Sec. 6. State use of funds
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A State that receives a grant under this Act shall ensure that grant funds will be used to support services for early childhood educators and early childhood care and education programs across all early childhood age groups, such as infants, toddlers, and preschoolers. A State that receives a grant under this Act shall use not more than 5 percent of the grant funds for the administration and provision of technical assistance needed to carry out the initiatives and activities described in subsections (c), (d), and (e), collectively.
A State that receives a grant under this Act shall use grant funds to carry out the following: Providing scholarships for tuition, fees and materials, and support, including college counseling, paid substitutes, and release time, to early childhood educators or individuals who are preparing to be early childhood educators to enable such individuals to earn— a child development associate credential; or an associate or baccalaureate degree in early childhood education, or a closely related field (as determined by the Secretary).
In a State with a quality rating and improvement system, enhancing and expanding coaching, mentoring, and other professional development to help early childhood care and education programs improve at least 1 level on the State's quality rating and improvement system. Providing ongoing professional development opportunities for early childhood educators that relate to— the specialized knowledge and skills of early childhood educators for working with different ages and levels of development of children (including infants, toddlers, and preschoolers); the State’s early learning guidelines; high-quality teacher-child interactions; cultural competence for working with a diversity of children and families; dual language learners; children with disabilities, as described in parts B and C of the Individuals with Disabilities Education Act ( 20 U.S.C. 1411 et seq. and 1431 et seq.); and engaging and partnering with parents and families.
Encouraging cross-sector training opportunities for teachers and staff working in Head Start, Early Head Start, child care, early intervention programs, infant and early childhood mental health programs, home visiting programs, and State-funded prekindergarten and preschool programs that receive funds under title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.), where applicable. Expanding the number of early childhood educators who are trained to work with infants and toddlers.
In using grant funds received under this Act, a State shall give priority to using such funds to carry out the activities described under subparagraph
(A)of paragraph (1). A State that receives a grant under this Act may use grant funds to— support directors of early childhood care and education programs in the areas of program management and leadership, adult learning to support staff development, and child development; and expand the number of early childhood educators who have experience in providing professional development, coaching, mentoring, or consultation to early childhood educators about working with infants, toddlers, and their families. A State that receives a grant under this Act shall submit an annual report to the Secretaries at such time, in such manner, and containing such information as the Secretaries may require, including, at a minimum, the following: In the case of a State that has a quality rating and improvement system, any evidence of an increase in the number of early childhood care and education programs participating in the State’s quality rating and improvement system, that— have improved at least 1 level on the State's quality rating and improvement system; and received coaching, mentoring, scholarships for postsecondary education, or other technical assistance related to professional knowledge and skills to improve quality as described under subsection (c)(1). The number of scholarships provided by the State, as described under subsection (c)(1)(A), disaggregated by— whether the scholarships support the pursuit of— a child development associate credential; an associate degree in early childhood education, or a closely related field (as determined by the Secretary); or a baccalaureate degree in early childhood education, or a closely related field (as determined by the Secretary); the race, gender, annual income, and native language of the individual receiving such scholarship; in the case of a scholarship recipient who is, at the time the scholarship is awarded, working as an early childhood educator— the age of the children with whom the early childhood educator works; the type of early childhood care and education program setting in which the early childhood educator works, and the percentage of children in such program setting who are— eligible for Early Head Start or Head Start; or receiving child care services for which financial assistance is provided in accordance with the Child Care and Development Block Grant of 1990 ( 42 U.S.C. 9858 et seq. ); and the number of years that the early childhood educator has worked in the field of early childhood education prior to receiving such scholarship; and the number of scholarship recipients who are working in the field of early childhood education 2 years after receiving a credential or degree described in subsection (c)(1)(A), whether such recipient is— working in the same early childhood care and education program; in a different early childhood care and education program; or in the same role or in a different role within the field of early childhood education. Data describing the professional development activities offered to early childhood educators, including information about such activities relating to the categories described in clauses
(i)through
(vii)of subsection (c)(1)(C), as appropriate. Data describing the cross-sector training opportunities provided, as described in subsection (c)(1)(D), including— the primary role of professionals who participated in a cross-sector training; the primary setting in which such professionals work; the topic of the training; and the sources of funding for the training. If applicable, evidence of an increase in the number of early childhood educators working with— infants and toddlers; children with developmental delays or disabilities; and dual language learners. Data describing any increase in early childhood care and education programs in the State.
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