expanding preschool opportunities
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Expanding Preschool Opportunities . K – 20 Videoconference January 29, 2014 3:00 pm – 4:30 pm Office of Superintendent of Public Instruction Department of Early Learning. Why are we gathered here today?. State funds for full-day K create additional opportunities for early learning… - PowerPoint PPT PresentationTRANSCRIPT
EXPANDING PRESCHOOL OPPORTUNITIES
K–20 VideoconferenceJanuary 29, 2014
3:00 pm – 4:30 pm
Office of Superintendent of Public Instruction
Department of Early Learning
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Why are we gathered here today?
•State funds for full-day K create additional opportunities for early learning…
•Expansion of our state preschool program (ECEAP) next school year
• It makes sense for children…
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If students start behind, do they stay behind?
•Yes, about 80% of the time
•70–80% leave 8th grade plus or minus 20% points where they left 3rd grade
• Source: Lynn Fielding, Reading Success Foundation, Kennewick
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How would entering kindergarten knowing very few basic skills affect a child’s success in school?
2008 Thrive by Five Washington Survey
Parent responses:- 64% believe: “Child will catch up to other children within a year or
two.”
- 27% believe: “Child will be behind other children throughout school
years.”
- 9%: “Not sure”.
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Questions we will be exploring• What can school districts do to enhance preschool
opportunities in their communities?
• How can districts support current providers?• How can they build on the current systems of collaboration?
• Under what circumstances does it make sense for districts to provide additional preschool opportunities for children?
• How would you fund them?
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How can School Districts support current
providers?
Sandy Nelson Assistant Superintendent for Early Learning,
Capital Region ESD 113 (Tumwater)
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Reaching Out to Community Providers
• Publish the name and contact information of the District’s Early Learning Contact.• Create PreK–3 leadership teams that includes community leaders.
• Provide leadership for PreK–3rd grade curriculum alignment and shared professional development.• Content specific, such as literacy, math• Instructional strategies that span PreK–3rd grade• PLC that include early learning staff from the community
• Create transition processes for children and families. • Identify information to be shared from PreK to K• Summer transition activities
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Supporting Community Provider Expansion by Providing Space
• Include in planning for new facilities. • Consider how to include in bond
• Re-organize to create space in existing facilities.• Allow or encourage EL providers to purchase classroom space
so they cannot be dislocated.• Consider leasing/renting classrooms/buildings to early learning.
• Provide land and infrastructure for community providers to place portable.
• Providing appropriate portables that would otherwise be surplused.
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An excellent resource for supporting community providers
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When does it make sense for districts to provide additional preschool opportunities for
children?
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When Should Districts Consider Expanding Preschool for Non-Special Education Students?
• To provide opportunities for Special Education preschool children to be educated with typically developing peers.
• In communities where there are no, or very limited, preschool opportunities, especially for lower-income students.
• When the available opportunities are of poor quality.
• When they have locally-funded FDK cash….
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Some Data• Our CEDARS data system includes 22,448 Pre–K students
• 47% of these are students in special education• 53% are typically developing students
• There are MANY more children that are being served by school districts that are not entered into CEDARS
• The number (and %) of Pre–K children served by school districts varies tremendously• State average: 28% of K enrollment• Some districts, when counting multiple ages, have more than 100%• See Data Table on OSPI website
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How would you fund district-operated
preschool expansion?
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Federal Funding SourcesDisadvantaged Students: Title I, Part A
Yes
Special Education: IDEA Yes. For children ages 3 – 21.
Migrant Education: Title I, Part C
Yes. Must be an identified need and must first access other program funding.
Limited English Proficient/ Immigrant: Title III
Yes. Subject to a number of conditions (See handout).
Career Technical Education/ Carl Perkins Funding
Yes. Can be used to support Family and Consumer Sciences courses and can include a preschool lab program.
GRADS Program for Pregnant and Parenting Teens
Yes. GRADS is an in-school comprehensive program.
Head Start (Ages 3 – 5) Yes.
American Indian and Alaska Native Head Start (AIAN)
Yes. AIAN is administered through tribal nations.
Migrant Head Start Yes. Services are provided to children of migrant parents birth to age five.
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State Funding Sources
Early Childhood Education and Assistance Program (ECEAP)
Yes. Funding for an additional 1,350 slots will be available in the 2014–2015 school year.
Child Care Subsidy Yes. Child care subsidy can be used in preschools to extend the day.
Special Education Yes. For children ages 3 – 5. NOT counted in 12.7% district SPED calculation.
Transitional Bilingual Instructional Program
No. TBIP funds cannot be used for pre-kindergarten students.
Learning Assistance Program
No and yes. LAP students must be K–12. However, up to 5% of the district’s allocation may be used for “readiness to learn” activities.
Student Transportation Yes. For students in district-operated Head Start, ECEAP, or other district-operated early education program.
Basic Education Allocation Yes. Districts may use non-categorical state basic education funding to support preschools.
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Local Funding SourcesParent Tuition Yes. School districts may “fix a
reasonable charge for the care and instruction of children” in preschools.
Local Maintenance and Operating Levies
Yes.
Local Organizations/ Businesses
Yes. Kiwanis, Rotary, Lions, Girl Scouts, Boy Scouts, United Way, etc.
Child Care Aware Yes. Provides professional development for early learning providers and information regarding childcare providers within school districts.
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CTE and GRADS Funding• Carl Perkins
• Perkins funding is given to CTE programs and may be used for Family and Consumer Sciences courses.
• Based on the census and enrollment.• If the district partners with a federal program, such as Head Start, it
can share space, and facilities.
• GRADS Program for Pregnant and Parenting Teens• If current and or future GRAD’s childcare centers agree to go
through the DEL Early Achievers program, they may be eligible to apply for a grant through OSPI of up to $30,000.
• The grant dollars are a stipend to implement a GRADS program and complete the Early Achievers requirements .
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Head Start and ECEAP Preschool-Age Slots in WA 2012–13
• 20,198 slots in Washington• 8,391 ECEAP• 9,517 Head Start • 1,228 Migrant/Seasonal Head Start• 1,062 American Indian/Alaska Native Head Start
• ECEAP added 350 new slots in 2013–14.
• Currently, 29,128 children are eligible for ECEAP who are not served by ECEAP or Head Start.
• We serve 39% of eligible children.
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Slots* # of First Graders on Free Lunch
Slots as a Percent of first grade free
lunch
Mead School District 54 223 24%
Mount Vernon SD 225 347 65%
Mount Adams SD 87 83 105%
Statewide 19213 32,015 60%
Saturation of Services (samples)
* Does not include Migrant/Seasonal Head Start slots that are not active during school year.
21Caseload ForecastECEAP Expansion Costs
FY14 SFY15 SFY16 SFY17 SFY18 SFY19
Additional ECEAP Slots 350 1,350 3,179 3,179 3,179 3,179
Total ECEAP Slots 8,741 10,091 13,270 16,449 19,628 22,807
Cost per ECEAP Slot* $6,890 $7,579 $7,579 $7,579 $7,579 $7,579
Additional Appropriation Needed
$0 $0 $24,093,641 $24,093,641 $24,093,641 $24,093,641
Cost of Total ECEAP Slots $60,229,000 $76,474,000 $100,567,641 $124,661,282 $148,754,923 $172,848,564
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ECEAP Expansion• Expansion will focus on:
• Quality • Continuity of care • Access
• DEL is working to focus ECEAP expansion on full-day models for several reasons:• Research shows increased intensity and dosage of high quality care
leads to greater child outcomes.• External stakeholders, policy and lawmakers are signaling a move
toward a full-day (6 hr) preschool program.
• Request for Applications released in March, with applications due in mid/late May.
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Early Start Legislation• Long-term goal: Continue to build the early learning system
and fund quality activities with state dollars.
• Promotes high quality, full-day early care and education.• Integrates ECEAP and subsidized child care• Fully enacts 12-month child care authorizations for families receiving
subsidy to assure continuity of care for children.
• Professional development pathway in Early Achievers to support early learning professionals to obtain necessary college degrees.
• Increased efficiencies at DEL through alignment of standards across ECEAP and child care licensing.
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Early Start Legislation continued…
• Contracted child care slots in high quality child care.
• Creates additional financial incentives for child care providers to participate in Early Achievers.
• Requires ECEAP contractors to participate in Early Achievers and obtain specific quality levels within specific timeframes.
• Requires a longitudinal evaluation of Working Connections Child Care and ECEAP.
• Provides an avenue for local jurisdictions (cities and towns) to “buy into” state system in order to subsidize quality care for the children in their communities.
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How are Preschools Currently Funded?
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Examples from the Yakima Valley
Cynthia JuarezEarly Learning Director, ESD 105 (Yakima)
• Preschool Models• Multiple Funding Sources• Community Partnerships
• Transportation • Creative Curriculum
• See handout on OSPI EL website for a table that shows the types of preschool programs in the “Palm Springs of Washington.”
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Blended Programs in Central Valley School District (Spokane)
• Barbara Sattler, Director of Early Childhood Programs, Central Valley School District
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Possible Next Step• Consult with your Superintendent about the possibility of
having a School Board “study session” on:
• How your district might better support community providers;
• What the district currently does to serve your birth-to-3 ESIT children, your 3 – 5 special education children, and your typically developing children; and
• Whether there are additional actions the board and superintendent might want to take to increase the success of children on your district.
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Resources • Federal, State and Local Funding Sources
• www.k12.wa.us/earlylearning
• DEL’s Website for ECEAP Expansion information• www.del.wa.gov/requirements/operating/Default.aspx
• Making A Difference: 10 Essential Steps to Building a Prek-3rd System – Linda Sullivan Dudzik and others
• Putting it Together: A Guide to Financing Comprehensive Services in Child Care and Early Education
• www.clasp.org/resources-and-publications/publication-1/A-Guide-to-Financing-Comprehensive-Services-in-Child-Care-and-Early-Education.pdf
• Serving Preschool Children Through Title I• www2.ed.gov/policy/elsec/guid/preschoolguidance2012.pdf
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Questions from the Video Conference
Sites?
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Contact Information• Bob Butts [email protected] • Nicole Rose [email protected] • Heather Moss [email protected] • Sandy Nelson [email protected] • Mary [email protected] • Heidi Schultz [email protected] • Cynthia Juarez [email protected] • Barbara Sattler [email protected]
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Regional and District Discussions
We are Signing Off
Thanks for all that you do!!