FY14 Universal Pre-Kindergarten (UPK) Grant

FY14 Universal Pre-Kindergarten (UPK) Grant

Board of Early Education and Care: DiscussionTuesday, April 9, 2013

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Table of Contents

FY13 UPK Grants Review: FY13 UPK Policy Objectives FY13 UPK Grant Eligibility Requirements FY13 UPK Grant/Grantee Information

FY14 UPK Grant: Overview of the FY14 Grant Eligibility Requirements Proposals to the FY14 UPK Grant Challenges Posed for the FY14 UPK Grant

Appendices:

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FY13 UPK Grants Review

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UPK Policy Objectives for FY13

(1) Further Alignment of UPK with the Quality Rating Improvement System (QRIS): Current UPK programs must be at least self-assessed Level 3 in QRIS in

order to be eligible for the renewal grant.

(2) Increase Access to UPK Funds: Current UPK programs must also demonstrate that they serve “high

needs children” to be eligible for the renewal grant. Programs will be required to conduct formative assessments and

screenings to identify “high needs children.”

(3) Increase the Number of Programs Participating in UPK: Any program that attains at least a self-assessed Level 3 in QRIS and

serves “high needs children” will be considered a UPK program and can apply for the open competitive grant.

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FY 13 UPK Eligibility Requirements# FY 13 Eligibility Requirements Renewal Grant (511-A)

Exemption(s)Open Competitive (511-B)

Exemption(s)

1 EEC Licensed or License-Exempt. √ √

2 Have an income-eligible contract, and/or voucher agreement in place and be willing to accept EEC-subsidized or low-income children. √ √

3 Provide access to full-day, full-year services for working families. √ √

4 Provide a developmentally appropriate program. √ √

5 Have current accreditation or a non-expired Child Development Associate (CDA) credential or higher for family child care educators (AA, BA, or Master’s degree).

ACCREDITATION REQUIREMENT WAIVER for

Level 3 Grantees

NO ACCREDITATION REQUIREMENT WAIVER

6 Be serving preschool-aged children (age 2 years 9 months to kindergarten eligible in the community in which they live). √ √

7 Satisfactorily complete and submit all prior year data assessment reports. √ √

8 Participate in the Massachusetts QRIS. √ √

9 Be at least a level 3 in QRIS. GRANDFATHERING CLAUSE NO GRANDFATHERING CLAUSE

10 Demonstrate that they serve “high needs children.” √ √

11 Provide screening and/or formative assessment scores for each child in the classroom. √ √

12 Provide a competitive compensation package for lead teachers. FUNDING EXEMPTION NO FUNDING EXEMPTION

13 Program match is required of all programs. √ √

14 Demonstrate pre-kindergarten to third grade alignment with the school district in which they are located. √ √

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FY13 UPK Budget (Line Item 3000-5075)

Original Budget Allocation: $7,500,000

AA: Payroll $158,896 CC: Contracted $18,151 DD: Fringe $2,318 EE: Postage & Office Supplies $12,087 FF: Books & Toolkits $5,800 HH: Research Consultants $395,120 JJ: Training Consultants $130,000 PP: Grants $6,710,011 9C Reductions - $67,617

$7,432,383

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FY13 UPK Budget (Line Item 3000-5075)

PP: Grants $6,710,011

• Assessment Grant $801,050• Renewal Grant $4,714,458• Open Competitive Grant $1,007,438• Balance (Unallocated) $166,181

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FY13 UPK Grant Information

Renewal Grant (511-A) Open Competitive (511-B) FY13 UPK Total

Date Posted March 30, 2012 August 30, 2012 N/A

Money Allocated $5,500,000.00 $500,000.00 $6,000,000.00

Money Awarded $4,735,342 $1,007,438 $5,742,780

Number of High Needs Children Identified* 1,611 342 1,953

Number of Children in UPK Classrooms* 5,844 1,492 7,336

Number of UPK Programs 180 46 226

Number of UPK Classrooms 362 80 442

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FY14 UPK Grant

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Proposed FY14 UPK Renewal Grant Eligibility Criteria

1 All programs must be EEC Licensed or License-Exempt.

2 All programs must also have an income-eligible contract, and/or voucher agreement in place and be willing to accept EEC-subsidized or low-income children.

3 All programs must provide access to full-day, full-year services for working families.

4 All programs must provide a developmentally appropriate program.

5 All programs must have current accreditation or a non-expired Child Development Associate (CDA) credential or higher for family child care educators (AA, BA, or Master’s degree).

6 All classrooms for which an applicant is seeking UPK funding must be serving preschool-aged children (age 2 years 9 months to kindergarten eligible in the community in which they live).

7 All programs must satisfactorily complete and submit all prior year data assessment reports.

8 All programs must be self-assessed at a level 3 or above in the Massachusetts QRIS Program Manager.

9 All programs must demonstrate that they serve “high needs children.”

10 All programs must provide screening and/or formative assessment scores for each child in the classroom.

11 All programs must provide a competitive compensation package for lead teachers.

12 Program match is required of all programs.

13 All programs must demonstrate pre-kindergarten to third grade alignment with the school district in which they are located.

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Criterion 1: “All programs must be EEC Licensed or License-Exempt.” No Changes Proposed.

Criterion 2: “All programs must also have an income-eligible contract, and/or voucher agreement in place and be willing to accept EEC-subsidized or low-income children.” No Changes Proposed.

Criterion 3: “All programs must provide access to full-day, full-year services for working families.” No Changes Proposed.

Criterion 4: “All programs must provide a developmentally appropriate program.” No Changes Proposed.

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Criterion 5: “All programs must have current accreditation or a non-expired Child Development Associate (CDA) credential or higher for family child care educators (AA, BA, or Master’s degree).” No Changes Proposed.

Criterion 6: “All classrooms for which an applicant is seeking UPK funding must be serving preschool-aged children (age 2 years 9 months to kindergarten eligible in the community in which they live).” No Changes Proposed.

Criterion 7: “All programs must satisfactorily complete and submit all prior year data assessment reports.” Proposal – add clarifying language: “A program will be considered to

satisfactorily complete the data reporting requirements by entering the data for all domains for all the children in the UPK classroom(s) in the formative assessment tools for each reporting period.”

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Criterion 8: “All programs must be self-assessed at a level 3 or above in the Massachusetts QRIS Program Manager.” Proposal – add clarifying language: “For the purposes of this grant, ‘self-

assessed’ at level 3 or above in the Massachusetts QRIS is defined as a program completing an online application with the status of ‘Final - Submitted to EEC’ for level 3 or above in EEC’s QPM.”

Proposal - the “grandfathered” UPK programs must demonstrate movement toward Level 3 in QRIS by the end of FY13: the “grandfathered” UPK programs that are not self-assessed level 3 in QRIS, at a minimum, need to open an online application in EEC’s QPM by June 30, 2013 in order to receive the first grant payment. Those programs who fail to open an application for level 3 by June 30, 2013 will not be eligible to receive the first grant payment. Programs will not receive any further grant payments until they complete the online application for level 3.

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Criterion 9: “All programs must demonstrate that they serve ‘high needs children.’” Proposal – modify the “high needs children” definition from

“multiple risk factors” to the following: “High needs children” is defined as children who have two or more risk factors linked to poor school and life outcomes:

i. Children and parents with special needs;ii. Children whose home language is not English;iii. Families and children involved with multiple state agencies;iv. English language learners;v. Recent immigrants;vi. Children with parents who are deployed and are not living on a

military base;vii. Low-income households;viii. Parents with less than a high school education;ix. Children who are homeless or move more than once a year.”

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Criterion 10: “All programs must provide screening and/or formative assessment scores for each child in the classroom.” No Changes Proposed.

Criterion 11: “All programs must provide a competitive compensation package for lead teachers.” No Changes Proposed.

Criterion 12: “Program match is required of all programs.” No Changes Proposed.

Criterion 13: “All programs must demonstrate pre-kindergarten to third grade alignment with the school district in which they are located.” No Changes Proposed.

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FY14 UPK Renewal Grant Challenges Posed

Effective Data Reporting with High Needs Children.

Parental Consent Form - parents “opting out.”

Attrition Rate for UPK Grantees – possibility that a significant number of programs do not attain Level 3 in QRIS by June 30,2013.

Funding Availability - the total ask from UPK Grantees could exceed the total amount that was awarded in FY13 ($5,742,780).

• Possible Scenario – all of the UPK Grantees identify 5 high needs students per UPK classroom for FY14 which would total 2,210 students. Funding Formula: $3,009 x 2,210 students = $6,649,890.

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Appendices/Background Information

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FY13 UPK Funding Formula

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Number of High Needs Children in Classroom

1 High Needs Child

2 High Needs Children




FY13 Grant Amount $3,009 $6,018 $9,027 $12,036 $15,045

• Funding was limited up to a maximum of five (5) “high needs children” per classroom. For those programs that have less than five (5) “high needs children” in their classrooms, the formula was calculated to fund the specific number of students in their respective programs.

FY13 UPK Grantee Information

Total Number of UPK Programs = 226

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Program Type Region 1(Western)

Region 2(Central)

Region 3(Northeast)

Region 4(Metro)

Region 5(Southeast)

Region 6(Metro Boston)

Center Based 19 23 18 18 34 15

Public Schools 7 0 2 0 0 2

System-affiliated FCCs 9 9 38 4 7 19

Independent FCCs 1 0 0 0 0 0

Private Schools 0 0 0 0 1 0

Total 36 32 58 22 42 36

FY13 UPK Grantee Information – QRIS Levels – 3/6/13


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Program Type

QRIS Level 4

QRIS Level 3

QRIS Level 2

QRIS Level 1 Notes

Center Based 4 73 41 9

• 1 program has been granted Level 3 status.• 8 out of 41 Level 2 programs have opened draft

applications.• 4 out of 9 Level 1 programs have opened draft

applications.

Public Schools 1 4 2 4

• 1 out of 2 Level 2 programs have opened a draft application.

• 2 out of 4 Level 1 programs have opened draft applications.

System-affiliated

FCCs1 31 39 15



Independent FCCs 0 1 0 0

Private Schools 0 1 0 0

Total 6 110 82 28 • Total of 110 UPK Programs that have not self-assessed Level 3 in the QRIS Program Manager as of March 6, 2013.

FY13 UPK Grantee Information – QRIS Levels – 4/3/13


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Program Type

QRIS Level 4

QRIS Level 3

QRIS Level 2

QRIS Level 1 Notes

Center Based 4 75 43 5

• 14 Center-based UPK Programs have opened a draft application in the QRIS Program Manager as of April 3, 2013.

Public Schools 1 4 2 4

• 3 Public School UPK Programs have opened a draft application in the QRIS Program Manager as of April 3, 2013.

System-affiliated

FCCs1 33 40 12

• 11 System-affiliated FCC UPK Programs have opened a draft application in the QRIS Program Manager as of April 3, 2013.

Independent FCCs 0 1 0 0

Private Schools 0 1 0 0

Total 6 114 85 21 • Total of 106 UPK Programs that have not self-assessed Level 3 in the QRIS Program Manager as of April 3, 2013.

Communications about Self-Assessing Level 3 in the QRIS Program Manager

Date Communication Method Language/Notes

April 13, 2011 FY12 UPK Grant, p. 3.

“In addition, the following updates have been made to the FY12 grant … Programs may be required to be level 3 in QRIS by FY13 subject to Board approval.”

March 30, 2012 FY13 UPK Grant, p. 6.

“… Current UPK programs that do not satisfy level 3 in the Massachusetts QRIS may be grandfathered in for only one year. However, the grandfathered UPK programs will not be eligible to apply for the FY 2014 UPK grant funding if they fail to attain level 3 in the Massachusetts QRIS by the end of the FY 2013 grant period.”

December 5, 2012 Email

“For those UPK programs that did not self-assess at level 3 in QRIS when they applied for the FY13 UPK Grant, please start working on your level 3 QRIS applications in the QRIS Program Manager (the sooner, the better) … As stated in the FY13 UPK Grant RFR, programs will not be eligible to apply for the FY14 UPK grant funding if programs fail to self-assess at level 3 in QRIS by the end of the FY13 grant period.”

March 7, 2013 Email

“… I want to remind those FY13 UPK programs that did not self-assess at level 3 in the Massachusetts QRIS when they applied for the FY13 UPK Grant to start working on your level 3 QRIS applications in EEC’s online QRIS Program Manager (QPM) … The FY13 UPK Grant states that programs will not be eligible to apply for the FY14 UPK Grant funding if programs fail to self-assesed at level 3 in the QPM by the end of the FY13 grant period (June 30, 2013) … Also, I want to inform you that EEC has regional staff members that can offer technical assistance should you have any questions about the QRIS process.”

March 11, 2013 Program Quality Specialists

Meeting in Worcester Regional Office with EEC’s Regional Program Quality Specialists to review list of UPK Grantees.

March 12, 2013 to Present

Program Quality Specialists

EEC’s Regional Program Quality Specialists have started to contact the UPK programs that have not self-assessed Level 3 in the QRIS Program Manager to offer technical assistance.

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QRIS Exemptions Requested – Center-Based

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Total of 153 Exemptions Requested.

Top 5 QRIS Exemptions Requested for Center-based Programs: 3B.3.1: 75 percent of classrooms have Educator(s) with a Bachelor’s

degree or higher who work for the full program day. (18 Requests) 3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s

degree or higher who work for the full program day. (16 Requests) 3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a

minimum of 3 college credits in early childhood education, or related field. (13 Requests)

3A.3.2: Program administrator has at least 9 credit-bearing hours of specialized college-level course work in administration, leadership, and management. (10 Requests)

1A.3.2: Staff has received formal professional development in the curriculum; using the MA Guidelines for Preschool Learning Standards or Infant / Toddler Learning; documenting children's progress; and working with children from diverse languages and cultures and second language acquisition. (9 Requests)

QRIS Exemptions Requested – FCC

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Total of 48 Exemptions Requested.

Top 5 QRIS Exemptions Requested for FCC Programs: 2A.2.2: Annual consultations by a Health Consultant to monitor records,

update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (14 Requests)

1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (8 Requests)

3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (7 Requests)

5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (5 Requests – claimed it was NOT APPLICABLE)

3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (3 Requests)

QRIS Exemptions Requested – Center-Based - Level 4

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2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (1 Request)

2A.4.1: Demonstrates stimulating indoor and outdoor environments that provides access to sinks in the classroom. (2 Requests)

4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (1 Request)

5A.4.1: Program staff and advisory board are involved in the development of the business plan and it is reviewed periodically for updating. (3 Requests)

5A.4.3: An outside audit is conducted annually by a certified public accountant. (3 Requests)

5B.4.4: Program has an incentive program that rewards each educator that achieves the next step on the career ladder. (3 Requests)


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1A.3.1: Staff include parental input in the progress reports. (5 Requests) 1A.3.2: Staff has received formal professional development in the curriculum;

using the MA Guidelines for Preschool Learning Standards or Infant / Toddler Learning; documenting children's progress; and working with children from diverse languages and cultures and second language acquisition. (10 Requests)

1A.3.4: Staff demonstrate language and literacy skills either in English or the child's language that provide a model for children. (2 Requests)

1B.3.1: Staff engage children in meaningful conversations, use open-ended questions and provide opportunities throughout the day to scaffold their language to support the development of more complex receptive and expressive language, support children's use of language to share ideas, problem solve and have positive peer interactions. (1 Request)

2A.2.1: Annual consultation by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provide a written report to the program, unless needs of a child require additional consultation. (1 Request)


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2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (4 Requests)

2A.3.2: Staff are trained in how to work with children with special diets, allergies and specialized feeding issues. (1 Request)

2A.3.3: Demonstrates healthy, safe and clean indoor and outdoor environments. (3 Requests)

3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (2 Requests)

3A.2.4: Program administrator is trained in the MA Guidelines for Preschool Learning Experiences, the Infant / Toddler Learning Guidelines, child development, the Strengthening Families protective factors, and is knowledgeable about the core competencies in order to be able to develop their staff’s professional development plans. (1 Request)


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3A.3.1: Program administrator has at least a Bachelor’s degree. (2 Requests) 3A.3.2: Program administrator has at least 9 credit-bearing hours of

specialized college-level course work in administration, leadership, and management. (10 Requests)

3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (2 Requests)

3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (2 Requests)


4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (2 Requests)

4A.2.3: Program has developed informational materials on the program that are in the language of the community, are available for staff to use in the community and are given to prospective families. (1 Request)


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4A.3.2: Families are encouraged to volunteer in the program, to assist in the classroom, and share cultural and language traditions or other interests such as their jobs, hobbies and other relevant information. (3 Requests)

4A.3.3: Program ensures that there are translators available, as needed, at meetings, workshops and conferences to ensure strong communication between the program and families. (1 Request)

4A.3.4: Program representative(s) participate in local community group work that is related to early childhood, and the cultural groups served by the program and/or family support. (2 Requests)

5A.3.3: Results of the annual survey are used to develop the a comprehensive written program improvement plan. (1 Request)

5A.3.5: Program tracks and monitors teacher turn over and has plan for addressing turn over. (1 Request)

5A.4.3: An outside audit is conducted annually by a certified public accountant. (4 Requests)

5B.2.2: Staff are given feedback on instructional practice on a monthly basis. (1 Request)


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5B.3.5: Staff salary scales reflect the educational levels, experience and performance levels, as determined by the annual evaluation of the staff members, and is comparable with the current wage level of others in the community with the same levels of education. (1 Request)

5B.4.4: Program has an incentive program that rewards each educator that achieves the next step on the career ladder. (1 Request)


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1A.3.4: Staff demonstrate language and literacy skills either in English or the child's language that provide a model for children. (1 Request)

2A.3.1: Program, with parental consent, provides (directly or through collaboration) vision, hearing and dental screenings, and shares results with families. (1 Request)

3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (2 Requests)

3A.2.3: Program administrator has a minimum of 3 college credits in administration and management and 12 college credits in early childhood education/child development/ special education and 2 years experience as an administrator. (3 Requests)

3A.2.4: Program administrator is trained in the MA Guidelines for Preschool Learning Experiences, the Infant / Toddler Learning Guidelines, child development, the Strengthening Families protective factors, and is knowledgeable about the core competencies in order to be able to develop their staff’s professional development plans. (6 Requests)


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3B.2.1: All staff working in program have a high school diploma or GED. (5 Requests)


3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (10 Requests)

4A.2.1: Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement. (2 Requests)

5A.2.1: Communication and updates on the program are provided to Educators and families. (4 Requests)


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1A.2.2: Materials reflect the language and culture of the children in the classroom, their communities, and represent the diversity of society. (1 Request)

2A.2.2: Demonstrates healthy, safe and clean indoor and outdoor environments. (1 Request)

2A.3.3: Demonstrates healthy, safe and clean indoor and outdoor environments. (1 Request)

3A.2.2: Program administrators with primary responsibility for the supervision of educators in the program, has a BA degree. (1 Request)

3A.2.3: Program administrator has a minimum of 3 college credits in administration and management and 12 college credits in early childhood education/child development/ special education and 2 years experience as an administrator. (1 Request)

3A.3.1: Program administrator has at least a Bachelor’s degree. (1 Request) 3B.2.1: All staff working in program have a high school diploma or GED. (1

Request)


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3B.2.2: 50 percent of classrooms have Educator(s) with a Bachelor’s degree or higher who work for the full program day. (1 Request)

3B.2.3: All Educators (Lead teachers, teachers, teaching aides, etc.) have a minimum of 3 college credits in early childhood education, or related field. (1 Request)

5A.3.4: Program has a annual review conducted of the accounting records by an independent party who has accounting or bookkeeping expertise. (2 Requests)

QRIS Exemptions Requested – FCC - Level 4

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No Exemptions Requested for QRIS Level 4 FCC programs.


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2A.3.3: Educator is trained in how to work with children with special diets, allergies and specialized feeding issues. (1 Request)

3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (6 Requests)

3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (2 Requests)

3A.4.2: Ensures that one educator is in the FCC home at least two times a month that has a Bachelor’s degree in early childhood or a related field. (1 Request)

4A.3.2: Educator has developed informational materials on the program that are in the language of the community, are available for use in the community and are given to prospective families. (1 Request)


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5A.3.1: Educators and family input are solicited on an annual basis through a survey to evaluate the program and results are used to develop the a comprehensive written program improvement plan. (1 Request)

5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (1 Request – claimed it was NOT APPLICABLE)


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1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (7 Requests)

2A.2.2: Annual consultations by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (13 Requests)

3A.2.2: At least one educator has a Child Development Associate's credential (CDA), (or higher i.e. AA or BA) for the age of the children served OR EEC Lead Teacher Qualified (Preschool or Infant/Toddler). (1 Request)

3A.2.4: Educator has an Individual Professional Development Plan (IPDP) that ensures that educator(s) is trained in the MA Guidelines for Preschool Learning, Infant / Toddler Learning Guidelines, diversity, oral language development, supporting children's literacy development, the Strengthening Families protective factors, and includes an overview of the MA Curriculum Frameworks. (2 Requests)


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3A.3.4: All other adults caring for children, consistently, have a minimum of 6 college credits in early childhood education, child development and/or special education. (1 Request)

4A.2.3: Educator participates in community events. (1 Request) 4A.2.5: Educator completes Strengthening Families Self-Assessment and

uses data to engage in continuous improvement. (1 Request) 5A.2.2: Family Child Care Home has a written business plan. (1 Request) 5A.3.1: Educators and family input are solicited on an annual basis through

a survey to evaluate the program and results are used to develop the a comprehensive written program improvement plan. (1 Request)

5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (3 Requests – claimed it was NOT APPLICABLE)


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1A.2.2: Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment. (1 Request)

2A.2.2: Annual consultations by a Health Consultant to monitor records, update health care policies and practices, identify program issues, assist programs in complying with health and safety requirements and provides a written report to the program. (1 Request)

3A.3.1: At least one educator, that works the full program day, meets the requirements of Level 2 and has CDA, (or higher i.e. Associate’s degree or Bachelor’s degree) with 15 college credits in early childhood education, child development, and/or special education. (1 Request)

5B.2.1: If FCC has an Assistant, there are scheduled meetings each week to ensure the Assistant receives feedback and is informed on all issues. (1 Request – claimed it was NOT APPLICABLE)

Documents

FY14 Universal Pre-Kindergarten (UPK) Grant