home visitation and staff of other early 
childhood education programs, such as 
Head Start programs carried out under 
the Head Start Act (42 U.S.C. 9831 et 
seq.) and Early Head Start programs car-
ried out under section 645A of such Act, 
the Americans with Disabilities Act (42 
U.S.C. 12101 et seq.), preschool programs, 
and child care programs, to facilitate the 
coordination of services for eligible fami-
lies. 
(vii) How the lead State agency will 
provide training and technical assistance to 
staff of programs of early childhood home 
visitation involved in activities under this 
subsection to more effectively meet the 
needs of the eligible families served, with 
sensitivity to cultural variations in par-
enting norms and attitudes toward formal 
support services. 
(viii) How the lead State agency will 
evaluate the activities supported under this 
subsection in order to assess outcomes re-
lated to the enhancement of— 
(I) parental practices; 
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(II) child health and development 
indicators; 
(III) child maltreatment indica-
tors; 
(IV) school readiness indicators; 
and 
(V) links to community services. 
(VI) Such other information as 
the Secretary may require. 
(4) APPROVAL OF APPLICATIONS.— 
(A) IN GENERAL.—The Secretary shall ap-
prove an application under this subsection 
based on the recommendations of a peer review 
panel, as described in subparagraph (B). The 
panel shall select applicants based on the qual-
ity of the application, with consideration given 
to including some applicants, to the extent 
practicable, with the ability to incorporate com-
parison or control groups in their service deliv-
ery model, recognizing that not all quality pro-
grams will be able to do so but that having 
some such programs would contribute to eval-
uation. 
(B) PEER REVIEW PANEL.—The peer re-
view panel shall include not less than— 
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(i) 3 individuals who are experts in 
the field of home visitation; 
(ii) 2 individuals who are experts in 
early childhood development; 
(iii) 1 individual with experience im-
plementing a statewide program of early 
childhood home visitation; 
(iv) 1 individual who is a board cer-
tified pediatrician or a developmental pedi-
atrician; and 
(v) 1 individual with experience in ad-
ministering public or private (including 
community-based) child maltreatment pre-
vention programs. 
(5) DURATION
OF
GRANTS.—Grants made 
under this subsection shall be for a period of no 
more than 3 years. 
(6) STATE USES OF FUNDS.—Each State that 
receives a grant under this subsection shall— 
(A) provide to as many eligible families in 
the State as practicable, voluntary early child-
hood home visitation, on not less frequently 
than a monthly basis with greater frequency of 
services for those eligible families identified 
with additional needs, through the implementa-
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tion of quality programs of early childhood 
home visitation that— 
(i) adopt a clear, consistent model 
that is grounded in empirically-based 
knowledge related to home visiting and 
linked to program-determined outcomes; 
(ii) employ well-trained and competent 
staff, as demonstrated by education or 
training, and the provision of ongoing and 
specific training on the model being deliv-
ered; 
(iii) maintain high quality supervision 
to establish home visitor competencies; 
(iv) show strong organizational capac-
ity to implement the program; 
(v) establish appropriate linkages and 
referral networks to other community re-
sources and supports; 
(vi) monitor fidelity of program imple-
mentation to assure that services are deliv-
ered according to the specified model; and 
(vii) provide parents with— 
(I) knowledge of age appropriate 
child development in cognitive, lan-
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guage, social-emotional, and motor do-
mains; 
(II) knowledge of realistic expec-
tations of age-appropriate child behav-
iors; 
(III) knowledge of health and 
wellness issues for children and par-
ents; 
(IV) modeling, consulting, and 
coaching on parenting practices; 
(V) skills to interact with their 
child to enhance age-appropriate de-
velopment; 
(VI) skills to recognize and seek 
help for issues related to health, devel-
opmental delays, and social, emo-
tional, and behavioral skills; and 
(VII) activities designed to help 
parents become full partners in the 
education of their children; 
(viii) ascertain what health and devel-
opmental services the family receives and 
work with these providers to eliminate 
gaps in service by offering annual health, 
vision, hearing, and developmental screen-
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ing for children from birth to entry into 
kindergarten, when not otherwise provided; 
(ix) provide referrals for eligible fami-
lies, as needed, to additional resources 
available in the community, such as center- 
based early education programs, child care 
services, health or mental health services, 
family 
literacy 
programs, 
employment 
agencies, social services, and child care re-
source and referral agencies; and 
(x) offer group meetings (at program 
discretion), on not less frequently than a 
monthly basis, for eligible families that— 
(I) further enhance the informa-
tion, activities, and skill-building ad-
dressed during home visitation; and 
(II) offer opportunities for par-
ents to meet with and support each 
other; 
(B) reserve 10 percent of the grant funds 
to provide training and technical assistance, di-
rectly or through contract, to early childhood 
home visitation and early childhood care and 
education staff relating to— 
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(i) effective methods of implementing 
parent education, conducting home vis-
iting, and promoting quality early child-
hood development; 
(ii) the relationship of health and 
well-being of pregnant women to prenatal 
and early childhood development; 
(iii) early childhood development with 
respect to children from birth until entry 
into kindergarten; 
(iv) methods to help parents promote 
emergent literacy in their children from 
birth until entry into kindergarten; 
(v) health, vision, hearing, and devel-
opmental screenings; 
(vi) strategies for helping eligible fam-
ilies with special needs or those eligible 
families coping with crisis; 
(vii) recruiting, supervising, and re-
taining qualified staff; 
(viii) increasing services for under-
served populations; 
(ix) methods to help parents effec-
tively respond to their children’s needs and 
behaviors; 
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(x) implementation of ongoing pro-
gram quality improvement and evaluation 
of activities and outcomes; and 
(xi) relevant issues related to child 
welfare and protective services, with infor-
mation provided being consistent with 
State child welfare agency training. 
(C) ensure coordination of programs of 
early childhood home visitation, early childhood 
education and care, and early intervention, 
through an existing or created State-level early 
childhood coordinating body that includes— 
(i) representatives from relevant State 
agencies, including the State agency with 
responsibility for carrying out the plan 
under Section 106 of the Child Abuse Pre-
vention and Treatment Act; 
(ii) representatives from State Head 
Start Associations; 
(iii) the State official with responsi-
bility for carrying out activities under part 
C of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1431 et seq.); 
(iv) the State official with responsi-
bility for carrying out activities under sec-
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tion 619 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1419); 
(v) representatives from child care re-
source and referral State offices; 
(vi) representatives from quality pro-
grams of early childhood home visitation; 
and 
(vii) a board certified pediatrician or a 
developmental pediatrician; and 
(D) not expend more than 5 percent of the 
amount of grant funds received under this sub-
section for the administration of the grant, in-
cluding planning, administration, and annual 
reporting. 
(7) MAINTENANCE OF EFFORT.—A State is en-
titled to receive its full allotment of funds under this 
subsection for any fiscal year if the Secretary finds 
that the aggregate expenditures within the State for 
quality programs of early childhood home visitation 
for the fiscal year preceding the fiscal year for which 
the determination is made was not less than 100 
percent of such aggregate expenditures for the sec-
ond fiscal year preceding the fiscal year for which 
the determination is made. 
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(8) REPORTING
REQUIREMENTS.—Each State 
that receives a grant under this subsection shall sub-
mit an annual report to the Secretary regarding the 
State’s progress in addressing the purposes of this 
Act. Such report shall include, at a minimum, a de-
scription of— 
(A) actual service delivery provided under 
the grant including— 
(i) program characteristics including 
descriptive information on the service 
model used and actual program perform-
ance; 
(ii) provider characteristics including 
staff qualifications, work experience, and 
demographic characteristics; 
(iii) recipient characteristics including 
number, demographic characteristics, and 
family retention; and 
(iv) an estimate of annual program 
implementation costs; 
(B) recipient outcomes that are consistent 
with program goals including, where appro-
priate given the program being evaluated— 
(i) parental practices; 
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(ii) child health and development indi-
cators; 
(iii) child maltreatment indicators 
(iv) school readiness indicators; and 
(v) links to community services; 
(C) the research-based instruction, mate-
rials, and activities being used in the activities 
funded under the grant; 
(D) the effectiveness of the training and 
ongoing professional development provided— 
(i) to staff supported under the grant; 
and 
(ii) to the broader early childhood 
community; and 
(E) beginning at the end of the second 
year of the grant, the results of evaluations de-
scribed in paragraph (3)(F)(vii). 
(b) STRENGTHENING EARLY HEAD START HOME 
VISITATION.—Section 645A of the Head Start Act (42 
U.S.C. 9840a) is amended— 
(1) in subsection (b)— 
(A) in paragraph (4), by striking ‘‘provide 
services to parents to support their role as par-
ents’’ and inserting ‘‘provide additional services 
to parents to support their role as parents (in-
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cluding training in parenting skills, basic child 
development, and sensitivity to cultural vari-
ations in parenting norms and attitudes toward 
formal supports)’’; 
(B) in paragraph (5)— 
(i) by inserting ‘‘(including home- 
based services)’’ after ‘‘with services’’; and 
(ii) by inserting ‘‘, and family support 
services’’ after ‘‘health services’’; 
(C) by redesignating paragraphs (7), (8), 
and (9) as paragraphs (9), (10), and (11), re-
spectively; and 
(D) by inserting after paragraph (6) the 
following: 
‘‘(7) develop and implement a systematic proce-
dure for transitioning children and parents from an 
Early Head Start program into a Head Start pro-
gram or another local early childhood education pro-
gram; 
‘‘(8) establish channels of communication be-
tween staff of Early Head Start programs and staff 
of Head Start programs or other local early child-
hood education programs, to facilitate the coordina-
tion of programs;’’; 
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