10. Other Funding Streams that can be Used for Early Learning and Transitions

There are numerous federal funding streams that can be used to support transitions activities. States and localities can coordinate different streams to meet goals for supportive and effective transitions. These funds can be blended and braided to create and sustain programs established with ESSER funds and to strengthen systems with the enabling conditions needed for effective and supportive transitions in broader P–3 initiatives.

• ESSA (Every Student Succeeds Act): Administered by the ED, ESSA was signed into law December 2015 and governs K–12 public education policy. ESSA includes attention to children’s transition from pre-K to K. SEAs and LEAs can use Title I and Title II dollars to support transitions, which can include joint professional training activities for pre-K and early elementary educators. LEAs must develop a MOU with Head Start programs to, among other things, support smooth transitions. LEAs using Title I funds for pre-K must describe how they will coordinate a transitions plan with those programs. They are also required to include other early childhood education programs in such MOUs with LEAs, if feasible, which could include those offered in a variety of settings.

  ED’s 2016 non-regulatory early learning guidance suggests possible transitions activities such as sharing assessment data, offering summer learning opportunities, engaging families, and providing joint professional development opportunities. ED’s guidance also elevates the recurring themes in ESSA of alignment, collaboration, and coordination and points to vertical alignment up through third grade as one way to meet these goals. Vertical alignment means linking pre-K and K–12 data and coordinating standards, curricula, instruction, assessment, expectations, and classroom strategies, which can ease the transition for children and families. (Also see guidance in “Using Every Student Succeeds Act: Funding for Early Childhood Education.”)

• The Preschool Development Grant Birth-to-Five (PDG B–5) program, which was established through ESSA, is focused on strengthening states’ integrated ECE systems to prepare children for kindergarten. States are encouraged to build relationships across early childhood programs and improve transitions into kindergarten. Recent applications have encouraged states to assess their current transitions practices and needs.
• Child Care & Development Block Grant (CCDBG): CCDBG is administered by the U.S. Department of Health & Human Services (HHS), and funds states, territories, and tribal entities to create child care subsidy programs for low-income families with children under age 13. States have significant discretion in CCDBG implementation. They must explain how they will coordinate with other early childhood programs. They can leverage CCDBG dollars to bring educators together for planning and training purposes. Through dollars required to be set aside for quality, states can fund training as well as other activities they deem necessary to improve outcomes for children entering kindergarten.
• Head Start ACT: Administered by HHS, Head Start includes a section dedicated to transitions and alignment with K–12 education as well as several other mentions of transition. Funding can be used for training with both Head Start and school staff to smooth transitions, and programs are encouraged to think about all areas of transition for children and their families, as well as for partners. Funding can be used to promote family involvement in school once children are in kindergarten by preparing families for elementary school expectations. Head Start programs are also required to establish MOUs with local school districts. The National Center on Quality Teaching and Learning has developed guidance to improve the quality and content of transitions at the district level.
• Individuals with Disabilities Education Act (IDEA): Administered by ED, IDEA emphasizes smoothing transitions from early intervention to special education preschool to K–12 special and general education. IDEA Part C provides early intervention services to infants and toddlers with disabilities and their families. IDEA Part B provides special education and related services to children and youth ages three through 21. Under Title I of ESSA, SEAs must coordinate with other programs and provisions providing services to young children, including IDEA. States must also provide parents with guidance to help with transitions.
• Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV): Administered by HHS, MIECHV supports states, territories, and nonprofit organizations in implementing evidence-based home visiting programs. Home visiting programs support the transition into parenthood and may serve families until their children enter kindergarten. MIECHV connects parents to needed social services and encourages the coordination of such programs.
• The McKinney-Vento Homeless Assistance Act: Authorized under ESSA, McKinney-Vento provides supports and protections for children experiencing homelessness. The act requires LEAs to coordinate with local social services agencies or other entities that serve this population of children and their families. It also mandates that students are able to stay in their original schools and requires schools to register students experiencing homelessness even if they lack required documents.
• TANF (Temporary Assistance for Needy Families): This program assists families with children when parents or other responsible relatives cannot provide for basic needs. The federal government provides grants to states to run the TANF program and each state and territory decides eligibility criteria and benefits.

Beyond these federal funding streams, there are also sources of state, local, and private money to explore. These include:

• State K–12 funding formulas
• State pre-K program dollars
• State categorical programs
• Local property tax dollars
• Municipal partnerships and funding
• Local philanthropies and community organizations