prekindergarten early start program pkes formerly known as prekindergarten expansion grant

1. Prekindergarten Early Start Program (PKES)(Formerly known as Prekindergarten Expansion Grant) Texas Education Agency Department of State Initiatives Division of School Readiness and Partnerships January 15, 2009 3:15 � 5:15 pm

3. Program Purpose and Goals Implement a cohesive service model to dramatically improve early literacy, language, math and social development for preschool eligible children Provide high quality early childhood education programs that coordinate prek resources between public school districts, Head Start programs, and child care providers. Assist preschool children to achieve school readiness and successful transition into kindergarten. The emphasis has changed to implementing a high quality program.

4. Program Authority and Statutes Texas Education Code (TEC) �29.1533, established in 2003, requires that before establishing a new prekindergarten program, a school district shall consider the possibility of sharing use of an existing federally funded Head Start or other licensed child care program site as a prekindergarten site.

5. Program Authority and Statutes Senate Bill 23 in 2005, the 78th Texas Legislature prioritized the resource coordination capabilities of school districts, local governments, and other community organizations with respect to early childhood programs. In 2006-2007, in accordance with TEC �29.158, districts receiving Prekindergarten Expansion funding were required to provide coordinated services and develop an integrated school readiness model among public school prekindergarten programs, federally funded Head Start or similar government-funded public and private nonprofit organizations or agencies operating early childhood care and education programs

6. Student Eligibility � TEC 29.153 A child is eligible for enrollment in prek under this section if at least three years of age and: unable to speak and comprehend English educationally disadvantaged homeless child of an active duty military child of military member injured/killed on active duty child in foster care or has been in the conservatorship of DFPS

7. Required Component 1: School Readiness Components Identifying eligible prekindergarten children and communicating the availability of services to their families and caregivers. Assessing the needs of those children and providing them with quality prekindergarten services based on proven school readiness components that include high quality, developmentally appropriate, and rigorous curriculum aligned with Texas Prekindergarten Guidelines; continuous monitoring of student progress in the classroom; and professional development, including mentoring, to promote student achievement with the goal of dramatically improving early literacy, language, mathematics, and social development skills.

8. Required Component 2: School Readiness Integration (SRI) Partnership Creating and implementing a School Readiness Integration Partnership that outlines the means by which the grantee will coordinate efforts, services, resources, program administration, and curriculum and instruction among local public-school prekindergarten programs, licensed child-care providers, and Head Start programs.

9. Required Component 3: School Readiness Certification System (SRCS) Participating in the School Readiness Certification System, a valid, researched-based automated system through which an early childhood education program submits an application demonstrating the program�s record of cognitive, social, and emotional development of young children to be certified as a school-ready program.

10. Required Component 4: Sustainability Plan Designing and developing a prekindergarten service program that is sustainable after the end of the Prekindergarten Early Start Grant Program, with sufficient funding from sources other than grant funds.

11. Eligible Applicants School districts Open-enrollment charter schools ESCs acting as fiscal agents of a SSA of eligible districts and/or open-enrollment charter schools.

12. Tiered Funding Structure The new commissioner�s rule, 19 TAC �102.1002, proposes to create a funding structure for three categories, or tiers, of applicants. A three-tier structure was created to assist grantees in making their programs self-sustaining (i.e., able to be supported after the end of the grant period by other sources of funds). Prekindergarten Early Start Grant Program funds will be made available to eligible applicants who fall into one of the three tiers

13. Eligible Applicants � Tier 1 Tier 1 comprises those applicants that meet the following criteria: The applicant did not participate in Cycle 14 of the Prekindergarten Expansion Grant Program (i.e., did not receive grant funding during the 2008-2009 school year). The average of the applicant�s last three consecutive years of grade 3 TAKS scores (i.e., 2005-2006, 2006-2007, and 2007-2008) in either reading or mathematics is below the state average.

14. Eligible Applicants � Tier 2 Tier 2 comprises those applicants that meet the following criteria: The applicant participated in Cycle 14 of the Prekindergarten Expansion Grant Program (i.e., did receive grant funding during the 2008-2009 school year). The applicant has demonstrated successful implementation of a prekindergarten program that includes proven school readiness components. Evidence of successful implementation will be demonstrated if the average of the applicant�s last three consecutive years of Grade 3 TAKS scores (i.e., 2005-2006, 2006-2007, and 2007-2008) has been above the state average in reading and mathematics.

15. Eligible Applicants � Tier 3 Tier 3 comprises those applicants that meet the following criteria: The applicant participated in Cycle 14 of the Prekindergarten Expansion Grant Program (i.e., did receive grant funding during the 2008-2009 school year). The average of the applicant�s last three consecutive years of grade 3 TAKS scores (i.e., 2005-2006, 2006-2007, and 2007-2008) has been at or below the state average in reading or mathematics.

16. #1 - School Readiness Components Curriculum a high-quality, developmentally appropriate, rigorous program of curriculum and instruction aligned with the Texas Prekindergarten Guidelines Continuous Progress Monitoring valid and reliable to enable educators to make informed decisions about individual student instruction. Professional Development continuous training and mentoring to prepare students for entry into public kindergarten at or above grade level

17. #2 SRI Partnership Component All applicants for Prekindergarten Early Start Grant Program funds are required to develop an SRI partnership Partnership describes and defines the collaboration among public prekindergarten programs, local workforce development boards, Head Start providers, college or university early childhood programs, and/or providers of private for-profit or nonprofit licensed child-care services that provide a school readiness component to eligible prekindergarten students.

18. Goals of SRI Partnership Preparedness of all children in a community to enter kindergarten on or above grade level and ready to benefit from the full array of public education services to keep them on grade level in kindergarten and beyond Development and implementation of a community-based, individualized collaboration among local entities serving prekindergarten students in order that the community is served in the most effective and efficient ways to meet its needs.

19. Memorandum of Understanding (MOU) Selected applicants will be required to submit a signed memorandum of understanding (MOU) with partnering agencies for all commitments needed for success in the project. The MOU is not required to be submitted with this grant application; however, selected applicants must submit the signed MOU before funds will be made available. Submit signed MOU to Lilie Elizondo-Limas, Division of School Readiness and Partnerships, TEA, by August 1, 2009.

20. Exemptions District may request exemption from SRI partnership if Head Start and/or child care providers are unavailable in a local community Open enrollment charter school may request exemption based on limitations of approved charter All requests for exemptions from program requirements must be submitted as part of the application and are subject to approval by TEA.

21. #3 SRCS Component Free to grantees Can budget for data collection support Grantees not administering TPRI/TEJAS LEE may obtain waiver Must not have administered prior to adopted Commissioner rules Must submit alternative assessment data Fulfills portions of evaluation and performance measure requirements

22. #3 SRCS Component Elements of the SRCS (not exhaustive): Student data Attendance Student performance Teacher self-reports Best practices Classroom set-up Facility reports Teaching staff Curriculum/assessments

23. #4 Sustainability Component Sustainability Plan must include: How program components will be developed/implemented to continue beyond grant period How SRI partners will be included in all phases of the sustainability plan How SRI partnerships activities will be advantageous for all

24. #4 Sustainability Component (cont.) How changes in SRI partnership will be managed to ensure flexibility and function What type of enhancements will be made to ensure sustainability How will grantee continue the evaluation of effectiveness during and at grant end to ensure continued success

25. Allowable Activities Outreach and recruitment to make students and parents aware of the program and to advertise the availability of services Operating an existing half-day prekindergarten program on a full-day basis or implementing a prekindergarten program at a public or non-public school classroom site that does not have a prekindergarten program as a result of a previous SRI partnership Implementing a prekindergarten program at a site that does not have a public prekindergarten program, including SRI partner sites Employing teachers and other personnel for a prekindergarten program, including personnel costs associated with teaching staff deployed at community SRI partner sites Professional development and staff training activities on proven school readiness components and the Texas Prekindergarten Guidelines

26. Allowable Expenditures continuation of existing full-day prek programs personnel costs to expand prek programs to meet the requirements of at least 6 hours of instruction by a certified teacher each day curriculum and instructional materials consistent with Prek Guidelines equipment, including computers and other technology lease or rental of building space for prek student instruction costs associated with SRI partnerships

27. Allowable Expenditures (cont.) trainings on proven school readiness components costs associated with data collection to support program evaluation, including technology and equipment needs indirect costs

28. Unallowable Activities Religious instruction or provision of sectarian materials Expenditures related to students not served by the program Graduation-related costs and activities, such as printed certificates, banquets, celebrations Employing teachers and personnel to implement a prekindergarten program in a public or non-public school classroom site that currently has a teacher or personnel as a result of a previous SRI partnership

29. Disallowed Expenditures Portable buildings Construction of classroom space Renovation or remodeling of existing space Debt services Expenditures related to non-eligible students

30. TEA, Statutory and Program Requirements A description of proven school readiness components the district is employing in its implementation of prekindergarten program. The description should address the components of proven school readiness including: a high-quality, developmentally appropriate, and rigorous curriculum; continuous monitoring of student progress in the classroom; and professional development, including mentoring, to promote student achievement.

31. TEA, Statutory and Program Requirements A description of the school readiness integration (SRI) partnership in which the district demonstrates entering into a partnership with public and non-public program delivery organizations in a community to implement a prekindergarten program. An agreement to participate in the school readiness certification system to meet evaluation requirement of the grant. A sustainability plan each year of the district�s participation in the grant to demonstrate how it will continue to implement the programmatic and partnership requirements beyond the grant period and cycle. Each application must address each of the requirements identified below (on the appropriate schedule) in order to be considered for funding.

32. Program Evaluation Applicant must describe plan to evaluate implementation of program on an ongoing basis Grantee must enter and maintain required data into the SRCS TEA will collect and analyze PEIMS data

33. Performance Measures Grantees required to report student progress in both prekindergarten and kindergarten Student knowledge gains must be measured using a valid, reliable, research-based prekindergarten progress monitoring instrument Report grantees progress toward increased student achievement Inability to increase student achievement could result in participation in prescriptive technical assistance program

34. Performance Measures Application agrees to collect (not exhaustive): Number of prek students receiving services or benefits as a result of partnership Number of students served by licensed child-care and partnership education program Demonstrate method(s) used to provide potential partnerships

35. Performance Measures Funds may be used to acquire a contracted evaluator Evaluator must be �Independent and objective� Evaluator should not be the district�s grant writer

36. Application Funding Contingent upon appropriations by the 81st Texas State Legislature, the project period for the Prekindergarten Early Start Program, Tiers 1-3, Cycle 1, Year 1, grants is September 1, 2009, through August 31, 2010. The number of projects funded will depend on the number of eligible applicants that apply through competitive process under Tiers 1 and 3

37. Use of Funds Expenditures related to the continuation of existing full-day prekindergarten programs, where the full-day program was funded from the previous TEA Prekindergarten Expansion Grant Personnel costs related to the teaching personnel needed to expand prekindergarten programs to meet the requirements of at least three hours of instruction by a certified teacher each day Teacher salaries for teachers located at partner site in order to carry out the educational component of the grant

38. Use of Funds Curriculum materials based on scientific research that are consistent with the Texas Prekindergarten Guidelines and designed to improve the school readiness of preschool children Contracts with a private entity for the operation of the prekindergarten program Costs associated with providing meals to students, where meals are not reimbursed by the federal school breakfast and lunch program

39. Use of Funds Costs associated with providing before- and after school care for participating children Costs associated with expanding existing half-day programs to full-day programs Costs associated with screening, progress monitoring, and assessment of student achievement

40. Unallowable Uses of Funds Subgrants to private entities for the provision of instructional services Debt service (i.e., lease-purchase agreements) Purchase of portable buildings Construction of classroom space Renovation or remodeling of existing classroom space Expenditures related to students who are not eligible for the program Purchase of buildings Religious instruction, including books, supplies, and materials used to provide religious instruction

41. Subsequent Year Funding Continuation funding will be available to grantees and for each tier will be based on annual accomplishment of grant objectives and requirements set forth in the application in subsequent years of the cycle. Grantees will be able to apply for the same amount based on 2008 allocation each year of the cycle. Tier 1 will operate on a 5-year cycle Tier 2 on a 3-year cycle and Tier 3 on a 2-year cycle

42. Limitation of Administrative Funds TEA limits the amount of funds that may be budgeted to administer the program to no more than 5% of the total grant awarded for any fiscal year. Funds requested for administrative use must be requested in the application on the appropriate budget schedules.

43. Supplement Not Supplant Funds for this program must be used to supplement (increase the level of services) and not supplant (replace) funds from federal, state, and local funds for similar activities. Any program activity required by state law, State Board of Education (SBOE) rules, or local board policy may not be paid with these funds. State or local funds may not be decreased or diverted for other uses merely because of the availability of these funds. Grantees must maintain documentation which clearly demonstrates the supplementary nature of these funds.

44. Supplement Not Supplant For Tier 1:� If a district has been implementing SRI partnership activities in preparation for this grant; such as providing a teacher for a half-day at Head Start or licensed child care site, if awarded district will be able to use PKES funding in 2009-10 and throughout grant cycle. For Tier 2 and Tier 3:� If the district has been implementing SRI partnership activities using PK Expansion funds; such as providing a teacher for a half-day at Head Start or licensed child care site, district may continue to fund that position (same amount of time) from PKES funding in 2009-10 and throughout grant cycle. �

45. Report Due Dates The grantee agrees to comply with any reporting and evaluation requirements that may be established by TEA, as agreed upon by the project participants, and to submit the reports in the format requested by TEA.

46. Critical Dates for Competitive Applications Tier 1 PKES RFA TUESDAY, FEBRUARY 10, 2009 DUE DATE FOR THE APPLICATION IN THE TEA DOCUMENT CONTROL CENTER 5:00 P.M., CENTRAL TIME Tier 3 PKES RFA TUESDAY, FEBRUARY 19, 2009 DUE DATE FOR THE APPLICATION IN THE TEA DOCUMENT CONTROL CENTER 5:00 P.M., CENTRAL TIME

47. Priorities for Funding In addition to the factors considered in awarding competitive grants as outlined in Part 1: General and Fiscal Guidelines, �Selection of Competitive Applications for Funding,� TEA will award grants according to the following priorities: Fifteen (15) priority points will be given to applicants whose average Grade 3 TAKS performance over the last three consecutive years is below the state average in both reading and mathematics.

48. Appendices Appendix 1: Guidelines Related to Specific Costs Appendix 2: Basic Guidelines for Allowable Costs and Cost Principles Appendix 3: Resources State Center for Early Childhood Development (SCECD) Texas Head Start State Collaboration Office (THSSCO) Texas Licensed Child Care Programs 2-1-1 Texas: Finding Help in Texas

49. Notice of Intent to Apply Applicants are requested to submit their Notice of Intent to Apply. Send the Notice of Intent to the Document Control Center, Texas Education Agency, 1701 North Congress Avenue, William B. Travis Building, Room 6-108, Austin, Texas 78701-1494 (Fax: 512-463-9811). Failure to notify TEA of the intent to apply will not disqualify you from submitting an application.

50. Contact Information TEA � School Readiness and Partnerships : 512-936-6060 - Lilie Elizondo-Limas, Director Lilie.Elizondo-Limas@tea.state.tx.us - Gina Salazar, Program Manager Gina.Salazar@tea.state.tx.us State Center for Early Childhood Development: 713-500-3730 - Layne Waxley Thomas.L.Waxley@uth.tmc.edu