Focus on the Early Years: Promoting School Readiness and Reducing the Achievement Gap 

It is well documented that brain development in the early years (birth thru five years) is directly correlated to the types of experiences and interactions that children have with others.  These interactions play a vital role in shaping the developing brain.  If interactions are positive, the brain develops a solid foundation for lifelong learning.  On the contrary, less than optimal experiences may result in a weaker foundation that may impede learning and one’s ability to navigate the complexities of the world. 

The importance of the developing brain from birth thru five years cannot be understated.  Research shows that a key way to foster this development is through the provision of high quality early childhood programs.  High quality programs promote all areas of child development, fostering a foundation for “school readiness”, and, they play a vital role in reducing the achievement gap.      

A key component in developing and sustaining high quality programs is effective leadership (Workman and Ullrich, 2017).  Yet, school administrators have varying degrees of knowledge related to early childhood development, appropriate expectations and outcomes for young children, and understanding of Developmentally Appropriate Practices (DAP).  Fortunately, WI has the WI Model Early Learning Standards and associated resources that can strengthen this knowledge base and guide administrators in the development and implementation of high quality early childhood programs.   

The WI Model Early Learning Standards reflect research findings and evidence-based practices that improve outcomes for Wisconsin’s youngest children.  Developed via consensus from cross-sector professionals, they inform practices across all systems and entities that touch the lives of young children.  The standards allow for a common language, consistent expectations, and, enhanced connections between early childhood, K-12 educational experiences, and lifelong learning. 

WI Model Early Learning Standards: Connections to High Quality Programming 

The WI Model Early Learning Standards and associated resources provide opportunities for school administrators to support and promote evidence-based early childhood practices.  They provide a framework for fostering a statewide early childhood system that increases collaboration and coordination of the early learning community at local, regional and statewide community levels.  Currently, the standards and associated resources are supporting districts in a variety of ways. 

Collaborations Within and Across Systems:  

Young children and their families interface with numerous systems, individuals, and agencies before the start the age of compulsory schooling. Although a variety of options for services and service delivery are beneficial to meet the needs of individual children and families, it also increases the complexity for the provision of effective services.  The standards offer a common language and guiding principles that remain consistent across sectors and their varying goals. 

4K & 4K Community Approaches (4K CA) 

• District 4K and 4K CA Planning: The WI Model Early Learning Standards can guide the determination of local learning expectations and assist in making decisions regarding curriculum, and assessment that will determine instruction, interactions and activities.  A common framework allows for more effective planning and inclusive learning opportunities for all children in 4K and 4KCA CA settings. 
• YoungStar: (Wisconsin’s Quality Child Care Rating System):  Many children in 4K spend time in different child care settings.  The standards provide a connection that allow districts and child care providers to collaborate and promote consistency in expectations for young children and planning appropriate and effective educational opportunities.
• Head Start: In 2017, The Head Start Early Learning Outcomes Framework (HSELOF) and the WI Model Early Learning Standards, Wisconsin Alignment Document.  This document has assisted with collaboration and co-planning of programming between school districts and Head Start Programs. 
• 4K Community Approaches:  The WI Model Early Learning Standards and associated resources are being utilized to meet various program outcomes, while providing a consistent framework for planning and implementing educational activities.  

4K-5K:

• School districts are encouraged to use both the WI Model Early Learning Standards and the WI Academic Standards as they move forward with utilizing standards to guide practices in 4K, 5K and the primary school years. Usingboth, allows for a comprehensive view of child development that reflects all areas of development.  Resources to facilitate this process include:
  • The alignment of The WI Model Early Learning Standards with the WI Academic Standards in the areas of Mathematics and English Language Arts.
  • Planning for Early Literacy Success Materials:  Resource materials to examine beliefs and research about early learning, standards, and local data in order to understand intersections between early learning.

Inclusive Services:

A goal for all school districts is to provide inclusive and meaningful services to all children and families in their school districts.  This includes children with disabilities, and diverse culturally and linguistic backgrounds. 

• Children with Disabilities: 
  • The WI Model Early Learning Standards are aligned with the Federal Individuals with Disabilities Education Act (IDEA) three Early Childhood Outcomes (Positive Social Relationships, Knowledge and Skills, and Action to Meet Needs). 
  • The WI Model Early Learning Standards are being used as a foundation for developing Individual Education Program goals for children between the ages of three to six years old.  
  • Children from Diverse Culturally and Linguistic Backgrounds:
    • The WI Model Early Learning Standards are cross-walked with the WIDA Early Learning Development Standards. 
    • The WI Model Early Learning Standards are translated into Spanish and training on the standards can be provided in Spanish and Hmong. 
    • Training materials have been expanded to be reflective of the Tribal Nations within Wisconsin and trainings can be provided by approved Tribal members.       

Implementation of Best Practices:

The importance of high quality programming for young children is well documented.  Yet, knowledge of this importance is not enough.  Developmentally Appropriate Practices must be in place for positive outcomes for children to come to fruition. 

• “Teaching Cycle” (Ongoing Assessment, Planning and Curriculum Goals, and Implementation): The WI Model Early Learning Standards highlights and trains on the importance of this cycle as an integral part of supporting young children’s development.
• “Play is the Way!”  This video bridges research findings about the importance of play in developing foundational skills that children need to be successful in K-12 grade settings. 
• WISELearn:  The WI Model Early Learning Standards are included within DPI’s Wisconsin Educator Portal.   The portal serves as a resource for educators to access information, resources, and lesson planning ideas that are evidence-based and align with Wisconsin’s educational standards from birth thru 12^th grade. 

Ongoing Professional Development:  

Meeting the educational needs of young children requires a unique set of professional knowledge, skills, and characteristics.  Typical teacher-licensing preparation programs (K-12) provide limited course work to prepare professionals in working with children birth through five years of age.  Often, professionals gain this information via on the job experiences and ongoing professional development.  

• Educator Effectiveness:  The WI Model Early Learning Standards can assist with and promote discussions related to the development of appropriate Student and School Learning Outcomes.
• Maximize Professional Development Resources:  The standards can aid in identifying and prioritizing professional development opportunities and utilizing resources related to early childhood research and effective practices.  

Closing Thoughts for Administrators:  

The research is clear, high quality early childhood programs result in positive outcomes for young children.  The foundational skills gained by children in the early years enhance brain development and promote school readiness skills that allow children to enter school ready to learn.  When these foundational skills are in place, they promote learning for all children and serve to reduce the achievement gap.  High quality programs are the result of effective leadership.  The WI Model Early Learning Standards and its associated materials can serve as vital resources in informing school administrators’ knowledge of effective early childhood practices, and provide a pathway for creating quality early childhood programs that meet the needs of their districts, families and community partners.  

“Early education through our Four-Year-Old Kindergarten Program (4K) is an essential piece in our efforts to close achievement gaps. Kids who have a strong start in 4K will be more likely to graduate ready for college and careers.”

– Wisconsin State Superintendent Tony Evers (p. 3, Equity Starts Early, 2016)