PRESCHOOL DEVELOPMENT GRANTS
 

2015 ANNUAL PERFORMANCE REPORT
 

Alabama 

Preschool Development Grants SEPTEMBER 2016 
U.S. Department of Education 

PDG Grant Performance Report Cover Sheet 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Check only one box per Program Office instructions. ✔ Annual Performance Report Final Performance Report 

General Information 

1. PR/Award #: S419A150014 2. Grantee Federal Information Processing Code: 

3. Project Title: 84.419A 

4. Grantee Name: formerly AL Department of Children’s Affairs (now AL Department of Early Childhood Education by Sta 

5. Grantee Address: 

City: State: Alabama Zip: 

6. Project Director Name: Jeana Ross 

Title: Secretary of Early Childhood Education 

Phone #: 334-353-2700 Ext.: Fax #: 

Email Address: jeana.ross@ece.alabama.gov 

Reporting Period Information 

7. Reporting Period: From: 01/01/2015 To: 12/31/2015 

8. Budget Expenditures (To be completed by your Business Office. See instructions.) 

Budget Period Federal Grant Funds Non-Federal Funds (Match/Cost Share) 

a. Previous Budget Period 

b. Current Budget Period $17,500,000.00 $38,462,050.00 

c. Entire Project Period 

(For Final Performance Reports only) 

9. Indirect Cost Information (To be completed by your Business Office. See Instructions.) 

a. Are you claiming indirect costs under this grant? Yes No 

b. If yes, do you have an Indirect Cost Rate Agreement approved by the Federal Government? Yes No 

c. If yes, provide the following information: 

Period Covered by the Indirect Cost Rate Agreement: From: 10/01/2013 To: 09/30/2015 

Approving Federal agency: ED Other Specify other: HHS 

Type of Rate: (Final Performance Reports only) Provisional Final Other Specify other: 

d. For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: 

Is included in your approved Indirect Cost Rate Agreement 

Complies with 34 CFR 76.564(c)(2)? 

10. Performance Measures Status 

a. Are complete data on performance measures for the current budget period included in the 

Project Status Chart? 

b. If no, when will the data be available and submitted to the Department? 

Yes No 

✔

✔

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U.S. Department of Education 

PDG Annual Performance Report 

Executive Summary 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: AL PR/Award #: S419A150014 

You are required to submit an Executive Summary of up to 3000 words with your Annual Performance 

Report. This summary should relate to your approved application and summarize the goals and 

objectives that have been achieved under your grant, what you learned, and any evaluation results. 

Describe any unanticipated outcomes or benefits from your project and any barriers that you may have 

encountered. If there have been any changes to the project from the approved application, those 

should be explained as well.

 The Office of School Readiness (OSR) is housed within the Alabama Department of Early Childhood 

Education (DECE) and charged with administering Alabama's state and federally funded Pre-K program. 

OSR funds First Class Pre-K classrooms through a competitive grant process and administers the program 

in a variety of settings including: public schools, private childcare and schools, Head Start programs, 

community-based programs, faith-based programs, and military programs. OSR was created by the 

Alabama legislature during the 2000 legislative session. In the first year of operation, OSR funded eight 

pilot Pre-K programs. In 2013-2014, Alabama met its goal of having at least one pre-K classroom in each 

of its 67 counties. First Class Pre-K is a voluntary program and all state residents meeting the age criteria 

are automatically eligible. Currently, OSR funds over 600 Pre-K classrooms and supports the professional 

development of a high quality workforce through education, training, and on-site coaching and monitoring. 

The efforts of many organizations support the success of Alabama First Class Pre-K. OSR works 

collaboratively with other local, state, and federal organizations to provide sustained support for each site. 

Cross-sector services include partnerships with the Alabama Department of Human Resources, Head Start, 

Early Head Start, the Alabama State Department of Education, LEAs, The University of Alabama at 

Birmingham, Auburn University, Alabama Power Company, and the Alabama Partnership for Children. 

Each of these organizations offers assistance to our Alabama First Class Pre-K sites, enabling OSR to 

provide comprehensive services including health, vision, and physical screenings as well as assistance for 

children and families in need of additional school support including special education services for students 

with disabilities or developmental delays and for English language learners. 

With strong support from the Alabama Governor, consistent funding from the State Legislature, and the 

receipt of the Preschool Development Grant (PDG), First Class Pre-K has realized significant growth in 

access to high-quality Pre-K programs since the beginning of the program. As Alabama has expanded 

access to preschool programs, the state has maintained high-quality at the center of all efforts. Since 2006, 

the state has consistently been awarded the highest quality rating by the National Institute for Early 

Education Research (NIEER), meeting all ten structural elements/quality standards for high-quality 

preschool programs. Currently, Alabama is one of only five states that achieved this level of quality for its 

statewide program. OSR is dedicated to working with preschool programs to ensure that Alabama's 4-yearolds have access to high-quality learning experiences to ensure they are prepared for school and lifelong 

success. 

Over the last 16 years early childhood professionals and preschool educators from across the state have 

worked to develop and refine what is now the Alabama First Class Pre-K Framework. This framework 

incorporates program guidelines, classroom guidelines, early learning standards, professional development, 

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coaching methods, and monitoring practices to create a replicable model for high quality Pre-K programs. 

The components of this Framework include resources and support to enhance performance and learning 

and alignment with NIEER Quality Standards. Components are measured through on-going observation 

and authentic, research-based assessment. The Framework guides program development and program 

operations to ensure that Alabama's children are receiving high-quality programs in safe, supportive 

environments. When new First Class Pre-K programs are proposed, sub-grantees must agree to abide by 

and incorporate the standards and practices of the Alabama First Class Pre-K Framework through an 

Alabama Pre-K Quality Assurance Contract in order to be considered for an award. Programs are 

monitored and evaluated using the Framework guidelines and standards to maintain quality and to promote 

student achievement consistently in all programs. 

Improving teacher and administrator early education training programs and professional development are 

vital components of the Alabama First Class Pre-K Framework. The most distinctive activity to support 

professional development is the development of the Reflective Coaching Model, a coaching and 

monitoring support system. The model includes both a First Class Coach and a First Class Monitor. The 

role of the Coach is distinct from the Monitor so that nuances associated with coaching Pre-K teachers do 

not compromise the evaluative/monitoring role of the Monitors. Given that principles of best practice in 

teaching support differentiated instruction, discussions at all levels of the system center on the value of 

providing different things for different people at different times. A tiered model of coaching has been 

developed and implemented to meet the individual professional development needs of each teacher based 

on previous formative evaluation. The coaching model provides individualized support for Pre-K teachers 

based on needs that arise during the school year through a bottom- up approach with top-down support to 

develop a grass-roots professional development system. An annual conference and differentiated 

professional development are implemented throughout the year utilizing local, state, and national 

presenters based on teacher needs. A full time Professional Development Coordinator plans high quality 

professional development for continuous improvement for the highest quality early childhood education 

instructional practices and administration for Pre-K teachers, directors, and OSR staff. OSR has divided 

the state into eight regions that are purposefully structured in a manner that promotes increased support, 

consistency of program delivery, and increased accountability. 

The Alabama Developmental Standards for Preschool Children (ADSPC), focusing on 3-5 year-olds, are 

based on current research of teaching and learning from the National Association for the Education of 

Young Children (NAEYC), National Council of Teachers of Mathematics (NCTM), the Center on the 

Social and Emotional Foundations for Early Learning (CSEFEL), and the Head Start Child 

Development and Early Learning Framework and conform with recommendations by the National 

Research Council. 

The standards are organized around nine areas of development: Approaches to Learning; Language and 

Literacy; Mathematics; Science; Creative Arts; Technology; Social and Emotional Development; 

Physical Development; Health; and Daily Living. Each area of development identifies goals followed by 

specific learning standards that are developmentally appropriate across the 3-5 year-old age range. 

The ADSPC have also been designed to be collectively reflective of the standards and curricula used in 

various preschool settings throughout the state. The standards serve as a natural progression to the 

kindergarten standards contained in the Alabama Courses of Study and describe outcomes desired for all 

children at the end of their preschool experience as they enter kindergarten. The ADSPC reflect the 

philosophy of including children with disabilities in early childhood programs and the importance of 

teachers making accommodations to the curriculum and the learning environment to meet the needs of 

all children. 

The Classroom Guidelines provide descriptions and definitions of optimal classroom environment 

characteristics, the basics of classroom management, ideas for classroom displays, and guidance on lesson 

planning, and instructions on the use of the assessment tool Teaching Strategies GOLD for individualized, 

intentional instruction. All Alabama First Class Pre-K classrooms are required to have a research-based 

instructional plan for effective teaching and learning that meets standards of developmentally-appropriate 

practice. Pre-K teachers are required to assess children's abilities and progress using the. Teaching 

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Strategies GOLD Assessment Tool and to enter observations at checkpoint dates during the program 

year. The support of coaches and monitors for each Alabama First Class Pre-K teacher ensures that 

program and classroom guidelines are met. OSR evaluates all classrooms using the Classroom Assessment 

Scoring System (CLASS) or Learning Environment Checklist (LEC). Coaches develop individualized 

improvement plans with teachers that reflect the assessment results plus personal improvement goals for 

teachers. 

OSR defines school readiness as a condition whereby children enter school with an enthusiasm for 

learning, an ability to function in a social setting, age-appropriate communication and problem solving 

skills, age-appropriate physical and emotional skills, and optimal health. Currently, there are no 

kindergarten entry assessments required by the Alabama Department of Education; however, DECE is 

working with local school systems to implement Teaching Strategies GOLD as a Kindergarten Entry 

Assessment (KEA). A pilot phase was completed during the 2015-2016 school year. Since PDG funds 

during this first year supported students in First Class Pre-K classrooms, no one received a KEA. DECE is 

working with partners, including the State Department of Education, to expand KEA statewide. 

Alabama has identified and developed several initiatives in the state to support services for children 

and families to ensure that a child is healthy and ready for success in school. Led by the state's public/ 

private organization dedicated to the needs of children, Alabama Partnership for Children, and in 

partnerships with state agencies (Alabama Department of Public Health, Alabama Department of 

Child Abuse and Neglect Prevention, Alabama Department of Mental Health), First Class Pre-K has 

been closely aligned with programs to coordinate comprehensive services for families and children, 

specifically Strengthening Families and Help Me Grow. 

The Strengthening Families (SF) framework is implemented in pre-K programs as a parent engagement 

model and supported through local family resource centers which provide a range of resources and 

services to families. Rather than building these supports within individual First Class Pre-K programs, 

OSR's emphasis is on connecting, coordinating, and linking through professional development, resource 

sharing, and community-wide planning for young children thus eliminating duplication of effort. 

Through a partnership with twelve other organizations, the Help Me Grow (HMG) campaign was formed 

to link families to community resources, provide effective care coordination, and facilitate partnerships 

with state and local communities to improve accessibility and quality of support services for families and 

children. HMG ensures that all Pre-K children receive developmental screenings with the ASQ-3 and 

ASQ-SE and connects families to the state's referral hotline, 2-1-1. OSR provides professional 

development to all lead teachers, assistant teachers, and directors to provide information on how to utilize 

this program. Classroom monitors, assigned to all Alabama First Class Pre-K classrooms, receive 

professional development training to expand their ability to link families to these statewide initiatives. 

The Alabama High-Need Communities receiving First Class Pre-K programs funded by the PDG were 

identified through a needs assessment that combined seven characteristics of high-need in the 

community with the level of available access to a high-quality Pre-K program. While all of Alabama's 67 

counties have factors that would qualify them as High-Need Communities, counties representing those 

with the highest needs were ranked based on the following criteria: 

• percentage of eligible four-year-olds; 

• percentage of four-year-olds being served in Pre-K; 

• high school graduation rate; 

• percentage of English language learners in K-12 public schools; 

• percentage of single parent families; 

• presence of identified K-12 failing school(s); 

• public school retention rates for both first and ninth grade; and 

• juvenile violence rate. 

Using these criteria, 23 of Alabama's 67 counties were determined to be at greatest risk and have the 

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highest needs. A Request for Proposals was developed by the Alabama Department of Early Childhood 

Education and made available to all 67 counties. PDG funding was limited to the 23 counties identified in 

the needs assessment. All completed applications were evaluated by independent readers using a 10-point 

scoring rubric with additional points granted for the following circumstances: poverty based on free and 

reduced lunch status of nearest public school system; new access in underserved areas; high need county; 

and high need county with one or more failing schools. Further, all applicant sites were placed on a 

detailed map created through ArcGIS to visualize potential sites in the context of the under-five 

population, poverty, and existing early childhood resources including First Class Pre-K programs, Head 

Start, and MIECHV programs, and licensed and licensed-exempt child care settings. This visualization 

assisted with the final decision for awards (PDG-funded and state-funded) by reducing crowd-out in areas 

where adequate opportunities existed for access to high-quality Pre-K while identifying opportunities for 

greatest impact based on underserved areas or areas without access to high-quality Pre-K programs. Also, 

the grant process carefully examined each potential sub-grantee's ability to meet specific First Class Pre-K 

quality assurances and to abide by rigorous operating guidelines. Finally, visits were made to potential sites 

to evaluate the suitability of location and physical characteristics as well as condition of the proposed class. 

Despite these many successes, significant partnerships, and strong infrastructure development, 

participation in the Alabama First Class Pre-K program was relatively low. During the 2013-2014 school 

year (prior to the PDG), Alabama First Class Pre-K classrooms served 5,598 of the state's 60,665 eligible 

four-year-old children, representing 9.1% of the four-year-old population. The PDG funds allowed for the 

establishment of 117 new classrooms (exceeding the goal of 100 new classrooms) which provided access 

to high-quality preschool programs for 2,036 of the state's 58,740 four-year-olds during the 2015-2016 

school year (as of December 1, 2015). This represents 3.5% of eligible four-year-olds in Alabama. PDG 

funds and state allocations combined supported access to high-quality preschool programs for 10,535 of 

the state's 58,740 four-year-olds during the 2015-2016 school year (as of December 1, 2015 - Additional 

classrooms and students were added in January 2016, bringing the current total to 11,736 children in 652 

classrooms. This represents 17.9% of eligible four-year-olds in Alabama. Overall (PDG-funding and state 

funding), 202 new awards were made across the state. As with all state-funded First Class-Pre-K programs, 

sub-grantees must locally match the award in order to receive a grant. Matching includes direct funds, inkind supports, and sliding-scale fees. 

PDG funds have also supported increased capacity for evaluation of First Class Pre-K outcomes and 

longitudinal research. A diverse research team has been expanded to support the state's ability to identify 

and present programmatic accomplishments, student performance, and cost-savings, and to address 

longitudinal research capacity. This research team includes members from the Department of Early 

Childhood Education, an external data specialist (Thinkdata Solutions), the Public Affairs Research Council 

of Alabama, the University of Alabama at Birmingham School of Education, and the University of 

Alabama at Birmingham School of Public Health. Data analyses focus on student performance on 

standardized assessments of reading and math at third grade, retention, absenteeism, special education, 

cost-savings, pre- and post-First Class Pre-K performance on Teaching Strategies GOLD, and the pilot 

Teaching Strategies KEA. Early results demonstrate appreciable and meaningful, positive differences for 

students who received First Class Pre-K, in the areas of school attendance, grade retention, school 

readiness, special education services, and third grade reading performance Though the initial focus of 

research and data analyses has been on birth to third grade experiences, the continued addition of 

longitudinal data will allow further research questions to be explored stretching into high school and 

beyond. 

DECE is collaborating with ALSDE to develop and implement an early childhood workforce 

development plan with the goal of having quality teachers and multiple avenues to obtain certification. In 

collaboration with Alabama Partnership for Children, DECE supports the T.E.A.C.H. (Teacher Education 

And Compensation Helps) initiative. T.E.A.C.H. Early Childhood® ALABAMA is a scholarship program 

that was developed to increase the level of education and effectiveness of early learning professionals by 

making the educational process more affordable, increasing wages, and reducing staff turnover rates. 

Scholarships are currently offered for the CDA (Child Development Associate) assessment fee, associate 

degrees in child development and early care and education, and bachelor's degrees in child development 

and early care and education. Additional scholarships are available through PDG funds administered by 

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DECE for those for which the T.E.A.C.H. scholarship program is not feasible. These funds are 

administered directly to higher education institutions specifically for teaching staff to obtain early 

childhood education and child development specialized coursework. 

The addition of PDG funds to state allocations has significantly increased the percentage of young children 

who are receiving voluntary, high-quality preschool programs in Alabama. The state is making steady 

progress towards it ambitious but achievable goals of increasing access to high-quality preschool programs 

to 26% of eligible four-year-olds through 895 classrooms by the end of the grant period. These gains will 

be sustained through state allocations to maintain newly-added classrooms. This is a realistic expectation as 

Governor Robert Bentley has provided critical leadership priority-setting for funding First Class Pre-K and 

the Alabama State Legislature has demonstrated its belief in and commitment to state Pre-K education by 

providing level or increased funding each year, with significantly increased appropriations in the budget 

years of 2010-2014. Public support for voluntary, high-quality preschool programs is high in Alabama and 

advocacy efforts are led through the Alabama School Readiness Alliance. 

ED 524B Page 6 of 26 
 

 

 

U.S. Department of Education 

PDG Annual Performance Report 

Grant Status Form 

Explanation of Progress (524B Section A) 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: AL PR/Award #: S419A150014 

Section A: Performance Objectives Information and Related Performance Measures Data 

(narrative) 

1. Project Objective 

1(a) GPRA Performance Measure: The number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. Describe the State's progress in meeting 

this Government Performance and Results Act (GPRA) measure based on enrollment of Eligible 

Children in High-Quality Preschool Programs funded by the grant as of December 1, 2015. 

During the 2013-2014 school year [prior to the Preschool Development Grant (PDG)], Alabama First 

Class Pre-K classrooms served 5,598 of the state's 60,665 eligible four-year-old children, representing 9.1% 

of the four-year-old population. PDG funds allowed for the establishment of 117 new classrooms 

(exceeding the goal of 100 new classrooms) which provided access to high-quality preschool programs for 

2,036 of the state's 58,740 four-year-olds during the 2015-2016 school year (as of December 1, 2015). This 

represents 3.5% of eligible four-year-olds in Alabama. The addition of PDG funds to state allocations 

significantly increased the percentage of young children who are receiving voluntary, high-quality 

preschool programs in Alabama. 

Please describe, as required in Program Requirement (k)(2) in the Notice Inviting Applicants (NIA), 

how the State established policies and procedures that ensure that the percentage of Eligible Children 

with disabilities served by the High-Quality Preschool Programs is not less than either the percentage 

of four-year-old children served statewide through part B, section 619 of IDEA (20 U.S.C. 1400 et 

seq.), or the current national average, whichever is greater. 

Note: The current national percentage of four year-old-children receiving services through part B, section 619 of 

IDEA is 6.4%. Source: 2012 IDEA Part B Child Count (www.ideadata.org). States should include detailed 

information on ALL structural elements. 

The Alabama First Class Pre-K program is committed to ensuring equal access and treatment for 

students with disabilities, and every effort is made to ensure the elimination of possible disability barriers 

within preschool programs, curriculum, and activities. This strictly adheres to the provisions outlined in 

the Americans with Disabilities Act as well as the anti-discrimination policy established by the Alabama 

Department of Early Childhood Education which specifically states that no person shall be discriminated 

against due to a disability. A qualified special education consultant is involved with grant activities. This 

individual is responsible for ensuring that the program model is implemented with respect to the 

inclusion of all children with appropriate accommodations in the least restrictive environment. 

In 2010, the Department of Early Childhood Education (then named Department of Children's Affairs) 

and the Special Education section of the Alabama Department of Education created one set of 

standards for all preschool children in the state. The document, Alabama Developmental Standards for 

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Preschool Children (ADSPC) for 3-5 year-olds, is a result of the shared mission that all children should 

be provided school readiness experiences that meet their individual needs. The Alabama Developmental 

Standards for Preschool Children reflect the philosophy of including children with disabilities in early 

childhood programs and the importance of teachers making accommodations to the curriculum and the 

learning environment to meet the needs of all children. Objectives were added to many of the ADSPC 

to provide a hierarchy of learning targets for children whose functional level is delayed at the time they 

enter preschool programs. These objectives provide a systematic measurement tool to monitor 

programs for children with disabilities and serve as accountability measures to determine the 

effectiveness of IDEA Part B preschool programs. 

For Preschool Development Grant-funded classrooms (not including other state-funded programs), 102 of 

the 2,036 students (5.0%) had previously being identified as having a disability. Additionally, Pre-K staff are 

actively working with teachers and parents in the screening and referral process. First Class Pre-K has a 

proven track record in identifying, referring, and serving children with special needs. Professional 

development related to the inclusion of students with disabilities in classrooms is planned for preschool 

teachers in 2016. Further, the program will expand its collaborations with IDEA Part B preschool 

programs and Alabama's Early Intervention System (Part C program) to facilitate referrals and will 

continue recruitment efforts, including those focused on students with disabilities. 

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Describe the State's progress in increasing the number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. 

The Alabama High-Need Communities receiving First Class Pre-K programs funded by the 

Preschool Development Grant (PDG) were identified through a needs assessment that combined 

seven characteristics of high-need in the community with the level of available access to a highquality Pre-K program. While all of Alabama's 67 counties have factors that would qualify them as 

High-Need Communities, counties representing those with the highest needs were ranked based 

on the following criteria: 

• percentage of eligible four-year-olds; 

• percentage of four-year-olds being served in Pre-K; 

• high school graduation rate; 

• percentage of English language learners in K-12 public schools; 

• percentage of single parent families; 

• presence of identified K -12 failing school(s); 

• public school retention rates for both first and ninth grade; and 

• juvenile violence rate. 

Using these criteria, 23 of Alabama's 67 counties were determined to be at greatest risk and having 

the highest needs. Those 23 counties were sub-divided into two groups, with priority being given 

to those with identified failing K-12 public school(s). 

A Request for Proposals was developed by the Alabama Department of Early Childhood 

Education and made available to all 67 counties. Initially, PDG funding was limited to the 23 

counties identified in the needs assessment. All completed applications were evaluated by 

independent readers using a 10-point scoring rubric with additional points granted for the 

following circumstances: poverty based on free and reduced lunch status of nearest public school 

system; new access in underserved areas; high need county; and high need county with one or 

more failing schools. Further, all applicant sites were placed on a detailed map created through 

ArcGIS to visualize potential sites in the context of the under-five population, poverty, and 

existing early childhood resources including First Class Pre-K programs, Head Start, and 

MIECHV programs, and licensed and licensed-exempt child care settings. This visualization 

assisted with the final decision for awards (PDG-funded and state-funded) by reducing crowd-out 

in areas where adequate opportunities existed for access to high-quality Pre-K while identifying 

opportunities for greatest impact based on underserved areas or areas without access to highquality Pre-K programs. Also, the grant process carefully examined each potential sub-grantee's 

ability to meet specific First Class Pre-K quality assurances and to abide by rigorous operating 

guidelines. Finally, nearly 300 visits were made to potential sites to evaluate the suitability of 

location and physical characteristics as well as condition of the proposed class. 

Overall (PDG-funding and state funding), 202 new awards were made across three grant categories: 

Excellence (up to $45,000), Tiered ($80,200-$92,700), and New ($120,000-$150,000). The delivery 

system is diverse, including public schools, private child care, faith-based settings, Head Start 

(community action only), community-based/non-profit centers, college or university settings, and a 

military school. 

ED 524B Page 9 of 26 
1(b) GPRA Performance Measure: The number and percentage of children served overall in the 

State Preschool Program. Please describe any increases or decreases in this GPRA measure 

based on fall enrollment in the State Preschool Program for the 2015-16 school year. 

During the 2013-2014 school year [prior to the Preschool Development Grant (PDG)], Alabama First 

Class Pre-K classrooms served 5,505 of the state's 60,665 eligible four-year-old children, representing 9.1% 

of the four-year-old population. PDG funds and state allocations combined supported access to highquality preschool programs for 10,535 of the state's 58,740 four-year-olds during the 2015-2016 school 

year (as of December 1, 2015. Additional classrooms and students were added in January 2016, bringing 

the current total to 11,736 we think this is closer to 13,000 children in 652 think this is 657classrooms). This 

represents 17.9% of eligible four-year-olds in Alabama. The addition of PDG funds to state allocations 

significantly increased the percentage of young children who are receiving voluntary, high-quality 

preschool programs in Alabama. The state is making steady progress towards it ambitious but achievable 

goals of increasing access to high-quality preschool programs to 26% of eligible four-year-olds through 895 

classrooms by the end of the grant period. These gains will be sustained through state allocations to 

maintain newly-added classrooms. This is a realistic expectation as Governor Robert Bentley has provided 

critical leadership priority-setting for funding First Class Pre-K and the Alabama State Legislature has 

demonstrated its belief in and commitment to state pre-K education by providing level or increased 

funding each year, with significantly increased appropriations in the budget years of 2010-2016. Public 

support for voluntary, high-quality preschool programs is high in Alabama, and advocacy efforts are led 

through the Alabama School Readiness Alliance. 

ED 524B Page 10 of 26 
 

 

 

1(c) GPRA Performance Measure: The number and percentage of children in the High-Need 

Communities served by the grant that are ready for kindergarten as determined by the State's 

Kindergarten Entry Assessment or, if the State does not yet have a Kindergarten Entry Assessment, 

other valid and reliable means of determining school readiness. 

In the Year 2 APR, grantees will provide disaggregated data on the school readiness of the children served 

by the grant. This may include information collected about the children served by the grant at the end of their 

2015-16 preschool year or in their 2016-17 kindergarten year. States may provide data from a sample of 

children (e.g., a sample being used for any evaluation). 

In the Year 1 APR, grantees must describe their progress towards identifying the measures, methods, 

and data on the school readiness of children served by the Preschool Development Grant. In the 

narrative below provide the following information: 

• 	 The name of the assessment tool(s) and the Essential Domains of School Readiness 

measured; 

• 	 When the assessment tool(s) is/are given (e.g., in preschool and/or kindergarten); 

• 	 Whether the assessment is mandated by the State, and for which children; 

• 	 How long the State has been using the assessment tool(s); 

• 	 Whether the assessment tool(s) is/are implemented throughout the High-Need Community 

and/or Statewide; 

• 	 Whether the State provides or will provide training for local staff administering the assessment. 

If so, describe the requirements including processes to ensure continued reliability in the 

administration of the measure; 

• 	 If school readiness data is reported to the State, describe when and how data are reported. 

Also, please describe, if applicable: 

• 	 The State's definition of "school readiness;" 

• 	 Disaggregated information about children's school readiness on individual domains or 

subsets of the measure; 

• 	 School readiness data for children disaggregated by subgroup (e.g., students who are 

American Indian or Alaskan Native; Asian, not Pacific Islander; Native Hawaiian/other 

Pacific Islander; Black or African American; Hispanic/Latino; White, not Hispanic; two or 

more races; with disabilities; English learners; and from any other subgroups the state 

determines appropriate; and 

• 	 How the State will continue to make progress in meeting this GPRA measure. 

Since Preschool Development Grant (PDG) funds for the first year supported students in First Class Pre-K 

classrooms, no one received a Kindergarten Entry Assessment. Both performance and skill progression 

during the Pre-K year are assessed using the teacher-scored observation tool, Teaching Strategies GOLD. 

Students are assessed on six domains at entry (fall) and exit (spring), with scores compared to widely-held 

expectations for four-year-olds. Participation in one session of Teaching Strategies GOLD Intro and Lab is 

a requirement of all new lead and auxiliary teachers of First Class Pre-K. Directors of First Class Pre-K are 

required to attend Teaching Strategies GOLD Intro and Lab as well as one session from Teaching 

Strategies GOLD Reporting. 

Alabama's Office of School Readiness defines school readiness as a condition whereby children enter 

school with an enthusiasm for learning, an ability to function in a social setting, age-appropriate 

communication and problem solving skills, age-appropriate physical and emotional skills, and optimal 

health. Despite this broad definition, school readiness expectations have been as diverse as the number 

of school districts in the state, and Alabama has not adopted a consistent, mandatory assessment for all 

kindergarten programs. 

ED 524B Page 11 of 26 
 

 

 

In fall of the 2015-2016 school year, Alabama Department of Early Childhood Education, Office of School 

Readiness piloted the use of Teaching Strategies GOLD-Kindergarten Entry Assessment (KEA). KEA is 

research-based and is being used by other states including Michigan, Massachusetts, and Louisiana. The 

KEA provides teachers and parents with important criterion-based information about a child's learning and 

development in six domains at the beginning of kindergarten. 

The Office of School Readiness, in partnership with the Early Learning Action Network of the Bold Goals 

work at United Way of Central Alabama, funded opportunities to participate throughout the state and 

provided training for kindergarten teachers in the use of the Teaching Strategies GOLD KEA. Teachers 

received incentives to participate including professional development stipends, Pre-K Conference 

admission, a personal technology device, and substitute teacher support to allow release time to complete 

the assessment. 

The pilot program included volunteers from 21 school systems statewide and gathered data from 

approximately 2,700 students, some of whom had previously received First Class Pre-K and some who did 

not. The state plans to expand the pilot program throughout the state with a goal of universal testing for all 

Kindergarten students, to support a consistent measurement and reporting system for school readiness, to 

provide classroom information for teachers, and to facilitate longitudinal studies of the impact of highquality Pre-K programs. 

ED 524B Page 12 of 26 
 

 

 

For Preschool Development Grants - Development Grants States ONLY: 

1(d) GPRA Performance Measure: The number of States that collect and analyze data on State 

Preschool Program quality, including the structural elements of quality specified in the 

definition of High-Quality Preschool Programs. 

Over the last 13 years, early childhood professionals and preschool educators from across the state 

have worked to develop and refine what is now the Alabama First Class Pre-K Framework. This 

Framework incorporates program guidelines, c1assroom guidelines, early learning standards, 

professional development, coaching methods, and monitoring practices to create a replicable model 

for high quality Pre-K programs. Components of this Framework include resources and support to 

enhance performance and learning and alignment with the National Institute of Early Education 

Research (NIEER) Quality Standards. Components are measured through on-going observation 

and authentic, research-based assessment. The Framework guides program development and 

program operations to ensure that Alabama's children are prepared for school achievement and 

lifelong success. When new First Class Pre-K programs are proposed, sub-grantees must agree to 

abide by and incorporate the standards and practices of the Alabama First Class Pre-K Framework 

through an Alabama Pre-K Quality Assurances Contract in order to be considered for an award. 

Programs are monitored and evaluated using Framework guidelines and standards to maintain 

quality and to promote student achievement consistently in all programs. 

As Alabama has expanded access to preschool programs, the state has maintained high-quality as 

the center for all of its efforts. Since 2006, the state has consistently met all ten NIEER structural 

elements/quality standards for high-quality preschool programs. Currently, Alabama is one of only 

five states to meet all ten standards for its statewide program. 

See section B1-B3 for more information on the Alabama Framework, Quality Standards, and the 

First Class Coaching and Monitoring Program. 

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Section A: Part B - Selection Criteria 

In this section of the APR, States will report on their progress addressing the Preschool Development Grant's 

selection criteria. The State should read the questions carefully and report in the narrative fields directly below the 

questions. Please include any data, data notes or formulas to help the readers understand the State's narrative 

responses. 

1. Ensuring Quality in Preschool Programs (Selection Criteria “C” of the application) 

Describe the State's use of funds received over the grant period for State Preschool Program 

infrastructure and quality improvements, including the State's efforts to implement a system of 

monitoring and support at the State level toward activities such as those described in Section (C)(1)(ak) of the NIA. 

Note: States will report amounts and percentage of funds for State Preschool Program infrastructure 

and High-Quality Preschool Programs in the Competitive Preference Priority 3 Chart. 

A maximum of 29% of the Year 1 Preschool Development Grant (PDG) funds has been used for building 

and enhancing infrastructure in existing and new preschool classrooms, including employing 

additional coaches and monitors, ensuring proper equipment and technology, professional 

development and other quality-enhancing activities that improve the delivery of high-quality 

preschool programs to eligible children. The Department of Early Childhood Education allocated 

$5,000,000 or 29% of the PDG to build and enhance infrastructure by implementing the

Department's rigorous monitoring program and the Alabama Reflective Coaching Model, 

developed by the Department in cooperation with faculty at the University of Alabama 

Birmingham School of Education. Additionally, infrastructure funds have been used to continue 

expanding professional development opportunities for teachers, auxiliary teachers, and directors/ 

administrators from sub-grantees and potential sub-grantees. Professional development has been 

an outreach tool to continue to identify potential early learning providers in the defined HighNeed Communities. 

Infrastructure enhancement funds have also been used to further develop the capacity for 

evaluation of First Class Pre-K outcomes and longitudinal research. A diverse research team has 

been expanded to support the state's ability to identify and present programmatic 

accomplishments, student performance, and cost-savings as well as address longitudinal 

research capacity. This research team includes members from the Department of Early 

Childhood Education, an external data specialist (Thinkdata Solutions), the Public Affairs 

Research Council of Alabama, the University of Alabama at Birmingham School of Education, 

and the University of Alabama at Birmingham School of Public Health. 

ED 524B Page 14 of 26 
 

2. Expanding High-Quality Preschool Programs in Each High-Need Community (Selection 

Criteria D of application) 

Describe the progress the State has made during the reporting year to implement and sustain 

voluntary high quality preschool programs for eligible children in two or more High-Need Communities 

(Selection Criteria D(4) of the application) that include ALL structural elements listed below that are 

included in the definition of High-Quality Preschool Programs. States should include detailed 

information on ALL structural elements. 

High staff qualifications, including a teacher with a bachelor's degree in early childhood 

education or a bachelor's degree in any field with a State-approved alternative pathway, 

which may include coursework, clinical practice, and evidence of knowledge of content and 

pedagogy relating to early childhood, and teaching assistants with appropriate credentials; 

✔

✔

✔

✔

✔

✔

High-quality professional development for all staff; 

A child-to-instructional staff ratio of no more than 10 to 1; 

A class size of no more than 20 with, at a minimum, one teacher with high staff qualifications; 

A Full-Day program; 

Inclusion of children with disabilities to ensure access to and full participation in all 

opportunities; 

Developmentally appropriate, culturally and linguistically responsive instruction and evidence-

✔ based curricula, and learning environments that are aligned with the State Early Learning and 

Development Standards, for at least the year prior to kindergarten entry; 

✔

✔

✔

Individualized accommodations and supports so that all children can access and participate 

fully in learning activities; 

Instructional staff salaries that are comparable to the salaries of local K-12 instructional staff; 

Program evaluation to ensure continuous improvement; 

On-site or accessible Comprehensive Services for children and community partnerships that 

✔ promote families access to services that support their children's learning and development; 

and 

✔ Evidence-based health and safety standards. 

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Please describe the progress the State has made in establishing High-Quality Preschool Programs 

that include ALL structural elements listed above that are evidence-based and nationally recognized 

as important for ensuring program quality. 

Since 2006, Alabama's First Class Pre-K program has been nationally recognized as a high-quality 

program by the National Institute of Early Education Research (NIEER). Alabama First Class Pre-K has 

consistently met all ten quality standards identified by NIEER and has exceeded them by ensuring that all 

teachers in its diverse delivery system earn salaries that are comparable to those of K-12 public school 

instructional staff. 

The NIEER Quality Indicators are met through the following Office of School Readiness requirements. 

1. Early Learning Standards - Alabama Developmental Standards for Preschool Children (Online 

at www.children.alabama.gov under the Office of School Readiness section). 

2. Teacher Degree - Lead teacher must have a Bachelor's Degree in Early Childhood Education 

or Child Development, at minimum. 

3. Teacher Specialized Training - Lead teacher must have specialized training in early 

childhood field. 

4. Auxiliary Teacher Degree - Auxiliary teacher must have a Child Development Associate 

credential (CDA) or equivalent (9 hours of approved coursework in child development), 

at minimum. 

5. Teacher In-Service - Lead teacher must have at least 30 hours yearly in-service 

professional development and training. 

6. Maximum Class Size - Maximum number of children per classroom must be 20 or 

fewer; recommended number is 18 

7. Staff-Child Ratio - Lowest acceptable ratio of staff to children in classroom must be 1:10 

or better. 

8. Screening/Referral and Support Services - Provide physical, vision, hearing and dental 

screenings and referrals and at least one additional support service to families. All parents complete 

the Ages and Stages Questionnaire-3 (ASQ-3) developmental screener. 

9. Comprehensive Curriculum - First Class Pre-K classrooms will implement the Alabama First 

Class Framework, which consists of the Alabama Developmental Standards for Preschool 

Children, First Class Program Guidelines, First Class Classroom Guidelines, the ASQ-3 

Developmental Screener and the Teaching Strategies GOLD Assessment. Classroom guidance 

and support will be provided by First Class Coaches. 

10. Monitoring - Site visits and monitoring will be provided by First Class Monitors to 

ensure quality and compliance. 

The First Class Pre-K program is designed to provide a full day of developmentally appropriate instruction 

and support for 4-year-old children. The Pre-K program provides 6.5. hours per day of high quality and 

developmentally appropriate activities and instruction, five days per week. OSR recommends 180 days 

peryear for eligible 4-year old children. Each grantee is funded for 187 days to include 7 days of 

professional development for staff. 

ED 524B Page 16 of 26 
 

 

 

 

The Alabama First Class Pre-K Framework incorporates program guidelines, classroom guidelines, early 

learning standards, professional development, coaching methods, and monitoring practices to create a 

replicable model for High-Quality Pre-K programs. The components of this Framework include 

resources and support to enhance performance and learning and alignment with the NIEER Quality 

Standards. Components are measured through on-going observation and authentic, research-based 

assessment. The Framework guides program development and program operations to ensure that 

Alabama's children are prepared for school achievement and lifelong success. Programs are monitored 

and evaluated using the First Class Framework guidelines and standards to maintain quality and to 

promote student achievement consistently in all programs. New Alabama First Pre-K classes added as a 

result of the Preschool Development Grant or through continued state funding are required to adhere to 

the Alabama First Class Pre-K Framework and Program Assurances as conditions of their sub-grantee 

award to ensure continued high-quality of programs. 

The Alabama Developmental Standards for Preschool Children (ADSPC), focusing on 3-5 year-olds, are 

based on current research on teaching and learning from the National Association for the Education of 

Young Children (NAEYC), National Council of Teachers of Mathematics (NCTM), the Center on the 

Social and Emotional Foundations for Early Learning (CSEFEL), and the Head Start Child 

Development and Early Learning Framework and conform with recommendations of the National 

Research Council. 

The standards are organized around nine areas of development: Approaches to Learning Language and 

Literacy; Mathematics; Science; Creative Arts; Technology; Social and Emotional Development; 

Physical Development; Health and Daily Living. Each area of development identifies goals followed by 

specific learning standards that are developmentally appropriate across the 3-5 year-old age range. 

The ADSPC have also been designed to be collectively reflective of the standards and curricula used in 

various preschool settings throughout the state. The standards serve as a natural progression to the 

kindergarten standards contained in the Alabama Courses of Study and describe outcomes desired for all 

children at the end of their preschool experience as they enter kindergarten. The ADSPC reflect the 

philosophy of including children with disabilities in early childhood programs and the importance of 

teachers making accommodations to the curriculum and the learning environment to meet the needs of 

all children. Also included in the standards are Early Learning Progress Profile (ELPP) objectives which 

provide examples of actions children might do and supportive practices teachers can incorporate in the 

classroom. ELPP objectives are to be used by teachers of students with disabilities as well as in helping 

teachers recognize emerging behaviors in children as they master a skill. 

The Alabama First Class Pre-K Program Guidelines, Classroom Guidelines, and Grant Assurances have 

been created and published by the Office of School Readiness to ensure that Pre-k programs provide a safe 

and high-quality learning environment for all preschool children. The Classroom Guidelines provide 

descriptions and definitions of optimal classroom environment characteristics, basics of classroom 

management, ideas for classroom displays, guidance on lesson planning, and instructions on the use of the 

assessment tool Teaching Strategies GOLD for individualized, intentional instruction. All Alabama First 

Class Pre-K classrooms are required to have a research-based instructional plan for effective teaching and 

learning that meets standards of developmentally-appropriate practice. Pre-K teachers are required to 

assess children's abilities and progress using the Teaching Strategies GOLD Assessment Tool and to enter 

observations at checkpoint dates during the program year. The support of coaches and monitors for each 

Alabama First Class Pre-K teacher ensures that program and classroom guidelines are met. The Office of 

School Readiness evaluates all classrooms using the Classroom Assessment Scoring System (CLASS) or 

Learning Environment Checklist (LEC). Coaches develop an individualized improvement plan with 

teachers that reflects the assessment results and the teacher's personal improvement goals. 

ED 524B Page 17 of 26 
 

Table 6 - Selection Criteria (D)(4) from NIA 

Describe the number and percent of Eligible Children served and the cost per slot. Please explain if 

Year 1 Target from the application and Year 1 Actual in Table 6 differ, and any approved changes in 

targets for Years 2-4. 

Year 1 targets included establishing an additional 100 classrooms and serving 1,800 new children. 

Actual numbers exceeded targets with the establishment of 117 classrooms and 2,036 children served 

with Preschool Development Grant funds. The cost per slot was $6,336 from PDG funds plus at least 

a 25% local match is required. 

There are no proposed or approved changes in targets for Years 2-4. 

ED 524B Page 18 of 26 
 

 

 

 

3. Collaborating with Each Subgrantee and Ensuring Strong Partnerships (Selection Criteria E 

of the application) 

Describe the extent to which the State has collaborated with each Subgrantee to ensure that each 

Subgrantee is effectively implementing High-Quality Preschool Programs (Selection Criteria E 

(1-9) of the application) and how the State ensures strong partnerships between each Subgrantee 

and LEAs or other Early Learning Providers, as appropriate. 

The efforts of many organizations support the success of Alabama First Class Pre-K. OSR works 

collaboratively with other local, state, and federal organizations to provide sustained support for 

each site. Cross-sector services include partnerships with the Alabama Department of Human 

Resources, Head Start, Early Head Start, the Alabama State Department of Education, LEAs, The 

University of Alabama at Birmingham, Auburn University, Alabama Power Company, and the 

Alabama Partnership for Children. Each of these organizations offers assistance to our Alabama 

First Class Pre-K sites, enabling OSR to provide comprehensive services including health, vision, 

and physical screenings as well as assistance for children and families in need of additional school 

support including special education services for students with disabilities or developmental delays 

and for English language learners. 

Provision of High-Quality Pre-K programs requires the implementation of effective instructional 

practices. OSR works to ensure the success of Alabama First Class Pre-K classrooms by providing 

individualized professional development for all sub-grantees. Professional development needs are 

identified through BaseLineEdge, Teaching Strategies GOLD, as well as by recommendations of 

the assigned First Class Coaches and Monitors (see below). Coordination of professional 

development activities is managed through STIPd, the statewide database of approved 

professional development opportunities for Pre-K-12 educators. Sub-grantees may participate in 

professional development at no cost. STIPd allows the teacher, site, and OSR to document and 

access records of training sessions attended by Alabama First Class Pre-K directors and teachers. 

Improving teacher and administrator early education training programs and professional 

development are vital components of the Alabama First Class Pre-K Framework. The most 

distinctive activity to support professional development is the development of the Reflective 

Coaching Model, a coaching and monitoring support system. The model includes both a First Class 

Coach and a First Class Monitor. The role of the Coach is distinct from the Monitor so that 

nuances associated with coaching Pre-K teachers do not compromise the evaluative/monitoring 

role of the Monitors. Given that principles of best practice in teaching support differentiated 

instruction, discussions at all levels of the system center on the value of providing different things 

for different people at different times. A tiered model of coaching has been developed and 

implemented to meet the individual professional development needs of each teacher based on 

previous formative evaluation. The coaching model provides individualized support for Pre-K 

teachers based on needs that arise during the school year through a bottom-up approach with topdown support to develop a grass-roots professional development system. An annual conference 

and differentiated professional development are implemented throughout the year utilizing local, 

state, and national presenters based on teacher needs. A full time Professional Development 

Coordinator plans high quality professional development for continuous improvement for the 

highest quality early childhood education instructional practices and administration for Pre-K 

teachers, directors, and OSR staff. OSR has divided the state into eight regions that are 

purposefully structured in a manner that promotes increased support, consistency of program 

delivery, and increased accountability. 

First Class Coaches and Monitors are specialists that are experienced in multiple early childhood 

content areas ranging from early childhood teaching and learning, curriculum development and 

instruction, professional development and training, and early childhood program administration. 

The primary role of 

ED 524B Page 19 of 26 
 

 

 

the First Class Coach is to visit assigned Alabama First Class Pre-K classrooms (average caseload is 15 

classrooms) to coach teachers using reflective practice to improve instruction. It is through the coaching 

model that strong, supportive relationships are formed, individual goals are set and achieved, and the 

process of teaching and learning for continuous improvement occurs. OSR has embraced the idea that in 

order to better meet the individual needs of classroom teachers, Coaches first and foremost, must be 

viewed in a positive, non-threatening manner. In order to achieve this, OSR clearly distinguishes the role 

of the Coach from that of the Monitor. As a result, the coaching model is centered on focused on-site 

observations and the co-creation of program and professional development goals through joint planning, 

and hands-on assistance by the Coach. Coaches also provide practical, operational help to teachers as 

needed assisting with classroom set-up, materials selection, and lesson planning. Coaches also utilize 

classroom level and individual student level assessments to provide structured classroom feedback and to 

enhance the teacher's ability to translate the information into instructional strategies to support the 

individual needs of Pre-K students. 

Just as the First Class Coach works to ensure the quality of instruction in individual First Class Pre-K 

classrooms, the First Class Monitor provides program support to directors, accountants, and pre-school 

owners and/or providers. Each Monitor has an average case load of 30 classrooms. The primary role of 

the First Class Monitor is to provide oversight to all state-funded Alabama First Class Pre-K classrooms to 

ensure program quality and accountability. Monitoring increases the level of transparency among all FirstClass Pre-K providers and supports OSR by providing critical data that are essential for continued growth 

throughout the state. Monitors work to ensure that programs are supported in their efforts to follow OSR 

Program Guidelines, which are central to the organization and structure of First Class Pre-K in the state. 

Monitors regularly work with programs to ensure that quality indicators such as fiscal accountability, 

enrollment, and teacher qualifications are met and sustained throughout the year. 

Monitoring is provided through an individualized approach similar to that of coaching. Through the use of 

the Compliance Monitoring System (CMS), Monitors have the ability increase or decrease the level of 

support needed at each program. The CMS is designed to lend more assistance to programs that are in 

need of more intensive support and may be at-risk of non-compliance. Monitors visit classrooms to ensure 

quality and use data gathered in the CMS to determine the needed level of support for each program. If an 

Alabama First Class Pre-K class is in compliance with all guidelines, the classroom will receive a follow up 

visit within 30 to 60 days. Those with three or fewer non-compliance issues will receive a follow up visit 

within ten days. A classroom with four to six non-compliance issues will receive a follow up visit within 

five days and will be placed on probation. Those with seven to ten issues are given a follow up visit in 

three days and funding is terminated if the issues are not resolved. Communication between Monitors and 

program directors occurs on-site (generally monthly), over the phone and via email. Monitors also 

communicate with First Class Coaches to ensure a seamless delivery of technical assistance to quickly 

resolve any matters that may impact an Alabama First Class Pre-K classroom. 

Each First Class Pre-K program develops a transition plan to support children and their parents in 

successfully transitioning to Kindergarten. This involves partnerships with the LEA and other Early 

Learning Providers in organizing activities such as visits to the kindergarten classroom to meet the teacher 

and parent workshops on Kindergarten readiness. Working with the Alabama Partnership for Children, 

OSR is assisting communities in developing community-wide Kindergarten Transition Teams that explore 

available resources for high quality early learning experiences, linkages between early childhood programs 

and schools into which they feed, and relevant engagement of parents and families into planning a smooth 

and effective transition into Kindergarten. Teams include elementary/primary school administrators, 

teachers, family support personnel, and others who can ensure that the first few grades of school are 

developmentally and educationally appropriate and those children with identified special needs transition 

smoothly from Early Intervention. Schools also provide needed data to the Kindergarten Transition Team 

on learning outcomes and educational success and can provide professional development and other 

support to preschool programs. The Kindergarten Transition Team also provides resources and 

professional development to support and enable the use of an effective kindergarten readiness assessment, 

Teaching Strategies GOLD. This school readiness assessment is a key component of the team's work and 

ED 524B Page 20 of 26 
 

 

 

 

 

provides needed data across systems and programs to identify and understand gaps in readiness, to 

pinpoint specific areas of concern, and to inform professional development planning. 

4. Alignment Within a Birth Through Third Grade Continuum (Section F of the application) 

Describe progress the State has made for alignment within a birth through third grade continuum in 

activities for birth through age five programs ((F)(1)(a-b) in the NIA) and kindergarten through third 

grade ((F)(2)(a-d) in the NIA). 

The Alabama Department of Early Childhood Education (DECE) is the lead agency for the state's Early 

Childhood Advisory Council. DECE is well-positioned to coordinate the state's preschool programs and 

services such as the Head Start State Collaboration Office and the Office of School Readiness (OSR) are 

housed within the department. DECE is also the statutorily designated agency to administer and lead the 

State Children's Policy Council (CPC). CPC is designated by state law as a coordinating entity for 

children's services and brings together agencies that impact children. DECE and the Governor's office 

worked together to designate the State CPC as the state's State Advisory Council that meets the 

requirements described in Section 642B(b) of the Head Start Act (42 U.S.C. 9837(b). With some additional 

appointments, the state CPC has also been designated as the Early Childhood Advisory Council. The reformation of CPC/ECAC as a unified group has resulted in improved coordination, collaboration, and 

oversight of all services and programs for children in Alabama from birth to age five. Also through the 

creation of the Pre-K Collaboration Task Force, partnerships between DECE and the State Department 

of Education have been established. Monthly meetings of the Task Force bring together all parties that 

serve Alabama preschool children - Title I, Head Start, Special Education, Migrant, Homeless, and Child 

Subsidy - to address barriers to the delivery of a high quality program to all children. 

OSR has supported the United Way of Central Alabama's Bold Goals effort to assess the Kindergarten 

readiness of more than 13,000 Kindergarten students in 21 school systems in a five-county region 

representing the largest concentration of Alabama's population. This project includes high poverty and 

wealthy school districts in both rural and urban settings. The Bold Goals effort is coordinated through 

the United Way of Central Alabama and is supported by business, education, and higher education 

partners. 

Alignment of the Alabama Developmental Standards for Preschool Children with the state's Early 

Learning Guidelines has created a set of standards that describes what all children should know and be 

able to do from birth to Kindergarten. Discussions are ongoing between the Alabama Department of 

Human Resources and DECE to merge and align these documents and have only one set of standards to 

be used by all programs in the state serving children birth to five. 

Alabama has identified and developed several initiatives in the state to support services for children 

and families that ensure a child is healthy and ready for success in school. Led by the state's public/ 

private organization dedicated to the needs of children, Alabama Partnership for Children, and in 

partnerships with state agencies (Alabama Department of Public Health, Alabama Department of 

Child Abuse Prevention, Alabama Department of Mental Health), First Class Pre-K has been closely 

involved in programs to coordinate comprehensive services for families and children, specifically 

Strengthening Families and Help Me Grow. 

The Strengthening Families (SF) framework is implemented in Pre-K programs as a parent 

engagement model that incorporates: 

• ensuring program quality and building systemic linkages to other programs and resources 

to support families; 

• reaching isolated, hard-to-reach families and meeting the needs of eligible preschool-age 

children such as those in the child welfare system; 

• helping families build protective factors and engaging parents and families as decision-makers 

in their children's education; and 

• supporting families during the transition to kindergarten. 

ED 524B Page 21 of 26 
 

 

 

 

 

 

 

 

The state's Strengthening Families initiative is delivered through local family resource centers that provide 

a range of supports and services to families. Rather than build these supports within individual First Class 

Pre-K programs, OSR 's emphasis is on connecting and linking through professional development, 

resource sharing, and community-wide planning for young children thus eliminating duplication of effort. 

Through a partnership with twelve other organizations, the Help Me Grow (HMG) campaign was formed 

to link families to community resources, provide effective care coordination, and facilitate partnerships 

with state and local communities to improve the accessibility and quality of support services for families 

and children. HMG is an intentional and focused set of strategies that build on existing resources and 

programs. HMG ensures that all Pre-K children receive developmental screenings with the ASQ-3 and 

ASQ-SE and connects families to the state's referral hotline 2-1-1. Through the first year of PDG funds, 

this service was expanded from a regional pilot to a statewide service available to all Alabama families. 

The 2-1-1 network is the single point of entry for families and providers and facilitates appropriate 

referrals and connections. HMG is delivered in partnership with physicians, mental health professionals, 

United Way-211, early childhood programs, early intervention, and programs for children with special 

health care needs. By connecting Alabama First Class Pre-K programs to this network for early childhood 

assessment programs and referrals to appropriate interventions and support services, local costs are 

minimized through strong partnerships and collaboration with the existing and effective network. OSR 

provides professional development to all lead teachers, assistant teachers, and directors regarding how to 

utilize this program. Classroom monitors, assigned for all Alabama First Class Pre-K classrooms, receive 

professional development training to expand their ability to link families to these statewide initiatives. 

Additional support for families is provided through First Teacher, Alabama's Maternal Infant Early 

Childhood Home Visiting (MIECHV) Program. First Teacher is a division within DECE and provides 

home visitation services to pregnant women and families with children ages birth to five years. These 

services are delivered through three evidenced-based home visiting models: Parents as Teachers, Home 

Instruction for Parents of Preschool Youngsters, and Nurse-Family Partnership. DECE is working with 

the Pre-K Research Team and the Evaluation/Research Team for First Teacher to identify children who 

received home visiting and Pre-K services to better understand the impact of these programs on child 

health, family strengths, and school readiness. Further, Alabama is one of ten states from across the nation 

selected to participate in the Medicaid and Home Visiting Learning Network, a forum for state peer-topeer learning about how to use Medicaid to finance home visiting services for mothers and young 

children. Each participating state has a core team of dynamic leaders and policy-makers working together 

with other state teams to share ideas and strategies. 

DECE has supported and participated in the work of the Department of Human Resources Child 

Care Division as it develops and pilots a Quality Rating and Improvement System (QRIS). All 

programs in childcare and Head Start that have state-funded Pre-K classrooms will be required to 

participate in the Alabama State QRIS. 

Partnerships have been formed to support programs in meeting the needs of children with disabilities and 

English language learners. The Alabama State Department of Education (ALSDE) divisions of Special 

Education and Federal Programs (Title I and Title III) are actively working with First Class Pre-K 

programs to ensure children receive appropriate services. Preschool special educators have been trained to 

use Teaching Strategies GOLD, and coaches and monitors have been trained to work with Pre-K teachers 

to provide services for children in special education. 

DECE is building its capacity for outcome evaluation and longitudinal research. ALSDE utilizes iNow, a 

student data system, for students in K-12. This system manages data for demographics, assessment, 

attendance, and performance of students. Each student is issued a unique state student identification 

(SSID) number which follows them throughout their school career. Through strong collaboration with 

ALSDE, DECE has worked to collect identifying information that is matched with the SSID. These two 

departments have hired a shared staff person to continue to match student data, identify state Pre-k 

students, and follow their progress as a group. De-identified data are shared with the Pre-K Research 

Team, a diverse group of researchers and practitioners that supports outcome evaluation and research. 

ED 524B Page 22 of 26 
 

 

Data analyses focus on student performance on standardized assessments of reading and math at third 

grade, retention, absenteeism, special education, cost-savings, pre- and post-First Class Pre-K performance 

on Teaching Strategies GOLD, and the pilot Teaching Strategies KEA. Though the initial focus of 

research and data analyses has been on birth to third grade experiences, the addition of longitudinal data 

will allow researchers to address additional research questions that stretch into high school and beyond. 

DECE is collaborating with ALSDE to develop and implement an early childhood workforce development 

plan with the goal of having quality teachers and multiple avenues to obtain certification. In collaboration 

with Alabama Partnership for Children, DECE supports the T.E.A.C.H. (Teacher Education And 

Compensation Helps) initiative. T.E.A.C.H. Early Childhood® ALABAMA is a scholarship program that 

was developed to increase the level of education and effectiveness of early learning professionals by making 

the educational process more affordable, increasing wages, and reducing staff turnover rates. Scholarships 

are currently offered for the CDA (Child Development Associate) assessment fee, associate degrees in 

child development and early care and education, and bachelor's degrees in child development and early care 

and education. 

ED 524B Page 23 of 26 
Section A: Part C - Competitive Preference Priorities 

Competitive Preference Priority 1: Contributing Matching Funds (if included in the State's 

approved application. 

Describe the progress the State has made on its credible plan for obtaining and using non-Federal 

matching funds to support the implementation of its ambitious and achievable plan during the grant 

period. For progress not made in this area, please describe the State's strategies to ensure that 

measurable progress will be made by the end of the grant period. Please describe any changes made 

to the data reported in Table 7(a); explain if your Year 1 Target differs from the Year 1 Actual. 

Not applicable 

Competitive Preference Priority 2: Supporting the Continuum of Early Learning and 

Development (if included in the State's approved application). 

Describe progress made in creating a more seamless progression of supports and interventions from 

birth through third grade, such as high-quality infant and toddler care, home visitation, full-day 

kindergarten, and before and after care services for, at a minimum, a defined cohort of eligible children 

and their families within each high need community served by each Subgrantee. For progress not 

made in these areas, please describe the State's strategies to ensure that measurable progress will be 

made by the end of the grant period. 

Not applicable 

Competitive Preference Priority 3: Creating New High Quality State Preschool Slots (if included 

in the State's approved application). 

Describe progress made in using at least 50% of the State's federal grant award to create new State 

Preschool Program slots that will increase the overall number of new slots in State Preschool 

Programs that meet the definition of High-Quality Preschool Programs. For progress not made in this 

area, please describe the State's strategies to ensure that measurable progress will be made by the 

end of the grant period. 

Not applicable 

ED 524B Page 24 of 26 
 

 

 

Section B: Budget Information 

Budget and Sustainability (Section G in the application) 

1. Please provide a brief explanation of any discrepancies between the State's approved budget and 

its total expenditures for the reporting year. Explain carry-over funds that have not been expended or 

obligated from January 1, 2015 through December 31, 2015. 

All PDG funds were obligated and/or expended during the grant fiscal year. Discrepancies are defined and 

explained in the budget amendment request. The adjusted amounts in each line item are reflected in the 

APR budget. 

Alabama is submitting a budget amendment due to the total of all the adjustments equating to a sum 

greater than $500,000. This budget amendment is reflected and submitted into the APR end of the first 

year budget. 

The budget amendment requested includes a decrease in the amount of the Contractual (line item 6) by 

$958,033 for a line item total of $1,947,373. The budget amendment requested also includes an increase in 

the amount of Funds for sub-grantees (line item 11) by the amount of $1,163,107 for a line item total of 

$13,663,107. 

All funds transferred from line items Travel (line item 3), Supplies (line item 5), and Other (line item 7) and 

Technical Assistance (line item 12) reflect a less than $500,000 change. 

2. Please describe any substantive changes that you anticipate to the State's Preschool Development 

Grant budget in the upcoming fiscal year (January 1, 2016 through December 31, 2016). 

No substantive changes expected. 

3. Describe the State's progress on its plan for sustainability at the end of the grant period to ensure 

that the number and percentage of Eligible Children with access to High-Quality Preschool Programs 

in the State will be maintained or expanded, including to additional High-Need Communities. 

The Alabama Legislature is currently considering Alabama's Education Trust Fund budget which will be voted on 

in the next few weeks. The Governor has recommended a $20 million increase in state funds to both sustain 

programs established through Year 1 of PDG funding ($10,000,000) as well as an additional amount for new 

state funded classes. 

4. Please provide a brief explanation of any discrepancies, if any, between the Subrecipients' 

approved budgets and their total expenditures for the reporting year. Explain carry-over funds that 

have not been expended or obligated from January 1, 2015 through December 31, 2015. 

No discrepancies in subrecipients approved budgets and total expenditures for the reporting year. 

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