# Presentation: 056774

## Improving Head Start for School Readiness Act of 2007

- P.L. 110-134

## Definitions

- Deficiency
- Limited English Proficient
- Professional Development
- Unresolved area of non-compliance
- Interrater Reliability
- Scientifically Valid Research

## Authorization Levels

- FY 2008	$7,350,000
- FY 2009	$7,650,000
- FY 2010	$7,995,000
- FY 2011	such sums
- FY 2012	such sums

## Grantee Designation

- Grants will be for a 5 year period
- A Secretarially appointed review panel will make recommendations on the implementation of a new system for re-designation of grantees.
- 18-36 month time frame for implementation

## Funding Allocation

- All grantees must get prior year’s base funding level unless appropriation is less than prior year.
- If there are increased funds:
- T/TA is 2 1⁄2-3% of the increase
- Grantees get COLA equal to prior year increase in CPIU if there are sufficient funds
- Indian and migrant programs get $10 million or, if a full COLA is not possible, 5% of any increase.  (0 if COLA is less than half the CPI-U)

## Funding Allocation (continued)

- Of any remaining funds:
**Quality Improvement** – 40% (45%)
**Expansion** – 45% (55%)
**State Advisory Councils** – 15%

## Funding Allocation (continued)

- Quality funds
- proportionate to grantee enrollment
- 50% for salaries to education personnel, family workers and child counselors
- Head Start Expansion funds
- 	 At least 3% to Indian programs and 4.5% to migrants.
- Remainder is split between Head Start and EHS.
- For Head Start allocation, expansion further split among all states and states serving less than 60% of 3s & 4s below the poverty line.

## Funding Allocation (continued)

- ‘Discretionary payments’ capped at $42 million
- RD&E capped at $20 million
- State Advisory Councils capped at $100 million
- Special Expansion to AIAN and MSHS capped at $50 million for each

## Homeless children

- Homeless children are categorically eligible for Head Start.
- OHS will issue regulations regarding the participation and prioritization of homeless children in Head Start programs.

## Children above poverty line

- Up to 35% of a grantee’s enrollment may be children whose incomes are between 100-135% of poverty.  (This is in addition to the current 10% over-income.)
- Grantees doing so must demonstrate they have fully met the needs of the low-income population in their service area.

## Enrollment

**Grantees can propose to convert current Head Start slots to EHS slots. (subject to regulations)**
**Grantees can propose to convert current part-day slots to full-day slots.  **
**Grantees, if full COLA is not awarded, can propose enrollment reductions.**
**Grantees are to maintain “an active waiting list”.**
**AIAN grantees who run HS and EHS programs may reallocate funds between HS and EHS.**

## Children with disabilities

- The current regulatory requirement that 10% of enrolled children has been modified and incorporated into law.
- 10% of enrolled children (not enrollment opportunities) must be for children with disabilities.
- Grantees may get a waiver but only for up to 3 years.

## Curricula

- All curricula must be based on scientifically valid research and be age and developmentally appropriate.

##  Standards

- OHS to review and, as appropriate, revise the Performance Standards.
- Standards to ensure children demonstrate:
- Language knowledge and skills
- Literacy knowledge and skills
- Mathematics knowledge and skills
- Science knowledge and skills
- Abilities in the creative arts
- Physical development

## OHS to provide guidance to grantees on the use of scientifically-based measures that:

Help children develop the skills, knowledge, abilities and development related to achieving school readiness
Improving classroom practices
Identifying the special needs of children
Improving overall program performance 

- OHS to provide guidance to grantees on the use of scientifically-based measures that:
- Help children develop the skills, knowledge, abilities and development related to achieving school readiness
- Improving classroom practices
- Identifying the special needs of children
- Improving overall program performance

## Monitoring

- Teams do not have to be led by federal team leaders.
- Reviews are to use a valid and reliable research based observational instrument to assess classroom quality.
- The time period for correcting non-compliance findings is 120 days.
- Program strengths are to be included in the monitoring report.

## Collaboration/Coordination

- Grantees must enter into a MOU with the agency in its community (if any) that administers state pre-K.
- Grantees must collaborate with LEAs to assure an orderly transition from Head Start to kindergarten.
- Grantees are to conduct community outreach to “generate support and leverage resources...”

## Collaboration (continued)

- New roles have been assigned to the State Collaboration Directors.
- Governors shall establish State Advisory Councils on Early Childhood Education and Care

## State Advisory Councils

- Each governor to establish a State Advisory Council
- Competitive, one time start up funds of not less than $500,000 (subject to availability of funds)

## Staff Qualifications

- By 9/30/2010: 100% of EHS teachers with CDA
- By 9/30/2011: 100% of teachers with AA*
- By 9/30/2013:
**100% of Ed. Coordinators with BA **
**50% of teachers with BA **
**100% of teacher assistants with CDA***
- *waivers may be granted

## T/TA

- T/TA is 2 1⁄2%-3% of the total Head Start appropriation
- At least 50% of T/TA funds go directly to grantees.
- At least 25% of T/TA funds are to be used for a state-based T/TA system.
- Of these amounts at least 20% are for EHS T/TA.

## T/TA (continued)

**Grantees are required to develop, annually, a T/TA plan**
**T/TA priorities include: **
**training and career development needs of staff related to literacy activities & parent involvement,**
**prevention of childhood obesity, **
**improving services to homeless children, **
**improving services to LEP children, **
**increasing family literacy and parenting skills, **
**meeting the needs of rural families, etc.**

## Staff Training

- All teachers must attend at least 15 hours of professional development each year
- Each agency must develop a professional development plan for all full-time staff
- Teachers that receive financial assistance for college must agree to work in Head Start for three years or repay assistance

## Grantee Management

- Agencies are to develop procedures for on-going monitoring.
- Each agency is to conduct a comprehensive self-assessment of its effectiveness and progress in meeting program goals.
- Improvement plans are required for programs needing improvement.
- Grantee must have strong fiscal controls, including employment of well-qualified staff.
- New requirements for governing board membership.
- Specific functions are given to both the Board and the Policy Council.

## Grantee Reports

- Annual reports to OHS on:
- Administrative expenses
- Progress in meeting teacher degree requirements
- Program improvement plan to strengthen weaknesses identified in the self assessment
- Demographics, outreach, enrollment and other practices if serving additional children up to 130% of poverty
- A copy of its audit management letter and any audit findings related to Head Start to OHS.
- Monthly enrollment reports to OHS.

## Annual Report to Public

- Grantees are required to make an annual report on program operations available to the public.
- The report must include information on funding sources, budget, enrollment, monitoring reviews, audits, medical and dental screenings, parent involvement activities, and agency efforts to prepare children for school and any other information required by HHS.

## Under-enrollment

- Grantees will report monthly on enrollment
- On a semi-annual basis OHS shall:
- determine which agencies are under-enrolled
- develop a plan for reducing or eliminating under-enrollment with such agencies, and
- provide technical assistance.
- If after 12 months of TA, an agency is less than 97% enrolled OHS may recapture or reduce the base grant.

## Studies

- A study of limited English proficient children and their families
- A study of the unmet need for American Indian and migrant/seasonal children
- A study of Head Start programs’ preparedness to deal with emergencies.

## Centers of Excellence

- OHS to establish up to 200 Centers of Excellence (subject to appropriation of funds)