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FY14 Universal Pre-Kindergarten (UPK) Grant

FY14 Universal Pre-Kindergarten (UPK) Grant. Board of Early Education and Care : Discussion Tuesday, April 9, 2013. Table of Contents. FY13 UPK Grants Review: FY13 UPK Policy Objectives FY13 UPK Grant Eligibility Requirements FY13 UPK Grant/Grantee Information FY14 UPK Grant:

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FY14 Universal Pre-Kindergarten (UPK) Grant

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  1. FY14 Universal Pre-Kindergarten (UPK) Grant Board of Early Education and Care: Discussion Tuesday, April 9, 2013

  2. Table of Contents • FY13 UPK Grants Review: • FY13 UPK Policy Objectives • FY13 UPK Grant Eligibility Requirements • FY13 UPK Grant/Grantee Information • FY14 UPK Grant: • Overview of the FY14 Grant Eligibility Requirements • Proposals to the FY14 UPK Grant • Challenges Posed for the FY14 UPK Grant • Appendices:

  3. FY13 UPK Grants Review

  4. UPK Policy Objectives for FY13 (1) Further Alignment of UPK with the Quality Rating Improvement System (QRIS): • Current UPK programs must be at least self-assessed Level 3 in QRIS in order to be eligible for the renewal grant. (2) Increase Access to UPK Funds: • Current UPK programs must also demonstrate that they serve “high needs children” to be eligible for the renewal grant. • Programs will be required to conduct formative assessments and screenings to identify “high needs children.” (3) Increase the Number of Programs Participating in UPK: • Any program that attains at least a self-assessed Level 3 in QRIS and serves “high needs children” will be considered a UPK program and can apply for the open competitive grant.

  5. FY 13 UPK Eligibility Requirements

  6. FY13 UPK Budget (Line Item 3000-5075) • Original Budget Allocation: $7,500,000 • AA: Payroll $158,896 • CC: Contracted $18,151 • DD: Fringe $2,318 • EE: Postage & Office Supplies $12,087 • FF: Books & Toolkits $5,800 • HH: Research Consultants $395,120 • JJ: Training Consultants $130,000 • PP: Grants $6,710,011 • 9C Reductions - $67,617 $7,432,383

  7. FY13 UPK Budget (Line Item 3000-5075) • PP: Grants $6,710,011 • Assessment Grant $801,050 • Renewal Grant $4,714,458 • Open Competitive Grant $1,007,438 • Balance (Unallocated) $166,181

  8. FY13 UPK Grant Information

  9. FY14 UPK Grant

  10. Proposed FY14 UPK Renewal Grant Eligibility Criteria

  11. Proposed FY14 UPK Renewal Grant Eligibility Criteria • Criterion 1: “All programs must be EEC Licensed or License-Exempt.” • No Changes Proposed. • Criterion 2: “All programs must also have an income-eligible contract, and/or voucher agreement in place and be willing to accept EEC-subsidized or low-income children.” • No Changes Proposed. • Criterion 3: “All programs must provide access to full-day, full-year services for working families.” • No Changes Proposed. • Criterion 4: “All programs must provide a developmentally appropriate program.” • No Changes Proposed.

  12. Proposed FY14 UPK Renewal Grant Eligibility Criteria • Criterion 5: “All programs must have current accreditation or a non-expired Child Development Associate (CDA) credential or higher for family child care educators (AA, BA, or Master’s degree).” • No Changes Proposed. • Criterion 6: “All classrooms for which an applicant is seeking UPK funding must be serving preschool-aged children (age 2 years 9 months to kindergarten eligible in the community in which they live).”  • No Changes Proposed. • Criterion 7: “All programs must satisfactorily complete and submit all prior year data assessment reports.” • Proposal – add clarifying language: “A program will be considered to satisfactorily complete the data reporting requirements by entering the data for all domains for all the children in the UPK classroom(s) in the formative assessment tools for each reporting period.”

  13. Proposed FY14 UPK Renewal Grant Eligibility Criteria • Criterion 8: “All programs must be self-assessed at a level 3 or above in the Massachusetts QRIS Program Manager.” • Proposal – add clarifying language: “For the purposes of this grant, ‘self-assessed’ at level 3 or above in the Massachusetts QRIS is defined as a program completing an online application with the status of ‘Final - Submitted to EEC’ for level 3 or above in EEC’s QPM.” • Proposal - the “grandfathered” UPK programs must demonstrate movement toward Level 3 in QRIS by the end of FY13: the “grandfathered” UPK programs that are not self-assessed level 3 in QRIS, at a minimum, need to open an online application in EEC’s QPM by June 30, 2013 in order to receive the first grant payment. Those programs who fail to open an application for level 3 by June 30, 2013 will not be eligible to receive the first grant payment. Programs will not receive any further grant payments until they complete the online application for level 3.

  14. Proposed FY14 UPK Renewal Grant Eligibility Criteria • Criterion 9: “All programs must demonstrate that they serve ‘high needs children.’” • Proposal – modify the “high needs children” definition from “multiple risk factors” to the following: “High needs children” is defined as children who have two or more risk factorslinked to poor school and life outcomes: • Children and parents with special needs; • Children whose home language is not English; • Families and children involved with multiple state agencies; • English language learners; • Recent immigrants; • Children with parents who are deployed and are not living on a military base; • Low-income households; • Parents with less than a high school education; • Children who are homeless or move more than once a year.”

  15. Proposed FY14 UPK Renewal Grant Eligibility Criteria • Criterion 10: “All programs must provide screening and/or formative assessment scores for each child in the classroom.” • No Changes Proposed. • Criterion 11: “All programs must provide a competitive compensation package for lead teachers.” • No Changes Proposed. • Criterion 12: “Program match is required of all programs.” • No Changes Proposed. • Criterion 13: “All programs must demonstrate pre-kindergarten to third grade alignment with the school district in which they are located.” • No Changes Proposed.

  16. FY14 UPK Renewal Grant Challenges Posed • Effective Data Reporting with High Needs Children. • Parental Consent Form - parents “opting out.” • Attrition Rate for UPK Grantees – possibility that a significant number of programs do not attain Level 3 in QRIS by June 30,2013. • Funding Availability - the total ask from UPK Grantees could exceed the total amount that was awarded in FY13 ($5,742,780). • Possible Scenario – all of the UPK Grantees identify 5 high needs students per UPK classroom for FY14 which would total 2,210 students. Funding Formula: $3,009 x 2,210 students = $6,649,890.

  17. Appendices/Background Information

  18. FY13 UPK Funding Formula • Funding waslimited up toa maximum of five (5) “high needs children” per classroom. For those programs that have less than five (5) “high needs children” in their classrooms, the formula was calculated to fund the specific number of students in their respective programs.

  19. FY13 UPK Grantee Information Total Number of UPK Programs = 226

  20. FY13 UPK Grantee Information – QRIS Levels – 3/6/13 Total Number of UPK Programs = 226

  21. FY13 UPK Grantee Information – QRIS Levels – 4/3/13 Total Number of UPK Programs = 226

  22. Communications about Self-Assessing Level 3 in the QRIS Program Manager

  23. QRIS Exemptions Requested – Center-Based • Total of 153 Exemptions Requested. • Top 5 QRIS Exemptions Requested for Center-based Programs: • 3B.3.1: 75 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (18 Requests) • 3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (16 Requests) • 3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (13 Requests) • 3A.3.2: Program administrator has at least 9 credit-bearing hours of specialized college-level course work in administration, leadership, and management. (10 Requests) • 1A.3.2: Staff has received formal professional development in the curriculum; using the MA Guidelines for Preschool Learning Standards or Infant / Toddler Learning; documenting children's progress; and working with children from diverse languages and cultures and second language acquisition. (9 Requests)

  24. QRIS Exemptions Requested – FCC • Total of 48 Exemptions Requested. • Top 5 QRIS Exemptions Requested for FCC Programs: • 2A.2.2: Annual consultations by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (14 Requests) • 1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (8 Requests) • 3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (7 Requests) • 5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (5 Requests – claimed it was NOT APPLICABLE) • 3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (3 Requests)

  25. QRIS Exemptions Requested – Center-Based - Level 4 • 2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (1 Request) • 2A.4.1: Demonstrates stimulating indoor and outdoor environments that provides access to sinks in the classroom. (2 Requests) • 4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (1 Request) • 5A.4.1: Program staff and advisory board are involved in the development of the business plan and it is reviewed periodically for updating. (3 Requests) • 5A.4.3: An outside audit is conducted annually by a certified public accountant. (3 Requests) • 5B.4.4: Program has an incentive program that rewards each educator that achieves the next step on the career ladder. (3 Requests)

  26. QRIS Exemptions Requested – Center-Based - Level 3 • 1A.3.1: Staff include parental input in the progress reports. (5 Requests) • 1A.3.2: Staff has received formal professional development in the curriculum; using the MA Guidelines for Preschool Learning Standards or Infant / Toddler Learning; documenting children's progress; and working with children from diverse languages and cultures and second language acquisition. (10 Requests) • 1A.3.4: Staff demonstrate language and literacy skills either in English or the child's language that provide a model for children. (2 Requests) • 1B.3.1: Staff engage children in meaningful conversations, use open-ended questions and provide opportunities throughout the day to scaffold their language to support the development of more complex receptive and expressive language, support children's use of language to share ideas, problem solve and have positive peer interactions. (1 Request) • 2A.2.1: Annual consultation by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provide a written report to the program, unless needs of a child require additional consultation. (1 Request)

  27. QRIS Exemptions Requested – Center-Based - Level 3 • 2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (4 Requests) • 2A.3.2: Staff are trained in how to work with children with special diets, allergies and specialized feeding issues. (1 Request) • 2A.3.3: Demonstrates healthy, safe and clean indoor and outdoor environments. (3 Requests) • 3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (2 Requests) • 3A.2.4: Program administrator is trained in the MA Guidelines for Preschool Learning Experiences, the Infant / Toddler Learning Guidelines, child development, the Strengthening Families protective factors, and is knowledgeable about the core competencies in order to be able to develop their staff’s professional development plans. (1 Request)

  28. QRIS Exemptions Requested – Center-Based - Level 3 • 3A.3.1: Program administrator has at least a Bachelor’s degree. (2 Requests) • 3A.3.2: Program administrator has at least 9 credit-bearing hours of specialized college-level course work in administration, leadership, and management. (10 Requests) • 3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (2 Requests) • 3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (2 Requests) • 3B.3.1: 75 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (18 Requests) • 4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (2 Requests) • 4A.2.3: Program has developed informational materials on the program that are in the language of the community, are available for staff to use in the community and are given to prospective families. (1 Request)

  29. QRIS Exemptions Requested – Center-Based - Level 3 • 4A.3.2: Families are encouraged to volunteer in the program, to assist in the classroom, and share cultural and language traditions or other interests such as their jobs, hobbies and other relevant information. (3 Requests) • 4A.3.3: Program ensures that there are translators available, as needed, at meetings, workshops and conferences to ensure strong communication between the program and families. (1 Request) • 4A.3.4: Program representative(s) participate in local community group work that is related to early childhood, and the cultural groups served by the program and/or family support. (2 Requests) • 5A.3.3: Results of the annual survey are used to develop the a comprehensive written program improvement plan. (1 Request) • 5A.3.5: Program tracks and monitors teacher turn over and has plan for addressing turn over. (1 Request) • 5A.4.3: An outside audit is conducted annually by a certified public accountant. (4 Requests) • 5B.2.2: Staff are given feedback on instructional practice on a monthly basis. (1 Request)

  30. QRIS Exemptions Requested – Center-Based - Level 3 • 5B.3.5: Staff salary scales reflect the educational levels, experience and performance levels, as determined by the annual evaluation of the staff members, and is comparable with the current wage level of others in the community with the same levels of education. (1 Request) • 5B.4.4: Program has an incentive program that rewards each educator that achieves the next step on the career ladder. (1 Request)

  31. QRIS Exemptions Requested – Center-Based - Level 2 • 1A.3.4: Staff demonstrate language and literacy skills either in English or the child's language that provide a model for children. (1 Request) • 2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (1 Request) • 3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (2 Requests) • 3A.2.3: Program administrator has a minimum of 3 college credits in administration and management and 12 college credits in early childhood education/child development/ special education and 2 years experience as an administrator. (3 Requests) • 3A.2.4: Program administrator is trained in the MA Guidelines for Preschool Learning Experiences, the Infant / Toddler Learning Guidelines, child development, the Strengthening Families protective factors, and is knowledgeable about the core competencies in order to be able to develop their staff’s professional development plans. (6 Requests)

  32. QRIS Exemptions Requested – Center-Based - Level 2 • 3B.2.1: All staff working in program have a high school diploma or GED. (5 Requests) • 3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (13 Requests) • 3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (10 Requests) • 4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (2 Requests) • 5A.2.1: Communication and updates on the program are provided to Educators and families. (4 Requests)

  33. QRIS Exemptions Requested – Center-Based - Level 1 • 1A.2.2: Materials reflect the language and culture of the children in the classroom, their communities, and represent the diversity of society. (1 Request) • 2A.2.2: Demonstrates healthy, safe and clean indoor and outdoor environments. (1 Request) • 2A.3.3: Demonstrates healthy, safe and clean indoor and outdoor environments. (1 Request) • 3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (1 Request) • 3A.2.3: Program administrator has a minimum of 3 college credits in administration and management and 12 college credits in early childhood education/child development/ special education and 2 years experience as an administrator. (1 Request) • 3A.3.1: Program administrator has at least a Bachelor’s degree. (1 Request) • 3B.2.1: All staff working in program have a high school diploma or GED. (1 Request)

  34. QRIS Exemptions Requested – Center-Based - Level 1 • 3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (1 Request) • 3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (1 Request) • 5A.3.4: Program has a annual review conducted of the accounting records by an independent party who has accounting or bookkeeping expertise. (2 Requests)

  35. QRIS Exemptions Requested – FCC - Level 4 • No Exemptions Requested for QRIS Level 4 FCC programs.

  36. QRIS Exemptions Requested – FCC - Level 3 • 2A.3.3: Educator is trained in how to work with children with special diets, allergies and specialized feeding issues. (1 Request) • 3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (6 Requests) • 3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (2 Requests) • 3A.4.2: Ensures that one educator is in the FCC home at least two times a month that has a Bachelor’s degree in early childhood or a related field. (1 Request) • 4A.3.2: Educator has developed informational materials on the program that are in the language of the community, are available for use in the community and are given to prospective families. (1 Request)

  37. QRIS Exemptions Requested – FCC - Level 3 • 5A.3.1: Educators and family input are solicited on an annual basis through a survey to evaluate the program and results are used to develop the a comprehensive written program improvement plan. (1 Request) • 5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (1 Request – claimed it was NOT APPLICABLE)

  38. QRIS Exemptions Requested – FCC - Level 2 • 1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (7 Requests) • 2A.2.2: Annual consultations by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (13 Requests) • 3A.2.2: At least one educator has a Child Development Associate's credential (CDA), (or higher i.e. AA or BA) for the age of the children served OR EEC Lead Teacher Qualified (Preschool or Infant/Toddler). (1 Request) • 3A.2.4: Educator has an Individual Professional Development Plan (IPDP) that ensures that educator(s) is trained in the MA Guidelines for Preschool Learning, Infant / Toddler Learning Guidelines, diversity, oral language development, supporting children's literacy development, the Strengthening Families protective factors, and includes an overview of the MA Curriculum Frameworks. (2 Requests)

  39. QRIS Exemptions Requested – FCC - Level 2 • 3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (1 Request) • 4A.2.3: Educator participates in community events. (1 Request) • 4A.2.5: Educator completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (1 Request) • 5A.2.2: Family Child Care Home has a written business plan. (1 Request) • 5A.3.1: Educators and family input are solicited on an annual basis through a survey to evaluate the program and results are used to develop the a comprehensive written program improvement plan. (1 Request) • 5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (3 Requests – claimed it was NOT APPLICABLE)

  40. QRIS Exemptions Requested – FCC - Level 1 • 1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (1 Request) • 2A.2.2: Annual consultations by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (1 Request) • 3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (1 Request) • 5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (1 Request – claimed it was NOT APPLICABLE)

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