Alabama School Readiness Alliance: First-Class Pre-K for All Children

1. Alabama School Readiness Alliance Seeking voluntary, high-quality pre-k programs for all of Alabama’s four-year-olds

2. Fall 2005—the membership of Alabama Giving voted to collectively advocate and fund one issue in Alabama— School Readiness.

3. Who is ASRA?

4. ASRA believes: • School Readiness = • enthusiasm for learning • the ability to function in a social setting • age appropriate physical and emotional skills • optimal health

5. ASRA and OSR know- Children Who Participate in High-Quality Pre-K: • Demonstratehigheracademic achievement • Arelesslikely to participate in criminal activity during their juvenile or adult years • Areless likely to repeat a grade • Are lesslikely to require special education classes • Aremore likely to graduate from high school • Are more likely to enroll in college Committee for Economic Development (2006). The economic promise of investing in high-quality preschool: Using early education to improve economic growth and the fiscal sustainability of states and the nation. Washington, D.C.

6. ASRA and OSR know- Children Who Participate in High-Quality Pre-K: • Are more likely to have higher earnings than similar students who do not participate in pre-k • Are less likely to be victims of child maltreatment or neglect • Are lesslikely to be unemployed as adults • Arelesslikely to depend on public assistance, become teenage parents, or endanger their health by smoking Committee for Economic Development (2006). The economic promise of investing in high-quality preschool: Using early education to improve economic growth and the fiscal sustainability of states and the nation. Washington, D.C.

7. Guiding Principles for Expanding Pre-K: • A voluntary program for those who choose it • Focus on closing achievement gaps • Research-based curricula • Ongoing assessment of children’s health, development, and learning • Supports for parental and family involvement • Build upon existing pre-k, child care, and Head Start programs

8. Guiding Principles for Expanding Pre-K: • Delivery in a variety of settings • Funding for community-based programs as well as schools • Assurance that new dollars do not displace current funding • Funding level necessary to achieve quality (including infrastructure) • Accountability

9. Kindergarten Teacher Survey • Virtually 100% who responded • agreed with the statement : • “Ensuring that all Alabama children • have access to quality preschool • programs is an important • investment in improving the overall • quality of education that children • receive.”

10. Kindergarten Teacher Survey • 86% consider it “very important” for children to spend time in a preschool program before they start kindergarten. • 82% responded that “all children would benefit” from spending time in a quality preschool program. • Reported fewer behavioral problems

11. Kindergarten Teacher Survey • Nearly 90% reported that students who participated in high-quality pre-k had greater: • Ability to share and play with other children • Ability to follow instructions • Ability to pay attention • Color and shape recognition • Counting and early math skills • Early literacy skills

12. Voter Poll • The Tarrance Group and Peter D. Hart Research Associates • Support for pre-k among Alabama voters is 76% • ALABAMA citizens… • understand that pre-k gives children a definite advantage, • believe the state is doing too little in this arena, • and think the time to act is now.

13. First in Quality, Last in Access • National Institute for Early Education Research (NIEER) ranked Alabama’s state-funded pre-k program first in the nation in quality. • NIEER ranked Alabama last in access. • Less than four percent of Alabama’s four-year-olds are currently served by state-funded pre-k.

14. Legislative Funding Increase • Alabama Legislature passed a record-breaking Education Trust Fund budget in Spring 2007. • Annual budget of the Office of School • Readiness: • $4.6 million $10 million

15. Coalition Building • ASRA members include over 200 individuals and organizations • AARP • Business Council of Alabama • Rotary • Alabama Faith Council • Children’s Policy Councils • Head Start • child care centers • K-12 schools

16. Advocacy Areas for 2008 • Legislative advocacy • Communications/Awareness-Raising • Community leaders • Parents • Potential pre-k providers • Support the Office of School Readiness

17. State-Funded Pre-K At A Glance Annual Budget$ 10,000,000.00 # of Pre-K Sites 129 # Children Served 2,263 Types of Programs Public Schools 55 (43%) Private Child Care Centers 44 (34%) Head Start Centers 21 (16%) Colleges or University 03 (2%) Public Housing 01 (1%) Faith Based 05 (4%) # of Accredited Programs Accredited 47 (36%) In Process 07 (5%) # Children w/Special Needs 149 (7%) # ESL Children 69 (3%) # Low Income Children/Families 1,379 (61%)

19. FIRST CLASS: Alabama’s Voluntary Pre-K Initiative

20. COUNCIL MEMBERS Mark E. Dixon, Chair Richard H. Dorrough, Co-Chair Education Policy Advisor Commissioner Office of Governor Bob Riley Alabama Department of Children's Affairs Dr. Marquita DavisMary Sibert Davis Director Executive Director JCCEO Head Start & Early Head Start Childcare Resource Network Carol GordyAnita Humphrey Chairman President Business Council of Alabama Alabama Head Start Association Sue McInnishCarol Novak President President Alabama Giving A+ Education Foundation Gail PiggottKaren Porter Executive Director Alabama Reading Initiative Specialist Alabama Partnership for children Alabama Department of Education Jeana RossLinda Tilly Community Education Director Executive Director Boaz City School System VOICES for Alabama’s Children The Council is grateful for the invaluable work and strong support of Chris McInnishDr. Trellis Smith Deputy Commissioner Director Alabama Department of Children’s Affairs Office of School Readiness Dr. Carolyn Cobb,Consultant

21. FIRST CLASS– Executive Summary • BUILDING ON A FOUNDATION Existing preschool infrastructure Expand number served • FLEXIBLE AND AFFORDABLE Meet needs of individual classrooms Provide extra state funds based on family income • HIGH STANDARDS AND • STRONG TECHNICAL ASSISTANCE • Assistance in reaching Quality • Professional Development • SOUND INVESTMENT Stretches available state funds in strategic way

22. First Class Funding Strategy Federal Funds Community Based Funds State Supported Slots Other Other Existing Funding Pre-K Excellence Grant Parent-Fee Structure + + High- Quality Pre-K =

23. Pre-K Excellence Grants • $45,000 • OSR competitive grant process

24. State-Supported Slots

25. Classroom Budget Scenario

26. Classroom Budget Scenario

27. Classroom Budget Scenario

28. Classroom Budget Scenario

29. First Class: Alabama’s Voluntary Pre-K Program • EVALUATION • MONITORING • PROFESSIONAL DEVELOPMENT • TEACH Early Childhood Alabama

30. Plans to Grow and Grow… 

31. Alabama High-Quality Pre-K Standards • Programs shall operate at least 180 days each year and at least 6.5 hours a day. • Each classroom shall meet DHR Child Care Standards. • Each classroom shall have no more than 18 students with a 9:1 student to staff ratio. • 4. Each classroom shall have a lead teacher with at least a B.A. or B.S. in Childhood Development or Early Childhood Education. Auxiliary teachers shall have a CDA. • 5. Each program shall have signed parental contracts with the • legal guardian of each child and shall demonstrate parent or • guardian participation for at least 6 hours each year. • 6. Each program shall utilize curricula approved by the Office of • School Readiness.

32. Alabama High-Quality Pre-K Standards 7. Each child shall be assessed based on OSR assessment requirements. 8. Each teacher shall have at least 40 hours per year of OSR approved Pre-K professional development. 9. Each child shall receive health screenings including physical health, developmental delay, vision, hearing, and dental before the 10th week of school. 10. Each classroom shall have an appropriate environment as indicated by a set score on the OSR approved program assessment. Procedure: In order for programs to be certified as meeting these standards, they must allow OSR monitors and technical assistants to conduct standard assessments, review documentation, and observe each classroom.

33. Want more information? More information and additional resources on ASRA available online: www.alavoices.org/ASRA.aspx www.dca.state.al.us/osr