Sec. 120. Eligible local entity applications

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An eligible local entity desiring to receive a subgrant under section 117(b) shall submit an application to the State, at such time, in such manner, and containing such information as the State may reasonably require. Each application submitted under subsection

(a)shall include the following: A description of how the eligible local entity plans to engage the parents and families of the children such entity serves and ensure that parents and families of eligible children, as described in clauses

(i)and

(ii)of section 116(a)(2)(A), are aware of the services provided by the eligible local entity, which shall include a plan to— carry out meaningful parent and family engagement, through the implementation and replication of evidence-based or promising practices and strategies, which shall be coordinated with parent and family engagement strategies supported under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.) and part A of title I and title V of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311 et seq. and 7201 et seq.), if applicable, in order to— provide parents and family members with the skills and opportunities necessary to become engaged and effective partners in their child’s education, particularly the families of dual language learners and children with disabilities, which may include access to family literacy services; improve child development; and strengthen relationships among prekindergarten staff and parents and family members; and participate in community outreach to encourage families with eligible children to participate in the eligible local entity's high-quality prekindergarten program, including— homeless children; dual language learners; children in foster care; children with disabilities; and migrant children. A description of how the eligible local entity will— coordinate, if applicable, the eligible local entity's activities with— Head Start agencies (consistent with section 642(e)(5) of the Head Start Act (42 U.S.C. 9837(e)(5)), if the local entity is not a Head Start agency; local educational agencies, if the local entity is not a local educational agency; providers of services under part C of the Individuals with Disabilities Education Act (20 U.S.C. 1431 et seq.); programs carried out under section 619 of the Individuals with Disabilities Education Act (20 U.S.C. 1419); and if feasible, other entities carrying out early childhood education programs and services within the area served by the local educational agency; develop a process with local elementary schools to promote continuity of developmentally appropriate instructional programs and shared expectations for children’s learning and development as children transition to kindergarten; organize, if feasible, and participate in joint training, when available, including transition-related training for school staff and early childhood education program staff; establish comprehensive transition policies and procedures with elementary school principals, as applicable, for children served by the eligible local entity that support the school readiness of children transitioning to kindergarten, including the transfer of early childhood education program records with parental consent; conduct outreach to parents, families, and elementary school teachers and principals to discuss the educational, developmental, and other needs of children entering kindergarten; help parents, including parents of children who are dual language learners, understand and engage with the instructional and other services provided by the kindergarten in which such child will enroll after participation in a high-quality prekindergarten program; and develop and implement a system to increase program participation of underserved populations of eligible children, especially homeless children, children eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act ( 42 U.S.C. 1751 et seq. ), parents of children who are dual language learners, and parents of children with disabilities. A description of how the eligible local entity will meet the diverse needs of children in the community to be served, including children with disabilities, children whose native language is not English, children with other special needs, children in the State foster care system, and homeless children. Such description shall demonstrate, at a minimum, how the entity plans to— ensure the eligible local entity's high-quality prekindergarten program is accessible and appropriate for children with disabilities and dual language learners; establish effective procedures for providing early developmental screening and appropriate referral to local agencies responsible for providing services under section 619 or part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419 and 1431 et seq.); establish effective procedures for timely referral of children with disabilities to the State or local agency described in subparagraph (B); ensure that the eligible local entity’s high-quality prekindergarten program works with appropriate entities to address the elimination of barriers to immediate and continuous enrollment for homeless children; and ensure access to and continuity of enrollment in high-quality prekindergarten programs for migratory children, as defined under section 1309 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6399 ), if applicable, and homeless children, including through policies and procedures that require— outreach to identify migratory and homeless children; immediate enrollment, including enrollment during the period of time when documents typically required for enrollment, including health and immunization records, proof of eligibility, and other documents, are obtained; continuous enrollment and participation in the same high-quality prekindergarten program for a child, even if the child moves out of the program’s service area, if that enrollment and participation are in the child’s best interest, including by providing transportation when necessary; professional development for high-quality prekindergarten program staff regarding migratory children and homelessness among families with young children; and in serving homeless children, collaboration with local educational agency liaisons designated under section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act ( 42 U.S.C. 11432(g)(1)(J)(ii) ), and local homeless service providers. A description of how the eligible local entity plans to provide comprehensive services, as described in section 112(9)(I), to the children the eligible local entity serves. Such description shall provide information on how the entity will— use a recently conducted data-driven assessment or conduct a data-driven community assessment in coordination with members of the community, including parents and community organizations, which— may involve an external partner with expertise in conducting such needs analysis, to determine the most appropriate social or other support services to offer through the eligible local entity's on-site comprehensive services to children who participate in high-quality prekindergarten programs; and shall consider the resources available at the school, local educational agency, and community levels to address the needs of the community and improve child outcomes; and have a coordinated system to facilitate the screening, referral, and provision of services related to health, nutrition, mental health, disability, and family support for children served by the eligible local entity. A description of how the eligible local entity plans to support the instructional staff of such entity's high-quality prekindergarten program, which shall, at a minimum, include a plan to provide high-quality professional development, or facilitate the provision of high-quality professional development through an outside partner with expertise and a demonstrated track record of success, based on scientifically valid research, that will improve the knowledge and skills of high-quality prekindergarten teachers and staff through activities, which may include— acquiring content knowledge and learning teaching strategies needed to provide effective instruction that addresses the State’s early learning and development standards described under section 115(1), including professional training to support the social and emotional development of children; enabling high-quality prekindergarten teachers and staff to pursue specialized training in early childhood development; enabling high-quality prekindergarten teachers and staff to acquire the knowledge and skills to provide instruction and appropriate language and support services to increase the English language skills of dual language learners; enabling high-quality prekindergarten teachers and staff to acquire the knowledge and skills to provide developmentally appropriate instruction for children with disabilities; promoting classroom management; providing high-quality induction and support for incoming teachers and staff serving high-quality prekindergarten programs, including through the use of mentoring programs and coaching that have a demonstrated track record of success; promoting the acquisition of relevant credentials, including in ways that support career advancement through career ladders; and enabling high-quality prekindergarten teachers and staff to acquire the knowledge and skills to provide culturally competent instruction for children from diverse backgrounds.

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Sec. 120

Eligible local entity applications

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