(20 U.S.C. 1435(a)(10)),’’ after ‘‘the State 
resource and referral system,’’; and 
(ii) in clause (iii)(I), by inserting ‘‘in-
fants and toddlers with disabilities,’’ after 
‘‘children with disabilities,’’; and 
(M) by adding at the end the following: 
‘‘(W) TIERED AND TRANSPARENT SYSTEM 
FOR MEASURING THE QUALITY OF CHILD CARE 
PROVIDERS.—The State plan shall describe how 
the State will develop or revise with input from 
child care providers, from families, and from or-
ganizations representing child care directors, 
teachers, and other staff, within 3 years after 
the date of submission of the State application, 
systems for measuring the quality of eligible 
child care providers who provide services for 
which assistance is made available under this 
subchapter, that consist of— 
‘‘(i) a tiered and transparent system 
for measuring the quality of eligible child 
care providers who serve eligible children, 
that— 
‘‘(I) applies to eligible child care 
providers (except providers of family, 
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friend, or neighbor care that elect to 
be covered under clause (ii)); 
‘‘(II) includes a set of standards, 
for determining the tier of quality of 
a child care provider, that— 
‘‘(aa) uses the degree to 
which the provider meets national 
standards (which may be Head 
Start 
program 
performance 
standards described in section 
641A(a) of the Head Start Act 
(42 U.S.C. 9836a(a)) or stand-
ards for national accreditation of 
early learning programs) or other 
equally rigorous and evidence- 
based standards that are tied to 
child outcomes; and 
‘‘(bb) 
includes 
indicators 
that are appropriate for different 
types of providers, including child 
care centers and family child care 
providers, and are appropriate 
for providers serving different 
age groups (including mixed age 
groups) of children, while main-
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taining a high level of quality 
child care by all of the different 
types of providers and for all of 
the different age groups (includ-
ing mixed age groups); 
‘‘(III) includes a different set of 
standards that includes different indi-
cators, to be applied, when appro-
priate, for care during nontraditional 
hours of operation; and 
‘‘(IV) in conjunction with the in-
creasing payment rates under para-
graph (4) (increasing due to factors 
specified in paragraph (4) such as the 
cost estimation model and quality 
basis for payment rates), provides for 
sufficient resources to enable stand-
ards at the entry tier for such system 
to increase in rigor over time; and 
‘‘(ii) a separate system of quality 
standards for providers concerning develop-
mentally appropriate and age-appropriate 
care that— 
‘‘(I) applies to eligible child care 
providers of family, friend, or neigh-
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bor care (except such providers that 
elect to be covered under clause (i)); 
and 
‘‘(II) includes standards for care 
during nontraditional hours of oper-
ation and traditional hours of oper-
ation. 
‘‘(X) PROHIBITION
ON
CHARGING
MORE 
THAN COPAYMENT.—The State plan shall pro-
vide that, after the systems described in sub-
paragraph (W) are in effect, child care pro-
viders receiving financial assistance under this 
subchapter may not charge the family of an eli-
gible child more than the total of— 
‘‘(i) the financial assistance provided 
to the family under this subchapter; and 
‘‘(ii) any applicable copayment pursu-
ant to paragraph (5). 
‘‘(Y) POLICIES
TO
SUPPORT
CHILDREN 
WITH
DISABILITIES
AND
INFANTS
AND
TOD-
DLERS
WITH
DISABILITIES.—The State plan 
shall provide a description of— 
‘‘(i) how the State will ensure that eli-
gible child care providers, except for pro-
viders of family, friend, or neighbor care 
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that elect to be covered under subpara-
graph (W)(ii), will prioritize children with 
disabilities and infants and toddlers with 
disabilities for slots in programs carried 
out by the providers; and 
‘‘(ii) how the State will work with the 
State’s lead agency established or des-
ignated under section 635(a)(10) of the In-
dividuals with Disabilities Education Act 
(20 U.S.C. 1435(a)(10)), local educational 
agencies, and early intervention services 
providers to provide services and supports 
described in the Individuals with Disabil-
ities Education Act (20 U.S.C. 1400 et 
seq.) in inclusive child care settings to chil-
dren with disabilities, and to infants and 
toddlers with disabilities, who are eligible 
children.’’; 
(2) in paragraph (3)— 
(A) in the paragraph heading, by striking 
‘‘BLOCK GRANT’’; 
(B) in subparagraph (A), by striking ‘‘sub-
paragraphs (B) through (D)’’ and inserting 
‘‘subparagraph (C)’’; 
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(C) by striking subparagraph (B) and in-
serting the following: 
‘‘(B) CHILD CARE SERVICES AND RELATED 
ACTIVITIES.—The State shall use amounts pro-
vided to the State for each fiscal year under 
this subchapter for child care services, provided 
on a sliding fee scale basis, and the activities 
described in section 658G.’’; 
(D) by striking subparagraph (C); 
(E) in subparagraph (D), by striking ‘‘pro-
vide assistance’’ and inserting ‘‘provide assist-
ance (including providing access to programs 
that meet the standards for a high tier of the 
system described in paragraph (2)(W)(i))’’; 
(F) by striking subparagraph (E); and 
(G) by redesignating subparagraph (D) as 
subparagraph (C); and 
(3) by striking paragraphs (4) and (5) and in-
serting the following: 
‘‘(4) PAYMENT RATES.— 
‘‘(A) 
IN
GENERAL.—The 
State 
plan 
shall— 
‘‘(i) certify that payment rates for the 
provision of child care services for which 
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assistance is provided in accordance with 
this subchapter— 
‘‘(I) will be based on a cost esti-
mation model that is described in sub-
paragraph (B) and is approved by the 
Secretary of Health and Human Serv-
ices; and 
‘‘(II) will correspond to dif-
ferences in quality based on the 
State’s tiered and transparent system 
for measuring the quality of child care 
providers, described in paragraph 
(2)(W)(i), and based on the standards 
described in paragraph (2)(W)(ii); and 
‘‘(ii) specify whether the State is 
electing— 
‘‘(I) to include, in those payment 
rates, a bonus for serving children 
during nontraditional hours; or 
‘‘(II) to waive the copayment de-
scribed in paragraph (5) for a child 
who has been identified as eligible for 
assistance from child protective serv-
ices. 
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‘‘(B) COST
ESTIMATION
MODEL.—The 
State plan shall— 
‘‘(i) demonstrate that the State has, 
after consulting with the entities and indi-
viduals described in subparagraph (D), de-
veloped and used (not earlier than 3 years 
before the date of the submission of the 
application containing the State plan) a 
statistically valid and reliable cost esti-
mation model for the rates of such child 
care services in the State— 
‘‘(I) for providers at each of the 
tiers of the State’s tiered and trans-
parent system for measuring the qual-
ity of child care providers described in 
paragraph (2)(W)(i) (which rates re-
flect variations in the cost of child 
care services by geographic area, type 
of provider, and age of child, and the 
additional costs associated with pro-
viding high-quality and inclusive child 
care services for children with disabil-
ities and infants and toddlers with 
disabilities); and 
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‘‘(II) for providers that meet the 
standards described in paragraph 
(2)(W)(ii); 
‘‘(ii) demonstrate that the State pre-
pared a detailed report containing the child 
care costs estimated with the State cost es-
timation model pursuant to clause (i), and 
made the estimated costs widely available 
(not later than 30 days after the comple-
tion of the estimation) through periodic 
means, including posting the estimated 
costs on the Internet; 
‘‘(iii) describe how the State will set 
payment rates for child care services, for 
which assistance is provided in accordance 
with this subchapter— 
‘‘(I) in accordance with the most 
recent estimates from the most recent 
cost estimation model used pursuant 
to clause (i), so that providers at each 
tier of the tiered and transparent sys-
tem for measuring program quality 
receive payment that is not less than 
the cost of meeting the requirements 
of such tier; and 
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‘‘(II) that maintain an effective 
and diverse workforce by ensuring 
wages for staff of child care providers 
that— 
‘‘(aa) are comparable to 
wages for elementary educators 
with similar credentials and expe-
rience in the State; and 
‘‘(bb) at a minimum, provide 
a living wage for all staff of child 
care providers; and 
‘‘(iv) describe how the State will pro-
vide for timely payment for child care serv-
ices provided under this subchapter. 
‘‘(C) PAYMENT
PRACTICES.—The State 
plan shall include— 
‘‘(i) a certification that the payment 
practices of child care providers in the 
State that serve children who receive as-
sistance under this subchapter reflect gen-
erally accepted payment practices of child 
care providers in the State that serve chil-
dren who do not receive assistance under 
this subchapter, including the practice of 
paying the providers the payment rate de-
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scribed in subparagraph (A)(i) based on 
the number of children enrolled and not 
the number of children in daily attendance, 
so as to provide stability of funding and 
encourage more child care providers to 
serve children who receive assistance under 
this subchapter; and 
‘‘(ii) an assurance that the State will 
implement enrollment and eligibility poli-
cies that support the fixed costs of pro-
viding child care services by delinking pro-
vider payment rates from an eligible child’s 
occasional absences due to holidays or un-
foreseen circumstances such as illness. 
‘‘(D) ENTITIES
AND
INDIVIDUALS
CON-
SULTED.—The entities and individuals referred 
to in subparagraph (B)(i) are the State Advi-
sory Council on Early Childhood Education and 
Care designated or established in section 
642B(b)(1)(A)(i) of the Head Start Act (42 
U.S.C. 9837b(b)(1)(A)(i)), administrators of 
local child care programs and Head Start pro-
grams, organizations representing child care di-
rectors, teachers, and other staff, local child 
care resource and referral agencies, organiza-
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asabaliauskas on DSKBBXCHB2PROD with BILLS
tions representing parents of children with dis-
abilities and parents of infants and toddlers 
with disabilities, the State interagency coordi-
nating council established under section 641 of 
the Individuals with Disabilities Education Act 
(20 U.S.C. 1441), the State advisory panel es-
tablished under section 612(a)(21) of the Indi-
viduals with Disabilities Education Act (20 
U.S.C. 1412(a)(21)), and other appropriate en-
tities. 
‘‘(5) SLIDING SCALE FOR COPAYMENTS.— 
‘‘(A) IN GENERAL.—Except as provided in 
subparagraphs (B)(i) and (C), the State plan 
shall provide an assurance that the State will 
require— 
‘‘(i) a family receiving assistance 
under this subchapter to pay the copay-
ment referred to in paragraph (2)(X); or 
‘‘(ii) another entity to pay the copay-
ment on behalf of the family, voluntarily or 
in accordance with Federal law. 
‘‘(B) SLIDING
SCALE.—Such copayment 
shall be based on a sliding scale that provides 
that, for a family with a family income— 
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‘‘(i) of not more than 75 percent of 
State median income, the family shall not 
pay a copayment, toward the cost of the 
child care involved for all eligible children 
in the family; 
‘‘(ii) of more than 75 percent but not 
more than 100 percent of State median in-
come, the copayment shall be more than 0 
but not more than 2 percent of that family 
income, toward such cost for all such chil-
dren; 
‘‘(iii) of more than 100 percent but 
not more than 125 percent of State me-
dian income, the copayment shall be more 
than 2 but not more than 4 percent of that 
family income, toward such cost for all 
such children; and 
‘‘(iv) of more than 125 percent but 
not more than 150 percent of State me-
dian income, the copayment shall be more 
than 4 but not more than 7 percent of that 
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 
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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)— 
(i) by striking ‘‘A State’’ and all that 
follows through ‘‘for activities’’ and insert-
ing ‘‘A State that receives a payment 
under section 658J shall reserve and use 
the quality child care amount described in 
paragraph (2) for activities’’; and 
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(ii) by adding ‘‘for all age groups of 
eligible 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 2018 through 
2020, 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 2021 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.— 
‘‘(1) IN GENERAL.—Quality child care amounts 
reserved under subsection (a) shall be used to carry 
out activities that— 
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‘‘(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 
‘‘(viii) at the election of the State dur-
ing fiscal years 2018 through 2020— 
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‘‘(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 
State that are eligible for assistance under this sub-
chapter, including by— 
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‘‘(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-
onstrates sufficient progress in meeting the 
goals for the grant. 
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‘‘(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-
profit, community-based or regionally based, 
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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-
formation described in clause (i), to make 
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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 
child care providers, to increase the supply 
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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— 
‘‘(A)(i) offering training, coaching, or pro-
fessional development opportunities for child 
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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 
strategies related to nutrition and physical ac-
tivity and recommended practices for exposing 
children birth through age 2 and children ages 
2 through 5 to screen media; 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— 
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‘‘(i) promote positive social and emo-
tional development; 
‘‘(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-
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sist the staff members in pursuing relevant 
postsecondary training; 
‘‘(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 
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practices that help identify infants, toddlers, 
and children to be referred for evaluation con-
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 
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a State’s child care licensing regulations or 
early learning and development guidelines; 
‘‘(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-
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fants and toddlers with disabilities through activi-
ties, which shall include— 
‘‘(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.). 
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‘‘(8) OTHER
ACTIVITIES.—A State may use 
quality child care amounts for— 
‘‘(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-
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ating how such programs positively impact chil-
dren; 
‘‘(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; 
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‘‘(H) activities to improve the quality of 
providers of family, friend, or neighbor care, 
which may include— 
‘‘(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; 
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‘‘(I)(i) supporting eligible child care pro-
viders to eliminate suspensions, expulsions, and 
aversive 
behavioral 
interventions, 
including 
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; 
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‘‘(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-
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— 
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‘‘(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 
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 
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National School Lunch Act (42 U.S.C. 
1766); and 
‘‘(II) regular, age-appropriate, nutri-
tion education for children and their fami-
lies; 
‘‘(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 
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‘‘(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. 
‘‘(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. 
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‘‘(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. 
‘‘(c) ADVANCE PAYMENT; RETROSPECTIVE ADJUST-
MENT.— 
‘‘(1) IN GENERAL.—The Secretary may make 
payments under this section for each quarter on the 
basis of advance estimates of expenditures submitted 
by the State and such other investigation as the Sec-
retary may find necessary, and may reduce or in-
crease the payments as necessary to adjust for any 
overpayment or underpayment for previous quarters. 
‘‘(2) LIMITATIONS.—The Secretary may not 
make such payments in a manner that prevents a 
State from complying with the requirement specified 
in section 658E(c)(3). 
‘‘(d) FLEXIBILITY
IN SUBMITTAL
OF CLAIMS.— 
Nothing in this section shall be construed as preventing 
a State from claiming as expenditures in a quarter ex-
penditures that were incurred in a previous quarter. 
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‘‘(e) STATE ENTITLEMENT.—This subchapter con-
stitutes budget authority in advance of appropriations 
Acts and represents the obligation of the Federal Govern-
ment to provide for payments to States under this section 
from amounts provided under section 658B(a).’’. 
(b) EFFECTIVE DATE.—The amendments made by 
this section take effect on October 1, 2020. 
SEC. 110. REPORTING. 
Section 658K(a)(1)(B) of the Child Care and Devel-
opment 
Block 
Grant 
Act 
of 
1990 
(42 
U.S.C. 
9858i(a)(1)(B)) is amended— 
(1) in clause (x), by striking ‘‘and’’; 
(2) by transferring clause (xi) so as to appear 
after clause (x); 
(3) in clause (xi), by inserting ‘‘and’’ after the 
semicolon; and 
(4) by inserting after clause (xi) the following: 
‘‘(xii) whether the children receiving 
assistance under this subchapter are either 
children with disabilities or infants and 
toddlers with disabilities;’’. 
SEC. 111. PRIORITY; WEBSITE. 
Section 658L of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858j) is amended— 
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(1) in the third sentence of subsection (a), by 
striking ‘‘658E(c)(3)(B)’’ and inserting ‘‘section 
658G(b)(8)(G)’’; 
(2) in subsection (b)(2)(B)— 
(A) in clause (ii), by striking ‘‘a Quality 
Rating and Improvement System’’ and inserting 
‘‘a tiered and transparent system for measuring 
the quality of child care providers described in 
section 658E(c)(2)(W)(i) and’’; 
(B) in clause (iv), by striking ‘‘and’’ at the 
end; 
(C) in clause (v), by striking the period 
and inserting ‘‘; and’’; and 
(D) by inserting at the end the following: 
‘‘(vi) information about— 
‘‘(I) high-quality and inclusive 
care for children with disabilities and 
infants and toddlers with disabilities, 
including child care with early inter-
vention services under part C of the 
Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1431 et seq.) 
for infants and toddlers with disabil-
ities and their families, and child care 
with services and supports under part 
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B of the Individuals with Disabilities 
Education Act (20 U.S.C. 1431 et 
seq.) for children with disabilities; and 
‘‘(II) other Federal, State, or 
local programs that may support in-
clusive child care for infants and tod-
dlers, or children, referred to in sub-
clause (I).’’. 
SEC. 112. NONDISCRIMINATION. 
Section 658N of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858l) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1)(A), by striking ‘‘this 
section’’ and inserting ‘‘this subsection’’; 
(B) by striking paragraph (2); 
(C) by redesignating paragraphs (3) and 
(4) as paragraphs (2) and (3), respectively; and 
(D) in paragraph (3)— 
(i) in the paragraph heading, by strik-
ing ‘‘AND ADMISSION’’; 
(ii) by striking ‘‘(1)(B), (2), and (3)’’ 
and inserting ‘‘(1)(B) and (2)’’; 
(iii) by striking ‘‘and admissions’’; 
and 
(iv) by striking ‘‘or admissions’’; 
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(2) in subsection (b)— 
(A) in the subsection heading, by striking 
‘‘STATE LAW’’ and inserting ‘‘OTHER LAWS’’; 
(B) by striking ‘‘Nothing’’ and inserting 
the following: 
‘‘(1) EXPENDITURES.—Nothing’’; and 
(C) by adding at the end the following: 
‘‘(2) RIGHTS, REMEDIES, PROCEDURES, OR 
STANDARDS.—Nothing in this subchapter shall be 
construed to invalidate or limit rights, remedies, pro-
cedures, or legal standards available to victims of 
discrimination in employment or in provision of pro-
grams and activities under any other Federal law or 
law of a State or political subdivision of a State, in-
cluding the Civil Rights Act of 1964 (42 U.S.C. 
2000a et seq.), title IX of the Education Amend-
ments of 1972 (20 U.S.C. 1681 et seq.), section 504 
or 505 of the Rehabilitation Act of 1973 (29 U.S.C. 
794, 794a), or the Americans with Disabilities Act 
of 1990 (42 U.S.C. 12101 et seq.). The obligations 
imposed by this subchapter are in addition to those 
imposed by the Civil Rights Act of 1964 (42 U.S.C. 
2000a et seq.), title IX of the Education Amend-
ments of 1972 (20 U.S.C. 1681 et seq.), section 504 
of the Rehabilitation Act of 1973 (29 U.S.C. 794), 
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and the Americans with Disabilities Act of 1990 (42 
U.S.C. 12101 et seq.).’’; and 
(3) by adding at the end the following: 
‘‘(c) NONDISCRIMINATION IN PROGRAMS AND AC-
TIVITIES.— 
‘‘(1) IN
GENERAL.—Except as described in 
paragraph (2), no person in the United States shall, 
on the basis of actual or perceived race, color, reli-
gion, national origin, sex, sexual orientation, gender 
identity, or disability, be excluded from participation 
in, be denied the benefits of, or be subjected to dis-
crimination under any program or activity funded in 
whole or in part, with funds made available under 
this subchapter or with amounts appropriated for 
grants, contracts, or certificates administered with 
such funds. 
‘‘(2) PREFERENCE IN ENROLLMENT.—If assist-
ance provided under this subchapter, and any other 
Federal or State program, amounts to less than 80 
percent of the operating budget of a child care pro-
vider that receives such assistance, a child care pro-
vider may select children for child care slots that are 
not funded directly with assistance provided under 
this subchapter because such children or their family 
members participate on a regular basis in other ac-
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tivities of the organization that owns or operates 
such provider.’’. 
SEC. 113. INDIAN TRIBES AND NATIONAL ACTIVITIES. 
(a) IN GENERAL.—Section 658O of the Child Care 
and Development Block Grant Act of 1990 (42 U.S.C. 
9858m) is amended— 
(1) by striking the heading and inserting the 
following: 
‘‘SEC. 658O. INDIAN TRIBES AND NATIONAL ACTIVITIES.’’; 
(2) in subsection (a)— 
(A) in paragraph (1)— 
(i) by striking ‘‘one half of 1 percent 
of the amount appropriated under this 
subchapter’’ and inserting ‘‘a portion of 
the amount appropriated under section 
658B(b)’’; and 
(ii) by striking ‘‘to be allotted’’ and all 
that follows and inserting the following: 
‘‘to be allotted by the Secretary— 
‘‘(A) in accordance with the respective 
needs of those territories; and 
‘‘(B) taking into consideration— 
‘‘(i) the population of eligible children, 
and the population of eligible children from 
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(8) by redesignating subsections (e) and (f) as 
subsections (c) and (d), respectively. 
(b) EFFECTIVE DATE.—This section takes effect on 
October 1, 2020. 
SEC. 114. DEFINITIONS. 
Section 658P of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858n) is amended— 
(1) in paragraph (2)— 
(A) by inserting ‘‘child care provider on be-
half of a’’ before ‘‘parent’’; and 
(B) by striking ‘‘who may use such certifi-
cate only as payment’’; 
(2) in paragraph (3)— 
(A) by striking subparagraph (B); and 
(B) by redesignating subparagraphs (C) 
and (D) as subparagraphs (B) and (C), respec-
tively; 
(3) in paragraph (4)(B), by striking ‘‘85 per-
cent’’ and inserting ‘‘150 percent (100 percent for 
fiscal year 2018, 115 percent for fiscal year 2019, 
and 130 percent for fiscal year 2020)’’; and 
(4) by adding at the end the following: 
‘‘(16) FOSTER CARE.— 
‘‘(A) IN GENERAL.—The term ‘foster care’ 
means 24-hour substitute care for a child 
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placed away from the child’s parents or guard-
ians and for whom the State agency has place-
ment and care responsibility. The term includes 
care through a placement in a foster family 
home, a foster home of a relative, a group 
home, an emergency shelter, a residential facil-
ity, a child care institution, or a pre-adoptive 
home. 
‘‘(B) RULE.—A child shall be considered 
to be in foster care in accordance with subpara-
graph (A) regardless of— 
‘‘(i) whether the foster care facility is 
licensed and payments are made by the 
State or local agency for the care of the 
child; 
‘‘(ii) whether adoption subsidy pay-
ments are being made prior to the finaliza-
tion of an adoption; or 
‘‘(iii) whether there are Federal 
matching funds for any payments de-
scribed in clause (i) or (ii) that are made. 
‘‘(17) GENDER IDENTITY.—The term ‘gender 
identity’ means the gender-related identity, appear-
ance, mannerisms, or other gender-related character-
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istics of an individual, regardless of the individual’s 
designated sex at birth. 
‘‘(18) HIGH-QUALITY AND INCLUSIVE CARE.— 
The term ‘high-quality and inclusive’, used with re-
spect to care (including child care), means care pro-
vided by an eligible child care provider— 
‘‘(A) that is at the highest tier of the 
State’s tiered and transparent system for meas-
uring the quality of child care providers, under 
section 658E(c)(2)(W)(i); 
‘‘(B) for whom the percentage of children 
served by the provider who are children with 
disabilities and infants and toddlers with dis-
abilities reflects the prevalence of children with 
disabilities and infants and toddlers with dis-
abilities among children within the State; and 
‘‘(C) that provides care for children with 
disabilities and infants and toddlers with dis-
abilities alongside children who are— 
‘‘(i) not infants and toddlers with dis-
abilities; and 
‘‘(ii) not children with disabilities. 
‘‘(19) HOMELESS CHILD.—The term ‘homeless 
child’ means an individual who is a homeless child 
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or youth under section 725 of the McKinney-Vento 
Homeless Assistance Act (42 U.S.C. 11434). 
‘‘(20) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘infant or toddler with a dis-
ability’ has the meaning given the term in section 
632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
‘‘(21) SEX.—The term ‘sex’ includes— 
‘‘(A) a sex stereotype; 
‘‘(B) pregnancy, childbirth, or a related 
medical condition; and 
‘‘(C) sexual orientation or gender identity. 
‘‘(22) SEXUAL ORIENTATION.—The term ‘sex-
ual 
orientation’ 
means 
homosexuality, 
hetero-
sexuality, or bisexuality.’’. 
SEC. 115. MISCELLANEOUS PROVISIONS. 
Section 658S of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858q) is amended— 
(1) by striking ‘‘Notwithstanding’’ and insert-
ing the following: 
‘‘(a) CHILD CARE NOT TREATED AS INCOME.—Not-
withstanding’’; and 
(2) by adding at the end the following: 
‘‘(b) RULE
OF CONSTRUCTION
FOR COLLECTIVE 
BARGAINING.—Nothing in this subchapter shall be con-
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strued to alter, diminish, or otherwise affect the rights, 
remedies, and procedures afforded to individuals employed 
by schools or local educational agencies, or teachers and 
other staff employed by child care providers— 
‘‘(1) under Federal, State, or local laws (includ-
ing applicable regulations or court orders); or 
‘‘(2) under the terms of collective bargaining 
agreements, memoranda of understanding, or other 
agreements between schools, agencies, or providers 
that are referred to in this subsection, and their em-
ployees.’’. 
SEC. 116. CONFORMING AMENDMENT. 
The Child Care and Development Block Grant Act 
of 1990 (42 U.S.C. 9858 et seq.) is amended by striking 
the subchapter heading and inserting the following: 
‘‘Subchapter C—Child Care and Development 
Assistance’’. 
SEC. 117. TRANSITION RULE. 
(a) IN GENERAL.—During fiscal years 2018 through 
2020, the Secretary of Health and Human Services— 
(1) shall make allotments and payments to 
States and Indian tribes under section 658J and 
658O of the Child Care and Development Block 
Grant Act of 1990 (42 U.S.C. 9858h, 9858m), as in 
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effect on the day before the date of enactment of 
this Act, subject to subsection (b); and 
(2) shall carry out section 658E(c)(3) of that 
Act (42 U.S.C. 9858c(c)(3)) by applying subpara-
graphs (C) and (E) of that section, as in effect on 
that day. 
(b) ADJUSTMENTS.—During fiscal years 2018 
through 2020, the Secretary shall have authority to make 
such adjustments as may be necessary to carry out sub-
section (a) and to transition to making quarterly payments 
under section 658J and allotments under 658O of the 
Child Care and Development Block Grant Act, as amend-
ed by this Act. 
SEC. 118. EFFECTIVE DATE. 
This title, and the amendments made by this title, 
take effect on October 1, 2017. 
TITLE II—HIGH-QUALITY 
PRESCHOOL 
SEC. 201. FORMULA GRANTS TO STATES TO ESTABLISH 
VOLUNTARY 
HIGH-QUALITY 
PRESCHOOL 
PROGRAMS. 
(a) DEFINITIONS.—In this section: 
(1) CHILD
WITH
A
DISABILITY.—The term 
‘‘child with a disability’’ has the meaning given the 
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term in section 602 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1401). 
(2) DUAL
LANGUAGE
LEARNER.—The term 
‘‘dual language learner’’ means an individual who is 
limited English proficient, as defined in section 637 
of the Head Start Act (42 U.S.C. 9832). 
(3) ELIGIBLE
CHILD.—The term ‘‘eligible 
child’’ means a child who is— 
(A) age 3, 4, or 5; 
(B) not yet enrolled in kindergarten; and 
(C) a member of a family with a family in-
come that does not exceed 150 percent of the 
State median income for a family of the same 
size. 
(4) ELIGIBLE PROVIDER.—The term ‘‘eligible 
provider’’ includes a local educational agency, Head 
Start program funded under the Head Start Act (42 
U.S.C. 9831 et seq.), licensed child care center, li-
censed family child care home, and community- or 
neighborhood-based family child care network, 
that— 
(A) participates in the State’s tiered and 
transparent system for measuring program 
quality described in section 658E(c)(2)(W)(i) of 
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the Child Care and Development Block Grant 
Act of 1990 (42 U.S.C. 9858c(c)(2)(W)(i)); and 
(B) meets the highest tier of such system. 
(5) FOSTER CARE.— 
(A) IN GENERAL.—The term ‘‘foster care’’ 
means 24-hour substitute care for a child 
placed away from the child’s parents or guard-
ians and for whom the State agency has place-
ment and care responsibility. The term includes 
care through a placement in a foster family 
home, a foster home of a relative, a group 
home, an emergency shelter, a residential facil-
ity, a child care institution, or a pre-adoptive 
home. 
(B) RULE.—A child shall be considered to 
be in foster care in accordance with subpara-
graph (A) regardless of— 
(i) whether the foster care facility is 
licensed and payments are made by the 
State or local agency for the care of the 
child; 
(ii) whether adoption subsidy pay-
ments are being made prior to the finaliza-
tion of an adoption; or 
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(iii) whether there are Federal match-
ing funds for any payments described in 
clause (i) or (ii) that are made. 
(6) GOVERNOR.—The term ‘‘Governor’’ means 
the chief executive officer of a State. 
(7) HIGH-NEED SCHOOL.—The term ‘‘high-need 
school’’ means an elementary school in which not 
less than 50 percent of the enrolled students are 
children from low-income families, as defined in sec-
tion 2221(b)(3)(B) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6641(b)(3)(B)). 
(8) HIGH-NEED
LOCAL
EDUCATIONAL
AGEN-
CY.—The term ‘‘high-need local educational agency’’ 
means a local educational agency that serves a high 
percentage of high-need schools. 
(9) HOMELESS
CHILD.—The term ‘‘homeless 
child’’ means an individual who is a homeless child 
or youth under section 725 of the McKinney-Vento 
Homeless Assistance Act (42 U.S.C. 11434). 
(10) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘‘infant or toddler with a dis-
ability’’ has the meaning given the term in section 
632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
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(11) LOW-INCOME CHILD.—The term ‘‘low-in-
come child’’ means a child who is a member of a 
family with a family income that is at or below 200 
percent of the poverty line. 
(12) OUTLYING
AREAS.—The term ‘‘outlying 
areas’’ means the United States Virgin Islands, 
Guam, American Samoa, and the Commonwealth of 
the Northern Mariana Islands. 
(13) POVERTY LINE.—The term ‘‘poverty line’’ 
means the official poverty line (as defined by the Of-
fice of Management and Budget)— 
(A) adjusted to reflect the percentage 
change in the Consumer Price Index For All 
Urban Consumers, issued by the Bureau of 
Labor Statistics, occurring in the 1-year period 
or other interval immediately preceding the date 
such adjustment is made; and 
(B) adjusted for family size. 
(14) STATE.—The term ‘‘State’’ means each of 
the 50 States, the District of Columbia, and the 
Commonwealth of Puerto Rico. 
(b) ALLOTMENTS TO STATES.— 
(1) RESERVATION.—From the total amount ap-
propriated to carry out this section for a fiscal year, 
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the Secretary of Health and Human Services, in col-
laboration with the Secretary of Education, shall— 
(A) reserve not less than 1 percent and not 
more than 2 percent for payments to Indian 
tribes and tribal organizations; 
(B) reserve 1⁄2 of 1 percent for the outlying 
areas to be distributed among the outlying 
areas on the basis of their relative need, as de-
termined by the Secretary of Health and 
Human Services in accordance with the pur-
poses of this section; 
(C) reserve 1⁄2 of 1 percent for eligible 
local entities that serve children in families who 
are engaged in migrant or seasonal agricultural 
labor; 
(D) reserve not more than 1 percent or 
$30,000,000, whichever amount is less, for na-
tional activities, including administration, tech-
nical assistance, and evaluation; and 
(E) reserve 5 percent for State leadership 
activities described in subsection (c), including 
the grants described in such subsection. 
(2) ALLOTMENT FORMULA.— 
(A) IN GENERAL.—Except as provided in 
subparagraph (B), from the total amount ap-
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propriated to carry out this section for a fiscal 
year that remains after making the reservations 
under paragraph (1), the Secretary of Health 
and Human Services, in collaboration with the 
Secretary of Education, shall allot to each State 
for the fiscal year that has an application ap-
proved under subsection (d) an amount that 
bears the same ratio to such remainder as the 
number of children who are below the age of 6 
who reside within the State and whose families 
have an income at or below 200 percent of the 
poverty line for the most recent year for which 
satisfactory data are available, bears to the 
number of such children who reside in all such 
States for such most recent fiscal year for 
which satisfactory data are available. 
(B) MINIMUM ALLOTMENT AMOUNT.—No 
State receiving an allotment under subpara-
graph (A) for a fiscal year shall receive less 
than 1⁄2 of 1 percent of the total amount allot-
ted under such subparagraph for the fiscal 
year. 
(c) STATE RESERVATION.— 
(1) IN GENERAL.—The State leadership activi-
ties described in this subsection shall improve equi-
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table access to high-quality preschool programs oper-
ated by eligible providers across the State, including 
programs in high-need local educational agencies, 
which shall include— 
(A) ongoing professional development op-
portunities for school principals, school super-
intendents, teachers, and teacher assistants to 
improve their practices, which may include ac-
tivities that— 
(i) prepare elementary schools to cre-
ate or expand preschool classrooms, includ-
ing training on developmentally appro-
priate practices and preparing classrooms 
with materials and equipment for young 
children; 
(ii) promote children’s development 
across all of the essential domains of early 
learning and development; 
(iii) improve curricula and teacher- 
child interaction; 
(iv) increase effective family engage-
ment, including for families of dual lan-
guage learners; 
(v) provide culturally competent in-
struction, including effective instruction for 
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children with disabilities and dual language 
learners; 
(vi) improve social and emotional de-
velopment; 
(vii) incorporate positive behavioral 
interventions and supports and principles 
of trauma-informed care; 
(viii) align preschool curricula with el-
ementary school standards and curricula; 
(ix) engage teachers, teacher leaders, 
early childhood educators, and other pro-
fessionals in joint professional learning op-
portunities, 
as 
described 
in 
section 
2103(b)(3)(G) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6613(b)(3)(G)); and 
(x) improve the transition of children 
from preschool to elementary school; 
(B) completing the Preschool Equity Re-
view and distributing grants as described in 
paragraph (2) in accordance with the results of 
such review; 
(C) expanding or establishing scholarships, 
counseling, and compensation initiatives to 
cover the cost of tuition, fees, materials, trans-
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portation, and release time for staff of eligible 
providers to pursue credentials and degrees, in-
cluding bachelor’s degrees; and 
(D) partnerships between institutions of 
higher education and eligible providers, includ-
ing high-need local educational agencies, to im-
prove access to early childhood educators, in-
cluding educators serving dual language learn-
ers. 
(2) GRANTS TO IMPROVE EQUITABLE ACCESS 
TO HIGH-QUALITY PRESCHOOL PROGRAMS.— 
(A) IN GENERAL.—From amounts reserved 
under subsection (b)(1)(E), a State shall make 
grants to rectify resource inequities in preschool 
programs and expand access to high-quality 
preschool programs for all children, including 
children described in items (aa) through (dd) of 
subparagraph (B)(ii)(I). Such grants shall be 
awarded to high-need local educational agencies 
in order to improve their capacity to offer high- 
quality preschool programs for eligible children, 
which may include paying the costs of renova-
tion. 
(B) PRESCHOOL EQUITY REVIEW.— 
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(i) IN GENERAL.—Each State making 
grants under subparagraph (A) shall com-
plete an annual Preschool Equity Review 
that informs the distribution of funds 
under such subparagraph. 
(ii) CONTENTS
OF
REVIEW.—Each 
Preschool Equity Review shall include data 
on— 
(I) the percentage of children 
participating in preschool programs 
funded 
under 
this 
section, 
disaggregated by status as— 
(aa) children with disabil-
ities; 
(bb) low-income children; 
(cc) major ethnic and racial 
groups; and 
(dd) dual language learners; 
(II) the geographic location of 
preschool programs funded under this 
section; 
(III) the quality of preschool pro-
grams funded under the section, com-
pared to such programs not funded 
under this section; and 
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(IV) resource inequities between 
preschool programs, including pro-
grams serving a high percentage of 
children 
described 
in 
items 
(aa) 
through (dd) of subclause (I). 
(d) STATE APPLICATION.—In order to receive an al-
lotment under this section, the Governor of a State shall 
submit an application at such time and in such manner 
as the Secretary of Health and Human Services, in col-
laboration with the Secretary of Education, may require. 
Such application shall include each of the following: 
(1) A description of how the State will provide 
access to high-quality preschool during the school 
day for eligible children in the State within 3 years, 
which shall include the following: 
(A) How the State plans to distribute 
funds from the State’s allotment to eligible pro-
viders, including an assurance that the Gov-
ernor will designate a State-level entity (such as 
an agency or joint interagency office) for the 
administration of the grant. 
(B) An explanation of how the State will 
ensure that eligible providers receiving funds 
under this section will use research-based cur-
ricula that are aligned with State early learning 
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standards that are developmentally appropriate 
and include, at a minimum, each of the fol-
lowing domains: 
(i) Language development. 
(ii) Literacy. 
(iii) Mathematics. 
(iv) Science. 
(v) Creative arts. 
(vi) Social and emotional development. 
(vii) Approaches to learning. 
(viii) Physical development. 
(C) How the State will coordinate services 
provided under this section with services and 
supports provided under the Child Care and 
Development Block Grant Act of 1990 (42 
U.S.C. 9858 et seq.), section 619 and part C of 
the Individuals with Disabilities Education Act 
(20 U.S.C. 1419; 1431 et seq.), the Head Start 
Act (42 U.S.C. 9831 et seq.), the Preschool De-
velopment Grants program under section 9212 
of the Every Student Succeeds Act (42 U.S.C. 
9831 note), the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6301 et 
seq.), the McKinney-Vento Homeless Assistance 
Act (42 U.S.C. 11301 et seq.) and the mater-
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nal, infant, and early childhood home visiting 
programs assisted under section 511 of the So-
cial Security Act (42 U.S.C. 711). 
(D) How the State will improve transitions 
from early childhood education to elementary 
school, including how the State will ensure that 
preschool programs— 
(i) share relevant data between early 
childhood 
educators 
and 
kindergarten 
teachers; 
(ii) share instructional, behavioral, 
and other information between early child-
hood educators and kindergarten teachers 
to best support the transition of children 
with disabilities who may need services and 
supports provided under part B of the In-
dividuals with Disabilities Education Act 
(42 U.S.C. 1411 et seq.) into general edu-
cation settings; and 
(iii) share information about the pro-
ficiency of dual language learners in both 
English and their native language. 
(E) How the State will provide ongoing 
monitoring and support and conduct evalua-
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tions of preschool programs funded under this 
section. 
(F) How the State has reviewed the stra-
tegic plan developed under section 9212 of the 
Every Student Succeeds Act (42 U.S.C. 9831 
note) or engaged in a similar strategy to facili-
tate coordination of existing early learning and 
care programs in a mixed delivery system. 
(G) If the State funds full-day kinder-
garten programs, but such full-day kinder-
garten programs are not available to all chil-
dren who are eligible to attend such programs 
in the State, how the State plans to increase 
the number of children in the State who are en-
rolled in full-day kindergarten programs and a 
strategy to implement such a plan. 
(H) If the State does not fund full-day 
kindergarten programs, a description of how 
the State plans to establish such programs to 
strengthen the educational continuum for chil-
dren who will be involved in the State’s high- 
quality preschool program supported under this 
title. 
(2) An assurance that all preschool programs 
funded under this section will— 
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(A) offer programming that meets the du-
ration requirements in the program perform-
ance standards applicable to Head Start pro-
grams described in section 641A of the Head 
Start Act (42 U.S.C. 9836a); 
(B) adopt policies and practices to provide 
expedited enrollment, including prioritization, 
to— 
(i) homeless children; 
(ii) children in foster care; and 
(iii) migratory children; 
(C) conduct outreach to families of— 
(i) homeless children; 
(ii) dual language learners; 
(iii) children in foster care; 
(iv) children with disabilities; 
(v) infants and toddlers with disabil-
ities; and 
(vi) migratory children; 
(D) provide salaries to staff of eligible pro-
viders that are on the same pay scale as ele-
mentary school educators with similar creden-
tials and experience; 
(E) require high staff qualifications for 
teachers, including, at a minimum, meeting the 
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staff qualifications included in the quality 
standards of the National Institute for Early 
Education Research that are in effect on the 
date of enactment of this Act by not later than 
4 years after the date the State first receives an 
allotment under this section; and 
(F) determine whether children are dual 
language learners and provide services to en-
sure the full and effective participation of such 
learners and their families. 
(3) An assurance that the State will provide as-
sistance under this section only to eligible providers 
that prohibit the use of suspension, expulsion, and 
aversive behavioral interventions. 
(4) An assurance that the State will meet the 
requirements of clauses (ii) and (iii) of section 
658E(c)(2)(T) of the Child Care and Development 
Block 
Grant 
Act 
of 
1990 
(42 
U.S.C. 
9858c(c)(2)(T)(ii) and (iii)). 
(e) USE OF FUNDS.—A State that receives an allot-
ment under subsection (b)(2) for a fiscal year shall use 
the allotment to carry out the activities described in the 
State’s application described in subsection (d). 
(f) MATCH REQUIRED.—A State that receives an al-
lotment under subsection (b)(2) for a fiscal year shall pro-
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vide matching funds from non-Federal sources in an 
amount equal to 10 percent of the Federal funds that such 
State receives under such subsection for the fiscal year. 
(g) REPORTING.— 
(1) IN GENERAL.—Each State that receives an 
allotment under subsection (b)(2) shall prepare an 
annual report, in such manner and containing such 
information as the Secretary of Health and Human 
Services may reasonably require. 
(2) CONTENTS.—A report prepared under para-
graph (1) shall contain, at a minimum— 
(A) a description of the manner in which 
the State has used the funds made available 
through the allotment and a report of the ex-
penditures made with the funds; 
(B) a summary of the State’s progress to-
ward providing access to high-quality preschool 
programs for eligible children; 
(C) an evaluation of the State’s progress 
towards improving equitable access to high- 
quality preschool, as measured by the Preschool 
Equity 
Review 
described 
in 
subsection 
(c)(2)(B); 
(D) the number and percentage of children 
in the State participating in eligible preschool 
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programs, disaggregated by race, ethnicity, 
family income, child age, disability, and whether 
the children are homeless children, children in 
foster care, or dual language learners; 
(E) data on the number and percentage of 
children in the State participating in public kin-
dergarten programs, disaggregated by race, 
family income, child age, disability, and whether 
the children are homeless children, children in 
foster care, or dual language learners, with in-
formation on whether such programs are of-
fered— 
(i) for a full-day; and 
(ii) at no cost to families; and 
(F) data on the kindergarten readiness of 
children across the State. 
(h) MAINTENANCE OF EFFORT.— 
(1) IN GENERAL.—If a State reduces its com-
bined fiscal effort per child for its State preschool 
program or State supplemental assistance funds for 
Head Start programs assisted under the Head Start 
Act (42 U.S.C. 9831 et seq.) for any fiscal year that 
a State receives an allotment under subsection 
(b)(2) relative to the previous fiscal year, the Sec-
retary of Health and Human Services, in collabora-
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tion with the Secretary of Education, shall reduce 
support for such State under such subsection by the 
same amount as the decline in State effort for such 
fiscal year. 
(2) WAIVER.—The Secretary of Health and 
Human Services, in collaboration with the Secretary 
of Education, may waive the requirements of para-
graph (1) if— 
(A) the Secretaries determine that a waiv-
er would be appropriate due to a precipitous de-
cline in the financial resources of a State as a 
result of unforeseen economic hardship or a 
natural disaster that has necessitated across- 
the-board reductions in State services during 
the 5-year period preceding the date of the de-
termination, including for early childhood edu-
cation programs; or 
(B) due to the circumstances of a State re-
quiring reductions in specific programs, includ-
ing early childhood education, the State pre-
sents to the Secretaries a justification and dem-
onstration why other programs could not be re-
duced and how early childhood programs in the 
State will not be disproportionately harmed by 
such State action. 
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(i) SUPPLEMENT NOT SUPPLANT.—Funds received 
under this section shall be used to supplement and not 
supplant other Federal, State, and local public funds ex-
pended on early childhood education programs in the 
State. 
(j) APPROPRIATIONS.—There is authorized to be ap-
propriated, and there is appropriated, to carry out this 
section, $8,000,000,000 for each of fiscal years 2018 
through 2028. 
TITLE III—HEAD START 
EXTENDED DURATION 
SEC. 301. EXTENDED DURATION. 
(a) IN GENERAL.—The Head Start Act is amend-
ed— 
(1) by redesignating section 657C (42 U.S.C. 
9852c) as section 657D; and 
(2) by inserting after section 657B (42 U.S.C. 
9852b) the following: 
‘‘SEC. 657C. EXTENDED DURATION. 
‘‘(a) IN GENERAL.—The Secretary shall make grants 
to Head Start (including Early Head Start) agencies 
funded under this subchapter to enable such agencies— 
‘‘(1) to provide access to a full school year and 
a full school day of services; or 
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‘‘(2) in the case of a migrant and seasonal 
Head Start agency, to provide access to additional 
service hours to ensure continuous Head Start serv-
ices as determined by the Secretary. 
‘‘(b) APPLICATION.— 
‘‘(1) IN GENERAL.—To be eligible to receive a 
grant under this section, a Head Start agency shall 
submit an application at such time and in such man-
ner as the Secretary may require. Such application 
shall include— 
‘‘(A) evidence of— 
‘‘(i) the number and percentage of 
slots— 
‘‘(I) in the agency’s Head Start 
center-based programs (that are not 
Early Head Start programs)— 
‘‘(aa) that are currently 
funded (as of the date of submis-
sion of the application); and 
‘‘(bb) in which services are 
provided for at least the equiva-
lent of 1,020 hours per year; and 
‘‘(II) in the agency’s Early Head 
Start center-based programs— 
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‘‘(aa) that are currently 
funded (as of that date); and 
‘‘(bb) in which services are 
provided for at least the equiva-
lent of 1,380 hours per year; and 
‘‘(ii) the number and percentage of 
slots, in the agency’s Head Start family 
child care programs— 
‘‘(I) that are currently funded 
(as of that date); and 
‘‘(II) in which services are pro-
vided for at least the equivalent of 
1,380 hours per year; 
‘‘(B) a description of an approach, using 
the current community-wide strategic planning 
and needs assessment described in section 
640(g)(1)(C) of the Head Start Act (42 U.S.C. 
9835(g)(1)(C)) and current program schedule 
(current as of the date of submission of the ap-
plication), that transitions all of the agency’s 
Head Start programs to a full school day, full 
school year program schedule; and 
‘‘(C) a budget justification that estimates 
the supplemental funding necessary to provide 
for incremental ongoing operating costs for the 
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extended hours of service under such a program 
schedule for the current enrollment in the agen-
cy’s Head Start programs. 
‘‘(2) EXCEPTIONS.— 
‘‘(A) IN GENERAL.—A migrant and sea-
sonal Head Start agency may apply for a grant 
described in subsection (a) without meeting the 
requirements specified in paragraph (1) to en-
sure continuous Head Start services are pro-
vided to children enrolled in a migrant and sea-
sonal Head Start program. To be eligible to re-
ceive the grant, the agency shall submit an ap-
plication at such time and in such manner as 
the Secretary may require. 
‘‘(B) PRIORITY.—In making grants under 
this paragraph, the Secretary shall give priority 
to a migrant and seasonal Head Start agency 
operating for fewer than 8 months per year. 
‘‘(c) USE OF FUNDS.— 
‘‘(1) IN GENERAL.—A Head Start agency re-
ceiving a grant under this section shall use the grant 
funds to cover the costs associated with extending 
those hours of service for the current enrollment, 
such as additional costs for— 
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‘‘(A) the purchase, rental, renovation, and 
maintenance of additional facilities; 
‘‘(B) ongoing purchases of classroom sup-
plies; 
‘‘(C) staff providing services during the ex-
tended hours; and 
‘‘(D) professional development to staff 
transitioning to providing services during the 
extended hours. 
‘‘(2) EXCEPTION.—The Head Start agency 
shall not use the grant funds to expand the number 
of children served in the Head Start (including 
Early Head Start) programs of the agency. 
‘‘(d) RESERVATIONS.— 
‘‘(1) ACTIVITIES.—From the total amount ap-
propriated to carry out this section, the Secretary 
shall— 
‘‘(A) for making grants for the activities 
described 
in 
subsection 
(c)(1)(A), 
reserve 
$3,600,000,000 of the funds appropriated for 
fiscal year 2018; and 
‘‘(B) for making grants for the activities 
described in any of subparagraphs (B) through 
(D) of subsection (c)(1), reserve— 
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‘‘(2) MIGRANT
AND
SEASONAL
HEAD
START 
AGENCY.—The term ‘migrant and seasonal Head 
Start agency’ means an agency that is funded under 
this subchapter to provide a migrant and seasonal 
Head Start program.’’. 
(b) CONFORMING AMENDMENTS.—Section 640 of the 
Head Start Act (42 U.S.C. 9835) is amended— 
(1) in subsection (a)(6), by striking ‘‘appro-
priated under this subchapter’’ each place it appears 
and inserting ‘‘appropriated under section 639’’; and 
(2) in subsection (g)(3)(A)— 
(A) by striking ‘‘amount appropriated’’ 
each place it appears and inserting ‘‘amount 
appropriated under section 639’’; 
(B) by striking ‘‘services provided under 
this subchapter’’ and inserting ‘‘services pro-
vided under this subchapter (other than section 
657C)’’; and 
(C) by striking ‘‘agency under this sub-
chapter’’ and inserting ‘‘agency under this sub-
chapter (other than section 657C)’’. 
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TITLE 
IV—APPROPRIATIONS 
FOR SUPPORTS AND SERV-
ICES FOR INCLUSIVE CHILD 
CARE 
FOR 
INFANTS, 
TOD-
DLERS, AND CHILDREN WITH 
DISABILITIES 
SEC. 401. APPROPRIATIONS FOR SUPPORTS AND SERVICES 
FOR INCLUSIVE CHILD CARE FOR INFANTS, 
TODDLERS, AND CHILDREN WITH DISABIL-
ITIES. 
There is authorized to be appropriated and there is 
appropriated for each State for each quarter an amount 
that is equal to 5 percent of the payment to such State 
for such quarter under section 658J of the Child Care and 
Development Block Grant Act of 1990 (42 U.S.C. 9858h) 
to be used by— 
(1) the State’s lead agency designated or estab-
lished under section 635(a)(10) of the Individuals 
with 
Disabilities 
Education 
Act 
(20 
U.S.C. 
1435(a)(10)) to provide early intervention services 
for infants and toddlers with disabilities (as defined 
in section 632 of the Individuals with Disabilities 
Education Act (20 U.S.C. 1432)) and their families 
in settings that provide high-quality inclusive care to 
such children; and 
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(2) the State to provide services and supports 
to children with disabilities (as defined in section 
658P of the Child Care and Development Block 
Grant Act of 1990 (42 U.S.C. 9858n)) in settings 
that provide high-quality inclusive care to such chil-
dren. 
TITLE 
V—MATERNAL, 
INFANT, 
AND 
EARLY 
CHILDHOOD 
HOME VISITING PROGRAM 
SEC. 501. SENSE OF SENATE. 
It is the sense of the Senate that— 
(1) from the prenatal period to the first day of 
kindergarten, children’s development rapidly pro-
gresses at a pace exceeding that of any subsequent 
stage of life; 
(2) as reported by the National Academy of 
Sciences in 2001, striking disparities exist in what 
children know and can do that are evident well be-
fore they enter kindergarten; these differences are 
strongly associated with social and economic cir-
cumstances, and they are predictive of subsequent 
academic performance; 
(3) research has consistently demonstrated that 
investments in high-quality programs that serve in-
fants and toddlers better position those children for 
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success in elementary, secondary, and postsecondary 
education as well as helping children develop the 
critical physical, emotional, social, and cognitive 
skills that they will need for the rest of their lives; 
(4) in 2011, there were 11,000,000 infants and 
toddlers living in the United States and 49 percent 
of these children came from low-income families liv-
ing with incomes at or below 200 percent of the 
Federal poverty guidelines; 
(5) the Maternal, Infant, and Early Childhood 
Home Visiting (MIECHV) program was authorized 
by Congress to facilitate collaboration and partner-
ship at the Federal, State, and community levels to 
improve health and development outcomes for at-risk 
children, including those from low-income families, 
through evidence-based home visiting programs; 
(6) MIECHV is an evidence-based policy initia-
tive and its authorizing legislation requires that at 
least 75 percent of funds dedicated to the program 
must support programs to implement evidence-based 
home visiting models, which includes the home-based 
model of Early Head Start; 
(7) in fiscal year 2016, MIECHV served ap-
proximately 160,000 parents and children, which is 
only a small portion of those eligible, in 893 counties 
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covering all 50 States, the District of Columbia, and 
5 territories; and 
(8) Congress should increase its investment in 
MIECHV to support the work of States to help 
more at-risk families voluntarily receive home visits 
from home visitors to— 
(A) promote maternal, infant, and child 
health; 
(B) improve school readiness and achieve-
ment; 
(C) prevent potential child abuse or neglect 
and injuries; 
(D) support family economic self-suffi-
ciency; 
(E) reduce crime or domestic violence; and 
(F) improve coordination or referrals for 
community resources and supports. 
Æ 
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