Establishing an Effective Preschool Program Title Con 2018 Meet - - PowerPoint PPT Presentation

Establishing an Effective Preschool Program

Title Con 2018

Meet Our Team

Erin Kissling / Assistant Director for Literacy / ekissling@doe.in.gov Adis Coulibaly / Federal Grants Specialist / acoulibaly1@doe.in.gov Rose Tomishima / Early Learning Specialist / rtomishima@doe.in.gov Beverly Groover / Elwood Elementary Principal / bgroover@elwood.k12.in.us

A Snapshot

• f this Session

Section 1119 of ESSA requires:

Every LEA receiving Title I funds must develop agreements with Head Start and other early childhood providers, if feasible, to increase coordination.

• Receiving & transferring children’s records, enrollment,

parent communication;

• Establishing channels of communication between school

staff & Head Start staff;

• Conducting parent meetings with Head Start teachers &

kindergarten or elementary school teachers;

Coordination Activities

Coordination Activities

• Organizing & participating in joint transition-related

training of Head Start staff, school staff, & early childhood education staff, as appropriate; and

• Linking LEA educational services with Head Start

agency services

Evidence of Coordination with Head Start: Upcoming Changes

• LEA Affirmation of Head Start Coordination form to be

completed and signed by the LEA and Head Start Grantee. The signed copy will be attached to the Title I grant application.

• The LEA will maintain a signed copy of the coordination

form and a copy of the MOU with Head Start in its files.

Best Practices

Educators/providers need a strong knowledge base of the early childhood field including child development, appropriate milestones, and early learning foundations.

Knowledge Base

What are Developmentally Appropriate Practices (DAP)?

Bright Hub Education defines DAP as: a setting and curriculum that meets the cognitive, emotional, and physical needs of children based on child development theories and observations of children’s individual strengths and weaknesses.

Model Positive Behavior

• Acknowledge what children say and do
• Encourage persistence and effort
• Provide specific feedback
• Guide and model attitudes or ways to approach

problems

Observations and Assessments

Allow educators to:

• Provide meaningful activities by

adapting curriculum or programming

• Know each individual child’s needs
• Meet each individual child’s needs

Inclusive Practices

Children of ALL abilities learning, playing, working together as a productive and caring community. Embrace and respect ALL diversity: race, disabilities, family dynamics, or socio- economic status.

Continued Professional Development

How does this all work?

Title I Funding at EES

• Share Title funds with

intermediate school

• Special needs preschool with

typical peers only

• Title I - This was the

beginning of our expansion

• One teacher
• One bus & bus aide
• This started the explosion

Parent Tuition at EES

• What can your community

afford?

• 16-29 months, 30-36

months, threes, fours

• Half days vs whole days
• Scholarships
• Sliding scales
• Handbook & Policies

Donors/Contributions/Grants at EES

• Private Donor
• EEMG Grant
• Capacity Grant #1
• Capacity Grant #2
• Early Learning IN

Advancing Family Partnerships

• Early Learning IN
• Blending & Braiding

Funding Project

CCDF Vouchers/CACFP at EES

• Licensing
• Paths to Quality
• Reimbursement rates
• Requirements for families
• Swiping cards/parent portal
• Food program
• Breakfast, lunch & one

snack

On My Way Pre-K Funding at EES

• Madison County
• Grandfathered from

EEMG

• Voucher System
• How Parents Qualify
• Swiping Cards
• Setting Up Parent

Portal

• Paid Every Two

Weeks

Our World!

Questions