FY 2017 Projected Deliverables Guidance (Part 8)
Appendix E: FY 2017Inclusive Preschool Learning Environments Grant (Fund Code 391)PROJECTED DELIVERABLES GUIDANCE
Instructions:
Please respond to all questions in the Online Grant Application Projected Deliverables - Part 8.
- All questions require a response and description. If the answer is "0" for "Total for the YEAR", then an explanation must be provided in the description explaining why the response is equal to "0".
- Responses to Projected Deliverable Questions must offer aggregated information that is aligned with all IPLE Site Survey responses, as well as other sections of the grant application. If grant funds will be used in more than one IPLE site, please ensure that the information pertaining to these sites are included in the response.
- Please review FY 2017 Projected Deliverables Guidance (this document) for guidance on each of the 30items.
- Please limit the descriptions to 400 characters per description.
These output /outcomes can be measured: / Total for the Year: Guidance / Description Guidance
1. / 1. Required Activity:Provide grant oversight that supports program capacity to offer high quality, inclusive preschool learning environments in group and center based programs, Head Start programs, and public preschool programs.
1a. / FY 2017: Anticipated total number of EEC Licensed group and center based programs to be funded. / Enter the number of group and center based programs. These are the programs where IPLE grant funds will be used to support educator salaries during school year 2016-2017. / Describe:
1b. / FY 2017: Anticipated total number of public preschool programs to be funded. / Enter the number of public preschool programs. For the purposes of this grant, this is the number of public school sites that provide inclusive PK where IPLEgrant funds will be used to support educator salaries during school year 2016-2017. / Describe:
1c. / FY 2017: Total Number of IPLE Sites with current QRIS Rating Granted at QRIS Level 2 or higher(as of June 1, 2016). / Review the Site Survey Summary and report on the number of IPLE sites with a QRIS Rating Granted at Level 2 or Higher. /
- In the description, provide the percentage (%) of IPLE sites that have a current QRIS Rating Granted at QRIS Level 2 or higher on or beforeJune 1, 2016.
- 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 2017: Anticipated total number of IPLE Sessions[1] to be funded. / Review the Site Survey Summary and report on the total number of sessions to be funded. / Briefly describe the types of IPLE sessions that will be supported with IPLE funds.Please ensure that this is consistent with what was reported in the IPLE Site survey.
For Example:Five part-day IPLE sessions will be offered in five different sites, and one full day/ full year session will be offered in one site.
1e. / FY 2017: Anticipated total number of IPLE Sessions that will have a class size of no more than fifteen (15) children. / For each session reported above, enter the number of sessions that will maintain a class size of no more than fifteen (15) children. / Describe:
Provide the percentage (%) of IPLE sessions that will have a class size of no more than 15 children
For Example:83% of the sessions will have a class size of no more than 15 children each.
Six sessions will be offered, five of these sessions have a class size of no more than 15 children. 5/6 = 0.83 or 83%.
1f. / FY 2017: Anticipated number of IPLE Classrooms/Sessions that will provide enrollment opportunities for children for four (4) hours or more per day and twelve (12) hours or more per week. / Enter the total number sessions reported in all site surveys that are
- Extended day Sessions that will be offered 2-5 days per week and /or
- School day sessionsthat will be offered 3 - 5 days per week.
For Example:16% of the sessions provide enrollment opportunities for children for four (4) hours or more per day and twelve (12) hours or more per week.
Six sessions will be offered, one session is full day/ full year.
1g. / FY 2017: Anticipated total enrollment capacity for all IPLE-funded sessions. / Review the Site Survey Summary and report on the total number listed under IPLE Enrollment Capacity.
The enrollment capacity is the Maximum number of IPLE funded "slots" that will be made available in the IPLE funded sessions in FY 2017. / Describe:
For Example: The IPLE Enrollment Capacity is 93 children. Five part-day IPLE sessions will be offered in five different sites each session will have an enrollment capacity of 15 children, and one full day/ full year session will be offered in one site for 18 children. 75 children will participate part-time and 18 will participate full time.
1h. / FY 2017: Anticipated number of children without IEPs who will be enrolled in IPLE sessions. (based on enrollment capacity) / Review the Site Survey Summary and report on the total number listed under Children Without IEPs / Describe:
For Example: It is anticipated that the IPLE sites will maintain an enrollment of 53 children without IEPs (each part day site will enroll 8 children without IEPs and 13 children without IEPs will be enrolled in the full day/full year program.
1i. / FY 2017: Anticipated number of children with IEPs who will be enrolled in IPLE-funded sessions. (based on enrollment capacity) / Review the Site Survey Summaryand report on the total number listed under Children With IEPs / Provide the estimated percentage (%) of the children aged 3-5 with IEPs that will be served within your communities.
For Example: It is estimated that 34 % of the children with IEPs living in the communities we serve will be served through this grant.
It is anticipated that the IPLE sites will maintain an enrollment of 40 children with IEPs (each part day site will enroll 7 children with IEPs and 5 children with IEPs will be enrolled in the full day/full year program. The communities served section in part 2 states that there are 117 children with IEPS in the communities we will serve (40/117).
2 / 2. Required Activity: Educator Qualifications: Funding provided through this grant must be used to support the cost of salaries and fringe benefits of preschool lead teachers, preschool teachers and/or preschool paraprofessional/assistant teachers who provide direct program services and maintain the required teacher-child ratio for the majority of the program day, within designated preschool sessions.
2a. / FY 2017: Anticipated total number of Preschool Lead Teachers whose salaries will be supported with FY 2017 IPLE grant funds. / This response must align with the Budget and Budget Narrative / Describe:
2b. / FY 2017: Anticipated number of PreschoolLead Teachers whose salaries will be supported with FY 2017 IPLE grant funds who hold a Bachelor's in Early Childhood Education or a related field of study.[2] / Of the number reported in 2a, report on the number IPLE-fundedPreschool Lead Teacherswho hold a Bachelor's in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
2c. / FY 2017: Anticipated number of PreschoolLead Teachers whose salaries will be supported with FY 2017 IPLE grant funds who hold post-baccalaureate degrees in Early Childhood Education or a related field of study. / Of the number reported in 2a, report on the number IPLE-funded Preschool Lead Teachers who hold post-baccalaureatedegrees in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
2d. / FY 2017: Anticipated total number of Preschool Teachers who is thesecond educatorin the IPLE-funded sessions andwhose salaries will be supported with FY 2017 IPLE grant funds. / This response must align with the Budget and Budget Narrative / Describe:
2e. / FY 2017: Anticipated number of Preschool Teacherswho is the second educator andwhose salaries will be supported with FY 2017 IPLE grant funds whose highest degree held is a Bachelor's degree in Early Childhood Education or a related field of study. / Of the number reported in 2d, report on the number IPLE-funded Preschool Teachers whose highest degree held is a Bachelor'sdegree in Early Childhood Education or a related field of study.
This position is considered the second educator in the IPLE-funded sessionsused to maintain the required teacher-child ratio, and may be used as an alternative to a Preschool Paraprofessional/Assistant Teacher. / Describe the related fields of study, if applicable
Provide percentage (%) of Preschool Teachers (who will be the second educator in the IPLE-funded sessions in FY17and whose highest degree held is a Bachelor's degree in Early Childhood Education.
For Example: 33% of the Preschool Teachers old a BA degree in Early Childhood Education.Of the three IPLE-funded Preschool Teacherswho is the second educator in the IPLE session, one (1)Preschool Teacher has a degree in Early Childhood Education.
2f. / FY 2017: Anticipated number of Preschool Teachers whose salaries will be supported with FY 2017 IPLE grant funds whose highest degree held is a post-baccalaureate degree in Early Childhood Education or a related field of study. / Of the number reported in 2d, report on the number IPLE-funded Preschool Teacherswhose highest degree held is a post-baccalaureate degreein Early Childhood Education or a related field of study.
This position is considered the second educator in the classroom used to maintain the required teacher-child ratio, and may be used as an alternative to a Preschool Paraprofessional/Assistant Teacher. / Describe the related fields of study, if applicable
Provide the percentage (%) of Preschool Teachers (who will be the second educator in the IPLE-funded sessions in FY17 and whose highest degree held is a Bachelor's degree in Early Childhood Education.
For Example:0% of the Preschool Teachers old a post-baccalaureate degreein Early Childhood Education.
3. Required Activity: Educator Qualifications: Funding provided through this grant must be used to support the cost of salaries and fringe benefits of preschool lead teachers, preschool teachers and/or preschool paraprofessional/assistant teachers who provide direct program services and maintain the required teacher-child ratio for the majority of the program day, within designated preschool sessions.
3a. / FY 2017: Anticipated total number of educators who will be working as IPLE-funded Paraprofessionals / Assistance Teachers / This response must align with the Budget and Budget narrative. / Describe:
3b. / FY 2017: Anticipated number of educators who will be working IPLE funded Paraprofessionals / Assistance Paraprofessionals / Assistance Teacherswhose highest degree held is ahigh school diploma. / Of the number reported in 3a, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who hold a high school diploma as their highest degree. / Describe: In the description, also address how paraprofessionals meet the requirements for Instructional Paraprofessional[3] (if applicable).
3c. / FY 2017: Anticipated number of educators who will be working as IPLE-funded Paraprofessionals / Assistance Teachers , whohold a high school diploma as their highest degree and have completed a 3-credit college level course or equivalent in Child Growth and Development / Of the number reported in 3a, please indicate the number of educators working as Paraprofessionals / Assistance Teachers who hold a high school diploma as their highest degree and have completed a 3-credit college level course or equivalent in Child Growth and Development / Describe the related fields of study, if applicable
Provide the percentage (%) of Educators working as Paraprofessionals / Assistance Teachersin the IPLE-funded sessions in FY17 who hold a high school diploma as their highest degree and have completed a 3-credit college level course or equivalent in Child Growth and Development
For Example:33% of the Paraprofessionals
hold a high school diploma as their highest degree and have completed a 3-credit college level course or equivalent in Child Growth and Development. Of the six IPLE-funded Paraprofessionals, two (2) hold a high school diploma as their highest degree andhavecompleted a 3-credit college level course or equivalent in Child Growth and Development.
3d. / FY 2017: Anticipated total number of educators who will be working as IPLE-funded Paraprofessionals / Assistance Teacherswhose highest degree held is a Bachelor's degree in Early Childhood Education or a related field of study. / Of the number reported in 3a, please indicate the number of educators working as Paraprofessionals / Assistance Teachers in the IPLE-funded sessions whose highestdegreeheld is a Bachelor's degree in Early Childhood Education or a related field of study. / Provide the percentage (%) of Educators working as Paraprofessionals / Assistance Teachersin the IPLE-funded sessions in FY17 who hold a Bachelor's degree in Early Childhood Education as their highest degree
For Example: 50% of the Paraprofessionals
hold a Bachelor's degree in Early Childhood Education. Of the six IPLE-funded Paraprofessionals, three (3) hold a Bachelor's degree in Early Childhood Education.
3e. / FY 2017: Number of Educators working as Paraprofessionals / Assistance Teachers in the IPLE-funded sessions whose highest degree held is apost-baccalaureate degree in Early Childhood Education or a related field of study. / Of the number reported in3a, please indicate the number of Educators working as Paraprofessionals / Assistance Teachers who highest degree held is post-baccalaureatedegree in Early Childhood Education or a related field of study. / Describe the related fields of study, if applicable
Provide the percentage (%) of Educators working as Paraprofessionals / Assistance Teachersin the IPLE-funded sessions in FY17who hold post-baccalaureate degree in Early Childhood Education or a related field of study as their highest degree.
For Example:16% of the Paraprofessionals
hold a post-baccalaureate degree in Early Childhood Education. Of the six IPLE-funded Paraprofessionals, one(1) holds a post-baccalaureate degree in Integrated Elementary and Special Education (IESE) program
4 / 4. Required Activity: Support Access and Effective Transitions for Children and Families through Communication, Collaboration, and Coordination
4a. / FY 2017: Estimated number of children who will receive transportation supported by IPLE-funding in FY 2017 (school year 2016-2017). / Responses to 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.
4b. / FY 2017: Estimated Maximum Annual Preschool Tuition Amount per child (child without IEP who isenrolled in IPLE sessions.) / $: If tuition will not be is not be charged in FY 2017 enter "0." / Describe: Include information about the operations schedule in the description.
4c. / FY 2017: Anticipated number of children who will be enrolled in IPLE sessions who will pay tuition in FY 2017. / Describe the planned use for these preschool tuition dollars
4d. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 1 / Enter dollar amount contributed from funding Source 1 / Describe: List name of funding Source 1
4e. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environmentsSource 2 / Enter dollar amount contributed from funding Source 2 / Describe: List name of funding Source 2
4f. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 3 / Enter dollar amount contributed from funding Source 3 / Describe: List name of funding Source 3
4g. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 4 / Enter dollar amount contributed from funding Source 4 / Describe: List name of funding Source 4
4h. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 5 / Enter dollar amount contributed from funding Source 5 / Describe: List name of funding Source 5
4i. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 6 / Enter dollar amount contributed from funding Source 6 / Describe: List name of funding Source 6
4j. / FY 2017: In addition to IPLE funding what other source (s) of funding are used to support the delivery of the grant funded inclusive preschool learning environments: Source 7 / Enter dollar amount contributed from funding Source 7 / Describe: List name of funding Source 7
FY 2017Projected Deliverables Guidance: Fund Code 391 1
[1]The term IPLE-funded session refers to the part of the program day where grant funds are used to support the cost of salaries and fringe benefits of the educators who provide direct program services to a group of preschool-aged children, in a setting that meets grant criteria of an inclusive preschool learning environment. There are three types of IPLE-funded sessions. A Part Day Session refers to a session that meets fewer than four (4) hours per day, for at least 2 or more days per week). School Day Session refers to a session that meets at least four (4) hours per day, but fewer than six (6) hours per day for at least 2 or more days per week), and an Extended day session refers to a session that meets six (6) or more hours per day for at least 2 or more days per week.
[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.