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District—arly-childhood evaluation: preschool services cost about $600K net; high measurable outcomes reported for MELC attendees
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Summary
A program evaluation of the district—arly-childhood offerings showed total preschool revenues of roughly $1.2 million against expenditures of about $1.77 million, producing an approximate $600,000 net program cost; program staff highlighted strong outcomes for attendees and recommended continuing and refining services.
District staff presented an evaluation of Seaman USD 345—arly-childhood programming at the April 14 board meeting, reviewing program structure, cost and outcome measures for the Preschool/MELC (multi-entry early childhood) program.
The review showed the preschool program receives about $1.2 million in direct revenues while spending about $1.77 million on operations (figures presented by program staff), yielding a net district-subsidized cost of roughly $600,000 in the year examined. Staff described the program as serving three groups: children with disabilities (Part C to Part B transitions and IEP services), at-risk students funded by public grants, and community-based slots. The evaluation included attendance, screening and outcome measures.
Nut graf: Program staff emphasized measurable benefits — for example, strong end-of-year literacy and numeracy rates in the four-year-old classes, high satisfaction measures and a 94% satisfaction rate reported from graduate follow-up data for concentrators. Staff also highlighted that the district accepts Part C (TARP) referrals and evaluates children as they turn three; the transition process to Part B services was described as functioning smoothly in the district.
Key program findings and next steps - Budget: Annual preschool revenues ~$1.2M vs. expenditures ~$1.77M; net district subsidy roughly $600K (transportation, facilities and central costs may be out of scope for the presented figure). Staff said that funding patterns reflect program priorities and the cost of specialized services. - Outcomes: Staff reported high rates of readiness and proficiency measures among preschool attendees; example figures presented included a strong percentage of children meeting literacy/numeracy metrics at year-end for the classes sampled. - TARP/Part C transition: Program staff said evaluations and transitions for children moving from Part C to Part B services are functioning well and that the district tracks referrals and eligibility evaluations. - Action steps: Staff recommended continued investment, targeted professional development, consideration of program structural adjustments (including potential specialty classrooms if enrollment of higher-need children continues to grow), and sustained recruitment/retention efforts for early-childhood paraprofessionals and teachers.
The board received the evaluation and asked for follow-up data to be included in future planning, including updated December 1 counts and any proposed changes to program structure for the coming school year.
