RFA-18: QCC QRIS FY 2018-19 (CA Dept of Education)

California Department of Education

Request for Applications

Fiscal Year 2018–19

Quality Counts California

Quality Rating and Improvement System Block Grant

Administered by the

Early Learning and Care Division

California Department of Education

1430 N Street, Suite 3410

Sacramento, CA 95814-5901

https://www.cde.ca.gov/fg/fo/af/

Inquiries

Direct all fiscal year (FY) 2018–19 Quality Counts California (QCC) Quality Rating and Improvement System (QRIS) Block Grant Request for Application (RFA) inquiries and correspondence to:

QCC QRIS Block Grant Application

Early Learning and Care Division––QRIS RFA Helpdesk

California Department of Education

1430 N Street, Suite 3410

Sacramento, CA 95814-5901

Submit all RFA questions via email to the QRIS Block Grant email box at PSQRISBG@cde.ca.gov.

Table of Contents

Request for Applications1I.Overview of the Quality Counts California Quality Rating and Improvement System Block Grant4A.Purpose4B.Background4C.Assumptions6II.Funding Information9A.General Funding9B.Funding Levels9C.Fund Distribution10III.Eligibility for Funding10A.Consortia with QRIS Plans on File10B.New QRIS Consortia11C.Tribal Region12IV.Critical Dates for the Request for Applications12V.Application Requirements13A.Instructions13B.Required Application Forms14C.QCC QRIS Block Grant Application Elements15D.Application Requirements16E.Budget Guidance19VI.Reading and Scoring23A.Scoring Rubric23B.Scoring Rubric Sections24VII.Disqualifications for All Applicants28VIII.Appeals for All Applicants29IX.Program Assurances for All Applicants29X.Appendix A: Key Terms and Acronyms31XI.Appendix B: Authority38B1.38B2.40

I. Overview of the Quality Counts California Quality Rating and Improvement System Block GrantA. Purpose

The purpose of the fiscal year (FY) 2018–19 Quality Counts California (QCC) Quality Rating and Improvement System (QRIS) Block Grant is to support local QRIS consortia to provide training, technical assistance, and resources to help early learning and care (ELC) providers meet a higher tier of quality as determined by their local QRIS. The funds in the amount of $10.9 million in federal Child Care and Development Funds (CCDF) have been appropriated for this purpose[footnoteRef:1]. The California Department of Education (CDE) envisions that a local QRIS consortium or Tribal region will use the QCC QRIS Block Grant funding to support local ELC programs serving children birth to five and to increase the number of low-income children in high-quality early learning settings. This application provides a means to continue and expand the work initiated by the FY 2015–17 Infant/Toddler QRIS Block Grant for $24.1 million under the provisions of Senate Bill 97 (Chapter 11, Statutes of 2015) of the 2015–16 Annual Budget Act, Section 77, Budget Item 6100-194-0001, Schedule (12), Provision 17. [1: See Appendix B for Authority.]

The priority of the funds are for ELC settings serving children with high needs with first priority for infants and toddler programs and providers. For the first time, this block grant has been expanded to also allow participation of non-California State Preschool Program (CSPP) settings serving preschoolers, especially those with high needs.

The goal is to increase quality across the continuum of ELC settings ranging from family, friend and neighbor (FFN) to licensed family homes and centers. While a rating is not applicable for all settings, at a minimum, ELC settings and providers can participate in the quality improvement system (QIS) portion of QCC. As settings become more ready, the goal is to have more ELC settings in the QRIS, as applicable.

B. Background

Concerted state and local efforts to improve the quality of ELC programs for California’s children have been underway for more than a decade, most recently with funding from the federal Race to the Top – Early Learning Challenge grant, CDE’s QRIS Block Grants and First 5 California’s IMPACT (Improve and Maximize Programs so All Children Thrive). In March 2016, leaders from across the state agreed to consolidate these efforts into Quality Counts California, California’s statewide, locally-implemented QRIS. Collectively, these investments provide the opportunity to connect with the broader statewide quality projects and partners locally in order to serve a full spectrum of program types, expand the reach of QRIS, and effectively increase quality ELC throughout the state.

Using a common set of ELC program standards, providing general guidance developed collaboratively through a state and local partnership, and connecting all the CDE Quality Projects under one umbrella, the QCC Consortium uses research-based common quality elements to ensure infants, toddlers, and preschool-age children have quality ELC experiences in their local communities.

These common elements are identified in a Quality Continuum Framework (Framework). This Framework consists of two components: the Quality Counts CA Rating Matrix[footnoteRef:2] and the Continuous Quality Improvement Pathways. The Framework helps each local consortium with the following: [2: The recent consortium vote regarding the Rating Matrix does not go into effect during the life of this grant. ]

· Assess child development and school readiness

· Improve teacher effectiveness

· Improve the quality and safety of learning environments

The Quality Counts CA Rating Matrix, the Continuous Quality Improvement Pathways document, and the supporting Quality Counts CA Implementation Guide can be found online on the CDE Quality Counts California (CA) web page at https://www.cde.ca.gov/sp/cd/rt/californiaqris.asp.

One way California is expanding access to high quality ELC is through support for county and regional QRIS. The $10.9 million in CCDF funding for the QCC QRIS Block Grant provides an opportunity to build upon local and statewide successes to create sustainable capacity at the local level to meet the needs of our youngest learners, with a focus on those with the highest needs.

These funds support providers of ELC in a locally established and operating QRIS consortium. In a state where local decision making is highly valued, the state attempts to better serve its communities by assisting them to form greater system-wide quality and consistency among early learning programs. A statewide Rating Matrix with flexibility in Tiers 2 and 5 is intended to make it much easier for local communities to implement programs in ways that maximize the benefits to children and families.

In addition to the focus of supporting quality improvement efforts across a continuum of participating ELC settings, QCC QRIS Block Grant funds will allow local consortium the option to award site (local) QRIS block grants to the CDE Early Learning and Care Division (ELCD) contractors serving non-CSPP and non-California Migrant Program (CMIG) children birth to five that have been rated at a Tier 4 or higher providing parity with other ELCD contractors receiving site QRIS block grants through the CSPP–CMIG QRIS Block Grant.

Note: Any consortium receiving QCC QRIS Block Grant funds is required to use the funds to supplement, and not supplant, other federal, state, and local public funds to provide programs and activities authorized under this part and other similar programs.

In an effort to support equity in California, the CDE has recognized the importance of including access to QCC to Tribal child care. With the award of the FY 2017–18 QCC Regional Certification and Coordination Grant, the Tribal Child Care Association of California (TCCAC) became a grantee and a new QCC region was created, Region 11, allowing Tribal ELC programs through the TCCAC to participate fully in state quality improvement activities, including QRIS. The TCCAC members have worked together to create health and safety standards[footnoteRef:3] for Tribal child care centers in California and launched a QIS. The TCCAC is committed to engaging in improvements and support efforts to ensure high quality ELC settings on Tribal lands that acknowledges and represent Tribal perspectives. [3: Tribal Child Care Association of California (TCCAC) Standards for Sovereign Nations - Child Care Center Checklist for Tribal Early Care and Education Programs.]

C. Assumptions

Research[footnoteRef:4] shows that the greatest opportunity for influencing a child’s life begins on day one and the importance of ensuring that our youngest children have the best possible start in life. [4: Research can be found on Zero to Three’s Supporting Babies Through Quality Rating Improvement Systems (QRIS) web page at https://www.zerotothree.org/resources/series/supporting-babies-through-quality-rating-improvement-systems-qris.]

Research and practice confirm readiness and achievement disparities can be documented long before children enter kindergarten. Research also has shown us how to design high quality ELC programs that will enable all children to build a solid foundation for school success and lifelong learning. For years, we have known waiting until kindergarten is too late to begin extending educational opportunities to all children, especially children with high needs. Now the evidence is indisputable. We can save money, reduce school failure, and enhance children’s lifelong success and productivity by improving early childhood learning opportunities.

California is home to more than 1.4 million children birth to five that come from diverse socioeconomic, cultural, and linguistic backgrounds.

1.4 Million Children Birth through Age Five

52.1% Latino

25.6% White, non-Hispanic

11.5% Asian, non-Hispanic

5.3% Black, non-Hispanic

9.1% Two or More Races

18.1% Families with incomes below the federal poverty level (FPL)

43.0% Low-income families (families below 300% FPL)

33.0% Live with two parents

64.7% Live with one parent

Information for 2017. Ages birth through five years.

Sources: U.S. Census Bureau, Population Estimates; U.S. Census Bureau, American Community Survey.

Of these children, the CDE provides subsidized child care through:

· ELCD contracted Centers and Family Child Care Home Education Networks (FCCHENs);

· Vouchers via its Alternative Payment Program; and

· CalWORKs Stages 2 and 3 (CalWORKs Stage 1 is administered through the California Department of Social Services).

Information about these children is provided in the following tables. California educates 13 percent of the nation’s children, and has one of the most diverse mix of ELC programs. As recommended in California’s Comprehensive Early Learning Plan, the QCC QRIS Block Grant attempts to support system-wide quality and consistency to maximize the benefits to children and their families.[footnoteRef:5] [5: Governor’s State Advisory Council on Early Learning and Care, “California Comprehensive Early Learning Plan,” 2013, https://www.cde.ca.gov/sp/cd/ce/documents/compearlylearningplan2013.pdf.]

All Birth through Age Five in Subsidized Child Care

(October 2017)

By Race/Ethnicity

Number

Percentage

Latino

135,193

66

Black

24,393

12

White

30,578

15

Asian American

11,896

6

Other

2,062

1

By Type of Setting*

Number

Percentage

Licensed centers

167,882

82

Licensed family child care homes

26,960

13

License-exempt care (family, friend, or neighbor)

9,949

5

By Funding Source†

Number

Percentage

CalWORKs

34,640

17

General child care program

18,995

9

Alternative payment program

12,840

6

California State Preschool Program

135,650

67

Migrant children, children with severe handicaps, and others

1,782

1

Birth thru 5 years olds: 0 < +5

*Children may receive care in more than one type of setting.

† Percentages for this category are approximate because children may receive funding through multiple sources.

The QCC QRIS Block Grant is built on the following evidence-based assumptions and core principles[footnoteRef:6]: [6: Research can be found on Zero to Three’s Supporting Babies Through Quality Rating Improvement Systems (QRIS) web page at https://www.zerotothree.org/resources/series/supporting-babies-through-quality-rating-improvement-systems-qris.]

· Early experiences, coupled with the influence of genes, literally shape the architecture of the brain.

· Early experiences take place in relationships.

· All domains of development are interdependent.

· Development is cumulative, so early experiences lay the foundation for all that follows.

· Because early experiences matter, we must intervene with young children who are at risk.

· Early experiences are a proven investment in our future.

The state recognizes that local communities desire a system-wide focus on quality to dramatically improve outcomes and increase per-child funding to pay the real cost of delivering quality service, with a corresponding increase in accountability for actually delivering quality service and best supporting children’s healthy development and learning.

Nationally, U.S. Census Bureau statistics indicate that American Indian and Alaska Natives represent 27 percent of families with children living in poverty, with 32 percent of those with children younger than five years. These rates are more than double those of the general population and again are even higher in certain Tribal communities[footnoteRef:7]. Therefore, it is imperative to the overall work of QCC to ensure that Tribal children have access to high quality ELC settings. [7: Sarche & Spicer, “Poverty and Health Disparities for American Indian and Alaska Native Children”, 2008, https://pdfs.semanticscholar.org/c4c9/f4a9aa26df8bb91c3d6f4a35b9ecfa5e0313.pdf. ]

II. Funding InformationA. General Funding

The QCC QRIS Block Grant provides funding, beginning July 1, 2018, through September 30, 2019. The total grant budget for this RFA is $10,962,200 over a 15-month period.

B. Funding Levels

The QCC QRIS Block Grant funding levels will be determined based on the June 2016 Department of Social Services Community Care Licensing Division licensed capacity per county of the approved applicants and the number of Tribes within California. There is no minimum or maximum grant amount for each grantee. The consortium grant amount may also vary from year-to-year based on these numbers and approved applicants. If using the grant to fund assessment and access projects, please limit funding to no more than 20 percent of the grant.

C. Fund Distribution

Ninety percent of the award shall be distributed initially and the final ten percent will be distributed upon receipt and review of the final fiscal report. Grant extension requests must be received by April for consideration. Recipients may be considered for renewal on an annual basis for subsequent years, provided they continue to meet or exceed aforementioned performance goals and the funds are allocated in the state and federal budgets.

If a grant is awarded to joint applicants, it shall be one indivisible grant. The CDE will make grant payments to the identified fiscal lead QRIS consortium agency.

III. Eligibility for FundingA. Consortia with QRIS Plans on File

An authorized agent is eligible to submit an application as the lead agency for the consortium in which he/she is a participant. If there are joint applicants, one must be an authorized agent. All lead agencies with an existing 2017–18 CSPP–CMIG or Infant/Toddler QRIS Block Grant award and who have maintained a good standing status are eligible to apply for the 2018–19 QCC QRIS Block Grant as a fundable applicant. Lead agencies who are not in good standing will not be considered; however, the consortium may apply with another participating agency in good standing.

All 2018–19 QRIS Block Grant award applicants in good standing must be able to meet/demonstrate all the following qualifying criteria and requirements:

1. Demonstrate support for this QCC QRIS Block Grant Plan by submitting Form C with the signatures of key consortium participants.

Note: Starting with this RFA, California Alternative Payment Program (CAPP) is a required Consortium Participant. This new signer is expected to participate in the Consortium by providing it with contact information for ELC providers serving children of families who receive a Child Care and Development Block Grant voucher. This is intended to increase the number of children with high needs receiving high quality ELC.

2. Update the Consortium’s QRIS Block Grant Plan, if needed, using Form D.

3. Set ambitious yet achievable targets for providers serving children birth to five participating in the local QIS/QRIS with the goal of achieving the highest common tier, using the most recently approved rating matrix and QCC Implementation Guide. Complete the Participation Baseline and Target Data Tables using Form F. It is the state’s intent that all participating providers serving children birth to five will have timely access to an initial assessment and ongoing regular assessments, per the Quality Counts CA Implementation Guide on the California QRIS web page at https://www.cde.ca.gov/sp/cd/rt/californiaqris.asp.

4. Describe how the QCC QRIS Block Grant funds will be used to improve the quality of QCC providers, increase the number of participating providers in QIS/QRIS, and to increase the number of QCC providers achieving the highest tiers. Complete the QCC QRIS Block Grant Plan using Form E.

5. If choosing to offer site (local) QCC QRIS Block Grants to ELCD contractors serving children birth to five, complete the QCC QRIS Block Grant Plan using Form E and describe the factors and amounts.

6. If choosing to use funding for Assessment and Access Projects, describe how no more than 20 percent of the funds will be used for this purpose. Complete QCC QRIS Block Grant using Form E.

7. Complete a budget narrative and budget spreadsheet that corresponds to the applicant’s FY 2018–19 projected allocation. Approved applicants are to use Form G QCC QRIS Block Grant FY 2018–19 Budget which will be provided to applicants with their prospective award amount.

B. New QRIS Consortia

All applicants with a new QRIS consortium must:

1. At the time of its submission of the Letter of Intent:

a. Submit a detailed plan for rating at least one participating site in accordance with the QCC Implementation Guide and utilizing the QCC Rating Matrix within six months of a signed grant award agreement.

OR

b. Should its local QRIS already be operational, demonstrate by submitting documentation of a complete site rating that includes the results from a reliable external assessor for each element, including the Classroom Assessment Scoring System (CLASS) and appropriate Environment Rating Scales (ERS) tool.

2. At the time of its submission of an application:

a. Meet or demonstrate the qualifying criteria A1 and A3 through A7 above.

b. Submit a description of its local QRIS plan (Form D) to the CDE ELCD in response to this RFA. In order to meet this requirement, the QCC QRIS Block Grant Plan must also be approved by the ELCD as part of the review and scoring process.

C. Tribal Region

The Tribal Region must:

a. Meet or demonstrate the qualifying criteria A1 and A3 through A7 above.

b. Submit a description of its local QRIS plan (Form D) to the CDE ELCD in response to this RFA. In order to meet this requirement, the QCC QRIS Block Grant Plan must also be approved by the ELCD as part of the review and scoring process.

IV. Critical Dates for the Request for Applications

Date

Critical Event

October 24, 2018

The RFA is available on the CDE Request for Applications web page at https://www.cde.ca.gov/fg/fo/r2/qccqris1819rfa.asp.

October 26, 2018

Webinar I will address grant questions and the application process.

November 16, 2018

Submission Date for Form A. An electronic copy of the Letter of Intent is due to the QRIS Block Grant email box at PSQRISBG@cde.ca.gov before 11:59 p.m.

Scheduled individually

Webinar II for New QRIS Consortia and Tribal Region. Technical assistance provided for the Consortium’s QRIS Plan. Applicants are welcome to attend in person at the CDE.

December 14, 2018

Submission Date for Forms B through G. An electronic copy of the application is due to the QRIS Block Grant email box at PSQRISBG@cde.ca.gov before 11:59 p.m. An original application (containing signatures on Forms B and C in blue or black ink) plus three hard copies of each signed application, must be mailed to the ELCD and postmarked by December 14, 2018.

December 17–28, 2018

The Application Review Process will use the Reading and Scoring criteria specified in Section VI of the RFA.

December 28, 2018

The CDE will post the grant awards in an Intent to Award announcement. This is an initial notification and is not the final list of grantees. The final funding list will be posted on the CDE website when all data is verified and appeals are decided. Applicants are advised not to obligate funds based on this list.

January 8, 2019

Appeals must be submitted to the ELCD within 10 calendar days of the Intent to Award announcement with original signatures from the Authorized Agent. No faxed or emailed appeals will be accepted.

January 9–10, 2019

Review of Appeals

January 11, 2019

The Final Funding List for award recipients will be posted on the CDE website.

V. Application RequirementsA. Instructions

1.Prior to submitting an application, applicants are strongly encouraged to read the entire QCC QRIS Block Grant RFA and consider all requirements for eligibility.

2.No late submissions will be accepted. Any application received after the due date and time as stated above will be disqualified from the process.

3.Applicants must submit the entire grant package in the order specified in the Required Application Forms section of this RFA. The CDE will not add, delete, or replace items from the application once it has been submitted. Applicants who receive an interview may amend and resubmit their application within two business days of their interview. If any subsequent changes to an application are made, the applicant must resubmit replacement pages with the changes highlighted in yellow. Late resubmissions will not be considered, and if amendments are not submitted timely, the original application will move forward through the process.

4.Submission Instructions

Applicants are required to submit an original (which contains the original signatures on Forms B and C in blue or black ink) plus three hard copies of each signed application, and one electronic copy. Electronic signatures will not be accepted on the original. If there is an inconsistency between the paper and electronic copy, the original paper copy will take precedence. Applications must be printed on single-sided white paper to facilitate reading. Any application received after the due date and time will be disqualified from the competitive process. Receipt of the electronic copy on or before December 14, 2018, before 11:59 p.m. will satisfy the timely submission requirement. Hard copies must be mailed to the ELCD and postmarked by December 14, 2018. Submit grant applications as follows:

· An electronic copy of the entire application (Forms B through G) must be submitted to the PSQRISBG@cde.ca.gov.

· Hard copies with the original signatures must be mailed to:

QCC QRIS Block Grant Request for Applications

Early Learning and Care Division

California Department of Education

1430 N Street, Suite 3410

Sacramento, CA 95814-5901

5.Jointly-Submitted Applications

Only one application per county or region (multiple county consortium) will be accepted. In cases where the lead administering agency of a consortium is not the CSPP QRIS Block Grant recipient, the consortium must submit a joint application signed by the consortium lead and the partnering local educational agency (LEA) (see Forms A and B). If a grant is awarded to joint applicants, it shall be one indivisible grant. If awarded the grant, each joint applicant will be jointly responsible for the requirements under this grant. The joint applicants must designate, in writing, which agency will have authority to represent them in all matters pertaining to the grant. The CDE assumes no responsibility or obligation for distribution of payment between the joint applicants.

B. Required Application Forms

The application forms are not included in this RFA. Applicants should access Forms A through E on the Request for Applications web page at https://www.cde.ca.gov/fg/fo/r2/qccqris1819rfa.asp. Forms F and G will be provided to applicants with their prospective award.

· Form A is the Letter of Intent and must be submitted to PSQRISBG@cde.ca.gov by 11:59 p.m. on November 16, 2018.

The content and sequence of the application will be as follows:

· Form B is the Lead Signature Page.

· Form C is the Consortium/Tribal Participants.

· Form D is the Consortium/Tribal QRIS Plan.

· Form E is the QCC QRIS Block Grant Plan.

· Form F is the Participation Baseline and Target Data Table.

· Form G is the QCC QRIS Block Grant FY 2018–19 Budget Narrative and Spreadsheet.

C. QCC QRIS Block Grant Application Elements

The QCC QRIS Block Grant Application is comprised of nine elements that applicants must thoroughly address when describing their local consortium’s QRIS. A few of the elements are considered optional. Should the applicant choose not to offer optional elements, the application score will be adjusted accordingly. Elements considered essential will be required for a complete application. The application elements are listed in the table below:

Element

Consortia with QRIS Plans on File

New QRIS Consortia and Tribal Region

I.

Essential:

Lead Signature Page

Essential:

Lead Signature Page

II.

Essential:

Consortium Participants

Essential:

Consortium/Tribal Participants

III.

Optional:

Updating of QRIS plan currently on file, if needed

Essential:

Consortium/Tribal QRIS Plan

IV.

Essential:

Quality Improvement Process for QCC Early Learning and Care Providers

Essential:

Quality Improvement Process for QCC Early Learning and Care Providers

V.

Optional:

Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

Optional:

Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

VI.

Optional:

Assessment and Access Projects

Optional:

Assessment and Access Projects

VII.

Essential:

QCC Participation Baseline and Target Data Tables

Essential:

QCC Participation Baseline and Target Data Tables

VIII.

Essential:

Budget Narrative

Essential:

Budget Narrative

IX.

Essential:

Budget Spreadsheet

Essential:

Budget Spreadsheet

D. Application Requirements

To be eligible for evaluation, the RFA must adhere to the format below; failure to do so may result in disqualification. Applicants must address each of the required sections indicated below. Sections must be labeled and pages numbered. The application must be in the order of the QCC QRIS Block Grant Application Elements I–IX and contain all indicated sections and subsections of information specified below.

· Element I: Lead Signature Page

Signatures must be in blue or black ink; electronic signatures will not be accepted on the original. Every consortium shall ensure that the application contains the signatures of the Consortium/Tribal Lead Agency, Consortium Co-lead (if applicable), First 5 IMPACT Lead, and CSPP–CMIG QRIS Block Grant Lead. In addition, the applicant must indicate a Program Lead Contact Person and a Fiscal Lead Contact Person.

Note: Should the Consortium Lead Agency be the same for both the FY 2018–19 CSPP–CMIG QRIS Block Grant and the FY 2018–19 QCC QRIS Block Grant, the Lead Agency may submit a copy of the Lead Signature Page from their CSPP–CMIG QRIS Block Grant application in lieu of the Lead Signature Page from this application.

· Element II: Consortium/Tribal Participants

Signatures must be in blue or black ink, electronic signatures will not be accepted on the original. Every consortium/Tribal region shall ensure that the application contains the signatures of the participating local consortium representatives.

Should all consortium participants be the same as those signing the FY 2018–19 CSPP–CMIG QRIS Block Grant Consortium Participants, then the Lead Agency may submit a copy of that form with the inclusion of the signature of the CAPP participant.

Note: Consortium/Tribal participants’ signatures signify that they have read and concurred with the submitted application.

The listing of additional consortium representatives of local agencies providing services to children from birth to five years of age is optional.

The local consortium/Tribal Region shall:

· Fill out the required information and secure stakeholders signatures.

· Submit additional signature blocks to the form as needed.

· If applying as a multi-county consortium, the required participants for each county in the regions must be included. Copy the Consortium Participant pages from Form C for each county’s required consortium representatives and add to the application.

For the Tribal Region, the required signers are not the listed entities, but rather six participating tribes. Form C-Tribal Region is provided for the Tribal Region.

· Element III: Consortium/Tribal Region QRIS Plan

This section is required for all New QRIS Consortia and the Tribal Region applicants. Consortia with QRIS Plans currently on file with the CDE ELCD can use this opportunity to update their QRIS Plan, if needed.

The Consortium/Tribal Region QRIS Plan in Form D has the following components:

a. An Overview of the Consortium/Tribal Region’s Current QIS/QRIS

b.Quality Continuum Framework and Tiers (Enhance and Align Standards)

Note: A consortium’s QRIS must utilize the QCC Rating Matrix, Continuous Quality Improvement Pathways Common Tools and Resources, and the QCC Implementation Guide. The Tribal Region applicant is to describe the extent to which Tribes would be participating, how the applicant envisions Tribal participation, and any modifications that may occur.

c. Rating and Assessing (Ensure Accountability)

d.Quality Improvement Process (Create Support Improvement Strategies)

e.Convening and Strengthening Partnerships (Build Local Consortia)

f. Monitoring and Evaluating the Impacts on Child Outcomes

g. Disseminating Information to Parents and the Public about Program Quality (Outreach and Communication)

· Element IV: Quality Improvement Process for QCC Early Learning and Care Providers

a. Engagement

b. Improvement

· Element V: Optional: Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

a. Tier 4 Site QRIS Block Grants

b. Tier 5 Site QRIS Block Grants

· Element VI: Optional: Assessment and Access Projects

a. Assessment Projects

b. Access Projects

· Element VII: QCC Participation Baseline and Target Data Tables

The QCC Participation Baseline and Target Data Tables must be submitted for the QCC QRIS Block Grant using Form F. Form F will be provided to applicants after all Letters of Intent have been received and prospective awards amounts are determined.

a. Increasing the number of QCC sites participating in the consortium’s QRIS

b. Increasing the tier rating of sites participating in the consortium’s QRIS

c. Increasing the number of children participating in the consortium’s QRIS

· Element VIII: Budget Narrative

a. Quality Improvement Activities

b. Optional: Site QCC QRIS Block Grants for ELCD contractors

c. Optional: Assessment and Access Activities

· Element IX: Budget Spreadsheet

a. Quality Improvement Activities

b. Optional: Site QCC QRIS Block Grants for ELCD contractors

c. Optional: Assessment and Access Activities – Limited to no more than 20 percent of the grant amount.

E. Budget Guidance

A detailed budget narrative and budget spreadsheet must be submitted for the QCC QRIS Block Grant using Form G. Form G will be provided to applicants after all Letters of Intent have been received and prospective awards amounts are determined. The prospective award amount for each applicant will be pre-populated into an individual Form G for the applicant to describe the cost effectiveness of the budget and how it is aligned with the program goals/objectives.

Provide justification for each expenditure category, and include information about roles, time base, salary of the staff and consultants, equipment specifications and justification, and a clear description of services to be contracted.

Identify any funding that will be contributed by collaborative partners on either an in-kind or cash basis, and be certain to explain how it will be used in the program.

The total of the FY 2018–19 budget cannot exceed the grant amount.

Quality Improvement Activities

This budget narrative section has nine items: (1) Personnel, (2) Benefits, (3) Supplies, (4) Travel, (5) Equipment, (6) Contractual, (7) Training Stipends, (8) Incentives, and (9) Total Direct Costs.

1. Personnel

Explain specific responsibilities of each position relative to the Quality Improvement Activities of functions described in the QCC QRIS Block Grant in Form E. Provide:

· The title of each position to be compensated under this project

· The agency that funds each position

· The salary for each position under this project

· The amount of time, such as hours or percentage of time, to be expended by each position under this project

· Any additional basis for cost estimates or computations

2. Benefits

Provide:

· The fringe benefit percentages for all personnel in the project by agency

· The basis for cost estimates or computations

3. Supplies

Provide:

· An estimate of materials and supplies needed for the quality improvement activities for the consortium, by nature of expense or general category (e.g., instructional materials, office supplies)

· The basis for cost estimates or computations

4. Travel

Travel is limited to in-state travel and is subject to State travel guidelines[footnoteRef:8]. There will be no exceptions. Explain the purpose of the travel, how it relates to project goals, and how it will contribute to project success. For example: Travel expenses are calculated based on a per diem of $46 per person per day and a mileage rate of $.545 per mile. [8: Specific travel requirements may be found on the ELCD Contractor Travel Guide web page at https://www.cde.ca.gov/sp/cd/ci/eesdcontractortravel.asp. ]

Provide:

· An estimate of the number of trips

· An estimate of transportation and/or subsistence costs for each trip

· Any additional basis for cost estimates or computations

5. Equipment

Comply with definition of equipment as defined in Appendix A: Key Terms, of this RFA. Explain the justification of the need for the items of equipment to be purchased. For example: Equipment is defined as tangible, non-expendable, personal property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit. Provide:

· The type of equipment to be purchased by the consortium

· The estimated unit cost for each item to be purchased

· Any additional basis for cost estimates or computations

6. Contractual

Explain the purpose and relation to the project.

Provide:

· The products to be acquired and/or the professional services to be provided

· The agency that will be responsible for the contract

· The estimated cost per expected procurement

· For professional services contracts, the amounts of time to be devoted to the project, including the costs to be charged to this grant award

· Any additional basis for cost estimates or computations

Note: Because grantees must use appropriate procurement procedures to select contractors, applicants should not include information in their grant applications about specific contractors that may be used to provide services or goods for the proposed project if a grant is awarded, unless they are currently under contract for the same or similar purpose.

7. Training Stipends

The training stipend line item only pertains to costs associated with long-term training programs and college or university coursework that results in a credential or degree, not workshops or short-term training supported by this program.

Salary stipends paid to teachers and other early learning personnel for participating in short-term professional development should be reported in Personnel. Explain the purpose of the training.

Provide:

· The agency responsible for approving and dispersing training stipends

· The cost estimates and basis for these estimates

8. Incentives

Provide:

· Identify possible incentives to participating ELC sites and providers and how those will be administered

Note: These are not to be site block grants. Sites receiving incentives are expected to be accountable to the Consortium for the use of funds.

9. Total Direct Costs

Provide:

· The sum of expenditures, across all budget categories in Personnel and Operations of the Budget Spreadsheet

Optional: Site QRIS Block Grants for ELCD Contracted QCC Sites Rated at Tiers 4 and 5

If the consortium elects to offer site QRIS block grants to ELCD contracted QCC providers by site, identify the factors, number of sites, and the grant amounts for ELCD contracted sites serving children birth to five rated at Tier 4 and Tier 5. Site QRIS block grants will be based on the response in Form E and the number of programs at Tiers 4 and 5 as identified in Form F.2.

If the consortium has elected to offer site QRIS block grants to ELCD contracted QCC providers, there is a limitation. If the site is currently receiving a site CSPP or site CMIG block grant, they are not eligible for a site QCC block grant. A site can only receive one site QRIS block grant.

Note: These site QRIS block grants are an acknowledgement that the standard reimbursement rate may not be adequate to cover the cost of quality care and may be under the local market rate prices.

Optional: Assessment and Access Projects

This budget narrative section has nine items: (1) Personnel, (2) Benefits, (3) Supplies, (4) Travel, (5) Equipment, (6) Contractual, (7) Total Direct Costs. If the consortium elects to use these funds to support assessment and access projects, follow the guidance for the corresponding item provided in the Quality Improvement Activities section above.

Indirect Costs

Provide a copy of the approved indirect rate. If applying an indirect rate 20 percent or higher, provide justification.

· Identify which categories indirect cost rate is being applied

· And apply the indirect cost rate

Total Grant Funds Requested

Provide the sum of the expenditures in line E of the Total Grant QCC QRIS Budget Spreadsheet.

VI. Reading and Scoring

Each element of the QCC QRIS Block Grant Application responses will be reviewed for the required elements that align and support the full implementation of the proposed plan to administer, through a local consortium, a local QRIS that will increase the number of low-income children in high quality ELC programs that prepare those children for success in school and life.

Peer reviewers will examine and approve applications with respect to each of the QCC QRIS Block Grant Application Elements.

Applications will be randomly assigned to readers, taking into consideration any conflicts of interest. Readers will base their scores on the degree to which an application provides evidence that it meets the RFA requirements.

Each application will be scored independently and will not be grouped together for any reason, whether written by the same grant writer or submitted by the same agency, organization, consortium, or other entity.

Applications will be evaluated by at least two reviewers. Application review will occur during the timeframe identified in the Critical Dates for the Request for Applications on pages 12–13. Applicants meeting or approaching the approval threshold may also be required to participate in an interview prior to awards being made with the CDE for an opportunity to make the necessary revisions. All applicants need to meet the approval threshold of sufficient in order to receive funding. (Refer to the Scoring Rubric below.)

A. Scoring Rubric

Each section of the core application narrative will be assigned a score using the following rubric, which summarizes the required components of the QCC QRIS Block Grant Plan Elements of the application.

The scoring system is used to signify how an application meets the funding criteria for the program. For most narrative responses, a Likert Scale from 2–6 will be used as follows:

2 = Insufficient, lacks specificity

4 = Sufficient, includes some specificity, but needs additional detail

6 = Comprehensive, provides a clear description that includes specific details

Each grant will be reviewed and scored holistically by at least two readers. Readers will provide a score for each individual section. The team of readers will independently evaluate and score the applications using the scoring rubric, then meet to discuss the scores to reach consensus on the overall approval for each section. If two readers have scored the application and their scores do not fall within the same point range/category, then the two readers will recalibrate and rescore the application. Upon this second scoring, if the readers’ scores still do not fall within the same point range/category, then a third reader will score the application. The third reader’s score will be combined with one of the previous reader’s score, whichever one it is closest to/calibrated with, and averaged to determine a final score.

Grant readers will be instructed to consider whether the proposed budget adequately supports the proposed program. For example, are the number of administrative staff in the budget and budget narrative appropriate? Is the operating expense budget justified and related to the planned program? Does the budget show the planned contributions from collaborative partners? How will administrative costs be divided between the local education agency (LEA) and a subcontractor, if applicable?

B. Scoring Rubric Sections

Points will be determined for each application depending on the applicant’s eligibility and which optional elements, if any, are applied. Maximum scores will vary and are tailored to the application so existing Consortia and applicants choosing not to apply optional elements will not be penalized.

The essential application for Consortia with existing QRIS plans on file consists of scoring rubric sections I., II., IV., VII., VIII., and IX. The essential application for New QRIS Consortia and Tribal Region applicants consist of scoring rubric sections I., II., III., IV., VII., VIII., and IX.

For Consortia with existing QRIS plans on file, the essential application has a maximum score of 40 points. Adding one optional element (V. or VI.) increases the maximum score to 58 points and adding both options increases the maximum score to 76 points.

For New QRIS Consortia and Tribal Region applicants, the essential application has a maximum score of 181 points. Adding one optional element (V. or VI.) increases the maximum score to 199 points and adding both options increases the maximum score to 217 points.

The point values for each section are as follows:

Scoring Rubric Sections

Maximum Points

I. Lead Signature Page

· Consortium Lead Agency (1)

· Co-lead, First 5 IMPACT Lead Agency, CSPP–CMIG QRIS Block Grant Lead (1)

· Program Lead Contact (1)

· Fiscal Lead Contact (1)

4

II. Consortium/Tribal Participants

A. Local Educational Agency (1)

B. First 5 County Commission (1)

C. Local Postsecondary Educational Institution (1)

D. Local Child Care Planning Council (1)

E. Local Resource and Referral Agency (1)

F. California Alternative Payment Program (1)

For the Tribal Region, six participating Tribes

6

III. Consortium/Tribal QRIS Plan

A. Overview (24)

B. Quality Continuum Framework (9)

C. Rating and Assessing (24)

D. Quality Improvement Process (30)

E. Convening and Strengthening Partnerships (24)

F. Monitoring and Evaluating Child Outcomes (12)

G. Disseminating Information (18)

N/A for Consortia with QRIS plans on file

or

141 for New QRIS Consortia and Tribal Region Applicants

IV. Quality Improvement Process for QCC Early Learning and Care Providers

· Engagement

· Family, Friend, and Neighbor (3)

· Centers (3)

· Family Child Care Home Providers (FCCH) (3)

· Improvement

· Centers (3)

· FCCH (3)

15

V. Optional: Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

· Tier 4 (N/A or 6)

· Tier 5 (N/A or 6)

N/A or 12

VI. Optional: Assessment and Access Projects

· Assessment Projects (N/A or 6)

· Access Projects (N/A or 6)

N/A or 12

VII. QCC Participation Baseline and Target Data Tables

· Sites (3)

· Tier Rating (3)

· Children (3)

9

VIII. Budget Narrative

· Quality Improvement Activities (3)

· Optional: Site QRIS Block Grants (N/A or 3)

· Optional: Assessment and Access (N/A or 3)

3, 6, or 9

IX. Budget Spreadsheet

· Quality Improvement Activities (3)

· Optional: Site QRIS Block Grants (N/A or 3)

· Optional: Assessment and Access (N/A or 3)

3, 6, or 9

Total for Essential Elements for Consortia with QRIS Plans on File without Optional Elements

40

· Essential Elements Total with One Optional Element

58

· Essential Elements Total with Two Optional Elements

76

Total for Essential Elements for New QRIS Consortia and Tribal Region Applicants without Optional Elements

181

· Essential Elements Total with One Optional Element

199

· Essential Elements Total with Two Optional Elements

217

For example, a Consortium with a QRIS plan on file applies and does not choose to issue site block grants nor utilize the funds for assessment and access, the maximum score for the application would be 40 points.

Sample Scoring for Consortium with a QRIS Plan on File with no additional options

Points

I. Lead Signature Page

4

II. Consortium Participants

6

III. Consortium QRIS Plan

-

IV. Quality Improvement Process for QCC Early Care Providers

15

V. Optional: Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

-

VI. Optional: Assessment and Access Projects

-

VII. QCC Participation Baseline and Target Data Tables

9

VIII. Budget Narrative

3

IX. Budget Spreadsheet

3

Total

40

Should a New QRIS Consortium apply and choose to use the funding for the optional element of Assessment and Access, the maximum score for the application would be 199.

Sample Scoring for a New QRIS Consortium applicant adding one option

Points

I. Lead Signature Page

4

II. Consortium Participants

6

III. Consortium QRIS Plan

141

IV. Quality Improvement Process for QCC Early Care Providers

15

V. Optional: Site QRIS Block Grants for ELCD contracted QCC Sites Rated at Tiers 4 and 5

-

VI. Optional: Assessment and Access Projects

12

VII. QCC Participation Baseline and Target Data Tables

9

VIII. Budget Narrative – Quality Improvement plus one option

6

IX. Budget Spreadsheet – Quality Improvement plus one option

6

Total

199

Once scored, the readers will compare the applicant’s total score to the appropriate table below to determine if the application is considered comprehensive, sufficient, or minimal. If an application is considered minimal, an interview is required in order to give the applicant the opportunity to make the necessary revisions. The applicant will submit revisions within the two day allotted timeframe. The revised application is read and scored again. That score is used to determine whether the applicant has met the approval threshold for funding.

Scoring Categories for Consortia with QRIS Plans on File

Category

Comprehensive

100–90%

Acceptable/

Complete

Sufficient

89–80%

Acceptable/

Complete

May Require Interview

Minimal

79% or less

Unacceptable/

Incomplete

Interview Required

Essential Elements

40 – 35.1

35 – 31.2

31.1 or less

Adding One Option

58 – 51.3

51.2 – 45.6

45.5 or less

Adding Both Options

76 – 67.5

67.4 – 60

59.9 or less

Scoring Categories for New QRIS Consortia and Tribal Region

Category

Comprehensive

100–90%

Acceptable/

Complete

Sufficient

89–80%

Acceptable/

Complete

May Require Interview

Minimal

79% or less

Unacceptable/

Incomplete

Interview Required

Essential Elements

181 – 162.9

162.8 – 143.0

142.99 or less

Adding One Option

199 – 179.1

179.0 – 157.3

157.2 or less

Adding Both Options

217 – 193.1

193.0 – 171.5

171.4 or less

VII. Disqualifications for All Applicants

An application will be disqualified from the RFA process if the following conditions or requirements are not met. Disqualification of an application based on these items cannot be appealed.

· Application must be received electronically no later than 11:59 p.m. on

December 14, 2018. Original and hard copies of the application must be mailed to the ELCD and the postmark must match the application deadlines.

· Original signatures, in blue or black ink, of Consortium/Tribal Lead Agency and QCC QRIS Block Grant Co-lead, if different than the Consortium Lead Agency, must be present on Form B, Lead Signature Page. Electronic signatures will not be accepted on the original application.

· QCC QRIS Block Grant application Forms B, C, E, F and G must be completed in full.

· The Form D, Consortium QRIS Plan, must be completed in full by New QRIS Consortia and Tribal Region applicants.

· A county or region and all of its partnering agencies may submit only one application. Multiple applications from the same county or region will result in disqualification.

VIII. Appeals for All Applicants

Applicants who wish to appeal a grant award decision must submit a Letter of Appeal to the CDE. Appeals are limited to the grounds that the CDE failed to correctly apply the standards for reviewing the application as specified in this RFA. Appeals based on a disagreement with the professional judgment of the grant reader will not be considered.

The appellant must file a full and complete written appeal, including the issue(s) in dispute, the legal authority or other basis for the appeal position. The letter must have an original signature of the Lead Agency signatory or the Designee. The appeal should be delivered or mailed to:

QCC QRIS Block Grant Appeals

Early Learning and Care Division

California Department of Education

1430 N Street, Suite 3410

Sacramento, CA 95814-5901

The ELCD must receive the Letter of Appeal within 10 calendar days of the Intent to Award announcement.

IX. Program Assurances for All Applicants

All grantees are required to comply with the data and reporting requirements of this grant. Grantees are required to use the Common Data Elements. For Common Data Elements refer to the CDE Quality Counts California (CA) web page at https://www.cde.ca.gov/sp/cd/rt/californiaqris.asp.

All grantees are required to retain a copy of the General Assurances for their records and audit purposes, which can be obtained at the CDE Funding Forms web page at https://www.cde.ca.gov/fg/fo/fm/ff.asp.

Signing of the signature page of the QCC QRIS Block Grant Application (Forms B and C) also confirms that the consortium applicant and participants have read and agreed, to the extent applicable, to the assurances.

Fiscal Issues:

· Applicants agree to follow any applicable federal or state law relating to this grant, and will meet all fiscal and auditing standards required by the CDE.

· Any consortium receiving QCC QRIS Block Grant funds is required to use the funds only for the intended purposes of this grant.

· Grantees are subject to semi-annual fiscal reporting.

X. Appendix A: Key Terms and Acronyms

Term or Acronym

Explanation

Access Projects

Activities that promote access to high quality early learning programs. These activities may include, but are not limited to, development and/or enhancements of quality rating and improvement system (QRIS) web pages, resource and referral programs, waiting/eligibility lists.

Applicant

Local consortium requesting funding from a grant program administered by the California Department of Education (CDE).

Assessment Projects

Activities that measure or rate programs. These activities include document review and on-site program reviews to determine a rating as indicated by the Quality Counts California (QCC) Rating Matrix and the Quality Counts CA Implementation Guide found on the Quality Counts California (CA) web page at https://www.cde.ca.gov/sp/cd/rt/californiaqris.asp.

Authorized Agent

· Superintendent of a LEA, County Office of Education (COE), school district, locally-funded charter school, or Administrator of a community college

· Principal or Executive Director of a direct-funded charter school

· Authorized executive representative of a state community college

California Alternative Payment Program (CAPP)

CAPP refers to a CDE Early Learning and Care Division (ELCD) contract type that provides low-income eligible parents/families with vouchers (subsidies) for child care within licensed centers, family child care homes, and other types of care which are exempt from licensure.

California Child Care and Development Program (CCTR)

CCTR refers to a CDE ELCD contract type for the California Child Care and Development Center Programs that use centers and family child care home education networks operated or administered by either public or private agencies and local educational agencies. For the purposes of the Request for Application (RFA), this refers to ELCD CCTR contractors serving children birth through five. The agencies eligible for a site QCC QRIS Block Grant provide child development services for children from birth through five years of age. CCTR contractors not serving children birth to five are not eligible for site QCC QRIS Block Grants.

California Family Child Care (CFCC)

CFCC refers to a CDE ELCD contract type for the California Family Child Care Home Education Network Programs that are operated or administered by either public or private agencies and local educational agencies. For the purposes of the RFA, this refers to ELCD CFCC contractors serving children birth to five. The agencies eligible for a site QCC QRIS Block Grant have Family Child Care Homes (FCCHs) that provide child development services for children from birth through five years of age. CFCC contractors not serving children birth to five are not eligible for site QCC QRIS Block Grants.

California State Preschool Programs (CSPP)

Contracted programs per the California Education Code (EC) commencing with Article 7, Chapter 2 (sections 8235–8239) and includes, for the purposes of this grant, Family Child Care Home Education Networks providing CSPP services. This includes full-day, full-year and part-day, school year programs.

CDE

California Department of Education

California Handicapped Program (CHAN)

CHAN refers to a CDE ELCD contract type for severely handicapped programs located in the San Francisco Bay area provide care and supervision, age and developmentally appropriate activities, therapy, youth guidance, and parental counseling to eligible children and young adults from birth to 21 years of age. For the purposes of the RFA, this refers to ELCD CHAN contractors serving children birth to five that have an individualized family service plan or an individualized education plan issued through special education programs.

California Migrant Program (CMIG)

CMIG refers to a CDE ELCD contract type per EC sections 8230–8233, the California Migrant Child Care and Development Program:

· Uses centers and family child care home networks operated or administered by either public or private agencies and local educational agencies

· Provide child development services for children from birth through 12 years of age and older children with exceptional needs

· Provide an educational component that is culturally, linguistically, and developmentally appropriate for the children served and typically have seasonal start and stop dates

COE

County Office of Education

Consortium/Consortia

See local consortium

CSPP–CMIG QRIS Block Grant Plan

Additional information about the California State Preschool Program (CSPP)–California Migrant Program (CMIG) Quality Rating and Improvement (QRIS) Block Grant can be found on the CSPP QRIS Block Grant web page at https://www.cde.ca.gov/sp/cd/op/csppqrisblockgrant.asp.

Early Learning Quality Rating and Improvement System

Locally determined system for continuous quality improvement based on a tiered rating structure with progressively higher quality standards for each Tier that:

· Provides supports and incentives for programs, teachers, and administrators to reach higher levels of quality;

· Monitors and evaluates the impacts on child outcomes; and

· Disseminates information to parents and the public about program quality. [EC Section 8203.1(b)(1)]

Education Code (EC)

California Education Code

Early Learning and Care Division (ELCD)

Early Learning and Care Division. Formerly known as the Early Education and Support Division

ELCD contracted programs

ELCD contracted programs/providers, for the purposes of this RFA, refer to contractors with a CCTR, CFCC, CHAN, or CMIG contract that is serving children birth to five.

Eligible Child Care Facilities

Eligible Child Care Facilities, for purposes of this RFA, refer to licensed centers and family child care homes in good standing, per the Implementation Guide, and any of the following programs exempt from licensure:

· Cal-SAFE child development programs

· Tribal-approved child care programs

· Military installation child care programs

· Other birth to five programs operated by school districts, such as IDEA Part C and B and Title I funded programs

Equipment and Supplies

Follows the State’s definitions of Equipment and Supplies:

· “Equipment” is defined as tangible, non-expendable, personal property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit. (2 Code of Federal Regulations Section 200.33)

· “Supplies” are defined as all tangible personal property other than equipment. (2 Code of Federal Regulations Section 200.33)

Family Child Care Home Education Networks

The networks established pursuant to the EC Section 8245 provide services to children birth to five. ELCD contractors with a CCTR or CFCC contract that provide services to preschool-aged children and who are reported electronically on the CDD-801 to the CDE.

Family Child Care Home Providers (FCCH)

FCCHs refers to licensed family child care home providers serving children birth to five.

Family, Friend, and Neighbor (FFN)

FFN refers to family, friend, and neighbor child care providers who are exempt from licensure who are caring for children birth to five.

Good Standing

Means that the grantee has done all of the following:

· Once the applicant has had an approved application for two years, review of the application and fiscal reporting demonstrate the following:

· Spent within 10 percent of the previous year’s total budgeted amount

· Engaged within 10 percent of the previous target numbers in Section III, and

· Communicated and made rating information accessible to the public

· Submitted all required expenditure reports to the ELCD. Reports must be found to be accurate and complete

· Submitted the common data elements to the Quality Counts CA in the previous September which have been found to be accurate and complete

· Participating in one local QRIS across multiple funding streams

· Maintained a clear contract with the ELCD, per the EC Section 8406.6 (a)(1)

· Operated without any outstanding CDE invoices

Good Standing - continued

· Does not have outstanding or unresolved Federal Program Monitoring, Contract Monitoring Review, or Center-based Monitoring Review findings in any previous fiscal year or any findings indicated on the grant award notification, have been determined by the ELCD to be making adequate progress toward the resolution of any findings. This also applies to any of the grantee’s contractors, subcontractors, or affiliates.

· Does not have outstanding or unresolved ELCD audit findings in any previous FY(s) or have been determined by the ELCD to be making adequate progress toward the resolution of any findings. This applies to any of the grantee’s contractors, subcontractors, or affiliates.

Grantee

An applicant who receives an approved QRIS grant award (Form AO-400 Grant Award Notification)

Indivisible

Something that is impossible to divide or separate; not divisible. For the purposes of this QRIS Block grant, indivisible means that if there are two signatures (one signature in Section I and a different signature in Section II) on the Form B, Lead Signature Page, then both parties are equally responsible for the grant to be carried out as intended because it is an indivisible grant.

Infant/Toddlers

Infant/Toddlers refers to children age birth to three years of age who are in child care settings participating or eligible for participation in the local QRIS

Implementation Guide

Used to provide guidance in operating and maintaining a local QRIS that incorporates the Quality Continuum Framework and its associated Quality Counts CA Rating Matrix. The Quality Counts CA Implementation Guide is posted on the CDE’s Quality Counts California (CA) web page at https://www.cde.ca.gov/sp/cd/rt/californiaqris.asp.

Local Educational Agency (LEA)

Local Educational Agency

Local Consortium

Local or regional entity, administered by a lead agency, that convenes a planning body that designs and implements a QRIS. A local consortium shall include representatives from organizations including, but not limited to, all of the following:

· Local educational agencies

· First 5 county commissions

· Local postsecondary educational institutions

· Local child care and development planning councils

· Local resource and referral agencies

· Local alternate payment program

· Other local agencies, including nonprofit organizations that provide services to children from birth to five years of age, inclusive

Local QRIS Block Grant

See Site QRIS Block Grant.

Participation Data Tables

The baseline and target data for increasing QCC participation in the local QRIS and levels of quality over time.

Quality Improvement Professional Development Projects

The Quality Improvement Professional Development Projects refer to the efforts of the CDE ELCD Quality Improvement Office. These projects include, but are not limited to:

· Beginning Together

· California Collaborative for the Social-Emotional Foundations of Early Learning/Teaching Pyramid

· California Early Childhood Mentor Program’s Director Mentors

· California Early Childhood Online

· California Inclusion & Behavior Consultation Network

· California Preschool Learning Foundations and California Preschool Curriculum Frameworks

· California Preschool Instructional Network

· Child Care Initiative Project

· Child Development Training Consortium’s Stipends for Permit

Quality Improvement Professional Development Projects - continued

· Desired Results Developmental Profile Training

· Developmental Screening Network

· Family Child Care at Its Best

· Program for Infant/Toddler Care

· Preventive Health and Safety Training Network

For more information about these projects, go to the CDE’s Professional Development Training web page at https://www.cde.ca.gov/sp/cd/re/cddprofdevtrain.asp.

Quality Rating and Improvement System (QRIS)

See Early Learning Quality Rating and Improvement System.

QRIS Plan

Consists of Form D of the RFA where the applicant must describe its local QRIS.

Rating Matrix

Block and point system for the existing three common rating tiers.

Request for Applications

(RFA)

Request for Applications

Satisfactorily met targets

Satisfactorily met targets refers to a grantee that continues to be eligible for subsequent year funding.

Service Area

Defined as the boundaries or geographical area of the county or regional consortium where the QRIS operates

Site QRIS Block Grant

Formerly referred to as “Local QRIS Block Grant”. Intended to be an award to recognize the achievement of a high standard of quality for ELCD contracted sites. The dispositions of the funds are at the discretion of the recipient and support the Tier 4 or Tier 5 sites for activities that support and maintain quality at a Tier 4 or Tier 5.

Timely and meaningful consultation

Two-way communication and discussion between the local consortium/applicant and the ELCD about the best ways to ensure that all QCC programs in the consortium move to Tier 4 or higher

Tribal Consortium

The Tribal Region grantee and all Tribal nations who are participating in its quality improvement system.

Tribal Region

Includes all of the nationally acknowledged tribes residing in California.

2

XI. Appendix B: Authority

B1. Federal Child Care and Development Block Grant Act, 42 USCA Section 9858e

42 USCA Section 9858e

(a) Reservation.—

(1) Reservation for Activities Relating to the Quality of Child Care Services.—A State that receives funds to carry out this subchapter for a fiscal year referred to in paragraph (2) shall reserve and use a portion of such funds, in accordance with paragraph (2), for activities provided directly, or through grants or contracts with local child care resource and referral organizations or other appropriate entities, that are designed to improve the quality of child care services and increase parental options for, and access to, high quality child care, and is in alignment with a Statewide assessment of the State’s needs to carry out such services and care, provided in accordance with this subchapter.

(2) Amount of Reservations.—Such State shall reserve and use—

(A) To carry out the activities described in paragraph (1), not less than—

(i) 7 percent of the funds described in paragraph (1), for the first and second full fiscal years after the date of enactment of the Child Care and Development Block Grant Act of 2014;

(ii) 8 percent of such funds for the third and fourth full fiscal years after the date of enactment; and

(iii) 9 percent of such funds for the fifth and each succeeding full fiscal year after the date of enactment; and

(B) In addition to the funds reserved under subparagraph (A), 3 percent of the funds described in paragraph (1) received not later than the second full fiscal year after the date of enactment and received for each succeeding full fiscal year, to carry out the activities described in paragraph (1) and subsection (b)(4), as such activities relate to the quality of care for infants and toddlers.

(3) State Reservation Amount.—Nothing in this subsection shall preclude the State from reserving a larger percentage of funds to carry out the activities described in paragraph (1) and subsection (b).

(b) Activities.—Funds reserved under subsection (a) shall be used to carry out no fewer than one of the following activities that will improve the quality of child care services provided in the State:

(1) Supporting the training and professional development of the child care workforce through activities such as those included under section 658E(c)(2)(G), in addition to—

(A) Offering training and professional development opportunities for child care providers that relate to the use of scientifically-based, developmentally-appropriate and age-appropriate strategies to promote the social, emotional, physical, and cognitive development of children, including those related to nutrition and physical activity, and offering specialized training for child care providers caring for those populations prioritized in section 658E(c)(2)(Q), and children with disabilities;

(B) Incorporating the effective use of data to guide program improvement;

(C) Including effective behavior management strategies and training, including positive behavior interventions and support models, that promote positive social and emotional development and reduce challenging behaviors, including reducing expulsions of preschool-aged children for such behaviors;

(E) Providing training and outreach on engaging parents and families in culturally and linguistically appropriate ways to expand their knowledge, skills, and capacity to become meaningful partners in supporting their children’s positive development;

(F) Providing training corresponding to the nutritional and physical activity needs of children to promote healthy development;

(G) Providing training or professional development for child care providers regarding the early neurological development of children; and

(H) Connecting child care staff members of child care providers with available Federal and State financial aid, or other resources, that would assist child care staff members in pursuing relevant postsecondary training.

(2) Improving upon the development or implementation of the early learning and developmental guidelines described in section 658E(c)(2)(T) by providing technical assistance to eligible child care providers that enhances the cognitive, physical, social and emotional development, including early childhood development, of participating preschool and school-aged children and supports their overall well-being.

(3) Developing, implementing, or enhancing a tiered quality rating system for child care providers and services, which may—

(A) Support and assess the quality of child care providers in the State;

(B) Build on State licensing standards and other State regulatory standards for such providers;

(C) Be designed to improve the quality of different types of child care providers and services;

(D) Describe the safety of child care facilities;

(E) Build the capacity of State early childhood programs and communities to promote parents’ and families’ understanding of the State’s early childhood system and the ratings of the programs in which the child is enrolled;

(F) Provide, to the maximum extent practicable, financial incentives and other supports designed to expand the full diversity of child care options and help child care providers improve the quality of services; and

(G) Accommodate a variety of distinctive approaches to early childhood education and care, including but not limited to, those practiced in faith-based settings, community-based settings, child-centered settings, or similar settings that offer a distinctive approach to early childhood development.

B2. Code of Federal Regulations, Title 45, Section 98.53 (a)(1 through 4)

§98.53 Activities to improve the quality of child care.

(a) The Lead Agency must expend funds from each fiscal year's allotment on quality activities pursuant to §§98.50(b) and 98.83(g) in accordance with an assessment of need by the Lead Agency. Such funds must be used to carry out at least one of the following quality activities to improve the quality of child care services for all children, regardless of CCDF receipt, in accordance with paragraph (d) of this section:

(1) Supporting the training, professional development, and postsecondary education of the child care workforce as part of a progression of professional development through activities such as those included at §98.44, in addition to:

(i) Offering training, professional development, and postsecondary education opportunities for child care caregivers, teachers and directors that:

(A) Relate to the use of scientifically-based, developmentally- appropriate, culturally-appropriate, and age-appropriate strategies to promote the social, emotional, physical, and cognitive development of children, including those related to nutrition and physical activity; and

(B) Offer specialized training, professional development, and postsecondary education for caregivers, teachers and directors caring for those populations prioritized at §98.44(b)(2)(iv), and children with disabilities;

(ii) Incorporating the effective use of data to guide program improvement and improve opportunities for caregivers, teachers and directors to advance on their progression of training, professional development, and postsecondary education;

(iii) Including effective, age-appropriate behavior management strategies and training, including positive behavior interventions and support models for birth to school-age, that promote positive social and emotional development and reduce challenging behaviors, including reducing suspensions and expulsions of children under age five for such behaviors;

(iv) Providing training and outreach on engaging parents and families in culturally- and linguistically appropriate ways to expand their knowledge, skills, and capacity to become meaningful partners in supporting their children's positive development;

(v) Providing training corresponding to the nutritional and physical activity needs of children to promote healthy development;

(vi) Providing training or professional development for caregivers, teachers and directors regarding the early neurological development of children; and

(vii) Connecting child care caregivers, teachers, and directors with available Federal and State financial aid that would assist these individuals in pursuing relevant postsecondary education, or delivering financial resources directly through programs that provide scholarships and compensation improvements for education attainment and retention.

(2) Improving upon the development or implementation of the early learning and development guidelines at §98.15(a)(9) by providing technical assistance to eligible child care providers in order to enhance the cognitive, physical, social, and emotional development and overall well-being of participating children.

(3) Developing, implementing, or enhancing a tiered quality rating and improvement system for child care providers and services to meet consumer education requirements at §98.33, which may:

(i) Support and assess the quality of child care providers in the State, Territory, or Tribe;

(ii) Build on licensing standards and other regulatory standards for such providers;

(iii) Be designed to improve the quality of different types of child care providers and services;

(iv) Describe the safety of child care facilities;

(v) Build the capacity of early childhood programs and communities to promote parents' and families' understanding of the early childhood system and the rating of the program in which the child is enrolled;

(vi) Provide, to the maximum extent practicable, financial incentives and other supports designed to expand the full diversity of child care options and help child care providers improve the quality of services; and

(vii) Accommodate a variety of distinctive approaches to early childhood education and care, including but not limited to, those practiced in faith-based settings, community-based settings, child-centered settings, or similar settings that offer a distinctive approach to early childhood development.

(4) Improving the supply and quality of child care programs and services for infants and toddlers through activities, which may include:

(i) Establishing or expanding high quality community or neighborhood based family and child development centers, which may serve as resources to child care providers in order to improve the quality of early childhood services provided to infants and toddlers from low-income families and to help eligible child care providers improve their capacity to offer high quality, age-appropriate care to infants and toddlers from low-income families;

(ii) Establishing or expanding the operation of community or neighborhood based family child care networks;

(iii) Promoting and expanding child care providers' ability to provide developmentally appropriate services for infants and toddlers through, but not limited to:

(A) Training and professional development for caregivers, teachers and directors, including coaching and technical assistance on this age group's unique needs from statewide networks of qualified infant and toddler specialists; and

(B) Improved coordination with early intervention specialists who provide services for infants and toddlers with disabilities under part C of the Individuals with Disabilities Education Act (20 U.S.C. 1431. et seq.);

(iv) If applicable, developing infant and toddler components within the Lead Agency's quality rating and improvement system described in paragraph (a)(3) of this section for child care providers for infants and toddlers, or the development of infant and toddler components in the child care licensing regulations or early learning and development guidelines;

(v) Improving the ability of parents to access transparent and easy to understand consumer information about high quality infant and toddler care as described at §98.33; and

(vi) Carrying out other activities determined by the Lead Agency to improve the quality of infant and toddler care provided, and for which there is evidence that the activities will lead to improved infant and toddler health and safety, infant and toddler cognitive and physical development, or infant and toddler well-being, including providing health and safety training (including training in safe sleep practices, first aid, and cardiopulmonary resuscitation for providers and caregivers.