July 2, 2019 Supporting Math Skills with Developmentally Appropriate Music Activities Join Music Together on July 10 for an edWebinar exploring opportunities to support young children’s emerging math skills with developmentally appropriate music activities. About In this edWebinar, participants will learn about developmentally appropriate music and movement activities that naturally support children’s exploration of math concepts, including pattern, sequence, representation, proportion, and opposites. Participants will be introduced to new songs and chants they can use in their work with children, hear about research on the topic, and see ways to lead music experiences with young children. This edWebinar will be of interest to educators working with toddlers, preschoolers, and kindergartners. Time for questions will be provided. Register To register and learn more about this edWebinar, visit the event page.
July 1, 2019 Fred Rogers Educators’ Neighborhood to Launch Reflecting on a piece she wrote in December 2018, Melissa Butler identifies long-term benefits observed with the same group of children five months after the initial observation. Additionally, the Fred Rogers Center announced that they will be launching “Educators’ Neighborhood: Learning and Growing Together” in support of early childhood teachers. Overview In December 2018, Melissa Butler wrote a blog article named, “Beechwood Kindergarteners Learn with Mister Rogers,” observing LeeAnne Kreuger’s kindergarten classroom as they gathered every Friday morning to watch an episode of “Mister Rogers’ Neighborhood.” Labeled “Mister Rogers Friday,” teachers selected an episode each week for their students based on key themes, needs, or interests expressed in the classroom. What they observed from April through June 2018 was that by the end of the school year, the children were actively singing along, naming characters, and making fun connections throughout the school day. In addition to this, teachers noticed benefits as well, having significant learning opportunities to reflect on child development, cultural relevancy, and ways to weave Fred Rogers’ lessons into the school day. Five months after, this same group of children continues to watch a new episode of “Mister Rogers’ Neighborhood” every week. By doing so, they’re still observing significant impacts and benefits. Benefits for Children Butler highlights that this group of children: talk with each other during and after each Picture-Picture video because they have so many questions and connections; know the difference between real and make-believe; sing songs with confidence; answer Mister Rogers’ questions with eager attention; allow for the silence and slowness of episode moments; and have come to trust in the learning and joy each episode bring during and in the classroom. Benefits for Educators Teachers have also displayed key benefits, including: more trust in their instincts; more collaboration with each other; more sharing of personal stories with students; more confidence with developmentally appropriate practice; more improvisation with what they choose to do after each episode; and an overall approach that trusts in the larger picture of what they do as teachers. Conclusion Needless to say, the benefits of incorporating meaningful videos, especially those of “Mister Rogers’ Neighborhood,” are substantial. When educators and students are allotted a period to slow down, reflect, and talk with one another about influential topics, all parties benefit in and out of the classroom. For more, read Butler’s full blog piece. About Educators’ Neighborhood Educators’ Neighborhood: Learning and Growing Together is a place for educators to learn more and with each other, inspired by the life and work of Fred Rogers. Fred Rogers Center will grow an expanded community of educators to study episodes of “Mister Rogers’ Neighborhood,” read from the Fred Rogers Center Archive, and generate new ideas together connected with their daily practice with young children. If you’re interested in joining, sign up for news, register for Educators’ Neighborhood Online, or apply to be part of the local Educators’ Neighborhood Learning Community. More Information For more information, read Butler’s full blog piece. Share this flyer with your network.
June 14, 2019 RIF Pittsburgh Seeks Mentors for Elementary Students Reading Is FUNdamental Pittsburgh is seeking volunteers for its Everybody Wins! program. About Everybody Wins! is a school-based literacy mentoring program that pairs kindergarten, 1st, 2nd, and 3rd-grade students with a caring adult to build a meaningful relationship while sharing conversation, good books, and literacy-related activities for one hour a week. These consistent, one-on-one experiences increase a child’s opportunity for success, both academically and in life. Help an elementary student build literacy skills and develop a lifelong love of reading by volunteering as a mentor today! Volunteer Interested in volunteering? Sign up by contacting: Nora Peters, Program Director 412.321.8022, ext. 298 npeters@rifpittsburgh.org Learn More To learn more, visit the Reading is FUNdamental Pittsburgh website. Share this flyer with your network.
May 20, 2019 Get Ready for the Next Steps Are you wondering about how the preschool enrollment process works? Unsure of how to assess or choose a local school for your child? Have questions about whether your child is ready for Pre-K or Kindergarten? Join us at the Pittsburgh Toy Lending Library for an information session co-hosted by A+ Schools and Trying Together, with Pittsburgh Public Schools’ Early Education. A pizza dinner will be served. Children are welcome! This is event is FREE and open to the public. Questions For more information, call 412.682.4430 or email outreach@pghtoys.org. Share this flyer with your network.
April 18, 2019 PA Pre-K Counts Announces Request for Applications Pennsylvania’s fiscal year (FY) 2019-20 proposed budget continues to build on the governor’s commitment to high-quality early learning services and includes more than $1.1 billion in state and nearly $850 million in federal support for Office of Child Development and Early Learning (OCDEL) programs. This proposal represents the further steps toward achieving the goal of universal access to high-quality pre-k programs. With new investments in Pennsylvania Pre-K Counts ($40 million) and the Head Start Supplemental Assistance Program ($10 million), the state will be able to increase the number of children served in high-quality pre-k. Due to this proposed funding, the Pennsylvania Department of Education (PDE) is seeking applicants for PA Pre-K Counts. About Pre-K Counts PA Pre-K Counts provides children with the opportunity to experience a high-quality pre-kindergarten program. The program standards ensure a high return on the investment in the preparation of young children for school and will help to close the achievement gap. Early education through PA Pre-K Counts can open the doors of opportunity for every child to do well in school, the workforce, and life. About the Request for Applications (RFA) PDE is issuing this RFA to support providers in preparing to serve children and to be ready for September enrollment. The department recognizes that providers need to conduct outreach to families; recruit, hire and train staff; and do all of the planning necessary to successfully implement the program pending approval of proposed funding. Information on the application process can be accessed at PKC How to Apply. Eligible Applicants Pennsylvania continues to be committed to a mixed delivery system. As such, eligible applicants include existing PA Pre-K Counts grantees and new applicants from five eligible entity categories: School districts; PDE Licensed nursery schools; Head Start grantees; Child care centers and group child care homes designated at Keystone STAR 3 or 4; and A third party entity applying for Pennsylvania Pre‐K Counts funding to administer the lead agency responsibilities for entities that are eligible to provide the classroom services under the categories listed above. PDE encourages all eligible entities to assess community need and apply for funding to support eligible children in their communities. There is no limit to the number of slots that may be requested through this application process. Eligibility Criteria Age (three and four-year-old children) and family income (at or below 300 percent of the Federal Poverty Guidelines) are the primary eligibility criteria for participation in PA Pre-K Counts. Additional priorities for enrollment should be developed at the local level and may include: teen parents, migrant or seasonal students, children of a family experiencing homelessness, children involved in the child welfare system, siblings of children already enrolled in the program, English language learners, children of an incarcerated parent, or children receiving early intervention or behavioral health supports. Required Documentation Applicants must have the following in place to complete an application: a Letter of Intent, a vendor number (SAP #), an administrative unit number (AUN), a master provider index number (MPI), and a federal ID number or tax ID number. PA Pre-K Counts Statute, Regulations, and Guidance Any applicant should thoroughly review PA Pre-K Counts Statute, Regulations, and Guidance prior to submission of a letter of intent to apply to ensure an understanding of the program requirements and expectations of compliance if an application is successful. The application review process will include evaluation of the extent to which the applicant demonstrates knowledge and understanding of the PA Pre-K Counts Statute and Regulations. Required Letter of Intent Because of the need to establish access to eGrants procurement system, eligible organizations must submit a completed Letter of Intent to apply for funds. The template posted at PKC How to Apply must be used. The Letter of Intent represents intent to apply for PA Pre-K Counts funding and includes the legal name of the eligible agency that will apply, the AUN associated with the applying legal entity, preliminary information about requested funding, program model, provider type, and area to be served. Except for the legal entity and AUN, information submitted in the Letter of Intent may be modified in the final eGrants application. Programs interested in applying must submit a fully completed Letter of Intent by 3 pm on May 8, 2019 to RA-PAPreKCounts@pa.gov. Programs that do not submit a timely Letter of Intent will not be able to apply in the eGrants system. Late submissions will not be accepted. Those agencies submitting a fully complete Letter of Intent by the due date will be notified when the PA Pre-K Counts application is open in eGrants. Administrative Unit Number (AUN Number) PA Pre-K Counts applicants will need to supply a valid AUN number within the Letter of Intent. A Letter of Intent without a valid AUN that matches the legal name of the applying entity will not be accepted. To verify your AUN number or to check to see if you have one assigned to your agency, visit EDNA. If you are an Intermediate Unit, select Search for Intermediate Units. If you are not an Intermediate Unit, select Advanced Search, and search for your agency. Applicants that are not already licensed by PDE and therefore do not have an AUN number should contact Brian Bell (bribell@pa.gov, 717.346.0038) or James Redd (jaredd@pa.gov) at OCDEL. Vendor Number (SAP #) The supplied vendor number MUST align with the legal name and address provided in the application. A vendor number and account can be set up by registering at Vendor Number Registration selecting the Non-Procurement Registration Form. All agencies applying for PA Pre-K Counts grants must be pre-registered. The Central Vendor Management Unit is a storage database. The Comptroller uses this account to store direct deposit information. If you have any questions about vendor numbers, please contact Brian Bell (bribell@pa.gov, 717.346.0038) or James Redd (jaredd@pa.gov) at OCDEL. Master Provider Index (MPI #) The supplied MPI number MUST align with the legal name and address provided in the application. All PA Pre-K Counts applicants will need an MPI number if the application is successful. The number is requested as part of the application process to ensure timely contracting for approved applications. MPI numbers are used by the PA Department of Human Services to identify legal entities and service locations that participate in any of its programs. As such, they are used in PELICAN as a common identifier for all OCDEL programs, including child care licensing, Early Intervention, PA Pre-K Counts, Head Start Supplemental Assistance Program, and Keystone STARS. Legal entities are assigned a unique nine-digit MPI number. In addition, service locations are assigned a unique 13-digit MPI number, which is created by adding a four-digit extension to the nine-digit MPI of the legal entity. Legal entities and service providers currently participating in any of these programs should have an MPI number. Applicants that are not currently participating in any of these programs should contact the Early Learning Network (ELN) Help Desk at 877.491.3818 and provide their Federal Tax ID to determine their MPI numbers. MPI numbers will not be provided without a Federal Tax ID number. Tax ID Number or Federal ID Number This is the number that an agency uses on its federal W-9 form. Applicants for PA Pre-K Counts funds should consult with the person who handles tax, legal, or accounting matters for the agency to determine the federal ID number. Use the number that aligns with the legal name and address provided in this application. The correct number must be provided when requested in order to process an application. Failure to do so will result in significant delays in funding approved applicants for FY 2019-20. This number is often referred to as the “FEIN number” by OCDEL staff. Pre-application recorded webinar An asynchronous pre-application webinar will be posted at PKC How to Apply after April 23, 2019 to assist interested applicants in the completion of the application. The webinar will include information on the application process and program requirements. Questions & More Information All questions regarding this competitive RFA process should be directed to Project Officer Deborah Wise only, by sending an email to RA-PAPreKCounts@pa.gov. In order to provide consistent messaging and an equitable application process, ONLY questions sent to RA-PAPreKCounts@pa.gov, will be addressed. Questions and responses not already covered in either Pennsylvania Pre-K Counts Statute, Regulations, and Guidance, or within the Application Guidance document, will be included in an on-going Frequently Asked Questions document posted at PKC How to Apply.
March 5, 2019 Kindergarten Registration Open in Allegheny County If your child is five, it’s time. Kindergarten registration has opened in Allegheny County for the 2019-2020 school year. View details on Kindergarten registration costs, locations, and dates at trying together.org. Hi5! Campaign Successful transition practices help school districts identify and work with early care and education providers in their community to support young children and their families so they are comfortable and prepared for the first day of Kindergarten. Through a partnership called Hi5!, Trying Together, United Way of Southwestern Pennsylvania, and Allegheny Intermediate Unit 3 (AIU3) work with over 40 local school districts. Due to these efforts, Kindergarten registration rates have improved to a 97% early or on-time registration rate for Allegheny County children as reported for the 2017 – 2018 school year. Learn More Learn more about Kindergarten Transition with this white paper from Trying Together (PDF). For questions, contact Emily Neff at 412.421.3889 or hi5@tryingtogether.org.
October 29, 2018 Start Strong PA Webinar Join sponsors Pennsylvania Child Care Association and Pennsylvania Association for The Education of Young Children for an afternoon or evening webinar to hear about priorities for the campaign, the work done so far, and how you can become involved. Register now. FACILITATORS: Jodi Askins, Executive Director, PennAEYC Diane Barber, Executive Director, PACCA REGISTRATION DEADLINE: Wednesday, October 31. Both webinars will be recorded and posted to the PACCA and PennAEYC websites afterward.
June 11, 2018 Kindergarten: Here I Come The transition to Kindergarten is a big step in the lives of young children and their families. Join the Children’s Museum of Pittsburgh on Saturday, August 11, 2018 for its 14th Annual Kindergarten: Here I Come! event from 9 a.m. – 1 p.m. Every child entering Kindergarten and one caregiver will receive free admission to the Museum that day. Activities and resources will be provided by staff and partners including Trying Together and Playful Pittsburgh Collaborative. Registration is not required. To learn more visit kindergartenhereicome.org or call 412.322.5058, x330. For more information on Kindergarten transition best practices, read this white paper from Trying Together. Learn more about area Kindergartens in Allegheny County and registration information at tryingtogether.org.
June 1, 2018 Little Dreamers Academy Pittsburgh Public Schools is providing a free “summer learning camp” that academic and social-emotional support for children who are transitioning to Kindergarten this fall. The camp runs June 25 – August 1 from 8:30 a.m. – 4 p.m. at several locations. Space is limited and all registration is done online. For questions contact the Early Childhood office at 412-529-4297 or 412-529-4291. Learn more and apply today.
May 7, 2018 Kindergarten Transition White Paper Highlights Regional Efforts The move from pre-kindergarten to Kindergarten marks a critical point in the lives of young children and their families. In the 2017 – 2018 school year, Allegheny County reported early registration at 84% and on-time registration at 97% for Kindergarten students. This success is due largely in part to the local Hi5! Campaign funded by the United Way of Southwestern Pennsylvania and chaired by Trying Together and the Allegheny Intermediate Unit #3. To highlight the successful regional and national efforts of child care centers, Head Start and pre-k teachers, and school districts to support young children and families in this momentous occasion, Trying Together has released a white paper entitled, Kindergarten Transition. The paper provides researched recommendations and activities including: requiring local transition teams; providing guidance on how to leverage funds; encouraging data sharing; including parents and guardians in the transition process; ensuring high-quality, developmentally appropriate Kindergarten; strengthening relationships and collaboration between early childhood programs and elementary schools; and rethinking the responsibility of school readiness. “Research and evaluation nationally shows that children who experienced effective transition practices retain the developmental gains made in early childhood through the early elementary grades,” said Cara Ciminillo, Trying Together Executive Director. “Through the reauthorization of the Elementary and Secondary Education Act (ESSA), Pennsylvania school districts will now have more flexibility to use federal dollars to support their Kindergarten transition efforts.”
