Preschool Development Grants—
Expansion Grants Executive Summary
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2014 PRESCHOOL DEVELOPMENT GRANTS
EXPANSION GRANTS
EXECUTIVE SUMMARY
U.S. Department of Education
U.S Department of Health and Human Services
Washington, D.C.
August 2014
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TABLE OF CONTENTS
PURPOSE OF PROGRAM ............................................................................................................ 3
BACKGROUND ............................................................................................................................ 3
KEY TIMING ................................................................................................................................. 5
OVERVIEW OF PROGRAM AND POINTS ................................................................................ 6
SELECTED APPLICATION INSTRUCTIONS ........................................................................... 7
PRIORITIES ................................................................................................................................... 8
SELECTION CRITERIA ............................................................................................................. 11
PROGRAM DEFINITIONS ......................................................................................................... 18
ELIGIBILITY REQUIREMENTS ................................................
Error! Bookmark not defined.
APPLICATION REQUIREMENTS .............................................
Error! Bookmark not defined.
PROGRAM REQUIREMENTS ................................................................................................... 25
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"I propose working with states to make high-quality preschool available to every child in
America. ... Let's do what works, and make sure none of our children start the race of life
already behind. Let's give our kids that chance."
-- President Barack Obama
0B
PURPOSE OF PROGRAM
The purpose of the Preschool Development Grants program, which is jointly administered by the
Departments of Education and Health and Human Services (Departments), is to support State
and local efforts to build, develop, and expand High-Quality Preschool Programs
1
so that more
children from low- and moderate-income families enter kindergarten ready to succeed in school
and in life. All States, the District of Columbia, and Puerto Rico are eligible to apply for either a
Preschool Development Grants--Development Grant or a Preschool Development Grants--
Expansion Grant.
Preschool Development Grants--Expansion Grants will support states that have robust state
preschool programs or that have been awarded a race to the top–-early learning challenge grant.
These grants will be awarded to states to implement and sustain high-quality preschool programs
that reach and serve additional eligible children in two or more high-need communities. States
will also be able to use a portion of their funds to make preschool program infrastructure and
quality improvements needed to deliver high-quality preschool programs. The states eligible to
apply for a Preschool Development Grants--Expansion Grant are Arkansas, California, Colorado,
Connecticut, Delaware, District Of Columbia, Florida, Georgia, Illinois, Iowa, Kansas,
Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nebraska, New
Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania,
Rhode Island, South Carolina, Tennessee, Texas, Vermont, Virginia, Washington, West Virginia,
and Wisconsin.
1
BACKGROUND
Strong and consistent evidence demonstrates that participation in high-quality early learning
programs can lead to both short- and long-term positive outcomes for all children, but especially
children from low-income families.
2
Research has shown the multiple benefits of attending
preschool programs that are of high-quality, including increased school readiness, lower rates of
grade retention and special education placements, improved high school graduation rates,
reduced interaction with law enforcement, and higher rates of college attendance and
completion.
3
1 Defined terms are used throughout the notice and are indicated by capitalization.
2 Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W., Ludwig, J.O.,
Magnuson, K.A., Phillips, D.A., & Zaslow, M.J. (2013). Investing in Our Future: The Evidence Base on Preschool
Education. New York: Foundation for Child Development and Ann Arbor, MI: Society for Research in Child
Development. Available at: http://fcd-
us.org/sites/default/files/Evidence%20Base%20on%20Preschool%20Education%20FINAL.pdf.
3 Barnett, W. S. (2008). Preschool Education and Its Lasting Effects: Research and Policy Implications. Boulder
and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Available at:
http://nieer.org/resources/research/PreschoolLastingEffects.pdf.
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We also know that children from low-income families, on average, start kindergarten 12 to 14
months behind their peers in pre-reading and language skills.
4 Results from the “Early
Childhood Longitudinal Study, Kindergarten Class of 2010–11,” indicate that children’s
performance in reading and math were lowest for kindergartners in households with incomes
below the Federal Poverty Line and highest for those in households with incomes at or above
200 percent of the Federal Poverty Line.
5
Increasing access to High-Quality Preschool
Programs, particularly for at-risk children from low-income families, can help close, or even
prevent, these achievement gaps prior to kindergarten entry.
The Consolidated Appropriations Act, 2014 (Pub. L. 113-76) provided $250 million for
competitive grants to States for improving early childhood care and education, and help States
develop, enhance, and expand preschool programs that are of high-quality. Of this amount, the
Departments expect to dedicate approximately $80 million to Preschool Development Grants--
Development Grants and $160 million to Preschool Development Grants--Expansion Grants. As
explained more fully elsewhere in the notice, we are waiving notice-and-comment rulemaking
for these competitions to ensure timely awards. However, the Departments welcomed comments
from the public on the priorities, requirements, definitions, and selection criteria for this funding
opportunity through a dedicated Web site and a public hearing. In all, the Departments received
over 600 individual comments to consider as we drafted this notice to be consistent with the
language in the Consolidated Appropriations Act, 2014, and accompanying report.
6
The Departments will make Preschool Development Grants--Expansion Grants on a competitive
basis to States to (1) implement and sustain High-Quality Preschool Programs that reach and
serve additional Eligible Children in two or more High-Need Communities; and (2) enhance
preschool program infrastructure and capacity to deliver High-Quality Preschool Programs. For
Preschool Development Grants--Expansion Grants, States may allocate up to five percent of the
total Federal funds over the grant period for State-level infrastructure. The remainder of the
Federal funds must be subgranted to Early Learning Providers in two or more High-Need
Communities.
We intend High-Quality Preschool Programs to be delivered through a mixed-delivery system of
providers that includes schools, licensed child care centers, Head Start programs, and
community-based organizations. Preschool programs funded by the Preschool Development
Grants program must meet program quality standards, including, at a minimum, the elements
outlined in the definition of a “High-Quality Preschool Program,” such as high staff
qualifications, low child-staff ratios and small class sizes, a Full-Day program, and
4 Committee on Integrating the Science of Early Childhood Development (2000). From Neurons to Neighborhoods:
The Science of Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, eds. Board on Children,
Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National
Academy Press.
5 Mulligan, G.M., Hastedt, S., and McCarroll, J.C. (July, 2012). First-Time Kindergartners in 2010-11: First
Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011) (NCES 2012-049). U.S. Department of Education. Washington, DC: National Center for
Education Statistics. Available at: http://nces.ed.gov/pubsearch/.
6 http://www2.ed.gov/programs/preschooldevelopmentgrants/resources.html.
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Comprehensive Services for children. Though encouraged, other preschool programs within the
State will not be required to meet these same criteria.
A State’s application must include an ambitious and achievable plan covering a project period of
up to four years. Depending on the availability of funds, the Departments will make
continuation awards for years two, three, and four of the project period. The State’s ambitious
and achievable plan must describe, among other things, how the State will expand access to
High-Quality Preschool Programs to children at or below 200 percent of the Federal Poverty
Line; the applicant’s strategy for ensuring the creation of new State Preschool Program slots and,
as appropriate, the improvement of existing State Preschool Program slots as described in
Selection Criterion (D)(4)(b); the reasons for selecting each High-Need Community; a system for
monitoring programs for continuous improvement; how Local Educational Agencies and other
Early Learning Providers will establish and maintain strong partnerships; how High-Quality
Preschool Programs supported under this grant will be aligned with programs and systems that
serve children from birth through third grade; and how the State will maintain High-Quality
Preschool Programs for children after the grant period.
KEY TIMING
Notice Publication:
August 13, 2014
Technical Assistance:
Introduction to the Application:
August 20, 2014
Development Grants Technical Assistance: August 25, 2014
Expansion Grants Technical Assistance: August 26, 2014
Applications Due:
October 14, 2014
Awards Announced:
December 2014
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OVERVIEW OF PROGRAM AND POINTS
Priorities
Absolute Priority 1: Increasing Access to High-Quality Preschool Programs in High-Need
Communities.
Absolute Priority 2: Race to the Top–-Early Learning Challenge States.
Absolute Priority 3: Non-Race to the Top--Early Learning Challenge States with More Robust
State Preschool Programs.
Competitive Preference Priority 1: Contributing Matching Funds
(up to 10 points).
Competitive Preference Priority 2: Supporting a Continuum of Early Learning and
Development
(up to 10 points).
Competitive Preference Priority 3: Creating New High-Quality State Preschool Program Slots
(0 or 10 points).
Selection Criteria
The selection criteria for this program are set forth in sections (A)-(G). The maximum score for
all the selection criteria and competitive preference priorities is 230 points.
A. Executive Summary (10 points).
B. Commitment to State Preschool Programs (20 points).
C. Ensuring Quality in Preschool Programs (30 points).
D. Expanding High-Quality Preschool Programs in Each High-Need Community (60
points).
E. Collaborating with Each Subgrantee and Ensuring Strong Partnerships (50 points).
F. Alignment within a Birth through Third Grade Continuum (20 points).
G. Budget and Sustainability (10 points).
Estimated Available Funds: $160 million.
Project Period: Up to 48 months.
Budget Requirements: To support States in planning their budgets, the Departments have
developed the following annual budget caps for each State eligible for a Preschool Development
Grants--Expansion Grant:
Category 1--up to $35M–-California;
Category 2--up to $30M–-Texas;
Category 3--up to $25M–-Florida, New York;
Category 4--up to $20M–-Georgia, Illinois, Michigan, North Carolina, Ohio, and Pennsylvania;
Category 5--up to $17.5M–-New Jersey, South Carolina, Tennessee, Virginia, and Washington;
Category 6--up to $15M–-Arkansas, Colorado, Kansas, Kentucky, Louisiana, Maryland,
Massachusetts, Minnesota, Oklahoma, Oregon, and Wisconsin;
Category 7--up to $12.5M–-Connecticut, Iowa, Maine, Nebraska, New Mexico, and West
Virginia;
Category 8--up to $10M–-Delaware, District of Columbia, Rhode Island, and Vermont.
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SELECTED APPLICATION INSTRUCTIONS
Selected Background Information
Before you begin work on your Preschool Development Grants--Expansion Grant application, it
may be helpful to understand the parts of the application. Each of these is described below.
•
Priorities:
o An
absolute priority is a priority that all applicants must address fully in order to win;
these will be assessed by peer reviewers as either “yes” or “no.” If an applicant does
not meet the competition’s absolute priority, it will not be awarded a grant.
o A
competitive preference priority is one that earns the applicant extra, or
“competitive preference,” points.
•
Selection criteria are the focal point of the application and the peer review. Applicants
write narrative responses to these criteria, and reviewers judge their responses. Selection
criteria in this competition may be supplemented by—
o
Evidence, including data tables and additional information the State believes will
be helpful to peer reviewers.
•
Definitions set forth the meaning of critical terms in the notice; defined terms are
indicated by initial capitalization.
•
Requirements:
o
Eligibility requirements specify what applicants must have in place in order to
compete for a grant. Staff from the Education Department (“ED”) and the Department
of Health and Human Services (“HHS”) will make the eligibility determination.
o
Application requirements list the elements that must be included in a complete
application.
o
Program requirements specify what applicants must do if they win a grant (
e.g.,
reporting, participating in technical assistance activities, publishing findings).
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5
PRIORITIES
There are two types of priorities in the Preschool Development Grants--Expansion Grant
competition: absolute and competitive.
Absolute Priority
We consider only applications that meet Absolute Priority 1 and either Absolute Priority 2 or
Absolute Priority 3.
Absolute Priority 1: Increasing Access to High-Quality Preschool Programs in High-Need
Communities.
To meet this priority, the State must demonstrate in its application how it will increase access to
High-Quality Preschool Programs for Eligible Children by having an ambitious and achievable
plan to--
(1) Begin serving Eligible Children no later than in year one of the grant period;
(2) Subgrant at least 95 percent of its Federal grant funds received over the grant period
to one or more Subgrantees to implement and sustain voluntary, High-Quality
Preschool Programs for Eligible Children in two or more High-Need Communities in
the State; and
(3) Use no more than five percent of its Federal grant funds received during the grant
period for State-level infrastructure and quality improvements, such as those
described in selection criterion (C)(1).
Absolute Priority 2: Race to the Top--Early Learning Challenge States.
To meet this priority, an applicant must have received an award under a Race to the Top--Early
Learning Challenge competition.
Note: These States are California, Colorado, Delaware, Georgia, Illinois, Kentucky, Maryland,
Massachusetts, Michigan, Minnesota, New Jersey, New Mexico, North Carolina, Ohio,
Pennsylvania, Rhode Island, Oregon, Vermont, Washington, and Wisconsin.
Absolute Priority 3: Non-Race to the Top--Early Learning Challenge States with More
Robust State Preschool Programs.
To meet this priority, the applicant must not have received an award under a Race to the Top--
Early Learning Challenge competition and serve 10 percent or more of four-year-old children in
a State Preschool Program.
Note: These States are Arkansas, Connecticut, District of Columbia, Florida, Iowa, Kansas,
Louisiana, Maine, Nebraska, New York, Oklahoma, South Carolina, Tennessee, Texas, Virginia,
and West Virginia.
Competitive Preference Priorities
Applicants may choose whether to address the competitive preference priorities. Additional
points will be awarded to an application to the extent that reviewers determine it has met a
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competitive preference priority. Applicants earn points under the competitive preference
priorities in a manner similar to how they earn points under the selection criteria.
Competitive Preference Priority 1: Contributing Matching Funds (up to 10 points).
Background: An applicant is not required to contribute non-Federal matching funds to support
its ambitious and achievable plan. However, we will give competitive preference to applicants
who address this priority and will award more points to applicants that commit to a larger
matching contribution. Successful applicants that do not obtain or expend the matching funds
they committed to in their applications may be subject to enforcement proceedings, including
withholding of funds or denial of a continuation award.
Priority: To receive a competitive preference under this priority, the State must describe and
submit appropriate evidence of a credible plan for obtaining and using non-Federal matching
funds to support the implementation of its ambitious and achievable plan during the grant period.
Matching funds may be comprised of State, local, and philanthropic funds and may also include
increased State funding appropriated beginning in the State fiscal year prior to the first year of
the grant period. Points will be awarded based on the following scale if the plan is determined to
be credible:
Percentage non-Federal match of
the State’s four-year total award
Competitive preference points
50% or more
10
40-49%
8
30-39%
6
20-29%
4
10-19%
2
0-9%
0
Competitive Preference Priority 2: Supporting a Continuum of Early Learning and
Development (up to 10 points).
Background: The integration of High-Quality Preschool Programs within a broader continuum
of comprehensive high-quality supports and services helps to create smooth transitions for
children and families to ensure continuous and consistent high-quality early learning
opportunities critical to children’s success. Transition services play a vital role, particularly in
the transitions from infant and toddler services to preschool services, and services under part C
of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.) to services
under section 619 of part B of IDEA. States can support children and families through cross-
sector partnerships and by leveraging resources from existing State and local agencies that
provide early childhood services, including part C and section 619 of part B of IDEA, Early
Head Start and Head Start, home visiting, child care, preschool programs, family supports (e.g.,
those that strengthen and stabilize families) and engagement resources, adult education, and
housing, health, and mental health services.
Priority: To receive a competitive preference under this priority, the State must describe an
ambitious and achievable plan that addresses the creation of a more seamless progression of
supports and interventions from birth through third grade, such as high-quality infant and toddler
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care, home visitation, Full-Day kindergarten, and before- and after-care services for, at a
minimum, a defined cohort of Eligible Children and their families within each High-Need
Community served by each Subgrantee.
Competitive Preference Priority 3: Creating New High-Quality State Preschool Program
Slots (0 or 10 points).
Background: Many States have taken note of the short- and long-term benefits of early
education and have launched efforts to expand the availability of State Preschool Programs. As
of 2013, 40 States and the District of Columbia have at least one State Preschool Program in
place.
7 Nevertheless, only about 28 percent of America’s four-year-olds were enrolled in a State
Preschool Program in the 2012-2013 school year.
8
The high costs of private preschool programs
and the lack of State Preschool Programs narrow options for families, and especially so for low-
income families. In 2011, four-year-olds under 200 percent of poverty were 16 percentage-
points less likely than their higher-income peers (above 200 percent) to attend any preschool
program, whether public or private.
9
Priority: To receive a competitive preference under this priority, the State must demonstrate how
it will use at least 50 percent of its Federal grant award to create new State Preschool Program
slots that will increase the overall number of new slots in State Preschool Programs that meet the
definition of High-Quality Preschool Programs.
7
Based on current data from: Barnett, W.S., Carolan, M.E, Squires, J.H., and Clarke-Brown, K. (May 2014).
State of Preschool 2013: First Look (NCES 2014-078). U.S. Department of Education. Washington, DC: National
Center for Education Statistics. Available at: http://nces.ed.gov/pubsearch.
8 Ibid.
9 U.S. Department of Health and Human Services ASPE tabulations from the Current Population Survey, available
at: http://aspe.hhs.gov/hsp/14/EarlyCareEducation/rb_ece.cfm#_Toc373832432
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B
SELECTION CRITERIA
A. Executive Summary (10 points).
The extent to which the State includes an ambitious and achievable plan for expanding
access to High-Quality Preschool Programs that clearly articulates how the plans proposed under
each criterion in this section, when taken together, will--
(1) Build on the State’s progress to date as demonstrated in selection criterion (B);
(2) Provide voluntary, High-Quality Preschool Programs for Eligible Children through
subgrants to each Subgrantee in two or more High-Need Communities;
(3) Increase the number and percentage of Eligible Children served in High-Quality
Preschool Programs during each year of the grant period through the creation of new, and
the improvement of existing State Preschool Program slots, as applicable;
(4) Have all the characteristics specified in the definition of High-Quality Preschool
Programs;
(5) Set expectations for the school readiness of children upon kindergarten entry;
(6) Be supported by a broad group of stakeholders, including Early Learning Intermediary
Organizations and, if applicable, State and local early learning councils; and
(7) Allocate funds between--
(a) Activities to build or enhance State Preschool Program infrastructure using no
more than five percent of its Federal grant funds received over the grant period on
State-level infrastructure including, but not limited to, monitoring and evaluation
and other quality-enhancing activities that improve the delivery of High-Quality
Preschool Programs to Eligible Children; and
(b) Subgrants to Early Learning Providers to implement voluntary, High-Quality
Preschool Programs for Eligible Children in two or more High-Need
Communities, including how it will--
(i) Provide High-Quality Preschool Programs to Eligible Children no later
than the end of year one of the grant period;
(ii) Subgrant at least 95 percent of its Federal grant funds to its Subgrantee or
Subgrantees over the grant period; and
(iii)Support each Subgrantee in culturally and linguistically appropriate
outreach and communication efforts in order to ensure that all families,
including those who are isolated or otherwise hard to reach, are informed
of the opportunity and encouraged to enroll their children in available
programs.
B. Commitment to State Preschool Programs (20 points).
The extent to which the State has demonstrated its commitment to develop or enhance the
State Preschool Program infrastructure and its capacity to both deliver and increase access to
High-Quality Preschool Programs for Eligible Children, as evidenced by--
(1) State Early Learning and Development Standards (2 points);
(2) The State’s financial investment, if any, and the estimated number and percentage of
children, including, if known, the estimated number and percentage of Eligible Children,
served in State Preschool Programs over the last four years (6 points);
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(3) Enacted and pending legislation, policies, or practices that demonstrate the State’s current
and future commitment to increasing access to High-Quality Preschool Programs for
Eligible Children (4 points);
(4) The quality of existing State Preschool Programs, as evidenced by policies and program
data that demonstrate the State’s commitment to the components of a High-Quality
Preschool Program; compliance with Program Standards; and support for program
monitoring and improvement, which may be accomplished through the use of a TQRIS (4
points);
(5) The State’s coordination of preschool programs and services, in partnership with its Early
Learning Advisory Council, with other State and Federal resources that may be used to
serve preschool-aged children, including, if applicable, programs and services supported
by title I of the ESEA, part C and section 619 of part B of IDEA, subtitle VII-B of the
McKinney-Vento Act, the Head Start Act (42 U.S.C. 9831 et seq.), and the Child Care
and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.) (2 points); and
(6) The State's role in promoting coordination of preschool programs and services at the State
and local levels with other sectors that support the early learning and development of
children, including child health, mental health, family support, nutrition, child welfare,
and adult education and training sectors (2 points).
C. Ensuring Quality in Preschool Programs (30 points).
The extent to which the State has an ambitious and achievable plan to ensure program
quality, including a description of how the State will (8 points)--
(1) Use no more than five percent of the funds received over the grant period for State
Preschool Program infrastructure and quality improvements at the State level through
activities such as--
(a) Enhancing or expanding Early Learning and Development Standards;
(b) Implementing Program Standards consistent with a High-Quality Preschool
Program;
(c) Supporting programs in meeting the needs of children with disabilities and
English learners, including in workforce development;
(d) Conducting a needs assessment to determine the current availability of High-
Quality Preschool Programs, including private and faith-based providers and
Head Start programs;
(e) Establishing or upgrading preschool teacher education and licensure
requirements;
(f) Improving teacher and administrator early education training programs and
professional development;
(g) Implementing a Statewide Longitudinal Data System to link preschool and
elementary and secondary school data;
(h) Implementing a Comprehensive Early Learning Assessment System;
(i) Building preschool programs’ capacity to engage parents in decisions about their
children’s education and development, help families build protective factors, and
help parents support their children’s learning at home;
(j) Building State- and community-level support for High-Quality Preschool
Programs through systemic linkages to other early learning programs and
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resources to support families, such as child health, mental health, family support,
nutrition, child welfare, and adult education and training sectors; and
(k) Other activities that would support the delivery of High-Quality Preschool
Programs to Eligible Children.
(2) Implement a system for monitoring and supporting continuous improvement for each
Subgrantee to ensure that each Subgrantee is providing High-Quality Preschool Programs
(which may be accomplished through the use of leveraging a TQRIS and other existing
monitoring systems), including the extent to which the State (10 points)--
(a) Has the capacity to measure preschool quality, including parent satisfaction
measures, and provide performance feedback to inform and drive State and local
continuous program improvement efforts;
(b) Is using a Statewide Longitudinal Data System that is able to track student
progress from preschool through third grade; and
(c) Clearly specifies the measureable outcomes, including school readiness, to be
achieved by the program.
(3) Measure the outcomes of participating children across the five Essential Domains of
School Readiness during the first few months of their admission into kindergarten using
an assessment or assessments, such as a Kindergarten Entry Assessment, to achieve the
purposes for which the assessment was developed and that conform with the
recommendations of the National Research Council report on early childhood
assessments (12 points).
10
D. Expanding High-Quality Preschool Programs in Each High-Need Community (60 points).
The extent to which the State articulates an ambitious and achievable plan for expanding
High-Quality Preschool Programs in two or more High-Need Communities, including a
description of how--
(1) The State has selected each Subgrantee and each High-Need Community that will be
served, including a description of each High-Need Community and its geographic
diversity, such as whether the community is located in a rural or tribal area, and whether
it is located in a federally designated Promise Zone
11
(8 points).
Note: Applicants that have federally designated Promise Zones in their States as of July
31, 2014 must propose to serve and coordinate with a High-Need Community located in
that Promise Zone in order to be eligible for up to the full 8 points under sub-criterion
(D)(1). If they do not propose to serve and coordinate with a High-Need Community in
that Promise Zone, they are eligible for up to 6 points under this sub-criterion.
10 One example of these reports is referenced here. National Research Council (2008). Early Childhood
Assessment: Why, What, and How. Committee on Developmental Outcomes and Assessments for Young Children,
C.E. Snow and S.B. Van Hemel, Editors. Board on Children, Youth, and Families, Board on Testing and
Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies
Press. Available at: www.nap.edu/catalog.php?record_id=12446.
11 The first five Promise Zones are located in San Antonio, Texas (Eastside Neighborhood); Philadelphia,
Pennsylvania (West Philadelphia); Los Angeles, California (Neighborhoods of Pico Union, Westlake, Koreatown,
Hollywood, and East Hollywood); Southeastern Kentucky (Kentucky Highlands); and the Choctaw Nation of
Oklahoma. For additional information on Promise Zones, see www.whitehouse.gov/the-press-
office/2014/01/08/fact-sheet-president-obama-s-promise-zones-initiative.
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Applicants that do not have federally designated Promise Zones in their State are eligible
for up to the full 8 points under this sub-criterion.
(2) Each High-Need Community is currently underserved, including the number and
percentage of four-year-olds in State Preschool Programs and other publically funded
preschool programs (8 points).
(3) The State conducted outreach, including consultation with tribes, if applicable, to
potential Subgrantees and the process used in selecting each Subgrantee (4 points).
(4) The State will subgrant at least 95 percent of its Federal grant award over the grant period
to its Subgrantee or Subgrantees to implement and sustain voluntary, High-Quality
Preschool Programs in two or more High-Need Communities, and--
(a) Set ambitious and achievable annual targets for the number and percentage of
additional Eligible Children to be served during each year of the grant period (16
points); and
(b) Incorporate in its plan (12 points):
(i) Ambitious expansion of the number of new slots in State Preschool
Programs that meet the definition of High-Quality Preschool Program; and
(ii) Ambitious improvement of existing State Preschool Program slots to bring
them to the level of a High-Quality Preschool Program by extending
programs from half-day to Full-Day; limiting class size and decreasing
child to staff ratios; employing and compensating a teacher with a
bachelor’s degree; providing in-service, evidence-based professional
development such as coaching; or providing Comprehensive Services.
Note: Applicants may receive up to the full 12 points if they address only
(D)(4)(b)(i) or (b)(ii) or if they address both (D)(4)(b)(i) and (b)(ii).
(5) The State, in coordination with each Subgrantee, intends to sustain High-Quality
Preschool Programs after the grant period, including any non-Federal support that the
State or each Subgrantee commits to contribute (12 points).
E. Collaborating with Each Subgrantee and Ensuring Strong Partnerships (50 points).
The extent to which the State has an ambitious and achievable plan to ensure that each
Subgrantee is effectively implementing High-Quality Preschool Programs, including a
description of--
(1) The roles and responsibilities of the State and Subgrantee in implementing the project
plan (2 points).
(2) How the State plans to implement High-Quality Preschool Programs, including the
organizational capacity and existing infrastructure of the Subgrantee to provide High-
Quality Preschool Programs, either directly or indirectly through an Early Learning
Provider or Providers, and coordinate the delivery of High-Quality Preschool
Programs (6 points).
(3) How the State will ensure that each Subgrantee minimizes local administrative costs
(2 points).
(4) How the State and Subgrantee will monitor the Early Learning Providers to ensure
they are delivering High-Quality Preschool Programs (4 points).
(5) How the State and the Subgrantee will coordinate plans related to assessments, data
sharing, instructional tools, family engagement, cross-sector and comprehensive
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services efforts, professional development, and workforce and leadership
development (4 points).
(6) How the State and Subgrantee will coordinate, but not supplant, the delivery of High-
Quality Preschool Programs funded under this grant with existing services for
preschool-aged children including, if applicable, State Preschool Programs and
programs and services supported through title I of the ESEA, part C and section 619
of part B of IDEA, subtitle VII-B of the McKinney-Vento Act, the Head Start Act,
and the Child Care and Development Block Grant Act (6 points).
(7) How the Subgrantee will integrate, to the extent practicable, High-Quality Preschool
Programs for Eligible Children within economically diverse, inclusive settings,
including those that serve children from families with incomes above 200 percent of
the Federal Poverty Line (6 points).
(8) How the Subgrantee will deliver High-Quality Preschool Programs to Eligible
Children, including Eligible Children who may be in need of additional supports,
such as those who have disabilities or developmental delays; who are English
learners; who reside on "Indian lands" as that term is defined by section 8013(7) of
the ESEA; who are migrant; who are “homeless,” as defined in subtitle VII-B of the
McKinney-Vento Act; who are in the child welfare system; who reside in rural or
tribal areas; who are from military families; and other children as identified by the
State (6 points).
(9) How the State will ensure the Subgrantee implements culturally and linguistically
responsive outreach and communication efforts to enroll children from families with
Eligible Children, including isolated or hard-to-reach families; helps families build
protective factors; and engages parents and families (e.g., builds capacity to support
children's learning and development) as decision-makers in their children's education
(4 points).
(10) How the State will ensure strong partnerships between each Subgrantee and LEAs or
other Early Learning Providers, as appropriate, including a description of how the
State will ensure that each Subgrantee (10 points) --
(a) Partners with LEAs or other Early Learning Providers, as appropriate, to carry
out activities that provide children and their families with successful
transitions from preschool into kindergarten; and
(b) Coordinates and collaborates with LEAs or other Early Learning Providers, as
appropriate, in--
(i) Providing opportunities for early educators to participate in
professional development on early learning and kindergarten
standards, assessments, curricula, and culturally and linguistically
responsive strategies to help families build protective factors, build
parents’ capacity to support their children’s learning and development,
and engage parents as decision-makers in their children’s education;
(ii) Providing family engagement, support, nutrition, and other
Comprehensive Services and coordinating with other community
partners to ensure families’ access to needed supports;
(iii)Supporting full inclusion of Eligible Children with disabilities and
developmental delays to ensure access to and full participation in the
High-Quality Preschool Program;
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(iv) Supporting the inclusion of children who may be in need of additional
supports, such as children who are English learners; who reside on
"Indian lands" as that term is defined by section 8013(7) of the ESEA;
who are migrant; who are "homeless," as defined in subtitle VII-B of
the McKinney-Vento Act; who are in the child welfare system; who
reside in rural areas; who are from military families; and other children
as identified by the State;
(v) Ensuring that High-Quality Preschool Programs have age-appropriate
facilities to meet the needs of Eligible Children;
(vi) Developing and implementing a systematic procedure for sharing data
and other records consistent with Federal and State law; and
(vii) Utilizing community-based learning resources, such as libraries, arts
and arts education programs, and family literacy programs.
F. Alignment within a Birth through Third Grade Continuum (20 points).
The extent to which the State has an ambitious and achievable plan to align High-Quality
Preschool Programs supported by this grant with programs and systems that serve children from
birth through third grade to, among other things, improve transitions for children across this
continuum.
(1) For birth through age-five programs, these activities include--
(a) Coordinating with other early education and care programs and child care
family service providers supported through Federal, State, and local resources
to build a strong continuum of learning for children from birth through age
five and their families that expands families’ choices, facilitates or improves
their access to programs and supports in their own communities, and engages
all families with Eligible Children, including isolated or hard-to-reach families
that might not otherwise participate; and
(b) Ensuring that the provision of High-Quality Preschool Programs will not lead
to a diminution of other services or increased cost to families for programs
serving children from birth through age five; and
(2) For kindergarten through third grade, these activities may include—
(a) Ensuring that Eligible Children are well-prepared for kindergarten;
(b) Sustaining the educational and developmental gains of Eligible Children by—
(i) Promoting collaboration between preschool and kindergarten teachers;
(ii) Expanding access to Full-Day kindergarten; and
(iii) Increasing the percentage of children who are able to read and do math
at grade level by the end of third grade; and
(c) Sustaining a high level of parent and family engagement as children move
from High-Quality Preschool Programs into the early elementary school
years;
(d) Taking steps, or building upon the steps it has taken, to align, at a minimum--
(i) Child learning standards and expectations;
(ii) Teacher preparation, credentials, and workforce competencies;
(iii) Comprehensive Early Learning Assessment Systems;
(iv) Data systems; and
(v) Family engagement strategies.
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G. Budget and Sustainability (10 points).
The extent to which the budget narrative and budget tables demonstrate that the State
will--
(1) Use the funds from this grant and any matching contributions to serve the number of
children described in its ambitious and achievable plan for each year, including using the
funds for the projected per child costs for new and improved State Preschool Program
slots that are reasonable and sufficient, and that the projected per child costs for new and
improved State Preschool Program slots are reasonable and sufficient to ensure High-
Quality Preschool Programs;
(2) Coordinate the use of existing funds from Federal sources that support early learning and
development, such as title I of the ESEA, part C and section 619 of part B of IDEA,
subtitle VII-B of the McKinney-Vento Act, the Head Start Act, and the Child Care and
Development Block Grant Act of 1990, and State, private, local, foundation, or other
private funding sources for activities and services that help expand High-Quality
Preschool Programs; and
(3) Sustain the High-Quality Preschool Programs supported by this grant after the grant
period ends to ensure that the number and percentage of Eligible Children with access to
High-Quality Preschool Programs in the State will be maintained or expanded, including
to additional High-Need Communities.
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7B
PROGRAM DEFINITIONS
Comprehensive Early Learning Assessment System means a coordinated and
comprehensive system of multiple assessments, each of which is valid and reliable for its
specified purpose and for the population with which it will be used, that organizes information
about the process and context of young children's learning and development in order to help
teachers make informed instructional and programmatic decisions and that conforms with the
recommendations of the National Research Council report on early childhood assessments
12
by
including, at a minimum:
(a) Screening Measures;
(b) Formative Assessments;
(c) Measures of Environmental Quality;
(d) Measures of the Quality of Adult-Child Interactions; and
(e) A Kindergarten Entry Assessment.
Comprehensive Services means services that include:
(a) Screenings for hearing, vision, dental, health (including mental health), and
development, as well as referrals and assistance obtaining services, when appropriate;
(b) Culturally and linguistically responsive family engagement opportunities (taking into
account home language), such as parent conferences (including parent input about
their child’s development) and support services, such as parent education, and
leadership opportunities, such as a Parent Advisory Committee;
(c) Nutrition services, including nutritious meals and snack options aligned with
requirements set by the most recent Child and Adult Care Food Program guidelines
promulgated by the Department of Agriculture, as well as regular, age-appropriate,
nutrition education for children and their families;
(d) Services coordinated with LEAs and early intervention service providers and other
entities providing services under part C and section 619 of part B of IDEA;
(e) Physical activity services aligned with evidence-based guidelines, such as those
recommended by the Institute of Medicine,
13
and which take into account and
accommodate children with disabilities;
(f) Partnerships with and linkages to community services to enhance family well-being,
such as income supports, food pantries, housing, social services, and other services
relating to health/mental health, domestic violence, substance abuse, adult literacy,
education and training, and financial asset building;
(g) On-site coordination of services, to the maximum extent feasible; and
(h) Additional support services, determined by the State, as appropriate.
Early Learning and Development Standards means a set of expectations, guidelines, or
developmental milestones that--
12 One example of these reports is referenced here.National Research Council (2008). Early Childhood Assessment:
Why, What, and How. Committee on Developmental Outcomes and Assessments for Young Children, C.E. Snow
and S.B. Van Hemel, Editors. Board on Children, Youth, and Families, Board on Testing and Assessment, Division
of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Available at: www.nap.edu/catalog.php?record_id=12446.
13 www.iom.edu/Reports/2011/Early-Childhood-Obesity-Prevention-Policies/Recommendations.aspx.
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(a) Describes what all children from birth to kindergarten entry should know and be able
to do and their disposition toward learning;
(b) Is appropriate for each age group (e.g., infants, toddlers, and preschoolers); for
English learners; and for children with disabilities or developmental delays;
(c) Covers all Essential Domains of School Readiness; and
(d) Is universally designed and developmentally, culturally, and linguistically
appropriate.
Early Learning Intermediary Organization means a national, statewide, regional, or
community-based organization that represents one or more networks of early learning and
development programs in the State and that has influence or authority over them. Such Early
Learning Intermediary Organizations include, but are not limited to, child care resource and
referral agencies; State Head Start associations; family child care associations; State affiliates of
the National Association for the Education of Young Children; State affiliates of the Council for
Exceptional Children’s Division of Early Childhood; statewide or regional union affiliates that
represent early childhood educators; affiliates of the National Migrant and Seasonal Head Start
Association; the National Tribal, American Indian, and Alaskan Native Head Start Association;
the National Indian Child Care Association; and the National Indian Education Association.
Early Learning Provider means an entity that carries out an early childhood education
program, including an LEA, charter school, educational service agency, Head Start program,
licensed child care provider, municipality or other local government agency, tribe or Indian
organization, institution of higher education, library, museum, or other eligible licensed provider
as defined by the State, or a consortium thereof.
Eligible Children means four-year-old children from families whose income is at or
below 200 percent of the Federal Poverty Line.
Eligible Children with Disabilities means Eligible Children who have been determined by
the local educational agency to be eligible for special education and related services under
section 619 of the IDEA (20 U.S.C. 1400 et seq.)
Essential Data Elements means the critical child, program, and workforce data elements
of a coordinated early learning data system, including--
(a) A unique statewide child identifier or another highly accurate, proven method to link
data on that child, including Kindergarten Entry Assessment data, to and from the
Statewide Longitudinal Data System and the coordinated early learning data system
(if applicable);
(b) A unique statewide early childhood educator identifier;
(c) A unique program site identifier;
(d) Child and family demographic information;
(e) Early childhood educator demographic information, including data on educational
attainment and State credentials or licenses held, as well as professional development
information;
(f) Program-level data on the program’s structure, quality, child suspension and
expulsion rates, staff retention, staff compensation, work environment, and all
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applicable data reported as part of the State’s Tiered Quality Rating and Improvement
System; and
(g) Child-level program participation and attendance data.
Essential Domains of School Readiness means the domains of language and literacy
development, cognition and general knowledge (including early mathematics and early scientific
development), approaches toward learning (including the utilization of the arts), physical well-
being and motor development (including adaptive skills), and social and emotional development.
Federal Poverty Line means a measure of income level issued annually by the
Department of Health and Human Services and used to determine eligibility for certain programs
and benefits.
14
Formative Assessment (also known as a classroom-based or ongoing assessment) means
assessment questions, tools, and processes--
(a) That are--
(1) Specifically designed to monitor children’s progress in meeting the Early
Learning and Development Standards;
(2) Valid and reliable for their intended purposes and their target populations; and
(3) Linked directly to the curriculum; and
(b) The results of which are used to guide and improve instructional practices.
Full-Day means a day that is--
(a) Equivalent to a full school day at the public elementary schools in the State; and
(b) Not fewer than five hours a day.
High-Need Community means a geographically defined area, such as a city, town,
county, neighborhood, district, rural or tribal area, or consortium thereof, with a high level of
need as determined by the State.
High-Quality Preschool Program means an early learning program that includes structural
elements that are evidence-based and nationally recognized as important for ensuring program
quality, including at a minimum--
(a) High staff qualifications, including a teacher with a bachelor’s degree in early
childhood education or a bachelor’s degree in any field with a State-approved
alternate pathway, which may include coursework, clinical practice, and evidence of
knowledge of content and pedagogy relating to early childhood, and teaching
assistants with appropriate credentials;
(b) High-quality professional development for all staff;
(c) A child-to-instructional staff ratio of no more than 10 to 1;
(d) A class size of no more than 20 with, at a minimum, one teacher with high staff
qualifications as outlined in paragraph (a) of this definition;
(e) A Full-Day program;
14 The 2014 Federal Poverty Line, also known as poverty guidelines or “Federal poverty level” (FPL), can be found
at http://aspe.hhs.gov/poverty/14poverty.cfm.
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(f) Inclusion of children with disabilities to ensure access to and full participation in all
opportunities;
(g) Developmentally appropriate, culturally and linguistically responsive instruction and
evidence-based curricula, and learning environments that are aligned with the State
Early Learning and Development Standards, for at least the year prior to kindergarten
entry;
(h) Individualized accommodations and supports so that all children can access and
participate fully in learning activities;
(i) Instructional staff salaries that are comparable to the salaries of local K-12
instructional staff;
(j) Program evaluation to ensure continuous improvement;
(k) On-site or accessible Comprehensive Services for children and community
partnerships that promote families’ access to services that support their children’s
learning and development; and
(l) Evidence-based health and safety standards.
Kindergarten Entry Assessment means an assessment that--
(a) Is administered to children during the first few months of their admission into
kindergarten;
(b) Covers all Essential Domains of School Readiness;
(c) Is used in conformance with the recommendations of the National Research Council
reports on early childhood;
15
and
(d) Is valid and reliable for its intended purposes and for the target populations and
aligned to the Early Learning and Development Standards.
Results of the assessment should be used to inform efforts to close the school-readiness
gap at kindergarten entry, to inform instruction in the early elementary school grades,
and to inform parents about their children’s status and involve them in decisions about
their children’s education. This assessment must not be used to prevent children’s entry
into kindergarten or as a single measure for high-stakes decisions.
Lead Agency means a State-level agency that administers public funds related to early
learning and development and is participating in the State’s ambitious and achievable plan; this
agency is designated by the Governor for the administration of the Preschool Development
Grants funds and is the fiscal agent for the grant.
Local Educational Agency (LEA) has the meaning given the term in section 9101 of the
ESEA.
15 One example of these reports is referenced here. National Research Council (2008). Early Childhood
Assessment: Why, What, and How. Committee on Developmental Outcomes and Assessments for Young Children,
C.E. Snow and S.B. Van Hemel, Editors. Board on Children, Youth, and Families, Board on Testing and
Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies
Press.
Available at: www.nap.edu/catalog.php?record_id=12446.
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Measures of Environmental Quality means valid and reliable indicators of the overall
quality of the early learning environment.
Measures of the Quality of Adult-Child Interactions means the measures obtained
through valid and reliable processes for observing how teachers and caregivers interact with
children, where such processes are designed to promote child learning and to identify strengths
of and areas for improvement for early learning professionals.
Program Standards means the standards that serve as the basis for a TQRIS and define
differentiated levels of quality for Early Learning and Development Programs. Program
Standards must measure, at a minimum, the extent to which--
(a) Early Learning and Development Standards are implemented through evidence-based
activities, interventions, or curricula that are appropriate for each age group of
infants, toddlers, and preschoolers;
(b) Comprehensive Early Learning Assessment Systems are used routinely and
appropriately to improve instruction and enhance program quality by providing robust
and coherent evidence of--
(1) Children’s learning and development outcomes; and
(2) Program performance;
(c) A qualified workforce improves young children’s health, social, emotional, and
educational outcomes;
(d) Culturally and linguistically responsive strategies are successfully used to engage
families, help them build protective factors, and strengthen their capacity to
support their children’s development and learning. These strategies may include,
but are not limited to, parent access to the program, ongoing two-way
communication with families, parent education in child development, outreach to
fathers and other family members, training and support for families as children
move to preschool and kindergarten, social networks of support, intergenerational
activities, linkages with community supports, adult and family literacy programs,
parent involvement in decision making, and parent leadership development;
(e) Health promotion practices include health and safety requirements;
developmental, behavioral, and sensory screening, referral, and follow up; the
promotion of physical activity, healthy eating habits, oral health, and behavioral
health; and health literacy of parents; and
(f) Data practices are effective and include gathering Essential Data Elements and
entering them into the State’s Statewide Longitudinal Data System or other early
learning data system, using these data to guide instruction and program
improvement, and making this information readily available to families.
Screening Measures means age and developmentally appropriate, valid, and reliable
instruments that are used to identify children who may need follow-up services to address
developmental, learning, or health needs in, at a minimum, the areas of physical health,
behavioral health, oral health, child development, vision, and hearing.
State means any of the 50 States, the District of Columbia, and Puerto Rico.
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State Preschool Program means a preschool program predominately supported with State
funds that provides services to four-year-old children, including a State Head Start program.
Statewide Longitudinal Data System means the State’s longitudinal education data
system that collects and maintains detailed, high-quality, student- and staff-level data that are
linked across entities and that over time provide a complete academic and performance history
for each student. The Statewide Longitudinal Data System is typically housed within the State
educational agency but includes or can be connected to early childhood, postsecondary, and
labor data.
Subgrantee means an Early Learning Provider serving at least one High-Need
Community that is receiving a subgrant from the State, and is participating in the State’s
ambitious and achievable plan.
Tiered Quality Rating and Improvement System (TQRIS) means the system through
which the State uses a set of progressively higher Program Standards to evaluate the quality of an
early learning and development program and to support program improvement. A Tiered
Quality Rating and Improvement System consists of four components:
(a) Tiered Program Standards with multiple rating categories that clearly and
meaningfully differentiate program quality levels.
(b) Monitoring to evaluate program quality based on the Program Standards.
(c) Supports to help programs meet progressively higher standards (e.g., through training,
technical assistance, financial support).
(d) Program quality ratings that are publicly available and include a process for
validating the system.
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8B
ELIGIBILITY REQUIREMENTS
To be eligible to compete for funding under this program a State must--
(a) Serve 10 percent or more of four-year-old children in a State Preschool Program;
16
or
(b) Have received an award under a Race to the Top – Early Learning Challenge competition.
Therefore, only the States of Arkansas, California, Colorado, Connecticut, Delaware, District of
Columbia, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland,
Massachusetts, Michigan, Minnesota, Nebraska, New Jersey, New Mexico, New York, North
Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Tennessee,
Texas, Vermont, Virginia, Washington, West Virginia, and Wisconsin are eligible to apply for
Preschool Development Grants--Expansion Grants.
APPLICATION REQUIREMENTS
The following requirements apply to all applications submitted under this competition:
(a) The State’s application must be signed by the Governor or an authorized representative and
an authorized representative from the Lead Agency.
(b) The application must include a letter of support from an operational State Advisory Council
on Early Childhood Education and Care that meets the requirements described in section
642B(b) of the Head Start Act (42 U.S.C. 9837(b)) and in paragraph (l) of the Program
Requirements. If the State does not have an operational State Advisory Council, the
application must include a letter of support from a similar State council on early childhood
education and care established by the State’s legislature or assigned the duties of the State
Advisory Council on Early Childhood Education and Care by the State’s Governor that
meets the requirements described in section 642B(b) of the Head Start Act (42 U.S.C.
9837(b)) and in paragraph (l) of the Program Requirements. The letter must describe the
council’s level of support and, if applicable, participation in the grant.
(c) The State must include a budget narrative that details how it will use Federal grant funds
awarded under this competition, and, if applicable, funds from other Federal, State, private,
and local sources, to achieve--
(1) The goals outlined in its ambitious and achievable plan; and
(2) Its ambitious and achievable targets for increasing the number and percentage of
Eligible Children who are enrolled in High-Quality Preschool Programs through, as
applicable, newly created and improved State Preschool Program slots as described
in selection criterion (D)(4)(b).
(d) The State must complete the Excel spreadsheets that are provided on the Preschool
Development Grants Website at www.ed.gov/programs/preschooldevelopmentgrants and
upload to the Other Attachments Form in Grants.gov as explained in Part 5 of the
application.
16 Based on current data from: Barnett, W.S., Carolan, M.E, Squires, J.H., and Clarke-Brown, K. (May 2014). State
of Preschool 2013: First Look (NCES 2014-078). U.S. Department of Education. Washington, DC: National Center
for Education Statistics. Available at: http://nces.ed.gov/pubsearch.
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(e) The State must provide, for each selection criterion or priority in this notice that solicits an
ambitious and achievable plan, a description of the following elements, at a minimum--
(1) The key goals of the plan;
(2) The key activities to be undertaken; the rationale for the activities; and, if applicable,
where in the State the activities will be initially implemented, and where and how
they will be scaled up over time;
(3) A realistic timeline, including key milestones, for implementing each key activity;
(4) The party or parties responsible for implementing each activity and other key
personnel assigned to each activity;
(5) Appropriate financial resources to support successful implementation and
sustainment of the plan;
(6) The information requested as supporting evidence, if any, together with any
additional information the State believes will be helpful to peer reviewers in judging
the credibility of the plan;
(7) The information requested in the performance measures, where applicable; and
(8) How the State will address the needs of Eligible Children, including those who may
be in need of additional supports, such as children who have disabilities or
developmental delays; who are English learners; who reside on “Indian lands” as that
term is defined by section 8013(7) of the Elementary and Secondary Education Act
of 1965, as amended (20 U.S.C. 6301 et seq.) (ESEA); who are migrant; who are
“homeless,” as defined in subtitle VII-B of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. §11434a(2)) (McKinney-Vento Act); whose families are
involved in the child welfare system; who reside in rural areas; who are from military
families; and other children as identified by the State, if applicable.
(f) The State must provide a letter of support or preliminary binding agreement, such as a
preliminary memorandum of understanding (MOU), from each Subgrantee attesting to the
Subgrantee’s participation (a model MOU is provided in the Appendix B of this notice).
PROGRAM REQUIREMENTS
States and each Subgrantee that receive funds under this grant program must meet the following
requirements for, at a minimum, the duration of the grant period:
(a) The State must continue to participate in--
(1) The programs authorized by part C and section 619 of part B of IDEA;
(2) The Child Care and Development Fund (CCDF) program (pursuant to the Child Care
and Development Block Grant Act (42 U.S.C. 9858 et seq.));
(3) The program authorized under section 418 of the Social Security Act (42 U.S.C. 618);
(4) The Maternal, Infant, and Early Childhood Home Visiting program (section 511 of
title V of the Social Security Act, as amended by section 2951 of the Affordable Care
Act of 2010 (Pub. L. 111-148)); and
(5) Subtitle VII-B of the McKinney-Vento Act.
(b) The State and each Subgrantee must use funds made available under this grant to
supplement, not supplant, any Federal, State, or local funds (e.g., IDEA, title I, Head Start,
CCDF, and any matching funds included as part of Competitive Preference Priority 2) that,
in the absence of the funds awarded under this grant, would be available for improving the
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quality of State Preschool Programs and increasing access to High-Quality Preschool
Programs.
(c) The State must participate in grantee technical assistance activities facilitated by ED or HHS,
individually or in collaboration with other State grantees, to share effective program
practices and solutions and collaboratively solve problems, and must set aside a minimum of
$25,000 annually from its grant funds for this purpose.
(d) The State and each Subgrantee must participate in any evaluation of the State's High-Quality
Preschool Program, including any cross-State evaluation, if funded by ED or HHS.
(e) The State and each Subgrantee must comply with the requirements of all applicable Federal,
State, and local privacy laws, including the requirements of the Family Educational Rights
and Privacy Act (20 U.S.C. 1232g), the Health Insurance Portability Accountability Act
(Pub. L. 104-191), and IDEA.
(f) The State and each Subgrantee must ensure that the grant project is implemented in
accordance with all applicable Federal, State, and local laws and regulations, including the
provisions of Section 504 of the Rehabilitation Act of 1973 and Title II and Title III of the
Americans with Disabilities Act of 1990 that prohibit discrimination on the basis of
disability and require that individuals with disabilities be served in the most integrated
setting appropriate to their needs.
(g) The State and each Subgrantee must provide researchers with access, consistent with the
requirements of all applicable Federal, State, and local privacy laws, to available data
regarding the enrollment and school readiness of Eligible Children in State Preschool
Programs.
(h) Unless otherwise protected as proprietary information by Federal or State laws or a specific
written agreement, the State and each Subgrantee must make any work (e.g., materials, tools,
processes, systems) developed under its grant freely available to the public. Any Web sites
developed under this grant must meet government or industry-recognized standards for
accessibility.
(i) The State must have a Statewide Longitudinal Data System that links early childhood data
with the State’s kindergarten through grade 12 (K-12) data system by the end of the grant
period.
(j) The State must ensure that the State Advisory Council on Early Childhood Education and
Care includes, in addition to the members of the State Advisory Council described in section
642B(b) of the Head Start Act (42 U.S.C. 9837(b)), the State’s CCDF administrator, State
agency coordinators from both part C and section 619 of part B of IDEA, the State Title I
Director, the State Coordinator of Education for Homeless Children and Youth, State agency
representatives responsible for health and mental health, and parent representatives.
(k) The State must establish policies and procedures that ensure--
(1) Collaboration between each Subgrantee and programs authorized by section 619 of
part B of IDEA so that Eligible Children with disabilities in the High-Need
Community are being appropriately identified and served in the least restrictive
environment; and
(2) Ensure that the percentage of Eligible Children with disabilities served by the High-
Quality Preschool Programs is not less than either the percentage of four-year-old
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children served statewide through part B, section 619 of IDEA (20 U.S.C. 1400 et
seq.), or the current national average,
17
whichever is greater.
(l) The State and each Subgrantee are prohibited from spending grant funds, including any
matching funds, if applicable, on construction, renovation, modernization, or related
activities.
(m) For activities involved in improving existing State Preschool Program slots to meet the
definition of High-Quality Preschool Programs, the State and each Subgrantee may only
spend grant funds, including any matching funds, if applicable, on activities listed in
selection criterion (D)(4)(b)(ii).
(n) Within 90 days of receipt of an award, the State must submit to the Departments a signed
MOU (a model MOU is provided in Appendix B of this notice) or other binding agreement
between the State’s Lead Agency and each Subgrantee that, at a minimum --
(1) Includes a scope of work describing the portions of the State's plan that the
Subgrantee will implement;
(2) Incorporates the State's ambitious and achievable plan, in particular the sections that
the Subgrantee is responsible for implementing;
(3) Is signed by an authorized representative of the State’s Lead Agency and the
Subgrantee;
(4) Describes the roles and responsibilities of the State’s Lead Agency and Subgrantee in
implementing the project plan;
(5) Describes the method and process for making different types of decisions (e.g.,
policy, operational);
(6) Describes how the State and Subgrantee will exchange data; and
(7) Describes how the MOU can be amended.
(o) The State must submit scopes of work for the State and each Subgrantee within 90 days of
the grant award notification date. These scopes of work must contain detailed work plans
and budgets that are consistent with the State's grant application, and must include the State’s
and each Subgrantee’s specific goals, activities, timelines, budgets, key personnel, and
annual targets for key performance measures for the portions of the State's proposed plans
that the Subgrantee is agreeing to implement.
17 Note: The current national percentage of four year-old-children receiving services through part B, section 619 of
IDEA is 6.4%. Source: 2012 IDEA Part B Child Count (www.ideadata.org).
