State Superintendent’s Advisory Committee on 4 Year-Old-Kindergarten and Community Approaches “Forces for 4 Year Olds” October 28, 2009

History-Trends-Issues

• • • An abbreviated history of 4k Variations by community size Observations

The Expansion of Early Childhood Programs 1800-1870 Extended Family + school/church/neighbors 1870-1920 Family + Kindergarten 1920-1960 Family + Kindergarten + Cooperative Nursery 1960-1980 Family + Kindergarten + Cooperative Nursery + Compensatory Education 1980-1990 Family + Kindergarten + Cooperative Nursery + Compensatory Education + Child Care 1990-2000 Keep all the plates spinning..

.collaboration

2000+ 2010 Collaboration shift = community approaches ????

Who “Educates” 4-Year-Olds Jim McCoy, Wisconsin Department of Public Instruction

100 75 % 50 at home parochial 4K 25 rural 1-room schools child care ½-day pre or nursery school compensatory education 0 1850 urban 4-year-old kindergarten 1875 1900 1925 1950 1975 2000 2025

• Watertown Kindergarten, 1895, Watertown, Wisconsin

Growth of 4K In Wisconsin: 1984

• • Funding restored for 4k 5k expanded to full day

Growth of 4K In Wisconsin: 1985-1990’s

• • • Accelerating expansion of full day 5k followed by accelerating expansion of 4K especially in small communities Many interesting variations: Milwaukee, Sheboygan, Marshall, Verona Also endless discussion of “interagency collaboration”

When two parties have mutual trust, respect, and understanding, the can create something larger (different) than the sum of their respective parts Private care Public Education La Crosse 2000 is the 1 st sighting.

Community Approaches Service Delivery Models

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Model 1: School District Building

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Model 2: Community Site/School Employed Teacher

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Model 3: Community Sites/Site Employed Teacher

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Parent Outreach: Parent education and support

Growth of 4K In Wisconsin: 2001 Wisconsin Association of School Boards Magazine article “ Sandbox Synergy”

2009-2010 233* districts

2009-2010 102* districts

2009-2010 80* districts

Influences on Community Approaches: Districts Size

Group Size # in group % of total students # of CA’s /1203 report

25,000 + 10,000 - 24,999 5,000 – 9,999 2,000 – 4,999 1,000 – 2,000 Below 999 1 (milw) 10 20 75 101 237 10% 15% 15% 27% 17% 16% 1 or 100% 8 or 80% 9 or 45% 28 or 37% 29 or 29% 26 or 11%

Influences on Community Approaches: Percentage of Community Settings

Group Size

25,000 + 1 (milw) 10,000 24,999 5,000 – 9,999 2,000 – 4,999 1,000 – 2,000 Below 999

# in group

10 20 75 101 237

% of total students

10% 15%

# of CA’s /1203 report

1 or 100% 8 or 80% 15% 27% 17% 16% 9 or 45% 28 or 37% 29 or 29% 26 or 11%

Group Size # in group 25,000 + 1 (milw) 10,000 24,999 4 6 % of total students 10% CA percent of less than 50% 0 or 0% 10% 0 or 0% 5% 4 or 40%%

Community Approaches (CA)

Variations within CA based on delivery sites

School focused

60-100 % of settings are located in schools

Community focused

60-100% of settings are in child care and/or Head Start Based on 1895 Milwaukee Based on 2000 Lacrosse

Community Approaches School Focused vs. Community Focused

Concept

Good for kids

School Community Focused Focused

Yes Yes (for some Yes +) Good for families Good teachers Yes Yes Yes+ Yes

Community Approaches School Focused vs. Community Focused

Concept

Good for private sector

School Community Focused Focused

No Yes Destabilizes Stabilizes & improves Saves tax payers money No Yes

Community Approaches School Focused vs Community Focused

Concept

Creative structure

School Community Focused Focused

Top down Bottom up Community Involvement Teaching/learning approach Minimize Downward extension of grade school Maximize B 1 2 3 / 4 5 6 7 B 1 2 3 4 / 5 6 7 New approach

Community Approaches School Focused vs Community Focused

Concept

Future possibilities

School Community Focused Focused

Few Stable Binding agreements Many Evolving Continuously unfolding visions

Community Institutions In order to discover and build community, we must shift paradigms.

Growth of 4K: 2009-2010

• • • 16 * new districts 335 * total districts with 4k (81% of the 415 elementary districts) 3,790* new children serviced • • 37,766* children served 13 districts implemented with start up grants • 4 districts eligible for start – up grants did not implement *total still being verified

Observations

• • • • From Community Collaboration Coaches From DPI district contacts From WCCAA Regional Meetings and child care sessions at WECA From 10/26 meeting with district 4K coordinators

Observations: General

• • • • The assignment of an administrative 4K community approach coordinator helps support sustainability.

Quality is improved in all settings when a program evaluation model such as ECCERS is implemented. Shared professional development opportunities are highly valued by all staff and provide a common language and a common understanding of quality services for all children. There is substantial increase in the ability to provide inclusive settings to 4 year old children with disabilities (which may leave a gap in options for 3 year olds).

• • •

Observations: Sustainability

Sustainability has two considerations: sustaining the overall approach as well as sustaining individual partnership. Districts began reporting their 4K setting on DPI reports in 2004-2005. Since then: – one small district discontinued community approach settings when they consolidated with another district – five reported districts were not considered community approaches due to their model – all other districts have continued to have community partnerships DPI does not collect data on the number or location of individual community settings therefore no data exists on how many individual partnerships were sustained.

Observations: Child Care Contracts

• • • District contracts and reimbursement vary by model, site arrangements, transportation, and individual agreements.

– Many model 2 (district hires the teacher) contracts are in the $300 - $500 range for supplies and space.

– Many model 3 (community site hires the teacher) contracts are in the $2,000 - $3,000 range for teachers, supplies, and space.

– Districts may provide computers, computer programs, supplies purchased through district.

Many child care programs are concerned that they are not getting the full cost of operating the program.

When the centers put these funds to salary and benefits there is higher staff retention.

Focus on Community Approaches General Observations

• • District size impacts on community approach viability Improved DPI data collection has helped districts define utilization of community approaches, but the definition now needs refinement.

Observations: Small Districts

• • • • Many of these districts have no center based child care or Head Start programs for partnerships.

When a center based program exists, it is often in religious setting.

When a center based program exists, sustainability of model is more difficult: – Parents see the program as a transition to the school setting and select school settings – When school space becomes available, community settings appear more costly Some of the districts without center based programs have become interested in bringing this service into their district.

Observations: Middle Size Districts

• • • The percentage of community based settings is higher than school based settings.

Individual community sites may change but the community approach model is sustained.

Districts still face pressure to open more school settings and must actively advocate for community approaches.

Observations: Other Large Districts

• • • The percent of school based settings is higher than non-school settings.

Unions play an pivotal role in adopting models that allow districts to contract for licensed teachers.

Individual community sites may change but the community approach model is sustained.

Observations: Milwaukee

• • Milwaukee was the first model for sending school district teachers into child care settings.

Milwaukee’s existing 3K and full day 4K reduce the incentive to create partnerships with child care and Head Start.