UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION

November 30, 2016

Ellen Wolock

New Jersey State Department of Education

100 River View Plaza, PO Box 500

Trenton, NJ

08625-0500

Dear Ellen Wolock:

On September 12-16, 2016 a team from the U.S. Department of Education (ED) (the Department) conducted a 

desk monitoring of the New Jersey Department of Education’s (NJDE) implementation of its approved Preschool 

Development Grant (PDG). This monitoring aims to continue the collaborative relationship that began at the grant 

award and development of the scope of work. It provides the Department with a deeper understanding of each 

State’s overall performance; the successes, challenges, and strategies for the implementation of its plans for its 

PDG Development grant; and the fiscal management of the grant funds. It also helps us tailor technical assistance 

to each State’s specific needs.

The desk monitoring included presentations and discussions related to all projects in the approved scope of work, 

including grants management, high-quality preschool programs (including both new programs and programs 

enhanced with PDG funds), early learning standards, comprehensive services, workforce development, and 

sustainability. During the onsite monitoring, ED project officers discussed PDG implementation in New Jersey’s 

subgrantees. 

Enclosed is a summary report based upon this review. The report includes highlights of New Jersey’s 

implementation of PDG and a snapshot of New Jersey’s progress under each PDG key area. This report will be 

posted on the PDG website. The report includes “next steps” to ensure that New Jersey implements PDG 

consistent with its approved application, scope of work, and timelines identified in its project plans.

We want to thank you and your staff for your cooperation during the desk monitoring, 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 New Jersey’s technical assistance needs to 

ensure successful implementation of PDG. Thank you for your commitment to New Jersey’s youngest children.

Sincerely,

/s/

Libby Doggett

Deputy Assistant Secretary 

Office of Early Learning

Office of Elementary and Secondary Education

U.S. Department of Education

Enclosure
Page 2

54076.1

Preschool Development Grant (PDG) Site Visit Report

Monitoring Information

State Lead Agency New Jersey Department of Education

State Participating Agency(s) New Jersey Department of Education

Grant Period January 1, 2015-December 31, 2019

Current Year of Grant January 1, 2016-December 31, 2016

PDG Monitoring Period May 2016 – September 30, 2016

PDG Monitoring Activity (Desk or Onsite) Onsite

Monitoring Review Date(s) September 12-16, 2016-1612-16, 2016

State Participants/Project Leads Ellen Wolock, Beth Gardiner, Karin 

Garver, Vincent Costanza

U.S. Department of Education Project 

Officer(s)

Shevine G. Holeman and Deborah Spitz

Overview of PDG Monitoring

The Department of Education 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 of Work for PDG and the State-level systems and 

processes needed to support implementation.

During the recent desk monitoring, New Jersey’s implementation of PDG 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 priorities 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 of State 

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

families. 

New Jersey was identified for a desk monitoring review based on the following factors: 

• New Jersey is a PDG Expansion State and the Department is conducting desk monitoring or 

onsite monitoring visits of all PDG grantees; and

• New Jersey had not been monitored previously during the grant period.
Page 3

54076.1

 

The report contains the following sections:

• Summary of Visit. This section describes, in brief, the topics covered, the lead agency and 

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

• Highlights of the State’s Implementation. This section identifies key accomplishments in the 

State’s implementation of PDG as identified during the site visit.

• Status of Implementation of PDG. 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 of work 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 recommendations to 

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

during the monitoring.

• Additional Comment. As appropriate, this section includes any additional information related to 

the State’s implementation of PDG not included elsewhere.

Summary of Visit

The PDG onsite monitoring visit for New Jersey was conducted during the week of September 12-16, 

2016. The Department held a joint meeting with PDG and the RTT-ELC State teams regarding the grant 

implementation of both programs. During the first day of the visit, ED project officers discussed a 

variety of topics mostly (not all) associated with the RTT-ELC grant. The activities discussed were the 

Grow NJ Kids program, professional development, KEA implementation, data systems, and 

sustainability. 

The second day of the visit ED and NJDE PDG officials traveled to the Mount Holly School District to 

visit four PDG classrooms located in John Brainerd Elementary School serving 60 students. These 60 

children include 30 children funded through the grant in addition to inclusion and state-funded slots to 

comprise the 60. Mt. Holly has already reached their year 4 projected number of 30 PDG students. 

ED and NJDE were very impressed with both the staff and student progress after only five days of 

school. ED officials discussed the pending plans for the inclusive model of including preschool students 

with disabilities into the classroom. In the afternoon, ED and NJDE officials discussed subrecipient 

monitoring, grants management and fiscal management for both RTT-ELC and PDG.

The third day of the visit ED and NJDE officials traveled to the Lakewood School District to visit eleven 

classrooms located in Piner Elementary School serving 165 students. Ninety-nine of those students are 

funded through the PDG grant. The total number of children served by the grant district-wide is 

currently 168. Lakewood intends to add 26 additional slots over the next two years for a total 4 year 

target of 194 slots.

ED officials noted the subgrantees’ commitment to professional development for teachers and the 

commitment to inclusive preschool environments. Finally, ED noted the school’s decision to provide 

either a native Spanish speaker or a fluent Spanish speaker in each classroom to address the needs of the 
Page 4

54076.1

Spanish speaking students and community. In the afternoon, ED and NJDE officials discussed building 

capacity and increasing slots and birth to third grade continuum. 

The fourth morning of the visit was used by ED PDG officials to review documentation to ensure all 

monitoring queries were addressed. 

Highlight of the State’s PDG Implementation

• NJDE staff who wrote the grant to obtain PDG funds work together on the PDG grant. Based on 

their work in drafting the PDG grant, they are able to provide historical basis and other valuable 

insight while implementing the grant. 

Status of Implementation of PDG 

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

progress of the State’s implementation. The rubric includes three implementation status levels: 

• Level 1 – Developing: the State is in the process of developing this activity, or the activity is 

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

with subrecipients 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 subrecipients and 

other stakeholders. 

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

may be undergoing a process of evaluation or program improvement. Subrecipients, stakeholders 

and users have been trained and/or communications strategies have been established.
Page 5

54076.1

Element Status

Capacity Building and Increasing Slots

The State public awareness and recruitment activities are targeted 

towards eligible 4 year old children in high need communities 

and families 200 percent below poverty. 

Level 2-Implementing

The State’s expansion efforts are targeted towards increasing the 

access to high quality preschool programs for 4 year olds.

Level 2-Implementing

The State has a plan to ensure that existing State Preschool slots 

met the twelve standards of a High Quality Preschool Program 

under the PDG funding. 

Level 2-Implementing

Subrecipient Monitoring

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

performance measures outlined in the approved PDG State Plan. 

Level 2-Implementing

The State is on schedule with its monitoring of subrecipients to 

ensure that all of the high quality standards for Preschool are met 

within PDG funded preschool classrooms.

Level 3-Implementing

 

The State is providing access to comprehensive services to all 

children enrolled in the PDG funded preschool classrooms.

Level 2-Implementing

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. 

Level 3-Sustaining and 

Continuing Improvement

The State is implementing a data collection system for tracking 

student outcomes from prekindergarten to kindergarten entry 

through third grade.

Level 2-Implementing

The State is implementing a transition protocol to ensure that 

children transitioning from early care and education 

environments to kindergarten to third grade settings receive the 

supports necessary for a smooth transition.

Level 3-Sustaining and 

Continuing Improvement

Budget and Sustainability

The State has policies and procedures to track the State and 

Subrecipient budget activities to ensure that funds are expanded 

according to State, Local and Federal procurement laws.

Level 2-Implementing

The State has in place a system to track the “use of funds” under 

the PDG grant. 

Level 2-Implementing

 

The State has a plan to ensure that High Quality State Preschool 

Programs will remain of high quality after federal funds are no 

longer available. 

Level 3-Sustaining and 

Continuing Improvement

Fiscal Accountability

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

funds are expended according to the federal laws outlined in the 

federal Super Circular and EDGAR.

Level 3-Sustaining and 

Continuing Improvement

 

The State has a system in place to ensure that its Subrecipients 

are meeting the federal laws of the Super Circular and comply 

Level 3-Sustaining and 

Continuing Improvement
Page 6

54076.1

Elements Requiring Next Steps: 

• None

Recommendations to Strengthen Implementation:

• NJDE should work to strengthen and formalize the monitoring activities of its 

subgrantees. Although NJDE was able to provide some evidence of the monitoring and 

corrective action activities of its subgrantees, the process should be strengthened and 

formalized to ensure consistent program compliance. 

• NJDE should work to increase the inclusion efforts among its subgrantees. Although 

NJDE was able to show some evidence of its inclusion efforts in the classroom and 

through professional development plans, NJDE should work to increase the 

implementation of inclusive settings in preschools receiving PDG funds.

 

with the “supplement not supplant” requirements.