8(g) Student Enhancement Block Grants
Prekindergarten programs for at-risk four-year-olds
Recognizing the link between effective early childhood education and later academic success, the
Board continues to focus its 8(g) Student Enhancement Block Grant funding on Prekindergarten
programs for at-risk four-year-olds, thus confirming its commitment to this important initiative.
While a number of funding sources are available for early childhood development programs serving at-
risk four-year-olds, all programs share the same goals and philosophy. As it is the Board's intent to
allow systems to serve the maximum number of students with cost-effective programs, local systems
may use their 8(g) block grant allocation to supplement the six hour instructional component of early
childhood development classes located in public school buildings that are funded through other
sources. 8(g) funds may not be used to provide before and/or after school enrichment activities
for early childhood development programs.
To provide the maximum number of classes for at-risk four-year-olds, 8(g) funds can be prorated with
other funding streams at the local level. Please contact the BESE 8(g) staff for more information on
utilizing 8(g) funds to maintain or expand programs funded from other sources.
DSC Electronic Assessment
All 8(g) funded classes will be required to utilize the Developing Skills Checklist Mobile Scoring
Assistant (PDA) along with its mobile assessment software OR the Developing Skills Checklist
Computer Scoring Assistant (web-based application) to record DSC pre- and post-assessment results.
Held at several locations across the state
Passwords issued for web-access to the DSC assessment site
BESE has requested that agencies attempt to fill 8(g) program spaces with 70% free/reduced
lunch eligible four-year-olds and 30% “developmentally unprepared.” If the agency is already
serving all free/reduced lunch eligible four-year-olds with another funding source, then 100%
of the children served should be “developmentally unprepared” based on screening results.
(Please contact Kim Tripeaux in the BESE Office at (225) 342-8727 if you need further
clarification on this change.)
Change to Application Process
In an effort to streamline the application process for state-funded Pre-K programs, the BESE
office has modified the application to better align it with the LA 4 application. Therefore, you
will see a checklist similar to the one found in the LA 4 guidelines that asks the participating
district to submit/include/attach information on the plans for implementation of this grant
program. Much of the required information will be the same as what was submitted for the LA
Prekindergarten programs for at-risk four-year-olds
TABLE OF CONTENTS
SECTION 1. Project Design 1
SECTION 2. Summary of the Prescribed [2012-2013] Narrative Section 6
SECTION 3. Summary of the Prescribed [2012-2013] Budget Section 7
SECTION 4. Summary of the Checklist and Templates 11
SECTION 5. Summary of the Prescribed Measurable Objective Template 11
SECTION 6. Grantee Obligations 12
Please note that 8(g) Grants are awarded on a
reimbursement basis only. Goods and services cannot
be ordered, received or paid for until after the proposal
has been approved by the BESE office.
ATTACHMENT A. SECTION 1.
Agencies may use their allocation to implement projects that comply with the design outlined as
In this focus area, LEAs shall offer a developmentally appropriate program designed to
improve the kindergarten readiness skills of children. Prekindergarten educational classes
through this funding sources are available for children in the school system’s jurisdiction who
eligible to enter kindergarten the following year;
meet the requirements of law for immunization and documentation required for regular
at risk of being insufficiently ready for the regular school program, based on screening
results OR who are eligible for free and reduced price meals;
not enrolled in any other governmentally funded prekindergarten program [such as
Head Start, Starting Points, Title I, Even Start, or REA prekindergarten programs].
BESE has requested that agencies attempt to fill 8(g) program spaces with 70%
free/reduced lunch eligible four-year-olds and 30% “developmentally unprepared.” If
the agency is already serving all free/reduced lunch eligible four-year-olds with
another funding source, then 100% of the children served should be “developmentally
unprepared” based on screening results.
A child cannot be denied access, participation, or funding on the basis of race, color, or
national origin (Title VI of the Civil Rights Act of 1964); gender (Title IX of the Educational
Amendments of 1972 and Title II of the Vocational Education Amendments of 1976); or
disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities
Act of 1990) in educational programs.
A program must utilize a research-based, developmentally appropriate curriculum that
is aligned with the Louisiana Standards for Programs Serving Four-Year-Old Children
(Bulletin 105) and Grade Level Expectations. The program must address both age
appropriate and individual needs of young children and should focus on all aspects of
development: physical development, social/emotional development, cognitive
development, and language development. The curriculum will address all
developmental areas to establish a solid foundation for later education and help
children learn how to learn. The curriculum will be integrated so that learning occurs
primarily through projects, learning centers, and playful activities that reflect current
interests of children. Two major emphases of the program are:
stimulating language and literacy experiences that require active involvement; and
providing hands-on activities.
A program must include family early intervention strategies designed to maximize
children's overall development and lay the foundation for school success. Parents are
recognized as serving as their children's first teachers. Strategies to help parents gain
a better understanding of child development should be addressed. Services provided
may include home visits, group meetings, and school-based parent resource centers.
Activities must be developmentally appropriate and relate to program goals and
objectives. Activities should include:
child-initiated play in learning centers and outdoor areas;
active exploration, problem solving, and experimentation with real-life, hands-on
interaction among children and between children and adults in an individual and a
integrated learning which incorporates all developmental levels: social, emotional,
physical, and intellectual;
learning through themes, projects and/or interests of the children;
language stimulation through varied opportunities for self-expression;
development of creativity and imagination;
informal small group times and limited whole class time;
positive guidance techniques using modeling and encouraging of expected
planned parent involvement including newsletters, volunteer service in the
classroom, informational workshop, and orientation;
training for teachers and aides; and
on-going assessment using a variety of tools and processes.
The following activities are optional to the program but do contribute to quality:
personalized home visits by trained parent educator or the classroom teacher to
provide information about growth and development and to suggest practical home
activities to benefit children, or
group meetings for parents for education and support, including the sharing of
experiences, concerns, and successes.
Parameters for Conducting Small Groups/Individualized Instruction
In an effort to provide teaching staff with increased opportunities for purposeful,
intentional instruction, the following guidance is provided regarding small
group/individualized instruction. Teachers will continue to provide opportunities for
child-initiated activities as well as time for small group/individual work. Teachers may
offer small groups during child-initiated activities for the purposes of providing
differentiated instruction and interventions that are effective in meeting the needs of
● Small group times that allow for differentiated instruction may be scheduled during
center times within the following parameters:
○ Groupings should be based on children’s needs as determined by
assessments including information gathered from checklists, anecdotal
notes, observations, etc.
○ Only one staff person should work with a small group allowing the other
staff member to move around the classroom engaging in activities with
○ Small group work should be conducted for no more than 15 minutes per
group. When the small group work is done, the children then move to
centers of their choice if space is available.
○ Small group activities should not be scheduled for the entire time when
children are active in centers. This will allow time for both staff
members to support children’s learning as they are engaged in free-
○ The teaching staff does not have to work with every child in a small
group every day, and they should alternate sharing the responsibility of
working with small groups.
○ Small group activities and interventions do not HAVE to be scheduled
during centers if the teacher’s daily schedule already allows for small
group instruction at another time of the day.
○ Children should not be scheduled for more than one small group that
occurs during child-initiated activities in a given day.
For 30% of the spaces offered through this program OR if the agency has already
provided an early childhood development program for all free/reduced lunch four-year-
olds in the district through another funding source, the agency must use Screening within
the selection process. Screening must be done using one or more of the instruments
listed below. These screening instruments are not appropriate as pre/post
Brigance Pre-School Screen for Three- and Four-Year-Old Children
Developmental Indicators for the Assessment of Learning (DIAL-R)
Developmental Indicators for the Assessment of Learning (DIAL-3)
Denver Developmental Screening Test
Early Recognition Intervention Systems (ERISys)
Battelle Developmental Inventory-Screening Test
Learning Accomplishment Profile-Diagnostic Standardized Assessment (LAP-D)
Screen for Four-Year-Olds
Other instruments for periodic screening of educational, hearing, visual, or other
problems interfacing with development may be used in addition to one of the
aforementioned screening instruments.
Vision and hearing screening, as outlined in Bulletin 741 for Kindergarten students, are
The Developing Skills Checklist (DSC) must be completed twice during the year, once
about a month after the child enters the program (pre-assessment) and again near the
end of the year (post-assessment). A mid-year DSC assessment is encouraged but
Additionally, programs must collect and submit demographic information on each child,
electronically via the state-approved vendor.
All 8(g) funded classes will be required to utilize a Mobile Scoring
Assistant (PDA) along with its mobile assessment software OR the
computer scoring assistant (web-based application) to record DSC pre-
and post-assessment results. Each school will need a PC with Internet
access for both methods described above. If the agency chooses to use
the Mobile Scoring Assistant, we recommend that the agency purchase a
minimum of one PDA for every two 8(g) classrooms located on a school
site. Ideally, the agency will provide one PDA per classroom teacher.
These electronic assessment tools will assist teachers in gathering and
completing intake information, and the use of the Mobile Scoring Assistant or
the web-based application will benefit teachers and administrators as the
reporting structure hierarchy allows individual child reports “on-demand” as well
as aggregated reports at the classroom, school, district and state levels.
To help determine the needs of the individual students when planning for instruction,
classroom teachers are required to maintain a portfolio on each student. The portfolio
will contain, but not be limited to the following:
Work samples, including items such as photos or tapes of child created products
(e.g., block creations, sculptures, dramatizations, child interviews), actual (or
copies of) developmental writing samples, or other items to document child
Anecdotal records, including informal notes on the child's problem solving and
critical thinking behaviors related to classroom, social, and academic
Checklist and inventories for recording observations of child behaviors and skills
such as the Creative Curriculum Developmental Checklist, High/Scope Child
Observation Record (COR), Work Sampling Systems (WSS);
Parent conferences, including information on the child provided by the parent
and conference notes;
Health screening reports, if any, and
Referral records for support services, if any.
Portfolios must be kept up-to-date in the classroom and available for review by the child’s
parent/guardian and appropriate LEA and BESE staff and evaluators.
Teachers employed for these projects shall possess one of the following
a valid and current Louisiana teaching certificate in:
o nursery school,
o early intervention, or
o non-categorical preschool handicapped.
Teacher assistants must meet all of the following requirements:
o Possess a high school diploma or equivalent,
o Have extended experiences of assuming responsibility and care for a group of
preschool age children (children younger than five years of age),
o Possess proficient oral and written communication skills, and
o All other LEA requirements for employment.
Class Size/Student:Teacher Ratio
The maximum number of four-year-old children enrolled in one early childhood
development class shall be no more than 20.
Each class shall have a child to certified teacher ratio of no more than 20 to 1 and a child
to adult staff ratio of no more than 10 to 1. This ratio shall be maintained at all times.
The length of the school day and the school year shall follow the provision
established in R.S. 17.154.1. The school day that systems operate shall be a full day,
with a minimum of 360 minutes of instructional time per day exclusive of lunch, recess and
planning. Instructional days will be based upon the school calendar of each local school
system with a minimum of 177 days of instruction.
The daily schedule shall meet the requirements of Bulletin 741 allowing for
adequate nutrition and rest, with alternating periods of active and quiet activity.
Meals and Snacks
Appropriate meals and snacks shall be provided to every child. The price of meals and
the amount of food shall be consistent with meals prepared for kindergarten students
enrolled in the school system. The cost for meals and snacks for four-year-old children
enrolled in this program is an allowable expenditure.
Providing transportation services is not required; however, student transportation is an
allowable expenditure with this grant program.
ATTACHMENT A. SECTION 2.
SUMMARY OF THE NARRATIVE SECTION
The applicant must indicate in the space provided:
The agency – this space would indicate the name of the district/system.
The parish – the applicant should indicate the actual parish in which the project will be
The names and address of both the project administrator and the head of the agency
in which that administrator is employed. (Both names are necessary since the agency
head must make assurances about funding regarding projects at the school site. If
the project will have multiple administrators, applicants should give the name and
address of the primary administrator. The agency head is the Parish Superintendent.)
The name and contact information of the agency’s fiscal agent or the person
completing the project budget.
The funding requested and an indication as to whether or not other funds will be
utilized for this project.
The title of the grant.
The purpose of the grant described in one succinct sentence, including the academic
area to be enhanced.
The number and description of students who will be served through the project. (Only
those students who are directly served by the project should be included.)
A listing of the names of all school sites (and their site codes) where the project will be
implemented. (If there are multiple sites, attach a page to the cover page listing all
site locations. Site codes may be found in the School Directory.)
The dated signature of the agency head (in blue ink) on the certification by Agency
Head page. (The agency head is the Parish Superintendent.)
ATTACHMENT A. SECTION 3.
SUMMARY OF THE [2012-2013] BUDGET PAGES
A. Proposal Budget Packet (Actual Budget Packet located in Addendum 1)
Budget Summary Page – All budget information shall be summarized on the
prescribed Budget Summary page.
Budget Detail Pages – Only Budget Detail pages that include expenditures and
descriptions should be included. Agencies must complete the Budget Detail pages
for any Object Code in which the agency is requesting funding.
These pages are to be used to further describe the services or commodities to be
obtained as the result of a specific expenditure. A separate page is provided for
each object code and shall be completed if funds are being requested.
If additional pages are needed, those pages should be attached directly behind
the budget detail page.
Budgeted line items should be intended to improve student achievement. Each
budgeted line item shall be clearly explained and justified by providing the
information requested on each budget detail page. Only those program costs
allowable will be approved. All other costs shall be disallowed.
B. Summary of Budget Line Items
100 Salaries ― Amounts paid to both permanent and temporary employees, including
personnel substituting for those in permanent positions. This includes gross salary for
personal services rendered while on the payroll.
110 Regular Employees ― Full-time or part-time cost for work performed
by permanent employees.
Instructional Personnel ― 8(g) funding is only available for staff
assigned the professional activities of instructing pupils in courses in
classroom situations for which daily pupil attendance figures are kept.
This also includes aides working with students under the direct
supervision of a classroom teacher or performing professional educational
teaching assignments on a regular schedule. No administrative costs
120 Temporary Employees ― Substitutes or other temporary
130 Overtime ― Amounts paid to employees of the agency in either
temporary or permanent positions for work performed in addition to the
normal work period for which the employee is compensated under regular
salaries and temporary salaries above. The terms of such payment for
overtime are a matter of State and local regulations.
150 Stipends ― A one-time payment or allowance to regular employees
to attend workshops or in-service training programs.
200 Employee Benefits ― Amounts paid on behalf of employees; these amounts are
not included in the gross salary, but are in addition to that amount. Such payments are
fringe benefit payments, and while not paid directly to employees, nevertheless are part
of the cost of personnel. (Contributions to any unemployment compensation fund
cannot be paid with 8(g) funds since the positions are approved for one year only and
are not considered permanent.)
300 Purchased Professional and Technical Services ― Services in specialized,
highly technical fields provided by sources outside the local school/system. Included
would be payments to speakers to make presentations at workshops and in-service
training programs or to technicians for installation of computer equipment. These
services require contracts approved according to local educational agency policy.
The Board has established limits on fees charged for professional services
in 8(g) programs as follows:
Basic professional services fees to include:
o Up to $70 hour
o Related benefits (if provider is a member of TRSL)
o Travel expenses (if beyond official domicile of 30 miles)
Expanded fees for professional services providers recognized as "experts":
o Up to $200 hour
o Related benefits (if provider is member of TRSL)
o Travel expenses (if beyond official domicile of 30 miles)
To qualify as an "expert," provider must meet at least 3 of the 5 following
o maintains specialized license or certification in topic to be presented
(other than education degrees).
o has been endorsed or approved by a national organization to present
o has multi-state experience presenting topic.
o has presented topic at national or regional conferences.
o published instructional materials to be presented.
400 Purchased Property Services ― Services purchased to operate, repair, and
maintain equipment. These services are performed by persons other than
school/system employees. (Security systems for a building or room are not allowable
with 8(g) funds.)
500 Other Purchased Services ― Amounts paid for services rendered by
organizations or personnel not on the payroll, including student transportation services
(510), telephone charges (530) (if separate billing records are maintained), postage
(530), printing (550), and in-state travel (580) by project staff in performance of duties
as delineated in the proposal. Indicate in the budget explanation the reason for travel,
destination, number of trips, and number of persons traveling. Out-of-state travel is not
600 Supplies ― Amounts paid for items that are consumed, worn out, or deteriorated
through normal use in no more than one year’s time, or books and software.
610 Materials and Supplies ― Expenditures for all consumable instructional
and operating supplies for the operation of the project [for example, audiovisual
supplies, classroom teaching supplies (including shipping and handling), or food
for instructional programs.]
640 Textbooks (or allowable textbook substitutes) ― Expenditures for textbooks,
instructional software, workbooks and library books, including reference materials.
700 Property ― Expenditures for acquiring initial, additional, or replacement equipment or
furniture for the direct use by students or for the direct instruction of students.
Equipment purchases included in the project should be itemized. Only equipment used for
day-to-day, direct instruction of students may be included in the budget. The term does
not include equipment used in a manner for administrative purposes, such as copiers,
office file cabinets and/or office furniture.
All equipment items must be budgeted in Code 700, regardless of cost. Equipment
includes those items that are durable (sturdy) in nature and tend to last more than a
No expenditures for capital project or improvements (no facilities acquisitions or
construction services) such as permanently installed playground equipment, greenhouses,
Please include your agency’s tagging policy on the Code 700 page
C. Allowable Expenditures
Examples of expenses that may be budgeted if essential to achieving project
classroom teachers or aides;
in-state conference fees (i.e. LDE Prekindergarten and Kindergarten Conference
and/or Louisiana Early Childhood Association Conference)
Mobile Scoring Assistant (PDA);
printing, postage, maintenance;
food for instructional purposes.
Examples of expenses that will not be covered include:
salaries and stipends for any employee who is not engaged in classroom
instruction (Principals, Facilitators, Coordinators, Etc.);
stipends for teachers engaged in any activity that falls within the normal job
description/duties of a classroom teacher;
out-of-state travel or training, out-of-state or in-state conference fees not
directly related to early childhood;
capital improvements, permanent, capital outlay type playground equipment;
multi-year licenses and/or multi-year warranties;
articles of clothing (items used for incentive purposes);
classroom preparation time, scoring of tests or administrative functions.
D. Budget Notes
All equipment items must be budgeted in Code 700, regardless of cost, and must be
tagged in accordance with local school board policy and local school board control
regulations. For 8(g) purposes, equipment includes those items that are of a durable
(sturdy) nature and would tend to last more than a year.
INDIRECT COSTS ARE NOT ALLOWED.
(R.S.: 47:301 (8)(c) exempts the State or its political subdivisions from state and/or local
sales and use tax on goods and/or services received.)
Any agency requesting funds for expenditures that are not allowed by Board policy shall be
required to pick up those disallowed costs with other funds in order to implement the
program as proposed. In those cases, the Board reserves the right to audit or evaluate
those programs to determine compliance.
ATTACHMENT A. SECTION 4.
CHECKLIST AND TEMPLATES
The grant application must include all required information. A separate application must be written for
each project to be implemented and must comply with the design selected.
Please use the checklist provided in the addendum to ensure that all required
information is submitted. Templates have also been provided for some of the
ATTACHMENT A. SECTION 5.
PRESCRIBED MEASURABLE OBJECTIVE TEMPLATE
A. Objectives – (Actual Measurable Objective Template is located in Addendum 1) Provide the
anticipated impact, outcome(s), and changes the proposed project will have on student
There must be two objectives that address the academic growth (readiness skills) of
preschool four-year-old children. One objective should address the math component
of the Developing Skills Checklist and one should address the language component of
the Developing Skills Checklist.
In addition to measuring student achievement, each project must include a measurable
objective addressing parent involvement and staff development.
Each objective should:
o clearly state who is targeted.
o clearly state what is expected to improve.
o clearly state how much improvement is expected.
o have related activities to support the objective.
o be measurable and realistic.
The Measurable Objective Template provides a basic measurable objective for both
the math and language component of the DSC. Districts may use these basis
objectives and insert the percentage for each component. The percentage goal
should not be less than 75%.
The parental involvement objective and the staff development objective should be
determined by the district.
B. How Measured – Provide a description of the evaluation methods the applicant will use to
determine how well it has met its objectives.
Each objective must have an evaluation method. Describe the procedures for collecting
Objectives should be measured with the appropriate instrument for the desired
Assure that the data collected can be easily summarized and reported on the End of
Year Report due in the BESE office by July 31, 2013.
All programs must be evaluated to determine success and student improvement. Each
objective must be measured. The project administrator will be responsible for collecting
data, summarizing and analyzing student growth, and reporting program success.
ATTACHMENT A. SECTION 6.
If the proposal is funded, the Project Administrator is expected to implement the project
as proposed to impact student performance within the funding year.
Compliance with House Bill 1, Section 18B
In accordance with HB 1, Section 18B, the BESE office must require each recipient of 8(g)
funds (which is not a public or quasi-public entity that is a budget unit of the state) to
provide a written report to the BESE office concerning the use of funds and progress on
meeting the goals and objectives of the project. The BESE office will notify each agency in
writing with a specific report form to be completed and returned via email by February 15,
The BESE office is required to submit to the Legislative Auditor, the Division of
Administration and the Joint Legislative Committee on the Budget a report showing specific
data regarding the recipient agencies’ progress on reasonably achieving the goals and
objectives of the project by May 1, 2013.
Each Support Fund grantee shall submit an End of Year Report to the Board within
thirty (30) days after the close of a project period or no later than July 31, 2013. This
report shall include, but not be limited to, the following:
benefits achieved by the program;
results, as evidenced by data collected for each measurable objective;
evaluation results analyzed and summarized; and
explanation of how equipment purchases will be utilized in the upcoming fiscal
year to continue the project.
Independent evaluators, contracted by the Board, may conduct a comprehensive
programmatic evaluation of selected funded projects throughout the funding period.
The Board does not conduct a formal evaluation of 8(g) Prekindergarten
classrooms using the Early Childhood Environment Rating Scale – Revised
Edition (ECERS-R). Since the ECERS-R covers the basic aspects of all early
childhood facilities, it can be used at the local level as a self-study/self
improvement guide to identify strengths and needs for improvement. Project
administrators can use the ECERS-R as a tool to help identify teachers' training
needs and assess their use of materials and teaching styles.
If any project scores below 100 (out of 150 points) on a Final Evaluation, the
agency will be required to provide a written explanation of the problems of
implementation and corrective action to be taken. Any block grant project scoring
below 100 (out of 150 points) on the evaluation for 2 consecutive years will not be
eligible to receive funding for a third year.
On-site audits of funded projects will be conducted by the Board's compliance officers
beginning as the projects close out and continuing throughout the next fiscal year.
These monitoring visits are in keeping with state auditing practices and will include a
review of compliance with both fiscal and programmatic procedures relating to the
project. Information provided in the End of Year Report will be utilized in the scope of
The BESE 8(g) Staff will review each proposal for compliance and to ensure that all requested
information is included. Staff will contact the project administrator for any proposal that
requires edits or additional information to allow for the submission of a revised document.
Agencies with incomplete proposals that have not submitted the necessary
revisions/information by October 31, 2012, will not be eligible to receive their 8(g) Student
Enhancement Block Grant funding for FY 2012-2013.