The Judith P.

Hoyer
Early Care and Educ ation Enh anc ement Program

FISCAL YEAR 2017

ANNUAL REPORT
ABOUT MSDE
The Maryland State Department of Education (MSDE) provides leadership, support, and
accountability, in addition to innovative products and services to improve public education,
library services, and rehabilitation services statewide.

DIVISION OF EARLY CHILDHOOD DEVELOPMENT

The Division of Early Childhood Development at the MSDE is responsible for early care and
education throughout the state of Maryland. The main mission of the Division is to improve
early education in Maryland so that young children are well prepared for school. The
Division is composed of the Office of Child Care (Child Care Subsidy, Credentialing, Licensing,
and Maryland EXCELS), the Early Learning Branch, and the Collaboration and Program
Improvement Branch.
THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

M ARYL AN D STAT E BOARD OF E D U C AT I O N

Larry Hogan
Governor

Andrew R. Smarick
President, Maryland State Board of Education

Chester E. Finn, Jr., Ed.D.

Vice President, Maryland State Board of Education

Board Members
Michele Jenkins Guyton, Ph.D.
Justin M. Hartings, Ph.D.
Stephanie R. Iszard, M.Ed.
Rose Maria Li, MBA, PhD
Michael Phillips
BG Irene M. Zoppi Rodriguez, Ph.D.
David M. Steiner, Ph.D.
Kyle J. Smith (Student)

Karen B. Salmon, Ph.D.

State Superintendent of Schools

The Maryland State Department of Education does not discriminate on the basis of age, ancestry,
color, creed, gender identity and expression, genetic information, marital status, disability,
national origin, race, religion, sex, or sexual orientation in matters affecting employment or in
providing access to programs.

© Maryland State Department of Education 2017

All rights reserved. Published December 2017.
THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

TABL E OF CO NT E NTS

Message from the State Superintendent of Schools..........................................................1

Introduction............................................................................................................................3

Principle Number One: Judy Centers................................................................................5

Community Partnerships..........................................................................................6

Standards.....................................................................................................................7

Population Served......................................................................................................9

Measuring Results......................................................................................................9

Success Stories..........................................................................................................10

Challenges.................................................................................................................14

Outlook......................................................................................................................15

Principle Number Two: Kindergarten Assessment.........................................................17

Ready For Kindergarten (R4K) System.................................................................18

R4K Assessment Results.........................................................................................18

Principle Number Three: Program Accreditation and Preschool for All.....................19

Prekindergarten Expansion....................................................................................21

Appendix A: FY 2017 Program Budget.............................................................................23

Appendix B: Prekindergarten Expansion Grant..............................................................26

Appendix C: Acronym Glossary........................................................................................28

Acknowledgments...............................................................................................................29

The information contained in this annual report reflects the fiscal year period spanning
July 2016 through June 2017.
 200 West Baltimore Street Karen B. Salmon, Ph.D.
Baltimore, MD 21201
State Superintendent of Schools
410-767-0100
410-333-6442 TTY/TDD

A MESSAGE FROM THE STATE SUPERINTENDENT OF SCHOOLS

December 2017

Dear Colleagues:

Early childhood development continues to be a top priority for Maryland. Early

childhood is a time of remarkable growth, and at this critical stage it is imperative
that we lay a strong foundation for learning and development. High quality early
childhood programs play a crucial role in preparing children for school as well as
supporting families of young children in their role as their child’s lifelong educator. One of the ways
that we are able to accomplish this is with the Judith P. Hoyer Early Care and Education Enhancement
Program.

In May of 2000, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and
Education Enhancement Program, a statewide effort to help young children enter school ready to learn.
Known as the Judy Centers, this program provides a central location for early childhood education
programs and support services for children 0-5 and their families residing in Title I school districts across
the state. Maryland’s forty-seven Judy Centers serve as models of collaboration between a diverse group
of agencies, governmental organizations, and private providers, all working together to ensure school
success.

We are grateful for the tireless work of local school systems and their early childhood partners as
we strive to make the vision of school readiness and success in life a reality for all young children in
Maryland. I hope you find this report useful as you continue your efforts to serve the needs of all
Maryland’s children.

In closing, I am pleased to share with you the Judith P. Hoyer Early Care and Education Enhancement
program: 2017 Annual Report which provides a review of recent accomplishments focusing on State
Fiscal Year 2017, as well as the allocation of the program’s $13,661,663.00 budget.

Best Regards,

Karen B. Salmon, Ph.D.

State Superintendent of Schools

1
THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

I N TRODU C T I O N

A
As the early education coordinator 3. Program Accreditation and Preschool for
for Prince George’s County Public All - The need to ensure that all preschool
Schools, Judith P. Hoyer lamented age children receive quality care
the gaps in available services for low- and education by promoting
income families. In the 1990s, she created a professional development
central location in Adelphi, Maryland for for the early education
important early childhood services, thus workforce and
fostering cooperation of governmental and accreditation for
private agencies around the needs of local child care providers.
families. After her untimely death in 1997, her
husband, Congressman Steny Hoyer (D-MD), The preamble of
in partnership with then Governor Parris the legislation
N. Glendening, led a successful movement remains today
to bring her model of collaboration to other a concise and
areas of Maryland. As a result, the Maryland relevant statement
State Legislature enacted the Judith P. Hoyer of the new
Early Child Care and Education Enhancement understanding of
Program in May of 2000. early childhood
care and education:
That legislation addressed three important
principles in Maryland’s early childhood care • “WHEREAS, recent
and education programs: brain research confirms
that the most rapid brain
1. Judy Centers - The need for greater growth occurs in the first
coordination among the providers of early three years of life; and
childhood education and support services
was essential in focusing the services and • WHEREAS, a stimulating environment is
resources of the various programs essential to brain development and has a
and providers on families with major impact on a child’s language and
special needs. This is why Judy cognitive and emotional development; and
Centers are primarily located
in Title I school zones. This • WHEREAS, the overwhelming evidence
type of collaboration provides suggests that it is best to capitalize on the
a greater opportunity for brain’s elasticity before age five, the age at
positive outcomes for children which public education is guaranteed; and
and greater school readiness.
• WHEREAS, high-quality early care and
education programs make a significant
2. Kindergarten Readiness
contribution to the development of skills
Assessment - The need for a
required by young children to succeed in
uniform assessment of success in
school; and
early childhood education. This allows
the State to better measure progress with • WHEREAS, not all Maryland children have
some definition of success, and a means to access to quality early care and education
assess that success. programs...”

3
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

It has been seventeen years since that for assessing school readiness. Maryland
landmark legislation was passed, but these developed and implemented Ready for
three principles continue to be all-important in Kindergarten (R4K) – Maryland’s Early
early childhood education. Childhood Comprehensive Assessment
System. R4K aligns with the Maryland
In fact, they formed the basis for Maryland’s College and Career Readiness standards for
successful competition for the Race to the PreK-12 and provides a single coordinated
Top-Early Learning Challenge grant, which system for recognizing the needs and
expanded Judy Centers and professional measuring the learning progress of all children
development for the Maryland Model for from thirty-six to seventy-two months.
School Readiness (MMSR).
This report provides a current review of
Moving forward, the grant funding awarded accomplishments and challenges that took
to Maryland under the Race to the Top-Early place during State Fiscal Year 2017.
Learning Challenge supported a new system

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 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

PRI NCIP L E N U M B E R O N E
JUDY CENTERS
HISTORY funding. Secondly, through a collaboration of
the Baltimore Community Foundation, Baltimore
The first Judith P. Hoyer Family Learning Center, City Public Schools and MSDE, the first Judy
which began operations in Prince George’s Center funded by a public-private partnership in
County, served as the model for the rest of the Baltimore City was established.
state to follow. Dedicated to the needs of low
income families in the local elementary school Also of note, in FY14, the passage of the Maryland
catchment area, this first Judy Center (although Prekindergarten Expansion Act of 2014 (Senate
not named as such until after her death) quickly Bill 332) ensured the addition of three more Judy
demonstrated the Centers in FY15 – an
true value of such
coordination.
“To me, the most crucial responsibility additional one in both
of any community is the protection, Garrett and Caroline
counties and a first-
Maryland’s legislation education and mentoring of its time Judy Center in
took Judy Hoyer’s children. As adults, guardians, and Somerset County. This
model and financed parents, we must offer as many expansion completed
expansion across
the state, offering
opportunities as possible to ensure the State’s mission to
comprehensive, the success and development of our have at least one Judy
Center in all twenty-
integrated, full-day children. If we can do this, we will four jurisdictions.
and full-year early care all have met our most fundamental
and education services. obligation to ourselves, our families In FY15, the public-
The year 2001, the first private partnership
year of operation, saw
and our communities.”
the establishment of -Judy Hoyer with the Baltimore
Community Foundation
thirteen Judy Centers in resulted in two more Judy Centers in Baltimore
Allegany, Calvert, Caroline, Charles, Dorchester, City, and Prince George’s established a locally-
Frederick, Kent, Montgomery, Prince George’s, funded site as well. By the end of FY15, there
Queen Anne’s, St. Mary’s and Washington were thirty-six Judy Centers across the State.
counties, and Baltimore City. The following year
eleven more centers were funded in Baltimore, FY16 saw a substantial increase in the number of
Carroll, Cecil, Charles, Garrett, Howard, Judy Centers from thirty-six in FY15 to fifty-two
Montgomery, Talbot, Wicomico and Worcester in FY16. The public-private partnership with the
counties, and Baltimore City. Baltimore Community Foundation continued
to expand and resulted in five additional sites
The number of locations remained unchanged in Baltimore City, (bringing the total number of
until 2011 when the Judy Center in Anne Arundel Judy Centers in Baltimore City to twelve). The
County and a third one in Baltimore City opened. Federal Preschool Development Grant allowed for
In FY13, the Race to the Top-Early Learning MSDE’s portion of the funding for the five public-
Challenge Grant also provided funding for a private sites in Baltimore City. Eleven other new
second Judy Center in Prince George’s County Judy Centers were also funded by the Federal
and a fourth site in Baltimore City. Preschool Development Grant that resulted
in additional sites in Allegany, Anne Arundel,
FY14 resulted in the growth of more Judy Centers Baltimore, Carroll, Charles, Frederick, Somerset,
through a diversity of funding streams. First, a St. Mary’s and Wicomico Counties. The Federal
Judy Center in Harford County opened with state
5
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

Preschool Development Grant provided funding • Public kindergarten and prekindergarten

for sustainability of four others in Baltimore City (kindergarten is not served at sites funded
that were originally funded by the Race to the through the Federal Preschool Development
Top-Early Learning Challenge Grant. Grant)

In FY17, the Judy Centers experienced a slight • Infants and Toddlers Program (intervention
restructuring to better serve children and families. services for children with special needs from
This restructuring resulted in 47 Judy Centers, birth to age three)
with at least one Judy Center program located in
each jurisdiction. In nearly all cases, Judy Centers • Preschool special education
are located in or near Title I schools to better serve
• Private childcare providers, both family
high needs populations.
and center care

• Family Support Network (public school

COMMUNITY PARTNERSHIPS ARE support for families with children with
THE HEART OF THE JUDY CENTERS disabilities ages birth through 21)

Judy Centers are primarily located in Title I

school zones and serve all children birth through Judy Centers enter into Memoranda of
kindergarten (except sites funded by the Federal Understanding (MOU) with community agencies
Preschool Development Grant serve children birth and organizations that are critical to meeting
through age four). Most of the work of the Judy the needs of families with high needs. Agencies
Centers is accomplished through its partnerships. and organizations typically include departments
The partnerships reflect Judy Hoyer’s vision of of social services, health departments, Healthy
how professionals collaborate to deliver a wide Families, Head Start, Family Support Centers
spectrum of early childhood education programs (serving children prenatal to age three and
and family support services for children and their families), Adult Education and public
families. Judy Centers are required to include the libraries. Judy Centers have cast a wide net to
following: expand the partnerships and engage others in
their communities who can deliver necessary
services for families whenever a gap is identified,
including local businesses.

There are a variety of partners contributing in

unique and creative ways to meet these needs.
For example, local bookstores provide venues for
story time for some of the Judy Centers. Child
Care Resource Centers are vital partners that train
local child care providers who care for children
who live in the Judy Center school zones. Locally,
sheriff’s offices provide programming for children,
as well as safety and security during events, while
other organizations such as Lions and Rotary
Clubs have stepped in to take on responsibilities
including vision screenings, fundraising to
implement literacy programs, as well as other
needs of Judy Centers in their communities.

6
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

Pediatric dentists have been recruited to provide care and education programs to meet the
a much-needed service that this population full-day and year-round needs of
typically is not able to access due to cost and the children and families.
limited availability of providers. Mental health
providers have also been recruited to serve II. Breakfast/Lunch: Children who
families in need although the lack of providers participate in Judy Centers for more
than 2½ hours per day have access
trained to serve young children continues
to appropriate breakfast, lunch,
to be a serious challenge. The University of
and snacks according to USDA
Maryland Extension provides essential nutrition
guidelines. Eligible programs are
information and activities for children and adults.
required to access federal and/or
Housing authorities provide space for Judy
state food programs (i.e., Free and
Centers to provide parent workshops that help
Reduced Meals, Child and Adult
families maintain their housing. Local colleges
Care Food Program (CACFP)).
and universities provide degree programs for
child care providers and teachers, as well as III. Service Coordination and Family
classroom interns at Judy Centers. PNC and Support: Service coordination at
BB&T Banks have generously provided grants Judy Centers is designed to include
for programming and classroom volunteers. these elements:
While Judy Centers originally had to seek out
members for its partnerships, organizations now a) assessment of needs of children
approach the Judy Centers requesting to join the and families;
Partnerships. b) a referral process;
c) coordination of services among
The number of partners varies across Judy various programs;
Centers depending upon population density d) monitoring the effectiveness of
and the number of agencies, organizations services; and
and businesses available in the area. It is not e) reporting on progress of families
unusual for Partnerships to include thirty or receiving services.
more agencies and organizations. With no set
limit for participation per organization, it is not The Judy Center Partnerships
unusual to see large numbers of participants, coordinate services, programs,
representing different departments within an and activities offered to families to
organization, involved in Judy Center Partnership avoid duplication and monitor the
meetings. Partnerships meet monthly, and the effectiveness of the support being
larger partnerships have created subcommittees offered. When a child participates
in more than one program,
to ensure the work is more manageable and
the service coordinator,
accomplished as quickly and as effectively as
in collaboration with
possible. They play key roles in decision-making
program and/or
and goal setting.
agency offices,
will identify one
key contact for
STANDARDS the child. Several
All Judy Centers are required to meet the forms of support
following twelve (12) Component Standards services may be
deemed essential to the positive impact on provided and
children’s school readiness. include, but are
not limited to,
I. Full Day/Full Year: Children who participate home visiting,
in Judy Centers have access to high-quality early child tutoring,
7
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

child care tuition assistance, behavior services, includes those who are enrolled in state or
and family counseling. federally regulated programs. Children receive
age-appropriate developmental screenings,
IV. Integration of Early Education Services: evaluations and interventions when appropriate.
Curriculum and assessment for all programs All children ages birth through five years,
for children are aligned with Maryland’s Early regardless of abilities, have access to all programs
Learning Standards, which includes the Healthy and services in least restrictive environments.
Beginnings Guidelines for children birth to age
four and the Maryland College and Career-Ready VII. Young Children with Disabilities (ages 3-5
Standards, Prekindergarten to grade three. with IEPs or IFSPs): Consistent with the vision
of the Judy Centers, preschool-age children with
V. Family Engagement: The Judy Center disabilities and their families are fully included
Partnership follows Maryland’s Early Childhood in all of the services as part of the Individualized
Family Engagement Framework. Family Education Program (IEP) such as prekindergarten,
engagement is centered on the family’s ability family support and involvement, service
to participate in and support their child’s early coordination, and full-day/full-year services.
learning. It is based on the philosophy that the Families who elect the Individualized Family
family provides the primary influence on a Service Plan (IFSP) option participate in Judy
young child’s well-being. Family engagement Center activities and are also included in ways
in the Judy Center Partnerships that meet their plans.
depends upon the collaboration
of all partners to encourage VIII. Health Services: Judy Centers ensure
schools and caregivers that children receive immunizations; blood
to meet the needs of lead testing, as recommended; dental, vision
their families. Many and hearing screenings and referrals when
family activities appropriate; mental health assessments and
are sponsored at referrals when appropriate; physical growth and
the Judy Centers nutritional assessments including referral to the
which increase Women, Infants, and Children (WIC) program;
engagement and referral to a local health department if warranted;
inform parents and access to health care insurance.
of the various IX. Professional Development: Staff members
stages of child of all participating programs participate in
development. professional development, including R4K
Events are training and specialized training when working
coordinated with children with disabilities or dual language
among all learners. Training and workshops are provided for
partners to child care providers and Head Start staff as well
avoid conflicts in as prekindergarten and kindergarten teachers.
scheduling and to
ensure families have X. Adult Education/Family Literacy: Parents are
many opportunities encouraged to pursue their own education (e.g.,
in which to participate. A Adult Basic Education, General Equivalency
calendar of events is regularly Diploma, English for Speakers of Other
distributed to families. Languages) to allow them to enter the workforce
and better support their children. In addition,
VI. Early Identification/Intervention: There family literacy activities are paired with, and are
is a plan in place to identify all children ages an integral part of all programs for children and
birth through five years of age who live in the families involved in the Judy Center Partnership.
designated Judy Center school zones. This

8
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

XI. Accreditation/Validation: All early care third year the new assessment was used
and education programs for children in the and is referred to as the Kindergarten
Judy Center Partnerships must be accredited or Readiness Assessment (KRA). In the
pursuing accreditation. This helps to ensure that Fall of 2014, the first year the KRA was
children and families have access to high quality implemented, the data demonstrated
education programs. impressive results when comparing
the school readiness results of entering
XII. Judy Center Partnerships/Leadership: The
kindergartners who had at least one
Judy Center Partnership is actively engaged
year of Judy Center experience with
and is consistently and frequently involved in
their kindergarten peers who did not
the school readiness mission of the Judy Center.
have the advantage of the Judy Center
As a recognizable member of the communities
experience. Fall 2014 data showed
they serve as well as a leader in early childhood
that 41% of children with Judy
development, Judy Centers support the missions
Center experience prior to entering
of its partners by participating in their work in the
kindergarten were Demonstrating
community. Judy Centers also interact frequently
Readiness for school compared to
with the counties’ Local Early Childhood
Advisory Councils. 36% of the children who entered
kindergarten at Judy Center schools
without prior experience. Forty-seven
POPULATION SERVED: percent of the state’s kindergartners
In 2017, there were 47 Judy Centers. The centers were Demonstrating Readiness.
served 15,401 children (ranging in age from birth Interestingly, in Fall 2015 the
through kindergarten). Demographic data shows percentage of children demonstrating
ethnic composition as 30% White, 40% African- readiness for kindergarten who had
American, 21% Hispanic, 6% two or more races, prior Judy Center experience slightly
2% Asian and 1% identified as other. decreased as did the percentage of
Maryland’s kindergartners at large
while the percentage of children
MEASURING RESULTS: demonstrating readiness who did
Judy Centers use the Results-Based Accountability not have Judy Center experience
(RBA) method to set their annual goal and increased. Forty percent of both Judy
headline performance measures based on local Center groups were Demonstrating
data and to track their success. Every Judy Center Readiness while 45% of the state’s
must produce an annual evaluation report on how kindergartners were Demonstrating
well they met the goal and headline performance Readiness. Fall 2016 showed
measures from the previous fiscal year. The remarkable results again as
goal and headline performance measures vary the data showed that 42%
from one Judy Center to another and reflect of children with Judy
the uniqueness of the needs of the populations Center experience
they serve. In Fall 2014, Maryland introduced prior to entering
Ready for Kindergarten (R4K), Maryland’s Early kindergarten were
Childhood Comprehensive Assessment System Demonstrating
to align with the State’s more rigorous PreK-12 Readiness for school
College and Career-Ready Standards. R4K is a compared to 33%
developmentally appropriate assessment system of the children who
for young children that builds upon the success entered kindergarten
of the Maryland Model for School Readiness at Judy Center
(MMSR) which was the statewide assessment schools without prior
tool in use from 2001 to 2013. Fall 2016 was the experience. Forty-
9
 0
Maryland State 0 JC-1 JC-0
Maryland State JC-1 JC-0
Fall 2014 Fall 2015 Fall 2016

MARYLAND STATE BOARD OF EDUCATION | 2017

Chart Title ANNUAL REPORT
Fall 2014 Fall 2015 Fall 2016

50

40 JC-0 (N = 1,139)
JC-0 (N = 1,139)
30 No Special
20 Services, 42% No Special
10
Services, 42%
three percent of the state’s kindergartners were 0
FIGURE 1
Demonstrating Readiness. Table I is a comparison
Maryland State JC-1 JC-0
Special
Percent of KindergartnersServices,
Receiving
58% Special
of the children with prior Judy Center experience
Fall 2014 Fall 2015 Fall 2016
Services, 58%
One or More Special Services
(JC-1) before entering kindergarten and those who Judy Centers vs All MD Students
had no prior Judy Center experience (JC-0) with JC-0 (N = No
1,139)
JC-1 (N = 1,770)
JC-1 (N = 1,770)
Special
Maryland’s kindergartners at large for Fall 2014, No Special Services, 22% No Special
Fall 2015 and Fall 2016. Services, 42%
Services, 22%

Chart Title
Special Special
47% 45% Services, 78% Special
50 43% 40% 41% 40% 42% Services, 58%
Services, 78%
36% 33%
40

30 MARYLAND STATE (N = 21,344)

JC-1 (N = 1,770) MARYLAND STATE (N = 21,344)
No Special No Special
20 Services, 46% No Special
Services, 22%
Services, 46%
10

0
Maryland State JC-0 JC-1 Special
Special Services, 54% Special
2014-15 2015-16 2016-17 Services, 78% Services, 54%
Note: JC-0 refers to entering kindergartners without Judy
Note: JC-0 refers to entering kindergartners without Judy Center experiences prior to kindergarten. JC-1 refers to
MARYLAND STATE (N = 21,344)
Center experiences prior to kindergarten. JC-1 refers to entering kindergartners who received Judy Center services
No Special
entering kindergartners who received Judy Center services prior to kindergarten.
Services, 46%
prior to kindergarten.
JC-0 (N = 1,944)
No Special Statistics are not the only way to measure
ItServices,
is very 40%
important to note that for all three years, outcomes. Family engagement
Special is at the heart
children with Judy Center experience are close Services, 54%
of the Judy Center mission. To effectively
or slightly above the percentage of the readiness engage families, Judy Center staff must establish
level of the state’s kindergartners despite the fact relationships with their families. When programs
Special
that there is a much larger proportion of…Judy and families work in partnership together, the
Center children who receive special services. impact of the Judy Centers is immeasurable. (See
Special services include free and reduced price Success Stories.)
meals, Special Education services or language
JC-1 (NLanguage
support for English = 2,808) Learners.
No Special
Eighty percent of children with Judy Center SUCCESS STORIES
Services, 20%
experience receive special services while 60% of
kindergartners without Judy Center experience PRINCE GEORGE’S COUNTY JUDY CENTER
receive special services compared to 52% of
Maryland’s kindergartners at large. (See Figure 1.)
Special Andrea Hall, Coordinator of the Adelphi Judy Center,
Services, 80% located at Cool Spring Elementary School describes
how the Judy Center supports the needs of children
and families. This story follows a Judy Center family,
MARYLAND STATE (N = 62,891) through language and speech challenges, is making
No Special gains to ensure a solid future for the entire family.
Services, 48%
The Adelphi Judy Center became involved with
Danny and his family last year when Danny
was three years old. The Adelphi Judy Center
Special
Bilingual Outreach Specialist attended an
Services, 52%
Individualized Education Program (IEP) meeting
with the school team and Danny’s family. Danny
was receiving services for speech and language
10 delays and was making gains in the Early
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

Start formerly Head Start class at Cool Spring The Judy Center at John Ruhrah first met Max
Elementary School. Through case management and his mother, Rose, in the Spring of 2016. Max
services from the Judy Center, it was determined was three years old at the time. His mother was
that Danny could benefit from the Adelphi Judy interested in learning more about school and was
Center summer program. Danny had excellent asking for help for her son. Through the Judy
attendance in the summer school program and Center’s partnership with other organizations
his mother participated in the parent engagement and with John Ruhrah’s office staff, Rose was
workshops offered during summer school on referred to the Judy Center. This referral began a
Women’s Health and School Readiness. Danny tremendous journey for Max and his family.
is now enrolled in full-day prekindergarten
at Cool Spring Elementary School and is After talking with Rose, Yancy, the Family Service
currently meeting established benchmarks for Coordinator at the Judy Center, learned that Max
prekindergarten. He continues to receive speech was demonstrating some behaviors at home that
services and the Judy Center staff remains an were difficult for his mom to navigate. He had
integral part of the IEP team. difficulty doing certain things other children his
age seemed to be able to do. Max was showing
Danny’s mom, Ms. Wady, began to build a positive significant delays and his mom was concerned. In
relationship with the Adelphi Judy Center staff addition to that, Rose was feeling very isolated,
and shared some of her family’s needs including as the majority of their family lived in another
backpacks and other resources for her children. country. His dad worked long hours, leaving
She also expressed a desire to learn English. The Rose and Max alone for most of the day. She also
Adelphi Judy Center offers onsite Adult Basic wasn’t satisfied with Max’s current pediatrician
Education classes and Ms. Wady enrolled in the and felt like her concerns weren’t being heard.
September fall classes. She attends daily and she Immediately, Yancy referred Max to a different
is now able to have conversations in English. She pediatrician through a great partnership with
recently participated in a fall Parent Café with Johns Hopkins Bayview. Max and his family also
Judy Center partner programs including the started seeing a counselor at the Judy Center. Max
Adelphi/Langley Family Support Center, Healthy saw the counselor for social skills groups and also
Families and Early Head Start. family counseling. Both of these services were
conveniently located in the school. Max was also
The English she spoke and the self-confidence referred to the Judy Center’s Ready for Pre-K club
she exhibited was noted by the partners who for three year olds, playgroups, summer camp,
participated in the event. Alyson Jacobs, from parent workshops, and John Ruhrah’s pre-K
Healthy Families Prince George’s County stated, program for 4 year olds. These programs not
“I like the way this parent shows support for only supported Max in school readiness, but also
other parents and took a leadership role during supported his mother. While her biological family
the Parent Café”. Ms. Wady expressed that the lived far away, her Judy Center family had begun
Adelphi Judy Center assistance is not only helpful to develop.
for Danny but her entire family has benefitted
from the Adelphi Judy Center services. During the summer of 2016, Max worked hard
with his teacher in the Judy Center summer camp
and participated in a variety of experiences to
BALTIMORE CITY JUDY CENTER
prepare him for school, socially and academically.
It also gave school staff and Judy Center staff time
Sarah Bollard is the Coordinator of The Judy Center
to do additional assessments and observations so
at John Ruhrah in Baltimore City. She describes how
that when he began the school year, he was able
a Judy Center’s wrap around services in collaboration
to access services. When Max began pre-K, he
with a variety of community partners supported a
was strategically placed with a bilingual teacher
child to be ready for Kindergarten by using a whole
child approach.
11
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

to support Max and his mother, who 2016. The services and interventions given to him
spoke mostly Spanish. and his family have greatly supported his success.
This same teacher runs the Judy
Center’s Learning Parties, which The Judy Center’s partnership with Johns
Rose and Max had also been a part Hopkins Bayview, Max’s OT therapist is
of. This classroom had a literacy lab now coming to the school for all services and
tutor in it due to the Judy Center’s consulting directly with his teacher. They are now
partnership with the literacy lab’s opening up this opportunity for other students in
tutoring program. Max was placed the Judy Center as well. While Rose still misses
on his tutor’s case load with a her family, she’s made new Judy Center friends
focus of greater support in the and has more opportunities for her and her son.
area of literacy. While the tutor Max’s dad is still employed and Rose is now
worked with Max every day on enrolled in the Judy Center’s English as a Second
literary skills, she also became the Language class.
person he could rely on for support
beyond literacy. He felt safe and
comfortable with her. As a result ALLEGANY COUNTY JUDY CENTER
of Max’s teacher, tutor and mother
working together, Max was writing Deb Kolb is the Judy Center Coordinator at Allegany
his name on his own and getting County Judy Center and South Penn Elementary
along with others. He was also able Schools in Allegany County. She shares how Judy
to retell stories and identify higher Centers can partner with community organizations
level vocabulary words. to support and meet the needs of pregnant women and
infants.
Max was able to continue his
programing with the Judy Center On a cold and snowy Thursday in February,
through the summer of 2017 as he the Allegany County Judy Center held its first
again enrolled in the Judy Center’s annual baby shower. We scheduled a meeting
summer program. This included a with partners who work with pregnant women
kindergarten readiness class, daily and infants. During the meeting people
ESOL support, and time with a enthusiastically jumped in to offer gifts and
reading specialist. Many of these decorations for the shower. Others volunteered to
additional supports were provided do games while others volunteered to help set up
by the Baltimore Community the room and create sign-in sheets.
Foundation, a partner with the
Judy Center Early Education Names were gathered from the Judy Center
and Enhancement Service Coordinator, Dan Snyder, as well as Judy
Program. His other Center Partners- WIC, Head Start, Adult Ed.,
services and YMCA, Family Support Services and others.
family counseling Invitations were sent and follow-up phone calls
also continued were made. Our target was to get 25 families,
throughout the both moms and dads as well as babies, to attend
summer. Max the shower. We met our target.
is currently in
Kindergarten, There is a low-income housing development close
showing amazing to our satellite school- South Penn Elementary.
gains as compared We knew that most of our invitees would be
to the spring of from this complex. Directly across from this site

12
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

was the local Salvation Army. They offer an Oyuki Galan, is a 27 year old Sudlersville
after-school program and we were familiar with Elementary School (SES) parent, school volunteer,
a very nice room that would be perfect for our community volunteer, active member of the
shower. Tables and chairs were already in place, Immaculate Conception Catholic Church in
and the room is quiet and comfortable. The Marydel, Maryland, and a participant of the Judy
Salvation Army was very willing to have us host Center Partnership of Queen Anne’s County
the shower there. It was within walking distance (Judy Center) achieved one of her life-long goals.
for most of our families, and, fortunately, it was
already quite nicely decorated for the season. During the school year of 2016-2017, Oyuki
reached out to the Judy Center Coordinator,
We had lunch catered by a local restaurant; a Elizabeth Miller, about wanting to finally obtain
cake, half blue and half pink, was purchased her high school diploma. Oyuki was referred to
and served, games were played; a local the External Diploma Program at Chesapeake
Pediatrician, Dr. Susan Nuber, spoke with the College immediately. As a result of Oyuki being
families on the importance of keeping doctor’s accepted into the External Diploma Program, the
appointments, what to do when your baby gets Sudlersville Elementary School Computer Lab,
sick, vaccinations, etc.; and the library sent staff and Media Center were made available to help
to entertain the toddlers while the parents ate facilitate her with her life-long goal. Oyuki and
and listened to our speaker. It was an awesome her advisor, Bill Berghaus were able to meet there
collaboration with approximately 30 of our local often during the school year.
partners.
As Oyuki was pursuing her goal of obtaining
Then it came time to draw names for gifts. Our her high school diploma, she remained active in
Judy Center partners really came through. We the community as a school volunteer, a member
had over 100 wonderful gifts to hand out! We and catechist at her local church, and held two
had everything from car seats, clothes, toys, jobs. She was, and is, a leader in the community
books, diapers and much more. We asked that the advocating for her fellow Hispanic community
gifts not be wrapped so that the families could members. Oyuki was instrumental in helping the
pick what they needed. Families were thrilled to Judy Center locate space at her local church for a
leave the shower with at least three very nice gifts large immigration legislation forum held during
each. the past school year. In addition, she obtained
many community donations and organized a
We have to admit that we “borrowed” this idea team of volunteers to help make the event for
from another Judy Center, but it was something 300 Hispanic community members a complete
that we offered to our families that was an success.
amazing success, and something that we will do
again! The Judy Center and Oyuki’s success story ended
with Oyuki achieving her goal of obtaining
her high school diploma this past summer. She
QUEEN ANNE’S COUNTY JUDY CENTER recently received the official diploma in person
from her dedicated EDP Adviser, Bill Berghaus.
Elizabeth Miller, Coordinator of the Queen Anne’s Oyuki has applied for Deferred Action for
County Judy Center located at Sudlersville Elementary Childhood Arrivals (DACA), and hopes to obtain
School, describes how a Judy Center helped a dedicated DACA status very soon as a result of her tireless
volunteer and parent achieve her goal of receiving a work to advocate, not only for others, but for
high school diploma. herself as well.

13
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

Her next goal is to attend Chesapeake College CHALLENGES:

in the spring of 2018, with the ultimate goal
of becoming a legal assistant one day to help The percentage of children at Judy Centers
others, like herself, achieve DACA protection receiving special services was 80% in FY17 while
or appropriate legal counsel and advice with the state’s percentage of children receiving special
regards to immigration issues. services was 52%. The needs of some local areas
are increasing exponentially with the increase
in poverty and the immigration of high needs
individuals. Elementary school populations of
English Learners are rising in many areas of the
state. The challenges facing the Judy Centers are
therefore increasing in complexity. These factors
make outreach efforts more important so that
children and families are identified earlier and
receive an intense level of services over a longer
period of time to increase school readiness.

In FY17, Federal Preschool Development Grant

funds were available for the third year to sustain
the substantial growth of Judy Centers that
occurred between FY15 and FY16. A high level of
training and technical assistance is provided by
MSDE and is required to ensure that all sites are
operating in an effective manner. To maintain the
quality of exemplary programming characteristic
of Judy Centers, any increase in the number
of sites must be carefully considered should
additional funding streams be identified. This will
ensure that the number of Judy Centers is kept at
a manageable level to ensure MSDE continues to
monitor progress closely and is able to continue to
provide necessary technical assistance.

During FY16, the Maryland State Legislature

passed legislation for the KRA to be administered
as a random sample rather than census
administration (all kindergartners assessed) with
the provision for local school systems to maintain
census administration if desired. In the 2017-2018
school year, 12 school systems decided to continue
with census administration with an additional
12 school systems deciding to employ random
sampling except at the Judy Centers. This means
Judy Centers in 17 school districts will assess
all entering Kindergartners. This is an increase
from the 2016-2017 school year, in which Judy
Centers in 14 districts were assessing all entering
Kindergarteners. However, the absence of census

14
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

data at the remaining ten school districts will be school, the structure can look very different.
problematic for Judy Centers who use Results- This often results with families becoming
Based Accountability and measure its success unsure of their role in their child’s
using the KRA. It is notable that the Baltimore education and therefore, become less
Community Foundation’s decision to provide engaged with the school. To support
funding for the seven sites in Baltimore City was families with young children, Judy
based on the exemplary data. Centers should consider the addition
of transition to the component
Judy Center partnerships have become an standards to continue to support
important and effective support to Title I schools school readiness.
that receive supplemental federal funds to
provide additional services in a school district’s
highest poverty communities. However, while
children make early gains and progress during
their preschool years, such positive early results
are hard to sustain unless the support structure
for the family and the individual education needs
are maintained.

OUTLOOK:
The two generational approach of high-quality
early education coupled with the comprehensive
family support services approach has proven
successful. House Democratic Whip Steny H.
Hoyer (D-MD) authored a provision to encourage
the wider adoption of the full-service community
schools model that was authorized in Title IV of
the Every Student Succeeds Act (ESSA) which
was signed into law December 2015 to reauthorize
the Elementary and Secondary Education Act
(ESEA). The program is authorized at a minimum
of 10 grants per year. This is approximately how
many grants the demonstration program has been
funding since its creation in 2007. Full Service
Community Schools are modeled after Judy
Centers and serve students K-12.

While children and families make gains with

Judy Center services and early childhood
education and care programs, it is imperative
that supports are in placed to help children and
families maintain these gains. Supporting families
in transition is a core component to school
readiness and the transition into Kindergarten
and elementary school is a milestone for families.
Although the goal of improving children and
family outcomes are the same for both early
childhood education programs and elementary
15
THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

P R I N CI PL E NU MBE R T WO
K I N D E RGART E N ASSESSME NT
With the recognition of the at the start of the 2014-15 school year and a
importance in providing quality formative Early Learning Assessment (ELA)
early care and education to our that is now available to all public and child care
nation’s children, the issue of how program teachers at no cost. The ELA has been
to assess the quality of that care and developed for children age thirty-six to seventy-
instruction in educational terms two months. It is available for early educators
is now being addressed by many who work in child care, Head Start or nursery
states. To promote the development school settings as well as prekindergarten and
and use of such assessments, the kindergarten teachers who can use it throughout
U.S. Departments of Education the school year. In contrast to the KRA, the use
and Health and Human Services of the ELA is optional for schools and early
provided federal support through childhood programs. R4K has been developed
the Race to the Top – Early through a multi-state consortium that includes
Learning Challenge (RTTT-ELC) Maryland, Ohio, Connecticut, South Carolina, and
grant.4 Maryland was one of the Washington, D.C.
beneficiaries of this grant and
has used these funds to provide a MSDE engaged local school system leaders and
variety of projects and initiatives teachers throughout the process of developing
that will continue to improve the R4K and informed them about the necessary
quality of early childhood care and steps for implementation. The assessment
education. system is supported by a statewide technology
infrastructure and a professional development
Thanks to the Judith P. Hoyer program with the intent to prepare teachers and
legislation, Maryland has administrators in the effective use of R4K data.
implemented a kindergarten Since the spring of 2014, State-approved trainers
assessment for the last fourteen provide yearly KRA professional development to
years, putting Maryland ahead of all kindergarten teachers.
most states in the nation in terms
of measuring child outcomes at Kindergarten teachers can use the student level
the start of their school careers. data to help plan instruction and to address
Maryland used the Race to the achievement gaps for individual students.
Top funds to develop Ready Programs, public schools, Judy Centers, school
for Kindergarten (R4K): systems, and local Early Childhood Advisory
Maryland’s Early Councils can use the aggregated data to plan
Childhood programmatic or policy changes that can address
Comprehensive the achievement gaps and promote positive
Assessment outcomes for Maryland children.
System. This
system contains A legislative change to the KRA in 2016 now
a Kindergarten allows school systems to administer the
Readiness assessment to a representative sample of
Assessment (KRA) kindergarten students. School systems, schools,
that teachers began and individual teachers have the option of
administering continuing to administer the assessment to

17
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

all of their kindergarten students. Parents of are available at the classroom, school,
any assessed student will continue to receive district, and state level. In sample
an Individual Student Report on their child’s districts, reports are available
performance. for the district and state
levels only. Ready At
Five, an organization
dedicated to elevating
READY FOR KINDERGARTEN school readiness for
(R4K) SYSTEM all Maryland children,
R4K is an assessment system for all children, 36 to along with the
72 months (three to six years of age). It examines Maryland Business
the learning progressions (knowledge, skills, and Roundtable, remains
abilities) of children over time. R4K also defines a major partner in this
specific learning progressions at various intervals effort.
for each developmental domain. These learning
progressions describe the pathway that children R4K ASSESSMENT
typically follow as they learn, or the sequence in
which knowledge and skills develop.
RESULTS:
Annual reports summarizing the
The ELA uses observations and evidence of statewide results of the KRA are scheduled
children’s work, while the KRA incorporates for release each year in December. The results
both direct and performance-based assessments, provide data on the level of readiness to engage
as well as observations. The KRA also includes in kindergarten curriculum of the incoming
child-friendly technologies, such as touch screen kindergartners. Since the assessment measures the
technology, to make the activities as appealing essential skills, knowledge, and behaviors against
as possible to young children. Teachers have the more rigorous Maryland College and Career-
flexibility in the administration of the KRA Ready Standards for prekindergarten students,
assessment, between the first day of school and the data is a starting point in tracking the annual
October 10th. school readiness results in terms of outcomes for
The key areas of learning in the R4K measure a all kindergarten students, as well as subgroups
child’s learning progressions in seven domains. of kindergartners. The outcomes are reported
They are: as a composite and by the four domains. The
composite score data is reported by performance
• Social Foundations levels: demonstrating readiness, approaching
• Physical Well-Being and Motor Development readiness, and emerging readiness. The domain
• Language and Literacy score data is reported as demonstrating readiness
• Mathematics and not yet demonstrating readiness. This
• Science assessment information should be used to assist
• Social Studies teachers with their instructional program, as
• The Arts well as to determine the strengths and needs
of all kindergarten students, and to provide
While all seven domains are available in the ELA, appropriate interventions and resources to close
the KRA only reports student information in any achievement gap that exists.
four domains: Social Foundations, Language and
Literacy, Mathematics, and Physical Well-Being
and Motor Development. The reporting format
of the KRA assessment information each year
includes individual student reports for parents
of assessed students. In census districts, reports
18
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

P R I N C I P L E NU MB E R T H RE E
PRO G R AM AC C R E D I TAT I O N, PRESC H OO L FO R
A LL AN D P R E K I N D E RGART E N E X PANSIO N
Voluntary accreditation of early care and By pursuing and successfully
education programs provides consumers of completing these programs, early
service and the general community assurances learning programs in public schools
about program quality. This information is useful and non-public schools will receive
to parents who must evaluate various programs program accreditation. Any program
and make decisions about what is best for their that uses the revised standards and
child. Voluntary accreditation is also a marketing participates in the accreditation
tool to promote standards of high quality for process has made a commitment to
public schools and non-public school programs improve the performance of its early
alike. childhood services.

In Maryland’s current early care and education Professional development of the child
system, the elements of quality are manifested care workforce was one of the major
differently among the various types of providers. tenets of the original legislation, and
Early childhood programs located in public thus through the years, Hoyer grant
schools are governed by state regulations and funds have been used to train those
operated by local boards of education. Head Start directly caring for young children.
programs for children birth to five are governed
by the federal government and operated by local
organizations, generally non-profit agencies.
Child care and nursery programs are operated PRESCHOOL FOR ALL
privately and either licensed by the MSDE and/ In December of 2007, Maryland’s
or approved by the MSDE in accordance with the Task Force on Universal Preschool
non-public school regulations. Education submitted a report to
the Governor recommending the
The MSDE Standards for Implementing Quality expansion of prekindergarten to
Early Childhood Learning Programs reflect all four-year-olds. The delivery of
research and advancements in the field and educational services could be both
were revised in FY15, reflecting the changes in public and private, provided that the
national and state standards and policies over same standards, which currently
the past thirteen years. Incorporated within define the program in public
the program standards are indicators and prekindergarten, are
descriptions of best practices for prekindergarten, maintained. The Task
kindergarten, center-based child care, and Head Force called the
Start programs. Additionally, the standards program Preschool
focus on the administration, operation, and for All. The initiative
family/ community partnership of classroom- intends to broaden
based programs. MSDE did not develop the scope of access
standards for family child care but recognizes to high-quality
the National Association of Family Child Care as prekindergarten
the sole accrediting organization for Maryland’s beyond the currently
approximately 6,300 registered family child care mandated group
providers. of families whose

19
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

income qualifies them to access a prekindergarten high school diploma, but preferably a Child
program operated by local school systems.5 Development Associate’s degree or equivalent
training (corresponding to Level 4 in MSDE’s
The subsequent Preschool for All business plan, Child Care Credentialing Program).
submitted to the Governor in December 2009,
recommended the establishment of a separate 5. Teacher recertification requirement. Teachers
funding stream for Preschool for All sites at must attend the specified number of hours of
accredited child care, Head Start, or nursery approved professional development per year to
school programs. The constraints of the state keep certification requirements current.
budget during the three years following denied
MSDE the opportunity to establish such a fund. 6. Maximum class size. Classroom sizes must be
However, Hoyer funds were realigned to create limited to no more than twenty children for four-
eleven Preschool for All pilot sites across the state. year-olds and no more than sixteen children for
The Race to the Top Early Learning Challenge three-year-olds.
Grant awarded to Maryland in 2010 provided
additional funding for five additional sites. 7. Staff-child ratio. At least one staff member
must be present per ten children in a classroom
The Preschool for All sites were eventually for four-year-olds and per eight children for three-
renamed Preschool Services Grant and the pilot year-olds.
sites were required to meet ten standard quality
benchmarks adopted by the Task Force on 8. Screening/referral
Universal Preschool Education and recommended requirements. Programs
by the National Institute for Early Education must provide screening
Research (NIEER) at Rutgers University. These and referral services for
benchmarks include: vision, hearing, general
health, immunizations,
1. Curriculum standards. All programs must and lead screening,
implement a state-recommended comprehensive as well as provide
curriculum; an MSDE approved individually support services,
developed curriculum or a local school system such as parent
curriculum that aligns with the Maryland Early training, parent
Learning Standards, created from the alignment involvement
of the Maryland College and Career Ready activities, and
Standards and Healthy Beginnings (birth to forty- transition to
eight months). kindergarten activities.

2. Teacher certification requirement. Lead 9. Meal requirements.

teachers in both public school and private settings All participants in full-day
must meet state teacher certification standards for sessions must be offered at least
early childhood education. one full meal per day, in accordance with
the Child and Adult Care Food Program.
3. Specialized training requirements for teachers.
Pre-service requirements for lead teachers must 10. Monitoring. Each year, programs that receive
include specialized training in early childhood grant funding from MSDE must conduct a self-
education. Elementary teaching certificates alone evaluation to assess program quality—using the
will not qualify. aforementioned quality indicators—and must
report performance data to MSDE. Additionally,
4. Assistant teacher degree requirement. MSDE will conduct one on-site visit each
Assistant teachers must hold a minimum of a year. Programs not meeting standards and in
20
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

need of improvement must create a program • A “Multi-age Montessori Charter approach” in

improvement plan identifying the steps they will which eligible three and four-year-old children
take to fulfill each standard. Additional site visits are placed in a carefully prepared Montessori
will be conducted to assess improvement and environment that promotes learning in both the
adherence to quality standards. cognitive and social domains.

Programs were also asked to describe the nature

of their partnership, how prekindergarten services
will be provided as required by the Code of
PREKINDERGARTEN EXPANSION
Maryland regulations (COMAR 13A.06.02), and
(FY15)
how student progress and performance will be The Prekindergarten Expansion Grant was made
monitored and assessed. possible by the Prekindergarten Expansion Act of
2014 (Senate Bill 332). This is a statewide initiative
Prekindergarten services include either a half- to expand the access to half-day and full-day
day (2½ hour) or full-day (6½ hour) session that public prekindergarten for four-year-olds from
meets five days a week in accordance with the families with household incomes at or below 300
official schedule of the school system’s academic percent of Federal Poverty Guidelines (FPG) for
year. The funded partnerships with private the school year 2014-2015. The grant also provided
providers demonstrated various program models funding for the establishment of Judy Centers
and mechanisms through which services are throughout Maryland serving children from birth
implemented at a reduced cost to families. Those through five years of age.
models include:
The grant provided $4.3 million that funded
• An “integrated approach”, eligible grant- seventeen accredited community-based
funded children are placed in child care programs (Priority I), four local school systems
classrooms with tuition-paying children from that expanded full-day and/or half-day
the community; prekindergarten (Priority II) and added Judy
Center programs to three local school systems
• A “targeted approach” in which income- (Priority III). Programs participated in annual
eligible and high needs children are placed monitoring and continue to enroll and support
in a single classroom and provided full-day eligible families (see Appendix A for the list of
services with a prekindergarten curriculum; grant awards).
• A “Head Start add-on approach”, a half-day
prekindergarten session is added to a half-day FEDERAL PRESCHOOL DEVELOPMENT
Head Start session to create a full-day; GRANT
• A program for eligible Head Start In 2014, the United States Department of
children and a half-day program for some Education issued a Preschool Development
additional children who are eligible only for Grant (PDG) competition to help states
prekindergarten; develop or enhance their capacity to deliver
high-quality preschool programs for the most
• A “Head Start/Prekindergarten blended vulnerable families and their children. Preschool
approach” in which Head Start and Development Grants for expansion enable states
prekindergarten funding are blended to that already have robust state preschool programs
provide a seamless full-day program for Head or that had been awarded a Race to the Top
Start eligible children, including some three- — Early Learning Challenge Grant to expand
year-olds; and the length of the day or serve more children.
The Maryland State Department of Education,

21
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

Division of Early Childhood Development, • Subgrantees in jurisdictions with high numbers

applied for the expansion grant and in December of low-income and Hispanic four-year-olds
of 2014 was awarded $15 million per year for enrolled in informal care arrangements; and
a four-year period to expand high-quality
preschool. The grant provided funding for 3,000 • Subgrantees that provide specialized services
additional 4-year-olds that were enrolled in Pre-K for income-eligible four-year-olds who are
programs beginning in the 2015-2016 school medically fragile or need therapeutic nursery
year. FY2017 was the completion of year 2 of the services.
Preschool Development Grant. Funding has been
appropriated to support year 3 and 4 of the grant. Eligible programs must serve four-year-old
The Preschool Development Grant also supports children in a full-day setting at or below 200
an expansion of the Judy Center comprehensive percent of federal poverty guidelines and meet the
services model in Baltimore City and other definition of a “High-Quality Preschool Program.”
counties around the State.
In FY17, the Baltimore Community Foundation
MSDE sent invitations to apply as a subgrantee provided a charitable match to the Preschool
to Head Start programs, non-public nursery Development Grant in the amount of $1,155,000
schools, licensed child care programs, public to help fund seven new Judy Centers in
pre-k programs, charter schools and programs Baltimore City. The Baltimore Community
serving specialty populations. The PDG provides Foundation charitable contribution, the Preschool
the foundation for a collaborative approach Development Grant, plus state and local funding
across a mixed delivery system to serve 4-year- enabled Maryland to double the number of Judy
olds throughout the State. This grant has been Centers in the State since FY11.
awarded to public schools, Head Start, high
quality child care, Montessori programs, and
public charter schools.

The scope of Maryland’s plan is statewide,

thereby including many high-need communities
in all regions of the state, but with a special
emphasis on high-need communities in Baltimore
City, especially by expanding the highly effective
Judy Center comprehensive services model.
The plan uses communities with schools that have
a 65 percent free and reduced meals (FARM) rate
as the cut-off for determining prioritized needs,
but it also intends to recruit income eligible four-
year-olds into high-quality prekindergarten by
using four additional needs assessment criteria:

• Elementary schools in school improvement

(e.g., Focus or Priority schools);

• Subgrantees in jurisdictions with the highest

number of income eligible four-year-olds who
are not enrolled in prekindergarten;

22
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

A PPE ND I X A
FY2017 TRANSITIONAL EDUCATION FUNDING AND
PREKINDERGARTEN EXPANSION PROGRAM BUDGET
The following tables show expenditures in Fiscal Year 2017, organized by the three principle
priorities covered in the report. The total budget $31,201,431 for the combination of Transitional
Education Funding ($11,173,000) and PreKindergarten Expansion Program ($19,471,431).

BALTIMORE FEDERAL STATE

STATE GRAND
VENDOR NAME SCHOOL COMMUNITY PRE-K PRE-K
FUNDS TOTAL
FOUNDATION FUNDS FUNDS
ALLEGANY CO Beall ES $ 323,333 $ 323,333
PUBLIC SCHOOLS
South Penn Elem $ 165,000 165,000

ANNE ARUNDEL Belle Grove ES 165,000 165,000

CO PUBLIC
Hilltop 322,000 322,000
SCHOOLS

BALTIMORE CITY Arlington ES $ 165,000 165,000 330,000

PUBLIC SCHOOLS
Arundel ES 165,000 165,000 330,000
Comm. John Rodgers 165,000 165,000
Curtis Bay ES 165,000 165,000 330,000
Eutaw Marshburn ES 165,000 165,000 330,000
Furman L Templeton 150,000 150,000
Harford Heights ES 165,000 165,000 330,000
John Eager Howard ES 322,000 322,000
John Ruhrah 165,000 165,000 330,000
Liberty ES 165,000 165,000 330,000
Moravia Park 323,333 323,333
Samuel C. Taylor 175,000 175,000
BALTIMORE CO Campfield 322,000 322,000
PUBLIC SCHOOLS
Hawthorne ES 165,000 165,000

CALVERT CO Patuxent ES 323,333 323,333

PUBLIC SCHOOLS
CAROLINE CO Federalsburg 323,333 323,333
PUBLIC SCHOOLS
Greensboro Elem 330,000 330,000

CARROLL CO Cranberry Station 165,000 165,000

PUBLIC SCHOOLS
Elmer Wolfe 165,000 165,000
Robert Moton 322,000 322,000
CECIL CO PUBLIC Thomson Estates Elem 322,000 322,000
SCHOOLS

23
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

CHARLES CO JP Ryon 165,000 165,000

PUBLIC SCHOOLS
Mudd & Turner-2 645,333 645,333
Grants
DORCHESTER CO Sandy Hill 161,000 161,000
PUBLIC SCHOOLS
FREDERICK CO Waverley 323,333 323,333
PUBLIC SCHOOLS
GARRETT CO Crellin/Y-G/ 330,000 330,000
BOARD OF Broadford
EDUCATION
Grantsville/ 322,000 322,000
Friendsville
HARFORD CO Magnolia 322,000 322,000
PUBLIC SCHOOL
HOWARD CO Cradlerock ES 322,000 322,000
PUBLIC SCHOOL
KENT CO PUBLIC H.H. Garnett ES 323,333 323,333
SCHOOLS
MONTGOMERY Rolling Terrace ES- 322,000 322,000
CO PUBLIC Silver Spring
SCHOOLS
Summit Hall & 322,000 322,000
Washington Grove ES
PRINCE Cool Spring 323,333 323,333
GEORGE’S CO
PUBLIC SCHOOLS
QUEEN ANNE’S Sudlersville 323,333 323,333
CO PUBLIC
SCHOOL
SOMERSET CO Princess Anne/ 330,000 330,000
PUBLIC SCHOOLS Greenwd
Woodson 165,000 165,000
ST MARY’S CO Geo Wash Carver 165,000 165,000
PUBLIC SCHOOLS
Green Holly 323,333 323,333

TALBOT CO Easton ES 322,000 322,000

PUBLIC SCHOOLS
WASHINGTON Ruth Anne Monroe 323,333 323,333
CO BOARD OF ES
EDUCATION
WICOMICO Chipman ES 165,000 165,000
CO BOARD OF
WELC/Pemberton/B 487,000 487,000
EDUCATION
Run

WORCESTER Snow Hill ES 322,000 322,000

CO BOARD OF
EDUCATION
Grand Total $1,155,000 $2,980,000 $8,540,663 $990,000 $13,665,663

24
THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

EARLY CHILDHOOD ASSESSMENT FUNDING

VENDOR NAME STATE FUNDS

Allegany Co Public Schools $ 12,000
Anne Arundel Co Public Schools 63,811
Baltimore City Public Schools 182,000
Baltimore Co Public Schools 100,710
Calvert Co Public Schools 10,822
Caroline Co Public Schools 16,040
Carroll Co Public Schools 18,500
Cecil Co Public Schools 13,024
Charles Co Public Schools 17,400
Dorchester Co Public Schools 19,535
Frederick Co Public Schools 27,700
Garrett Co Board Of Education 13,200
Harford Co Public School 26,800
Howard Co Public School 34,100
John Hopkins University 382,459
Kent Co Public Schools 12,681
Maryland Business Roundtable For Education Inc 67,824
Montgomery Co Public Schools 152,240
Prince George’s Co Public Schools 155,337
Queen Anne’s Co Public School 10,000
Somerset Co Public Schools 12,691
St Mary’s Co Public Schools 16,000
Talbot Co Public Schools 10,400
Washington Co Board Of Education 22,214
Wicomico Co Board Of Education 29,523
Worcester Co Board Of Education 13,712

Grand Total $1,440,723

25
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

APPE NDI X B
PREKINDERGARTEN FUNDING

FEDERAL STATE
STATE GRAND
COUNTY/CITY VENDOR NAME PRE-K PRE-K
FUNDS TOTAL
FUNDS FUNDS
ALLEGANY ALLEGANY CO HUMAN RESOURCES $293,760 $293,760
DEVEL COMMISSION INC
ANNE ARUNDEL ANNE ARUNDEL COMMUNITY COLLEGE 14,688 $36,720 51,408
EDINBORO EARLY SCHOOL 73,399 73,399
WEE LAD & LASSIE ELC 36,720 36,720 73,440
BALTIMORE CITY BALTIMORE MONTESSORI INC 113,832 113,832
EPISCOPAL COMMUNITY SERVICES OF 132,192 132,192
MARYLAND
KENNEDY KRIEGER INSTITUTE 289,730 289,730
KOINONIA BAPTIST CHURCH 146,880 146,880
UNION BAPTIST CHURCH SCHOOL INC 183,600 183,600
BALTIMORE CO EXCELLENT START LEARNING CENTER 220,320 220,320
WHITE MARSH CHILD CARE CENTER 146,880 146,880 293,760
Y OF CENTRAL MARYLAND 954,720 954,720
CARROLL ASSOCIATED CATHOLIC CHARITIES INC 143,208 143,208
NEW BEGINNINGS CHRISTIAN 146,880 146,880
LEARNING CENTER
FREDERICK CHILDREN’S CENTER OF WALKERSVILLE 69,768 69,768
LLC
MONOCACY MONTESSORI $106,488 106,488
COMMUNITIES INC
GARRETT GARRETT COUNTY COMMUNITY 146,880 146,880
ACTION COMMITTEE INC
HOWARD COMMUNITY ACTION COUNCIL OF 984,096 984,096
HOWARD COUNTY
HOWARD COMMUNITY COLLEGE 146,880 146,880
MONTGOMERY ACADEMY CHILD DEV CTR INC 73,440 293,760 367,200
ALEF BET MONTESSORI SCHOOL 110,160 110,160
CENTRONIA INC 220,320 73,440 293,760
CROSSWAY COMMUNITY INC 73,440 146,880 220,320
EASTER SEALS SERVING DC/MD/VA 43,460 43,460
LOURIE CTR FOR CHILDRENS SOCIAL & 386,136 386,136
EMOTIONAL
OPTIMAL LEARNING CTR AT SALLY K 73,440 73,440
RIDE ELEM SCHOOL
PEPPERTREE CENTERS INC 83,206 12,266 95,472
ST. FRANCIS INTERNATIONAL SCHOOL 132,192 132,192
THE ARC MONTGOMERY COUNTY INC 124,900 124,900
26
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

A PPE ND I X B
PREKINDERGARTEN FUNDING

FEDERAL STATE
STATE GRAND
COUNTY/CITY VENDOR NAME PRE-K PRE-K
FUNDS TOTAL
FUNDS FUNDS
PRINCE JESS 1 INC DBA KIDDIE ACADEMY OF 73,440 73,440
GEORGE’S OXON HILL
THEMBA CREATIVE LEARNING CENTER 146,880 146,880
LLC
QUEEN ANNE’S KIDDIE ACADEMY OF KENT ISLAND 73,440 73,440
WASHINGTON CITICORP FAMILY CENTER 73,440 139,536 212,976
4,083,236 593,614 2,248,167 6,925,017
ALLEGANY ALLEGANY CO PUBLIC SCHOOLS 73,440 73,440
BALTIMORE CITY BALTIMORE CITY PUBLIC SCHOOLS 1,175,040 1,175,040
BALTIMORE CO BALTIMORE CO PUBLIC SCHOOLS 660,960 660,960
CAROLINE CAROLINE CO PUBLIC SCHOOLS 550,800 550,800
CARROLL CARROLL CO PUBLIC SCHOOLS 146,880 146,880
CHARLES CHARLES CO PUBLIC SCHOOLS 116,880 30,000 146,880
DORCHESTER DORCHESTER CO PUBLIC SCHOOLS 583,848 583,848
GARRETT GARRETT CO BOARD OF EDUCATION 235,008 235,008
HARFORD HARFORD CO PUBLIC SCHOOL 734,400 734,400
HOWARD HOWARD CO PUBLIC SCHOOL 293,760 293,760
MONTGOMERY MONTGOMERY CO PUBLIC SCHOOLS 734,400 734,400
PRINCE PRINCE GEORGE’S CO PUBLIC SCHOOLS 1,336,608 591,192 1,927,800
GEORGE’S
SOMERSET SOMERSET CO PUBLIC SCHOOLS 220,320 220,320
WASHINGTON WASHINGTON CO BOARD OF 658,332 293,760 952,092
EDUCATION
WICOMICO WICOMICO CO BOARD OF EDUCATION 587,520 146,880 734,400
8,108,196 1,061,832 9,170,028
$12,191,432 $593,614 $3,309,999 $16,095,045

27
 THE JUDITH P. HOYER EARLY CARE & EDUCATION ENHANCEMENT PROGRAM

APPE ND I X C
ACRONYM KEY
The following acronyms appear throughout this report.

CACFP – Child and Adult Care Food Program

COMAR – Code of Maryland Regulations

DECD – Division of Early Childhood Development

IEP – Individualized Education Program

IFSP – Individualized Family Service Plan

KRA – Kindergarten Readiness Assessment

MCHP – Maryland Children’s Health Program

MLDS – Maryland Longitudinal Data System

MMSR – Maryland Model for School Readiness

MSDE – Maryland State Department of Education

MOU – Memoranda of Understanding

NAEYC – National Association for the Education of Young Children

NECPA – National Early Childhood Program Accreditation

NAFCC – National Association for Family Child Care

PDG – Preschool Development Grant

R4K – Ready for Kindergarten

RBA – Results-Based Accountability

RTTT-ELC – Race to the Top – Early Learning Challenge

SEFEL – Social and Emotional Foundations of Early Learning

WIC – Women, Infants, and Children program

28
 MARYLAND STATE BOARD OF EDUCATION | 2017 ANNUAL REPORT

AC K N OWL E DGM E NTS

We would like to acknowledge the following individuals for their contributions to this report: Elizabeth
Kelley, Acting Assistant State Superintendent of the Division of Early Childhood Development; Amy
Beal, Judy Center Partnerships Specialist; Judy Walker, Early Learning Branch Chief; Cyndi La Marca
Lessner, Collaboration and Program Improvement Branch Chief; Alexis Washington, Communication
and Outreach Specialist; and all of the Maryland State Department of Education, as well as Elizabeth
Miller, Coordinator of Queen Anne’s County Judy Center; Andrea Hall, Coordinator at Adelphi Judy
Center; Sarah Bollard, Coordinator of the Judy Center at John Ruhrah Elementary School in Baltimore
City; and Deb Kolb, Coordinator of Allegany County Judy Center.

29
 Fiscal Year Annual Report
December 2017

For inquiries related to departmental policy, please contact Equity Assurance

and Compliance Office, Maryland State Department of Education,
200 W. Baltimore Street – 6th Floor, Baltimore, Maryland 21201-2595,
410.767.0433 (voice) 410.767.0431 (fax) 410.333.6442 (TTY/TDD).

For more information about the contents of this document, contact:

Maryland State Department of Education

Division of Early Childhood Development
200 West Baltimore Street
Baltimore, Maryland 21201
Phone: 410-767-0335
Toll Free: 1-877-605-1539
410.333.6442 (TTY/TDD)
Fax: 410-333-6226

www.MarylandPublicSchools.org