1. Impact Enter 1st School Ready - Systemic Approach Parents as Teachers, PreK, Full-day Kindergarten Students on grade level, First Quarter of First Grade 2007 - 20% 2008 - 48.4% 2009 - 55.8% Academic Success - KCK Research Kansas Assessment (3rd Gr)No PreKPreK Average Reading Score 69.9%75.2% Average Math Score 77.4%82.2%

2. Lessons Learned Moral of the KCK PreK Story Leadership Matters Distributed Passionate Research-based Collaboration and Advocacy Matter Internal Community - Agencies State: Legislature, State Department of Education National - PreK NOW, NSBA, etc. Resources Matter Financial Human Time

3. Research (Hart & Risley, 1995) Words heard per hour Affirmatives per hour Prohibitions per hour Professional family child 2153325 Working class child 1251127 Child living in poverty 616511

4. These are our kids. Their future is in our hands. They can’t wait!

5. The Pre-K Tool Kit Establish a vision Engage the community Take inventory Design a program Ensure quality Secure funding

6. To download for free or order from NSBA bookstore : www.nsba.orgwww.nsba.org or www.centerforpubliceducation.org www.centerforpubliceducation.org

7. Engaging the Community Host a communitywide forum for parents, educators, and business leaders to learn more about your vision. Develop an advisory committee, comprised of representatives from stakeholder groups, to inform the development of your plan. Ask to be included on the city council agenda to discuss your vision.

8. Toolkit includes… Reasons for engaging the community Key Stakeholder Groups to include Sample pre-k messages to use

9. Needs assessment Supply of existing programs Characteristics of these programs Demand for services Data on young children in area Helps identify potential partners, underserved populations, and possible facilities Promote strategies that will maximize resources

10. Designing a Program

11. Half v. Full-Day Options to Consider: Provide a part-day program with connections to other early care and education providers for “wrap around” services. Offer a full-day of services on select days of the week as opposed to a half-day program each day, which can help with overhead costs. Embed the pre-k program in an existing full-day local child care facility.

12. Building Partnerships ISD Role: Provide financial support Provide certified teacher Share training and professional development Give resources, materials, and equipment Partner Role: Provide space Provide “wrap around care” Advertise to community Allow access to developmental screenings Share resources

13. Two Part Webinar Series Pre-K Collaboration: Building Effective Partnerships Part I. Models Stacked or Flip/Flop Model Concurrent Model Wraparound Model Subcontracting Model Part II. Crafting a Memorandum of Understanding