Transcript Universal Pre-Kindergarten (UPK) Program Overview May 2010 0

Universal Pre-Kindergarten (UPK)
Program Overview
May 2010
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FY11 UPK Planning and Discussions
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The Board is in the process of reviewing UPK to determine
how to further develop the program.
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Discussion of the role of UPK within the context of current
initiatives (i.e. QRIS)
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Attention is being given to how to increase high quality
programming for preschoolers beyond the currently
designated pilot group of UPK grantees
• QRIS as a means to help transition UPK from a Pilot to a
statewide system where all eligible programs have the
opportunity to participate
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Options for FY11 included expanding accessibility:
1. Move 25% of UPK grant funds and any new FY11 UPK dollars
to support QRIS Program Quality Improvement Grants
2. Seek federal approval to provide continued care to
preschoolers with federal funds if their families lose eligibility
3. Maintain current (FY10) grant structure
Board supported options 1 and 2.
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Collecting waitlist, access, and continuity of care data on
preschool children
Legislative Language Regarding the
Establishment of UPK
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The development and implementation of a universal pre-kindergarten
(UPK) program is a statutory responsibility of the Department
Universal Pre-kindergarten Section 13.
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(a) The board shall, subject to appropriation, establish the Massachusetts
universal pre-kindergarten program to assist in providing voluntary,
universally accessible, high-quality early education and care programs
and services for preschool-aged children in the commonwealth. The
program shall be designed to meet and enhance the preschool-aged child’s ability
to make age appropriate progress in the development of cognitive, linguistic,
social, emotional and physical capacities and school readiness based on curriculum
frameworks.
(b) The Massachusetts universal pre-kindergarten program shall be delivered
through a mixed system of providers and programs. Programs shall be
sufficiently flexible to serve families with various work schedules.
The department shall develop a method for funding the program, which
may provide grants, or enter into contracts with any provider of early
education and care, or entities coordinating or administering plans to provide highquality, comprehensive services to children and their families within the local
community. These providers may include, but are not limited to: public; private;
non-profit and for-profit preschools; child care centers; nursery schools;
preschools operating within public and private schools; Head Start programs;
independent and system-affiliated family child care homes; and local early
education and care councils. The department may provide vouchers to eligible
households for the purpose of implementing the early education and care
program. All providers shall demonstrate that they are willing and able to serve
and integrate children of diverse abilities and special needs, diverse cultural and
linguistic backgrounds and diverse economic circumstances.
Legislative Language Regarding the
Establishment of UPK, Cont.
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(c) The department and board shall, in consultation with the department and
board of elementary and secondary education, develop a joint policy on
kindergarten transitions, which shall ensure smooth transitions between
home, family day care, center-based preschool, and public pre-school.
The policy shall be research-based, and aligned with best practices. The policy
shall recognize the sensitive nature of the process for children and families, shall
be designed to ensure the ongoing participation of parents and family in the
process, and shall maximize all opportunities to ensure smooth transitions during
the year before entering kindergarten.
The process shall include, as much as is practicable, the exposure of both children
and families to the kindergarten environment early and regularly in the transition
process. The department shall require every preschool program receiving
funding from the commonwealth to develop a local transition plan
consistent with the statewide policy plan.
(d) The department, in cooperation with the executive office of health and human
services, shall, to the extent practicable, assure that the programs and
services provided through the Massachusetts universal pre-kindergarten
program are no less available in the aggregate to the children of disabled
parents than to the children of non-disabled parents. The department of
early education and care, with the approval of the board and in consultation with
the state advisory committee on early education and care established in section
3A, shall study and present any additional recommendations on the
programmatic, financing, and phase-in options for the development and
universal implementation of the Massachusetts universal prekindergarten program. This study shall include an estimate of the need for fullday, full-year care that meets the needs of parents who work full-time and shall
include the number of pre-school aged children in the commonwealth who may
be at risk due to family poverty, TAFDC status, special needs, or other risk
factors.
The department shall include its findings and recommendations, and any updates
of its findings, in the annual report required under section 3.
Current Approach to UPK
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Build on strengths of existing mixed system
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Address challenges in quality first, given research supporting the
relationship of high-quality early learning environments to school
success and later life outcomes
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Define measurable quality standard for participating programs
Support programs in reaching UPK quality standard in future
years
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Private center-based programs
Head Start
Public and private school preschools
System-affiliated and independent family child care
FY07 to FY09, Assessment Planning grants: Agencies awarded funds to implement
assessment systems in selected programs
• Designed as one-time one-year start up funds
• Funds spent on training and professional development, tools and materials,
technology, and staff compensation
• Approximately 100 agencies representing 400 programs benefitted from the
Assessment Planning grant
FY10, Assessment Grant for statewide trainings
• Associated Early Care and Education will provide training, technical
assistance, and assessment and screening tools and materials to
programs in the mixed delivery system statewide
• Approximately 450 educators statewide will benefit from trainings
(introductory, intermediate and advanced) on EEC’s three approved
assessment systems
UPK Funding Background
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FY07: $4.6 million
 Pilot implementation grants for Universal Pre-Kindergarten
(UPK)
FY08: $7.1 million
 Budget provided increase of $2.5M
FY09: $10.9 million (post 9c)
 Budget initially provided an increase of $5M for UPK;
reduced by $1.25M in mid-year budget reductions
FY10: $8.0 million
 Budget reduced funding by $2.9M
 All grant awards were reduced by 37% from FY09
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Grants are awarded for specific classrooms in a programs and have been
renewed yearly to date (with additional new grants being awarded in FY08
and FY09). A portion of each years funds were allocated to evaluation and
planning activities, as well as in FY07, FY08 and FY09 funding for Assessment
Planning grants to help programs move towards UPK eligibility).
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Funding is determined by the number of children and portion of subsidized
children in each classroom, and operating hours and full or part-time/year
status.
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Total classroom enrollment x $500 + total subsidized enrollment x $1500 =
total grant award [total is then prorated based on full or part-time/year
status]
UPK Grant Program Eligibility
Criteria
FY07
FY08,
FY09,
& FY10
EEC Licensed or License-Exempt
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Use one of four EEC-selected assessment tools for at least one
year*
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Use Early Childhood Program Standards For Three and Four
Year Olds and Guidelines for Preschool Learning Experiences
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Or
Used as
selection
priority
Have teacher/provider with BA in each UPK classroom/setting
Have National Association for the Education of Young Children
(NAEYC) accreditation or New England Association of Schools and
Colleges or for family child care, National Association for Family
Child Care (NAFCC) accreditation or a Child Development Associate
(CDA) credential or higher
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Serve or willing to serve children receiving financial assistance
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Provide access to full-day full-year services
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*The four EEC-selected assessment tools include: Work Sampling, High Scope Child Observation Record (COR),
Creative Curriculum Developmental Continuum, and Ages and Stages.
**NEASC included in FY08 accreditation options; CDA or “higher” included as FY09 and FY10 accreditation alternatives
for family child care.
UPK Grantee Overview
Grant Program
FY10 UPK Current
Classroom Quality
Grantees*
(originally funded in
FY07, FY08 or FY09 and
renewed each year)
FY09 UPK Classroom
Quality Grantees
(originally funded in
FY07, FY08 and renewed
each year or new in FY09)
FY08 UPK Classroom
Quality Grantees
(originally funded in FY07
and renewed or new in
FY08)
FY07 UPK Classroom
Quality Grantees
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#
Program
Sites
277
# UPK
Classrooms/
Homes
464
# UPK
Children
6,400
# Cities/
Towns
97
Grant Award
Amount
$1,260 $126,000
(average =
$17,000 per
classroom)
$2,000 $200,000
293
481
6,600
97
216
311
5,700
94
130
192
3,000
60
(average=
$27,000 per
classroom)
*At FY10 renewal, 14 programs/providers were unable to renew funding due to
reasons such as closing care, transferring classrooms to other UPK site and
lapse in accreditation; during FY10 two additional program lost funding.
UPK Classroom Quality Grants
Map of Current Sites
97 cities and towns
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Breakdown of Current Grantees
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Current grants are awarded to 277 UPK programs, with 464
classrooms/homes, across all settings (originally funded in
FY07, FY08 or FY09) including:
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6,400 children in UPK classrooms: ~80% of whom receive
EEC subsidies, Head Start, private scholarship, or are
free/reduced lunch qualifying in public schools
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185 out of the 277 UPK programs are fully funded (all
preschool classrooms in the program are designated as UPK)
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138 center-based programs;
• Approximately 45% are Head Start
114 system-affiliated family child care providers;
6 independent family child care providers;
18 public school programs; and
1 private school program.
92 programs (33%) have preschool classrooms at their UPK site
that are yet UPK funded
250 total classrooms in current sites are not UPK funded
Objectives of Current Grant Funding
UPK Pilot Classroom Quality Grant funds must be
used to:
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increase staff compensation;
lower staff/child ratios and/or decrease class/group size;
enhance the program’s ability to interpret and use assessment data to
improve program quality;
purchase hardware, software, or training to fully implement the electronic
component of the curriculum and/or assessment tool currently in use;
enhance developmentally appropriate practice and instructional support;
provide new staff professional development opportunities and/or support
staff
attainment of credentials or degrees;
incorporate additional comprehensive services into the program to meet
the
diverse learning needs of children and their social-emotional, behavioral,
and/or physical health needs;
support ongoing accreditation or reaccreditation activities;
enhance current or provide new family engagement opportunities;
enhance current or provide new transitional supports to children moving
to/from other programs or to kindergarten; and/or
provide or facilitate access to full-day, full-year services for working
families.
UPK Grant Expenditure Categories
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Staff compensation
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Comprehensive services for children
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Assessment supports and online licenses
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Assessment Trainings
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Professional Development
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Full day full year services
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Curricula and enrichment activities
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Educational materials and technological supports
(limited to 15% of budget)
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Accreditation support
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Transition to kindergarten supports
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Family support
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Administrative costs (limited to 8% of total budget)
Aggregate Report of FY10 Grantee Spending
FY10 UPK Percent of Funds Allocated by Budget Category and Program Type*
TOTAL - All Program Types
Center-based
FCC System FCC Independent Public/Private Schools
Staff Compensation
$
3,434,591.67
53.4%
55.1%
40.1%
30.1%
45.4%
Comprehensive Services for Children
$
697,312.25
10.9%
11.7%
6.7%
0.0%
4.0%
Professional Development
$
474,335.85
7.4%
6.8%
11.3%
15.0%
11.5%
Administrative Costs
$
364,243.75
5.7%
5.9%
5.3%
5.3%
2.7%
Educational Materials and Technological Supports
$
317,964.16
4.9%
4.9%
4.2%
10.5%
5.5%
Curricula and Enrichment Activities
$
309,466.51
4.8%
4.1%
9.4%
17.0%
8.9%
Family Support
$
273,494.75
4.3%
3.7%
10.6%
6.8%
5.0%
Accreditation Support
$
156,150.25
2.4%
1.8%
9.5%
4.0%
4.7%
Assessment Supports and Online Licenses
$
147,329.06
2.3%
2.3%
2.0%
4.0%
3.0%
Transition to Kindergarten
$
108,982.25
1.7%
1.8%
0.5%
3.2%
1.4%
Full Day Full Year Services
$
73,476.00
1.1%
1.0%
0.0%
0.0%
4.1%
Assessment Trainings
$
68,927.50
1.1%
0.9%
0.4%
3.9%
3.9%
Total FY10 UPK Classroom Quality Grant funding
$
6,426,274.00
100%
100%
100%
100%
100%
*Program type percentages represent the portion of funds that each program type as a whole allocated for a particular budget category (i.e. center-based
programs allocated 55.1% of the total center-based program funding to staff compensation).
Note: Cells highlighted in green indicate the top three budget categories each program type allocated funds for. Blue indicates the budget categories that
the least amount of funds were allocated for.
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UPK Evaluation Overview
•
Beginning in FY08, a portion of UPK funds have been
set aside for evaluation activities.
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FY08 evaluation focused on program implementation
and how grantees used their grant funding to
improve the quality of their programs.
•
FY09 evaluation focused on:
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FY10 evaluation activities include:
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Examining current level of quality in sample of early childhood
settings (UPK and non-UPK) that serving at-risk children in the
Commonwealth
Getting feedback about future statewide assessment of
preschool child outcomes and school readiness from various
stakeholder groups and the public
Funding NIEER to generate a report laying out potential
strategies for evaluation or programs serving 3 and 4 year old
children
Funding Public Consulting Group (PCG) to conduct a Waitlist
Analysis, Program Access & Continuity of Services Study with
regard to preschool children on EEC’s waitlist and in the broader
universe of families statewide
Considerations for UPK Moving Forward
Alignment with QRIS
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Goal: Begin Aligning UPK and the Quality Rating and
Improvement System (QRIS)
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Preliminary concept: Reduce current UPK grantee funding by
25% and any new FY11 UPK dollars; use funds to support QRIS
Improvement Grants in FY2011 for programs with a preschool
program(s), prioritizing those that are serving subsidized children
(July 2010- June 30, 2011) - to increase access to high quality
preschool programs.
• Reduction in UPK grants by 25% would make ~$1.6M
available to continue supporting programs to enter into the
QRIS and advance to next level of the QRIS.
• Implementing the QRIS Program Quality Improvement Grant
model ($5,000- 10,000/program) would allow for these
funds to support 160-320 programs (July 1, 2010- June 30,
2011).
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Potential consideration: Require UPK grantees to be in the QRIS
system to better align the two systems
Considerations for UPK Moving Forward
Generating Access to High-Quality Programs
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Goal: Go to scale with UPK to create universal access
to high quality preschool
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Preliminary Concept: Use UPK funds or other funds to support
continuity of care for preschool children (that are enrolled in
QRIS Level 3&4 programs) that are no longer eligible for financial
assistance due to their parent’s loss of eligibility.
• This would allow an increased focus on the needs of the child
by increasing continuity of care and dosage of the early
education and care experience and also supports the ongoing
move toward universality of a pre-kindergarten experience
for all children in MA.
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Cost Considerations: If every preschool child that attrited out of
care due to parent ineligibility were covered under this policy, the
estimated maximum cost assumed would be $11.79M (estimate
based on a 9 month snapshot of data; December 2008 November 2009, not including June, July, and August):
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Contracts: 1,856 children attrite out of contracts (with an associated
cost of $5.98M)
Vouchers: 1,480 children attrite out of vouchers (with an associated
cost of $5.8M)
Total: 4,060 preschool children attrite (cost of $11.79M)
Considerations for UPK Moving Forward
Generating Access to High-Quality Programs, Cont.
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Potential Considerations: Consider seeking a federal CCDF waiver
to allow preschoolers (in QRIS level 3 or 4 programs) to continue
to receive EEC financial assistance via federal (quality) funds to
continue preschool if their parents loses eligibility (allowable
under prescribed circumstances only).
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Consider rules for these funds regarding eligibility
If using state funds: currently, the Department of Transitional
Assistance uses the entire $8M UPK appropriation for claiming purposes
against the TANF block grant. This additional expenditure would not be
allowable for federal reimbursement because it would provide care for
children who do not meet the eligibility criteria for either the TANF or
CCDF block grants; however, this would not impact any of EEC’s
current claiming for federal funds;
Would need to develop further processes and communications plan
before implementation;
If using UPK funds, consider this exception for programs at level 3 and
4 on QRIS to better align with UPK budget line item language
requirements for the program around quality, at risk focus,
accreditation, affordability, payment structure & eligible fund use:
Timing: In order to align with the QRIS pilot timeline and to allow
time to explore federal waivers for this limited population, it is
estimated this policy would not be implemented until January
2011.
Board Subcommittee Feedback
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
Important to acknowledge the value of moving UPK statewide
and away from the Pilot model
 FY11 should be a transition year for the UPK Pilot
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QRIS offers a system-level structure to support program
quality and is a likely means to increasing program quality and
access for preschool children in the large-scale
 Support 25% funding reduction to current UPK grantees
and any new FY11 UPK dollars to fund QRIS Program
Quality Improvement Grants
• Funding through QRIS Program Quality Improvement
Grants will allow current UPK grantees to fund many
similar activities despite their funding reduction
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If we want to create universal access for preschool children, it
is important to tie funding to the child and not the parent
 Support EEC seeking a CCDF federal waiver
Recommendation for Board Vote
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Goal: Begin aligning UPK and the Quality Rating and
Improvement System (QRIS).
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Plan: Reduce current UPK grantee funding by 25%; allocate
these funds and any new FY11 UPK dollars to support QRIS
Program Improvement Grants in FY2011 for programs with a
preschool program(s), prioritizing those that are serving subsidized
children (July 2010- June 30, 2011) - to increase access to high
quality preschool programs.
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Goal: Support continuity of care for children.
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Reallocation of 25% of UPK grant funds would make ~$1.6M available to
continue supporting programs to enter into the QRIS and advance to next
level of the QRIS.
Implementing the QRIS Program Quality Improvement Grant model
($5,000- 10,000/program) would allow for these funds to support 160-320
programs (July 1, 2010- June 30, 2011).
Plan: Seek a federal CCDF waiver to allow preschoolers (in
QRIS level 3 or 4 programs) to continue to receive EEC
financial assistance via federal (quality) funds to continue
preschool if their parents loses eligibility (allowable under
prescribed circumstances only).
UPK Next Steps
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Today – Discussion of any remaining suggestions
or concerns regarding FY11 UPK plans
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May 11 – Board vote on FY11 UPK plans
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Coming Months - Ongoing discussions with Board
subcommittees regarding the further
development of universal pre-kindergarten
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Planning & Evaluation subcommittee – May 13
• FY11 as a transition year for UPK
• UPK in a post-QRIS world
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