Link to printable .pdf

Participating: John Benson, Katharine Lyall, Edward Chin, Rolf Wegenke, Doris Hanson, Richard Grobschmidt, Luther Olsen, Ken Cole, Miles Turner, Bob Beglinger, Judd Schemmel, Paul Gabriel, Mary Staten, Dave Newby, Joseph Lowndes, Gloria Ladson-Billings, Winnie Doxie, Peggy Swick (for Scott McCallum).

Implementation Staff Attending: Peter Burke, Nancy Holloway, Mari McCarty, Janet Washbon, Jayson Chung, Dana Nelson, Steve Bialek.

Unable to Attend: Scott McCallum, Robin Kreibich, Mark Meyer, Stephen Nass, Thomas Klubertanz, Terry Craney, Tom Beattie, James Haney.

Notes: Superintendent John Benson opened the meeting at 2:10 p.m. Benson welcomed the members and expressed his support for the Council's focus issues of Early Childhood Education, Senior Year of High School, and Teacher Preparation. He urged members to keep focused and follow-through on each of the issues. UW System President Katharine Lyall joined Benson in welcoming participants. Lyall thanked Benson for his contributions in forming the Council and wished him well in his retirement. Lyall said she looked forward to working with Superintendent-elect Burmaster.

Lyall reviewed the meeting agenda and handout materials. Steve Bialek, implementation staff member from UW System Administration, presented a summary of the March 11, 2001 meeting. Bialek facilitated a discussion on principles associated with each of the Council's focus areas. The principles and Council member's comments follow:

Early Childhood Education: Expanding Opportunities

• All children should enter kindergarten prepared to learn and succeed in elementary and secondary schools.
• All children should have access to quality early childhood educators.

DISCUSSION: Gloria Ladson-Billings suggested that the phrase "prepared to learn" be further defined by the Council. "Readiness" or "ready to learn" were terms discussed as alternatives, to reflect a broader scope (e.g., health, overall wellness, social development, cognitive development) and not be limited to academic skill preparation such as reading by kindergarten. The Council was reminded that children who stay at home with parents need access to opportunities and that support should not be limited to parents in the workforce. Growing levels of poverty was discussed as a critical factor needing to be addressed.

Student Transitions: The Senior Year of High School

• All students should be afforded the opportunity to be engaged in rigorous, standards-based learning opportunities throughout their secondary education careers, including the senior year.
• Secondary school teachers must be prepared to provide rigorous curriculum to high school seniors and to keep students motivated and engaged during this transitional year.
• Upon graduation from high school, students should be prepared to make smooth transitions to post-secondary education or to the workforce.

DISCUSSION: Members were reminded that improving grade levels preceding the senior year were as important to consider in the Council's discussions. The suggestion was made that the senior year principles should better reflect the role postsecondary education has in it. A seamless system of PK-16 education should be the central theme, in particular the senior year should not be viewed in isolation of other contextual variable such as part-time work, extracurricular activities, etc. Programs and initiatives already in place (e.g., youth options, youth apprenticeships) are instrumental finding ways to improve the senior year.

Teacher Training & Professional Development

• A critical action to improve student learning is to strengthen teaching.
• Teacher training programs and professional development opportunities should provide teachers with the command of subject and preparation in pedagogical methods to achieve and maintain high standards of professional practice and to help ensure that Wisconsin's K-12 students meet the state's academic standards at the proficient and advanced levels.

DISCUSSION: The term "training" should be replaced by the term "preparation" or "education." This focus area should include administrator preparation and professional development. The second bullet point should be revised so that the following phrase is omitted: "…at the proficient and advanced levels."

Bialek presented an overview of group decision-making approaches and facilitated discussion on the best approach for the Council. Members concurred that "consensus decisions" were ideal and the approach the Council would follow.

Additional discussion ensued on the type of outcomes, or products that the Council might produce. Representative Olsen reminded members that part of the Council's mission is to foster collaboration and that by coming together to talk about critical issues, members were accomplishing this purpose. He indicated one of the important aspects of the Council's impact was for each member to return to his or her organization and influence changes that will help improve PK-16 education. Katharine Lyall indicated that she hoped the Council could provide a sustained, long-term focus on issues critical to education in Wisconsin. It was agreed that the outcomes or products could vary (e.g., policy statements, white papers, endorsements, etc.) based on needs.

Experts in Early Childhood Education presented an overview of programs, initiatives, and activities occurring in Wisconsin. General information is available at the URL indicated and handouts distributed by each person are available upon request (contact Dace Zeps, dzeps@uwsa.edu / 608-262-3767). Presentations were made by the following:

· David Edie, Director, DWD Office of Childcare
http://www.dwd.state.wi.us/dwd/familyouth.htm

· Jill Haglund, DPI early childhood consultant
http://www.dpi.state.wi.us/dpi/dlcl/bbfcsp/eccopthm.html

· Patty Hammes, Department of Health and Family Services
http://www.dhfs.state.wi.us/programs.htm

· Patricia Mapp, Researcher, UW-Milwaukee/Madison & WMC
http://www.wmc.org/

· Barb Schuler, Wisconsin Technical College System
http://www.uwsa.edu/tis/phase3/subprog2.htm#g08

Presentations: Dave Edie indicated DWD program goals were to provide enhanced childhood learning and development and to support working parents. He noted that few programs blend both goals. Edie noted that there was significant disparity in the preparation and requirements for childcare providers -- some programs require Bachelor's degree, others require only minimal training. T.E.A.C.H Early Childhood has been a successful program providing scholarship to educators and providers.

Jill Haglund reviewed three effective examples of early childhood education programs and partnerships including Merrill Public Schools, LaCrosse, and Congress School in Milwaukee. Haglund distributed the Wisconsin Early Care and Education Career Guide http://www.collaboratingpartners.com/wececg.html

Patty Hammes shared data that indicate the number of children being served in early care programs has grown dramtically. She indicated her agency is exploring ways to expand the training opportunities and requirements for providers. Her agency works with providers to make sure regulation do not impede quality care.

Pat Mapp presented a summary of research conducted with WMC members on "family friendly" practices. The most developed options were service and information, with information being the area that has the greatest potential to expand. Mapp announced that Senator Herb Kohl was recently successful in passing a bill that would provide tax breaks to private sector employers who offer a variety of childcare supports.

Barb Schuler discussed the on-going collaboration between WTCS and UWS in the area of early childhood education. WTCS has been involved in a statewide effort to align programs at each of its colleges. She indicated one of the important challenges on the horizon was providing support non-English speaking children and parents.

DISCUSSION: Katharine Lyall asked the experts if the challenges in early childhood education and care were more of a qualitative (i.e., consistent quality of care) as compared to quantity (i.e., sufficient providers and programs). Patty Hammes generally agreed and noted that training of providers was the biggest challenge. David Edie indicated that some supply gaps exist, but many parents are able to secure some type of care, although the standard and quality varies.

The experts were asked their views on the challenges child care providers face with an increased number of school districts offering preschool programs, 4 year-old kindergarten, etc. Jill Haglund responded that about 100 school districts have 4 year-old kindergarten and 100 more are considering it. Patty Hammes said her agency had more requests for collaborative programs. A critical issue to consider is the philosophical issue regarding who should provide early childhood education and care: public or private sectors. Dave Edie and Hammes said that 4-5 year olds are the primary source of income for many private providers. 4 year-old kindergarten sponsored by school districts siphons off this important revenue stream.

Dave Newby stated that problems with quality would not be solved unless issues of equitable pay for providers, educators, care givers are addressed. Patty Hammes agreed and noted that retention of educators is a common problem. Peggy Swick suggested that the Council consider supporting initiatives that would better communicate child care / education options. A possible strategy would be to identify and articulate a single point of entry.

Meeting adjourned at 5:10 p.m.

Next Meeting: Student Transitions: The Senior Year of High School
Tentative Date: October 10, 2001 / 2:00-5:00 p.m.