How to Start a State-Funded Collaborative Pre-K Program

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HOW TO START A TOOLKIT State-Funded Collaborative Pre-K Program Updated May 2022

Rachel Canter is the Executive Director. She is the author of all of Mississippi First reports, including the State of Pre-K and Mississippi Voices. Rachel founded Mississippi First in rachel@mississippifirst.org2008.

About Mississippi First Mississippi First is a 501c3 public policy nonprofit specializing in improving public education in Mississippi. Mississippi First is a leading voice for state-funded pre-K, highquality public charter schools, and rigorous state learning standards.

MacKenzie Stroh Hines is the Director of Communications. MacKenzie designs all Mississippi First materials, including this report, and leads Mississippi First’s communications mackenzie@mississippifirst.orgstrategy.

Angela Bass is the Deputy Director of Policy. She is the co-author of many of Mississippi First's reports, including the State of Pre-K and Mississippi Voices.

This report was made possible by the generous support of the Alliance for Early Success. The views expressed in this paper are those of the authors alone. We extend special thanks to Meghan Tooke and Jessica Benson of the Tallahatchie River Foundation; Cathy Grace of The Graduate Center for the Study of Early Learning, University of Mississippi; Joyce Greer, Laura Dickson, and Jill Dent of the Mississippi Department of Education; and Holly Spivey of the Head Start Collaboration Office.

125 S. Congress Street, Suite 1510 Jackson, MS 601.398.900839201•www.mississippifirst.org

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use, reproduction, and distribution of our ideas, perspectives, and analyses. We require attribution for all use. Commercial use is not allowed.

ACKNOWLEDGMENTS & AUTHORS

Introduction 1 What is State-Funded Collaborative Pre-K? ................................................................................................................................... 1 Partnerships and the Collaborative Council ................................................................................................................................... 2 Program Requirements ................................................................................................................................................................. 4 Teacher and Assistant Teacher Qualifications ........................................................................................................................... 4 Professional Development ....................................................................................................................................................... 5 Standards 5 Curriculum ............................................................................................................................................................................... 5 Assessment .............................................................................................................................................................................. 6 Class Size and Student-Teacher Ratios ...................................................................................................................................... 6 Screening, Referrals, and Support Services .............................................................................................................................. 6 Provision of Meals .................................................................................................................................................................... 6 Instructional Minutes 6 Parental Involvement 7 Pre-K Brochure ......................................................................................................................................................................... 7 Children with Disabilities ......................................................................................................................................................... 7 Antidiscrimination ................................................................................................................................................................... 7 Enrollment, Eligibility, and Coordination .................................................................................................................................. 7 Transportation 7 Facility 8 Monitoring ............................................................................................................................................................................... 8 Requirements for Childcare Providers ...................................................................................................................................... 8 Requirements from Other Sources ........................................................................................................................................... 8 Budgeting ..................................................................................................................................................................................... 9 State Tax Credit 9 The Application 10 Appendix A: General Information ................................................................................................................................................ 13 Appendix B: Getting Started ....................................................................................................................................................... 15 Appendix C: Collaboration ........................................................................................................................................................... 25 Appendix D: Pre-K Budget Narrative Tool .................................................................................................................................... 38 Appendix E: State Tax Credit 59 Appendix F: Mock Interview Questions 62 TABLE OF CONTENTS

• Funding: Under the Early Learning Collaborative Act, approved collaboratives receive state funding to operate full-day or half-day programs. The funding amounts to $5,000 per child enrolled in full-day programs and $2,500 per child enrolled in half-day programs since 2020. The State of Mississippi provides half of these costs ($2,500 per child enrolled in full-day pre-K and $1,250 per child enrolled in half-day pre-K). The State requires that the other half be provided by local matching funds, which may include local tax dollars, federal dollars (as allowed), parent tuition, philanthropic contributions, or in-kind donations of facilities, equipment, and services required as part of the program, such as food service or health screenings. For more information on revenues and expenses, please see the Budgeting section of this toolkit.

Finally, being able to operate a state-funded collaborative pre-K program is dependent on state funding appropriated by the legislature as well as a competitive application process managed by the Mississippi Department of Education (MDE). These aspects of this pre-K program type are discussed in The Application section.

“State-funded collaborative pre-K” refers to pre-K programs established by the Early Learning Collaborative Act of 2013. These programs, known as “collaboratives,” operated in 18 communities in Mississippi in 2020-2021. All collaboratives are overseen by MDE, even though individual providers may also have other oversight agencies. Collaboratives have several unique features. The list below briefly describes the most important features differentiating collaboratives from other Mississippi pre-K programs:

WHAT IS STATE-FUNDED COLLABORATIVE PRE-K?

In addition to assuming readers have a basic level of knowledge about pre-K, we assume that readers of this toolkit are seriously considering or have decided to start a state-funded collaborative pre-K program. Readers who are still unsure what type of program they may wish to start should consult Appendix B: Getting Started for two tools that will help a community begin its work to start or improve a pre-K program.

INTRODUCTION INTRODUCTION

The best way to use this toolkit is to read it in order; however, as authors, we have assumed readers have a certain level of background knowledge. These toolkits were not designed to provide basic information about pre-K, such as the research base or common practices. Instead, we suggest general resources about pre-K in Appendix A: General Information.

• Collaboration: To be eligible for state funding, all collaboratives are required to have two or more partners, including at least one school district and at least one Head Start, if one exists within the county. Collaboratives can also include private childcare centers and private or parochial schools. These partners form a collaborative council and select a lead partner, who serves as the fiscal agent of the collaborative. The lead partner coordinates a joint application for state funding. More information about partners, the collaborative council, the lead partner, and collaboration can be found in the Partnerships and the Collaborative Council section of this toolkit.

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• Quality: Collaborative pre-K programs are required to meet the highest levels of quality, as defined by meeting 10 of 10 quality benchmarks by the National Institute for Early Education Research (NIEER). More information about the program requirements for collaborative pre-K programs can be found in the Program Requirements section of this toolkit.

The first tool is a needs assessment that will help communities identify strengths and weaknesses for starting or improving a pre-K program. The second tool is a program selection tool that helps users select a best-fit program type based on their context. Only if a state-funded collaborative pre-K program is among a reader’s top scores should the reader continue using this toolkit. Appendix B also includes a one-page explanation of the different types of pre-K programs in Mississippi.

This toolkit is part of a series by Mississippi First intended to help communities understand how to launch different types of pre-K programs. This toolkit focuses on starting a state-funded collaborative pre-K program. Some parts of this toolkit are the same as parts in other toolkits in the series while other sections are unique. Every toolkit is intended to stand alone, such that a person reading one toolkit will not need to refer to another to grasp all of the important information. Nonetheless, where appropriate, the toolkits each refer to relevant outside resources.

One aspect of the state-funded collaborative pre-K program that is most unique is its special focus on collaborating through a formal council of partner pre-K providers. This section of the toolkit focuses on required partners, the collaborative council, the lead partner, and collaboration.

An early learning collaborative is comprised of at least one public school district and at least one local Head Start affiliate, if a local Head Start program exists. If there is no local Head Start affiliate, the early learning collaborative must have at least one school district and at least one other partner. The Early Learning Collaborative Act provides a clear definition of eligible partner providers: “a public, private, or parochial school; licensed childcare center; or Head Start center that serves pre-kindergarten children and participates in the voluntary pre-kindergarten program.”1

PARTNERS

• Competitive application: The program is competitive and has had six application cycles—one each in 2013, 2016, and 2018; one in 2021; and two planned so far for 2022. New application cycles depend on the legislature increasing the funding for the program or on the closing of a current collaborative. In 2022, the legislature appropriated $24 million for the program, which includes $8 million new dollars. A new application round is currently open for summer 2022 and future rounds in 2022 or 2023 are also possible. See The Application section for more information.

• State tax credit: Individuals or corporations who make a contribution to support the local matching fund of an approved early learning collaborative may be eligible to receive a state tax credit for the donated amount up to $1 million. The Mississippi Department of Revenue can approve 1:1 tax credits up to the amount the legislature appropriates to collaboratives each year. For example, in 2022, the legislature appropriated $24 million; therefore, the 2022 donations eligible for the credit may not exceed $24 million.

There is no limit to the number or type of partners that can participate in a single collaborative. Examples are provided below: Meets Requirements Existing Head Start) Does Not RequirementsMeet

(No

A local school district forms a collaborative with three licensed childcare centers. There is no local Head Start affiliate serving the district. Two local school districts form a collaborative with a local Head Start affiliate serving one of the school districts. A local school district forms a collaborative with two licensed childcare centers in the local community. There is a local Head Start affiliate serving the district that is not included. A Head Start affiliate forms a collaborative with a local private school and two licensed childcare centers. The local school district is not included.

COLLABORATIVE PRE-K? PARTNERSHIPS AND THE COLLABORATIVE COUNCIL

REQUIREMENT

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WHAT IS STATE-FUNDED

Meets (ExistingRequirementsHeadStart)

Does Not RequirementsMeet

• Fiscal agent: The lead partner serves as the fiscal agent for the collaborative. As fiscal agent, the lead partner must manage the budget, submit reimbursements to MDE, and disburse awarded funds. The lead partner is also responsible for any financial reporting required by MDE.

• Professional learning community: The lead partner must facilitate a professional learning community (PLC) for the instructional staff in the collaborative. A PLC provides a forum for professional development and coaching, an opportunity to collaborate with peers on lesson planning, and a structure for examining student performance data. PLCs should meet regularly throughout the pre-K year.

In addition to the partner providers, the Early Learning Collaborative Act allows “local agencies or other organizations that work with young children and their families [to] also participate in the collaborative… even if they are not pre-kindergarten providers.”3 Collaborating with several different stakeholders on a council enables communities to maximize their resources and leverage their collective strengths to offer high-quality pre-K to children in the community. Some examples of non-provider entities or individuals that may be interested in joining a collaborative council include

THE LEAD PARTNER

A lead partner is “a public school district or other non-profit entity with the instructional expertise and operational capacity to manage the early learning collaborative’s pre-kindergarten program as described in the collaborative’s approved application for funds.”4 Each collaborative is responsible for selecting one of its eligible partners to carry out the duties of the lead partner. If no lead partner can be agreed upon, a public school district in the collaborative must serve as the lead partner. The duties of the lead partner are as follows:

• local government officials, • public safety officials, • local philanthropic foundations, and/or

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THE COLLABORATIVE COUNCIL

• healthcare clinics, • mental health providers, • chambers of commerce, • economic development authorities,

• local business leaders.

• Curriculum and assessments: The lead partner ensures that the collaborative adopts and implements curriculum and assessments that align with state early learning standards. This duty requires the lead partner to have the ability to monitor and redirect providers within the collaborative.

A collaborative council is “a district or countywide council that writes and submits an application”2 to participate in the early learning collaborative program. The purpose of the council is to ensure community-wide decision-making and buy-in about how the collaborative functions. All partner pre-K providers must participate in the collaborative council as full members. Each collaborative council should operate in a formal manner with by-laws, a membership list, and adopted policies. The council should meet regularly and be chaired by the collaborative’s lead partner.

The success of a collaborative is highly dependent on consistent quality in pre-K classrooms across different partner providers. This consistency is only achieved through effective collaboration. All collaborative applicants will be scored on the group’s history of and commitment to collaboration. In Appendix C: Collaboration, we have included a tool to help groups assess the strength of their proposed collaborations.

2. Demonstrate a specialization in early childhood education

COLLABORATION

* The N-1 endorsement may only be added to a K-6 (120) license.

• Elementary Education K-4 (152)

The Early Learning Collaborative Act establishes high standards for lead teacher and assistant teacher qualifications. MDE has created additional support documents, such as a five-page memo and a list of approved courses, to assist pre-K providers in complying with these requirements.

Teacher and Assistant Teacher Qualifications

• a bachelor’s degree in early childhood or related field;

• a valid pre-K endorsement (153) or Nursery through Grade 1 endorsement (N-1);*

• 12 early childhood college credit hours from an institution granting bachelor’s degrees in early childhood; or

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The Early Learning Collaborative Act sets the legal requirements for the program. These requirements follow the current NIEER benchmarks. The law also grants MDE the power to enact rules and regulations to implement the requirements set in law. As a result, all collaboratives must also meet MDE’s Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children (2018). In this section, we outline the legal and regulatory requirements for all provider types within collaboratives. Because collaboratives contain many different types of providers, collaborative providers also have to meet program requirements specific to their type. For example, Head Start centers must meet both the Head Start Performance Standards and the requirements for collaboratives. Consult the Requirements from Other Sources subsection for more information about potential additional requirements.

Lead teachers in collaborative classrooms must meet the following requirements:

PROGRAM REQUIREMENTS

1. Possess a minimum of a bachelor’s degree

• completion of an approved program, such as a Child Development Associate (CDA), National Board Pre-K certification, Director’s Credential, Montessori credential, or MDE’s intensive specialized early childhood training program. Additionally, collaborative lead teachers in public school classrooms must hold one of the following valid licenses prior to any endorsements:

• Elementary Education K-3 (116)

• Elementary Education K-6 (120)

• Pre-Kindergarten (153)

Specialization in early childhood includes

3. Hold a valid license if teaching in a public school classroom

Collaboratives may also hire “master teachers,” either to serve as the lead teacher in a classroom or to serve as a coach or pre-K coordinator. The Early Learning Collaborative Act defines a master teacher as a teacher who meets the lead teacher qualifications and demonstrates effectiveness through a rating of "highly effective" on the state teacher evaluation or with evidence of improving the academic outcomes of pre-K students.

The collaborative must also keep individualized annual professional development plans for all instructional staff (teachers and assistants) and provide coaching to lead teachers. Currently, MDE hires and provides coaches to all collaboratives.

Professional Development

Assistant teachers in a collaborative must meet one of the two following requirements:

Curriculum

The Early Learning Collaborative Act requires that all collaborative pre-K instructional staff participate annually in at least 15 hours of training related to early childhood, including early literacy. This training can be delivered in a combination of ways, including from the lead partner, MDE, or other agencies or organizations that provide training related to early childhood. MDE provides both calendared and on-demand professional development free to collaboratives.

The Early Learning Collaborative Act requires all collaborative providers to use the state’s early learning standards, which are the Mississippi Early Learning Standards for Classrooms Serving Infants through Four-Year-Old Children (2018). These standards are aligned to the Mississippi College and Career Readiness Standards for K-12. Collaboratives should also incorporate the Mississippi Early Learning Teaching Strategies for Classrooms Serving Four-Year-Old Children in their programs.

1. Possess an associate’s degree in early childhood education, child development, or an equivalent field, or 2. Possess an associate’s degree in any field and a Child Development Associate credential, a Montessori certification, or an equivalent certification, including completion of MDE’s intensive specialized early childhood training program (Early Childhood Education Bootcamp) Collaborative assistant teachers in public school classrooms are also required to meet the definition of a highly qualified paraprofessional. Because an associate’s degree in any field is one way to demonstrate an assistant teacher is highly qualified, collaborative assistant teachers should have no problem being deemed highly qualified.

The Early Learning Collaborative Act contains strict language about the type of curriculum that providers must use—“an age-appropriate curriculum that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes.”5 The legislation further states that the curriculum must be “based on strong evidence” 6 as defined in the statute and must be aligned to the Mississippi Early Learning Standards for Classrooms Serving Infants through Four-Year-Old Children. Due to changes adopted by the legislature in 2021, collaboratives should consult MDE for current options.

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Standards

Screening, Referrals, and Support Services

Instructional Minutes

Assessment

All collaboratives must offer at least one daily meal meeting state and federal nutritional guidelines. Students may pay for these meals or may qualify for free or reduced-priced meals if the provider participates in the National School Lunch Program.

As part of a program’s child assessments, teachers can administer observational checklists that can also serve as screening tools (e.g., ASQ-3).

Full-day programs must complete at least 1,080 hours a school year, which is 360 minutes per day for 180 instructional days. Half-day programs must complete 540 hours a school year, which is 180 minutes per day for 180 instructional days.

All children enrolled in a collaborative must take the required state kindergarten-readiness assessment in both the fall and spring of each year. Currently, MDE uses the MKAS2 as the state’s kindergarten-entry exam. The MKAS2 was developed by Renaissance Learning, the same national testing company that developed STAR Reading. MDE has purchased MKAS2 for each enrolled collaborative child. Collaboratives must also use the Brigance Early Childhood Screen III (3-5), which is the state-adopted comprehensive early learning assessment (CELA). Finally, collaboratives should use developmentally appropriate techniques on an ongoing basis to measure children’s progress. Such techniques could include “portfolios of children’s work, age-appropriate checklists, performance scales, anecdotal records, observational reports, video and audio tape recordings, experience charts, photographs, and other formal and informal assessments.”7

Collaboratives must use assessments aligned to the Mississippi Early Learning Standards for Classrooms Serving Infants through Four-Year-Old Children

Provision of Meals

All collaboratives must have “plans to screen and/or refer children for vision, hearing, and other health issues.”8 Screenings for vision and hearing are required within the first 45 days of school, with any needed referrals required in the 30 days following the screening. A comprehensive health screening (e.g., EPSDT) is strongly recommended. In addition to conducting screenings, collaboratives may partner with another organization, such as the health department or Head Start, to conduct screenings or may accept screenings from private physicians, as long as each child is screened.

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Collaborative classrooms must have a student-teacher ratio of one adult for every 10 children, with a maximum class size of 20 children per classroom and a minimum of five children per classroom. At least one adult who meets lead teacher qualifications must be assigned to each classroom, with a second adult meeting at least the assistant teacher qualifications. Occasional visitors and parents are not counted as adults in each classroom’s student-teacher ratio. Please see Teacher and Assistant Teacher Qualifications for requirements for adults.

Class Size and Student-Teacher Ratios

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Collaboratives must notify parents of their child’s progress, including their child’s formal assessment results, at least three times per year. Collaboratives must also facilitate a parent satisfaction survey once a year.

Enrollment in a collaborative is voluntary. All children supported through state funds in a collaborative must have reached the age of four on or before September 1 of the enrollment year. Collaboratives must keep a cumulative file for each child that includes a birth certificate and immunization record. Collaboratives are required to develop a coordinated enrollment system with Head Start to prevent a reduction in the number of students served by Head Start.

Transportation Transportation is optional. Only 10% of a collaborative's state funds may support transportation. Collaboratives providing transportation must follow the National Highway Transportation Safety Association (NHTSA) guidelines These guidelines recommend placing four-year-old students in the first few rows of a school bus as well as utilizing properly secured child safety restraint systems. In addition, collaboratives must follow specific caregiver ratios for transportation. When transporting 5 to 16 four-year-olds on a bus, one caregiver in addition to the driver should be on the bus. When transporting 17 to 32 four-year-olds on a bus, two caregivers in addition to the driver should be on the bus. Caregivers should be 18 years of age or older and an employee of the provider.

The collaborative should provide community parents with profiles of participating pre-K programs in a format designed by MDE as a means of informing parents of pre-K opportunities available.

All collaboratives must follow state and federal antidiscrimination laws that apply to public schools.

Antidiscrimination

Every collaborative must have a written plan describing how it will serve students with disabilities, including meeting the provisions of individualized education plans (IEPs).

Family Engagement

All collaboratives must provide opportunities for family engagement. Each collaborative must have a written family engagement plan that enables families to communicate with pre-K staff informally, access the program without prior notification, and participate in learning activities with their children. MDE further requires that collaboratives create a parent handbook that includes the program’s philosophy, goals, policies, and unique program information and make it available to parents upon request. Programs must also schedule at least three face-to-face parent-teacher conferences throughout the year and be able to provide MDE with documentation of these meetings.

Pre-K Brochure

Children with Disabilities

Enrollment, Eligibility, and Coordination

The lead partner must develop an internal procedure for monitoring pre-K classrooms within the collaborative. In addition, early childhood staff members from MDE will conduct an annual effectiveness evaluation. Collaboratives, and each provider within a collaborative, must meet a minimum score on this evaluation to continue in the state-funded program. The effectiveness evaluation combines child outcome data from the kindergarten-readiness assessment (MKAS2), the comprehensive early learning assessment (Brigance), and a measure of classroom quality (CLASS). The effectiveness evaluation requires MDE to annually complete on-site monitoring to determine the collaborative’s adherence to program standards (the monitoring tool can be found in the effectiveness evaluation) and to conduct CLASS observations in each collaborative.

Facility Mississippi collaborative pre-K classrooms must contain at least 35 square feet per child and a minimum of 600 square feet,† as well as meet other facility requirements as detailed in the Mississippi Early Learning Guidelines for Classrooms Serving Three- and FourYear-Old Children. The maximum number of children enrolled in each classroom may not exceed 20, regardless of the square footage. Nonpublic school spaces must also follow the physical structure components in the Mississippi Early Learning Guidelines for Classrooms Serving Threeand Four-Year-Old Children.

• Licensed childcare: Mississippi Child Care Licensure Regulations

• Title I-funded pre-K: U.S. Department of Education Guidance and Mississippi Department of Education Guidelines

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• Head Start: Head Start Performance Standards

• Non-exempt private or parochial schools: Mississippi Child Care Licensure Regulations

† Classrooms constructed after July 2017 must contain a minimum of 1,000 square feet.

Requirements for Childcare Providers

Childcare providers who participate in collaboratives must be licensed by the state unless they are exempted by § 43-20-5 of the Mississippi Code. Providers must also “select and utilize a nationally recognized assessment tool, approved by the State Department of Education, designed to document classroom quality.”9 Because the CLASS evaluation is used by MDE to monitor all collaboratives, childcare providers within collaboratives may use the MDE CLASS observations to satisfy this requirement, provided that the childcare provider meets the minimum score on CLASS. Other tools that can be used include the ECERS-R, FCCERS-R, PQA, PQA-FCC, ELLCO, and CHELLO. If a childcare provider wishes to use an alternate assessment tool, it must receive prior approval from MDE.

• Exempt private or parochial schools: See private school accrediting agency

Requirements from Other Sources

Because collaboratives are comprised of different types of providers, these providers must fulfill any separate requirements for their particular oversight agency as well as the requirements for the collaborative program. In many cases, the collaborative requirements meet or exceed similar program requirements of other agencies, meaning that providers who meet the requirements of the collaborative in relevant areas will also meet the requirements of another agency. See this crosswalk for a comparison of requirements. Nonetheless, providers need to ensure that they stay compliant with their original agency as they begin participating in a collaborative. Requirements for different provider types can be found as follows:

Monitoring

One of the most important considerations for starting a collaborative is how to develop a workable budget based on expected funding. This section and the accompanying appendix explain expected revenue for the collaborative program as well as expected costs

Since class sizes in the state-funded program are capped at 20 students, programs can expect a maximum of $100,000 in program funding ($50,000 from the state and $50,000 in local match). Please note: the legislature assumed collaborative funding will cover only classroom-based costs. Any additional administrative costs generated by the program (such as a pre-K coordinator who is not also a classroom teacher) or additional rent expenses would need to be borne by the local program. Some current collaboratives “over-match,” or raise more money than their match per child, in order to cover additional costs. Appendix D: Budget Tool includes a realistic, itemized estimate of what a state-funded pre-K classroom might cost. According to our estimate, collaboratives should expect to spend approximately $100,000 per classroom (the amount guaranteed by the state), depending largely on staff salaries. Please refer to the appendix to find a list of suggested and required expenses as well as an estimate of their cost.

All approved collaboratives receive funds from the state based on whether they are half-day or full-day programs, and all programs must match every state dollar with a local dollar (referred to as a 1:1 match). For students in a half-day program, the funding per child is $2,500, with half coming from the state ($1,250) and half coming from the local program ($1,250). For students in a full-day program, the funding per child is $5,000, with half coming from the state ($2,500) and half coming from the local program ($2,500). The local portion, or the “match,” is the minimum local amount required for a collaborative to receive state dollars.

STATE TAX CREDIT

Collaboratives are allowed to use any source of funding to match state dollars. For example, a collaborative could use Title I or other federal funding (as allowed), local district dollars, tuition, philanthropic sources, or even in-kind donations to meet its match. If any match dollars come with their own set of restrictions—such as Title I—collaboratives must abide by those restrictions in addition to the collaborative program rules. A note of caution on in-kind donations: in-kind donations that can be valued monetarily and are of use to the collaborative may be accepted and may count toward a collaborative’s match; however, a collaborative must still raise enough cash to meet the requirements of its budget. A collaborative whose match is primarily comprised of in-kind donations will have a hard time meeting payroll on a regular basis, the largest expense of any pre-K program.

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The Early Learning Collaborative Act established a 1:1 state tax credit to help local programs raise their matching funds. This state tax credit allows donors to reduce their state taxes by an amount equal to their donation to an approved collaborative. For example, a donor giving $100 to a pre-K collaborative can reduce her tax burden by $100. Collaboratives have used this tax credit to raise additional funds for their programs. In the 2020 tax year, collaboratives raised $5,577,901.00.10 Donations to all collaboratives are capped at the amount appropriated by the legislature to the collaborative program in any given year. In 2022, the legislature appropriated $24 million to the program, so there are $24 million in tax credits

Mississippiavailable.

BUDGETING

First has done extensive work explaining the tax credit and providing ongoing technical assistance to collaboratives interested in promoting it. We also produce an annual flyer for use by approved collaboratives. Please refer to Appendix E: State Tax Credit for more information about the tax credit, including the most recent example of this flyer.

• Intent to submit proposal form—MDE frequently requests that applicants complete an initial form stating the applicant’s intent to submit an application. This form is typically due several weeks in advance of the full application. The form is not used to exclude applicants in any way. The purpose of the form is to allow MDE to estimate how many applications it may receive so that it can recruit an adequate number of reviewers. We recommend submitting it if the applicant is serious about applying.

• Proposal (written application)—The proposal phase of the process is the first in which an applicant gets to describe their plan. The application is detailed and takes several weeks to complete, so applicants should not procrastinate or expect to write the whole application in a week. In addition to being lengthy, the application may also require the applicant to compile important documents, such as proof of 501(c)3 status (if the applicant is not a school district) or letters of support from partners, which may take additional time. We strongly encourage applicants to begin as soon as the application is released and expect it to take the full amount of time allotted by OurMDE.other important advice on writing the application is to pay close attention to the rules for submitting a proposal. Like all MDE-managed applications, the pre-K application contains strict guidelines for its completion, including the format, page length, and deadlines. Applicants who violate any of these guidelines, including page limits, may be disqualified from having their applications reviewed. MDE rarely allows applicants who submit incomplete applications to amend them and resubmit. Similarly, MDE does not accept late applications. In the past, applicants with strong plans have not succeeded due to errors such as failing to complete all sections of the application or failing to attach a required appendix, so applicants must be very diligent about following all of the rules.

o Eligibility check—Since 2016, MDE has instituted an “eligibility check” as part of the pre-K proposal review. Applicants not passing the eligibility check are disqualified from having the remainder of their proposal scored. During the eligibility check,

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There have been five application cycles since 2013. In the 2022 session, the legislature appropriated an additional $8 million to the program, and MDE has announced an application round for summer 2022, with another round possible in late 2022 or early 2023. Applicants who prepare well in advance of an application cycle are more competitive for the program opportunities available. This section is intended to explain the process and offer some helpful tips on applying.

In past cycles, the collaborative application process has had several stages—an intent to submit proposal form, a written application, and an interview. Applicants must score high enough at each stage in order to advance to the next stage. Below, we provide a general description of each of the 2022 application stages and advice on how to approach each stage.

.

THE APPLICATION

The Early Learning Collaborative Act gives MDE the power to manage the state-funded collaborative program. As part of its responsibilities, MDE administers the application process for new collaboratives. Because the law allows approved collaboratives to remain in the program as long as they continue to meet program requirements, the application process only opens when MDE has the funding to award new collaboratives

Previously, MDE has used internal and external reviewers to score proposals. MDE follows a two-part process for scoring the written application: an eligibility check and a full proposal review.

 the lead partner (applicant) is either a school district OR provided proof of 501(c)3 status, such as an IRS determination letter and/or a certification of registration from the Mississippi Secretary of State; and  the lead partner (applicant) demonstrated in the application that it serves or will serve four-year-old children through classroom-based pre-K (in other words, the lead partner is not merely a support organization but actually operates a program); and

o Review of full proposal—For applicants passing the eligibility check, reviewers score the full proposal using a rubric. Read the rubric if one is provided before beginning to write the application so that your answers will meet the criteria that the reviewers are looking for. Too often, applicants provide lengthy, well-written responses that do not actually provide the information that the reviewers are seeking. Do not make this mistake; shorter responses that meet the review criteria will always earn more points than long responses that do not. Proposals may still be disqualified at this stage if applicants violate the guidelines on things such as page limits, a lack of commitment to state learning standards, or a lack of commitment to using an eligible curriculum. Once the full proposal has been reviewed, reviewers total the score for all proposals still eligible, and those with qualifying scores move to the next phase of review.

reviewers assess whether the applicant and their partners meet all of the following requirements:

 the lead partner (applicant) signed and attached the application assurances (MDE will provide these with the application); and

 the collaborative includes at least one school district AND at least one Head Start partner (Early Head Start does not count), if one is available; and  the collaborative plans to operate at least one classroom at each of at least two eligible partners; and

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 each partner provider will receive funds to operate classrooms; and  each partner provided a letter of support AND a signed identification form. We advise applicants to read the application carefully to ensure their eligibility based on these or other factors.

• Interview—The interview phase is for applicants who make a qualifying score after the written application process. MDE has used interviews in the past to clear up lingering confusion over responses in the written proposal and to assess the capacity of the applicant to execute its plan as written. Previously, the interviews have been conducted at MDE, and the applicant as well as important partners are required to attend. Everyone on the applicant interview team should read the proposal because anyone attending the interview will be responsible for knowing the full plan; if only the lead partner knows the plan, it calls into question whether the collaboration among partners is authentic. The best way to prepare for an interview is to have someone conduct a mock interview with the applicant interview team. The mock interviewers should be familiar with pre-K but not involved in writing the application so that they can read the proposal with an objective lens and ask clarifying questions. See Appendix F: Mock Interview Questions for a list of sample mock interview questions. When the interview is complete, the interview scores are usually added to the proposal score to reach a final summative score. MDE will rank proposals according to this summative score and fund in order of rank until all funds are exhausted. The reality of a competitive application process means that proposals with good scores may still not receive funding.

1 Miss. Code Ann. § 37-21-51(1)(c).

2 Miss. Code Ann. § 37-21-51(1)(b).

5 Miss. Code Ann. § 37-21-51(1)(f).

6 Miss. Code Ann. § 37-21-51(3)(d)(vi).

Based on past experience, our best advice in earning preference points is to build a collaborative with many types of partners and to develop a history of formal collaboration prior to applying.

3 Ibid. 4 Miss. Code Ann. § 37-21-51(1)(d).

7 Wright, Carey M., and Kim S. Benton. 2016. “Appendix C: Audit Checklist for 17.2-Pre-Kindergarten.” In Effectiveness Evaluation for Early Learning Collaboratives and Other Pre-K Classrooms. Jackson, MS: Mississippi Department of Education.

8 Miss. Code Ann. § 37-21-51(3)(d)(xii).

One way that applicants can give themselves an advantage in the proposal review is to earn any preference points that MDE has written into the rubric. Some preference points give priority to applicants with greater need while other preference points may give priority to applicants with greater capacity. In previous cycles, applicants with low rates of kindergarten readiness or high third grade reading test retention were given a slight preference (1 extra point). Conversely, applicants with more diverse collaborative partners—such as childcare partners or private school partners—received more points (3 extra points). Applicants who had participated in a formal collaboration program prior to applying, such as Excel by 5 or Mississippi Building Blocks, also received preference points (3 points). Review the rubric carefully if one is released to see if you are eligible for any preference points.

10 Elizabeth Stone (Mississippi Department of Education), email to Mississippi First, April 29, 2021.

9 Miss. Code Ann. § 37-21-51(3)(d).

MISSISSIPPI FIRST I PAGE 12

GENERAL INFORMATION ABOUT PRE-K New America Foundation

Brookings Institute. 2017. The Current State of Scientific Knowledge on Pre-Kindergarten Effects. Research Report, Washington, D.C.: Brookings Institute. Accessed April 13, 2018. https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf.

The New America Foundation’s website offers a clear, simple write-up about pre-K. New America Foundation. 2021. “Pre-K.” Accessed July 20, 2021. https://www.newamerica.org/education-policy/topics/birth-through-third-grade-learning/pre-k/.

Southern Regional Education Board

A

The State of Pre-K in Mississippi series is focused on assessing access and quality across the state. Additionally, each report contains detailed contextual information about pre-K programs and the communities they serve. An update is released every three years. Please see our State of Pre-K page for the most recent publications: https://www.mississippifirst.org/our-work/pre-k-publications/state-of-pre-k-series/

Brookings Institute

The National Institute for Early Education Research

The State of Preschool is an annual publication that tracks the funding, access, and policies of state-funded pre-K programs. In addition, NIEER identifies 10 research-based program standards linked to highly effective programs and ranks each state-funded program across the nation according to these 10 standards.

Mississippi First

RESEARCH ABOUT PRE-K

MISSISSIPPI FIRST I PAGE 13

This appendix is intended to provide general information about pre-K for toolkit readers who know very little about the topic. Below, we provide links for a beginner’s study of current information about pre-K, both nationally and in Mississippi.

Friedman-Krauss, Allison H., W. Steven Barnett, Karin A. Garver, Katherine S. Hodges, G.G. Weisenfeld, and Beth Ann Gardiner. The State of Preschool 2020. Research report, New Brunswick, NJ: National Institute for Early Eduction Research, Rutgers University. Accessed June 22, 2021. https://nieer.org/wp-content/uploads/2021/04/YB2020_Full_Report.pdf

Pre-K Benefits features a summary of some of the most recent, high-quality research studies pertaining to the benefits of pre-K programs for Durrance,children. Samantha. 2018. Pre-K Benefits: 2018 Update. Research report, Atlanta, GA: Southern Regional Education Board. Accessed April 13, 2018. https://www.sreb.org/sites/main/files/file-attachments/research_snapshot_pre-k_march_2018.pdf

GENERAL INFORMATIONAPPENDIX

The Current State of Scientific Knowledge on Pre-Kindergarten Effects provides a comprehensive description of the pre-K landscape in America today. In addition, the report presents some of the most prevalent issues and challenges in early education along with a summary of the research findings pertaining to each issue.

PRE-K ADVOCACY ORGANIZATIONS

Website: https://www.mdek12.org/EC

STATE AND FEDERAL EARLY CHILDHOOD EDUCATION OFFICES

The Mississippi Head Start Collaboration Office is located in the Office of the Governor. The office develops collaborative partnerships with early childhood and family service providers, educators, advocates, and agencies statewide. Website: https://eclkc.ohs.acf.hhs.gov/programs/mississippi-head-start-collaboration-office

The Office of Early Childhood at the Mississippi Department of Education (MDE) provides regulatory guidance for pre-K programs implemented in public school settings. Additionally, they provide resources for families and providers to prepare children to be ready for kindergarten. MDE disseminates federal and state funds for early childhood programs in Mississippi.

Mississippi Department of Human Services, Division of Early Childhood Care and Development

Mississippi First Mississippi First is a state-based policy and advocacy 501(c)3 nonprofit organization. Mississippi First has been an advocate for early childhood education in Mississippi since our founding in 2008. The organization advocates the expansion of high-quality, state-funded pre-K and tracks pre-K access and quality in the state. Website: www.mississippifirst.org/education-policy/pre-kindergarten/

Mississippi Department of Education, Office of Early Childhood

The Office of Early Learning at the United States Department of Education is charged with supporting the department’s early learning initiatives and its goal of improving the health, socio-emotional, and cognitive outcomes for children from birth to third grade. The office is also responsible for the discretionary grant programs exclusively focused on early learning. Website: https://www2.ed.gov/about/inits/ed/earlylearning/index.html

The Division of Early Childhood Care and Development at the Mississippi Department of Human Services tracks the licensed childcare services available to young children in Mississippi communities. Additionally, they administer the Child Care Development Fund program, which provides assistance to working families in need of childcare services. Website: http://www.mdhs.ms.gov/early-childhood-care-development/

The First Five Years Fund advances federal investment in quality early childhood education for disadvantaged children from birth to age five. Additionally, it provides policymakers, advocates, and the public with the research and information necessary to make informed investments in quality early childhood development. Website: www.ffyf.org

MISSISSIPPI FIRST I PAGE 14

The Alliance for Early Success brings early education leaders together in innovative ways to advance state policies leading to improved health, learning, and economic outcomes for young children, starting at birth and ending at age eight. Website: www.earlysuccess.org

United States Department of Education, Office of Early Learning

First Five Years Fund

Mississippi Head Start Collaboration Office

Alliance for Early Success

Be sure to include both special education and regular education pre-K enrollments. Number of students enrolled in district pre-K program (enrollment in prior years)

An effective program aligns services to community needs. As a part of the application for the state-funded pre-K program, the Mississippi Department of Education (MDE) assesses the community’s need for a pre-K program.

Enrollment information is readily available on the MDE website. You can access it by going to this link: https://newreports.mdek12.org/DataExplorer.

APPENDIXSTARTEDB

MISSISSIPPI FIRST I PAGE 15

DATA RESOURCES & CONSIDERATIONS

Number of students enrolled in district pre-K program (enrollment in present year) We use present-year enrollment to assess access prior to any proposed program changes. If your school district is experiencing rapid declines or growth in enrollment, you may want to determine the average percentage change over a three-year period to raise or lower the presentyear enrollment (Present Year*% Change + Present Year = Projected Enrollment).

Be sure to include both special education and regular education pre-K enrollments.

Number of district pre-K classrooms (present year)

ACCESS

This needs assessment tool provides a list of data that collaborative groups should use to evaluate the need for pre-K in their communities. Additionally, we provide data guidelines for how to use the information collected. A template for organizing the data can found at https://www.mississippifirst.org/our-work/pre-k-publications/pre-k-toolkits-series/.

GETTING

This appendix contains two important tools: a needs assessment tool and a program selection tool. It also contains a short explanation of the different types of public school pre-K programs.

NEEDS ASSESSMENT TOOL

We use prior years enrollment to assess access changes over time. If your school district is experiencing rapid declines or growth in enrollment, you may want to determine the average percentage change over a three-year period to raise or lower the present-year enrollment (Present Year*% Change + Present Year = Projected Enrollment).

We use the present-year number of classrooms to understand the class size and capacity of the district to serve more students. Contact your local school district for this information.

Enrollment information is readily available on the MDE website. You can access it by going to this link: https://newreports.mdek12.org/DataExplorer.

GETTING STARTED NEEDS ASSESSMENT TOOL

This information is collected by Mississippi First every three years and published in the State of Pre-K report. All reports can be accessed here: https://www.mississippifirst.org/our-work/ pre-k-publications/. Contact your local school district for any recent program changes.

MISSISSIPPI FIRST I PAGE 16

is collected by Mississippi First every three years and published in the State of Pre-K. Reports can be accessed here: https://www.mississippifirst.org/our-work/pre-kForpublications/morerecent data, contact your local Head Start center(s). Ask them how many children transitioned or will transition to your target school district to estimate Head Start enrollment for your district.

Total number of seats available in other public pre-K programs

Number of students in local Head Start centers (enrollment in present year)

In some cases, your district may have a pre-K program operated by a nonprofit organization and funded by philanthropic dollars. These seats may not show up as either “district” seats or “licensed childcare” seats. If such a program exists in your community, you should include these seats as part of your evaluation of access. The State of Pre-K report may include information about these types of programs if they existed in previous years.

APPENDIX B

Number of students enrolled in local head start centers (enrollment in prior years)

We use prior years enrollment to assess access changes over time. If your center is experiencing rapid declines or growth in enrollment, you may want to determine the average percentage change over a three-year period to raise or lower the present-year enrollment (Present Year*% Change + Present Year = Projected Enrollment). Contact your local Head Start for this information.

Number of students enrolled in other public pre-K programs (enrollment) Ask your local school district for the enrollment of any other public pre-K program that you discover.

DATA RESOURCES & CONSIDERATIONS

Number of Local Head Start Center Classrooms (present year)

Number of NIEER benchmarks met by district pre-K program

Average CLASS score from district pre-K program CLASS is a classroom quality measure used by MDE to evaluate all public school pre-K programs. Contact your local school district to request average CLASS scores.

We use the present-year number of classrooms to understand the class size and capacity of the Head Start Center to serve more students. Contact your local Head Start for this information.

Average CLASS score from Head Start Most Head Start centers in Mississippi also use CLASS to measure classroom quality. Contact your local Head Start center(s) to request average CLASS scores.

QUALITY

Head Start eligibility is countywide, so counties with multiple school districts share the overall number of Head Start seats available. Some school districts in a county may have better access to seats, depending on where centers are located. This makes it hard to determine a separate Head Start “capacity” figure from an “enrollment” figure in most instances, as most counties have multiple school districts. As a result, we recommend using enrollment in Head Start in nearly all instances (if you are in a single-district county, you can decide between “capacity” and This“enrollment”).information

Contact your local school district for this information. MAAP proficiency rates Proficiency information is readily available on the MDE website. You can access it by going to this link: https://msrc.mdek12.org/. District dropout rate This information is readily available on the MDE website. You can access it by going to this link: https://msrc.mdek12.org/.

The district retention rate is the number of students who have repeated a grade at least once since starting kindergarten. This information is available through the online Kids Count Data Center. You can access this data by running a report at https://datacenter.kidscount.org/.

Achievement gap information is readily available in the MDE Achievement Gap Report. You can access it by going to this link: https://www.mdek12.org/OPR/Reporting/Assessment/2020-21.

Percentage of students in poverty (identified student percentage) Due to the growing use of the Community Eligibility Provision, free or reduced-price lunch data is becoming less valid as an indicator of poverty. As an alternative, we suggest using your district’s identified student percentage, which means the percentage of students whose families participate in other government-funded poverty programs. This will provide a more accurate estimate of the percentage of children experiencing poverty. MDE annually publishes estimates of each district’s identified student percentage: https://www.mdek12.org/OCN/ SS/community-eligibility-provision-%28cep%29. Use the CEP Annual Notification of Schools report. MDE multiplies this number by 1.6 to determine poverty for school funding.

AT-RISK POPULATIONS

Other factors related to children at Rrisk Other indicators, such as teen pregnancy rates, unemployment rates, percentage of children with no parent in the workforce, percentage of families using TANF and SNAP, food insecurity data, maternal education data, etc., can be found through the online Kids Count Data Center. You can access this information by county here: https://datacenter.kidscount.org/data#MS/5/0/ char/0.

AT-RISK POPULATIONS

Achievement gaps (gaps in achievement between different subgroups)

APPENDIX B

MISSISSIPPI FIRST I PAGE 17

Percentage of students “ready” for Kindergarten (scoring 530 or above on the MKAS2 )

District retention rate

DATA RESOURCES & CONSIDERATIONS

Percentage of students with disabilities (IEP or 504 plan) Contact your local school district for this information.

Percentage of racial minority students This information is readily available on the MDE website. You can access it by going to this link: https://newreports.mdek12.org/DataExplorer

GETTING STARTED NEEDS ASSESSMENT TOOL

Percentage of children in foster care, identified as homeless, or identified as migrant Contact your local school district to obtain this information. This information may be particularly important if you intend to use any federal dollars as a match.

DATA RESOURCES & CONSIDERATIONS

Calculating Public Pre-K Access

APPENDIX B

The first step in assessing the pre-K needs in your community is to understand the level of access that parents have to existing public pre-K services. In general, you calculate this by subtracting the previous year’s number of pre-K seats available in your defined service area (county or district) from the total number of kindergarten students entering the school district in the current year. To calculate an access rate, you simply divide the difference by the total number of entering kindergarteners and multiply by 100. See our worksheet to help you analyze access rates.

Guidelines for

Using Data to Demonstrate Community Need Access Rate = # of entering kindergarteners this year - # of public pre-K seats last year # of entering kindergarteners this year *100% MISSISSIPPI FIRST I PAGE 18

There are two ways to demonstrate the need for an early learning collaborative in your community. If your community does not have many public pre-K options available to families, then you can demonstrate the need for pre-K by highlighting access needs. If your community has high access rates to pre-K, but your student outcome data shows low rates of school readiness or school achievement, then you can demonstrate the need to increase the quality of existing pre-K programs. Your community may have low access and poor outcomes; in this case, you can highlight needs in both access and Itquality.isgood

Determine whether to highlight access needs, quality needs, or both.

practice to assess the needs of the community prior to drafting a plan. The community needs you identify should align to your proposed program. For example, if your proposed program focuses on improving quality and not expanding access, you should sufficiently demonstrate the need for higher-quality programs in your community.

GETTING STARTED NEEDS ASSESSMENT TOOL

• NIEER Quality Standards

The state measures the quality of pre-K programs in part by their adherence to the NIEER quality standards. To assess existing quality in your community, you should evaluate how programs perform against the standards. More information about the NIEER standards can be found in their most recent evaluation of Mississippi’s program: https://nieer.org/wp-content/uploads/2021/04/Mississippi_YB2020.pdf.

APPENDIX B GETTING STARTED MISSISSIPPI FIRST I PAGE 19 11

If you determine that pre-K expansion is not aligned to your community’s needs and/or your collaborative’s current goals, you need to demonstrate the need to increase the quality of existing programs. Conversely, you might decide to expand access while increasing quality at the same time. To demonstrate the need for improved quality, you must make a case to MDE that current programs are not meeting the 10 NIEER benchmarks and/or producing favorable student outcomes among the population you wish to serve. You should also demonstrate that the population you wish to serve may be at risk of academic failure without an early intervention.

Demonstrating Need for Quality

Considering Enrollment vs. Capacity

In these guidelines and the worksheet, we recommend the use of capacity data (the actual number of seats available) instead of the use of enrollment data to measure access. However, we recommend that you carefully analyze enrollment data as well, especially if enrollment data is much lower than capacity data. You may need to investigate the underlying reasons for low enrollment because lower enrollment figures can have important implications for actual access. For instance, a district pre-K program may have 20 seats available but only eight students enrolled in the program. Further investigation might reveal that a lack of transportation is an enrollment barrier for families who wish to send their children to the program. As a community group, you must then decide if you would consider a capacity of 20 seats to be a true measure of access in this scenario.

Considering Licensed Childcare Enrollment in Your Evaluations of Access

To get a comprehensive view of what pre-K looks like in your community, you should consider the enrollment rates of four-year-old children in licensed childcare centers as well as enrollment in public pre-K. We know that, on average, the greater a school district’s public pre-K access, the smaller its four-year-old childcare enrollment.11 This may be due to low demand for licensed childcare. It may also occur because districts with high public pre-K capacity are more likely to have high poverty rates,12 and tuition-based licensed childcare centers are less accessible to consumers. Additionally, areas with large licensed childcare sectors may face more political barriers to expanding public pre-K programs. A careful analysis of licensed childcare’s role in offering pre-K access to four-year-olds in your community should be an essential part of your needs assessment. In cases where access to licensed childcare and public pre-K are both low, you might choose to highlight licensed childcare access rates in the needs assessment section of your application.

Canter, Rachel, and Angela Bass. 2017. The State of Pre-K in Mississippi. Research Report, Jackson, MS: Mississippi First. Accessed on April 19, 2018. http://www.mississippifirst.org/education-policy/pre-kindergarten/msf-prek-publications/state-pre-k-mississippi-2014-2015/. 12 Ibid.

NEEDS ASSESSMENT TOOL

Centers without national accreditation may still be high quality, but a community will have to work harder to measure that quality. Evaluating local childcare centers against the NIEER standards may be one simple alternative to accreditation to determine quality.

• Assessing Student Outcomes

The presence of a high rate of at-risk populations can show a compelling need for pre-K. In this tool and the worksheet, we provide a comprehensive list of demographic data you can use to gain a deeper understanding of your community and the at-risk populations that may be present. See the worksheet to help you with this analysis.

Alongside the NIEER standards and CLASS scores, the state examines student outcomes to measure quality. In this tool and the worksheet, we provide a comprehensive list of student outcome data you should use to identify the need for pre-K. It is important to look at aggregate data—i.e., data for entire populations in your district or community—as well as disaggregated data—i.e., information used to compare various student subgroups. See the worksheet to help you with this analysis.

APPENDIX B GETTING STARTED MISSISSIPPI FIRST I PAGE 20 Continue on the next page

• Nationally Accredited Licensed Childcare Centers

ASSESSMENT TOOL

Although Mississippi no longer uses a robust quality rating system for childcare, some centers may be nationally accredited. For example, the National Association for the Education of Young Children (NAEYC) offers an accreditation program that is considered a national leader in quality. The NAEYC search function provides up-to-date information about accredited programs: http://families.naeyc.org/find-quality-child-care.

• CLASS Scores CLASS is an early childhood classroom quality measure that the state uses for all public school pre-K programs, including collaboratives. Head Start centers also frequently use CLASS. CLASS measures several dimensions of classroom quality, such as the quality of adult-child interactions. If your community has an existing public school pre-K program, the program should have CLASS scores for its classrooms. Head Start centers in your area are also likely to have CLASS scores for their classrooms. If the programs in your area have average scores of less than a 4, this may indicate the need to increase quality.

Analyzing Data on At-Risk Populations

TYPES OF PUBLIC SCHOOL PRE-K PROGRAMS NEEDS

These programs are supported by state pre-K funding that is matched with any eligible source. Most often, matching funds come from Title I. All state collaborative pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-YearOld Children. Any collaborative program that uses Title I dollars must also follow the Title I, Part A – Basic Guidelines. Head Start or blended programs within a collaborative must additionally follow the Head Start Performance Standards. These programs may be located on campus at one or more elementary schools in a given district, in a Head Start center, or in a private childcare center. These programs are funded partially by sources outside of the school district and exclude Head Start funds. Examples of externally funded pre-K programs are those that are partially funded through grants, private donations, and nonprofit organizations. Externally funded pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children. These programs may be located on campus at one or more elementary schools in a given district or in a donated space (e.g., apartment complex).

4

3

Tuition-Based

TYPES OF PUBLIC SCHOOL PRE-K PROGRAMS

Title I

Tuition paid by parents of enrolled children supports these programs.

Blended programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children, the Head Start Performance Standards, and Title I, Part A – Basic Guidelines. These programs are located either on campus at one or more elementary schools in a given district or at a local Head Start agency.

Blended Head Start

TOOL TO FIND THE BEST PRE-K PROGRAM FOR YOUR COMMUNITY.

Tuition-based pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children These programs are typically located on campus at one or more elementary schools in a given district.

2 Local District

These programs are funded by multiple sources, such as Title I and district dollars, district dollars and tuition, external sources and Title I, etc. Any program that uses Title I dollars must follow the Title I, Part A – Basic Guidelines. Children supported through Title I dollars must also meet Title I eligibility requirements. All hybrid pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children. These programs may be located on campus at one or more elementary schools in a given district or in a donated space (e.g., apartment complex).

USE OUR PROGRAM SELECTION

All funds utilized to support this program are Title I dollars. Title I Pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children and Title I, Part A –Basic Guidelines. These programs are typically located on campus at one or more elementary schools in a given district.

Title I and Head Start dollars are blended to support these programs.

5 Hybrid

6 State Collaborative

1

GETTINGAPPENDIXSTARTEDB MISSISSIPPI FIRST I PAGE 21

7 Externally Funded

District dollars are utilized to support these programs. Local district pre-K programs must follow the Mississippi Early Learning Guidelines for Classrooms Serving Three- and Four-Year-Old Children. These programs are typically located on campus at one or more elementary schools in a given district.

Our student population is high need, as defined by having a high rate of one or more of the following: poverty; percent of children in foster care, identified as homeless, or identified as migrant; percent of children not “ready” for kindergarten; percent of children with disabilities; and the number or percent without quality pre-K options.

COLLABORATION

We have a very strong relationship with Head Start and frequently closely collaborate. We have a working relationship with Head Start and collaborate as needed. We have a limited relationship with Head Start in that we only work together as required by law.

How do you plan to include partner ships in the operation of your program?

How closely do you work with partners in early childhood? We have a strong history of collaboration with early childhood partners. As part of our collaboration, we meet regularly to discuss common goals, define interrelated roles, develop joint strategies, and share decision-making. We are actively building stronger collaboration among partners. We have begun regular meetings to increase collaboration and are working to develop common goals and strategies. We have little to no history of collaboration among partners. In the past, we have cooperated on an as-needed basis or coordinated with each other on specific projects.

PARTNERSHIPS

PROGRAM SELECTION TOOL NEED HEAD START

We want to independently operate our programs. We want to collaborate with partners to ensure community-wide quality, but we do not want to jointly operate our programs. We want to jointly operate our programs with one or more local partners. Continue on the next page

Our student population is average need, as defined by having an average rate of most of the following: poverty; percent of children in foster care, identified as homeless, or identified as migrant; percent of children not “ready” for kindergarten; or percent of children with disabilities; and the number or percent without quality pre-K options.

MISSISSIPPI FIRST I PAGE 22 APPENDIX B GETTING STARTED

How would you describe the student population you plan to serve?

How would you describe your relation ship with Head Start?

Our student population is low need, as defined by having a low rate of most of the following: poverty; percent of children in foster care, identified as homeless, or identified as migrant; percent of children not “ready” for kindergarten; or percent of children with disabilities; and the number or percent without quality pre-K options.

How many of the MDE guidelines can you meet?

APPENDIXTOOLB

FUNDING FUNDING Is Title I funding available for your program? Aside from Title I funding, what other sources of funding could support your program in total or in part? (Check all that apply.) Local district dollars Title I funding will cover all of our expected expenses. Title I funding will cover some of our expected expenses Title I funding will cover none of our expected expenses. External philanthropyStateOtherpre-K dollars None CLASSROOM SPACE What classroom space meeting MDE guidelines is available for use? (Check all that apply.) District classroom space Classroom space in on-site Head Start facilities Classroom space in off-site Head Start facilities Donated space not located on a district campus Classroom space in partnerMISSISSIPPIproviderFIRST I PAGE 23 GETTING STARTED

QUALITY Are

PROGRAM SELECTION

We will meet all of the Head Start Performance Standards from day one. We will meet most of the Head Start Performance Standards but will need time to meet all. We will meet less than half of the Head Start Performance Standards and will need time and technical assistance to meet all.

QUALITY

We will not meet the Heat Start Performance Standards if it’s not a requirement for our program. you willing to meet the Head Start Performance Standards?

We will meet all of the MDE guidelines from day one. We will meet most of the MDE guidelines but will need time to meet all. We will meet less than half of the MDE guidelines and will need time and technical assistance to meet all.

• Coordination is a more intensive form of partnership. Organizations are involved in a project that has a specific goal and length. Common planning occurs for the project but not for the organizations as a whole. For example, a school district and a Head Start coordinate a “literacy fair” for pre-K children. The two parties work together to organize and pay for the fair, but the joint work is specific to the fair and not ongoing.

The authors of the state-funded pre-K program were heavily influenced by work on collaboration done by the Wilder Foundation. The Wilder Foundation defines collaboration as “a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals. The relationship includes a commitment to mutual relationships and goals; a jointly developed structure and shared responsibility; mutual authority and accountability for success; and sharing of resources and rewards.” 13

13 Mattessich, Paul, Marta Murray-Close, and Barbara Monsey. 2001. Collaboration: What Makes It Work, Second Edition. Nashville, TN: Fieldstone Alliance, an imprint of Turner Publishing.

What is Collaboration?

MORE READING ABOUT COLLABORATION

This tool helps readers understand “collaboration” as the term is used in the Early Learning Collaborative Act. This tool can also be used to better answer the collaboration question in the Program Selection Tool as well as to assess the strength of a proposed collaboration.

COOPERATION, COORDINATION, AND COLLABORATION

14 This section was informed by the Wilder Foundation’s graphic “Cooperation, Coordination, and Collaboration: A Table Describing the Elements of Each” in Collaboration: What Makes It Work, Second Edition. See page 61 of that text for the original graphic.

APPENDIX C

• Collaboration is the most intensive form of partnership. Organizations agree to a longer-term partnership with specific roles and responsibilities, a structure for joint planning and decision-making, and common goals. The partnership has a written document— such as a memorandum of understanding or by-laws—describing how the partnership works. For example, providers in an area may form a partnership to run a school readiness awareness campaign for local parents, in which the partners collaborate to host events throughout the year. These events are designed jointly and supported through pooled resources. The campaign is branded separately from each individual organization and is run by a specially appointed organizing committee.

The Program Selection Tool asks readers to assess the nature of their current partnership work as a means of determining whether a pre-K model with a higher or lower level of collaboration is most appropriate for them. To answer the question, readers need a good understanding of the differences between three terms—cooperation, coordination, and collaboration.14

MISSISSIPPI FIRST I PAGE 24

• Cooperation is the least intensive form of partnership. Individuals within organizations interact on a project-by-project basis without the need for common goal planning by their organizations. This level of partnership is informal. For example, a pre-K teacher in a school district may call a colleague at a local childcare provider to borrow materials for a lesson plan.

COLLABORATION

If you are considering forming a pre-K collaborative, we strongly suggest buying Collaboration: What Makes It Work, a book by the Wilder Foundation that is sold by the Fieldstone Alliance. The book provides the theoretical framework for understanding collaboration and includes case studies. It also provides more detail about the Wilder Collaboration Factors Inventory, which uses existing research literature about

successful collaborations to help partners diagnose their strengths and weaknesses across 20 collaboration “factors.” The factors, below, are grouped into six categories: 1) environment, 2) membership characteristics, 3) process and structure, 4) communication, 5) purpose, and 6) resources.

THE WILDER COLLABORATION FACTORS INVENTORY

Factors Related to Environment • History of collaboration or cooperation in the community • Collaborative group seen as a legitimate leaders in the community • Favorable political and social climate Factors Related to Membership Characteristics • Mutual respect, understanding, and trust • Appropriate cross section of members • Members see collaboration as in their self-interest • Ability to compromise Factors Related to Process and Structure • Members share a stake in the both process and structure • Multiple layers of participation • Flexibility • Development of clear roles and policy guidelines • Adaptability • Appropriate pace of development Factors Related to Communication • Open and frequent communication • Established informal relationships and communication links Factors Related to Purpose • Concrete, attainable goals and objectives • Shared vision • Unique purpose Factors Related to Resources • Sufficient funds, staff, materials, and time • Skilled leadership

.

More detailed descriptions of the factors can be found in Collaboration: What Makes it Work More information about the inventory follows.

After the Wilder Foundation identified 20 collaboration success factors, they developed the Wilder Collaboration Factors Inventory, an assessment to help partners diagnose their strengths and weaknesses across the 20 factors. The Wilder Foundation intended the inventory as a self-assessment tool for discussion and progress monitoring, rather than as an accountability tool. The assessment is free for non-commercial use as long as proper attribution is given to the Wilder Foundation. Collaboratives should also consider using the free, online tool on the Wilder Foundation’s website, as it may be easier for partners to complete and the tallying is automatic. Formatted as a survey, the inventory is designed to be taken by multiple representatives of each partner in the collaborative. A greater number of raters will produce a more reliable result and one that reflects the many different perspectives that individuals bring to a group. At minimum, one person from each partner in the collaborative should complete it.

MISSISSIPPI FIRST I PAGE 25

Adapted from Mattessich, Paul, Marta Murray-Close, and Barbara Monsey. 2001. Wilder Collaboration Factors Inventory. St. Paul, MN: Wilder Research.

4. Once all partner scoring guides are complete, complete the full collaborative self-assessment scoring guide.

Favorable

WILDER COLLABORATION

History of collaboration or cooperation in the community Partners in our collaborative have a history of working together. 2 3 4 Trying to solve problems through collaboration has been common among members of this collaborative. It has been done a lot before. 2 3 4 5 Collaborative group seen as legitimate leader in the community 3. Leaders in this community who are not part of our collaborative seem hopeful about what we can accomplish. 2 3 4 5 Others (in this community) who are not a part of this collaborative would generally agree that the organiza tions involved in this collaborative are the “right” groups to make this work. 2 3 4 5 political and social climate The political and social climate seems to be “right” for starting an early learning collaborative. 1 2 3 4 5 The time is right for this collaborative. 1 2 3 4 5

1

MISSISSIPPI FIRST I PAGE 26

1.

Statements about Your Collaborative

2. Each partner should identify key people in its organization to complete the assessment and provide contact information for each person to the lead partner or designee.

4.

5.

6.

Group: Factor Statement DisagreeStrongly Disagree Neutral,OpinionNo Agree StronglyAgree

5 2.

3. The lead partner should gather the completed assessments from each person within each partner and complete one partner selfassessment scoring guide for each partner.

FACTORS INVENTORY

1

Directions:

1

1. The lead partner or a designee should take the responsibility of managing the self-assessment.

5. Use the ratings from the full collaborative self-assessment scoring guide to examine strengths and weaknesses of the group’s collaboration efforts. (See the Interpreting Your Scores section.)

1

Appropriate cross section of members 9. The people, organizations, and partners involved in our collaborative represent a cross section of those who have a stake in what we are trying to accomplish. 1 2 3 4 5 10. All the organizations that we need to be members of this collaborative have become members of the group. 1 2 3 4 5

Members see collaboration as in their self-interest 11. My organization will benefit from being involved in this collaborative. 1 2 3 4 5 Ability to compromise 12. People, organizations, and partners involved in our collaborative are willing to compromise on important aspects of our project. 1 2 3 4 5 Members share a stake in both the process and outcome 13. The organizations that belong to our collaborative invest the right amount of time in our collaborative efforts. 1 2 3 4 5 14. Everyone who is a member of our collaborative group wants the project to succeed. 1 2 3 4 5 15. The level of commitment among the collaborative participants is high. 1 2 3 4 5 Multiple layers of participation 16. When the collaborative makes major decisions, there is always enough time for members to take information back to their organizations to confer with colleagues about what the decision should be. 1 2 3 4 5 17. Each of the people who participate in decisions in this collaborative can speak for the entire organization they represent, not just a part. 1 2 3 4 5 Flexibility 18. There is a lot of flexibility when decisions are made; people are open to discussing different options. 1 2 3 4 5 19. People, organizations, and partners in this collaborative are open to different approaches to how we can do our work. They are willing to consider different ways of working. 1 2 3 4 5

Factor Statement DisagreeStrongly Disagree Neutral,OpinionNo Agree StronglyAgree Mutual

MISSISSIPPI FIRST I PAGE 27

Adapted from Mattessich, Paul, Marta Murray-Close, and Barbara Monsey. 2001. Wilder Collaboration Factors Inventory. St. Paul, MN: Wilder Research.

7. People, organizations, and partners involved in our collaborative always trust one another. 1 2 3 4 5 8. I have a lot of respect for the other people, organizations, and partners involved in this collaborative. 1 2 3 4 5

understanding,respect,andtrust

Factor Statement DisagreeStrongly Disagree Neutral,OpinionNo Agree StronglyAgree

Development of clear roles and policy guidelines 20. People, organizations, and partners in this collaborative have a clear sense of their roles and responsibilities. 1 2 3 4 5 21. There is a clear process for making decisions among the partners in this collaborative. 1 2 3 4 5

Appropriate pace of development 24. This collaborative has tried to take on the right amount of work at the right pace. 1 2 3 4 5 25. We are currently able to keep up with the work necessary to coordinate all the people, organizations, and activities related to this collaborative project. 1 2 3 4 5

PAGE

Adapted from Mattessich, Paul, Marta Murray-Close, and Barbara Monsey. 2001. Wilder Collaboration Factors Inventory. St. Paul, MN: Wilder Research.

Adaptability 22. This collaborative is able to adapt to changing conditions, such as fewer funds than expected, changing political climate, or change in leadership. 1 2 3 4 5 23. This group has the ability to survive even if it had to make major changes in its plans or add some new members in order to reach its goals. 1 2 3 4 5

Established informal relationships and commu nication links 29. Communication among the people, organizations, and partners in this collaborative happens both at formal meetings and in informal ways. 1 2 3 4 5 30. I personally have informal conversations about the project with others who are involved in this collaborative. 1 2 3 4 5 Concrete, attainable goals and objectives 31. I have a clear understanding of what our collaboration is trying to accomplish. 1 2 3 4 5 32. People in our collaborative know and understand our goals. 1 2 3 4 5 33. People in our collaborative have established reasonable goals. 1 2 3 4 5

MISSISSIPPI I 28

Open and communicationfrequent 26. People, organizations, and partners in this collaborative communicate openly with one another. 1 2 3 4 5 27. I am informed as often as I should be about what goes on in the collaborative. 1 2 3 4 5 28. The people who lead the collaborative communicate well with the members. 1 2 3 4 5

FIRST

Factor Statement DisagreeStrongly Disagree Neutral,OpinionNo Agree StronglyAgree Shared vision 34. The people, organizations, and partners in this collaborative are dedicated to the idea that we can make this project work. 1 2 3 4 5 35. My ideas about what we want to accomplish with this collaboration seem to be the same as the ideas of others. 1 2 3 4 5 Unique purpose 36. What we are trying to accomplish with our collaborative project would be difficult for any single organization to accomplish by itself. 1 2 3 4 5 37. No other organization in the community is trying to do exactly what we are trying to do. 1 2 3 4 5 Sufficient funds, staff, materials, and time 38. Our collaborative will have adequate funds to do what it wants to accomplish with expected funds in our proposed budget. 1 2 3 4 5 39. Our collaborative has adequate “people power” to do what it wants to accomplish. 1 2 3 4 5 Skilled leadership 40. The people in leadership positions for the collaborative have good skills for working with other people and organizations. 1 2 3 4 5 MISSISSIPPI FIRST I PAGE 29 Adapted from Mattessich, Paul, Marta Murray-Close, and Barbara Monsey. 2001. Wilder Collaboration Factors Inventory. St. Paul, MN: Wilder Research.

Partner Self-Assessment Scoring Guide Partner:___________________________ Directions: Compile scores from each rater in the same partner group (same organization) of the collaborative. Compute the sum and average for each factor. If there are more than five raters in a group, add more columns or use additional sheets. Factor Item Rater 1 Scores Rater 2 Scores Rater 3 Scores Rater 4 Scores Rater 5 Scores Total Factor Score (sum of all rater scores for factor) Average Factor Score (total score/# of scores) History of collaboration or cooperation in the community 21 Collaborative group seen as a legitimate leader in the community 43 Favorable political and social climate 65 Mutual understanding,respect,andtrust 87 Appropriate cross section of members 109 Members see collaboration as in their self-interest 11

Factor Item Rater 1 Scores Rater 2 Scores Rater 3 Scores Rater 4 Scores Rater 5 Scores Total Factor Score (sum of all rater scores for factor) Average Factor Score (total score/# of scores) Ability to compromise 12 Members share a stake in both process and outcome 151413 Multiple layers of participation 1716 Flexibility 1918 Development of clear roles and guidelinespolicy 2120 Adaptability 2322 Appropriate pace of development 2524 MISSISSIPPI FIRST I PAGE 31

Factor Item Rater 1 Scores Rater 2 Scores Rater 3 Scores Rater 4 Scores Rater 5 Scores Total Factor Score (sum of all rater scores for factor) Average Factor Score (total score/# of scores) Open and communicationfrequent 282726 Established communicationrelationshipsinformalandlinks 3029 Concrete, attainable goals and objectives 333231 Shared vision 3534 Unique purpose 3736 Sufficient funds, staff, materials, and time 3938 Skilled leadership 40

Full Collaborative Self-Assessment Scoring Guide Directions: Record the averages from each partner in the collaborative (from each partner’s scoring guide). Compute the sum and average for each factor. If more than 5 partners in a group, add more columns or use additional sheets. When completed, use each factor average to examine strengths and weaknesses of the collaboration efforts of the group. Factor Item Partner 1 Scores Partner 2 Scores Partner 3 Scores Partner 4 Scores Partner 5 Scores Total Factor Score (sum of all partner scores for factor) Average Factor Score (total score/# of scores) History of collaboration or cooperation in the community 21 Collaborative group seen as a leaderlegitimateinthecommunity 43 Favorable political and social climate 65 Mutual understanding,respect,andtrust 87 Appropriate cross section of members 109 Members see collaboration as in their self-interest 11

Factor Item Partner 1 Scores Partner 2 Scores Partner 3 Scores Partner 4 Scores Partner 5 Scores Total Factor Score (sum of all partner scores for factor) Average Factor Score (total score/# of scores) Ability to compromise 12 Members share a stake in both process and outcome 151413 Multiple layers of participation 1716 Flexibility 1918 Development of clear roles and guidelinespolicy 2120 Adaptability 2322 Appropriate pace of development 2524 MISSISSIPPI FIRST I PAGE 34

Factor Item Partner 1 Scores Partner 2 Scores Partner 3 Scores Partner 4 Scores Partner 5 Scores Total Factor Score (sum of all partner scores for factor) Average Factor Score (total score/# of scores) Open and communicationfrequent 282726 Established communicationrelationshipsinformalandlinks 3029 Concrete, attainable goals and objectives 333231 Shared vision 3534 Unique purpose 3736 Sufficient funds, staff, materials, and time 3938 Skilled leadership 40

INTERPRETING

The Wilder Foundation does not provide definitive interpretations of numerical scores for the factors. Your scores are not an absolute reflection of your group’s ability to collaborate effectively. This tool cannot tell you how high your scores must be on each factor to ensure success nor can it tell you that scores below a certain level will lead to failure. Scores on each of the factors should instead be used for discussion and planning for your collaborative initiative. As a general rule, the creators of this tool advise the following: YOUR OF 4.0 OR HIGHER show a strength. These factors likely do not need special attention. Scores from 3.0 to 3.9 are borderline and should be discussed by the group to see if they deserve attention. Scores of 2.9 or lower reveal a concern and should be addressed.

SCORES MISSISSIPPI FIRST I PAGE 36 SCORES

SUMMARY Start Up Year 1 Year 2 Year 3 Salaries and Wages $0.00 $68,100.00 $68,781.00 $69,468.81 Fringe Benefits $0.00 $19,068.00 $19,258.68 $19,451.27 Student Transportation* $0.00 $0.00 $0.00 $0.00 Travel $0.00 $2,956.00 $2,956.00 $2,956.00 Educational Materials $19,332.54 $2,000.00 $2,000.00 $2,000.00 Consultants and Contracts* $0.00 $0.00 $0.00 $0.00 Program Evaluation $0.00 $1,000.00 $1,000.00 $1,000.00 Equipment or Technology $1,484.99 $500.00 $500.00 $500.00 Professional Development $0.00 $3,500.00 $3,500.00 $3,500.00 Student Assessment $0.00 $1,000.00 $1,000.00 $1,000.00 Other $0.00 $500.00 $500.00 $500.00 TOTAL BUDGET $20,817.53 $98,624.00 $99,495.68 $100,376.08 State Revenue $50,000.00 $50,000.00 $50,000.00 Match Revenue $50,000.00 $50,000.00 $50,000.00 Other Revenue $21,000 $0.00 $0.00 $380.00 TOTAL REVENUE $24,000.00 $100,000.00 $100,000.00 $100,380.00 Revenue Over Expenses $182.47 $1,376.00 $504.32 $3.92 *We do not budget any expenses in these categories; however, a collaborative may choose to do so. Remember, no more than 10% of state funds may be used for student transportation.

This budget and accompanying narrative is intended to provide a realistic estimate of how much a new pre-K classroom meeting MDE guidelines may cost to operate. This budget assumes that the pre-K program is housed within an organization that is already paying for overhead costs—rent, utilities, and maintenance—as well as general administration. If a provider expects to add multiple classrooms, then the provider should multiply each line item by the number of classrooms except for the “student assessment” line. Please see the “Student Assessment” section to determine how to increase this amount as the program grows. Furthermore, if a provider has three or more classrooms, then the provider should consider a part-time or full-time pre-K coordinator, depending on the number of classrooms. Revenue estimated in this budget is separated into three categories—program revenue, match revenue, and other revenue—in order to show how much participants in the state-funded program can expect. Program and match revenue assume a provider will receive the minimum guaranteed by the state-funded program—$5,000 per child with half paid by the state and half matched by the provider—for each of 20 children in a classroom ($2,500 per child from the state; $2,500 per child matched). “Other Revenue” is additional revenue that the provider may raise, either through over-matching or other sources. If a classroom is not part of the state-funded program, the provider should only expect to raise the total revenue amount for each year of the budget.

MISSISSIPPI FIRST I PAGE 37

PRE-K BUDGET NARRATIVEAPPENDIXTOOLD

FIRST I PAGE 38 PRE-K BUDGET NARRATIVE TOOL

TOTAL FRINGE $0.00 $19,068.00 $19,258.68 $19,451.27

TOTAL SALARIES/WAGES $0.00 $68,100.00 $68,781.00 $69,468.81

Lead Teacher $0.00 $47,100.00 $47,571.00 $48,046.71 Assistant Teacher $0.00 $21,000.00 $21,210.00 $21,422.10

Position Start (January-June)Up Year (July-June)1 Year (July-June)2 Year (July-June)3

SALARIES/WAGESFRINGEBENEFITS

Position Title and Name Start (January-June)Up Year (July-June)1 Year (July-June)2 Year (July-June)3

Lead Teacher: Salary for a lead teacher is estimated at $47,100.00 per year. A lead teacher in a public school classroom must hold a valid pre-K license. A salary of $47,100 assumes the teacher holds a bachelor’s degree with 10 years’ experience.

Assistant Teacher: Salary for an assistant teacher is estimated at $21,000.00 per year. This reflects the additional qualifications required for pre-K paraprofessionals but is on the high end of what school districts typically pay assistant teachers.

Justification: Salaries comprise the largest single item in the budget. We budget for two full-time employees (FTE) for each pre-K classroom: a lead teacher and an assistant teacher. For both lead teachers and assistant teachers, we estimate that salaries will grow by 1% annually (Year 1 Salary * 1.01Year-1= Annual Salary). Salaries are estimated conservatively by assuming higher pay as noted below:

Justification: Fringe benefits per FTE are estimated at 28% of salary per year as follows: Salary * %Fringe = Fringe. Because salaries increase at a rate of 1% annually, the cost of fringe benefits is also estimated to increase by 1% per year. MISSISSIPPI *These are salary approximation and does not include local salary supplements.

PLEASE NOTE: Salary for a pre-K coordinator is not included. Many school districts designate a pre-K coordinator who may have other responsibilities, such as the federal programs director. If the position is new, an additional salary should be included here.

Lead Teacher $0.00 $13,188.00 $13,319.88 $13,453.08 Assistant Teacher $0.00 $5,880.00 $5,938.80 $5,998.19

Hotel: We assume a government rate of $99 for in-state hotels. Per Diem: We use the government in-state rate of $46 per day for meals and Tripsincidentals.plannedper staff member are as follows:

Assistant Teacher: The assistant teacher will take two trips of 1.5 days each, equaling three total travel days, for professional development opportunities. Each of these trips will require overnight stays. ($46 per diem *3 travel days)+($0.58 mileage*400 miles*2 trips)+(2 overnights*$99 per hotel night)=$800

Lead Teacher: The lead teacher will take two trips of 1.5 days each, equaling three total travel days, for professional development opportunities. Each of these trips will require overnight stays. ($46 per diem *3 travel days)+($0.58 mileage*400 miles*2 trips)+(2 overnights*$99 per hotel night)=$800

TRAVEL Travel Start (January-June)Up Year (July-June)1 Year (July-June)2 Year (July-June)3 Pre-K Coordinator $0.00 $1,356 $1,356 $1,356 Lead Teacher $0.00 $800 $800 $800 Assistant Teacher $0.00 $800 $800 $800 TOTAL TRAVEL $0.00 $2,956 $2,956 $2,956

Justification: We estimate $2,956 in Years 1-3 for in-state travel to state meetings, conferences, or trainings. We use state government rates for travel for budgeting purposes. More details on these estimates are provided below:

Pre-K Coordinator: The pre-K coordinator will take four trips (two 1-day trips and two 1.5-day trips), equaling five total travel days, for quarterly meetings with MDE staff. Two of these trips will require overnight stays. This will allow the pre-K coordinator to take one round trip per quarter between the pre-K site and MDE’s Jackson, Mississippi, headquarters. ($46 per diem *5 travel days)+($0.58 mileage*400 miles*4 trips)+ (2 overnights*$99 per hotel night)=$1,356

Mileage: State government policy mandates the state mileage rate when traveling in state in a privately owned vehicle. The approved mileage rate is $0.58/mile in 2022. Since school districts may be located in any part of the state, a round-trip of 400 miles is estimated per trip.

MISSISSIPPI FIRST I PAGE 39 PRE-K BUDGET NARRATIVE TOOL Staff Member # of Trips Total Days Hotel Per Diem Mileage Rate # of Miles Annual Travel Pre-K Coordinator 4 5 $99 $46 $0.58 400 $1,356 Lead Teacher 2 3 $99 $46 $0.58 400 $800 Assistant Teacher 2 3 $99 $46 $0.58 400 $800 TOTAL $198 $138 $696 $2,956.00

Language and Literacy: We budget $81.31 annually for consumables, such as paper, pencils, and other writing instruments. We estimate an additional $200 in replacement costs for damaged, worn, or missing Dramaticitems.

Play: We estimate $150 in annual replacement costs for damaged, worn, or missing items.

Classroom Environment $7,989.13 $0.00 $0.00 $0.00

Justification: We estimate significant costs in Educational Materials for start-up—$20,983.05. A detailed list of items serving as the basis for these estimates is provided in this toolkit under “Start-Up Costs.” In Years 1-3, we budget for consumables and replacement costs only, as follows:

Arts (general): We estimate a small budget of $50 in annual replacement costs for damaged, worn, or missing items.

Building Blocks Pre-K Teacher Package $505.44 $0.00 $0.00 $0.00

Science (general): We estimate a small budget of $59.99 in annual replacement costs for damaged, worn, or missing items.

Item Requested Start Up Year 1 Year 2 Year 3

EDUCATIONAL MATERIALS

MISSISSIPPI FIRST I PAGE 40 PRE-K BUDGET NARRATIVE TOOL

Language & Literacy $2,612.20 $281.31 $281.31 $281.31 Dramatic Play $2,024.90 $150.00 $150.00 $150.00 Blocks $1,093.55 $0.00 $0.00 $0.00 Math $807.88 $250.00 $250.00 $250.00 Science (sensory) $386.85 $26.95 $26.95 $26.95 Science (general) $321.38 $59.99 $59.99 $59.99 Arts (general) $533.74 $50.00 $50.00 $50.00 Arts (consumables) $1,181.75 $1,181.75 $1,181.75 $1,181.75 Music $665.65 $0.00 $0.00 $0.00 Physical $321.90 $0.00 $0.00 $0.00 Technology* $888.17 $0.00 $0.00 $0.00 TOTAL $19,332.54 $2,000.00 $2,000.00 $2,000.00

Arts (consumables): As consumables are expected to be used within 12 months, all of these items must be replenished annually.

Science (sensory): We budgeted $26.95 in annual replacement costs for sand for the water table.

Math: We estimate $250 in annual replacement costs for damaged, worn, or missing items.

PROGRAM EVALUATION Item Start Up Year 1 Year 2 Year 3 CLASS $0.00 $1,000.00 $1,000.00 $1,000.00 TOTAL $0.00 $1,000.00 $1,000.00 $1,000.00 Justification: Every classroom in a Mississippi public school pre-K or collaborative program is monitored by MDE using the CLASS evaluation. This evaluation is also common among non-collaborative Head Start classrooms. We estimate a budget of $1,000 a year to help teachers prepare for their CLASS evaluation, which is conducted by MDE. This budget can be used for CLASS resources, such as the video library or training workshops. EQUIPMENT & TECHNOLOGY Item Requested Start Up Year 1 Year 2 Year 3 Desktop/Laptop/Tablet $285.99 $0.00 $0.00 $0.00 Tablets (4) $1,199.00 $500.00 $500.00 $500.00 EQUIPMENT AND TECHNOLOGY TOTAL $1,484.99 $ 500.00 $ 500.00 $ 500.00 Justification: We estimate significant costs in Equipment or Technology for start up. In Years 1-3, we budget for periodic replacement only. Desktop/Laptop/Tablet: We budget for one desktop, laptop, or tablet for staff use per classroom. We estimate replacement of this staff machine every five years, which is beyond the scope of this budget. Tablets (4): We estimate that each pre-K classroom will need a minimum of four tablets for assessment purposes, as well as any desired technology center. Annual replacement costs are estimated at $500. This will cover full replacement of an iPad as well as any needed repairs. MISSISSIPPI FIRST I PAGE 41 PRE-K BUDGET NARRATIVE TOOL PROFESSIONAL DEVELOPMENT Item Requested Start Up Year 1 Year 2 Year 3 Professional Development $0.00 $3,500 $3,500 $3,500 PROFESSIONAL DEVELOPMENT TOTAL $0.00 $3,500 $3,500 $3,500 Justification: We suggest budgeting $3,500 per year per classroom for costs associated with professional development for teachers and assistants. This may include registration to attend trainings or purchase training materials.

Single Portal: The simplest way to price STAR Early Literacy is to purchase a new, single portal for the whole collaborative. The cost will be a flat fee based on the total number of children in the collaborative unless that number exceeds 250, at which point pricing is per pupil with lower pricing as the volume rises above certain benchmarks. The flat fee is an annual cost and includes any necessary set up. (See the table below for pricing.) This also means the pricing is consistent on a per-child basis across the collaborative, rather than different pricing structures based on the size of each provider and whether they have other Renaissance products already.

STAR Early Literacy pricing is based on the number of children to be assessed through a single portal. Below, we provide pricing estimates based on whether all children in a collaborative are assessed through the same portal versus assessing children through different portals and combining the information for the collaborative after testing. In any case, we strongly suggest that potential collaboratives contact Renaissance Learning directly to talk about the best structure for their situation.15

Justification: Pre-K programs commonly use literacy and math progress-monitoring assessments throughout the year. We estimate costs for the use of STAR Early Literacy (which also contains early math skills) because it is commonly used for this purpose in Mississippi. Collaboratives intending to use a different assessment should contact the vendor to determine the cost structure. This is the only budget line item that we do not recommend multiplying by the number of classrooms for an overall program cost. Below are the 2021 STAR Early Literacy agency prices by tier with the subscriptions per student noted as well.

Using the single portal method also simplifies data reporting for the collaborative. Renaissance Learning, the company that owns STAR Early Literacy, will treat the collaborative as its own “school district” and each provider as a “classroom” or multiple “classrooms.” This enables the collaborative to draw down reports through a single portal and breakdown data by provider, rather than needing to combine reports from separate portals licensed to each individual provider.

PRE-K BUDGET NARRATIVE TOOL

15 Contact Charlotte Wilson, Renaissance Learning, via email at Charlotte.Wilson@renaissance.com.

MISSISSIPPI FIRST I PAGE 42

STUDENT ASSESSMENT Item Requested Start Up Year 1 Year 2 Year 3 New License $0.00 $1,000 $1,000 $1,000 STUDENT ASSESSMENT TOTAL $0.00 $1,000 $1,000 $1,000

In this budget, we have assumed that collaboratives will use the single portal method. To conservatively estimate a classroom cost, we use a cost of $1,000 ($50 per child) which is higher per child than the highest flat-rate cost for a collaborative with 0-50 children. Collaboratives should not multiply this $1,000 cost by the number of classrooms to find an overall program cost; doing so will wildly inflate the overall cost of assessment. Instead, use the flat rate corresponding to the number of collaborative children for your overall assessment cost.

• Some, but not all, partners have licenses: For example, a school district already has Renaissance licenses for later grades but the local Head Start and the childcare partners do not. The school, serving as the lead partner, may choose to add their pre-K students to their existing license while getting a new portal for the rest of the collaborative partners. This would mean that the collaborative would pay $5.00 for every collaborative child in the school district and then pay the relevant portal fee for the overall number of remaining Head Start and childcare students. After testing, the school district would then need to download data for its collaborative students and combine it in a spreadsheet with downloaded data from the new portal for the rest of the collaborative’s students. This method would require more work for data reporting with uncertain cost savings (depending on how the numbers work out, it may not save any money). $500.00

• Every partner has licenses: If every partner already has other Renaissance licenses, it would be most cost-effective for each partner to add on to their existing licenses at a rate of $5.00 per child. While this would likely save money, it would make data reporting more complicated because the collaborative would need each partner provider to download the data for all collaborative children and submit it to the lead partner so that they can combine the information for reporting to MDE.

Multiple Portals: If all or some members of a collaborative want to “add on” to their existing Renaissance Learning licenses for their pre-K students, then the pricing structure (and the data reporting) becomes more complicated. Two scenarios are most likely: every partner provider already has other Renaissance licenses or some, but not all, partners already have other licenses.

Item Requested Start Up Year 1 Year 2 Year 3 Teacher Office Supplies $0.00 $500.00 $500.00 $500.00 OTHER TOTAL $0.00 $ 500.00 $ 500.00 $ 500.00 OTHER Justification: Teacher office supplies are estimated at

per classroom. These office supplies include printer paper, pens, staples, ink cartridges, tape, etc., for each pre-K classroom. MISSISSIPPI FIRST I PAGE 43

2021 STAR Early Literacy Agency Prices Size Cost Up to 50 $2,020 flat fee Up to 75 $2,425 flat fee Up to 150 $2,850 flat fee Up to 250 $3,195 flat fee 251-1,000 $12.30 per pupil 1,000+ Contact Renaissance Learning

START-UP COSTS

SUMMARY OF CENTER COSTS Center Type Essential Items All Items Classroom Environment

Dramatic

Blocks

example

The

Language &

However,

These costs are accurate as of July 13, 2021. Curriculum Costs Essential Items All Items Focus on Pre-K $0.00 $0.00 Building Blocks Pre-K Teacher Package $505.44 $505.44 Total Curriculum Costs $505.44 $505.44 TOTAL START-UP COSTS $10,437.56+$505.44= $10,943.00 $20,312.09+$504.44=$20,817.53

Math

This section provides a list of items, organized by center type, for furnishing a new pre-K classroom meeting the MDE Guidelines. All example items were estimated using prices from Kaplan Early Learning Company, except where otherwise noted. Pre-K programs may find many comparable items at a lower cost from other vendors, such as Creative Playthings, Scholastic, Lakeshore, Walmart, Target, or Amazon. Items marked in green are specifically required by the MDE guidelines, while items marked in yellow are specifically recommended.16 To fully furnish a classroom, pre-K providers should purchase more than the essential items (those in green or yellow). This means the total cost of furnishing a start-up classroom will be somewhere between the essential items’ cost and the recommended items’ cost, after curriculum materials are accounted for. Items that appear in the “Equipment and Technology” line of the budget (fixed assets for public schools) are marked with an asterisk; all other items fall under “Educational Materials” in the budget. See the main budget narrative for more information on all expenses, including expenses beyond start up. $6,359.43 $7,989.13 Literacy $1,534.45 $2,612.20 Play $209.95 $2,024.90 $319.95 $1,093.55 $488.48 $807.88 Science (sensory) $59.95 $386.85 Science (general) $81.84 $321.38 Arts (general) $533.74 Arts (consumables) $1,181.75 Music $124.95 $665.65 Physical $321.90 Technology* $1,258.56 $2,373.16 TOTAL $10,437.56 $20,312.09 * $1,484.99 of both “Essential” and “All” costs for technology appear in the Equipment and Technology line in the summary on page 40. the purposes of this budget, we use the Focus on Pre-K curriculum as the curriculum because it is required by MDE. Focus on Pre-K curriculum is free and comes with most of the items needed to implement it. The Building Blocks Pre-K curriculum is embedded in the Focus on Pre-K curriculum. MDE suggests budgeting for the teacher package just in case.

16 In addition to items specifically recommended in the MDE guidelines, MDE staff recommended a selection of additional items required to implement the pre-K standards or required assessment. MISSISSIPPI FIRST I PAGE 44 PRE-K BUDGET NARRATIVE TOOL For

CLASSROOM ENVIRONMENT Item Kaplan Cost per Item Number of Items Total Cost 2 rectangle tables $239.95 for 30X60 rectangle table, seats 8 2 $479.90 1 U-shaped table $299.95 for 36X72 half-moon table, seats 4 1 $299.95 Chairs (1 per student, up to 20) $35.95 for 13 ½” chair 20 $719.00 Cubbies/Lockers (1 per student, up to 20) $479.95 for 5-section locker, fully assembled 4 $1,919.80 Large storage shelf $499.95 for multi-section storage unit 1 $499.95 Storage shelves (1 per area—dramatic play, science, art, math, and blocks) $199.95 for 8-cubbie storage unit 5 $999.75 Containers/bins for materials $9.95 for 1-cubbie tub 40 $398.00 Child-size wooden table and chairs $255.95 for child-size table and two chairs 1 $375.90 $119.95 for two additional chairs 1 Child-size soft seating for reading $369.95 for chair, sofa, and ottoman 1 $369.95 Reading pillows $159.95 for set of 6 soft pillows 1 $159.95 1 large rug $429.95 for 7’6”X12’ rectangle rug 1 $429.95 2 small rugs $97.95 for a 4X6 rug 2 $195.90 Safety covers17 HOME DEPOT: $3.18 for safety covers 1 $3.18 Teacher desk AMAZON: $602.11 for double pedestal desk 1 $602.11 Teacher chair AMAZON: $59.99 for office chair 1 $59.99 Teacher file cabinet AMAZON: $295.95 for lateral file cabinet 1 $259.95 Clock $9.95 for classroom clock 1 $9.95 Bulletin board $169.95 for 3’X5’ bulletin board 1 $169.95 Essential Items (Required or Recommended) $6,359.43 All Items $7,989.13 17 Existing pre-K classrooms that do not have tamper-resistant electrical outlets are required to use safety covers. New classrooms must have tamper-resistant electrical outlets. PRE-K BUDGET NARRATIVE TOOL: START-UP APPENDIXCOSTSD MISSISSIPPI FIRST I PAGE 45

LANGUAGE & LITERACY Item Kaplan Cost per Item Number of Items Total Cost 2 bookstands $254.95 for large 5-shelf book display 2 $509.90 Children’s books (at least 100) $149.95 for set of 13 library starter books 1 $467.65 $65.95 for Eric Carle set of 8 1 $48.95 for Ezra Jack Keats set of 6 1 $64.95 for Lois Ehlert set of 8 1 $54.95 for at home with diversity set of 7 1 $46.95 for learning about math set of 6 1 $35.95 for in my neighborhood book set of 5 1 Focus on Pre-K books $17.99 for Peter’s Chair Hardcover 1 AMAZON: $6.99 for Seven Chinese Sisters 1 AMAZON: $6.39 for Over in the Meadow 1 AMAZON: $7.99 for On the Go 1 KAPLAN: $7.99 for Corduroy 1 AMAZON: $7.99 Sometimes I am Bombaloo 1 AMAZON: $6.69 for Charlie Parker Played Bebop 1 AMAZON: $5.49 for Mouse Paint 1 AMAZON: $6.99 for Time for Bed 1 AMAZON: $7.00 for Bread, Bread, Bread 1 AMAZON: $17.99 for Tito Puente 1 AMAZON: $7.89 Shoes, Shoes, Shoes 1 AMAZON: $14.33 for A Letter to Amy 1 PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MISSISSIPPI FIRST I PAGE 46

Cost per Item Number of Items Total Cost Focus on Pre-K books

NARRATIVE

Item Kaplan

AMAZON: $7.99 for It's Mine 1 AMAZON: $7.99 for Dandelion 1 AMAZON: $6.99 for Matthew and Tilly 1 AMAZON: $7.99 for The Little Red Hen 1 AMAZON: $6.69 Hooray a Piñata 1 AMAZON: $7.99 for From Wheat to Bread 1 AMAZON: $6.14 for Golden Bear 1 AMAZON: $10.79 for Markets Around the World 1 AMAZON: $6.80 for Hush! 1 AMAZON: $6.99 for Road Builders 1 AMAZON: $7.99 for Rabbits and Raindrops 1 AMAZON: $6.19 for Bringing the Rain to Kapiti 1 AMAZON: $5.99 for A Hat for Minerva Louise 1 AMAZON: $6.95 for Living Things Need Water 1 AMAZON: $4.95 for The Snowy Day 1 AMAZON: $7.99 for Swimmy 1 AMAZON: $7.99 for Gilberto and the Wind 1 AMAZON: $6.99 for One Dark Night 1 AMAZON: $16.80 for Max’s Dragon Shirt 1 AMAZON: $7.82 for Cats Colors 1 AMAZON: $7.99 for Dogs Colorful Day 1 AMAZON: $7.99 for The Tortilla Factory 1

MISSISSIPPI FIRST I PAGE 47 LANGUAGE & LITERACY (CONT'D)

PRE-K BUDGET TOOL: START-UP COSTS

AMAZON: $13.60 for Nana in the City 1 $515.00 AMAZON: $5.94 for See How They Grow Chick 1 AMAZON: $6.99 for The Lion and the Little Red Bird 1 AMAZON: $8.29 for Chickens Aren't the Only Ones 1 AMAZON: $7.99 for The Colors of Us 1 AMAZON: $6.99 for Play With Me 1 AMAZON: $8.99 for Kitten's First Full Moon 1 AMAZON: $7.99 for Dreams 1 AMAZON: $7.97 for Raccoon on His Own 1 AMAZON: $5.97 for Night Shift Daddy 1 AMAZON: $7.99 for Clap Your Hands 1 AMAZON: $9.99 for Guess Whose Shadow 1 AMAZON: $6.99 for The Puddle Pail 1 AMAZON: $7.99 for Zinnia's Flower Garden 1 AMAZON: $5.46 for See How They Grow Duck 1 AMAZON: $9.82 for Just Enough 1 AMAZON: $16.95 for The Ugly Vegetable 1 AMAZON: $10.99 for Community Soup 1 AMAZON: $6.75 for Growing Things 1 AMAZON: $16.89 for Make Way for Ducklings 1 AMAZON: $8.79 for Animals Born Alive and Well 1 AMAZON: $31.95 Oonga Boonga 1 Alphabetic principle props $21.95 for ABC picture boards 1 $243.60 $34.95 for alphabet letters & pictures set 1 $16.95 for Wikki Stix alphabet cards 1 $35.95 for alphabet and numbers puzzle pairs 1 $11.95 for alphabet bingo 1 $59.95 for set of 10 magnetic dry erase boards 1 $30.95 for uppercase magnetic letters 1 $30.95 for lowercase magnetic letters 1 BUDGET TOOL:

LANGUAGE & LITERACY (CONT'D) PRE-K

START-UP COSTS

Item Kaplan

Cost per Item Number of Items Total Cost Focus on Pre-K books

NARRATIVE

Item Kaplan Cost per Item Number of Items Total Cost Phonological and phonemic awareness $11.95 for rhyming words puzzles, set of 48 1 $11.95 Language development props $51.95 for favorite stories flannelboard set of 2 1 $173.90 $121.95 for Kaplan kids puppets, set of seven 1 Listening station or headset jack with player $359.95 for six-person listening center with CD/mp3/USB player 1 $359.95 Headsets (2-4) Included with listening station Audio recordings of books $89.95 for classroom listening library, set of eight 1 $238.85$88.95 for listening fun set of eight 1 $59.95 for fairy tale set of six 1 Pencils, various sizes $19.95 for 72 number 2 pencils 1 $25.90 $5.95 for 12 large grip pencils 1 Writing instruments, various sizes $4.50 for set of 6 dry erase markers with erasers 1 $45.65 $41.15 for Crayola dry erase washable crayon classpack 1 Cards with words and pictures $21.95 for early literacy flash card set 1 $21.95 Paper $9.95 for 500 sheets of practice ruled paper 1 $29.85$9.95 for 500 sheets of storybook ruled paper 1 $9.95 for 500 sheets of practice handwriting paper 1 Essential Items $1,566.40 All Items $2,644.15 LANGUAGE & LITERACY (CONT'D) PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MISSISSIPPI FIRST I PAGE 49

Prop boxes (grocery, restaurant, doctor’s office, veterinarian’s, tool box) $42.95 for doctor kit 1 $289.75 $44.95 for vet kit 1 $52.95 for supermarket set 1 $119.95 for Duplo café set 1 $28.95 for tool box 1 Essential Items $209.95

PRE-K BUDGET NARRATIVE TOOL: COSTS

Dolls, variety $249.95 for 8- 13” multiethnic dolls 1 $249.95

START-UP

Kitchen play items (eating utensils, dishes, pots & pans, play food, cooking utensils) $53.95 for kitchen set, including eating utensils, dishes, pots and pans, and cooking utensils 1 $98.90 $44.95 for 101-piece play food assortment 1

Cleaning play items (dish cloths/towels, sponges, mop and bucket, broom and dust pan, child-size vacuum) $32.95 for dust, sweep, & mop 1 $93.85$22.95 for spray, squirt, & squeegee 1 $37.95 for vacuum 1

1 kitchen set $439.95 for all-in-1 kitchen set 1 $439.95

All Items $2,024.90

Doll play items (bed or cradle, high chair, blankets, bottles, diaper bag, baby clothes) $99.95 for doll bed 1 $312.75 $99.95 for high chair 1 $32.95 for set of four doll blankets 1 $24.95 for doll care accessories 1 $54.95 for set of 10 doll clothes 1

Total Cost

Additional housekeeping accessories (child-size ironing board/iron, telephone, cash register) $77.95 for ironing board/iron 1 $139.85$18.95 for set of 2 cell phones 1 $42.95 for large calculator cash register 1

Empty containers (cereal/food, detergent, milk, etc.)

DRAMATIC PLAY

Clothing storage rack with mirror $209.95 for dress-up unit 1 $209.95

Dress-up clothes $189.95 for career set of 5 1 $189.95

Item Kaplan Cost per Item Number of Items

BLOCKS & ACCESSORIES Item Kaplan Cost per Item Number of Items Total Cost Wood unit blocks, standard size $319.95 for Classroom Set I of 107 pieces, 28 shapes 1 $319.95 Large wooden hollow blocks (11”L X 11”W X5 ½” H) $399.95 for hollow block set of 20 1 $399.95 Block accessories (vehicles, animals, dinosaurs, traffic signs, play people) $22.95 for wooden vehicles and traffic signs 1 $316.70 $44.95 for set of 20 farm animal families 1 $54.95 for set of 11 sea animals 1 $79.95 for set of 21 zoo animals 1 $38.95 for set of 11 dinosaurs 1 $74.95 for 42-piece wooden village people 1 Additional blocks $56.95 for brick block set of 44 1 $56.95 Essential Items $319.95 All Items $1,093.55 Item Kaplan Cost per Item Number of Items Total Cost Counting materials $41.95 for set of 1,000 interlocking unit cubes 1 $101.88 $10.99 for set of 200-piece foam counters 1 $13.95 for counters tub of 200 1 ETA hand2mind: $34.99 Cuisenaire rods, set of 56 1 Numbers $16.95 for magnetic numbers, set of 30 1 $16.95 PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MATH MISSISSIPPI FIRST I PAGE 51

MATH, CONT. Item Kaplan

Item Number

Items Total

PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MISSISSIPPI FIRST I PAGE 52

Cost per of Cost Sorting materials (at least 3 different counters and sorting trays) $21.95 for backpack bears with sorting bowls 1 $76.80 $21.95 for transportation counters, set of 72 1 $21.95 for set of 90 buttons 1 $10.95 for circular sorting tray 1 Play money $10.95 for Pretend & Play® Money (150 Pieces) 1 $10.95 Shape-recognition materials $30.95 for tangrams classroom set 1 $94.90 $21.95 for pattern blocks and board sets 1 $23.05 for attribute beads 1 $18.95 for geometric solids 1 Hand-eye coordination materials $16.95 for lacing & tracing jumbo set 1 $89.85$36.95 for 1-10 peg boards and pegs 1 $35.95 for 432-piece connecting and lacing beads box 1 Scales $15.95 for Buggy balance set 1 $15.95 Measuring tools $4.95 for set of 12 wooden rulers 1 $23.90 $18.95 for measuring worms, set of 72 1 Time keepers $12.95 for activity timer 1 $12.95 Puzzles, varying difficulty $224.95 for classroom puzzle set of 24 with rack 1 $224.95 Games $29.95 for 168-piece jar of dominoes 1 $138.80 $54.95 for Match it! Set of 4 math games 1 $21.95 for Let’s Size It! 1 $31.95 for jumping jacks and pattern cards 1 Essential Items $488.48 All Items $807.88

SCIENCE (SENSORY & GENERAL) Item Kaplan Cost per Item Number of Items Total Cost Sturdy sensory (sand and water) table with top that accommodates four children at one time $299.95 for 4 station sand & water center w/lids 1 $299.95 Sensory table materials $26.95 for 25 lb.-bag of sand 1 $26.95 Items for digging/measuring (scoops, ladles, sifters, strainers, spoons, and measuring cups) $59.95 for classroom sand and water tool set 1 $59.95 Essential Items $59.95 All Items $386.85 Item Kaplan Cost per Item Number of Items Total Cost Basic materials $16.95 for set of 12 student magnifiers 1 $90.79 $39.95 for magnetic discovery board 1 $12.95 for set of 18 color paddles 1 $4.95 for set of 12 crystal prism scopes 1 AMAZON: $15.99 for 2 flashlights 1 Discovery experience materials $34.95 for 95-piece gear set 1 $176.69 $25.95 for MyPlate felt set 1 $15.95 for animal match game 1 $24.95 for super bug set 1 $16.99 for outside sounds listening lotto 1 $48.95 for scents sort match-up kit 1 $8.95 for classroom thermometer 1 Science/nature pictures and collections $24.95 for 48-piece sorting shells 1 $53.90 $28.95 for rock and mineral set 1 Essential Items $81.84 All Items $321.38 PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MISSISSIPPI FIRST I PAGE 53

& CONSUMABLES)

Child-safety scissors, left/right $27.95 for set of 12 left/right scissors with stand 1 $27.95 Dough/clay tools $29.99 Play-Doh tools 100-piece set 1 $29.99 Paint smocks $32.95 for set of 4 art aprons 1 $32.95 Paint cups $25.95 for 10 non-spill paint pots & brushes 1 $25.95 Brushes, various sizes $16.95 for 24-piece brush assortment 1 $16.95 All Items $533.74

GENERAL Item Kaplan

PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MISSISSIPPI FIRST I PAGE 54

Item Kaplan

CONSUMABLES

Cost per Item Number of Items Total Cost Paint easel, full-sized (holds 16x22 or 18x24 paper) $399.95 for 2-sided easel & drying rack combo 1 $399.95

Drying rack or space Included in easel above 1 Included in easel above

Cost per Item Number of Items Total Cost Crayons, basic eight colors and people colors $84.95 for 800 count, Crayola classpack of 16 colors 1 $107.90 $22.95 for multicultural crayons, set of 96 1 Markers, various sizes, basic eight colors and people colors $119.95 for 200 count, Crayola classpack of 8 colors 1 $169.90 $49.95 for 80 count, Crayola classpack of 8 colors 1 Paper of different sizes, colors, textures $19.95 for 700-sheet assorted pack of construction paper, 14 colors 1 $46.80 $12.95 for 500-sheet white drawing paper 1 $5.95 for 50 sheets of 12X18 tissue paper in assorted colors 1 $7.95 for 500 sheets of manila paper 1 Collage materials $35.95 for art start kit with variety of materials 1 $161.75 $77.95 for big box of art materials 1 $10.95 for 400-piece pipe cleaner set 1 $13.95 for 400 squares of fabric 1 $22.95 for pom-poms value tub 1

ART (GENERAL

ART (GENERAL & CONSUMABLES), CONT. CONSUMABLES Item Kaplan Cost per Item Number of Items Total Cost Play-Doh, at least red, yellow, green, blue, and orange $27.95 for set of 20 Play-Doh 1 $27.95 Glue bottles, small and refillable (at least 8) $22.95 for Elmer’s gallon 1 $34.95 $1.50 for 4 oz. glue bottle 8 Liquid tempera paint $34.95 for 16 oz., washable tempera paint, set of 8 1 $34.95 Easel paper (2 rolls) $29.95 for easel paper (24”X 200”) 1 $29.95 Colored butcher paper $91.95 per roll of 36”X1000’ 6 $551.70 Materials for three-dimensional creations $3.95 for 150 colored craft sticks 1 $15.90 $11.95 for jumbo natural craft sticks 1 All Items $1,181.75 Item Kaplan Cost per Item Number of Items Total Cost Music player (CD player or iPod) $195.95 for CD/FM/cassette/SD/ USB boom box 1 $195.95 Musical props $64.95 for set of 12 ribbons and 12 scarves 2 $129.90 Musical instruments $124.95 for 25-player rhythm band kit 1 $124.95 Age-appropriate CDs $109.95 for dance, movement, exercise CD set of 7 1 $214.85$41.95 for everyday CD set of 20 1 $62.95 for global CD collection 1 Essential Items $124.95 All Items $665.65 PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS MUSIC (IF NO SEPARATE MUSIC CLASS AVAILABLE) MISSISSIPPI FIRST I PAGE 55

PRE-K BUDGET NARRATIVE TOOL: START-UP COSTS P.E. (IF NO SEPARATE P.E. CLASS IS AVAILABLE) Item Kaplan Cost per Item Number of Items Total Cost Age-appropriate mobile equipment $184.95 for gross motor skills set of balls, hoops, bean bags, jump ropes, sidewalk chalk 1 $321.90$136.95 for 20-handle parachute 1 All Items $321.90 Item Kaplan Cost per Item Number of Items Total Cost Digital camera $249.95 for Canon PowerShot ELPH180 1 $249.95 Memory card AMAZON: $9.99 for 32GB memory card 1 $9.99 Desktop/Laptop/ Tablet* Desktop/Laptop/Tablet 1 $285.99 Tablets (4)* Tablet 4 $1,199.00 Tablet accessories APPLE: $79.95 for Otterbox case 4 $319.80 Headsets for tablets (if listening center headsets not compatible) WALMART: $14.89 for Snug Plug n Play Kids Headphones for Children DJ Style  4 $59.56 Printer AMAZON: $248.87 for PIXMA iP8720 Wireless Inkjet Photo Printer 1 $248.87 Essential Items $1,258.56 All Items $2,373.16 *Equipment and Technology items. Public schools must inventory all computers or computer equipment above $250. TECHNOLOGY MISSISSIPPI FIRST I PAGE 56

The

www.mississippifirst.org / t

Updated 2022 The Importance

Mississippi must help families get their children ready to succeed in school. In 2013, the State of Mississippi took a historic step by passing the Early Learning Collaborative Act of 2013. The law established a collaborative delivery, state-funded pre-K program in which private or parochial schools, private childcare centers, and/or Head Start centers may join with a local public school district and compete for state funds in order to provide pre-kindergarten services to a specific community. In the first cohort, 11 collaboratives were funded, representing the first-ever investment the State of Mississippi has made in pre-K. All funded collaboratives will adhere to state regulations requiring that they meet nationally recognized standards of quality.

Under the Early Learning Collaborative Act of 2013, the costs for providing pre-kindergarten services to fouryear-old children amount to $5,000 per child enrolled in full-day programs and $2,500 per child enrolled in half-day programs. The State of Mississippi provides half of these costs ($2,500 per child enrolled in full-day pre-K and $1,250 per child enrolled in half-day pre-K). However, the State requires that the other half be provided by local matching funds, which may include local tax dollars, federal dollars (as allowed), parent tuition, philanthropic contributions, or in-kind donations of facilities, equipment, and services required as part of the program, such as food service or health screenings.

High-Quality

Quality

Mississippi Mississippi’s Investment

Individuals or corporations who make a contribution to support the local matching fund of an approved early learning collaborative may be eligible to receive a state tax credit for the donated amount up to $1,000,000. The Mississippi Department of Revenue can approve 1:1 tax credits up to the amount the legislature appropriates to the Early Learning Collaborative Act each year. For example, if the legislature appropriates $24 million to the program, $24 million in tax credits will be available. 601.398.9008 of HighPre-K in in Pre-K

Costs for Providing Pre-K State Tax TAX CREDIT Investing in Pre-K

125 S. Congress St., Suite 1510, Jackson, MS 39201

When children start school without important skills, it becomes harder and harder for them to achieve their potential without considerable intervention. These challenges can often lead children to face more severe issues, such as being retained in a grade, experiencing discipline troubles, and failing to finish high school.

Credit STATE

To donate to a collaborative and receive the state tax credit, follow these steps:

432

The Mississippi Department of Education tracks qualifying donations towards the cap. When contacting the lead partner, verify that the cap has not been reached. If you are concerned the cap may be reached quickly, you can request that MDE “hold” the contribution spot for 30 days, pending the paperwork documenting the donation. You will need to indicate the collaborative receiving the donation as well as the amount.

After you make a donation, the Mississippi Department of Education will issue you a donation certificate documenting that you have contributed to the local matching funds of an approved collaborative.

Indicate your donation when you file your state taxes. Use form 80-401, which can be found on the Department of Revenue’s website.

Contact the lead partner for the collaborative to which you wish to donate. A list of all the approved early learning collaboratives is found below, along with contact information for the person responsible for collecting donations.

Securing1 the Tax Credit

MISSISSIPPI FIRST I PAGE 58

STATE TAX CREDIT Investing in Pre-K

Mississippi Department of Education-Approved Collaboratives Early Learning Collaborative Location Point-of-Contact Brookhaven Early Learning Collaborative Brookhaven Daniel Rushing Clarke County Early Learning Partnership Clarke County Amanda Allen Cleveland Early Learning Collaborative Cleveland Patsy Clerk Coahoma County Pre-K Collaborative Clarksdale Dr. Toya Matthews Corinth-Alcorn-Prentiss Early Learning Collaborative Corinth Tanya Nelson George County Early Learning Collaborative George County Kristi Kirkwood Greenwood-Leflore County Early Learning Collaborative Leflore County Edshundra Gary Grenada Early Learning Collaborative Grenada Kim Ezelle Hattiesburg Early Learning Collaborative Hattiesburg Hope Mikell Holmes County Early Learning Collaborative Holmes County Jennifer Wilson Jackson Public Schools/Hinds County Early Learning Collaborative Hinds County Michael Cormack Kosciusko Early Learning Collaborative Kosciusko Michelle Nowell or Connie Hederson Lafayette-Oxford Early Learning Collaborative Oxford Tamara Hillmer or Cara Buffington Lamar County Early Learning Collaborative Lamar County Teresa Jenny Leland Early Learning Collaborative Leland Sam Evans Long Beach Early Learning Collaborative Long Beach Kelleigh Reynolds Marion County and Columbia Early Learning Collaborative Marion County Amanda Stevens McComb Community Collaborative for Early Learning Success McComb Betty Wilson-McSwain Monroe Early Learning Collaborative Monroe County Jennifer Calvert Noxubee Early Learning Collaborative Noxubee County Helen Gilkey Petal Early Learning Collaborative Petal School District Dr. DeDe Smith Picayune School District Early Head Start Picayune School District Dr. Pamela Thomas Pontotoc Pre-K Partners Early Learning Collaborative Pontotoc Courtney Beard Rankin County Early Learning Collaborative Rankin County Pamela Reed-Simon Scott County Early Learning Collaborative Scott County Regina Biggers Senatobia Early Learning Collaborative Senatobia Linsey Oakley South Panola County Early Learning Collaborative South Panola County Julia Bainer or Lashunda Hamilton Starkville Oktibbeha Early Learning Collaborative Oktibbeha County Ellen Goodman Sunflower County Early Learning Collaborative Sunflower County Leigh Ann Reynolds Tallahatchie Early Learning Alliance Tallahatchie County Leigh Sargent STATE TAX CREDIT Investing in Pre-K MISSISSIPPI FIRST I PAGE 59

MDE issues a donation certificate to donors in the order that donations are received to ensure that the tax credit is available at the time of donation.

2. If I want to donate to a specific provider instead of the whole collaborative, how do I do that?

A tax credit reduces the amount of taxes that a person owes. The Department of Revenue (DOR) will first calculate the amount of taxes you owe based on your income. This is called your tax liability. DOR will subtract from your tax liability any tax credits you can claim. Then, your withholdings (money that you had withheld for taxes from your paycheck each pay period), if any, will be applied to the amount of remaining tax liability after subtracting your tax credits. If you have had more taxes withheld from your paycheck than your remaining tax liability after subtracting your tax credits, you will qualify for a refund for the amount of withholdings that you overpaid.

Follow the same steps that you would to donate to the collaborative, except tell the lead partner that you want your donation to be earmarked for a specific provider.

When you file your taxes, you must fill out form 80-401, which can be found on the Department of Revenue’s website each year. The Department of Revenue will verify your eligibility through MDE. Keep your donation certificate as your documentation.

STATE TAX CREDIT FAQs

1. How do I make a qualifying donation to a pre-K collaborative?

7. How will the Department of Revenue determine who receives the tax credit if the cap is reached?

Your liabilitytax Taxyoucreditscanclaim overpaidowedTaxesorwithholdingsYour

A list of all the approved early learning collaboratives is found on the next page, along with contact information for the person responsible for collecting donations. You may donate to the collaborative as a whole or to a specific provider within the collaborative. Collaboratives always welcome cash donations. However, you can also donate in-kind resources, such as goods or services. Contact the collaborative first to see if the goods or services will be accepted. Once you have made a donation, the Mississippi Department of Education (MDE) will issue you a donation certificate to allow you to claim the tax credit when you file your taxes.

As long as you have a donation certificate, you can claim the tax credit, regardless of the order in which you file your state taxes. This new process incentivizes donors to donate early in the year, rather than wait until December.

4. How do I claim the pre-K tax credit?

The Mississippi Department of Revenue can approve 1:1 tax credits up to the amount the legislature appropriates to the Early Learning Collaborative Act each year. In 2022, the legislature appropriated $24 million to the program, so there are $24 million in tax credits available.

6. When do I need to make my donation in order to claim the tax credit? Donations must be made during the calendar year for which a tax return is filed. For tax returns filed during next calendar year, the donation must be made this calendar year. For example, let’s assume that you earned $50,000 in taxable income in a year, and you are required to pay 20% in taxes, or $10,000. (In other words, your tax liability is $10,000.) During the tax year, you also made a qualifying donation of $2,000 to your local collaborative. This donation means you can claim a $2,000 tax credit, which will reduce your tax liability to $8,000. Tax liability of $10,000 — Tax credit of $2,000= Remaining tax liability of $8,000.

8. As an individual, if I have too much money withheld from my income and I make a qualifying donation in order to claim the tax credit, how much money will I get in a refund?

Contact the lead partner for the collaborative to which you wish to donate.

5. What is the total amount of credits available for this tax year?

3. Is there a limit on how much of a tax credit I can claim?

You can donate an unlimited amount to a collaborative or specific provider. However, any individual or organization can only receive a credit of up to $1,000,000.00 in a single year.

MISSISSIPPI FIRST I PAGE 60

It is very important to note that while your withholdings are refundable, the tax credit itself is not refundable. This means that if you make a qualifying donation that is greater than your tax liability, you will not get a “refund” for the amount of the donation greater than your liability.

9. If my company pays too much in its quarterly estimated tax payments and makes a qualifying donation in order to claim the tax credit, how much money will the company receive in a refund?

13. Can I claim the state tax credit and a federal tax deduction for the same qualifying donation?

15. What if I am eligible for a state tax credit larger than what I owe in state taxes?

Your local collaborative can tell you what remains of the tax credit at the time you wish to donate. If you are concerned the cap may be reached quickly, you can request that MDE “hold” the contribution spot for 30 days, pending the paperwork documenting the donation. You will need to indicate the collaborative receiving the donation as well as the amount.

The legislature must annually appropriate money to fund the pre-K program. The tax credit cap is dependent upon this annual appropriation. Your local collaborative can tell you what money was appropriated and, therefore, what the cap is.

MISSISSIPPI FIRST I PAGE 61

Let’s also assume that you had $8,500 withheld from your paycheck over the course of the year. Because your withholdings were greater than your remaining tax liability, you would qualify for a refund in the amount of the overpayment: Remaining tax liability of $8,000 – Withholdings of $8,500 = Overpayment of $500 = Refund of $500

10. Is the tax credit refundable?

No. See the answer to #8 to understand what refunds you might qualify for.

See the answer to #8. The process to calculate a refund would be the same, except instead of withholdings, a company should substitute its estimated tax payments.

11. How will I know when the tax credit cap is reached if I want to donate?

12. Do I need to file my taxes quickly in order to claim the tax credit?

14. How will I know what the cap is every year?

You can “carry forward” unused portions of the tax credit for up to three years. See the answer to #8 for more explanation.

For example, let’s assume again that your tax liability is $10,000, but this time, you make a qualifying donation of $15,000. Since the tax credit is not “refundable,” you will not receive the $5,000 as a refund; instead, your current year tax liability has been reduced to $0. Since your tax liability is $0 in this example, any withholdings from your earnings will be returned to you as a refund. What happens to the $5,000 from our example? The pre-K law allows donors to “carry forward” unused portions of the tax credit. In other words, if you can claim a tax credit that is greater than your tax liability in the year you donated, you can “carry forward” the unused portion for the next three years to apply to future taxes. As in our example, if you donated $15,000 but only owed $10,000, you can apply the $5,000 extra that you donated in this tax year to your taxes for next year. Tax credits that are “carried forward” do not count against the cap, so if you donate extra this year and the cap is reached next year, you can still use your remaining tax credit next year.

No, because MDE is now tracking tax credit eligibility in real time, donors with a donation certificate will receive the credit regardless of when they file. The Department of Revenue publishes the forms and instructions for state taxes in January of each year. As soon as the new form is out for claiming a tax credit, you can file your tax return.

Remember, regardless of when or if the cap is reached, the Department of Revenue will award the tax credit to donors with a donation certificate when they file their taxes.

No. In years past, the IRS regulations about using the same donation for a state tax credit and a federal deduction were ambiguous; however, the IRS finalized rules in 2019 that prohibit the practice if the full amount of the donation is used for a state tax credit. Since the pre-K tax credit is 1:1 (in other words, 100% of the donation can be used for credit) and any unused amount can be carried forward, there is no remaining amount that can be used for a federal deduction if a donor claims the pre-K tax credit. This means that a donor should choose whether to use their pre-K donation for either the state tax credit or a federal deduction. Donors should make this decision based on their own circumstances in consultation with their tax advisors. For more information, we encourage you to read the final regulations on charitable contributions and state and local tax credits on the IRS website: charitable-contributions-and-state-and-local-tax-creditshttps://www.irs.gov/newsroom/final-regulations-on-.

1. Tell me about the history of collaboration between you and your partners. How did this collaboration start? How was the lead partner chosen?

MOCK INTERVIEW

5. How have each of the partners contributed to the plan included in your application?

QUESTIONS

MISSISSIPPI FIRST I PAGE 62

11. How will you ensure that students with disabilities receive equitable services across providers in your collaborative?

SAMPLE

8. How will you ensure that classroom quality across providers in your collaborative is high and consistent?

3. What experience does the lead partner have with successfully managing large state- or philanthropically funded programs? If no experience, tell me how the lead partner will ensure success managing the Early Learning Collaborative funds.

9. How do you plan to monitor student progress toward meeting readiness benchmarks at the end of the pre-K year?

6. Tell me about the need for this program in your community. How does your program address these needs?

10. How do you plan to engage with parents in your program?

4. What experience does the lead partner have with delivering high-quality professional development and professional learning communities?

7. What evidence or past experiences can you share that demonstrate the likelihood of your success?

2. What experience does the lead partner have managing projects with multiple partners? How successful have these projects been?

In this appendix are sample interview questions about important aspects of an applicant’s plan. To best prepare, ensure that everyone on the interview team can competently answer these questions. We strongly suggest that the interview team also engage a mock interviewer who can facilitate a mock interview with the entire interview team present. The mock interviewer should be familiar with pre-K but not involved in writing the application. The interviewer should read the applicant’s proposal and develop applicant-specific questions that MDE may ask.

QUESTIONSAPPENDIXF

The entire toolkit can also be found online at mississippifirst.org. Mississippi First is a nonpartisan, nonprofit that champions transformative policy solutions ensuring educational excellence for every Mississippi child.

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