| 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. |
•(p. 11) Section 5(T)I: States must maintain and implement early learning guidelines that are “aligned with entry to kindergarten.”
•(p. 20) Section 658G(B)10: “Funds 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.” |
| 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. |
•(p. 50) Section 1112(b)8: Each LEA plan will support, coordinate, and integrate services provided with early childhood education programs and “plans for the transition of participants in such programs to local elementary school programs.”
•(p. 63) Section 1114(b)7A(iii)V: Eligible schools shall develop a comprehensive plan with “activities which may include strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.”
•(p. 65) Section 1115(b)2C: Targeted assistance programs shall serve participating students “by 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.”
•(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.
•(p. 157) Section 2101(c)4B(xvi): Formula grants to states may be used to support “opportunities 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.”
•(p. 164) Section 2103(b)3G(ii): LEAs receiving subgrants may address “the 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.”
•(p. 204) Section 3131(6): Grants received under section 3111(c)(1)(C) may be used to support professional development including “strategies 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.” |
| Head Start Act |
To promote the school readiness of low-income children in learning environments that support children’s growth, and to provide comprehensive social services to families, as needed. |
•(p. 23) Section 641A(a)1A: “The 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.”
•(p. 24) Section 641A(a)2B(viii): The Secretary will take into consideration “mechanisms to ensure that children participating in Head Start programs make a successful transition to the schools that the children will be attending” when developing standards.
•(p. 35) Section 642(b)13: To be designated, Head Start agencies must serve families by promoting “the 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.”
•(p. 42) Section 642(e)2A: To be designated, Head Start agencies must “collaborate 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,” 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.
•(p. 43) Section 642(e)5A(ii)VIII: Head Start Agencies must “enter 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).”
•(p. 45) Section 10, 642A: Head Start Transition and Alignment with K–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.
•(p. 61) Section 682(d)2E: Programs deemed “centers of excellence” may earn bonus grants, which may be applied “to provide effective transitions between Head Start programs and elementary schools.” |
| Maternal, Infant, and Early Childhood Home Visiting (MIECHV) |
To strengthen and improve coordination of comprehensive services for families in at-risk communities. |
•(p. 2) Section 1(2): “An early childhood system aims to: ...ensure stability and continuity of services along a continuum from pregnancy to kindergarten entry; …support continuity of services, eliminate duplicative services, ease transitions, and improve the overall service experience for families and children.”
•(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’s 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 “a free appropriate public education that emphasizes special education and related services designed to meet their unique needs,” and to support federal, state, and local agencies that serve children with disabilities. |
•Section 1411(e)2C: State-level authorized activities including “development and implementation of transition programs,” professional development and training for staff who work with children with disabilities, and technical assistance and support to LEAs.
•Section 1413(a)4A: Funds to authorized LEAs may be used “to develop and implement coordinated, early intervening educational services in accordance with subsection (f)” and to provide services and aids that also support nondisabled children.
•Section 1419(a): Preschool grants to states may be used to provide special education and related services to children with disabilities aged 3 to 5
•Section 1419(f): Preschool grants to states may also be used for activities including coordinating services and providing early intervention services.
•Section 1436(d): Individualized Family Service Plans, statewide plans for families of infants and toddlers with disabilities, will identify a family services coordinator and include “the steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.” |
| Preschool Development Grant, Birth through Five (PDG B–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. |
•(p. 3–4) Section I Program Activities: All states applying for PDG grants must apply funds towards 5 specific activities.
•Activity 2 stipulates that states must include “activities to improve children's transition from early childhood care and education programs into elementary schools,” with opportunities for and barriers to collaboration between entities, in their strategic plans.
•Activity 3 engages families in the decision-making process for children’s enrollment and transitions to elementary school.
•Activity 4 describes sharing best practices between early education providers.
•(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 “program directors and staff across child-serving agencies and programs, including preschool and K–12 school districts.”
•(p. 11) Section I Future Eligibility for Renewal Grants: States awarded initial PDG B–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.
•(p. 28) Section IV.2 State B–5 Mixed Delivery System Description and Vision Statement: Applicants must describe “how the State’s 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.”
•(p. 29) Section IV.2 B–5 Statewide Needs Assessment Plan: Applicants must conduct a needs assessment that addresses “transition supports and gaps that affect how children move between early childhood care and education programs and school entry.” |
| Race to the Top-Early Learning Challenge (RTT-ELC) |
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Section 14005(d)6B of the American Recovery Act - States will “design and implement an integrated system of high-quality early learning programs and services.” |
