PRESCHOOL DEVELOPMENT GRANTS
 

2015 ANNUAL PERFORMANCE REPORT
 

Maine 

Preschool Development Grants SEPTEMBER 2016 
U.S. Department of Education 

PDG Grant Performance Report Cover Sheet 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Check only one box per Program Office instructions. ✔ Annual Performance Report Final Performance Report 

General Information 

1. PR/Award #: S419B150016 2. Grantee Federal Information Processing Code: 

3. Project Title: Maine Preschool Expansion 

4. Grantee Name: Maine Department of Education 

5. Grantee Address:111 Sewall Street 23 State House Station 

City: Augusta State: Maine Zip: 04330

6. Project Director Name: Deborah J. Lajoie 

Title: PreK Expansion Grant Manager 

Phone #: (207) 624-6613 Ext.: Fax #: 

Email Address: Deborah.J.Lajoie@Maine.gov 

Reporting Period Information 

7. Reporting Period: From: 01/01/2015 To: 12/31/2015 

8. Budget Expenditures (To be completed by your Business Office. See instructions.) 

Budget Period Federal Grant Funds Non-Federal Funds (Match/Cost Share) 

a. Previous Budget Period 

b. Current Budget Period $2,324,237.00 $1,820,841.00 

c. Entire Project Period 

(For Final Performance Reports only) 

9. Indirect Cost Information (To be completed by your Business Office. See Instructions.) 

a. Are you claiming indirect costs under this grant? Yes No 

b. If yes, do you have an Indirect Cost Rate Agreement approved by the Federal Government? Yes No 

c. If yes, provide the following information: 

Period Covered by the Indirect Cost Rate Agreement: From: To: 

Approving Federal agency: ED Other Specify other: 

Type of Rate: (Final Performance Reports only) Provisional Final Other Specify other: 

d. For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: 

Is included in your approved Indirect Cost Rate Agreement 

Complies with 34 CFR 76.564(c)(2)? 

10. Performance Measures Status 

a. Are complete data on performance measures for the current budget period included in the 

Project Status Chart? 

Yes 

b. If no, when will the data be available and submitted to the Department? 06/30/2016 

No 

ED 524B Page 1 of 23 
 

 

 

 

 

 

U.S. Department of Education 

PDG Annual Performance Report 

Executive Summary 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: ME PR/Award #: S419B150016 

You are required to submit an Executive Summary of up to 3000 words with your Annual Performance 

Report. This summary should relate to your approved application and summarize the goals and 

objectives that have been achieved under your grant, what you learned, and any evaluation results. 

Describe any unanticipated outcomes or benefits from your project and any barriers that you may have 

encountered. If there have been any changes to the project from the approved application, those 

should be explained as well.

 The Maine Department of Education received a four-year $14.8 million Preschool Expansion Grant in 

December 2014. During the first year of implementation Maine DOE has made significant progress toward the 

goals indicated in its grant proposal. Maine DOE executed contracts with twelve high-need school districts 

throughout the state to open or expand high-quality PreK. In September 2015, in partnership with their local 

Head Start grantees, the school districts opened thirty-four new or expanded classrooms serving 4-year olds. 

All preschool classrooms met the high quality requirements set forth in Maine Chapter 124: Basic 

Approval Standards for Public Preschool Programs. These newly adopted standards meet or exceed quality 

indicators required by the USED in the grant proposal. All subgrantees submitted an application to Maine DOE 

which ensures adherence to these standards through a thorough monitoring process conducted by the 

Department as well as an external evaluator. 

Class Size & Adult:Child Ratios 

PreK classrooms have an average adult:child ratio of 1:7 and classrooms have no more than 17 

children. 

Staffing 

PreK Expansion Grant classrooms are staffed with a lead teacher who holds certification in Early 

Childhood Education from Maine DOE. All PreK teachers hold a BS/BA. In addition to the primary classroom 

teacher, all classrooms employ an assistant who holds a minimum of an Educational Technician II endorsement, 

which requires 60 college credits and a minimum of a Level 4 on Maine Roads to Quality Career Lattice. 75% of 

PreK classrooms exceed this requirement and employ Educational Technician IIIs. In addition to the classroom 

teaching staff each PreK program is supported with a dedicated PreK District Coordinator supported through 

grant funds who is responsible for the LEAs grant administration and serves as the PreK program instructional 

coach ensuring the synthesis of curriculum, instruction, assessment and data analysis. In some school districts 

the certified teachers are employed by Head Start; however all teachers' salary rates have been determined 

following the school district's teacher contract. 

Curriculum 

Maine requires that all preschool programs use an evidence-based curriculum which aligns to 

Maine's Early Learning and Development Standards. Eleven subgrantees use Opening the World of Learning 

(OWL) 2005/2012 Pearson. OWL is a comprehensive curriculum with a strong focus on language and 

conceptual development which incorporates the early literacy skills necessary for school success. One 

subgrantee is using the High Scope curriculum which also addresses all domains. All classroom staff, grant 

coordinators and some administrators have attended 5 full-days of curriculum training during the late summer/ 

fall 2015. Large group professional development is supplemented by in-class coaching to ensure fidelity to the 

curricula. 

District Coach/Coordinator Professional Development 

In order to ensure that all staff have consistent high-quality, research-based training and to build 

ED 524B Page 2 of 23 
 

 

 

 

 

local capacity, each LEA coach/coordinator participated in Hanen's Learning Language and Loving ItTM(LLLI) and 

Teachstone's PreK CLASS Observer Training in fall 2015. From October 6-8, fifteen district coordinators and 

Head Start partners received training and certification to deliver Hanen Learning Language and Loving ItTM 

designed to provide early childhood educators with practical strategies for helping all children in the classroom 

build language. These trainers will be required to deliver the 30-hour Hanen LLLITM in their district annually 

beginning in 2016. All LEA PreK staff will be required to complete this training by the end of the 2016-17 and 

the workshop will be offered free of charge to local child care and preschool providers with the intent to 

improve language skills across the early childhood workforce in subgrantee district. All Hanen trainers will be 

registered with Maine Roads to Quality (MRTQ), the professional development network for the early childhood 

workforce in the state. MRTQ requires trainers to take a 20-hour adult learning course. 

In November 2015 Maine DOE hosted a Teachstone PreK CLASS observer training workshop for 14 

observers. The training included a mix of Head Start staff, LEA staff and Child Development Services staff. 65% 

of the cohort achieved PreK CLASS certification. Maine's goal was to increase LEAs' leadership knowledge, 

primarily principals in observing PreK classrooms. Additionally, PreK CLASS observation knowledge can be used 

to aid in cross walking PreK CLASS with the LEA's adopted Performance Evaluation and Professional Growth 

Model. 84% of LEAs were represented by leadership at the CLASS observer training. Maine will provide an 

additional CLASS observer training in the Summer of 2016 that will focus on principals with PreK classrooms. 

Continuing Maine's partnership with Hanen, SPARK CommunicationTM training will be offered in June 2016. 

Thirty home visiting professionals will be invited to an intensive 2-day Hanen training designed specifically to 

learn research-based responsive interaction strategies that are known to accelerate children's early language 

development. They also learn how to coach parents to apply these strategies during everyday interactions with 

their child to make language learning a natural, ongoing process for the child. 

A professional community of practice has been created for PreK Coaches to build capacity for in-class 

support to teachers in providing a high quality preschool program and fostering continuous improvement. 

Maine's Early Learning & Development Standards (ELDS) 

In March 2015, Maine DOE and DHHS approved the revised ELDS. This required a thorough revision 

of the training offered through MRTQ. Grant funds supported the creation of a 30-hour training, pilot, and 

revisions made after feedback from the pilot delivery. In addition, a 15-hour “bridge” training has been written 

and is currently being piloted to teachers who had already taken the training on Maine's original standards. 

Each district will send a prospective trainer to a Train the Trainer event on April 1. The district trainer will 

deliver the ELDS training at least to all PreK Grant teachers, assistants, and local ECE providers. 

Children with Special Needs 

Maine DOE's grant application established a detailed plan and method to ensure high-quality PreK 

expanded to those families in the most need of services including children with disabilities. In Maine, Part B of 

IDEA is delivered through an independent education unit; Child Development Services (CDS) for children ages 

3-5. There are nine regional CDS sites across the state, each assigned to local school districts. Subgrantees 

were required to execute a Memorandum of Understanding(MOU) with CDS that ensured Child Find, 

evaluation, and inclusion of children with disabilities in preschool classrooms as determined by the IEP. The 

MOUs require that the parties communicate regularly and share leadership responsibilities at the local level to 

ensure that available resources are utilized in the most effective manner without duplication, improve 

availability and quality of service for district area children as defined above, and support children's optimal 

development and readiness for school entry and success. 

Maine preschool standards require the use of a research-based screening tool. The Prek grant required a 

common screening tool across all subgrantees and all students were screened using the DIAL 4. Of the 479 

eligible students enrolled in Prek grant classrooms, 100 children have IEPS. Students needing further 

evaluation were identified during the screening process; some entered Prek with a diagnosed disability. 

Ongoing Assessment 

Maine's high quality preschool standards require a research-based assessment that can be used both 

formatively and summatively and align with Maine's ELDS. Preschool classrooms use either Teaching Strategies 

GOLDTM (TSG) or Child Observation ReportTM (COR.) Both assessments include indicators of all early childhood 

domains and include an on-line system for entering data based on observation and inclusion of photos, videos 

ED 524B Page 3 of 23 
 

 

 

 

 

and vignettes during the preschool day. In addition, each child is assessed by classroom staff using the 

Phonological Awareness Literacy Screen (PALS). PALS measures preschoolers' developing knowledge of 

important literacy fundamentals: name writing, upper-case and lower-case alphabet recognition, letter sound 

and beginning sound production, print and word awareness, and rhyme awareness. The assessment scores 

indicate children's strengths and those areas that may require more direct attention. PALS formative 

assessment was conducted on 486 students. The results of the PALS Assessment varied across the skills with a 

high of 382 students determined to be in high risk in letter sounds and a low of 63 children found to be at high 

risk in rhyming skills. The child level baseline assessments will be used to inform instruction and move children 

to kindergarten ready. 

External Evaluation-Child and Classroom Level Assessments 

Maine DOE contracted with the Maine Education Policy Institute (MEPRI) at the University of Maine 

Orono as the external evaluator for the grant, MEPRI coordinated, conducted and collected data at the 

classroom and child level. The child level assessment used was PPVT IV, a norm-referenced, wide-range 

instrument for measuring the receptive vocabulary of children. During the fall of 2015, PPVT IV results 

revealed 16% of the students were at high risk and an additional 25% classified as having some risk based for 

receptive vocabulary a predictor of vocabulary acquisition. 

Baseline classroom observations conducted by MEPRI utilized the CLASS and ECERS instruments. Results 

showed that over 50% of PDG classrooms scored below the 10th percentile on both the CLASS Emotional 

Support and Classroom Organization domains. In contrast, no classroom scored below the 10th percentile for 

Instructional Support with over 75% of participating classrooms scored in the top 10 percent compared against 

national Head Start averages for Instructional Support. Based on the ECERS overall Score, half of Maine's 

Preschool Expansion classrooms were found to be in the “minimal” range. All external evaluator results 

including child-level results were summarized and shared with teachers so that the information could be 

incorporated into program and classroom planning. MEPRI will perform post assessments and observations in 

May 2016 and will collect child level data including local assessments from Head Start partners and will report 

on all Year 1 results in June 2016. Additionally, MEPR will administer a parent survey in the spring and Maine 

will incorporate feedback in to plans for next school year. 

Enrollment & Eligibility 

Maine's twelve PDG subgrantees are serving 45% of their communities eligible children. Fifty-nine 

percent (59%), or 7 of 12, Maine PDG subgrantees met their Year 1 projected target student enrollment 

numbers within a margin of 2 child slots. Maine had originally projected enrolling and serving 621 children in 35 

classrooms, however is currently serving 479 eligible children. This is the first program year for these PreK 

classrooms and this is seen as one reason enrollment numbers were under original estimates. Moreover, 

Maine school districts don't have a solid method to determine their communities need for four-year old 

programming and therefore may have overestimated projections. Maine is working toward increasing eligible 

student enrollment by requiring early enrollment commitments from LEAS and requesting an action plan 

specifically addressing the gap between eligible students and actual enrollment. Maine is also conducting 

subgrantee grant Year 2 planning meetings earlier to mitigate the variance in Year 2 projections. 

Coordination with Community Partners 

Seven LEAs that had planned to expand programs under the high quality standards outlined in the 

grant were not able to financially justify the expansion. The funding formula in Maine actually worked against 

expansion sites as subsidy is the same amount whether a child attends ten or thirty hours/week. In order to 

meet the USED requirements districts needed more space as two sessions of PreK (morning and afternoon) 

would be reduced to one. Thus, local subsidy and space became an issue. With permission from USED, six 

districts were replaced which totaled twelve subgrantees vs. the thirteen proposed in the original grant 

application. Maine DOE required that all subgrantees partner with their local Head Start program in order to 

lessen competition and to create more heterogeneous classrooms. Each subgrantee signs a memorandum of 

understanding (MOU) with their Head Start partner. MOUs vary from agency to agency and subgrantee to 

subgrantee. For example some Head Start partners hire the teacher while in other partnerships the district 

hires the teacher. All 11 subgrantees have included on-site comprehensive services in their MOUs and in most 

cases these services are provided by a family service worker. Generally all partnerships include the delivery of 

ED 524B Page 4 of 23 
 

 

 

 

comprehensive services, transportation, classroom space, adherence to Head Start standards, agreement on 

evidenced based curriculum, developmentally appropriate, culturally responsive linguistically responsive 

instruction, agreement to participate in activities and requirements of the grant's external evaluator, a 

schedule of 5 days a week -6 hours a day, maximum class size, staffing patterns, professional development, 

food service, inclusion of children with disabilities and school readiness among various other agreed upon 

components. 

As part of Maine's efforts to support subgrantees, Maine DOE met at least monthly with districts and partners. 

In May 2016, Maine DOE finalized PreK budgets. Eleven of twelve subgrantees are under partnership 

memoranda with Head Start. In one district, Cherryfield, there were not enough Head Start children for the 

agency to partner. 

Forming collaborative partnerships is a challenging task, especially given the requirements and 

regulations of each entity-Chapter 124, Head Start standards, child care licensing and Part B. Subgrantee 

meetings during 2015-16 have focused on defining and blending partner programs and procedures. Lessons 

learned include the need to clearly define employee supervision and staff's accountability to all standards in a 

blended classroom. Meetings and communication also included interpreting Head Start Performance standards 

such as family style meals and blending USDA requirements with Child and Adult Care Food Program (CACFP) 

requirements. In districts where there were existing partnerships before the grant, many of these issues had 

already been addressed. Strong partnerships occur where each entity starts with putting the child and family 

first, who are the most flexible and willing to compromise and who maintained an appreciation and respect for 

what each partner brought to the relationship. All Head Start agencies are on an annual review for one aspect 

of their program. When Head Start CLASS and Health and Safety reviews were scheduled during fall 2015, the 

risk factors were elevated as not meeting national standards puts the agency in jeopardy for potential recompetition. 

State Longitudinal Data System (SLDS) 

All four-year olds have been enrolled in the Statewide Longitudinal Data System (SLDS). Maine has 

executed a trusted broker agreement with the Maine Education Policy Institute to coordinate data from sectors 

of early childhood including Maine DHHS. The combination of four-year old enrollment in the SLDS and data 

collection by MEPRI provides Maine DOE with the substance to answer ECE policy questions. 

Birth-Third Grade Alignment 

Maine is just beginning the work of birth-third grade systems alignment. In December, David 

Jacobsen, a national technical assistance expert on systems alignment attended a Statewide Agency 

Interdepartmental Learning (SAIEL) meeting. SAIEL is made up of state leaders from Maine DHHS and Maine 

DOE. The cross-agency group has determined the data questions and has been instrumental in aligning work 

between the two departments. B-3 Alignment is a key focus in Year 2. 

ED 524B Page 5 of 23 
U.S. Department of Education 

PDG Annual Performance Report 

Grant Status Form 

Explanation of Progress (524B Section A) 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: ME	 PR/Award #: S419B150016 

Section A: Performance Objectives Information and Related Performance Measures Data 

(narrative) 

1. Project Objective 

1(a) GPRA Performance Measure: The number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. Describe the State's progress in meeting 

this Government Performance and Results Act (GPRA) measure based on enrollment of Eligible 

Children in High-Quality Preschool Programs funded by the grant as of December 1, 2015. 

Maine's twelve PDG subgrantees are serving 45% of their eligible PreK child population. Fifty-nine percent 

(59%) or 7 of 12, Maine PDG subgrantees met their projected target student enrollment numbers within a 

margin of 2 child slots. During the 2015 grant year Maine had originally projected enrolling and serving 621 

children in 35 communities. December 1, 2015 actual enrollment numbers reported 479 PDG eligible children 

were enrolled. 

Maine's 4-year project goal is to open or expand fifty-three classrooms providing PreK access to 760 high-need 

children and families by 2018. The Maine DOE/LEA/Head Start partnerships established twelve subgrantees of 

Maine's PreK Expansion Grant. The subgrantees represent Maine communities from Sanford to Millinocket and 

Harrington to Hiram. In year 1 Maine's new and expanded classrooms served a total of 512 children, 479 of 

which were PDG eligible. Maine reached 77% of its year 1 original projections of 621 eligible children. In five of 

the 12 subgrantees eligible child enrollment did not meet projections. The reasons for unmet eligible child 

enrollment varied and are provided in detail below: 

· RSU 12 - Projected 96 eligible children. RSU 12 enrolled a total of 63 children, 43 of which were PDG 

eligible. The subgrantee was not able to recruit enough PDG eligible children to open two of the six 

classrooms that were projected. As a result the LEA made a commitment to enroll over income 

children at a local expense. This local commitment by the district helped to meet the grant 

requirements for heterogenous grouping. RSU 12's goal is universal PreK. The district's total 2015 

kindergarten enrollment is 93; thus, the original application's projection of 96 eligible PreK children is 

likely a projection error reporting universal PreK as opposed to PDG eligible students. 

· RSU 17 - The district did not open one classroom because the enrollment process revealed many 

families who were interested in PreK did not meet income eligibility guidelines in the subgrantees' 

Hebron location. The district had projected 144 eligible children and achieved 119, 83% of projection. 

RSU 17's classrooms were 100% expansion classrooms. The district's financial and philosophical 

commitment to high-quality preschool transformed their existing half day programming to full day 

programming and required some adjustment for their community and financial adjustment by the 

district since this commitment reduced PreK State subsidy funding significantly. In addition to eligibility 

the district received negative parent feedback about the move to full day programming. 

· RSU 37 projected 41 eligible children and enrolled 30 eligible children in 3 classrooms. The district's 

free/reduced lunch ratio for elementary schools , an indicator of high-needs families, is 67%. The 

district's 2015 kindergarten enrollment is 49. These two statistics provide the only method available to 

determine PDG eligible students for 2015. This calculation reveals a total of 33 eligible as opposed to 

41. The projected total of 41 is likely high. RSU 37 also made a local commitment to provide PreK 

access to all families & children and enrolled a total of 38 students, providing local funding for 13% of 

the district's PreK children. In RSU 37 the estimate for the target number of eligible students and those 

that the public school district enrolled was down by 9 slots. This is likely due to an overestimate of the 

ED 524B Page 6 of 23 
 

number of PDG eligible families in the communities served by the public school district. RSU 37's 

preschool programs serve the communities of Addison, Harrington and Milbridge Maine. These towns 

are located within the economic region of Downeast Maine, an area well known for its economic 

adversities; therefore, understandably, the school district may have overestimated their projection for 

eligible families. Additionally, enrollment in RSU 37's PreK program may have been lower as a result of 

a competing PreK program in a neighboring public school district. The neighboring school district's PreK 

program does not require the 6 hour instructional day required by PDG subgrantees's. Parents 

expressed some concern with the length RSU 37's PreK day. In Maine a parent can seek a 

superintendent's agreement to transfer a child to a neighboring school district. Maine's PreK Grant 

project staff believes the child outcomes from RSU 37's PreK program will resolve parents' concerns 

and an increase in enrollment will follow. State-level calculations for RSU 37's PDG eligible student 

population reveal a total of 33 students eligible in 2015 and the program is serving 30, again the 

district's projections or targets of 41 eligible slots may be overstated. 

· RSU 74 was not able to open one classroom as recruitment efforts revealed only 5 eligible students 

enrolled. 

· Millinocket had projected 16 children and enrolled 34 eligible children- an increase of one classroom 

and 213% over its original committment. 

· Sanford School Department did not open 2 classrooms that were projected because the district was 

not able to secure classroom space that could be licensed under Maine's Department of Health and 

Human Services, a requirement in PreK partnerships with Head Start. 

Maine was faced with replacing seven subgrantees in February and March. The Maine funding formula did not 

benefit districts wishing to expand classrooms under the grant. Once final budgets were drafted with the 

original subgratees soon realized they could not fund the local/state share that would be required. With 

approval from USED, Maine replaced the 7 subgrantees with 6 new subgrantees and attempted to match total 

child enrollment projections as closely as possible. In June 2015 Maine submitted six new subgrantees and 

revised student projections. Maine's original 13 subgrantees became 12 and student enrollment projections 

were revised from 621 to 605. Maine's twelve PDG subgrantees as of April 2015 are: 

Vassalboro Community School, RSU 12, RSU 13, RSU 17, RSU 23, RSU 37, RSU 55,RSU 74,Cherryfield School 

Department,Lewiston Public Schools,Millinocket School Department and Sanford School Department 

In the remaining four subgrantee school districts, those in which a significant variance in projected targets and 

actual enrollment was reported, an analysis reveals a number of potential explanations and areas for 

opportunity. In each of the four subgrantees, RSU 12, RSU 17, RSU 74 and Sanford School District, the 

subgrantee was not able to open classrooms that had originally been planned. In each district student 

enrollment did not reach thresholds that were needed to financially sustain the classroom. RSU 17 was a 

subgrantee that replaced a previous subgrantee and therefore marketing and recruitment for the district was 

compromised under an unrealistic timeframe. In both RSU 17 and Sanford the gap between the eligible 

students and those served exposes an under-served community and this is seen as an opportunity. In Sanford 

two planned classrooms could not open in 2015 because a building that the district had planned to use could 

not be licensed for young children. The school district is currently in the process of building a new high school, 

and as a result will be able to relocate classrooms which will open the availability of classrooms for PreK 

programming. The Sanford building project will be complete in 2018 for the opening in the school year 

2018-19. In the interim, Sanford School District is working with their Head Start partner to secure leased space 

for additional and planned classrooms in 2016. This is the first program year for these PreK classrooms and this 

is seen as one reason actual enrollment was less than expected. 

Lastly, the absence of a solid method to calculate student enrollment provided a challenge to subgrantees and 

as a result they may have overestimated their PDG eligible student projections. Although all subgrantees 

partnered with Head Start for enrollment and recruitment efforts this may be another opportunity to increase 

collaboration with Head Start partners. Head Start is required to complete a comprehensive community needs 

assessment and reviewing the Head Start community needs assessment may give school districts a vehicle to 

use in determining the 4 year-old population in their communities. Noticeably absent is a solid method to 

determine the total eligible 4-year old child population in Maine's subgrantee communities. There is no source 

to help determine the four year old population living in a community. Therefore to define each subgrantees' 

total number of eligible children in GRPA 1(a) Maine DOE used the total kindergarten enrollment reported for 

each subgrantee in 2015-16, then assumed the kindergarten enrollment was relatively stable from year to year 

ED 524B Page 7 of 23 
 

and therefore represented the total number of PreK students who could potentially be served by a PreK 

program. Next, to determine those children who are eligible for PDG Maine multiplied the district's 2015-16 

free/reduced lunch % rate (185% FPL) by the kindergarten enrollment total. Maine recognizes this number will 

be slightly lower than 200% Federal Poverty Level allowed by the Grant. 

Millinocket School District, a public school district in Penobscot county, originally planned to open one PreK 

classroom and was able to open two classrooms serving 30 PDG students. Millinocket School District serves the 

town of Millinocket Maine, a community built on paper mills that have now closed. 

Maine DOE is working toward increasing eligible student enrollment in PDG subgrantees. Maine DOE is 

requiring an early commitment from subgrantees for decreasing the gap between eligible students and actual 

enrollment and is requiring subgrantees to create an action plan for decreasing the gap between eligible and 

actual enrollment. 2016-17 subgrantee planning meetings are scheduled for March and all partners will be 

attending. Maine DOE is also identifying subgrantees that have a large disparity in eligible children and actual 

enrollment and will open conversations for potential child slots. 

Please describe, as required in Program Requirement (k)(2) in the Notice Inviting Applicants (NIA), 

how the State established policies and procedures that ensure that the percentage of Eligible Children 

with disabilities served by the High-Quality Preschool Programs is not less than either the percentage 

of four-year-old children served statewide through part B, section 619 of IDEA (20 U.S.C. 1400 et 

seq.), or the current national average, whichever is greater. 

Note: The current national percentage of four year-old-children receiving services through part B, section 619 of 

IDEA is 6.4%. Source: 2012 IDEA Part B Child Count (www.ideadata.org). States should include detailed 

information on ALL structural elements. 

Maine DOE's grant application established a detailed plan to ensure high-quality PreK expanded to 

those families in the most need of services including children with disabilities. In Maine, Part B of IDEA is 

delivered through an independent education unit, Child Development Services (CDS) for children ages 3-5. 

There are nine regional CDS sites across the state, each assigned to local school districts. Subgrantees were 

required to execute a Memorandum of Understanding(MOU) with CDS that ensured Child Find, evaluation, and 

inclusion of children with disabilities in preschool classrooms. The MOUs require that the school district and 

CDS regional staff communicate regularly and share leadership responsibilities at the local level. During the first 

five months of the school year Maine DOE facilitated meetings to between CDS and the subgrantee project 

leadership to aid communication and the integration of processes between the two parties. This foundation of 

agreements and facilitated communication set forth in Maine Chapter 124, ensures that available resources are 

utilized in the most effective manner. The MOU process makes certain there is no duplication, improves 

availability and quality of service for children and supports children's optimal development and readiness for 

school entry. 

Maine preschool standards require the use of a research-based screening tool. The Prek grant required a 

common screening tool across all subgrantees and all students were screened using the DIAL 4. Of the 479 

eligible students enrolled in grant classrooms 100 children have Individualized Education Plans (IEPS.) Students 

in need of further evaluation were identified during the developmental screening process. The extent of the 

IEPs vary with eight children diagnosed with developmental delays, four diagnosed with autism and 71% of 

students in need of speech and language services. 

ED 524B Page 8 of 23 
Describe the State's progress in increasing the number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. 

Maine DOE is working toward increasing eligible student enrollment in PDG subgrantees. Maine DOE is 

requiring an early commitment and action plan for each subgrantee for the 2016-17 school year. 2016-17 

subgrantee planning meetings are scheduled for March 2016 and all subgrantees will meet with Maine DOE, 

CDS leadership and Head Start partners. Maine is also specifically identifying subgrantees that have a large 

disparity in eligible children and actual enrollment and will open conversations during planning meetings for 

potential child slots. Additionally Maine DOE is requiring subgrantees with discrepancies in their projected 

target to actual to determine a course of action to meet the target projections. 

Maine's fall 2015 eligible student enrollment numbers are baseline enrollment. Maine is committed to 

increasing eligible student enrollment in the twelve subgrantee communities. In 2016 Maine will require 

subgrantees to tie their budget narrative to increasing the percentage of eligible children served. Actions which 

Maine may consider is to survey kindergarten parents in the fall 2016 to determine their baseline knowledge of 

the district's public PreK, accessibility and barriers 

1(b) GPRA Performance Measure: The number and percentage of children served overall in the 

State Preschool Program. Please describe any increases or decreases in this GPRA measure 

based on fall enrollment in the State Preschool Program for the 2015-16 school year. 

Maine's fall 2015 subgrantee cumulative average percent of four-year old children served to total four-year old 

population in subgrantee communities is 50% as represented in the figures represented in GRPA 1(b) and 

reported on the Annual Performance Report workbook. A comparison of increases and decreases is not 

possible since the method of calculating number and percent differs from the application. 

ED 524B Page 9 of 23 
 

 

1(c) GPRA Performance Measure: The number and percentage of children in the High-Need 

Communities served by the grant that are ready for kindergarten as determined by the State's 

Kindergarten Entry Assessment or, if the State does not yet have a Kindergarten Entry Assessment, 

other valid and reliable means of determining school readiness. 

In the Year 2 APR, grantees will provide disaggregated data on the school readiness of the children served 

by the grant. This may include information collected about the children served by the grant at the end of their 

2015-16 preschool year or in their 2016-17 kindergarten year. States may provide data from a sample of 

children (e.g., a sample being used for any evaluation). 

In the Year 1 APR, grantees must describe their progress towards identifying the measures, methods, 

and data on the school readiness of children served by the Preschool Development Grant. In the 

narrative below provide the following information: 

• 	 The name of the assessment tool(s) and the Essential Domains of School Readiness 

measured; 

• 	 When the assessment tool(s) is/are given (e.g., in preschool and/or kindergarten); 

• 	 Whether the assessment is mandated by the State, and for which children; 

• 	 How long the State has been using the assessment tool(s); 

• 	 Whether the assessment tool(s) is/are implemented throughout the High-Need Community 

and/or Statewide; 

• 	 Whether the State provides or will provide training for local staff administering the assessment. 

If so, describe the requirements including processes to ensure continued reliability in the 

administration of the measure; 

• 	 If school readiness data is reported to the State, describe when and how data are reported. 

Also, please describe, if applicable: 

• 	 The State's definition of "school readiness;" 

• 	 Disaggregated information about children's school readiness on individual domains or 

subsets of the measure; 

• 	 School readiness data for children disaggregated by subgroup (e.g., students who are 

American Indian or Alaskan Native; Asian, not Pacific Islander; Native Hawaiian/other 

Pacific Islander; Black or African American; Hispanic/Latino; White, not Hispanic; two or 

more races; with disabilities; English learners; and from any other subgroups the state 

determines appropriate; and 

• 	 How the State will continue to make progress in meeting this GPRA measure. 

Maine DOE will use, among end of preschool school readiness assessments, the Kindergarten Entry Assessment 

(KEA) which is part of the the K-3 Formative Assessment in PreK Expansion Grant Districts. The KEA will be 

administered in the first 60 days of kindergarten in subgrantee school districts beginning in the fall of 2016. The 

K-3 Formative Assessment is not a State assessment and will not likely be mandated. The K-3 Formative 

Assessment domains include fine and gross motor, emotional expression/regulation and literacy, print 

awareness/book orientation, letter naming, following directions/perseverance/problem solving, writing, 

vocabulary/story comprehension and object counting. Maine will host a KEA training in the summer of 2016 for 

all subgrantees' kindergarten teachers. 

In addition to the KEA Maine DOE will use the PreK child scores from the spring administration of the 

Phonological Awareness Literacy Screening (PALS), PPVT IV, Teaching Strategies GoldTM and COR AdvantageTM 

to determine school readiness. PALS, a research-based assessment, assesses children in skills that are 

predictive of future reading success including name writing, upper case letter ID, lower case, letter ID, letter 

sounds, beginning sounds, rhyme, print awareness. PreK teachers received PALS administration training 

through online modules, user manuals and support from their designated instructional coach. PALS has been 

tested and verified for teacher scoring reliability. Teaching Strategies GoldTM measures children in six essential 

ED 524B Page 10 of 23 
 

 

 

 

domains including social and emotional, language and literacy, mathematics, science, the arts, physical health 

and development while primarily the same essential domains COR AdvantageTM measures approaches to 

learning, social and emotional development, physical development and health, language, literacy and 

communication. Teachers were trained on TSGTM and COR AdvantageTM through job embedded professional 

development from Head Start partners. The TSGTM and COR AdvantageTM systems both have online interrater 

reliability certification. 

Maine is a local control state and therefore has addressed school readiness assessment by requiring all PreK 

programs to define a comprehensive PreK assessment system, including measures of school readiness that are 

research-based. This requirement is part of the approval process in the State's application form for PreK 

programming. 

Maine's PDG external evaluator will collect and analyze subgrantee school readiness data and correlate 

measures for policy impact. The data may influence policy, and will build systems to quantify and answer the 

policy question, What definable characteristics exist to measure Maine schools' ability to receive 

kindergarteners? Maine has made a noteworthy investment in its impact on measuring school readiness by 

becoming a second-tier partner in the North Carolina K-3 Formative Assessment project. Additionally, the 

cohort of twelve PDG subgrantees provides a substantial base for reporting school readiness and impact of high 

quality PreK programming on school readiness. Maine will likely use the information gained on these two fronts 

to educate and inform public school districts while also requiring districts to define a comprehensive PreK 

assessment system beginning in 2017-18. 

ED 524B Page 11 of 23 
For Preschool Development Grants - Development Grants States ONLY: 

1(d) GPRA Performance Measure: The number of States that collect and analyze data on State 

Preschool Program quality, including the structural elements of quality specified in the 

definition of High-Quality Preschool Programs. 

N/A
 

ED 524B Page 12 of 23 
 

 

 

 

 

 

Section A: Part B - Selection Criteria 

In this section of the APR, States will report on their progress addressing the Preschool Development Grant's 

selection criteria. The State should read the questions carefully and report in the narrative fields directly below the 

questions. Please include any data, data notes or formulas to help the readers understand the State's narrative 

responses. 

1. Ensuring Quality in Preschool Programs (Selection Criteria “C” of the application) 

Describe the State's use of funds received over the grant period for State Preschool Program 

infrastructure and quality improvements, including the State's efforts to implement a system of 

monitoring and support at the State level toward activities such as those described in Section (C)(1)(ak) of the NIA. 

Note: States will report amounts and percentage of funds for State Preschool Program infrastructure 

and High-Quality Preschool Programs in the Competitive Preference Priority 3 Chart. 

Prior to the implementation a PreK program Maine DOE requires school districts to complete Maine 

DOE's PreK Program Approval Application. Maine DOE's PreK application requires districts to address 

high-quality standards outlined in Chapter 124. Applications are reviewed, clarification requested and 

PreK program approvals issued once all high quality standards are addressed. The State is also 

finalizing a PreK program Annual Report that will require all PreK programs to complete an annual 

report each July. 

The State has hired a PreK Program Monitor who will be responsible to monitor PreK programs using 

both the CLASS observation and Maine DOE's PreK monitoring tools. The PreK monitor was hired 

jointly with Child Development Services, Maine's 619 part b, providing simultaneous programmatic 

monitoring and monitoring programs for inclusion of children with disabilities. The monitor will visit 

PreK programs no less than once every three years and within the first sixty days of new or expanded 

programs. Maine's is piloting its PreK Program Monitoring Tool that will be used state-wide for PreK 

site visits. 

Maine has also, through PreK Expansion Grant funds, hired consultants to write Early Learning and 

Development Standards Training Curriculum. The ELDS Training Course will be accessible as an 

ongoing offering through Maine Roads to Quality (MRTQ) professional development network. Maine 

plans to develop a dynamic website to support the State's implementation of Maine's Early Learning 

and Development Standards. 

Other statewide high quality and infrastructure activities include submission of a public PreK strand 

for approval in Maine's Quality Rating and Improvement System, a delineated designation for PreK 

(four-year old) student allocation and subsidy funds on State reporting forms, a parent satisfaction 

survey and work on an annual program policy question. 

ED 524B Page 13 of 23 
 

2. Expanding High-Quality Preschool Programs in Each High-Need Community (Selection 

Criteria D of application) 

Describe the progress the State has made during the reporting year to implement and sustain 

voluntary high quality preschool programs for eligible children in two or more High-Need Communities 

(Selection Criteria D(4) of the application) that include ALL structural elements listed below that are 

included in the definition of High-Quality Preschool Programs. States should include detailed 

information on ALL structural elements. 

High staff qualifications, including a teacher with a bachelor's degree in early childhood 

education or a bachelor's degree in any field with a State-approved alternative pathway, 

which may include coursework, clinical practice, and evidence of knowledge of content and 

pedagogy relating to early childhood, and teaching assistants with appropriate credentials; 

✔

✔

✔

✔

✔

✔

High-quality professional development for all staff; 

A child-to-instructional staff ratio of no more than 10 to 1; 

A class size of no more than 20 with, at a minimum, one teacher with high staff qualifications; 

A Full-Day program; 

Inclusion of children with disabilities to ensure access to and full participation in all 

opportunities; 

Developmentally appropriate, culturally and linguistically responsive instruction and evidence-

✔ based curricula, and learning environments that are aligned with the State Early Learning and 

Development Standards, for at least the year prior to kindergarten entry; 

✔

✔

✔

Individualized accommodations and supports so that all children can access and participate 

fully in learning activities; 

Instructional staff salaries that are comparable to the salaries of local K-12 instructional staff; 

Program evaluation to ensure continuous improvement; 

On-site or accessible Comprehensive Services for children and community partnerships that 

✔ promote families access to services that support their children's learning and development; 

and 

✔ Evidence-based health and safety standards. 

ED 524B Page 14 of 23 
 

 

 

 

 

Please describe the progress the State has made in establishing High-Quality Preschool Programs 

that include ALL structural elements listed above that are evidence-based and nationally recognized 

as important for ensuring program quality. 

Maine PDG subgrantees' PreK programs have each met the high-quality structural elements nationally 

recognized as important for ensuring program quality. 

PreK programs must meet Maine Rule Chapter 124 (Maine DOE Chapter 124), Basic Approval Standards for 

Public Preschool Programs which requires programs to meet high-quality preschool programming. PreK 

programs are monitored by the Maine DOE's PreK Program Monitor using CLASS and Maine DOE's PreK 

monitoring protocol. 

100% of PreK Expansion Grant classrooms are staffed with a lead teacher who holds certification or transitional 

certification in Early Childhood Education from Maine DOE, which requires a BA/BS degree. Maine's Early 

Childhood Education (ECE) certification requires 27 credit hours in ECE and transitional certifications must have 

a BA/BS and either a K-3 or K-8 Maine Department of Education certification . These certifications require 

teachers to also pass Praxis I & II. 

In addition to the primary classroom teacher, 100% of subgrantee classrooms employ an assistant who holds a 

minimum of an Educational Technician II endorsement, which requires 60 college credits and a minimum of a 

Level 4 on Maine Roads to Quality Career Lattice. 75% of PreK classrooms exceed this requirement and employ 

Educational Technician IIIs, an endorsement that requires 90 college credits. 

Professional development in year 1 included 14 early childhood educators and administrators receiving CLASS 

Observer training. Each subgrantee also subscribed to myTeachstone, a web portal connecting CLASS 

observation data with customized professional development. Further professional development was provided 

by curriculum and instructional coaches in each program. During the fall of 2015 and continuing into the spring 

of 2016 all PDG teachers and educational technicians received or will receive at least 30 hours of direct 

instruction in the OWL or High Scope curriculum. In addition to the focused curriculum training each LEA 

participated in Hanen's Learning Language and Loving ItTM(LLLI.) Hanen Learning Language and Loving itTM 

Certification workshop itrained 15 early childhood educators to deliver Hanen Learning Language and Loving 

ItTM to all subgrantee teachers and educational technicians. The workshop is a 16 hour train the trainer model 

designed to provide early childhood educators with practical strategies for helping all children in the classroom 

build language. To increase trainers' understanding of adult learning Maine provided 12 educators with an 18­

hour adult learning course delivered by Maine Roads to Quality the ECE professional development network in 

Maine. 

PreK classrooms funded by the PreK Expansion Grant have an average adult:child ratio of 1:7. Ten of the twelve 

programs have maximum of 16 students. Two programs enrolled 17 students after receiving Maine DOE 

approval to exceed the 16 student maximum. The Maine DOE approval was aimed at reducing child waiting lists 

and to accommodate an expanded program that had previously served up to 17 students. 

Program evaluation is completed using CLASS and ECERS. District coordinators have participated in a data 

analysis workshop and received a data map outlining grant goals and individual responsibilities. Each district 

has also subscribed to MyTeachstone for administrators, District Coordinators, teachers, coaches and observers 

to use in coaching and helping teachers increase their CLASS scores for the spring. 

Subgrantees are required to hold four-year old programming for 6 hours a day. Subgrantees meet or exceed 

this dosage requirement, as outlined in Maine's PDG application. In one subgrantee district the program is 

reduced to 5.5 hours a day because of transportation logistics. The PreK school calendar follows the LEAs 

regular K-12 school calendar and is open for a minimum of 170 instructional days a year. 

The PreK high-quality programming elements included in Maine's approved grant application are the basis of 

Maine DOE's approval standards for public preschool and are designed to meet Maine DOE's goal for building 

the State's public PreK infrastructure and high-quality PreK programming. Maine DOE's grant application 

ED 524B Page 15 of 23 
 

 

 

established a detailed plan and method to ensure high-quality PreK expanded to those families in the most 

need of services including children with disabilities. Each subgrantee partnered with one of nine regional Child 

Development Services (CDS) sites . Subgrantees were required to execute a Memorandum of 

Understanding(MOU) with CDS that ensured Child Find, evaluation, and inclusion of children with disabilities in 

preschool classrooms at determined by the IEP. The MOUs require that the parties communicate regularly and 

share leadership responsibilities at the local level to ensure that available resources are utilized in the most 

effective manner, without duplication, improve availability and quality of service for children. Maine preschool 

standards require the use of a research-based screening tool. The Prek grant required a common screening tool 

across all subgrantees and all students were screened using the DIAL 4. Of the 479 eligible students enrolled in 

Prek grant classrooms, 100 children have IEPS. Students needing further evaluation were identified during the 

screening process some entered Prek with a diagnosed disability. 21% of students served in the grant's 

preschool classrooms are receiving services from Child Development Services. Classroom teachers are involved 

with communication around these services and attend all IEP meetings. Classroom instruction is differentiated 

for children to support IEP goals. In one district 12 out of 16 children were identified and have IEPs. CDS started 

a special purpose program with a local agency with expertise in preschool behavior (non grant-funded). 73 of 

the 100 identified children have speech and language delays. OWL, the evidenced based curriculum in 11 of 

the 12 subgrantees, is a curriculum that is specifically designed for children with speech and language delays. 

The total number of children served by CDS in the State is 1238 or 10% of all 4 year olds. The total number of 

PDG students served by CDS is 100 of 512 or 20 percent. 

Maine's preschool programs use developmentally appropriate, culturally and linguistically responsive 

instruction. Most of Maine's cultural and linguistic differences are centered in one subgrantee,Lewiston, with a 

high number of Somali refuges. Responses include interpreters, translation services, teachers learning key 

words in the language, and books in the classroom to represent many cultures. All classrooms were observed 

using the ECERS tool to ensure classrooms were meeting diversity in materials and curriculum. Classroom 

teachers work with CDS to ensure accommodations are met. CDS may employ an Ed Tech in the classroom. 

This is dependent on the IEP. Other strategies include alternative seating, behavioral strategies, visual 

schedules and cueing. 

All preschool programs use an evidence-based curriculum which aligns to Maine's Early Learning and 

Development Standards. Eleven subgrantees use Opening the World of Learning (OWL) 2005/2012 Pearson. 

OWL is a comprehensive curriculum with a strong focus on language and conceptual development which 

incorporates the early literacy skills necessary for school success. One subgrantee is using the High Scope 

curriculum which also addresses all domains. All classroom staff, grant coordinators and some administrators 

have attended 4 full-days of OWL curriculum training during the late summer/fall 2015 and 5 days of High 

Scope training has been delivered. Large group professional development is supplemented by in-class coaching 

to ensure fidelity to the curricula. 

Each subgrantee has contracted with Head Start to deliver comprehensive services for all families. 

Comprehensive services are offered through two models, one under which the teacher is trained to offer and 

deliver comprehensive services or comprehensive services are offered through a family service worker assigned 

to the program. 

All Prek programs are licensed by Maine Department of Health and Human Services (DHHS.) All PreK teachers 

are aware of the standards and receive a copy of the licensing rules and regulations that include health and 

safety standards. Teachers sign an acknowledgment of their understanding and compliance with the child care 

licensing regulations . Districts are subject to review by DHHS Child Care licensing. 

ED 524B Page 16 of 23 
Table 6 - Selection Criteria (D)(4) from NIA 

Describe the number and percent of Eligible Children served and the cost per slot. Please explain if 

Year 1 Target from the application and Year 1 Actual in Table 6 differ, and any approved changes in 

targets for Years 2-4. 

Data reported on Section C Table 6 reveals a cost per new slot of $5,397.00, while improved slots PPE are 

$3,808.00. This data is not complete since the reporting period through December 31, 2015 covers only a 

portion of the school year. Data for the PPE will be accurate once a full school year's expenses are available. 

ED 524B Page 17 of 23 
3. Collaborating with Each Subgrantee and Ensuring Strong Partnerships (Selection Criteria E 

of the application) 

Describe the extent to which the State has collaborated with each Subgrantee to ensure that each 

Subgrantee is effectively implementing High-Quality Preschool Programs (Selection Criteria E 

(1-9) of the application) and how the State ensures strong partnerships between each Subgrantee 

and LEAs or other Early Learning Providers, as appropriate. 

Seven LEAs that had planned to expand programs under the high quality standards outlined in the grant were 

not able to financially justify the expansion. The funding formula in Maine actually worked against expansion 

sites as subsidy is the same amount whether a child attends ten or thirty hours/week. In order to meet the 

USED requirements districts needed more space as two sessions of PreK (morning and afternoon) would be 

reduced to one. Thus, local subsidy and space became an issue. With permission from USED, six districts were 

replaced which totaled twelve subgrantees vs. the thirteen proposed in the original grant application. Maine 

DOE required that all subgrantees partner with their local Head Start program in order to lessen competition 

and to create more heterogeneous classrooms. As part of Maine's efforts to support subgrantees, Maine DOE 

met at least monthly with districts and partners. In May 2016, after replacing six of the original subgrantees, 

Maine DOE finalized PreK budgets and met with each subgrantee and their partners. Subgrantee meetings 

during 2015-16 have focused on defining and blending partner programs and procedures. Lessons we learned 

include the need to clearly define employee supervision and staff's accountability to all standards in a blended 

classroom. Meetings and communication also included interpreting Head Start Performance standards such as 

Family style meals and blending LEA requirements under USDA with Head Starts requirements. Subgrantees 

continually expressed the challenges with attempting to address Maine DHHS child care licensing rules and 

regulations, US DHHS Head Start grantee requirements and Maine DOE requirements. We discovered 

successes in those groups that were most flexible and those groups who maintained an appreciation and 

respect for what partners brought to the relationship. There was less flexibility in interpretations, at times, 

primarily and understandably when Head Start CLASS and Health and Safety reviews were scheduled during fall 

2015, the risk factors were elevated as not meeting national standards puts the agency in jeopardy for 

potential re-competition. This increased friction where friction existed before and increased cooperation where 

cooperation existed before. 

4. Alignment Within a Birth Through Third Grade Continuum (Section F of the application) 

Describe progress the State has made for alignment within a birth through third grade continuum in 

activities for birth through age five programs ((F)(1)(a-b) in the NIA) and kindergarten through third 

grade ((F)(2)(a-d) in the NIA). 

Maine is just beginning the work of birth-third grade systems alignment. In December, David Jacobsen, a 

national technical assistance expert on systems alignment attended a Statewide Agency Interdepartmental 

Learning (SAIEL) meeting. SAIEL is made up of state leaders from Maine DHHS and Maine DOE. The crossagency group has determined the data questions and has been instrumental in aligning work between the two 

departments. B-3 Alignment is a key focus in Year 2. 

ED 524B Page 18 of 23 
ED 524B Page 19 of 23 
 

 

 

 

 

Section A: Part C - Competitive Preference Priorities 

Competitive Preference Priority 1: Contributing Matching Funds (if included in the State's 

approved application. 

Describe the progress the State has made on its credible plan for obtaining and using non-Federal 

matching funds to support the implementation of its ambitious and achievable plan during the grant 

period. For progress not made in this area, please describe the State's strategies to ensure that 

measurable progress will be made by the end of the grant period. Please describe any changes made 

to the data reported in Table 7(a); explain if your Year 1 Target differs from the Year 1 Actual. 

Maine DOE's PDG application detailed a four-year investment toward matching federal funds that totaled $16.9 

million. Maine DOE is off target by 1% form original estimates for matching investment, the revised projection 

is detailed in Section C, Table 7(a). 

Maine's year 1 match was projected to be $3,009,165 while actual matching funds through December 31, 2015 

totaled $1,820,841. More than 50% of the year 1 match estimate is supported by the State's allocation to Local 

Education Agencies (LEAs) for PreK subsidy. The State's subsidy allocation will increase to 90% of total match by 

grant year 4. 

The variance from the original projection to actual expenditures is the result of a delay in the payment of a data 

system contract. A $1.32 million Maine DOE/Child Development Services data project has experienced delays 

and therefore the State paid only $50,000.00 of the original $1.32 million contract in 2015. The revised project 

time-line indicates the data system will be operational by July 1, 2016 and the remaining $1.27 million of the 

$1.32 million contract will be paid at that time. Therefore, the variance Maine reported in year 1 match is the 

result of the project delays and the remaining contract balance of $1.27 million be reported in year 2 match 

and is included in the revised projections in Section C, Table 7(a). 

Competitive Preference Priority 2: Supporting the Continuum of Early Learning and 

Development (if included in the State's approved application). 

Describe progress made in creating a more seamless progression of supports and interventions from 

birth through third grade, such as high-quality infant and toddler care, home visitation, full-day 

kindergarten, and before and after care services for, at a minimum, a defined cohort of eligible children 

and their families within each high need community served by each Subgrantee. For progress not 

made in these areas, please describe the State's strategies to ensure that measurable progress will be 

made by the end of the grant period. 

Maine is just beginning the work of birth-third grade systems alignment. In December, David 

Jacobsen, a national TA expert on systems alignment attended a Statewide Early Learning 

Interdepartmental Early Learning (SAIEL) meeting. This group is made up of state leaders 

from DHHS and DOE. It has determined the data questions and the been instrumental in 

aligning work between the two departments. B-3 Alignment is a key focus in Year 2. 

ED 524B Page 20 of 23 
 

Competitive Preference Priority 3: Creating New High Quality State Preschool Slots (if included 

in the State's approved application). 

Describe progress made in using at least 50% of the State's federal grant award to create new State 

Preschool Program slots that will increase the overall number of new slots in State Preschool 

Programs that meet the definition of High-Quality Preschool Programs. For progress not made in this 

area, please describe the State's strategies to ensure that measurable progress will be made by the 

end of the grant period. 

Maine DOE's approved application detailed a strategic vision in the selection of subgrantees. This vision was a 

multi-tiered approach to rank each Local Education Agency (LEA) based on Free and Reduced Lunch rates then 

to categorize subgrantees into improved or new programs. Maine DOE's thoughtful attention to the configuration 

of subgrantees ensured that at least 50% of the high-quality slots funded through PDG were new child slots. In 

March 2015 six of the original subgrantees were replaced. Maine DOE expended significant effort in the work to 

replace the subgrantees to ensure the configuration of new and improved slots remained. 

As a result of this attention to detail Maine DOE, in grant year 1, reports 258 of the 479 eligible slots are new 

child slots or 53.9%. 

ED 524B Page 21 of 23 
 

 

 

Section B: Budget Information 

Budget and Sustainability (Section G in the application) 

1. Please provide a brief explanation of any discrepancies between the State's approved budget and 

its total expenditures for the reporting year. Explain carry-over funds that have not been expended or 

obligated from January 1, 2015 through December 31, 2015. 

Maine DOE's year 1 actual direct costs totaled $68,990 a difference of $82,418 from the approved direct costs 

budget of $151,408. The $82,418 difference is the result of 1) Personnel & Benefits- a delay in hiring project staff 

[project manager, administrative assistant & preschool program monitor] and 2) Contractual - a delay in hiring an 

outside data contractor for SLDS work. Year 1 actual distribution, January 2015 to December 31, 2015, to 

subgrantees totaled $2,234,211 representing 5 months of subgrantee expenses and a difference of $1,086,700 

from Maine's approved $3,320,911 allotment for subgrantees. The $1,086,700 was allocated to subgrantees 

through fiscal contracts but remains unspent as of December 31, 2015. Subgrantees will expend the 1,086,700 

allocation in the remaining 6 months of the 2015-16 school year (January - June 2016.) Maine's 2015 technical 

assistance funds expended-to-budget variance was insignificant. 

2. Please describe any substantive changes that you anticipate to the State's Preschool Development 

Grant budget in the upcoming fiscal year (January 1, 2016 through December 31, 2016). 

Although not substantiative budget changes Maine proposes to carryover the year 1 direct costs savings to 

years 2-4 and distribute the savings in the following way: 

1. Travel - add $5,000 to years 2-4, total of $15,000; approved budget was = $0.00 

2. Supplies - add $1,500 to years 2-4 total of $4,500; approved budget was = $0.00 

3. Contractual - add $4,000 to year 2 add $3,000 to years 3 & 4 total category addition of $7,712; approved 

budget was = $9,000 

4. Personnel - funds remaining distributed year 2 ($33,534), year 3 (add $4,140), year 4 (add $5314), Benefits -

year 2-4 add (6,930) net difference in Personnel and Benefits categories -$27,712.00 

$19,500 of the savings will be budgeted for project travel and supplies. In Maine's original budget zero funds 

were designated for travel and supplies and Maine proposes to use a small amount of year 1 savings for project 

travel and supplies. Maine also recognizes contract work for the Statewide Longitudinal Data System will cost 

more than the original $9,000 budgeted and proposes to increase Contractual funding by $7,712. The remaining 

funds will be distributed in Personnel and Benefits over years 2-4 to provide for increases in salaries and 

benefits. 

3. Describe the State's progress on its plan for sustainability at the end of the grant period to ensure 

that the number and percentage of Eligible Children with access to High-Quality Preschool Programs 

in the State will be maintained or expanded, including to additional High-Need Communities. 

Maine has worked with subgrantees to create partnerships with Head Start which allows the sharing of costs 

though blended funding to sustain high quality PreK. Additionally districts receive funding through Maine's school 

funding formula after the first year of programming. 

4. Please provide a brief explanation of any discrepancies, if any, between the Subrecipients' 

approved budgets and their total expenditures for the reporting year. Explain carry-over funds that 

have not been expended or obligated from January 1, 2015 through December 31, 2015. 

The difference in total expenditures is the result of only five months of subgrantee expenses. Subgrantees will 

spend additional funds January through June 2016. 

ED 524B Page 22 of 23 
ED 524B Page 23 of 23