presentation to education interim commitee

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1. High Quality Preschool Project Senator Aaron Osmond The Impact of High Quality Preschool on theAcademic Achievement of At-Risk ChildrenResearch from the Granite School District High QualityPreschool Program 2. Research on High Quality Preschool at theGranite School District Granite Preschool Services was awarded an Early Reading First (ERF)Grant in2005 to study if a high quality preschool program would improve outcomes forat-risk children. Three cohorts of children were studied: SY06/07, SY07/08, SY08/09. Research was conducted by an independent evaluator: The Early InterventionResearch Institute at Utah State University. The ERF compared enhanced preschool versus ongoing preschool program Conducted in Title 1 schools Measures included (3 time points/year) Child Language Child early literacy Classroom quality In 2011, Voices for Utah Children and the United Way of Salt Lake partnered toanalyze GSD K-3 academic outcomes (CRTs) and special education use for the 3preschool cohorts from the ERF study. 3. Early Reading First Evaluation OutcomesAfter one year of preschool: Child Outcomes Statistically significant positive receptive and expressive vocabulary outcomes (for ERF) Statistically significant positive early literacy outcomes (for ERF) Larger effects for ELL children Classroom Outcomes Statistically significant differences in favor of ERF classrooms 4. Components of a High Quality Preschool Research-based high quality early childhood standards. Evidence-based curriculum that addresses early development domains throughexplicit instruction. Ongoing, focused, and intensive professional development for staff of thepreschool program. Frequent assessment of childrens language, literacy, and numeracy skills. Ongoing program evaluation and data collection to monitor program goalachievement and implementation of program components. Class size that does not exceed 20 students, with one adult for every 10 studentsin the class. Family involvement, including frequent communication with opportunities forparent education and class participation. Teachers with at least a Bachelors degree or a child development (CDA)certification. 5. High Quality Preschool Provides Experience for At-Risk Children Who Might Otherwise Need Special Education Evidence from the Granite School District 6. The Impact is Greatest for English Language Learners Evidence from the Granite School District 7. The Granite School District Title I Preschool Program has been successful in closing the achievement gap between all children statewide and at-risk children by 3rd grade. 2011 3rd Grade CRTPercent Proficient83%82%82%81% 80%80%80%79%78% 78%77%76%76% 76%75%74%73%72%GSD SY06-07 Preschool Cohort in 11 Utah - Statewide All Students Utah - Statewide Non Disabled schools most impacted by povertyLAMath 8. The Granite Preschool Program has been successful in closing the achievement gap between high-income and low-income students. 2011 3rd Grade CRT2011 3rd Grade CRT Language ArtsMath90% 90%82% 81% 80%80%76%80%70% 70% 59%60% 60%54%50% 50%40% 40%30% 30%20% 20%10% 10%0%0% Average of 11 GSD SY06-07 Average of 4 GSDAverage of 11 GSD SY06-07 Average of 4 GSDGSD schools most Preschool Cohortschools notGSD schools most Preschool Cohortschools notimpacted byin 11 schoolsimpacted by impacted byin 11 schoolsimpacted bypovertymost impacted bypovertypovertymost impacted bypovertypoverty povertyPercent ProficientPercent Proficient 9. Most of the children who scored the lowest when entering preschool are at or above proficiency in LA in 3rd grade 10. Cost Savings in Special EducationSY07/08 through SY11/12 Low income children and English Language Learners often lack exposure in earlyliteracy and math and experience other risk factors associated with poverty. These children may score very low on standardized assessments at 3 and 4 yearsold, without intervention, may become delayed and potentially eligible for specialeducation in kindergarten through 12th grade. Of the 737 children over three years who were studied, 238 scored low enough tobe at risk for school failure. Of the 238 children, only 5 from the SY06/07 cohort (through 4th grade), 3 fromthe SY07/08 cohort (through3rd grade), and 3 from the SY08/09 cohort (through2nd grade) received special education services. 11. Only 11 of 238 Children Potentially Eligible for Special EducationRequired Services in Elementary School through SY2011Number of Children Receiving Special Education Services inElementary Grades120105100 80 6568 60 40 205330SY06-07 Preschool CohortSY07-08 Preschool CohortSY08-09 Preschool CohortNumber of Children Beginning Preschool with PPVT Scores of 70 or LessNumber of Children Receiving Special Education Services in Elementary Grades 12. Access to High Quality Preschool Saved $1.7 million in Special Education Funding over 5 years. Granite School District Preschool ProgramState Savings in Special Education for At-Risk Preschool Cohorts$2,000,000$1,800,000$1,753,671$1,600,000$1,400,000$1,200,000$1,000,000 $800,000 $600,000 $487,053 $432,936$394,281 $400,000 $286,047 $200,000$153,354 $-SY07 SY08 SY09 SY10SY11TotalTotal Annual State Special Education Savings 13. Results-Based FinancingA Sustainable Financing Model for High Quality Preschool This financing strategy would be sustainable and scalable. Children who are at risk for school failure and who receive high quality earlyeducation can overcome potential special education eligibility and remain ingeneral education-resulting in savings. Appropriate funds based on cost savings from reductions in special educationuse (and other cost savings) into high quality preschool programs for at-riskchildren The more at-risk children (who qualify for special education) who receive earlyeducation and move into general education, the greater the savings. And, the greater the savings, the greater the reinvestment opportunity intothe high quality program. As more children are served, more money is saved, which in turn allows theschool district to serve more children who are at-risk for school failure.