Early Childhood Task Force Survey
Executive Summary

A Compilation of Preschool Programs, Services and Practices in Middle Cities Districts
September, 1998

The Middle Cities Early Childhood Survey results have been compiled and are available to members through the Middle Cities office (517) 347-0292.  It is a comprehensive survey or preschool programs, services and practices in Middle Cities School Districts compiled by the MCEA Early Childhood Task Force.   This document provides a wealth of information covering curriculum, best practices, collaborative efforts, assessment, professional issues, and more.

Programs, Services and Practices

Enrollment

All Districts reported serving preschool students through the State’s School Readiness Program for 4-year-olds and all serve preprimary impaired children through Special Education. Other school sponsored programs cited were Head Start, Title 1 Preschool, Even Start and Preschool Childcare. Enrollment data is available with the full survey results.

Recruitment

Schools reported a variety of recruitment efforts for pre-kindergarten programs including newspaper articles and ads, radio and television public service announcements, cable school news, flyers and posters distributed to local businesses and professional offices, student notices to take home, building signs, school newsletters, door-to-door canvassing, networking with health and social services agencies, and pre-K and kindergarten roundups.

Placement

Placement of students is determined on an individual basis by a variety of criteria including needs assessments using a number of risk factors, Pre-K readiness development screening tests, personal interviews, attendance areas, informal observations, grant program guidelines (i.e. income eligibility) and parent requests.

Transportation

The majority (8 out of 12 districts) provide transportation with one district reporting that students are within walking distance.

Curriculum

Pre-Kindergarten - A wide array of curriculum models and strategies are used in Middle Cities’ preschool programs. The most frequently cited were thematic and integrated instruction, developmentally appropriate practices (DAP) or "best practices," brain based instruction, multiple intelligences, High Scope Model, constructivist and Piaget models.

K-2 - Districts reported the following approaches as predominant in the early grades: thematic and integrated instruction, developmentally appropriate practices (DAP), cooperative learning, brain-based instruction, multiple intelligences, multi-age grouping, conflict resolution, multicultural focus, constructivist and locally developed programs.

Specific Programs/Instructional Materials

A wide variety of programs and instructional materials for Literacy/Language Arts, Math, Science, Social Studies and play were cited. Most districts indicated the programs used in the district spanned Pre-K – Grade 2 or Kindergarten – Grade 2. Three districts indicated "locally developed" programs and materials in some subject areas. The full document lists specific programs and materials for each responding district.

Michigan Curriculum Framework in the District

All districts are incorporating the Michigan Curriculum Framework. Levels of integration and alignment vary between using the Framework as a guide in curriculum development, informing teachers of the components through staff development, and establishing benchmarks and aligning curriculum, instruction, and assessment in the core subject areas.

Urban Leaner Framework

Preschool Programs - Half of the responding districts have included Urban Learner Framework standards into their programs. Two districts are currently learning about Urban Learner Framework and will integrate fundamentals in the future.

District Programs - The majority of districts responding actively include the Urban Learner Framework to varying degrees in professional development for administrators and teachers. Some are implementing the framework district wide, others are focusing on awareness to start.

Early Childhood Standards of Quality Pre-K through Second Grade (1992)

All responding districts incorporate the standards to varying degrees within their preschool and/or Pre-K through Grade 2 programs. Some districts use the standards to "define" and "guide" their programs as "the cornerstone of program philosophy," to "guide instruction" and as a "cross reference with curricular goals and benchmarks."

Computers

All districts have at least one computer in all pre-school classrooms, with 1:13 as the average student to computer ratio. Throughout kindergarten, first grade and second grade classrooms, the student to computer ratio within districts varies widely from 1:40 to 1:4.

Support and Collaboration

Childcare Services

Preschool Before and After Care - Half of the responding districts provide before and after care for preschoolers. Programs are provided by only one district at all buildings, while other districts provide preschool care at one or more selected sites.

Elementary School Before and After Care - Ten out of twelve districts provide elementary before and after care. Two districts provide services at all buildings, while others provide care at one or more selected sites.

Transportation to Community Childcare - Ten out of twelve districts provide some type of limited transportation for child care. Programs include transportation on existing bus routes, arrangements for Special Education students, transportation to and from private child care providers, and arrangements for students to attend school in child care attendance area.

Departments and Agencies Supportive of Preschool Programs

District Departments - Departments supporting preschool programs include Curriculum and Instruction, Accounting, Finance and Payroll, Human Resources, Research and Evaluation, Transportation, Title 1, Maintenance/Custodial, Principals, Head Start, Special Education, Elementary Division, Food Services, Student Services, Administration, Communications, Speech/Hearing, Social Worker/Psychologist, Public Relations, Community Education and Exceptional Children.

Outside Departments/Agencies - Organizations that provide support include non-profit agencies and foundations, community health programs, area pre-school programs, local businesses, libraries and museums. Programs include health services and referrals, parenting programs, professional development, reading programs, funding, resource sharing, crisis intervention and program collaboration.

District Strategies that Promote Collaboration

Collaboration between grade levels and subject areas - Strategies include curriculum coordination, regular grade level team meetings, preschool involvement in building level meetings, professional development programs and curriculum committees.

Collaboration between teachers and administrators - Strategies include staff meetings, newsletters, professional development programs and curriculum committees.

Collaboration between the district, parents and community - Strategies include Parent Advisory Councils, Parent Teacher Associations, regular parent meetings, special events and programs, parent education activities, regular written school updates written with and sent to parents, and school support and improvement teams.

Strategies for Collaboration Among Teachers in Preschool Programs

Districts utilize weekly planning meetings, monthly staff meetings, staff development programs, opportunities to attend conferences, veteran teacher mentors, curriculum committees, joint activities, sharing of materials, and common classroom standards to promote teacher collaboration addressing curriculum, instruction, student progress, teacher schedules, etc.

Level of Parental Support/Involvement in Preschool Programs

Seven out of twelve responding districts indicated high levels of parental support and involvement, while five reported moderate levels. These levels are measured by numbers of parents active in conferences, meetings, after school programs and classroom assistance.

Strategies to Involve Parents

Districts indicate that they stress the importance of parental involvement in children’s education to district parents. Orientations, home visits, phone calls to parents, family field trips, home learning projects, parent-to-parent mentoring, written updates, resource information, parent-teacher meetings and conferences, workshops, school events, classroom volunteering and newsletters are some of the means districts use to stimulate parent involvement.

Assessment

Preschool Program Assessment

All districts indicated that they use some type of assessment to evaluate their preschool program. Most include teacher and parent surveys. Five use MDE’s Program Quality Assessment. Other assessments cited were district developed objective reference tests to measure student achievement, process evaluations conducted on-site, Title 1 pre- and post-tests and self assessments.

Student Assessment Strategies

Pre-K strategies to assess student progress focus on observations and work sampling, though many districts use standardized testing programs. Most districts use locally developed assessments and tests. Upper elementary grades focus on standardized testing such as MEAP. Portfolios and a variety of specific standardized tests, surveys and inventories were cited.

Longitudinal Studies (i.e. student achievement, attendance, social attributes)

All districts reported collecting some type of information and/or data to study student progress overtime. Most reported tracking attendance, parent participation, student achievement, behavioral referrals, special education referrals, Title 1 services and retention.

Professional Issues

Professional Development Opportunities

Most districts provide professional development programs to all staff. Programs include a wide range of topics, including health, early childhood assessment, literacy, curriculum, child development and brain research, parental involvement, classroom management and discipline, safety, and multicultural education.

Highest Priorities for Professional Development

Districts report that priorities for professional development include the Urban Learner Framework, working with at-risk children and their parents, managing negative and promoting positive behaviors, literacy, curriculum, assessment, and best practices.

Coordination of Staff Development

Pre-Kindergarten staff development programs are overwhelmingly coordinated by early childhood administrators. Kindergarten through Grade 2 programs are organized mainly by district curriculum and instruction administrators and building principals.

ZA Endorsement

None of the reporting districts require kindergarten teachers to have the ZA 18 credit hour- Early Childhood Endorsement at this time.

School District Bargaining Units

Nine out of twelve districts reported that preschool teachers are members of the K-12 bargaining unit.