Implementation

All three communities are committed to building high quality integrated preschool programs which meet KPP standards. With strategic plans completed, each community designed its own preschool program. After summer recruitment and enrollment, programs began in August 2009:

  • Coffeyville supports four half-day integrated classroom settings and one full-day/full-year classroom serving a total of 153 children.
  • Liberal supports a full inclusion model to serve a total of 226 children.
  • Rossville supports two integrated classrooms serving 30 children.
"Yes, we've seen some challenges in the blending process...But the rewards we're seeing are outweighing all of those challenges."
--Robert Morton, Ed.D., Superintendent, Coffeyville USD

 

What benefits are the demonstration communities experiencing or anticipating?

  • Shared resources, such as space, staff, expertise and professional development
  • Alignment of standards, curriculum and best practices
  • Natural peer environment
  • Linkages to comprehensive services (e.g. health, mental health, social services)
  • Increased family involvement
  • Easier transition to kindergarten

What challenges have the demonstration communities identified?

  • Blending of different cultures (e.g., school district, Head Start, child care)
  • Resistance to change
  • Unique program standards and requirements
  • Different staff backgrounds
  • Time to invest in new collaborative relationships

Most challenges appear to be either attitudinal or related to basic programmatic issues, such as regulations and requirements. Like any program start-up, each community partnership is experiencing "up's" and "down's" as implementation progresses. Partners in each community are working together to problem-solve and find solutions that work.

What are lessons already learned which can help mitigate the challenges?

  • Engage all stakeholders early in the planning process.
  • Provide cross-program orientation, so everyone understands each other's programs.
  • Pay stipends to child care providers to cover substitute costs so they can participate.
  • Offer joint professional development.
  • Expect up's and down's as implementation progresses.

What tools are being utilized or developed to make collaboration and implementation easier?

The three demonstration learning communities are identifying resources or developing tools to facilitate program implementation in their communities and to share with other communities that are ready to develop collaborative preschool services in their community. 

One of the tools being developed is a Memoranda of Understanding or Partnership Agreement. Besides stating the purpose and objectives of the collaboration, this operational agreement provides structure and defines partners' roles and responsibilities. It addresses issues such as staffing, curriculum, facilities, comprehensive services, professional development and evaluation. When completed, the Partnership Agreement template will be available on the website.

To make the alignment of program standards easier, the demonstration communities have developed a comparative program standards matrix, which shows Head Start Performance Standards, special education standards, and Four-Year-Old Standards, side-by-side by category. Coupled with the primary program resources, which are essential in understanding the philosophy and intent of each program's standands, this matrix is a helpful planning tool.

Braiding funds is a requirement for the KPP models.  There are several resources to assist with blending funds: