UNI1ED STA1ES DEPARlMENTOFEDUCATION 


OFFICE OF ELEMENTARY AND SECONDARY EDUCATION 


January 9, 2017 

Linda Goodman 

Connecticut Office ofEarly Childhood 

165 Capitol A venue 

Hartford, CT 06106 

Dear Ms. Goodman: 

On September 12, 2016, a team from the U.S. Department ofEducation (ED) conducted a desk 

monitoring review ofConnecticut's Office ofEarly Childhood (OEC) implementation ofits 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 of each 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 ofOEC's 

implementation ofPDG and a snapshot ofConnecticut's progress under each PDG key area. This report 

will be posted on the PDG website. The report includes "next steps" to ensure that the OEC 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 Connecticut's technical assistance 

needs to ensure successful implementation ofPDG. Thank you for your commitment to Connecticut's 

youngest children. 
S. r' ,... ~eren, 

Li5by Doggett 

Deputy Assistant Secretary 

Office Early Leaming 

Office ofElementary and Secondary Education 

U.S. Department ofEducation 

Enclosure 
PDG Desk Monitoring Report 

Monitoring Information 

State Lead Agency Connecticut's Office ofEarly Childhood 

State Participating Agency(s) Connecticut's Office ofEarly Childhood 

Grant Period January 1, 2015-December 31, 2019 

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) September 12, 2016 

State Participants/Project Leads Linda Goodman, Deputy Director 

Melissa L. Camacho, Project Manager 

U.S. Department ofEducation Project 

Officer(s) 

Tanesha Hembrey, Project Officer 

Priscilla Irvine, Project Officer 

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, Connecticut'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 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 ofState 

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

families. 

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

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


onsite monitoring visits ofall PDG grantees; and 


• 	 Connecticut 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 accomplishments 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 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 ofPDG not included elsewhere. 

Summary of Visit 

The PDG desk monitoring review for Connecticut's Office ofEarly Childhood (OCE) was conducted on 

September 12, 2016. During the desk monitoring call ED and OCE officials discussed various aspects of 

PDG implementation including building capacity and increasing slots; subrecipient monitoring; fiscal 

and budget implementation; and birth to third grade continuum. OCE 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 of limited participation, technical assistance to grantees and outreach to parents. 

Highlight ofthe State's PDG Implementation 

• 	 With PDG funding, 10-hour school-day, and full school-year spaces have been introduced into 

local communities and fully utilized. Additionally, other state-funded and Head Start spaces have 

remained steady and fully-enrolled. The local School Readiness Council reports no dip in 

service by other PreK providers in the area. The data, combined with multiple meetings and 

conversations with School Readiness Councils and providers, helped to ensure that PDG would 

not lead to a diminution ofservices provided elsewhere in the community, but rather would 

introduce new spaces and/or improve existing spaces. 

• 	 The OEC has implemented the use ofCLASS in PDG classrooms to ensure continuous 

improvement and program quality. CLASS observations are completed twice annually in each 

classroom and scores are provided to the OEC and shared with coaches to align professional 

development goals and CLASS scores. In Year 2, the OEC will begin using myTeachstone, an 

online platform that will make information sharing and CLASS score analyses easier among 

observers, teachers, administrators and coaches. 
• 	 Each School Readiness Council is responsible for monitoring program quality as well as 

compliance with all PDG grant requirements, including the 12 high-quality elements. Each 

School Readiness liaison conducts on-site visits and each has procedures and forms that are 

implemented as well as follow up protocols in cases ofnoncompliance. For example, in one 

district, the School Readiness Liaison has developed a School Readiness High-Quality 

Components Review form. This form is used to verify not only program quality, but also 

outreach and recruitment efforts ofspecial populations (i.e. children with IEPs, children who are 

homeless etc.) and verifies each quality component including teacher salaries, class size and the 

provision and type of comprehensive services provided to PDG eligible students and their 

families. 

• 	 Within OEC's PDG family engagement quarterly meeting process, the Parent Teacher Home 

Visit Model {PTHVP) has been identified as a strategy to ensure family engagement in PDG. 

The first part is through the relational home visits where families and providers/teachers develop 

mutually trusting respectful relationships, which are a prerequisite to high-quality family 

engagement. Given that family engagement is a developmental process, this focus on 

relationships within PDG will build the capacity ofPDG families to develop similar quality 

relationships with their children's teachers beginning in pre-kindergarten and continuing through 

the third grade and beyond. The second informational/home visit implementation ofPTHVP will 

take place during the second half ofPDG Year 2. This visit will offer an opportunity for families 

and providers/teachers to focus on smoothing the transition to kindergarten for participating 

families and their children. The information shared within the visit will align with and extend the 

other activities/preparation available within PDG and the communities for this important 

transition. 

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 of evaluation 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 

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 ofa 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 ofthe goals and 

performance measures outlined in the approved PDG State Plan. 

Level 3-Sustaining and 

Continuing Improvement 

The State is on schedule with its monitoring ofsub recipients to 

ensure that all ofthe high quality standards for Preschoo 1 are met 

within PDG funded preschool classrooms. 

Level 3-Sustaining and 

Continuing Improvement 

The State is providing access to comprehensive services to all 

children enrolled in the PDG funded preschool classrooms. 

Level 3-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. 

Level 2-Implementing 

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 2-Implementing 

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 offunds" 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 2-Implementing 

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

are meeting the federal laws ofthe Super Circular and comply 

with the "supplement not supplant" requirements. 

Level 2-Implementing 

Elements Requiring Next Steps: 

• 	 None 

Recommendation to Strengthen Implementation: 

• 	 Connecticut should continue its outreach and recruitment ofhard-to-reach families. OEC has 

targeted families ofchildren who are homeless, in foster care, and dual language learners. Inclusion 

of children with IEPs is also a priority.