UNITED STATES DEPAR1MENT OF EDUCATION 

OFFICE OF ELEMENTARY AND SECONDARYEDUCATION 

January 9, 2017 

Ms. Elizabeth Kelley 

Acting Assistant Superintendent 

Maryland State Department ofEducation 

200 West Baltimore Street 

Baltimore, MD 21201 

Dear Ms. Kelley: 

On August 18, 2016, the project officer from the U.S. Department ofEducation (ED) (the Department) conducted 

a desk monitoring review ofthe Maryland State Department of Education's (MSDE) implementatio::i of its 

approved Preschool Development Grant (PDG). This monitoring aims to continue the collaborative relationship 

that began at the grant award and development ofthe scope ofwork. It provides the Department with a deeper 

understanding ofeach State's overall performance; the successes, challenges, and strategies for the 

implementation ofits plans for its PDG Development grant; and the fiscal management ofthe grant funds. It also 

helps us tailor technical assistance to each State's specific needs. 

The desk monitoring included discussions related to all projects in the approved scope ofwork, including grants 

management, high-quality preschool programs, early learning standards, comprehensive services, workforce 

development, and sustainability. 

Enclosed is a summary report based upon this review. The report includes highlights ofMSDE's implementation 

ofPDG and a snapshot ofMaryland's progress under each PDG key area. This report will be postec on the PDG 

website. The report includes "next steps" to ensure that the MSDE continues to implement their PDG consistent 

with its approved application, scope ofwork, and timelines identified in its project plans. 

We want to thank you and your staff for your preparation and cooperation during the desk monitoring review, and 

for your efforts in providing high quality preschool opportunities through the Preschool Development Grant. We 

hope you will continue to communicate any needs or concerns to your ED project officer(s). 

We look forward to continuing our work with you and supporting Maryland's technical assistance needs to ensure 

successful implementation ofPDG. Thank you for your commitment to Maryland's youngest children. 

Since~Icly,\ 

Libby Doggett 

Deputy Assistant Secretary 

Office Early Learning 

Office ofElementary and Secondary Education 

U.S. Department ofEducation 

Enclosure 
PDG Desk Monitoring Report 

Monitoring Information 

~ -- ·­

State Lead Agency Maryland State Education Department 

State Participating Agency(s) Maryland State Education Department 

Grant Period January 1, 2015-December 31, 201~ 

Current Year ofGrant January 1, 2016-December 31, 2016 

PDG Monitoring Period May 2016 - September 30, 2016 

PDG Monitoring Activity (Desk or Onsite) Desk 

Monitoring Review Date(s) August 18, 2016 

State Participants/Project Leads Tracy Jost, MSDE 

Donna Pennewill, MSDE 

Latanya Scott, MSDE 

Roann Tsakalas, MSDE 

Judy Walker, MSDE 

U.S. Department ofEducation Project 

Officer(s) 

Tanesha Hembrey, Lead Project Off:.cer 

Overview ofPDG Monitoring 

The Department ofEducation is committed to supporting States as they implement the expansion of 

high-quality preschool programs for eligible children through their PDG grant. Consistent with this 

commitment, the Department has designed a monitoring process to assess a State's implementation of 

the program requirements and its approved Scope ofWork for PDG and the State-level systems and 

processes needed to support implementation. 

During the recent desk monitoring, Maryland's implementation ofPDG was reviewed across several key 

areas: Capacity Building and Increasing Slots, Subrecipient Monitoring, Birth to Third Grade 

Continuum, Budget and Sustainability, and Fiscal Accountability which represent the core p:iorities for 

implementation as outlined in the PDG Monitoring Tool. In each area, the Department identified key 

elements that are required under PDG and are likely to increase the access to and quality ofState 

Preschool programs and lead to increased high quality opportunities for young children and their 

families. 

Maryland was identified for a desk monitoring review based on the following factors: 
• 	 Maryland is a PDG Expansion State and the Department is conducting desk monitoring or onsite 

monitoring visits ofall PDG grantees; and 

• 	 Maryland had not been monitored previously during the grant period. 

The report contains the following sections: 

• 	 Summary ofCall This section describes, in brief, the topics covered, the lead agency and sub 

recipients visited, as well as personnel participation in any meetings or activities. 

• 	 Highlights ofthe State's Implementation. This section identifies key accomplishrr:ents in the 

State's implementation ofPDG as identified during the site visit. 

• 	 Status ofImplementation ofPDG. This section indicates the State's implementation progress 

based on the monitoring and information collected. 

• 	 Elements Requiring Next Steps. This section identifies any elements for which the State is not 

on target for meeting its timelines outlined in the approved scope ofwork and includes next steps 

that the State must take to meet the grant outcomes, as identified during the monitoring. 

• 	 Recommendations to Strengthen Implementation. This section provides recomme::idations to 

support the State in continuing to meet the goals and timelines ofits PDG grant, as identified 

during the monitoring. 

• 	 Additional Comment As appropriate, this section includes any additional informat:on related to 

the State's implementation ofPDG not included elsewhere. 

Summary ofVisit 

The PDG desk monitoring review for MSDE was conducted on August 18, 2016. During the desk 

monitoring call ED and MSDE officials discussed various aspects ofPDG implementation including 

building capacity and increasing slots; subrecipient monitoring; fiscal and budget implementation; and 

birth to third grade continuum. MSDE provided documentation to ED officials before the scheduled 

desk review. ED officials reviewed the documents, used annual performance report (APR) information, 

and used various monitoring activities during the time ofthe grant (e.g. monthly calls) to provide 

information regarding implementation during the desk monitoring review. ED officials discussed the 

identified challenges and barriers to PDG implementation including cost allocation, areas oflimited 

participation, technical assistance to grantees and outreach to parents. 

Highlight ofthe State's PDG Implementation 

• 	 MSDE has grant check-in monitoring that happens in the fall and full grant monitoring occurs in 

the spring, these are both on-site. The fall check-in provides onsite technical assistance to ensure 

that the program will have a successful school year. The MSDE reviews enrollment including 

whether the programs are at full capacity or in need ofrecruitment strategies, checks income 

eligibility verification to ensure programs are enrolling children who are eligible, and more. The 

MSDE staff conducts classroom visits to see ifany instructional technical assistance is needed. 

The MSDE provides technical assistance throughout the year. Off-site that includes questions on 

invoicing or spending grant funds, resources for students and teachers, and/or technical 

assistance involving quality requirements, professional development, QRIS, and accreditation. 
• 


• 	 In the spring, the MSDE conducts another on-site full monitoring visit. This is a more extensive 

visit with longer time spent in the classrooms reviewing all the required documentation in the 

monitoring tool. 

• 	 MSDE requires all its subgrantees are to hire a Maryland certified ECE teacher for the PreK 

PDG PreK program. Teachers must be paid commensurate to the salary of a PreK teacher in that 

local school system. Payroll records are checked during monitoring to ensure that this 

requirement is implemented. 

• 	 MSDE acknowledged difficulties finding certified teachers willing to work in community based 

programs; MSDE has provided commensurate pay to address this concern and help attract new 

teachers to its mixed delivery model. 

• 	 MSDE passed a law during the Maryland General Assembly's 2015 legislative session to require 

local Departments of Social Services (DSS) to notify income eligible families ofPreK offerings. 

When families go to local DSS offices to apply for other services they receive information flyers 

and materials regarding available PDG PreK programs in the area. This will help subgrantees 

with recruitment and ensure that these families find available PreK slots. 

• 	 MSDE's PreK programs either have achieved or are working to achieve accreditation and meet 

Maryland EXCELS (TQRIS) level 5 by July of2017. The TQRIS standards ensure high quality, 

inclusion for students with disabilities, and continuous program improvement. 

Status ofImplementation ofPDG 

In the desk monitoring, the Department used a monitoring and accountability rubric to help determine 

progress ofthe State's implementation. The rubric includes three implementation status levels: 

• Level 1 - Developing: the State is in the process ofdeveloping this activity, or the activity is 

very new. The State may be facing challenges in implementation, roll-out, or communications with sub 

recipients and other stakeholders. 

• Level 2 - Implementing: the State has developed and implemented the activity, although the 

activity might still benefit from adjustments, training, or communications with sub recipients and other 

stakeholders. 

• Level 3 - Sustaining & Continuing Improvement: the activity is well-established in the State, 

and may be undergoing a process ofevaluation or program improvement. Sub recipients, stakeholders 

and users have been trained and/or communications strategies have been established. 

Element ·' - Status 

Capacity Building and Increasing Slots 

The State public awareness and recruitment activities are targeted Sustaining and Continuing 

towards eligible 4 year old children in high need communities Improvement 

and families 200 percent below poverty. 

The State's expansion efforts are targeted towards increasing the Sustaining and Continuing 

access to high quality preschool programs for 4 year olds. Improvement 

The State has a plan to ensure that existing State Preschool slots Implementing 
met the twelve standards of a High Quality Preschool Program 

under the PDG funding. 

Subrecipient Monitoring 

The State Lead Agency has a process to monitor grant and subrecipients activities to ensure implementation ofthe goals and 

performance measures outlined in the approved PDG State Plan. 

, 

Sustaining and Continuing 

Improvement 

The State is on schedule with its monitoring ofsub recipients to 

ensure that all ofthe high quality standards for Preschool are met 

within PDG funded preschool classrooms. 

Sustaining and Continuing 

Improvement 

The State is providing access to comprehensive services to all 

children enrolled in the PDG funded preschool classrooms. 

Sustaining and Continuing 

Improvement 

Birth to Third Grade Continuum 

The State has aligned the PDG funded program within the Birth 

to Third Grade Continuum of early learning standards and 

activities that help prepare children for kindergarten thru third 

grade. 

The State is implementing a data collection system for tracking 

student outcomes from prekindergarten to kindergarten entry 

through third grade. 

The State is implementing a transition protocol to ensure that 

children transitioning from early care and education 

Implementing 

Implementing 

Implementing 

environments to kindergarten to third grade settings receive the 

supports necessary for a smooth transition. 

Budget and Sustainability ~ 

The State has policies and procedures to track the State and Implementing 

Subrecipient budget activities to ensure that funds are expanded 

according to State, Local and Federal procurement laws. 

The State has in place a system to track the "use offunds" under Implementing 

the PDG grant. 

The State has a plan to ensure that High Quality State Preschool Sustaining and Continuing 

Programs will remain ofhigh quality after federal funds are no Improvement 

longer available. 

- Fiscal Accountability ., 

The State has policies and procedures in place to ensure the grant Implementing 

funds are expended according to the federal laws outlined in the 

federal Super Circular and EDGAR. 

The State has a system in place to ensure that its Sub recipients Implementing 

are meeting the federal laws ofthe Super Circular and comply 

with the "supplement not supplant" requirements. 
Elements Requiring Next Steps: 

• 	 None 

Reconunendations to Strengthen Implementation: 

• 	 MSDE should continue to provide technical assistance to its grantees regarding subgrantee 

recruitment ofeligible families into the PreK programs in the hardest to reach communities, for 

students with disabilities, and English Language Learners. 

• 	 MSDE must continue its efforts to comply with the PDG requirement that funding to "improve 

slots" with existing PreK spaces must be full-day programs. MSDE included the provision to use 

the 'improved slot' definition to expand the PreK by offering comprehensive services through 

the States Judy Center model. The PreK programs at five Judy Centers are currently half-day 

programs. MSDE requested a budget amendment that was approved to move the $825,000 spent 

on these half day programs, this amendment allowed MSDE to fund the identified Judy Centers 

with federal quality improvement funds instead ofPDG funds for the remainder ofFY16. 

However, in FYl 7, all five identified Judy Centers will come into full compliance with the PDG 

requirements by improving their half-day PreK classrooms to full-day. This will enable MSDE to 

award those sub-grantee sites PDG grant funds.