## Race to the Top **- Early Learning Challenge**  **Annual Performance Report CFDA Number: 84.412**  [State Name, Report Year

]

Due: [insert date

]

**Public Burden Statement** According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 120 hours per response, including time for reviewing instructions, searching existin g data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit ( Public Law 112

- 10

- 14005 American Recove ry and Reinv estment Act of 2009 (ARRA), as amended). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20202

- 4536 or email ICDocketMgr@ed.gov and reference the OMB Control Number 1810

- XXXX. Note: Please do not return the completed Annual Performance Reports to this address.2



### RTT **- ELC Annual Performance Report (APR)**  **Instructions**

**Overview:** This APR should be completed with two audiences in mind: your project officers at the U.S. Departments of Education and Health and Human Services, and the general public. To that end, this APR should explain clearly the progress you made against your State Plan during the reporting year . It should also explain any challenges faced in the reporting years, such as delays in implementation or spending, and how those challenges are being addressed. The Departments will use this APR as a way to measure the progress of your grant but also to inform monitoring and technical assistance. Because this report will be public, remember to clearly define terms and spell out acronyms that might not be commonly understood

. This APR includes the following types of request for information: 1. Checklists

– yes, no, and, in some cases, check all that apply, followed by narrative explanations. If you do not check some of the boxes it would be helpful to include a note explaining the reason. 2. Narrati ve boxes

– describe progress made during the reporting year toward the relevant selection criterion based on the activities in your State Plan. 3. Tables

– provide updated data on performance measure tables and background data tables. For all areas where p erformance measure targets have not been met (B2c, B4c1, B4c2, C3d, D2d1, D2d2), describe strategies to ensure measurable progress will be made by the end of the grant year **Note:** Some of the data fields will be pre

-populated with information previously provided to ED/HHS to reduce the burden on the grantees and to improve the accuracy of the information. **Instructions on Specific Sections: Cover Sheet** 

–

 Pr/Award #: as per grant award document
 Grantee Name: as per grant award document
 Grantee address: as per grant award document
 Project Director Name, Title, phone, fax, email: as per grant award document
 Reporting period: 01/01/2012 to 12/31/2012
 Indirect cost information: checkboxes indicating if there is an indirect cost rate agreement approved by the federal government, the approving federal agency. You must send with your APR a copy of your most current indirect cost agreement , or agreements if applicable

.  Certification: check boxes for MIECHV, section 619 parts B and C, CCDF.
 Authorized Representative: the Governor or the person authorized by the Governor to sign grant documents must sign this form.3

**Executive Summary**

**–**

 In about 1,000 to 3,000 words, p rovide a summary of the progress made towards your State Plan during the reporting year

.  Yo u should specifically provide a description of accomplishments, lessons learned , challenges, and improvement strategies for addressing those challenges

.  You do not need to address each reform area but may want to summarize key accomplishments in each of the projects in your State Plan.
**Narrative Boxes**

–

 In the areas where progress has not been made, describe strategies to ensure that measurable progress will be made by the end of the next reporting year and/or the end of the grant period.
 Consider how your spending relates to your accomplishments. Your narrative should be consistent with the budget tables. For example, if you were n o t able to award a contract in the time anticipated, how did that impact progress made?
 There are no word limits to the narrative sections. We ask that you be specific, clear, and concise. You may use bullets for the narrative. Graphics should be included only if explanatory.
 Please do not include attachments; program staff will request an attachment if deemed necessary . **Performance Measures** (Tables B2c, B4c1, B4c2, C3d, D2d1, D2d2)

--

 Do not revise your approved performance measure targets and baseline data. Also, do not reformat these tables from what yo u submitted in your application.
 Add notes to explain any gap s in data or methods of calculating data that wi ll not be apparent to the reader.
 For all targets that were not met , provide an explanation in the narrative box with information about how you will address the need to meet these targets going forward.
 Shoul d the Number of Programs in the State or the Number of Children with High Needs Served by Programs in the State change from what was submitted in the original application, you should so indicate in the appropriate narrative section along with an explanation and a statement about implications of such changes. **Background Tables** (from Section A(1) of your application)

--

 The tables at the end of the report reference the demographic data included in your original application. Please report based on the repor ting year.
 Tables A(1)

- 1 through 3 should be updated with current data. Tables 4 and 5 should provide data for the reporting year as well as previous years of the grant . Tables 6 and 7 may be updated only where significant changes have occurred (if no changes have occurred, you should note that fact)

. **Budget and Expenditure Tables**

--4

 These tables request budget and expenditure information for the reporting year. Expenditures should be reported based on your State ’s definition of “expenditures” (for example, funds that have been obligated but not yet drawn down from G5 )

.  Project officers will expect explanations for any significant discrepancies between your approved budget and your expenditures for the reporting year. You should explain the reaso ns for the discrepancy (for example, a delay in making a contract award) and how the difference will be made up in the coming grant year.
 If changes to your budget will be necessary, please explain. A detailed amendment request may need to be submitted to your project officer, following our amendment guidelines. **Submission expectations and timelines:**

 This APR is due in electronic form to your ED/HHS project officers by [insert date].
 Please address any questions in writing to your ED/HHS project offi cers.  You may email the report with the electronic signature of the authorized representative or a scanned copy with that signature or submit online via GRADS360.
 Remember to include a copy of your most recent indirect cost agreement (or multiple agreeme nts, if applicable).
 ED and HHS expect to provide feedback on submitted APRs within 45 days of receipt. Feedback may be provided informally through an email or phone call, as well as a formal letter from the Departments of through the GRADS360 system

.  APRs will be posted on the program website after feedback is provided to each State.

**Resources:**

 Applications (Phase 1, Phase 2, and thereafter): http://www2.e d.gov/programs/racetothetop

earlylearningchallenge/applicant.html
 FAQs: http://www2.ed.gov/programs/racetothetop

- earlylearningchallenge/faq.html
 Grantee Scopes of Work: [ URL to be inserted]
 2012 Performance Reports: [ URL to be inserted]

**Note:** States’ progress on their approved Scopes of Work is not collected in this APR because it is reported to ED/HHS Project Officers on a monthly basis in the online GRADS360 system.5 

## Performance Report: Cover Sheet
**General Information** 1 . PR/Award #: 2 . Grantee Name (Block 1 of the Grant Award Notification.): 3 . Grantee Address 4 . Project Director Name: Title: Ph #: ( )

- Ext: ( ) Fax #: ( )

- Email Address: **Reporting Period Information** 5 . Reporting Period: From: / / To: / / (mm/dd/yyyy) **Indirect Cost Information** 6 . Indirect Costs a. Are you claiming indirect costs under this grant? Yes No b. If yes, do you have an Indirect Cost Rate Agreement (s) approved by the Federal Government? Yes No c. If yes, provide the following information: Period Covered by the Indirect Cost Rate Agreement (s) : From: / / To: / / (mm/dd/yyyy) Approving Federal agency: ED HHS Other (Please specify ): ( Attach current indirect cost rate agreement to this report. ) **Certification** 7

. The Grantee certifies that the state is currently participating in: T he Maternal, Infant, and Early Childhood Home Visiting program (see section 511 of Title V of the S ocial Security Act, as added by section 2951 of the Affordable C are Act of 2010 (P.L. 111

- 148));  Yes  No P rograms authorized under section 619 of part B and part C of the Individuals with Disabilities Education Act (IDEA

) ;  Yes  No

The Child Care and Development Fund (CCDF) program6

 Yes  No To the best of my knowledge and belief, all data in this performance report are true and correct and the report fully discloses all known weaknesses concerning the accuracy, reliability, and completeness of the data.
Title: Name of Authorized Representative:

Date: / / Signature7



### Executi **ve Summary** For the reporting year, p lease provide a summary of your State’s (1) accompli shments, (2) lessons learned , (3) challenges, and (4) strategies you will implement to address those challenges

. (Enter **narrative** here)8



### Successful State Systems **Aligning and coordinating early learning and developm ent across the State**  **(Section A(3) of Application)**  **Governance Structure** Please provide an y relevant information and updates related to the governance structure for the RTT

- ELC State Plan ( specifically , please include information on the organizational struc ture for managing the grant, and the governance - related roles and responsibilities of the Lead Agency , State Advisory Council, and Participating State Agencies ). (Enter **narrative** here)

**Stakeholder Involvement** Describe State progress in involving representatives from Participating Programs, Earl y Childhood Educators or their representatives, parents and families, including parents and families of Children with High Needs, and other key stakeholders in the implementation of the activities carried o ut under the grant

. (Enter **narrative** here)

**Proposed Legislation, Policies, or Executive Orders** Describe an y changes or proposed changes to state legislation, budgets, policies, executive orders and the like that ha d or will have an impact on the RTT

- ELC grant
. Describe the expected impact and any anticipated changes to the RTT

- EL C State Plan as a result

.9



### (Enter **narrative** here)

**Participating State Agencies** Describe an y changes in participation and commitment by an y of the Participating S tate Agencies in the State Plan

. (Enter **narrative** here)



### High **- Quality**  **, A ccountable Programs**  **Developing and adopting a common, statewide Tiered Quality Rating and Improvement**  **System (TQRIS)**  **(Section B(1) of Application) .**  During this 1 st 

### ye ar of RTT

- EL C implementation, h as the State made progress in **developing or**  **revising** a TQRI S that i s based on a statewide set of tiered Program Standards that include

--

(1) Earl y Learning and Development Standards  No  Yes If yes, these standards currentl y appl y to (pl ease check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA  Earl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiving funds from the State’s CCDF program:  Center

- based  Family

Child Care10 

### (2) A Comprehensive Assessment Sy stem  No  Yes If yes, these standards currentl y appl y to (please check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA  Earl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiving funds from the State’s CCDF program:  Center

- based  Family

Child Care (3) Earl y Ch ildhood Educator qualifications  No  Yes If yes, these standards currentl y appl y to (please check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA  Earl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiv ing funds from the State’s CCDF program:  Center

- based  Family

Child Care (4) Family

engagement strategies  No  Yes If yes, these standards currentl y appl y to (please check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA  Earl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiving funds from the State’s CCDF program :  Center

- based  Family

Child Care11 

### (5) Health promotion practices  No  Yes If yes, these standards currentl y appl y to (please check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs f unded under section 619 of part B of IDEA and part C of IDEA  Earl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiving funds from the State’s CCDF program:  Center

- based  Family

Child Care (6) Effecti ve data practices  No  Yes If yes, these standards currentl y appl y to (please check all that appl y):  State

- funded preschool programs  Earl y Head Start and Head Start programs  Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA  E arl y L earning and Development Programs funded under Title Iof ESEA  Earl y Learning and Development Programs receiving funds from the State’s CCDF program:  Center

- based  Family

Child Care The State has made progress in ensuring that (plea se check all that appl y) :  TQRI S P rogram S tandards are measurable  TQRI S Program Standards meaningfully differentiate program quality levels  TQRI S Program Standards reflect high expectations of program excellence commensurate with nationally recognized stan dards that lead to improved learning outcomes for children  The TQRI S is linked to the State licensing s ys tem for Earl y Learning and Development Programs. Describe progress made during the reporting ye ar in **developing or revising**  a TQRI S that i s based on a statewide set of tiered Program Standards

. Please describe the State’s strategies to ensure that measurable progress will be made in this area by the end of the four

- ye ar grant period.12



### (Enter **narrative** here)

**Promoting Participation in the TQRIS (Section B(2) of Application)**  Describe progress made during the reporting ye ar in promoting participation in the TQRI S. Please describe the State’s strategies to ensure that measurable progress will be made in this area by

the end of the four

- ye ar grant period. (Enter **narrative** here)

**Performance Measure (B)(2)(c)** In the table, provide data on the numbers and percentages of Earl y Learning and Development Programs that are participat ing in the State’s T QRIS by ty pe of Earl y Le arning and De velopment Program

. Targets must be consistent with those in the State’s application unless a change has been approved.13

**Performance Measure (B)(2)(c): Increasing the**  **n umber and**  **p ercentage of Early Learning and**  **Development Programs p**  **articipating in the sta** **tewide TQRIS.** 

**Type of Early Learning and**  **Development Program in the**  **State Number** 

**of p**  **rograms in the**  **State** Number and p ercent age of Early Learning and Development Programs in the TQRIS **Baseline Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year**

**Thr ee**  **( Target** **) -**  **Actual Year Four** 

**( Target** **) Actual** 
**# %**  **# %**  **# %**  **# %**  **# %**  State

- funded preschool Specify : Early Head Start and Head Start 1 Programs funded by IDEA, Part C Programs funded by IDEA, Part B, s ection 619 Programs funded under Title I of ESEA Programs receiving from CCDF funds Other Describe: [Please indicate if baseline data are actual or estimated; describe the methodology used to collect the data, including any er

ror or data quality information; and please include any definitions you used that a re not defined in the notice. ] 

### For all targets that were not reached in the reporting ye ar, p lease describe the State’s strategies to en sure that measurable progress will be made in reaching the established grant targets by the end of the grant period. (Enter **narrative** here)

1 Including Migrant and Tribal Head Start located in the State

.14



### Rating and monitoring Early Learning and Development Programs **(Section B(3) of Application)**  **.** The State has made progress in developing and enh ancing a s ys tem for rating and monitoring the quality of Earl y Learning and Development Programs that participate in the TQRI S that (please check all that apply) :  Includ e s information on valid and reliable tool s for monitoring such programs  Has trained mo nitors whose ratings have an acceptable level of inter

- rater reliability  M onitor s and rat es Early L earning and Development Programs with appropriate frequency  P rovides quality

rating and licensing information to parents with children enrolled in Earl y Learning and Development Programs ( e.g. , displaying quality rating information at the program site)  Makes program quality rating data, information, and licensing history (including any health and safety violations) publicly available in formats that are eas y to understand and use for decision making by families selecting Early

L earning and Development Programs and families whose children are enrolled in such programs. Describe progress made during the reporting ye ar in developing and enhancing a sy stem for rating and monitoring the quality of Earl y Learning and Development Programs that participate in the TQRIS

. Describe the State’s strategies to ensure that measurable progress will be made in rating and monitoring Earl y Learning and Development Programs by the end of the grant period. (Enter **narrative** here)15



### Promoting a **ccess to h**  **igh -**  **q uality Early Learning and Development Programs**  **for Children with High Needs**  **(Section B(4) of Application) .**  Has the S tate made progress in improving the quality o f the Earl y Learning and Development Programs that are participating in your State TQRIS through the following policies and practices ? (If yes, please check all that apply .)  Program and provider training  Program and provider technical assistance  Financial rewards or incentives  Higher, tiered child care subsidy reimbursement rates  In creased compensation

**Number of tiers /levels**  **in the State TQRIS ________ How many programs moved up**  **at least one level within the**  **T QRIS over the last fiscal**  **year?**
 State

- fun ded preschool programs ____
 Earl y Head Start

____  Head Start programs ____
 Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA ____
 Earl y L earning and Development Programs funded under Title I of ESEA ___
 Earl y Learning and Development Programs receiving funds from the State’s CCDF program: o Center

- based ___ o Family

Child Care ___ **How many programs moved down at least one level**  **within the T**  **QRIS over the last fiscal year?** 
 State

- funded preschool programs ____
 Earl y Head Start

____  Head Start programs ____
 Earl y Learning and Development programs funded under section 619 of part B of IDEA and part C of IDEA ____
 Earl y L earning and Development Programs funded under Title I of ESEA ___
 Earl y Learning and Developm ent Programs receiving funds from the State’s CCDF program: o Center

- based ___ o Family

Child Care ___16



### Has the State made progress in developing high

- quality benchmarks at the highest level(s) of the TQRI S in the following areas? ( If ye s, c heck all that apply .)  Standards alignment or reciprocity with Earl y Learning and Development Programs th at meet State preschool standards (e.g., content of the standards is the same, or there is a re ciprocal agreement between State preschool and the TQRI S )  Standards alignm ent or reciprocity with Earl y Learning and Development Programs that meet Federal Head Start Performance Standards (e.g., content o f the standards is the same, there is a reciprocal agreement between Head Start and the TQRI S, or there is an alternative pathway

to meeting the standards )  Standards alignment or reciprocity with Earl y Learning and Development Programs that meet national accreditation s tandards (e.g., content o f the standards is the same, or an alternative pathway

to meeting the standards)  Early L earning and Development Standards  A Comprehensive Assessment Sy stem  Earl y Childhood Educator qualifications  Family

engagement strategies  Health promotion practices  Effective data practices  Program quality

assessments Please provide more detail on your development of high

- quality benchmarks at the highest level(s) of the TQRI S

. Please describe the State’s strategies to ensure that measurable progress will be made in developing high

- quality benchmarks at the highest level(s) of the TQRI S by

the end of the grant period. (Enter **narrative** here)

**Performance Measures (B)(4)(c)(1) and (2)** In the table below, provide data on the number of Earl y Learning and Development Programs in the top tiers of the TQRI S

. Targets must be consistent with those in the State’s application unless a change has been approved.17

**Performance Measure (B)(4)(c)( 1**  **): Increasing the n**  **umber of Early Learning and Development Programs in the top tiers of the**  **TQRIS .** 

**Baseline Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Y ear Three** 

**( Target** **) Actual**  **Year Four**

**( Target** **) Actual**  **Total n umber of**  **p rograms**  **c overed**  **by the TQRIS**  **Number of p**  **rograms in Tier 1 Number of**  **p rograms in Tier 2**  **Number of p**  **rograms in Tier 3 Number of**  **p rograms in Tier 4**  **Number of p**  **rograms in Tier 5** 



### In the table below, provide data on the number and percentage of children with high needs who are enrolled in Earl y Learning and Development Programs in the top tiers of the TQRI S

. Targets must be consistent with those in the State’s application unless a change has been approved.18

**Performance Measure (B)(4)(c)( 2**  **): Increasing the n**  **umber and p**  **ercentage of Children with High Needs**  **who are enrolled in Early Learning and Development Programs that are in the top tiers of**  **the TQRIS**  **.**

**Ty pe of Early**  **Learning and Development**  **Program in the State Number of**  **Children with High**  **Needs served by**  **programs in the**  **State** Baseline and Annual Targets

-- Number and p ercent of Children

with High Needs Participating in Programs that are in the top tiers o f the TQRIS **Baseline Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year**

**Three (**  **Target )**  **Actual Year** 

**Four (**  **Target )**  **Actual #**  **% #**  **% #**  **% #**  **% #**  **%** State

- funded preschool Specify : Early Head Start and Head Start2 Early Learning and Development Programs funded by IDEA, Part C Early Learning and Development Programs funded by IDEA, Part B, s ection 619 Early Learning and Development Programs funded under Title I of ESEA Early Learning and Dev elopment Programs receiving funds from the State’s CCDF program Other Describe:


### For all targets that were not reached in the reporting ye ar, please describe the State’s strategies to en sure that measurable progress will be made in reaching the established targets by the end of the grant period.

2 Including Migrant and Tribal Head Start located in the State

.19



### (Enter **narrative** here)

**Validating the effectiveness of the**  **State TQRIS**  **(Section B(5) of Application) .**  Describe progress made during the reporting ye ar in validating the effectiveness o f the TQRI S during the reporting year, including the State’s strategies for determining whether TQRI S tiers accuratel y reflect differential levels of program quality and assessing the extent to which changes in ratings are related to progress in children’s learning, development, and school readiness. D escribe the State ’s strategies to ensure that measurable progress will be made by the end of the grant period. (Enter **narrative** here)20



### Focused Investment Areas **-- Sections (C), (D), and (E)** 

Grantee should complete only those sections that correspond with the focused investment areas outlined in the grantee’s RTT

-ELC applicatio n and State Plan

. 

### Promoting Early

**Learning Outcomes Early Lea**  **rning and Development Standards (Section C(1) of Application)**  T he State has made progress in ensuring that its Early L earning and Development Standards (check all that apply) :  Are developmental ly , culturally , and linguisticall y appropriate across each defined age group of infants, toddlers, and preschoolers ;  C over all Essential Domains of School Readiness;  Are aligned with the State’s K

- 3 academic standards; and  Are incorporated in Program St andards , curricula and activities, Comprehensive Assessment Sy stems, the State’s Workforce Knowledge and Competency Framework, and professional development activities

.

D escribe the progress made in the reporting ye ar, including supports that are in plac e to promote the understanding of and commitment to the Earl y Learning and Development Standards across Earl y Le arning and Development Programs. Please describe the State’s strategies to ens ure that measurable progress will be made in these areas by the en d of the grant period. **Check the**  **Focused Investment Area s addressed in your RTT**  **- ELC**  **State Plan :**   (C )(1) Developing and using statewide, high

- quality Early Learning and Development Standards.  (C)(2) Supporting effective uses of Comprehensive Assessment Systems.  (C)(3) Identifying and addressing the health, behavioral, and developmental needs of Children with

High Needs to improve school readiness.  (C)(4) Engaging and supporting families.  (D)(1) Developing a Workforce Knowledge and Competency Framework and a progression of

credentials.  (D)(2) Supporting Early Childhood Educators in improving their knowledge, skills, and abilities.  (E)(1) Understanding the status of children’s learning and development at kindergarten entry.  (E) (2) Building or enhancing an early learning data system to improve instruction, practices, services,

and policies.21



### (Enter **narrative** here

)

**C om**  **prehensive Assessment Systems (Section C(2) of Application)**  T he State has made progress in implement ing a developmentally appropriate Comp rehensive Assessment Sy stem w orking with Earl y Learning and D evelopment Programs to (check all that appl y):  S elect assessment instruments and approaches that are appropriate for the t arget populations and purposes;  S trengthen Earl y Childhood Educators’ understanding of the purposes and uses of each ty pe of assessme nt included in the Comprehensive Assessment Sy stems;  Articulate an approach for aligning and integrating assessments and sharing assessment results ; and  T rain Earl y Childhood Educators to appropriatel y administer assessments and interpret and use assessm ent data in order to inform and improve instruction, programs, and services

.

D escribe the progress made during the reporting year . Please describe the State’s strategies to ens ure that measurable progress will be made in these areas by the end of the grant period. (Enter **narrative** here )22



### H **ealth P**  **romotion (Section C(3) of Application)**  T he State has made progress in (check all that apply):  E stablishing a progression of standards for ensuring children’s health and safety ;  Ensuring that health and behavioral screening and follow

- up occur; and  P romoting children’s ph ysical, social, and emotional development across the levels of yo ur TQRI S Program Standards;  Increasing the number of Earl y Childhood Educators who are trained and supported in meeting the health standards;  P romoting health y eating habits, improving nutrition, expanding phys ical activity ; and  L everaging existing resources to meet ambitious yet achievable annual targets

. Describe the progress made during the reporting year. Please describe the S tate’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant period. (Enter **narrative** here

)

**Performance Measure (C)(3)(d)** In the table, provide data on leveraging existing resources to meet ambitious yet achievable statewide targets. Targets must be consistent with those in the State’s application unless a change has been approved. **Performance Measure (C)(3)**  **(d) :**  **Leveraging existing resources to meet ambitious yet achievable annual statewide target**  **s .**  Baseline and annual targets **Baseline (from**  **application) Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year Three**

**( Target** **) Actual**  **Year Four**

**( Target** **) Actual**  **Number of Children with High Needs**  **s creened**  **Number of Children with High Needs refer**  **red for services**  **wh o received**  **follow -**  **up/treatment Number of Children with**  **High Needs who**  **participate**23

**Performance Measure (C)(3)**  **(d) :**  **Leveraging existing resources to meet ambitious yet achievable annual statewide target**  **s .**  Baseline and annual targets **Baseline (from**  **application) Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year Three**

**( Target** **) Actual**  **Year Four**

**( Target** **) Actual**  **in ongoing health care as part of a schedule of well**  **child care Of the**  **se participating children, the n**  **umber or percentage of children who**  **are up**  **- to**  **- date in a schedule**  **of well child care**  [Please indicate if baseline data are actual or estimated; describe the methodology used to collect the data, including any error or data quality information; and please include any definitions you used th at are not defined in the notice .]


### For all targets that were not reached in the reporting ye ar, please describe the State’s strategies to en sure that measurable progress will be made in reaching the established targets by the end of the grant period. (En ter **narrative** here

)

**Engaging and S**  **upporting F**  **am ilies**  **(Section C(4) of Application)** T he State has made progress in (check all that apply):  E stablish ing a progression of culturall y and linguistically appropriate standards for family e ngagement across the levels of your Program Standards ;  Including information on activities that enhance the capacity of families to support their children’s education and development;  Increasing the number and percentage of Earl y Childhood Educators trained and supporte d to implement the family engagement strategies ; and  P romoting family

support and engagement statewide, including by leveraging other existing resources

.24



### Describe the progress made during the reporting year. Please describe the State’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant period. (Enter **narrative** here

)



### Earl **y Childhood Education Workforce**  **Workforce Knowledge and Competency Framework and progression of credentials.** (Section D(1 ) of Applicat ion) T he State has made progres s in developing (check all that apply):  A common , statewide Workforce Knowledge and Competency Framework designed to promote children’s learning and development and improve child outcomes ; and  A common , statewide progression of credentials and degrees aligned with the Workforce Kno wledge and Competency Framework

. Describe the progress made during the reporting year, including progress in engaging postsecondary

institutions and other professional development providers in aligning professional development opportunities with the State Workforce Knowledge and Competency

Framework. Please describe the State’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant period. (Enter **narrative** he re

)

**Supporting Early Childhood Educators in improving their knowledge, skills, and abilities. (**  **S** ection D(2 ) of Application)
T he State has made progress in improving the effectiveness and retention of Earl y Childhood Educators who work with Children with High Needs with the goal of improving child outcomes (check all that apply):25

 Providing and expanding access to effective professional development opportunities that are aligned with your State’s Workforce Knowledge and Competency Framework ;  Impleme nting policies and incentives that promote professional and career advancement along an articulated career pathway that is aligned to the Workforce Knowledge and Competency Framework, and that are designed to increase retention , including  Scholarships  C om pensation and wage supplements,  T iered reimbursement rates,  Other financial incentives  Management opportunities  Publically reporting aggregated data on Early Childhood Educator development, advancement, and retention  Setting ambitious yet achievable targ ets for

--  Increasing the number of postsecondary institutions and professional development providers with programs that are aligned to the Workforce Knowledge and Competency Framework and the number of Early Childhood Educators who receive credentials fro m postsecondary institutions and professional development providers that are aligned to the Workforce Knowledge and Competency Framework; and  Increasing the number and percentage of Early Childhood Educators who are progressing to higher levels of credenti als that align with the Workforce Knowledge and Competency Framework. 

### Describe the progress made during the reporting year. Please describe the State’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant period. (Enter **narrative** here)

**Performance Measures (D)(2)(d)(1) and (2):** In the table s below, indicate State progress toward meeting ambitious yet achievable targets for : (1) Increasing the number of postsecondary institutions and professional developme nt providers with programs that are aligned to the Workforce Knowledge and Competency Framework and the number of Earl y Childhood Educators who receive credentials from postsecondary

institutions and professional development providers that are aligned to the Workforce Knowledge and Competency Framework ; and (2) Increasing the number and percentage of Early Childhood Educators who are progressing to higher levels of credentials that align with the Workforce Knowledge and Competency

Framework.26

**Perf ormance M**  **easure (D)(2)( d**  **)( 1**  **): Increasing the number of**  **Early Childhood Educators receiving**  **credentials from postsecondary institutions and professional development providers**  **with programs that are**  **aligned to the**  **Workforce Knowledge and Competency Framework .** 
**Basel ine**  **(From Application)**  **Year One**

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year Three**

**( Target** **) Actual**  **Year Four**

**( Target** **) Actual**  Total number of “aligned” institutions and providers Total number of Early Childhood Educators credentialed by an “al igned” institution or provider
**Performance Measure (D)(2)( d**  **)( 2**  **): Increasing n**  **umber and p**  **ercentage of Early Childhood Educators**  **who are progressing to higher levels of credentials that align with the Workforce**  **Knowledge and Competency Framework .** 

**Pr ogression of**  **c redentials (Aligned to**  **Workforce Knowledge and Competency**  **Framework)** Baseline and Annual Targets

-- Number and p ercen tage of Early Childhood Educators who have moved up the progression of c redentials, aligned to the Workforce Knowledge and Co mpetency Framework, in the p rior y ear **Baseline (From**  **Application) Year One** 

**( Target** **) Actual**  **Year Two**

**( Target** **) Actual**  **Year Three**

**( Target** **) Actual**  **Year Four**

**( Target** **) Actual**  **# %**  **# %**  **# %**  **# %**  **# %**  **Credential Type 1** Specify: ( target) **Credential Ty** **pe 2** Specify: **Credential Type 3**  Specify: **Credential Type 4**  Specify: Include a row for each credential in the State’s proposed progression of credentials, customize the labeling of the credentials, and indicate the highest a nd lowest credential

. [Please describe the methodology used to collect the data, including any error or data quality information.]27



### For all targets that were not reached in the reporting ye ar, please describe the State’s strategies to en sure that measura ble progress will be made in reaching the established targets by the end of the grant period. (Enter **narrative** here

)



### Measuring Outcomes and Progress **Understanding the Status of Children’s Learning and Development at Kindergarten Entry (Section E(1**  **) of Application)** T he State has made progress in developing a common, statewide Kindergarten Entry Assessment that (check all that apply):  Is aligned with the State’s Early L earning and Development Standards and covers all Essential Domains of School Readiness;  Is valid, reliable, and appropriate for the target population and for the purpose for which it will be used, including for English learners and children with disabilities;  Is administered beginning no later than the start of school year 2014

- 2015 to children entering a public school kindergarten; States may propose a phased implementation plan that forms the basis for broader statewide implementation;  Is reported to the Statewide L ongitudinal Data Sy stem, and to the earl y learning data sy stem, if it is separate from the Statewide L ongitudinal Data Sy stem, as permitted under and consistent with the requirements of Federal, State, and local privacy laws; and  I s funded, in significant part, with Federal or State resources other than those available unde r this grant, ( e.g. , with funds available under section 6111 or 6112 of the ESEA).
D escribe the domain coverage of the State’s Kindergarten Entry A ssessment, validity

and reliability efforts regarding the Kindergarten Entry Assessment , and timing of the a dministration of the Kindergarten Entry Assessment. (Enter **narrative** here)28



### Describe the progress made during the reporting year. Please describe the State’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant period. (Enter **narrative** here

)

**E arly**  **Learning D ata**  **S ystem**  **s (Section E(2) of Application)**  The State has made progress in enhanc ing its existing Statewide Longitudinal Data Sy stem or building or enhanc ing a separate, coordinated, earl y learni ng data sy stem that aligns and is interoperable with the Statewide Longitudinal Data S ys tem and that (check all that apply):  Has all of the Essential Data Elements;  Enables uniform data collection and eas y entry of the Essential Data Elements by Particip ating State Agencies and Participating Programs;  Facilitates the exchange of data among Participating State Agencies b y using standard data structures, data formats, and data definitions such as Common Education Data Standards to ensure interoperability among the various levels and ty pes of data;  Generates information that is timely , relevant, accessible, and eas y for Early Learning and Development Programs and Earl y C hildhood Educators to use for continuous improvement and decision making; and  

### Meets th e Data S ys tem Oversight Requirements and complies with the requirements of Federal, State, and local privacy laws. Describe the progress made during the reporting year, including the State’s progress in building or enhancing a separate earl y learning data sy stem that aligns with and is interoperable with the Statewide L ongitudinal Data Sy stem and that meets the criteria described above

. Describe the State’s strategies to ens ure that measurable progress will be made in th is area b y the end of the grant perio d. (Enter **narrative** here

)29



### Data Tables: **Commitment to early learning and development.**  In the tables that follow, provide updated data on the State’s commitment to early learning and development as demonstrated in Section A(1) of the State’s RTT

-E LC application. Tables A(1)

- 1 through 3 should be updated with current data. Tables 4 and 5 should provide data for the reporting year as well as previous years of the grant. Tables 6 and 7 may be updated only where significant changes have occurred (if no changes have occurred, you should note that fact). **Table (A)(1) -**  **1: Children from Low -**  **Income 3**  **fa milies, by age**  **Number of children from Low**   ** Income families in the State** **Children from Low -**  **Income families as a percentage of all**  **children in the State Infants under age 1**  **Toddlers ages 1 through 2 Preschoolers ages 3 to**  **kindergarten entry Total number of children,**  **birth to kindergarten entry, from low**  **- income families**  [Enter text here to indicate data source and clarify or explain any of th ese data if needed]
**Table (A)(1) -**  **2: Special populations of Children with High Needs** The State should use these data to guide its thinking about where specific activities may be required to address special populations’ unique needs. The State will describe such activities throughout its application. **Special populations: Children who...**  **Number of children (from birth to kindergarten entry) in the**  **State who... Percentage of children**  **(from birth to kindergarten entry) in the State who...**  **Have disabilities or de**  **velopmental delays 4**  **Are English learners 5** 

3 Lo w - I ncome is defined as having an income of up to 200% of the Federal poverty rate.
4 For purposes of this application, children with disabilities or developmental delays are defined as children birth through kindergarten entry that have an Individual Family Service Plan (IFSP) or an Individual Education Plan (IEP).30

**Table (A)(1) -**  **2: Special populations of Children with High Needs** The State should use these data to guide its thinking about where specific activities may be required to address special populations’ unique needs. The State will describe such activities throughout its application. **Special populations: Children who...**  **Number of children (from birth to kindergarten entry) in the**  **State who... Percentage of children**  **(from birth to kindergarten entry) in the State who...**  **Reside on “Indian Lands” Are migrant**  **6 Are homeless**  **7 Are in foster care**  **Other as identified by the State Describe:**  [Enter text here to indicate data source and clarify or explain any of thes e data if needed.]
**Table (A)(1) -**  **3 a**  **: Participation of Children with High Needs in different types of Early Learning and Development Programs, by age**  Note: A grand total is not included in this table since some children participate in multiple Early Learning and Development programs.
**Type of Early Learning and Development Program**  **Number of Children with High Needs participating in each type of Early Learning and Development Program, by age**  **Infants under**  **age 1 Toddlers** 

**ages 1 through 2**  **Preschoolers ag es 3** 

**until kindergarten entry**  **Total**

**State -**  **funded preschool** Specify: Data Source and Year:

5 For purposes of this application, children who are English learners are children birth through kindergarten entry who have home languages other than English.
6 For purposes of this application, children who are migrant are children birth through kindergarten entry who meet the definition of “migratory child” in ESEA section 1309(2).
7 The term “homeless children ” has the meaning given the term ”“homeless children and youths ” in section 725(2) of the McKinney

- Vento Homeless Assistance Act (425 U.S.C. 11434a(2)).31

**Table (A)(1) -**  **3 a**  **: Participation of Children with High Needs in different types of Early Learning and Development Programs, by age**  Note: A grand total is not included in this table since some children participate in multiple Early Learning and Development programs.
**Type of Early Learning and Development Program**  **Number of Children with High Needs participating in each type of Early Learning and Development Program, by age**  **Infants under**  **age 1 Toddlers** 

**ages 1 through 2**  **Preschoolers ag es 3** 

**until kindergarten entry**  **Total**
**Early Head Start and Head Start 8**  Data Source and Year: **Programs and services funded by IDEA Part C and Part B, section**  **619** Data Source and Year: **Prog rams funded under Title I of**  **ESEA** Data Source and Year: **Programs receiving funds from the State’s CCDF program**  Data Source and Year: **Other** Specify: Data Source and Year: **Other** Specify: Data Source and Year: Add additional rows as needed. [Enter text here to clarify or explain any of these data if needed.]

8 Including children participating in Migrant Head Start Programs and Tribal Head Start Programs.32

**Table (A)(1) -**  **3b: P articipation of Children in Early Learning and Development Programs in the State,**  **by Race/Ethnicity** Note: A grand total is not included in this table since some children participate in multiple Early Learning and Development programs. **Type of Early Learning and**  **Development Program in the**  **State Number** 

**of Hispanic**  **children Number** 

**of Non**  **** **Hispanic American**  **Indian or Alaska**  **Native Children**  **Number**

**of Non**  **** **Hispanic Asian**  **Children Number** 

**of Non**  **** **Hispanic Black or**  **African American**  **Children Number** 

**of Non**  **** **Hispanic Native**  **Hawaiian or Other**  **Pacific Islander**  **Children Number** 

**of Non**  **** **Hispanic Children**  **of Two**  **or more races**  **Number**

**of Non**  **** **Hispanic White**  **Children**

State

- funded pres chool Specify : Early Head Start and Head Start9 Early Learning and Development Programs funded by IDEA, Part C Early Learning and Development Programs funded by IDEA, Part B, section 619 Early Learning and Development Pro grams funded under Title I of ESEA Early Learning and Development Programs receiving funds from the State’s CCDF program Other Describe: [Enter text here to indicate data source and clarify or explain any of these data if needed.]

9 Including Migrant and Tribal Head Start located in the State

.33

**Table (A)(1)**  **- 4**  **: D**  **ata on f**  **unding for Early Learning and Development .**  **Type of i**  **nvestment Funding for each**  **Fiscal Year**  **Baseline Year** 

**One Year Two**  **Year**

**Three Year Four**  **Supplemental State spending on Early Head Start and Head Start**  **10 State**  **- funded**  **preschool** Specify: **State contributions to IDEA Part C State contributions for special**  **education and related services for children with disabilities, ages**  **3 through kindergarten entry**  **Total State contributions to CCDF**  **11 State match**  **to CCDF** Exceeded/Met/Not Met (i

f exceeded

, indicate amount by which match was exceeded) **TANF spending on Early Learning**  **and Development Programs 12**  **Other State contributions** Specify: **Other State contributions** Specify: **Total State c ontributions:**  N ote: For States that have a biennial State budget, please complete for all fiscal years for which State funds have been appropriated. We are not asking for forecasting, but for actual allocations. Therefore, States that do not hav e biennial budgets need not complete for years for which appropriations do not yet exist. [Enter text here to indicate data source and clarify or explain any of these data, including the State’s fiscal year end date.]

10 Including children participating in Migrant Head Start Programs and Tribal Head Start Programs. 11 To tal State contributions to CCDF must include Maintenance of Effort (MOE), State Match, and any State contributions exceeding State MOE or Match. 12 Include TANF transfers to CCDF as well as direct TANF spending on Early Learning and Development Programs.34

**Table (A)(1) -**  **5: Historical data o n the participation of Children with High Needs in Early**  **Learning and Development Programs in the State** Note: A grand total is not included in this table since some children participate in multiple Early Learning and Development programs. **Type of Early L earning and**  **Development Program Total number of Children with High Needs participating in**  **each type of Early Learning and Development Program 13** 

**Baseline Year One**  **Year Two Year**  **Three Year** 

**Four State**  **- funded preschool**  (annual census count; e.g., October 1 count) Specify: **Early Head Start and Head Start 14**  (funded enrollment) **Programs and services funded by IDEA Part C and Part B, section**  **619** (annual December 1 count) **Programs funded under Title I of ESEA**  (total number of children who receiv e Title I services annually, as reported in the Consolidated State Performance Report ) **Programs receiving CCDF funds** (average monthly served) **Other** Describe: [Enter text here to indicate data source and clarify or explain any of these d ata if needed. Include 2012 if data are available. The final column of data should match that reported in Table (A)(1)

- 3.]

13 Include all Children with High Needs served with both Federal dollars and State supplemental dollars

. 14 Including children participating in Migrant Head Start Programs and Tribal Head Start Programs.35

**Table (A)(1)**  **- 6**  **: Current**  **s tatus of the State’s Early Learning and Development Standards**  Please place an “X” in the boxes to indica te where the State’s Early Learning and Development Standards address the different age groups by Essential Domain of School Readiness
**Essential Domains of School Readiness Age Groups**  **Infants Toddlers**  **Preschoolers Language and literacy development**  **Cognition and general knowledge (including early math and early scientific development)**  **Approaches toward learning Physical well** **- being and motor development**  **Social and emotional development** [Enter text to explain or clarify information as n eeded]

**Table (A)(1)**  **- 7**  **: Elements of a Comprehensive**  **Assessment System currently required within the**  **State .**  Please place an “X” in the boxes to indicate where an e lement of a Comprehensive Assessment System is currently required

. **Type s**  **o f programs**  **or sy stems**  **Elements of a Comprehensive Assessment System**

**Screening Measures**  **Formative**

**Assessment s**  **Measures of**

**Environmental Quality**  **Measures of**

**the Quality of**  **Adult -**  **Child Interactions**  **Other**

**State -**  **funded preschool**  Specify: **Early Head Start and Head Sta**  **rt** 15 **Programs funded under IDEA Part C**  **Prog rams funded**  **under IDEA Part B, s**  **ection 619 Programs funded**  **under Title I of ESEA** 

15 Including Migrant and Tribal Head Start located in th e State

.36

**Table (A)(1)**  **- 7**  **: Elements of a Comprehensive**  **Assessment System currently required within the**  **State .**  Please place an “X” in the boxes to indicate where an e lement of a Comprehensive Assessment System is currently required

. **Type s**  **o f programs**  **or sy stems**  **Elements of a Comprehensive Assessment System**

**Screening Measures**  **Formative**

**Assessment s**  **Measures of**

**Environmental Quality**  **Measures of**

**the Quality of**  **Adult -**  **Child Interactions**  **Other**
**Programs receiving CCDF**  **funds Current**  **Quality Rating and**  **Improvement System**  **requirements** Specify by tier (add rows if needed) : **State licensing requirements**  **Other** Describe: [Edit the labels on the above rows as needed, and enter text here to clarify or explain any of the data, if necessary.]37



### Ad **ditional Performance Measures Tables**  **Updat e any additional performance measure, if applicable.** 



## Performance Measures

**– Other**  **(if applicable) [**  Insert title here

**] Project Goals/Desired Outcomes:**  **Narrative:** [Briefly describe...] **Annual Targets for Key Performance Measures: Performance Measures fo**  **r (other): [Customize performance measure tables as appropriate]** 

**Baseline (from**  **Application) Year One** 

**(Target) Actual**  **Year Two**

**(Target) Actual**  **Year Three**

**(Target) Actual**  **Year Four**

**(Target) Actual** 38



### Budget **and Expenditure Tables**  **Budget and Expenditure**  **Table 1: Overall Budget and Expenditure**  **Summary by Budget Category** 

-- Report your actual budget expenditures for the entire previous budget per iod and for the current reporting period

. **Budget Table1: Budget Summary by Budget Category**

**Budget Categories Grant**  **Year 1 (a)**  **Grant**

**Year 2 (b)**  **Grant**

**Year 3 (c)**  **Grant**

**Year 4 (d)**  **Total**

**(e)** 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Co ntractual 7. Training Stipends 8. Other 9. Total Direct Costs (add lines 1

- 8) 10. Indirect Costs* 11. Funds to be distributed to localities, Early Learning Intermediary Organizations, Participating Programs and other partners. 12. Funds set aside for participation in grantee technical assistance 13 **. Total Grant Funds Requested** (add lines 9

- 12) 14. Funds from other sources used to support the State Plan 15. **Total Statewide Budget** (add lines 13

- 14) C olumns (a) through (d): For each grant year for which funding is requested, show the total amount requested for each applicable budget category. Column (e): Show the total amount requested for all grant years. Line 6: Show the amount of funds allocated through contracts with vendors for products to be acquired and/or professional services to be provided. A State may apply its indirect cost rate only against the first $25,000 of each contract included in line 6. Line 10: If the State plans to request reimbursement for indirect costs, complete the Indirect Cost Inf ormation form at the end of this Budget section. Note that indirect costs are not allocated to line 11. Line 11: Show the amount of funds to be distributed to localities, Early Learning Int ermediary Organizations, Participating39 **Budget Table1: Budget Summary by Budget Category**

**Budget Categories Grant**  **Year 1 (a)**  **Grant**

**Year 2 (b)**  **Grant**

**Year 3 (c)**  **Grant**

**Year 4 (d)**  **Total**

**(e)** Programs, and other partners through MOUs, interagency agreements, contracts, or other mechanisms authorized by State procurement laws. States are not required to provide budgets for how the localities, Early Learnin g Intermediary Organizations, Participating Programs, and other partners will use these funds. However, the Departments expect that, as part of the administration and oversight of the grant, States will monitor and track all expenditures to ensure that lo calities, Early Learning Intermediary Organizations, Participating Programs, and other partners spend these funds in accordance with the State Plan. Line 12: The State must set aside $400,000 from its grant funds for the purpose of participating in RTT

–ELC grantee technical assistance activities facilitated by ED or HHS. This is primarily to be used for travel and may be allocated to Participating State Agencies evenly across the four years of the grant. Line 13: This is the total funding requested under t his grant. Line 14: Show total funding from other sources (including Federal, State, private, or local) being used to support the State Pla n and describe these funding sources in the budget narrative. 

### Please provide a brief explanation of any discrepanci es between the State’s approved budget and its total expenditures for the reporting year . (Enter **narrative** here)

Please describe an y substantive changes that you anticipate to the State RTT

- EL C budget in the upcoming ye ar. (Enter **narrative** here)40



### Budget **and Expenditure Table**  **2 :**  **by Project --**  Report your actual budget expenditures for the entire previous budget period and for the current reporting period

. Copy the table and questions below for each project. **Budget Table 2: Project Name** 

**Budget Categories Grant**  **Year 1 (a)**  **Grant**

**Year 2 (b)**  **Grant**

**Year 3 (c)**  **Grant**

**Year 4 (d)**  **Total**

**(e)** 1. Personnel 2. Fringe Benefits 3. Travel 4. Equipment 5. Supplies 6. Contractual 7. Training Stipends 8. O ther 9. Total Direct Costs (add lines 1

- 8) 10. Indirect Costs* 11. Funds to be distributed to localities, Early Learning Intermediary Organizations, Participating Programs and other partners. 12. Funds set aside for participation i n grantee technical assistance 13. **Total Grant Funds Requested**  (add lines 9

- 12) 14. Funds from other sources used to support the State Plan 15. **Total Budget** (add lines 13

- 14) Columns (a) through (d): For each grant year for which funding is requested, show the total amount requested for each applicable budget category. Column (e): Show the total amount requested for all grant years. Line 6: Show the amount of funds allocated through contracts with vendors for products to be acquired and/or professional services to be provided. A State may apply its indirect cost rate only against the first $25,000 of each contract included in line 6. Line 10: If the State plans to request reimbursement for indirect costs, complete the Indirec t Cost Inf ormation form at the end of this Budget section. Note that indirect costs are not allocated to line 11. Line 11: Show the amount of funds to be distributed to localities, Early Learning Intermediary Organizations, Participating Programs, and other partners through MOUs, interagency agreements, contracts, or other mechanisms41 **Budget Table 2: Project Name** 

**Budget Categories Grant**  **Year 1 (a)**  **Grant**

**Year 2 (b)**  **Grant**

**Year 3 (c)**  **Grant**

**Year 4 (d)**  **Total**

**(e)** authorized by State procurement laws. States are not required to provide budgets for how the localities, Early Learning Intermediary Organizations, Participating Programs, a nd other partners will use these funds. However, the Departments expect that, as part of the administration and oversight of the grant, States will monitor and track all expenditures to ensure that localities, Early Learning Intermediary Organizations, Participating Programs, and other partners spend these funds in accordance with the State Plan. Line 12: The Participating State Agency’s allocation of the $400,000 the State must set aside from its Total Grant Funds Requested for the purpose of participatin g in RTT

–ELC grantee technical assistance activities facilitated by ED or HHS. This is primarily to be used for travel and may be allocated evenly across the four years of the grant. Line 13: This is the total funding requested under this grant. Line 14: Show total funding from other sources (including Federal, State, private, or local) being used to support the State Plan and describe these funding sources in the budget narrative. 

### For this project, please provide an explanation of any discrepancies betw een the State’s approved budget and expenditures for the reporting ye ar . (Enter **narrative** here)

For this project, please describe any substantive changes that you anticipate to the State RTT

- EL C budget in the upcoming year. (Enter **narrative** he re)