Sec. 4. Quality pathways grants
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Grants under section 3(a)— may be awarded for a period of 3 years; and may be extended, for a 2-year period, subject to approval by the Secretary, and based on the State’s progress in— increasing the number and percentage of children from low-income families in each age group of infants, toddlers, and preschoolers, enrolled in high-quality State early learning programs; meeting the components described in subsection (c)(4); increasing the number of high-quality State early learning programs in low-income communities; and incorporating the program quality findings and recommendations, as appropriate. Subject to section 9, to be eligible to receive a grant under subsection
(a)or
(b)of section 3, a State shall contribute to the activities assisted under the grant, non-Federal matching funds in an amount equal to not less than 15 percent of the amount of the grant. In order to receive a grant under section 3(a), a State’s application under section 3(d) shall include a plan that includes the following: A description of how the State will use funds prioritized for those programs serving high proportions of low-income children in accordance with subsection
(e)to improve health, social, emotional, cognitive, physical development, and school readiness for young children by implementing quality initiatives to improve State early learning programs serving disadvantaged children from birth to entry into kindergarten to lead to a greater percentage of children from low-income families participating in high-quality State early learning programs. A description of the benchmarks, consistent with section 7, the State will establish to demonstrate that a greater percentage of children from low-income families are participating in high-quality State early learning programs. A description of how the State will integrate existing State early learning programs and services into a comprehensive system for early learning and development. A description of how the State will implement a system of high-quality State early learning programs and services that includes the following components: A governance structure. State early learning standards. A process to ensure that State early learning standards are integrated into the instructional and programmatic practices of State early learning programs and services. A tiered program rating and improvement system that fully integrates early learning standards, applicable State licensing requirements, program quality standards, and other applicable State regulatory standards, which, at a minimum, shall include standards regarding preservice and ongoing training for staff in early childhood development, health, and safety, and other program standards as required by the State, and that— is designed to improve quality and effectiveness across different types of early learning settings; has progressively higher levels of program quality leading to quality levels consistent with or higher than nationally recognized, high-quality program quality standards that are valid and reliable for State early learning programs, such as the Head Start performance standards described in section 641A of the Head Start Act ( 42 U.S.C. 9836a ); determines the extent to which individual programs across different types of settings integrate the State’s early learning standards for the purpose of improving instructional and programmatic practices; addresses quality for and effective inclusion of children with disabilities or developmental delays across all early learning settings; addresses staff qualifications, training, and professional development and education; addresses the quality of early learning facilities; builds the capacity of State early learning programs and communities to promote parents' and families' understanding of the State's early learning system and the rating of the programs in which their child is enrolled; provides financial incentives and other supports designed to achieve and sustain higher levels of quality; and includes mechanisms for evaluating how programs are meeting the State's program quality standards and progressively higher levels of quality. A system of program review and monitoring that is designed— to rate providers using the system described in subparagraph
(D)in a way that is accessible and useful to parents; to assess and improve programmatic practices and instructional practices; and to provide high-quality environments that can engage children with materials, curricula, and experiences appropriate to the developmental level of the child. A process to support and increase the number of State early learning programs integrating instructional and programmatic practices that guide and improve instructional practice, professional development of staff, and services that— include developmentally appropriate, culturally and linguistically appropriate, ongoing, classroom-based instructional assessments for each domain of child development and learning; and are aligned with the curriculum used in the State early learning program and with the State early learning standards or the Head Start Child Outcomes Framework (as described in the Head Start Act ( 42 U.S.C. 9831 et seq. )), as applicable. A plan for providing comprehensive preservice preparation and professional development to create, educate, and support a knowledgeable, highly skilled, and well-compensated workforce, across all types of early childhood settings serving all children from birth to kindergarten entry. Outreach strategies that incorporate multiple strategies for parent, expectant parent, and family involvement and education. A plan to promote understanding by parents and families of— the State's program rating system, as described in subparagraph (D); and the rating of the program in which their child is enrolled. A coordinated system to facilitate prompt screening, referral, and provision of services related to health, mental health, disability, and family support for children participating in State early learning programs. A process for evaluating school readiness in children that reflects all of the major domains of development, and that— is used to guide practice and improve State early learning programs; and includes multiple measures of school readiness at kindergarten entry, and which shall reflect a sample across the State. A comprehensive plan that promotes nutrition and wellness in early learning settings, and which— includes program standards for the healthful development of infants, toddlers, and young children; encourages the provision of foods and beverages in accordance with the guidelines of the Richard B. Russell National School Lunch Act ( 42 U.S.C. 1751 et seq. ), and which incorporates age appropriate recommendations to reduce the consumption and excess of sugar, saturated fat, and sodium; and reflects physical activity recommendations which are appropriate for young children from birth through kindergarten entry. A plan to implement or enhance the State’s data system for early learning programs, including— alignment and interoperability between the data system for early learning programs for children and data systems for elementary and secondary education so that progress on key data elements can be tracked over time with minimal duplication; and uniform data collection from all providers that receive public funding about the quality of early learning programs, essential information about the children and families that participate in such programs, and the qualifications and compensation of the early learning workforce in such programs. A plan to ensure effective transitions between State early learning programs and the kindergarten through grade 3 public school system in the State. A plan for how the State will determine which State early learning programs received significant direct funding under this Act, and are not making sufficient quality improvement, including a description of the technical assistance the State will provide to such programs and how the State shall determine when to shift unspent funds under this Act to other State early learning programs in the same geographic region serving similar populations, to the extent practicable. A description of how the State will ensure that programs receiving funds under this Act are participating in the State tiered program rating system described in paragraph (4)(D). A description of how the funds provided under the grant will be targeted to enhance the quality of early learning programs in order to increase the number and percentage of children from low-income families in high-quality State early learning programs, including children— in each age group (infants, toddlers, and preschoolers); living in rural and urban areas; who are among the most disadvantaged children; and who need access to full-day, full-year State early learning programs. A description of the steps the State will take to ensure that all center-based child care programs, family child care programs, State-funded prekindergarten, Head Start programs under the Head Start Act ( 42 U.S.C. 9831 et seq. ), and other State early learning programs are included in the State system described in paragraph (4). A description of disparities by age group (infants, toddlers, and preschoolers) and race and ethnicity of available high-quality State early learning programs in low-income communities and the steps the State will take to decrease such disparities, if applicable. A description of how the State facilitates access to high-quality State early learning programs for each of the populations described in subparagraphs
(A)through
(E)of section 10(2), such as through subsidies for children in State early learning programs. A description of how the State will align early learning standards with— appropriate State academic content standards for kindergarten through grade 3; and elements of program quality standards. A description of how the State will improve interagency collaboration and coordinate the early childhood programs and services throughout the State. A description of the timeframe the State proposes to develop and implement the elements described in such State's application. A description of how the State will implement a process for improving the quality of early learning services to better meet the needs of the most disadvantaged children, including children who are limited English proficient and children with disabilities. An assurance that the grant will be used to improve the quality of State early learning programs across a range of types of settings and providers of such programs, and all ages of children (from birth to kindergarten entry). An assurance that the Governor has designated or created a State Advisory Council on Early Childhood Education and Care (established pursuant to section 642B(b)(1)(A) of the Head Start Act ( 42 U.S.C. 9837b(b)(1)(A) )), has taken steps to ensure that membership includes all representatives described in section 642B(b)(1)(C) of such Act, and has consulted with such State Advisory Council on Early Childhood Education and Care in applying for a grant under this Act. An assurance that the grant will be used only to supplement, and not to supplant, Federal, State, and local funds otherwise available to support existing State early learning programs and services. An assurance that the State will continue to participate in section 619 and part C of the Individuals with Disabilities Education Act ( 20 U.S.C. 1419 , 1431 et seq.) for the duration of the grant. In awarding grants under section 3(a), the Secretary shall award grants under such section, on a competitive basis, to those States that have demonstrated the greatest progress in establishing and committing to maintain a system of high-quality State early learning programs, on a competitive basis, based on the State's commitment to meeting and developing, as necessary, the components described in subsection (c)(4). A State receiving a grant under section 3(a) shall use the grant funds for activities that implement or improve the system components described in subsection (c)(4) and help State early learning programs meet and sustain higher levels of program quality standards and move more low-income children into higher quality programs, consistent with the plan submitted in accordance with subsection (c). A State may apply to the Secretary to reserve not more than 25 percent of the amount of the grant to expand access for children from low-income families, proportional to the disparities by age group identified in subsection (c)(8), to the highest quality State early learning programs that offer full-day, full-year services.
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