Inclusive Classrooms and Quality Rating
Improvement System
391 Grant Funding
April 2, 2012
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Purpose of Funding
Inclusive Preschool Learning
Environments funds are state funds
(formerly known as Chapter
188/Phase I of CPC) designed to
support inclusive preschool learning
environments for preschool children
with disabilities. All applicants must
meet the standards/definition of
Inclusive Preschool Learning
Environments set forth below.
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The Inclusive Preschool Learning Environments serves preschoolers
with disabilities in inclusive settings with their typically developing
peers.
Inclusive Preschool Learning Environments must meet the following
standards/definitions:
Services may be provided in public schools, Head Start programs,
and/or EEC licensed child care programs.
Class size may not exceed 20 children with one teacher and one
aide when the classroom has up to five children with disabilities.*
Alternatively, class size may not exceed 15 children with one
teacher and one aide when the classroom has six or seven children
with disabilities.* In order for a classroom to be considered an
inclusive learning environment, at least 15% of the children
enrolled in it must have a documented disability.
Classrooms where children with documented special needs and/or
disabilities comprise over 50% of the classroom enrollment do not
qualify for these grant funds as they are considered substantially
separate learning environments.
* Disability must be documented, and the children must have IEPs.
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Inclusive Preschool Learning Environments
(Fund Code 391)
In FY12 95 grantees received $9M in IE state funds to
support direct service activities.
Renewal grants totally $9,019,276 are available to 97
public schools districts and lead agencies to support
opportunities for preschoolers with disabilities in inclusive
settings with children without disabilities.
Funds support direct services and are typically used for
educator salaries and children's transportation.
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Children supported and QRIS participation
FY 11 Funding Supported 6002 children,
2209 with disabilities.
 FY 11 15 programs self-reported they were
engaged in QRIS.
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FY12 Funding Supported 5512 children,
3323 with disabilities.
 FY12 15 programs have QRIS applications
submitted to final. 9 of these are public
school programs.
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Quality Rating and Improvement System
Group and Center Based Standards
For use by center-based and school-based programs, including
non-licensable and license-exempt center-based programs (i.e.
public school preschools, Montessori schools, or faith-based
affiliated programs serving infants, toddlers, preschool-age
children).
 Standard 1: Curriculum and Learning
 Standard 2: Safe, Healthy Indoor and Outdoor
Environments
 Standard 3: Workforce Qualifications and Professional
Development
 Standard 4: family and Community Engagement
 Standard 5: Leadership, Management and
Administration
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Considerations
Of the 97 grants issued, public school district received 67 of these
grants.
Level 1 Requirements
 Meets licensing requirements or licensed exempted
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Level 2 Requirements
Educators demonstrate completion of professional development in
curriculum, screening tools and formative assessment. (KEA)
Environment Rating Scales (public pre-school environments.)
All staff receive orientation and ongoing professional development
and supervision in how to support positive relationships and
interactions through positive, warn and nurturing interactions.
(CLASS Training)
Annual consultation by Health Care Consultant
Demonstrate healthy, safe and clean indoor and out door
environments
Considerations Continued
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Administrator has CDA plus training in adult supervision, MA ELGs,
Strengthening Families, and MA core competencies
All staff min high school plus all educators min 3 credits in ECE
50% of classrooms have educator with BA or higher
All staff have IPDP
Level 2: Programs Offer opportunities for parents to meet with
classroom staff, at least monthly.
Program has developed informational materials on the program
that are in languages of the community, are available for staff to
use in the community and are given to prospective families.
Programs participate in community events.
Program maintains ongoing communication with the school/early
intervention program, CFCE program, mental health providers to
facilitate collaboration and coordination of service that support
children and families. (Community of Practice Meetings and Special
Education Professional Development Opportunities.
Considerations Continued
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Program has a written business plan
Communication and updates on the
program are provided.
Program has an admissions policy that
promotes enrollment of children with
diverse cultures and languages, and
disabilities.
Staff are paid for planning time.
Program has policies that support teacher
retention.
FY13 391 Entitlement Grant Proposal
Inclusive Classrooms
Condition of Funding
Grant period July 1, 2012 – June 30, 2012
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As part of FY13 391 grant funding eligibility,
programs will participating in QRIS.
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Grant funded programs should be participating in
QRIS at a level 2 by October 1, 2012.