family income, toward such cost for all 
such children. 
‘‘(C) SPECIAL RULE.—The State shall not 
require a family with a child that is eligible for 
a Head Start program under the Head Start 
Act (42 U.S.C. 9831 et seq.) to pay a copay-
ment under this paragraph for any eligible child 
in the family.’’. 
SEC. 106. LIMITATIONS. 
Section 658F is amended— 
(1) by striking the section heading and insert-
ing the following: 
‘‘SEC. 658F. LIMITATIONS.’’; 
and 
(2) in subsection (b)(1), by striking ‘‘section 
658O(c)(6)’’ and inserting ‘‘section 658O(b)(6)’’. 
SEC. 107. ACTIVITIES TO IMPROVE THE QUALITY OF CHILD 
CARE. 
Section 658G of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9848e) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), by striking ‘‘A 
State’’ and all that follows through ‘‘for activi-
ties’’ and inserting ‘‘A State that receives a 
payment under section 658J shall reserve and 
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use the quality child care amount described in 
paragraph (2) for activities’’; 
(i) by adding ‘‘for all age groups of el-
igible children’’ before ‘‘, and is in align-
ment with’’; and 
(B) by striking paragraphs (2) and (3) and 
inserting the following: 
‘‘(2) QUALITY
CHILD
CARE
AMOUNT.—Such 
State shall reserve and use— 
‘‘(A) during fiscal years 2020 through 
2022, from each payment made to the State for 
a fiscal year, a quality child care amount equal 
to 50 percent of the allotment; and 
‘‘(B) during fiscal year 2023 and each sub-
sequent fiscal year, from each of the quarterly 
payments made to the State for a fiscal year, 
a quality child care amount equal to not more 
than 10 percent of 25 percent of the amount 
made available to the State to carry out this 
subchapter for the second preceding fiscal 
year.’’; and 
(2) by striking subsection (b) and inserting the 
following: 
‘‘(b) ACTIVITIES.— 
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‘‘(1) IN GENERAL.—Quality child care amounts 
reserved under subsection (a) shall be used to carry 
out activities that— 
‘‘(A) consist of— 
‘‘(i) each of the activities described in 
subparagraphs (A) and (B) of paragraph 
(2), and the activities described in para-
graph (2)(C) under the circumstances de-
scribed in that paragraph; 
‘‘(ii) the activities described in para-
graph (3); 
‘‘(iii) at the election of the State, the 
activities described in paragraph (4); 
‘‘(iv) not fewer than one of the activi-
ties described in a subparagraph of para-
graph (5); 
‘‘(v) not fewer than one of the activi-
ties described in a subparagraph of para-
graph (6), or in the matter preceding sub-
paragraph (A) of paragraph (6); 
‘‘(vi) each of the activities described 
in paragraph (7); 
‘‘(vii) one or more activities described 
in a subparagraph of paragraph (8); and 
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‘‘(viii) at the election of the State dur-
ing fiscal years 2020 through 2022— 
‘‘(I) remodeling, renovation, or 
repair 
permitted 
under 
section 
658F(b); or 
‘‘(II) construction or renovation 
permitted under section 658O(b)(6), 
with priority for funding for such con-
struction or renovation given to— 
‘‘(aa) providers of high-qual-
ity and inclusive care for children 
with disabilities and infants and 
toddlers with disabilities; 
‘‘(bb) care during nontradi-
tional hours; 
‘‘(cc) 
providers 
in 
rural 
areas; and 
‘‘(dd) providers in under-
served areas or areas of con-
centrated poverty; and 
‘‘(B) will improve the quality of child care 
services provided in the State. 
‘‘(2) 
QUALITY
IMPROVEMENT
GRANTS.—A 
State shall use quality child care amounts to im-
prove the quality of child care providers across the 
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State that are eligible for assistance under this sub-
chapter, including by— 
‘‘(A) making startup grants (including, in 
the case of providers of family, friend, or neigh-
bor care, grants for activities described in para-
graph (8)(H)) to child care providers that are 
not yet participating in the tiered and trans-
parent system for measuring the quality of 
child care providers described in section 
658E(c)(2)(W)(i), in a fiscal year, and that 
commit to improve quality so that the provider 
involved can participate in that system in the 
subsequent fiscal year; 
‘‘(B) making quality improvement grants 
to child care providers that meet the require-
ments for a tier of the State tiered and trans-
parent system for measuring the quality of 
child care providers described in section 
658E(c)(2)(W)(i), in a fiscal year, and that 
commit to improve quality so that the provider 
involved can meet the requirements for a higher 
tier in the subsequent 3 fiscal years; and 
‘‘(C) renewing a grant described in sub-
paragraph (A) or (B) at the end of the applica-
ble grant period, for a provider that dem-
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onstrates sufficient progress in meeting the 
goals for the grant. 
‘‘(3) ACTIVITIES TO ASSIST HOMELESS CHIL-
DREN AND CHILDREN IN FOSTER CARE.—A State 
shall use quality child care amounts for activities 
that improve access to child care services for home-
less children and children in foster care, including— 
‘‘(A) the use of procedures to permit im-
mediate enrollment of homeless children and 
children in foster care while required docu-
mentation is obtained; 
‘‘(B) training and technical assistance on 
identifying and serving homeless children and 
their families, and children in foster care and 
their foster families; and 
‘‘(C) specific outreach to homeless families 
and foster families. 
‘‘(4) CHILD CARE RESOURCE AND REFERRAL 
SYSTEM.— 
‘‘(A) IN GENERAL.—A State may use qual-
ity child care amounts to establish or support 
a system of local or regional child care resource 
and referral organizations that is coordinated, 
to the extent determined appropriate by the 
State, by a statewide public or private non-
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profit, community-based or regionally based, 
lead child care resource and referral organiza-
tion. 
‘‘(B) LOCAL
OR
REGIONAL
ORGANIZA-
TIONS.—The local or regional child care re-
source and referral organizations supported as 
described in subparagraph (A) shall— 
‘‘(i) provide parents in the State with 
consumer education information referred 
to in section 658E(c)(2)(E) (except as oth-
erwise provided in that section), concerning 
the full range of child care options (includ-
ing faith-based and community-based child 
care providers), analyzed by provider, in-
cluding child care provided during non-
traditional hours, child care provided 
through emergency child care centers, and 
inclusive child care options for children 
with disabilities and infants and toddlers 
with disabilities, in their political subdivi-
sions or regions; 
‘‘(ii) to the extent practicable, work 
directly with families who receive assist-
ance under this subchapter to offer the 
families support and assistance, using in-
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formation described in clause (i), to make 
an informed decision about which child 
care providers they will use, in an effort to 
ensure that the families are enrolling their 
children in the most appropriate child care 
setting to suit their needs and one that 
provides high-quality and inclusive care; 
‘‘(iii) collect data and provide infor-
mation on the coordination of services and 
supports, including services provided under 
section 619 and part C of the Individuals 
with Disabilities Education Act (20 U.S.C. 
1419, 1431 et seq.), for children with dis-
abilities and infants and toddlers with dis-
abilities, and services provided under the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6301 et seq.); 
‘‘(iv) collect data and provide informa-
tion on the supply of and demand for child 
care services in political subdivisions or re-
gions within the State and submit such in-
formation to the State; 
‘‘(v) work to establish partnerships 
with public agencies and private entities, 
including faith-based and community-based 
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child care providers, to increase the supply 
and quality of child care services in the 
State; 
‘‘(vi) as appropriate, coordinate their 
activities with the activities of the State 
lead agency and local agencies that admin-
ister funds made available in accordance 
with this subchapter; and 
‘‘(vii) work to establish partnerships 
with the parent resource centers estab-
lished under section 672 of the Individuals 
with Disabilities Education Act (20 U.S.C. 
1472) to provide information about inclu-
sive child care options for children with 
disabilities and infants and toddlers with 
disabilities, including children with more 
significant disabilities and children with 
complex medical needs. 
‘‘(5) TRAINING AND PROFESSIONAL DEVELOP-
MENT.—A State shall use quality child care amounts 
for supporting the training and professional develop-
ment of the child care workforce through activities 
such as those included under section 658E(c)(2)(G), 
in addition to— 
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‘‘(A)(i) offering training, coaching, or pro-
fessional development opportunities for child 
care providers that relate to the use of evi-
dence-based, developmentally appropriate and 
age-appropriate strategies to promote the social, 
emotional, physical, adaptive, communication, 
and cognitive development of children, including 
key programmatic strategies; and 
‘‘(ii) offering specialized training for child 
care providers caring for those populations 
prioritized in section 658E(c)(2)(Q), homeless 
children, children in foster care, children who 
are dual language learners, and children with 
disabilities and infants and toddlers with dis-
abilities; 
‘‘(B) incorporating the effective use of data 
to guide program improvement; 
‘‘(C) implementing effective behavior man-
agement strategies (and related training), in-
cluding implementing multitiered systems of 
support such as support through positive behav-
ior interventions and supports, and trauma in-
formed care, that— 
‘‘(i) promote positive social and emo-
tional development; 
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‘‘(ii) prevent and reduce challenging 
behaviors, including by setting consistent 
expectations for all students; and 
‘‘(iii) eliminate suspensions, expul-
sions, and aversive behavioral interven-
tions; 
‘‘(D) providing training and outreach on 
engaging parents and families in culturally and 
linguistically appropriate ways, including for 
parents and families of dual language learners, 
to expand their knowledge, skills, and capacity 
to become meaningful partners in supporting 
their children’s positive development; 
‘‘(E) providing training corresponding to 
the nutritional and physical activity needs of 
children to promote healthy development; 
‘‘(F) providing training or professional de-
velopment for child care providers regarding the 
early neurological development of children; 
‘‘(G) connecting staff members of child 
care providers with available Federal and State 
financial aid, or other resources, that would as-
sist the staff members in pursuing relevant 
postsecondary training; 
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‘‘(H) creating or expanding a statewide 
scholarship program for child care providers to 
obtain credentials related to child care; 
‘‘(I) creating or expanding an apprentice-
ship program for child care providers in the 
early years of providing child care; 
‘‘(J) providing training, scholarship oppor-
tunities, or apprenticeships for multilingual 
adults in order to expand the supply of high- 
quality, dual-language child care programs; 
‘‘(K) supporting articulation agreements 
between public institutions of higher education 
that offer 2-year programs and public institu-
tions of higher education that offer 4-year pro-
grams, for the purposes of facilitating, for child 
care providers or individuals seeking to become 
such providers, the transfer of postsecondary 
credits for coursework related to child care 
from such institutions with 2-year programs to 
such institutions with 4-year programs; 
‘‘(L) providing training and professional 
development on child developmental milestones 
and evidence-based developmental screening 
practices that help identify infants, toddlers, 
and children to be referred for evaluation con-
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cerning eligibility for services under the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1400 et seq.); or 
‘‘(M) undertaking efforts to improve the 
diversity of staff of eligible providers, including 
efforts to recruit a more diverse workforce. 
‘‘(6) PROGRAMS AND SERVICES FOR INFANTS 
AND
TODDLERS.—A State shall use quality child 
care amounts to promote and expand child care pro-
viders’ ability to provide developmentally appropriate 
services for infants and toddlers through activities 
that may include— 
‘‘(A)(i) training and professional develop-
ment; and 
‘‘(ii) coaching and technical assistance on 
this age group’s unique needs from statewide 
networks of qualified infant-toddler specialists; 
‘‘(B) improving infant and toddler compo-
nents within the State’s tiered and transparent 
system for measuring the quality of child care 
providers described in section 658E(c)(2)(W)(i), 
for child care providers for infants and toddlers, 
or developing infant and toddler components in 
a State’s child care licensing regulations or 
early learning and development guidelines; 
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‘‘(C) improving the ability of parents to ac-
cess transparent and easy to understand con-
sumer information about high-quality and inclu-
sive care for infants and toddlers; or 
‘‘(D) carrying out other activities deter-
mined by the State to improve the quality of in-
fant and toddler care provided in the State, and 
for which there is evidence that the activities 
will lead to improved infant and toddler health 
and safety, infant and toddler cognitive and 
physical development, infant and toddler well- 
being, or infant and toddler social and emo-
tional development, including providing health 
and safety training (including training in safe 
sleep practices, first aid, and cardiopulmonary 
resuscitation) for providers and caregivers. 
‘‘(7) INCLUSIVE
CARE
FOR
CHILDREN
WITH 
DISABILITIES AND INFANTS AND TODDLERS WITH 
DISABILITIES.—A State shall use quality child care 
amounts for activities to improve the supply of eligi-
ble child care providers that provide high-quality and 
inclusive care for children with disabilities and in-
fants and toddlers with disabilities through activi-
ties, which shall include— 
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‘‘(A) offering training, professional devel-
opment, or coaching opportunities for child care 
providers that relate to the use of evidence- 
based, developmentally appropriate, and age-ap-
propriate strategies in inclusive settings to pro-
mote the social, emotional, physical, adaptive, 
communication, and cognitive development of 
children with disabilities and infants and tod-
dlers with disabilities, and their peers; 
‘‘(B) improving the ability of parents to 
access transparent and easy-to-understand con-
sumer information about high-quality and inclu-
sive care for children with disabilities and in-
fants and toddlers with disabilities; and 
‘‘(C) promoting and expanding child care 
providers’ ability to provide developmentally ap-
propriate services for infants and toddlers with 
disabilities through improved coordination of 
systems, services, and other activities with the 
providers and individuals who provide services 
or supports under the Individuals with Disabil-
ities Education Act (20 U.S.C. 1400 et seq.). 
‘‘(8) OTHER
ACTIVITIES.—A State may use 
quality child care amounts for— 
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‘‘(A) improving upon the development or 
implementation of the early learning and devel-
opmental 
guidelines 
described 
in 
section 
658E(c)(2)(T) by providing technical assistance 
to eligible child care providers that enhances 
the cognitive, physical, social, and emotional de-
velopment, including early childhood develop-
ment, of participating preschool and school- 
aged children and supports their overall well- 
being; 
‘‘(B) developing, implementing, or enhanc-
ing the State’s tiered and transparent system 
for measuring the quality of child care pro-
viders, 
as 
described 
in 
section 
658E(c)(2)(W)(i); 
‘‘(C) facilitating compliance with State re-
quirements for inspection, monitoring, training, 
and health and safety, and with State licensing 
standards; 
‘‘(D) evaluating and assessing the quality 
and effectiveness of child care programs and 
services offered in the State, including evalu-
ating how such programs positively impact chil-
dren; 
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‘‘(E) supporting child care providers in the 
voluntary pursuit of accreditation by a national 
accrediting body with demonstrated, valid, and 
reliable program standards of high quality; 
‘‘(F) supporting State or local efforts to 
develop or adopt high-quality program stand-
ards relating to health, mental health, social 
and emotional development, nutrition, physical 
activity, and physical development; 
‘‘(G) activities that improve the availability 
of child care services, activities that improve ac-
cess to child care services, and any other activ-
ity that the State determines to be appropriate 
to meet the purposes of this subchapter, with 
priority being given for services (including giv-
ing priority access to services through providers 
at the highest tier of the system described in 
section 658E(c)(2)(W)(i)) to homeless children, 
children in foster care, children of families with 
very low family incomes (taking into consider-
ation family size), children with disabilities, and 
infants and toddlers with disabilities; 
‘‘(H) activities to improve the quality of 
providers of family, friend, or neighbor care, 
which may include— 
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‘‘(i) offering education, training, busi-
ness development, apprenticeship, men-
toring, or leadership development opportu-
nities for the providers; 
‘‘(ii) conducting home visits and 
coaching that provide one-on-one advice 
and support; 
‘‘(iii) conducting play and learn ses-
sions or other types of peer networking; 
‘‘(iv) facilitating participation in the 
program carried out under this subchapter 
or the child and adult care food program 
established under section 17 of the Richard 
B. Russell National School Lunch Act (42 
U.S.C. 1766); 
‘‘(v) assistance in achieving licensure, 
if the provider wants to become licensed; 
and 
‘‘(vi) recruiting providers of family, 
friend, or neighbor care to build the supply 
of high-quality and inclusive care by such 
providers; 
‘‘(I)(i) supporting eligible child care pro-
viders to eliminate suspensions, expulsions, and 
aversive 
behavioral 
interventions, 
including 
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through adaptations and interventions by spe-
cial educators, mental health consultants, and 
other community resources, such as behavior 
coaches, psychologists, and other appropriate 
specialists; and 
‘‘(ii) promoting multitiered systems of sup-
port such as positive behavioral interventions 
and supports and trauma informed care that 
promote positive social and emotional develop-
ment and reduce challenging behaviors; 
‘‘(J) activities to improve the supply and 
quality of child care programs and services to 
provide high-quality and inclusive care for 
school-age children, which may include— 
‘‘(i) establishing or expanding high- 
quality and inclusive school-age child care 
standards and a system of supports for 
such care that align with best practices for 
before- and after-school care and summer 
care; 
‘‘(ii) enhancing professional develop-
ment and technical assistance opportuni-
ties for providers of school-age care; and 
‘‘(iii) improving the ability of parents 
to access transparent and easy to under-
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stand consumer information about high- 
quality and inclusive school-age care; 
‘‘(K) establishing or expanding high-qual-
ity and inclusive community or neighborhood- 
based family and child development centers, 
which shall serve as resources for child care 
providers in order to improve the quality of 
early childhood services provided to children 
from low-income families and to help eligible 
child care providers improve their capacity to 
offer high-quality and inclusive, age-appropriate 
care; 
‘‘(L) establishing or expanding the oper-
ation of community or neighborhood-based fam-
ily child care networks; or 
‘‘(M) supporting eligible child care pro-
viders in providing accessible comprehensive 
services for children and their families, includ-
ing— 
‘‘(i) screenings of vision, hearing, 
health (including mental health), dental 
health, and development (including early 
literacy and math skill development), which 
shall be coordinated with the activities car-
ried out through the comprehensive child 
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find system under the Individuals with 
Disabilities Education Act (20 U.S.C. 
1400 et seq.); 
‘‘(ii)(I) family engagement opportuni-
ties that take into account the language 
spoken in the child’s home, such as parent 
conferences (with opportunities for parents 
to provide input about the child’s develop-
ment); and 
‘‘(II) support services, such as parent 
education, home visiting, and family lit-
eracy services; 
‘‘(iii)(I) nutrition services, including 
provision of nutritious meals and snack op-
tions aligned with the requirements in the 
most recent guidelines promulgated by the 
Secretary of Agriculture for the Child and 
Adult Care Food Program authorized 
under section 17 of the Richard B. Russell 
National School Lunch Act (42 U.S.C. 
1766); and 
‘‘(II) regular, age-appropriate, nutri-
tion education for children and their fami-
lies; 
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‘‘(iv) programs, carried out in coordi-
nation with local educational agencies and 
entities providing services and supports au-
thorized under part B and part C of the 
Individuals with Disabilities Education Act 
(20 U.S.C. 1411 et seq.; 1431 et seq.), to 
ensure the full participation of infants and 
toddlers with disabilities and children with 
disabilities in high-quality and inclusive 
child care settings; 
‘‘(v) physical activity programs that— 
‘‘(I) are aligned with evidence- 
based guidelines, such as those rec-
ommended by the Health and Medi-
cine Division of the National Acad-
emies of Sciences, Engineering, and 
Medicine; and 
‘‘(II) take into account and ac-
commodate the needs of children with 
disabilities; and 
‘‘(vi) on-site service coordination, to 
the maximum extent feasible.’’. 
SEC. 108. ADMINISTRATION AND ENFORCEMENT. 
Section 658I of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858g) is amended— 
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(1) in subsection (a)— 
(A) in paragraph (2), by striking ‘‘child 
care standards’’ and inserting ‘‘standards for 
child care described in clauses (i) and (ii) of 
section 658E(c)(2)(W)’’; 
(B) in paragraph (3), by inserting ‘‘and’’ 
after the semicolon; 
(C) in paragraph (4), by striking ‘‘; and’’ 
and inserting a period; and 
(D) by striking paragraph (5); 
(2) in subsection (b)(2)(A), by striking ‘‘State 
allotment’’ and inserting ‘‘State payments’’; and 
(3) by striking subsection (c). 
SEC. 109. STATE QUARTERLY PAYMENTS. 
(a) IN GENERAL.—Section 658J of the Child Care 
and Development Block Grant Act of 1990 (42 U.S.C. 
9858h) is amended to read as follows: 
‘‘SEC. 658J. PAYMENTS TO STATES. 
‘‘(a) DEFINITIONS.—In this section: 
‘‘(1) FMAP.—The term ‘FMAP’ has the mean-
ing given the term in the first sentence of section 
1905(b) of the Social Security Act (42 U.S.C. 
1396d(b)). 
‘‘(2) INFANT OR TODDLER.—The term ‘infant 
or toddler’ means a child under age 3. 
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‘‘(b) PAYMENTS TO STATES.— 
‘‘(1) IN GENERAL.—Except as provided in para-
graphs (2) and (3), the Secretary shall pay to each 
State with an application approved under section 
658E an amount for each quarter equal to the 
FMAP of expenditures in the quarter— 
‘‘(A) for child care assistance under the 
plan for eligible children, other than such chil-
dren who are infants or toddlers; and 
‘‘(B) to carry out activities under section 
658G, subject to the limit specified in section 
658G(a)(2). 
‘‘(2) CHILD CARE ASSISTANCE FOR INFANTS OR 
TODDLERS.—The Secretary shall pay to each State 
with such an approved application an amount for 
each quarter equal to 90 percent of expenditures in 
the quarter for child care assistance under the plan 
for eligible children who are infants or toddlers. 
‘‘(3) ADMINISTRATION.—The Secretary shall 
pay to each State with such an approved application 
an amount for each quarter equal to 50 percent of 
expenditures in the quarter for the costs incurred by 
the State in carrying out sections 658H and 658K, 
and other reasonable costs incurred by the State to 
administer the plan. 
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