1. 1 Board of Early Education and Care March 13, 2007

2. 2 EEC Guiding Principles Put children and families first Be flexible and accountable Balance access, affordability, quality, and coordination/continuity of care Prioritize the needs of low-income families Build on strengths of current system; minimize weaknesses; maximize resources Seek input from staff and stakeholders Keep interested parties informed of progress Provide timely and comprehensive information to Board for decision-making

3. 3 Agenda Regulation Reform Update Phil Baimas, Acting Associate Commissioner for Program Quality and Advancement Universal Pre-K Pilot Quality Grant Awards FY08 Grant Rounds Planning

4. 4 Regulation Reform Update Phil Baimas, Acting Associate Commissioner for Program Quality and Advancement

5. 5 Early Education and Care “Tri-lemma” EEC system must balance all three points of triangle, and make coordination and continuity of care a priority.

6. 6 An Opportunity To Improve ECC Regulations by Reflecting EEC’s guiding principles; Aligning important safety regulations that are good for kids across different program types; and Updating our regulations to keep pace with changing times and knowledge.

7. 7 You May Ask Yourself– Why Change? Our current regulations are among the best in the nation, but we can do even better! Positive changes could: Reduce repetition and condense two sets of regulations into one. Allow decisions about children to be based on their developmental needs and not just their chronological age. Reflect current industry standards and best practices. Make regulations more “user friendly” for providers, parents, and others! Make it easier to meet the needs of children and families….

8. Standards And Regulations Example: Center-based Pre-K Provider Standards and regulations should be aligned to build quality.... requirements touch on similar areas, but with varying degrees of detail.

9. 9 Building On A Foundation Of Quality Prior to EEC, a team worked on a draft of the Group Child Care and School Age Child Care regulations that aligned with the Early Childhood Program Standards; Many great ideas carried over to this current draft; There was still work to do – such as getting rid of inconsistencies and redundancy across program types.

10. Internal/External Feedback Loop

11. Building From The Work Of Our Legacy Agencies Early Childhood Program Standards Current EEC Regulations EEC Draft Regulations

12. 12 Family Child Care Group & School Age Child Care Pre-K Standards Current Regulations Promulgated 10/12/2003 Current Regulations have been In place since 1997 Standards implemented 2003 for Public Schools & Community Partnership Programs Building From The Work Of Our Legacy Agencies- OCCS and ELS

13. 13 Regulations Committee Members Phil Baimas Fran Barrett Donna Marie Bolden Claire Brady Ann Cosgrove Erin Craft Katie DeVita Mimi Gordon Denise Karlin Annette Lamana Jennifer Louis Elizabeth Lovece David McGrath Anita Moeller Rick Mucci Judy Pasko Gail Perry Diana Phillips Sandy Putnam-Franklin Carolyn Simoncini Karen Tewhey Lisa Van Thiel Lynda Womack

14. 14 Our Approach Children and families first! Keep the Tri-lemma in balance; Take the best from our current regulations and standards; Align regulations across program type when possible ; Research regulations and standards from other states, NAEYC, Head Start, NIOST, NAFCC, and the military care system. Make regulations consistent with those of other state agencies where needed; Carefully consider the effect of all changes on providers or programs, Maintain or increase quality.

15. Push and Pull Every change recommended by the committee was based on weighing its impact on each leg of the Tri-lemma. Quality, Affordability and Access

16. 16 Working Towards Consensus – Regulations Group & Internal Quality Regulation review was a collaborative process involving many individuals across EEC from Licensing, Family Support, Head Start, Systems, Legal, Research, Workforce Development and Investigations. This diverse group brought different opinions, backgrounds, perspectives, talents, and experiences to the process. The committee worked very hard to reach consensus on all substantive issues. There was a great deal of discussion and deliberation throughout the process.

17. 17 The Core Regulations

18. 18 What Is a CORE Regulation ? A CORE regulation: Works for children in all types of settings. Is flexible enough to be developmentally appropriate for a wide age range of children. Assures that children in Family Child Care, Group Child Care, and School-Age Child Care get the same good education and care. Aligns similar requirements across different care types.

19. Creating a Whole New System With One Set of Core Regulations Family Child Care Group Child Care School Age Child Care Setting Awareness of location of child in program See and hear child at all times See or hear child, provider use good judgment Current Supervision Reg. New Core Regulation … all licensees and practitioners must exercise appropriate supervision of the children in their care to ensure their health and safety at all times. Such supervision must include, but not be limited to, indoor and outdoor activities, mealtimes, naptime, transportation, field trips, and transitions between activities.

20. 20 What Is a Program Specific Regulation? A Program Specific regulation recognizes that there are differences in Family Child Care, Group Child Care, and School-Age Child Care programs. A Program Specific regulation addresses a unique feature of one type of care.

21. 21 Example of a Program Specific Regulation Written Administrative Plan (A written plan showing how the program is administered.) The draft regulations: Do not require a plan for Family Child Care. Do require a plan for Group Child Care if the program is administered by more than one person. Do require a plan for School-Age Child Care if it is a multi-site program.

22. 22 Side By Side Comparison New vs. Old

23. 23 Side By Side Comparison New vs. Old

24. 24 Practitioners’ Qualifications Stay the Same Qualifications will not be changing at this time for group, school age, or family. Workforce Building: Mandatory registration; Enhanced training; Enhanced orientations.

25. 25 An Opportunity For Providers And Families These new regulations will: Give providers more flexibility without losing quality and accountability; Help all providers grow as the field of early education and care evolves; Standardize care for children across all settings and developmental stages; Give providers more ways to improve access and continuity for children and families.

26. 26 What Is The Impact For Children & Families? These new regulations will balance: Quality Access and; Affordability And … Set the stage for a quality rating scale

27. 27 Regulation Review Process Timeline Board provides input on alignment approach December 2005 EEC develops draft regulations January 2006-April 2007 Intensive informal external review process May -June 2007 Board vote to send out for public comment Fall 2007 Implementation preparation Fall 2007 Board vote on final regulations after revisions Winter 2007 Technical assistance/training Spring/Summer 2008 New regulations take effect Fall 2008* *Some regulations may be phased in over time

28. 28 FY07 Universal Pre-K Pilot Overview Update Next Steps

29. 29 FY07 Universal Pre-Kindergarten Pilot Overview Current System for Pre-school Aged Children has: Many strengths Existing mixed and diverse delivery system Adequate accessibility for pre-school age children at 89% Many challenges: Affordability/Payment to Providers: providers accepting state subsidies face administrative burden and inequitable/inadequate reimbursement. Quality: standards, policies and requirements not aligned to support continuous quality improvement. Access to quality: differing eligibility criteria and inconsistent information lead to uneven access for families.

30. 30 FY07 Universal Pre-Kindergarten Pilot Overview Goals for FY07 UPK Pilot: Support and incentivize pre-k classroom quality Begin building a systematic statewide approach Improve educational outcomes for children Define measurable characteristics of quality in the context of our current mixed system; Focus on defining and supporting quality before expanding access; Provide adequate and consistent funding for existing programs meeting quality criteria; and Establish data collection and technology systems to support future decision-making at Board/policymaker level and accountability and flexibility at program level. Provide technical assistance and funding to support programs in reaching UPK criteria for future years.

31. 31 FY07 Universal Pre-Kindergarten Pilot Overview Goals for FY08- and Beyond: Review and adjust UPK program criteria as needed Further refine assessment criteria by: Working with assessment publishers to further align assessments with pre-k Standards and Guidelines; Adding other tools that align with Standards and Guidelines and can be used electronically; Developing statewide indicators that can be assessed with or without purchased assessment tools. Continue working on cost/quality analysis to determine appropriate award amounts; Provide technical assistance and funding to support all programs in reaching UPK criteria and improving school readiness; Increase statewide access and affordability for all children.

32. 32 FY07 Universal Pre-Kindergarten Pilot Overview FY07 Funding Components- 1. UPK Classroom Quality Grants: On-going Awarded to pre-k programs and family child care homes that meet all UPK Quality Criteria. 2. UPK Assessment Planning Grants: One-time Awarded to pre-k programs and family child care homes meeting all UPK Quality Criteria except for assessment; funds awarded to purchase or further implement one of the four EEC-selected assessment tools.

33. 33 1. UPK Classroom Quality Grants: Based on RFI data, comments from EEC Board and Transition Team members, size and distribution of awards should be: Large enough to be meaningful, Focused on most needy communities/children, and Designed to ensure a mixed delivery system with regional representation. FY07 Universal Pre-Kindergarten Pilot Overview

34. 34 FY07 Universal Pre-Kindergarten Pilot Overview *Includes children receiving financial assistance through CPC funding, vouchers, contracts, and Head Start. EEC used a proxy for subsidy level for schools. ** Total UPK Classroom Grant is in addition to EEC basic rate. Amounts shown are based on a full-time, full-year program. Total Classroom Enrollment X $500 (A) + Total Children Receiving Financial Assistance* X $1500 (B) + First-Year Additional Funding (one-time) 20% of (A+B) = Total UPK Classroom Grant** UPK Classroom Quality Grants- Funding formula

35. 35 FY07 Universal Pre-Kindergarten Pilot Overview UPK Classroom Quality Grants- Allowable funding uses On-going funds: Increase teacher salaries; Enhance program ability to interpret and use assessment data effectively; Enhance developmentally appropriate practice; Support staff professional development opportunities; Incorporate ancillary services into the program (e.g. social workers, speech therapists, etc.) Provide or facilitate access to wrap-around services for working families; One-time start-up funds: Upgrade technology systems to enable electronic assessment data collection and submission; Provide one-time training needs for staff/administrators in administering one of the four assessments; Improve classroom materials or equipment or purchase program supplies/equipment needed to support the delivery of UPK quality level services. Recipients will need to verify the use of awarded funds.

36. 36 FY07 Universal Pre-Kindergarten Pilot Update- UPK Classroom Quality Grants Prioritization of Grant Awards to: Fund programs with highest concentrations of children receiving financial assistance Update: 85% of children enrolled in eligible applicant programs are low-income, so prioritization based on this criterion was not necessary. Ensure participation across all regions Ensure participation across types of programs

37. 37 FY07 Universal Pre-Kindergarten Pilot Update- UPK Classroom Quality Grants March 12, 2007 Electronic Selection Process to: 1.Ensure participation across all regions Update: Total funding allocated across regions based on pre-k population at or below 85% of State Median Income (SMI); 2.Ensure participation across program types: Update: Regional funding allocated by provider type to ensure grants are representative of mixed system. 3.Randomly select preliminary grant awardees based on regional and program type allocations. 4.Base awards on a maximum of two classrooms per grantee (median number of classrooms per applicant was two). 5.Establish a waiting list for unfunded applications.

38. 38 FY07 Universal Pre-Kindergarten Pilot Update Eligible Applicants Preliminary Awardees Sites (all settings)250137 Classrooms550199 Children enrolled8,6002,700 Total Funding Required (annual) $12.7M$4.6M FY07 UPK Classroom Quality Grants

39. 39 Universal Pre-Kindergarten Pilot FY07-FY08 Appropriation Allocation Use of FundsFY07FY08 UPK Pilot Classroom Quality Grants to qualifying programs based on priority $2.3M ongoing Initial six month grant for 2007, January-June +$0.5M one-time $4.6M For continuation grants to same programs for full 12 months, subject to appropriation Qualifying programs not selected through FY07 RFR will be included in future requests for on- going funding. Subject to appropriation Additional demand of at least $8.1M based on FY07 applicants UPK Pilot Assessment Planning Grants for programs qualifying but for assessment criteria $1.2MSubject to appropriation Additional demand of at least $1.3M based on FY07 applicants UPK statewide system capacity $0.6MSubject to appropriation Total$4.6M

40. 40 UPK Assessment Planning Grants- Allowable Fund Uses: Purchase assessment instruments including the assessment tool’s electronic reporting system; Purchase hardware or software needed to implement the assessment instrument and generate reports; Train staff to: perform ongoing child assessments (e.g. training to improve observational skills and how to record results); use assessment results to adapt program curriculum and improve child outcomes; use the electronic reporting system; generate progress reports for parents, schools, and other programs; support information needed at a child’s transition to another program or site; Pay for substitutes to allow staff to participate in training related to implementing or using assessment data; and/or Pay for other expenses identified by the applicant and approved by EEC as necessary for successful implementation of assessment. FY07 Universal Pre-Kindergarten Pilot Overview

41. 41 FY07 Universal Pre-Kindergarten Pilot Update FY07 Assessment Planning Grants: $2.5 million in applications received Nearly 400 applicants, including: Center-based programs Family child care homes Public and private schools $1.2 million available in one-time funding Prioritized selection to: Fund a pplicants with high concentrations of low-income children Ensure participation across all regions and program types Support applicants with assessment planning and implementation already underway

42. 42 Classroom Quality Grants Monday, March 12, 2007Electronic Selection Process March 14-April 5, 2007Eligibility verification, collection of budget information from grantees, determination of final award amounts Friday, April 6, 2007Notification of awards FY07 Universal Pre-Kindergarten Pilot Next Steps Assessment Planning Grants March 12 – 19, 2007Review grants, verify applicant eligibility March 30, 2007Notify awardees

43. 43 FY08 Grant Rounds Planning EEC will administer 11 separate grant rounds, assuming continued legislative appropriations Timeline does not assume changes in funding structure or appropriation amount, though some are likely as the budget process unfolds

44. 44 FY08 Grant Rounds Planning Continuation grants- assume FY08 level funding for all current grantees, awarded by July 1, 2007 (subject to legislative appropriation), with limited changes to grant requirements: UPK Classroom Quality Early Childhood Mental Health Community Partnership Councils- Planning and Administration Direct Services Family Education and Outreach- Massachusetts Family Networks Parent Child Home Program Joint Family Support (FY07 expansion) State Supplement for Head Start Programs Federal Special Education Funding (“262”)

45. 45 FY08 Grant Rounds Planning Grants with no funding available for FY08- assume grants end on June 30, 2007, unless additional funding is provided in FY08 budget: UPK Assessment Planning Behavioral Management Training Grants with changes to award requirements anticipated for FY08- assume continuation grants through December 31, 2007, with new grants beginning January 1, 2008, subject to Board review and approval: Professional Development Accreditation Early Childhood Resource Centers

46. 46 Upcoming Board Meetings Information Technology Strategic Plan Workforce Development Plan Draft Regulations for licensed group, school age and family child care Provider Cost Study- follow up to Market Rate Overview of Re-procurement plan