Welcome to GSRP: Introduction to the Great Start Readiness Program

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*You will see audio icons on each slide-please play them all and listen to them to receive the full training

*These materials were developed under a grant awarded by the Michigan Department of Lifelong Education, Advancement, and Potential

A Little About the Purpose of GSRP

The Great Start Readiness Program (GSRP) is Michigan's state-funded preschool Program for four-year-old children with factors which may place them at risk of educational failure.

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Research on preschool programs and specific research on GSRP indicates that children provided with a high-quality preschool experience show significant positive developmental differences when compared to children from the same backgrounds who did not attend a high-quality preschool program.

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The seven program eligibility factors used to determine GSRP eligibility are:

1. Low family income

2. Diagnosed disability or identified developmental delay

3. Severe or challenging behavior

4. Primary home language other than English

5. Parent(s) with low educational attainment

6. Abuse/neglect of child or parent

7. Environmental risk

Wexford-Missaukee and Manistee Consortium

• Bear Lake KND Schools
• Brethren KND Schools
• Cadillac Area Public Schools
• Manistee Area Public Schools
• Lake City Area Public Schools
• Little Wheels
• NEMCSA-Classrooms in Pine River and Marion
• NMCAA – Classrooms in Cadillac, Manton, Mesick, Lake City, Falmouth
• Onekama Consolidated Schools
• Telamon
• Wexford-Missaukee ISD GSRP Inclusion Classroom
• Cadillac Area YMCA

Great Start Readiness Program Website www.Michigan.gov/gsrp �

Classroom Quality and Program Administration and Staffing Sections

Scavenger Hunt

• Read through the Implementation Manual Classroom Quality Section and Program Administration and Staffing Section
• Answer the questions on the Scavenger Hunt and fill in the blank to show what page you found the answer on.
• You will turn in the completed Scavenger Hunt as part of the documentation for completing this training.

Scavenger Hunt

• Please fill out your answers before continuing to this part of the training.
• We will review the answers on the following slides so you have the correct information, but you will need to enter the page number of where the answers can be found before turning it in.

Scavenger Hunt

1. Answer is false. Children may NOT be excluded from a GSRP program due to challenging behaviors, disabilities or special needs, or lack of toilet training.
2. Answer is A. The adult to child ratio in a GSRP program is 1:10.
3. Answer is c. Teaching staff who are not properly credentialed at the time of hire will have a compliance plan monitored by the ISD ECS to ensure compliance with the required credentials within 3 years of hire.

Scavenger Hunt

4. Answer is A and B.

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5. Answer is D, all of the above and more.

Scavenger Hunt

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6. Teaching Practices in a GSRP classroom may include (circle all that apply): D, daily read-alouds with the children

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Calendar Time: Good Intentions Gone Awry Article

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Essential Instructional Practices in Early Literacy PreK

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How Process-Focused Art Materials Support Preschoolers

Scavenger Hunt

7. ANSWER is D, all of the above.

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8. ANSWER is A, C, and D.

Scavenger Hunt

9.The lead teacher and associate teacher work as a team to: ANSWER is D, all of the above.

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10. A Rest/Quiet Time Policy should include: ANSWER is D, both A&C.

Scavenger Hunt

11. In a GSRP classroom, adults use a specific conflict resolution procedure: ANSWER is True.

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Printable 6 Steps to Conflict Resolution

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Conflict Resolution Video

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Conflict Resolution Video 2

Scavenger Hunt

12. ANSWER is B & D.

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13. ANSWER is planning, choice, and recall.

Critical Resources for High Quality and a Process for Continuous Improvement

• The Creative Curriculum for Preschool
• HighScope Curriculum
• CLASS
• Child Observation/ Assessment Data
• Early Childhood Standards of Quality
• Key Elements of High Quality Early Childhood Learning Environments

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CLASS

• Positive Climate
• Negative Climate
• Regard for Student Perspectives
• Behavior Management
• Productivity
• Instructional Learning Formats
• Concept Development
• Quality of Feedback
• Language Modeling

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Setting Up the Classroom for the Creative Curriculum

Example of Interest Area Signs

Printable Interest Area Signs

Interest Areas: Library and Writing Areas

Literacy Environment Checklist

Interest Areas: Art Area

Interest Areas: Dramatic Play

Interest Areas: Block Area

Interest Areas: Toys and Games

Interest Areas: Music and Movement

Interest Areas: Discovery

Makerspace Article

Interest Areas: Sand and Water

Interest Areas: Outdoors

Safe Place

For more ideas for your Safe Place and bringing Conscious Discipline into your classroom visit: www.consciousdiscipline.com

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Child Assessment

• Screening with Ages and Stages Questionnaire
• Within the first 2 weeks of entering the program-typically done with families at the first home visit
• New teachers and associate teachers must be trained before administering the assessment. Can access training at:

https://wmisd.org/general-education/early-childhood/

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• My Teaching Strategies GOLD Assessment
• There are three checkpoint dates throughout the school year, where staff will assign development levels based upon anecdotal notes, photos, and work samples.

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• Portfolio
• A system of organizing samples of children’s work to document progress over time. it is a purposeful collection containing items such as dated art and writing and photographs of block structures. Portfolio Guidance

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The Role of Staff in Classroom Routines

Sample Daily Routine

Part-Day Sample Daily Schedule

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Full-Day Sample Daily Schedule

Keep a consistent daily schedule

GSRP Visual Daily Schedule Printable

Plan – Do – Review

• Plan –(5-10 min) Children discuss with an adult and other children where they will play, who they will play with and what they might do there.

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• Do- (60 minutes + ) During child choice time, work time, play time, or free choice, children are free to plan to play in any area of the room, making choices to stay with their plans or move on to a different plan. During this time adults interact with children asking questions to gain insight into their play and ideas and supporting them with needed materials.

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• Clean up (10 min)

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• Review (or Recall) – (5-10 min) after the children clean up they meet back with their same small group that they planned with and discuss where they played, if they followed their plans, made a new plan, show or share what they made, etc.
• Be sure to change up how you do planning and recall so children stay engaged and challenged. Here are some ideas for different planning and review activities: Plan-Do-Review Idea Cards

Large Group

• Balance of adult-led and child-led activities
• Children are actively involved in conversations, read-alouds, music-and-movement and other activities
• Children have a chance to lead in meaningful ways.

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What is small group time?

• 5-10 children meet with an adult
• A consistent time and place
• With materials selected by the adult

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• An opportunity for children to:
• Experiment
• Explore
• Create
• Solve Problems
• Build with materials in individual ways

Small Group Time

• What are the adults doing?
• What are the children doing?

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• How is it different than other small groups you’ve lead?

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• Video Clip

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Resources for Continuous Quality Improvement: �A Systematic Approach

• Observation Feedback
• Data analysis
• Sharing data
• Reporting data
• Using data to improve practice

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Closing Activity

• 3 important things you learned
• 3 challenges
• What support will you need in the next month

Documentation of Training

• Send to your ECS:
• Reflection (previous slide)
• Daily Schedule with Descriptions of Adult and Child Expectations
• Completed (with page numbers) Implementation Manual Scavenger Hunt