a report from Councillor Mallon, Co-Chair and Councillor Siddiqui Co-Chair of the Human Services and Veterans Committee, for a public hearing held on May 2, 2018 to discuss Early Childhood Education

Allachment A. Opening Remarks by Councillor Mallon When we had our joint roundtable with the School Committee on the budget, it was clear that Pre-K is very much at the top of mind for the entire City Council. As Councillors we are often asked why the city doesn't provide Universal Pre-K and what is being done about it for the future. We need to better understand what the Early Education task force priorities are, and where we are within the timeline of those priorities. When we say Universal Pre-K- what do we mean by that? Is it ensuring a high quality early education experience for our low income families? Are we trying to also encompass our steadily shrinking middle class families who cannot afford the high cost of preschool on top of high cost associated with high housing costs and other costs? Or are we really trying to ensure that EVERY child in Cambridge regardless of their socio-economic status receives a free high quality pre K experience? Child care affordability can have long lasting impacts on a family's earning potential and ability to stay in Cambridge. Particularly middle class families are leaving the city due to high housing and Pre-K costs and leaving a huge gap in our city's eco-system. Projected population data about Cambridge tells us we need to act now. In 2022, we are projecting to have 121,000 residents, which is about 10K higher than now. If we have 121K residents, how many kids will that be? What does that mean for our schools? It may mean that to accommodate those additional students, we may need to be planning for a Pre K/K school to free up classrooms in existing schools. 2022 is around the corner, so we need to be planning for now. We need both an aggressive short term plan as well as a well thought out long term plan.

Allachment B Agenda 1. Call of the Meeting: The Human Services and Veterans Committee will conduct a public hearing is to discuss Early Childhood Education in Cambridge and hear updates on meeting the goals set forth by the Early Childhood Education task force. 2. Updates from City Staff: • Update on Early Education Task Force's five recommendations and their objectives • Update on DHSP Wait List policy, enrollment plans, and sliding scale costs for SY19 FY19 Budget vision and impacts • CPSD Data regarding incoming kindergarten students with preschool experience 3. Discussion 4. Public Comment 5. Adjournment

Attachment C Crane, Paula [email removed] on behalf of Erin Tighe < [email removed]> From: Sent: Wednesday, May 02, 2018 8:48 AM To: Crane, Paula Siddiqui, Sumbul; Mallon, Alanna Cc: Cambridge DHSP Preschool Programs Enrollment Subject: Dear Ms. Crane, I hope that this letter finds you well. I am writing to share my wonderful experience with the Cambridge DHSP Preschool Program, and how the change in enrollment from wait list to lottery is devastating to my family. My son Otis turned one in September, 6 weeks after the preschool wait list closed. I had the paper work filled out. We were ready to drop it in the mail on his first birthday. Then the list closed. We received a letter at the beginning of March saying that the wait list will remain closed. My son will no longer be eligible for childcare at 2.9 when a spot opens. Instead, he will need to enter a lottery to compete for a spot September 2020. His first opportunity for Preschool will be when he will be four years old. My daughter Ellie is currently a student at King Open, KOED, and the Longfellow Music Program. She went through the Preschool program and the Kennedy Longfellow School. She joined mid-year in February 2015, when she was 3.2 years old. It was amazing. I can't rave enough about the education she received. She was well-prepared for Junior Kindergarten this year. We loved her teachers and the curriculum. When that spot became available it was life-changing for our family. In fact, it was what gave us the ability to afford to have my son Otis. My family is not low income. We are middle class. I have a good job at a nonprofit that serves people with disabilities here in Cambridge. I am lucky. I know that we are privileged to even afford private daycare. We chose to raise our family here knowing the high cost of child care, and that the cost increases 5% each year. But, the delay in eligibility from 2.9 to 4 years represents $24,000 for my family. With the new lottery system, my son will compete for a spot not only against children his own age, but children younger than him who may have two chances at the lottery when he will only get one. If my son does not get a spot when he is four it would mean an additional $20,000 for care that is not half as good as the education provided by the Cambridge DHSP Preschool Programs. This change could mean $44,000 in child care costs for us. Is there anyway the City would consider adding children who will be 2 years and 9 months old by September 2019 to the existing wait list, which is still being honored through September 2020? Or perhaps these kids could receive some sort of advantage in the new lottery system because they are being disadvantaged by the timing of this policy change (similar to the way the school system gives sibling and neighborhood advantages)? I am just heartbroken that my son will not have the same opportunity as other children. I have lived in Cambridge for 10 years. My husband and I got married at City Hall in the room where you have your Council meetings. I worked hard to buy a home here. I am committed to our schools and to raising our children in Cambridge. I am reaching out for your help to do so. Thank you so much, Erin Tighe 1

1228 Cambridge Street #3 Cambridge, MA 02139 [phone removed] [email removed]

Attachment D Crane, Paula [email removed] on behalf of Alexander Firshein < [email removed]> From: Sent: Wednesday, May 02, 2018 9:42 AM To: Crane, Paula Cc: Mallon, Alanna; Siddiqui, Sumbul Subject: Cambridge Preschools Enrollment Changes Dear Ms Crane, I am writing as I found out about the public meeting today regarding the change in preschool enrollment from waiting list to lottery. I understand the reason for the change, but am disappointed in the timing and how it disproportionately affects those children whose ages prevent them from getting a fair shot at enrollment. My son Will was born August 2016, meaning he was unable to join the wait list before it closed. This means he will no longer be eligible for pre-school in September 2019 when he is 3, and we'll have to wait until September 2020 to enter the lottery. And in addition, when that time comes younger children will be able to join the lottery as well, further reducing our chances to enroll successfully. I have spent most of my life living in Cambridge at this point, starting from my undergraduate experience at MIT, to settling here and eventually marrying and starting my family here. I would love to raise my family here as well, but changes like this are making it a difficult choice. Thank you for your time and consideration, Alexander Firshein 2443 Massachusetts Ave #7 Cambridge MA 02140 [phone removed]

Attachment E Starting Early: Addressing the Achievement and Opportunity Gaps in Cambridge Recommendations of the Cambridge Early Childhood Task Force November 2015

Starting Early: Addressing the Achievement and Opportunity Contents Gaps in Cambridge 2 Executive Summary Starting Early: Addressing the Achievement and 5 Opportunity Gaps in Cambridge Introduction The Cambridge Early Childhood Taskforce Why Cambridge Needs a Coherent Birth through Third Grade System 11 Recommendations of the Cambridge Early Childhood Task Force Goal I: Access and Affordability Goal 2: Program Quality Goal 3: Family Engagement and Support Goal 4: Quality Healthcare Services Goal 5: Governance and Leadership 19 Summary of Goals and Objectives 21 Appendices Appendix 1: Members of Early Childhood Task Force Appendix 2: Proposed Pilot to Expand Access to Quality Programs Appendix 3: Glossary of Terms Appendix 4: Implementation Timeline

Executive Summary An assessment of needs for birth through third grade To ensure a good start in life, services in Cambridge indicated that families and service providers want better information regarding available all children need access to high services, and that the community's services are not coordi- quality and affordable early nated and aligned in ways that lead to maximum impact for young children and their families. The Task Force's needs education and care, physical and assessment revealed these fundamental concerns: mental health, and family support. Access to Information. It is challenging for families in Cambridge to find appropriate services and for C early childhood service providers to keep abreast of the full range of available services. • Maintaining and Improving Quality. Quality is not consistent throughout the community's early childhood services and providers. Organizations r eport challenges in maintaining quality programs and qualified staff given financial pressures. Programs and services that address these areas are essential, Aligning and Coordinating Services. Better yet they are only as strong as the infrastructure that sup- coordination and alignment between family ports them. To be effective, programs must be organized childcare, community-based preschools and within a cohesive system that coordinates and aligns a family support services, the Department of broad array of services. In addition, these services must Human Services, and the Cambridge Public be responsive and accessible to all families who need them Schools emerged as a key theme of the Task and seamlessly integrated within an early childhood system. Forces assessment of needs. In February 2014, Cambridge City Manager Richard Rossi • Addressing Critical Gaps, Families, providers, appointed an Early Childhood Task Force and charged and local experts identified several gaps in the group with developing a set of recommendations to critical areas, including additional supports for (a) improve early education and care throughout the social-emotional skill development, mental health, community, and (b) ensure that all children receive high family engagement, families in crisis, dual language quality early education and care beginning with prenatal learners, and children with disabilities. care and extending through third grade. The members included the city manager, the superintendent of schools, parents, early childhood and health experts from commu- | Affordability and Access. For many Cambridge families, finding high quality, affordable early nity-based organizations and family childcare settings, and childhood services is difficult and presents senior city and school district staff members (see Appendix and famiy et on comt 1). The Task Forces work spanned 15 months and considerable financial hardships. Making high quality home visiting, infant—-toddler care, included two phases: and preschool more affordable for Cambridge 1. Review of research to identify best practices families is a clear priority for families, early childhood providers, and the Task Force. nationally, followed by a needs assessment to identify strengths and areas of need across Cambridge's early childhood programs and services; 2. Development of recommendations, including over- arching goals and specific objectives and strategies, to guide Cambridge's efforts as it builds a coherent system of high quality early education and care. 2

The Task Force crafted the following vision and guiding principles as a framework for developing goals and recommendations to improve early education and care throughout the community: Vision All children in Cambridge receive high quality early education and care from birth through third grade. As a result, all children enter school ready to thrive academically, socially, and emotionally and continue to do so through third grade and beyond. Guiding Principles Whole child: Consider all areas of a child's growth, development, and learning - including cognitive, social and emotional, language and communication, and physical development and well-being. Age range: Consider children's needs and well-being from Five Goals to Guide Improvement Efforts birth through third grade. The need for an easily accessed, coherent system of All, some and few: Ensure a continuum of services that affordable high quality early education and care that begins with prenatal care and extends through third provides programs that serve all children and families, targeted programs that serve some children, parents and grade emerged as a core finding of the Task Force. Based on its review of research and best practices and needs families who may need extra support, and specialized assessment, the Task Force developed a set of recom programs for the few for whom significant levels of mendations to guide improvements to early childhood support are needed, including families in crisis. services in Cambridge, The recommendations are Build on strengths: Build on the existing strengths organized around five goals: of the rich set of services and programs already in place in Cambridge as well as the strengths of children, Goal I: Increase Access to and Affordability of Early parents, families, caregivers, and early education and Education and Care Services care professionals. Goal 2: Continuously Improve Program Quality for Equity and preparation gap: Address the lack of equity of Birth through Third Grade Programs and Services opportunity that many children and families face because of race, family income, and the preparation gap that stems Goal 3: Build Partnerships to Promote Strong Family from a variety of risk factors. Engagement and Support Cultural competence: Ensure that programs, services, Goal 4: Coordinate with Healthcare Providers to and supports for children and families are relevant to and Ensure Access to Quality Healthcare Services respectful of their culture and language. Goal 5: Develop an Effective Birth through Third Families as partners and parent choice: Value parents as Grade Governance and Leadership Structure partners in care and learning and parent choice in selecting settings and services for their children. Each goal is further elaborated with a small number of focused objectives and concrete strategies. These goals, objectives, and strategies are intended to provide the foundation for a more comprehensive strategic plan that includes a budget and targets and benchmarks to drive progress monitoring and ensure accountability. 3

Next Steps A critical first task of the new governance Implementing this ambitious plan to improve structure will be to develop the recomendations outcomes for all Cambridge children will require in this document into a full-fledged strategic plan. an ongoing, multi-year city-wide effort. The Task Force recommends the establishment of The Task Force also recommends the development of a pilot project (outlined in Goal 1, Objective 3) a new birth through third grade governance structure (outlined in Goal 5) and creation of in collaboration with community-based programs to begin learning about how best to expand high the positions of Early Childhood Director and quality, affordable preschool for three- and four- Early Childhood Program Quality Specialist to year olds. Implementation of proposed strategies support the successful development of a system will begin within the first two years of the strategic of affordable high quality early education and plan, with year one beginning on July 1, 2016. care in Cambridge. 4

Starting Early: Addressing the Achievement and Opportunity Gaps in Cambridge Introduction "The future of any society depends on its ability to foster Not only are high quality early childhood programs education, health and well-being of the next generation. the most effective supports available for reducing and Today's children will become tomorrow's citizens, work- bridging gaps, but they also are a good investment. ers and parents. When we invest wisely in children and According to the Center for the Developing Child at families, the next generation will pay that back through a Harvard University: lifetime of productivity and responsible citizenship. When we fail to provide children with what they need to build a "...economists have also shown that high-quality early strong foundation for healthy and productive lives, we put childhood programs bring impressive returns on investment to the public. Three of the most our future prosperity and security at risk."" rigorous long-term studies found a range of returns between $4 and $9 for every dollar invested in early High quality early childhood programs are among the most effective supports available for reducing achieve- learning programs for low-income children. Program participants followed into adulthood benefited from ment gaps and bridging the gap between the opportu- nities available to children in low-income families and increased earnings while the public saw returns in the form of reduced special education, welfare, and crime their more affluent peers. The care that children ... costs, and increased tax revenues from program experience during these formative years impacts their participants later in life""' health, education, quality of life, and civic engagement as adults. Parents and families are children's first and most influential teachers and caregivers. Early education programs—such as home visiting, infant and toddler care, early intervention, and preschool—support families both through direct care of children and through their support of parents and other caregivers. 5

High quality early childhood programs are among the most effective supports available for reducing achievement gaps and bridging the gap between the opportunities available to children in low-income families and their more affluent peers. Child Outcomes Associated with High Quality Early Education' Stronger social-emotional and self-regulation skills; stronger ability to focus and stay on task Stronger early literacy and math skills Also critical to addressing the needs of low-income children in poverty are • Reductions in referrals to special education programs and services that provide consistent high quality early education and care for multiple years. Research has found especially impressive posi- • Reductions in grade-level tive benefits for children when programs begin in infancy and continue retention through preschool and when programs begin in preschool" and continue through third grade. • Increased high school graduation rates These findings, and others, have provided powerful impetus in states as well as communities across the nation to improve the entire continuum Increased college attendance rates of early care and learning for young children beginning with prenatal care and extending through third grade. Fueled by research findings and the • Increased home ownership examples of innovative communities, these birth through third grade and earnings efforts have gained much momentum and are receiving support from the federal government, state governments (including Massachusetts), Decreased likelihood and foundations. of involvement in the juvenile justice system 6

Nationally, three communities have led the way in demonstrating the effectiveness of concerted, coordinated efforts to improve the prenatal through third grade continuum: • Montgomery County, MD has improved results for all students while significantly reducing gaps between affluent and low-income students. The County developed a comprehensive early learning plan with seven actionable goals, formed a close partnership between the public schools, commu- nity-based organizations and families, and estab- lished comprehensive early learning centers for the lowest-income families. Teachers implemented new curricula and formative assessments in preschool and kindergarten, and the school district supported teachers with professional development and time to work together. The community has achieved remarkable rates of kindergarten readiness (90%), third grade reading proficiency (88%), and high school graduation (90%). • In Union City, NJ, one of the lowest-income communities in the state, the public schools collaborated with community-based preschools to implement a common curriculum and common program of coaching support. Schools and pre- school centers have developed close relationships with children's families. Teachers in all the early grades (preschool-third grade) meet regularly to work on curriculum, monitor student progress, and plan lessons. Union City outperforms New Jersey state averages in reading and math in one of the highest performing states in the country and graduates 90% of its students. • The "Cradle to Career" Strive Partnership in Greater Cincinnati is a regional collaboration supported by community leaders and a broad cross-section of community partners. The partnership established a common vision, a clear set of goals and success indicators, and then supported its members to work together to continuously improve their programs and services. The Strive Partnership has seen kindergarten readiness improve 13 points to 75%, 4th grade reading for Cincinnati Public School students improve 21 points to 76%, and 91% of all student outcome indicators improve for its affected student population. 7

Charge The Early Childhood Task Force is charged with developing a set of rec- ommendations to improve early edu- cation and care throughout the com- munity, and ensure that all children receive high quality early education and care beginning with prenatal care The Cambridge Early Childhood Task Force and extending through third grade The goal is that all children will enter In February 2014, Cambridge City Manager Richard Rossi appointed an school ready to thrive academically, Early Childhood Task Force and charged the group with developing a set of socially, and emotionally and contin- recommendations to improve early education and care throughout the com- ue to thrive through third grade and munity and ensure that all children receive high quality early education and beyond. The following priorities will care beginning with prenatal care and extending through third grade. The guide the recommendations: members included the city manager, the superintendent of schools, parents, early childhood and health experts from community-based organizations • Develop a highly-effective system of high quality educa- and family childcare settings, and senior city and school district staff members tion and care that will meet the (See Appendix 1). needs of children and families The Task Force began its work by reviewing the latest research on early Ensure equitable access to early childhood development and national models of effective practice. In order to childhood information and better understand strengths and weakness of existing programs and services high quality services in Cambridge, the group then designed and conducted a needs assessment that included a survey of early education and care providers, a survey of other Provide levels of service com- mensurate with the needs of early childhood service providers, and 11 focus groups. Sixty-eight center- children and families and that based and family childcare providers responded to the early education and in particular address the needs care survey; ten organizations representing 41 programs responded to the of low-income families other early childhood services survey. Focus groups were conducted for a broad range of stakeholders, including parents, teachers, community-based Emphasize the whole 0-8 preschools, family childcare providers, family liaisons, principals, literacy continuum starting with ambassadors, and the 0-8 Council. Based on its research review and informa- prenatal care tion collected through the needs assessment, the Task Force determined a set of overarching priorities to guide the development of recommendations: Emphasize positive social- emotional development, men- 1. Start Early. The research is clear: children need high quality care and tal health, and special needs learning experiences that begin with prenatal care, continue with infant Engage and support families and toddler care and preschool, and extend through third grade and in their parenting and "first beyond. Starting early is critical to addressing achievement gaps and teacher" roles in ways that improving outcomes for all children. are culturally-responsive and celebrate diversity 2. Quality Is Essential. To improve outcomes for children, services must be of high quality. Expanding access without ensuring quality • Build and support a high qual- is ineffective and short-sighted. ity workforce capable of meet- ing the needs of children and 3. Build a Coherent Mixed-Delivery System. Community services, families in a sustainable way. including family childcare, community-based preschools, community-based family support services, the Cambridge Human Services Department (DHSP), and the Cambridge Public Schools, that are coordinated and aligned will lead to maximum impact for young children and their families. 8

Why Cambridge Needs a Coherent Birth through Third Grade System of Early Education and Care The need for an easily accessed, coherent system of affordable high quality early education and care that begins with prenatal care and extends through third grade emerged as a core finding of the Task Force. Cambridge is fortunate to be served by many city, school and community-based early childhood services and programs. Many are of excellent qual- ity and work together to provide the best possible services for children and their families. As in most cities, however, Cambridge's overall system of early learning and care is fragmented and underdevel- oped. Over the years there have been many initia- tives and collaborations among our early childhood community. The recommendations presented in this report will provide the opportunity to advance the work already begun and build a fully developed integrated system. 9

The Task Force's extensive assessment of needs through surveys and focus groups revealed these fundamental concerns: • Access to Information. It is challenging for • Addressing Critical Gaps. Families, providers, and local experts identified several gaps in critical families in Cambridge to find appropriate services areas, including the need for additional supports and for early childhood service providers to keep abreast of the full range of available services. for social-emotional skill development, mental health, family engagement, families in crisis, dual language learners, and children with disabilities. "It takes a while to get plugged in and know about everything that exists. You have to be aggressive to find out what exists." —Cambridge Parent "It appears as though many of the children are coming to us needing greater support than we can • Maintaining and Improving Quality. Quality is sometimes accommodate."-Cambridge Preschool Teacher not consistent throughout the community's early childhood service providers, Organizations report "It's challenging for families to navigate the systems challenges in maintaining quality programs and qualified staff given financial pressures. if their child has a special need or they are new to the Cambridge community."—Cambridge Preschool Teacher "Quality varies from program to program." —Cambridge Family Childcare Provider • Affordability and Access. For many Cambridge families, finding high quality, affordable early • Aligning and Coordinating Services. Children and families benefit when services are coordinated. childhood services is difficult and presents con- siderable financial hardships. Making high quality Common standards and approaches, joint profes- home visiting, infant-toddler care, and preschool sional development, smooth transitions across more affordable for Cambridge families is a clear programs, and coordinated care all contribute to improved quality. Better coordination and align- priority for families, early childhood providers, and the Task Force. ment between family childcare, community-based preschools, community-based family support ser- vices, the Department of Human Services, and the "Childcare is a huge problem for families." - Cam- Cambridge Public Schools emerged as a key theme bridge Agenda for Children Literacy Ambassador of the Task Forces assessment of needs. "Waiting lists and costs are barriers." — Community Engagement Team Outreach Worker "We have the entities but they are not linked together: Cambridge should make a commitment "Voucher pay is not enough - this is a big issue and that education begins prenatally - before birth. That would create value for preschool as it would be part not sure how to fix it without money." — Cambridge of a continuum of services." — Cambridge Preschool Family Childcare Provider Director "We need to learn more about what early childhood providers do, and they need to learn more about what we do." —Cambridge Public School Elementary School Principal 10

Recommendations of the Cambridge Early Childhood Task Force families who may need extra support, and specialized The Task Force crafted the following vision and guiding principles as a framework for developing goals and programs for the few for whom significant levels of recommendations: support are needed, including families in crisis. Build on strengths: Build on the existing strengths of Vision the rich set of services and programs already in place All children in Cambridge receive high quality early in Cambridge as well as the strengths of children, education and care from birth through third grade. As a parents, families, caregivers, and early education and result, all children enter school ready to thrive academi- care professionals. cally, socially and emotionally, and continue to do so through third grade and beyond Equity and preparation gap: Address the lack of equity of opportunity that many children and families face Guiding Principles because of race, family income, and the preparation Whole child: Consider all areas of a child's growth, gap that stems from a variety of risk factors. development, and learning - including cognitive, social and emotional, language and communication, and Cultural competence: Ensure that programs, services, physical development and well-being. and supports for children and families are relevant to and respectful of their culture and language. Age range: Consider children's needs and well-being from birth through third grade. Families as partners and parent choice: Value parents as partners in care and learning and parent choice in All, some and few: Ensure a continuum of services that selecting settings and services for their children. provides programs that serve all children and families, targeted programs that serve some children, parents and 11

Five Goals to Guide Improvement Efforts Creating a coherent system of affordable high quality early learning and care that begins with prenatal care and extends through third grade will require an ongoing, multi-year city-wide effort and a focused plan. Based on its review of research and best practices and extensive assessment of needs throughout the community, the Task Force developed a set of recommendations to guide im- provements to early childhood services in Cambridge. The recommendations are organized around five goals: Goal 1: Increase Access to and Affordability of Early Education and Care Services Goal 2: Continuously Improve Program Quality for Birth through Third Grade Program and Services Goal 3: Build Partnerships to Promote Strong Family Engagement and Support Goal 4: Coordinate with Healthcare Providers to Ensure Access to Quality Healthcare Services Goal 5: Develop an Effective Birth through Third Grade Governance and Leadership Structure Each goal is further elaborated with a small number of focused objectives and concrete strategies. These goals, objectives, and strategies are intended to provide the foundation for a more comprehensive strategic plan that includes a budget and targets and benchmarks to drive progress-monitoring and ensure accountability. A critical first task of the new governance structure (described in Goal 5) will be to complete the strategic plan. The proposed strategies are to be completed within the first two years of the strategic plan. It is anticipated that Year I will begin on July 1, 2016. 12

Goall: Increase Access Objective 1.1: Expand Access to Home Visiting Work with Cambridge's mixed delivery system to expand access to home to and Affordability of visiting. Early Learning and Care Services STRATEGIES: • Determine who is currently being served by home visiting services Expand access to high in Cambridge and assess gaps in services. • Improve alignment and continuity of home visiting services. quality, culturally • Support ongoing efforts to improve the quality and availability competent, affordable care of home visiting programs. and education programs staffed by practitioners Objective 1.2: Expand Access to Early Childhood Services and Quality Education from Birth to Age Three who are adequately trained Work with Cambridge's mixed delivery system to expand access to early and compensated childhood services and education birth to age three. STRATEGIES: • Improve stability and financing for Baby University and other Center RATIONALE for Families programs. Research has shown that the early • Investigate cost-sharing opportunities for community-based early years in a child's life—when the education and care programs. human brain is forming-repre- sent a critically important window Objective 1.3: Expand Access to Early Childhood Services and Quality of opportunity to develop a child's Education for Three- and Four-Year-Olds full potential and shape key aca- Work with Cambridge's mixed delivery system to expand access to early demic, social, and cognitive skills childhood services and education for three- and four-year-olds. that determine a child's success in school and in life. Expanding ac- STRATEGIES: cess to high quality early learning Increase scholarship subsidies for low-income families. • opportunities is among the smart- est investments that we can make. • Ask the School Committee to study the feasibility of separating junior kindergarten and kindergarten classes in all cases. To yield the greatest benefit, the • Design and implement a pilot project in collaboration with concept of access must be coupled community-based programs to begin learning about how best to with an early learning system expand high quality affordable preschool. (See Appendix 2) that is comprehensive and with • Investigate cost-sharing opportunities for community-based early programs that are high quality. education and care programs. A comprehensive early learning system includes prenatal services, infant and toddler care, preschool Objective 1.4: Expand Access to Early Childhood Information programs, extends to third grade, Expand access to information for identifying high quality early childhood and provides services for families, education and care programs and family support services. including evidence-based home STRATEGIES: visiting services. Support the *Kids' Council's FindItCambridge.org initiative by provid- ing staff resource to gather and maintain information on early childhood providers and programs to ensure a robust birth through third grade *FindItCambridge.org is a section within FindItCambridge.org. website developed by the City of Train community organizations in use of FindItCambridge.org. Cambridge Kids Council. The Develop communication plan to promote FinditCambridge.org. website will provide information Review and revise Department of Human Services Programs (DHSP) about services, resources and activities available for children waitlist for preschool programs. and lamilies. 13

Goal 2: Continuously Objective 2.1: Build Capacity to Improve City-wide Program Quality Improve Program Quality Build the capacity to improve quality in early childhood and family support services for children birth through third grade and their families. for Birth Through Third Grade Services STRATEGY: • Create the positions of Early Childhood Director and Early Childhood Ensure that the services Program Quality Specialist. Recruit and hire individuals with extensive experience in standards, curriculum, assessment, teaching and learning, provided to young children and professional development to lead the implementation of the program and their families are of quality goal. high quality, are continu- Objective 2.2: Develop City-wide Quality Improvement Plan ously improving, and are Develop a multi-year city-wide quality improvement plan that will guide coordinated in order to improvement efforts across city, school district, and community-based services. promote healthy early STRATEGIES: development and learning • Develop a city-wide plan that addresses the following components of a quality improvement system for all family- and center-based childcare RATIONALE programs, DHSP, and Cambridge Public Schools Preschool programs: Research is clear that children who standards, curriculum, formative assessment, instructional practices, attend high quality early education learning environments, transitions, and leadership. and care programs are more likely to be ready for school and life. • Develop and implement a city-wide professional development plan, Qualified practitioners are essen- continuing the initiative launched by the 2014-2015 grant-funded tial to ensuring the quality of these Birth through Third Grade Alignment Leadership Team. programs. Effective practitioners create stimulating early learn- Objective 2.3: Support Pilot Project and Lessons Learned ing environments that promote Support the pilot project and document lessons learned that can inform, social, intellectual, emotional, enhance and sustain quality and access in early education. (See Objective and physical development. These 1.3 and Appendix 2) practitioners engage in reflective practice, regular child assessment, STRATEGY: and adopt curricula that make a • Provide input on issues of quality and learn from the Pilot to inform difference in children's growth the broader quality initiatives. and development. Objective 2.4: Improve Transitions, Collaboration and Coordination Research also shows that leader- Improve transitions, collaboration, and coordination across family- and ship is second only to teaching as center-based childcare programs, Department of Human Services and an influence on learning, and that Cambridge Public Schools Preschool programs. the quality and practice of leader- ship is linked to improved student STRATEGY: outcomes and educational equity. Develop and implement a city-wide transition plan to ensure a smooth Program and system directors transition for all rising kindergarteners. must have a strong sense of pedagogical competence. Objective 2.5: Promote Access to Information for Families Promote sharing information with families on available services as a dimension of quality. STRATEGY: Ensure that professional development for early childhood practitioners includes training in using the online (FindItCambridge.org) and face-to-face resources on accessing information about services. 14

Goal 3: Build Partner- Objective 3.1: Promote Best Practices in Family Engagement Create an ongoing, comprehensive system for promoting family engagement ships to Promote Strong by ensuring that leadership and practitioners receive necessary training and Family Engagement and supports. Support STRATEGIES: • Develop a community-wide understanding of family engagement Promote early and healthy building off of work already done by the city, the school district, and development by forming community partners. Promote shared understanding of the value of family engagement. reciprocal, strength-based Organize regular opportunities for families to provide input and guidance. partnerships between Provide opportunities for representatives of different early childhood families and the programs services to review materials, share best practices, and discuss implications. that serve their children. • Work with the DHSP Community Engagement Team to use culturally- competent strategies to engage parents. RATIONALE Objective 3.2: Encourage Family Participation and Advocacy Meaningful engagement of Encourage and validate family participation in decision-making related to their families in their children's early children's education. Support families to act as advocates for their children and learning supports school readi- participate in the design, delivery, and evaluation of services for their children. ness and later academic success. STRATEGIES: Positive family-program connec- • Develop a public education campaign that engages parents and families, tions have been linked to greater especially families of children with disabilities, in advocating for their academic motivation, grade children's best interests. Promote parent as first teacher through resources promotion, and socio-emotional and materials. skills across all young children. Include parents and families on the Birth through Third Grade Gover- Family engagement occurs when nance Board. there is an ongoing, reciprocal partnership between families and their children's education and Objective 3.3: Increase Opportunities for Family Support and Learning Increase opportunities for families to engage in parenting education activities care programs. Achieving a strong and increase availability of high quality materials and resources. family-program partnership requires a culture that supports STRATEGIES: and honors relationships, com- • Assess the state of parenting education programs and activities, and mitment from program leader- determine how services are tiered across the all, some, and few categories. ship, a vision shared by staff and • Gather and/or create high quality materials on early learning for families. families, opportunities to develop the skills needed to engage in Objective 3.4: Develop a Comprehensive Approach for Family Access reciprocal relationships, and to Information practices and policies that support Develop a comprehensive approach to sharing information regarding available meaningful family engagement. services for young children and their families with both families and the organizations that serve them. STRATEGIES: • Support the Kid's Council's initiative FindItCambridge.org by identifying high quality early childhood and family supports services. • Share information on available services; for example, through a listserv and periodic peer exchange meetings. Align the work of the Cambridges Coordinated Family and Community Engagement Grant (CFCE) with the Early Childhood Task Force recommendations. 15

Goal 4: Coordinate with Objective 4.1: Ensure On-going Collaboration on Improving Health Outcomes Healthcare Providers to Ensure ongoing collaboration across agencies on improving access to quality Ensure Access to Quality health care for young children and their families. Healthcare Services STRATEGY: • Establish a committee focused on the health of young children and their Improve access to qual- families—for example, a joint sub-committee with the Cambridge Health Alliance and the Cambridge Department of Public Health guided by the ity health care, including Cambridge Community Health Improvement Plan (CHIP)*. mental health care, through partnerships, education, Objective 4.2: Ensure Access to Quality Mental and Behavioral Health and advocacy. Services Ensure access to quality mental and behavioral health services for young children and their families. RATIONALE STRATEGY: There are several ongoing initia- • Provide support to the Cambridge Health Alliance and the Department tives in Cambridge that support the of Public Health on the CHIP plan Goal #1: "Support and enhance the healthy development of children mental, behavioral, and emotional health of all, and reduce the impact of and families. A major goal of these alcohol, tobacco and other drugs." Provide support for these objectives in initiatives is to improve the health particular: of all Cambridge residents through the development of health policies 1. CHIP 1.1: By 2020, increase the number of residents who have access and programs that will eliminate to mental/behavioral health and substance abuse services in health disparities in the delivery of Cambridge; and health prevention and health care services. Our approach is to work 2. CHIP 1.2: Increase the awareness and understanding of in collaboration with community mental/behavioral health and mental illness in Cambridge by 2020. partners to ensure that this goal is achieved Objective 4.3: Improve Birth and Home Visiting Services Improve prenatal, infant-toddler, and maternal health through quality prenatal and home visiting services. STRATEGY: Determine who is currently being served by prenatal and home visiting services in Cambridge and assess gaps in service provision (See Objective 1.1). Objective 4.4: Improve Nutrition and Active Living Improve the health and nutrition of young children and their families. STRATEGY: • Promote health and nutrition by coordinating with the CHIP Healthy *Cambridge Community Health Eating and Active Living Priority Area. Improvement Plan (CHIP), written by the Cambridge Public Objective 4.5: Ensure Access to Information on Healthy Development Health Department, is part of a Ensure access to information regarding healthy physical, mental, social, and city wide effort to have a nation- emotional development of young children and their families. ally accredited health department CHIP aims to make tangible prog STRATEGY: ress in four priority health-related Expand access to information on early childhood education and care, areas in Cambridge over the next live years. including prenatal and home visiting services on FindItCambridge.org. (See Objective 1.4). 16

Goal 5: Develop an Bffec- Objective 5.1: Develop Shared Governance and Leadership Develop a governance and leadership infrastructure that will provide leadership, tive Birth Through Third management, and oversight of Cambridge's birth through third grade plans and Grade Governance & strategies. Leadership Structure STRATEGIES: • Create a city-wide Birth through Third Grade Governance Board that Develop a shared gov- represents the full range of stakeholders in Cambridge's early education ernance infrastructure and care community and that oversees the implementation of Cambridge's that formalizes cross- birth through third grade plans and strategies. sector collaboration and • Create a position of an Early Childhood Director to help develop and decision-making roles, implement Cambridge's Strategic Plan and support the governing strengthens leadership body in overseeing the plan. capacity to advance the work, and develops a Birth • Establish three committees of the Governance Board aligned to the goals of these recommendations: (1) Access, Affordability and Quality; (2) through Third Grade Family Engagement; and (3) Health. These committees will be charged Strategic Plan that outlines with collaborating with the Director and the Governance Board to priorities, guides funding develop the recommendations of this document into a full-fledged strategic plan and with implementing the plan. decisions, and oversees implementation of the Objective 5.2: Develop a Strategic Plan and Plan Management plan. Using the recommendations of the Early Childhood Task Force as a foundation, develop a realistic strategic plan and budget that guides the creation of an effec- tive early education and care system. Monitor implementation of the plan on a regular basis. Use data and evidence of change to adjust the plan in order to meet its short- and long-term benchmarks and to inform policy and practices. STRATEGIES: • The Governance Board and the Director will work with the three commit- tees to develop each committees respective sections of the strategic plan with associated budgets, targeted outcomes, and interim bench- RATIONALE marks. A formal shared governance development and mental health; structure is needed to lead this parent and community partnerships; • The Director will support the aligned system. An early educa- parenting education and resources; committees in the successful tion and care "system" is a way and professional development for implementation of their re- for organizations and people to professionals, families, and others. spective plans, share progress work together in a coordinated updates with the Governance way toward a common goal for The hallmark of good governance Board, and coordinate and children. No one entity can do is the extent to which constituency integrate the work of the this job alone. The early education groups have the opportunity to committees. and care system is comprised of participate in the decision making the policies, programs, and ser- process. The dialogue is open and vices for young children, as well as mutually responsive as city leaders the adults who care for and teach and members of the early childhood them. It brings together the inde- community reach insight on useful pendent systems of: prenatal care; ways of comprehending and acting early education and care birth to on the needs of children and fami- lies. third grade; health and nutrition; social-emotional 17

Shared Governance Infrastructure Access, Affordability, Health Committee Quality Committee Family Engagement Committee Objective 5.4: Strengthen Public Awareness and Objective 5.3: Ensure Accountability through Practitioner Understanding Evaluation, Data Systems and Reporting Strengthen awareness and commitment of city leaders, Ensure that a data system is in place to collect information the public, and the early childhood community through and track outcomes. The system should meet Cambridges public education campaigns that use effective, strategic, needs for accurate, timely information to support planning, and evidence-based messages to deepen understanding decision making, and periodic reporting to communicate progress. and support for the Strategic Plan. STRATEGIES: STRATEGIES: Develop a comprehensive evaluation to assess the Develop a communication plan that: major components of the Strategic Plan. • Raises public awareness of the importance of quality early childhood education and care, the • Propose an appropriate data system to the birth through third grade continuum, and the Governance Board to assess the data needs and work of the Early Childhood Task Force. benchmarks for success. • Identifies target audiences and strategies to communicate the priorities of the Strategic Plan recommendations. 18

Summary of Goals and Objectives Vision: All children in Cambridge receive high quality early education and care from before birth through third grade. As a result, all children enter school ready to thrive academically, socially, and emotionally and continue to thrive through third grade and beyond. Guiding Principals Whole Child Build On Strengths Cultural Competence Age Range Equity and Preparation Gap Families as Partners & Parent Choice All, Some, Few Goals GOAL 2 GOAL 4 GOAL 1 GOAL 3 GOAL 5 Increase Access to and Coordinate with Continuously Improve Build Partnerships Develop an Effective Healthcare Providers Program Quality for Affordability of Early to Promote Strong Birth through Third Grade Governance to Ensure Access to Family Engagement Learning and Care Birth through Third Services Grade Services and Support Quality Healthcare and Leadership Services Structure Objectives 3.1 Best Practices in 5.1 Shared Gover- 4.1 Collaboration on 2.1 City-wide Pro- 1.1 Home Visiting Improving Health gram Quality Capacity Family Engagement nance and Leadership Outcomes 1.2 Early Childhood Service and Education | 2.2 City-wide Quality | 3.2 Family Participa- 5.2 Strategic Plan and from Birth to Age 3 Improvement Plan Plan Management tion and Advocacy 4.2 Access to Quality Mental and Behavioral 1.3 Early Childhood Health Services 2.3 Pilot Project 5.3 Accountability: 3.3 Family Support Lessons Learned Services and Quality Evaluation, Data Sys- and Learning Education for 3- and 4.3 Birth and Home tems and Reporting 4- Year Olds 3.4 Family Access Visiting Services 2.4 Transitions, Collaboration and to Information 5.4 Public Aware- Coordination ness and Practitioner 4.4 Nutrition and 1.4 Early Childhood Information Understanding Active Living 2.5 Provider Access to Information for 4.5 Access to Infor- Families mation on Healthy Development 19

End Notes 1. National Scientific Council on the Developing Child (2007). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. Retrieved from www.developingchild.harvard.edu. 2. Center on the Developing Child (2009). Five Numbers to Remember About Early Childhood Development (Brief). Retrieved from www.developingchild.harvard.edu. 3. Barnett, W. S. & Masse, L. N. (2007). Comparative benefit-cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26, 113-125. 4. Reynolds, A. J., et al. (2001). Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest. JAMA, 285(18), 2339-2346.; Reynolds, A. )., et al. (2007). Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-Being. Archives of Pediatrics & Adolescent Medicine, 161(8), 730-739. 5. Boyd, J., Barnett, W.S., Bodrova, E., Leong, D.J., Gomby, D. (20005). Promoting Children's Social and Emotional Development Through Preschool Education, National Institute for Early Education Research. Reynolds, A. J., et al. (2001). Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest. JAMA, 285 (18), 2339-2346.; Reynolds, A. J., et al. (2007). Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-Being. Archives of Pediatrics & Adolescent Medicine, 161(8), 730-739.; Barnett, W. S. & Masse, L. N. (2007). Comparative benefit-cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26, 113-125; Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S.., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. 20

Appendix 1 Members of the Early Childhood Task Force Khadija Barre Family Childcare Provider Donna Cabral Executive Director, Cambridge Somerville Head Start Parent Tina Christodouleas Louis Depasquale Assistant City Manager, City of Cambridge Finance Department Katy Donovan Director, Peabody Terrace Child Care Family Childcare Provider Fouzia Elhajli Lei-Anne Ellis Division Head, City of Cambridge Department of Human Service Programs Superintendent Intern, Cambridge Public Schools Bob Ettinger Jeana Franconi Budget Director, City of Cambridge Family Liaison, Tobin School, Cambridge Public Schools Mary Frawley Coordinator, Title 1 and Home Based Programs, Cambridge Public Schools Mary Grassi Chief of Pediatrics, Cambridge Health Alliance Greg Hagan Robin Harris Principal, Fletcher Maynard Academy, Cambridge Public Schools Kathryn Jones Coordinator, Birth through Third Grade Alignment Grant, Cambridge Public Schools Maryann MacDonald Assistant Superintendent-Elementary Education, Cambridge Public Schools Lisa C. Peterson Deputy City Manager, City of Cambridge Megan Postal Coordinator, Early Years Project, Cambridge Somerville Early Intervention, Riverside Community Care Zuleka Queen-Postell Parent and Liaison to Special Education Parent Advisory Council, Cambridge Public Schools Richard C. Rossi City Manager, City of Cambridge Ellen Semonoff Assistant City Manager, City of Cambridge Department of Human Service Programs Claire Spinner Chief Financial Officer, Cambridge Public Schools Nan Stone Board Member, Cambridge Community Foundation Nancy Tauber Executive Director, Cambridge Kids Council Carolyn Turk Deputy Superintendent for Teaching and Learning, Cambridge Public Schools Teacher/Staff Developer, Cambridge Public Schools Jessie Wenning Jeffrey Young Superintendent, Cambridge Public Schools The Task Force was supported in its work by consultants with Early Childhood Associates, Inc. under the direction of Linda Warren, and David Jacobson of Education Development Center (formerly with Cambridge Education, Inc.). 21

Appendix 2 Proposed Pilot Project to Expand Access to Quality Programs for Three and Four-year-Olds • Provide each Pilot sites leaders and program staff One approach to expand access to high quality programs with professional development that integrates for three- and -four-year-olds is the proposed Pilot training, coaching, and Communities of Practice. Project in Objective 1.3. The Task Force recommends that the Pilot have a multifaceted approach based on The focus of the professional development will be research and informed by models that have proven to increase capacity to: successful in other cities and states across the country. Elements of the Pilot, which should be tailored to the Use evidence-based practice in the design of high quality environments, effective needs of Cambridge, could include: interactions, instructional practices; • Select two to four center-based programs as Pilot sites. 'They should meet quality criteria (to be Plan and implement instructional activities determined), be willing to make space available to tied to core competencies or early learning standards and where children apply concepts three- and four-year-olds on a sliding scale basis, and commit to participating in an evaluation of and skills in a variety of contexts; the model. • Foster children's emotional well-being; • Adopt a common child assessment and a quality • Engage families. rating scale to inform individual program prac- tices and support children's learning and develop- ment as well as to build common metrics across Extend training and technical assistance to center-based providers. non-Pilot center-based programs on using evi- denced practice approaches in the design of high quality environments, effective interactions and instructional practices so as to improve quality across the system. 22

Appendix 3 Glossary of Terms 0-8 Council, comprised of public Baby University is a free program Cambridge Department of Human dedicated to ensuring that: 1) low-in- and private providers and parents, Service Programs (DHSP) provides promotes the healthy development of come parents have access to the knowl- services for adults and seniors, fami- edge, resources and support needed to lies, children and youth ages 2.9 to 18. Cambridge families and their children, prenatal to age 8. The Council was foster the healthy development of their It also provides fuel assistance, sum- introduced in the 1970s as the Early mer food programs, recreation and children and 2) children in Cambridge Childhood Education Committee overseas the Commission for Persons enter Kindergarten ready to learn. Parents complete a 14-week Core appointed by the Superintendent and with Disabilities. DHSP purchases services for residents who need extra Program before joining the Alumni broadened its scope in 2001 as the 0-8 Council. Association, which supports the family support: homeless, mental health, sub- until the youngest child transitions stance abuse, domestic violence, legal Agenda for Children Literacy Ini- into Kindergarten. assistance, and specialized services for tiative, a free program based at the newcomers and linguistic minorities. Cambridge Public Health Department, The department provides high qual- Birth through Third Grade Align- works with parents and caregivers to ity full day full year preschool, after- ment Leadership Team, an initiative support the development of children's school programs that offer project- funded by the Massachusetts Depart- language and literacy skills so that new based learning curriculum linked to ment of Early Education and Care, kindergartners will enter school ready CPS learning strands, enrichment is charged with aligning curricula, to learn how to read and write. Staff instructional practices, assessments, programs, summer camps, parenting and Literacy Ambassadors offer parent education and support to residents. transitions, and professional devel- maternity ward and home visits, work- opment across all sectors that serve Baby University and the Center for shops on oral language development Families provide parenting education children before and after they enter (Let's Talk ... it makes a difference!), elementary school in Cambridge. The and support. reading with young children, and team is comprised of 30 members, Center for Families (CFF), funded by storytelling. In addition, it collaborates including early childhood educators, city and state grants, was created by with the Cambridge Public Library to mental health providers and represen- send all newborns a "Born to Read" the Kids' Council in the early 1990s. tatives from the Cambridge Depart- ment of Public Health, Somerville- bag and with the Center for Families to CFF offers Cambridge families with facilitate playgroups and Story Walks. children birth to age 8 an array of Cambridge Head Start, the Cambridge Elements of its award winning pro- Public Schools and the Department of parent education and support pro- Human Service Programs. gram have been replicated in various gramming facilitated by multi-lingual communities across the country. staff, including parenting education Cambridge Community Health Im- workshops, parent-child activities, Agenda for Children Out of School support groups and fathers' groups, provement Plan (CHIP), written by information and referrals to commu- Time (OST) Initiative aims to ensure the Cambridge Public Health Depart- ment, is part of a city-wide effort to nity services and support services for the highest quality OST opportuni- families when needed. ties and experiences for all Cam- have a nationally accredited health de- bridge children, youth and families. partment. CHIP aims to make tangible Community Engagement Team The Agenda for Children convenes, progress in four priority health-related catalyzes and supports Cambridge's (CET) is a multi-agency City-funded areas in Cambridge over the next five collaborative that reaches out to youth serving community to collec- years. tively develop and implement common underserved Cambridge families and purpose and goals, share data and ways connects them to community events to hold each other accountable, with a and resources, develops community leaders, trains outreach workers, and shared vision of equitable opportuni- supports agencies in working with a ties for youth and collaborative access to resources and supports. The Initia- diverse community. CET offers parent tive is a Cambridge Department of workshops in multiple languages. Human Services program. 23

Coordinated Family and Commu- Subsidized slots are awarded by the Kids' Council, officially known as the Department of Early Education and nity Engagement Grant (CFCE) is a Coordinating Council for Children, Massachusetts Department of Early Youth and Families, was created in Care (EEC) to licensed childcare pro- Education and Care competitive grant grams. With subsidized slots, a parent 1991. It is chaired by the Mayor, and its members include residents, elected whose goal is to build and strengthen pays a portion of their childcare fees as local infrastructure of supports and officials, department heads within determined by family size and house- hold income. To qualify for full-time the City, community and non-profit services for families with young chil- subsidized care, a family must meet dren, especially those experiencing leaders, business, early childhood, certain income guidelines and have a philanthropic, university, state agency multiple risk factors. Grant priorities "service need" (i.e. employment and/ include: community-based informa- and youth representatives. 'The Kids' tion, transition supports birth to age 8, Council is dedicated to developing or attending school or an education/ training program). Should the parent policy and program recommendations family education and literacy, and early and out-of- school educator training. leave the childcare provider, the sub- aimed at improving the quality of life for children, youth and families in the sidized slot remains with the provider Educator Provider Support (EPS) city of Cambridge. Currently, the Kids' and goes to another family who meets Grants have been awarded to regional the above mentioned guidelines. To Council is developing recommenda- tions to make it easier for families and access this financial assistance, parents professional development partner- ships across the Commonwealth. Each providers to access the many resources must be placed on the Massachusetts EPS partnership is responsible for Statewide Waiting List. available in Cambridge providing protessional development Vouchers from the Massachusetts support services and opportunities Mixed Delivery System includes the to early education and care and out Department of Transitional Assistance different types of providers who offer of school-time educators and provid- programs and services for families (DTA) are given to families through ers (programs) in its region. The EPS and young children; for example, the regional Child Care Resource and Referral agency (CC&RR). With the Department of Human Services, grant focuses on three core areas of the the Cambridge Public School, and professional development system: edu- vouchers, parents pay a portion of community-based preschool educators childcare fees as determined by fam- cator and provider planning, coaching and mentoring, and competency devel- in center-based and family childcare ily size and household income. To opment. EPS grant and PD services qualify for a welfare to work voucher settings. also include career and academic participants must currently be re- ceiving Transitional Aid for Families advising, CEUS and college courses. Quality Rating Improvement System with Dependent Children (TAFDC) (QRIS) is the rating system for early childhood programs first developed and be referred by a DTA worker to FindItCambridge.org (www.findit- the CC&RR for immediate access to bythe Massachusetts Department of cambridge.org) is an initiative of the Early Education and Care (EEC) in child care. Should the parent leave the City of Cambridge's Kids Council in partnership with Code for Boston. The childcare provider, the voucher goes spring 2008 as a method to commu- with the child to the next provider. To nicate and improve the level of quality goal of the website is to make it easier access this financial assistance, parents in early care & education and after- for parents and other caring adults to find the broad array of activities, must register on the Massachusetts school settings. QRIS offers guidance services, and resources that are avail- Statewide Waiting List. to professionals in early education and able for children, youth and families in care and out of school time settings on a path towards quality, recognizing Cambridge. Find It Cambridge is cur- that higher expectations of programs rently being developed, and the official must be matched with increased sup- launch is scheduled for 2016. ports: better-articulated career ladder, financial incentives, and professional Junior Kindergarten is a Cambridge Public Schools program enrolling development. children who turn 4.5 years old by September 1. Students who enroll in the Junior Kindergarten program will enroll in kindergarten the following year. Children must be five (5) years old by September 1 to be eligible for kindergarten. 24

YEAR 2 FY 2018 YEAR 1 FY 2017 IMPLEMENTATION BEGINS 2016 PERIOD PLANNING JAN. - JUNE Investigate cost sharing for community based programs Conduct needs assessment of home visiting services Improve alignment and continuity Train community organizations in FindItCambridge.org quality, affordable pre-school Pilot Project with community based programs to expand high Increase scholarship subsidies Provide staff resource to FinditCambridge.org to maintain Improve financial support for Baby U and Center For Families Study feasibility of separating JK and Kindergarten classes Improve quality and availability Develop city-wide plan to improve preschool program quality information on early childhood providers and programs kindergarteners Develop city-wide plan for professional development Develop/implement city-wide transition plan for all rising • Provide Input on issues of program quality Strategy • Review and revise DHSP Preschool waitlist policy i Develop communication plan to promote FinditCambridge.org 1.1 Expand Access to Home Visiting ACCESS AND AFFORDABILITY 1.2 Expand Access to Birth to Age 3 Services Goal 2.4 Promote Access to Information for Families Train early childhood practitioners in use of FindItCambridge.org 1.3 Expand Access for 3 and 4-year-olds 2.3 Improve Transitions, Collaboration, and Coordination 1.4 Expand Access to Early Childhood Information 2.1 Build Capacity to Improve Program Quality Create positions of Early Childhood Director and Specialist PROGRAM QUALITY 2.3 Support Pilot Project 2.2 Develop Quality Improvement Plan Summary of Goals, Objectives, and Strategies and Implementation Timeline *Appendix 4

YEAR 2 FY 2018 YEAR 1 FY 2017 JAN. - JUNE 2016 PLANNING PERIOD Expand access to information about prenatal care and home Develop strategic plan with targeted outcomes Convene providers to share best practices Conduct needs assessment of parenting education programs and Develop community wide understanding of family engagement Determine data system to support plan implementation Establish committee structure Establish committee to focus health of young children and families Ensure availability of high quality materials on early learning ensure continuum of services to meet needs of all, some few Develop communication plan Collaborate with DHSP Community Engagement Team to ensure use of culturally relevant strategies to engage parents Support Cambridge Community Health Improvement (CHIP) Ensure fidelity of implementation and monitoring of progress Align work of Coordinated Family and Community Engagement Share information on available services Develop public education campaign Include families on Early Childhood Governance Board Create Early Childhood Governance Board Grant (CFCE) with Early Childhood Strategic Plan. Create position of Early Childhood Director (See Objective 2.1) Conduct needs assessment of home visiting services Support FinditCambridge.org (See Objective 1.4) for families Plan Goal 1 visiting on FinditCambridge.org (See Objective 1.4) Support CHIP Healthy Eating and Active Living Priority Area Determine dal system to super plan implementation Strategy 3.1 Promote Best Practices in Family Goal 3.4 Improve Family Access to Information 4.2 Ensure Access to Quality Mental and 3.2 Encourage Family Participation and 3.3 Increase Opportunities for Family FAMILY ENGAGEMENT AND SUPPORT QUALITY HEALTHCARE SERVICES Engagements 5.2 Develop and Manage Strategic Plan 4.5 Ensure Access to Information 4.3 Improve Birth and Home Visiting Services GOVERNANCE AND LEADERSHIP Support and Learning 5.4 Strengthen Public Awareness and 4.1 Collaborate to Improve Health Outcomes 5.3 Develop Evaluation, Data Systems, Practitioner Understanding and Reporting Advocacy 5.1 Develop Shared Governance and Behavioral Health Services 4.4 Improve Nutrition and Active Living Leadership

Photos © Erica Modugno, My Little Eye Photography. Additional photo credits as noted.

Attachment f Charge The Early Childhood Task Force is charged with developing a set of rec- ommendations to improve early edu- cation and care throughout the com- munity, and ensure that all children receive high quality early education and care beginning with prenatal care and extending through third grade. The Cambridge Early Childhood Task Force The goal is that all children will enter In February 2014, Cambridge City Manager Richard Rossi appointed an school ready to thrive academically, Early Childhood Task Force and charged the group with developing a set of socially, and emotionally and contin- recommendations to improve early education and care throughout the com- ue to thrive through third grade and munity and ensure that all children receive high quality early education and beyond. The following priorities will care beginning with prenatal care and extending through third grade. The guide the recommendations: members included the city manager, the superintendent of schools, parents, • Develop a highly-effective early childhood and health experts from community-based organizations system of high quality educa- and family childcare settings, and senior city and school district staff members tion and care that will meet the (See Appendix I). needs of children and families The Task Force began its work by reviewing the latest research on early • Ensure equitable access to early childhood development and national models of effective practice. In order to childhood information and better understand strengths and weakness of existing programs and services high quality services in Cambridge, the group then designed and conducted a needs assessment • Provide levels of service com- that included a survey of early education and care providers, a survey of other mensurate with the needs of early childhood service providers, and 11 focus groups. Sixty-eight center- children and families and that based and family childcare providers responded to the early education and in particular address the needs care survey; ten organizations representing 41 programs responded to the of low-income families other early childhood services survey. Focus groups were conducted for a broad range of stakeholders, including parents, teachers, community-based • Emphasize the whole 0-8 preschools, family childcare providers, family liaisons, principals, literacy continuum starting with ambassadors, and the 0-8 Council. Based on its research review and informa- prenatal care tion collected through the needs assessment, the Task Force determined a set of overarching priorities to guide the development of recommendations: • Emphasize positive social- emotional development, men- tal health, and special needs 1. Start Early. The research is clear: children need high quality care and learning experiences that begin with prenatal care, continue with infant • Engage and support families and toddler care and preschool, and extend through third grade and in their parenting and "first beyond. Starting early is critical to addressing achievement gaps and teacher" roles in ways that improving outcomes for all children. are culturally-responsive and celebrate diversity 2. Quality Is Essential. To improve outcomes for children, services must be of high quality. Expanding access without ensuring quality • Build and support a high qual- is ineffective and short-sighted. ity workforce capable of meet- ing the needs of children and families in a sustainable way. 3. Build a Coherent Mixed-Delivery System. Community services, including family childcare, community-based preschools, community-based family support services, the Cambridge Human Services Department (DHSP), and the Cambridge Public Schools, that are coordinated and aligned will lead to maximum impact for young children and their families. 8

Summary of Goals and Objectives Vision: All children in Cambridge receive high quality early education and care from before birth through third grade. As a result, all children enter school ready to thrive academically, socially, and emotionally and continue to thrive through third grade and beyond. Guiding Principals Whole Child Build On Strengths Cultural Competence Families as Partners & Equity and Preparation Gap Age Range Parent Choice All, Some, Few Goals GOAL 1 GOAL 4 GOAL 2 GOAL5 GOAL 3 Coordinate with Increase Access to and Continuously Improve Build Partnerships Develop an Effective Healthcare Providers to Promote Strong Program Quality for Affordability of Early Birth through Third Grade Governance to Ensure Access to Learning and Care Family Engagement Birth through Third Services Grade Services and Leadership and Support Quality Healthcare Structure Services Objectives 3.1 Best Practices in 5.1 Shared Gover- 4.1 Collaboration on 2.1 City-wide Pro- 1.1 Home Visiting nance and Leadership Improving Health Family Engagement gram Quality Capacity Outcomes 1.2 Early Childhood Service and Education 2.2 City-wide Quality 3.2 Family Participa 5.2 Strategic Plan and tion and Advocac Improvement Plan Plan Management from Birth to Age 3 4.2 Access to Quality Mental and Behavioral 1.3 Early Childhood Health Services 2.3 Pilot Project 5.3 Accountability: 3.3 Family Support Services and Quality Lessons Learned Evaluation, Data Sys- and Learning Education for 3- and 4.3 Birth and Home tems and Reporting 2.4 Transitions, 3.4 Family Access 4-Year Olds Visiting Services Collaboration and to Information 5.4 Public Aware- 4.4 Nutrition and Coordination ness and Practitioner 1.4 Early Childhood Information Active Living Understanding 2.5 Provider Access to Information for 4.5 Access to Infor- Families Dariom Helly 19

Goal 1: Increase Access Objective 1.1: Expand Access to Home Visiting Work with Cambridge's mixed delivery system to expand access to home to and Affordability of visiting. Early Learning and Care Services STRATEGIES: • Determine who is currently being served by home visiting services in Cambridge and assess gaps in services. Expand access to high • Improve alignment and continuity of home visiting services. quality, culturally Support ongoing efforts to improve the quality and availability competent, affordable care of home visiting programs. and education programs Objective 1.2: Expand Access to Early Childhood Services and Quality staffed by practitioners Education from Birth to Age Three who are adequately trained Work with Cambridge's mixed delivery system to expand access to early and compensated. childhood services and education birth to age three. STRATEGIES: • Improve stability and financing for Baby University and other Center RATIONALE for Families programs. Research has shown that the early • Investigate cost-sharing opportunities for community-based early years in a child's life-when the education and care programs. human brain is forming-repre- sent a critically important window Objective 1.3: Expand Access to Early Childhood Services and Quality of opportunity to develop a child's Education for Three- and Four-Year-Olds full potential and shape key aca- Work with Cambridge's mixed delivery system to expand access to early demic, social, and cognitive skills childhood services and education for three- and four-year-olds. that determine a child's success in school and in life. Expanding ac- STRATEGIES: cess to high quality early learning • Increase scholarship subsidies for low-income families. opportunities is among the smart- • Ask the School Committee to study the feasibility of separating junior est investments that we can make. kindergarten and kindergarten classes in all cases. To yield the greatest benefit, the • Design and implement a pilot project in collaboration with concept of access must be coupled community-based programs to begin learning about how best to with an early learning system that is comprehensive and with expand high quality affordable preschool. (See Appendix 2) Investigate cost-sharing opportunities for community-based early programs that are high quality. education and care programs. A comprehensive early learning system includes prenatal services, infant and toddler care, preschool Objective 1.4: Expand Access to Early Childhood Information programs, extends to third grade, Expand access to information for identifying high quality early childhood and provides services for families, education and care programs and family support services. including evidence-based home STRATEGIES: visiting services. • Support the *Kids' Council's FindItCambridge.org initiative by provid- ing staff resource to gather and maintain information on early childhood providers and programs to ensure a robust birth through third grade * FindItCambridge.org is a section within FindItCambridge.org. website developed by the City of Train community organizations in use of FindItCambridge.org. Cambridge Kids Council. The Develop communication plan to promote FinditCambridge.org website will provide information Review and revise Department of Human Services Programs (DHSP) about services, resources and activities available for children waitlist for preschool programs. and families. 13

Goal 2: Continuously Objective 2.1: Build Capacity to Improve City-wide Program Quality Improve Program Quality Build the capacity to improve quality in early childhood and family support services for children birth through third grade and their families. for Birth Through Third Grade Services STRATEGY: Create the positions of Early Childhood Director and Early Childhood Ensure that the services Program Quality Specialist. Recruit and hire individuals with extensive experience in standards, curriculum, assessment, teaching and learning, provided to young children and professional development to lead the implementation of the program and their families are of quality goal. high quality, are continu- ously improving, and are Objective 2.2: Develop City-wide Quality Improvement Plan Develop a multi-year city-wide quality improvement plan that will guide coordinated in order to improvement efforts across city, school district, and community-based services. promote healthy early STRATEGIES: development and learning. • • Develop a city-wide plan that addresses the following components of a quality improvement system for all family- and center-based childcare RATIONALE programs, DHSP, and Cambridge Public Schools Preschool programs: Research is clear that children who standards, curriculum, formative assessment, instructional practices, attend high quality early education learning environments, transitions, and leadership. and care programs are more likely to be ready for school and life. Develop and implement a city-wide professional development plan, Qualified practitioners are essen- continuing the initiative launched by the 2014-2015 grant-funded tial to ensuring the quality of these Birth through Third Grade Alignment Leadership Team. programs. Effective practitioners create stimulating early learn- Objective 2.3: Support Pilot Project and Lessons Learned ing environments that promote Support the pilot project and document lessons learned that can inform, social, intellectual, emotional, enhance and sustain quality and access in early education. (See Objective and physical development. These 1.3 and Appendix 2) practitioners engage in reflective practice, regular child assessment, STRATEGY: and adopt curricula that make a Provide input on issues of quality and learn from the Pilot to inform difference in children's growth the broader quality initiatives. and development. Objective 2.4: Improve Transitions, Collaboration and Coordination Research also shows that leader- Improve transitions, collaboration, and coordination across family- and ship is second only to teaching as center-based childcare programs, Department of Human Services and an influence on learning, and that Cambridge Public Schools Preschool programs. the quality and practice of leader- ship is linked to improved student STRATEGY: outcomes and educational equity. Develop and implement a city-wide transition plan to ensure a smooth Program and system directors transition for all rising kindergarteners. must have a strong sense of pedagogical competence. Objective 2.5: Promote Access to Information for Families Promote sharing information with families on available services as a dimension of quality. STRATEGY: Ensure that professional development for early childhood practitioners includes training in using the online (FindItCambridge.org) and face-to-face resources on accessing information about services. 14

Goal 3: Build Partner- Objective 3.1: Promote Best Practices in Family Engagement Create an ongoing, comprehensive system for promoting family engagement ships to Promote Strong by ensuring that leadership and practitioners receive necessary training and Family Engagement and supports. Support STRATEGIES: • Develop a community-wide understanding of family engagement Promote early and healthy building off of work already done by the city, the school district, and community partners. development by forming • Promote shared understanding of the value of family engagement. reciprocal, strength-based Organize regular opportunities for families to provide input and guidance. partnerships between • Provide opportunities for representatives of different early childhood families and the programs services to review materials, share best practices, and discuss implications. that serve their children. • Work with the DHSP Community Engagement Team to use culturally- competent strategies to engage parents. RATIONALE Objective 3.2: Encourage Family Participation and Advocacy Meaningful engagement of Encourage and validate family participation in decision-making related to their families in their children's early children's education. Support families to act as advocates for their children and learning supports school readi- participate in the design, delivery, and evaluation of services for their children. ness and later academic success. STRATEGIES: Positive family-program connec- • Develop a public education campaign that engages parents and families, tions have been linked to greater especially families of children with disabilities, in advocating for their academic motivation, grade children's best interests. Promote parent as first teacher through resources promotion, and socio-emotional and materials. skills across all young children. • Include parents and families on the Birth through Third Grade Gover- Family engagement occurs when nance Board there is an ongoing, reciprocal partnership between families and their children's education and Objective 3.3: Increase Opportunities for Family Support and Learning Increase opportunities for families to engage in parenting education activities care programs. Achieving a strong and increase availability of high quality materials and resources. family-program partnership requires a culture that supports STRATEGIES: and honors relationships, com- • Assess the state of parenting education programs and activities, and mitment from program leader- determine how services are tiered across the all, some, and few categories. ship, a vision shared by staff and • Gather and/or create high quality materials on early learning for families. families, opportunities to develop the skills needed to engage in Objective 3.4: Develop a Comprehensive Approach for Family Access reciprocal relationships, and to Information practices and policies that support Develop a comprehensive approach to sharing information regarding available meaningful family engagement. services for young children and their families with both families and the organizations that serve them. STRATEGIES: Support the Kid's Council's initiative FindItCambridge.org by identifying high quality early childhood and family supports services. • Share information on available services; for example, through a listserv and periodic peer exchange meetings. • Align the work of the Cambridge's Coordinated Family and Community Engagement Grant (CFCE) with the Early Childhood Task Force recommendations. 15

Goal 4: Coordinate with Objective 4.1: Ensure On-going Collaboration on Improving Health Outcomes Healthcare Providers to Ensure ongoing collaboration across agencies on improving access to quality Ensure Access to Quality health care for young children and their families. Healthcare Services Establish a committee focused on the health of young children and their Improve access to qual- families-for example, a joint sub-committee with the Cambridge Health ity health care, including Alliance and the Cambridge Department of Public Health guided by the Cambridge Community Health Improvement Plan (CHIP)*. mental health care, through partnerships, education, Objective 4.2: Ensure Access to Quality Mental and Behavioral Health and advocacy. Services Ensure access to quality mental and behavioral health services for young children and their families. RATIONALE STRATEGY: There are several ongoing initia- • Provide support to the Cambridge Health Alliance and the Department tives in Cambridge that support the of Public Health on the CHIP plan Goal #1: "Support and enhance the healthy development of children mental, behavioral, and emotional health of all, and reduce the impact of and families. A major goal of these alcohol, tobacco and other drugs." Provide support for these objectives in initiatives is to improve the health particular: of all Cambridge residents through the development of health policies 1. CHIP 1.1: By 2020, increase the number of residents who have access and programs that will eliminate to mental/behavioral health and substance abuse services in health disparities in the delivery of Cambridge; and health prevention and health care services. Our approach is to work 2. CHIP 1.2: Increase the awareness and understanding of in collaboration with community mental/behavioral health and mental illness in Cambridge by 2020. partners to ensure that this goal is achieved Objective 4.3: Improve Birth and Home Visiting Services Improve prenatal, infant-toddler, and maternal health through quality prenatal and home visiting services. STRATEGY: • Determine who is currently being served by prenatal and home visiting services in Cambridge and assess gaps in service provision (See Objective 1.1). Objective 4.4: Improve Nutrition and Active Living Improve the health and nutrition of young children and their families. STRATEGY: • Promote health and nutrition by coordinating with the CHIP Healthy *Cambridge Community Health Eating and Active Living Priority Area. Improvement Plan (CHIP), written by the Cambridge Public Objective 4.5: Ensure Access to Information on Healthy Development Health Department, is part of a Ensure access to information regarding healthy physical, mental, social, and city-wide effort to have a nation- emotional development of young children and their families. ally accredited health department. CHIP ains to make tangible prog- STRATEGY: ress in four priority health-related • Expand access to information on early childhood education and care, areas in Cambridge over the next five years. including prenatal and home visiting services on FindItCambridge.org. (See Objective 1.4). 16

Goal 5: Develop an Eflec- Objective 5.1: Develop Shared Governance and Leadership Develop a governance and leadership infrastructure that will provide leadership, tive Birth Through Third management, and oversight of Cambridge's birth through third grade plans and Grade Governance & strategies. Leadership Structure STRATEGIES: • Create a city-wide Birth through Third Grade Governance Board that Develop a shared gov- represents the full range of stakeholders in Cambridge's early education ernance infrastructure and care community and that oversees the implementation of Cambridge's that formalizes cross- birth through third grade plans and strategies. sector collaboration and • Create a position of an Early Childhood Director to help develop and decision-making roles, implement Cambridge's Strategic Plan and support the governing strengthens leadership body in overseeing the plan. capacity to advance the Establish three committees of the Governance Board aligned to the goals work, and develops a Birth of these recommendations: (1) Access, Affordability and Quality; (2) through Third Grade Family Engagement; and (3) Health. These committees will be charged Strategic Plan that outlines with collaborating with the Director and the Governance Board to develop the recommendations of this document into a full-fledged priorities, guides funding strategic plan and with implementing the plan. decisions, and oversees implementation of the Objective 5.2: Develop a Strategic Plan and Plan Management plan. Using the recommendations of the Early Childhood Task Force as a foundation, develop a realistic strategic plan and budget that guides the creation of an effec- tive early education and care system. Monitor implementation of the plan on a regular basis. Use data and evidence of change to adjust the plan in order to meet its short- and long-term benchmarks and to inform policy and practices. STRATEGIES: • The Governance Board and the Director will work with the three commit- tees to develop each committees respective sections of the strategic plan with associated budgets, targeted outcomes, and interim bench- RATIONALE marks. A formal shared governance development and mental health; structure is needed to lead this parent and community partnerships; The Director will support the parenting education and resources; aligned system. An early educa- committees in the successful tion and care "system" is a way and professional development for implementation of their re- for organizations and people to professionals, families, and others. spective plans, share progress work together in a coordinated updates with the Governance The hallmark of good governance way toward a common goal for Board, and coordinate and is the extent to which constituency children. No one entity can do integrate the work of the this job alone. The early education groups have the opportunity to committees. and care system is comprised of participate in the decision making the policies, programs, and ser- process. The dialogue is open and vices for young children, as well as mutually responsive as city leaders the adults who care for and teach and members of the early childhood community reach insight on useful them. It brings together the inde- ways of comprehending and acting pendent systems of: prenatal care; on the needs of children and fami- early education and care birth to lies. third grade; health and nutrition; social-emotional 17

Attachment o Ciry of Cambridge 51 Inman Street Department of Cambridge, MA 02139 Human Service Programs askdhspt@cambridgema.gov voice: [phone removed] Ellen Semonoff, Assistant City Manager tty: [phone removed] fax: [phone removed] Dear Families, Thank you for your patience while we reviewed our current Preschool waitlist and enrollment policies and procedures. We have received feedback over the years about how difficult and confusing the waitlist and enrollment process can be for families and we take that feedback very seriously. As a City program, we have a responsibility to ensure that we have equitable opportunities for all Cambridge families to enroll in our Preschools. We found that families who did not know that they could apply and be put on a waitlist when their child turned one year old were at a disadvantage. We also often heard from families that being on a very long waitlist, with little certainty about when or if your child might actually get a preschool slot was very challenging. After careful consideration, we have decided to honor the existing waitlist for the next two years, out of fairness to the families and children who enrolled under the waitlist process. We will not be adding any additional names to the waitlist because we have enough children on the current list to fill all openings. Since we contacted all families to update information and confirm interest in remaining on the waitlist, the list has been significantly shortened. Starting in September 2019, we will accept applications from any interested family whose children would be eligible to start preschool in September 2020. We will use a lottery process to determine who will be placed in a DHSP program and families will be notified at least six months in advance - giving them more time to find an alternate preschool if they do not get into a DHSP program. What Families Need to Know Children who will turn 2.9 - 4 years old before September 2018 and are currently on our waitlist • We will process applications and make placements from our existing waitlist and enrollment process. Children who will turn 2.9 - 4 years old before September 2019 and are currently on our waitlist • We will process applications and make placements from our existing waitlist and enrollment process. • In the fall of 2019, we will be adding an additional 17 seats in our Preschools and we will be filling those seats citywide with children who qualify for financial assistance. Children who will turn 2.9 - 4 years old before September 2020 and Going Forward: • You do not need to submit an application until September 2019 • DHSP will hold a lottery in the fall of 2019 and every fall moving forward. www.facebook.com/cambridgedhsp www.cambridgema.gov/dhsp

• Our lottery system will be designed to ensure equitable opportunities for Cambridge families to enroll in our Preschools. • All Cambridge children with birthdays between January 1, 2018 and April 1, 2016 will be considered eligible for the 2019 lottery for September 2020 enrollment. • You will be notified in early winter, giving you time to make plans based on whether or not your child is accepted into the program. As always, financial assistance will be available based on income. Increased outreach for these programs will be conducted to ensure that eligible families are aware of the programs and how to participate in the lottery. In the past, many families did not know if their child had a seat in one of our programs until right before their child could begin. We hope that providing more notice will help children transition to preschool and will ease some of the stress for families of not knowing the enrollment status of their child. We believe the changes we are making to our enrollment process will help us to create more equitable opportunities to better serve Cambridge families. Sincerely, Meghan M. White Division Head Childcare and Family Support meghanm@cambridgema.gov [phone removed] www.cambridgema.gov/DHSP

Income of Families on Waitlist • ŞO-$25k = $25-$50k • $50-$75k $75-$100k = $100-$125k =$125k and above | • *unknown Preschool Waitlist Income Analysis Current Waitlist As of January 29, 2018, we had a total of 383 children on the waitlist. Total number Percentage (rounded) Income range 34 9% $0 - $25,000 8% 32 $25,000 - $50,000 6% 22 $50,000 - $75,000 37 10% $75,000 - $100,000 11% 43 $100,000 - $125,000 53% 204 $125,000 and above Unknown (some families 3% 11 returned forms without filling out the 2nd side and we need to follow up)

Preschool "Waitlist" for the 2019-2020 School Year Current Waitlist We have a maximum of 227 children that could potentially still be on the waitlist for the 2019 - 2020 school year. We know that the number will likely be less than that because some of the children will have enrolled in the 2018-2019 school year, some of the families will have moved out of Cambridge, some of the families will have found other programs, etc. The following data represents the children's ages as of 9/1/19: Percentage Total number Age Date of birth range 39% 89 4/1/15-9/1/15 4-year-olds 61% 138 9/2/15 - 9/1/16 3-year-olds 0% 9/2/16 - 1/1/17 2-year-olds Total number Percentage Income range 7.4% 17 $0 - $25,000 8% $25,000 - $50,000 $50,000 - $75,000 6.6% 11% 24 $75,000 - $100,000 24 $100,000 - $125,000 11% 125 55% $125,000 and above 1% 3 Have not been contacted by phone yet Notification List The Preschool waitlist was frozen on 7/1/17 so we could review our current policies and procedures and update our waitlist. As of 1/31/18, there are 197 people on the notification list.

Percentage of Children Receiving Financial Assistance (Our budget goal is 45%) Preschool Classroom Percentage of children receiving financial assistance 0% Haggerty 19% Kennedy/Longfellow 19% King Open M. L. King- Blue Room 38% 24% M.L. King- Green Room Morse 18% 35% Peabody Windsor- Red Room 57% Windsor- Yellow Room 44% Total 26%