Board of Directors
Meeting Minutes
Date: Tuesday, April 16, 2024 (12:00 to 2:00 p.m.)
Location: In Person at the DPP Office and Online via Zoom
Attendance
Members (In-Person): Dr. Lydia Prado (Chair), Mr. Chris Daues (Treasurer), Ms. Anne Rowe (Secretary), Ms. Andrea Albo, Mr. Michael Baker and Mr. Zaki Robbins
Members (Zoom): Mr. Nathaniel Cradle, Ms. Keshia Allen Horner and Councilwoman Amanda Sandoval
Members not in attendance: Ms. Erin Brown (Vice Chair) and Ms. Jennifer Luke
Staff (In-Person): Ms. Nayely Avila, Ellen Braun, Dr. Cristal Cisneros, Ms. Diana Herrera, Ms. Elsa Holguín, Mr. Chris Miller and Ms. Carley Noerr
Guests (In-Person): Ms. Serena Cecere, Ms. Erin Curtin, Mr. Dale DeCesare, Dr. Mariana Enriquez, Ms. Hayley Johnson, Dr. Asia Lyons, Ms. Briana McGagin, Ms. Mariah Mendoza, Ms. Karen Mills and Ms. Anne Wacker
Guests (Zoom): Ms. Kara Penn
Agenda Topic Discussion
Call to Order and Welcome Call to Order and Welcome
Consent Agenda (For Approval)
2024 -2025
Tuition Credit Scale (For Approval)
Consent Agenda (For Approval)
Dr. Prado presented the Consent Agenda for approval, highlighting the following:
• March 19, 2024 Board of Directors Meeting Minutes
• February 2024, Financial Statements
2024 -2025 Tuition Credit Scale (For Approval)
Mr. Miller and Dr. Cisneros presented the 2024-2025 Tuition Credit Scale, for approval, highlighting the following:
Preschool for 3s
Tuition Credit System (TCS) Overview
• Consists of three primary initiatives: 4-year-old tuition credit scale, Preschool for 3s and DPP Scholarship
• Historically 70% of DPP’s In-Year Revenue, though DPP has invested beyond this through additional Reserves funding in recent years to increase equity
• $22.293 million of In-Year Revenue for the TCS in 2024-2025, with a Board approval of $17,512,336 for the 2024-2025 4-year-old tuition credit scale during the March 2024 Board meeting
History of Preschool for 3s
The Denver Preschool Program initiated a goal to equitably expand access to quality
Action/Follow-Up/Decision
Ms. Baker motioned to approve the consent agenda , Ms. Rowe seconded; All in favor, motion approved.
preschool by launching a pilot to support 3-year-old children through a tuition support mechanism beginning in September 2021. Since inception the Preschool for 3s Program has allowed DPP to:
• Increase DPP’s support to preschool providers
• Increase DPP’s reach of preschool-aged children
• With Universal Preschool (UPK) Colorado in 2023, this program supported the programmatic shifts and expansions for UPK
• Create access to a continuum of care for preschool-aged children
• Provide access to children who may not otherwise attend preschool at 3-years-old to help us better achieve our vision
• Since inception, the program has served 862 students
• Support DPP’s commitment to equity utilizing a targeted model for 3s
The DPP Scholarship Pilot (formerly called Gap Scholarship) was approved in March 2019 to address affordability of preschool and better support Denver’s lowest-income families attending DPP community sites. Scholarships are designed for families:
• Living at or below 270 percent of the federal poverty line
• Attending 25 hours per week, or more, at scholarship approved community preschools
• Not receiving other public funding sources besides UPK (Head Start, CCCAP, ECARE, or Mill Levy)
The DPP Scholarship Pilot has had iterations and updates along the way:
• Provided full scholarships to cover preschool tuition so that scholarship families did not have to pay anything to attend the preschool of their choice.
• Tested a cost of care model instead of relying solely on published tuition rates to calculate scholarships.
• Allowed access to scholarships for Preschool for 3s and Bonus Preschool Year participants.
• Overall, the DPP Scholarship pilot was a success in that it deeply impacted a small population of Denver families. The Scholarship pilot also allowed DPP to begin the pilot process and use this opportunity to implement policies and practice in new and innovative ways.
As the Local Coordinating Organization (LCO), DPP has been able to layer of funding. Both UPK and Denver Preschool Program’s proven tuition credit complement each other.
2024/25 TUITION CREDIT SYSTEM FACTORS
Tuition Credit System (TCS) Factors to Consider
• UPK funding roughly doubled public investment in Denver 4-year-olds, though recent data analysis/press articles have highlighted inequities in UPK funding
• UPK for 2023 -2024 ends after May 2024 so summer implications for DPP Scholarship recipients is unknown
• 2024 -2025 DPP Scholarship Parameters: Income Tier 1 or Tier 2 families at DPP Community Sites, Full-Day or Extended-Day participation, with only DPP or DPP+UPK funding as eligible. Max. combined funding cannot exceed the higher of provider’s published tuition rate or DPP’s Cost of Care, and DPP-only funding cannot exceed DPP’s defined maximum published rate for 2024-2025 .
Request for Proposal (RFP)
Overview
Request for Proposal (RFP) Overview
DPP staff presented the Request for Proposal (RFP) Overview, highlighting the following:
Enrollment and Eligibility Customer Service RFP
Ms. Braun presented the Enrollment and Eligibility Customer Service RFP, highlighting the following:
The Denver Preschool Program (DPP) is soliciting professional services for a qualified organization to manage its customer service operations and to enhance and maintain a data management system described in the sections below. DPP uses the Enrollment and Eligibility Program to oversee all projects and processes related to customer service, child enrollment and tuition credit systems implementation.
The awarded vendor will execute the Enrollment and Eligibility Program activities that enables DPP to accurately manage child enrollment, attendance and tuition credit payments. The awarded organization will become part of a dedicated team of contractors who implement DPP’s programs and vision. The awarded vendor will encompass the core values, guiding principles and strategies outlined below in a culturally responsive manner.
As a learning organization, DPP strives to be nimble and innovative in improving its programs. DPP is informed by its own data, the latest early learning research, policy changes, input from partner organizations and feedback from participating preschools, families and students themselves. This vendor will oversee the database that manages the vast majority of DPP’s data and as such we are seeking a vendor who can interface with both internal and external partners.
Communications Outreach RFP
Ms. Bonham presented the Communications Outreach RFP, highlighting the following:
The Denver Preschool Program (DPP) seeks proposals from qualified vendors to support our community outreach efforts. As a vital component of our mission to transform the futures of young children and their families by strengthening and funding the early childhood experience, we are committed to effectively engaging with Denver’s diverse communities. We are looking for vendors who can assist us in reaching out to various communities within Denver to raise awareness about our programs and services, expand knowledge about the value of early childhood education, and encourage families to apply for DPP tuition support. The awarded vendor will serve as an extension of our communications team. They will effectively demonstrate cultural competence while working with diverse communities and embrace DPP’s core values, equity commitments, and communications strategies.
higher of provider’s published tuition rate or DPP’s Cost of Care, and DPP-only funding cannot exceed DPP’s defined maximum published rate for 2024-2025 , Mr. Daues seconded; All in favor, motion approved.
Techint Labs Presentation
Ms. Johnson, Ms. Cecere, and Ms. Mills presented the Techint Labs presentation, highlighting the following:
Media Strategies for the current Program Year
Support awareness, enrollment and public engagement/education about DPP and its programs (in particular, tuition support for families and enrollment), and the positive benefits of early childhood education through paid media approach.
Strategic Approach
• Leverage a combination of digital and traditional channels to reach target audiences across the Denver region, flighting media appropriately to heavy- up during peak time frames when individuals are in a back- to- school mindset
• Support the January showcase by building awareness through digital activations, starting to ramp in December across self- serve tactics and utilizing site -direct placements for additional exposure
• Leverage a combination of awareness efforts, as well as conversion focused efforts to ladder back to overarching objective of supporting enrollment goals in 2024, utilizing the outlined conversions to measure effectiveness of campaigns:
o Primary Conversions/KPIs: Application button click (2024/2025 Program Year)
o Secondary Conversions/KPIs: Preschool Checklist downloads and Find a Preschool button clicks
• Utilize the data collected during this program year to set a baseline for KPIs and performance measurement standards
• Collaborate with additional DPP Partners, including the Metrix IQ team and their data for campaign targeting and optimization
Social Media Analysis
The accompanying chart reflects indices against the two primary audiences based on the analysis conducted to identify social media usage opportunities. In addition to indices reviewed against social channels, an understanding of targeting capabilities and historical performance is also taken into account when developing the tactical recommendation.
• Overall, families like the examples provided are more active across social channels than others.
• Although Facebook and Instagram do not show significant over indices against usage, there is a large percentage of target audiences that exist on these channels, at 60%
• TikTok shows significant over indexes against audiences as well, indicating a potential opportunity for reaching individuals and expanding social efforts.
Preschool Showcase
Strategic
Approach:
Paid search & display campaigns launched in late 2023, while social and additional direct buy channels launched in early January leading up to the Preschool Showcase (January 20th, 2024). Display and social channels primary messaging focus was the enrollment showcase
• 58% percent of families indicated they would either not be able to afford preschool or would struggle to afford preschool without
DPP tuition credits Benefits included:
• Adding preschool or after school care;
• choosing a school that better matched their child’s needs;
• paying for other needed services
Choosing Preschool: Affordability
• Preschool affordability in Denver is a significant challenge for all families
• 47% of parent survey respondents found pre-schools they liked but were too expensive
• Families shared that not only preschool itself is expensive, but also the process of finding a preschool is expensive itself due to deposits required to place their child on a waitlist
Choosing Preschool: Accessibility
• The survey found that only 36% of families believed there were enough preschools to choose from close to where they live. Proximity to home was a highly influential factor when choosing a preschool.
• Nearly half (48%) of families responding to the survey found preschools they liked but did not have available spots for their child.
• Some parents reported feeling the process of finding a preschool overwhelming and could not find availability for the services they needed such as half-, full-, or extended-day care, or a provider that was a good match for their family and child.
Choosing Preschool: Availability
Data analyses found some disparity between the proportion of available preschool centers and the number of families receiving DPP tuition credits, with the Northeast quadrant showing a higher proportion of families than available preschools and the Northwest quadrant showing the reversed pattern, a higher proportion of preschools than of families.
Choosing Preschool: Quality
• majority of families (57%) across all income levels stated they were unaware of their pre-sc hool’s quality rating
• A few families reported using the preschool ratings to identify potential childcare centers
Providers’ Cultural Responsiveness
Across all income levels and quadrants where families live:
• About 80% of families agreed that the directors, teachers, and other employees at their child’s preschool valued and respected their culture
• 82% of families indicated that having a preschool that listens to their concerns and that is nice/good/ respectful to their child and family were the most important characteristics of a preschool
Initial Feedback on UPK
• Parent Concerns:
o What is the relationship between DPP and UPK?
o Is DPP ending and would it be replaced by UPK?
o Who is eligible and under what conditions?
o Would there be one or two applications required (for UPK and DPP)?
• Provider Concerns:
o Would UPK require the use of a specific curriculum to replace the one providers were using?
o Would UPK require a new rating system?
o Matching of students/families to providers
o UPK annual reimbursement rates are insufficient to cover provider costs.
Toddlers’ Pilot Evaluation Findings
• Participation in the pilot was a very positive experience for providers.
• The tuition, stipend for supplies, and enrollment fees were a reliable source of funding that helped providers increase their toddler enrollment, cover compensation costs of their staff, and keep their toddlers’ room open, therefore, securing the availability of services to the community.
• Providers, knowing very well the families and community, were a very valuable asset to the program.
• The Pilot effectively addressed the childcare needs of very low-income families who may not have otherwise been able to access high quality childcare for their children.
• The funding contributed to participating parent/caregiver’s ability to maintain full time employment.
Challenges:
Outreach to target families proved more difficult than anticipated. The pilot showed that any additional requirement, even if minimal, such as a signature, presents a hurdle to parents and a chance that they will abandon their intention to enroll their children in childcare.
Project 4: DPP’s 2022-2023 Workforce Evaluation
Ms. Wacker, Ms. Mendoza, and Dr. Lyons of Butler Institute for Families at the University of Denver, presented the Project 4: DPP’s 2022-2023 Workforce Evaluation presentation, highlighting the following:
Focus on Workforce Equity
• Highlighting experiences of BIPOC workforce
• Understanding systemic inequity
• Discovering health and wellbeing needs
• Supportive factors and barriers
Primary Data Collection Methods
• Interviews – Spring 2023
• Surveys – Fall/Winter 2023
• Interviews – Spring 2024
The Culturally Responsive Researcher
• Is socially conscious
• Operates from an asset-based model seeing participants’ perspectives and stories as opportunities for understanding reality and co-constructing knowledge
• Sees self as a change agent responsible for creating comfortable environments allowing for authentic s haring of experiences
• Is aware of participants’ social identities and acknowledges these identities throughout the research process
• Is reflexive about researcher’s own personal story and how it impacts the research experiences
• Utilizes participants stories to expand and enhance participants’ ability to coconstruct knowledge within the research setting
What is Racial Battle Fatigue?
“Racial battle fatigue addresses the physiological, emotional/behavioral and psychological strain exacted on racially marginalized groups and the amount of energy lost dedicated to coping with racial microaggressions and racism. The concept of racial battle fatigue synthesizes and builds on the extensive discipline-specific research literature and studies of stress responses to racism and its impact on health and coping.”
BIPOC Educator Interviews: Review of Key Findings
Participating BIPOC Educators
• Identify in meaningful and diverse ways across racial and ethnic continuums.
• Bring many strengths to their work, including cultural awareness and empathy for children & families
• Have experienced racism within the workplace, though this varies across individuals.
• Relied on family and professional support to process & heal from workplace discrimination
• Reported physical, mental, and social/emotional consequences of Racial Battle Fatigue in response to work experiences
Implications:
• System-wide need for pathways that directly address racial trauma experienced by DPP’s BIPOC educators in the workplace
• Recommendations for DPP: provide culturally grounded curriculum and materials to promote equity, increase representation for BIPOC educators and families, and actively address systemic bias.
Survey Questions Related to Racialized Experiences
Workplace Racism (1 item): Witnessing racial discrimination against a student, family, coworker, or administrator
Coping with Workplace Racism (19 items): received emotional support, made fun of the situation, took action, tried to see it in a different light, accepted that it happened, tried getting advice, gave up, refused to believe it happened, thought about leaving/left my job
Racial Battle Fatigue1:
• Psychological (9 items): feeling defenseless, indifferent, frustrated/irritable, shock/disbelief, disappointed, constant worrying, threatened/on guard
• Behavioral (1 item): substance use
• Physiological (6 items): headaches, shortness of breath, frequent colds, sleep disturbances, stomach problems
PRELIMINARY Survey Findings Disaggregated by Race and Ethnicity
• African, African American, or Black (N = 44)
• East Asian, South Asian, or Southeast Asian (N = 13)
• Hispanic, Latino, or Spanish origin (N = 128)
• Two or more races/ethnicities (N = 38)
PRELIMINARY Survey Findings: African, African American, & Black Educators (N = 44)
Educator Characteristics
• Most common job role/setting: Teacher, Community Preschool
• Majority (51%) in ECE for 10 years or more
• 52% in their current preschool for 3 years or less
Workplace Racism
4 out of 10 educators experienced racism at their current program
Coping with Workplace Racism
• Tried to come up with a strategy about what to do
• Took action to try to make the situation better
• Tried to find comfort in my religion or spiritual beliefs
PRELIMINARY Survey Findings: East Asian, South Asian, or Southeast Asian (N = 13)
Educator Characteristics
• Most common job role/setting: Teacher, Community Preschool
• Majority (69%) in ECE for 10+ years
• 54% in their current preschool 7+ years
Workplace Racism
6 out of 10 educators experienced racism at their current program
• There is variation in the coping strategies used within and across groups of educators.
• Results underscore the importance of supporting BIPOC and Latine educators and advancing equity in DPP preschools.
Suggestions for DPP (preliminary)
• Support DPP providers in developing and implementing anti-racist policies
• Prioritize BIPOC/Latine educators’ access to mental health expense reimbursement to help combat racial battle fatigue
• Affinity groups/support networks for BIPOC/Latine educators
Next steps
• Full survey analyses
o Results infographic
o Report
• Follow-up educator qualitative interviews
• Distribution of coaching time analysis
President’s Update
Community Update
President’s Update
Ms. Holguín presented the President’s Update, highlighting the following:
City Auditor
The City Auditor has recently published a letter in regards to subpoena power requests, in which DPP is used as an example. DPP is presenting the board with the letter, for review.
Councilwoman Amanda Sandoval shared current status of the request at City Council and a brief history of this request.
Ms. Keshia Allen Horner, current DPP Board Member and former Audit Supervisor at the City and County of Denver, shared her experience with the DPP audit process. She continued, describing accountability standards in the profession.
Community Update
Dr. Prado opened the floor for community updates.
Ms. Curtin of the Office of Children’s Affairs (OCA):
The OCA is working with the Mayor’s office on summer youth programming. Adjourn Adjourn
I certify that the above minutes are correct and approved by the Board of Directors.
Anne Rowe, Secretary
Mr. Daues motioned to adjourn, Mr. Baker seconded; All in favor, motion approved.
Board of Directors
Meeting Minutes
Date: Tuesday, May 21, 2024 (12:00 to 2:00 p.m.)
Location: In Person at the DPP Office and Online via Zoom
Attendance
Members (In-Person): Ms. Erin Brown (Vice Chair), Mr. Chris Daues (Treasurer), Ms. Anne Rowe (Secretary), Ms. Andrea Albo, Mr. Michael Baker, Mr. Nathaniel Cradle, Ms. Jennifer Luke and Mr. Zaki Robbins
Members (Zoom): Councilwoman Amanda Sandoval
Members not in attendance: Dr. Lydia Prado (Chair) and Ms. Keshia Allen Horner
Staff (In-Person): Ms. Nayely Avila, Ms. Irene Bonham, Ellen Braun, Dr. Cristal Cisneros, Ms. Diana Herrera, Ms. Elsa Holguín, Mr. Matt Jordan, Mr. Chris Miller and Ms. Carley Noerr
Guests (In-Person): Mr. David Clipp, Ms. Erin Curtin, Ms. Vo-Nhuan Le, and Ms. Diana Schaack
Guests (Zoom): Ms. Priscilla Hopkins
Agenda Topic Discussion
Call to Order and Welcome
Consent Agenda (For Approval)
2024-2025 Quality Improvement Framework
Call to Order and Welcome
Consent Agenda (For Approval)
Ms. Brown presented the Consent Agenda for approval, highlighting the following:
• April 16, 2024 Board of Directors Meeting Minutes
• March 2024, Financial Statements
2024-2025 Quality Improvement Framework
Mr. Miller presented the 2024-2025 Quality Improvement Framework, highlighting the following:
Quality Improvement Core Values
Intentional Teaching
DPP believes that curriculum and instruction are essential for children’s growth and learning which is informed by the use of ongoing authentic child assessments and observations.
Highly-Effective Teachers
DPP believes in attracting and retaining highly-effective teachers and directors by offering professional development and training opportunities to advance their skills, experience and careers in early childhood education.
Positive Teacher-Child Interactions
DPP believes that promoting positive teacher-child interactions increases child outcomes and school readiness.
2023-2024 QI Framework Recommendations
Summary of DPP’s Quality Initiative Committee 2023-2024 QI Framework recommendations, approved by the Board of Directors in August 2023:
Action/Follow-Up/Decision
Ms. Rowe motioned to approve the consent agenda, Mr. Daues seconded; All in favor, motion approved.
• Stability for DPP’s QI Framework, in light of the massive changes brought by UPK
• Maintain existing DPP rating requirements and stay closely attuned to the to-be-determined UPK rating requirements
• Continue the QI grant model that distributes funds to DPP providers for a range of resources
• Maintain focus on language acquisition, social-emotional health, COVID-19 impacts on child development/kindergarten readiness, and wellness/self-care during coaching and professional development sessions
• Continue utilizing an equity lens when determining QI resource allocations
• Supporting DPP preschools and educators through trainings, scholarships, stipend grants, achievement awards, and substitute teacher and mental health resource expenses
Quality Improvement Resources Overview
Investing in programs:
• Leadership, Management and Administration Supports
• Quality Improvement Grants (classroom materials, curricula and child assessment tools, professional development, rent/utilities, staff wages/bonuses, etc.)
• Strengthening Grants (equity-focused)
• Program Achievement Awards
• Quality Rating and Improvement System Technical Assistance
• Substitute Teacher and Mental Health Resources Reimbursements
Investing in teachers and directors:
• Coaching and Professional Development Opportunities (early childhood education and business topics; professional learning communities and training series)
• Child Development Associate™ Scholarship
• Teacher and Director Achievement Awards
• Workforce Stipend Grants (for sites to issue financial stipends)
UPK Quality Standards Updates
Colorado Department of Early Childhood (CDEC) finalized the UPK Quality Standards to be phased in over multiple years. Key areas include:
Ratios and Group Sizes:
• 2024-2025 school year: maintain 1:12 staff to child ratio, max group size of 24
• 2025-2026 school year: 1:11 staff to child ratio, max group size of 22 except for L4 and L5 sites
• 2026-2027 school year: 1:10 staff to child ratio, max group size of 20 except for L4 and L5 sites
Instructional Practice:
• 2024-2025 school year: on-site observation in alignment with Colorado Shines, once every three years
• 2025-2026 school year: required to utilize early learning and assessment approach included in the CDEC UPK Resource Bank
Healthy Development:
2025-2026 school year: policies and procedures for fulfilling developmental screening requirements and administration, referral, conducting of screening services
UPK Quality Standards Updates
Professional Development:
• 2024-2025 school year: maintain licensing requirements
• 2025-2026 school year: all staff must complete training required by licensing, with five hours of specific required competency areas
• 2026-2027 school year: instructional supervisors must complete training aligned with licensing competency areas
CDEC’s UPK Resource Bank Plans to Include:
Three areas of resources:
• Instructional Practice
• Healthy Development
• Family and Community Engagement
Three types of resources:
• Learn More – basic information and explainers, as well as training and professional development resources
• Community Connections – links to local and statewide experts/partners
• Tools and Templates – practical information and tools (e.g. templates, lists of approved resources, self-assessments, etc.)
Cybersecurity Training Cybersecurity Training
Mr. Clipp, of Atom Creek, presented the Cybersecurity Training, highlighting the following:
Current Threats
Malware
Malware, or malicious software, is software that is intentionally inserted into a system to cause harm. Malware can include viruses, worms, Trojan viruses, spyware, adware, and ransomware. Cybercriminals use malware to steal data and damage or destroy computers and computer systems.
Ransomware
Ransomware is a type of malware that prevents users from accessing their device and data, usually by encrypting files. A criminal group then demands a ransom in exchange for decryption.
Phishing
Phishing is a cyberattack that involves sending fraudulent communications that appear to come from a reputable source, usually through email or text messaging. The goal is to steal money, gain access to sensitive data and login information, or to install malware on the victim's device.
Business Email Compromise
A cyberattack that involves an attacker impersonating a trusted person, such as a vendor or senior executive, to trick employees or customers into taking a desired action. The goal is often to convince the victim to send money to the attacker while believing that they are performing a legitimate, authorized business transaction.
Layered Security
Three Main Elements:
• Prevention: Cybercrime has shot up by almost 300% since the start of the pandemic.
• Detection: The average time to identify a breach in 2023 was 204 days.
• Response: In 2023, the average time to contain a breach was 73 days. The longer the response time, the greater the impact.
The 7 Layers of Layered Security
Layered security is divided into seven layers by security experts. Hackers seeking to get into a system must breakthrough each layer to gain access. As a result, every information security expert should concentrate on improving these seven layers.
1. Information Security Policies
2. Physical Security
3. Network Security
4. Vulnerability Scanning
5. Strong Identity and Access Management (IAM)
6. Proactive Protection & Reactive Backup and Recovery
7. Continual Monitoring and Testing
Future Threats
• Artificial Intelligence or Machine Learning
• Generate convincing phishing email campaigns
• Generate realistic images, voices, and other media
• Detect easily penetrable networks or flawed security systems.
• Ability to make copies of fingerprints and voiceprints, advanced AI technology enables hackers to deceive biometric systems.
• Quantum Computing
• Reduce the time to hack encrypted data from a million years to a single day.
• Reduce the time to crack passwords from years to seconds.
Evaluation Presentations Evaluation Presentations
Dr. Cisneros, Ms. Schaack, of UC Denver, and Ms. Le, of NORC, presented the Evaluation Presentation, highlighting the following:
DPP and High School Outcomes
Previous DPP evaluations show positive relationships in the short- and medium- terms
1. At kindergarten entry, DPP children showed better school readiness:
Higher reading scores
Better social-emotional skills
Better physical development
2. Positive outcomes persisted through fifth grade:
Lower retention
Better attendance
Higher likelihood of redesignation from English language learner status
Little is known about the longer-term effects of non-targeted preschool programs
1. Tulsa’s UPK participants showed more favorable outcomes at middle school
Higher math achievement
Greater likelihood of enrolling in an honors class
2. Boston’s UPK participants showed better outcomes at high school
Higher likelihood of taking the SAT (but not better scores)
Fewer suspensions
Lower likelihood of involvement with the criminal justice System
COVID-19 disrupted our high school data collection.
Our analytic approach focused on college readiness indicators
1. 1. Outcomes included
On track to graduation status (defined as attaining sufficient course credits to graduate in four years)
Standardized college admissions test scores
AP test taking
2. Multiple regression with controls for student demographics
3. Sample sizes varied from hundreds (certain AP courses) to thousands (standardized tests)
DPP participation showed positive relations to course credit attainment and standardized test scores
But no effects were found on AP test performance
Where do we go from here?
1. Add to our current analysis with additional years of data
2. Outcomes we will be examining in the next few years:
Graduation status
Enrollment in postsecondary institution
College persistence
3. Analyses of postsecondary graduation outcomes can’t be completed anytime soon
Can we look at other indicators besides postsecondary outcomes?
1. Voting data (using Catalist)
2. Linked Information Network of Colorado (LINC)
Colorado Department of Human Services (TANF, SNAP, juvenile justice services)
Colorado Department of Labor and Employment (Employment and wages)
Colorado Department of Higher Education (to track students who leave DPS)
Preschool Dosage
Predominant conceptualizations of preschool dosage include attendance/absenteeism, part vs. full day attendance, and one vs. two years of preschool attendance.
In considering dosage, preschool initiatives have to balance: Funding available, Family needs, Child development goals
Approaches to Hours Per Week and Attendance Policies
• DPP Approach
• UPP Approach
What do we know about preschool attendance and hours per week dosage?
• More hours enrolled in preschool related to higher math and preliteracy scores (Skibbe et al., 2011; Fuller et al., 2017).
• More preschool hours related to more behavior problems (Huston et al., 2015; McCartney et al., 2010).
• Interaction between classroom quality and hours of attendance (Melo et al., 2022)
• Children who miss more days of preschool demonstrate lower kindergarten readiness scores (Ansari & Purell, 2017) and more likely to be chronically absent in later grades (Ehrlich, et al., 2018)
• Conducted preliminary analysis
• Adding to the sample to be able to provide more reliable results
Other possibilities to use this innovative analytic technique
• Ex. Classroom quality, turnover, etc.
President’s Update President’s Update
Ms. Holguín presented the President’s Update, highlighting the following:
DPP is connecting with City Council to discuss the City Auditor’ s letter.
Ms. Braun, is stepping down as DPP’ s Chief Operating Officer. Ms. Braun and DPP staff are working together to ensure a smooth transition. DPP is grateful for Ellen’s incredible fourteen years of service to Denver’s children and families. The DPP Board of Director shared in a round of congratulations, well wishes, and thanks to Ms. Braun.
The DPP Board of Directors will not meet during June and July due to summer break. They will reconvene on August 20, 2024. Community Update Community Update
Ms. Brown opened the floor for community updates.
No updates were provided from the community.
Adjourn Adjourn
I certify that the above minutes are correct and approved by the Board of Directors.
Anne Rowe, Secretary
Ms. Brown motioned to adjourn, Mr. Baker seconded; All in favor, motion approved.
Board of Directors
Meeting Minutes
Date & Time: Tuesday, June 18, 2024, 12:00 to 2:00 p.m.
Location: N/A
Attendance
Members: N/A
Staff: N/A
Guests: N/A
Agenda Topic Discussion
Action/Follow-Up/Decision Call to Order and Welcome Call to Order and Welcome
No Meeting- No Meeting No DPP Board of Directors meeting was held during this month due to summer break.
The next DPP Board of Directors meeting is scheduled to take place on Tuesday, August 20, 2024, from noon to 2:00 p.m. at the Denver Preschool Program office located at 305 Park Ave W, Suite B, Denver, CO, 80205. Adjourn Adjourn
I certify that the above minutes are correct and approved by the Board of Directors.
Anne Rowe, Secretary
AgendaTopicDiscussion Action/Follow-Up/Decision SDPFellowship Update
SDPFellowshipUpdate
Dr.CisnerossharedanupdateontheSDPFellowship,highlightingthefollowing: Since2008,SDPhaspartneredwithschooldistricts,charternetworks,state agencies,andnonprofitorganizationstobringhigh-qualityresearchmethodsand dataanalysistobearoneducationmanagementandpolicydecisions.
TheSDPDataFellowshipisatwo-yearprogramthatdevelopsPK12andHigher Educationdataleaderstostrengthenthecapacityofthefieldtousedatafor improvement.
BoardGovernance Review (ForApproval)
BoardGovernanceReview(ForApproval)
Dr.PradopresentedtheBoardGovernancereviewdetailingthefollowing:
SlateofOfficers:
ErinBrown:Chair
AndreaAlbo:ViceChair
ChrisDaues:Treasurer
ZakiRobbins:Secretary
ConflictofInterestDisclosurefor2025:Boardmemberswereaskedtosignand returntheirforms.
ArticlesofIncorporationandBylaws:
-ArticlesofIncorporation:Norecommendedchanges.
-Bylaws:RecommendtoupdateArticle2,Section1:AppointmentofOfficersto reflectourcurrentpractices.
BoardAnnualPerformanceReview:Boardmemberswillreceivetheself-assessment viaSurveyMonkeythisweek.WewillpresenttheresultsattheFebruaryBoardof DirectorsMeeting.
President’s Update President’sUpdate
Ms.HolguínpresentedthePresident’sUpdate,highlightingthefollowing:
YesterdaywespentthedaywiththeColoradoDepartmentofEarlyChildhoodatthe firstretreatforalltheLCOs(localcoordinatingorganizations).Thereare32LCOs statewideandDPPStaffwasabletoconnectwithsomeoftheorganizations. ElsahasrecentlybecomeamemberoftwoCDECcommittees:theEvaluation committeetohelphirethefirstevaluationteamandthePlanningCommitteeto prepareforyearthreeoftheinitiative.
DPP’spresentationtotheCityCouncilthattookplaceaftertheOctoberBoard meetingwentverywellandwasasuccessforDPP.
MetwiththeOfficeofChildren’sAffairstolearnmoreaboutthedevelopmentof their“CradletoCareer”projectfor2025.
TheNewOrleansCommunityFoundationwillbeon-sitevisitingDPPonDecember 2ndand3rd.
CommunityUpdates
Mr.BakermotionedtoapprovetheSlate ofOfficers,Mr.Dauesseconded;Allin favor,motionapproved
Mr.Cradlemotionedtoacceptthe recommendedchangetotheDPP
ArticlesofIncorporationandBylaws. Mr.Robbinsseconded;Allinfavor, motionapproved