ppt课件-planningforpre-kindergartenatoolkitforschoolboards.pptVIP

* Collaboration is everything. This is really true when it comes to delivering a high quality Pre-K partnership. * No that we talked about the issues related to collaboration, let’s talk about the ‘nuts and bolts” issues of how to structure a successful partnership. There is no one-size-fits-all…Perhaps your district is already involved in one of these types of partnerships but you may not know much about why or how the district benefits. Hopefully it will become clearer as we move forward. There are 4 common types of partnership models: Stacked or Flip/Flop Model Concurrent Model Wraparound Model Subcontracting Model I’ll describe each of the models briefly and share some of the benefits and examples. A stacked or flip flop model describes two programs offered sequentially in order to piece together a full day of early care and education. This kind of model usually has an ISD teacher working 3 hours in the morning (or the afternoon) in a community-based child care center or a Head Start program and the partner program provides a teacher/caregiver for the remainder of the day. Sometimes the ISD teacher will work 3 hours in the morning in one classroom or with one group of children then work 3 hours in the afternoon with a different group of children. The children, however, stay at the child care center or Head Start program all day but they are limited to 3 hours of contact with the certified ISD teacher. Example: Frequently, public school pre-k and federal head Start programs are stacked together to provide 9 hours early care for children. Children participate in three hours of pre-k in the morning followed by five to six hours of Head Start in the afternoon (or vice versa). Children receive core education pre-k services and comprehensive Head Start services in the same classroom instead of being transported from one program location to another. The classroom is staffed by the certified pre-k teacher and a Head Start aide in the morning an