2024 DPP Board of Directors Minutes (Jan-Dec)

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 Call to Order and Welcome Consent Agenda (For Approval)

Discussion Call to Order and Welcome

2024-2025 Tuition Credit Scale (For Approval)

2024-2025 Tuition Credit Scale (For Approval) Mr. Miller and Dr. Cisneros presented the 2024-2025 Tuition Credit Scale, for approval, highlighting the following:

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

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.

Agenda Topic

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion • The balance between cost of care and blending DPP/UPK funding is a fundamental long-term policy decision for DPP • Depending on the amount of reserves utilized, DPP is positioned to potentially make its largest tuition credit system investment in 2024- 2025

Action/Follow-Up/Decision

TUITION CREDIT SYSTEM PROPOSED OPTIONS 2024/25 PRESCHOOL FOR 3S OPTIONS DPP staff are considering two budget scenarios: • Scenario A: Budget held flat from last year • Scenario B: A reduction of $500K across both Scholarship and Preschool for 3s 2024/25 DPP SCHOLARSHIP OPTIONS DPP staff are considering two budget scenarios: • Scenario A: Budget held flat from last year • Scenario B: A reduction of $500K across both Scholarship and Preschool for 3s 2024/25 TUITION CREDIT SYSTEM SCENARIOS DPP Staff Recommend Option 1 • Pros: o Projected to be DPP’s largest ever Tuition Credit System investment ($52,954 higher than current 2023-2024 forecast), whereas Option 2 would result in an overall reduced TCS investment compared to our current 20232024 forecast o Decreases reserves usage by a projected $403,494 compared to 2023-2024 updated forecast (from approx. $1.3 to $0.9 million of Reserves) • Cons: o Still relies on Reserves to fund the Tuition Credit System, while Option 2 would reduce Reserves usage to approx. $0.4 million • Unknown: o For 2023-2024 funding, we will not know the impacts of UPK support ending after May 2024 on June-August 2024 DPP Scholarship recipients to know if our 2023-2024 DPP Scholarship forecast will be over or under current projections 2024/25 TUITION CREDIT SYSTEM REQUEST Request for Approval • Overall 2024-2025 Tuition Credit System Budget of $23,185,930 ($22,293,000 from In-Year Revenue and $892,930 from Reserves) o 4-year-old scale: $17,512,336 (approved in March 2024) o Preschool for 3s: $3,451,687 o DPP Scholarships: $2,221,907 • Maintain 2023-2024 Preschool for 3s eligibility parameters for 2024-2025: Income Tier 1 or Tier 2 families as eligible at DPP Community Sites until maximum budget is reached.

Mr. Baker motioned to approve the Overall 2024-2025 Tuition Credit System Budget of $23,185,930 ($22,293,000 from In-Year Revenue and $892,930 from Reserves), Mr. Daues seconded; All in favor, motion approved.

Mr. Baker motioned to approve the Maintain 2023-2024 Preschool for 3s eligibility parameters for 2024-2025: Income Tier 1 or Tier 2 families as eligible at DPP Community Sites until maximum budget is reached, Mr. Daues seconded; All in favor, motion approved.

Mr. Baker motioned to approve the 2024-2025 DPP Scholarship Parameters: Income Tier 1 or Tier 2 families at DPP Community Sites, Full-Day or ExtendedDay participation, with only DPP or DPP+UPK funding as eligible. Max. combined funding cannot exceed the

Agenda Topic

Discussion • 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.

Action/Follow-Up/Decision 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.

Agenda Topic Techint Labs Presentation

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion to raise awareness, while the search campaign garnered lower funnel traffic more likely to convert.

Highlights: Site traffic saw some of its largest spikes in the weeks leading up to the showcase event. Paid campaigns (search, display & social) were top traffic drivers to the site, behind organic & direct, in January. Together, the paid campaigns were responsible for 35% of all new user traffic leading up to the event (Jan 1 – 19th).

Learnings: Although 2024’s showcase had a strong turnout with a solid volume of attendees – the next year we’ll look to kick of showcase-specific campaign support earlier in the year. This will provide more time to build awareness, as well as allow the tactical algorithms enough time to optimize & find the most engaged audience.

Looking Ahead • At the end of March, we updated our #1 KPI to the newly created 2024/25 Application Button Click on the site. Moving forward, our campaigns will optimize towards users who are most likely to apply for the 2024/2025 academic school year.

• Based on seasonal strategy our campaign budget, as well as additional tactical launches, will begin ramping this month through the remainder of the academic year. Channels such TikTok, connected TV and OOH are planning to kick off in early May. • The Techint Labs team will look to develop lead benchmarks and goals based on campaign data we gather in order to properly gauge paid media performance and its impact on both Brand Awareness & Enrollment growth.

Evaluation Presentations

Evaluation Presentations Mr. DeCesare, Dr. Enriquez, and Ms. McGagin presented the Evaluation Presentations, highlighting the following: Project 3: DPP’s 2022-2023 Operations Evaluation Data Collection Strategies • DPP staff interviews • Virtual focus groups with DPP Providers o Community/home-based o DPS Providers • Online survey of DPP Providers • Parent focus groups • Online survey of parents • GIS mapping of survey results by quadrant.

Tuition Credit System Benefits • Made preschool more affordable, especially for low-income families • Also important for middle- and high-income families

Action/Follow-Up/Decision

Agenda Topic

Discussion • 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-school’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

Action/Follow-Up/Decision

Agenda Topic

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion • 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 sharing 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

Action/Follow-Up/Decision

Agenda Topic

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion Coping with Workplace Racism • Tried to come up with a strategy about what to do • Tried to find comfort in my religion or spiritual beliefs • Accepted the reality of the fact that it happened PRELIMINARY Survey Findings: Hispanic, Latino, or Spanish origin (N = 128) Educator Characteristics • Most common job role/setting: Paraprofessional, DPS • Majority (59%) in ECE for 7+ years • Varying years worked in current preschool Workplace Racism 5 out of 10 educators experienced racism at their current program Coping with Workplace Racism • Accepted the reality of the fact that it happened • Turned to work or other activities to take my mind off things • Tried to come up with a strategy about what to do PRELIMINARY Survey Findings: Two or more races/ethnicities (N = 38) Educator Characteristics • Most common job role/setting: Teacher, DPS • Majority (63%) in ECE for 7+ years • Varying years worked in current school/program Workplace Racism 5 out of 10 educators experienced racism at their current program Coping with Workplace Racism • Accepted the reality of the fact that it happened • Turned to work or other activities to take my mind off things • Tried getting advice or help from other people about what to do Preliminary Conclusions and implications • The majority of DPP BIPOC/Latine educators have worked as ECE teachers and/or paraprofessionals for many years, but with varying tenure in their current program.

• Racism and associated Racial Battle Fatigue is part of many BIPOC/Latine educators’ work lives.

• Educators’ Racial Battle Fatigue most commonly manifests psychologically and physically.

Action/Follow-Up/Decision

Agenda Topic

Discussion • 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.

Action/Follow-Up/Decision

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

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.

Community Update

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.

Adjourn

Ms. Curtin of the Office of Children’s Affairs (OCA): The OCA is working with the Mayor’s office on summer youth programming.

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 Call to Order and Welcome Consent Agenda (For Approval)

Discussion Call to Order and Welcome

2024-2025 Quality Improvement Framework

2024-2025 Quality Improvement Framework Mr. Miller presented the 2024-2025 Quality Improvement Framework, highlighting the following:

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

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.

Agenda Topic

Discussion • 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

Action/Follow-Up/Decision

Agenda Topic

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion 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

Action/Follow-Up/Decision

Agenda Topic

Discussion 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)

Action/Follow-Up/Decision

Agenda Topic

Discussion Using Data to Inform Policy and Programming Prior research does not lend itself to understanding “how many hours” or “how much attendance” supports kindergarten readiness; especially in relatively high-quality preschool programs.

Research Questions • Are there thresholds in children’s attendance rates related to children’s gains in socialemotional and executive functioning skills at the end of preschool?

• Are there thresholds in hours per week of preschool care related to children’s gains in socialemotional and executive functioning skills at the end of preschool?

Methods • Attendance: Number of days attended/number of days scheduled to attend • Hours per Week: Attendance X number of hours of care (as estimated by part/full/extended status) • Social-Emotional (DECA): Protective Factors (relationships, initiative, self-control), Behavioral Concerns • Executive Functioning (CHEXI): Working Memory, Inhibition Attendance Thresholds (Very Preliminary) • Trends across outcomes suggest that greater attendance, up to a point, is related to better executive functioning and social-emotional skills • Across outcomes, we observe that an attendance rate of approximately 85% may be needed to yield maximum benefits • After an approximate 85% attendance rate, we do not observe additional benefits Hours Per Week Thresholds (Very Preliminary) • Between 32-35 hours of preschool per week may be needed to reduce difficulties with executive functioning and reducing problem behaviors • We do not observe significantly more reductions in problem behaviors and difficulties with executive function with more than 32-35 hours a week of preschool attendance • No thresholds in hours per week of preschool were observed related to increased protective factors; that is, there is no surge in outcomes or a leveling off of improvements in outcomes after a certain number of hours per week Policy Implications • Incentivizing attendance rates to 85% o 29% of DPP children attended less than 85% of the school year • Between 30-35 hours a week of preschool may yield largest gains in children’s socialemotional and executive functioning skills o Average hours of DPP child attendance is approximately 27 hours* o Need for strong processes for blending and braiding DPP and UPP funding to be able to provide Denver’s children with hours of preschool programing that best support important aspects of kindergarten readiness • Strengthening dosage data Next Steps Validating thresholds on social-emotional and executive functioning skills • Increasing sample: Adding 400 new cases • Improving dosage data • Longer-term effects Exploring dosage thresholds on cognitive outcomes

Action/Follow-Up/Decision

Agenda Topic

Discussion • Conducted preliminary analysis • Adding to the sample to be able to provide more reliable results

Action/Follow-Up/Decision

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.

Community Update

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 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 Call to Order and Welcome No Meeting-

Adjourn

Discussion Call to Order and Welcome 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

I certify that the above minutes are correct and approved by the Board of Directors. _________________________________ Anne Rowe, Secretary

Action/Follow-Up/Decision

Board of Directors

Meeting Minutes Date & Time: Tuesday, July 16, 2024, 12:00 to 2:00 p.m.

Location: N/A Attendance Members: N/A Staff: N/A Guests: N/A Agenda Topic Call to Order and Welcome No Meeting-

Adjourn

Discussion Call to Order and Welcome 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

I certify that the above minutes are correct and approved by the Board of Directors. _________________________________ Anne Rowe, Secretary

Action/Follow-Up/Decision

Board of Directors Meeting Minutes Date: November 19, 2024 (12:00 to 2:00 p.m.)

Location: 305 Park Avenue West, Suite B, Denver, CO 80205 Attendance Members (In-Person): Dr. Lydia Prado (Chair), Mr. Chris Daues (Treasurer), Mr. Michael Baker, Mr. Zaki Robbins, and Mr. Nathaniel Cradle Members (Zoom): Ms. Anne Rowe (Secretary), Ms. Keisha Allen Horner, Ms. Andrea Albo, Councilwoman Shontel Lewis, and Ms. Jennifer Luke Members not in Attendance: Ms. Erin Brown (Vice Chair), Staff (In-Person): Ms. Elsa Holguín, Mr. Matt Jordan, Mr. Chris Miller, Dr. Cristal Cisneros, Ms. Alexis Walker, Ms. Diana Herrera, Mr. Geoff Murphy and Ms. Irene Bonham Staff (Zoom): Ms. Nayely Avila and Ms. Michelle Grace Guests (In-Person): Ms. Priscilla Hopkins, Ms. Chyrise Harris and Ms. Erin Curtain Agenda Topic Call to Order and Welcome Consent Agenda (For Approval)

Discussion Call to Order and Welcome Dr. Prado welcomed the committee and officially called the meeting to order at 12:04 PM Consent Agenda (For Approval) Dr. Prado presented the Consent Agenda: October 15, 2024 Board of Directors Minutes September 2024 Financial Statement Integrated Content Marketing and Creative Services Contract Strategic Planning Consultant Contract

Action/Follow-Up/Decision

Reserves Allocation (For Approval)

Reserves Allocation (For Approval) Mr. Miller presented the Reserves Allocation Request highlighting the following:

Mr. Robbins motioned to approve the Consent Agenda, Mr. Daues seconded; All in favor, motion approved

During the 2024-2025 budget planning process, the Denver Preschool Program identified $1.5 million in reserves to allocate after the start of the school year.

During the October 2024 Board meeting, $750,000 of this funding was approved to increase the 2024-2025 Preschool for 3s budget.

DPP’s staff is now recommending plans for the remaining $750,000 as outlined below: - $300,000 to the 2024-2025 Preschool for 3s and DPP Scholarship programs.

- $400,000 to the 2024-2025 DPP Strengthening Grants line item, which provide important financial support to DPP community sites.

- $50,000 to launching pilot initiatives supporting BIPOC educators.

Mr. Baker motioned to approve the Consent Agenda, Ms. Albo seconded; All in favor, motion approved

Agenda Topic SDP Fellowship Update

Discussion SDP Fellowship Update Dr. Cisneros shared an update on the SDP Fellowship, highlighting the following: Since 2008, SDP has partnered with school districts, charter networks, state agencies, and nonprofit organizations to bring high-quality research methods and data analysis to bear on education management and policy decisions.

The SDP Data Fellowship is a two-year program that develops PK12 and Higher Education data leaders to strengthen the capacity of the field to use data for improvement.

Action/Follow-Up/Decision

Board Governance Review (For Approval)

Board Governance Review (For Approval) Dr. Prado presented the Board Governance review detailing the following: Slate of Officers: Erin Brown: Chair Andrea Albo: Vice Chair Chris Daues: Treasurer Zaki Robbins: Secretary Conflict of Interest Disclosure for 2025: Board members were asked to sign and return their forms.

Articles of Incorporation and Bylaws: - Articles of Incorporation: No recommended changes.

- Bylaws: Recommend to update Article 2, Section 1: Appointment of Officers to reflect our current practices.

Board Annual Performance Review: Board members will receive the self-assessment via Survey Monkey this week. We will present the results at the February Board of Directors Meeting.

Mr. Baker motioned to approve the Slate of Officers, Mr. Daues seconded; All in favor, motion approved

President’s Update

President’s Update Ms. Holguín presented the President’s Update, highlighting the following: Yesterday we spent the day with the Colorado Department of Early Childhood at the first retreat for all the LCOs (local coordinating organizations). There are 32 LCOs state wide and DPP Staff was able to connect with some of the organizations.

Elsa has recently become a member of two CDEC committees: the Evaluation committee to help hire the first evaluation team and the Planning Committee to prepare for year three of the initiative.

DPP’s presentation to the City Council that took place after the October Board meeting went very well and was a success for DPP. Met with the Office of Children’s Affairs to learn more about the development of their “Cradle to Career” project for 2025.

The New Orleans Community Foundation will be on-site visiting DPP on December 2nd and 3rd.

Community Updates

Mr. Cradle motioned to accept the recommended change to the DPP Articles of Incorporation and Bylaws.

Mr. Robbins seconded; All in favor, motion approved