PRE-SCHOOL IN THE ALTON SCHOOL DISTRICT
THE CHARGE To make recommendations to the Alton School Board regarding: • Possible variations to the existing Preschool program • Cost to parents, if any • Age of students going forward Committee Members: Terri Noyes – Chair Joan Rees – Preschool Teacher Andrea Parker - Parent Jen Katz-Borrin – Special Education Director Carol Locke – Community Member Connie Racine – Community Member Anna Ransom - Parent Marjorie O’Toole – Community Member Pamela Stiles - Superintendent
WHAT IS PRE-SCHOOL? Preschool is an early childhood program in which children combine learning with play in a program run by professionally trained adults. Children are most commonly enrolled in preschool between the ages of three and five, though those as young as two can attend some schools. The emphasis in Preschool is on learning and development. http://www.healthofchildren.com/P/Preschool.html
Early Childhood/PreSchool vs. Special Education Classroom Early Childhood Program (Alton’s Current Program) At least 50% children without IEPs May include but not limited to: o Head Start o Public Kindergarten o Preschool Classes offered to Pre-K population by the public school system o Private Kindergartens or preschools o Family Child care o Child care center Does not require special education program approval. However, in 2005, the NH Early Learning Guidelines were introduced. The guidelines address development and learning for children birth through age 5 years covering: physical development, social and emotional development, approaches to learning, creative expression and aesthetic development, communication and literacy development, and health and safety. Special Education Classrooms Less than 50% children without IEPs May include classrooms in regular school buildings, trailers or portables outside regular school buildings Requires special education program approval and must meet the requirements in the NH Rules for the Education of Children with Disabilities Bureau of Special Education FY’14 Memo #15 October 3, 2013 Page 2
Effectiveness Factors for Early Education Programs for Children From Birth to Age 5 Language-rich environment Warm and responsive adult-child interactions Qualified and stable workforce Small group sizes and high adult-child ratios Developmentally appropriate, intentional curricula Safe and regulated physical setting
Neural Circuits are Wired in a Bottom-Up Sequence Why is PreSchool (700 synapses formed per second in the early years) Important? Language Higher Cognitive Function Sensory Pathways (Vision, Hearing) FIRST FIVE YEARS 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Years Months Source: C.A. Nelson (2000)
Long Term Impact of PreSchool The most recent peer-reviewed meta-analysis summarizes the results of 123 studies 1 . It found that despite some decline in effects after children entered school, on average, effects did not disappear and remained substantial. • Cognitive gains from preschool programs were larger when programs focused on intentional and individualized teaching and small group learning. Long-term effects include gains in achievement and in social- emotional development, less grade repetition and special education, and increased high school graduation. • The bottom line: pre-K does produce substantial long-term gains, particularly when programs are properly designed. 1 Gorey, 2001; Guralnick & Bennett, 1987; Nelson, Westhues, & MacLeod, 2003; White & Casto, 1985; Nores & Barnett, 2010l; Camilli et al., 2010; Nores & Barnett, 2010.
NH STATE REGULATIONS REGARDING PRESCHOOL By federal and state law, local school districts must work with families and community partners to find, identify and serve children who are eligible for special education and related services so that services can begin by the child's third birthday. New Hampshire does not offer state-funded Pre-K programs though the Department of Education but does provide Early Learning Guidelines that align with Head Start standards (2005). Preschool in New Hampshire is defined as part-time, center-based programs for children 3 years and older, and is overseen by the Department of Health and Human Resources. Groups of children may be limited to one age or may include multiple ages. http://education.nh.gov/instruction/curriculum/documents/naeyc-teacher-child-ratios.pdf
Preschool Learning Environments NEW HAMPSHIRE RULES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES Page 71 June 30, 2008
PART Ed 1111 PLACEMENT OF CHILDREN WITH DISABILITIES Ed 1111.01(a) • Placement in the Least Restrictive Environment. (a) Each LEA shall ensure that, to the maximum extent appropriate , children with disabilities, including children in public or private providers of special education, are educated with children who do not have disabilities and that, consistent with 34 CFR 300.114, special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Special Education Considerations 1. At no cost to the parent 2. In the least restrictive environment 3. In accordance with the child’s IEP 4. By personnel that meet the department’s certification standards. NEW HAMPSHIRE RULES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES Page 72 June 30, 2008 Class Size and Age Range. (a) Children with disabilities in preschool programs shall be 3 and 5 years of age or a 2 year old who turns 3 during the school year or a 5 year old who turns 6 after September 30 of the school year grouped by developmental and achievement levels with an age and developmental level of not more than 3 years. Ed 1113.10
ALTON’S HISTORICAL DATA In 8 years our model has shifted 3 times age based sessions days per week Average number of identified students per year is 7 (as low as 4; as high as 9) Students screened through Childfind seem to move up and down per year by as little as 7 students to as much as 13 (in the Spring, 2016, 20 students were screened).
THE HISTORY 18 17 Alton Preschool Enrollment 2005-2016 16 14 14 13 13 13 13 13 12 12 12 12 12 12 12 12 12 11 11 11 11 10 10 10 10 10 10 10 9 9 9 9 8 8 8 8 6 4 2 0 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Total Enrollment 29 38 32 24 24 26 21 36 43 43 40 (EOY) Age 3 (1) Age 4 (1) Age 3 (2) Age 4 (2) 4 sessions 2 sessions
SURROUNDING TOWNS: New Durham 1 classroom, 3 session, multi-aged room Try for 12 students with 50/50 ratio $75 per month for typical peer First come/first served Barnstead 1 classroom, 2 sessions, 5 days/week Class size: maximum of 10 each session with 50/50 ratio No charge for typical peer Peers chosen by staff on characteristics of typical peers Gilford and Gilmanton No programs – use local preschools and Headstart
OUR NEIGHBORS/ OUR STATE 35 CONTACTS Do you have Pre-School? 8 have no program in house 2 are special education programs only 1 is Title 1 only 24 are integrated/Early Childhood Programs 22 districts reported a cost for typical peers. Range of cost per day: $3.75-$25 (low was Rochester, high was Greenland, Rye, Newington, Portsmouth). Average per day charge for model student (approximate) - $8.75 Of 8 reporting district on how they select typical peers: 3 are first come, first serve 2 lottery 3 are by selection/criteria
FROM AROUND THE COUNTRY Michigan Washington At risk 4 year olds Serves families under $26,730/for four Class size capped at 18; ratio of 1:8 Class size capped at 20; ratio of 1:10 80% of children attend whole day 19% of children attend whole day Certified teachers, Specialists visit classrooms Certified teachers, or Associates’ Degree; PD provided Extensive wrap around services Strong family component (4x year/council) 3 hours of family support time West Virginia North Carolina All 4 year olds and 3 year olds with special needs 4 year olds from families making less than $51,000 a year/4 Class size 20; ratio of 1:10 Class size capped at 18; ratio of 1:10 93% of children attend whole day 100% of children attend whole day Certified teachers Certified teachers; PD provided Family component (2x year) Health assessments given and family engagement plans Cory Turner, NPRed, June 29, 2016
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