Inclusive Early Education Expansion Program FAQs

Inclusive Early Education Expansion Program Request for Funding Applications 2023-27 Frequently Asked Questions

• Application Dates and Online Application System
• Eligibility
• Use of the Inclusive Early Education Expansion Program (IEEEP) Funds
• Professional Development
• Consortium
• Independent Evaluation

Application Dates and Online Application System

1. I missed the due date. Can I still apply?

   No, applications received after the due date will not be considered.
   

2. What time does the application close on the due date?

   The application will close at 11:59 p.m. After that no further applications can be submitted.

3. What is the minimum score I need to achieve to be considered for funding.

   The minimum threshold score is 119. This is 70 percent of the total score, and this threshold must be met before the additional Section V: Allocation Priority points will be considered and scored.

4. I missed the application technical assistance webinar. How can I get support with the inputting and submission of my application?

   If you missed the application technical assistance webinar, please email IEEEP-RFA@cde.ca.gov for support.

5. Can tables or images be inserted into the online application?

   No, tables and images cannot be inserted into the online application. Applicants should craft their responses without the use of tables or images.

6. What is the difference between an application getting disqualified versus not being awarded?

   First, an application will go through a Screening Checklist Review to check for completeness and conformance with request for funding application (RFA) requirements. Applications that are incomplete may be disqualified at the California Department of Education’s (CDE’s) discretion as provided for in the RFA instructions. Applicants will be notified of the reason for disqualification. The applications that are disqualified will not move onto the readers' conference for scoring. Applicants may dispute the disqualification within ten business days following receipt of the notice of disqualification by submitting an email to IEEEP-RFA@cde.ca.gov. In the email, the applicant must include a justification rebutting the disqualification. Appeals will be reviewed by CDE staff, and all decisions will be final.
   
   Second, after an application has been scored, a Notification of Eligibility or Ineligibility for funding will be sent. Applicants who wish to appeal their determination of ineligibility may submit a Letter of Appeal no later than 10 business days from the receipt of the Notification to IEEEP-RFA@cde.ca.gov. Appeals are limited to addressing how the CDE failed to correctly apply the standards for reviewing the application as specified in the RFA. In the case of a consortium, only the lead agency may submit an appeal on behalf of the entire consortium.

7. Can an application get the maximum of 169 points total and then be scored lower in priority for funding based on the priority data provided?

   Yes, that is correct. Applications that pass all required sections and which meet a threshold qualified score of 119 out of 169 total points on Sections II through IV (70 percent of the total score) will then go on to have Section V: Allocation Priority scored. Section V is scored separately from Sections II through IV. In other words, while applications must meet the threshold of receiving 70 percent of the total score (119 points), it is possible that an application could have a total of 169 points total from Sections II through IV and receive less priority for funding than an applicant with a lower score for those sections.

8. Can you please describe the 2,500 or 5,000-character limit? Will we lose points if we go over?

   It is a character limit, which means the count includes letters, symbols, and spaces. The online application system will not prevent applicants from continuing to type beyond the 2,500 or 5,000-character limit. However, California Department of Education (CDE) will not see a response beyond 2,500 or 5,000 characters and applicants will not be awarded points for anything written beyond the character limit . A way to check the character count ahead of time is to use the website Keyword Tool .

9. Is it possible for a local educational agency (LEA) to apply independently and also be included in a collaborative application?

   No. A local educational agency (LEA) can either be a Lead Agency for the grant or a member of another Lead Agency’s consortium. However, an LEA may include collaborative partnerships in their narrative plans to advance the goals of the grant.

10. What documents need to be uploaded with the application?

    All applicants must upload a completed budget narrative. Applicants can download the template for the budget narrative at the request for funding application (RFA) website. Included on the website is a template of the budget summary. Applicants are encouraged to review the budget summary to ensure awareness of the requirements, but do not need to upload it, as the online application system will ask for that specific information. The budget narrative and budget summary templates can be found on the Inclusive Early Education Expansion Program (IEEEP) RFA web page.

11. Do we have to apply for the full amount that is allocated for our county?

    No, programs do not need to apply for the full allocation for the county, which can be found in Appendix C in the Overview and Instructions.

Eligibility

1. I own a private preschool. Can I apply for the Inclusive Early Education Expansion Program (IEEEP)?

   No. In order to be eligible for the Inclusive Early Education Expansion Program (IEEEP) funding, the applicant must be a local educational agency (LEA) who is eligible for funding, pursuant to Education Code (EC) 8337(f) . However, a community-based organization (CBO) or tribal program that provides direct services under contract with the California Department of Education (CDE) or the California Department of Social Services (CDSS) can connect with their local LEA, as long as they are within the LEA’s program area, to discuss the possibility of participating in a consortium.

2. I am an existing Inclusive Early Education Expansion Program (IEEEP) grantee, am I eligible to apply for the new IEEEP grant?

   Yes. Currently, grantees are encouraged to apply, but will need to follow the same application process as non-grantees.

3. Can community college districts apply as a lead agent?

   The request for funding applications (RFA) defines a local educational agency (LEA) in the Overview and Instructions on page 56. It states: For purposes of this RFA, the LEA may include school districts, county offices of education (COEs), and charter schools. Although community colleges cannot apply as a lead, the California Department of Education (CDE) encourages community colleges to connect with LEAs in their area to participate in a consortium if they have a direct service contract, or to be a community partner if no state contract exists.

4. Are Special Education Local Plan Areas (SELPAs) eligible to apply?

   No, the request for funding applications (RFA) defines a local educational agency (LEA) in the Overview and Instructions on page 56. It states: For purposes of this RFA, LEA may include school districts, county offices of education (COEs), and charter schools. Although the Special Education Local Plan Area (SELPA) cannot apply, the California Department of Education (CDE) encourages SELPAs to connect with LEAs in their area to participate in a consortium if they have a direct service contract, or to be a community partner if no state contract exists.

5. If a local educational agency (LEA) provides Transitional Kindergarten (TK) students a full school day which includes part-day preschool in a blended model, can these students and staff be included in this Inclusive Early Education Expansion Program (IEEEP) request for funding application (RFA)?

   The Inclusive Early Education Expansion Program (IEEEP) funds are to support California State Preschool Program (CSPP) students and not for the purposes of Transitional Kindergarten (TK). If the TK and CSPP are comingled in the same classroom, then IEEEP funding can be used for both students and staff.

6. Are Head Start programs eligible as consortium providers for the Inclusive Early Education Expansion Program (IEEEP) grant?

   A provider must have a direct service contract with the California Department of Education (CDE) or the California Department of Social Services (CDSS) to participate in a consortium. Participating consortium providers may also provide other services (for example, Head Start, Alternative Payment) in addition to direct service programs. However, operating a Head Start program alone does not meet IEEEP eligibility requirements to be a consortium member. 

Use of IEEEP Funds

1. Can I use the Inclusive Early Education Expansion Program (IEEEP) funds to purchase a new portable for an inclusion classroom?

   No. The Inclusive Early Education Expansion Program (IEEEP) request for funding application (RFA) does not allow funds to be used for the purchase of space, or to rent or lease a facility. The IEEEP funds can be used for facility renovations or installations that improve accessibility and quality of both indoor or outdoor environments. Any renovations completed with IEEEP funds must be universally designed and meet the Americans with Disabilities Act standards.

2. What types of adaptive equipment can I plan to purchase with Inclusive Early Education Expansion Program (IEEEP) funds?

   Programs can use Inclusive Early Education Expansion Program (IEEEP) funds to purchase any adaptive equipment that is a tool, device, or machine that is used to help with any task associated with daily living (for example adaptive and instructional materials, changing tables, adaptive furniture, adaptive playground equipment, and feeding equipment).

3. Can I travel to other states to obtain additional professional development and for conferences?

   Yes. Senate Bill No. 447, approved by the Governor on September 13, 2023, repealed provisions prohibiting travel to certain states (Government Code Section 11139.8) . If the professional development is on the approved training list, no prior approval by the California Department of Education (CDE) is needed. Grantees wishing to travel out of state to support professional development objectives in the Inclusive Early Education Expansion Program (IEEEP) grant, must submit an approval request to the CDE if the professional development is not listed under the required or recommended trainings.

4. The request for funding application (RFA) states in-kind can be used for the 33 percent. What does that mean?

   In-kind is described as anything given to the local educational agency (LEA) that would normally be paid for and is an allowable expense such as donated time, materials, services, and space.

5. The allowable costs did not mention anything about the assistive materials. Are we able to purchase assistive materials?

   Assistive materials are considered adaptive equipment and is an allowable cost.

6. Will there be a cap on the stipend similar to the first Inclusive Early Education Expansion Program (IEEEP)?

   No, this iteration of the Inclusive Early Education Expansion Program (IEEEP) does not have a cap on stipends.

7. Can programs utilize grant funds to hire a Special Education Prekindergarten (PreK) coach that would support the inclusive PreK classrooms and work with General Education teachers to support the students on Individualized Education Programs (IEPs) and so on?

   Yes, see Focus Area C.

8. Can programs use Inclusive Early Education Expansion Program (IEEEP) grant funds solely on professional development?

   Yes. However, applicants must respond to all required components of the application. The grant awarding process is competitive, and priority will be given to applicants that fully address the areas listed in the request for funding applications (RFA).

Professional Development

1. Am I required to include professional development as an area of focus for this grant?

   Yes. This grant requires professional development. Participation requirements include annual reporting of total staff and classrooms participating in practice-based coaching and job embedded professional learning. In addition, the application includes plans for the identification of resources necessary to support lead agency professional development to allow staff to develop the knowledge and skills required to implement effective inclusive practices and fiscal sustainability. To ensure the community also benefits from the Inclusive Early Education Expansion Program (IEEEP) grant, the California Department of Education (CDE) is requesting plans from applicants that speak to how the applicant is planning to engage with local and regional Quality Counts California (QCC) for coaching; Classroom Assessment Scoring System (CLASS) with a focus on inclusion; professional development and other job-embedded trainings.

2. Which trainings do Inclusive Early Education Expansion Program (IEEEP) grantees need to complete?

   Inclusive Early Education Expansion Program (IEEEP) grantees that receive funding must implement professional development which is delivered collaboratively for early care and education staff, special education staff (including administrators and principals), and subsidized tribal programs and community-based organizations (CBOs). In addition, there must be an element of practice-based coaching. IEEEP grantees are responsible for ensuring evidence of the training is uploaded to the California Early Care & Education Workforce Registry (Registry), either by the training calendar or by individual staff.
   
   Required training includes:

   • Job embedded professional learning
     • Including but not limited to: National Center for Pyramid Model Innovations; California Teaching Pyramid; Classroom Assessment Scoring System (CLASS); Embedded Instruction California Project (EIEL)
   • Classroom Assessment Scoring System (CLASS) with a focus on inclusion
   • Developmental screening, referral and follow-up for children up to five years old.
   • Transitions to preschool or Transitional Kindergarten or kindergarten
   • Universal Design for Learning
   • Trauma Informed Care or cultural competencies
     
     

   Recommended trainings include:

   • Desired Results Developmental Profile (DRDP) offered by Desired Results Access Project for use with children with Individualized Education Plans (IEPs)
   • Strengthening Families
   • Centers for Disease Control: Learn the Signs. Act Early
   • Inclusive Classroom Profile
   • Beginning Together: Caring for Young Children with Disabilities in Inclusive Settings
   • California Preschool Instructional Network (Inclusion Works)
   • Significant Disproportionality and Culturally Responsive Practices: State Performance Plan Technical Assistance Project
   • Other training programs upon written submission and prior approval by the California Department of Education (CDE)

3. How will the Inclusive Early Education Expansion Program (IEEEP) Grant trainings be documented?

   Inclusive Early Education Expansion Program (IEEEP) grantees will utilize the Training Calendar within the California Early Care & Education Workforce Registry (Registry) to post trainings and verify attendance for all IEEEP funded training. Grantees will collaborate with the Registry to ensure that all training provided through grant funds is identified on the Training Calendar.
   
   Visit the Early Care and Workforce Registry web page to establish IEEEP training in the Registry.
   
   To access training and other professional development opportunities, educators can access the Registry’s Training Calendar .

4. What is job embedded professional learning?

   The request for funding application (RFA) Overview and Instructions includes a definition of job embedded professional learning. It is defined as: Teacher learning through a practice-based coaching model that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving teacher capability to utilize the newly acquired skills, strategies, or models on the job and linking those skills, strategies, or models to positive child outcomes.

5. Our program already participates in the Pyramid Model practice-based coaching, do we now need to train our coaches in Embedded Instruction for Early Learning California Project (EIEL)?

   No. The Inclusive Early Education Expansion Program (IEEEP) grantees must participate in job embedded professional learning. A program can choose which model they would like to utilize.
   
   Programs that are currently participating in practice-based coaching through the Teaching Pyramid can continue with the same model. Programs wishing to further advance their Pyramid program knowledge can participate in Embedded Instruction for Early Learning (EIEL). EIEL supports equitable instructional practices through professional development, including onsite coaching directly in inclusive classrooms to support the use of effective practices with children to support social-emotional development during everyday routines and activities. EIEL will build upon each program's individual Pyramid knowledge and will provide individualized job-embedded professional development at the appropriate Implementation Stage for each individual program/classroom.

6. What is Embedded Instruction for Early Learning-California?

   Embedded Instruction is an approach to instruction that provides opportunities for preschool children with an Individualized Education Program (IEP) to learn alongside their peers in everyday activities in inclusive classes. It has been shown through research to promote child engagement and learning in everyday activities, routines, and transitions. Embedded Instruction for Early Learning-California ties the Desired Results Developmental Profile (DRDP) assessment to curriculum and instructional practices to strengthen the relationship between assessment and instruction and provides planned and intentional instructional teaching practices for children with disabilities.

7. Our program is currently being coached in the Classroom Assessment Scoring System (CLASS); do we need to add another practice-based coaching in addition to CLASS?

   No. Your program must participate in professional development on the Classroom Assessment Scoring System (CLASS). A practice-based CLASS coaching model can satisfy the CLASS and job embedded requirements if the CLASS coaching has a focus on inclusion in the classroom.

8. Do all staff need to complete all of the required and recommended trainings by the end of the grant period?

   No. All staff do not need to have all required and recommended trainings completed by June 30, 2027. The California Department of Education (CDE) realizes that staff turnover occurs within early childhood programs, but it is expected that every effort will be made to provide all trainings to new staff who work in inclusion.

Consortium

1. Who are suggested collaborative partners for this grant?

   The California Department of Education (CDE) suggests Inclusive Early Education Expansion Program (IEEEP) grantees partner with local tribal and subsidized community-based organizations (CBOs). Through these partnerships the grantees can help to train administrators and teaching staff on inclusive practices and practice-based embedded instruction professional learning. The CDE also encourages collaboration with Quality Counts California (QCC) consortia and regional hubs, to ensure the sustainability of the professional development plans.

2. If a lead local educational agency (LEA) is applying on behalf of LEAs in a consortium, must all the LEAs in the consortium provide the required data?

   The lead local educational agency (LEA) is responsible for the collection and submission of any data from its consortium members, as required by the California Department of Education (CDE). The LEA should include all consortium members’ data within the application. In addition, if the lead agency intends to support other entities outside of the consortium, it should be included in the narrative plans in the application.

3. Can we add school district partners to the consortium after the grant is awarded or throughout the project period?

   A lead agency can add a school district partner to the consortium through a budget narrative change during a budget revision process. Budget revisions can occur twice a year, in January and July.

4. Can two or more counties be in a consortium and apply for the full amount allotted for each county?

   Yes, the California Department of Education (CDE) encourages counties to create a consortium to align and leverage funding to support their local communities. If two or more counties are in a consortium, records should indicate that awarded Inclusive Early Education Expansion Program (IEEEP) funds are being used to support providers within each county's program area and should be indicated on the application. Each lead and recipient must adhere to all other program requirements, as outlined in the request for funding application (RFA).

5. What is the difference between a Consortium Provider and a Community Partner?

   For the purposes of the Inclusive Early Education Expansion Program (IEEEP) grant, consortium providers are early care and education providers who currently provide services to one of the following subsidized programs, under contract with the California Department of Education (CDE) or the California Department of Social Services (CDSS): California State Preschool Program (CSPP); General Child Care Services; Family Child Care Home Education Network; California Migrant Child Care Services. Consortium providers are a part of the consortium and may receive monies from the local educational agency (LEA) for the purposes of fulfilling the goals of the grant.

   For the purposes of the IEEEP grant, Community Partners are public or private agencies, including local special education agencies and those with expertise in inclusive early learning and care environments, that collaborate with the IEEEP grantee and any consortium providers to meet the objectives of the grant.

   Community partners can be paid for services provided to the LEA or consortium members.

6. Can a consortium include or support other providers that accept subsidized vouchers?

   No, agencies must have a direct service contract to participate in a consortium. Participating agencies may also provide other types of services (for example, Head Start, Alternative Payment) or accept vouchers so long as the aforementioned requirement is met.

7. If the district doesn't directly operate one of these programs and subcontracts their subsidized program to a community-based organization (CBO), would the district still be eligible to be listed as a consortium partner or should the CBO be listed?

   The contract holder of the California Department of Education (CDE) or the California Department of Social Services (CDSS) contract should be listed as the consortium partner, even if they subcontract out the program to a community-based organization (CBO).

Independent Evaluation

1. What is the role of the Inclusive Early Education Expansion Program (IEEEP) independent evaluator?

   The independent evaluator will evaluate Inclusive Early Education Expansion Program (IEEEP) grantees’ effectiveness in expanding access to inclusive early learning and care programs and providers, pursuant to Education Code (EC) Section 8337. The evaluator will assess the effectiveness of the IEEEP funds to expand access to inclusive subsidized early learning and care programs, such as State Preschool and Early Learning and Care (ELC) direct service programs. The evaluation will include qualitative and quantitative approaches to evaluate the core activities of the IEEEP grant. IEEEP grantees must participate and respond to the evaluation processes and protocols.

2. How will the independent evaluator measure progress for the Inclusive Early Education Expansion Program (IEEEP)?

   The independent evaluator will analyze the data from grantee reports, the California Early Care & Education Workforce Registry (Registry), and collect additional qualitative data using surveys, interviews, and site visits to provide a picture of implementation. The evaluation will examine progress made toward each of the required grantee responsibilities and assess the impact of the funding on improved access, participation, and supports for inclusive early learning and care programs. The combination of quantitative and qualitative data will provide a picture of implementation progress at baseline and after each quarter and will allow for an understanding of the context surrounding the successes and challenges faced by sites as they use funds to create accessible and supportive spaces for all early learners.