11.13/$1,000 $10.54/$1,000 $10.40/$1,000 $9.83/$1,000 $9.83/$1,000

Estimated Property Tax Mil Rate-MODELS 1B & 3B $11.13/$1,000 $10.54/$1,000 $10.40/$1,000 $9.83/$1,000 $9.83/$1,000

Remember: we receive state aid the year following the aidableexpenditures being incurred.

Revenue limit impact and estimated State Aid impactprojected by PMA Financial Networks Planning Model.This increase in State Aid will offset the taxes that are levied.Again, this analysis is an ESTIMATE.

This model analyzes 4 Yr.-Old Kindergarten in isolationfrom other district factors that can affect state aid.

*PMA's model for 2012-13 assumes prior year cap/aid.will be able to update additional year moving forward.

71

Model #1A Assumptions Year 1 Year 2 Year 3 Year 4 Year 5Board of Education Meeting June 13, 2007

In District Model-Our Current Model

Assumes three sections-one in Monona, two in CG

2006-07 Teacher A salary and benefit costs (BA0) $52,566.60 $54,879.53 $57,294.23 $59,815.18 $62,447.04 FTE 1.0 (current)-two sections (4.4% yearly increases used) 2006-07 Teacher B salary and benefit costs(BA24-step 13) $41,383.10 $39,638.99 $39,638.99 $39,638.99 $39,638.99 FTE .5 (current)- one section (4.4% yearly increases used)

Sub rate: (District Responsibility-sick/personal leave days) $1,575.00 $1,575.00 $1,575.00 $1,575.00 $1,575.00 Assumes 15 days at $105.00 per day.

2006-07 EA A (.40 FTE) $11,686.76 $12,294.47 $12,933.79 $13,606.34 $14,313.87 (5.5% TP yearly increases used)

2006-07 EA B (.80 FTE) $27,380.42 $28,804.20 $30,302.01 $31,877.72 $33,535.36 (takes dental and health insurances) (5.5% TP yearly increases used)

Per Pupil Allocation-Elementary sites receive annually $3,087.99 $3,087.99 $3,087.99 $3,087.99 $3,087.99 less common school fund $114.37

TOTAL COSTS: $137,679.87 $140,280.18 $144,832.01 $149,601.22 $154,598.26

LESS: Cost already in 2006-07 budgetSalary/Fringe (listed above) $133,016.88 $135,617.19 $140,169.02 $144,938.23 $149,935.27

Sub rate: (District Responsibility-sick/personal leave days) $1,575.00 $1,575.00 $1,575.00 $1,575.00 $1,575.00 72

Per Pupil Allocation Already in Budget $3,087.99 $3,087.99 $3,087.99 $3,087.99 $3,087.99

NET ADDITIONAL COST ($0.00) ($0.00) ($0.00) ($0.00) ($0.00)

73

Model #1B Assumptions Year 1 Year 2 Year 3 Year 4 Year 5

74

Board of Education Meeting June 13, 2007 2008-09 2009-10 2010-11 2011-12 2012-13In District Model Assumes 2006-07

CostsAssumes 4 sections-2 in Monona and 2 in Cottage Grove Increased for '07-08

and '08-09

2006-07 Teacher A salary and benefit costs (BA0) $52,566.60 $54,774.40 $57,074.92 $59,472.07 $61,969.90 FTE 1.0 (current)-two sections (4.4% yearly increases used) 2006-07 Teacher B salary and benefit costs(BA24-step 13) $41,383.10 $43,121.19 $44,932.28 $46,819.44 $48,785.86 FTE .5 (current)- one section (4.4% yearly increases used)Additional .5 to Teacher B's position $31,973.22 $33,316.09 $34,715.37 $36,173.41 $37,692.70

(assumes added health & dental insurances)

Sub rate: (District Responsibility-sick/personal leave days) $1,575.00 $1,575.00 $1,575.00 $1,575.00 $1,575.00 Assumes 15 days at $105.00 per day.

2006-07 EA A (.40 FTE) $11,686.76 $12,294.47 $12,933.79 $13,606.34 $14,313.87 (5.5% TP yearly increases used)

2006-07 EA B (.80 FTE) $27,380.42 $28,804.20 $30,302.01 $31,877.72 $33,535.36 (takes dental and health insurances) (5.5% TP yearly increases used)

Per Pupil Allocation-Elementary sites receive annually $4,117.32 $4,117.32 $4,117.32 $4,117.32 $4,117.32 less common school fund $114.37

Additional Aid time in Monona-EA B .8 FTE $15,804.96 $16,626.81 $17,491.41 $18,400.96 $19,357.81 Assumes would elect health and dental insurances-family

TOTAL COSTS: $186,487.37 $194,629.49 $203,142.10 $212,042.27 $221,347.81

LESS: Cost already in 2006-07 budgetSalary/Fringe (listed above) $133,016.88 $138,994.26 $145,243.01 $151,775.57 $158,604.99

Sub rate: (District Responsibility-sick/personal leave days) $1,575.00 $1,575.00 $1,575.00 $1,575.00 $1,575.00 Per Pupil Allocation Already in Budget $3,087.99 $3,087.99 $3,087.99 $3,087.99 $3,087.99

75

NET ADDITIONAL COST $48,807.50 $50,972.24 $53,236.11 $55,603.70 $58,079.84

Model #3A Assumptions Year 1 Year 2 Year 3 Year 4 Year 5Board of Education Meeting June 13, 2007 2008-09 2009-10 2010-2011 2011-2012 2012-2013Community Based Daycare

$3,000.00 $3,120.00 $3,240.00 $3,360.00 $3,480.00

76

Assumes 4 sections-2 in Monona and 4 in Cottage Grove per student per student per student per student per studentAssumes level enrollment of 18 kids per section (all sections at capacity)

Monona- 36 students (2 sites times 18 students each) Initial base amount of $3000/student $108,000.00 $112,320.00 $116,640.00 $120,960.00 $125,280.00

Cottage Grove- 72 students (4 sites times 18 students each) $216,000.00 $224,640.00 $233,280.00 $241,920.00 $250,560.00

Total Paid to Community Based Daycares Annually 324,000.00 336,960.00 349,920.00 362,880.00 375,840.00

Contributions to daycare figured as followed: Administration/Subsidy 6,000.00 *

Half-time teacher @ BA step 4 BA+24 MGEA Salary with all benefits 33,953.50 Half-time EA salary/benefits step 4 (with no H&D) 11,387.74

TOTAL 51,341.24

*2006-07 Total package increase 4.4% per year MGEA, 4% EA salary increasedivided by 18 students=

Increases are estimates. 2,852.29

Rounded: Per student Allocation: 3,000.00

Model #3B Assumptions Year 1 Year 2 Year 3 Year 4 Year 5Board of Education Meeting June 13, 2007 2008-09 2009-10 2010-2011 2011-2012 2012-2013Community Based Daycare Assumes level enrollment of 18 kids per section per year $3,000.00 $3,120.00 $3,240.00 $3,360.00 $3,480.00 Assumes 5 sections-1 in Monona and 4 in Cottage Grove per student per student per student per student per student

Monona- 18 students (1 sites times 18 students each) 54,000.00 56,160.00 58,320.00 60,480.00 62,640.00

Cottage Grove- 72 students (4 sites times 18 students each) 216,000.00 224,640.00 233,280.00 241,920.00 250,560.00

77

Total Paid to Community Based Daycares Annually 270,000.00 280,800.00 291,600.00 302,400.00 313,200.00

Contributions to daycare figured as followed: Administration/Sibsidy 6,000.00 *

Half time teacher @ BA step 4 BA + 24 MGEA Salary with benefits 33,953.50 Half-time EA salary/benefits step 4 (with no H&D) 11,387.74

TOTAL 51,341.24

*2006-07 Total package increase 4.4% per year MGEA, 4% EA salary increasedivided by 18 students=

Increases are estimates. 2,852.29

Rounded: Per student Allocation: 3,000.00

78

Next Steps Pending Board of Education Approval of 4K: Communication

o Plan informational meetings to explain 4K programming options to parents and other interested citizens in the Monona Grove School District.

o Develop a marketing plan for 4K (name, logo, and brochure) Assessment

o Develop a plan for using multiple assessment tools to make sound decisions about teaching and learning, to identify significant concerns that may require focused intervention for individual children, and to help teachers adjust and modify curricula and improve their educational and developmental interventions. The use of continuous improvement will be utilized.

o Report to the BOE updates on the 4K program in the district. Teacher Training

o Develop a timeline for teacher training prior to the 2008-09 school year.

Partnershipso Create site contracts with the assistance of the district’s attorney.o Secure partnerships with preschool sites in Monona and Cottage

Grove.o Secure contract for administering environmental rating scales.o Explore site options (wrap-around, stand-alone programs)

Enrollment and Procedureso Develop timeline for enrollment procedureso Develop student and teacher manuals.o Create enrollment forms and other documents for the program.o Review preschool sites’ crisis plans.o Enter information into student data system (SASI)o Develop Early Admission Policy for 4K

Rich, Coherent Curriculumo Select preschool curriculum/materials and purchase for sites.o Create a list of core library books and purchase for sites.

79

Monona Grove 4K Study Group report June... · Web view“Word on the street has it that the centers...

Documents

Transcript of Monona Grove 4K Study Group report June... · Web view“Word on the street has it that the centers...