PARTNERSHIPS THAT MATTER: Rethinking Early Childhood “Edukashun” A Local District’s Perspective on Investing in Early Childhood Programs

The Island of Early Childhood School District Currently serve on many different Early Childhood Committees within the county and the overwhelming response from early childcare supervisors and directors is that they feel isolated from local districts. Mervyns Commercial Analogy Early Childhood Programs Early Childhood programs tend to feel excluded.

Transitional Kindergarten (TK) How Tulare City School District Partnered with Early Childhood Programs Early Childhood Preschool Transitional Kindergarten (TK) Kindergarten Tulare City School District has been a supportive of Early Childhood classrooms for many years; however, just recently when I took on my role as the Director of Early Childhood, the district made a conscious decision to move all early childhood programs under one umbrella (preschool, TK, and kindergarten). The reason for this shift is to bridge the gap between programs and allow preschool to be connected with the district and to create consistency throughout all of our programs.

The BENEFITS to partnering with your districts preschools… Earliest form of intervention for: Speech and language Socialization Behavior Academics Curriculum is aligned to the school district Developmental Approach to learning Assessments are aligned to the school district DRDP is used in Preschool, TK, and Kindergarten Assists with the transition from preschool to kindergarten Everyone is on the same page The gap between programs are decreased District is invested because of the dividends provided from these services Establishes and builds a sense of community with parents going to TK/Kinder is less frightening when there is a partnership I know that we live in a society that is very geared towards the “what’s in it for me” attitude, and in this case, the benefits to partnering and investing in a district’s early childhood program have proven to produce multiple dividends/rewards.

Taking a Closer Look: District Aligned Assessments Using Data to Guide Instruction The Developmental Approach Integrated Parent Meetings Capacity Building Aligned Assessments Using Data to Guide Instruction Developmental Approach to Instruction Capacity Building Integrated Parent Meetings

District Aligned Assessments: Desired Results Developmental Profile (DRDP) Preschool TK/Kindergarten

DRDP Preschool: Standards Based Developmental Continuum Progress towards the standard Utilized as a teaching tool Preschool TK/Kindergarten

DRDP TK/Kindergarten: Standards Based Developmental Continuum Progress towards the standard Utilized as a teaching tool Builds on Preschool Progress Preschool TK/Kindergarten 1st Grade

How is Data Collected? Online portfolio system Teachers/aides input observations daily Data is used to determine individual levels Portfolio data is used at SST meetings, Parent Conferences, PLC’s, etc.

Student breakdown by domain How is Data Reviewed? Student Reports Individual domains and performance levels Reports used to guide instruction Discuss during SST, Parent Conference, PLC’s, etc. Class/Teacher Reports Identify areas of need/progress Discuss in PLC’s Site Reports District Reports Develop a staff development plan Student breakdown by domain

How is Data Reported? TK/K Kindergarten Report Card Assessments aligned to report cards Report cards are created and distributed 3 times a year--November, March, June Reports show growth over time in all areas for teachers/parents Observational assessment conducted throughout the entire school year. TK/K Kindergarten Report Card Trimester 1: Building Middle/Building Later Trimester 2: Building Later/Integrating Earlier Trimester 3: Integrating Middle/Integrating Later

How is Instruction Delivered? Developmental Approach to Instruction Then Now No Sample Provided Students required to: Draw flower and all its parts Use vocabulary word wall to label (writing it themselves) the parts of the plant Put the three elements that flowers need to survive NO SAMPLE PROVIDED TO COPY Students required to: Cut, paste, color flower

How is Instruction Delivered? Developmental Approach to Instruction Then Now Working in pairs to solve Matching equation to sum (higher level) Extended activity—students keep practicing Advanced critical thinking required Extends beyond 10 Addressing 1st grade standards Individual Seatwork Ditto sheet Answer 5 or 6 questions and then done

How are Parents Involved? Sit and Get vs. Integrated Parent Meetings

Capacity Building…. Monthly Early Childhood Newsletters Provides a glimpse into what is going on throughout the district Helps to connect teachers with other teachers Showcases connections being made in the classroom Staff Development with individual school site teams Allows every teacher/site to have a voice Provides continuity across the district Supports each site teacher/site administrator Allows sites/teachers to take ownership

Continuum Mapping What does it look like in Kindergarten? Units of Study, Use of Technology, Phonemic Awareness, Learning Stations, Assessments…. What does it look like in Preschool? What does it look like in TK? What does it look like in Kindergarten? The Goal: Intentionality in EVERYTHING we do…

How Tulare City School District is Bridging the Gap….. Developmental Approach Transitional Kindergarten (TK) Preschool Kindergarten By bridging the gap between programs, there truly is No Child Left Behind.

So How Is All of This Funded? State Preschool California State Preschool (CSPP) dollars available Quality Rating Improvement System (QRIS) Local Control Funding Formula (LCFF) Designation within LCAP for preschool and early childhood Local/State Grants Most grant committees want to see district contribution and support of early childhood IDEA Dollars

District Partnership contributed to increase in enrollment First 5 Grant $1,098,522 (over 3 years) First 5 Grant $804,000 (over 3 years) With Tulare City School District allowing me the opportunity to think “outside of the box” and supporting some innovative ideas, our program has been able to expand and grow leaps and bounds throughout the years. First 5 has been another important partner within this process. As you can see from the graph, with grant money awarded to our district, we have been able to grow and sustain enrollment for a number of students and their families. “Growth is never by mere chance; it is the result of forces working together.” James Cash Penney

The Most Important Factor = DISTRICT MINDSET Tulare City School District is a Preschool-8th grade district They are viewed as “OUR” kids instead of the “mine” and “yours” Demonstrates that we are committed to the youngest of learners