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Minnesota Department of
Educaticln Success Feasibility Pilot: Pyramid Model Expansion
Purpose
The purpose of this project is to study the feasibility of using a Pay for Success (PFS) funding structure to enhance the quality ofvoluntary pre-kindergarten (VPK) programs in Minnesota through the addition ofthe Pyramid Model to the program design. The Pyramid Model is an evidence-based approach to supporting children's social emotional development and has been successfullyimplementedonalimitedbasisinMinnesotasince2010. IDEAfundssupport robust use ofthe Pyramid Model in approximately 100 inclusion classrooms statewide. Resource limitations have prevented the state from scaling the initiative across early learning sectors.
Project Activities
The project's major activities include engaging stakeholders and developing partnerships necessary to conduct a meaningful feasibility study ofthe PFS funding model for use in Minnesota and developing a process to assure that the funding structure will in no way influence future special education placement decisions. The project will also include a detailed cost-benefit study ofenhancing the existing VPK program design through the addition ofthe Pyramid Model.
Applicable Priorities
This project addresses the absolute priority which is to conduct a Pay for Success feasibility study. The project also addresses the competitive preference priority ofmeasuring outcomes across domains including the domain of social emotional development.
Proposed Project Outcomes
Compared to children in the original VPK program, children who attended a VPK enhanced with the Pyramid Model will demonstrate:
Intermediate Child Outcomes (measured during VPK participation)
• More growth in child assessment scores in academic and social emotional domains between entry and exit from preschool
• Fewer suspensions and expulsions
• Fewer Behavioral Incident Reports (BIR)
• Less chronic absenteeism
Long Term Child Outcomes (measured during kindergarten through Grade 3)
• Reduction in special education placements
• Better performance on state achievement tests
• Less retention in grade
• Fewer Behavioral Incident Reports (BIR)
• Less chronic absenteeism
Program Outcome
• More E-VPK teachers will stay in their positions compared to VPK teachers
Project Abstract: Preschool Development Grants-Pay for
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