great start readiness preschool program annual report 2015-16€¦ · great start readiness...

Great Start ReadinessPreschool Program

Annual Report2015-2016

Montcalm Area Intermediate School District621 New Street, PO Box 367, Stanton, MI 48888

Contents

Executive Summary ----------------------------------------------------------------------------------------- 1

Program Information ---------------------------------------------------------------------------------------- 3

Enrollment ------------------------------------------------------------------------------------------- 3

Type of Eligibility ---------------------------------------------------------------------------------- 3

2015-16 Poverty Guidelines ----------------------------------------------------------------------- 3

School Readiness Goals ------------------------------------------------------------------------------------- 4

Language and Literacy -------------------------------------------------------------------------------------- 5

Cognitional and Mathematics ------------------------------------------------------------------------------ 6

Physical Well-Being and Motor Development ---------------------------------------------------------- 7

Approaches Toward Learning ------------------------------------------------------------------------------ 8

Classroom Learning ----------------------------------------------------------------------------------------- 9

Program Quality Assessment (PQA) ---------------------------------------------------------------------10

PQA Follow Up Results ----------------------------------------------------------------------------------- 11

PQA Scores by MAISD District ------------------------------------------------------------------------- 11

Early Childhood Specialist ------------------------------------------------------------------------------- 12

Continuous Improvement --------------------------------------------------------------------------------- 13

Appendix ---------------------------------------------------------------------------------------------------- 15

Acronym List -------------------------------------------------------------------------------------- 15

Great Start Readiness Preschool Program Annual Report 2015-16

Page 1

Executive Summary

The Great Start Readiness Program (GSRP) is a state funded preschool program for four year olds that is

coordinated by local ISD’s. GSRP programming supports the development of young children through

partnering with parents. Children are more than their parts that make up a whole. Children operate as a

whole because of their mind, body, and feelings. GSRP programming strives to support parents and

students in all areas. GSRP, also recognizes parents are their children’s first and best teacher. Essentially,

GSRP is a holistic approach to kindergarten readiness.

In Montcalm County GSRP is coordinated by the Montcalm Area Intermediate School District (MAISD).

The MAISD provides services, programs and supports to all of the local school districts within Montcalm

County. The MAISD also operates four facilities serving students in the areas of special education,

general education, and career technical education. Facilities include the Seiter Education Center in

Greenville, Montcalm Area Career Center in Sidney, H.O. Steele Education Center in Fenwick and the

Helen L. Hamler Administration Building in Stanton.

The MAISD:

Offers center-based programs and programs within local districts; supporting more than 1,600

students with special needs ages birth to 26 years old. These programs include education services

for Early College, Autism Spectrum Disorder, Emotional Impairment, Cognitive Impairment,

Hearing Impairment, Early Childhood Identification services and Early Childhood Special

Education for Birth to Three Years Old. MAISD actively engages in early intervention through

Early On and Great Start programming. These programs serve over 100 families each year in

Montcalm County.

Operates the Montcalm Area Career Center serving juniors and seniors attending Montcalm

County schools with career technical education programs. All programs have articulation

agreements allowing students to earn free college credits.

Provides a technology infrastructure which supports local district systems, allows for curriculum

integration and provides an outstanding foundation of assistive technology to meet individual

learning needs.

Offers a broad spectrum of services in the areas of general education including curriculum,

instruction and professional development as well as school safety, truancy, pupil accounting, and

business and finance. All departments provide support and facilitation for local district

collaboration.

Supports the evidenced based Great Start Readiness Programming (GSRP) for four-year-old

preschool opportunities. There are nine sub recipients that include all seven school districts and

two community partners; Eight CAP, Inc. and St. Charles Borromeo Catholic school.

In 2015-16 school year the MAISD has funded programming for the enrollment of 634 GSRP slots. Over

400 children were served in a center-based GSRP program. GSRP targets families who have identified

risk factors that may interfere with their child’s educational success. The priority risk factor is defined as

income at or below 250% of federal poverty level. Other risk factors are defined by Michigan legislation;

there are 7 risk factors total for eligibility. In the 2015-16 school year the State of Michigan budget

included a significant increase for state funded 4-year-old programs ($65 million). This increase has

continued to allow for expansion within the MAISD.

Michigan legislation also included language that said 30% of each ISD areas' allocated slots must be bid

out to private providers so they can operate GSRP. Two eligible community based organizations (CBO)

with in the MAISD, Eight CAP, Inc. and St. Charles Borromeo Catholic School increased their GSRP

classroom opportunities within the MAISD. Each GSRP site serves 16 four-year olds and transportation

is provided. Also, Head Start dollars were blended with the State GSRP dollars to provide the full day


Page 2

option and transportation. A total of five classrooms were operated by Eight CAP, Inc. and one

classroom was operated by St. Charles Borromeo Catholic Schools. The total increase for the 2015-16

school year in CBO classrooms was from 5 to 6.

All preschool children are served in a licensed, center-based option where all have at least a three out of

five in on the Great Start to Quality Rating system through the State of Michigan. In 2015-16 there were

24 classrooms directly operated by 9 sub recipients. Children attend the school 4 days per week during a

typical school day throughout the school year and receive home visits twice during the school year.

Classrooms can run on a half day schedule or school day schedule (full day). The majority of GSRP

programs ran full day operations.

All children are screened within the first 5 days of enrollment using the Ages and Stages Questionnaire

(ASQ-3). This tool covers six areas of development and generates a report letting staff and parents know

if a child is typical, needs monitoring or needs a referral for further evaluation in each area. For on-going

assessment information, staff use Teaching Strategies GOLD. This allows staff to continue to assess and

level a child’s progress in all areas of development. GSRP students also complete health and dental

screening activities as a part of the program support. GSRP teachers also provide additional referral and

resource information for identified needs to the families. The Curriculum that is used in all GSRP

programming is Creative Curriculum and Teaching Strategies GOLD is used by all GSRP as an

assessment tool.

Preschool experiences can be the most critical in a child’s education and can influence future learning.

Background, ethnicity, family lifestyle, experiences, and goals all play a role in how teachers interact with

children. GSRP teachers reflect on their practices is an ongoing manner and participate in regular

professional development provided by the MAISD. GSRP staff and the MAISD are dedicated to

supporting children in being kindergarten ready. Last year 36 hours of professional development were

provided by the MAISD to GSRP staff.

90%

93%94%

85%83%

Physical Gross

Motor

Physical Fine Motor Language

Development

Early Literacy Early Mathematics

Percentage of Children Meeting or Above Expected Growth Range


Page 3

Program Information

The data represented in this selection is gathered throughout the program year using Drop Box, Online

PQA System and TS Gold assessment database system. It is compiled in the annual Program Information

Report (PIR).

Enrollment The total cumulative enrollment for the 2015-16 data was 400 Children.

Type of Eligibility

1. Low family income

Equal or less than 250% of federal poverty level

2. Diagnosed disability or identified development delay

Child’s developmental progress is less than that expected for his/her chronological

age, or chronic health issues cause development or learning problems

3. Severe or challenging behavior

Child has been expelled from preschool or childcare center

4. Primary home language other than English

English is not spoken in the child’s home; English is not the child’s first language

5. Parent/guardian with low educational attainment

Parent has not graduated from high school or is illiterate

6. Abuse/neglect of child or parent

Domestic, sexual, or physical abuse of child or parent; child neglect issues

7. Environmental risk

Parent loss due to death, divorce, incarceration, military service or absence

*State of Michigan Law states that no more than

10% of eligibility can be used for over income slots.

2015 Poverty Guidelines

FOR THE 48 CONTIGUOUS STATES AND THE DISTRICT OF COLUMBIA

Persons in family/household Annual Income

1 $11,770

2 $15,930

3 $20,090

4 $24,250

5 $28,410

6 $32,570

7 $36,730

8 $40,890

For families/households with more than 8 persons, add $4,160 for each additional person.

92%

7%19%

Low Family Income *Over Income IEP

Percent of MAISD GSRP Children Enrolled by

Type of Elgibility


Page 4

School Readiness Goals

Office of Great Start Goals:

1. Children born healthy;

2. Children healthy, thriving, and developmentally on track from birth to third grade;

3. Children developmentally ready to succeed in school at the time of school entry; and

4. Children prepared to succeed in fourth grade and beyond by reading proficiently by the end of

third grade.

In partnership with the Head Start Planning Committee the School Readiness Goals for each area of

development were established and are listed below.

Social-Emotional Development:

Children will develop and engage in positive relationships and interactions with adults;

Children will begin to develop and demonstrate control over some of their feelings and behaviors

(self-regulation).

Language and Literacy:

Children will engage with print (e.g., stories and books) appropriately;

Children will hear, distinguish and identify the sounds of rhymes of language.

Cognitive and General Knowledge:

Children will use all their senses to investigate their environment, to discover what objects and

people do, how things work, and how they make things happen;

Children will begin to develop and demonstrate the ability to remember and connect new and

known experiences and information.

Physical Well Being and Motor Development:

Children will develop control of small muscles for manipulation and exploration;

Children will learn and begin to demonstrate healthy and safe habits.

Approaches to Learning:

Children will demonstrate persistence in learning and discovery;

Children will learn and use words to describe what they are thinking and doing.

School Readiness is defined by the Office of Head Start as children possessing the skills, knowledge,

and attitudes necessary for success in school and for later learning and life. GSRP strives to support

the same concept in defining kindergarten readiness. The GSRP approach to school readiness is:

children are ready for school, families are ready to support their children’s learning, and schools are

ready for children.


Page 5

Language and Literacy

Language Development refers to emerging abilities in receptive and expressive language. This domain

includes understanding and using one or more languages. Language development is among the most

important tasks in the first five years of a child’s life.

Literacy Knowledge & Skills refers to the knowledge and skills that lay the foundation for reading and

writing, such as understanding basic concepts about books or other printed materials, the alphabet, and

letter-sound relationships. Early literacy is the foundation for reading and writing in all academic

endeavors in school. It is considered one of the most important areas for young children’s development

and learning. 89% of GSRP students met or exceeded this area in 2015-16.

Source: http://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf/lk_skills.html

MAISD GSRP Program Statistics:

2%

78%

20%

5%

76%

19%

Below Meeting Exceeding

Languagepercent by children

2014-15 2015-16

Source:

GSRP TS Gold Data Base

3%

67%

30%

11%

59%

30%


Literacy by percent by chilren

2014-15 2015-16

http://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf/lk_skills.html


Page 6

Cognitive and Mathematics

Cognitive Development, also called intellectual development, is influenced by various factors including

biological makeup, the environment, and how the child approaches learning tasks (e.g., attention,

persistence, curiosity, and flexibility). A child’s background knowledge, or knowledge base, also affects

the way a child thinks.

Mathematics: Research has made a clear link between early math skills and later school reading and

math achievement. Children’s mathematical knowledge at kindergarten entry is considered predictive of

future mathematics success throughout their years in school.

Source: https://www.teachingstrategies.com/content/pageDocs/teaching-strategies-gold-assessment-research-foundation.pdf


1%

78%

21%11%

66%

23%


Cognitivepercent by children

2014-15 2015-16

Source:


9%

65%

26%17%

60%

23%


Mathematicsby percent of children

2014-15 2015-16

https://www.teachingstrategies.com/content/pageDocs/teaching-strategies-gold-assessment-research-foundation.pdf


Page 7

Physical Well-Being and Motor Development

Physical development includes children’s gross-motor (large muscle) and fine-motor (small muscle)

skills. Physical development affects other areas of development. In fact, brain research points to the

importance of early, positive movement experiences to brain development (Gabbard, 1998; Robert, 1999),

and physical development is linked to children’s emotional development and their school performance

(Pica, 2006; Rule & Steward, 2002; Sanders, 2002; Son & Miesels, 2006). Source: https://www.teachingstrategies.com/content/pageDocs/teaching-strategies-gold-assessment-research-foundation.pdf


4%

94%

2%9%

81%

10%


Physical Gross Motorby Perecent of children

2014-15 2015-16

Source:


1%

76%

23%

7%

64%

29%


Physical Fine Motorpercent of children

2014-15 2015-16

https://www.teachingstrategies.com/content/pageDocs/teaching-strategies-gold-assessment-research-foundation.pdf


Page 8

Approaches Toward Learning

Approaches toward Learning refers to observable behaviors that indicate ways children become engaged

in social interactions and learning experiences. Children’s approaches toward learning contribute to their

success in school and influence their development and learning in all other domains. Children’s ability to

stay focused, interested, and engaged in activities supports a range of positive outcomes, including

cognitive, language, and social and emotional development. All areas show improved progress in 2015-

16.


Source:


97%

96%

2015-16

2014-15

Uses on Expanding Expressive

Vocabulary

92%

90%

2015-16

2014-15

Attends and Engages

92%

89%

2015-16

2014-15

Persists


Page 9

Classroom Learning Classroom learning data is from teachers using assessments within TS GOLD. The following data shows

weaknesses and strengths in MAISD GSRP classrooms as identified by TS GOLD.

10% 11%

22%

12%

22%

55%

19%23% 23%

39% 39%30%

Language Cognitve Mathematics Physical Social-Emotioanl Literacy

Areas of GSRP Strengthspercent of Children Above Growth Range

2014-15 2015-16

1% 1%

8%

1%3%

7%5%

11%

17% 16%

10% 11%

Language Cognitive Mathematics Physical Social-Emotional Literacy

Areas to Address for Improvementspercent of children below growth range

2014-15 2015-16


Page 10

Program Quality Assessment (PQA)

All GSRP classrooms are formally assessed three times per year using the Program Quality Assessment

(PQA) tool. Early Childhood Specialist (ECS) are trained reliable raters of the instrument. Instructional

Support focuses on concept development (how a teacher uses instructional discussions and activities to

promote a students’ higher-order thinking skills in contrast to a focus on route instruction), quality of

feedback (how teachers extend students’ learning through their responses to students’ ideas, comments,

and work), and language modeling (the extent to which teachers facilitate and encourage students’

language). According to highscoupe.org “PQA is a rating instrument designed to evaluate the quality of

early childhood programs and identify staff training needs”. PQA covers 63 dimensions of program

quality in 7 domains; learning environment, daily routine, adult-child interaction, curriculum planning

and assessment, parent involvement and family services, staff qualifications and development and

program management. In order to receive high range levels, a teacher must be observed demonstrating

these skills in the classroom. In 2015-16 the MAISD average PQA score of 4.48, exceeded the state

average PQA score of 4.35.

MAISD GSRP Program PQA Data:

0

1

2

3

4

5

6

Carson

City Avg.

Score

Central

Montcalm

Avg. Score

Greenville

Avg. Score

Lakveview

Avg. Score

Montabella

Avg. Score

Tri County

Avg. Score

Vestaburg

Avg. Score

St. Charles

Avg. Score

EightCAP

Avg. Score

MAISD

Avg. Score

State Avg.

Score

PQA Form A 2015-16rated on a scale 0-5

Learning Environment Daily Routine Adult-Child Interaction Curriculum Planning & Assessment Total Scores

0

1

2

3

4

5

6

Carson

City Avg.

Score

Central

Montcalm

Avg. Score

Greenville

Avg. Score

Lakeview

Avg. Score

Montabella

Avg. Score

Tri County

Avg. Score

Vestaburg

Avg. Score

St. Charles

Avg. Score

EightCAP

Avg. Score

MAISD

Avg. Score

State Avg.

Score

PQA Form B 2015-16rated on a scale 0-5

Parent Involvement & Family Services Staff Qualifications Program Management Total Score


Page 11

PQA Follow Up Results

20 out of 24 GSRP/Head Start classrooms meet 100% of their PQA goals. Of the remaining 4 out 2

classrooms, met 2/3 of their goals.

PQA areas where scores were a 3 or lower:

1. Diversity related materials

Multi-cultural (bilingual) books, dolls and cloths in dramatic play area. Along with

puzzles and food materials reflecting community

2. Support for child communication

Small group extension based on child’s needs, open ended questions, each child interacts

with teaching staff children suggestions followed.

3. Acknowledgement of child efforts

Adults do not praise one given rewards, restating children’s ideas, having children

evaluate their own work, no “good job”: ask what child thinks about their own work.

PQA Scores by MAISD District

0

2

4

6

Carson City Central

Montcalm

Greenville Lakeview Montabella Tri-County Vestaburg St. Charles Eight Cap

Preschool Quality Assessment Scores, Multi-Year Comparison

(Form A)

2012-2013 2013-2014 2014-15 2015-16

3.5

4

4.5

5

Carson City Central

Montcalm


Preschool Quality Assessment Scores for 2015-16

(FormA)

District Average MAISD Average State Average


Page 12

Early Childhood Specialist

Early Childhood Specialist (ECS) services used a coaching model. ECS’s support of GSRP classrooms,

provide interaction with teaching teams to support quality.

Teachers receive support as requested. 18 participants out of 24 GSRP/Head Start classrooms participated

in the annual ECS evaluation survey.

94% reported that ECS returned phone calls and emails in a timely manner.

88% reported that ECS kept scheduled appointments and completed requested tasks in a timely

manner.

88% reported that they have a cooperative relationship with their ECS. Also, that ECS’s

responded to other’s needs, listen well and set a positive tone.

94% reported their ECS had the knowledge and skills related to GSRP and they provided

necessary support as an effective ECS.

Teacher Comments:

ECS’s provided 24/7 support

Supports and materials provided, were helpful

ECS’s are helpful in explaining things teachers struggled with

ECS’s provided great examples

PQA results a week after completion would be nice

3044 42

2513

4132

24

80

Carson City CentralMontcalm


ECS Face to Face Support 9/2015-5/2016


Page 13

2015-16 Continuous Improvement Plan Progress

The following focus areas for Program Improvement occurred in 2015-2016. For 2015-2016:

A Montcalm GSRP Calendar was provided to teachers at the beginning of the school year with

dates for Professional Development, Reports, PQA’s, Data Improvement Meetings, etc.

An increase in Anecdotal Note/Record Keeping occurred. Teachers had an average of 33 records per

child.

Teaching Strategies Gold Training was provided at the beginning of the 2015-2016 school year to

teaching teams. Additional support was provided during the 2015-2016 school year. Parent portal

was implemented. Technology were provided, such as iPads to assistant teachers. Support for

note taking sheet assignments and purchasing classroom material as well as child use mini iPads

were provided.

Teaching Strategies Gold Implementation Follow Up:

Ongoing coaching was provided to teaching teams on the use of Teaching Strategies Gold.

Monitoring was provided by the ECC’s as well as additional supports by ECS’s during the school

year. IPad support was provided and will continue in order to assistance with the TS Gold

Documentation. Data points were pulled and compared to each classroom to measure fidelity,

number of notes, etc. Professional development and data team meetings focused on improving

implementation to fidelity.

2015-16 Highlights of Montcalm Great Start Readiness Classrooms

Serviced over 400 children in 24 classrooms and supported 24 teaching teams.

Collaborated a Bus Tour learning opportunity through Montcalm County to visit GSRP & Head

Start classrooms.

Conducted 10 Professional Development opportunities to address specific program and PQA

goals.

Partnered with private preschool providers and Head Start to support the development of 5 star

programs in Montcalm County.

Added one new CBO to advance the goal of 30% CBO slot allocation.

Completed standard based learning projects: Hair on Fire

2016-17 Exciting Happenings

Multi-Tier System of Support (MTSS) implementation for all GSRP programs.

Develop Early Childhood Leaders with in our GSRP system.

Continue collaborating with all preschool providers in Montcalm County to expand quality

programming opportunities for families.

Expand parent portal use to support parent involvement in all GSRP programs.

Implement best practices that support inclusive opportunities in preschool settings, including

operating an inclusive GSRP/ECSE Classroom.

Initiate electronic lessons plan system for GSRP Classrooms.


Page 14

Collection of Meaningful Data and Data Driven Insulation

Teaching Strategies Gold has been purchased for each classroom in order to collect and organize

classroom data. The Ages and Stages Development Screening Tool (ASQ) has been purchased

and provided to each teaching team. Data meetings will be held with each sub-recipient, three

times during the 2016-2017 school year. Intentional instruction to support fidelity to creative

curriculum will be the focus.

Parental Involvement

Parent portal for TS Gold will be implemented in all classrooms

Hair on Fire project used to support instruction. This will support parents as their child’s first and

best teacher.

2016-2017 Montcalm Area ISD Continuous Improvement Plan Summary:

Three individual data meetings will be held with each sub recipient to help improve individual

classroom data considering TS Gold data, ASQ data, and PQA results.

Two joint Professional Development trainings will be held with Head Start and GSRP teachers

and staff. Topics included: Early Childhood Math and Feeding Supports.

Two Professional Development components provided at School Readiness Advisory meetings

covering topics driven by PQA within Montcalm Area ISD with a focus in Creative Curriculum

fidelity.

TS Gold and creative curriculum training for new staff will take place in August.

GSRP staff will complete 6 Multi-Tier System of Supports (MTSS) trainings to support MTSS

implementation in GSRP classrooms.


Page 15

Appendix

Acronym List

ASQ-3 Ages & Stages Questionnaire-3rd Edition

CDC Child Development and Care

CLASS Classroom Assessment Scoring System

DECA Devereux Early Childhood Assessment

ECS Early Childhood Specialist

ECC Early Childhood Contact

ECIC Early Childhood Investment Corporation

EHS Early Head Start

EPSDT Early and Periodic Screening, Diagnosis, and Treatment

GSRP Great Start Readiness Program

HS Head Start

IEP Individualized Education Program

IFSP Individualized Family Service Plan

MTSS Multi-Tier System of Supports

OGS Office of Great Start

OHS Office of Head Start

PIR Program Information Report

PQA Program Quality Assessment

SSI Supplemental Social Security Income

TANF Temporary Assistance for Needy Families

TS GOLD Teaching Strategies GOLD

great start readiness preschool program annual report 2015-16€¦ · great start readiness...

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