Post on 30-Apr-2020
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.
Great Start Readiness Preschool Program Annual Report 2017-18 Page 2
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
Great Start Readiness Preschool Program Annual Report 2017-18 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 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
Great Start Readiness Preschool Program Annual Report 2017-18 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.
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
preschools are meeting or exceeding this objective;
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
preschools are meeting or exceeding this objective;
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.
Great Start Readiness Preschool Program Annual Report 2017-18 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. 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%
Below Meeting Exceeding
Literacy
percent of children
2014-15 2015-16 2016-17 2017-18
Great Start Readiness Preschool Program Annual Report 2017-18 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: GSRP My Teaching Strategies Data Base
MAISD GSRP Program Statistics:
1%
78%
21%
11%
66%
23%
5%
72%
23%
6%
81%
14%
Below Meeting Exceeding
Cognitive
percent of children
2014-15 2015-16 2016-17 2017-18
9%
65%
26%
17%
60%
23%
12%
70%
18%13%
74%
13%
Below Meeting Exceeding
Mathematics
percent of children
2014-15 2015-16 2016-17 2017-18
Great Start Readiness Preschool Program Annual Report 2017-18 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: GSRP My Teaching Strategies Data Base
MAISD GSRP Program Statistics:
4%
94%
2%9%
81%
10%7%
92%
1%3%
80%
17%
Below Meeting Exceeding
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%
Below Meeting Exceeding
Physical Fine Motor
percent of children
2014-15 2015-16 2016-17 2017-18
Great Start Readiness Preschool Program Annual Report 2017-18 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 data shows children are continuing to
move forward in their development progress in 2017-18.
MAISD GSRP Program Statistics:
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
Great Start Readiness Preschool Program Annual Report 2017-18 Page 9
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
Great Start Readiness Preschool Program Annual Report 2017-18 Page 10
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)
Great Start Readiness Preschool Program Annual Report 2017-18 Page 11
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.
Great Start Readiness Preschool Program Annual Report 2017-18 Page 12
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.
Great Start Readiness Preschool Program Annual Report 2017-18 Page 13
EightCAP Annual Report: MAISD GSRP Community Based
Organization
Great Start Readiness Preschool Program Annual Report 2017-18 Page 14
Great Start Readiness Preschool Program Annual Report 2017-18 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
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