WI FORCES FOR FOUR YEAR OLDS A Wisconsin Project Funded by the Trust for Early Education.

WI FORCES WI FORCES FOR FOUR YEAR OLDSFOR FOUR YEAR OLDS

WI FORCES WI FORCES FOR FOUR YEAR OLDSFOR FOUR YEAR OLDS

A Wisconsin Project Funded A Wisconsin Project Funded by the Trust for Early by the Trust for Early

EducationEducation

OUR PURPOSE

To provide quality early learning opportunities and universal services for four-year-old children through community-based public - private partnerships in a wide range of settings including the home.

THE RATIONAL All children need access to quality

early learning experiences.

Lets put our heads together and see what life we will make for our children.

Tatanka Iotanks

Sitting Bull, Lakota

RESEARCH SUPPORTS THE IMPORTANCE

Research shows the benefit for low income children

– Chicago Public School Preschools

– Perry Preschool Study

– Abecedarian Project

•Early education saves society future monies

•For every dollar invested, $7.10 dollars are saved in future spending.

Cost Savings

Children with preschool achieve greater success during school years – Higher reading and math tests at ages

8,12, and 15 – Reduced special education placements – Reduced occurrences of grade

retentions – Higher rates of high school graduation

Reynolds, Perry Preschool and Abecedarian

Later Success in Schools

Children with preschool achieve greater success outside of school years– Lower rates of juvenile arrests– Reduced arrests for violent

offenses– Increased employment rates and

high wages– Increased numbers of homeowners

Reynolds and Perry Preschool

Later Success in Society

RESEARCH SHOWS NEED FOR ALL

Research shows the need and/or benefit for all children and their families:– Brain development and children’s

growth – Close gaps in services and achievement– Supports parents, especially those that

work– Improve the quality of providers and

teacehrs

SUPPORTS BRAIN DEVELOPMENT

The brain develops most rapidly during the first years of life

– Schools provide special education for children with disabilities

– Head Start address the needs of young children in living in poverty

– Low income families can access child care subsidies

– Some families can afford private preschools

– Some school districts have four year old kindergarten

All children can not access these services

HELPS TO CLOSE GAPS

• 70% of the young children have working parents

• Child care for two children costs 34% of median income

• Some children already in child care have to be transported to also receive special education and/or Head Start

SUPPORTS FAMILIES

• High turnover rates of child care teachers

• Child care teachers earn less thanhalf of their counterparts in the public school

• Percentage of child care/community teachers with BA is decreasing, while those with only high school is increasing

• Early childhood educators need specific training and education

IMPROVE TEACHER QUALITY

COMMUNITIES EXPLORE

PARTNERSHIPS Services to four year olds

brings unique opportunities to work together to:

• maximize existing services• best serve children and families

• Child care centers can not survive financially without four-year-olds

• State staffing ratios for infants are 325% higher than for four-year-olds

• Infant fees are only 30% higher than fees for four-year-olds

SCHOOLS RECOGNIZE THEY SHOULD WORK WITH COMMUNITY

PARTNERSHIPS BECOME BEST PRACTICE

• Maximize child care, Head Start, and school for four-year-old kindergarten funds

• Bring resources and best practices into one service delivery service approach

• Provide array of services to meet varied needs of families

COMMUNITIES EXPLORE PARTNERSHIPS.

• LaCrosse was first mid-sized city• Many others are following:

Wausau, Portage, Madison, Janesville, Green Bay, Eau Claire, and others

• Milwaukee had a long history and began to expand approaches

FORCES FOR FOUR YEAR OLDS

FOCUS GROUPS Lessons Learned

INDICATORS OF COMMUNITY APPROACHES

• Focus on quality for children and their families

• Bring all stakeholders to the table• Collaborative planning• Use of different funding streams

INDICATORS OF COMMUNITY APPROACHES

• Shared governance and accountability

• Community-based and housed in a variety of settings

• Comprehensive program and services for all four-year-olds

• Staffing patterns that allow for teaming and support a career ladder

CREATING COMMUNITY APPROACHES

CoordinationCooperationCollaboration

TOCommunity Based

Public - Private Partnerships

COORDINATION and COOPERATION

• Focus on quality for children and their families

• Bring all stakeholders to the table

PARTNERSHIPS• Start with Advisory Councils or

Boards– Diverse membership leads to

understanding and respect for diversity of service

• Adjust for Different levels of Planning– Create the foundation for the vision– Resolve fundamental questions– Define the desired approaches– Insure ongoing problem solving

and governance

LESSONS LEARNED: NEW APPROACHES

• Delivery Models• Staffing Patterns• Program Standards &

Curriculum

SERVICE DELIVERY MODELS

Families and their children have options from a variety of settings:– Community Sites– Community Site/School Teacher– School District Building– At Home Support

Community Sites•Child care, Head Start, or private preschool settings provide services

•Licensed four-year-old kindergartenteachers employed by site

•Parent Outreach•Wraparound care available•Additional school 4K funding supports

Community Site/School Teacher

•Child care, Head Start, or private preschool settings provide services

•School District Teacher–Two and a half hours per day–Four or Five days a week

•Parent Outreach•Wraparound care provided by child care or private preschool

School District Building•School District 4K Teacher

–Two and a half hour program, –Four or five days a week

•Parent Outreach•Potential for wraparound services or transportation to

–Child care–Head Start

At Home Support•Parent outreach ensured in all programs

•For children not in classes, parents receive curriculum ideas developed by collaboration and/or supported by agencies that offer family support services

LESSONS LEARNED: SHARING RESOURCES

• Funding Mechanisms

• Transportation

• Space and Equipment

• Professional Development

LESSONS LEARNED: BENEFITS

BENEFITS TO:– Children– Families– All community partners– Public Schools– Other community agencies

BENEFITS TO CHILDREN

• Can’t be turned away from services

• Receive preschool experience with licensed early childhood teacher

• Early assessment and identification will provide early intervention

BENEFITS TO CHILDREN AND

FAMILIES

• Fewer transitions between locations for parents and children

• Wrap-around services in one setting provide increased opportunities

BENEFITS TO FAMILIES

• Families have options in locations and schedules or to keep their child at home

• Financial barriers to preschool are lifted• Families are introduced to public school

teachers earlier• Provide opportunities for parent

education, family fun nights, nutrition services, family literacy and English as a second language classes

BENEFITS TO ALL COMMUNITY PARTNERS

• Learn and support one another• Developed common standards &

expectations • Shared staff development resources

allows all staff to receive training• Paved the way when seeking

additional funding• Provided a level of services not

possible for any one agency to do by themselves

BENEFITS TO PARTICIPATING CHILD CARE OR HEAD START

• Public school special education staff and services supported the staff and provided direct services to children with disabilities

• School funding used by community agencies for staff salaries, supplies, equipment, remodel, or expand their facility

BENEFITS TO PARTICIPATING SCHOOLS

• Allowed districts with limited space to still bring in 4K funding

• State revenue brought into district• The community sees schools as

collaborative not territorial • Reduced some transportation costs for

children already in community setting • Engagement with the community for all

young children - not just targeted • The transition into kindergarten is easier

for children and families • Children come into school more prepared• Special services more accessible and

provided earlier

CHALLENGES TO SUCCESS

• Moving to True Partnerships– Many voices raise many opinions- Views and voices may still be

missing• Collaboration

– Integrity of services depends on ability to successfully work together

– Policy and budget constraints• Opposition from groups

– Concerns over loss of business– Concerns over future loss of

leadership

EARLY CHILDHOOD PUBLIC - PRIVATE

PARTNERSHIP

Are an AFFORDABLE solution!

It takes a lot of effort to change our approaches!

But our children are worth it!

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608-267-9625

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