| Child Care and Development Block Grant (CCDBG) |
To allow states flexibility in developing child care programs and policies, to empower families with choice, and to ensure that children from low-income families have access to high- quality care. |
鈥(p. 11) Section 5(T)I: States must maintain and implement early learning guidelines that are 鈥渁ligned with entry to kindergarten.鈥
鈥(p. 20) Section 658G(B)10: 鈥淔unds reserved under subsection (a) shall be used to carry out no fewer than one of the following activities that will improve the quality of child care services provided in the State including carrying out other activities determined by the State to improve the quality of child care services provided in the State, and for which measurement of outcomes relating to entry to kindergarten is possible.鈥 |
| Every Student Succeeds Act (ESSA) |
To provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. |
鈥(p. 50) Section 1112(b)8: Each LEA plan will support, coordinate, and integrate services provided with early childhood education programs and 鈥減lans for the transition of participants in such programs to local elementary school programs.鈥
鈥(p. 63) Section 1114(b)7A(iii)V: Eligible schools shall develop a comprehensive plan with 鈥渁ctivities which may include strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.鈥
鈥(p. 65) Section 1115(b)2C: Targeted assistance programs shall serve participating students 鈥渂y coordinating with and supporting the regular education program, which may include services to assist preschool children in the transition from early childhood education programs to elementary school programs.鈥
鈥(p. 79) Section 1119: This entire section is dedicated to coordination between the LEA, Head Start agency, and other early childhood education programs, including by implementing procedures for receiving records; establishing channels of communication between school staff; conducting meetings involving parents, elementary school teachers, and teachers from early education programs to discuss the needs of individual children; and organizing joint transition-related training of school staff.
鈥(p. 157) Section 2101(c)4B(xvi): Formula grants to states may be used to support 鈥渙pportunities for principals, other school leaders, teachers, paraprofessionals, early childhood education program directors, and other early childhood education program providers to participate in joint efforts to address the transition to elementary school, including issues related to school readiness.鈥
鈥(p. 164) Section 2103(b)3G(ii): LEAs receiving subgrants may address 鈥渢he ability of principals or other school leaders to support teachers, teacher leaders, early childhood educators, and other professionals to meet the needs of students through age 8, which may include providing joint professional learning and planning activities for school staff and educators in preschool programs that address the transition to elementary school.鈥
鈥(p. 204) Section 3131(6): Grants received under section 3111(c)(1)(C) may be used to support professional development including 鈥渟trategies that promote school readiness of English learners and their transition from early childhood education programs, such as Head Start or State-run preschool programs, to elementary school programs.鈥 |
| Head Start Act |
To promote the school readiness of low-income children in learning environments that support children鈥檚 growth, and to provide comprehensive social services to families, as needed. |
鈥(p. 23) Section 641A(a)1A: 鈥淭he Secretary shall modify program performance standards by regulation applicable to Head Start agencies and programs under this subchapter, including performance standards with respect to services required to be provided, including health, parental involvement, nutritional, and social services, transition activities described in section 642A, and other services.鈥
鈥(p. 24) Section 641A(a)2B(viii): The Secretary will take into consideration 鈥渕echanisms to ensure that children participating in Head Start programs make a successful transition to the schools that the children will be attending鈥 when developing standards.
鈥(p. 35) Section 642(b)13: To be designated, Head Start agencies must serve families by promoting 鈥渢he continued involvement of the parents and caregivers of children that participate in Head Start programs in the education of their children upon transition of their children to school, by working with the LEA to provide training to the parents, to inform the parents about their rights and responsibilities concerning the education of their children, and to enable the parents to understand and work with schools.鈥
鈥(p. 42) Section 642(e)2A: To be designated, Head Start agencies must 鈥渃ollaborate and coordinate with public and private entities, to the maximum extent practicable, to improve the availability and quality of services to Head Start children and families,鈥 including by outreach activities to identify eligible children, communication with the schools in which the children will enroll, and professional development with instructional strategies to ease transitions.
鈥(p. 43) Section 642(e)5A(ii)VIII: Head Start Agencies must 鈥渆nter into an MOU with the appropriate local entity responsible for managing publicly funded preschool programs in the service area of the Head Start agency, that shall include plans to coordinate communications and parent outreach for smooth transitions to kindergarten as required in paragraphs (3) and (6) of section 642A(a).鈥
鈥(p. 45) Section 10, 642A: Head Start Transition and Alignment with K鈥12 Education- Each Head Start agency shall take steps to coordinate with the LEA and with schools in which children participating in a Head Start program. The goal of the coordination should be to promote continuity of services and effective transitions. The section lists several activities agencies should engage in.
鈥(p. 61) Section 682(d)2E: Programs deemed 鈥渃enters of excellence鈥 may earn bonus grants, which may be applied 鈥渢o provide effective transitions between Head Start programs and elementary schools.鈥 |
| Maternal, Infant, and Early Childhood Home Visiting (MIECHV) |
To strengthen and improve coordination of comprehensive services for families in at-risk communities. |
鈥(p. 2) Section 1(2): 鈥淎n early childhood system aims to: ...ensure stability and continuity of services along a continuum from pregnancy to kindergarten entry; 鈥upport continuity of services, eliminate duplicative services, ease transitions, and improve the overall service experience for families and children.鈥
鈥(p. 6) Section I(2): Recipients must coordinate with statewide early childhood programs, establish referral networks, and develop a network of home-visiting services from birth through kindergarten entry. Recipients must also develop MOU with their state鈥檚 early childhood and family service providers. |
| Individuals with Disabilities Education Act (IDEA) |
To ensure that infants, toddlers, children with disabilities, and their families have their rights protected and 鈥渁 free appropriate public education that emphasizes special education and related services designed to meet their unique needs,鈥 and to support federal, state, and local agencies that serve children with disabilities. |
鈥ection 1411(e)2C: State-level authorized activities including 鈥渄evelopment and implementation of transition programs,鈥 professional development and training for staff who work with children with disabilities, and technical assistance and support to LEAs.
鈥ection 1413(a)4A: Funds to authorized LEAs may be used 鈥渢o develop and implement coordinated, early intervening educational services in accordance with subsection (f)鈥 and to provide services and aids that also support nondisabled children.
鈥ection 1419(a): Preschool grants to states may be used to provide special education and related services to children with disabilities aged 3 to 5
鈥ection 1419(f): Preschool grants to states may also be used for activities including coordinating services and providing early intervention services.
鈥ection 1436(d): Individualized Family Service Plans, statewide plans for families of infants and toddlers with disabilities, will identify a family services coordinator and include 鈥渢he steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.鈥 |
| Preschool Development Grant, Birth through Five (PDG B鈥5) |
To allow states to implement a strategic plan that coordinates existing programs of early childhood education, to prepare low-income and disadvantaged children for kindergarten, and to improve transitions from early care into elementary schools. |
鈥(p. 3鈥4) Section I Program Activities: All states applying for PDG grants must apply funds towards 5 specific activities.
鈥ctivity 2 stipulates that states must include 鈥渁ctivities to improve children's transition from early childhood care and education programs into elementary schools,鈥 with opportunities for and barriers to collaboration between entities, in their strategic plans.
鈥ctivity 3 engages families in the decision-making process for children鈥檚 enrollment and transitions to elementary school.
鈥ctivity 4 describes sharing best practices between early education providers.
鈥(p. 5) Section I Program Approach: The state should serve as a facilitator for collaboration among a broad range of early care and education providers, such as 鈥減rogram directors and staff across child-serving agencies and programs, including preschool and K鈥12 school districts.鈥
鈥(p. 11) Section I Future Eligibility for Renewal Grants: States awarded initial PDG B鈥5 Grants will have the opportunity to apply for renewal grants in years 2 and 4 to expand access to programming and increase activities provided.
鈥(p. 28) Section IV.2 State B鈥5 Mixed Delivery System Description and Vision Statement: Applicants must describe 鈥渉ow the State鈥檚 vision will increase the quality, coordination, alignment, and efficiency of programs and services, including improving transitions from early childhood care and education programs into the elementary grades.鈥
鈥(p. 29) Section IV.2 B鈥5 Statewide Needs Assessment Plan: Applicants must conduct a needs assessment that addresses 鈥渢ransition supports and gaps that affect how children move between early childhood care and education programs and school entry.鈥 |
| Race to the Top-Early Learning Challenge (RTT-ELC) |
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Section 14005(d)6B of the American Recovery Act - States will 鈥渄esign and implement an integrated system of high-quality early learning programs and services.鈥 |
