High Quality Early Learning (HQEL)
The Arizona Department of Education (ADE) Early Childhood Education (ECE) believes that every family should have an opportunity to choose a high quality early and care and education setting that promotes the social, emotional, cognitive, and physical development of their child. Scientists, economists, and educators recognize research suggests early care and education beginning at birth is an investment that pays dividends as children enter kindergarten, move through the early elementary grades, transition to college or a career, and become adult citizens in their community. Families that choose early care and education programs for their children do so for a variety of reasons and should have options for programs that are high quality, are available where families live and work, and are affordable.
ADE ECE has an opportunity to support early childhood programs in high needs communities (HNC) through the High Quality Early Learning Grant (HQEL). The purpose of the HQEL, offered through the Arizona Department of Economic Security- Child Care Administration, is to support Arizona in developing and enhancing capacity to deliver high-quality preschool programming as well as implement and sustain quality preschool for eligible children, increasing the number of children who receive high quality early care and education services and improving young children’s success in school and beyond. High-quality early childhood services that include comprehensive services have been strongly linked to both academic and life skills success among children. Research shows children who come from families with several risk factors show the most gain from access to high quality early childhood programs.
HQEL offers an opportunity for children and families to access high quality early childhood programs by allocating funds to programs located in HNCs. Funding will support programming for those children who may not otherwise have access to high quality early care and education prior to kindergarten entry by either increasing the number of hours that children participate in a high-quality program or by increasing the number of children who are served.
High Quality Early Learning (HQEL) Eligibility
The High Quality Early Learning Grant (HQEL) is a competitive application process open to eligible quality early learning programs. Eligibility does not automatically conclude grant award. The ADE ECE will work in collaboration with early childhood system partners to identify eligibility indicators that will be used to curate a list of early learning programs that will be eligible to apply. Eligible applicants will be determined based on a weighted measure and cut scores as determined by the ADE ECE and system partners.
Those programs determined eligible to apply will be awarded based on a competitive application process in year one.
Please note that early learning programs may be subject to an onsite visit prior to determining grant participation. This onsite visit may include onsite interviews with staff, review of program alignment to the Program Guidelines for High Quality Early Education (PGHQE), and a visual inspection of the HQEL classrooms.
Those early learning programs awarded will continue with participation during the grant life cycle under the DES umbrella (obligation of funds by June 30, 2024). Once awarded, programs must be licensed, and remain “in good standing or in substantial compliance” as defined by their regulatory agency throughout their participation in the grant. A program being placed on enforcement action for any reason may result in the revocation of funding and revocation of program participation. In addition, all awarded programs must engage in authentic on-going progress monitoring and assessment using the AZ State board approved progress monitoring tool. Currently this tool is Teaching Strategies GOLD. All awarded programs must use this tool for impacted children.
Sites Eligible to Apply
Informational Webinar
HQEL Informational Slide Deck (ENGLISH)
Diapositivas Informativas de HQEL (ESPAÑOL)
Payment Information
All payments for the HQEL Grant are coming directly from the Department of Economic Security (DES) Child Care Administration. These payments are allocated for the same amount each month and are based on the number of full-time equivalent (FTE) slots requested in the HQEL grant application.
For payment related questions, please email: [email protected]
Document Templates
HQEL Programs can use the following document templates for enrollment and monitoring.
EMAC
HQEL monitoring documents will be sumitted via the EMAC platform through ADEConnect.
- Videos:
- Guidance Documents:
HQEL Grant Timeline:
- 2/18/2022 - Email sent to sites eligible to apply
- 2/22/2022 - HQEL Application opens
- 4/17/2022 - Application closes (Extended from April 8)
- 4/11/2022 - Review of applications begins
- 4/29/2022 - Notice of Award and Non-award. Sites must ensure that DES has an up-to-date W9.
- May 2022 - Payments through DES begin
- May-Aug 2022 - Onboarding Activities
- Aug 30, 2022 - Programs must be fully operational
ECQUIP
One key process we have in place is the Early Childhood Quality Improvement Practices (ECQUIP) process. ECQUIP was developed by the Early Childhood Education unit as a continuous improvement process to ensure quality and accountability among schools within an Early Childhood Program receiving state funding through the ECE unit of the Arizona Department of Education. ECQUIP is a process to bring early care and education providers and stakeholders together to break down silos, improve communication, and align quality goals. ECQUIP continues to be a vehicle for all early childhood programs to partner and build quality preschool for all Arizona’s young children.
Quality Programming
Children who participate in high quality early education programs are exposed to academics in a way that nurtures the whole child and encourages them to engage in activities with responsive, nurturing adults who promote children’s optimal development when they’re not with their families. Historically, preschool programs and elementary education have remained separate for a variety of reasons including different funding sources, infrastructures, values, and traditions. Preschool has not typically been viewed as a part of public education for two primary reasons: (1) It is not universally funded by the public; and (2) It is not a mandated grade level. Due to the now-recognized importance of the role early care and preschool play in the education of our children, there is a critical need for high quality programs that provide children with the foundational skills and knowledge they need to be successful learners.
There are many factors that contribute to a high quality early care and education program. Some of these critical elements include:
- Class or group size;
- Child-adult ratios;
- Curriculum;
- Developmentally appropriate instructional strategies; and
- Interactions and relationships between staff, children, and their families.
The level of staff preparedness and stability, the opportunity for on-going training, and the responsive supervision of staff play equally important roles in ensuring quality early learning experiences for children.
The HQEL grant will be using the alignment to the High Program Quality Guidelines, Quality First Participation, Head Start Affiliation, or National Accreditation to determine program quality.
Program Guidelines for High Quality Early Education: Birth through Kindergarten (PGHQ)
Quality First Participation
National Accrediation
- National Accreditation Commission for Early Care and Education Programs (NAC)
- National Association for the Education of Young Children (NAEYC) Accreditation
- National Early Childhood Program (NECPA) Accreditation
Early Literacy
Arizona is committed to supporting and improving the literacy skills of all of our children. Arizona will be leveraging the HQEL Grant opportunity to provide a comprehensive and systemic approach to advancing literacy skills among disadvantaged children in early childhood, including children living in poverty, English learners, children with disabilities, and those belonging to a subgroup that is otherwise underrepresented.
With intentional coordination and collaboration between and among early childhood education programs and system partners, targeted evidence-based strategies will be deployed at HQEL sites to produce measurable gains in language and literacy outcomes.
These strategies may include, but are not limited to:
- Access to high-quality preschool programming
- Practitioner training in the Science of Reading
- Literacy coaches, supports, and resources
- Research and evidence-based curricula
Resources:
- Examining Language and Literacy: Evidence-Based Practices
- Language Essentials for Teachers of Reading and Spelling (LETRS)
- LETRS Professional Development for ECE Teachers (flyer)
- Strategic Priorities for Early Literacy
- Read On Arizona's Early Literacy Policy Framework
Cox Campus (FREE Training)
- Video: Early Literacy & Cox Campus
- Website: Cox Campus
- Flyer: AZ Workforce Registry Cox Campus
The following sites below have been awarded the HQEL Grant. These sites will utilize the next two years to provide high-quality preschool programing to their communities youngest learners. Congratulations to the HQEL grantees!!
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Targeted Office Hour Sessions & Resources
Welcome Session
HQEL Guidance Manual Session
High Quality Classrooms & Materials
- Video: Recorded Meeting with Lakeshore Learning
- Visual Representation: Lakeshore HQEL Classroom - Visual Representation
- Price Sheet: Lakeshore HQEL Classroom - Price Sheet
- AZELS Catalog: Lakeshore Arizona Early Learning Standards (AZELS) Catalog
Early Literacy & Cox Campus
- Video: Early Literacy & Cox Campus
- Website: Cox Campus
- Flyer: AZ Workforce Registry Cox Campus
HQEL Monitoring
- Video: HQEL Monitoring Recorded Session
- Video: HQEL Monitoring Recorded PowerPoint Slides
- Slides: HQEL Monitoring PPT Slides (pdf)
EMAC (Education Monitoring and Compliance)
Getting Access to EMAC:
EMAC User Guides:
EMAC Help Videos:
- How to Add ADEConnect Roles
- Finding a Monitoring Task Assigned to Me
- Overview of the Monitoring Task Details Page
- Complete and Submit an Online Form
- Upload Evidential Documents to a Monitoring Task
- Start to Finish Monitoring Task Completion Workflow
Teaching Strategies GOLD
Child Find
Early Childhood Education Funding
Additional resources related to funding Early Childhood Care and Education:
The document templates can be found below, and also under the "Monitoring and Fiscal Requirements" dropdown menu of this page.
Family income must be at or below 300% of the Federal Poverty Level (FPL).
2022 Federal Poverty Level (FPL) Chart - Annual Family/Household Income | |||
Household/ Family Size | 100 % FPL | 200% FPL | 300% FPL |
1 | $13,590 | $27,180 | $40,770 |
2 | $18,310 | $36,620 | $54,930 |
3 | $23,030 | $46,060 | $69,090 |
4 | $27,750 | $55,500 | $83,250 |
5 | $32,470 | $64,940 | $97,410 |
6 | $37,190 | $74,380 | $111,570 |
7 | $41,910 | $83,820 | $125,730 |
8 | $46,630 | $93,260 | $139,890 |
9 | $51,350 | $102,700 | $154,050 |
10 | $56,070 | $112,140 | $168,210 |
11 | $60,790 | $121,580 | $182,370 |
12 | $65,510 | $131,020 | $196,530 |
Source: Office of the Assistant Secretary for Planning and Evaluation (ASPE) | |||
Children in foster care or experiencing homelessness who are age-eligible (3 or 4 by September 1) are considered a family of zero income and are automatically qualified.
Sites eligible to apply for the High Quality Early Learning (HQEL) grant were determined eligible by the following most-in-need indicators:
- Poverty
- Low-income communities
- High % of students eligible for Free and Reduced Lunch
- Opportunity Zones (established by the U.S. Department of Treasury)
- Census Track
- Rural
- Tribal
- Performance Data
- English Language Arts (ELA) Data
- Office of Personnel Management
- Preschool Gap Data
- Greater than 25% preschool gap
- Determined by Bipartisan Policy Center
- DES Site
- Former PDG Site
High Needs Communities (HNC) are geographically defined areas, such as a city, town, county, neighborhood, district, rural or tribal, or consortium thereof, with a high level of need as determined by indicators of poverty, opportunity zones, census track, literacy, and preschool gap data.
Direct Costs are those for activities or services that benefit specific projects (e.g., salaries for teachers, aids, paraprofessionals and materials required for a particular project). Because these activities are easily traced to projects, their costs are usually charged to projects on an item-by-item basis.
Administrative Costs/Indirect Costs are general or centralized expenses of overall administration of an organization that receives grant funds and does not include particular program costs. Those are for activities or services that benefit more than one project. Their precise benefits to a specific project are often difficult or impossible to trace.
Indirect Cost Rates are handled at a federal level with the US Department of Education (DOE). Additional information can be found on the DOE's Guidance for Establishing an Indirect Cost Rate.
Sub-grantees must choose option A, B or option C, based on their applicable allowance for indirect costs, and provide proper justification for expenses in the grant application.
Option A - Federally Approved Indirect Cost Rate: If your organization has an approved indirect cost rate agreement in place, you must use that rate for this grant. If your site is associated with a district, there is likely an indirect cost rate already established. Please consult your district's fiscal administrator for more information, and select Option A in your application.
Option B - If the organization has not had an Indirect Cost rate agreement: The Subgrantee may charge the 10% provisional rate for up to 90 days and must submit an indirect cost proposal to the Arizona Department of Education within 90 days after the grant award is issued and, if it does so, may continue charging the 10 percent provisional rate until the cognizant agency has provided the Sub-grantee with a negotiated indirect cost rate; and if after the 90-day period, the Sub-grantee has not submitted an indirect cost proposal to the Arizona Department of Education, the Sub-grantee may not charge its grant for indirect costs until it has negotiated an indirect cost rate agreement with the Arizona Department of Education. If your program plans to apply for an indirect cost rate, select Option B and refer to the Grants Management Indirect Cost Rate Quick Reference Guide for further instructions.
Option C - Direct Charge: With proper justification, Subgrantee may include an allocation for administrative costs up to 5% of the total funds requested. Administrative costs may include: cost of auditing, accounting, financial, payroll, salaries and benefits of the program director and other administrative staff not attributable to the time spent in support of a specific program. Select Option C if your program does not currently have an indirect cost rate and does not plan to apply for one.
If ECQUIP is designed for and intended for those programs wishing to strengthen and improve their local early childhood ecosystems through intentional and purposeful collaboration with families, practitioners, and ECE system partners. Per the application for consideration for funding, "Each subgrantee participating in the High Quality Early Learning Grant is required to participate in an Early Childhood Quality Improvement Practices (ECQUIP) team that is overseen by a school district." Those non-LEA (Local Education Agency) programs not invited to participate in ECQUIP meetings will not be penalized for currently not participating in ECQUIP. Participation in ECQUIP for LEA operated preschools will be one source of consideration when evaluating proposals/submissions. For more information related to ECQUIP, please refer to the ECQUIP Website and to "ECQUIP" section within the High Quality Early Learning Manual (starting on pg. 9).
For the Literacy Coaching Model, a Request for Proposals (RFP) is being created for vendors. A "grow your own model" would have sites selecting current staff that they wish to build capacity relative to instructional coaching, the Science of Reading, and Early Literacy content. This staff would serve as a coach to colleagues to help build capacity of teaching and instructional support staff on the Science of Reading and instructional practices to support implementation. Resources related to the Science of Reading can be found by clicking HERE. Information related to Instructional Coaching in the Birth-Five Space can be found at https://www.coxcampus.org/app/courses/ . The RFP process does not exclude programs from hiring their own coaches to support programmatic implementation. The RFP process will be used for the identification of coaching cadres and cohorts that the ADE will deploy at identified sites.
For the purposes of this grant, the ADE will be using the McKinney-Vento Act definition for homelessness.
The McKinney-Vento Act defines homeless children as “individuals who lack a fixed, regular, and adequate nighttime residence.” The act provides examples of children who would fall under this definition:
- Children and youth sharing housing due to loss of housing, economic hardship or a similar reason;
- Children and youth living in motels, hotels, trailer parks, or campgrounds due to lack of alternative accommodations;
- Children and youth living in emergency or transitional shelters;
- Children and youth abandoned in hospitals;
- Children and youth whose primary nighttime residence is not ordinarily used as a regular sleeping accommodation (e.g. park benches, etc.);
- Children and youth living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations;
- Migratory children and youth living in any of the above situations.
For more information please visit the ADE Homeless Education webpage.
A certain degree of staff turnover is anticipated each year. Programs should make every effort to recruit and retain staff. All staff lead staff who do not meet the staffing qualifications outlined within the High-Quality Early Learning manual must be on a PD plan and/or degree attainment plan.
For resources related to educator recruitment and retention please visit the ADE Educator Recruitment and Retention page. Additional information and resources can be found at the Arizona Early Childhood Workforce Registry.
Pay Scales vary by region and district. Programs are encouraged to visit the website of their neighboring school district or contact the district HR department for a current pay scale. A report that may prove helpful is the Arizona School District Spending Report put out by the Arizona Auditor General. The District pages display the average teacher salary under the “Student and Teacher Measures” Section. This can be found at: Arizona School District Spending Report by Fiscal Year. Please keep in mind that this does not display the district pay scale.
No, it is not mandatory for a program to be Nationally Accredited, Head Start affiliated, or participate in Quality First to be considered high quality. A program's quality can also be measured by alignment to and implementation of the Program Guidelines for High Quality Early Education: Birth through Kindergarten (HQPG) which provide indicators relative to curriculum, assessemnt, and educator qualifications.
