School Beat: 4K Proposal Detailed; School Board Meeting Tonight; 5:30PM HS Media Room

(Ed. Note. This final version of the 4K Proposal is printed without editing.)


Evansville Community School District

Four Year Old Kindergarten Investigation Committee

Process and Recommendation

July 10, 2006

Purpose of Investigative Committee:

Many school districts in Wisconsin have implemented 4 year old kindergartens or pre-schools either within school facilities, or in collaboration with other community agencies. This is not a required or mandated program in these districts, but an option open to families. In the past 3-4 years, more and more parents are calling the elementary school to request pre-school or 4 year old kindergarten. There is substantial research that suggests that 4 year old kindergarten is particularly helpful for those students who are disadvantaged or need extra support. The long range data currently available suggests that early interventions such as 4 year old kindergarten result in fewer special education referrals in school and fewer anti-social behaviors resulting in incarceration in adult life.

The school board approved an investigation into the feasibility of such a program in the Evansville Community School District in November of 2004. Initial goals of the committee were to improve communication and relationships with area childcare providers, determine how many children have no formal preschool experience, and to explore community based 4K programs since we did not anticipate having space onsite to add another grade level.

The collaborative model of 4 year old kindergarten (4K) became increasingly more interesting because it combines efforts of childcare providers, Head Start and schools. Childcare providers, school staff and Head Start, as well as the Exchange Family Resource Center, AWARE and the local library, already collaborate in sharing presentations, working on the Week of the Young Child and sharing valuable information.

In addition, concern for students who were already behind their peers due to early life experiences focused our attention on how 4K might “level the playing field” for these students. 4K could give these students the kind of social experiences that would help them to begin kindergarten at a similar level with their peers.

An investigative committee was created of volunteers who were interested. Area daycares and in-home childcare providers, Head Start, parents and school district staff members were invited to participate. Some were initially supportive of the 4K concept, some were not.

Committee Members:

Lisa Langer Parent

Sara Tortomasi Parent

Jen Sauser Parent

Jackie Liebel Parent

Doreen Guzman Parent

Jammie Fellows Director/Owner of Kids Korner Daycare

Erika Stoker Director/Owner of Kids Connection Daycare

Theresa Peterson Director/Owner of Theresa’s Family Daycare

Barb Stephenson Director/Owner of Barb’s Family Daycare

Tina Eckhoff Director/Owner of Magic Moments Daycare

Chelsea Titus Exchange Family resource Center of Rock County

Yvonne Nash Head Start Teacher

Carol Mishler Child Development & Health Coordinator of Headstart

Robin Zulfer North Rock County Head Start Site Team Leader

Rachel Marty Kindergarten Teacher

Heather McMahan Kindergarten Teacher

Jenny Runkle Kindergarten Teacher

Sonya Keyser Early Childhood Teacher

Sandra McClellan Early Childhood Teacher

Dennis Knudson Evansville School Board Member

Krista Jones Director of Student Services

Louisa Havlik Elementary Principal

Investigative Process:

The 4K Investigative Committee met for the first time in December 2004. Meetings were scheduled twice per month throughout the school year. This continued during the 2005-6 school year as well. A mission statement was developed to guide our investigation:

We believe the children of the Evansville Community School District deserve a quality foundation for their education including the opportunity for participation in a 4K program. This experience for 4-5 year old children will enhance the social-emotional, motor, self-help, cognitive and language skills through developmentally appropriate play and hands-on activities. Parents, childcare providers, Headstart and school staff will be involved in this community based, collaborative model.

In the beginning, many questions were raised regarding the impact on young children, the school system and area childcare providers. Some fears were also expressed; fear of loosing business – possibly having to close one’s business, space needs at the elementary level, cost, taxes, parental perceptions, the function of 4 year old kindergarten, and what was the real benefit of a 4 year old kindergarten program. There were also concerns for families who receive subsidies for childcare and any possible loss of these funds for the families. We agreed that our three basic premises guiding our investigation and eventual recommendation had to be:

The outcome must benefit children.
There can be no new taxes because of 4 year old kindergarten.
Four year old kindergarten cannot be the cause of childcare businesses closing.
One of the first questions we considered was whether or not there was a need for a 4K. To answer this, a survey was mailed to all incoming kindergarten families as well as the parents of toddlers who were listed in the school district census. This was held in spring of 2005. The initial response was about 60%, so follow-up calls were made to gain information from the remaining families. The results show that most incoming kindergarteners and toddlers experienced a childcare setting at least part-time, and almost all of the children were involved in a pre-school, playgroup or church group as well. Many of the children received childcare through family members or friends in home settings. Many of these are not licensed or regulated daycares since the number of children present is less than required for licensure. The survey is included with this report.

To answer the questions raised, committee members read many research articles (Copies are available in the elementary office.), attended workshops and conferences designed for those interested in 4 year old kindergarten, and visited other districts; Portage Waterloo, Montello and Monroe, who had implemented 4 year old kindergarten. In addition, the committee held a listening session with the community and a forum for the committee members.

During these investigative activities, we learned about Wisconsin Early Learning Standards, how collaborative 4 year old kindergarten looked in other districts, the glitches and barriers that other districts faced and how they overcame these, and we learned that no daycare in any district ever closed as a direct result of the 4 year old kindergarten. The collaborative daycares actually found their businesses expanding, although in some cases changes in structure within the daycare were necessary. We learned about having a governance committee consisting of representative members to problem-solve and oversee the operation of the 4 year old kindergarten.

The listening session was not as successful as we hoped due to poor publicity (it did not get published in the local newspaper) and we did not yet have answers to the many questions that arose. The forum for the committee was more successful in that the visitors who came answered many of our questions. While all districts go through some “growing pains” in the process, those we visited and heard from problem-solved together and built stronger relationships as a result.

We learned that there are substantial benefits for children in a 4 year old kindergarten:

Children who attended state-funded preschool showed gains in vocabulary scores that were about 31 percent greater than gains of children without the program. This translates into an additional three months of progress in vocabulary growth due to the preschool program at age 4.
State-funded preschool increased children's gains in math skills by 44 percent compared to children's growth without the program. Skills tested included basic number concepts, simple addition and subtraction, telling time and counting money.
State-funded preschool produced an 85 percent increase in growth in print awareness among children enrolled compared to growth of children without the program. Children who attended a state-funded preschool program before entering kindergarten knew more letters, more letter-sound associations and were more familiar with words and book concepts.
A large body of research shows that high quality preschool programs can lead to increases in school success, higher test scores, fewer school dropouts, higher graduation rates, less special education and even lower crime rates.
Information taken from New Study Shows High Quality State Pre-K Programs Improve Language and Math Abilities of Children of All Backgrounds
State Programs with Higher Teacher Qualifications Outperform Head Start
© 2005 National Institute for Early Education Research, Rutgers, The State University of New Jersey

Some of the websites used for research include:

http://www.wccf.org/projects/eem.htm

http://www.collaboratingpartners.com/

http://www.aecf.org/kidscount/sld/databook.jsp

http://www.dwd.state.wi.us/kidsfirst/static/contact_info.htm

http://dpi.wi.gov/ec/ec4yrpag.html

http://dpi.wi.gov/ec/echildhm.html

In addition, several other research articles, media releases and documents from other school districts were used. Copies of these are available in the elementary school office

Feasibility in Evansville Community School District

The 4K investigative committee then looked into details concerning the Evansville Community School District. We developed sub committees to consider Curriculum, Staffing, Structure and Transportation & Finance.

Curriculum This sub committee spoke with other pre-school teachers, checked into the Wisconsin Early Learning Standards, and investigated curriculums used in pre-schools. It was determined that the Creative Curriculum most closely matched the developmental levels of young children, the Wisconsin standards and the recommendation of the larger committee that the curriculum focus on social, language, motor, pre-academic, and self-help skills.

Staffing The members of this committee learned that staffing ratios for daycares, Head Start and schools must be in sync with one another. The most restrictive regulations; that of daycares and Head Start, indicates that there must be one adult for every 12 students. The Department of Public instruction (DPI) requires that qualified, or certified and licensed teachers must be in each classroom. These members too investigated with other districts and learned that most class sizes were approximately 17-18 students with one licensed pre-school teacher and one para-professional or educational assistant in each classroom. It was agreed that this is a good model to follow as well.

Structure This sub committee considered the class time each day and length of the school year, the locations of a 4K or pre-school, and the size of the space necessary. In most school districts, the 4K begins and ends the school year at the same time as the K-12 students. The school day typically is from 8:00 until 11:00 each morning, or from 12:00-3:00 each afternoon. One day per week is given to the staff for professional development, parent contacts, planning or meeting with other pre-school staff. In one school district, the students attended full days, 8:00-3:00, either on Mondays and Wednesdays, or on Tuesdays and Thursdays. This alleviated some busing costs. Lunch and nap time then was built into the day’s schedule. Locations for a 4K or pre-school could include interested daycares or home care providers. In district locations may include currently empty classrooms in any of the four school buildings. In addition, the Head Start and Early Childhood classrooms could be used to some extent although consideration for the students in these programs would need to be a priority. The classroom space would need to be approximately the size of an elementary classroom with a sink and bathroom readily available. This sub committee recommended a morning and afternoon session with a day for staff as described above, following the school district calendar.

Transportation and Finance Other school districts have created personalized contracts with childcare providers. Each contract is a little different since the settings, communities and available materials and staffing are a little different. The contracts are created such that they are mutually beneficial for the school district as well as the provider. Most providers use existing 4 year old rooms and spaces. Most of the children previously in them signed up for the 4K. Some expanded their 3 year old offerings. Most daycares saw a savings on staff since the 4K program had its own staff hired by the school. In the districts visited, and those who presented at workshops, none of the daycares closed their doors because of the 4K. Most either held their income at a similar level or saw increases (siblings of 4K child also attended daycare, 4K students stayed for daycare, etc.)

School districts have used 4K to bolster declining enrollments. While it has not been a huge money maker for these districts, it has allowed them to maintain a student enrollment. However, over a three year average, it does eventually bring in more funding. Until that third year is reached, many districts dip into their “fund balance.” In addition, 4K programs can be a deciding factor in families making open enrollment choices. A student can only go to a 4K program through open enrollment if their district of residence offers a 4K program.

Karen Kucharz at DPI ‘s financial department told us that 4 year old kindergarteners who are scheduled 437 hours with 87 parent outreach hours are considered at 60%. Deb Olsen, our business manager worked through the numbers for our district. We would receive approximately $1,400 per student. This would cover the salary and benefits of a teacher, but not the supplies or payment per student to the daycare.

The guideline that was given by Jill Hagland at DPI is that there is a range of payments in existence: The district payment to a community site when the district employs the teacher is from $250-$1200 per child per year. The district payment to a community site when the community site employs the teacher is $1850-$3,174 per child per year.

One of the major concerns we had, was how this program might affect working families who had childcare reimbursements based on a non-school age child. Rebecca Brueggeman at Wisconsin Workforce Childcare Subsidy specializes in working with schools and “wrap-around” childcare. She said that they work with families and school districts to cover all the time that the child is in the daycare. So if a child attends a 4K and goes to the same location for daycare, their care will be considered for the full day. For example, a child goes to daycare and attends the 4K that is offered there. This results in a total day of 8.5 hours or 42.5 hours per week. The total 42.5 hours is covered under the subsidy. However, if a child goes to a 4K in a different location than their childcare, then they are only covered for the time they are in the childcare.

Transportation would be provided within the school district for those who are eligible. 4K students will travel with K-12 students before 8:00 and after 3:00. If a half day program is chosen then an additional two routes would be necessary. This would increase overall costs by $27,000 if these routes can’t be shared with the half day kindergarten program. If a full day twice a week option is chosen, then no additional transportation costs would be incurred.

To summarize for a pilot year:

Revenues

State assistance per student $ (1,400)

Pilot with 36 students (50,400) ($50,400)

Expenditures

Location in a daycare $ 9,000

Personnel – Teacher 50,000

Educational Assistant 25,000

Curriculum, furniture and supplies 4,000

Transportation if half-day 0-27,000 $88,000 - $115,000

To summarize for the first full implementation year:

Revenues

State assistance per student $ (1,400)

100 students (140,000) ($140,000)

Expenditures

Location in a daycare(s) $ 25,000

Personnel – 3 Teacher s 150,000

3 Educational Assistants 75,000

Curriculum, furniture and supplies 12,000

Transportation if half-day 0-27,000 $262,000 - $289,000

As the program continues, the state funding takes over a bigger share of the 4K budget. If a full-day program, every other day is chosen, as outlined above, then $27,000 can be removed from the expenditures. Furniture and supplies may already be at the location in a daycare and may be supplemented with a planning grant, see below. There would be an impact on the school budget of $8,600 - $64,600 in the pilot year and $18,000-$74,000 in the first full implementation year.

On June 9, an Early Education Matters planning grant application was submitted to Wisconsin Council on Children and Families. If we are awarded the grant, it would provide $10,000 for professional development, planning time and some materials.

Recommendation:

The 4 Year Old Investigative Committee recognizes that funding in the district is tight and that it is very difficult to introduce a new program. Several considerations were given before making any kind of recommendation:

The demands made of our current and future graduates in an increasingly complex and competitive economic environment
Emphasis at the state level from Governor and Mrs. Doyle on the importance of early interventions in the education of young children
The research that overwhelmingly supports 4K or pre-school for young children
The success in other districts who have implemented this program
While the state funding per child does not entirely cover the cost of implementing 4K, it will increase after the third year based on the current funding formula.
Area school districts; Edgerton, Albany, Monroe, Beloit, Madison, have 4 year old kindergartens or pre-schools.

The 4 Year Old Investigative Committee respectfully recommends that a 4 year old kindergarten or pre-school be implemented in the Evansville Community School District. This implementation process would involve the following timeline:

Planning year – members of the planning team would include a teacher, childcare provider, Head Start representative, parent and an administrator. Community education, professional development and outlining the details of implementation is the purpose of this year.
Pilot year – a morning class of up to 18 students and an afternoon class of up to 18 students would receive the benefits of a 4K program. This year gives the planning team a chance to work out any glitches or issues that may arise.
Full Implementation year – it is estimated that approximately 100 four year olds will be registered to attend the 4K this year.
It is further recommended that the 4K is structured as a half day program either four mornings or afternoons per week with the fifth day given over to professional development, parent contacts and planning. A licensed teacher and an educational assistant will staff each classroom. The Creative Curriculum will serve as the basis of the educational activities in the classroom.

Family events will also be a part of the 4K experience. Parents would be encouraged to be involved in the classroom, and/or to assist in planning events such as classes, discussion groups, pot-luck dinners or field trips. A Governance committee consisting of a representative from the childcare providers, Head Start, parents and the school district, will meet monthly to solve problems, listen to concerns and implement changes as necessary.

The purpose in having a 4 year old kindergarten in the Evansville Community School District is to provide early interventions particularly for those who cannot afford quality childcare and do not qualify for Head Start. This program would help all students to be ready to join a larger learning community in kindergarten and successive years. Research documents the benefits, parents have made requests for a pre-school or 4 year old kindergarten, and local daycares with pre-schools are already taking registrations for the 2007-8 school year. There is clearly both a desire and a need for this program in the community.

Respectfully submitted,

Louisa Havlik, Elementary Principal




Addendum 1 – Pre kindergarten experiences for 2005-6 kindergarten students

New Kindergarteners from Area Childcare Calls made 8-2-05

Updated 11-17-05

Barb’s Stephenson Family Day 0

Tina Eckhoff Magic Moments 6

Lisa Rauch Lisa’s Daycare 1

Tanya Vinarsky Brighter Beginnings 5

Rene Vanthoumout Down on the Farm 0

Sheryl Hurley Teachable Treasures 2

Thelma Mikkelson Shady Acres Daycare 0

Kristina Fuerstenberg Building Blocks Daycare 0

Michelle Janes Michelle’s Family Daycare 0

Patricia Johnson Small Wonders Christian Daycare 10

Jammie Fellows Kids Korner 21

Michelle Staver 0

Erika Stoker Evansville Kid connection LLC 1

Susan Crans-Hunt Lil Miracles 1

Denise Miller Wee Ones Group Childcare CTR 11

58

New Kindergarteners from Pre-schools

Oregon Pre-School 8

Rock Prairie Montessori School, Janesville no tracking of this

Montessori Children’s House, Janesville 0

Total Kindergarten Students for 2005-6 145

New Kindergarteners from Headstart

For the 2006-7 school year, 11 children are coming to kindergarten from Head Start. Two more were on the waiting list, but did not make it into Head Start. More may have wanted to be in Head Start, but many times, once the parents learn it is full, they do not apply for the waiting list.