This first formative report focuses on the period of September-December 2015 and examines progress in the areas of (1) enrollment and access overall and for subgroups of children to VPI+ classrooms; (2) program implementation and quality, including the extent to which VPI+ programs include high-quality program elements specified in the VPI+ model; (3) training and technical assistance for VPI+ division coordinators, coaches, and family engagement coordinators from state partners; and (4) local coaching and professional development, including data on the type, intensity, and content of professional development and perceptions regarding how well professional development and coaching are meeting teachers' needs. Key findings on implementation of these four areas are summarized below. The full report also describes facilitators of and barriers to implementation and recommendations for further strengthening implementation. (author abstract)