UNI1ED STA1ES DEPAR1MENTOFEDUCATION 


OFFICE OF ELEMENTARY AND SECONDARY EDUCATION 


January 4, 2017 

Mark R. Allan 

Virginia Department ofEducation 

P.O. Box 2120 

Richmond, VA 23218-2120 Dearro/

On August 1, 2016, the project officer from the U.S. Department ofEducation (ED) (the Department) conducted a 

desk monitoring review ofthe Virginia Department ofEducation's (VDOE) implementation ofits approved 

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

at the grant award and development of the 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 of work, 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 ofVDOE's implementation 

ofPDG and a snapshot of Virginia'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 VDOE 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 Virginia's technical assistance needs to ensure 

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

Sinc~re1v. 

Libby Do$ett 

Deputy Msistant Secretary 

Office ofEarly Learning 

Office ofElementary and Secondary Education 

U.S. Department of Education 

Enclosure 
UNITED STATES DEPARlMENTOF EDUCATION 


OFFICE OF ELEMENTARY AND SECONDARY EDUCATION 


PDG Desk Monitoring Report 

Monitoring Information 

State Lead Agency Virginia Department of Education

State Participating Agency(s) Virginia State Department ofEducation

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) August 1, 2016

State Participants/Project Leads Dr. Christine Harris, Director of 

Humanities and Early Childhood 

Dr. Mark R. Allan, Early Childhood 

Education Project Manager 

Dr. Laura Kassner, VPI + State 

Coordinator 

Mr. Christopher Steele, VPI+ Grants and 

Reports Manager 

U.S. Department ofEducation Project Tanesha Hembrey, Lead Project Officer 

Officer(s) 

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. 
program requirements. As a result, the protocol is more rigorous, less burdensome on the 

subgrantees, and indicative ofa high quality preschool. 

• 	 A VDOE school division is using available grant funds that have already been awarded to the 

division to add an additional VPI+ classroom (18 eligible students) on January 2, 2017. They are 

opening a new school in the division in January, which will provide classroom space for a new 

VPI+ class. This school division has a large number ofunserved at-risk four-year olds. The need 

is great for new high-quality slots for eligible children. The school division opened three new 

classrooms at the start ofthe school year; this addition is a fourth classroom. 

• 	 VDOE continues to encourage VPI+ participating school divisions to partner with private 

providers for VPI+ services. In the second year ofthe grant two new VPI+ classrooms have 

been opened in community-based settings. Technical assistance around any necessary cost 

allocating is differentiated according to each school division's needs. Examples ofthis 

differentiated technical assistance has included developing a cost-allocation spread sheet specific 

to the needs ofthe school division and providing onsite assistance in how to use cost-allocation 

spreadsheets. 

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 

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. 

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 c01mnunities 

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 
a major concern for one division. Virginia should continue to work with VPI+ participating 

school divisions partnering with private providers for VPI+ ~ervices. VDOE should continue to 

offer technical assistance around any necessary cost allocating to school divisions. 

• 	 VDOE acknowledged that they are considerably below the desired percentage ofchildren with 

disabilities being served and agreed to provide technical assistance to address the situation. 

Although as ofDecember 2016 Virginia's PDG classrooms were below the desired percentage of 

children with disabilities, by the end of the 2015-2016 school year, approximately 7% ofstudents 

in PDG classrooms were students with disabilities which exceeded the national average. VDOE 

should continue to work with all subgrantees; all have indicated that they are working toward 

meeting the target for inclusion of children with disabilities in their VPI+ programs. Subgrantees 

and the VDOE are collaborating on ways to recruit more children with disabilities into the VPI+ 

program