Great Start Readiness Preschool Program Annual Report 2017-18€¦ · Great Start Readiness Preschool Program Annual Report 2017-18 Page 1 Executive Summary ... instruction and professional

Great Start Readiness Preschool Program

Annual Report 2017-2018

Montcalm Area Intermediate School District 621 New Street, PO Box 367, Stanton, MI 488

Contents

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

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

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

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

2017-18 Poverty Guidelines ----------------------------------------------------------------------- 3

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

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

Cognitive and Mathematics -------------------------------------------------------------------------------- 6

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

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

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

PQA Follow Up Results ----------------------------------------------------------------------------------- 10

PQA Scores by MAISD District ------------------------------------------------------------------------- 10

Continuous Improvement Plan --------------------------------------------------------------------------- 11

EightCAP, Annual Report -------------------------------------------------------------------------------- 14

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

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

Great Start Readiness Preschool Program Annual Report 2017-18 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 eight sub recipients that include all seven school districts and

one community partner; Eight CAP, Inc..

In 2017-18 school year, the MAISD has received funding for programming for the enrollment of 634

GSRP slots. Slots can be used for school day (2 slots per child) or part day (1 slot per child). 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.

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

private providers so they can operate GSRP. Only one eligible community-based organization (CBO)

resides within the MAISD. Eight CAP, Inc. has invested in operating a GSRP classroom within the

MAISD. Each GSRP site serves 16-18 four-year olds and transportation is provided for most. Also,

Head Start dollars were blended with the State GSRP dollars to provide the full-day options and

transportation. Eight CAP, Inc. operated three classrooms.


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 2017-18 there were

23 classrooms directly operated by 8 sub recipients and one GSRP classroom operated by the MAISD.

Children attend class 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 part-day schedule or school day

schedule (full day). The majority of GSRP programs ran full day operations last year.

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 My Teaching Strategies (TS 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 My Teaching Strategies 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 in 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 54 hours of professional development were

provided by the MAISD to GSRP staff.

97% 98%96%

92%

87%

Physical Gross Motor Physical Fine Motor Language Development Early Literacy Early Mathematics

Meeting or Above Expected Growth Range

percent of children


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 2017-18 data was 402 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 (this includes children with IEP’s).

2017-2018 Poverty Guidelines

FOR THE 48 BORDER STATES AND THE DISTRICT OF COLUMBIA

Persons in family/household Annual Income

1 $12,060

2 $16,240

3 $20,420

4 $24,600

5 $28, 780

6 $32,960

7 $37,150

8 $41,320

For families/households with more than 8 persons, add $4,180 for each additional person.

92%

8% 14%

Low Family Income *Over Income IEP

Percent of MAISD GSRP Children Enrolled by

Type of Elgibility


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.

Language and Literacy:

Children will engage with print (e.g., stories and books) appropriately. 92% of MAISD GSRP

preschools are meeting or exceeding this objective;

Children will hear, distinguish and identify the sounds of rhymes of language. 96% of MAISD

GSRP preschools are meeting or exceeding this objective.

Cognitive:

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. 95% of MAISD GSRP


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

known experiences and information. 87% of MAISD GSRP preschools are meeting or exceeding

this objective.

Physical Well Being and Motor Development:

Children will develop control of small muscles for manipulation and exploration. 98% of MAISD

GSRP preschools are meeting or exceeding this objective;

Children will learn and begin to demonstrate healthy and safe habits. 97% of MAISD GSRP

preschools are meeting or exceeding this objective.

Approaches to Learning:

Children will demonstrate persistence in learning and discovery. 76% of MAISD GSRP


Children will learn and use words to describe what they are thinking and doing. 72% of MAISD

GSRP preschools are meeting or exceeding this objective.

Social-Emotional Development:

Children will develop and engage in positive relationships and interactions with adults. 87% of

MAISD GSRP preschools are meeting or exceeding this objective;

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

(self-regulation).

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.


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. 96% of GSRP students met or exceeded this area in 2017-18.

Source: GSRP My Teaching Strategies Data Base

MAISD GSRP Program Statistics:

2%

78%

20%

5%

76%

19%

5%

77%

18%

5%

70%

26%

Below Meeting Exceeding

Language

percent of children

2014-15 2015-16 2016-17 2017-18

3%

67%

30%

11%

59%

30%

3%

68%

29%

8%

75%

17%


Literacy

percent of children

2014-15 2015-16 2016-17 2017-18


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.



1%

78%

21%

11%

66%

23%

5%

72%

23%

6%

81%

14%


Cognitive

percent of children

2014-15 2015-16 2016-17 2017-18

9%

65%

26%

17%

60%

23%

12%

70%

18%13%

74%

13%


Mathematics

percent of children

2014-15 2015-16 2016-17 2017-18


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).



4%

94%

2%9%

81%

10%7%

92%

1%3%

80%

17%


Physical Gross Motor

percent of children

2014-15 2015-16 2016-17 2017-18

1%

76%

23%

7%

64%

29%

4%

69%

27%

2%

86%

12%


Physical Fine Motor

percent of children

2014-15 2015-16 2016-17 2017-18


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 data shows children are continuing to

move forward in their development progress in 2017-18.


72%

97%

97%

96%

2017-18

2016-17

2015-16

2014-15

Expanding Expressive Vocabulary

76%

93%

92%

90%

2017-18

2016-17

2015-16

2014-15

Attends and Engages

76%

92%

92%

89%

2017-18

2016-17

2015-16

2014-15

Persists


Classroom Learning Classroom learning data is from teachers using assessments within My Teaching Strategies (MTS). The

following data shows weaknesses and strengths in MAISD GSRP classrooms as identified by My

Teaching Strategies. During the 2017-18 program year, My Teaching Strategies had significant technical

difficulty in operating as an assessment tool. MDE provided support regarding My Teaching Strategies

issues in order to fix. Some of the data issues have been tracked to the inability to take notes in the MTS

system. We hope for an improved data assessment tool through MTS in the 2018-19 program year.

1% 1%

8%

1%

3%

7%

5%

11%

17%16%

10%11%

5% 5%

12%11%

7%

3%

5% 6%

13%

3%

5%

8%

Language Cognitive Mathematics Physical Social-Emotional Literacy

Areas to Address for Improvements

percent of children below growth range

2014-15 2015-16 2016-17 2017-18

10% 11%

22%

12%

22%

55%

19%23% 23%

39% 39%

30%

17%

23%

18%

27%

35%

28%26%

14% 14% 15%12%

17%

Language Cognitive Mathematics Physical Social-Emotional Literacy

Areas of GSRP Strengths

percent of children above growth range

2014-15 2015-16 2016-17 2017-18


PQA Follow Up Results

20 out of 23 GSRP/Head Start classrooms met 100% of their PQA goals with support from 3-part time

Early Childhood Specialist. Of the remaining 3 classrooms, 2 of them met 2/3 of their goals.

PQA areas of growth 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 or give rewards, restating children’s ideas, having children evaluate

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

Carson

City

Central

MontcalmGreenville Lakeview Montabella Tri County Vestaburg EightCAP

Central

Montcalm

Learning

Center

District Average 4.38 4.42 4.38 4.58 4.12 4.33 4.42 4.75 3.83

MAISD Average 4.47 4.47 4.47 4.47 4.47 4.47 4.47 4.47 4.47

State Average

PQA Scores for 2017-2018

(Form A)

Carson CityCentral

MontcalmGreenville Lakeview Montabella Tri County Vestaburg EightCAP

Central

Montcalm

Learning

Center

2014-15 4.26 4.57 4.64 4.28 4.55 4.56 4.55 4.68

2015-16 4.19 4.55 4.61 4.34 4.34 4.46 4.44 4.63

2016-17 4.18 4.66 4.24 4.32 4.51 4.36 4.61 4.6 4.24

2017-18 4.38 4.42 4.38 4.58 4.12 4.33 4.42 4.75 3.83

PQA Scores, Multi-Year Comparison

(Form A)


2017-18 Continuous Improvement Plan Progress

The following focus areas for Program Improvement occurred in 2017-18:

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

dates for Professional Development, Reports, PQA and Data Improvement Meetings.

Plan Book this school year. Teachers were provided the tools to support quality electronic lesson

planning.

A GSRP MDE program from the Office of Great Start was created.

An increase in Anecdotal Note/Record Keeping occurred. Teachers had an average of 42 records per

child, after January 2018. Prior to January 2018My Teaching Strategies use not operating correctly.

My Teaching Strategies training was provided at the beginning of the 2017-18 school year to

teaching teams. Additional support was provided during the 2017-18 school year. Parent portal

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

taking sheet assignments and purchasing classroom material were provided.

My Teaching Strategies Implementation Follow Up:

Ongoing coaching was provided to teaching teams, despite My Teaching Strategies technical

issues on the use of My Teaching Strategies. 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 assist with the My Teaching Strategies 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 with fidelity. Three data team

meeting were facilitated reviewing classroom level data, sub recipient data and MAISD wide

data.

2017-18 Highlights of Montcalm Great Start Readiness Classrooms

Serviced over 400 children in 23 classrooms and supported 23 teaching teams.

Collaborated with 0-5 early childhood service providers.

Early childhood CHAMPS, we provided support, social emotional development tool for

preschool professional development.

Conducted 12 Professional Development opportunities to address specific program and PQA

goals for nine sub recipients.

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

programs in Montcalm County.

Supported Multi-Tier System of Support (MTSS) model for preschool with a focus on literacy

and social emotional development.

Completed year two (literacy) for Multi-Tier Systems of Supports (MTSS) for GSRP.

Essentials in literacy, every classroom, every day professional development

PELI implemented and data integration for 23 classrooms.

2017-18 Exciting Happenings

168 early childhood professionals participated in an early childhood conference, with a focus on

building a trauma focus.

PELI implementation for 23 classrooms.

Early Literacy Coach Support provided to five districts, seven districts completed needs

assessment.

Facilitated MAISD wide Data Review Problem Solving Process.

Early Literacy Coaching Supports expansion complete.


Parent portal use and home/school connection consistent with best practice.

Conduct PELI assessments to build support for literacy focus.

Facilitate MAISD bus tour for preschool providers.

Complete audit follow-up and implement recommended changes, (GSRP 101 for administration,

SRAC meeting support, GSRP MAISD policies and procedure updates).

Build data team meeting capacity and decision making process.

Host an essential training with preschool and kindergarten teaching staff.

Collection of Meaningful Data and Data Driven Priorities

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 provided to

each teaching team. Data meetings will be held together at the MAISD level with each sub-

recipient, three times during the 2017-18 school year. Explicit instruction to support fidelity to

Creative Curriculum will be the focus of ECS support.

2018-19 Montcalm Area ISD Continuous Improvement Plan Summary:

Three individual data meetings will be held at the MAISD using Data Guides to review individual

classroom, sub-recipient and MAISD level data. Each sub recipient will be supported to improve

individual classroom data considering My Teaching Strategies data, ASQ data, PELI data and

PQA results.

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

and staff. Topic: Conscious Discipline.

Two Professional Development components will be provided at the School Readiness Advisory

meetings covering topics driven by PQA within the Montcalm Area ISD with a focus on Creative

Curriculum and My Teaching Strategies fidelity.

My Teaching Strategies and creative curriculum training for new staff will take place in August

2018.

Implement Early Childhood Specialist professional development webinars to support Creative

Curriculum fidelity with teaching team quality implementation Creative Curriculum fidelity for

teaching team support.

Multi-Tier System of Supports (MTSS) implementations support continued.

Bus tour implementation to increase peer to peer learning opportunities.

Parental Involvement

Parent portal for My Teaching Strategies will be implemented in all classrooms with fidelity.

Newsletter template created to support strengthen families’ framework.


EightCAP Annual Report: MAISD GSRP Community Based

Organization



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

MTS My Teaching Strategies

MTSS Multi-Tier System of Supports

OGS Office of Great Start

OHS Office of Head Start

PELI Preschool Early Literacy Indicator

PIR Program Information Report

PQA Program Quality Assessment

SSI Supplemental Social Security Income

TANF Temporary Assistance for Needy Families

Documents

Great Start Readiness Preschool Program Annual Report 2017-18€¦ · Great Start Readiness Preschool Program Annual Report 2017-18 Page 1 Executive Summary ... instruction and professional