Supporting High Quality Preschool/PreKindergarten through Title I, Part A

1. Supporting High Quality Preschool/PreKindergarten through Title I, Part A MAASFEP Riding The Waivers of Change: Part 2 March 21, 2013 3:00 – 4:00 pm Eileen Nelson, MA Minnesota Department of Education “Leading for educational excellence and equity. Every day for every one.”

2. Why Focus on Early Learning? A Fresh Perspective • Nationally • 40% of all children enter kindergarten without the necessary skills to be successful in kindergarten • 70% of children from low-income families do not have the skills they need • Children rarely catch up without intervention education.state.mn.us

3. Why Focus on Early Learning? A Fresh Perspective education.state.mn.us • Minnesota • 40% of all children enter kindergarten without the skill to be successful in kindergarten • Analysis of annual School Readiness Study data concludes that • the results of the School Readiness Study are predictive of the Minnesota Comprehensive Assessment (MCA) proficiency outcomes at grade three, especially in reading and math.

4. Why Focus on Early Learning? A Fresh Perspective education.state.mn.us • kindergarteners attaining overall proficiency were at least twice as likely to exceed standards on both MCA reading and math scores in 3rd grade compared to kindergarteners who did not attain overall proficiency. • kindergarteners not attaining overall proficiency were more than twice as likely to have been in special education or retained by 3rd grade, even when holding constant gender, race/ethnicity, parent education, income or Individual Education Program (IEP) status compared to kindergarteners who did attain overall proficiency.

5. What’s At Stake? • School failure • Additional Costs • Social/family relationships • Long-term cost$ education.state.mn.us

6. Prekindergarten is an Effective Intervention Only When it is High Quality education.state.mn.us • Prekindergarten for children with high needs must provide • Intentional curriculum planning • Instructional practice aligned with kindergarten and that supports the child to construct their understanding of the world • Appropriate assessments used throughout the year to inform instruction and curriculum planning • Parents engaged in their child’s learning • Early childhood screening so that children are screened as early as possible

7. Quality Prekindergarten Classroom and Experiences education.state.mn.us

8. What is a Title I Preschool Program? education.state.mn.us A Title I preschool program is a preschool program for which an LEA or school uses Title I funds, in whole or in part, to improve the cognitive, health, and social-emotional outcomes for eligible children below the grade at which an LEA provides a free public elementary education.

9. How may an LEA use Title I funds to support a preschool program? education.state.mn.us • School-operated Title I preschool program • All or portion of funds for eligible children • District-operated preschool program • Reserve a portion of funds off the top of its allocation for eligible children in the district or portion of the district • LEA coordinating with other preschool programs • Use funds to coordinate with and support eligible children in preschool programs such as Head Start

10. What is a School Operated Title I Preschool Program? education.state.mn.us • Schoolwide program • Minimum of 40% of the students enrolled – or residing in the attendance area – from low-income families • All students in attendance area are eligible • Targeted assistance program • Only serve children who reside in attendance area and • Children identified as at risk of failing or later meet the State’s academic achievement standards

11. What is a Districtwide Title I Preschool Program? education.state.mn.us • District as a whole • Eligible children who reside throughout the district • All schools in the LEA are Title I schools operating schoolwide programs • Portion of a district • Eligible children who reside in specific Title I school attendance areas • Serve only eligible children who reside in Title I participating school attendance areas

12. Child Eligibility education.state.mn.us • Schoolwide program • All preschool-aged children living in the school attendance area. If the program cannot serve all eligible children then it must establish and apply selection conditions (most at-risk) • Targeted assistance program • Preschool-aged children living in the attendance area who are most at risk

13. Child Eligibility education.state.mn.us • Districtwide program • In the district as a whole, must reserve funds for children most at risk • In a portion of the district, in attendance areas of some Title I schools, depends on school program • Automatic child eligibility • Participated in Head Start or Title I preschool • Received migrant education services • Homeless • Neglected or delinquent services

14. Most At Risk education.state.mn.us Most at risk of failing to meet the State’s academic achievement standards based on multiple, educationally related, objective criteria, such as developmentally appropriate measures of child development, teacher judgment and interviews with parents. The use of income is one factor in determining eligibility for a districtwide Title I preschool program is allowable, especially for the purpose of prioritizing when there are not sufficient Title I funds to serve all eligible children.

15. Qualifications for Early Childhood Educators education.state.mn.us • Teachers • Meet highest professional standards for teaching young children • Because preschool is not part of public education in Minnesota and no requirement has been set by the state, teachers do not have to meet “highly qualified” • Paraprofessionals • High school diploma or equivalent • 2 years of college; earned an AA or higher; or demonstrated knowledge through academic assessment

16. Title I Preschool Classrooms education.state.mn.us A Title I preschool program that provides services to children from low-income families must ensure that those services comply at a minimum with the education performance standards in effect under section 641A(a)(1)(B) of the Head Start Act (ESEA section 1112(c)(1)(G))

17. Title I Preschool Classrooms education.state.mn.us Sec. 641A. STANDARDS; MONITORING OF HEAD START AGENCIES AND PROGRAMS [42 U.S.C. 9836A](a) Standards- (1) CONTENT OF STANDARDS- The Secretary shall modify, as necessary, program performance standards by regulation applicable to Head Start agencies and programs under this subchapter, including-- (B) scientifically based and developmentally appropriate education performance standards related to school readiness that are based on the Head Start Child Outcomes Framework to ensure that the children participating in the program, at a minimum, develop and demonstrate--

18. Title I Preschool Classrooms education.state.mn.us (i) language knowledge and skills, including oral language and listening comprehension; (ii) literacy knowledge and skills, including phonological awareness, print awareness and skills, and alphabetic knowledge; (iii) mathematics knowledge and skills; (iv) science knowledge and skills; (v) cognitive abilities related to academic achievement and child development; (vi) approaches to learning related to child development and early learning; (vii) social and emotional development related to early learning, school success, and social problem solving;

19. Title I Preschool Classrooms education.state.mn.us (viii) abilities in creative arts; (ix) physical development; and (x) in the case of limited English proficient children, progress toward acquisition of the English language while making meaningful progress in attaining the knowledge, skills, abilities, and development described in clauses (i) through (ix), including progress made through the use of culturally and linguistically appropriate instructional services;

20. Use of Funds for Professional Development • PD for teachers and paraprofessionals • PD for non-Title I teachers and paraprofessionals in a program jointly funded by Title I and Head Start education.state.mn.us

21. Family Engagement education.state.mn.us • District Program not required to follow ESEA, except it must include these parents in its parental involvement policy • School program is required to follow ESEA • Must coordinate with other preschool programs • Must allow parents to participate in appropriate PD activities

22. Transition from Preschool to Kindergarten education.state.mn.us • A schoolwide program must – • assist in the transition • include description in it comprehensive plan • A targeted assistance program must – • coordinate with and support the school’s regular education program, which may include transition • An LEA must- • describe how it will coordinate and integrate services in its plan, including transition

23. LEA Coordination with Community Early Learning Progams education.state.mn.us Procedure for receiving learning records Establish communication Conduct meetings with parents and teachers to discuss learning and development Link educational services

24. Use of Funds education.state.mn.us Enhance early learning programs Identify eligible preschool children Operate a preschool program Renting/minor remodeling of facilities Comprehensive services

25. Supplement-not-Supplant education.state.mn.us An LEA or school Title I preschool program must comply with the same supplement-not-supplant requirements that apply to all Title I programs

26. Supplement-not-Supplant education.state.mn.us • An Lea or school may use Title I funds to supplement the preschool services required by State law by – • Serving children not required to be served under state law • Extend a half-day program to full-day

27. Supplement-not-Supplant education.state.mn.us If the program would be allowable under Title I – that is, it is supplemental and designed specifically to improve the achievement of preschool children who are most at risk of failing to meet the State’s academic achievement standards – it would not violate the supplanting prohibition

28. Supplement-not-Supplant education.state.mn.us • Minnesota example • Combines with School Readiness Program • 2012: Serves 35 children with SR funds and have 5 families on fee waivers • 2013: Serves 35 children with SR funds and have 5 families on fee waivers and adds 20 eligible children using Title I funds • If Title I funds are intermingled with SR Funds, the classrooms must meet the Head Start Requirements described in Federal Guidance

29. Supplement-not-Supplant education.state.mn.us • Combines with School Readiness Program • Serves 20 children with School Readiness funds in a 3-hour/day, 4 days a week • Serves 20 children with School Readiness funds in a 6-hour/day, 5 days a week

30. Supplement-not-Supplant education.state.mn.us • Combines with School Readiness Program • Serves 20 children with School Readiness funds in a 4-hour/day, 5 days a week • Serves 20 children with School Readiness funds in a 4-hour/day, 5 days a week and adds additional services (literacy, health, etc)

31. Delivering Title I Preschool Program Aligned with K-3 education.state.mn.us • PreK with K-3 creates opportunities for improving children’s educational experience and outcomes: • Consistent alignment of curriculum and assessment • Early experience with aligned, appropriate instructional support • Inclusion of teachers in professional development • Parent engagement beginning in PreK • Knowledgeable instructional leaders Watch for state information on PreK-3 in Minnesota

32. Resources education.state.mn.us Serving Preschool Children through Title I Part A www2.ed.gov/policy/elsec/guid/preschoolguidance2012.pdf Head Start Requirements http://eclkc.ohs.acf.hhs.gov/hslc/Head%20Start%20Program/Program%20Design%20and%20Management/Head%20Start%20Requirements/Head%20Start%20Act/headstartact.html#641A

33. Contact education.state.mn.us • For further information: • Eileen Nelson, MDE eileen.nelson@state.mn.us