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St. Clair County RESA GSRP Administrative Procedures

St. Clair County RESA

Great Start Readiness Program (GSRP)

Administrative Procedures

2014-15


2 | P a g e These materials were developed under a grant awarded by the Michigan Department of Education. 2014-15

Table of Contents

1. Assurances……………………………………………………………………………………………… 3

2. Communication ………………………………………………………………………………………… 6

3. Community Needs Assessment and Application (CNAA) …………………………………………… 7

4. Community Partnerships ……………………………………………………………………………… 8

5. Child Recruitment and Enrollment …………………………………………………………………… 9

6. Fiscal Planning and Review …………………………………………………………………………… 22

7. Monitoring Subrecipients ……………………………………………………………………………… 25

8. Parent Advisory Committee …………………………………………………………………………… 34

9. Philosophy ……………………………………………………………………………………………… 35

10. Professional Development……………………………………………………………………………… 36

11. Program Closure ………………………………………………………………………………………… 38

12. Program Evaluation……………………………………………………………………………………… 39

13. Record Keeping ………………………………………………………………………………………… 41

14. School Readiness Advisory Committee ………………………………………………………………… 43

15. Sliding Fee Scale ………………………………………………………………………………………… 44

16. Slot Distribution Plan …………………………………………………………………………………… 47

17. Transportation …………………………………………………………………………………………… 55

18. Written Agreements……………………………………………………………………………………… 56

19. Appendix ………………………………………………………………………………………………… 57 a. Conflict Resolution Protocol …………………………………………………………………… 58 b. St. Clair County RESA Reporting and Administrative Procedures Monitoring Timeline……… 59 c. Early Childhood Specialist Schedule 2014-15 …………………………………………………… 61 d. Request to Hire Non-Compliant Staff …………………………………………………………… 62 e. Parent Notification of Program Measurement ………………………………………………… 65 f. PQA Data 2013-14 ………………………………………………………………………………… 66 g. Field Trips ………………………………………………………………………………………… 67



Assurances

Guiding Principle:

St. Clair County RESA agrees to comply with all applicable requirements of State statutes, Federal laws, executive

orders, regulations, policies, and award conditions governing GSRP.

Procedures:

St. Clair County RESA and all subrecipients agree to: 1. Refrain from utilizing Iran-linked businesses. (See: Disclosure April 1, 2013)

2. Use the following on all publications and materials: These materials were developed under a grant awarded by the

Michigan Department of Education.

3. Comply with all federal, Michigan laws and regulations prohibiting discrimination are mandated.

4. Conduct employment and program services reviews to comply with Americans with Disabilities Act (ADA) law. a. Title II – Personnel discrimination b. Title III – Barrier free, full and equal access

5. Comply with all applicable requirements of State statues, Federal laws, executive orders, regulations, policies,

and award conditions. Findings of failure to comply may result in withholding funds of up to 100%.

6. Comply with laws and regulations for participants that prohibit discrimination based on race, color, religion,

national origin or ancestry, age, sex, marital status or handicap.

St. Clair County RESA and all subrecipients understand: 1. Third party contracts are prohibited for program implementation. 2. Expended funds must conform to the budget. Amendments require the St. Clair County RESA and MDE approval

RESA.

3. MDE and St. Clair County RESA are not liable for costs incurred prior to grant award RESA.

4. Fiscal documentation must be available for auditing purposes.

5. Report requirements (i.e. MSDS, CISR, CNRA) and due dates must be met.

6. Programs may be selected to participate in data collection efforts.

St. Clair County RESA and all subrecipients will cooperate with evaluation projects in ways such as: 1. Making classrooms available

2. Completing surveys

3. Providing requested information (i.e. UIC, MSDS, site documents, parent contacts)

4. Participating in webinars, calls, and meetings

5. Securing and distributing appropriate parent consent forms and relevant information



If the St. Clair County RESA fails to comply with the terms and conditions of the grant award, the Michigan

Department of Education (MDE) may withhold funds otherwise due from this grant program, any other federal

grant programs, or the State School Aid Act of 1979 as amended, until the St. Clair County RESA as fiscal

agent/grantee comes into compliance, or the matter has been adjudicated, and the amount disallowed has been

recaptured (forfeited). MDE may withhold up to 100 percent of any payment based on a monitoring finding, audit

finding, or pending final report.

St. Clair County RESA understands and accepts the responsibility for all grant compliance measures included in the

GSRP final application in MEGS+.



Communication Guiding Principle: The St. Clair County RESA Early Childhood Contact ensures timely and accurate information is provided to all subrecipients as part of the monitoring process, utilizing the Program Quality Assessment Forms A and B. Procedures: 1. Subrecipients ensure that communication with families are carried out on a regular basis throughout the

program year, and carried out in the parent’s primary or preferred language, for example:

Newsletters

Focus groups or surveys

Parent-teacher conferences

Open house events

Parent Advisory Committee and School Readiness advisory

Website

Children’s progress notes

2. St. Clair County RESA and all subrecipients ensure that communication with local advisory groups and the countywide School Readiness Advisory Committee provide the following information on a regular basis:

Procedures and timetables for program planning

Policies, guidelines, and other communications from MDE

Program and financial reports

Program plans, policies, procedures, and grant application

3. St. Clair County RESA and all subrecipients ensure that communication among staff include mechanisms for regular communication among all program staff, such as the following:

Staff meetings

Distribution of program quality reports

Intranet or list serve for internal staff correspondence

Development of subrecipient plans that includes center operations

Updates to annual written plans



Community Needs Assessment and Application (CNAA)

Guiding Principle: A comprehensive, annual community needs assessment shall be conducted in order to gauge community needs in terms of St. Clair County GSRP enrollment opportunities and the needs of enrolled families. Procedures: 1. Annually, St. Clair County RESA early childhood staff shall collect the most up-to-date data on issues including,

but not necessarily limited to, poverty, child population, existing pre-k slots, participation in free and reduced meal plans, etc.

2. Using aforementioned community data, St. Clair County RESA shall work collaboratively with existing and interested GSRP providers in developing the county’s annual slot request, determining the best array of program options, and locating the most accessible sites.

3. The annual plan will be presented to the Great Start Collaborative for discussion, possible amendment, and endorsement.

4. St. Clair County RESA is responsible for timely submission of the CNAA to the Michigan Department of Education per the prescribed timeline.



Community Partnerships Guiding Principle: St. Clair County RESA and its subrecipients shall engage community members to become involved in the local early childhood system and the GSRP School Readiness Advisory Committee, in order to communicate the opportunity for qualified licensed child care providers to participate in GSRP. Procedures: 1. The St. Clair County RESA Early Childhood Contact (ECC) shall encourage participation from GSRP subrecipients

within the Great Start Collaborative (GSC). 2. Each St. Clair County GSRP subrecipient will be represented at the St. Clair County School Readiness Advisory

Committee. 3. St. Clair County RESA will engage local school districts, child care centers, families and other community-based

early childhood providers to partner in the local GSRP system and the local Great Start to Quality system. 4. St. Clair County RESA will retain agendas and/or minutes from the St. Clair County School Readiness Advisory

Committee as evidence of local community partnerships. 5. The St. Clair County RESA Early Childhood Contact will support clear and consistent communication on the

alignment between the early learning years of high quality early care and education.



Child Recruitment and Enrollment Guiding Principle: Children will be enrolled into GSRP programs in accordance with the State of Michigan rules and regulations outlined in the GSRP Implementation Manual, Recruitment and Enrollment section. Procedures: Enrollment 1. Families can receive a copy of the St. Clair County GSRP/Head Start joint application from any GSRP subrecipient,

St. Clair County RESA, or Head Start (Blue Water Community Action). Applications are also available on the website for each of the above agencies/organizations.

2. Families can also submit an interest and information form on the Great Start Collaborative website: http://www.sccresa.org/great-start/local-resources/preschool/ . Information will be sent to Head Start, if eligible, or to GSRP based on first choice if not Head Start eligible.

3. Completed application forms received by subrecipients will be reviewed for eligibility, based on grant guidelines. 4. Children determined to potentially be eligible for Head Start (no matter of parent choice) will be sent to Head

Start, along with the St. Clair County Head Start Referral form, completed by the sending subrecipient. If child is not Head Start eligible, the application form can be kept by the subrecipient that received it. If St. Clair County RESA receives an application, staff will determine eligibility based on income provided and forward the documentation to the appropriate subrecipient.

5. Head Start staff will review application forms of eligible children in order to ensure families are fully aware of Head Start services. After contacting parents, Head Start will make the determination to enroll children or complete the remaining portion of the St. Clair County Head Start Referral form and return the application to the GSRP subrecipient listed as first choice on the application. GSRP subrecipients will not place a child into GSRP prior to receiving the completed Head Start waiver.

6. When Head Start receives an application that is determined to be over income, they will send the application, proof of income and copy of their parent letter to the appropriate subrecipient.

7. GSRP subrecipients will prioritize applications based on the Participant Eligibility and Prioritization Guidelines from MDE, enrolling the highest needs children first. Priority admittance begins with children living in families between 0-50% FPL (Federal Poverty Level), then proceeds to children in families between 51-100% FPL, 101-150% FPL, 151-200% FPL and then 201-250% FPL. Programs may only enroll applicants within the 0-100% FPL if the procedures regarding a Head Start waiver have been followed prior to enrollment in GSRP (as outlined in #4 above).

8. Income verification documentation and process outlined in the GSRP Implementation Manual must be followed to ensure income eligible children are enrolled in GSRP. Income verification is found in the “Eligibility” section of the Implementation Manual.

9. Subrecipients must wait to enroll families whose income is above 250% of FPL. Any over-income applicant must be pre-approved by SCC RESA. 10% of the slots can be set aside to enroll families whose income is above 250% of the FPL. These families must have identified risk factors and pay a sliding fee. After receiving ISD approval, subrecipients must wait until after September 1 to enroll any family over 250% of FPL to ensure that income eligibly families have an opportunity to fill open slots. Admitting children with 250%+ FPL must be prioritized using a system of either 1) number of risk factors, and/or 2) severity of risk factor(s), which will be done in

http://www.sccresa.org/great-start/local-resources/preschool/



conjunction with the St. Clair County RESA Early Childhood Contact. Careful documentation of risk factor(s) must be kept in each child's file.

10. Subrecipients are encouraged to reserve a minimal number of slots for admittance after the start date in September so that needy, late enrolling families have an opportunity to participate in GSRP.

11. Subrecipients that receive an application when currently full will contact the second choice to see if there are openings. If the second choice is full, the agency will submit contact information to SCC RESA (Early Childhood Contact) who will contact the parent and inform them of other preschool options (GreatStartConnect.org) and/or place them on a countywide waiting list. Subrecipients may also keep an internal waiting list.

Recruitment 1. The St. Clair County GSRP grantee and its subrecipients will work in conjunction with the local Head Start

program in jointly recruiting eligible children and communicating with families. 2. The countywide GSRP - Head Start Referral Form/Protocol will be utilized by all GSRP subrecipients. 3. All St. Clair County GSRP Subrecipients will use the common application as well as common marketing materials

developed by SCC RESA. SCC RESA will develop additional marketing materials for subrecipients as requested. Age Eligibility Each year children will need to be 4 by the gradually changing date:

2014-15 2015-16 2016-17

Age 4 on or before 10/01/14 Date of Birth: 10/02/2009 -10/01/2010



Special consideration regarding age eligibility occurs in two instances. Applications submitted under the following two age categories must be considered alongside all other applications when enrollment decisions are made: 1. Public Act 60 of 2013 (PA 60) aligns GSRP age eligibility to kindergarten age eligibility, including the provision for

parent choice. For GSRP this means that the parents of children who will turn 4 after the age cut off for GSRP but before December 1, may inform the subrecipient by August 1 for 2013-14 and by June 1 for each subsequent year that they wish to apply for GSRP.

2. To avoid a break in educational programming, an additional year of GSRP is allowed for the age-cohort of children with birthdates in the one month allowed entry to kindergarten the previous year.

Children who turn 4 during October 2013 can attend in both 2013-2014 and 2014-2015 year; and

Children who turn 4 during September 2014 can attend in both 2014-2015 and 2015-2016 year.

If a child under the exceptions above desires to re-enroll in GSRP for a second year, the family must re-apply and be found eligible under the aforementioned enrollment procedures.



Out-Of County Enrollment 1. PA 196 provides for parent choice to enroll in a GSRP in a non-resident ISD. It states “An intermediate districts or

consortium of intermediate school districts receiving a grant under this section shall allow parents of eligible children who are residents of the intermediate school district or within the consortium to choose a program operated by or contracted with another intermediate school district or consortium of intermediate school districts and shall pay to the educating intermediate districts or consortium the per-child amount attributable to each child enrolled pursuant to this sentence, as determined under Section 39.”

2. A parent wishing to enroll a child outside of St. Clair County (ISD of residence) must apply to the selected GSRP, following the educating ISD’s application procedure.

3. Families wishing to enroll out of St. Clair County can only do so if SCC RESA has slots available to give to the educating ISD.

4. SCC RESA and its sub-recipients will follow the written agreement developed between neighboring ISDs. 5. Families will be required to sign the “Cross ISD Program Choice Form”. 6. See both documents included.



EXAMPLE: Serving Non-Resident ISD Children in the Great Start Readiness Program (GSRP)

AGREEMENT

This is intended to be a contract between:

St. Clair County RESA, 499 Range Road, PO Box 1500, Marysville, MI, 48040

And

Other ISD

TERM: The term of this contract shall be for a period of Thirteen (13) months commencing upon September 1, 2014

and shall continue through September 30, 2015. This agreement is in effect when either or both parties have a slot

available. This agreement will be amended if state legislative rules are amended within the contract period.

THE PROVISIONS OF THIS CONTRACT ARE AS FOLLOWS:

PA 196 provides for parent choice to enroll in a GSRP in a non-resident ISD. It states: “An intermediate district or consortium of intermediate districts receiving a grant under this section shall allow parents of eligible children who are residents of the intermediate district or within the consortium to choose a program operated by or contracted with another intermediate district or consortium of intermediate districts and shall pay to the educating intermediate district or consortium the per-child amount attributable to each child enrolled pursuant to this sentence, as determined under Section 39.” Educating ISD Responsibilities (ISD):

The ISD (recipient of child) shall serve families residing in St. Clair County RESA (Resident ISD) service area in a Great Start Readiness Program located in the Sanilac ISD service area as long as:

o the application is signed off by the St. Clair County RESA Head Start if the child is Head Start eligible o eligibility has been determined by the Sanilac ISD prior to contacting the St. Clair County RESA o space is available in a the educating ISD GSRP classroom o there are slots available to be released by the St. Clair County RESA

The educating ISD shall ensure that the sub-recipient who will educate the child meets all rules and regulations of the GSRP implementation manual, including state licensing requirements.

The educating ISD shall work with the St. Clair County RESA and the Michigan Department of Education (MDE) to meet the requirements of fiscal reporting and ensure that requirements are fulfilled in a timely matter to the St. Clair County RESA for MSDS and MEGS reporting.

The educating ISD shall receive from the St. Clair County RESA the amount of $3,625.00 per GSRP slot (insert number of slots) part day slots to provide GSRP classroom services in a full day GSRP classroom.

The educating ISD shall receive from the St. Clair County RESA the amount of $150.00 per GSRP slot (insert number of slots) part day slots to provide GSRP transportation services.



The educating ISD shall invoice the St. Clair County RESA after the spring Michigan Student Data System (MSDS) count is certified showing that they child was enrolled in the educating ISD program during the funding window (November 1, 2014 – February 11, 2015).

Cross-ISD enrollment will not be granted once the St. Clair County RESA has filled all GSRP slots.

If the educating ISD enrolls St. Clair County special education students, the St. Clair County RESA district must provide special education services in accordance with local agreements.

Resident ISD Responsibilities (St. Clair County RESA):

Collaborate with the eduating ISD and MDE to meet the requirements of fiscal reporting.

The St. Clair County RESA will submit all required reports to MDE related to out-of-county GSRP students.

The St. Clair County RESA will pay the educating ISD the per slot amount of $3625.00 and transportation amount of $150.00 within 45 days of receiving invoice.

Process for Communication between ISDs The GSRP Early Childhood Contacts in each ISD will ensure timely and accurate information is shared with each other. This includes communication regarding the following:

The educating ISD will communicate with the St. Clair County RESA when each application has been received through the use of the Cross-ISD enrollment form.

The form will include information about the family, including the signature of a parent stating their request to attend an out-of-county GSRP program.

The St. Clair County RESA will provide payment to the eduating ISD when each out of ISD application has been approved by both parties.

The educating ISD agrees to submit to all sub-recipients any communication from the St. Clair County RESA.

The St. Clair County RESA will communicate all locally determined due dates to the eduating ISD. Prioritization Process for Enrolling Out of County Students

Families whose home residence is in a school district serviced by the St. Clair County RESA have the highest priority for enrollment.

Families residing outside of the ISDs will be placed on a waiting list and shall be notified of acceptance no later than September 1st to ensure that the local community has enrolled their neediest of children first.

See the flow chart as a model of how enrollment progresses in the St. Clair County RESA.



Conflict Resolution Policy

In all collaborative decision making, areas of conflict and disagreement may arise. An ISD Early Childhood Contact with a complaint involving the crossing ISD boundaries agreement is encouraged to first attempt to resolve the matter informally by telephone or at an in person meeting.

If the informal conflict resolution process is unsatisfactory and the ISD wishes to register a formal complaint, an ISD shall submit a detailed written description of the issue which forms the basis of the complaint, which will be submitted to both the Superintendents that have entered into this agreement.

Upon receipt of a formal written complaint, the ISD Superintendents will send a confirmation to the Early Childhood Contacts acknowledging receipt of the complaint.

If needed, the ISD superintendents will schedule a meeting to discuss and seek agreement and resolution of the formal complaint.

When areas of conflict and disagreement cannot be resolved and either or both Superintendents elect(s) to pursue the complaint further, the Early Childhood Contact may file a written appeal to the Michigan Department of Education GSRP Consultant(s) supporting the involved ISDs.

The appeal must state all facts and arguments upon which the appeal is based. The MDE GSRP consultants will meet to discuss the appeal, notify the ISDs of their meeting date, and render a written decision following completion of the meeting.

Agreement Terms:

Either party may cancel this agreement provided that the party desiring to cancel agreement shall give sixty (60)

days written notice of said cancellation to the other party.

Signed:

_________________________________________ Signature _________ Date

Dan DeGrow Superintendent St. Clair County RESA

_________________________________________ Signature _________ Date

Educating ISD Superintendent

Round 1 Enrollment

•Resident ISD Children below 250% FPL

Round 2 Enrollment

•Resident ISD children below 300% FPL paying a sliding fee. *Not to exceed 10% of slots allocated.

Round 3 Enrollment

•Out of ISD children below 250% FPL.

Round 4 Enrollment

•Out of ISD children below 300% FPL paying a sliding fee *Not to exceed 10% of slots allocated.


“An intermediate district or consortium of intermediate districts receiving a grant under this section shall allow

parents of eligible children who are residents of the intermediate district or within consortium to choose a

program operated by or contracted with another intermediate district or consortium of intermediate districts and

shall pay to the educating intermediate district or consortium the per-child amount attributable to each child

enrolled pursuant to this sentence, as determined under section 39.”

Sub-recipients can prioritize applicants, enrolling qualifying children according to the Eligibility and Prioritization

Flow Chart, who reside in the sub recipient county first. Out of county applicants would then be placed on a

waiting list until after September 1, 2014 to ensure that the local community has enrolled their neediest of

children.

Cross-ISD Program Choice Form

Public Act 196 provides for parent choice to enroll their child in GSRP in a non-resident ISD, it states:

_______________________________________ ___________________________________________ Child’s Name Parent/Guardian Name

____/____/______ _________________________________ _____________________________ Date of Birth Street Address City and Zip Code

______________________________________ __________________________ ___/___/_____

Site Program Director/Enrollment Coordinator Signature Agency Name Date

Please check all reasons for applying to an out of ISD service area placement in GSRP:

___ Local GSRP at Capacity ___ No local GSRP Available ___ Parent Choice ___ other

I understand my Child is eligible for _______________________________________________________ Name of Resident GSRP

The program that best meets the needs of our family is ________________________________________________ Name of GSRP of Choice

due to the following reason(s): _________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________



____________________________________________________________________________________________

I understand my resident ISD service area is responsible for special education services such as speech therapy,

occupational therapy, physical therapy or other services should my child be determined eligible for special

education. – Federal Register, vol. 71, Monday, August 14, 2006, page 46593

If a determination is made by the Local Education Agency (LEA) where the public/private school is located that a

child needs special education and related services, the LEA where the child resides is responsible for making Free

Appropriate Public Education (FAPE) available to the child.

I understand that by choosing a program outside my resident ISD service area, my child, if needed, my not be able to

receive special education services such as, but not limited to, speech therapy, occupational therapy, physical

therapy, or other services educating district in the classroom setting. I agree this information may be shared with the

appropriate agencies.

_____________________________________________________ ____________________________________________

Please Print - Child’s Full Name Please Print - Parent Full Name

________________________________________________ ____/____/______

Parent Signature Date

GSRP Use Only Please

Action:

A representative from the family’s resident GSRP Pre-school has reviewed

the above information.

_________________________________________ ____/____/______ District /Agency GSRP Representative Signature Date

_________________________________________ ____/____/______ ISD Representative Signature Date

Please return completed form to Becky Gorinac: [email protected] or Fax: 810

364-7474

mailto:[email protected]



Fiscal Planning and Review

Guiding Principle: Subrecipient notification of written fiscal procedures for slot award and transportation allocations, including timelines for submissions and budget amendments, is an integral part of the GSRP grant process. Written procedures ensure that subrecipients submit accurate budgets and receive prompt payment upon submission of documentation and corresponding receipts. Procedures: 1. Subrecipients will be notified of their slot award and corresponding transportation allocation following

notification from MDE of final allocations. This typically occurs in July.

2. Slot and transportation budgets are due on October 20, 2014.

3. Carryover budgets are due on October 20, 2014.

4. Budgets will be reviewed by the St. Clair County RESA business office and the GSRP Early Childhood Contact.

5. Reimbursements are made on a quarterly basis. Subrecipients can request funding on a monthly basis if needed.

For the 2014-15 grant year:

a. First Quarter – January 16, 2015

b. Second Quarter - April 10, 2015

c. Third Quarter - July 14, 2015

d. Fourth Quarter - October 16, 2015

6. Transportation, Slot and Carryover Budgets for 20151-6 will be due October 16, 2015.

7. Following each quarterly (or monthly) request for payment, the SCC RESA business office will review

documentation and compare with the subrecipient budget. The documentation will then be sent to the Early

Childhood Contact who will review all back up documentation, including receipts.

8. See the “Request for Grant Funds Form and Template” for the documentation required and how it should be

submitted for payment.

9. Professional development will be provided annually for business officials and GSRP subrecipient contacts

regarding budget timelines, process for submitting budgets, and process for payment.



Request for Grant Funds Form:

1. The request for Grant Funds form is an Excel spreadsheet and will be emailed annually in September to the

Business Manager, Program Coordinator, or both (see sample template below)

2. Columns A & B are the last approved grant budget in MEGS. A copy of the MEGS budget will be attached to the

original Request form. Any changes or amendments will be made as needed and forwarded to appropriate LEA

staff. The MEGS budget does not have to be returned with the Request unless changes are needed. The LEA

budget should match the MEGS budget.

3. Column C is the Accumulated expenditures for all prior requests. This column is updated after each draw.

4. Column D is a formula and reflects the balance unspent in the grant prior to the current request.

5. Column E is for the expenditures for the current request. Each expenditure needs to be listed in detail under

appropriate budget description and function code. Attach supporting expenditure reports, drill down of

expenditures accounts that are non-payroll related, copies of receipts / invoices for expenditures. For payroll

related expenditures, include certification, log sheets, PARS, or time studies, whichever apply. This is used to

support the percentage of salary and benefits charged to the grant.

6. Column F is a formula. The totals in this column should match the YTD totals on the LEA expenditure reports.

7. Column G calculates the Budget Variance. This is a formula that identifies if a line item is over / under budget. A

10% budget variance is allowable, although not recommended. Expenditures that will be in excess of budget

require an amendment prior to the actual expense being incurred. Budget amendments must be submitted in

writing to the RESA Grant Fiscal Manager.

Instructions:

1. Complete the Request for Grant Funds Form indicating in column E the current expenditures for which you are

requesting funds.

2. Update Column C to reflect Accumulated Prior Expenditures.

3. Be sure that Column F totals match the expenditure reports used as back up documentation.

4. Review actual expenditure to budget for variances.

5. If a budget amendment is needed, please email Linda Sikora with a budget amendment request with detailed

explanation.

6. Request Form requires 2 signatures, the Grant Program Coordinator (GSRP Early Childhood Specilaist) and the

Business Manager. These signatures authorize that the expenses being submitted are allowable costs for the

program and follow grant guidelines.

7. Attach all back up documentation, including expenditure report and detail of non -payroll expenditures. Include

copies of receipts / invoices for expenditures. For payroll related expenditures, include certification, log sheets,

PARS, or time studies, whichever apply.

8. Grant draws need to be submitted minimally on a quarterly basis.

9. Forward the information to Linda Sikora ([email protected]) in the Business Office.



Sample Template:



Monitoring Subrecipients Guiding Principle: St. Clair County RESA, as the GSRP grantee, has the responsibility to monitor program quality to ensure that all subrecipients comply with all program requirements as stated in the GSRP Implementation Manual. All GSRP subrecipients will be monitored each program year. St. Clair County RESA will annually monitor all subrecipients. Procedures: St. Clair County RESA will monitor subrecipients both through electronic means as well as during on-site monitoring visits. Monitoring will consist of a review of the following required criteria as outlined in the GSRP Implementation Manual: ISD administration of GSRP (pg. 5 of 14):

Fiscal activities;

Department of Human Services licensing, including report of violations;

Participation in Michigan’s Great Start to Quality system;

Parent engagement;

Human resources (staff hiring, compliance plans, supervision, staff credentials);

Professional development for teaching teams, including formal training in the curriculum and child assessment tools used;

Participation in the National School Nutrition Program and/or the Child and Adult Care Food Program (as applicable);

Child enrollment and recruitment practices;

PQA scores/goals (Form A & B)

Written policies identified in the Classroom Requirements section of the Implementation Manual, including (section: Classroom Requirements, pg. 4 of 15):

GSRP Parent handbook Program overview including a philosophy statement, curriculum, developmental screening, and child

assessment information; Parent involvement information; Child recruitment plan that includes procedures for selection and placement; Referral policy to meet child and family needs, including follow-up procedures; Confidentiality policy; School calendar (minimum number of weeks/days in session/hours per day); Attendance policy; Exclusion policy must be written to describe short term injury or contagious illness that endangers the

health and/or safety of children or others. Children must not be excluded or expelled because of the need for additional medical or behavioral

support, assistance with toileting, or staff attitudes and/or apprehensions; Weather policy; Rest time policy (applies to GSRP/Head Start Blend and School-Day programs); Medication policy; Health policies and practices on physical activity and nutrition for children; Accident and emergency policies; Child discipline/conflict resolution policy;



Policy for reporting child abuse/neglect; Grievance policy that clearly describes the steps to be taken when a parent has a grievance; and Parent notice of program evaluation.

All children’s records should be available during the monitoring visit(s). The number of child records to be reviewed will be determined during the site visit and will be a random sampling. Child records must be compiled in the following order and St. Clair County RESA subrecipients are encouraged to use the label template provided for use on each folder (section: Reporting and Monitoring, pg. 3 of 4):

age documentation (birth certificate or other proof of age eligibility)

verification of income eligibility

documentation of risk factors

health and immunization records

family information (parent name, address, phone number)

evidence of developmental screening

assessment of child’s progress in the program and follow-up information through second grade

documentation of date and content of home visits and parent/teacher conferences Annually, a written report will be shared with each subrecipient that outlines areas of noncompliance. A follow up meeting will be scheduled as needed. If areas of improvement are found, the subrecipient will be required to develop an improvement plan in collaboration with the Early Childhood Contact. The plan will include areas of improvement, action steps that will be taken, and a specific timeline for completion.


St. Clair County GSRP On-site Monitoring Review Form

Agency/Site: Click here to enter text. Date: Click here to enter text.

The record review includes general administrative records. Child record reviews are completed using a separate checklist. The following materials, documents, and records must be compiled and available during the onsite visit by RESA and kept on file at the district/agency for seven years. These documents may also be required by the Michigan Department of Education during their onsite monitoring of St. Clair County RESA.

Grant Requirement Yes: Sub-recipient complies with requirement; has documentation on file

No: Explanation/timeline required

Current year professional development plan or calendar, including documentation of staff training in curriculum/child assessment tool; documentation of staff training in screening tool

Click here to enter text.

Staff professional development logs for the current year Click here to enter text.

Classroom and site goals set by the Early Childhood Specialist and teaching team(s)


Calendar of recruitment events Click here to enter text.

Children’s record review forms (documentation from SCC RESA of any findings and how the files were corrected)


Staff evaluation and follow-up: staff are evaluated and provided follow-up to determine the gains of the professional development opportunities.


Parent handbook (includes all GSRP required areas) Click here to enter text.





Staff handbook (includes all GSRP required areas) Click here to enter text.

Subrecipient written policies and procedures, if not included in handbooks:

Program overview

Philosophy Statement

Curriculum Model

Child assessment

Parent involvement

Child recruitment

Child and family referrals

Confidentiality

Calendar

Attendance


GSRP Logo and statement are used on publications and documents.


Classroom and site goals set by ECS and teaching team(s) based on data analysis


Data analysis team minutes to reflect subrecipient-level data aggregation


Credentials of GSRP Staff – Lead Teacher and Associate Teacher (ex. copies of teaching certificate, transcripts, and/or degree credentials; copies of compliance plans for any staff that are noncompliant per GSRP implementation manual guidelines)


Sample Lesson Plans from each program (Worksheets: prohibited in classroom and home use)


Copy of individual site license(s), including any correspondence on compliance and/or special investigations


List of community services/resources provided to families Click here to enter text.





Evidence of Home visits:

Lead teachers and Associate Teachers both plan and participate

Planned 60 minute visit

Documentation of parent goals


Evidence of Conferences:

Lead teachers and associate teachers both plan and participate

Planned 45 minutes

Documentation of parent goals


Documentation of participation in food program is on file (letter from food service provider, documentation of food service contract; food program approval, reviews/audits)


Local GSRP Parent Advisory Committee membership Click here to enter text.

Local GSRP Parent Advisory Committee meeting agendas/minutes for current year


Communications with families, such as district/classroom newsletters/, district/classroom GSRP websites


Documentation of presentations, sharing GSRP information and outcomes (ex. with staff, families, school board)


Written records of ISD monitoring, such as: monitoring schedules, notification of monitoring results, sub-recipient compliance plans


Subrecipient-level policy/procedures for developmental screening and ongoing child assessment


Transition to Kindergarten (documentation of process and resources shared with families to transition from GSRP to KDG)


Meets administrative deadlines Click here to enter text.


St. Clair County GSRP Program Monitoring Report and Compliance Plan

To: NAME GSRP Contact, District or Agency NAME Superintendent, School District

From: Becky Gorinac Assistant Director of Education Services/Early Childhood Contact, St. Clair County RESA

cc: NAME Superintendent, St. Clair County RESA

Date: [Date]

Re:

GSRP Administrative Monitoring Report

You are receiving this compliance plan because: LINK TO GSRP IMPLEMENTATION MANUAL DETAILING AREA OF CONCERN , SECTION:NAME, Page # of #

and any licensing violations related to this concern. It is the responsibility of Program Director to address the above concern(s). If you believe this

information is inaccurate, please contact Becky Gorinac.

This document outlines areas of non-compliance with the Great Start Readiness Implementation Manual. Part of the process of awarding funding includes

meeting these guidelines to ensure the highest quality programs are being offered to the neediest of children. The role of SCC RESA is to support

subrecipients and increase their use of best practice strategies of early childhood education. The Office of Great Start recognizes that programs that follow

the GSRP Implementation Manual are striving to follow best practices. Please submit an action plan to the SCC RESA Early Childhood Contact by DATE to

demonstrate your efforts in meeting the GSRP requirements as outlined in the Implementation Manual. Programs choosing not to meet GSRP

requirements risk the loss of funding. Please use the action plan template provided.

http://www.michigan.gov/documents/mde/Child_Assessment_353323_7.pdf



Action Plan

Goal: What is needed to be in compliance with the GSRP Implementation Manual.

Action Steps: What action will you plan to take to accomplish this goal(s)?

Support: What support, if any, will you require to accomplish this goal(s)? What support, if any, can the St. Clair County RESA provide?

Timeline: When do you expect to see progress toward achieving this goal(s)?

Program Administrator/Director Signature: _____________________________________________________

Submitted by: SCC RESA Staff Name

Date:

For Office Use Only: Action Plan Approved: YES NO If no, reason:



St. Clair County Great Start Readiness Program Children’s Records Review Form

Sub-recipient: _______________________________________Date: ______

CHILD NAME Proof of Age

Income Guidelines Code

Documentation of Risk Factors

Date of Health Appraisal

Immunization Records

( )

Parent/ Guardian Name

( )

Home Address & Phone Number

( )

Developmental Screening

( )

Assessment of Child’s Progress

( )

Home Visit Documentation

( )

Parent/ Teacher Conf. Documentation

( )

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Proof of Age – A copy of legal birth certificate, passport, hospital record, baptismal record or other governmental form, such as a Medicaid card, may document a child’s age eligibility.

KEY for PROOF OF AGE: *AE=Age Eligible *NAE=Not Age Eligible *ND=No Documentation Found

Eligibility Guidelines Codes KEY for INCOME ELIGIBILITY: *E=GSRP Income Eligible *OI=Over Income *HSR=Head Start Eligible, Referral on file (waiver/release form) *HSNR=Head Start Eligible, No Referral on file (waiver/release form) *ND=No documentation Found



Risk Factors – Record risk factors for which evidence is on file. KEY for RISK FACTORS: 1=Low family income 2=Diagnosed disability or identified developmental delay 3=Severe or challenging behavior 4=Primary home language other than English 5=Parent(s) with low educational attainment 6=Abuse/neglect of child or parent 7=Environmental risk 8=None found

Home Visits- The number of home visits completed to date. Add an “X” if the visits lesson plan reflects child/family individualization. KEY for HOME VISITS: 2=# of complete home visits 2X=# of visits with individual child/family lesson plans ND=No Documentation Found

Parent Teacher Conferences- The number of parent/teacher conferences completed to date. Add an “X” when documentation reflects appropriate length and content. KEY for PARENT TEACHER CONFERENCES: 2=# of completed conferences 2X=# of PT Conferences with appropriate length and content ND=No Documentation Found

Referrals- The number of referrals. Add an “X” when there is documentation to follow-up on child and family referrals. KEY for REFERRALS: 2=# of referrals 2X=# of referrals with documented to follow up ND=No Documentation Found

Child Assessment – Anecdotes- Place and “X” when there are sufficient number of authentic anecdotes. Example of authentic anecdote: 1 note per assessment item in the fall and 2 notes per assessment item at mid-year

Child Assessment – Portfolio- Do portfolios exist in the classroom? Place and “X” in the “Yes” or “No” box. Place and “X” when the portfolio includes predominantly child initiated work.

Individualized Planning – Where an IEP exists, place an “X” when there is documentation of collaborative planning to meet the child’s needs.


A single file for each enrolled child must be kept for seven years and include:

(Please set up folders in following order)

1.____Proof of Age (birth certificate or other proof of age eligibility) 2.____Verification of income eligibility 3.____Documentation of risk factors 4.____Health and immunization records 5.____Parent name 6.____Address and phone number 7.____Evidence of developmental screening 8.____Assessment of child’s progress in the program 9.____Documentation of date and content of home visits 10.___Parent/Teacher conferences documentation 11.___Follow-up information through second grade



Parent Advisory Committee Guiding Principle: Each St. Clair County RESA GSRP subrecipient shall convene an active and engaged local Parent Advisory Committee to ensure parents are active decisions makers and contributors to the GSRP program. Procedures: 1. St. Clair County RESA shall be responsible for the following:

Ensuring that parents are active decisions makers in GSRP. Parents shall be afforded the opportunity to be involved in training, related countywide committees and groups promoting early childhood development, such as the Great Start Collaborative, the Parent Coalition and the St. Clair County RESA School Readiness Advisory Committee.

Monitoring subrecipient meetings through the collection and review of supporting documentation (such as agendas, attendance records, minutes, etc).

2. St. Clair County RESA GSRP subrecipients shall be responsible for the following:

Creating a local GSRP parent advisory committee with a focus on local considerations, including recruitment/enrollment, PQA results, and child outcome data in aggregate form.

Holding at least two committee meetings annually and submitting supporting documentation to the ISD

Ensuring all parents are invited and there is attendance by at least 1 parent for every 18 children enrolled in the program with a minimum of two parents of guardians.

Ensuring that GSRP classroom staff and administration are represented on the committee.

Recruiting from their local committee to participate in the St. Clair County RESA School Readiness Advisory Committee, Great Start Collaborative and Parent Coalition.

Share Great Start Collaborative activities with the committee either in person, virtually, or via email.



Philosophy Guiding Principle: All St. Clair County RESA GSRP subrecipients will have an ISD-approved written philosophy statement that is promoted and used to make program decisions. Procedures: 1. Subrecipients will develop a written philosophy statement that is reviewed by administrators, GSRP staff, and

the local GSRP parent advisory committee. 2. Philosophy statements must be aligned with the Early Childhood Standards of Quality for Pre-Kindergarten

(ECSQ-PK) and contain language that addresses local social, economic, cultural and family needs. 3. Each subrecipient will submit a written philosophy statement to the ISD for annual approval including written

examples of how this philosophy is used to influence program decisions. This will be monitored during the onsite monitoring visit(s) as outlined in the Monitoring Subrecipients section of this document.

4. Subrecipients are responsible for widely promoting the philosophy statement, such as through websites, recruitment materials, classroom newsletters, parent bulletin boards, parent handbook, etc.



Professional Development Guiding Principle: To strengthen the utilization of best practices among subrecipients to improve the quality of learning opportunities for young children, data-driven professional development is conducted by both the St. Clair County RESA (GSRP Grantee) and the GSRP subrecipients. St. Clair County RESA will provide opportunities for Early Childhood Specialists as well as the GSRP teachers/associate teachers to deepen their knowledge of early childhood education through self-reflection and professional development. Procedures: 1. GSRP staff will be trained in the developmental screener, curriculum and child assessment tool. It is the

responsibility of the subrecipient to ensure that this training occurs as well as to maintain accurate and up-to-date records regarding professional development.

2. Child outcome data will be analyzed annually by the grantee (St. Clair County RESA) and by each subrecipient. Subrecipients should analyze the child outcome data for each child at least three times per year. The results of the data analysis shall be used to plan for meaningful professional development opportunities.

3. St. Clair County RESA, in coordination with the subrecipient, will review PQA data as well as child outcome data to plan countywide professional development opportunities. Annually, the St. Clair County RESA will offer required and optional professional development for all GSRP staff.

4. Professional development offered by St. Clair County RESA will be available to GSRP staff as well as other preschool staff throughout the county to help improve the capacity of community based organization staff members.

5. All St. Clair County GSRP staff will be responsible to maintain accurate and up to date professional development logs which will be available upon request from both the subrecipient and St. Clair County RESA.

6. St. Clair County RESA will provide appropriate GSRP-related professional development for groups such as elementary principals, directors of early childhood organizations and other community based groups, as needed.

7. St. Clair County RESA will provide ongoing professional development for the early childhood specialists based on program needs and information retained from teachers, program directors, etc.



St. Clair County RESA Early Childhood Professional Development Opportunities, 2014-15

Date Topic Time Audience

August 21 Creative Curriculum Intentional Teaching 8:30-3:30

County-wide Early Childhood Educators

August 22 Using Teaching Strategies GOLD: Lab Session for Preschool Teachers

8:30-3:30 County-wide Early Childhood Educators

September 3 Ages & Stages Training 9:00-12:00

County-wide Early Childhood Educators

September 12 Nonviolent Crisis Intervention Training: Part 1 8:30-3:30 GSRP Teachers & Associates

September 19 Nonviolent Crisis Intervention Training: Part 2 8:30-12:30 GSRP Teachers & Associates

September 26 October 31 January 9

Behavior Training-CSEFEL Series

Day 1-2: 8:30-3:30 Day 3: 8:30-12:00

County-wide Early Childhood Educators (For educators not previously trained)

October 10 GSRP Workshop: Making the Most of Plan-Do-Review & Transitions

8:30-12:30

GSRP Teachers & Associates

November 14 GSRP Workshop: Alternatives to Anger & CSEFEL Review

8:30-12:30 GSRP Teachers & Associates

December 12 GSRP Workshop: Making the Most of Your Discovery Area/Meaningful Small Groups

8:30-12:30

GSRP Teachers & Associates

February 20 Music & Movement: How to Engage Your Children in Large Group Experiences

8:30-12:30 County-wide Early Childhood Educators

March 13 Topic - TBD 8:30-12:30 County-wide Early Childhood Educators



Program Closure Guiding Principle: There are infrequent instances where a GSRP classroom may close during the school year or at the conclusion of a school year. When an existing subrecipient declines to participate in providing GSRP services, or when a contract is terminated or non-renewed by St. Clair County RESA, the following procedure will be completed to ensure compliance with the Michigan Department of Education, Office of Great Start. Procedures: Subrecipient Declines to Participate in GSRP: The subrecipient will notify St. Clair County RESA in writing of intent to terminate contract and no longer offer GSRP services. This written notice will be from the LEA superintendent or program director of the community based organization. Subrecipient Contract is Terminated by the ISD: In cases where St. Clair County terminates a GSRP contract, the ISD will provide written notification to the subrecipient outlining noncompliance and any corrective action activities. Closures made during a school year will result children being offered enrollment in another GSRP classroom, if space available. Families of enrolled students will be contacted by the ISD and directed to existing GSRP neighboring locations with available slots. Every reasonable measure will be made to transition children into high quality preschools to minimize interruption in services. When a GSRP closes, St. Clair County RESA will: 1. Work closely with the MDE consultant 2. Determine the closing date of the GSRP program with the subrecipient 3. Support the subrecipient to reconcile fiscal documentation 4. Calculate proration of slot and funding allocations where appropriate 5. Retain child files for seven years (location agreed upon by ISD and subrecipient). 6. Ensure that the subrecipient provides the ISD with an inventory of equipment and supplies purchased with GSRP

funds from the beginning of GSRP funding, including former MSRP (Michigan School Readiness Program) funding..

7. Arrange for the reallocation of inventory. 8. Coordinate with BCAL licensing. 9. Ensure that the program’s Great Start to Quality profile is updated, as needed.



Program Evaluation Guiding Principle: Multiple sources of data from a variety of perspectives will be used to systematically and continuously evaluate and improve outcomes at the classroom and program level. Procedures: 1. St. Clair County RESA shall be responsible for the following:

Ensure the use of curriculum and assessment tool approved by the ISD across programs.

Provide a reliable rater to complete the PQA yearly in each classroom to assess local classroom structure, processes, and outcomes to document program effectiveness.

Use the PQA yearly to assess local classroom structure, processes, and outcomes to document effectiveness, entering the PQA A Online to record the end of year results within the dates established annually by MDE.

Support Early Childhood Specialists in developing professional development plans.

Support subrecipients in tracking children served in GSRP for follow up through second grade through the use of the DataDirector warehouse. The ISD will develop the programs within the system, send documentation to subrecipients with directions for data entry, and provide a PDF report for each child for the child record folders.

Generate reports annually: Form A for each classroom Form B for each subrecipient by Form A data graphs by classroom for each of the four PQA sections (Learning Environment, Daily

Routine, Adult-Child Interaction, Curriculum Planning and Assessment) Form A data graphs by county for each PQA item

2. St. Clair County subrecipients shall be responsible for the following:

Notify all parents upon enrollment, via the parent handbook, that information about their child and family is collected, reported, and analyzed to learn about the effectiveness of GSRP.

Maintain confidentiality with regard to student and family information.

Complete an approved screener on all children enrolled in the program prior to program entry.

Implement an MDE approved curriculum (Creative Curriculum or HighScope) and child assessment (TS Gold or COR) to keep ongoing child observation data.

Produce and analyze child outcome data three times per year to guide parent-teacher decisions about child interventions, lesson planning, classroom decisions, and program-wide improvement.

Annually meet with an Early Childhood Specialist, including the program administrator and teaching staff, upon completion of the Spring PQA to write classroom and program goals.

Ensure collaborative partnership between the ECS and the GSRP classroom staff to develop a program-wide professional development plan.

Track children served in GSRP as means for follow up through second grade.



Establish a data analysis team to include GSRP teaching staff, Early Childhood Specialist(s), parents, program director, and community members as appropriate, which meets at least three times within the program year to review PQA and Child assessment outcomes data. During the end of year meeting, the team will: Identify the current level of performance across relevant indicator s, evident strengths, and

extraordinary accommodations for children/families (e.g., attendance rates, program settings and/or options, language groups, child family or community risk factors);

Use data to establish professional development goals; Set measureable goals and objectives to address classroom quality (Form A), agency quality (Form B),

and child outcomes; Address whether policies and procedures require revisions; Inventory available program resources (time, money, personnel, technology, curriculum resources,

training, etc.).



Record Keeping Guiding Principle: St. Clair County RESA and each subrecipient will maintain administrative files and grant records to ensure compliance with the Michigan Department of Education’s GSRP Implementation Manual. Procedures: 1. St. Clair County RESA shall adhere to the following procedures:

The Early Childhood Contact and/or appointed financial consultant will complete annual reporting of CNRA, GSRP application, CISR, Final Expenditure Report and Carryover Budget, and Carryover Final Expenditure Report in MEGS+.

All subrecipient agreement are housed and maintained by the Early Childhood Contact.

The Early Childhood Specialist(s) will submit the PQA online for all classrooms (Form A) and programs (Form B) annually. All program documentation is housed and maintained by the Early Childhood Specialists.

The grantee or subrecipient submits the Child Enrollment three times annually in MSDS, based on the CEPI deadlines.

2. St. Clair County RESA will keep the following administrative records on file and available for monitoring by the ISD/MDE for seven years:

All applications and reports required in MEGS+ including correspondence regarding out-of-compliance items and compliance plans;

All reports from monitoring with subrecipient compliance plans if required;

ISD written agreements and memorandums of understanding with subrecipients;

Individual subrecipient budgets, reimbursement requests, final expenditure reports and carryover requests;

Plan to recruit community agency partners to serve as subrecipients for at least 30% of the allocated slots, including all notifications to potential subrecipients of availability to participate in GSRP, meeting notes, meeting sign-in sheets, and a summary for the specific grant year indicating each licensed center, its star rating, interest in being awarded slots, and the result for the upcoming grant year.

Minutes, agendas and attendance sheets from the St. Clair County School Readiness Advisory Committee convened as a sub-committee of the Great Start Collaborative;

Student recruitment and selection plans; including copies of flyers, announcements, and enrollment forms;

ISD-wide PQA reports;

ISD-wide professional development plans;

Personnel records for any GSRP staff employed by the St. Clair County RESA.



3. All subrecipients will keep the following administrative records on file and available for monitoring by the ISD/MDE for seven years:

Project plan, including the philosophy statement, curriculum model, and examples of lesson plans;

Parent involvement records, including evidence of parent participation in decision-making activities, such as rosters of local Advisory Committee members, agendas, meeting minutes, and records of parent group meetings and family activities;

Supplementary child care records;

Program evaluation plan;

PQA reports to committee;

Program profiles of child outcome data;

Program improvement plans;

Records of accreditation plans, if applicable;

The Michigan Department of Human Services, Child Care License/Approval, including correspondence on compliance and any special investigations;

Personnel records for the director, lead teacher(s), associate teacher(s), and others;

Staff credentials;

Professional development logs; including in-service training, conferences, workshops, and classes. 4. All subrecipients will keep a single file for each child enrolled in the program for seven years and include the

following:

Age documentation (birth certificate or other proof of age eligibility);

Verification of income eligibility;

Documentation of risk factors;

Health and immunization records;

Family information (parent name, address, phone number);

Evidence of developmental screening;

Assessment of child's progress in the program;

Follow-up information through second grade documentation.



School Readiness Advisory Committee Guiding Principle: An ISD-wide school readiness advisory committee shall be convened as a sub-group of the Great Start Collaborative that meets at least annually to provide general input and guidance regarding GSRP. The intent of the School Readiness Advisory Committee addressed in both 32p Early Childhood Block Grant and 32d GSRP, is to develop shared language, common goals, and review data to support children birth to age eight and their families. The scope of the committee is all encompassing and includes physical health, social emotional health, family supports and basic needs, parent education and child advocacy, early education and care. Procedures: 1. St. Clair County RESA GSRP staff, in partnership with the St. Clair County Great Start Collaborative, will convene

and lead the St. Clair County School Readiness Advisory Committee. 2. The committee is comprised of Regional Resource Center staff, community agencies, classroom teachers, early

childhood administrators, parents/guardians, and other appropriate community members. 3. The committee will review and make recommendations regarding the following:

Building the capacity of Community Based Organizations to work towards achieving the 30% slot allocation

Building partnerships with local community agencies to enrich the program and strengthen the referral process (i.e. local library, community action agency, community mental health, fire department, police department, post office, Department of Human Services)

Collaborative recruitment and enrollment process to assure that each child is enrolled in the program most appropriate to his or her needs and to maximize the use of federal, state, and local funds

Choice of an approved curriculum

Nutritional services utilizing federal, state and local food program support as applicable (i.e. local food pantries, WIC, National School Nutrition Programs, Child and Adult Care Food Program)

Health and developmental screening process (i.e. Ages and Stages Questionnaire, hearing and vision screening, immunizations, infant and child mental health)

Engaging parents as partners in the learning process

Analyzing PQA and Child Outcome Data to achieve high quality programs

Transition into GSRP and into kindergarten



Sliding Fee Scale

Guiding Principle: GSRP subrecipients shall utilize a sliding fee scale for children admitted to the program from over-income eligible families in accordance to State of Michigan rules promulgated in the GSRP Implementation Manual. Procedures: 1. Based on PA 60 changes effective in June 2013, any family with an income in excess of 250% FPL must pay

tuition based on a common sliding fee scale established collaboratively between St. Clair County RESA and its subrecipients.

Families whose income falls below 250% of the Federal Poverty guidelines pay no fee for preschool tuition.

Families whose income is above 250% of the Federal Poverty guidelines will pay the following fee for preschool tuition:

Weekly Tuition Rates

At or Below 250% Federal

Poverty Level

251%-350%

Federal Poverty Level

Above 350%

Federal Poverty Level

½ Day Programming

GSRP Eligible- No tuition

$5/week

(30 weeks)

$10/week

(30 weeks)

School Day Programming

GSRP Eligible- No tuition

$10/week

(30 weeks)

$20/week

(30 weeks)



GSRP Sub-recipients are required to collect and confirm risk factors for all enrolled GSRP children based upon the Child Risk Factors identified in the GSRP Implementation Manual.

Tuition fees from families must be expended within the fiscal year that they were collected, meet the required guidelines for acceptable GSRP expenditures, and spent on the program for which funds were generated.

Parents who pay tuition may not incur expenses for any other portions of the program.

The number and severity of risk factors and local prioritization of factors contributing to educational risk must be incorporated into enrollment practices for over-income families. Documentation of risk factors must be kept in each child’s file.

Income and tuition fees are calculated at the time of enrollment. During the academic year, if the family situation changes, families may request a re-calculation of income in order to determine a lower tuition.

Sub-recipients must disseminate tuition policies to enrolled families and program staff. The policy must be included in the GSRP parent handbook.

Parents must be notified of any upcoming tuition policy change 30 days prior to the date the change is to take place.

Tuition payments will be collected and retained at the sub-recipient level. Sub-recipients must keep a written record of families above 250% of FPL and report the payment schedule to St. Clair County RESA.

Each local district will collect fees to be used for GSRP classroom operational expenses, such as supplies, materials, or field trips, as defined in the Budget Section of the GSRP Implementation Manual.

It is the responsibility of the sub-recipient to determine a payment schedule (annually, quarterly, monthly, weekly), and how/where payments are made.

The 30 week calculation is based on the minimum number of student contact days required by the grant (120) divided by 4 days per week. If a week is shorter than 4 days due to holidays or snow days, the sliding fee is not adjusted.

Sub-recipients can determine fee adjustments for hardship on a case-by-case basis.

Late payment fees are permitted only to recoup collection costs.

A discount of 10% can be given to parents who pay full year tuition at the start of the program. (weekly rate x 30 weeks)

Parents with questions should contact their GSRP contact.

Exemptions:

If a Special Education eligible child’s Individual Education Plan (IEP) calls for inclusive preschool services, then the family is exempt from the sliding fee scale payment policy.

If an over income Head Start child is enrolled in a Head Start/GSRP blended slot, then the family is exempt from the sliding fee tuition policy. If a GSRP only classroom is operated by the local Head Start agency, then the family is exempt from the sliding fee tuition policy.

Scholarships paid with local funds may be permitted to satisfy a child’s sliding fee tuition obligation.



Slot Distribution

Guiding Principle: It is the goal of the St. Clair County RESA and its early childhood partners to provide at-risk four year olds with a high-quality preschool experience. The following criteria will be used to determine 2014-15 funding for subrecipients of the St. Clair County RESA GSRP grant. Procedures: 1. St. Clair County RESA will calculate the total community need for GSRP slots as outlined below:

The three year average kindergarten private and public enrollment was calculated to estimate the number of 4-year-olds in St. Clair County (1,826 children). Then, the three year average kindergarten private and public free and reduced eligibility was calculated (185% Federal Poverty Level – 868 children). Data from the Great Start Data Forms 2013 indicated that as of 2009, 50.7% of children under 6 were at or below 200% FPL. The committee applied that percentage (50.7%) to the three year average kindergarten to estimate the number of eligible 4-year-olds at or below 200% poverty (925 children). To determine an estimate of the number of children at or below 250%, the committee calculated the difference between 185% FPL and 200% FPL (15% difference between 185% and 200% = 57 children) and estimated the number of children between 200% - 250% (50% difference = 171 children). The overall number of St. Clair County children estimated to be at or below 250% FPL = 1,115 children.

After the committee calculated the above numbers, MDE shared data from the Michigan League for Public Policy. This data included the 200% FPL data from above as well as 300% FLP data. To verify the estimate from our calculations, we calculated from this data as follows: 200% FLP children under six = 5,970 children divided by 6 (to find out the approximate number per age level) = 995 children; 300% FLP children under six = 7,887 children divided by 6 (to find out the approximate number per age level) = 1,315 children. We then averaged those two numbers together to estimate the 250% FPL (995 + 1315/2) = 1,154 children.

Finally, we averaged these two different calculations together to come up with a final estimate (1,115 children + 1,154 children/2) = 1,135 children.

2. Involvement of GSRP Advisory Committee in Analyzing Data and Decision Making

The GSC Early Care and Education Committee reviews and analyzes data on all licensed programs, which includes GSRP and CBOs. The GSC director is working with the ECC and ECS to expand involvement to include a more diverse membership, including parents and local district contacts as we transition this committee into the School Readiness Advisory Committee.

The FY15 CNRA total community need for slots as well as the process for selecting subrecipients and awarding slots was developed collaboratively with the Early Care and Education Committee and then shared with the full membership of the GSC for final approval.



3. Same Number of Slots

If the total number of St. Clair County GSRP slots remains unchanged from the 2013-14 school year, the following criteria will be utilized to allocate slots to GSRP subrecipients: First priority will be given to maintain the existing 2013-14 slot allocation for current subrecipients. If the

number of slots remains unchanged from 2013-14, existing subrecipients will be given the option of accepting slots in the 2014-15 school year as follows:

Sub-Recipient Slots Programming

Algonac 64 Part Day; AM/PM

Capac 32 School Day

East China 36 School Day

Marysville 32 Part Day; AM/PM

Memphis 36 School Day

Port Huron 320 Part Day; AM/PM and School Day

Yale 16 Part Day; AM

GSRP/Head Start Blend 48 GSRP/HS Blend

Total 584

4. During 2013-14, 48 of 584 slots (8.2%) were awarded to a Community Based Organization (CBO). At the time the

slots were allocated, Blue Water Community Action Head Start was the only CBO that met the requirements for becoming a GSRP.

5. In order to maintain as a GSRP subrecipient, existing GSRP subrecipients must demonstrate quality. The chart

below indicates the quality expectations for all programs, based on the end-of-year PQA completed by an Early Childhood Specialist. With the support of two Early Childhood Specialists through countywide professional development and in-classroom coaching, St. Clair County will increase the level of quality each year a teaching team works together.

2014-15 2015-16

New Teaching Team PQA score of 3 PQA score of 3.5

Existing Teaching Team (at least 1 year together) PQA score of 3.5 PQA Score of 4.0

If a sub-recipient does not meet and maintain these quality standards at the end of 2014-15, they will be given probationary status for one year in order to improve their quality standards by the end of 2015-16. During the 2015-16 school year, the teaching team with receive extensive support and professional development from St. Clair County RESA and other partners (such as the Regional Resource Center) to improve their quality.

All existing GSRP subrecipients must have at least a rating of 3 stars in the Tiered Quality Rating and Improvement System.

6. St. Clair County subrecipients will be required to use one of two curriculum and assessment resources: Creative

Curriculum or High Scope Curriculum; Teaching Strategies Gold or Child Observation Record (COR) assessment.



7. Competitive Process for Potential and Current Subrecipients if Additional GSRP Slots are Available

If the number of St. Clair County RESA GSRP slots is increased from the 2013-14 school year, the following criteria will be utilized to allocate the additional slots to all LEA and Community-based potential partners: Requests for funding for any new GSRP classrooms will be determined based upon the following criteria:

Areas of the county with high concentrations of eligible, low-income preschool age children not currently being served

Assurance of high-quality programs, including at least a 3 star GSQ rating Programs with eligible students on a waiting list Programs with a record of successful recruitment and enrollment collaboration with Head Start Availability licensable classrooms Availability of transportation to and from GSRP program sites

Both LEA and CBO subrecipients requesting additional slot allocations will be considered equally based on the above criteria, with an emphasis placed on increasing the number of CBOs to reach the 30% threshold.

Process for increasing the number of eligible LEAs and CBOs in St. Clair County: St. Clair County RESA will continue to reach out to all potential community partners and LEAs to make

them aware of the opportunity to become a GSRP through the Great Start Collaborative (GSC) networks and existing LEA committees. For CBOs, this includes sharing information at the GSC meetings, the countywide childcare director meetings, and through the St. Clair County Child Care Director Listserv. In addition, we will contact CBOs that have been identified by the Great Start to Quality Resource Center as achieving a 3 or higher stars rating. For LEAs, this includes countywide superintendent meetings and GSRP local district contact meetings.

After CBOs express an interest in becoming a GSRP, individual meetings will established between the St. Clair County RESA Early Childhood Contact (ECC) and the CBO program director. During this meeting, the ECC will share the application process and the requirements to be met if chosen to receive GSRP grant funding. Information will be shared that reviews the general expectations for GSRP subrecipients. Potential partners will be given the contact information for the ECC who will be able to answer questions and support the CBO during the application process.

If the CBO has a continued interest after the face-to-face meeting, they will submit a brief application by May 1, 2014. All potential partners will be provided with a rubric that will be used to make the selection. St. Clair County RESA will review Great Start to Quality (GSQ) ratings to determine eligibility. In addition, either the ECC or the ECS will make an onsite visit to the potential classroom(s) to evaluate the quality of the program using the PQA and GSRP implementation manual guidelines. Based on the onsite visit and the application, the rubric will be used to make the final selection of additional GSRP partners. To determine the order of acceptance, potential partners must have a minimum of 10 points on the rubric. The programs with the highest points will be considered first, with an emphasis on meeting the 30% requirement to allocate slots to CBOs.

Each applicant will be notified in writing if they are or are not awarded slots. If not selected, St. Clair County RESA will use the rubric to provide feedback to each applicant with specific reasons why slots were not awarded. Applicants not awarded slots will be able to appeal the decision with the St. Clair County RESA superintendent. They will be informed of the appeal process in their written notification. These partners will receive support from the GSC, ECC and ECS staff during the 2014-15 school year to increase the likelihood of becoming a GSRP in subsequent years.



St. Clair County RESA will partner with the local GSC, Great Start to Quality Resource Center, and others

to build the capacity of LEAs and CBOs in the following ways: RESA’s early childhood specialist(s) will collaborate with the Great Start to Quality Resource Center staff

to ensure that support is provided to agencies to meet the requirements for GSRP and recruit more CBOs.

RESA will collaborate with the Great Start to Quality Resource Center to provide professional development opportunities for GSRP and other early childhood staff to build their knowledge and expertise in early childhood education.

Continue to provide the Child Care Directors learning community with ongoing meetings and trainings. Great Start Collaborative will continue to support communication and collaboration between licensed

child care providers and RESA. 8. Decrease in Slots

The GSRP leadership committee will meet to determine if there is a mutually agreeable method to keep it cost effective with classroom sizes. Some subrecipients may give up extra slots so that others can have complete classrooms. The leadership committee is made up of a representative from each subrecipient grantee, the GSC director, ECS staff and the ECC from St. Clair County RESA. If an agreement cannot be accomplished via the committee, the following criteria will be utilized to allocate the slots: In the event that there is a reduction of slots to St. Clair County, the reduction will be applied equally on

a prorated basis across all GSRP sites (i.e. if there is a 1% total reduction of slots to the county, each individual GSRP would receive a 1% reduction of slots, rounded to the nearest number).



As part of the recruiting process for community based organizations, information is mailed via US mail, including a

copy of the above slot distribution criteria, a letter to the director, an application form and rubric. Potential CBOs

also receive marking materials for St. Clair County GSRP. CBOs that express an interest have a PQA completed on

their classroom and meets with the St. Clair County RESA Early Childhood Specialist. An annual provider event is

held in June to provide information about GSRP, Great Start Collaborative, Regional Resource Center/STARS. Follow

up contact is made with all licensed providers within 7 days of receiving slot allocation notification from MDE to

continue the recruitment process.

See sample letter below:

Dear Director,

The Great Start Readiness Program (GSRP) is a state funded preschool program for 4-year-old children who have risk

factors that might make it more difficult for them to succeed in school. Income is the primary factor for eligibility;

children up to 250% Federal Poverty Level are currently eligible based on the 2013-14 legislation. Legislation in the

Michigan legislature calls for 30% of GSRP slots to be served in Community Based Organizations like yours. Centers may

be nonprofit or for profit, but they must have earned a rating of 3 or higher on the Great Start to Quality self-

assessment by the time GSRP funding is awarded. Official notification of funding follows final approvals of the State Aid

funding bill. For the past several years, awardees were notified in late June/early July.

In order to determine if you might be interested and/or eligible, please consider these points.

Centers that are interested in housing a GSRP classroom would accept one of the following programming models: 16 children in a school day (full day) program, 16 children in an AM or PM session, or 32 children in a part-day program - 16 AM/16 PM.

GSRP classrooms must operate at least four days per week for a minimum of 30 consecutive weeks

Centers accepting GSRP students will be awarded $3,625 (pending passage of proposed legislation) for each part-day child that is actually served during the target period. Costs for administrative fees, the Early Childhood Specialist and the Online PQA will be deducted from the per slot award and kept at RESA for operational expenses. The amount deducted during the 2013-14 program year was $327 per slot. This amount can increase or decrease depending on RESA’s costs to operate the grant.

Families may not be charged for any part of the GSRP experience, including fieldtrips, meals or transportation. Meals must be provided for GSRP children; transportation is optional.

The GSRP implementation manual outlines the requirements subrecipients need to follow in terms of teacher qualifications, class size, curriculum, screening and assessment procedures, parent involvement and participation, home visiting, recruitment and enrollment of children etc. More information about the requirements can be found at www.michigan.gov/gsrp . Click on GSRP Implementation Manual.

GSRP classrooms must have a PQA rating of at least a 3.5 for funding in 2014-15 and a 4 by 2015-16.

GSRP classrooms must use either HighScope or Creative Curriculum.

GSRP classrooms must use either COR or Teaching Strategies GOLD assessment.

GSRP classrooms must use an approved early childhood screening assessment, such as Ages and Stages.

GSRP will be required to follow recognized rules of accounting. They will also be monitored to insure that they are following GSRP requirements. This includes audits of children’s files and Program Quality Assessment (PQA) Form A & B completed by the ISD Early Childhood Specialist staff.

http://www.michigan.gov/gsrp



GSRP Application 2014-2015 Cover Page

Center Name Address School District in which Located License Number Licensed Capacity License Expiration Date Program Director Main Grant Contact Name Phone Number E-mail Address Secondary Grant Contact Name Phone Number E-mail Address Questionnaire 1) Center Information--Briefly describe the length of time the center has been in operation, the types of programs

offered and ages of children currently served. Also let us know anything else about your center that you think would help us understand your program strengths better.

2) What are the current educational/experiential requirements for director and teacher(s), including associate teachers, at your center?

3) Have you completed the self-study for the Great Start to Quality at Great Start Connect? If yes, what is your

program rating? Are you taking steps to improve your quality rating? If yes, what are they? 4) How does your center currently handle students with challenging behaviors? Do you expel or suspend them? 5) What curriculum is currently used at your center? What curriculum do you plan on using for the GSRP program?

How would you provide training and support to the GSRP teachers in use of their curriculum? 6) Do you currently use a developmental screening tool at your center? If so, which one? If not, how would you

provide training and support to the GSRP teachers in using an approved screener? 7) What child assessment(s) do you currently use in your center? What child assessment(s) do you plan on using for

the GSRP program? How would you provide training and support to the GSRP teachers in use of this assessment? 8) Please describe your current plan for home visits, parent teacher conferences and parent

education/engagement. How would this be handled in the GSRP classroom? 9) What is your plan for recruiting and enrolling eligible children into the program?



St. Clair County GSRP Rubric for Slot Expansion or New Programs

The rubric will be used to help determine the selection of existing licensed preschool programs to become a St. Clair

County GSRP classroom.

Points 0 1 2 3 4

Program Quality Assessment form A

PQA not scored or completed by a reliable rater

Average PQA score is 1.5




Program Quality Assessment form B

PQA not scored or completed by a reliable rater

Average agency score is 1.5




Staff Qualifications

Staff do not meet the GSRP grant requirements

With significant coursework (3 or more classes), staff will meet the GSRP grant requirements

With some coursework (2 classes), staff will meet the GSRP grant requirements

Staff can meet the GSRP grant requirements upon completion of 1 course

Staff meet the GSRP grant requirements

Classroom Site Site does not meet GSRP expectations

With significant support, including adjusting the layout and materials, the site would meet GSRP expectations

With some support, including adjusting the layout and materials, the site would meet GSRP expectations

With minimal support, the site would meet GSRP expectations

The site meets GSRP expectations

TQRIS / STARS

Not participating

Completed SAS and has a 1 or 2 star rating

Completed SAS and has a 3 star rating



Availability of Transportation (additional consideration for funding)

No transportation available for families

One way transportation is available to a limited group of children

Transportation is available to and from the GSRP program for a limited group of children

One way transportation is available to all children

Transportation is available to and from GSRP program site for all children

TOTAL for CLASSROOM

Programs will be scored and ranked based on the above criteria.



GSRP Transportation Process

Guiding Principle: Funding for approved transportation services will be awarded at a minimum amount of $147 per slot for each awarded sub-recipient. The sub-recipient will submit a separate budget for transportation costs that are to be paid from these restricted funds. Department of Human Services Bureau of Children and Adult Licensing transportation provisions must be adhered to. Approvable expenses include appropriately prorated costs for child safety restraint systems, additional or extended bus routes/bus runs/mileage, vehicle or maintenance or modifications, drivers, bus aides and school buses. Field trip costs can NOT be paid with these funds and should be noted in the slot allocation budget. Reimbursement to parents for exceptional situations, such as fuel for personal vehicles or reimbursement for taxis or other public transportation, is also not an approved expense with GSRP funds. Procedure: For the 2014-2015 grant period, transportation funds will be awarded based on an acceptance of funding in correlation to the GSRP per slot allocation. The tentative allocation will be $147 per part day slot with the potential to increase depending on if additional funds are available from programs not electing to transport GSRP students. All sub-recipients wishing to accept transportation funds will complete a Transportation Funding Request form, a separate transportation budget, and have an addendum added to the 2014-15 sub-recipient agreement. This transportation funding request is as follows: 1. Sub-recipients will submit a Transportation Request form to St. Clair County RESA by October 3, 2014 by 4:00 pm.

Forms not submitted on time by an agency or district is agreeing to forfeit the transportation funds allotted to them. These forfeited dollars will be reallocated to the pot of funding

2. Transportation Funding Requests will be reviewed by the St. Clair County RESA GSRP Early Childhood Contact who will calculate the total number of GSRP sub-recipients who will agree to provide transportation to GSRP students in compliance with Department of Human Services Bureau of Children and Adult Licensing transportation provisions and the total of transportation funds available. The funding will then be equally divided among sub-recipients providing transportation, as long as that is equal to or less than their expected transportation costs.

3. Final transportation allocations will be announced no later than October 10, 2014. 4. Any unused funds will be equally divided between the remaining sub-recipients agreeing to provide

transportation. 5. Addendums will be added to the 2014-15 GSRP Affiliation Agreement to reflect transportation funding and

requirements. 6. Sub-recipients accepting GSRP transportation funds will complete a separate budget.



Written Agreements and Memorandum of Understanding Guiding Principle: A single written agreement between the St. Clair County RESA each of its subrecipients will be created, signed by all parties, and kept on file at the St. Clair County RESA. Each subrecipient will receive a copy of the signed agreement. In addition, a Memorandum of Understanding is developed for subrecipients for which St. Clair County RESA hires the GSRP staff.

Procedures: 1. The St. Clair County RESA Early Childhood Specialist will develop a written agreement, in collaboration with

legal counsel, between RESA and all of its subrecipients. 2. The Written Agreement will include an outline of responsibilities for the Grantee (St. Clair County RESA) and

subrecipients, financial considerations, and verification of agreement signed by each LEA superintendent and by the director of each community based organization.

3. Signed copies of the written agreement will be shared with each grantee. 4. Subrecipients for which St. Clair County RESA serves as the employer for GSRP teachers and associate

teachers, an additional Memorandum of Understanding is created, in collaboration with legal counsel. 5. The Memorandum of Understanding will include an outline of responsibilities for the employer (St. Clair

County RESA and the subrecipient, including verification of agreement signed by the LEA superintendent from the following districts: Capac Community Schools, Marysville Public Schools, Port Huron Area School District, Yale Public Schools.



Appendix



Conflict Resolution Protocol

Guiding Principle: In all collaborative decision making, areas of conflict and disagreement may arise. This process is outlined to ensure that conflicts are addressed in a formal manner. Procedures: 1. A sub-recipient with a complaint involving the St. Clair County RESA Great Start Readiness Program is

encouraged to first attempt to resolve the matter informally by telephone, email, or via meeting. If the

informal conflict resolution process is unsatisfactory and the sub recipient wishes to register a formal

complaint, a sub recipient shall submit a detailed written description of the issue which forms the basis of the

complaint to the GSRP Early Childhood Contract (ECC), St. Clair County RESA, 499 Range Rd. Marysville, MI

48040.

2. Upon Receipt of a formal written complaint the ECC will promptly send a written confirmation to the sub

recipient acknowledging receipt of the complaint. The ECC will also contact the sub recipient to schedule a

meeting to discuss and seek agreement and resolution of the formal complaint. Areas of conflict and

disagreement will be addressed by:

a. Identifying the areas of agreement.

b. Identifying the areas of disagreement.

c. Exploring facts: What is the data and what does it tell us?

d. Exploring methods: How should we do what we need to do?

e. Reviewing goals: What is our objective?

f. Reviewing beliefs: why do we each think it must be done a particular way?

g. Reaching a consensus so that we can move forward with the areas of agreement.

h. Continuing to address the points of disagreement on an ongoing basis.

3. The ECC shall issue a written decision regarding the sub recipient’s formal complaint within fifteen (15) working

days following completion of the meeting.

4. When areas of conflict and disagreement cannot be resolved and the sub recipient elects to purse the

complaint further, the sub recipient may, within five (5) working days after receipt of the ECC’s written

decision, file a written appeal to the County wide GSRP Advisory Committee. The appeal must state all facts

and arguments upon which is the appeal is based. The Advisory Committee will meet to discuss the appeal,

notify the sub recipient of the meeting date, and render a written decision within fifteen (15) days following

completion of the meeting.

5. The sub recipient may, within five (5) working days after receipt of the County wide GSRP Advisory

Committee’s written decision, file a written appeal to the St. Clair County RESA Superintendent. Upon receipt

of the formal written appeal, the superintendent will meet to discuss the appeal, notify the subrecipient of the

meeting date, and render a written decision within fifteen (15) days following completion of the meeting.

6. The sub recipient may, within five (5) working days after receipt of the St. Clair county RESA’s Superintendent

written decision, file a written appeal to the MDE GSRP Consultant. The Consultant will issue written decision.

The Consultant’s decision is final.


St. Clair County RESA Reporting and Administrative Procedures Monitoring Timeline Report Due Date Subrecipient Responsibility to

Provide Information/Data Completion Responsibility by ISD

Submission Responsibility by ISD

PQA Form A Baseline Fall (Sept.-Oct.)

GSRP teaching staff Early Childhood Specialists

Early Childhood Specialists

GSRP Implementation Plan/Slot and Transportation Budget

Fall (Oct. – Nov.)

Subrecipient contacts/business managers

Assistant Director of Education Services/Early Childhood Contact Becky Gorinac

Assistant Director of Education Services/Early Childhood Contact Becky Gorinac; SCC RESA Grants Manager Linda Sikora

Final Expenditure Report and Carryover budget

Fall (Oct.)

Business managers ISD Grants Manager Linda Sikora

ISD Grants Manager Linda Sikora

Michigan Student Data System (MSDS)

3 times annually ~ Per CEPI deadlines

Local Contacts Assistant Director of Education Services/Early Childhood Contact Becky Gorinac

Assistant Director of Education Services/Early Childhood Contact Becky Gorinac; Information System Specialist Virginia Ramsey

PQA Visits/Goal planning/Coaching

3 times minimally

Subrecipient contacts, GSRP teaching staff



PQA Form B

Late Fall/Winter (Nov. – Jan.)

Subrecipient contacts Early Childhood Specialists


Community Needs Assessment and Application(CNAA)

Winter Subrecipient contacts Assistant Director of Education Services/Early Childhood Contact Becky Gorinac


On-site Monitoring of Subrecipient Administrative Procedures

Winter (Dec.)

Subrecipient contacts Assistant Director of Education Services/Early Childhood Contact Becky Gorinac




St. Clair County RESA Reporting and Administrative Procedures Monitoring Timeline Report Due Date Subrecipient Responsibility to

Provide Information/Data Completion Responsibility by ISD

Submission Responsibility by ISD

PQA End-of-Year

Spring (Mar. – May)

GSRP teaching staff Early Childhood Specialists


Application for Additional Slots/New Program

Spring (April)

Subrecipient contacts Assistant Director of Education Services/Early Childhood Contact Becky Gorinac


Child Information and Staff Report (CISR)

Late Spring Subrecipient contacts Assistant Director of Education Services/Early Childhood Contact Becky Gorinac


On-site Monitoring of Child Records Late Spring/Early Summer (June)

Subrecipient contacts, GSRP teaching staff




Early Childhood Specialist Schedule 2014-15

August-September

Support Teachers Room set up

Overview of GSRP expectations

Overview of PQA

Professional Development

Attend personal PD as needed

Attend Creative Curriculum/GOLD Training Sessions

Attend Ages/Stages Training

Attend Nonviolent Crisis Intervention Trainings

Begin to Implement CSEFEL Training Series

School Readiness Advisory Committee

Facilitate committee meetings with GSC Director o Date: September 25, 2014

October –December

First Program Observation/Feedback

Visit each classroom

Provide feedback to teachers and support as needed

PQA Conduct baseline PQA for each new classroom team in county

Enter data into the Online PQA system

Provide feedback and create goals for the year

Complete PQA Form B and enter into online system

In-Classroom Support Support program-wide and individual staff PD goals

Countywide PD Facilitate Countywide PD Sessions o Topic: Plan-Do-Review/Transitions Date: October 10, 2014 o Topic: Behavior Training- CSEFEL Date: October 31, 2014 o Topic: Alternatives to Anger/CSEFEL Date: November 14, 2014 o Topic: Discovery/Small Groups Date: December 12, 2014


Facilitate committee meetings with GSC Director o Date: October 23, 2014

January-February

Second Program Observation/Feedback

Visit each classroom to monitor progress made on goals

Provide feedback to teachers

Support program-wide and individual staff PD goals

Support Teachers Provide support as needed to all classrooms

Countywide PD Facilitate Countywide PD Sessions o Topic: Behavior Training – CSEFEL Date: January 9, 2015 o Topic: Music/Movement Date: February 20, 2015


Facilitate committee meetings with GSC Director o Date: January 22, 2015

March-May

PQA – Complete Program Evaluation

Observations for PQA form A

Enter data into Online PQA system

Submit PQA results to MDE

Recruitment/Round Up Assist districts with recruitment and round up process

Countywide PD Attend County Wide PD (Topic TBD) o Date: March 13


Help facilitate committee meetings with GSC Director o Dates: March 26, 2015; May 28, 2015

June-August

Aggregate PQA Results

Feedback sessions with all teaching teams: 1. Aggregate results and child outcome data; generate child development gain scores across

domains 2. Evaluate progress made on current year’s goals 3. Develop new program goals for the next program year, including administrators, teachers,

and parents (goals for program quality, parent involvement, and child development)

Record Reviews Review child files in each district using monitoring checklist

Program Improvement Plan Implement program improvement plan and professional development plan

Program evaluation report to local GSRP advisory committees

Plan goals and PD needs for 2015-16 school year


Request to Hire a Non-Compliant Lead or Associate Teacher

The GSRP Implementation Manual states: Gains in a young child’s development are increased when the child has

meaningful relationships with responsive adults who have a sophisticated understanding of early childhood education.

For this reason, it is critical that GSRPs hire qualified teachers. Programs that employ staff who do not meet

credentialing requirements are in noncompliance status.

Documentation of Staff Recruitment Efforts – Recruitment efforts can include the following. Check all that apply

and provide detail:

___ Assembled a search and screen committee (please attach a List committee members)

___ Created a position description that included GSRP credentialing requirements (please attach)

___ Advertised to fill position:

___ Notices sent via mail or email ___________________________________________________

___ Job posting in professional journal(s) _____________________________________________

___ Job posting in other publications _________________________________________________

___ Job posting via professional organization __________________________________________

___ Job posting in other locations: ___________________________________________________

Documentation of Inability to Hire Qualified Candidate:

___ Please provide written documentation explaining why you were unable to hire a qualified candidate.

Documentation to Support Employment of Non-Compliant Lead Teacher:

___ Applicant is within one or two courses of the ZA or ZS Endorsement on a valid Michigan Teaching Credential

(attach documentation of the remaining coursework and projected completion date)

Documentation to Support Employment of Non-Compliant Associate Teacher:

___ Applicant has completed at least one college course in early childhood education or child development (attach

documentation of the coursework completed and projected completion date of degree)

All staff approved by RESA to be hired as non-compliant will be required to complete a compliance plan that is kept on file by the subrecipient and St. Clair County RESA. The compliance plan will state that the staff member has two years from date of hire to complete required coursework/degree to remain employed in the GSRP classroom.



Sample Compliance Plan for Lead Teacher:

Date

Address

Dear Teacher;

This communication is being sent to you today to review the necessity of you actively enrolling into an approved

educational program or being awarded appropriated credentials from MDE which meets the requirements of your

GSRP teaching position.

The State of Michigan and the GSRP Grant states that all GSRP staff must have appropriate credentialing and

sophisticated knowledge of early childhood education. Each lead teacher is required to have a valid Michigan

teaching certificate and an early childhood specialist (ZA or ZS) endorsement.

Your hire was made conditionally on the expectation that you will complete the required coursework to acquire your

ZS endorsement or have a ZS endorsement awarded to you by MDE based on your out-of-state credentials. Due to

you not currently holding the required ZA/ZS endorsement progress toward completion shall consist of at least a

minimum of two credit-bearing courses per calendar year. An endorsement must be awarded within two years of

the date of hire with GSRP. MDE’s Office of Professional Preparation provides a list of approved early childhood

education-ZS programs in Michigan: https://mdoe.state.mi.us/proprep/ProgramInfo.asp?Program_ID=61

Should this mandate not be met, it will be necessary for your position to be posted publically for consideration of

those qualified applicants.

Please sign this document acknowledging your understanding of this requirement and return to me at 499 Range

Road, Marysville, MI 48040 at your earliest convenience. I am happy to meet with you should you have questions or

concerns.

Sincerely,

Human Resources Department

My signature below acknowledges my understanding and commitment of meeting the requirements as stated

above:

_____________________________________________________________________________________

Signature Date

https://mdoe.state.mi.us/proprep/ProgramInfo.asp?Program_ID=61



Sample Compliance Plan for Associate Teacher:

Date Address Dear Associate Teacher; This communication is being sent to you today to review the necessity of you actively enrolling into an approved educational program which meets the needs of our GSRP Associate Teacher position. The State of Michigan and the GSRP Grant states that all GSRP staff must have appropriate credentialing and sophisticated knowledge of early childhood education. Any GSRP Associate Teacher hired after June 21, 2011 must have one of the following:

An associate’s degree (AA) in early childhood education or child development or the equivalent; or

A valid classroom Child Development Associate (CDA) credential. o The CDA is a nationally recognized credential that requires 480 hours of experience working with

children and 120 clock hours of training. These 120 clock hours of training can be obtained at community colleges or through other training organizations. For more information about the Child Development For more information about the Child Development Associate (CDA Credential), please call the Council for Professional Recognition at 1-800-424-4310 or visit their website at www.cdacouncil.org.

The AA and the CDA are formal training options that uniformly and systematically prepare staff to be effective team teachers in preschool classrooms. Your hire was made conditionally on the expectation that you will complete the requirement as outlined above. Due to you not currently holding an Associate Degree or CDA one of these must be earned and awarded to you within two years (24 months) of your date of hire with GSRP.

Should this mandate not be met, it will be necessary for your position to be posted publically for consideration of

those qualified applicants.

Please sign this document and return to me xxx at your earliest convenience. I am happy to meet with you should

you have questions or concerns.

Sincerely,

Human Resources Department

My signature below acknowledges my understanding and commitment of meeting the requirements as stated

above:

___________________________________________________________________

Signature Date

http://www.cdacouncil.org/



Parent Notification of Program Measurement

Place the following information on district letterhead or include in your GSRP parent handbook.

The ______ (INSERT DISTRICT/AGENCY Name) Great Start Readiness Program (GSRP) is required to work with the Michigan Department of Education (MDE) to measure the effect of the statewide Great Start Readiness Program. Information is sometimes collected about GSRP staff, enrolled children, and their families. Program staff or a representative from MDE might:

Ask parents questions about their child and family.

Observe children in the classroom.

Measure what children know about letters, words, and numbers.

Ask teachers how children are learning and growing. Information from you and about your child will not be shared with others in any way that you or your child could be identified. It is protected by law. Contact the Michigan Department of Education if you have questions: [email protected] or 517-373-8483

Or MDE, Office of Early Childhood Education and Family Services, 608 W. Allegan, P.O. Box 30008, Lansing, MI 48909

mailto:[email protected]



PQA Data 2013-14

00.5

11.5

22.5

33.5

44.5

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End of Year PQA Form A 2013/2014

I. Learning Environment

II. Daily Routine

III. Adult-Child Interaction

IV. Curriculum Planning & Assessment

00.5

11.5

22.5

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44.5

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Guidance on Field Trips in St. Clair County GSRP Classrooms

We encourage Great Start Readiness Preschool Programs to enhance programming through the inclusion of carefully planned field trips. First hand experiences provide children with information and a level of understanding that adds elements to their play, enriches vocabulary, and enhances their overall learning.

For children to gain the greatest benefit, field trips should not only be thoughtfully chosen, but should also relate to the Michigan Early Childhood Standards of Quality for Prekindergarten, the program’s approved comprehensive curriculum (High Scope or Creative Curriculum) and the student’s interests. Meaningful field trips should be integrated with a current study or classroom project. For example, if children are interested in farm animals, a trip to a real farm could greatly enhance children’s understanding. If children have not had any exposure to farm animals, the trip would provide concrete experiences that the teacher will be able to build upon. Field trips often provide opportunities that many students would not otherwise have the chance to experience.

Many of the best trips build on children’s interests and the curriculum by revolving around the immediate, familiar community. Trips to local grocery stores, libraries, flower shops etc. can enhance relationships between family members, the school and the community and can often be planned at little or no cost. Field trip experiences can also take place in-class or in-school by inviting guests and setting up an area of the room with books, props and materials relevant to the content. For example, a class study of pets, initiated by student interest, can include the local veterinarian coming to the GSRP class with a few pets that live in the clinic (a snake, kitten, & handicap dog) and a variety of tools used to examine and care for these animals. The veterinarian could demonstrate a checkup for the kitten allowing children to help with the examination. This visit can inspire the children to create their own pet clinic in the classroom to examine and care for their stuffed animal pets.

The chart provides some examples of appropriate and inappropriate GSRP field trips. If you have any questions regarding the educational appropriateness of a field trip you are considering, please contact Becky Gorinac to ensure the use of funds is allowable within GSRP budget guidelines. It is recommended that you keep on file your reasoning for how the field trip would be considered an educational experience to enhance your programming in the event of a program or fiscal audit.

Appropriate Field Trip Experiences Inappropriate Field Trip Experiences

Animal Shelter/Pet Shop Arcades

Bakery Carnival

Children’s theatre production Circus

Children’s museum Movie theatre

Veterinarian’s Office/Zoo Shopping malls

Farm Theme park

Florist/Garden Shop Water Park

Fruit/Vegetable Store/Grocery Store

Hospital/Doctor’s Office

Library

Local Restaurant/Pizzeria/Cafeteria

Nature walks – in nearby parks or gardens

Post Office

http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf

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