Transcript Slide 1

A Joint EEC-ESE
Initiative focused on P-3:
Proficiency on Grade 3 Statewide
Literacy and Mathematics
Assessments
May 2011
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Agency Mission Statements
Department of Early Education and Care
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provide the foundation that supports all children in their
development as lifelong learners and contributing members
of the community, and supports families in their essential work
as parents and caregivers.
Department of Elementary and Secondary Education
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strengthen the Commonwealth’s public education system so that
every student is prepared to succeed in postsecondary
education, compete in the global economy, and understand
the rights and responsibilities of American citizens, and in
so doing, to close all proficiency gaps.
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Our unified
vision is...
…Proficiency on Grade 3 Statewide
Literacy and Mathematics Assessments
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What We Know from
Experience and Research
Children enter school with vastly different skills. Research shows that gaps
in learning exist by 18 months of age.
High quality preschool supports children to develop age appropriate skills
and be ready to succeed in kindergarten.
Children’s overall healthy development is critical to learning. Social and
emotional competencies as well as physical health are tied to academic
success.
The support and involvement of families in their child’s education and
development is necessary for successful learning.
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Policies to Consider and
Discuss
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Universal Preschool
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Mandated, Universal Full-Day Kindergarten
(Offering and Attendance)
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Class Size and/or Ratio Regulations in K-3
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Shift in access eligibility from family income
to child need
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Key Principles in the P-3
Alignment
1.Horizontal alignment
2.Vertical alignment
3.Temporal alignment
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Principle 1: Horizontal Alignment
 Horizontal
alignment
Vertical
alignment
 Temporal
alignment
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Horizontal alignment
is created by using
consistent learning
approaches within
an age range or
grade.
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Principle 2: Vertical Alignment
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Horizontal
alignment
 Vertical
alignment
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Temporal
alignment
3rd
grade
2nd
grade
1st
grade
K
Vertical alignment
is created by
using consistent
learning
approaches
across ages or
grades.
Pre-K
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Principle 3: Temporal Alignment
Horizontal
Temporal alignment
is created by using
alignment
consistent learning
 Vertical alignment
approaches across a
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 Temporal
child’s day.
alignment
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What does P-3 look like
in Massachusetts?
A coordinated and
collaborative state approach
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Instructional
Tools and
Practices
Mechanisms for
Cross-Sector
Alignment
Teacher Quality &
Capacity
Data and
Assessment
Cross Agency
Collaboration
on P-3
Transitions and
Pathways
Instructional
Environment
(school and
Classroom)
Engaged Families
Administrators &
Leadership
Quality
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P-3 Elements
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Mechanisms for cross-sector alignment
(Governance, strategic plans)
Administrators and Leadership Quality
(Leadership is inclusive/facilitative and focused on instruction)
Teacher Quality and Capacity
(Focus on credentials and professional development; professional dispositions;
professional community)
Instructional Tools and Practices
(Curriculum content; alignment of standards and curricula; pedagogical methods)
Instructional Environment
(Student-centered learning culture (classroom and school))
Data and Assessments
(Data and assessment used to improve instruction)
Engaged Families
(Families and communities engaged in student learning)
Transitions and Pathways
(Focus on children’s movement through the continuum)
1
Kauerz, Kristie (2011). Sustaining Your Work: PreK-3rd Implementation and Evaluation Framework; a
presentation to ESE PK-3 grantees. Harvard University: Cambridge, MA.
Instructional Tools and Practices
(Examples of current and future activities to support P-3
initiative)
Standards:
 Roll-out the 2011 Massachusetts Curriculum Framework for
English Language Arts and Literacy and the Massachusetts
Curriculum Framework for Mathematics
Curriculum:
 Align the Guidelines for Preschool Learning Experiences and
Kindergarten Learning Experiences with the new frameworks
 Integrate content areas and create interdisciplinary
curriculum
 Develop a birth to literacy curriculum for educators
Instruction:
 Ensure developmentally appropriate practice in P-3
classrooms
 Provide knowledge of child development to teachers,
administrators and assistants
 Differentiate instruction
 Implement tiered systems of support
 Enrich learning experiences for children
P-3
 Focus on the whole child
 Use play effectively to promote learning
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Data and Assessments
(Examples of current and future activities to
support P-3 initiative)
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Develop and use data systems to address P-3 issues
Implement comprehensive assessment approaches by using
formative assessment, progress monitoring, and
summative student data
Replicate the Chicago Study focused on
Literacy/Mathematics and social-emotional competencies
Use Classroom Assessment Scoring System instrument in
Head Start programs, as an option in QRIS and in some
Quality Full-Day Kindergarten grant classrooms.
Implement Quality Rating and Improvement System
requirements for evidence-based formative assessments in
early education and care programs (infant, toddler, and
preschool) and after-school and out-of-school time
programs
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Instructional Environments
(Examples of current and future activities to support P-3 initiative)
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Administer the PK-3 Curriculum, Instruction,
and Assessment Alignment Project
Administer the Universal Preschool Grant
Administer the Quality Full-Day Kindergarten
Grant
Quality Rating and Improvement System
(QRIS)
Create small class sizes and appropriate
adult : student ratios
Alignment of schools and after-school and
out-of-school time programs related to
curriculum, instructional strategies, and
professional development
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Engaged Families
(Examples of current and future activities to support P-3
initiative)
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Administer the Coordinated Family and Community
Engagement Grants (EEC)
Create opportunities for staff from EEC and ESE to
jointly develop a family and community engagement
framework
Support the work of the Wraparound Services model
and School Turnaround work, including engagement
of families
Conduct home visits and other non-traditional
strategies (e.g., parent groups, resource rooms)
Build partnerships among families, schools, and
community-based organizations
Access behavioral health services and other supports
(e.g., mental health)
Administrators and Leadership
Quality
(Examples of current and future activities to support P-3 initiative)
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Support the CAYL Institute and Principal
Leadership forums
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Create a survey course for Literacy P-3 in
collaboration with University of
Massachusetts Boston
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Link the STEM work with the professional
development priorities around literacy and
mathematics in early education
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Support principals to develop early
education and early elementary expertise
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Transitions and Pathways
(Examples of current and future activities to support P-3 initiative)
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Support student transitions within and across
grades
Create and use common transition forms
between public and community-based preschool
programs to share data with kindergarten
teachers
Provide opportunities for preschool children to
visit kindergarten classrooms and kindergarten
teachers to visit children in their preschool
program
Develop a common understanding about student
expectations and share that understanding
among birth to five providers and K-3 staff
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Teacher Quality and Capacity
(Examples of current and future activities to support P3 initiative)
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EEC Licensing requirements and ESE Teacher certification
requirements
Administer the Early Literacy Grant and the Early Childhood
Special Education Grants
Create opportunities for collaborative team planning
between general and special education
Create common planning time for school staff across and
between grade levels
Coordinate across program types to support children with
disabilities
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Mechanisms for Cross-Sector Alignment
(Examples of current and future activities to support P-3
initiative)
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Executive Office of Education Inter-agency
Taskforce focused on P-3 Literacy
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Support the Memorandum of Understanding
(MOU) between EEC and Springfield PS to
develop a P-3 infrastructure
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Early Childhood State Advisory Council (SAC)
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Support collaborative efforts between early
education and care providers and the public
schools (e.g., joint professional development)
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Co-sponsor an Institute on Literacy and
Mathematics, weaving the social-emotional and
family engagement frameworks into the content
Potential Partners to Build P-3
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Executive Office of Education
Department of Higher Education and Institutions of Higher Education
EEC (Policy, Professional Development, Early Childhood Information
System)
ESE (Title 1, Targeted Assistance, Special Education, Learning
Support Services, Curriculum and Instruction, English Language
Acquisition, Adult and Community Education) and the regional DSACs
CAYL Institute
Readiness Centers
Davis Foundation
United Way
Resource and Referral Agencies
Massachusetts Afterschool Partnership
Strategies for Children
Head Start
Non-profit Community-based Organizations
Independent Family Child Care Providers
Massachusetts Administrators of Special Education
Massachusetts Elementary Principals Association
Massachusetts Association of School Superintendents
Massachusetts Association of School Committees
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Massachusetts State Advisory Council
(SAC) on Early Childhood Education
and Care
Review of Grant, Work Plan Updates,
and Year One Budget Considerations
May 2011
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Background
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The Improving Head Start for School Readiness Act of 2007
requires the Governor of each “State” to designate or
establish a council to serve as the State Advisory Council on
Early Childhood Education and Care for children from birth
to school entry.

To be eligible to receive a grant, a state had to prepare and
submit an application for a three-year period that addresses
select criteria.
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The State Advisory Council is responsible for leading the
development or enhancement of a high-quality,
comprehensive system of early childhood development and
care that ensures statewide coordination and collaboration
among the range of programs and services in the State
including: child care, Head Start, IDEA preschool and infants
and families programs, pre-kindergarten programs and
services.
Background, continued.
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Original application was submitted in May, 2010.
We were notified in late August that we had been
awarded $1,137,560 for the three year project
period.
In mid-August we were invited to submit a
supplemental application. (Not every state had
applied or applied for the full amount of funds in
the original application process.)
We were notified in late September that we had
been awarded an additional $164,277 for the
three year project period.
The revised three year total is $1,301,837.
State Advisory Council (SAC)
Functions:
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A.
Needs assessment
B.
Early education and care collaboration
C.
Early education and care enrollment & outreach
D.
Unified data collection
E.
Quality improvement in early education and
care
F.
Professional development
G.
Early education-higher education workforce
preparation partnerships
H.
Early learning standards
Six Focus Areas for ARRA SAC Grant
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1.
Early Childhood Information System development and use
2.
Needs Assessment
3.
B-8 Community Planning and PreK-3 Partnerships
4.
Early Education/Higher Education Workforce Preparation
Partnership
5.
Policy and Best Practices for Children & Families with
Limited English Proficiency and/or Developmental Delays or
Multiagency Involvement
6.
ARRA Council Implementation Support and Accountability
SAC Goal 1 – Early Childhood Information
System development and use:
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Data development, analysis, and use, including
continued development of an interagency Early
Childhood Information System and the assignment of
child, workforce, and program identifiers coupled with
the analytic capacity to examine and report on data
collected on young children’s needs and programs.
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Includes a continued partnership with UMass Lowell
and the Open Indicators Project.
SAC GOAL 1 Related Updates:
1. Early Childhood Information System (ECIS)
2. Open Indicators Consortium
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SAC Goal 2 – Needs Assessment Consulting

Design and implementation of the required needs
assessment with a special emphasis on multi-risk
families with infants and toddlers
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Needs assessment will be conducted and
analyzed throughout the tenure of the SAC ARRA
grant.
SAC Goal 2 Related Updates:
 Wellesley hired to design two multi stage Needs
Assessment models
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SAC Goal 3 – B-8 Community Planning and
PreK-3 Partnerships
Co-Investment Funding Partnership Contracts with the
Philanthropic Sector
 Support for community birth through age 8 (B-8)
strategic plans, anchored in local data on:
 Child/family needs, and
 The quality/effectiveness of Pre-K through Grade 3
aligned systems linking local schools, local
providers, and families through grants to
communities.
 Development of tools and assessments which are
aligned based on child development including
standards, to be used locally between the early
education and public schools
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SAC Goal 3 Related Updates:
1. ESE/ EEC Pre K – 3 Partnership
2. Head Start and the Public Schools
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Head Start and Public School Partnerships
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A state-wide series of meetings between public preschool and
Head Start representatives with a focus on full implementation
of the required activities of the federally required Head Start –
LEA Memorandum of Understanding:
 Educational activities, curricular objectives, and instruction
 Public information dissemination and access to programs for
families contacting the Head Start program or any of the
preschool programs
 Definition of service areas
 Staff training, including opportunities for joint staff training
on topics such as academic content standards, instructional
methods, curricula, and social and emotional development
 Program technical assistance
 Provision of services to meet the needs of working parents,
as applicable
 Communication and parent outreach for smooth transitions
to kindergarten
 Provision and use of facilities, transportation, and other
program elements
ESE/EEC Pre K-3 Partnerships
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EEC and ESE are hosting a Birth to 8 Leadership Institute Early
Educator Fellowship series.
EEC is offering equal numbers of Fellowships to elementary school
principals and community based early education providers.
Three leadership meetings with national experts and state leaders will
be held on March 26, 2011; April 30, 2011; and June 4, 2011.
 Through these meetings, Fellows will focus on three areas of
timely importance to the Commonwealth:
• child growth and development;
• literacy, and
• dual language learners.
More than topical meetings, Fellows will become part of a statewide
learning community with access to national experts and state leaders.
Educators are eligible for the Fellowship if they are:
 An elementary school principal;
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A director of a program such as Head Start, center-based and out-ofschool time care programs, and family child care systems; or
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An early care and education professional in specialty areas such as
mental health or early intervention (for limited spots as
observers).
ESE/EEC Pre K-3 Partnerships
Leadership Institute for professionals serving children ages birth to
eight in PreK-3rd grade public school and community-based settings
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Total applications: 160
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108 accepted and enrolled
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49 rejected
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3 accepted but declined
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District Demographics of applicants:
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52 (33%) Commissioner’s District
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15 (9%) Level Four school
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4 (2%) in close proximity to a Level Four School
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89 (56%) no answer
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Geographic Diversity of applicants:
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36 (23%) Metro Boston
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36 (23%) South Shore
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14 (9%) Western MA
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34 (21%) Central MA
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40 (25%) Northeast
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Sector diversity of applicants:
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35 (22%) from Public School systems
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62 (39%) from Community-Based programs
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19 (12%) from Private Preschools
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5 (4%) from Head Start
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6 (3%) from Family Child Care
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33 (21%) Unknown
Data as of 3.1.11
ESE/EEC Pre K-3 Partnerships
Leadership Institute (continued)
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Total Accepted Fellows: 108
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District Demographics of accepted fellows:
 44 (41%) Commissioner’s District applicants
 14 (13%) Level Four school applicants
 3 (3%)in close proximity to a Level Four School
 47 (44%) Unknown
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Geographic diversity of accepted fellows:
 32 (30%) Metro Boston
 30 (28%) South Shore
 8 (7%) Western MA
 14 (13%) Central MA
 24 (22%) Northeast
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Sector diversity of accepted fellows:
 28 (26%) from Public School systems
 51 (47%) from Community-Based programs
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10 (9%) from Private Preschools
 5 (5%) from Head Start
 5 (5%) Family Child Care
 9 (8%) Unknown
SAC Goal 4 - Early Education/Higher
Education Workforce Preparation
Partnership
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Complete development of an early education and
care workforce preparation data infrastructure
partnership with the Department of Higher
Education and with public/private higher
education institutions in the Commonwealth of
Massachusetts.
SAC Goal 4-Related Updates:
 IHE Mapping Phase I and II
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SAC Goal 5 - Policy and Best Practices for
Children & Families with Limited English
Proficiency and/or Developmental Delays
or Multiagency Involvement
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Development of policy and best practices and recommended
models for early education and care serving limited English
proficient children and families and/or children with
developmental delays or multiple system involvement.
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Through three in-depth meetings EEC will support Principals
and community-based providers in spending time learning
together in three areas of timely importance to the
Commonwealth:
 Child growth and development
 Literacy
 Dual language learners
SAC Goal 5-Related Updates:
1. DLL Study, Development of Policies and
Guidelines and Survey
2. Community Strategic Planning
Community Strategic Planning:
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Plans to improve educational outcomes
for children shifting focus from “child
readiness” to working to develop policies
and practices that focus on the
“readiness” of schools and their
leadership to receive children and
maximize their opportunities for success.
Three Areas of Focus:
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1.
Co-Investment Funding Partnerships
Contract with the Philanthropic Sector,
$50,000
2.
Community Strategic Planning: Birth –
8 community initiative on child growth
and development, literacy assessment
and dual language learners, $20,000
3.
Grants of $3-5K to participating
communities for training and tool
development, $25,000
Funding Requirements:
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Work must be done within a birth – 8
framework
Must in relationship with local communities
Support/build upon CFCE work related to
transition
Measurable outcomes
Must support or involve 3 “Policy Levers”
for Literacy:
 Teacher Quality
 Family Engagement
 Environment/ Community based cultural
institutions that support literacy
development
Delivery Options for Discussion and
Consideration:
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Testing in local communities
One grant with several parts
Separate grants
3 Categories of funding for which level
four communities can apply
Year One (Oct ‘10 – Sept ‘11) Budget Considerations:
October 1, 2010 - September 30, 2011: YEAR ONE
Time in
Personnel
Months
State Advisory Staff
Support
Fringe Benefits
Percent
Amount
Annual/Grant Salary
(equal)
FTE
12
1.00
$
78,466.33
Fringe
Payroll Tax
Total
33.12%
1.91%
$ 25,988.05
$
1,498.71
$
Personal
Mileage (.40
Travel
Miles
Rate)
Coordinator travel ACF
400 $
160.00
General Staff Travel
Related to SAC
1285 $
514.00
Total
Contracts
79.00
274.59
$
40,000.00
$
50,000.00
$
60,000.00
$
$
20,000.00
170,000.00
Other Costs (Professional Services)
Total
Early Childhood Data Consultation Support (See Goal 1)
Needs Assessment Consulting Work (See Goal 2)
Total
$
$
$
47,300.00
47,300.00
Grants
Total
Grants of $3K to $5K to participating communities for
training and tool development
$
25,000.00
Supplies
Total
Justification
Based roughly on the percentage of admin
budget that the department spends on
supplies. Then reduce further to live within
General Office Supplies $
2,609.72 budget.
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Total
$
$
$
239.00
788.59
1,027.59
Total
Open Indicator UMASS Lowell Data subscription (See
Goal 1)
Co-Investment Funding Partnerships Contracts with the
Philanthropic Sector (see goal 3.)
Higher Education Workforce Preparation Data
Partnership (See Goal 4)
Community Strategic Planning: Birth to 8 community
initiative on child growth and development, literacy
assessment, and dual language learners (Sup)
Totals
Indirect Charges
Rate Agreed to by Comm of MA and
EHS
$40.24
27,486.75
Subsistence
$
$
Wage Rate
Rate
Cost
30.34% $
77,599.50
To
discuss
today, =
$95,000
Feedback from SAC Members
(3/7 Meeting)
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At the March 7, 2011 meeting of the SAC, Commissioner Killins provided a
review of the grant and updates on the work plan and budget
considerations.
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Feedback from the SAC included:
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It was noted that early intervention is not explicitly mentioned in the
Joint EEC-ESE Initiative P-3 presentation, despite mention of data
showing that gaps in learning exist by 18 months.
• Early Intervention has been added to the list of partners to build P-3
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
An interest was expressed in mapping college courses as it relates to
infant and toddler credentials and defining what the core elements and
content of the credentials would be.
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The SAC discussed how some communities in the state have school
systems with a single principal for prek-2nd grade and whether this
may be considered a best practice in P-3.
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Expressed concern that certain parts of the state - particularly
communities in Western Massachusetts, which may have some of the
poorest performing schools - are often overlooked when limited
funding is focused on urban communities.
• SAC members discussed the potential value in focusing funding
towards rural communities as well as gateway towns.
Proposal: Grants to Support
Birth to 8 Community Planning
in Rural Communities
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Proposal: Grants to Support Birth to 8
Community Planning in Rural Communities
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In response to feedback provided by the SAC suggesting that
resources be targeted to rural communities, EEC proposes
awarding grants to rural communities to support birth to 8
community planning.
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Grants relate to SAC Goal 3: Birth to 8 Community Planning
and Pre-k to 3rd partnerships.
• EEC plans to allocate $95,000 of the ARRA SAC the
purpose of rural community planning grants.
• Grants will be approximately $5,000 each and will be
focused on supporting the needs of children and families
in rural communities through community planning.
• EEC has reviewed population per square foot and the
number of children ages 0-5 in communities to
determine which communities would be eligible to
apply for funds (see following data).
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Defining “Rural” and Potential Target
Communities
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
While there is no national definition on what an urban or
rural city/town is in recent years some Massachusetts
researchers have settled on using a population density of
less than 500 per square mile as the criterion.
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The principal alternative criterion was a population less
than 10,000, which is what is now used by the
Massachusetts Rural Development Council and is the
"official" definition in state government.
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Of the 351 cities and towns in Massachusetts, 192
cities/towns meet one or more of the criteria noted above.
 147 out of 192 cities/towns meet both definitions.
• The remaining 45 cities/towns meet only one of the
definitions described above.
Questions/Feedback?
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