Pre k - 3 questions and reconfiguration

Nancy: (principal from Oakview) As much as emotions need to be allowed around closing schools. We had to start planning for the transition. We now have a framework for closing. We have been researching how we can do this (closing schools) even better.

pre k-3 research is available. We have been meeting together to discuss a new program. We have had lost of great discussion. Create discussion teams involving parents, involving community.

Gale: A lot of research in early childhood development. There is great economic value in providing early childhood development. For every development invested in early childhood development there are $9 returned. more income potential, less involvement in crime, higher rate of graduation, less remediation necessary, etc....

A pre k-3 model is nothing new. We have documents proof of early child hood and the importance of it. Any kindergarten teacher know the importance of how well the students are prepared socially and emotionally.

Susan: We discussed a way to have early childhood development at every site. As work progressed that did not work out.

Gale: If we use our resources we need to concentrate that. A classroom in isolation does not allow us to schedule our staff to the maximum potential because staff are moving between schools.

Principal at FO: There is an achievement gap at a much earlier time. Many of our families do not have a formal education at FO. Without having the early readiness skills we have a huge difficulty in closing the gap.

[the audience is offering quite a bit of commentary at this point -- although unfortunately not heard.]

Principal at CI: Want to make the transition as smooth as possible. Want students to move into the summer feeling comfortable. Would engage our community and staff to make this work. Bring the students to the new campus so that they can see the physical facility and feel good about going into the summer in the fall. "Who am I pole" to build community [lots of moans and well, I can't repeat] We talked about things like pen pals. There are lots of things we can do. We want the parents involved - ice cream social. [Lots more moans.]

This could cause stressors. We would do our very best to make sure our families feel comfortable. These children feel safe, accepted, and ready to go.

FO Principal: Sense of belong to a community. The number one predictor is the efficacy of the teacher and staff leadership. It is our job to establish and model sense of community. We know if exists currently. [Lots of side conversations.]

Pre-k staff - focus on staff development. How do we manage community? Looking at common curriculum. Vertical opportunities and integration.

Susan: It is 7:30 and we need..first of all thank you for your great contributions...we are really anxious to hear your questions.