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

2. 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.

3. 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.

4. 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.

5. 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

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

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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. 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…

17. 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.

18. 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

19. 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

20. 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