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