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District reports gains in early-childhood assessments and expands infant'toddler programming
Summary
District presentation shows winter checkpoint gains across preschool assessment domains, expansion from three to five infant'toddler classrooms, and a mix of funding sources including Head Start, Shared Visions and private foundation support.
Dr. Matthews presented student achievement data and program updates for the district's early childhood programs, reporting measurable gains on the Teaching Strategies GOLD assessment between the fall and winter checkpoints and an expansion of infant'toddler programming.
District staff said they have grown infant'toddler programming from three classrooms to five this school year in response to community need. The district reported 590 children enrolled directly in district preschool programming and an additional 46 children served through partner sites operated by the YMCA and Saint Albert.
Funding for the district's early childhood work is a braided mix: state preschool weighting (described in the presentation as 0.5 per pupil for 4-year-olds), a Head Start grant through West Central Community Action that provides 60 additional slots at four sites, Shared Visions competitive grant awards (noted as multiyear awards pending renewal), private foundation support (named in the presentation as the district's foundation), Title I set-asides and special education funding where appropriate. A tuition option and acceptance of childcare assistance were offered for families who do not qualify for grants.
Presenters summarized Teaching Strategies GOLD, the state-required assessment used in the district's preschool programming. GOLD assesses six domains: social-emotional, physical, language, cognitive, literacy and mathematics, with 38 objectives across those areas. Dr. Matthews showed progressions for sample objectives (for example, number concepts) and walked the board through checkpoint results. The winter checkpoint showed increases in all six domains for preschool-aged students; math remained the lowest-performing domain but also registered among the largest percentage-point gains from fall to winter.
Historical comparisons shared with the board indicated the district started the school year below statewide percentages on kindergarten-readiness measures but saw larger increases between the fall and winter checkpoints than the state in four of six domains. Next steps listed in the presentation included ongoing professional development, refining preschool multi-tiered systems of support, pursuing higher Iowa Quality for Kids (IQ4Ks) ratings and continuing program enrollment and screening activities (districtwide four-year-old screening scheduled for April 7, with additional 3- and 4-year-old screenings on April 2, May 7 and May 13).
Board members asked about assessment reliability and referral processes. Dr. Matthews said scores come from ongoing, observation-based documentation entered in GOLD, that teachers complete reliability training, and that increased speech-language referrals are routed through the Area Education Agency (AEA). A board member urged continued pursuit of full funding for 4-year-old preschool, citing data that programming reduces gaps in kindergarten readiness.
No formal board action accompanied the presentation.
