Planning for EEC FY2010 Grant Awards Board of Early Education and Care April 14, 2009

1. Planning for EEC FY2010 Grant Awards Board of Early Education and CareApril 14, 2009

2. Planning for FY2010 Grant Awards For all grants: • Introduce greater accountability through outcomes • Sustain/protect strengths of current system, while ensuring greater consistency for families, children and programs For selected grants: • Make best use of limited resources • Align and consolidate grants with common goals/purposes • Achieve administrative efficiencies for grantees and for EEC • Target resources to families/children with greatest needs • Reduce duplication • Continue system reforms that build towards longer term vision and goals • Define core services needed at state, regional and local level • Alignment with QRIS

3. Planning for FY2010 Grant AwardsFY2010 Proposed Renewal Grants -- Minimal Changes

4. Planning for FY2010 Grant AwardsFY2010 Grants with Proposed Changes

5. Coordinated Local Family Access and Support Grants - Vision and Goals EEC seeks to establish/build on a local infrastructure to ensure that every family with young children, and especially those experiencing multiple risk factors, has access, in their community, to: • High-quality, accurate and readily available information; • Strength based family education and early literacy activities; • Coordinated resources; • Leadership opportunities to assess/design improvements to the local early education and care infrastructure and statewide policy; and • An integrated and aligned network of parents and providers to ensure common school readiness goals; seamless transitions and effective inclusion of children with special needs across the community.

6. Coordinated Local Family Access and Support Grants – Outcomes • Information on early education and care options, parenting education, and community resources is readily available and accurate • Children experience literacy, language and print rich environments • Engagement of hard to reach populations • All families with newborns or newly adopted infants are contacted by a local, knowledgeable resource person • Parent Child-Home Program retention rates • Smooth transitions for children among and between home/programs/schools • Every community has at least one free, child safe, public space • Families and educators have access to comprehensive services to support their children’s healthy development • Families have meaningful leadership opportunities in their communities • Data, collected locally and aggregated state-wide, is used to measure need for and effectiveness of local early education and care strategies

7. Coordinated Local Family Access and Support Grants -- Objectives and Services • OBJECTIVE 1: Increase knowledge of and accessibility to early education and care programs and services for families with children prenatal through school-age. • OBJECTIVE 2: Facilitate collaboration and community planning between local early education and care partners and stakeholders. • Objective 3: Provide support and guidance to families with children transitioning between and among early education and care settings, home and school. • Objective 4: Support early education and care programs across the public and private sectors in delivering high-quality services.

8. Coordinated Local Family Access and Support Grants – Overview of Proposed Changes To move towards the long term vision and goals, in FY2010 EEC proposes to seek joint grant proposals from communities to encourage/further support comprehensive planning and delivery of local family access and supports. Highlights of Voluntary Collaborative Submissions: • Communities to develop or maintain a single/consolidated local planning council/entity responsible for meeting the goals of the funding and to work through issues related to coordination. • Participation will be voluntary in FY2010 but may be required or implemented through a competitive bid process in FY2011. • All communities/grantees, whether they participate in the consolidated application process or not, will be expected to work towards the established outcomes.

9. Coordinated Local Family Access and Support Grants -- Key Issues to be Addressed Through RFR Process • What supports, technical assistance and or incentives are needed from EEC (or other sources) during FY2009 and FY2010 to assist and encourage communities in moving towards collaborative planning and coordinated funding? • How can children in Commissioner’s Districts, rural areas and/or communities with greater educational risk factors be prioritized within existing resources? • How will communities approach the near/long term vision of including a birth through school-age vision within local planning? • What is the base level of funding needed to achieve outcomes outlined? What funding would be needed to fully implement the vision across the state/how does current funding address these gaps? • What is the definition of “community” or how will service areas that vary be reconciled? • How will local resources/efforts be coordinated with local/regional quality and professional development resources/efforts?

10. Planning for FY2010 Grant AwardsProposed FY2010 Grants with Changes

11. Planning for FY2010 Grant AwardsUniversal Pre-Kindergarten (UPK) Classroom Quality -- Overview of Proposed Changes Areas of proposed changes: • Establishing grant outcomes • Refined expenditure parameters • Administrative simplification • Additional system-building/policy development Proposed changes based on feedback from: • FY08 UPK Evaluation • UPK Working Group (subset of Advisory Team) • UPK family child care sub-group (subset of UPK Working Group plus additional stakeholders) • UPK grantees • Internal grant review process

12. Planning for FY2010 Grant AwardsUPK Classroom Quality -- Outcomes • Outcomes will address: • Staff/teacher qualifications • Teacher/provider to child ratio and group/class size • Research-based instructional practices and how assessment information being used to affect instruction and program practice • Family engagement/involvement • Level of services to meet comprehensive needs of children and families • Quality of transitions for children/families • Grantees would be required to provide quality improvement plan and relate proposed grant activities to outcomes

13. Planning for FY2010 Grant AwardsUPK Classroom Quality -- Expenditures and Administration • Refined Expenditure Parameters • Limit educational materials/technology expenditures after first year of funding to certain % of total (e.g., 15%) based on UPK evaluation findings and grant reviews • Require that family child care systems pass-through certain proportion of funds directly to UPK providers (e.g., 50%) • Administrative Simplification • Consolidate agencies with multiple sites/providers into one contract with site-specific budgets

14. Planning for FY2010 Grant AwardsUPK Classroom Quality -- Areas for Further Policy Development • Ongoing evaluation and planning for child outcome measurement • Additional networking/training opportunities for grantees to share best practices with each other and non-UPK programs • Work with family child care systems on building high-quality coaching capacity • Analyze/assess impact of classroom based vs. program based funding • Identify ways to better include public school programs (e.g., grant structure, eligibility criteria, expenditure parameters) • Refine short and long term vision for UPK with Board Policy & Program Committee

15. Planning for FY2010 Grant AwardsProposed FY2010 Grants with Changes

16. Planning for FY2010 Grant AwardsProfessional Development/Accreditation -- Overview of Proposed Changes • Reduce duplication in professional development activities provided by CPCs and CCRRs, for example: • Define/purchase core Professional Development functions from CPCs and CCRRs to help programs retain licensure, become accredited (e.g., meet current professional development/quality requirements) • Encourage collaboration among CPCs, CCRRs, Building Careers and other non-EEC resources • Consolidate CPC professional development (89)and accreditation grants (108) into a single grant to CPCs (197 108 grants). Include accreditation support as core professional development activity • Identify/analyze role of this funding in the design of the QRIS Program and Practitioner Supports

17. Planning for FY2010 Grant AwardsProfessional Development/Accreditation -- Outcomes Grant/Contract outcomes will address: • # programs progressing a step in accreditation process, • # programs re-accredited, • # programs accredited for the first time, • # CDA candidates and how many earned CDAs, • # students matriculated in higher education, • # professional development offerings awarding CEUs or college credit. • # offerings in areas such as inclusion, curriculum, growth and development, assessment, interactions, etc. • extent of collaboration among CPCS and with CCRRs and others to leverage resources.

18. Planning for FY2010 Grant AwardsSummary of Proposal In FY2010, all EEC grants programs will include a focus on clearly defined outcomes and consistency in service delivery. The following grants will be renewed with minimal other changes: • Early Childhood Special Education (262), coordinated with Inclusive Preschool funding • Head Start State Supplemental • Early Childhood Mental Health Consultation • Building Careers

19. Planning for FY2010 Grant AwardsSummary of Proposal EEC will move towards a comprehensive local infrastructure of family access and supports by seeking voluntary consolidated submissions from communities with one or more of the following grants: • CPC Local Planning and Coordination • Massachusetts Family Network • Parent Child-Home Program • Joint Family Support • EEC will refine allowable expenditures and simplify administrative aspects of the Universal Pre-Kindergarten Classroom Quality Grant • EEC will begin defining core professional development functions to be delivered at the local (by CPCs) and regional (by CCR&Rs) levels; and seek consolidated professional development/accreditation grants from CPCs

20. Planning for FY2010 Grant Awards