FY 2016 Projected Deliverables Guidance (Part 8)

Appendix C: FY 2016Inclusive Preschool Learning Environments Grant (Fund Code 391)
Instructions:
Please respond to all questions in the Online Grant Application Projected Deliverables - Part 8. This document provides additional guidance for completing Projected Deliverables - Part 8.
There are 3 sections of questions that are organized by"Required Activity."
If this grant provides funding to more than one public school and/or more than one EEC-license program, please ensure that information pertaining to these settings are included in your responses.
Responses to Projected Deliverable Questions must offer aggregated information that is aligned with all IPLE Sites Survey responses.
If the answer is "0" for "Total for the YEAR", then an explanation must be provided in the description. ALL questions require a response anddescription. Please limit the brief description to 400 characters.
These output /outcomes can be measured: / Total for the Year: Guidance / Description Guidance
1. / 1. Required Activity: Provide grant oversight that supports program(s) capacity to offer high quality, inclusive preschool learning environments in EEC-licensed, center-based programs, Head Start programs, and/or public school preschool programs.
1a. / FY 2016: Anticipated Total Number of EEC Licensed Center-based programs to be funded / Enter the number of EEC Licensed Center-based programs. These are the programs where IPLE grant funds will be used to support Lead Teacher and Assistant Teacher Salaries during school year 2015-2016. (Site Survey Question #5) / Describe:
1b. / FY 2016: Anticipated Total Number of Public School Preschool Programs to be funded / Enter the number of IPLE funded Public schools. These are the schools where IPLE grant funds will be used to support Lead Teacher and Paraprofessional Salaries during school year 2015-2016. / Describe:
1c. / FY 2016: Total Number of IPLE Sites with current QRIS Rating Granted at QRIS Level 2 or higher (as of April 1, 2015) / Review the Site Survey Summary and report on the number of IPLE sites with a QRIS Rating Granted at Level 2 or Higher /
  • Provide the percentage (%) of proposed IPLE sites that have a current QRIS Rating Granted at QRIS Level 2 or higher on or before April 1, 2015.
  • Also include the number of programs at each of the following QRIS levels:
  • QRIS Rating Granted Level 2:(#);
  • QRIS Rating Granted Level 3: (#); and
  • QRIS Rating Granted Level 4(#)

1d. / FY 2016: Anticipated Total Number of IPLE Classrooms/Sessions[1]to be funded / Review the Site Survey Summary and report on the number of IPLESessions to be funded / Describe:
1e. / FY 2016: Anticipated Number of IPLE Classrooms/Sessions that will have a class size of no more than fifteen (15) children / Provide the percentage (%) of IPLE sessions that will have a class size of no more than 15 children (1e1d = % of sessionswitha class size of no more than fifteen (15) children).
1f. / FY 2016: Anticipated Number of IPLE Classrooms/Sessions that will provide enrollment opportunities for children for four (4) hours or more per day and twelve hours (12) hours or more per week. / Review each IPLE Site Survey and report on the number of IPLE Extended day Sessions that will be offered 2-5 days per week and the number of School day sessionsthat will be offered 3 - 5 days per week. / Provide the percentage (%) of IPLE sessions that will have capacity to provide school day and/or extended day early learning enrollment opportunities for preschool-age children enrolled in the IPLE fund settings.
1g. / FY 2016: Anticipated Total Enrollment capacity for all IPLE funded sessions / Enter the maximum number of IPLE funded "slots" in IPLE funded settingsfor FY 2016. / Describe:
1h. / FY 2016: Anticipated Number of children with IEPs who will be enrolled in IPLE funded settings between July 1, 2015 - June 30, 2016. / Provide the % of the children aged 3-5 with IEPs that will be servedin communities to be served. (1h the number of ChildrenwithDisabilities (3-5) as displayed in CommunitiesServed (Part 2) = %)
1i. / FY 2016: Anticipated Number of children without IEPs who will be enrolled in IPLE settingsbetween July 1, 2015 - June 30, 2016 / Describe:
1j. / FY 2016: Anticipated Number of children with IEPs who will be enrolled in IPLE settings and receive special education services in the same classroom where they receive the majority of their early education and care services. / Briefly describe model of service delivery:
2. Required Activity: Educator QualificationsFunding provided through this grant must support the cost of salaries and fringe benefits of the preschool lead teacher and preschool paraprofessional/ assistant teachers who provide direct program services within designated IPLE classroom setting(s).
2a. / FY 2016: Anticipated Total Number of Preschool LEADTeachers working in IPLE settings whose salaries will be supported with FY 2016 IPLE grant funds. / Describe: This response must align with the Budget and Budget narrative
2b. / FY 2016: Number of Lead Teachers who hold a Bachelor's in Early Childhood Education or a related field of study.[2] / Of the number reported in 3a, report on the number IPLE-funded LEAD Teachers who hold a Bachelor's in Early Childhood Education or a related field of study / Describe the related fields of study, if applicable
2c. / FY 2016: Number of Lead Teachers who hold a post-baccalaureate in Early Childhood Education or a related field of study. / Of the number reported in 3a, report on the number IPLE-funded LEAD Teachers who hold post-baccalaureate in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
2d. / FY 2016: Anticipated Total Number of Paraprofessionals / Assistant Teachers working in IPLE settings whose salaries will be supported with FY 2016 IPLE grant funds. / Enter the Number of Paraprofessionals / Assistance Teachers working in IPLE settings whose salaries will be supported with FY 2016 IPLE grant funds. / Describe: This response must align with the Budget and Budget narrative. In the description, also address how paraprofessionals meet the requirements for Instructional Paraprofessional[3] (if applicable).
2e. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE grant funds who hold a high school diploma. / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who hold a high school diploma. / Describe:
2f. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE grant funds who have completed a 3-credit college level course or equivalent in Child Growth and Development. / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers whohave completed a 3-credit college level course or equivalent in Child Growth and Development. / Describe:
2g. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE grant funds who have a Child Development Associate (CDA) / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who have completed a 3-credit college level course or equivalent in Child Growth and Development. / Describe:
2h. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE funds who hold an Associates degree in Early Childhood Education or a related field of study. / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who hold an Associates Bachelor degree in Early Childhood Education or a related field of study / Describe the related fields of study, if applicable
2i. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE grant funds who hold a Bachelor degree in Early Childhood Education or a related field of study. / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who hold a Bachelor degree in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
2j. / FY 2016: Number of Educators working as Paraprofessionals / Assistant Teachers whose salaries will be supported with IPLE grant funds who hold post-baccalaureate in Early Childhood Education or a related field of study. / Of the number reported in 2d, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers hold post-baccalaureate in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
3 / 3. Required Activity: Supporting Access and Effective Transitions for Children and Families through Communication, Collaboration, and Coordination.
3a. / FY 2016: Estimated Number of children who will receive transportation supported by IPLE funding in FY 2016 (school year 2015-2016). / Enter the total Number of children who will receive transportation supported with IPLE grant funds in FY 2016 (school year 2015-2016). / Responses to 3a must be consistent with Budget Line Item Direct Service Transportation. Provide examples of how this transportation service will support the needs of children and families participating in IPLE funded program.
3b. / FY 2016: Estimated Maximum Annual Preschool Tuition Amount per child (child without IEP). / $: If tuition will not be is not be charged in FY 2016 enter "0.00." / Describe:
3c. / Anticipated number of children in IPLE settings who will pay tuition in FY 2016 / Describe the planned use for these preschool tuition dollars
3d. / Estimatedrevenue to be generated from tuition fees in IPLE settings for FY 2016 / $: If tuition will not be is not be charged in FY 2016 enter "0.00." / Describe:

FY 2016Projected Deliverables Guidance: Fund Code 391 1

[1]For the purposes of this grant, IPLE sessions refers to the group of preschool-aged children who are enrolled and participating in an IPLE-funded setting at the same time and are assigned to the same educators for early education and care, instruction and supervision. For example, when IPLE-funds are used toprovide an AM session as well as PM session, each session is counted as one (1) session for a total of two (2) IPLE preschool sessions. Alternatively, a full-day, full-year program that uses IPLE funds to provided services for a full-day in one classroom is counted as one (1) IPLE session.

[2] Related filed of study:A program at an accredited institution of higher learning which includes the study of care giving, development, education, health care, or psychology of children, birth to eight years of age, or provision of direct services to children and their families.

[3] See Instructional Paraprofessional Requirements on DESE website for additional information.