Head Start Performance Standards, 35429-35564 [2015-14379]
Download as PDF
Vol. 80
Friday,
No. 118
June 19, 2015
Part II
Department of Health and Human Services
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Administration for Children and Families
45 CFR Chapter XIII, Subchapter B
Head Start Performance Standards; Proposed Rule
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00001
Fmt 4717
Sfmt 4717
E:\FR\FM\19JNP2.SGM
19JNP2
35430
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
DEPARTMENT OF HEALTH AND
HUMAN SERVICES
Administration for Children and
Families
45 CFR Chapter XIII, Subchapter B
RIN 0970–AC63
Head Start Performance Standards
Office of Head Start,
Administration for Children and
Families (ACF), Department of Health
and Human Services (HHS).
ACTION: Notice of proposed rulemaking.
AGENCY:
This NPRM proposes to
update Head Start program performance
standards, last revised in 1998, to meet
Congress’s requirements and improve
the quality of Head Start. In the
Improving Head Start for School
Readiness Act of 2007, Congress
instructed the Office of Head Start to
update its performance standards by
regulation and ‘‘ensure that any such
revisions in the standards [do] not result
in the elimination of or any reduction in
quality, scope, or types of health,
educational, parental involvement,
nutritional, social, or other services.’’
The proposed performance standards
incorporate extensive consultation with
experts and findings from scientific
research, reflect best practices, lessons
from program input and innovation,
integrate recommendations from the
Secretary’s Advisory Committee Final
Report on Head Start Research and
Evaluation, and reflect this
Administration’s deep commitment to
improving the school readiness of young
children. The proposed program
performance standards will improve the
quality of services, reduce bureaucratic
burden on programs, and improve
regulatory clarity and transparency.
They provide a clear road map for
current and prospective grantees to
provide high quality Head Start services
and to strengthen the outcomes of the
children and families they serve.
DATES: Please submit comments on this
NPRM by August 18, 2015.
ADDRESSES: Follow online instructions
at www.regulations.gov to submit
comments. This approach is our
preferred method for receiving
comments. Additionally, you may send
comments via the United States Postal
Service to: Office of Head Start,
Attention: Director of Policy and
Planning, 1250 Maryland Avenue SW.,
Washington, DC 20024.
To ensure we can effectively respond
to your comment(s), clearly identify the
issue(s) on which you are commenting.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
SUMMARY:
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Provide the page number, identify the
column, and cite the paragraph from the
Federal Register document, (i.e, On
page 10999, second column,
§ 1305.6(a)(1)(i) . . .). All comments
received are a part of the public record
and will be posted for public viewing on
www.regulations.gov, without change.
That means all personal identifying
information (such as name or address)
will be publicly accessible. Please do
not submit confidential information, or
otherwise sensitive or protected
information. We accept anonymous
comments. If you wish to remain
anonymous, enter ‘‘N/A’’ in the required
fields.
FOR FURTHER INFORMATION CONTACT:
Colleen Rathgeb, Office of Head Start
Policy and Planning Division Director,
(202) 358–3263, OHS_NPRM@
acf.hhs.gov.
SUPPLEMENTARY INFORMATION:
Table of Contents
I. Executive Summary
II. Tables
a. Table A: Redesignation
b. Table B: Distribution
III. Background
a. Statutory Authority
b. Expert and Stakeholder Consultation
c. Overview of Major Proposed Revisions
to Head Start Performance Standards
IV. Discussion of Proposed Rule
a. Program Governance
b. Program Operations
1. Subpart A Eligibility, Recruitment,
Selection, Enrollment and Attendance
2. Subpart B Program Structure
3. Subpart C Education and Child
Development Program Services
4. Subpart D Health Program Services
5. Subpart E Family and Community
Partnership Program Services
6. Subpart F Additional Services for
Children With Disabilities
7. Subpart G Transition Services
8. Subpart H Services to Enrolled
Pregnant Women
9. Subpart I Human Resource
Management
10. Subpart J Program Management and
Continuous Program Improvement
c. Financial and Administrative
Requirements
1. Subpart A Financial Requirements
2. Subpart B Administrative
Requirements
3. Subpart C Protections for the Privacy of
Child Records
4. Subpart D Delegation of Program
Operations
5. Subpart E Facilities
d. Federal Administrative Procedures
1. Subpart A Suspension, Termination,
Denial of Refunding, Reduction in
Funding and Their Appeals
2. Subpart B Designation Renewal
3. Subpart C Selection of Grantees
Through Competition
4. Subpart D Replacement of American
Indian/Alaska Native Grantee
PO 00000
Frm 00002
Fmt 4701
Sfmt 4702
5. Subpart E Head Start Fellows Program
e. Definitions
f. Effective Dates
V. Regulatory Process Matters
a. Regulatory Flexibility Act
b. Regulatory Planning and Review
Executive Order 12866
1. Need for Regulatory Action: Increasing
the Benefits to Society of Head Start.
2. Cost and Savings Analysis
i. Structural Program Option Provisions
ii. Educator Quality Provisions
iii. Curriculum and Assessment Provisions
iv. Administrative/Managerial Provisions
3. Regulatory Impact Analysis
i. Cost-Benefit Analysis
ii. Accounting Statement
4. Distributional Effects
5. Regulatory Alternatives
c. Unfunded Mandates Reform Act
d. Treasury and General Government
Appropriations Act of 1999
e. Federalism Assessment Executive Order
13132
f. Congressional Review
g. Paperwork Reduction Act of 1995
I. Executive Summary
Head Start currently provides
comprehensive early learning services
to nearly 1 million children from birth
to age five each year through nearly
50,000 classrooms, home-based
programs, and family child care partners
nationwide. Since its inception in 1965,
Head Start has been a leader in helping
children from low-income families
reach kindergarten more prepared to
succeed in school and in life. Head Start
is a central part of this Administration’s
effort to ensure all children have access
to high quality early learning
opportunities and to eliminate the
education achievement gap. This
proposed regulation is needed to
improve the quality of Head Start
services so that programs have a
stronger impact on children’s learning
and development. It also is necessary to
streamline and reorganize the regulatory
structure to improve regulatory clarity
and transparency so that existing
grantees can more easily run a high
quality Head Start program and so that
Head Start will be more approachable to
prospective grantees. In addition, this
regulation is necessary to reduce the
bureaucratic burden on local programs
that can interfere with high quality
service delivery. Once realized, we
believe these regulatory changes will
help ensure every child and family in
Head Start is receiving high quality
services that will lead to greater success
in school and in life.
In 2007, Congress mandated Head
Start revise the program performance
standards and update and raise the
education standards.1 Congress also
1 See https://beta.congress.gov/crec/2007/11/14/
CREC-2007-11-14-pt1-PgS14375-2.pdf
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
prohibited elimination of, or any
reduction in, the quality, scope, or types
of services in the revisions. Thus, these
proposed regulatory revisions are
additionally intended to meet the
statutory requirements Congress put
forth in the bipartisan reauthorization of
Head Start in 2007.
Head Start program performance
standards are the foundation on which
programs design and deliver
comprehensive, high quality
individualized services to support the
school readiness of children from lowincome families. The first set of Head
Start program performance standards
were published in the 1970s. Since
then, they have been revised following
subsequent Congressional
reauthorizations and were last revised
in 1998. The program performance
standards set forth the requirements
local grantees must meet to support the
cognitive, social, emotional, and healthy
development of children from birth to
age five. They encompass requirements
to provide education, health, mental
health, nutrition, and family and
community engagement services, as
well as rules for local program
governance and aspects of federal
administration of the program.
This NPRM builds upon extensive
consultation with researchers,
practitioners, recommendations from
the Secretary’s Advisory Committee
Final Report on Head Start Research and
Evaluation 2 and other experts, as well
as internal analysis of program data and
years of program input on the
regulations. In addition, program
monitoring has also provided invaluable
experience regarding the strengths and
weaknesses of the current regulations.
Moreover, research and practice in the
field of early childhood education has
expanded exponentially in the 15 years
since the regulations governing service
delivery were last revised, providing a
multitude of new insights on how to
support improved child outcomes.
The Secretary’s Advisory Committee,
which consisted of expert researchers
and practitioners chartered to ‘‘provide
recommendations for improving Head
Start program effectiveness’’ concluded
early education programs, including
Head Start, are capable of closing the
achievement gap by 20–50%, but that
Head Start is not reaching its potential.
As part of their work, the Committee
provided recommendations for
interpreting the results of both the Head
Start Impact Study (HSIS),3 a
2 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
3 Puma, M., Bell, S., Cook, R., Heid, C., Broene,
P., Jenkins, F., & Downer, J. (2012). Third grade
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
randomized control trial study of
children in Head Start in 2002–2003
through third grade, and the Early Head
Start Research and Evaluation Project
(EHSREP),4 which was initiated in 1996
and followed children who were eligible
to participate in Early Head Start. The
Committee concluded that these
findings should be interpreted in the
context of the larger body of research
that demonstrates that Head Start and
Early Head Start ‘‘are improving family
well-being and improving school
readiness of children at or below the
poverty line in the U.S. today.’’ The
Committee agreed that the initial impact
that both Head Start and Early Head
Start have demonstrated ‘‘are in line
with the magnitude of findings from
other scaled-up programs for infants and
toddlers . . . 5 and center-based
programs for preschoolers . . .’’ 6 but
also acknowledged that ‘‘larger impacts
may be possible, e.g., by increasing
dosage in EHS and Head Start or
improving instructional factors in Head
Start.’’ The Committee also addressed
the finding that these impacts do not
seem to persist into elementary school,
stating that the larger body of research
on Head Start’s impacts provides
‘‘evidence of long-term positive
outcomes for those who participated in
Head Start in terms of high school
completion, avoidance of problem
behaviors, avoidance of entry into the
criminal justice system, too-early family
formation, avoidance of special
education, and workforce attachment.’’
Overall, the report determined that a
key factor for Head Start to realize its
potential is ‘‘making quality and other
improvements and optimizing dosage
within Head Start [and Early Head
Start].’’ The proposed rule aims to
capitalize on the advancements in
research, available data, program input,
follow-up to the Head Start impact study final
report. U.S. Department of Health and Human
Services Office of Planning, Research and
Evaluation.
4 Cohen, R. C., Vogel, C. A., Xue, Y., Moiduddin,
E. M., Carlson, B. L., Twin Peaks Partners, L. L. C.,
& Kisker, E. E. (2010). Early Head Start Children in
Grade 5: Long-Term Follow-Up of the Early Head
Start Research and Evaluation Project Study
Sample. Washington, DC: US Department of Health
and Human Services, Administration for Children
and Families, Office of Planning, Research, and
Evaluation, (6933).
5 U.S. Department of Health and Human Services,
Administration for Children and Families. (2010).
Office of Head Start Program Information Report,
2009–2010. Washington, DC.
6 Vogel, C. A., Boller, K. A., Xue, Y., Blair, R.,
Aikens, N., Burwick, A., . . . Stein, J. (2011).
Learning as we go: A first snapshot of Early Head
Start programs, staff, families and children.
Washington, DC: Office of Planning, Research and
Evaluation, Administration for Children and
Families, U.S. Department of Health and Human
Services.
PO 00000
Frm 00003
Fmt 4701
Sfmt 4702
35431
and these recommendations in order to
accomplish the critical goal of helping
Head Start reach its full potential so that
more children reach kindergarten ready
to succeed.
This NPRM proposes numerous
changes to strengthen program
standards so that all children and
families receive high quality services
that will have a stronger impact on child
development and outcomes and family
well-being. We propose to significantly
update and restructure the education
and child development requirements to
more effectively promote high quality
teaching practices and stronger
curriculum implementation to better
support focus on the skill development
and growth needed for success in
kindergarten and beyond. As
recommended by the Advisory
Committee and mandated by statute, we
propose to integrate the Head Start
Child Outcomes Framework with
instructional practices, curriculum,
assessment, and research-based
professional development. The
Secretary’s Advisory Committee and a
growing body of research find that
curriculum enhancements or curricula
intensely focused on key areas of skill
development have a greater impact on
child outcomes. We neither propose nor
prohibit specific curricula, but we do
propose to enhance curricula standards
as recommended by the Secretary’s
Advisory Committee and a growing
body of research, and as required by the
2007 Head Start Act.
In addition, we propose to increase
the positive impact of Head Start by
increasing minimum hours and days of
operation for most programs, which is
aligned with recommendations from the
Secretary’s Advisory Committee. Our
proposal is consistent with the higher
dosage levels in many State prekindergarten programs that have shown
strong effects, and it is supported by a
strong body of research that
demonstrates adequate exposure to
learning opportunities is important for
children at-risk for academic difficulties
to make necessary gains. Research on
the amount of time and type of activities
needed to support effective teaching and
curriculum practices for children who
are behind also demonstrate the
inadequacy of a half-day program.
Children in Head Start programs
operating under the current minimum
requirements receive less than half the
early learning services that many
children receive in State prekindergarten and would receive at our
new proposed minimums. Coupled with
the proposed increases to education
standards, we believe increasing the
dosage minimums is essential to Head
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35432
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Start’s effort to prepare children to
succeed in school and beyond. This
proposal is also consistent with the
President’s FY2016 Budget, which
requests funding to ensure that children
in Head Start are served in full-day, fullyear programs without compromising
access to the program.
We propose additional important
changes to other areas of service
delivery. We propose requirements to
update the prioritization criteria for
selection and recruitment, improve
attendance, prohibit expulsion for
challenging behaviors, and ensure
critical supports for children and
families experiencing homelessness and
children in foster care. We propose to
update services to children with
disabilities and their families to ensure
they receive the individualized services
they need within inclusive settings to be
successful. In addition, we retain family
and community engagement as the
foundations they have always been in
Head Start, but propose to improve
family services by integrating researchbased practices, placing a stronger focus
on services to improve parenting skills
that support child learning, and
providing greater local flexibility to help
meet family needs. Moreover, we
propose to require programs to collect,
aggregate, and analyze data to achieve
program performance goals and
consistently work to improve quality, a
key recommendation offered by the
Secretary’s Advisory Committee.
Finally, we propose to address both
Head Start and Early Head Start
simultaneously throughout this NPRM,
which represents a significant change
from and improvement over the existing
rule. The current rule addresses Early
Head Start in a more piecemeal fashion,
often making interpretation of the
regulations unnecessarily complex.
This NPRM additionally proposes to
entirely reorganize the body of existing
regulations in order to improve clarity
and transparency to make it easier for
programs to implement and for the
public to understand the broad range of
program services in Head Start. The
current program performance standards
have over 1400 provisions organized in
11 different sections that have been
amended in a partial or topical fashion
over the past 40 years. This has resulted
in a somewhat opaque set of
requirements that can be unnecessarily
challenging to interpret and that
overburdens current grantees with
process-laden rules. We propose four
distinct sections: (1) Program
Governance, which outlines the
requirements imposed by the Act on
Governing Bodies and Policy Councils
to ensure well-governed Head Start
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
programs; (2) Program Operations,
which outlines all of the operational
requirements for serving children and
families, from the universe of eligible
children and the services they must be
provided in education, health, and
family and community engagement, to
the way programs must use data to
improve the services they provide; and
(3) Financial and Administrative
Requirements, which lay out the federal
requirements that Head Start programs
must adhere to because of overarching
federal requirements or specific
provisions imposed in the Head Start
Act; and (4) Federal Administrative
Procedures, which govern the
procedures the responsible HHS official
takes when determining the results of
competition for all grantees,
determining any actions against a
grantee, and determining whether a
grantee needs to compete for renewed
funding and other procedures required
for transparency in the Act. Though
some current grantees might find the
changes to regulatory numbers and
placement initially confusing, we
believe this reorganization will greatly
enhance the understanding and
implementation of Head Start rules both
for current and prospective grantees.
Within this large reorganization we
also propose to reorganize specific
sections and streamline provisions to
make Head Start requirements easier to
understand for all interested parties—
grantees, potential grantees, other early
education programs, and members of
the general public. Subparts and their
sections were reorganized to eliminate
redundancy, and related requirements
were grouped together instead of
interspersed as they are in the existing
rule. Additionally, we propose to
systematically address the fact that
many of our most critical provisions are
buried in subparts of the existing
regulation in a way that makes them
difficult to find and interpret, and that
does not reflect their centrality to the
provision of high quality services. For
example, the reorganization proposes to
create new sections or subparts to
highlight and expand, where necessary,
upon these incredibly important
requirements. These include the
proposed subparts on education
services, transition services, and
services for enrolled pregnant women.
In addition, we propose revisions
throughout the NPRM to streamline
requirements and minimize
administrative burden on local
programs. In total, we significantly
reduce the number of requirements
without compromising quality. We
propose to move away from requiring
written plans and prescribing how
PO 00000
Frm 00004
Fmt 4701
Sfmt 4702
specific requirements should be
achieved in order to give greater
flexibility to programs in determining
the best way to achieve their goals,
without reducing expectations. For
example, we strengthen health and
safety standards but eliminate
unnecessarily prescriptive regulations
that were burdensome. We anticipate
these proposed changes will help move
Head Start away from a complianceoriented culture to an outcomes-focused
one. Furthermore, we believe this will
support better collaboration with other
programs and funding streams. We
recognize that grantees deliver services
through a variety of modalities
including child care and state prekindergarten programs that require the
blending of funding streams and
compliance with a host of regulations.
Additionally, we propose to remove
several overly prescriptive requirements
related to policy groups, governing
bodies, appeals, and audits.
We also propose to include several
provisions to support additional local
flexibility to meet local community
needs and to promote innovation and
research. We propose to give Head Start
programs additional flexibility in the
structural requirements of program
models, such as class size and service
duration if they can demonstrate a
locally-designed model is better for the
children they serve. Further, in order to
support continued research and
innovation into effective curriculum
and professional development models,
we propose to permit local variations,
giving flexibility from some of these
requirements if the Head Start program
works with research experts and
evaluates the effectiveness of their
model. We also propose to support local
innovation by proposing that local
programs can apply for a waiver for
individual eligibility verification. This
can allow better coordination with local
early education programs without
reducing quality standards. Collectively,
these proposed changes will allow for
the development of innovative program
models, alleviate paperwork burdens,
and support mixed income settings.
We believe the benefits of these
proposed changes will be significant for
the children and families Head Start
serves. Strengthening Head Start
standards will improve child outcomes
and promote greater success in school as
well as produce higher returns on
taxpayer investment. Reorganizing,
streamlining, and reducing the
regulations will make Head Start more
approachable for potential grantees and
less burdensome for existing grantees.
These changes are central to the
Administration’s belief that every child
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
deserves an opportunity to succeed and
that all children should graduate from
high school college- and career-ready.
II. Tables
In this NPRM, we propose to
rearrange and renumber Head Start
program performance standards under
subchapter B at 45 CFR Chapter XIII. We
believe our efforts will provide current
and prospective grantees an organized
road map on how to provide high
quality Head Start services.
We include redesignation and
distribution tables to help the public
readily locate current sections and
35433
provisions we propose to rearrange and
renumber. Table A, the redesignation
table, lists the current section and
identifies the section we propose will
replace it. Table B, the distribution
table, lists current provisions and shows
whether we removed, revised, or
redesignated them.
TABLE A—REDESIGNATION TABLE
Proposed section
1301.1 .................................
1301.20 ...............................
1301.10 ...............................
1301.11 ...............................
1301.20 ...............................
1301.21 ...............................
1301.30 ...............................
1301.31 ...............................
1301.32 ...............................
1301.33 ...............................
1301.34 ...............................
1302.1 .................................
1302.2 .................................
1302.5 .................................
1302.10 ...............................
1302.11 ...............................
1302.30 ...............................
1302.31 ...............................
1302.32 ...............................
1303.1 .................................
1303.2 .................................
1303.10 ...............................
1303.11 ...............................
1303.12 ...............................
1303.14 ...............................
1303.21 ...............................
1303.22 ...............................
1304.1 .................................
1304.3 .................................
1304.20 ...............................
1304.21 ...............................
1304.22 ...............................
1304.23 ...............................
1304.24 ...............................
1304.40 ...............................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
1303.2
1305
1303.3
1303.12
1303.4
1303.4
1303.10
1302.90, 1302.102
1303.5
1303.31
1304.5, 1304.7
1304.1
1305
1304.2, 1304.3, 1304.4
1304.20
1304.20
1304.30
1304.31
1304.32
1304.1, 1303.30
1305
1304.1
1304.2
1304.3
1304.4
1304.7
1304.7
1302.1
1305
1302.42, 1302.33, 1302.41, 1302.61, 1302.46, 1302.63
1302.30, 1302.31, 1302, 1302.35, 1302.60, 1302.90, 1302.34, 1302.33, 1302.46, 1302.21
1302.47, 1302.92, 1302.15, 1302.90, 1302.41, 1302.42, 1302.46
1302.42, 1302.44, 1302.31, 1302.44, 1302.90, 1302.31, 1302.46
1302.46, 1302.45
1302.50, 1302.52, 1302.80, 1302.18, 1302.34, 1302.51, 1302.30, 1302.18, 1302.81, 1302.46, 1302.52, 1302.70,
1302.71, 1302.72, 1302.22, 1302.82
1302.53, 1302.63, 1302.70, 1302.71
1301.1, 1301.4, 1302.102, 1301.3, 1301.5
1302.101, 1302.90, 1303.23, 1302.102, 1301.3, 1303.32
1302.101, 1302.91, 1302.90, 1302.91, 1302.21, 1303.3, 1302.93, 1302.94, 1302.92, 1301.2
1302.31, 1302.21, 1302.47, 1302.22, 1302.23
1302.102, 1304.2
1302.10
1305
1302.11, 1302.102, 1302.20
1302.12
1302.13, 1302.14,
1302.14
1302.12, 1302.15, 1302.70
1302.16
1302.18
1304.4
1305
1302.101, 1302.21, 1302.90, 1302.23, 1302.20
1302.91
1302.92
1302.20, 1302.21, 1302.22, 1302.23
1302.20
1302.21, 1302.24, 1302.17, 1302.102, 1302.34, 1302.18
1302.22, 1302.101 , 1302.91, 1302.35, 1302.44, 1302.23, 1302.31, 1301.4, 1302.47, 1302.45, 1302.24
1304.10
13051305
1304.41 ...............................
1304.50 ...............................
1304.51 ...............................
1304.52 ...............................
1304.53 ...............................
1304.60 ...............................
1305.1 .................................
1305.2 .................................
1305.3 .................................
1305.4 .................................
1305.5 .................................
1305.6 .................................
1305.7 .................................
1305.8 .................................
1305.9 .................................
1305.10 ...............................
1306.3 .................................
1306.20 ...............................
1306.21 ...............................
1306.23 ...............................
1306.30 ...............................
1306.31 ...............................
1306.32 ...............................
1306.33 ...............................
1307.1 .................................
1307.2 .................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00005
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35434
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE A—REDESIGNATION TABLE—Continued
Current section
1307.3 .................................
1307.4 .................................
1307.5 .................................
1307.6 .................................
1307.7 .................................
1307.8 .................................
1308.1 .................................
1308.3 .................................
1308.4 .................................
1308.5 .................................
1308.6 .................................
1308.18 ...............................
1308.21 ...............................
1309.1 .................................
1309.2 .................................
1309.3 .................................
1309.4 .................................
1309.21 ...............................
1309.22 ...............................
1309.31 ...............................
1309.33 ...............................
1309.40 ...............................
1309.41 ...............................
1309.43 ...............................
1309.52 ...............................
1309.53 ...............................
1310.2 .................................
1310.3 .................................
1310.10 ...............................
1310.14 ...............................
1310.15 ...............................
1310.16 ...............................
1310.17 ...............................
1310.20 ...............................
1310.21 ...............................
1310.22 ...............................
1310.23 ...............................
Proposed section
1304.11
1304.12
1304.13
1304.14
1304.15
1304.16
1302.60
1305
1302.101, 1302.61, 1302.63, 1303.75
1302.12, 1302.13
1302.33, 1302.42, 1302.34, 1302.33
1302.47
1302.61, 1302.62, 1302.34
1303.40
1303.41
1305
1303.42, 1303.44, 1303.45, 1303.48, 1303.50
1305, 1303.51, 1303.48, 1303.50, 1303.46, 1303.47, 1303.48, 1303.55, 1303.3
1303.49, 1303.51
1303.44, 1303.47
1303.56
1303.53
1303.54
1303.43
1303.55
1303.56
1303.70
1305
1303.70, 1303.71, 1303.72
1303.71
1303.72
1303.72
1303.72
1303.73
1303.74
1303.75
1303.70
TABLE B DISTRIBUTION TABLE
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
Title
1301.
1301.1 ........................................
1301.2 ........................................
1301.10(a) ..................................
1301.10(b)(1) ..............................
1301.10(b)(2) ..............................
1301.11(a) ..................................
1301.11(b) ..................................
1301.12(a) ..................................
1301.12(a)(1) ..............................
1301.12(a)(2) ..............................
1301.12(a)(3) ..............................
1301.12(b) ..................................
1301.12(c) ..................................
1301.13(a) ..................................
1301.13(b) ..................................
1301.20(a) ..................................
1301.20(a)(1) ..............................
1301.20(a)(2) ..............................
1301.20(a)(3) ..............................
1301.20(b) ..................................
1301.20(c) ..................................
1301.21 ......................................
1301.21(a) ..................................
1301.21(b) ..................................
1301.30 ......................................
1301.31(a) ..................................
1301.31(a)(1) ..............................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Proposed section
Purpose and scope .........................................
Definitions .......................................................
General ...........................................................
.........................................................................
.........................................................................
Insurance and bonding ...................................
.........................................................................
Annual Audit of Head Start programs ............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Accounting system certification ......................
.........................................................................
Matching requirements ...................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Criteria for increase in Federal financial assistance.
.........................................................................
.........................................................................
General requirements .....................................
Personnel policies ...........................................
.........................................................................
1303.2 ...............................................
1305.
1303.3.
...........................................................
...........................................................
1303.12.
1303.12.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1303.4.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1303.4.
Jkt 235001
PO 00000
Frm 00006
Fmt 4701
Sfmt 4702
...........................................................
...........................................................
1303.10.
1302.90(a).
...........................................................
E:\FR\FM\19JNP2.SGM
19JNP2
Redesignated.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35435
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1301.31(a)(2) ..............................
1301.31(a)(3) ..............................
1301.31(a)(4) ..............................
1301.31(a)(5) ..............................
1301.31(a)(6) ..............................
1301.31(a)(7) ..............................
1301.31(b)(1)(i) ..........................
1301.31(b)(1)(ii) ..........................
1301.31(b)(1)(iii) .........................
1301.31(b)(2) ..............................
1301.31(b)(2)(i) ..........................
1301.31(b)(2)(ii) ..........................
1301.31(b)(2)(iii) .........................
1301.31(b)(3) ..............................
1301.31(c) ..................................
1301.31(c)(1) ..............................
1301.31(c)(2) ..............................
1301.31(c)(3) ..............................
1301.31(c)(4) ..............................
1301.31(d) ..................................
1301.31(e) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1301.32(a)(1) ..............................
Limitations on costs of development and administration of a Head Start program.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Delegation of program operations ..................
Grantee appeals .............................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.90(b)(1).
1302.90(b)(1).
1302.90(b)(1)(i)–(iv).
...........................................................
...........................................................
...........................................................
...........................................................
1302.90(b)(2).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.102(d)(2)(ii) ..............................
1302.102(d)(2)(iii)(A)–(B).
1303.5(a)(1).
1301.32(a)(2) ..............................
1301.32(b)(1) ..............................
1301.32(b)(2) ..............................
1301.32(b)(3) ..............................
1301.32(b)(4) ..............................
1301.32(b)(5) ..............................
1301.32(c)(1) ..............................
1301.32(c)(2) ..............................
1301.32(c)(3) ..............................
1301.32(c)(4) ..............................
1301.32(d)(1) ..............................
1301.32(d)(2) ..............................
1301.32(d)(3) ..............................
1301.32(e)(1) ..............................
1301.32(e)(2) ..............................
1301.32(f)(1) ...............................
1301.32(f)(2) ...............................
1301.32(f)(3) ...............................
1301.32(g)(1) ..............................
1301.32(g)(1)(i) ..........................
1301.32(g)(1)(ii) ..........................
1301.32(g)(2) ..............................
1301.32(g)(3) ..............................
1301.32(g)(4) ..............................
1301.32(g)(5) ..............................
1301.33 ......................................
1301.34 ......................................
1302 ...........................................
1302.1 ........................................
1302.2 ........................................
1302.3 ........................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1302.4 ........................................
1302.5(a) ....................................
1302.5(b) ....................................
1302.10(a) ..................................
1302.10(b) ..................................
1302.10(b)(1) ..............................
1302.10(b)(2) ..............................
1302.10(b)(3) ..............................
1302.10(b)(4) ..............................
1302.10(b)(5) ..............................
1302.11(a) ..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Selection, Initial Funding and Refunding of
HS Grantees and Selection of Replacement Grantees.
Purpose and Scope ........................................
Definitions .......................................................
Consultation with public officials and consumers.
Transfer of unexpended balances ..................
Notice for show cause and hearing ................
.........................................................................
Selection among applicants ............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Selection among applicants to replace grantee.
Jkt 235001
PO 00000
Frm 00007
Fmt 4701
Sfmt 4702
1303.5(a)(1).
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1305.
1303.5(a)(2)(i).
...........................................................
1303.5(a)(2)(iv).
1303.5(a)(2)(iv).
1303.5(a)(2)(iii).
1303.5(b)(1).
1303.5(b)(1).
1303.5(b)(1).
1303.5(b)(2).
1303.5(b)(2).
...........................................................
...........................................................
1303.31(b).
1304.5 ..............................................
1304.7.
1304.1.
1305.
...........................................................
...........................................................
1304.2 ...............................................
1304.3.
1304.4.
...........................................................
1304.20(a).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1304.20(b).
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35436
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1302.11(b) ..................................
1302.11(c) ..................................
1302.20(a) ..................................
.........................................................................
.........................................................................
Grantee to show both legal status and financial viability.
.........................................................................
.........................................................................
Grantee shows legal status but not financial
viability.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Suspension or termination of grantee which
shows financial viability but not legal status.
Suspension or termination of grantee which
shows legal status but not financial viability.
.........................................................................
Denial of refunding of grantee.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Control of funds of grantee scheduled for
change.
.........................................................................
.........................................................................
Procedure for identification of alternative
agency.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Requirements of alternative agency ...............
Alternative agency—prohibition ......................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Selection, initial funding and refunding of HS
grantees and selection of replacement
grantees.
General.
Purpose and application .................................
1304.20(b).
1304.20(b).
...........................................................
Removed.
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
1304.30(a).
Removed.
Removed.
1302.20(b) ..................................
1302.20(c) ..................................
1302.21(a) ..................................
1302.21(a)(1) ..............................
1302.21(a)(2) ..............................
1302.21(b) ..................................
1302.21(c) ..................................
1302.22 ......................................
1302.23 ......................................
1302.23(a) ..................................
1302.24 ......................................
1302.24(a) ..................................
1302.24(b) ..................................
1302.24(c) ..................................
1302.24(d) ..................................
1302.25(a) ..................................
1302.25(b) ..................................
1302.25(c) ..................................
1302.30(a) ..................................
1302.30(1) ..................................
1302.30(2) ..................................
1302.30(b)(1) ..............................
1302.30(2) ..................................
1302.30(3) ..................................
1302.30(4) ..................................
1302.30(c) ..................................
1302.30(d) ..................................
1302.31 ......................................
1302.32(a) ..................................
1302.32(1) ..................................
1302.32(2) ..................................
1302.32(i) ...................................
1302.32(II) ..................................
1302.32(b) ..................................
1303 ...........................................
Subpart A ...................................
1303.1 ........................................
1303.2 ........................................
1303.3(a) ....................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1303.3(a)(1) ................................
1303.3(a)(2) ................................
1303.3(b) ....................................
1303.3(c) ....................................
1303.4 ........................................
1303.5 ........................................
1303.6 ........................................
1303.7(a) ....................................
1303.7(b) ....................................
1303.7(c) ....................................
1303.7(d) ....................................
1303.8(a) ....................................
1303.8(b) ....................................
1303.8(c)(1) ................................
1303.8(c)(2) ................................
1303.8(c)(3) ................................
1303.8(c)(4) ................................
1303.8(d) ....................................
1303.8(e) ....................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Definitions .......................................................
Right to attorney, attorney fees, and travel
costs.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Remedies ........................................................
Service of process. .........................................
Successor agencies and officials ...................
Effect of failure to file or serve documents in
a timely manner.
.........................................................................
.........................................................................
.........................................................................
Waiver of requirements. ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Jkt 235001
PO 00000
Frm 00008
Fmt 4701
Sfmt 4702
1304.30(a)(1).
1304.30(a)(2).
1304.30(b)(1).
1304.30(b)(2).
1304.30(b)(3).
1304.30(b)(4).
1304.30(c).
1304.30(d).
1304.31.
1304.32(a).
1304.32(a)(1).
1304.32(a)(2).
1304.32(a)(2)(i).
1304.32(a)(2)(ii).
1304.32(b).
1303.30 .............................................
1304.1.
1305.
...........................................................
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
E:\FR\FM\19JNP2.SGM
19JNP2
35437
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1303.8(f) .....................................
1303.8(g) ....................................
1303.10(a) ..................................
1303.10(b) ..................................
1303.11(a) ..................................
.........................................................................
.........................................................................
Purpose ...........................................................
.........................................................................
Suspension on notice and opportunity to
show cause.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Summary suspension and opportunity to
show cause.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Appeal by a grantee of a suspension continuing for more than 30 days.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Appeal by a grantee from a termination of financial assistance.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
...........................................................
...........................................................
1304.1.
1304.1.
1304.2(a).
1303.11(b) ..................................
1303.11(b)(1) ..............................
1303.11(b)(2) ..............................
1303.11(b)(3) ..............................
1303.11(b)(4) ..............................
1303.11(b)(5) ..............................
1303.11(b)(6) ..............................
1303.11(c) ..................................
1303.11(d) ..................................
1303.11(e) ..................................
1303.11(f) ...................................
1303.11(g) ..................................
1303.11(h) ..................................
1303.11(i) ...................................
1303.11(j) ...................................
1303.11(k) ..................................
1303.12(a) ..................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1303.12(a)(1) ..............................
1303.12(a)(2) ..............................
1303.12(a)(3) ..............................
1303.12(b) ..................................
1303.12(c) ..................................
1303.12(c)(1) ..............................
1303.12(c)(2) ..............................
1303.12(c)(3) ..............................
1303.12(c)(4) ..............................
1303.12(c)(5) ..............................
1303.12(d) ..................................
1303.12(e) ..................................
1303.12(f) ...................................
1303.12(f)(1) ...............................
1303.12(f)(2) ...............................
1303.12(f)(3) ...............................
1303.12(f)(4) ...............................
1303.12(g) ..................................
1303.12(h)(1) ..............................
1303.12(h)(2) ..............................
1303.12(h)(3) ..............................
1303.12(i) ...................................
1303.12(j) ...................................
1303.12(k) ..................................
1303.12(l) ...................................
1303.12(m) .................................
1303.12(n) ..................................
1303.13(a) ..................................
1303.13(b) ..................................
1303.13(c)(1) ..............................
1303.13(c)(2) ..............................
1303.13(c)(3) ..............................
1303.13(d) ..................................
1303.13(e) ..................................
1303.13(f) ...................................
1303.13(g) ..................................
1303.13(h) ..................................
1303.13(i) ...................................
1303.14(a) ..................................
1303.14(b) ..................................
1303.14(b)(1) ..............................
1303.14(b)(2) ..............................
1303.14(b)(3) ..............................
1303.14(b)(4) ..............................
1303.14(b)(5) ..............................
1303.14(b)(6) ..............................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00009
Fmt 4701
Sfmt 4702
Removed.
Removed.
1304.2(b).
1304.2(b)(1)(i).
1304.2(b)(1)(ii).
1304.2(b)(1)(iii).
1304.2(b)(1)(iii).
1304.2(b)(1)(iv).
1304.2(b)(1)(v).
1304.2(c).
1304.2(d).
1304.2(b)(3).
1304.2(b)(4).
1304.2(e)(1).
1304.2(b)(2).
1304.2(f).
1304.2(e)(4).
1304.2(g).
1304.3(a).
1304.3(a).
1304.3(a).
1304.3(a).
1304.3(b).
1304.3(b)(1).
1304.3(b)(1)(i).
1304.3(b)(1)(i).
1304.3(b)(1)(ii).
1304.3(b)(1)(iii).
1304.3(b)(1)(iv).
1304.3(c).
1304.3(b)(3–4).
1304.3(d)(3).
1304.3(d)(3).
1304.3(d)(3).
1304.3(d)(3).
1304.3(d)(3).
...........................................................
...........................................................
...........................................................
...........................................................
1304.3(d)(1).
1304.3(d)(1–2).
1304.3(e).
1304.3(d)(4).
1304.3(e).
1304.3(f).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1304.4(a)(1).
1304.4(a)(2).
1304.4(a)(2)(i).
1304.4(a)(2)(ii).
1304.4(a)(2)(iii).
1304.4(a)(2)(iv).
1304.4(a)(2)(v).
1304.4(a)(2)(vii).
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35438
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1303.14(b)(7) ..............................
1303.14(b)(8) ..............................
1303.14(b)(9) ..............................
1303.14(c) ..................................
1303.14(c)(1) ..............................
1303.14(c)(2) ..............................
1303.14(c)(3) ..............................
1303.14(c)(4) ..............................
1303.14(c)(5) ..............................
1303.14(c)(6) ..............................
1303.14(d)(1) ..............................
1303.14(d)(2) ..............................
1303.14(d)(3) ..............................
1303.14(d)(4) ..............................
1303.14(d)(5) ..............................
1303.14(d)(6) ..............................
1303.14(d)(7) ..............................
1303.14(d)(8) ..............................
1303.14(e)(1) ..............................
1303.14(e)(2) ..............................
1303.14(e)(3) ..............................
1303.14(f)(1) ...............................
1303.14(f)(2) ...............................
1303.14(f)(3) ...............................
1303.14(f)(4) ...............................
1303.14(g) ..................................
1303.14(h) ..................................
1303.14(i) ...................................
1303.14(j) ...................................
1303.14(k) ..................................
1303.15(a) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Appeal by a grantee from a denial of refunding.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Conduct of hearing .........................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Time for hearing and decision ........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Appeals to grantees by current or prospective
delegate agencies of rejection of an application, failure to act on an application or
termination of a grant or contract.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.4(a)(2)(viii).
1304.4(a)(2)(ix).
1304.4(a)(2)(x).
1304.4(b)(1).
1304.4(b)(1)(i–iii).
1304.4(b)(1)(iv).
1304.4(b)(1)(v).
1304.4(b)(1)(vi).
1304.4(b)(1)(vii).
1304.4(b)(1)(vii).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1304.4(c)(1).
...........................................................
...........................................................
...........................................................
1304.4(c)(2).
1304.4(e).
1304.4(f)(1).
1304.4(f)(2).
1304.4(g)(1–2).
1304.4(g)(3).
1304.4(h).
1304.4(g)(4–5).
1304.4(g)(6).
1304.4(a)(1).
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1303.15(b) ..................................
1303.15(b)(1) ..............................
1303.15(b)(2) ..............................
1303.15(c) ..................................
1303.15(d) ..................................
1303.15(d)(1) ..............................
1303.15(d)(2) ..............................
1303.15(d)(3) ..............................
1303.15(d)(4) ..............................
1303.15(e) ..................................
1303.15(f) ...................................
1303.15(g) ..................................
1303.15(h)(1) ..............................
1303.15(h)(2) ..............................
1303.15(h)(3) ..............................
1303.16(a) ..................................
1303.16(b) ..................................
1303.16(c) ..................................
1303.16(d) ..................................
1303.16(e) ..................................
1303.16(f) ...................................
1303.16(g) ..................................
1303.16(h) ..................................
1303.17(a) ..................................
1303.17(b) ..................................
1303.17(c)(1) ..............................
1303.17(c)(2) ..............................
1303.17(c)(3) ..............................
1303.20(a) ..................................
1303.20(b) ..................................
1303.20(c) ..................................
1303.20(d) ..................................
1303.20(e)(1) ..............................
1303.20(e)(2) ..............................
1303.20(e)(3) ..............................
1303.20(f) ...................................
1303.20(g) ..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00010
Fmt 4701
Sfmt 4702
1304.4(b)(2).
1304.4(b)(1)(iv).
1304.4(b)(1)(iv).
1304.4(a)(2).
1304.4(b)(1).
1304.4(b)(1)(i–iii).
1304.4(b)(1)(vi).
1304.4(g)(3).
...........................................................
1304.4(b)(1)(v).
1304.4(g)(3).
1304.4(g)(4).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35439
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
1303.21(a) ..................................
1303.23(b) ..................................
1303.23(c) ..................................
1303.23(c)(1) ..............................
1303.23(c)(2) ..............................
1303.23(d) ..................................
1303.23(e) ..................................
1303.24 ......................................
1304 ...........................................
1304.1 ........................................
1304.2 ........................................
1304.3 ........................................
1304.20(a)(1)(i) ..........................
Procedures for appeal by current or prospective delegate agencies to the responsible
HHS official from denials by grantees of an
application or failure to act on an application.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Decision on appeal in favor of grantee ..........
.........................................................................
.........................................................................
.........................................................................
Decision on appeal in favor of the current or
prospective delegate agency.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
OMB control number .......................................
Program performance standards for operation.
Purpose and scope .........................................
Effective date ..................................................
Definitions .......................................................
Child health and developmental services .......
1304.20(a)(1)(ii) ..........................
1304.20(a)(1)(ii)(A) .....................
1304.20(a)(1)(ii)(B) .....................
1304.20(a)(1)(ii)(C) .....................
1304.20(a)(1)(iii) .........................
1304.20(a)(1)(iv) .........................
1304.20(a)(2) ..............................
1304.20(b)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.20(b)(2) ..............................
1304.20(b)(3) ..............................
1304.20(c)(1) ..............................
1304.20(c)(2) ..............................
1304.20(c)(3)(i) ...........................
1304.20(c)(3)(ii) ..........................
1304.20(c)(4) ..............................
1304.20(c)(5) ..............................
1304.20(d) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.20(e)(1) ..............................
1304.20(e)(2) ..............................
.........................................................................
.........................................................................
1304.20(e)(3) ..............................
1304.20(e)(4) ..............................
.........................................................................
.........................................................................
1304.20(e)(5) ..............................
.........................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1303.21(b)(1) ..............................
1303.21(b)(2) ..............................
1303.21(b)(3) ..............................
1303.21(b)(4) ..............................
1303.21(b)(5) ..............................
1303.21(b)(6) ..............................
1303.21(b)(7) ..............................
1303.21(c) ..................................
1303.21(d) ..................................
1303.21(e)(1) ..............................
1303.21(e)(2) ..............................
1303.21(f) ...................................
1303.21(g) ..................................
1303.21(h) ..................................
1303.21(i)(1) ...............................
1303.21(i)(2) ...............................
1303.21(i)(3) ...............................
1303.21(i)(4) ...............................
1303.22(a) ..................................
1303.22(b) ..................................
1303.22(c) ..................................
1303.22(d) ..................................
1303.23(a) ..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00011
Proposed section
Fmt 4701
Sfmt 4702
1304.7(a)—first half
1304.7(b)—second half.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1304.7(c).
...........................................................
...........................................................
1304.7(c).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1304.7(d)(1).
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
1302.1 ...............................................
...........................................................
1305.
1302.42(a) ........................................
1302.17.
1302.42(b)(1)(i).
1302.42(b)(1)(ii).
1302.42(c)(1).
1302.42(d)(1)(ii).
1302.42(d)(1)(i).
1302.42(d)(1).
1302.42(b)(3).
1302.33(a)(1).
1302.33(c)(1)(iii).
1302.41(a).
1302.42(b)(2).
1302.33(a)(2).
1302.33(a)(1).
1302.41(a).
1302.42(d)(2).
1302.42(c)(3).
1302.42(c)(3).
1302.61(b)(2).
1302.42(e).
1302.33(b).
1302.42(c)(2).
1302.42(d)(1)(ii).
1302.41(a).
1302.34(b)(5)
1302.46(b)(1)(iv)
1302.46(b)(2)(i).
1302.46(b)(2)(ii).
1302.41(a).
1302.46(b)(2)(iii).
1302.41(b).
Revised.
Removed.
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Revised.
35440
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.20(f)(1) ...............................
1304.20(f)(2)(i) ...........................
1304.20(f)(2)(ii) ...........................
.........................................................................
.........................................................................
.........................................................................
1304.20(f)(2)(iii) ..........................
1304.20(f)(2)(iv) ..........................
1304.21(a)(1)(i) ..........................
.........................................................................
.........................................................................
Education and early childhood development ..
1304.21(a)(1)(ii) ..........................
.........................................................................
1304.21(a)(1)(iii) .........................
1304.21(a)(1)(iv) .........................
1304.21(a)1)(v) ...........................
1304.21(a)(2)(i) ..........................
1304.21(a)(2)(ii) ..........................
1304.21(a)(2)(iii) .........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.21(a)(3) ..............................
1304.21(a)(3)(i) ..........................
1304.21(a)(3)(i)(A) ......................
1304.21(a)(3)(i)(B) ......................
1304.21(a)(3)(i)(C) .....................
1304.21(a)(3)(i)(D) .....................
1304.21(a)(3)(i)(E) ......................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.21(a)(3)(ii) ..........................
1304.21(a)(4) ..............................
1304.21(a)(4)(i) ..........................
1304.21(a)(4)(ii) ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.21(a)(4)(iii) .........................
.........................................................................
1304.21(a)(4)(iv) .........................
.........................................................................
1304.21(a)(5) ..............................
1304.21(a)(5)(i) ..........................
1304.21(a)(5)(ii) ..........................
1304.21(a)(5)(iii) .........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.21(a)(6) ..............................
.........................................................................
1304.21(b)(1)(i) ..........................
.........................................................................
1304.21(b)(1)(ii) ..........................
1304.21(b)(1)(iii) .........................
1304.21(b)(2). .............................
1304.21(b)(2)(i) ..........................
1304.21(b)(2)(ii) ..........................
1304.21(b)(3) ..............................
1304.21(b)(3)(i) ..........................
1304.21(b)(3)(ii) ..........................
1304.21(c)(1) ..............................
1304.21(c)(1)(i) ...........................
1304.21(c)(1)(ii) ..........................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.21(c)(1)(iii) .........................
1304.21(c)(1)(iv) .........................
1304.21(c)(1)(v) ..........................
1304.21(c)(1)(vi) .........................
1304.21(c)(1)(vii) ........................
1304.21(c)(2) ..............................
1304.22(a) ..................................
1304.22(a)(1) ..............................
1304.22(a)(2) ..............................
1304.22(a)(3) ..............................
1304.22(a)(4) ..............................
1304.22(a)(5) ..............................
1304.22(b)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Child health and safety ...................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.33(b).
1302.61(b)(2)(ii).
1302.63(a)–(c).
1302.62(a)(3).
1302.61(b)(3)(i).
1302.63(c).
1302.30.
1302.31(b)(1)(i).
1302.35(a).
1302.30.
1302.60.
1302.90(c)(1)(ii).
1302.31(c).
...........................................................
1302.34(b)(3).
1302.33(b)(2).
1302.34(b)(2).
1302.34(b)(6).
Integrated throughout Subpart C.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.30.
1302.35(d).
1302.90(c)(1)(ii).
1302.31(e)(3).
Integrated throughout Subpart C.
1302.31(c).
1302.31(b)(1)(iv).
1302.35(a).
1302.31(b)(1)(ii).
1302.35(e)(3).
1302.31(b)(1)(i).
1302.31(b)(1)(iv).
1302.31(d).
Integrated throughout Subpart C.
1302.31(c)–(d).
1302.31(c)–(d).
1302.30.
1302.60.
1302.35(a).
1302.46(b)(1)(i).
1302.21(b)(2).
1302.31(b)(1)(ii).
1302.90(d)(1).
1302.31(b)(1)(ii).
1302.31(c).
Integrated throughout Subpart C.
...........................................................
1302.31(b)(1)(ii)..
Integrated throughout Subpart C.
...........................................................
...........................................................
1302.32.
1302.32(a)(1)(ii).
1302.31(b)(1)(ii).
1302.32(a)(1)(ii)–(iii).
...........................................................
...........................................................
...........................................................
...........................................................
1302.31(c)(1).
1302.33(b).
1302.47(b)(7).
...........................................................
...........................................................
...........................................................
...........................................................
1302.92(b)(1).
1302.47(b)(8)(iii).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00012
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35441
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.22(b)(2) ..............................
.........................................................................
1304.22(b)(3) ..............................
.........................................................................
1304.22(c) ..................................
.........................................................................
1304.22(c)(1)
1304.22(c)(2)
1304.22(c)(3)
1304.22(c)(4)
1304.22(c)(5)
..............................
..............................
..............................
..............................
..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.22(c)(6) ..............................
1304.22(d)(1) ..............................
1304.22(d)(2) ..............................
1304.22(e)(1) ..............................
1304.22(e)(1)(i) ..........................
1304.22(e)(1)(ii) ..........................
1304.22(e)(1)(iii) .........................
1304.22(e)(1)(iv) .........................
1304.22(e)(2) ..............................
1304.22(e)(2)(i) ..........................
1304.22(e)(2)(ii) ..........................
1304.22(e)(2)(iii) .........................
1304.22(e)(3) ..............................
1304.22(e)(4) ..............................
1304.22(e)(5) ..............................
1304.22(e)(6) ..............................
1304.22(e)(7) ..............................
1304.22(f)(1) ...............................
1304.22(f)(2) ...............................
1304.23(a)(1) ..............................
1304.23(a)(2) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Child nutrition ..................................................
.........................................................................
1304.23(a)(3) ..............................
1304.23(a)(4) ..............................
1304.23(b)(1) ..............................
1304.23(b)(1)(i) ..........................
1304.23(b)(1)(ii) ..........................
1304.23(b)(1)(iii) .........................
1304.23(b)(1)(iv) .........................
1304.23(b)(1)(v) .........................
1304.23(b)(1)(vi) .........................
1304.23(b)(1)(vii) ........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.23(b)(2) ..............................
1304.23(b)(3) ..............................
1304.23(b)(4) ..............................
1304.23(c) ..................................
1304.23(c)(1) ..............................
1304.23(c)(2) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.23(c)(3) ..............................
1304.23(c)(4) ..............................
1304.23(c)(5) ..............................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
1304.23(c)(6) ..............................
1304.23(c)(7) ..............................
1304.23(d) ..................................
1304.23(e)(1) ..............................
1304.23(e)(2) ..............................
1304.24 ......................................
1304.24(a)(1) ..............................
1304.24(a)(1)(i) ..........................
1304.24(a)(1)(ii) ..........................
1304.24(a)(1)(iii) .........................
1304.24(a)(1)(iv) .........................
1304.24(a)(1)(v) .........................
1304.24(a)(1)(vi) .........................
1304.24(a)(2) ..............................
1304.24(a)(3)(i) ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Child mental health .........................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.14(b)(2).
1302.17(b).
Second sentence ..............................
1302.90(c)(1)(iii) ...............................
1302.47(b)(4)(iii).
1302.47(b)(8)(iv).
...........................................................
...........................................................
...........................................................
...........................................................
1302.41(a).
1302.42(d)(2).
1302.47(b)(4)(iii).
1302.47(b)(4)–(5).
1302.46(a).
1302.47(b)(7).
1302.47(b)(7)(i).
1302.47(b)(7)(ii).
1302.47(b)(7)(iii).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.47(b)(7)(iii).
1302.47(b)(7)(i).
...........................................................
1302.47(b)(4)(i) .................................
1302.47(b)(1)(iv)(A).
...........................................................
1302.42(b)(4).
1302.42(b)(4).
1302.44(a)(1).
1302.44(a)(2)(iv).
1302.42(b)(4).
1302.44(a)(1).
1302.44(b).
1302.44(a)(2)(ii).
1302.44(a)(2)(vi).
1302.44(a)(2)(iv).
1302.44(a)(2)(iii).
1302.44(a)(2)(iii).
First sentence removed.
1302.44(a)(2)(iv).
1302.44(a)(2)(vii).
1302.43.
...........................................................
1302.31(e)(2).
...........................................................
1302.31(e)(2).
1302.90(c)(1)(i)(D).
1302.31(e)(2).
1302.31(e)(2).
1302.31(e)(2).
1302.44(a)(2)(v).
1302.44(a)(1).
...........................................................
1302.46(b)(1)(ii).
...........................................................
1302.44(a)(2)(viii).
.
1302.41(a).
1302.46(b)(1)(iv).
1302.46(b)(1)(iv).
1302.46(b)(1)(iv).
1302.45(a)(1).
1302.46(b)(2)(i).
...........................................................
1302.45(b).
1302.45(a)(1).
1302.45(b)(1).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00013
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
First sentence removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35442
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.24(a)(3)(ii) ..........................
1304.24(a)(3)(iii) .........................
1304.24(a)(3)(iv) .........................
1304.40(a)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
Family partnerships .........................................
1304.40(a)(2) ..............................
1304.40(a)(3) ..............................
1304.40(a)(4) ..............................
1304.40(a)(5) ..............................
1304.40(b)(1) ..............................
1304.40(b)(1)(i) ..........................
1304.40(b)(1)(ii) ..........................
1304.40(b)(1)(iii) .........................
1304.40(b)(2) ..............................
1304.40(c)(1) ..............................
1304.40(c)(1)(i) ...........................
1304.40(c)(1)(ii) ..........................
1304.40(c)(1)(iii) .........................
1304.40(c)(2) ..............................
1304.40(c)(3) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.40(d)(1) ..............................
.........................................................................
1302.45(a)(1)–(2).
1302.45(b)(2).
1302.45(a)(3).
1302.50(b)(2).
1302.52(a)–(b).
1302.52(c).
1302.52(d).
1302.50(a).
1302.50(b)(2).
1302.52(c).
...........................................................
...........................................................
...........................................................
1302.52(c)(3).
1302.80(c).
1302.80(c).
1302.80(c).
1302.80(c).
1302.81(a).
1302.44(a)(2)(viii).
1302.81(a).
1302.50 .............................................
1304.40(d)(2) ..............................
.........................................................................
1304.40(d)(3)
1304.40(e)(1)
1304.40(e)(2)
1304.40(e)(3)
..............................
..............................
..............................
..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.40(e)(4) ..............................
1304.40(e)(4)(i) ..........................
1304.40(e)(4)(ii) ..........................
1304.40(e)(5) ..............................
1304.40(f)(1) ...............................
1304.40(f)(2)(i) ...........................
1304.40(f)(2)(ii) ...........................
1304.40(f)(2)(iii) ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.40(f)(3)(i) ...........................
1304.40(f)(3)(ii) ...........................
1304.40(f)(4) ...............................
1304.40(f)(4)(i) ...........................
1304.40(f)(4)(ii) ...........................
1304.40(f)(4)(iii) ..........................
1304.40(g)(1)(i) ..........................
1304.40(g)(1)(ii) ..........................
1304.40(g)(2) ..............................
1304.40(h)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.40(h)(2) ..............................
1304.40(h)(3) ..............................
1304.40(h)(3)(i) ..........................
1304.40(h)(3)(ii) ..........................
1304.40(h)(4) ..............................
1304.40(i)(1) ...............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.17(c).
1302.34(a).
1302.34(b)(1).
1302.34(b)(4).
...........................................................
...........................................................
1302.30.
1302.51.
...........................................................
...........................................................
...........................................................
1302.34(b)(2).
1302.46(a).
1302.46(b)(2)(iii).
1302.41(a).
1302.46(b)(1)(i).
1302.46(b)(2).
1302.46(b)(1)(ii).
1302.46(b)(1)(ii).
1302.46(b)(1)(iv).
...........................................................
...........................................................
...........................................................
...........................................................
1302.52(c).
...........................................................
1302.70(b).
1302.71(b)(1).
1302.71(b)(2)(i) 1302.71(c).
1302.71(c) 1302.72(b)(1).
1302.72(b)(2)(iii).
1302.72(b)(2)(iv).
...........................................................
1302.17(c) ........................................
1304.40(i)(2) ...............................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
1302.34(b)(6) ....................................
1304.40(i)(3) ...............................
1304.40(i)(4) ...............................
.........................................................................
.........................................................................
1304.40(i)(5) ...............................
1304.40(i)(6) ...............................
1304.41(a)(1) ..............................
.........................................................................
.........................................................................
Community partnerships .................................
...........................................................
1302.34(b)(6).
1302.22(a).
1302.22(c)(1).
1302.82(b).
1302.53(a) ........................................
1304.41(a)(2) ..............................
1304.41(a)(2)(i) ..........................
1304.41(a)(2)(ii) ..........................
1304.41(a)(2)(iii) .........................
1304.41(a)(2)(iv) .........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.53(b)(1).
1302.53(b)(2)(i).
1302.53(b)(2)(i).
1302.53(b)(2)(i).
1302.53(b)(2)(ii).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00014
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed last sentence.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Second sentence removed.
Second sentence removed.
Removed.
Second sentence removed.
35443
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.41(a)(2)(v) .........................
1304.41(a)(2)(vi) .........................
1304.41(a)(2)(vii) ........................
1304.41(a)(2)(viii) .......................
1304.41(a)(2)(ix) .........................
1304.41(a)(3) ..............................
1304.41(a)(4) ..............................
1304.41(b) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.53(b)(2)(iii).
1302.53(b)(2)(iii).
1302.53(b)(2)(iv).
1302.53(b)(2)(ii).
1302.53(b)(2)(viii).
...........................................................
1302.63(b).
1302.53(c) ........................................
1304.41(c)(1) ..............................
.........................................................................
1304.41(c)(1)(i) ...........................
1304.41(c)(1)(ii) ..........................
1304.41(c)(1)(iii) .........................
1304.41(c)(1)(iv) .........................
1304.41(c)(2) ..............................
1304.41(c)(3) ..............................
1304.50(a)(1) ..............................
1304.50(a)(1)(i) ..........................
1304.50(a)(1)(ii) ..........................
1304.50(a)(1)(iii) .........................
1304.50(a)(2) ..............................
1304.50(a)(3) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Program Design and Management .................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.50(a)(4) ..............................
1304.50(a)(5) ..............................
1304.50(b)(1) ..............................
1304.50(b)(2) ..............................
1304.50(b)(3) ..............................
1304.50(b)(4) ..............................
1304.50(b)(5) ..............................
1304.50(b)(6) ..............................
1304.50(b)(7) ..............................
1304.50(c) ..................................
1304.50(d)(1) ..............................
1304.50(d)(1)(i) ..........................
1304.50(d)(1)(ii) ..........................
1304.50(d)(1)(iii) .........................
1304.50(d)(1)(iv) .........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.50(d)(1)(v) .........................
1304.50(d)(1)(vi) .........................
1304.50(d)(1)(vii) ........................
1304.50(d)(1)(viii) .......................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.50(d)(1)((ix) .......................
1304.50(d)(1)(x) .........................
1304.50(d)(1)(xi) .........................
1304.50(d)(2)(i) ..........................
1304.50(d)(2)(ii) ..........................
1304.50(d)(2)(iii) .........................
1304.50(d)(2)(iv) .........................
1304.50(d)(2)(v) .........................
1304.50(e) ..................................
1304.50(e)(1) ..............................
1304.50(e)(2) ..............................
1304.50(e)(3) ..............................
1304.50(f) ...................................
1304.50(g)(1) ..............................
1304.50(g)(2) ..............................
1304.50(h) ..................................
Appendix A .................................
1304.51(a)(1) ..............................
1304.51(a)(1)(i) ..........................
1304.51(a)(1)(ii) ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Management systems and procedures ..........
.........................................................................
.........................................................................
1304.51(a)(1)(iii) .........................
1304.51(a)(2) ..............................
1304.51(b) ..................................
1304.51(c)(1) ..............................
1304.51(c)(2) ..............................
1304.51(d)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.70(a).
1302.71(a).
1302.70(d)(2)(i) 1302.71(c)(2)(i).
1302.71(c)(2)(ii) 1302.70(d)(2)(ii).
1302.71(b)(2)(iv).
1302.71(c)(2)(iii).
1302.70(b).
...........................................................
1301.1.
1301.4(a).
1301.4(a).
...........................................................
...........................................................
1301.4(b)—First sentence
1301.4(d)(4)—Second sentence.
1301.4(a).
...........................................................
...........................................................
1301.4(b).
1301.4(b).
1301.4(d)(2).
1301.4(d)(3).
...........................................................
1301.4(b).
1301.4(c).
1301.4(c).
1301.4(c).
...........................................................
1301.1.
1301.1.
1302.102(a).
1301.4(c).
...........................................................
1301.4(c).
1301.4(c)(2).
1302.102(b)(2)(ii).
1301.4(c).
...........................................................
1301.4(c).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1301.4(e).
...........................................................
1301.3(b)(1).
1301.5(a).
...........................................................
1302.100.
1302.102(a)(3).
1302.102(a).
1302.102(c)(iii).
...........................................................
...........................................................
...........................................................
1302.50(b)(2).
1302.50(b)(2).
...........................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00015
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed second sentence.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35444
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.51(d)(2) ..............................
1304.51(d)(3) ..............................
1304.51(d)(4) ..............................
1304.51(e) ..................................
1304.51(f) ...................................
1304.51(g) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.51(h)(1) ..............................
.........................................................................
1304.51(h)(2) ..............................
1304.51(i)(1) ...............................
1304.51(i)(2) ...............................
1304.51(i)(3) ...............................
1304.52(a)(1) ..............................
1304.52(a)(2) ..............................
1304.52(a)(2)(i) ..........................
1304.52(a)(2)(ii) ..........................
1304.52(a)(2)(iii) .........................
1304.52(b)(1) ..............................
1304.52(b)(2) ..............................
1304.52(b)(3) ..............................
1304.52(b)(4) ..............................
1304.52(c) ..................................
1304.52(d) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Human resources management .....................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.52(d)(1) ..............................
1304.52(d)(2) ..............................
1304.52(d)(3) ..............................
1304.52(d)(4) ..............................
1304.52(d)(5) ..............................
1304.52(d)(6) ..............................
1304.52(d)(7) ..............................
1304.52(d)(8) ..............................
1304.52(e) ..................................
1304.52(f) ...................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.52(g)(1) ..............................
1304.52(g)(2) ..............................
1304.52(g)(3) ..............................
1304.52(g)(4) ..............................
1304.52(g)(5) ..............................
1304.52(h)(1) ..............................
1304.52(h)(2) ..............................
1304.52(h)(3) ..............................
1304.52(h)(4) ..............................
1304.52(h)(5) ..............................
1304.52(h)(6) ..............................
1304.52(i)(1) ...............................
1304.52(i)(1)(i) ............................
1304.52(i)(1)(ii) ...........................
1304.52(i)(1)(iii) ..........................
1304.52(i)(1)(iv) ..........................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.52(i)(2) ...............................
1304.52(i)(3) ...............................
1304.52(j) ...................................
1304.52(k)(1) ..............................
1304.52(k)(2) ..............................
1304.52(k)(3) ..............................
1304.52(l)(1) ...............................
1304.52(l)(2) ...............................
1304.52(l)(3) ...............................
1304.52(l)(3)(i) ............................
1304.52(l)(3)(ii) ...........................
1304.52(l)(4) ...............................
1304.52(l)(5)(i) ............................
1304.52(l)(5)(ii) ...........................
1304.52(l)(5))(iii) .........................
1304.52(l)(5)(iv) ..........................
1304.52(l)(5)(v) ...........................
1304.52(l)(5)(vi) ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1301.3(b)(2).
1301.3(b)(2).
1301.3(b)(2).
...........................................................
...........................................................
1302.90(c)(1)(iii).
1302.101(a).
1303.23.
1302.102(d)(1)(i).
1301.3(b)(2).
1302.102(d)(1)(iii).
1302.102(b)(2)(i).
1302.102(b)(1).
1303.32(b).
1302.101(a)(2).
1302.101(a)(1).
...........................................................
...........................................................
...........................................................
1302.91(a).
...........................................................
1302.90(b)(5).
1302.90(d)(1).
1302.91(i).
1302.91(a).
1302.101(a)(2).
1302.91(c)–(e).
1302.91(a).
1302.91(h)(1).
1302.91(h)(2).
1302.91(a).
...........................................................
1302.91(a).
1302.91(h)(3).
1302.91(f).
1302.91(b).
1302.92(b).
...........................................................
1302.90(d)(2).
...........................................................
1302.21(b)(1)–(3).
1302.90(c)(4)(i).
1302.91(g)(1).
...........................................................
...........................................................
1302.91(g)(2).
1302.91(g)(3).
...........................................................
1302.90(c)(1).
1302.90(c)(1)(ii).
1302.90(c)(1)(iii).
1302.90(c)(1)(iv).
1302.90(c)(1)(i)(A).
1302.90(c)(1)(i)(C)–(I).
1303.3.
1302.90(c)(2).
...........................................................
1302.93(a).
1302.94(a).
1302.93(b).
1302.92(a).
1302.92(b).
1302.92(b)(3).
1302.92(b)(1).
1302.92(b)(3).
1301.2.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00016
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35445
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1304.52(l)(5)(vii) .........................
1304.52(l)(5)(viii) ........................
1304.53(a)(1) ..............................
1304.53(a)(2) ..............................
1304.53(a)(3) ..............................
1304.53(a)(4) ..............................
1304.53(a)(5) ..............................
1304.53(a)(6) ..............................
.........................................................................
.........................................................................
Facilities, materials, and equipment ...............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.53(a)(7) ..............................
1304.53(a)(8) ..............................
1304.53(a)(9) ..............................
.........................................................................
.........................................................................
.........................................................................
1304.53(a)(10) ............................
1304.53(a)(10)(i) ........................
1304.53(a)(10)(ii) ........................
1304.53(a)(10)(iii) .......................
1304.53(a)(10)(iv) .......................
1304.53(a)(10)(v) .......................
1304.53(a)(10)(vi) .......................
1304.53(a)(10)(vii) ......................
1304.53(a)(10)(viii) .....................
1304.53(a)(10)(ix) .......................
1304.53(a)(10)(x) .......................
1304.53(a)(10)(xi) .......................
1304.53(a)(10)(xii) ......................
1304.53(a)(10)(xiii) .....................
1304.53(a)(10)(xiv) .....................
1304.53(a)(10)(xv) ......................
1304.53(a)(10)(xvi) .....................
1304.53(a)(10)(xvii) ....................
1304.53(b)(1) ..............................
1304.53(b)(1)(i) ..........................
1304.53(b)(1)(ii) ..........................
1304.53(b)(1)(iii) .........................
1304.53(b)(1)(iv) .........................
1304.53(b)(1)(v) .........................
1304.53(b)(1)(vi) .........................
1304.53(b)(1)(vii) ........................
1304.53(b)(2) ..............................
1304.53(b)(3) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.60(a) ..................................
1304.60(b) ..................................
1304.60(c) ..................................
Deficiencies and quality improvement plans ..
.........................................................................
.........................................................................
1304.60(d) ..................................
1304.60(e) ..................................
1304.60(f) ...................................
1304.61(a) ..................................
1304.61(b) ..................................
1305 ...........................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
Noncompliance ...............................................
.........................................................................
Eligibility, recruitment, selection, eligibility and
attendance.
Purpose and scope .........................................
Definitions .......................................................
Determining community strengths and needs
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.31(d).
...........................................................
1302.21(d)(2).
1302.21(d)(1).
1302.22(d).
1302.23(d).
1302.47(b)(1).
1302.47(b)(1)(ii).
1302.47(b)(4)(ii).
1302.47(b)(5).
1302.102(b)(1).
1302.47(b)(2).
1302.47(b)(2).
1302.47(b)(1)(iii).
1302.47(b)(1)(iv).
1302.47(b)(1)(v)(B).
1302.47(b)(1)(v)(B).
...........................................................
...........................................................
1302.47(b)(1)(iii).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.47(b)(2).
1302.31(d).
1302.31(d).
1302.47(b)(2).
1302.31(d).
...........................................................
...........................................................
1302.47(b)(2).
...........................................................
1302.47(b)(1)–(2).
1302.47(b)(1)–(2).
1302.47(b)(4).
...........................................................
1304.2(b).
1302.102(d)(3).
1304.2(c)(1).
...........................................................
...........................................................
1304.2(c)(2).
1304.2(a).
1304.2(b).
1305.1 ........................................
1305.2 ........................................
1305.3(a) ....................................
1305.3(b) ....................................
1305.3(c) ....................................
1305.3(c)(1) ................................
1305.3(c)(2) ................................
1305.3(c)(3) ................................
1305.3(c)(4) ................................
1305.3(c)(5) ................................
1305.3(c)(6) ................................
1305.3(d)(1) ................................
1305.3(d)(2) ................................
1305.3(d)(3) ................................
1305.3(d)(4) ................................
1305.3(d)(5) ................................
1305.3(d)(6) ................................
1305.3(e) ....................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00017
Fmt 4701
Sfmt 4702
1302.10.
1305.
1302.11(a)(1).
1302.11(a)(2).
1302.11(b)(1).
1302.11(b)(1)(i).
1302.11(b)(1)(iv).
1302.11(b)(1)(vi).
...........................................................
1302.11(b)(1)(vii).
1302.11(b)(1)(viii).
1302.102(a)(3).
1302.20(a)(1).
...........................................................
...........................................................
...........................................................
...........................................................
1302.11(b)(2).
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35446
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1305.3(f) .....................................
1305.3(g)(1) ................................
1305.3(g)(2)(i) ............................
1305.3(g)(2)(ii) ............................
1305.4 ........................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Age of children and family income eligibility ..
...........................................................
...........................................................
...........................................................
...........................................................
1302.12 .............................................
1305.4(a)(1)(i) ............................
1305.4(a)(1)(ii) ............................
1305.4(a)(1)(iii) ...........................
1305.4(a)(2) ................................
1305.4(b)(1) ................................
1305.4(b)(2)(i) ............................
1305.4(b)(2)(ii) ............................
1305.4(b)(2)(iii) ...........................
1305.4(b)(3) ................................
1305.4(c)(1)(i) .............................
1305.4(c)(1)(ii) ............................
1305.4(c)(2) ................................
1305.4(d)(1) ................................
1305.4(d)(1)(i) ............................
1305.4(d)(1)(ii) ............................
1305.4(d)(2) ................................
1305.4(d)(2)(i) ............................
1305.4(d)(2)(ii) ............................
1305.4(d)(2)(iii) ...........................
1305.4(d)(2)(iv) ...........................
1305.4(d)(2)(v) ...........................
1305.4(d)(2)(vi) ...........................
1305.4(d)(2)(vii) ..........................
1305.4(e)(1)(i) ............................
1305.4(e)(1)(ii) ............................
1305.4(e)(1)(iii) ...........................
1305.4(e)(1)(iv) ...........................
1305.4(e)(2) ................................
1305.4(e)(3) ................................
1305.4(f)(1)(i) .............................
1305.4(f)(1)(ii) .............................
1305.4(f)(2) .................................
1305.4(g)(1) ................................
1305.4(g)(2) ................................
1305.4(g)(3) ................................
1305.4(h) ....................................
1305.4(i)(1)(i) ..............................
1305.4(i)(1)(ii) .............................
1305.4(i)(1)(iii) ............................
1305.4(i)(2) .................................
1305.4(i)(3)(i)(A) .........................
1305.4(i)(3)(i)(B) .........................
1305.4(i)(3)(ii) .............................
1305.4(i)(4) .................................
1305.4(i)(5) .................................
1305.4(j)(1)(i) ..............................
1305.4(j)(1)(ii) .............................
1305.4(j)(1)(iii) ............................
1305.4(j)(2)(i) ..............................
1305.4(j)(2)(ii) .............................
1305.4(j)(3)(i) ..............................
1305.4(j)(3)(ii) .............................
1305.4(j)(4) .................................
1305.4(k)(1) ................................
1305.4(k)(2) ................................
1305.4(l)(1) .................................
1305.4(l)(2)(i) ..............................
1305.4(l)(2)(ii)(A) ........................
1305.4(l)(2)(ii)(B) ........................
1305.4(l)(2)(ii)(C)(1) ...................
1305.4(l)(2)(ii)(C)(2) ...................
1305.4(l)(2)(ii)(C)(3) ...................
1305.4(l)(2)(iii)(A) .......................
1305.4(l)(2)(iii)(B) .......................
1305.4(l)(2)(iii)(C) .......................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.12(a)(1)(i).
1302.12(a)(1)(ii).
1302.12(a)(1)(iii).
1302.12(a)(2).
1302.12(b)(1).
1302.12(b)(2)(i).
1302.12(b)(2)(i).
1302.12(b)(2)(ii).
1302.12(b)(3).
1302.12(c)(1)(i).
1302.12(c)(1)(ii).
1302.12(c)(2).
1302.12(d)(1).
1302.12(d)(1)(i).
1302.12(d)(1)(ii).
1302.12(d)(2).
1302.12(d)(2)(i).
1302.12(d)(2)(ii).
1302.12(d)(2)(iii).
1302.12(d)(2)(iv).
1302.12(d)(2)(v).
1302.12(d)(2)(vi).
1302.12(d)(2)(vii).
1302.12(e)(1)(i).
1302.12(e)(1)(ii).
1302.12(e)(1)(iii).
1302.12(e)(1)(iv).
1302.12(e)(2).
1302.12(e)(3).
1302.12(c)(1)(iii).
1302.12(c)(1)(iv).
1302.16(c)(1).
1302.12(f).
1302.12(f).
1302.12(f).
1302.12(h).
1302.12(i)(1).
1302.12(i)(1).
1302.12(i)(1).
1302.12(i)(2).
1302.12(i)(3)(i).
1302.12(i)(3)(i).
1302.12(i)(3)(ii).
1302.12(j)(3).
1302.12(i)(4).
1302.12(i)(5)(i).
1302.12(i)(5)(ii).
1302.12(j)(5)(iii).
1302.12(i)(6).
1302.12(i)(6).
1302.12(i)(7)(i).
1302.12(i)(7)(ii).
1302.12(i)(8).
1302.12(j)(1).
1302.12(j)(4).
1302.12(k)(1).
1302.12(k)(2)(i).
1302.12(k)(2)(ii)(A).
1302.12(k)(2)(ii)(B).
1302.12(k)(2)(ii)(B).
1302.12(k)(2)(ii)(B).
1302.12(k)(2)(ii)(B).
1302.12(k)(2)(iii)(A).
1302.12(k)(2)(iii)(B).
1302.12(k)(2)(iii)(C).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00018
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Redesignated.—Pending OMB approval of
final eligibility rule.
35447
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1305.4(l)(2)(iii)(D) .......................
1305.4(l)(2)(iii)(E) .......................
1305.4(l)(2)(iii)(F) .......................
1305.4(l)(3)(i) ..............................
1305.4(l)(3)(ii) .............................
1305.4(l)(3)(iii) ............................
1305.4(m) ...................................
1305.4(n)(1) ................................
1305.4(n)(1)(i) ............................
1305.4(n)(1)(ii) ............................
1305.4(n)(1)(iii) ...........................
1305.4(n)(2) ................................
1305.4(n)(3) ................................
1305.4(n)(4) ................................
1305.5(a) ....................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Recruitment of children ...................................
1302.12(k)(2)(iii)(C).
1302.12(k)(2)(iii)(D).
1302.12(k)(2)(iii)(E).
1302.12(k)(3).
1302.12(k)(3).
1302.12(k)(3).
1302.12(l).
1302.12(m)(1).
1302.12(m)(1)(i).
1302.12(m)(1)(ii).
1302.12(m)(1)(iii).
1302.12(m)(2).
1302.12(m)(3).
1302.12(m)(4).
1302.13(a) first sentence .................
1305.5(b)
1305.5(c)
1305.6(a)
1305.6(b)
1305.6(c)
1305.6(d)
1305.7(a)
....................................
....................................
....................................
....................................
....................................
....................................
....................................
.........................................................................
.........................................................................
Selection process ............................................
.........................................................................
.........................................................................
.........................................................................
Enrollment and reenrollment ...........................
1305.7(b) ....................................
.........................................................................
1305.7(c) ....................................
.........................................................................
1305.8(a) ....................................
1305.8(b) ....................................
1305.8(c) ....................................
1305.9 ........................................
Attendance ......................................................
.........................................................................
.........................................................................
Policy on fees .................................................
1305.10 ......................................
1306 ...........................................
1306.1 ........................................
1306.2 ........................................
1306.2(a) ....................................
1306.2(b) ....................................
1306.3 ........................................
1306.20(a) ..................................
1306.20(b) ..................................
1306.20(c) ..................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
Compliance .....................................................
Program staffing.
Purpose and scope .........................................
Effective dates ................................................
.........................................................................
.........................................................................
Definitions .......................................................
Program staffing patterns ...............................
.........................................................................
.........................................................................
1302.13(b)(1–2).
1302.13(b)(1).
1302.14(a)(1).
1302.14(a)(1)(i)(iv)& 1302.14(a)(2).
1302.14(b)(1).
1302.14(c).
1302.12.
1302.15(b).
1302.15(a) 1st sentence amended
and combined with second sentence. Third sentence is removed.
1302.12(j)(2).
1302.70(d)(1)–last sentence.
1302.16(b).
1302.16(a)(2).
1302.16(a)(3).
1302.18.
Second sentence removed.
1304.4(a)(2)(iv).
1306.20(d) ..................................
1306.20(e) ..................................
1306.20(f) ...................................
1306.20(g) ..................................
1306.20(g)(1) ..............................
1306.20(g)(2) ..............................
1306.20(g)(3) ..............................
1306.20(h)(1) ..............................
1306.20(h)(2) ..............................
1306.20(h)(3) ..............................
1306.20(i) ...................................
1306.21 ......................................
1306.22(a) ..................................
1306.22(b) ..................................
1306.23(a) ..................................
1306.23(b) ..................................
1306.30(a) ..................................
1306.30(b) ..................................
1306.30(c) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Staff qualification .............................................
Volunteers .......................................................
.........................................................................
Training ...........................................................
.........................................................................
Provision of comprehensive child development services.
.........................................................................
.........................................................................
1306.30(d) ..................................
1306.31(a) ..................................
1306.31(b) ..................................
1306.31(c) ..................................
1306.32(a)(1) ..............................
.........................................................................
Choosing a Head Start program option ..........
.........................................................................
.........................................................................
Center-based program option .........................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00019
Fmt 4701
Sfmt 4702
...........................................................
...........................................................
...........................................................
...........................................................
1305.
...........................................................
1302.101(a)(2).
1302.21(b) ........................................
...........................................................
...........................................................
1302.90(d)(1).
1302.23(b)(1).
1302.23(b)(2).
1302.23(b)(3).
...........................................................
1302.23(e).
1302.23(e).
1302.23(e)(2)–(4).
1302.20(b).
1302.91(c)–(e).
...........................................................
...........................................................
1302.92.
1302.92(a).
1302.20(b).
...........................................................
1302.21(d)(1).
1302.22(d).
1302.23(d).
...........................................................
1302.20(a)(1).
1302.20(a)(1).
...........................................................
1302.21(b).
E:\FR\FM\19JNP2.SGM
19JNP2
Second sentence removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Last sentence removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35448
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1306.32(a)(2) ..............................
1306.32(a)(3) ..............................
1306.32(a)(4) ..............................
1306.32(a)(5) ..............................
1306.32(a)(6) ..............................
1306.32(a)(7) ..............................
1306.32(a)(8) ..............................
1306.32(a)(9) ..............................
1306.32(a)(10) ............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.21(b)(1).
1302.21(b)(5).
1302.24(c)(2)(ii).
1302.21(b)(4).
1302.24(c)(2)(i).
...........................................................
...........................................................
...........................................................
1302.21(b)(1) ....................................
1306.32(a)(11) ............................
1306.32(a)(12) ............................
1306.32(b)(1) ..............................
1306.32(b)(2) ..............................
1306.32(b)(3) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1306.32(b)(4) ..............................
.........................................................................
...........................................................
1302.21(b).
...........................................................
1302.21(c)(2).
1302.21(c)(1).
1302.21(c)(1)(ii).
1302.21(c)(1)(i) .................................
1306.32(b)(5) ..............................
.........................................................................
1302.16(a)(2) ....................................
1306.32(b)(6) ..............................
1306.32(b)(7) ..............................
.........................................................................
.........................................................................
1302.21(c)(2).
1302.101(a)(3) ..................................
1306.32(b)(8) ..............................
.........................................................................
1306.32(b)(9) ..............................
.........................................................................
1306.32(c)(1) ..............................
1306.32(c)(2) ..............................
1306.32(c)(3) ..............................
1306.32(d)(1) ..............................
1306.32(d)(2) ..............................
1306.32(d)(3) ..............................
1306.32(e) ..................................
1306.33(a)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Home based program option ..........................
1306.33(a)(2) ..............................
.........................................................................
1306.33(a)(3) ..............................
1306.33(a)(4) ..............................
1306.33(a)(5) ..............................
1306.33(b) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1306.33(b)(1) ..............................
1306.33(b)(2) ..............................
1306.33(c) ..................................
1306.33(c)(1) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1306.33(c)(2)
1306.33(c)(3)
1306.34(a)(1)
1306.34(a)(2)
1306.34(a)(3)
1306.34(a)(4)
1306.34(b)(1)
1306.34(b)(2)
1306.34(b)(3)
1306.34(c)(1)
1306.34(c)(2)
1306.35(a)(1)
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
.........................................................................
.........................................................................
Combination program option ..........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Family child care program option ...................
1306.35(a)(2)(i) ..........................
1306.35(a)(2)(ii) ..........................
1306.35(a)(3) ..............................
.........................................................................
.........................................................................
.........................................................................
1306.35(a)(4) ..............................
1306.35(b)(1) ..............................
.........................................................................
.........................................................................
1302.17(c).
1302.34(b)(6).
1302.34(b)(2).
1302.34(b)(7).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.22(c)(1).
1302.24(c)(3)(i).
1302.22(c)(2).
1302.24(c)(3)(ii).
1302.22(c)(3)–(4).
1302.101(a)(3).
1302.22(b).
1302.35(b)(1).
1302.35(b)(3).
1302.91(f).
1302.35(a).
...........................................................
1302.35(e)(1).
1302.35(e)(2)(i).
1302.35(e)(1) ....................................
...........................................................
1302.44(a)(2)(vii).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.23(a)(1).
1302.23(c).
1302.23(a)(2).
1302.23(a)(1).
1302.23(a).
1302.31(d).
1301.4(c)(1).
1302.47(a) ........................................
1306.35(b)(2)(i) ..........................
1306.35(b)(2)(ii) ..........................
1306.35(b)(2)(iii) .........................
.........................................................................
.........................................................................
.........................................................................
1302.47(b)(1)(i)–(iii).
1302.47(b)(1)(v)(B).
...........................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00020
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Second sentence removed.
Removed.
Removed.
Last sentence removed.
First sentence removed.
Last sentence removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Last sentence removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Second sentence removed.
Removed.
35449
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1306.35(b)(2)(iv) .........................
.........................................................................
1306.35(b)(2)(v) .........................
.........................................................................
1306.35(b)(2)(vi) .........................
1306.35(b)(2)(vii) ........................
1306.35(b)(2)(viii) .......................
.........................................................................
.........................................................................
.........................................................................
1306.35(b)(2)(ix) .........................
1306.35(c) ..................................
1306.35(d) ..................................
1306.36 ......................................
.........................................................................
.........................................................................
.........................................................................
Additional Head Start program option variations.
Compliance waiver ..........................................
Policies and procedures for designation renewal of Head Start and Early Head Start
grantees.
Purpose and scope. ........................................
Definitions .......................................................
Basis for determining whether a Head Start
agency will be subject to an open competition.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Grantee reporting requirements concerning
certain conditions.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Requirements to be considered for designation for a five-year period when the existing
grantee in a community is not determined
to be delivering a high quality and comprehensive Head Start program and is not
automatically renewed.
Tribal government consultation under the
Designation Renewal System for when an
Indian Head Start grant is being considered
for competition.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Designation request, review and notification
process.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1302.47(4)(ii)
1302.47(b)(5).
1302.47(b)(1)
1302.47(b)(5).
...........................................................
1302.47(b)(1).
1302.47(b)(4)
1302.47(b)(5).
1302.47(b)(1).
1302.47(b)(7).
1302.23(d).
1302.24(a).
1306.37 ......................................
1307 ...........................................
1307.1 ........................................
1307.2 ........................................
1307.3 ........................................
1307.3(a) ....................................
1307.3(b) ....................................
1307.3(b)(1) ................................
1307.3(b)(1)(i) ............................
1307.3(b)(1)(ii) ............................
1307.3(b)(1)(iii) ...........................
1307.3(b)(2) ................................
1307.3(b)(2)(i) ............................
1307.3(b)(2)(ii) ............................
1307.3(c) ....................................
1307.3(c)(1) ................................
1307.3(c)(1)(i) .............................
1307.3(c)(1)(ii) ............................
1307.3(c)(1)(iii) ...........................
1307.3(c)(2) ................................
1307.3(d) ....................................
1307.3(e) ....................................
1307.3(f) .....................................
1307.3(g) ....................................
1307.4(a) ....................................
1307.4(b) ....................................
1307.4(b)(1) ................................
1307.4(b)(2) ................................
1307.4(b)(3) ................................
1307.4(b)(4) ................................
1307.5 ........................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1307.60(a) ..................................
1307.60(a)(1) ..............................
1307.60(a)(2) ..............................
1307.60(a)(3) ..............................
1307.60(b) ..................................
1307.60(c) ..................................
1307.70(a) ..................................
1307.70(a)(1) ..............................
1307.70(a)(2) ..............................
1307.70(b) ..................................
1307.70(b)(1) ..............................
1307.70(b)(2) ..............................
1307.70(b)(3) ..............................
1307.70(c) ..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00021
Fmt 4701
Sfmt 4702
Removed.
1302.24(c).
No changes made—only redesignated—will not consider comments.
1304.10 .............................................
1305 ..................................................
1304.11 .............................................
Redesignated.
Redesignated.
Redesignated.
1304.11(a) ........................................
1304.11(b) ........................................
1304.11(b)(1) ....................................
1304.11(b)(1)(i) .................................
1304.11(b)(1)(ii) ................................
1304.11(b)(1)(iii) ...............................
1304.11(b)(2) ....................................
1304.11(b)(2)(i) .................................
1304.11(b)(2)(ii) ................................
1304.11(c) ........................................
1304.11(c)(1) ....................................
1304.11(c)(1)(i) .................................
1304.11(c)(1)(ii) ................................
1304.11(c)(1)(iii) ...............................
1304.11(c)(2) ....................................
1304.11(d) ........................................
1304.11(e) ........................................
1304.11(f) .........................................
1304.11(g) ........................................
1304.12(a) ........................................
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
1304.12(b) ........................................
1304.12(b)(1) ....................................
1304.12(b)(2) ....................................
1304.12(b)(3) ....................................
1304.12(b)(4) ....................................
1304.13 .............................................
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
1304.14(a) ........................................
Redesignated.
1304.14(a)(1) ....................................
1304.14(a)(2) ....................................
1304.14(a)(3) ....................................
1304.1514(b) ....................................
1304.14(c) ........................................
1304.15(a) ........................................
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
1304.15(a)(1) ....................................
1304.15(a)(2) ....................................
1304.15(b) ........................................
1304.15(b)(1) ....................................
1304.15(b)(2) ....................................
1304.15(b)(3) ....................................
1304.15(c) ........................................
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
E:\FR\FM\19JNP2.SGM
19JNP2
35450
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
Proposed section
1307.70(c)(1) ..............................
1307.70(c)(2) ..............................
1307.70(c)(2)(i) ...........................
1307.70(c)(2)(i) ...........................
1307.70(c)(3) ..............................
1307.70(c(3)(i) ............................
1307.70(c)(3)ii) ...........................
1307.80 ......................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Use of CLASS: Pre-K Instrument in the Designation Renewal System.
Service for children with disabilities ................
Purpose ...........................................................
Scope ..............................................................
Definitions .......................................................
Disabilities service plan ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Recruitment and enrollment of children with
disabilities.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1304.15(c)(1) ....................................
1304.15(c)(2) ....................................
1304.15(c)(2)(i) .................................
1304.15(c)(2)(i) .................................
...........................................................
...........................................................
...........................................................
...........................................................
1308 ...........................................
1308.1 ........................................
1308.2 ........................................
1308.3 ........................................
1308.4(a) ....................................
1308.4(a)(1) ................................
1308.4(a)(2) ................................
1308.4(b) ....................................
1308.4(c) ....................................
1308.4(d) ....................................
1308.4(e) ....................................
1308.4(f)(1) .................................
1308.4(f)(2) .................................
1308.4(f)(3) .................................
1308.4(f)(4) .................................
1308.4(g) ....................................
1308.4(h) ....................................
1308.4(h)(1) ................................
1308.4(h)(2) ................................
1308.4(h)(3) ................................
1308.4(h)(4) ................................
1308.4(h)(5) ................................
1308.4(h)(6) ................................
1308.4(h)(7) ................................
1308.4(i) .....................................
1308.4(j)(1) .................................
1308.4(j)(2) .................................
1308.4(j)(3) .................................
1308.4(j)(4) .................................
1308.4(j)(5) .................................
1308.4(j)(5)(i) ..............................
1308.4(j)(5)(ii) .............................
1308.4(j)(5)(iii) ............................
1308.4(k) ....................................
1308.4(l) .....................................
1308.4(l)(1) .................................
1308.4(l)(2) .................................
1308.4(l)(3) .................................
1308.4(l)(4) .................................
1308.4(l)(5) .................................
1308.4(l)(6) .................................
1308.4(l)(7) .................................
1308.4(m) ...................................
1308.4(n) ....................................
1308.4(o) ....................................
1308.4(o)(1) ................................
1308.4(o)(2) ................................
1308.4(o)(3) ................................
1308.4(o)(4) ................................
1308.4(o)(5) ................................
1308.4(o)(6) ................................
1308.4(o)(7) ................................
1308.4(o)(7)(i) ............................
1308.4(o)(7)(ii) ............................
1308.4(o)(7)(iii) ...........................
1308.5(a) ....................................
1308.5(b) ....................................
1308.5(c)(1) ................................
1308.5(c)(2) ................................
1308.5(c)(3) ................................
1308.5(c)(4) ................................
1308.5(d)(1) ................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00022
Fmt 4701
Sfmt 4702
1302.60.
...........................................................
1305.
1302.101(b)(3).
...........................................................
...........................................................
1302.101(b)(3).
1302.60.
...........................................................
...........................................................
1302.63(a).
1302.63(a).
...........................................................
...........................................................
1302.61(b)(3).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1303.75.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.63(b).
...........................................................
...........................................................
1302.63(b).
1302.63(b).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.12(b)(3).
...........................................................
1302.13(b)(2).
1302.13(b)(2).
1302.13(b)(2).
1302.13(b)(2).
...........................................................
E:\FR\FM\19JNP2.SGM
19JNP2
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Redesignated.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35451
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1308.5(d)(2) ................................
1308.5(d)(3) ................................
1308.5(d)(4) ................................
1308.5(d)(5) ................................
1308.5(e) ....................................
1308.5(e)(1) ................................
1308.5(e)(2) ................................
1308.5(e)(3) ................................
1308.5(f) .....................................
1308.6(a) ....................................
1308.6(a)(1) ................................
1308.6(a)(2) ................................
1308.6(a)(3) ................................
1308.6(b)(1) ................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Assessment of children ...................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Removed.
Removed.
Removed.
Removed.
1308.6(b)(2) ................................
1308.6(b)(3) ................................
1308.6(c) ....................................
1308.6(d) ....................................
1308.6(e) ....................................
1308.6(e)(1) ................................
1308.6(e)(2) ................................
1308.6(e)(2)(i) ............................
1308.6(e)(2)(ii) ............................
1308.6(e)(2)(iii) ...........................
1308.6(e)(2)(iv) ...........................
1308.6(e)(2)(v) ...........................
1308.6(e)(2)(vi) ...........................
1308.6(e)(2)(vii) ..........................
1308.6(e)(2)(viii) .........................
1308.6(e)(3) ................................
1306.6(e)(4) ................................
1306.6(e)(5) ................................
1308.7(a) ....................................
1308.7(b) ....................................
1308.7(c) ....................................
1308.7(d) ....................................
1308.7(d)(1) ................................
1308.7(d)(2) ................................
1308.7(d)(2)(i) ............................
1308.7(d)(2)(ii) ............................
1308.7(d)(2)(iii) ...........................
1308.7(d)(2)(iv) ...........................
1308.7(d)(2)(v) ...........................
1308.7(d)(3) ................................
1308.7(d)(4) ................................
1308.8(a) ....................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Health impairment ...............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Emotional/behavioral disorders.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Speech or language impairments.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Mental retardation ...............
.........................................................................
.........................................................................
Eligibility criteria: Hearing impairment including deafness.
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Orthopedic impairment .......
...........................................................
...........................................................
...........................................................
...........................................................
1302.13(a)(1)(v).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.33(a).
1302.33(b).
...........................................................
1302.33(a)
1302.42(b)(2).
...........................................................
...........................................................
1302.34(b)(5).
...........................................................
1302.33(a)(2).
1302.33(a)(2).
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1308.8(a)(1) ................................
1308.8(a)(2) ................................
1308.8(a)(3) ................................
1308.8(a)(4) ................................
1308.8(b) ....................................
1308.8(c) ....................................
1308.9(a) ....................................
1308.9(b) ....................................
1308.9(c) ....................................
1308.9(d) ....................................
1308.9(e) ....................................
1308.9(e)(1) ................................
1308.9(e)(2) ................................
1308.9(e)(3) ................................
1308.10(a) ..................................
1308.10(b) ..................................
1308.10(c) ..................................
1308.11 ......................................
1308.11(a)
1308.11(b)
1308.11(c)
1308.12(a)
..................................
..................................
..................................
..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00023
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35452
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1308.12(b) ..................................
1308.13(a) ..................................
.........................................................................
Eligibility criteria: Visual impairment including
blindness.
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Learning disabilities ............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Eligibility criteria: Autism .................................
Eligibility criteria: Traumatic brain injury .........
Eligibility criteria: Other impairments ..............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Disabilities/health services coordination .........
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Developing individualized education programs(IEPs).
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Nutrition services ............................................
.........................................................................
.........................................................................
.........................................................................
Parent participation and transition of children
into Head Start and from Head Start to
public school.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
...........................................................
...........................................................
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.47(b)(7)(v).
...........................................................
...........................................................
...........................................................
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1302.61(b)(3).
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1308.13(a)(1) ..............................
1308.13(a)(2) ..............................
1303.13(b) ..................................
1308.14(a) ..................................
1308.14(b) ..................................
1308.14(b)(1) ..............................
1308.14(b)(2) ..............................
1308.14(b)(3) ..............................
1308.14(c) ..................................
1308.15 ......................................
1308.16 ......................................
1308.17(a) ..................................
1308.17(a)(1) ..............................
1308.17(a)(2) ..............................
1308.17(a)(3) ..............................
1308.17(b) ..................................
1308.17(c) ..................................
1308.17(d) ..................................
1308.17(e) ..................................
1308.18(a) ..................................
1308.18(b) ..................................
1308.18(c) ..................................
1308.18(d)(1) ..............................
1308.18(d)(2) ..............................
1308.18(d)(3) ..............................
1308.18(d)(4) ..............................
1308.19(a) ..................................
1308.19(b) ..................................
1308.19(c) ..................................
1308.19(d) ..................................
1308.19(e) ..................................
1308.19(e)(1) ..............................
1308.19(e)(2) ..............................
1308.19(e)(3) ..............................
1308.19(e)(4) ..............................
1308.19(e)(5) ..............................
1308.19(e)(6) ..............................
1308.19(e)(7) ..............................
1308.19(e)(8) ..............................
1308.19(f) ...................................
1308.19(f)(1) ...............................
1308.19(f)(2) ...............................
1308.19(f)(3) ...............................
1308.19(f)(4) ...............................
1308.19(g) ..................................
1308.19(h) ..................................
1308.19(i) ...................................
1308.19(j) ...................................
1308.19(j)(1) ...............................
1308.19(j)(2) ...............................
1308.19(j)(3) ...............................
1308.19(j)(4) ...............................
1308.19(k) ..................................
1308.20(a) ..................................
1308.20(b) ..................................
1308.20(c) ..................................
1308.20(d) ..................................
1308.21(a)(1) ..............................
1308.21(a)(2)
1308.21(a)(3)
1308.21(a)(4)
1308.21(a)(5)
1308.21(a)(6)
1308.21(a)(7)
1308.21(a)(8)
1308.21(a)(9)
VerDate Sep<11>2014
..............................
..............................
..............................
..............................
..............................
..............................
..............................
..............................
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00024
Fmt 4701
Sfmt 4702
1302.62(a)(1).
1302.34(b)(4).
...........................................................
...........................................................
1302.62(a)(2).
1302.62(b).
...........................................................
...........................................................
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35453
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1308.21(a)(10) ............................
1308.21(b) ..................................
1308.21(c) ..................................
1309 ...........................................
1302.62(a).
1302.62(b)(3).
...........................................................
1309.3 ........................................
1309.4 ........................................
1309.4(a) ....................................
1309.4(b) ....................................
.........................................................................
.........................................................................
.........................................................................
Head Start facilities purchase, major renovation and construction.
.........................................................................
Approval of the use of Head Start funds to
continue purchase of facilities.
Definitions .......................................................
Eligibility—Construction.
.........................................................................
.........................................................................
1309.5 ........................................
1309.5(a) ....................................
1309.5(b) ....................................
Eligibility—Major renovations.
.........................................................................
.........................................................................
1309.10 ......................................
1309.10(a) ..................................
Applications for the purchase, construction
and major renovation of facilities.
.........................................................................
1309.10(b) ..................................
.........................................................................
1309.10(c) ..................................
1309.10(d) ..................................
.........................................................................
.........................................................................
1309.10(e) ..................................
1309.10(f) ...................................
1309.10(g) ..................................
1309.10(h) ..................................
1309.10(i) ...................................
1309.10(j) ...................................
1309.10(k) ..................................
1309.10(l) ...................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1309.10(m) .................................
1309.10(n) ..................................
1309.10(o) ..................................
1309.10(p) ..................................
1309.10(q) ..................................
1309.11(a) ..................................
1309.21(a) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Cost comparison for purchase, construction
and major renovation of facilities.
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Title .................................................................
Recording of federal interest
and other protection of federal interest
.........................................................................
1309.21(b) ..................................
1309.21(c) ..................................
1309.21(d)(1) ..............................
1309.21(d)(2) ..............................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1309.21(d)(3) ..............................
1309.21(d)(3)(i) ..........................
1309.21(d)(3)(ii) ..........................
1309.21(d)(3)(iii) .........................
1309.21(d)(3)(iv) .........................
1309.21(d)(3)(v) .........................
1309.21(d)(3)(vi) .........................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
1309.1 ........................................
1309.2 ........................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1309.11(b) ..................................
1309.11(c)(1) ..............................
1309.11(c)(2) ..............................
1309.11(c)(3) ..............................
1309.11(d)(1) ..............................
1309.11(d)(2) ..............................
1309.11(e) ..................................
1309.11(f) ...................................
1309.20 ......................................
1309.21 ......................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00025
Fmt 4701
Sfmt 4702
Removed.
1303.40.
1303.41.
1305.
1303.42(a)(1).
1303.42(a)(3)
1303.42(b).
1303.42(a)(1).
1303.42(a)(3)
1303.42(b).
1303.44(a).
1303.44(a)(1)
1303.44(a)(2).
1303.44(a)(3)
1303.44(a)(5)
1303.45(a)(1).
1303.44(a)(8).
1303.44(a)(3)
1303.45(c).
1303.44(a)(4).
1303.42(b).
1303.44(a)(11).
1303.44(a)(9).
1303.44(a)(4).
...........................................................
1303.44(a)(6).
1303.44(b)
1303.48(b)
1303.50(a).
1303.44(a)(12).
...........................................................
1303.44(a)(9).
1303.44(a)(10).
1303.44(a)(13).
1303.45(a)(1).
1303.45(a)(2)(i).
1303.45(a)(1).
...........................................................
1303.45(a)(1).
1303.45(a)(2)(i).
1303.45(a)(2)(i).
1303.45(a)(2)(ii).
1303.45(c).
...........................................................
1305 First Sentence
1303.51 Second Sentence.
1303.48(a).
1303.48(b).
1303.50.
1303.46(b)(1) First sentence
1303.47(b)(1) Second sentence
1303.47(b)(1)(vi) Third sentence
Fourth sentence removed
1303.47(b)(2) Last sentence.
.
1303.47(b)(1)(i)–(iii).
1303.47(b)(1)(v).
1303.47(b)(1)(v).
1303.48(a).
...........................................................
1303.47(a)(9).
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
35454
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Current section
Title
Proposed section
1309.21(d)(4) ..............................
1309.21(d)(4)(i) ..........................
1309.21(d)(4)(ii) ..........................
1309.21(d)(4)(iii) .........................
1309.21(e) ..................................
1309.21(f)(1) ...............................
1309.21(f)(1)(i) ...........................
1309.21(f)(1)(ii) ...........................
1309.21(f)(1)(iii) ..........................
1309.21(f)(2) ...............................
1309.21(f)(2)(i) ...........................
1309.21(f)(2)(ii) ...........................
1309.21(f)(2)(iii) ..........................
1309.21(f)(2)(iv) ..........................
1309.21(f)(3) ...............................
1309.22(a) ..................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Rights and responsibilities in the event of
grantee’s default on mortgage, or withdrawal or termination.
.........................................................................
.........................................................................
Insurance, bonding and maintenance ............
.........................................................................
.........................................................................
.........................................................................
.........................................................................
General ...........................................................
.........................................................................
Site description ...............................................
.........................................................................
.........................................................................
Statement of procurement procedure for
modular units.
.........................................................................
Inspection ........................................................
Costs of installation of modular unit ...............
Copies of documents ......................................
Record retention .............................................
Audit of mortgage ...........................................
Use of grant funds to pay fees .......................
Independent analysis ......................................
.........................................................................
.........................................................................
Submission of drawings and specifications ....
.........................................................................
Procurement procedures ................................
.........................................................................
.........................................................................
.........................................................................
Inspection of work ...........................................
.........................................................................
Davis-Bacon Act .............................................
Head Start transportation.
Purpose ...........................................................
Applicability. ....................................................
.........................................................................
.........................................................................
.........................................................................
Definitions .......................................................
General ...........................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Child restraint systems ...................................
.........................................................................
Required use of school buses or allowable alternate vehicles.
1303.47(b)(1).
1303.47(b)(1)(i)(ii).
1303.47(b)(1)(v).
1303.47(b)(1)(v).
1303.55(a): 1303.3.
1303.51.
...........................................................
...........................................................
...........................................................
1303.47.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1303.49(a)(1),(3),(6), & (7) ...............
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1309.22(b) ..................................
1309.22(c) ..................................
1309.23(a) ..................................
1309.23(a)(1) ..............................
1309.23(a)(2) ..............................
1309.23(b) ..................................
1309.23(c) ..................................
1309.30(a) ..................................
1309.30(b) ..................................
1309.31(a) ..................................
1309.31(b) ..................................
1309.31(c) ..................................
1309.32(a) ..................................
1309.32(b) ..................................
1309.33 ......................................
1309.34 ......................................
1309.40 ......................................
1309.41 ......................................
1309.42 ......................................
1309.43 ......................................
1309.44(a) ..................................
1309.44(b) ..................................
1309.44(c) ..................................
1309.51(a) ..................................
1309.51(b) ..................................
1309.52(a) ..................................
1309.52(b) ..................................
1309.52(c) ..................................
1309.52(d) ..................................
1309.53(a) ..................................
1309.53(b) ..................................
1309.54 ......................................
1310 ...........................................
1310.1 ........................................
1310.2(a) ....................................
1310.2(b)(1) ................................
1310.2(b)(2) ................................
1310.2(c) ....................................
1310.3 ........................................
1310.10 ......................................
1310.10(a) ..................................
1310.10(b) ..................................
1310.10(c) ..................................
1310.10(d)(1) ..............................
1310.10(d)(2) ..............................
1310.10(d)(3) ..............................
1310.10(d)(4) ..............................
1310.10(e) ..................................
1310.10(f) ...................................
1310.10(g) ..................................
1310.11(a) ..................................
1310.11(b) ..................................
1310.12(a) ..................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00026
Fmt 4701
Sfmt 4702
1303.49(b).
1303.49(a)(5); 1303.51.
1303.52(a).
1303.52(a) & 1303.52(b)(1).
1303.52(b)(1) & (2).
1303.52(b)(3).
1303.52(c).
...........................................................
...........................................................
1303.44(b)(2).
1303.47(c).
1303.47(c)(7).
...........................................................
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed last two
sentences.
Removed.
Removed.
Removed.
...........................................................
1303.56.
...........................................................
1303.53.
1303.54.
...........................................................
1303.43.
...........................................................
...........................................................
...........................................................
...........................................................
...........................................................
1303.55(a).
1303.55(b).
1303.55(c).
1303.55(d).
1303.56.
1303.56.
1303.11.
Removed.
...........................................................
1303.70(a).
...........................................................
...........................................................
1303.70(c)(1) and (c)(2).
1305.
.
1303.70(b)(1).
1303.70(b)(1).
1303.70(a).
1303.71(b).
1303.71(b).
1303.71(b).
1303.71(b).
1303.71(c).
1303.70(b)(3).
1303.72(a)(3).
1303.71(d).
...........................................................
1303.71(a).
Removed.
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
35455
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
TABLE B DISTRIBUTION TABLE—Continued
Title
1310.12(b) ..................................
1310.12(b)(1) ..............................
1310.12(b)(2) ..............................
1310.12(c) ..................................
1310.13 ......................................
1310.13(a) ..................................
1310.13(b) ..................................
1310.13(c) ..................................
1310.14 ......................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Maintenance of vehicles .................................
.........................................................................
.........................................................................
.........................................................................
Inspection of new vehicles at the time of delivery.
Operation of vehicles ......................................
.........................................................................
.........................................................................
.........................................................................
Driver qualifications .........................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Driver and bus monitor training ......................
1303.71(a).
1303.71(a).
1303.71(a).
1303.71(a).
1303.71(e)(1).
1303.71(e)(2)(i).
1303.71(e)(2)(ii).
1303.71(e)(2)(iii).
1303.71(f).
1310.15(a) ..................................
1310.15(b) ..................................
1310.15(c) ..................................
1310.15(d) ..................................
1310.16(a)(1) ..............................
1310.16(b) ..................................
1310.16(b)(1) ..............................
1310.16(b)(2) ..............................
1310.16(b)(3) ..............................
1310.16(c) ..................................
1310.17(a) ..................................
1310.17(b)(1) ..............................
1310.17(b)(2) ..............................
1310.17(b)(3) ..............................
1310.17(b)(4) ..............................
1310.17(b)(5) ..............................
1310.17(b)(6) ..............................
1310.17(b)(7) ..............................
1310.17(c) ..................................
1310.17(d) ..................................
1310.17(e) ..................................
1310.17(f)(1) ...............................
1310.17(f)(2) ...............................
1310.20(a) ..................................
1310.20(b)(1) ..............................
1310.20(b)(2) ..............................
1310.20(b)(3) ..............................
1310.20(b)(4) ..............................
1310.20(b)(5) ..............................
1310.20(b)(6) ..............................
1310.20(b)(7) ..............................
1310.21(a) ..................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Current section
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Trip routing ......................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Safety education .............................................
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(i).
1303.72(d)(2)(ii).
...........................................................
...........................................................
1303.72(d)(3).
1303.72(e).
1303.73(a).
1303.73(b)(1).
1303.73(b)(2).
1303.73(b)(3).
1303.73(b)(4).
1303.73(b)(5).
1303.73(b)(6).
1303.73(b)(7).
1302.46(b)(1)(v) ................................
1310.21(b)(1) ..............................
1310.21(b)(2) ..............................
1310.21(b)(3) ..............................
1310.21(b)(4) ..............................
1310.21(b)(5) ..............................
1310.21(c)(1) ..............................
1310.21(c)(2) ..............................
1310.21(d) ..................................
1310.21(e) ..................................
1310.22 ......................................
1310.22(a) ..................................
1310.22(b) ..................................
1310.22(c) ..................................
1310.22(c)(1) ..............................
1310.22(c)(2) ..............................
1310.22(c)(3) ..............................
1310.22(c)(4) ..............................
1310.22(c)(5) ..............................
1310.23(a) ..................................
1310.23(b)(1) ..............................
1310.23(b)(2) ..............................
1310.23(b)(3) ..............................
1311 ...........................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Children with disabilities
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
.........................................................................
Coordinated transportation .............................
.........................................................................
.........................................................................
.........................................................................
Head Start Fellows Program ..........................
1303.74(b).
1303.74(b).
1303.74(b).
1303.74(b).
1303.74(b).
...........................................................
...........................................................
1303.74(d).
...........................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00027
Proposed section
Fmt 4701
Sfmt 4702
1303.72(a)(1).
1303.72(a)(2).
1303.72(b)(4).
...........................................................
1303.72(b)(1).
1303.72(c).
1303.72(c)(1).
1303.72(c)(2) and 1303.72(c)(3).
1303.72(c)(4).
1303.72(c).
third sentence is 1303.72(d)(1) ........
1303.75(a).
...........................................................
1303.75(b).
1303.75(b).
1303.75(b).
1303.75(b).
1303.75(b).
1303.75(b).
1303.70(b)(2).
...........................................................
...........................................................
...........................................................
1304.41.
E:\FR\FM\19JNP2.SGM
19JNP2
Removed.
First two sentences removed
Removed.
Removed.
First sentence redesignated and revised.
Remaining removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
Removed.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35456
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
III. Background
Initiated in 1965, as part of President
Lyndon Johnson’s ‘‘War on Poverty,’’
Head Start was created out of concern
for the well-being of children in lowincome families based on evidence that
they were less likely to succeed in
school than their more advantaged
peers. As its name implies, the Head
Start program was developed to enhance
the experiences of children in lowincome families prior to school entry,
with the goal of alleviating the negative
effects of growing up in poverty. At its
inception, Head Start was the only
large-scale child development program
in the United States. It was visionary
then, and in many ways continues to
lead the early education community.
For example, Head Start has been and
continues to be a leader in its focus on
family engagement and comprehensive
services, on children with disabilities,
and on children from diverse cultural
and linguistic backgrounds; in its
commitments to accountability for
program quality; in its investments in
the professional development of the
early childhood education workforce
that led to the development of the Child
Development Associate (CDA)
credential; and in its commitment to
and investment in research and
evaluation to strengthen quality,
improve child outcomes, and reduce the
achievement gap.
When Project Head Start was first
started in the summer of 1965, over
560,000 children and families across the
United States were served in an 8-week
program. As the program grew, it
expanded opportunities for children to
receive high quality services in a
number of ways. Over time, Head Start
grew to serving both 3- and 4-year-old
children and was expanded to reach
children in migrant and seasonal farm
worker families, as well as American
Indian and Alaska Native children. In
1972, the Economic Opportunity Act
was amended to expand Head Start
program opportunities for children with
disabilities for the first time and
ensured that 10 percent of the
enrollment opportunities for children
served nationally were reserved for
children who had disabilities. In 1995,
Head Start expanded to include
pregnant women and children from
birth to 3 years of age, through the Early
Head Start program, a visionary
approach which led the field toward a
new emphasis on intervention in
children’s earliest years. At the same
time as it was expanding to reach more
families, the Head Start program was
also building an infrastructure to
support quality, an effort for which
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
there was little precedent. The first
major revisions to the Head Start
program performance standards to
further support high quality services
were issued in 1996, and in 1998, the
Head Start Reauthorization Act
included a mandate to expand full-day,
full-year services. The 2007 Head Start
reauthorization placed an even greater
emphasis on embedding research-based
practices in Head Start and placing a
stronger focus on the educational
outcomes of Head Start children.
Head Start now serves more than one
million children and their families each
year. The combination of Head Start’s
size and scope, the experience and
input gained, and the major
developments in early childhood
research suggest that the time is right to
capitalize on this knowledge and
experience by overhauling the
regulations that form the backbone of
the comprehensive, high quality
services Head Start programs strive to
deliver. This NPRM builds upon that
knowledge and experience to codify
best practices and ensure Head Start’s
place as a leader in the field of early
childhood. Through this NPRM, we
intend to carry Head Start forward into
the 21st century to ensure all Head Start
children receive sufficient exposure to
high quality services that will promote
school success and reinvigorate the
promise of Head Start envisioned in
1965 as a means to help end the effects
of poverty child by child, community by
community.
Statutory Authority and Requirements
This NPRM is published under the
authority granted to the Secretary of the
Department of Health and Human
Services under sections 641A, 644, 645,
645A, and 646 of the Head Start Act
(Act) (42 U.S.C. 9801, 9836a, 9839(c),
9840, 9840a, and 9841), as amended by
the Improving Head Start for School
Readiness Act of 2007. In these sections,
the Secretary is required to establish
performance standards for Head Start
and Early Head Start programs, as well
as federal administrative procedures.
Specifically, the Act requires the
Secretary to ‘‘. . . modify, as necessary,
program performance standards by
regulation applicable to Head Start
agencies and programs . . .’’ 7 and
explicitly directs a number of
modifications, including ‘‘scientifically
based and developmentally appropriate
education performance standards
related to school readiness that are
based on the Head Start Child Outcomes
Framework’’ and to ‘‘consult with
experts in the fields of child
7 See
PO 00000
section 641A(a)(1) of the Act.
Frm 00028
Fmt 4701
Sfmt 4702
development, early childhood
education, child health care, family
services . . ., administration, and
financial management, and with persons
with experience in the operation of
Head Start programs.’’ Not only did the
Act mandate such significant revisions,
there was also bipartisan and bicameral
agreement in Congress that its central
purpose was to update and raise the
education standards and practices in
Head Start programs.8 As such, the
revisions proposed in this NPRM
substantially expand upon and improve
the standards related to the education of
children in Head Start programs.
Additionally, in order to meet
requirements mandated by the Act,
incorporate findings from scientific
research, reflect best practices from
years of program input, and integrate
recommendations from the Secretary’s
Advisory Committee Final Report on
Head Start Research and Evaluation,9
this NPRM proposes to reorganize and
substantially amend the existing
regulation.
Expert and Stakeholder Consultation
We sought extensive input to develop
this NPRM. Beginning in 2008 and
continuing through 2014, we convened
consultations, listening sessions, and
focus groups that involved child
development experts, subject matter
experts, early childhood education
program administrators, representatives
from Indian tribes, Head Start staff,
parents, and other constituent groups.
We heard from tribal leaders in our
annual tribal consultations. We
consulted with national organizations
and agencies with particular expertise
and longstanding interests in early
childhood education. In addition, we
analyzed the types of technical
assistance requested by and provided to
Head Start agencies and programs. We
reviewed findings from monitoring
reports and gathered information from
programs and families about the
circumstances of those populations
served by Head Start programs. We
considered advances in research-based
practices with respect to early
childhood education and development,
and the projected needs of expanding
Head Start services. We also drew upon
the expertise of federal agencies and
staff responsible for related programs in
order to obtain advice on how to
promote quality across all Head Start
settings and program options. We
reviewed the study on developmental
8 See https://beta.congress.gov/crec/2007/11/14/
CREC-2007-11-14-pt1-PgS14375-2.pdf
9 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
outcomes and assessments for young
children by the National Academy of
Sciences. We also reviewed the
standards and performance criteria
established by state Quality Rating and
Improvement Systems, national
organizations, and policy experts in
early childhood development, health,
safety, maternal health, and related
fields.
From this multi-year consultation
process, we collected many ideas about
how best to revise the program
performance standards. Those ideas that
were regularly raised are included in
this NPRM. They include:
• The organization of the standards
should reflect the key elements of
program operations.
• The standards should emphasize
what high quality looks like in Head
Start programs.
• The standards should clarify how
data should be used for planning,
individualizing, referral, follow-up, and
service provision.
• The standards should enhance
collaborative partnerships, while
maintaining core Head Start principles.
• The standards should describe how
they apply across age groups.
• The standards should reflect the
importance of supporting children’s
home language development in order to
support English language acquisition
and overall child progress.
• The standards should reflect the
centrality of parents and families in
children’s healthy development.
• The standards should be flexible so
that Head Start programs can be more
responsive to local settings,
circumstances, and needs.
• The standards should be inclusive
of Indian tribes, migrant and seasonal,
and homeless populations as well as
children with disabilities.
• The governance standards should
be flexible where possible and
responsive to difference among types of
Head Start agencies, i.e., multi-purpose,
governmental, etc.
• The standards should reduce
unnecessary administrative burden to
free up time and resources for service
delivery and quality improvement.
Overview of Major Proposed Revisions
to Head Start Performance Standards
The changes proposed in this NPRM
will strengthen Head Start quality,
improve child and family outcomes,
prepare children to succeed in school
and in life, and create a system of
accountability that ensures continuous
improvement. Some proposals are
necessary revisions of existing standards
that now conflict with the 2007 Act.
Other standards we propose implement
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
new requirements that reflect current
research and program experience.
The major changes in the NPRM focus
on three over-arching goals. First, the
NPRM proposes to raise standards for
service delivery to improve program
quality and ensure Head Start achieves
stronger outcomes for children and
families. We propose revisions to reflect
research-based practices for teaching
practices, curriculum, assessment,
health, mental health, professional
development, and parent engagement
services. We also propose to increase
the minimum amount of dosage to better
support effective classroom practices, be
more aligned with the dosage of
effective early education programs,
better support working families, and
achieve stronger child outcomes.
We also propose a significant
reorganization of program performance
standards to improve their clarity,
transparency, and ease of
implementation. Forty years of partial or
topical, regulatory changes created an
organizational structure that made it
difficult to understand the requirements
of Head Start. Some key requirements
were not adequately addressed in
regulations and needed updating and
restructuring. Current regulations are
also unnecessarily long, a consequence
of Head Start’s long history and too
much focus on micromanagement. We
propose to significantly reduce the total
number of regulations without reducing
program quality. We believe these
structural changes, updates, and
reductions will make it easier for
programs to understand and implement
high quality services and more inviting
for prospective grantees to apply for
funding. We are requesting comment on
whether there are additional specific
requirements that should be eliminated
because they are overly burdensome and
interfere with good practice.
Finally, we propose to revise and
reduce regulations that place
bureaucratic burden on programs that
interfere with program quality. For
example, we reduce or eliminate
requirements focused on written plans
and instead emphasize programs
implementing systems of continuous
improvement to ensure local programs
set goals, collect data, and use their data
to improve their performance. We also
shift the nature of hygiene and safety
requirements to focus more squarely on
keeping children safe so that programs
attend to this important outcome
instead of micromanaged prescriptions.
In sum, we propose to completely
reorganize the regulatory structure to be
more logical and easier to understand
and implement; reduce bureaucratic
burden on local programs by
PO 00000
Frm 00029
Fmt 4701
Sfmt 4702
35457
streamlining, simplifying, and reducing
the total number of regulations;
strengthen standards for program
services to reflect research and best
practice and improve quality; and,
completely overhaul and update the
education standards to improve
classroom practices and child outcomes.
Together, these proposed revisions will
support an increase in intensity, focus,
and effort on high quality service
delivery. This NPRM represents our
effort to provide a clear roadmap for
current and prospective grantees to
provide high quality Head Start
services, regardless of setting. This
NPRM will allow Head Start programs
will improve the quality of Head Start
services and bolster their impact on the
children and families we serve.
IV. Discussion of Proposed Rule
The Administrative Procedures Act
(APA) governs how federal agencies
may propose regulations. Section
553(b)(3) of the APA allows a federal
agency to organize an NPRM either by
the terms or substance of the proposed
rule or by a description of subjects and
issues involved.
We choose to organize this NPRM by
a description of subjects and issues
involved. The primary reason being that
we propose to delete subparts 1301
through 1311 in the current regulation
and either completely rewrite or
restructure them under subchapter B at
45 CFR Chapter XIII. The order we
propose here removes parts 1306
through 1311 in the current regulation
and redesignates parts 1301 through
1305. We include redesignation and
distribution tables to help the public
readily locate current sections and
provisions we propose to revise,
redesignate, or remove and renumber.
Program Governance; Part 1301
(Currently §§ 1304.50 and 1304.52)
This section describes program
governance requirements for Head Start
agencies. Program governance in Head
Start refers to the formal structure in
place ‘‘for the oversight of quality
services for Head Start children and
families and for making decisions
related to program design and
implementation’’ as outlined in section
642(c) of the Act. This structure must be
comprised of a governing body and a
policy council. The governing body is
the entity legally and fiscally
responsible for the program. The policy
council is responsible for the direction
of the program and must be made up
primarily of parents of currently
enrolled children. Parent involvement
in program governance reflects the
fundamental belief, present since the
E:\FR\FM\19JNP2.SGM
19JNP2
35458
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
inception of Project Head Start in 1965,
that parents must be involved in
decision-making about the nature and
operation of the program for Head Start
to be successful in bringing about
substantial change.10
Section 642(c) of the Act specifies the
requirements for program governance,
and this section was extensively
amended by the Improving Head Start
for School Readiness Act of 2007. It
emphasizes the critical role both the
governing body and the policy council,
or policy committee at the delegate
level, have in oversight, design and
implementation of Head Start and Early
Head Start programs. We propose to
revise current program governance
requirements to conform to the
amendments in the Act. To align with
the Act, we focus on training, the
governing body, policy groups, and
impasse procedures. Below we describe
these areas according to the structure we
propose for part 1301.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1301.1 In General
This section reiterates the
requirement in section 642(c) of the Act
that an ‘‘agency [must] establish and
maintain a formal structure for program
governance, for the oversight of quality
services for Head Start children and
families and for making decisions
related to program design and
implementation.’’ This structure
includes a governing body, a policy
council, and, for a delegate agency, a
policy committee. It emphasizes that the
governing body has legal and fiscal
responsibility to administer and oversee
the program, which is consistent with
§ 1304.50(a)(5) in the current regulation,
and the policy council is responsible for
the direction of the program including
program design and operations and
long- and short-term planning goals and
objectives.
Section 1301.2 Training
Section 642(d)(3) of the Act requires
governing body and policy council
members to have appropriate training
and technical assistance to ensure they
understand the information they
received and can oversee and
participate in the agency’s programs
effectively. This requirement is very
similar to and consistent with
§ 1304.52(l)(4) in the current regulation,
which requires agencies to provide
training or orientation to governing
body, policy council, and policy
committee members to enable them to
carry out their program governance
responsibilities effectively. To
10 See Federal Register, 40 FR 27562, June 30,
1975.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
consolidate all requirements related to
governance into one section, we propose
to move the current requirement to
§ 1301.2. We also propose to add
advisory committee members to the list
and require orientation to include
training on the program performance
standards since familiarity with these
regulations is critical to fulfilling
governance responsibilities.
Section 1301.3 Governing Body
The Act affirms the current
requirement at § 1304.50(a)(5) that the
governing body has legal and fiscal
responsibility to administer and oversee
the program but provides significantly
more detail on the composition and
responsibilities of the governing body
than the current regulation addresses.
To conform to the Act, the first two
paragraphs of this section refer grantees
to the composition requirements at
section 642(c)(1)(B) of the Act
(including the exceptions to such
composition requirements at section 642
(c)(1)(B)(v) for governing bodies, such as
tribal governing bodies, whose members
oversee a public entity and are selected
to their positions with the public entity
by public election or political
appointment) and the responsibilities
outlined in section 642(c)(1)(E) of the
Act. In addition to the responsibilities
noted in the Act, we propose to require
that governing body members use
ongoing monitoring results, school
readiness goals, as well as the
information specified in section
642(d)(2) of the Act, to conduct their
responsibilities.
The third and final paragraphs of
proposed § 1301.3 pertain to advisory
committees, which act as sub-boards.
Section 642(c)(1)(E)(iv)(XI) of the Act
permits a governing body, at its own
discretion, to establish advisory
committees to oversee key
responsibilities related to program
governance. In response to questions
and requests for clarification from the
field, we elaborate on what must be
included in written procedures should a
governing body invoke its authority to
establish an advisory committee. We
propose the written procedures the
governing body establishes include, for
example, the advisory committee’s
duties, actions, and obligations, and the
membership of advisory committees.
These written procedures are required
to specify how and with what frequency
the advisory committee must keep the
governing body apprised of decisions it
makes related to program governance.
Current § 1304.50 has three provisions
that relate to the governing body:
§§ 1304.50(a)(5), 1304.50(g)(1) and
1304.50(g)(2). To conform to the Act,
PO 00000
Frm 00030
Fmt 4701
Sfmt 4702
our proposed rule retains the part of
§ 1304.50 that establishes the governing
body as legally and fiscally responsible
for administering and overseeing the
program, but removes language stating
that the governing body, the policy
council, or policy committee cannot
have identical memberships and
functions. This language is no longer
needed since the Act has specific
requirements for the composition and
functions of the governing body and
policy council. The second provision
related to the governing body is
§ 1304.50(g)(1) of the current regulation,
which requires agencies to have written
policies that define the roles and
responsibilities of the governing body
and that inform them of the
management procedures and functions
necessary to implement a high quality
program. We propose to remove this
language because the Act outlines the
responsibilities of the governing body. It
would be inconsistent with the Act for
individual grantees and delegate
agencies to define the roles and
responsibilities of the governing body.
The third provision, at § 1304.50(g)(2),
relates to establishing internal controls
and safeguarding federal funds, and
these responsibilities are subsumed in
the overarching requirements of the
governing body found in section
642(c)(1)(E) of the Act.
Section 1301.4 Policy Councils and
Policy Committees
In this section, we retain a number of
current requirements and propose other
requirements to conform to the Act. In
paragraph (a), we retain the current
requirement for agencies to establish
and maintain a policy council at the
agency level and a policy committee at
the delegate level, consistent with
section 642(c)(2) and (3) of the Act. We
also propose to retain the following
current requirements: parents of
children currently enrolled in all
program options must be
proportionately represented on policy
groups; delegates must establish a
policy committee; and the policy
council and policy committee can be the
same entity when the agency delegates
operational responsibility for the entire
program to one delegate.
However, we no longer require
agencies to have parent committees as
required in current § 1304.5(a)(1)(iii)
and (a)(2). Thus far, we have required
agencies to establish parent committees
at the program option level with the
purpose of providing a formal venue for
meaningful parent engagement and for
input in decisions affecting the program.
The broader goal of active and
meaningful parent engagement in
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
program operations is critical and
remains our expectation throughout this
NPRM, but we are no longer prescribing
parent committees, specifically, as a
means to achieve that goal. We do not
think there is strong rationale for a
federal requirement prescribing how
active and meaningful engagement
occurs and that every program option
must achieve that involvement through
a formal structure like parent
committees. Additionally, we propose
to remove this requirement because the
parent committee structure may not
work in all models, such as the Early
Head Start-Child Care Partnerships,
when there may be a few Early Head
Start slots in a particular setting.
Additionally, there would still be
representation of parents on policy
councils. Therefore the current
requirements at § 1304.50(a)(1)(iii), as
well as other provisions related to
parent committees at § 1304.50(d)(2)(i)
through (iii) and § 1304.50(e)(1) through
(3), are not included in this NPRM. This
proposed change does not preclude
grantees from establishing or
maintaining parent committees,
however it is no longer a requirement.
This in no way diminishes the role for
parents given the extensive
requirements proposed in part 1302,
subpart E Family & Community
Partnership Program Services and the
fact that section 642(c)(2)(D) of the Act
is clear that policy councils are
responsible for activities that support
parents’ involvement in program
operations, including policies to ensure
the Head Start agency is responsive to
community and parent needs.
In paragraph (b), we refer grantees to
the composition requirements at section
642(c)(2)(B) of the Act. We propose to
remove current § 1304.50(b)(6), which
excludes staff from serving on policy
councils or policy committees, with
some exceptions, because it is
superseded by the Act.
In place of the current list of policy
council or policy committee
responsibilities at § 1304.50(d), we
propose in paragraph (c) to refer
grantees to the responsibilities outlined
in section 642(c)(2)(D) and section
642(c)(3) of the Act. To conform to the
Act, we are not requiring policy
councils to take responsibility for
everything listed in § 1304.50(d). We are
removing those responsibilities that are
not in the Act, including for example
the requirement at § 1304.50(d)(1)(ii) for
policy groups to establish procedures to
implement shared decision-making and
the requirement at § 1304.50(d)(1)(vi)
that the policy council take
responsibility for its composition and
the procedures for choosing members.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Also, for the purpose of conforming to
the Act, we add responsibilities for the
policy council, or policy committee,
such as budget planning and developing
bylaws, that are not currently required
in § 1304.50(d). In addition to the
responsibilities noted in the Act, our
proposed rule requires policy councils
or policy committees to use ongoing
monitoring results, school readiness
goals, and information specified in
section 642(d)(2) to conduct their
responsibilities.
Paragraph (d) pertains to the term of
the policy groups. It retains existing
requirements in current § 1304.50(b)(4)
and (5), and § 1304.50(a)(3) that
members serve for one year and must be
reelected and that policy groups cannot
dissolve until a successor council is
seated. The one change we propose is to
allow discretion to establish in their
bylaws that members may serve a
maximum of five one-year terms, up
from the current maximum of three oneyear terms.
Paragraph (e) of our proposed § 1301.4
retains the existing requirement in
§ 1304.50(f) related to reimbursement of
policy group members for reasonable
expenses incurred.
Section 1301.5 Impasse Procedures
This section begins with the current
requirement at § 1304.50(h) for an
agency’s governing body and policy
council to work together to establish
written procedures to resolve internal
disputes that include impasse
procedures. In response to the
requirement at section 642(d)(1) of the
Act, we build on the current
requirement at § 1304.50(h) and specify
what must be included in the impasse
procedures. We propose to require
programs to establish and follow
impasse procedures that (1) demonstrate
the governing body considers
recommendations from the policy
council; (2) require the governing body
to inform the policy council in writing
why it does not accept a
recommendation, (3) describe a process
and timeline to resolve issues and reach
decisions that are not arbitrary,
capricious, or illegal; and (4) require the
governing body to notify the policy
council in writing of its decision. This
final step is consistent with the role of
the governing body as legally and
fiscally responsible for the program.
We believe our efforts to align
program governance requirements with
the Act will eliminate confusion that
results from contradictions between the
Act and current regulation, provide
clarification on our expectations for
advisory committees, and retain the
fundamental goals of accountable and
PO 00000
Frm 00031
Fmt 4701
Sfmt 4702
35459
high quality oversight and meaningful
parental engagement in program
operations.
Program Operations; Part 1302
This part, Program Operations,
outlines all of the operational
requirements for serving children and
families in Early Head Start and Head
Start. This includes eligibility, selection,
and enrollment requirements. It also
includes the comprehensive services
requirements, including education,
health, nutrition, mental health, and
family and community engagement
services, as well as additional services
to children with disabilities, transition
services, and services to enrolled
pregnant women. Finally, it includes
requirements for human resources and
program management. This reflects a
reorganized structure that places all
program operations into one part so that
programs may easily find and
understand the services they must
deliver. We believe this more logical
organization will greatly improve clarity
and transparency and will support more
effective implementation of high quality
comprehensive services.
Eligibility, Recruitment, Selection,
Enrollment and Attendance; Subpart A
(Currently Parts 1304, 1305, and 1306)
We do not propose to substantially
change this subpart from current
regulation. Although we propose to
redesignate it into part 1302 as part of
a full restructuring of the existing rule
in this NPRM, many provisions of the
regulation proposed in this subpart are
no different from the current rule.
Overall, we propose to simplify,
restructure, and clarify the language in
this subpart so that it is easier for
grantees to understand their obligations.
We also propose revisions, and in some
cases we propose to add new
provisions, in order to comply with the
2007 amendments to section 645 of the
Act.
The revisions we propose to this
subpart reflect requirements in the Act
related to utilizing the community
assessment to identify the children who
are most in need of services and
appropriately prioritizing special
populations such as children
experiencing homelessness, children in
foster care, and children with
disabilities. In addition, the proposed
revisions to this subpart highlight the
importance of regular attendance and
continuity of enrollment for all children
served in Head Start.
Further, the Act requires us to
promulgate regulations to remove
barriers to serve homeless children. As
a result, in this section, we propose to
E:\FR\FM\19JNP2.SGM
19JNP2
35460
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
add several provisions that will increase
opportunities for children experiencing
homelessness to participate in Head
Start. In addition we propose new
provisions to clarify requirements for
programs to continue to serve children
who have persistent behavioral issues.
We also propose revisions throughout
this subpart to better support the ability
of programs to serve children from
diverse economic backgrounds, given
research that suggests children’s early
learning is positively influenced by
interactions with diverse peers 11 12 We
also require programs to prioritize
serving younger children in
communities where there is publicly
funded high quality pre-kindergarten for
four year olds. Consistent with other
subparts in this NPRM, we propose to
redesignate definitions related to this
subpart to part 1305.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.10 In General
In this section, we propose to provide
a general overview of the content in this
subpart.
Section 1302.11 Determining
Community Strengths and Needs
In this section, we propose to simplify
and clarify the process for determining
community strengths and needs. We
also propose to revise and redesignate
language in existing rule § 1305.3 to
clarify expectations for grantees and
prospective grantees. For example, the
proposed reorganization of this section
is broken into two parts. Section
1302.11(a) describes how prospective
grantees must define service area, which
is the first logical step for prospective
grantees. The current requirement at
§ 1305.3(b) that the service area must be
approved is retained while removing the
requirement that the services area does
not overlap with other grantees in order
to give flexibility to local programs. The
next provisions under § 1302.11(b)
require grantees to assess the service
area to determine the needs of the
community. In order to be consistent
with the 5-year grant period required by
the Act, we propose to extend the
current requirement for grantees to
conduct community assessments from
every three years to every five years. In
paragraph, (b)(2) we further require that
program review and update the
assessment annually to reflect any
significant changes including increased
11 Mashburn, A. J., Justice, L. M., Downer, J. T.,
& Pianta, R. C. (2009). Peer effects on children’s
language achievement during pre-kindergarten.
Child Development, 80(3), 686–702.
12 Henry, G. T., & Rickman, D. K. (2007). Do peers
influence children’s skill development in
preschool? Economics of Education Review, 26(1),
100–112.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
availability of publicly-funded full-day
pre-kindergarten, rates of family and
child homelessness, and significant
shifts in community demographics. This
proposal will relieve undue burden on
programs and increase efficiency of
program operations and administration.
Programs are still required to review
their community assessment annually
and update the assessment as changes
occur in the community. We propose to
retain this annual evaluation to ensure
that programs continue to meet the
needs of their community if anything
changes.
We also propose to add several
elements to the community assessment
that grantees are currently required to
perform to ensure that grantees collect
all relevant information needed to
design their program and services to
best meet community needs. These new
elements include the number of
children experiencing homelessness and
the number of children in foster care to
enable grantees to prioritize the most atrisk children in their communities. We
believe this reflects a stronger emphasis
on serving these vulnerable populations
in the Act. In addition, we propose to
expand information collected as part of
the community assessment about the
availability of early childhood programs
in the community, so grantees are aware
of other options available to eligible
children. This data collection will also
help programs understand trends in
early childhood programming in their
communities, including the increasing
availability of state and other publicly
funded preschool programs 13 and
recent fluctuations in such funding 14 so
that programs are better able to target
their Head Start and Early Head Start
services appropriately. In addition, we
propose to require programs to
determine whether the characteristics of
their communities would allow them to
operate classrooms that include
children from diverse economic
backgrounds. Research suggests
children’s early learning is positively
influenced by interactions with
economically diverse peers.15 16
Moreover, in this section and in
§ 1302.12, we propose language to
13 Barnett, W.S., Carolan, M.E., Squires, J.H.,
Clarke Brown, K. (2013). The state of preschool
2013: State preschool yearbook. New Brunswick,
NJ: National Institute for Early Education Research.
14 Ibid.
15 Mashburn, A. J., Justice, L. M., Downer, J. T.,
& Pianta, R. C. (2009). Peer effects on children’s
language achievement during pre-kindergarten.
Child Development, 80(3), 686–702.
16 Henry, G. T., & Rickman, D. K. (2007). Do peers
influence children’s skill development in
preschool? Economics of Education Review, 26(1),
100–112.
PO 00000
Frm 00032
Fmt 4701
Sfmt 4702
clarify that we do not limit tribal Head
Start programs to reservation areas.
Finally, we propose to remove the
current requirements in § 1305.3(d) that
prescribe particular processes for which
programs must use the community
needs assessment and replace them with
a general requirement that programs use
the assessment to design a program that
meets community needs.
Section 1302.12 Determining,
Verifying, and Documenting Eligibility
We propose to redesignate this section
from § 1305.4 in the current regulation
to § 1302.12 in this NPRM. Using the
newly finalized § 1305.4 as a base, we
propose to reorganize provisions to
better mirror the style of this NPRM. As
part of this reorganization we have
made small changes to reduce confusion
in the field resulting from the newly
finalized provisions in 1305.4.
Specifically, we propose to remove the
separate paragraph (f) that describes
categorical eligibility and incorporate
this language into paragraph (c) so that
all eligibility requirements are described
under a single paragraph. We also
propose to require verification of public
assistance eligibility be based on
documentation from a state or local
public assistance office. This change is
made in response to questions and
confusion following the final rule on
eligibility.
Additionally, for clarity and to better
reflect best practices in the field, we
propose to add a few provisions.
Specifically, in paragraph (a), we
propose a new provision that allows
programs to use an alternate effective
method to determine eligibility. In
paragraph (e), we propose to include
existing statutory authority for tribal
programs that operate Head Start and
Early Head Start to reallocate funds
between the two programs. We also
propose to include existing statutory
authority under a new paragraph (g) that
allows programs in communities with
1,000 or fewer individuals to establish
their own eligibility criteria as long as
they satisfy the criteria outlined in
section 645(a)(2) of the Act.
We further propose to streamline
provisions regarding multi-year
eligibility and requirements to re-verify
between Early Head Start and Head
Start and for the unusual circumstance
of a third year in Head Start to remove
redundancy. We have also clarified that
Early Head Start age eligibility ends at
three unless the requirements at
§ 1302.70(b)(2) of the proposed rule
apply.
Finally, we propose to remove
‘‘pregnant women’’ from age eligibility
requirements and the separate definition
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
of family as it relates to ‘‘pregnant
women’’, as both of these provisions
have caused unnecessary confusion and
the eligibility rule did not change the
requirements.
While the changes in this section do
not reflect substantive changes from the
final rule published in February of 2015,
we explicitly solicit comment on any
provisions within this section that have
resulted in unnecessary complications
in the eligibility process.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.13 Recruitment of
Children
We propose to restructure current
provisions and to streamline language
for clarity while maintaining
requirements in the existing rule. In this
proposed section, the goal of the
recruitment process is to reach all of
those in need of services by actively
informing families with eligible
children of the availability of program
services and encouraging them to apply
for admission to the program. If
necessary, a program must assist the
family in completing the application.
We also include a provision in this
section, redesignated from § 1308.5(a),
that programs must make an effort to
actively recruit children with
disabilities.
Section 1302.14 Selection Process
We propose to restructure this section
so that programs understand that they
must develop a selection process by
which they use specific criteria to weigh
selection of participants who have been
deemed eligible. Paragraph (a)(1) of this
proposed section lists the criteria by
which a program must prioritize
selection of participants. The revisions
we propose simplify this information by
enumerating criteria in a list format,
explicitly link these criteria to a
program’s annual update of their
community needs assessment, and add
children experiencing homelessness and
children in foster care to the priority
list. We also propose to require
programs to prioritize younger children
in their selection process if publicly
funded high quality pre-kindergarten
spaces are available for four year olds
for a full school day in the Head Start
program’s service area.
We also propose to include
provisions, which conform to the
requirement in section 640(d) of the Act,
that at least 10 percent of a program’s
total enrollment are children eligible for
services under the Individuals with
Disabilities Education Act (IDEA) (20
U.S.C. 1400 et seq.), unless the
responsible HHS official grants a
waiver. The existing rule at § 1305.6(c)
requires that 10 percent of enrollment
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
opportunities consist of children with
disabilities, and the revision conforms
to changes in the Act. This requirement
must, by definition, inform each
grantee’s selection process. In paragraph
(c), we include existing provisions that
delineate the requirements for
developing and maintaining a waiting
list of eligible participants.
Section 1302.15
Enrollment
We propose to redesignate provisions
currently enumerated in § 1305.7 of the
existing rule to this section and revise
its title to remove the term reenrollment, which is a concept we no
longer use in this NPRM. The
redesignated and revised provisions we
propose to include in this section clarify
program requirements with regard to
maintaining its funded enrollment and
ensuring continuity of enrollment, to
the extent possible. Specifically, we
propose to continue to require programs
apply the eligibility of children
enrolling in Early Head Start to the
duration of participation in Early Head
Start, with renewed income verification
when the children transition to Head
Start. These provisions are consistent
with proposed § 1302.12, in which we
maintain the provision from § 1305.7(c)
that children in Head Start are
automatically eligible for a second year.
Further, in § 1302.15(c) we propose to
clarify and simplify the provision in
§ 1305.7(a) of the existing rule, which
allows for a third year of Head Start
eligibility under exceptional
circumstances as long as programs
verify family income between the
second and third year.
In order to support enrollment of
homeless children, we add a provision
that programs may reserve slots for
children experiencing homelessness.
Since homeless children do not have a
stable residence, they may move and
enter a program after the beginning of
the program year. This is an important
provision for removing barriers to
serving homeless children as required in
section 640(m) of the Act. Given the
large waiting lists maintained by
programs and to ensure that a large
number of slots are not vacant, no more
than three percent of a programs funded
enrollment may be reserved for this
purpose. If a reserved slot is not filled
within 30 days it becomes a vacant slot
and must be filled within 30 days. We
also propose to include children in
foster care in this provision, given their
family instability and the importance of
early intervention, like that provided by
Head Start, on their school readiness
PO 00000
Frm 00033
Fmt 4701
Sfmt 4702
35461
and long-term outcomes.17 Finally, we
propose to add a provision in
§ 1302.15(d) to allow programs to enroll
children who are funded through nonHead Start sources including private
pay. Research shows children’s early
learning is positively influenced by
interactions with economically diverse
peers.18 19 Finally, in paragraph (e) we
propose to add a provision to clarify
current policy which requires programs
to follow their state immunization
enrollment and attendance
requirements. This proposed provision
is not a new requirement, rather it
clarifies that programs are already
subject to such state requirements.
Section 1302.16 Attendance
We propose to promote regular
attendance since research demonstrates
that consistent attendance is predictive
of school success. While more research
has been conducted on K–12 school
attendance, studies indicate that regular
preschool attendance is also essential
for success in preschool and beyond.
For example, one study conducted in
the Chicago Public Schools shows that
preschool attendance is important for
several reasons: (1) It sets up patterns
for long-term school attendance; (2)
children who regularly attend preschool
perform better on kindergarten entry
assessments tests; and (3) regular
attendance enhances social-emotional
development.20 Another study in Tulsa
found that preschoolers who attended
regularly showed more growth in
literacy skills than their peers who were
frequently absent.21 In Baltimore,
researchers found that 25 percent of
children who were chronically absent in
pre-kindergarten and kindergarten were
retained in later grades, compared to
nine percent of their peers who
regularly attended in these early years.22
17 Rankin, V. E., & Gonsoulin, S. (2014). Early
learning is essential: Addressing the needs of young
children potentially at risk for system involvement.
Washington, DC: National Evaluation and Technical
Assistance Center for Children and Youth Who Are
Neglected, Delinquent, or At Risk (NDTAC).
18 Mashburn, A. J., Justice, L. M., Downer, J. T.,
& Pianta, R. C. (2009). Peer effects on children’s
language achievement during pre-kindergarten.
Child Development, 80(3), 686–702.
19 Henry, G. T., & Rickman, D. K. (2007). Do peers
influence children’s skill development in
preschool? Economics of Education Review, 26(1),
100–112.
20 Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., &
Allensworth, E. M. (2013). Preschool Attendance in
Chicago Public Schools. Research Summary.
University of Chicago Consortium on Chicago
School Research.
21 Community Action Project Tulsa County.
(2012). Attendance Works Peer Learning Network
Webinar.
22 Connolly, F., & Olson, L. S. (2012). Early
Elementary Performance and Attendance in
E:\FR\FM\19JNP2.SGM
Continued
19JNP2
35462
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
particularly troubling given that
research suggests that school expulsion
and suspension practices are associated
with negative educational and life
outcomes.26 27 Head Start has a longstanding and continuing practice of
preventing the expulsion or suspension
of children, and facilitating transitions
to more appropriate placements in
circumstances where the child exhibits
serious behavioral issues. Several of the
standards in the existing regulation
support this. However we want to
ensure through explicit requirements
that all programs are aware of these
limitations and prohibitions and
consistently implement them using best
practice.
In paragraph (a), we propose to clearly
state that programs must either prohibit
or severely limit the use of suspension
and include requirements for programs
to engage a mental health consultant,
collaborate with parents, and utilize
appropriate community resources
should a temporary suspension be
deemed necessary because a child’s
behavior represents a serious safety
threat for themselves or other children.
The determination of safety threats
should be based only on actual risks and
objective evidence, and not on
stereotypes or generalizations.
In paragraph (b)(1) we explicitly
prohibit unenrollment or expulsion
based on a child’s behavior to clarify
that unenrolling a child because of their
behavior is prohibited even if a program
might not think it qualifies as expulsion.
In paragraph (b)(2), we also specifically
propose a new requirement that
programs must take exhaustive steps to
ensure that a child who exhibits
persistent and serious challenging
behaviors can participate safely in the
program. Though we do not have
evidence of significant expulsion issues
in Head Start, we believe this sets forth
an important policy for best practice
and is added to address increasing
numbers of children being expelled
from child care and preschool settings
due to challenging behaviors. One study
Section 1302.17
Expulsion
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Consistent with the research
mentioned above, the central addition to
this section is the requirement that
attendance be tracked for each child. We
also propose to require programs take
actions including attempting to conduct
additional home visits and provision of
support services, as necessary, to
increase child attendance when
children have four or more consecutive
unexcused absences or are frequently
absent. We would like to invite public
comment specifically on this proposed
change and whether experts and
practitioners would recommend setting
a different threshold than four days. To
ensure that a child is safe when they do
not come to school, we propose a new
requirement that programs contact a
parent if the child has not come to
school and the parent has not called
within one hour of program start time.
Automated systems, such as those used
in public school systems to call and/or
text parents of absent children would be
considered appropriate contact. In this
section, we also strengthen the current
standards related to systemic attendance
issues indicated by an average monthly
attendance falling below 85 percent by
requiring programs to analyze the
causes of absenteeism and use this data
to inform their efforts related to ongoing
oversight and correction, as well as
continuous program improvement. We
also propose a new provision and
redesignate a provision to clearly
delineate requirements to support the
attendance of homeless children.
Specifically, we redesignate
§ 1305.4(f)(2) of the final eligibility rule
to § 1302.16(c)(1) as this requirement
logically fits under supporting
attendance for homeless children rather
than categorical eligibility. We also add
a provision to encourage programs to
work with community partners and
families of children experiencing
homelessness to meet their needs,
including through the provision of
transportation services. However, such
transportation services are not explicitly
required.
systems. New York, NY: Foundation for Child
Development.
24 Gilliam, W.S., & Shahar, G. (2006). Preschool
and child care expulsion and suspension: Rates and
predictors in one state. Infants & Young Children,
19, 228–245.
25 Lamont, J. H., Devore, C. D., Allison, M.,
Ancona, R., Barnett, S. E., Gunther, R., & Young, T.
(2013). Out-of-school suspension and expulsion.
Pediatrics, 131(3), e1000–e1007.
26 Petras, H., Masyn, K. E., Buckley, J. A., Ialongo,
N. S., & Kellam, S. (2011). Who is most at risk for
school removal? A multilevel discrete-time survival
analysis of individual- and context-level influences.
Journal of Educational Psychology, 103, 223.
27 American Psychological Association, Zero
Tolerance Task Force Report (2008). An evidentiary
review and recommendations.
Suspension and
In this section, we propose limitations
on the use of suspension and propose to
prohibit programs from expelling
children because of a child’s behavior.
Recent data indicate that expulsions and
suspensions occur at high rates in
preschool settings.23 24 25 This is
Baltimore City Schools’ Pre-Kindergarten and
Kindergarten. Baltimore Education Research
Consortium.
23 Gilliam, W. S. (2005). Prekindergarteners left
behind: Expulsion rates in state prekindergarten
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00034
Fmt 4701
Sfmt 4702
of randomly sampled preschool teachers
in Massachusetts indicated that the
preschool expulsion rate was more than
34 times the K–12 expulsion rate in the
state and more than 13 times the
national K–12 expulsion rate.28 Data
also indicate that specific groups of
children are being disproportionately
expelled and suspended from their early
learning settings; a trend that has
remained virtually unchanged over the
past decade.29 Recent data out of the
Department of Education indicate that
African-American boys make up 18% of
preschool enrollment, but 48% of
preschoolers suspended more than
once.30 Other research indicates that
while Hispanic and African-American
boys combined represent 46% of all
boys in preschool, these children
represent 66% preschool boys
suspended. Analyses of boys, compared
to girls, indicate that they make up 79%
of preschoolers suspended once, and
82% of preschoolers suspended
multiple times.31
This section sets out procedures that
a program must follow to address
persistent behavior problems. Research
has indicated that mental health
consultation can reduce the risk of
expulsion for children exhibiting
challenging behaviors.32 The process for
addressing such behaviors must be
guided by the program’s mental health
consultant and include consultation
with parents and the child’s physician
at a minimum. The agency responsible
for IDEA must be involved if a child has
an Individualized Education Program
(IEP) or Individual Family Service Plan
(IFSP) and must be involved to
determine the child’s need for services
if they do not have an IEP or IFSP. If it
is determined that a child’s continued
participation in Head Start poses a
continued serious safety threat to
themselves or other children, the
program must work with the family and
other individuals described above to
assist the family in finding an
28 Gilliam, W. S., & Shahar, G. (2006) Preschool
and Child Care Expulsion and Suspension: Rates
and Predictors in One State. Infants and Young
Children, 19(3), 228–245.
29 Gilliam, W. S. (2005). Prekindergarteners left
behind: Expulsion rates in state prekindergarten
systems. New York, NY: Foundation for Child
Development.
30 U.S Department of Education Office for Civil
Rights (2014). Data Snapshot: Early Childhood
Education.
31 Raffaele Mendez, L. (2003). Predictors of
suspension and negative school outcomes: A
longitudinal investigation. New Directions for
Youth Development, 99, 17–33.
32 Perry, D. F., Dunne, M. C., McFadden, L., &
Campbell, D. (2008). Reducing the risk for
preschool expulsion: Mental health consultation for
young children with challenging behaviors. Journal
of Child and Family Studies, 17(1), 44–54.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
appropriate placement and directly
transition the child to that placement.
We also redesignate several
provisions that appear throughout the
existing rule. For instance, in proposed
§ 1302.17(c), we streamline the
requirement that children cannot be
excluded from participation because
their parent(s) do not participate in
parent activities, including parental
consent for data sharing, and spells out
that participation is voluntary. These
requirements in (c) are redesignated
from §§ 1304.40(d)(2), 1304.40(i)(1) and
1306.32(b)(8).
Section 1302.18 Fees
We propose to redesignate this section
from §§ 1305.9 and 1306.32 and revise
for purposes of clarification. We
maintain the overarching policy that
programs are prohibited from charging
parents of eligible children a fee for
their child’s participation in a Head
Start program. In other words, parents of
children who are part of the Head Start
program’s funded enrollment must not,
under any circumstances, be charged a
fee for their child to participate in the
Head Start funded day.
We propose in paragraph (b) to offer
clarification on two allowable fees.
First, we allow programs to accept a fee,
including co-payments required by an
alternate funding source such as the
Child Care and Development Block
Grant, from eligible families when
programs extend services outside of
program hours. For example, if a
program is funded to serve children for
eight hours a day but opts to extend the
program day to ten hours, the program
can charge a fee from all enrolled
children for those additional two hours
that are not supported with Head Start
funds.
Second, we clarify that programs can
charge a fee or a co-payment from
families who are not part of the Head
Start funded enrollment if they are
serving children from diverse economic
backgrounds or using multiple funding
sources, including private pay. We
encourage programs to be innovative in
leveraging multiple funding sources in
order to serve more children and serve
children from diverse economic
backgrounds because we believe it will
better serve the community and improve
impacts on child outcomes.
Program Structure; Subpart B
(Currently §§ 1306.20, 1306.30, 1306.37,
and 1304.52)
All Head Start and Early Head Start
programs are given the option to deliver
comprehensive services through
different program models that are meant
to meet the needs of the children,
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
families, and the community these
programs serve. In this subpart, we
propose to revise and redesignate most
of the current provisions from ‘‘Head
Start Program Options’’ in current
§§ 1306.30 through 1306.37, and we
consolidate, revise, and redesignate
program options and structural
requirements for Early Head Start and
family child care into this subpart that
are in current § 1306.20(g) and (h) and
§ 1304.52 (g)(4). We propose to revise
the different types of program models
Head Start and Early Head Start grantees
may operate, and propose the basic
structural requirements, such as
minimum hours of operation and
teacher-child ratios, that programs must
meet for each of these program models.
In this section, we propose three
standard program options: center-based,
family child care, and home-based, and
a locally-designed variation of those
options. We also propose the setting,
ratio, class size, service duration, and
hour per day requirements for these
program options. We propose to remove
combination options and double session
options as standard options as well as
home-based options for preschoolers.
But, we propose to allow programs to
apply for a locally-designed variation if
it best meets the learning needs of the
children and the needs of the
community.
Furthermore, we propose to
consolidate licensing and square footage
requirements for center-based, family
child care, and home visit group
socializations into this subpart. We also
make it clear that all programs must
meet state, local, or tribal licensing
requirements. Our structural
reorganization and streamlined language
of the program options and structural
requirements will make the
requirements simpler to read,
understand, and implement. This
improved clarity and transparency will
reduce unnecessary burden and
confusion for programs.
In addition to the proposed
organizational changes described above,
we propose several important policy
changes to increase program quality. For
example, we propose to increase the
minimum hours and days of program
operation, consistent with the
President’s FY2016 Budget,
recommendations from the Head Start
Advisory Committee, and research on
high-quality early learning programs. As
discussed at length below, a significant
body of research suggests this is a
necessary change to foster better child
outcomes in Head Start. We also
propose increasing accountability for
locally-designed program models to
better ensure they meet the educational
PO 00000
Frm 00035
Fmt 4701
Sfmt 4702
35463
needs of the children they serve. We
believe our proposed revisions to
structural characteristics will help
improve program impact on children’s
education and development.
Furthermore, for purposes of clarity
and improved ease of implementation,
we propose to include only structural
requirements for each of the program
model options in this subpart.
Therefore, we propose to revise and
redesignate many of the requirements in
the current ‘‘Program Options’’ sections
that are not structural characteristics of
program options to more appropriate
sections within this NPRM. For
example, we revise and redesignate
§ 1306.32(b)(7) in the existing rule,
which addresses requirements about
staff management, to the proposed part
1302 subpart J—Program Management.
We also revise and redesignate part of
§ 1306.32(b)(8) in the existing rule,
which prohibits programs from
expelling children for lack of parent
participation in home visits, to part
1302 subpart A, which includes the
requirements about eligibility,
enrollment, and attendance. To improve
clarity and reduce redundancy, we also
propose to remove § 1306.30(d), which
requires programs to ‘‘identify, secure
and use community resources in the
provision of services . . . prior to using
Head Start funds for these services.’’ We
believe this provision is unnecessary
because throughout our proposed
NPRM, we are clear that Head Start
should leverage community resources
and specify when Head Start funds may
be used as payer of last resort. Our
proposal to remove this provision
should not be interpreted to mean that
Head Start should be paying for services
for which other community program
resources are available.
In addition, we propose to remove
provisions that allow combination
programs (§ 1306.34), double session
variations (§ 1306.32(c)), and homebased (§ 1306.33) for Head Start age
children as standard program options.
We propose revisions to make these
variations available to grantees only
under certain conditions through the
locally-designed program variation
option in § 1302.24. The full day
variation at § 1306.32(d) is assumed in
the center-based option. We believe this
will better ensure children in all
programs receive sufficient exposure to
high quality education services. We also
believe these revisions will ensure that
programs better meet the needs of
families and the communities they
serve, while still ensuring local
flexibility in the structure of program
design.
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35464
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Section 1302.20 In General
In this section, we revise and
redesignate parts of § 1306.31 in the
existing rule to propose the following
program model options: Center-based,
family child care, home-based (for Early
Head Start Programs), or a locallydesigned variation of these options. In
addition, to ensure programs continue
to meet the needs of the children and
families in their community, we
propose to require programs to regularly
reconsider the appropriateness of their
program model and structure choices
and specifically assess whether it would
be appropriate to extend services or
convert slots to serve younger children.
We propose to remove the current
overly prescriptive process at
§ 1306.31(c), which describes how a
program must consider placement. We
propose to require programs to consider
ways to operate for a full calendar year.
In § 1302.20(b), we propose to revise
for improved clarity but retain the
requirement that all program options
deliver the full range of comprehensive
services as required in § 1306.30(a) and
§ 1306.20(i) in the existing rule. These
services include the requirements
proposed in subparts C through G of
part 1302 (services for education and
child development, health program
services, family and community
partnership program services, additional
services for children with disabilities,
and transition services). As in the
existing rule, this requirement may not
be waived for any program and remains
central to Head Start’s mission.
In § 1302.20(c), we specify the process
and requirements for converting Head
Start slots to Early Head Start slots.
Under Sections 640(f)(2)(B) and
645(a)(5), Head Start grantees may
request conversion of funded
enrollment slots and a reallocation of
funds from Head Start to Early Head
Start. In this section, we propose to
codify existing program guidance on
conversion, including the process
grantees must follow to convert Head
Start slots to Early Head Start slots,
whether through the traditional refunding application or a separate grant
amendment, and what information the
conversion request must include. In
addition, consistent with Section
645(d)(3) of the Act, we propose special
provisions for American Indian and
Alaska Native grantees that wish to
convert slots.
We are seeking public comment on
whether the conversion procedures
included in this NPRM provide
sufficient clarity to programs on how to
accomplish conversions from Head Start
slots to Early Head Start slots. We
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
specifically seek comment on whether
existing programs would benefit from
additional clarity on Federal
requirements or processes to which the
Department and programs must adhere
in order to convert slots to serve
younger children in the course of their
five-year grant, during grant renewal, or
during re-competition.
Section 1302.21
Center-Based Option
In this section, we propose revisions
to § 1306.32, including removal of
current §§ 1306.32(a)(7) through (9) and
§ 1304.52(g)(4) in the existing rule and
redesignate and revise all structural
requirements for programs that operate
a center-based option, including setting,
teacher-child ratios, class size, service
duration, licensing, and square footage.
We propose to strengthen several
structural requirements to improve
program quality and child outcomes.
Specifically, in paragraph (b)(2), we
propose children in infant and toddler
classrooms be assigned a consistent,
primary teacher to promote continuity
of care. Research suggests continuity of
care, in which infants and toddlers have
a single primary teacher for an extended
period of time, helps support healthy
attachments and more supportive
relationships, which better facilitate
growth across different areas of child
development.33 34 35 36 37 We believe this
provision better meets the needs and
development of infants and toddlers.
Mixed age group classrooms, which can
be structured to better support
continuity of care for individual
children and stronger bonds with
primary caregivers, are encouraged.
To improve child outcomes, we
propose to increase the minimum
service duration for preschoolers in
§ 1302.20(c) (as is discussed below,
programs can apply for modifications to
these requirements through a local
program option). First, in paragraph
(c)(1) we propose to increase the
33 Copple, C., & Bredekamp, S. (2009).
Developmentally appropriate practice in early
childhood programs: Serving children from birth
through age 8 (3rd ed.). Washington, DC: National
Association for the Education of Young Children.
34 Honig, A. (2002). Secure relationships:
Nurturing infant/toddler attachment in early care
settings. Washington, DC: National Association for
the Education of Young Children.
35 Post, J., Hohmann, M., & Epstein, A. (2011).
Tender care and early learning: Supporting infants
and toddlers in child care settings (2nd ed.).
Ypsilanti, MI: HighScope Press.
36 Riley, D., San Juan, R.R., Klinkner, J., &
Ramminger, A. (2008). Social & emotional
development: Connecting science and practice in
early childhood settings. St. Paul, MN: Red Leaf
Press.
37 Zero to Three. (2008). Caring for infants and
toddlers in groups: Developmentally appropriate
practice (2nd ed.). Arlington, VA: Author.
PO 00000
Frm 00036
Fmt 4701
Sfmt 4702
number of required service days per
year for preschoolers from 128 to 180
days. In paragraph (c)(3) we propose to
increase the minimum required hours
per day from 3.5 to 6 hours. Together,
these two proposals will afford a
preschool aged child a minimum of
1,080 hours of education per year.
Children in a program operating under
the current minimums receive 448
hours of Head Start over the course of
a calendar year, which is less than half
of early learning services that many
children receive in state prekindergarten and will receive at our
proposed minimums. Most programs are
operating below these new minimums
so our proposal will significantly
increase Head Start children’s exposure
to early learning experiences, which is
consistent with the Secretary’s Advisory
Committee recommendation that Head
Start ‘‘optimize dosage.’’
Though research on dosage does not
identify a specific effective dosage level
for early education, there is strong and
mounting evidence that current
minimums are too low to produce
strong child outcomes. A recent analysis
of the ECLS–K data finds that the
highest risk kids are almost a full year
behind the lowest risk children at
kindergarten entry and ‘‘to catch up,
high-risk children would need to make
almost twice as much progress during
kindergarten as low-risk children.’’38
We do not believe our current operating
minimums allow sufficient time for the
growth and development in school
readiness skills for Head Start children.
We would like to invite comment
specifically on whether six hours is the
most appropriate new minimum.
Research on extended day with young
children, full day kindergarten, and
effective teaching and curricula
practices all strongly point to the
inadequacy of a 3.5 hour day in Head
Start. For example, a randomized
control study in which one group
attended pre-kindergarten for 8 hours
per day for 45 weeks and another group
attended 2.5 to 3 hours per day for 41
weeks found that by the spring of
kindergarten, the children who had
attended full-day pre-kindergarten had
improved almost twice as much on
vocabulary and math skills compared to
the children who attended half day.39
Research with toddlers and preschool
age children also finds that greater
exposure to rich vocabulary enrichment
38 Bernstein, S., West, J., Newsham, R., & Reid, M.
(2014). Kindergartners’ Skills at School Entry: An
Analysis of the ECLS–K. Mathematica Report.
39 Robin, K.B., Frede, E.C., Barnett, W.S. (2006).
Is More Better? The Effects of Full-Day vs. Half-Day
Preschool on Early School Achievement. NIEER
Working Paper.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
allows for better scaffolding that can
lead to improved language and
literacy.40 41 Numerous studies on
kindergarten find children learn more in
full-day kindergarten than half-day
kindergarten.42 43 44 45 46 47 48 This is not
surprising since more instruction is
delivered in full-day classrooms.49
Experts also find that full-day
kindergarten particularly helped narrow
the achievement gap for dual language
learners,50 which is encouraging since a
large and increasing portion of Head
Start children are dual language
learners.
Moreover, research on effective
teaching and curriculum practices for
children at risk of school difficulties
also support the need for full-day
operation. A meta-analysis of prekindergarten programs found that those
that focused on intentional teaching and
small group and one-to-one interactions
had larger impacts on child outcomes.51
40 Harris, Golinkoff, & Hirsh-Pasell (2011).
Lessons for the Crib for the Classroom: How
Children Really Learn Vocabulary. In Handbook of
Early Literacy Research, Vol 3. Ed by D. Dickinson
and S. Neuman (NY: Guilford), 49–65.
41 Dickinson, D.K., Flushman, T.R., & Freiberg,
J.B. (2009). Learning, reading, and classroom
supports: Where we are and where we need to be
going. In B. Richards, M.H. Daller, D.D. Malvern, P.
Meara, J. Milton, & Trefers-Daller (Eds.). Vocabulary
Studies in First and Second Language Acquisition:
The Interface Between Theory and Application. (pp.
23–38). Hampshire, England: Palgrave-McMillan.
42 DeCicca, P. (2007). Does full-day kindergarten
matter? Evidence from the first two years of
schooling. Economics of Education Review, 26(1),
67–82.
43 Cryan, J. R., Sheehan, R., Wiechel, J., & BandyHedden, I. G. (1992). Success outcomes of full-day
kindergarten: More positive behavior and increased
achievement in the years after. Early Childhood
Research Quarterly, 7(2), 187–203.
44 Lee, V. E., Burkam, D. T., Ready, D. D.,
Honigman, J., & Meisels, S. J. (2006). Full-Day
versus Half-Day Kindergarten: In Which Program
Do Children Learn More? American Journal of
Education, 112(2), 163–208.
45 https://www.thecommunityguide.org/
healthequity/education/he-AJPM-evrec-fdk.pd.
46 Schroeder, J. (2007). Full-day kindergarten
offsets negative effects of poverty on state tests.
European Early Childhood Education Research
Journal. 15(3), 427–439.
47 Hahn, R.A., Rammohan, V. et al. (2014). Effects
of Full-Day Kindergarten on the Long-Term Health
Prospects of Children in Low-Income and Racial/
Ethnic-Minority Populations. American Journal of
Preventive Medicine, 46(3), 312–323.
48 Walston, J.T., and West, J. (2004). Full-day and
Half-day Kindergarten in the United States:
Findings from the Early Childhood Longitudinal
Study, Kindergarten Class of 1998–99 (NCES 2004–
078). U.S. Department of Education, National
Center for Education Statistics. Washington, DC:
U.S. Government Printing Office.
49 Ibid
50 Chang, M. (2012). Academic performance of
language-minority students and all-day
kindergarten: a longitudinal study. School
Effectiveness and School Improvement: An
International Journal of Research, Policy and
Practice 23(1), 21–48.
51 Camilli, G., Vargas, S., Ryan, S., & Barnett, W.S.
(2010). Meta-analysis of the effects of early
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
It is very difficult for a half-day program
to provide sufficient time for teachers to
conduct learning activities and
intentional instruction in small group
and one-on-one interactions in the areas
of skill development experts believe are
important to later school success.
Researchers believe meaningful skill
development in language, literacy, and
math requires intentional, frequent, and
specific methods of instruction and
teacher-child interactions, and for many
children in Head Start, need to be
conducted in small groups to allow
sufficient individualized scaffolding
and skill development.52 Targeted
instruction and small group activities
are teaching practices that are
particularly important for supporting
the learning of children who are
behind.53 54 55 For example, language
and literacy experts believe teachers
must take an active role in supporting
language and literacy development for
children at risk of reading difficulties.
That requires systematic and explicit
instruction to foster vocabulary breadth
and depth. They recommend in addition
to integration into group learning and
free play, language and literacy
instruction should be explicitly
structured and sequenced in 15 to 20
minutes small group sessions at least
three times per week.56 Math experts
recommend similar time frames to
support development of broad and deep
mathematical thinking and
knowledge.57 58 This is not to say that all
education interventions on cognitive and social
development. Teachers College Record, 112(3),
579–620.
52 Justice, L.M., Mcginty, A., Cabell, S.Q., Kilday,
C.R., Knighton, K., & Huffman, G. (2010). Language
and literacy curriculum supplement for
preschoolers who are academically at risk: A
feasibility study. Language, Speech, and Hearing
Services in Schools, 41, 161–178.
53 Buysse, V., Peisner-Feinber, E.S., Saikakou, E.,
& LaForett, D.R. (2014). Recognition & response: A
model of response to Intervention to promote
academic learning in early education. Chapter 5 in
Handbook of Response to Intervention in Early
Childhood, Buysee, V., & Peisner-Feinberg, E.
(Eds.). Baltimore: Paul H. Brookes Publishing.
54 Justice, L.M., Mcginty, A., Cabell, S.Q., Kilday,
C.R., Knighton, K., & Huffman, G. (2010). Language
and literacy curriculum supplement for
preschoolers who are academically at risk: A
feasibility study. Language, Speech, and Hearing
Services in Schools, 41, 161–178.
55 Ginsburg, H.P., Ertle, B., & Presser, A.L. (2014).
Math curriculum and instruction for young
children. Chapter 16 in Handbook of Response to
Intervention in Early Childhood, Buysee, V., &
Peisner-Feinberg, E. (Eds.). Baltimore: Paul H.
Brookes Publishing.
56 Curenton, S.M., Justice, L.M., Zucker, T.A., &
McGinty, A.S. (2014). Language and literacy
curriculum and instruction. Chapter 15 in in
Handbook of Response to Intervention in Early
Childhood, Buysee, V., & Peisner-Feinberg, E.
(Eds.). Baltimore: Paul H. Brookes Publishing.
57 Ginsburg, H.P., Ertle, B., & Presser, A.L. (2014).
Math curriculum and instruction for young
PO 00000
Frm 00037
Fmt 4701
Sfmt 4702
35465
activity should be in small groups nor
imply intentional instruction means rote
learning: Large groups, free play,
dramatic play, and child-initiated
activities are all essential components of
high quality early learning programs.
Three and a half hour days are not long
enough to support these high quality
learning experiences.
In addition, research on summer
learning loss and attendance
demonstrates the importance of
extending the minimum days of
operation in Head Start. Experts
conclude the average student loses one
month worth of skills and development
over the summer break.59 The amount of
learning loss is even greater for children
from low income families who may not
have as much access to educational
resources and experiences during the
summer and who are already behind
their more advantaged peers and need
extra time to learn skills and strengthen
development.60 61 62 63 64 65 This pattern
is also true for the youngest children in
elementary school.66 Experts believe the
effects of summer learning loss for
children from low-income families is
cumulative and that the disparity in
summer gains and losses over the first
children. Chapter 16 in Handbook of Response to
Intervention in Early Childhood, Buysee, V., &
Peisner-Feinberg, E. (Eds.). Baltimore: Paul H.
Brookes Publishing.
58 Clements, D.H., & Sarama, J. (2008).
Experimental evaluation of the effects of a researchbased preschool mathematics curriculum. American
Educational Research Journal, 45(2), 443–494.
59 Sloan McCombs, J. et al. (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
60 Alexander, K. L., Entwisle D. R., & Olson L. S.
(2007). Summer learning and its implications:
Insights from the Beginning School Study. New
Directions for Youth Development, 114, 11–32.
61 Sloan McCombs, J. et al. (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
62 Allington, R.L. & McGill-Franzen, A. (2003).
The Impact of Summer Setback on the Reading
Achievement Gap. The Phi Delta Kappan, 85(1),
68–75.
63 Fairchild, R. & Noam, G. (Eds.) (2007).
Summertime: Confronting Risks, Exploring
Solutions. San Francisco: Jossey-Bass/Wiley.
64 Downey, D.B., von Hippel, P.T. & Broh, B.A.
(2004). Are Schools the Great Equalizer? Cognitive
Inequality During the Summer Months and the
School Year. American Sociological Review, 69(5),
613–635.
65 Benson, J., & Borman, G.D. (2010). Family,
Neighborhood, and School Settings Across Seasons:
When Do Socioeconomic Context and Racial
Composition Matter for the Reading Achievement
Growth of Young Children? Teacher’s College
Record, 112(5), 1338–1390.
66 Benson, J., & Borman, G.D. (2010). Family,
Neighborhood, and School Settings Across Seasons:
When Do Socioeconomic Context and Racial
Composition Matter for the Reading Achievement
Growth of Young Children? Teacher’s College
Record, 112(5), 1338–1390.
E:\FR\FM\19JNP2.SGM
19JNP2
35466
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
four summers of elementary school is
greater than the differential between
children from high and low income
families at school entry and that
summer learning loss in elementary
school predicts poor academic
achievement in high school.67
Research on attendance also finds
exposure to additional learning time is
important for skill development.68 69 70 71
A recent study of preschool attendance
in Chicago found that even when
accounting for children’s skill level at
the beginning of preschool, attendance
predicted better academic outcomes at
the end of preschool and beyond and
that attendance was most beneficial for
children starting preschool with the
lowest skills.72
Furthermore, our dosage proposal is
more aligned with state prekindergarten programs that have shown
strong effects.73 74 For example, children
who attend North Carolina prekindergarten, make gains in language,
literacy, math, general knowledge, and
social skills. At the end of third grade,
children from low-income families who
had attended state pre-kindergarten
scored higher on math assessments than
children from low-income families who
did not attend, and dual language
learners made gains at even faster rates
than other children.75 Children who
67 Alexander, K. L., Entwisle D. R., & Olson L. S.
(2007). Lasting consequences of the summer
learning gap. American Sociological Review, 72,
167–180.
68 Logan, J.A.R., Piasta, S.B., Justice, L.M.,
Schatschneider, C., Petrill, S. (2011). Children’s
attendance rates and quality of teacher-child
interactions in at-risk preschool classrooms:
Contribution to children’s expressive language
growth. Child & Youth Care Forum, 40(6), 457–477.
69 Hubbs-Tait, L., McDonald Culp, A., Huey E.,
Culp, R., Starost, H., and Hare, C. (2002). Relation
of Head Start attendance to children’s cognitive and
social outcomes: moderation by family risk. Early
Childhood Research Quarterly, 17, 539–558.
70 Taking Attendance Seriously: How School
Absences Undermine Student and School
Performance in New York City. (2011). Report by
The Campaign for Fiscal Equity.
71 Lamdin, D.J. (1996). Evidence of student
attendance as an independent variable in education
production functions. Journal of Educational
Research, 89(3), 155–162.
72 Ehrlich, S.B., Gwynne, J.A. . . . . Sorice, E.
(2014). Preschool Attendance in Chicago Public
Schools: Relationships with Learning Outcomes and
Reasons for Absences. University of Chicago
Consortium on Chicago School Research. Research
Report.
73 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
74 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
75 Peisner-Feinberg, E. S., Schaaf, J. M., LaForett,
D. R., Hildebrandt, L.M., & Sideris, J. (2014). Effects
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
attend New Jersey’s state prekindergarten, show improvements in
language arts, literacy, math, and
science at 4th and 5th grade as well as
significantly lower rates of grade
retention and special education
placement.76 Georgia pre-kindergarten
finds medium to large effects on
children’s language, literacy, and math
skills at kindergarten entry.77 And Tulsa
pre-kindergarten, which is mainly a fullday program for children from lowincome families, also shows strong
affects for children in language and
math skills.78
Evidence demonstrates current
operating minimums (3.5 hours/day and
128 days/year) do not provide Head
Start children the necessary breadth and
depth of high quality learning
experiences they need to succeed in
school and beyond. The day is too short
for children to receive needed targeted
instruction, and the majority of Head
Start programs operate with a 4 month
break between program years, which we
believe undermines the progress Head
Start children make during the year and
lessens the overall impact of the
program. Our proposal will allow
children to receive more instructional
time and learning activities that support
development of skills important to
school success. Therefore, we believe
these proposed increases, combined
with proposals to raise the education
standards, are central to achieving the
impact Head Start programs should
have for children’s school readiness and
success.
It is imperative that these proposals
are understood as minimums and not
interpreted to mean center-based
programs that currently operate above
these minimums should decrease their
current service delivery duration.
Rather, we believe our proposed
changes to increase service duration in
many programs are essential to
increasing the impact of Head Start on
child skill growth and later success in
school. Our proposed revisions also
of Georgia’s Pre-K Program on children’s school
readiness skills: Findings from the 2012–2013
evaluation study. Chapel Hill: The University of
North Carolina, FPG Child Development Institute.
76 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
77 Peisner-Feinberg, E. S., Schaaf, J. M., LaForett,
D. R., Hildebrandt, L.M., & Sideris, J. (2014). Effects
of Georgia’s Pre-K Program on children’s school
readiness skills: Findings from the 2012–2013
evaluation study. Chapel Hill: The University of
North Carolina, FPG Child Development Institute.
78 Gormley, G.T., Gayer, T., Phillips, D., &
Dawson, B. (2005). The effects of universal pre-k on
cognitive development. Developmental Psychology,
4(6), 872–884.
PO 00000
Frm 00038
Fmt 4701
Sfmt 4702
allow programs that wish to serve
children for a shorter period of time to
request to operate a locally-designed
variation that meets minimum
requirements in § 1302.24, including
evidence of adequate child outcomes.
Paragraph (c)(1) of this proposed
section also improves clarity about the
service duration requirement for Early
Head Start programs by proposing to
include a long-standing interpretation of
statute. From Congress’ initial
enactment of Early Head Start in 1994,
the law has stated that Early Head Start
programs must provide ‘‘continuous’’
services. Since its inception, we have
consistently interpreted ‘‘continuous’’ to
mean ‘‘full-day and full-year’’ in our
grant process for Early Head Start.
Therefore, we propose to clarify that
Early Head Start programs operate no
less than 230 days per year and no less
than 6 hours per day. We believe these
proposals reflect our long-standing
administrative interpretation of law,
and, while the majority of programs
currently either meet these or are very
close to meeting these, there are
programs for which this will be a
substantive change.
We are specifically seeking public
comment about the proposed dosage
changes for both Head Start and Early
Head Start in center-based programs,
including transition strategies and
timeframes for programs that do not
currently meet these new duration
requirements as well as the benefits and
potential tradeoffs of this approach to
deepening children’s early learning
experiences. We note that the
President’s FY2016 Budget proposes
significant increased funding for Head
Start to support the change to full-day
and full-year programs. We have
requested these funds because we
recognize that for programs that now
provide fewer total program hours or
operate double sessions, there will be a
cost impact of deepening the dosage.
But, we are also aware that the research
points to the importance of increasing
program day and year above current
minimums to achieve the positive
outcomes for children the program is
designed to deliver. We are seeking
comment on the intersection of this
research basis and available resources.
We propose to retain other structural
requirements for center-based options.
In paragraph (b)(3) the requirements we
propose for ratios and class size for all
children remain the same as in our
current regulation: no more than 8
children and two teachers in any class
serving children under 36 months of
age; no more than 17 children with at
least one teacher and one teaching
assistant in any class of majority 3 year
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
olds; and no more than 20 children and
at least one teacher and one teaching
assistant in any class of majority 4 and
5 year olds. Our current regulation
encourages programs to have a third
person in the classroom. While we still
believe this is best practice and
encourage programs to do so, because
the current regulation does not require
programs to have a third person in the
classroom, we do not include it in this
NPRM. We do propose to simplify how
programs determine the classroom’s age
categorization and provide additional
local flexibility to enable programs to
make adjustments to improve service
quality as needed during the program
year. We propose to retain the
exemption for Migrant and Seasonal
programs due to the unique services
these programs provide.
We propose to remove current
§ 1306.32(a)(10), which requires
programs to determine the predominant
age of each child in the classroom at the
start of the year because the current
requirement regarding the timing of this
determination is overly prescriptive.
Section 1302.22 Home-Based Option.
In this section, we revise and
redesignate most provisions in § 1306.33
in the existing rule and propose the
structural requirements for programs
that operate a home-based (homevisiting) option, including setting,
caseload, service duration, and licensing
requirements for group socializations.
We also propose to strengthen several
structural requirements for the homebased option to improve the quality of
services. Our proposal retains a number
of the current structural requirements
for home-based options. In paragraph
(a), we propose to retain language that
describes the home-based option.
However, we propose to limit this as a
standard program option to Early Head
Start programs. Currently, only 2% of
Head Start programs serving
preschoolers provide services through a
home-based option. As previously
discussed, we believe more intensive
educational experiences than can be
delivered through a home-based option
are required to promote strong early
learning outcomes in preschoolers in
Head Start. Thus, we believe it is a more
appropriate use of taxpayer dollars to
eliminate this as a standard option for
preschoolers. Programs serving
preschoolers who believe a home-based
option best meets the needs of their
communities may apply for a locallydesigned variation as described in
1302.24. In paragraph (b), we propose to
retain the maximum caseload and the
minimum length of home visit
requirements.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Our proposed revisions in paragraph
(c)(1) clarify there must be a minimum
of 46 visits per year, which codifies
long-standing administrative
interpretation of the Act. The minimum
number of group socializations is also
clarified to require a minimum of 22
group socializations in paragraph (c)(2).
This codifies existing service duration
requirements for infants and toddlers.
We believe these important changes will
increase the amount of early learning
experiences provided by the homebased option and will facilitate
improved learning and child outcomes.
In addition, in paragraphs (c)(3) and
(c)(4) we propose to maintain provisions
that require programs to make up
planned home visits and group
socializations when cancelled by the
program as necessary to meet required
minimums, and our proposal maintains
provisions that prohibit grantees from
replacing home visits or group
socializations for medical or social
service appointments. Proposed
paragraph (d) retains the licensing
requirements from current regulation.
To improve clarity and
implementation of program
requirements for home-based options,
we reorganize current provisions from
§ 1306.33 that do not specifically relate
to structural elements of setting,
caseload, and service duration for homebased options. For example, we revise
and redesignate parts of §§ 1306.33(b)
and 1306.33(b)(1) in the current rule to
§ 1302.91(f) in the Human Resources
subpart, and §§ 1302.35(a) and
1302.35(b) in the Education and Child
Development subpart, respectively.
These provisions describe who conducts
the home visit, the design of the home
visit, and the purpose of the home visit
experiences, and we believe the
redesignation supports greater clarity
and transparency.
Section 1302.23 Family Child Care
Option.
To streamline and simplify the
regulations and make them easier to
implement, in this section, we propose
to revise and redesignate § 1306.20(g)
and (h) and some of the provisions in
§ 1306.35(a) and (d) in the current rule
to consolidate all structural
requirements for family child care
providers into the same subpart as other
program models. In this section, we
propose the structural requirements for
setting, ratios and group size, service
duration, licensing, and child
development specialists for family child
care providers.
We propose several structural changes
to improve the quality of services in
family child care options. In paragraph
PO 00000
Frm 00039
Fmt 4701
Sfmt 4702
35467
(d), we propose that family child care
providers must be licensed by the state.
This increases the accountability and
safety for such programs. In addition, in
paragraph (a)(1), we propose a new
provision to require programs be the
employer of the family child care
provider or have a legally binding
agreement. This reflects one of the
recommendations 79 from the Early
Head Start for Family Child Care
project, and we believe it better reflects
best practice. In paragraph (b), we
propose to retain ratio and class size
requirements from our current
regulation.
In paragraph (c), to create consistency
across program models, we propose all
family child care programs provide
planned class operations a minimum of
six hours per day of Head Start services
for at least 230 days per year for infants
and toddlers in Early Head Start and a
minimum of six hours per day for at
least 180 days for preschool age
children in the Head Start program.
Most family child care providers operate
full year and full day. We believe this
is one of the many benefits of offering
the family child care option in Early
Head Start and Head Start so programs
should not interpret these new proposed
minimums to indicate we believe family
child care providers providing higher
service duration should decrease their
current duration of operations.
Therefore, we also propose to retain the
current rule in § 1306.35(a)(1) that
requires family child care options to
operate sufficient hours to meet the
child care needs of families.
As with the proposed dosage changes
for center-based programs, we are also
specifically seeking public comment
about the proposed dosage changes for
family child care programs, including
transition strategies and timeframes for
programs that do not currently meet
these new duration requirements as well
as the benefits and potential tradeoffs of
this approach to deepening children’s
early learning experiences.
We retain many family child care
requirements in the current rule with
slight revisions to improve clarity. To
ensure programs meet the strongest
requirements, we also propose in
paragraph (d) to retain the requirement
that family child care providers meet
state and local, or tribal, licensing
requirements and that when such
requirements vary from Head Start
requirements, the most stringent
provisions apply. Finally, we propose in
79 Del Grosso, P., Akers, L., & Heinkel, L. (2011).
Building Partnerships Between Early Head Start
Grantees and Family Child Care Providers: Lessons
from the Early Head Start for Family Child Care
Project. Final Report.
E:\FR\FM\19JNP2.SGM
19JNP2
35468
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
paragraph (e), to redesignate and revise
the requirement in current § 1306.20(h)
that a family child care option provide
a child development specialist to
support providers and ensure quality
services. Consistent with center-based
and home-based options, we propose to
amend and redesignate requirements for
family child care options unrelated to
structural requirements to more
appropriate sections in this NPRM. For
example, we propose to revise and
redesignate current provisions in
§ 1306.35(a)(3) on having appropriate
indoor and outdoor space needed to
foster cognitive, social, emotional, and
physical development to part 1302,
subpart C—Education and Child
Development Program Services. In
addition, we propose to revise and
redesignate current § 1306.35(b) and (c),
which address safety, to § 1302.47 in
this NPRM to align all safety
requirements across program models.
Section 1302.24 Locally-Designed
Program Option Variations.
In this section, we propose to remove
§ 1306.34 and to revise and redesignate
§§ 1306.36, 1306.37, and 1306.32(a)(6)
in the existing rule, to include new
requirements for additional program
option variations for locally-designed
program models. We propose changes to
retain the flexibility center-based, homebased, and family child care programs
currently have to implement locallydesigned variations for teacher-child
ratios, group size, caseload, and service
duration, but also propose to increase
accountability by requiring programs to
demonstrate the locally-designed model
appropriately meets the needs of the
children and families in their
community. Specifically, in paragraph
(a), we support local innovation and
flexibility by proposing to allow
programs the option to request approval
from the responsible HHS official to
operate a locally-designed program
variation that waives one or more of the
structural requirements proposed for the
center-based, home-based, and family
child care options. Under our proposal,
no waivers would be permitted for
licensing and square footage
requirements, ratios for children
younger than 2 years old or the specific
requirements for the delivery of the full
range of comprehensive services as
described in subparts C, D, E, F, and G
of part 1302 of this NPRM.
Together, the availability of this
waiver, as well as the accountability
provisions we propose set a high but
attainable bar for programs who wish to
provide services through a non-standard
program option. We anticipate that
programs that choose to align their
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
program schedules to that of their
school districts, for example, in order to
utilize transportation services for the
children they serve; programs that serve
teen parents and therefore choose to
operate center-based services during the
school year and home-based services
during the summer; or programs with
other innovative approaches to meeting
community needs, would be able to
demonstrate that children are making
progress and would receive this waiver.
Ratios and class size requirements for
Early Head Start programs are currently
specified in 1304.52(g), separate from
the program option requirements for
Head Start and Family Child Care
(currently in part 1306). This disconnect
is the result of part 1306 not being
holistically revised since the
implementation of Early Head Start in
1996. This disconnect has also led to the
current waiver authority for ratios, class
size, and other structural program
features not applying to Early Head
Start. We think the proposed
reorganization which brings Early Head
Start under the umbrella of this waiver
authority, with one important
exception, will support implementation
of birth to five models, and additional
flexibility and innovation among Early
Head Start programs. The waiver
authority will not apply to ratios for
children under 24 months old, which
has been made clear in the proposed
revision of the regulatory language given
the critical importance of low ratios for
infants and young toddlers.
Our proposed revisions increase
accountability in locally-designed
models in several ways. First, we would
still allow programs to implement
combination or double session program
models or home-based models for
preschoolers, but only as locallydesigned variations approved by the
appropriate HHS official. If the
responsible HHS official approves a
double session, we propose to require
those programs to retain current
requirements on ratio and length of the
day. In paragraph (c)(3) we propose
specifications for the required number
of home visits and group socializations
if the responsible HHS official approves
home-based services for preschoolers.
Second, to be approved for such a
waiver, in paragraph (c)(1) we propose
to require a program demonstrate their
option effectively supports appropriate
child skill development and progress in
the goals described in the Head Start
Early Learning Outcomes Framework
(Birth-5) and either better meets the
needs of the community or better
supports the continuity of care for
individual children than the standard
program options and structures
PO 00000
Frm 00040
Fmt 4701
Sfmt 4702
proposed for center-based, home-based,
and family child care providers
described in this subpart. In
§ 1302.24(b), we propose to require
approval be given every two years to
ensure that children and families are
receiving effective services, and give the
responsible HHS official clear authority
to revoke approval for the locallydesigned variations if ongoing
assessment and monitoring shows that
children’s educational needs are not
being met as described in subpart J.
Education and Child Development
Program Services, Subpart C (Currently
§§ 1304.20 Through 1304.23, 1304.40,
1304.52, 1306.32, 1306.33, 1306.35,
1308.6, and 1308.21)
This subpart proposes a significant
overhaul of the education and child
development requirements for Early
Head Start and Head Start, which are
primarily located in § 1304.21 of the
existing rule but are also found within
§§ 1304.20, 1304.23, 1304.40, 1304.52,
1306.32, 1306.33, 1306.35, 1308.6, and
1308.21. Section 1304.21 was last
updated in 1998, and many of its
provisions precede that revision.
Though the existing regulations on
education and child development
services reflect some key child
development principles, the knowledge
base on early education has grown
considerably after more than 15 years of
research on child development, brain
development, and program
implementation and significant
expansion of publicly funded early
learning programs. In this subpart, we
propose to update, consolidate, and
restructure education and child
development requirements to reflect
best practices in teaching and learning,
integrate curriculum and assessment
research, support effective use of the
Head Start Early Learning Outcomes
Framework (Birth-5), and integrate new
requirements from the Act. Unlike the
current rule that unevenly addresses
education services for Early Head Start
and Head Start, we propose to apply
these provisions to both programs,
except where specifically noted. We
believe these revisions will provide
significantly better information to
programs on the elements of high
quality early education, strengthen
program practices and quality, and
improve child outcomes.
There is a large evidence base that
demonstrates that early learning
opportunities can improve children’s
cognitive, social, and emotional
development so that they enter
kindergarten better prepared to succeed
in school and
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
beyond.80 81 82 83 84 85 86 87 88 89 Providing
effective early learning programs is
particularly important for supporting
the success of children from low-income
families. Research finds the welldocumented achievement gaps we see
in elementary and secondary education
begin long before children enter
kindergarten.90 91 92 93 Brain
development is at its most rapid during
the first five years of life, and
neuroscience and other research
suggests intervention at this time is
particularly important.94 Head Start and
Early Head Start have long led the effort
to help prepare disadvantaged children
80 Aikens, N., Kopack Klein, A., Tarullo, L. &
West, J. (2013). Getting Ready for Kindergarten:
Children’s Progress During Head Start. FACES 2009
Report. OPRE Report 2013–21a. Washington, DC:
Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S.
Department of Health and Human Services.
81 Barnett, W.S., & Hustedt, J. T. (2005). Head
start’s lasting benefits. Infants & Young Children,
18(1), 16–24.
82 Yoshikawa, H., Weiland, C., Brooks-Gunn, J.,
Burchinal, M., * * *Zaslow, M. (2013). Investing in
our future: The evidence base on preschool
education. Foundation for Child Development.
83 Camilli, G., Vargas, S., Ryan, S., & Barnett, W.S.
(2010). Meta-analysis of the effects of early
education interventions on cognitive and social
development. The Teachers College Record, 112,
579–620.
84 Wong, V.C., Cook, T.D., Barnett, W.S., & Jung,
K. (2008). An effectiveness-based evaluation of five
state prekindergarten programs. Journal of Policy
Analysis and Management, 27, 122–154.
85 Reynolds, A.J. (2000). Success in early
intervention: The Chicago Child-Parent Centers.
Lincoln, Nebraska: University of Nebraska Press.
86 Schweinhart, L.J., Montie, J., Xiang, Z., Barnett,
W.S., Belfield, C.R., & Nores, M. (2005). Lifetime
effects: The HighScope Perry Preschool study
through age 40. Ypsilanti, MI: HighScope Press.
87 Gormley, W., Gayer, T., Phillips, D.A., &
Dawson, B. (2005). The effects of universal Pre-K on
cognitive development. Developmental Psychology,
41, 872–884.
88 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
89 Campbell, F.A., Ramey, C.T., Pungello, E.,
Sparling, J., & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from
the Abecedarian project. Applied Developmental
Science, 6, 42–57.
90 Hart, B. & Risley, T. (1995). Meaningful
differences in the everyday experiences of young
American children. Baltimore: Brookes.
91 Magnuson, K.A. & Waldfogel, J. (2005). Early
childhood care and education: Effects on ethnic and
racial gaps in school readiness. The Future of
Children, 15(1), 169–196.
92 U.S. Department of Education. (2008).
Preschool: First findings from the third follow-up
of the early childhood longitudinal study, birth
cohort (ECLS-b). (NCES No. 2008–025).
93 Promoting Effective Early Learning: What Every
Policymaker and Educator Should Know. (2007).
New York: NY: National Center for Children in
Poverty.
94 Harvard Center on the Developing Child (2007).
The science of early childhood development:
Closing the gap between what we know and what
we do. Cambridge, MA: Author.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
to succeed in school and in life. For
example, one large study of Head Start
children found significant gains over the
program year in literacy, math, and
social and emotional behavior.95
Another study found Head Start
children made additional gains after
kindergarten.96 97
However, Early Head Start and Head
Start can and must do more to provide
high quality education and child
development services in every program.
While, the Head Start Impact Study
found modest to moderate positive
impacts of Head Start participation
across most child outcomes, we believe
with improvements in quality, Head
Start can have an even greater impact.98
Research shows considerable variance
in Head Start quality.99 thnsp;100 Data
from standardized classroom
observations also find some elements of
teaching practices score very low, on
average.101 For example, Instructional
Support scores from Head Start
monitoring in 2013 were approximately
3 points lower on a 7 point scale, on
average, than either Emotional Support
or Classroom Organization scores.102
This finding is consistent with other
types of pre-kindergarten programs but
95 Aikens, N., Kopack Klein, A., Tarullo, L. &
West, J. (2013). Getting Ready for Kindergarten:
Children’s Progress During Head Start. FACES 2009
Report. OPRE Report 2013–21a. Washington, DC:
Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S.
Department of Health and Human Services.
96 Malone. L., Hulsey, L, Aikens, N., West, J.,
Tarullo, L. (2010). ACF–OPRE Report: Data Tables
for FACES 2006 Head Start Children Go to
Kindergarten Report. Washington, DC. U.S.
Department of Health and Human Services,
Administration for Children and Families, Office of
Planning, Research and Evaluation.
97 https://www.acf.hhs.gov/sites/default/files/opre/
transition_study.pdf
98 Puma, M., Bell, S., Cook, R., Heid, C., Broene,
P., Jenkins, F., & Downer, J. (2012). Third grade
follow-up to the Head Start impact study final
report. US Department of Health and Human
Services Office of Planning, Research and
Evaluation.
99 Moiduddin, E., Aikens, N., Tarullo, L., West, J.,
Xue, Y. (2012). Child Outcomes and Classroom
Quality in FACES 2009. OPRE Report 2012–37a.
Washington, DC: Office of Planning, Research and
Evaluation, Administration for Children and
Families, U.S. Department of Health and Human
Services.
100 Office of Head Start (2014). A National
Overview of Grantee CLASS(TM) Scores in 2013.
Washington, DC: Office of Head Start,
Administration for Children and Families, U.S.
Department of Health and Human Services.
101 Office of Head Start (2013). A National
Overview of Grantee CLASS(TM) Scores in 2012.
Washington, DC: Office of Head Start,
Administration for Children and Families, U.S.
Department of Health and Human Services.
102 Office of Head Start (2014). A National
Overview of Grantee CLASS(TM) Scores in 2013.
Washington, DC: Office of Head Start,
Administration for Children and Families, U.S.
Department of Health and Human Services.
PO 00000
Frm 00041
Fmt 4701
Sfmt 4702
35469
reflects a clear need for improvement.103
We intend for the implementation of our
proposed revision of the education and
child development provisions to
improve teaching practices and
education service delivery across our
programs and help ensure every child in
Early Head Start and Head Start receives
high quality early learning experiences.
In this subpart, we outline four
central elements for delivering highquality education and child
development services: teaching
practices and the learning environment;
curriculum; screening and assessment;
and parent involvement. We propose to
raise program quality and child
education outcomes by updating the
existing education provisions so that
each of these four central elements
reflects research and best practice in
order to better promote skill growth in
areas needed for later success in school.
Many of these revisions integrate the
recommendations offered by our
Secretary’s Advisory Committee on
Head Start Research and Evaluation.104
The report issued by the Advisory
Committee was the culmination of
multiple meetings and discussions held
with many of the most prominent
experts in the field of early education
and child development.
In addition, we propose to integrate
the Head Start Early Learning Outcomes
Framework (Birth-5) into teaching,
curriculum, and assessment. Head Start
published the first Head Start Child
Outcomes Framework in 2000. There
have been enormous advances in the
development and use of early learning
standards since the education
requirements were last revised in 1998
and the Framework was first released.
Today all States have adopted early
learning and development standards for
preschool-age children, and many have
standards for children beginning at
birth. The 2007 Act required the
Secretary to update the Framework and
incorporate it throughout the program
by specifically integrating it into
instructional strategies, curriculum, and
assessment.105 In 2010, the Office of
Head Start released a revised
Framework to reflect a decade of new
research and understanding about child
learning and development for children
ages 3 to 5. An updated version of this
103 Pianta, R., LaParo, K., & Hamre, B. (2008). The
Classroom Assessment Scoring System Pre- K
Manual. Charlottesville, VA: University of Virginia.
104 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
105 Scott-Little, C., Kagan, S.L., & Frelow, V.S.
(2003). Standards for preschool children’s learning
and development: who has standards, how were
they developed, and how are they used? Regional
Educational Laboratory at SERVE. Greensboro, NC.
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35470
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Framework is being developed to better
reflect an emerging body of research on
practice and skill development and to
make the Framework inclusive of all
ages of children birth to five.
The current revision of the
Framework will encompass children
from birth to age 5 and focus on the key
areas of development and skills
important for later success in school.
The Advisory Committee noted the most
effective early learning models are
‘‘focused, intensive, and systematic.’’ 106
This proposed integration of teaching
practices, curriculum, assessment, and
the updated Head Start Early Learning
Outcomes Framework (Birth-5) will
better support the type of program
delivery recommended by the Advisory
Committee. It will strengthen teachers’
intentional focus on developing key
skills and their use of effective teaching
practices. This NPRM achieves this
increase in focus and intensity without
narrowing the breadth of learning
experiences children should have as
part of a well-rounded education and as
required by the Act.
Though we embed core concepts from
§ 1304.21 in the existing rule throughout
this proposed subpart, the need to
significantly update the education
requirements to capitalize on decades of
science and practice leads us to address
many of these core concepts in a
markedly different way. We believe
these revisions are necessary to improve
the quality of education services. For
example, the current rule includes some
specific requirements that programs
support children’s social and emotional,
cognitive, and physical development in
current §§ 1304.21(a)(3), 1304.21(b)(2),
1304.21(a)(4), 1304.21(a)(5),
1304.21(b)(3). Since the previous
regulation was drafted, the use of
curriculum and early learning standards
has changed considerably in early
childhood education. Practice and
research supports including these types
of requirements as part of early learning
standards and curriculum. This reflects
significant advancement and growth in
the field of early childhood education.
Therefore, we propose to reflect these
advancements, which still retain the
centrality of programs supporting social
and emotional, cognitive, and physical
development throughout the education
requirements, but in a more purposeful
and appropriate manner. Specifically,
we integrate provisions to these
developmental areas into the proposed
sections on general purpose, teaching
and the learning environment,
106 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
curriculum, and screening and
assessment.
Finally, we propose significant
revisions to the home-based education
provisions, which are currently spread
across multiple sections of the existing
rule and provide few specific
requirements about high quality
learning experiences. Because of the
inadequate regulations, delivery of the
home-based model has been steered by
the guidance, technical assistance, and
dissemination of best practices from the
Office of Head Start. In 2009, the U.S.
Department of Health and Human
Services launched the Home Visiting
Evidence of Effectiveness review to
conduct a thorough and transparent
review of the home visiting research
literature and provide an assessment of
the evidence of effectiveness for home
visiting program models that target
families with pregnant women and
children from birth to age five.107 This
review concluded the Early Head Start
home-based model was an effective
research-based model.108 Therefore, we
propose to codify these research-based
practices in a new section that clearly
describes the education and
development services that home-based
models must implement. We believe
this will help ensure that all homebased models have the information they
need to provide high quality learning
experiences.
Section 1302.30 In General
This section proposes an overarching
statement of the general purpose and
goals for education services in centerbased and family child care settings of
Early Head Start and Head Start
programs. This incorporates the
education related purposes stated in the
Act as well as our belief about the
educational services our programs must
deliver. It also includes some of the core
philosophies of Head Start enumerated
in the existing rule in § 1304.21, such as
the need to deliver developmentally,
culturally, and linguistically
appropriate services, and a clear
emphasis on the full inclusion of
children with disabilities. This section
proposes to set forth the expectation
that programs deliver high quality
education and child development
services that promote children’s
cognitive, social, and emotional growth,
and the key areas—teaching and the
learning environment, curriculum,
screening and assessment, and parent
involvement—programs must address to
ensure each child’s school readiness
and long-term outcomes. A unique
107 https://homvee.acf.hhs.gov/default.aspx
108 Ibid.
PO 00000
Frm 00042
Fmt 4701
Sfmt 4702
general statement of purpose is
proposed for home-based education
services in § 1302.35 because of the
differences in service delivery. Current
requirements in this section that were
more indicative of early learning
standards were removed because they
describe what children should know
and be able to do rather than what
programs and teachers must provide to
scaffold their learning.
Section 1302.31 Teaching and the
Learning Environment
In this section, we propose the key
elements of teaching practices and the
learning environment that programs
must deliver to support children’s skill
growth and development. These
provisions are central to providing high
quality education and learning
experiences that will prepare our
children to succeed in school. They
reflect research on best practices and
recommendations offered in the final
report issued by our Secretary’s
Advisory Committee on Head Start
Research and Evaluation.109 Together
with the other requirements in this
subpart, this proposal will provide more
intentional and focused education
experiences that will better promote
skill growth and stronger child
outcomes without micromanaging local
decision-making and creating undue
burden.
In paragraph (a), we propose that
programs must support effective
teaching and a high quality learning
environment through regular and
ongoing supervision and a system of
individualized professional
development. Research suggests
integration of professional development
into guiding effective teaching practices
can be central to providing high quality
teacher-child interactions.110 111 112 113 114
109 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
110 Mashburn, A.J., Pianta, R.C., Hamre, B.K.,
Downer, J.T., Barbarin, O.A., Bryant, D., . . . . &
Howes, C. (2008). Measures of classroom quality in
prekindergarten and children’s development of
academic, language, and social skills. Child
Development, 79(3), 732–749.
111 Pianta, R.C., Mashburn, A.J., Downer, J.T.,
Hamre, B. K., & Justice, L. (2008). Effects of webmediated professional development resources on
teacher-child interactions in pre-kindergarten
classrooms. Early Childhood Research Quarterly,
23(4), 431–451.
112 Buysse, V., & Wesley, P.W. (2005).
Consultation in Early Childhood Settings.
Baltimore, MD: Paul H. Brookes Publishing.
113 Tout, K., Halle, T., Zaslow, M., & Starr, R.
(2009). Evaluation of the Early Childhood Educator
Professional Development Program: Final Report:
Report prepared for the U.S. Department of
Education.
114 Zaslow, M., Tout, K., Halle, T., Vick, J., &
Lavelle, B. (2010). Towards the identification of
features of effective professional development for
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
In paragraph (b)(1), we focus on the
elements of effective teaching practices.
The four provisions in this paragraph
revise and redesignate parts of
§§ 1304.21(a)(1) and (a)(4) and
1302.21(b)(1) and (b)(2) in the existing
rule, but update the language to promote
more intentional teaching strategies and
better instructional practices. These
requirements reflect what research and
practice demonstrate are central to
implementing effective teacher-child
relationships and learning experiences
that promote children’s growth and later
school success,115 116 117 118 119 and retain
long-held Head Start philosophies that
research continues to support.
First, in paragraph (b)(1)(i), we
propose to focus effective teaching
practices that promote growth in the
skill development areas outlined in the
Head Start Early Learning Outcomes
Framework (Birth-5), including domains
such as language and literacy,
mathematics, social and emotional
development, and physical
development. We propose to require
programs to integrate these efforts into
their curriculum implementation,
schedules, and lesson plans, which is
central to a more intentional focus on
development of skills important for later
school success. Second, in paragraph
(b)(1)(ii), we propose to require
programs to emphasize nurturing and
responsive interactions that foster trust
and emotional security and support
children’s engagement in learning. We
also require programs ensure teaching
practices and teacher-child interactions
are communication- and language- rich
and promote language development,
critical thinking, and problem-solving.
Research is clear that these elements are
important for effective high quality early
early childhood educators: A review of the
literature. Report prepared for the U.S. Department
of Education.
115 Hamre, B.K., & Pianta, R.C. (2001). Early
teacher-child relationships and the trajectory of
children’s school outcomes through eighth grade.
Child Development, 72(2), 625–638.
116 Pianta, R.C., Nimetz, S.L., & Bennett, E. (1997).
Mother-child relationships, teacher-child
relationships, and school outcomes in preschool
and kindergarten. Early Childhood Research
Quarterly, 12(3), 263–280.
117 Peisner-Feinberg, E.S., & Burchinal, M.R.
(1997). Relations between preschool children’s
child-care experiences and concurrent
development: The Cost, Quality, and Outcomes
Study. Merrill-Palmer Quarterly (1982), 451–477.
118 Burchinal, M., Howes, C., Pianta, R., Bryant,
D., Early, D., Clifford, R., & Barbarin, O. (2008).
Predicting child outcomes at the end of
kindergarten from the quality of pre-kindergarten
teacher-child interactions and instruction. Applied
Development Science, 12(3), 140–153.
119 Neuman, S.B., & Cunningham, L. (2009). The
impact of professional development and coaching
on early language and literacy instructional
practices. American Educational Research Journal,
46(2), 532–566.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
learning
experiences.120 121 122 123 124 125 126
In paragraph (b)(1)(iii), we propose
that teaching practices must integrate
child assessment data in individual and
group planning. For example, additional
literacy supports should be added to
classroom activities if child progress
monitoring finds significant delays in
emerging literacy skills. Ongoing child
assessment is essential to
individualizing teaching and making
classroom adjustments.127 Learning
experiences will be more targeted and
more effective, if valid and reliable
assessments that are not too
burdensome for teachers, yield usable
information, are conducted at
appropriate intervals throughout the
program year, and are integrated into
teaching strategies and lesson plans.
Many Head Start programs already
effectively use child assessment
information to improve classroom
practices, but by explicitly requiring
these proposed changes we intend for
all programs implement this important
best practice. This provision aims to
support quality improvement.
Finally, in paragraph (b)(1)(iv) we
propose that teachers provide learning
experiences in language, literacy, social
and emotional development, math,
science, social studies, creative arts, and
physical development that are focused
on achieving the goals outlined in the
Head Start Early Learning Outcomes
120 Peisner-Feinberg,
E.S., Burchinal, M.R.,
Clifford, R.M., Culkin, M.L., Howes, C., Kagan, S.L.,
& Yazejian, N. (2001). The relation of preschool
childcare quality to children’s cognitive and social
developmental trajectories through second grade.
Child Development, 72(5), 1534–1553.
121 National Institute of Child Health and Human
Development (NICHD) Early Child Care Research
Network. (2000). Characteristics and quality of
child care for toddlers and preschoolers. Applied
Developmental Science, 4(3), 116–135.
122 Hamre, B.K., & Pianta, R.C. (2001). Early
teacher-child relationships and the trajectory of
children’s school outcomes through eighth grade.
Child Development, 72(2), 625–638.
123 Rowe, M.L. (2008). Child-directed speech:
relation to socioeconomic status, knowledge of
child development and child vocabulary skill.
Journal of Child Language, 35(1), 185.
124 Zimmerman, F.J., Gilkerson, J., Richards, J.A.,
Christakis, D.A., Xu, D., Gray, S., & Yapanel, U.
(2009). Teaching by listening: the importance of
adult-child conversations to language development.
Pediatrics, 124(1), 342–349.
125 Pancsofar, N., & Vernon-Feagans, L. (2006).
Mother and father language input to young
children: Contributions to later language
development. Journal of Applied Developmental
Psychology, 27(6), 571–587.
126 Hoff, E. (2006). How social contexts support
and shape language development. Developmental
Review, 26(1), 55–88.
127 Landry, S.H., Anthony, J.L., Swank, P.R., &
Monseque-Bailey, P. (2009). Effectiveness of
comprehensive professional development for
teachers of at-risk preschoolers. Journal of
Educational Psychology, 101(2), 448.
PO 00000
Frm 00043
Fmt 4701
Sfmt 4702
35471
Framework (Birth-5). This important
proposal aims to accomplish two goals.
First, it is important that we continue to
expose children to a broad range of
learning experiences, including all of
the areas noted in the provision. In
addition, based on advice from
researchers and practitioners and our
Secretary’s Advisory Committee on
Head Start Evaluation and Research, we
propose to require these broad learning
experiences be delivered with the intent
of promoting the skills outlined in the
Head Start Early Learning Outcomes
Framework (Birth-5).128 129 Given the
more targeted approach of the new
Framework, this proposed requirement
will ensure children will continue to
have learning experiences in areas such
as creative arts and social studies but
with greater intentionality for improving
key child outcomes.
In paragraphs (b)(2) and (3), we
propose a new research-based approach
for teachers to better support
bilingualism among dual language
learners, as well as their overall
development. Over the past decade,
much has been learned about how to
best support the educational needs of
dual language learners.130 131 132 133
Research with young dual language
learners,134 135 136 clearly reflects that
children’s bilingual skill development
promotes overall language development
and should be encouraged.
128 Meeting on Birth—5 Early Learning
Standards/Guidelines—Implementation
Considerations. Convened by the Office of Head
Start, November 13, 2013.
129 Ibid.
130 Bialystok, E. (2001). Bilingualism in
development: Language, Literacy, & Cognition.
Cambridge: Cambridge University Press.
131 Genesee, F., Paradis, J., & Crago, M.B. (2004).
Dual language development and disorders: A
handbook on bilingualism and second language
learning. Baltimore: Paul H. Brookes.
132 Castro, D.C. & Espinosa, L.M. (2014).
Developmental characteristics of young dual
language learners: Implications of policy and
practice in infant and toddler care. Zero To Three,
January, 2014.
133 Espinosa, L. (2010). Getting it right for young
children from diverse backgrounds: Applying
research to improve practice. Upper Saddle River,
NJ: Pearson.
134 McCAbe, A., Tamis-LeMOnda, C.S., Bornstein,
M.H., Cates, C.B., Golinkoff, R., et al. (2013).
Multilingual children: Beyond Myths and towards
Best Practices. Society for Research in Child
Development: Social Policy Report, 27 (4).
135 Espinosa, L. (2010). Getting it right for young
children from diverse backgrounds: Applying
research to improve practice. Upper Saddle River,
NJ: Pearson.
136 Farver, J.M., Lonigan, C., & Eppe, S. (2009).
Effective early literacy skill development for young
Spanish-speaking English Language Learners: An
experimental study of two methods. Child
Development, 80(3), 703–719.
137 Burchinal, M. et al (2012). Instruction in
Spanish in pre-kindergarten classrooms and child
E:\FR\FM\19JNP2.SGM
Continued
19JNP2
35472
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
The approach we propose for effective
teaching practices with dual language
learners differs based on the child’s age
and the teacher’s ability to speak the
child’s language. For infant and toddler
dual language learners, we propose
programs ensure teaching practices and
teacher-child interactions focus on the
development of the home language and
also provide experiences in English. For
preschool age dual language learners,
we propose that teaching practices a
focus on both English language
acquisition and continued development
of the home language. We believe this
approach will best support the language
and overall development of dual
language learners and promote the goal
of fluent English language acquisition.
A program should use this approach
only if it has a teacher who can capably
provide rich language experiences in the
child’s home language. Monolingual
English-speaking teachers should take
other steps to support the home
language, such as ensuring the
availability of books in the home
language, displaying words or pictures
representative of the home language,
and encouraging the involvement of
parents or volunteers who speak the
home language.
In paragraphs (c) and (d), we
redesignate and propose slight revisions
to update and streamline provisions
from current § 1304.21(a)(1)(iv), (a)(4)(i),
(a)(5)(i), (b)(1), and (b)(2)(ii), that require
programs provide specific types of
learning experiences. Specifically, we
redesignate and revise requirements that
programs provide well-organized
classrooms with developmentally
appropriate schedules, opportunities for
indoor and outdoor learning
experiences, adequate opportunities for
choice, play, exploration, and
experimentation, and teacher-directed
and child-initiated activities in different
group sizes.
In paragraph (d) we retain portions of
current § 1304.53(b) to require programs
change materials intentionally and
periodically to support children’s
interests, continued development, and
learning. We continue to believe all of
these provisions are integral to high
quality education services.
In paragraph (e), we propose
requirements for programs to use
outcomes for English Language Learners. Early
Childhood Research Quarterly. 27(2), 188–197.
138 Infant and Toddler Early Learning Guidelines/
Standards Expert Workgroup. Convened October
22, 2013 by the Office of Head Start. Washington,
DC.
139 Meeting on Early Learning Standards in Head
Start: Considering Children who are Dual Language
Learners Content and and Implementation.
Convened January 13, 2014 by the Office of Head
Start. Washington, DC.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
approaches to rest, meals, and routines
that will support children’s learning.
We believe these provisions will
increase the opportunities for
development and skill growth
throughout the program day without
creating unnecessary burdens on
programs. In paragraph (e)(1), we newly
propose programs implement an
intentional age appropriate approach to
accommodate children’s need to nap or
rest. This includes providing a regular
time every day for preschool age
children in a full-day program, which is
defined as 6 or more hours, to rest or
nap. Though maximizing learning time
is important, research shows a clear link
between adequate sleep and learning,
health, and well-being.137 138 139 Naps or
rest time are developmentally
appropriate for many young children,
and we believe our proposal will
increase the learning children can gain
from other portions of the day. Quiet
learning activities are proposed for
children unwilling or unable to nap or
rest so programs can implement
learning experiences when that is more
developmentally appropriate.
In paragraph (e)(2), we propose to
revise and redesignate meal time
provisions in current § 1304.23(c)(2)
through (5) to place a stronger focus on
learning and reduce unnecessary burden
on programs. Family style meals, as we
require in the current rule, are designed
to support development and
socialization. However, we believe it is
less important that we micromanage
how food is served and more important
that programs approach snack and meal
times as learning opportunities that
contribute to a child’s education and
socialization. As a result, we propose
programs implement an approach to
mealtime that retains key elements to
support learning, such as supporting
staff-child interactions, without
specifically using the term ‘‘family style
meals,’’ which carries with it unwanted
connotations of the requirement, such as
type of serving dish. We propose to
remove current requirements in
§ 1304.23, such as a variety of food be
served, which is covered under USDA
regulations, and that food related
137 Bates, J.E., Viken, R.J., Alexander, D.B.,
Beyers, J., & Stockton, L. (2002). Sleep and
adjustment in preschool children: Sleep diary
reports by mothers relate to behavior reports by
teachers. Child Development, 73(1), 62–75.
138 Lam, J.C., Mahone, E.M., Mason, T.B., &
Scharf, S.M. (2011). The effects of napping on
cognitive function in preschoolers. Journal of
Developmental and Behavioral Pediatrics, 32(2), 90.
139 Kurdziel, L., Duclos, K., & Spencer, R.M.
(2013). Sleep spindles in midday naps enhance
learning in preschool children. Proceedings of the
National Academy of Sciences, 110(43), 17267–
17272.
PO 00000
Frm 00044
Fmt 4701
Sfmt 4702
activities involve children because this
is unnecessarily prescriptive for federal
education requirements. In addition, in
paragraph (e)(3), we propose to require
programs also approach routines and
transitions between activities as
opportunities for learning and
development. This reflects best practice
and will help optimize the frequency of
opportunities for skill growth.
Section 1302.32 Curriculum
In paragraph (a), we propose
significant changes to the curriculum
requirements in current in §§ 1304.21(c)
and 1304.3(a)(5) to reflect new
requirements in section 642(f)(3) of the
Act, the current role and use of
curricula in the early education field,
and a deeper understanding among
practitioners about what qualities of
curriculum are needed to improve child
outcomes. This section does not apply
to home-based programs because of
inherent differences in the delivery of
education services in home-based
programs, as compared to center-based
services. The current requirements for
curricula define it in § 1304.3 as a
written plan that includes goals,
materials, experiences, and activities. In
current § 1304.21(c)(1), programs for
preschoolers must implement a
curriculum that supports some areas of
development and individual learning.
Though researchers agree that much is
yet to be learned about effectively using
curricula, there have been many
advances in early childhood curricula
since the existing rule on curriculum
was written. We believe significant
revisions to curricula requirements are
necessary to ensure programs deliver
high quality early education. In this
NPRM, we propose to extend our
curriculum requirements to Early Head
Start, which § 1304.21(b)(1) in the
existing rule does not specifically
require. Most Early Head Start programs
use a curriculum, but we believe
codifying this practice better reflects
best practice and will foster better and
more developmentally appropriate
planning, activities, and emphasis on
developmental skill growth among
infants and toddlers in Early Head Start
programs.
Provisions in paragraph (a) propose
requirements that outline the necessary
qualities of curricula, as well as the
critical characteristics of its use to
ensure effective implementation. These
requirements will increase the use and
effective implementation of curricula
that will have greater impacts on child
development, learning, and outcomes.
Specifically, our new requirements
propose that curricula must be based on
scientifically valid research, be aligned
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
with the Head Start Early Learning
Outcomes Framework (Birth-5) and state
early learning standards as appropriate,
as required by the Head Start Act, and
have standardized training procedures
and curriculum materials to support
implementation. Programs should assess
their curriculum as necessary to ensure
alignment with the Head Start Early
Learning Outcomes Framework and, as
appropriate, State Early Learning
Standards. Programs should consider
updating their curriculum or using
curricular enhancements to improve
alignment and to reflect program data
on child progress. In addition, we
require curricula include an organized
developmental scope and sequence and
be sufficiently content rich to promote
measurable progress toward the goals
outlined in the Head Start Early
Learning Outcomes Framework (Birth-5)
because research suggests these qualities
are key to promoting child
outcomes.140 141 142 143 144 145 146 147 148 We
also propose to integrate professional
development, supervision, and regular
monitoring into curriculum use to
140 Clements, D.H., & Sarama, J. (2008).
Experimental Evaluation of the Effects of a
Research-Based Preschool Mathematics Curriculum.
American Educational Research Journal, 45(2),
443–494.
141 Starkey, P., Klein, A., & Wakeley, A. (2004).
Enhancing young children’s mathematical
knowledge through a pre-kindergarten mathematics
intervention. Special issue on Early Learning in
Math and Science, 19(1), 99–120.
142 Bierman, K.L., Domitrovich, C.E., Nix, R.L.,
Gest, S.D., Welsh, J.A., Greenberg, M.T., . . . Gill,
S. (2008). Promoting Academic and SocialEmotional School Readiness: The Head Start REDI
Program. Child Development, 79(6), 1802–1817.
143 Clements, D.H. (2007). Curriculum research:
Toward a framework for ‘‘Research-based
Curricula’’. Journal for Research in Mathematics
Education, 38(1), 35–70.
144 Fantuzzo, J.W., Gadsden, V.L., & McDermott,
P.A. (2011). An integrated curriculum to improve
mathematics, language, and literacy for Head Start
children. American Educational Research Journal,
48, 763–793.
145 Lonigan, C.J., Farver, J.M., Phillips, B.M., &
Clancy-Menchetti, J. (2011). Promoting the
development of preschool children’s emergent
literacy skills: A randomized evaluation of a
literacy-focused curriculum and two professional
development models. Reading and Writing, 24,
305–337.
146 Preschool Curriculum Evaluation Research
Consortium (2008). Effects of preschool curriculum
programs on school readiness (NCER 2008–2009).
Washington, DC: National Center for Education
Research, Institute of Education Sciences, U.S.
Department of Education. Washington, DC: U.S.
Government Printing Office.
147 Wasik, B.A., Bond, M.A., & Hindman, A.H.
(2006). The effects of a language and literacy
intervention on Head Start children and teachers.
Journal of Educational Psychology, 98, 63–74.
148 Riggs, N.R., Greenberg, M.T., Kusche, C.A., &
´
Pentz, M.A. (2006). The mediational role of
neurocognition in the behavioral outcomes of a
social-emotional prevention program in elementary
school students: Effects of the PATHS curriculum.
Prevention Science, 7, 91–102.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
ensure effective curriculum
implementation.149 150 We anticipate
that programs may need to use
curricular enhancements in order to
meet the requirements of this paragraph
and that using such enhancements
would not trigger the additional
requirements for local variation. Many
programs currently supplement their
base curriculum with curricular
enhancements to enrich the content of
their curriculum. Programs are
encouraged to use curricula with the
best available evidence of effectiveness
with their population of children.
In paragraph (b), we propose
requirements that allow local flexibility
for programs that need to develop or
significantly adapt a curriculum to
better meet the needs of one or more
specific populations. These
requirements would not be triggered by
the use of enhancements as long as the
curriculum with these added
enhancements meets the requirements
in (a)(1)(i)–(ii). Rather, these proposed
requirements would allow programs to
use enhancements or other significant
adaptations, where standardized
training and materials may still be in
development and a research-base is
being built. However, because quality
and implementation of curriculum are
important for child outcomes,151 we
propose additional requirements for
these variations to ensure program
quality is not lowered. Specifically, in
paragraph (b), we propose that programs
work with experts from a college,
university, or research organization to
develop and evaluate the effectiveness
of the curriculum variation. We believe
this proposal provides critical flexibility
for local programs and researchers to
partner in order to drive innovation and
growth in the curriculum field, while
also ensuring important safeguards for
quality and accountability.
Section 1302.33 Child Screenings and
Assessment
This section applies to all program
options and proposes significant
revisions to the existing requirements
149 Lieber, J., Butera, G., Hanson, M., Palmer, S.,
Horn, E., Czaja, C., & Odom, S. (2009). Factors that
influence the implementation of a new preschool
curriculum: Implications for professional
development. Early Education and Development,
20(3), 456–481.
150 Landry, S.H., Anthony, J.L., Swank, P.R., &
Monseque-Bailey, P. (2009). Effectiveness of
comprehensive professional development for
teachers of at-risk preschoolers. Journal of
Educational Psychology, 101(2), 448.
151 Frede, E., & Barnett, W.S. (1992).
Developmentally appropriate public school
preschool: A study of implementation of the High/
Scope curriculum and its effects on disadvantaged
children’s skills at first grade. Early Childhood
Research Quarterly, 7(4), 483–499.
PO 00000
Frm 00045
Fmt 4701
Sfmt 4702
35473
on screening in § 1304.20(b) and
assessment in § 1304.21(c)(2) to
integrate advances from research, reflect
best practice, and implement new
requirements from section 641A(b) of
the Act. We include proposals for
appropriate use of developmental
screening and ongoing child assessment,
characteristics such tools must have to
ensure their quality, and prohibitions in
paragraph (d) on the use of assessment
data as required by section
641A(b)(4)(B) of the Act. These
requirements will improve the
collection and use of important
screening information that can identify
developmental concerns and ongoing
assessment information that can
improve teacher practices throughout
the program year. The integration of
these requirements into the education
services section of this proposed rule
will improve the quality of such
services and strengthen child outcomes.
Paragraph (a) proposes requirements
for developmental screening and how
programs must use the results to
appropriately meet the needs of
children. In paragraph (a)(1) and (2), we
propose to retain the current 45-day
requirement for programs to conduct or
obtain screenings to identify concerns
regarding a child’s developmental,
behavioral, motor, language, social,
cognitive, and emotional, skills. We
revise and redesignate this provision
from the current child health and
development services in § 1304.20(b), to
reflect its appropriate integration into
education services. However, because
one of the purposes of the
developmental screening is to determine
if a child requires referral for a formal
evaluation for IDEA eligibility, we
include a new proposal to reduce
unnecessary screening of children and
burdens on programs in paragraph (a)(3)
by removing this requirement for
children who already have a current
IFSP or IEP. For all other children,
paragraphs (a)(2) and (a)(4) revise the
current rule to clarify how screening
results must be used and to ensure
children who require formal evaluations
for IDEA eligibility are promptly
referred for such services. This
proposed change implements section
640(d)(3) of the Act and will reduce
current confusion among programs
about when and how screenings,
assessments, and formal evaluations
should be used and will lead to
improved services for children when
properly implemented.
In paragraph (a)(5), we propose a new
requirement to help ensure all children
receive the services they need. In some
cases, children experiencing delays in
development do not meet a State’s
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35474
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
eligibility criteria for an infant, toddler,
or child with a disability but still
exhibit delays that can be mitigated
through specific services that target the
child’s needs, such as speech therapy.
We believe it is critically important for
programs to work to meet the additional
individual needs of these children who
may be at risk for experiencing a more
substantial delay in development if
additional supports are not provided.
Therefore, we propose that if, after a
formal evaluation, a child is determined
not to be eligible for IDEA services, but
the evaluation demonstrates delays
likely to impact children’s school
readiness, the program must work with
parents to access needed services and
supports. We propose to allow program
funds to be used if other resources are
unavailable. This proposal should not
be interpreted to create a separate IFSPor IEP-like process within Head Start.
In addition, we redesignate and revise
the existing rule for developmental
assessments in current § 1304.21(c)(2) to
propose significant improvements for
the use of child assessment data in
paragraphs (b)(1) and (2). The current
rule only requires staff use ongoing
assessment of each child as one strategy
to promote and support children’s
learning and progress. We propose to
revise this requirement to ensure
programs use appropriate and highquality assessments and use the data in
an effective manner. Some of our
proposal reflects requirements in
section 641A(b) of the Act to increase
the quality of assessments.
Effective integration of ongoing child
assessment data can lead to improved
individualization of services within the
program year. Such integration allows
teachers to make necessary instructional
adjustments to meet the needs of
individual children and the classroom
as a whole.152 Therefore, we propose to
require programs conduct structured
and standardized assessments for each
child that provide ongoing feedback on
their development level and progress in
outcomes aligned with the goals
described in the Head Start Early
Learning Outcomes Framework (Birth5). We also propose to require such
assessments be designed to result in
useable information and be conducted
with sufficient frequency to allow for
individualization within the program
year, characteristics which are critical to
improving practices.153 It is important
to note that our proposal on the
152 Landry, S. H., Anthony, J. L., Swank, P. R., &
Monseque-Bailey, P. (2009). Effectiveness of
comprehensive professional development for
teachers of at-risk preschoolers. Journal of
Educational Psychology, 101(2), 448.
153 Ibid.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
frequency of assessments is not
intended to lead to unnecessarily
frequent formal evaluations of children.
Over-testing young children is
burdensome to the teacher, unnecessary
to support individualization, and does
not reflect good practice.
In paragraph (b)(3), we propose a new
requirement that we also intend to
increase the effective use of assessment
data. Though the initial screenings
within 45 days of child enrollment is
critical for catching initial concerns
about a child’s developmental status,
information from formal child
assessments conducted throughout the
year can also reveal concerns sufficient
to refer a child for a formal evaluation
by the entity that implements IDEA.
Therefore, we propose to require
programs use assessment data to
appropriately identify and address
concerns that arise throughout the year,
consistent with current § 1304.20(d).
In paragraph (c), we propose the
necessary characteristics of screenings
and assessments to ensure programs use
valid and reliable screening and
assessments in an appropriate manner.
This revision includes requirements
from section 641A(b) of the Act. In
paragraph (c)(2), we also propose new
requirements about how programs must
approach and implement screening and
assessment practices for children who
are dual language learners, in order to
address the unique aspects of dual
language development in young
children, and to ensure that screening
and assessment data are appropriately
gathered and used for these children.
Specifically, this provision would
require programs to assess dual
language learners in the language or
languages that best capture their skill
level and to assess their language
development in both their home
language and English, utilizing an
interpreter as needed. This proposal
reflects best practice already used by
many Head Start programs and research
that demonstrates that children who are
dual language learners have different
learning experiences across their two
languages. For example, a child may
learn how to count and to perform
simple number operations in Spanish
but not in English. At the same time, the
child may learn to identify animals in
English rather than in Spanish. Unlike
monolingual children, young dual
language learners may have knowledge,
skills and abilities in one of their
languages but not the other.154
154 Paradis, J., Genesee, F., & Crago, M. B. (2011).
Dual language development and disorders: A
handbook on bilingualism and second language
learning. (Second edition). Baltimore: Paul H.
Brookes.
PO 00000
Frm 00046
Fmt 4701
Sfmt 4702
Therefore, for children who are dual
language learners, screening and
assessment may need to be conducted in
both languages in order to gain a
complete understanding of these
children’s knowledge, skills and
abilities.155
In paragraph (d), we propose to
prohibit the use of assessments for
ranking, comparing, or evaluating
children, providing rewards or
sanctions or excluding children from
programs consistent with section
641A(b)(3)(B) and section 641A(b)(4)(B)
of the Act.
Section 1302.34
Parent Involvement
Parents are children’s primary and
most influential teachers, and engaging
parents in their child’s educational
services in Head Start is one of several
fundamental philosophies long held by
Head Start. Parent involvement and
engagement is addressed throughout the
many subparts of the NPRM. This
section specifically includes provisions
to ensure that center-based and family
child care programs structure their
education services to encourage parents
to engage in their child’s education.
This section is consistent with the
current regulation and does not include
any new requirements. Research shows
parent involvement this is critical to
children’s success in school.156 157 158
We redesignate and revise the
requirements so they are easier to read,
find, and implement by reorganizing
them from the many sections they exist
(current §§ 1304.21(a)(2)(i)–(ii);
1304.40(d)(2); 1304.40(e)(1); 1304(e)(5);
1306.22(e); and 1306.32(b)(9)) into this
section.
Section 1302.35 Education in HomeBased Programs
Our proposal recognizes the approach
to education in home-based programs is
equally critical to that in center-based
and family child care programs, but
necessarily quite different in its
155 Barrueco, S., Lopez, M., Ong, C., & Lozano, P.
(2012). Assessing Spanish-English bilingual
preschoolers: A guide to best approaches and
measures. Baltimore, MD: Brookes.
156 Campbell, F. A., Ramey, C. T., Pungello, E.,
Sparling, J., & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from
the Abecedarian Project. Applied Developmental
Science, 6(1), 42–57.
157 Fantuzzo, J., McWayne, C., Perry, M. A., &
Childs, S. (2004). Multiple dimensions of family
involvement and their relations to behavioral and
learning competencies for urban, low-income
children. School Psychology Review, 33(4), 467–
480.
158 McWayne, C., Fantuzzo, J., Cohen, H. L., &
Sekino, Y. (2004). A multivariate examination of
parent involvement and the social and academic
competencies of urban kindergarten children.
Psychology in the Schools, 41(3), 363–377.
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
delivery. The Act requires structured
child-focused home visiting that
promotes parents ability to support the
child’s cognitive, social, emotional, and
physical development in section
645A(i)(2)(A). Therefore, we include a
new section within this subpart to focus
solely on the educational content and
structure of home visits and group
socializations for the home-based
program option. This section
redesignates and revises the
requirements of § 1306.33(b) and (c)(1)
and (2) in the existing rule. However,
this section is significantly more
comprehensive and better reflects the
need for home visits and other homebased services to focus on improving
children’s outcomes by enabling parents
to facilitate their progress in domains
critical to school readiness. This section
mainly proposes to codify the guidance
and technical assistance we have
provided to home-based programs for
many years. Paragraph (b) clearly
describes the requirements for the
structure of home visits and retains the
requirements in current § 1306.33(b)
while aligning these requirements with
the assessment and individualization
requirements of other program models.
Specifically, we propose revisions to the
existing rule to require home visitors
use ongoing assessment data to
individualize home-visit learning
experiences. We propose to remove
current § 1306.33(b)(2) because we
clarify in proposed § 1302.20(b) that
regardless of program option, all
programs must provide a full range
services. We remove the requirement
that all program elements be provided
monthly because it is overly
prescriptive and does not allow
programs flexibility to meet individual
family needs.
Paragraph (c) proposes new
requirements for home-based curricula,
including requirements that curricula be
aligned to and be sufficiently contentrich within the Head Start Early
Learning Outcomes Framework (Birth5), and include an organized
developmental scope and sequence. We
also propose to require programs
provide appropriate staff supervision
and high quality professional
development to ensure the curriculum
is implemented effectively, in
accordance with 645A(i). As with the
center-based and family child care
options, we propose to allow programs
to implement local variations of
curricula to better meet the needs of
their families provided they continue to
meet the requirements described in
paragraph (c)(1)(i)–(ii) and (c)(2) to
ensure quality and accountability.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Paragraph (d) proposes to clarify and
expand upon the purpose of home visit
experiences, described in current
§ 1306.33(b)(1) and provides
requirements about the content of visits
to scaffold individual child and program
progress towards school readiness goals
through a home-based model. These
requirements are also written to reflect
proposed revisions to the education
requirements for the other program
models. For example, in proposed
paragraph (4), just as we do for centerbased programs, we propose that home
visits focus on the development of the
home language and provide additional
experiences in English for infant and
toddler dual language learners; and we
propose requirements that home visits
focus on both English language
acquisition and continued development
of the home language for preschool age
dual language learners. In addition, we
propose to redesignate and revise
current § 1306.33(c)(1) through (2) in
paragraph (e) to better describe the
requirements for group socialization
activities for all children, and for
preschoolers in particular. Finally, in
paragraph (f), we propose to clarify the
requirement that home-based programs
engage in screening and assessment as
proposed for center-based and family
child care options (§ 1302.33) to ensure
these important services are also being
delivered to children receiving the
home-based option.
Health Program Services; Subpart D
(Currently Part 1304, Subpart B,
Portions of Part 1304, Subpart D; Part
1306 Subpart C, and § 1306.25)
This NPRM updates the existing Early
Childhood Development and Health
Services subpart (part 1304, subpart B)
by including provisions related only to
health, nutrition, and mental health and
by updating, reorganizing, and
streamlining requirements in order to
make the rules easier to find, follow,
and implement. This includes
redesignating the sections related to
education, and developmental screening
and assessment into a new proposed
subpart C of part 1302, Education and
Child Development Program Services;
redesignating language regarding
individualization of services into
proposed subpart F of part 1302,
Additional Services for Children with
Disabilities as well as subpart C; and
reorganizing the entire Health Program
Services subpart for the sake of
transparency, clarity, and improved
implementation. The Early Childhood
Development and Health Services
subpart in the existing rule is organized
in a confusing manner that does not
clearly delineate the services, or outline
PO 00000
Frm 00047
Fmt 4701
Sfmt 4702
35475
the chronological steps programs are
required to take to deliver those
services. To remedy this confusion, we
propose to restructure the existing Early
Childhood Development and Health
Services subpart to clearly delineate the
steps that will ensure programs deliver
services that promote the overall health
of all children.
We propose to retain and streamline
a majority of the policy requirements
under the existing subpart. Specifically,
we retain the core health services,
including screening, ongoing care, and
follow-up care as required by the Act
(42 U.S.C. 9831). We propose to retain
these requirements both because the Act
clearly links health, mental health, and
nutritional services to the purpose of
Head Start, and because research has
demonstrated a strong link between
child health, school readiness, and longterm outcomes.159 160 161
We propose the most substantial
changes in §§ 1302.42, 1302.45, 1302.46,
and 1302.47. We also propose several
important additions. Specifically, we
propose to highlight oral health as well
as the content of parent education in
health more explicitly than in the
existing rule by creating new sections
that outline requirements in each of
these areas. Finally, given the critical
importance of mental health, we
propose to strengthen the provisions of
the existing rule to better reflect best
practice in the proposed rule to ensure
mental health services are used to
improve classroom management and to
effectively address challenging
behaviors when they arise. In their
totality, these proposed changes reflect
the overarching goals of the NPRM to
improve clarity so that both existing
grantees and prospective grantees can
easily determine expectations, reduce
bureaucratic burden on programs, and
improve service delivery.
Section 1302.40 In General
We propose to open the Health
Program Services subpart D with a new
‘in general’ statement that explicitly
states the goal of the subpart, which is
to ensure that programs provide high
quality health, mental health, and
nutrition services, as well as the
purpose of such services, which is to
support each child’s growth and school
readiness.
159 Currie, J. M. (2005). Health disparities and
gaps in school readiness. The Future of Children,
15(1), 117–138.
160 Janus, M., & Duku, E. (2007). The school entry
gap: Socioeconomic, family, and health factors
associated with children’s school readiness to learn.
Early Education and Development, 18(3), 375–403.
161 Bruner, C. (2009). Connecting child health and
school readiness (Issue Brief No. 9). Denver, CO:
The Colorado Trust.
E:\FR\FM\19JNP2.SGM
19JNP2
35476
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.41 Collaboration and
Communication With Parents
We believe communication and
collaboration with Head Start parents is
fundamental to the delivery of all Head
Start health services. The placement of
this section at the forefront of this
subpart and the consolidation of its core
elements better communicates its
critical importance to programs and the
public. In this NPRM, the requirements
for programs to communicate and
collaborate with parents with regard to
their children’s health is written to
reflect the applicability and importance
of parental communication,
collaboration, permission, and input for
the services described throughout the
entire Health subpart. In this section, we
propose to redesignate §§ 1304.20(e) and
1304.23(b)(4), and concepts from
§ 1304.24(a)(1). Some of these concepts
are also represented, with regard to
parent education services in § 1302.46
of the proposed rule, which are
described below. Specifically, paragraph
(b) proposes requirements for programs
to obtain advance parent or guardian
authorization for all health and
developmental procedures, such as
vision and auditory screenings and the
administration of any medications, to
assist parents in communicating with
their children’s physician effects of
medication on a child’s behavior, and to
share policies for health emergencies
that require rapid response or
immediate medical attention.
Section 1302.42 Child Health Status
and Care
In the existing rule, section § 1304.20,
is organized in a confusing manner
because it does not make the required
services, or the chronological order of
the steps within those services clear.
The existing rule conflates requirements
that are related to extended follow-up
and care with those of initial screening
and ongoing care. This proposed section
clearly delineates the several explicit
steps. In paragraph (a), within 30
calendar days, programs must determine
whether each child has an appropriate
source of ongoing care and health
insurance coverage and, if not, assist the
parents in accessing each. In paragraph
(b), programs must determine whether
children are up to date on schedules of
immunizations and well-child care,
within 90 calendar days, and, if not,
assist parents in getting children up to
date or if necessary, directly facilitate
the provision of health services for
children with parental consent. This
direct facilitation could be
accomplished by, for example,
providing transportation to parents,
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
bringing a health care provider to the
program or organizing a field trip to the
local health center. We believe the
additional proposed requirement for
program to directly facilitate health
services, if necessary, is central to
ensuring all children are up-to-date,
especially with critically important
vaccinations, with parental consent.
Under paragraph (b)(2) programs must
ensure children are screened for health
problems, including visual and auditory
concerns, and assist parents in accessing
care for any identified issues. Finally, in
paragraph (c)(2), programs must monitor
the implementation of follow-up care
and monitor children for new and/or
recurring health problems. Each of these
four steps is also required in the existing
rule, but their individual roles, as well
as their order, is difficult to decipher in
the existing structure. The explicit
inclusion of health insurance also
codifies long standing practice since
linking families with health insurance is
a critical step in helping link them with
a provider, but, given its critical
importance and the increased
availability of coverage, we think being
explicit on this requirement is
important. We maintain each of these
steps because research has shown that
children who participate in a consistent
schedule of well child care and
immunizations are more likely to stay
healthy and engage in program
activities, leading to improved school
readiness.162
In addition to this general
reorganization, we propose several
language and policy changes to the
existing rule in this section.
Specifically, we propose to reduce the
timeframe for determining whether a
child has an appropriate source of
health care to 30 days. As in the existing
rule, we still propose to give programs
90 days to assist parents in accessing
such a source of care and to ensure
children are up to date with Early
Periodic Screening, Diagnosis, and
Treatment (EPSDT). We do, however,
propose to add language to clarify that
an appropriate source of ongoing care
must maintain health records and
cannot operate primarily as an
emergency room or urgent care facility,
because research has shown that
families who have an ongoing source of
continuous care that maintains their
health records are more likely to attend
well child visits, know what to do when
their child is sick, and seek appropriate
162 Bruner, C. (2009). Connecting child health and
school readiness (Issue Brief No. 9). Denver, CO:
The Colorado Trust.
PO 00000
Frm 00048
Fmt 4701
Sfmt 4702
care for illnesses or health concerns.163
In paragraphs (b)(3) and (b)(4), we also
propose to reduce to 30 days the time
frame programs have to determine
whether a child is up to date with
EPSDT for children in programs that
operate less than 90 days.
Per the changes described in the
overview of this subpart, we propose to
redesignate the requirements in the
existing rule that describe
developmental and behavioral
screenings and assessments into a new
subpart C of part 1302 in the proposed
rule, because those screenings and
assessments are most directly related to
educational services. We do propose to
retain sensory screenings and other
health related diagnostics tests,
including those related to nutritional
status, in this section because these
screenings and tests must be included in
high quality health service delivery. We
also propose to redesignate the
requirements in the existing rule that
such screenings be sensitive to each
child’s background (§ 1304.20(b)(1)) to
§ 1302.23(c)) and revised them to reflect
that this is a core characteristic of an
appropriate screening or assessment in
subpart C in this part. In paragraphs (d)
and (e), we propose to redesignate and
revise requirements related to ongoing
care and extended follow up and
treatment from §§ 1304.20 and 1304.22
in the current rule for clarity and
transparency.
Finally, we propose to redesignate
§ 1304.20(f) and incorporate its key
concepts—the importance of
individualizing developmental
services— to the proposed Additional
Services for Children Eligible for IDEA
subpart as well as the Education and
Child Development Program Services
subpart. Given this redesignation, it was
determined that health services are
individualized by design, and thus the
current § 1304.20(f) was no longer
relevant in this section or subpart.
Section 1302.43 Tooth Brushing
In this section, we describe the oral
hygiene requirements during program
hours. The requirements delineated
within this section are not new. Rather,
we redesignate and revise the current
provisions in § 1304.23(b)(3), to more
accurately reflect the expectations for
hygiene practices upon which programs
are monitored, namely ensuring
children brush their teeth during
program hours. Research has
documented a link between oral health
163 Herman, A., & Jackson P. (2011). Empowering
low-income parents with skills to reduce excess
pediatric emergency room and clinic visits through
a tailored low literacy training intervention. Journal
of Health Communications, 15(8), 895–910.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
and specifically dental pain, and
children’s attendance in preschool
programs, as well as their ability to
effectively engage in classroom
activities.164 165 166 167 While the existing
rule specifies that oral hygiene should
be promoted in conjunction with meals,
we propose to remove this concept to
give programs greater flexibility to
determine how best to meet this
requirement. Throughout the NPRM, we
also propose to revise ‘dental’ to ‘oral
health’ to reflect current medical
terminology.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.44 Child Nutrition
Under section 641A(a)(1) of the Act,
the Secretary must establish
performance standards with respect to
nutritional services. To implement this
requirement, as with other sections of
this subpart, we retain the majority of
the requirements of the existing rule in
this section through a reorganized
structure. Specifically, in the proposed
rule, we restructure the child nutrition
section to solely reflect nutritional
services programs provide directly to
children, and as a result we propose to
limit it to the provisions contained in
§ 1304.23(b), as well as § 1304.23(c)(5)
and (6) in the existing rule. In this vein,
we propose to redesignate and
restructure current § 1304.23(a) and
§ 1304.23(b)(4) such that all nutritional
assessments are incorporated into child
health status, as nutritional status is an
integral part of child health status. In
addition, we propose to redesignate
§ 1304.23(c)(1) through (4) and
§ 1304.23(c)(7) in the proposed rule to
the more appropriate placement in
section § 1302.31(c) in the proposed
Education subpart because the concepts
captured by the existing requirements
are meant to convey the importance of
utilizing meal time as an opportunity for
children to continue to learn. We also
redesignate some provisions in the
existing rule to proposed sections on
safety practices in § 1302.47 (e.g. food
sanitation) and standards of conduct in
§ 1302.90(c) (e.g. food may not be used
164 Abanto, J., Carvalho, T. S., Mendes, F. M.,
¨
Wanderley, M. T., Bonecker, M. and Raggio, D. P.
(2011), Impact of oral diseases and disorders on oral
health-related quality of life of preschool children.
Community Dentistry and Oral Epidemiology, 39,
105–114. doi: 10.1111/j.1600–0528.2010.00580.x
165 U.S. General Accounting Office. (2000). Oral
Health: Dental Disease Is a Chronic Problem Among
Low Income and Vulnerable Populations.
Washington, DC: General Accounting Office.
166 Schechter N. 2000. The impact of acute and
chronic dental pain on child development. Journal
of the Southeastern Society of Pediatric Dentistry
6(2), 16.
167 Altarum Institute. 2007. Issue Brief: Oral
Health Is Critical to the School Readiness of
Children in Washington, DC. Washington, DC:
Altarum Institute.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
as punishment or reward) as those
sections are more appropriate, given the
reorganization of the proposed rule.
In sum, in § 1302.44(a)(2) we propose
to maintain the substantive policies
contained within the Nutritional
Services section at existing § 1304.23(b)
and § 1304.23(c)(5) and (6) of the
existing rule in this section of the
proposed rule with minimal
restructuring to improve clarity. We
maintain these policies because research
demonstrates that one in every five
children in America is living in a
household without access to adequate
food 168 (that rate is likely much higher
among the low-income families Head
Start serves) and that children who are
well nourished are better able to grow
and learn.169 Additionally, we also
redesignate § 1304.40(c)(3) in the
existing rule, which requires programs
to make accommodations for mothers
who wish to breastfeed in a center, to
this section, as it is directly related to
the nutritional needs of infants and
research has clearly established the
benefits of breastfeeding.170 In
paragraph (b), we propose to redesignate
§ 1304.23(b)(i) from the current rule
regarding payment sources for
nutritional services.
Section 1302.45
Child Mental Health
In this section, we propose to
redesignate and revise the existing
section § 1304.24, which focuses on
child mental health services, to be more
explicit about program requirements
while focusing on supporting positive
teacher-child interactions and child
emotional well-being. Consistent with
the approach throughout this proposed
subpart, we propose to redesignate and
revise all parent education requirements
for mental health into the proposed
§ 1302.46 Family Support Services for
Health, Nutrition, and Mental Health.
To improve how programs use mental
health consultants, we propose to
specify that mental health consultants
must be engaged in supporting teachers
for effective classroom management,
formulating and implementing strategies
for supporting children with
challenging behaviors, and facilitating
community partnerships in mental
health. We also propose to remove the
requirement that mental health
168 Share Our Strength. (2013). Childhood Hunger
in America. Washington, DC: Author.
169 California Childcare Health Program. (2006).
School readiness and health. San Francisco, CA:
University of California, San Francisco School of
Nursing, Department of Family Health Care
Nursing.
170 National Women’s Health Information Center.
(n.d.) The Comprehensive Benefits of Breastfeeding.
Washington, DC: Author.
PO 00000
Frm 00049
Fmt 4701
Sfmt 4702
35477
consultants be utilized on a schedule of
‘sufficient frequency’ (§ 1304.24(a)(2) in
the existing rule). In fact, we do not
propose to include any prescribed
schedule of mental health consultation
for every program because we believe
this causes undue burden to programs
without adequate evidence of the most
effective timing of such services. Rather,
in paragraph (b)(2) we propose to
maintain some flexibility for programs
to determine the best way to guarantee
access to mental health consultants for
the purposes we propose to explicitly
delineate.
Early childhood mental health, or
healthy emotional well-being, has been
clearly linked to children’s school
readiness outcomes, and research
estimates that between 9 percent and 14
percent of young children experience
mental health, or social and emotional,
issues that negatively impact their
development.171 As a result, in
paragraph (b)(1), we propose to require
mental health consultation to support
teachers because warm and responsive
teacher practices and effective
classroom management are critical to
helping young children maintain or
achieve healthy emotional well-being
and to creating a classroom environment
conducive to learning.172 173 Research
has demonstrated the benefits of mental
health consultation services for child
behavior and staff job satisfaction and
efficacy in early childhood
programs.174 175 176 This research
suggests that in order to achieve its
mission, the Office of Head Start must
ensure that programs are addressing the
mental health needs of enrolled
children and that programs promote
171 Brauner, C. B., & Stephen, B. C. (2006).
Estimating the prevalence of early childhood
serious emotional/behavioral disorder. Public
Health Reports, 121, 303–310.
172 Hair, E., Halle, T., Terry-Humen, E., Lavelle,
B., & Calkins, J., (2006). Children’s School
Readiness in the ECLS–K: Predictions to Academic,
Health, and Social Outcomes in First Grade, Early
Childhood Research Quarterly, 21(4), 431–454.
173 Raver, C.C., & Knitzer, J. (2002). Ready to
Enter: What Research Tells Policymakers about
Strategies to Promote Social and Emotional School
Readiness among Three- and Four-Year-Old
Children. National Center for Children in Poverty,
New York, NY.
174 Gilliam, W.S., & Golan, S. (2006). Preschool
and child care expulsion and suspension: Rates and
predictors in one state. Infants and Young Children,
19(3), 228–245.
175 Perry, D. F., Dunne, M. C., McFadden, L., &
Campbell, D. (2008). Reducing the risk for
preschool expulsion: Mental health consultation for
young children with challenging behaviors. Journal
of Child and Family Studies, 17(1), 44–54.
176 Brennan, E. M., Bradley, J. R., Allen, M. D., &
Perry, D. F. (2008). The evidence base for mental
health consultation in early childhood settings:
Research synthesis addressing staff and program
outcomes. Early Education and Development, 19(6),
982–1022.
E:\FR\FM\19JNP2.SGM
19JNP2
35478
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
healthy emotional well-being through
all program services, especially through
teachers.177 The revisions we propose to
the existing rule convey the critical
importance of child mental health and
emotional well-being and make the
requirements for programs significantly
clearer, without increasing bureaucratic
burden.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.46 Family Support
Services for Health, Nutrition, and
Mental Health
In this section, we propose to
redesignate and consolidate all
provisions from the existing rule that
address health education and support
services that must be delivered to
families. The proposed redesignation of
each of these provisions into paragraph
(b) would provide greater clarity and
transparency regarding these
requirements. In paragraph (a), we
propose to create a standalone section to
enumerate program requirements for
education and assistance to parents
related to health needs in the proposed
rule. By doing this, we highlight the
critical importance of parental health
literacy, defined as a parent’s
knowledge and understanding about
basic health topics as well as their
ability to navigate health systems,178
which has been linked to health and
long-term outcomes of young
children.179 In 2009, a systematic
review of the literature revealed a link
between low parental health literacy
and child health outcomes and found
evidence that interventions providing
written materials and counseling can
increase parental health knowledge and
improve health behaviors.180 This
research, paired with research that
documents a strong link between child
health and later educational
success,181 182 183 suggests that
177 Raver, C.C., & Knitzer, J., (2002). Ready to
Enter: What Research Tells Policymakers about
Strategies to Promote Social and Emotional School
Readiness among Three- and Four-Year-Old
Children. National Center for Children in Poverty,
New York, NY.
178 U.S. Department of Health and Human
Services, Office of Disease Prevention and Health
Promotion. (2010) National Action Plan to Improve
Health Literacy. Washington, DC.
179 Herman, A., & Jackson P. (2011). Empowering
low-income parents with skills to reduce excess
pediatric emergency room and clinic visits through
a tailored low literacy training intervention. Journal
of Health Communications, 15(8), 895–910.
180 Dewalt, D.A., & Hink, A., (2009). Health
Literacy and Child Health Outcomes: A Systematic
Review of the Literature. Pediatrics, 124(3), 265–
274.
181 Currie, J., (2009). Healthy, wealthy, and wise:
Socioeconomic status, poor health in childhood,
and human capital development. Journal of
Economic Literature, 47(1), 87–122.
182 Hair, E., Halle, T., Terry-Humen, E., Lavelle,
B., & Calkins, J., (2006). Children’s School
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
improving parental health literacy has
the potential to improve children’s
school readiness and long-term
outcomes, and that Head Start can play
a critical role in improving child health
and school readiness by directly
addressing parental health literacy.184 In
paragraph (b), we propose to redesignate
and revise elements at § 1304.40(f) in
the current rule.
The proposed redesignation of each of
these provisions into this section would
provide greater clarity and transparency
regarding these requirements. We
propose only two new requirements.
The first is a requirement that programs
provide opportunities for parents to
learn about healthy pregnancy and
postpartum care. This new requirement
would reflect the importance of prenatal
and postpartum care for healthy child
development and a renewed focus on
ensuring that programs reach as many
pregnant women as possible, either
directly by providing Early Head Start
services to them, or through education
when another child is enrolled. The
second is a requirement that programs
inform parents of opportunities to
access health insurance. We propose
this new requirement because parental
health insurance is a significant
predictor of child health insurance and
that children will get timely health care.
Section 1302.47
Safety Practices
In this section, we propose to
redesignate all provisions related to
safety practices from §§ 1304.22,
1304.23(e), 1304.52, 1304.53, and
1306.25(b) and (c) of the existing rule.
Maintaining basic health and safety
practices is essential to ensuring high
quality care so we propose strong safety
practices and procedures that will
ensure the health and safety of all
children. In some instances, we move
away from prescribing extensive detail
when such level of regulation is
unnecessary to maintain a high standard
of safety and too inflexible to allow for
growth in standard safety practices. This
flexibility allows programs to adjust
their policies and procedures according
to the most up to date information about
how to keep children safe.
In paragraph (a), we propose that
programs establish, train staff on,
implement, and enforce health and
Readiness in the ECLS–K: Predictions to Academic,
Health, and Social Outcomes in First Grade, Early
Childhood Research Quarterly, 21(4), 431–454.
183 Bruner, C. (2009). Connecting child health and
school readiness (Issue Brief No. 9). Denver, CO:
The Colorado Trust.
184 U.S. Department of Health and Human
Services, Office of Disease Prevention and Health
Promotion. (2010). National Action Plan to Improve
Health Literacy. Washington, DC: Author.
PO 00000
Frm 00050
Fmt 4701
Sfmt 4702
safety practices that ensure children are
safe at all times. This places a greater
emphasis on ongoing administrative
oversight and staff training than current
regulations and should lead to better
systems and practice when
implemented. To ensure programs are
equipped with adequate instruction on
how to keep all children safe at all
times, we propose programs consult a
new ACF resource in this section,
Caring for Our Children Basics,
available at https://
www.federalregister.gov/articles/2014/
12/18/2014-29649/caring-for-ourchildren-basics-comment-request.
Caring for Our Children Basics is a set
of recommendations, which is intended
to create a common framework to align
basic health and safety efforts across all
early childhood settings. Caring for Our
Children Basics is based on Caring for
Our Children: National Health and
Safety Performance Standards;
Guidelines for Early Care and Education
Programs, Third Edition,185 a document
produced with the expertise of
researchers, physicians, and
practitioners working with the
American Academy of Pediatrics,
American Public Health Association,
National Resource Center for Health and
Safety in Child Care and Early
Education, and the Maternal and Child
Health Bureau in the Department of
Health and Human Services.
In paragraph (b), we propose health
and safety requirements for facilities,
equipment and materials, background
checks, staff safety training, safety
practices staff must follow, hygiene
practices, administrative safety
procedures, and disaster preparedness
plans. The proposed requirements are
informed by research and best
practice.186 187 188 189 190 191 192 193 We
185 https://cfoc.nrckids.org.
186 Carr, K. (2012). American Academy of
Pediatrics issues policy statement on pesticide
exposure in children. University of Washington,
Seattle, WA.
187 U.S. Department of Health and Human
Services. The Health Consequences of Involuntary
Exposure to Tobacco Smoke: A Report of the
Surgeon General. (2006). Rockville, MD: Author.
188 Kieran J., Phelan, K. J., Khoury, J., Kalkwarf,
H., & Lanphear, B. (2005). Residential injuries in
U.S. children and adolescents. Public Health
Reports, 120, 65–70.
189 Ibid.
190 Simasek, M., & Blandino, D. (2007). Treatment
of the common cold. American Family Physician,
75(4), 515–520.
191 Nandrup, B. I. (2011). Comparative studies of
hand disinfection and handwashing procedures as
tested by pupils in intervention programs.
American Journal of Infection Control, 39(6), 450–
455.
192 Mulay, D. A. Keeping All Students Safe: The
Need for Federal Standards to Protect Children from
Abusive Restraint and Seclusion in Schools.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
propose to require that programs
develop and implement a system of
management, training, ongoing
oversight, correction and continuous
improvement adequate to ensure child
safety. Additionally, we propose to
require that all facilities for center-based
programs meet licensing requirements
and all family child care programs be
licensed to maintain a minimum level of
safety. This section references these
proposed requirements, which are
found in 1302.21(d)(1) and § 1302.23(d)
of the proposed rule. Finally, in
paragraph (c), we propose to require all
programs report any safety incidents in
accordance with proposed
§ 1302.102(d)(1)(iii). We specifically
request comment on this section in
regard to whether we include the
appropriate areas of health and safety
and whether we include the appropriate
amount of specificity for these proposed
requirements.
Additional safety practices related to
background checks; standards of
conduct including Head Start specific
supervision requirements and
prohibitions on seclusion and restraint;
vaccination; and transportation are
retained and strengthened in the
appropriate subparts throughout the
proposed standards to ensure child
safety.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Family and Community Partnership
Program Services; Subpart E (Currently
§§ 1304.40 and § 1304.41)
This subpart proposes requirements
programs must implement to partner
with families and communities. Family
engagement is central to the mission of
Head Start and Early Head Start. This is
reflected in how we integrate familyand parent- related requirements
throughout the existing and proposed
rule. To improve clarity and
transparency, we propose to broadly
restructure, revise and redesignate most
of the provisions from § 1304.40 and
§ 1304.41 in the existing rule, under a
new subpart E, entitled Family and
Community Partnership Program
Services. In this new subpart, we
propose to revise the existing rule to
include only the requirements for
general approaches to family
engagement, parent services to promote
child development, family partnership
services, and community partnerships.
We also propose changes to improve the
quality of these services.
193 Dunlap, G., Ostryn, C., & Fox, L. (2011).
Preventing the Use of Restraint and Seclusion with
Young Children: The Role of Effective, Positive
Practices. Issue Brief. Technical Assistance Center
on Social Emotional Intervention for Young
Children.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
To make it easier both for programs to
implement and for the public to
understand the broad range of Head
Start family services and involvement,
we propose to redesignate family
services requirements from §§ 1304.40
and 1304.41 of the existing rule to the
subparts that are the most relevant. For
example, we propose to redesignate and
revise § 1304.40(c) of the existing rule,
which addresses the services that must
be provided to enrolled pregnant
women, into its own subpart (subpart H)
in the proposed rule. Similarly, we
propose to redesignate and revise
§§ 1304.40(h) and 1304.41(c) of the
current rule, both of which address
transition services, to their own subpart
focused solely on transitions services
(subpart G). This proposed
reorganization improves clarity about
what we expect programs to deliver and
properly elevates the importance of
transition services to providing high
quality early education. In addition, we
propose to redesignate and revise
§ 1304.40(f), which addresses parent
involvement in health nutrition, and
mental health education, to § 1302.46
Family Support Services for Health,
Nutrition, and Mental Health in the
proposed subpart D (Health Services).
In addition to the reorganization
described above, we propose policy
revisions to improve the quality of
family services and update community
partnerships. We propose to better
integrate family engagement practices
into all aspects of programs and increase
use of research-based strategies. In
addition, we propose to clarify the
expected outcomes of effective family
engagement: Enhanced parenting skills,
increased parental engagement in child
learning and development, and
improved family well-being in order to
support child learning. Moreover, we
propose to eliminate requirements for
written plans, increase our focus on
outcomes, and increase local flexibility
to better match resources with family
needs. We also propose revisions to
community partnerships as required by
the Act. These revisions will reduce
bureaucratic burden and clarify that
community partnership priorities
should be driven by family needs and
goals.
Section 1302.50 In General
This section proposes the
fundamental requirements that apply
broadly to all parent and family
engagement activities as well as general
parent and family practices in Head
Start and Early Head Start programs.
These fundamental requirements are
consistent with long-standing Head
Start philosophy about the importance
PO 00000
Frm 00051
Fmt 4701
Sfmt 4702
35479
of parents in the Head Start mission.
Some provisions are retained from the
current rule and others are updated to
reflect best practice and lessons from
research.
In paragraph (a), we propose to
require programs to integrate parent and
family engagement strategies into all
systems and program components. We
envision program leadership playing an
important role in this intentional
integration so that all staff value and
understand how to support and engage
parents and families. Specifically, we
propose to require programs to
implement strategies into all systems
and program components and develop
community partnerships that will
support family well-being in order to
promote child learning and foster
parental confidence and skills in ways
that promote child learning and
development. In parts of this section, we
propose to retain some provisions with
slight revisions, including current
§ 1304.40(a)(5), which requires staff to
respect family diversity and cultural
and ethnic backgrounds, and current
§ 1304.40(d)(3), which requires
programs to provide parents with
opportunities to participate as
employees or volunteers.
In addition, we propose new
requirements that reflect research and
best practice. For example, in
§ 1302.50(b)(1), we propose to require a
greater emphasis on supporting regular
child attendance because this is central
to improving child outcomes in Head
Start. Emerging research demonstrates a
link between higher attendance rates in
preschool and school readiness for
kindergarten.194 Although about half of
the days young children miss in
preschool are likely due to illness,
recent research in Chicago indicates that
missed days may also be explained by
other challenges, such as transportation,
child care, and other demands on the
family that make it difficult for the
parent to secure child attendance.195
The proposed change requires programs
to work with parents to determine how
best to address attendance issues. This
important new emphasis is further
strengthened by additional systemic
requirements for programs to promote
regular attendance in § 1302.16 in the
proposed rule.
194 Magnuson, K.A., Meyers, M.K., Ruhm, C.J.,
Waldfogel, J., (2004). Inequality in preschool
education and school readiness. American
Educational Research Journal, 41(1), 115–157.
195 Erlich, S.B., Preschool Attendance in Chicago
Public Schools: Relationships with Learning
Outcomes and Reasons for Absences, The
University of Chicago Consortium on Chicago
School Research, 2013.
E:\FR\FM\19JNP2.SGM
19JNP2
35480
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
In paragraph (b)(3) we propose to
require programs to implement an
intentional focus on father involvement
in their children’s early learning and
development because it has been linked
to improve child outcomes.196 For
example, a study of Early Head Start
families found that father engagement
was associated with increased security
and exploration among toddlers and
stronger math and reading skills in the
fifth grade.197
In paragraphs (b)(5) and (6), we
propose to add language to ensure
programs allow families a choice in
where they share personal information
and have procedures for communication
between family service, education staff,
and home visiting staff to share
information relevant to best meet the
needs of children and families.
Section 1302.51 Parent Activities To
Promote Child Learning and
Development
In this section, we propose revisions
to existing requirements in § 1304.40(e)
describing the parent activities
programs must provide to promote child
learning and development in order to
give more local flexibility to programs
in determining the best way to meet the
individual needs of families they serve.
We also propose revisions to strengthen
the quality of services by requiring
programs offer parents opportunities to
participate in a research-based parenting
curriculum. The existing rule does not
require research-based approaches, and
we believe some parent activities
programs provide do not have the
impact that research shows is possible.
Positive parent-child relationships are
fundamental to the goal of promoting
child learning and development. In
paragraph (a) in this section, we propose
to strengthen the longstanding
commitment in Head Start and Early
Head Start to promoting parenting skills
with the incorporation of key concepts
that have emerged in recent research:
parental efficacy or confidence and
parenting education that is designed to
model targeted skills. Programs can and
should provide supportive
environments for parents and families
that help them develop positive views
of themselves as parents and the
knowledge and skills to effectively
foster the healthy development and
196 Fagan, J., & Iglesias, A. (1999). Father
involvement program effects on fathers, father
figures, and their Head Start children: A quasiexperimental study. Early Childhood Research
Quarterly, 14(2), 243–269.
197 Cook, G.A., Roggman, L.A., & Boyce, L.K.
(2011). Fathers’ and mothers’ cognitive stimulation
in early play with toddlers: Predictors of 5th grade
reading and math. Family Science, 1(2), 131–145.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
early learning of their children.
Interactions with staff, opportunities to
form peer relationships, and access to
information and supports can support
parental confidence.
Specifically, in proposed § 1302.51(b),
we propose a new requirement that all
parents be offered the opportunity to
practice and enhance parenting skills
through participation in a researchbased parenting curriculum. We believe
this will improve the effectiveness of
parent services aimed at enhancing
parenting skills that support child
learning and development.198 According
to testimony by Dr. Hirokazu Yoshikawa
for the Senate Committee on Health,
Education, Labor and Pensions,
programs with a parenting focus
augment preschool effectiveness only if
it they provide parents with modeling of
positive interactions or opportunities for
practice with feedback.199 One metaanalysis found that early childhood
programs that simply provide parenting
information had little to no effects,
whereas programs that implemented
intensive efforts in which desired
behaviors are modeled and gave parents
opportunities to practice had more
significant gains.200
Section 1302.52
Services
Family Partnership
In this section, we propose to revise
and redesignate parts of § 1304.40(a)
and (b) of the existing rule that govern
what were formerly named family
partnership plans, to clarify the ongoing
and strength-based nature of these
services, to enumerate a specific
sequence of activities programs are to
offer families, and to allow more local
flexibility in serving families. Existing
regulations do not identify the key areas
for engagement nor permit local
flexibility to meet family needs. We
envision a family partnership services
approach that continues to be initiated
as early as possible, is clearly shaped by
parent interest and need, but effectively
targets program and staff resources to
ensure appropriate levels of intensity of
services. We believe these proposed
revisions increase local flexibility to
meet family needs while placing a
greater emphasis on measurable
198 The National Center on Parent Family and
Community Engagement, Research to Practice
Series, Positive Parent-Child Relationships, 2013.
199 Yoshikawa, H. Testimony to the Senate HELP
Committee—Full-Committee Hearing on Supporting
Children and Families through Investments in
High-Quality Early Education, February 6, 2014.
200 Shonkoff, J. (2013). Minds (Still) Wide Open:
Sharpening our Theory of Change and Advancing
the Frontiers of Innovation. Presentation to
Frontiers of Innovation Community Workshop,
Boston, MA.
PO 00000
Frm 00052
Fmt 4701
Sfmt 4702
outcomes, which should lead to more
targeted and effective service delivery.
We propose revisions to the family
partnership agreement process in this
section to de-emphasize the
development of a single written plan
and instead require programs to offer
individualized linkages to services
based on family strengths and needs.
Our intention is to require programs to
analyze what they learn from families
about their strengths and needs on an
ongoing basis and tailor program family
engagement and support strategies and
resources as needed. We also make clear
in § 1302.52(c) that, while we propose to
require all families be offered
opportunities for individualized family
partnership services, programs must
take into account the urgency and
intensity of family needs as well as their
own program’s capacities and triage
services as appropriate. Our proposal
would give programs the flexibility they
need to able to respond to the range of
enrolled families’ needs, whether the
family is homeless or financially stable;
well-functioning or in crisis.
In paragraph (b), we propose new
requirements that programs implement
intake and enrollment procedures that
capture important information about
family strengths and needs according to
family outcomes outlined in the Head
Start Parent Family and Community
Engagement Framework, as appropriate.
These new requirements make clear that
information collected is just the first
step of an ongoing process of
collaborating with families to identify,
prioritize, and access services and
supports that are appropriate to address
identified strengths and needs, and, if
desired, work toward family goals. The
proposed requirements also give
programs the leeway to judge how best
to match program and staff resources
according to intensity and urgency of
needs and goals. Programs must be able
to measure progress in meeting
identified needs and goals and work
with parents to identify other actions if
necessary. Finally, in proposed
paragraph (d), we revise § 1304.40(a)(3)
in the existing rule, to acknowledge that
programs and families operate within a
larger community context. We propose
to require that programs are aware of
existing plans developed by other
community agencies and help families
access needed resources from other
entities in the community, if available,
in order to avoid duplication of effort.
Section 1302.53 Community
Partnerships
This section redesignates and revises
§ 1304.41(a) and (b) of the existing rule,
that address community partnerships
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
and advisory committees, with
additions required by the Head Start
Act, language updates to streamline
existing provisions, and adds new
provisions on coordination with state
and local Quality Rating and
Improvement Systems and agencies
funded for early childhood data systems
and K–12 statewide data systems (e.g.,
State Longitudinal Data Systems). We
propose to update the existing
regulations on community partnerships
to reflect the development of an array of
services since Head Start’s inception.
Although in some communities there
may be many more potential partners
than previously, there continues to be a
need for coordination of services for
families. We believe Head Start agencies
must play an evolving leadership role to
coordinate and build local systems as
they provide complementary services on
behalf of Head Start and Early Head
Start children and families.
We intend to strengthen community
partnership activities in several
additional ways. In § 1302.53(a), we
propose to remove documentation
requirements and place a greater focus
on active implementation. This would
reduce bureaucratic burden that is more
about process than action. Additional
changes in § 1302.53(a) and (b) propose
create a more direct connection between
the family partnership services
described in this subpart and how
programs prioritize the formation of
community partnerships. This further
clarifies that community partners that
can advance family needs and goals,
including those for improving family
economic well-being and stability,
education and credentials, and assetbuilding, should be prioritized as
needed.
In addition, in § 1302.53(b) we
propose to add types of providers with
which programs should engage in
collaborative relationships and
partnerships. This includes providers of
services to homeless children and
families, domestic violence prevention
and support, substance abuse
prevention, mental health, providers of
pre- and post-natal support, Temporary
Assistance for Needy Families agencies,
and workforce development and
training programs; family literacy, adult
education, and post-secondary
education institutions. Some of these
additional partners are proposed as
required in section 645A(b)(11) and
section 642(e) of the Act, others reflect
best practices from the Parent and
Community Engagement Framework,201
and others from recommendations from
the Advisory Committee on Head Start
Research and Evaluation.202
We propose three additional changes
in this section. First, in § 1302.53(c), we
propose to retain the requirement that
programs must have health advisory
committees and we propose to remove
language about an option to have other
advisory committees. This streamlined
proposal reduces unnecessary
redundancy. Second, in § 1302.53(d),
we reflect a provision described in
section 642(e)(5) of the Act that requires
a program to enter into a memorandum
of understanding with the appropriate
local entity responsible for managing
publically funded preschool programs
in the service area. This has been in
effect since 2008 and does not reflect a
new requirement on programs. Finally,
we propose a new provision that
programs should participate in state or
local Quality Rating and Improvement
Systems if they have been validated to
show that the tiers in the State’s Tiered
Quality Rating and Improvement
System accurately reflect differential
levels of quality, are related to progress
in learning and development, and build
toward school readiness and if Head
Start programs can participate in the
same way as other early childhood
providers in the area. We considered
making this a stronger requirement that
programs must participate and are
seeking comment on whether that
would be a better approach. We are also
specifically requesting comment on
whether this provision will assist in
improving information for parents and
the quality of services for children or
will create an undue burden on
programs and duplication in
monitoring. We are also specifically
requesting comments on whether the
Quality Rating and Improvements
Systems have been appropriately
validated, the results are publicly
available and we should limit the
proposal for Head Start participation in
Quality Rating and Improvement
Systems to systems that meet these or
other requirements.
201 https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/
family.
202 Advisory Committee on Head Start Research
and Evaluation: Final Report (2012).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Additional Services for Children With
Disabilities; Subpart F (Currently Part
1308)
In this subpart of the NPRM, we
propose to redesignate requirements in
part 1308 in the existing rule, related to
Services for Children with Disabilities,
and significantly update those
requirements to align with the Act.
Specifically, we propose revisions to
reflect requirements that children must
be identified and receive services as
PO 00000
Frm 00053
Fmt 4701
Sfmt 4702
35481
prescribed in the Individuals with
Disabilities Education Act (IDEA). In
order to communicate its critical
importance, we also propose to
incorporate requirements for the full
inclusion and participation of children
with disabilities in all program
activities, including but not limited to
children eligible for IDEA services,
throughout this NPRM.
Prior to reauthorization of the Act in
2007, we permitted programs to use
independent evaluators to diagnose
disabilities and provide services. In this
subpart, we propose to remove all
requirements relevant to this outdated
authority, including the eligibility
criteria, which are outlined for twelve
diagnostic categories in the existing rule
(§§ 1308.7 through 1308.17). Consistent
with revisions throughout this NPRM,
we propose to revise this section to
include children from birth through the
age of kindergarten entry, rather than
just preschoolers. Additionally, we
propose to remove the entire Appendix
to § 1308 in the existing rule because we
do not want to provide guidance in
tandem with regulations as this often
causes confusion and an unwieldy
document.
Section 1302.60 In General
As in other subparts of this NPRM, we
propose to include an ‘In general’
section to outline the requirements
contained herein and to specify that
programs must ensure all children with
disabilities, including but not limited to
those who are eligible for IDEA services,
and their families receive all applicable
program services and are able to fully
participate in all program activities.
Section 1302.61 Additional Services
for Children With Disabilities
In paragraph (a) of this section, we
require that programs ensure all
children with disabilities have access to
and full participation in the range of
activities and services provided,
including individualized
accommodations and supports
necessary for their full participation. In
paragraph (b), we propose new language
to require programs to provide
appropriate individualized services and
supports for children, to the maximum
extent possible, during the interim
period while the local IDEA agency
determines eligibility. It may take
several months after referral for children
to be evaluated and determined to be
eligible to receive services under IDEA
Part C or Part B. We believe it is
important that their possible early
intervention and special education and
related service needs are met to the
fullest possible extent during this time.
E:\FR\FM\19JNP2.SGM
19JNP2
35482
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Once a local IDEA agency determines
a child is eligible for IDEA services, we
also propose to require programs to
meet the individual needs of children
with IFSPs or IEPs. Specifically, in
paragraph (c)(1), we propose to require
programs to work closely with local
IDEA agencies and other service
providers, as appropriate, to ensure that
indicated services are planned and
delivered as required by the IFSP or IEP;
children are working toward the goals
that are identified in their individual
plans; service providers have been
identified as necessary for services that
the program cannot meet such as for
speech, physical or occupational
therapy or consultant special education
teacher services; and IFSPs and IEPs are
revised and updated as required and
needed.
Finally, in paragraph (2), we propose
to redesignate existing requirements,
§§ 1304.8(g) and 1304.20(f)(2)(iii),
which describe transition services
programs must provide for children
with IFSPs or IEPs into this section.
This section also retains existing
requirements related to inclusion and
transitions, with significantly
streamlined and reduced language
through reference to IDEA requirements.
Specifically, we propose to redesignate
and revise existing requirements
(§ 1304.20(f)(iii)) that programs with
children with an IFSP transitioning out
of Early Head Start must collaborate
with parents, and the local IDEA agency
to ensure that there is a timely
determination of continued eligibility
and service delivery under IDEA. In
addition, in this section we propose to
redesignate and revise existing
provisions in § 1308.4(g), which require
programs with children with IEPs
transitioning out of Head Start to
kindergarten to collaborate with the
children’s parents and local IDEA
agencies to identify continued eligibility
and appropriate IDEA service delivery.
Section 1302.62 Additional Services
for Parents
Finally, in this section, we propose to
redesignate and revise §§ 1308.6(e),
1304.20(f)(ii), and 1308.21 in the
existing rule related to additional
services for parents. Specifically, in
paragraph (a), we recommend revisions
to these requirements to explicitly
identify the supports programs must
provide to assist the parents of children
with disabilities in meeting the needs of
their children. We believe these
proposed revisions streamline and more
accurately enumerate the expectations
that are implicit in the existing
regulation. These clarified requirements
include: Program collaboration with
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Section 1302.63 Coordination and
Collaboration With the Local Agency
Responsible for Implementing IDEA
require coordination between Head Start
and Early Head Start programs and
IDEA early intervention service
providers to ensure the early
identification of, and provision of
services to, young children with
disabilities. We propose revisions to
streamline the language to more clearly
express actual program requirements
rather than requiring programs to have
a plan to address requirements. We
propose to update the language in the
existing rule which refers only to local
education agencies (LEAs) such that it
refers to ‘‘the agency responsible for
implementing IDEA’’ to reflect that the
term ‘‘local IDEA agency’’ is applicable
to both children age birth to three and
children age three through five and that
the entity that provides IDEA Part C
services to children with disabilities age
birth to three are early intervention
service (EIS) providers and that the
entity that provides IDEA Part B
services to children with disabilities age
three through five are LEAs.
In paragraph (b), we propose to
redesignate and slightly revise for
clarity provisions that require programs
to develop agreements with local IDEA
agencies to ensure efficient referral,
evaluation, service coordination, and
transition services (§§ 1308.6(e),
1304.20(f)(ii) and 1308.21 in the existing
rule). In paragraph (c), we propose to
revise existing provisions (§§ 1308.21
and 1304.20(f)(ii)) that require
programs, in collaboration with parents,
to participate in the development and
implementation of Individualized
Education Programs (IEP) and
Individualized Family Service Plans
(IFSP), including through the provision
of screening and other information and
participation in meetings. Finally, in
paragraph (d), we propose to include a
new requirement for programs to retain
copies of children’s IEPs or IFSPs for the
time the child is in the program. We
believe this provision will ensure every
program has access to a child’s
individualized plan in order to support
implementation to the fullest extent
possible.
Section 645A(b)(8) of the Act requires
programs to ensure formal linkages with
agencies implementing IDEA and
providers of IDEA services. In this
section, we propose to largely retain
existing provisions (§§ 1308.4(l) and
1304.20(f)(ii)) that describe
requirements for programs to work with
local agencies responsible for
implementing IDEA to identify children
who may be eligible. We note that
section 637(a)(10) of the IDEA and the
IDEA Part C regulations in 34 CFR
303.210 and 303.302(c)(1)(ii)(E) also
Transition Services; Subpart G
(Currently §§ 1304.40, 1304.41, and
1305.7)
This subpart proposes to organize all
provisions related to transition services
from §§ 1304.40(h), 1304.41(c) and
1305.7(c) in the existing rule into a
single subpart. Starting kindergarten is a
big change for both children and
families. Head Start provides transition
services to support children and
families effectively adapt to this change.
Supporting children in this major life
event so they feel comfortable with their
parents to help parents become
advocates for their children; and
understand their child’s disability and
how to meet their needs and support
their development. While the existing
rule requires that programs inform
parents of possible resources such as the
Supplemental Security Income
(§ 1308.21(a)(7)), the revised rule
specifically requires that programs assist
parents in accessing the services and
resources necessary for their family,
including securing adaptive equipment
and devices, creating linkages with
support groups, and helping parents
establish eligibility for additional
supportive programs, as applicable
(§ 1302.62(a)). We believe that this more
expansive language clarifies the
expectation the programs assist parents
in obtaining the knowledge, equipment,
and services they need to support the
maximal development of their child.
This is crucial as parents’ ability to
advocate for their children with special
needs may play a critical role in
acquiring necessary services both as a
child is entering the system as an infant,
toddler, or preschooler and as they
eventually move into school.
In paragraph (b), the clarified
requirements apply explicitly to parents
of children eligible for IDEA and
include programs helping parents:
Understand the referral, evaluation, and
service provision timelines required
under IDEA; actively participate in the
eligibility determination and IFSP or
IEP development process; understand
the purposes and results of the
evaluation process and the services that
are provided through an IEP or IFSP;
and finally, ensure their children’s
needs are accurately identified and
addressed through the IEP or IFSP. We
consider Head Start’s role in helping
parents navigate the IDEA process
critical to obtaining needed early
intervention and special education and
related services.
PO 00000
Frm 00054
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
new setting and new teachers can lead
to better social and academic outcomes
for children.203 204 Supporting families
through this transition can lead to more
family engagement in kindergarten,205
and greater family engagement leads to
better social and academic outcomes for
children.206 207 Head Start transition
services include collaborations with
families and schools to help ensure
children and families are supported
during this change. Planning and
implementing transitions from Early
Head Start also provides important
support for children and families and
fosters continuity of services.
We propose to reorganize and update
transition services to improve their
quality and effectiveness. In the existing
rule, transition services are organized
primarily under parent and community
collaboration in §§ 1304.40(h) and
1304.41(c). We propose to maintain
these central linkages to parent and
community collaboration but in a new
structure that will support better service
delivery, make it easier to determine
what transition services we require from
Early Head Start and Head Start
programs, and elevate the importance of
these program services.
Despite the structural reorganization,
we propose to maintain most of the
existing provisions regarding transition
services from the existing rule. We
propose to streamline and update these
provisions to improve clarity. In
addition, we propose to include
requirements from section 642A of the
Act and expand services to better reflect
lessons from transitions research, and
reflect the changing landscape of
available early learning programs. We
believe these requirements will foster
successful transitions to help children
feel comfortable and positive about their
new settings. We also believe they will
enable parents to support their children
emotionally and academically and assist
them in understanding how to advocate
203 Curby, T.W., Rimm-Kaufman, S.E., & Ponitz,
C.C. (2009). Teacher-child interactions and
children’s achievement trajectories across
kindergarten and first grade. Journal of Educational
Psychology, 101(4), 912–925.
204 Tran, H., & Winsler, A. (2011). Teacher and
center stability and school readiness among lowincome, ethnically diverse children in subsidized,
center-based child care. Children and Youth
Services Review, 33, 2241–2252
205 Schulting, A.B., Moore, P.A., & Dodge, K.A.
(2005). The effect of school-based transition policies
and practices on child academic outcomes.
Developmental Psychology 41(6), 860–871.
206 Barnard, W.M. (2004). Parent involvement in
elementary school and educational attainment.
Children and Youth Services Review, 26, 39–62.
207 McWayne, C., Hampton, V., Fantuzzo, J.,
Cohen, H.L., & Sekino, Y. (2004). A multivariate
examination of parent involvement and the social
and academic competencies in urban kindergarten
children. Psychology in the Schools, 41(3), 363–377.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
for and engage in their children’s
education.
Section 1302.70 Transitions From
Early Head Start
This section proposes the
requirements for supporting successful
transitions out of Early Head Start and
lays the foundation for sustained parent
involvement in their child’s education.
This includes general requirements that
support transitions from Early Head
Start, specific requirements about
transition planning, family
collaborations, and collaboration
between Early Head Start and Head
Start, in paragraphs (a) through (d) of
this section, respectively. Paragraph (e)
includes a cross-reference to the
additional transition services required
for children with an IFSP and described
in subpart F.
This section mainly retains the
existing requirements regarding these
areas of transition services from
§§ 1304.40(h), 1304.41(c), and 1305.7(c)
because we believe they are important
to supporting successful transitions. In
paragraph (d)(2), we propose slight
language changes to the existing rule to
improve clarity and streamline
language, and make collaboration
requirements subject to privacy
requirements proposed in part 1303. In
paragraph (c), we also revise
§ 1304.40(h)(2) to no longer require a
staff-parent meeting be held toward the
end of the year, but retain the core
requirement that programs must provide
information to parents about their
child’s progress during the program year
as part of transition services. We believe
this will reduce confusion and increase
local flexibility without decreasing
quality of service delivery. The existing
rule requires programs to conduct at
least two home visits with parents and
at least two teacher-parent conferences.
A separate provision under the current
rule requires programs conduct a
teacher-parent meeting toward the end
of the year to help support transitions.
Though we have not interpreted this to
require three separate teacher-parent
meetings, programs have expressed
confusion about whether they are
required to conduct the transition
meeting separately from the parentteacher conference. We believe
elimination of specific mention of an
end of year transition meeting will
eliminate the confusion of whether a
third meeting is required and allow
local programs the flexibility to
determine when and how (home visit or
parent-teacher meeting) to best provide
these transition services.
We propose to strengthen transition
services by requiring Early Head Start
PO 00000
Frm 00055
Fmt 4701
Sfmt 4702
35483
and Head Start to implement strategies
to improve the collaboration and
coordination for transition services
between Early Head Start and Head
Start in § 1302.70(d). Only slightly more
than half of Early Head Start children
attend Head Start when they become
age-eligible,208 209 and we believe
programs must do more to maximize
enrollment of Early Head Start children
into Head Start, consistent with
eligibility requirements. Extending
services throughout the birth-to-five
period is a more efficient use of Head
Start funds and will help more children
start kindergarten prepared to succeed
in school. With the recent expansion of
Early Head Start, this is increasingly
important.
Section 1302.71 Transitions From
Head Start to Kindergarten
In this section, we propose the
services programs must implement to
support successful transitions from
Head Start to kindergarten. In
paragraphs (a) through (d), respectively,
we propose general provisions for
programs to implement transition
strategies and practices, family
collaboration transition services,
community collaborations transition
services, and learning environment
transition activities. Paragraph (e)
includes a cross-reference to the
additional transition services required
for children with an IEP and described
in subpart F. We believe these
provisions will help Head Start
preschoolers make strong transitions to
elementary school and lay the
foundation for sustained parent
involvement in their child’s education.
Most of the requirements in this
section are provisions we retain from
§ 1304.40(h) and § 1304.41(c) in the
existing rule. We made minor language
changes to improve clarity, eliminate
confusion, and reflect a provision
required by the Head Start Act. For
example, in (b)(2)(iii), we propose to
revise § 1304.40(h)(3)(i) in the current
rule, which requires programs to
prepare parents to exercise their rights
and responsibilities concerning the
education of their children, to reflect
requirements in the Section 642A of the
Act to help parents of dual language
learners understand the availability and
appropriateness of language instruction
educational programs available at their
208 Chazan-Cohen, R.& Kisker, E.E. (2012). Links
between early care and education experiences birth
to age 5 and prekindergarten outcomes.
Monographs of the Society for Research in Child
Development, 78(1), 110–129.
209 Conversation with the Office of Policy
Research and Evaluation, HHS regarding
unpublished data. June 2, 2014.
E:\FR\FM\19JNP2.SGM
19JNP2
35484
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
elementary school. In addition, we
propose to clarify, in paragraphs (c)(2)(i)
through (ii), that transfer of relevant
records and communication between
Head Start and elementary school staff
are consistent with privacy
requirements we propose in part 1303.
Furthermore, as with Early Head
Start, we revise § 1304.40(h)(2) in the
existing rule, which requires programs
to hold a staff-parent meeting at the end
of the year to provide information about
the child’s progress during the program
year. We propose to retain the core
requirement that programs provide this
information to parents as part of
activities that support successful
transitions but remove the meeting
requirement. As noted above, we believe
this will allow programs more local
flexibility to determine when and how
to collaborate with parents on
transitions services and eliminate
confusion about whether the existing
rule requires a third teacher-parent
meeting.
We propose several small but
substantive changes to existing
provisions in this section. First, we
propose to redesignate and revise
current § 1304.41(c)(1) to require
programs to implement transition plans
and to emphasize that programs must
use ongoing transition strategies and
practices. Throughout this NPRM, we
have made a conscious effort to move
away from requiring programs to
develop plans and instead emphasize
implementation. However, in this
instance, research suggests that having a
transition plan in place is important to
support successful
transitions. 210 211 212 213 214 We also
210 Pianta, R.C., Cox, M.J., Taylor, L., & Early, D.
(1999). Kindergarten teachers’ practices related to
the transition to school: Results of a national
survey. Elementary School Journal, 100(1), 71–86.
211 Patton, C., & Wang, J. (2012). Ready for
Success: Creating Collaborative and Thoughtful
Transitions into Kindergarten. Harvard Family
Research Project.
212 Pianta, R.C., & Kraft-Sayre, M. (2003)
Successful Kindergarten Transition: Your Guide to
Connecting Children, Families, & Schools.
Baltimore, Md.: National Center for Early
Development and Learning, Paul Brookes
Publishing Co.
213 National Governors Association. (2005).
Building the foundation for bright futures: final
Report of the NGA Task Force on School Readiness.
Retrieved June, 2, 2014.
214 Bohan-Baker, M., & Little, P.M. (2002). The
transition to kindergarten: A review of current
research and promising practices to involve
families. Cambridge, MA: Harvard Family Research
Project.
215 Patton, C., & Wang, J. (2012). Ready for
Success: Creating Collaborative and Thoughtful
Transitions into Kindergarten. Harvard Family
Research Project.
216 McGann, J F., & Clark, P. (2007). Fostering
positive transitions for school success. Young
Children, 62(6), 77.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
propose to expand upon this same
existing rule, which requires programs
to ‘‘establish and maintain procedures
to support successful transitions,’’ by
explicitly proposing in paragraph (d) to
require programs include strategies and
activities in the learning environment
that familiarize children with the
transition to kindergarten and foster
confidence about the transition. All
three of these proposed changes
incorporate lessons from research on
effective transitions. 215 216 217 218
Furthermore, we propose additional
provisions to strengthen transition
services for children moving from Head
Start to kindergarten. First, we propose
to expand family collaboration services
with a new requirement in paragraph
(b)(2)(ii) for programs to implement
strategies and activities with families
that include helping parents understand
and use parenting practices that
effectively provide academic and social
support for their children during
transitions. This reflects best practices
and will improve service quality.
In paragraphs (c)(1) and (c)(2), we
propose to retain provisions consistent
with sections 642(d)(3)(B) and
642(b)(13) of the Act that require
programs to coordinate with school
districts and kindergarten teachers.
Secondly, in paragraph (c)(3), we
propose to expand Head Start
collaboration with school districts to
include efforts to enroll Head Start
children who will enter kindergarten
into available summer school
programming. Research finds that
elementary students from low-income
families lose skills and knowledge
during the summer break. 219 220 Though
this ‘‘summer slide’’ has not yet been
examined with children between their
pre-kindergarten and kindergarten
years, we are concerned Head Start
child in programs that do not operate
during the summer months will
experience this situation as well. This
217 Pianta, R.C., Rimm-Kaufman, S.E., & Cox, M.J.
(1999). Introduction: An ecological approach to
kindergarten transition. In R.C. Pianta & M.J. Cox
(Eds.), The transition to kindergarten (pp. 3–12).
Baltimore, MD: Paul H. Brookes Publishing Co.
218 LaParo, K.M., Kraft-Sayre, M., & Pianta, R.C.
(2003). Preschool to kindergarten transition
activities: Involvement and satisfaction of families
and teachers. Journal of Research in Childhood
Education, 17,147–158.
219 Cooper, H., Charlton, K., Valentine, J.C., &
Muhlenbruck, L. (2000). Making the most of
summer school. A meta-analytic and narrative
review. Monographs of the Society for Research in
Child Development, 65 (1, Serial No. 260), 1–118.
220 Cooper, H., Nye, B., Charlton, K., Lindsay, J.,
& Greathouse, S. (1996). The effects of summer
vacation on achievement test scores: A narrative
and meta-analytic review. Review of Educational
Research, 66, 227–268.
PO 00000
Frm 00056
Fmt 4701
Sfmt 4702
new provision aims to address this
potential problem.
Section 1302.72
Programs
Transitions Between
In this section, we propose three new
provisions that will support transitions
for children and families who might not
otherwise receive such services. First, in
paragraph (a), we propose to require
programs to undertake efforts to enroll
and support transitions for children and
families moving out of the community
in which they are currently served,
including homeless families and
children involved in the child welfare
system, to other Early Head Start and
Head Start programs. It is common for
children from low-income families to
experience housing instability.221 We
also propose to include children in the
child welfare system in this provision,
given their family instability and the
importance of early intervention, like
that provided by Head Start, on their
school readiness and long-term
outcomes.222 Thus, Early Head Start and
Head Start families sometimes move
during a program year because of
changing and challenging family
circumstances.223 We believe it is
important that programs make
significant effort to facilitate the
continued enrollment of these children
in Early Head Start and Head Start
programs in their new communities.
This provision will improve continuity
of services to children and families and
improve the efficiency of Head Start
funds.
Second, in paragraph (b), we propose
a new provision to require Head Start
programs to provide transition services
to families who decide to enroll their
children in a different public prekindergarten program in the year prior
to kindergarten entry. This reflects the
increasing availability of state- or
locally-funded pre-kindergarten. These
types of transitions may reflect as large
a change for children and families as the
transition from Head Start to
kindergarten so it is important that Head
Start programs implement services to
support a successful transition.
221 Profiles of Risk: Characterizing Housing
Instability. Research Brief 1. (2011). Institute for
Children, Poverty, & Homelessness. Washington,
DC: Author.
222 Rankin, V.E., & Gonsoulin, S. (2014). Early
learning is essential: Addressing the needs of young
children potentially at risk for system involvement.
Washington, DC: National Evaluation and Technical
Assistance Center for Children and Youth Who Are
Neglected, Delinquent, or At Risk (NDTAC).
223 Head Start and Housing (In)stability:
Examining the School Readiness of Children
Experiencing Homelessness. (2013). Institute for
Children, Poverty, & Homelessness. Washington,
DC: Author.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
In paragraph (c), we propose to
require Migrant and Seasonal Head Start
programs support effective transitions to
other Head Start programs when
families move out of the community.
Most Migrant and Seasonal Head Start
programs already implement this
important practice. Given the frequent
mobility among families served by
Migrant and Seasonal Head Start,
supporting these transitions to
maximize re-enrollment in Head Start
programs and effective transitions is
particularly important.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Services to Enrolled Pregnant Women;
Subpart H (Currently § 1304.40)
In this subpart, we propose to
redesignate, revise, and build upon
concepts from § 1304.40(c) of the
existing rule, which describes the
services that Early Head Start programs
must provide to pregnant women they
choose to enroll. We propose to
redesignate these requirements from the
existing family engagement subpart into
a new standalone subpart in order to
highlight the importance of prenatal
health care and education and to
significantly improve the transparency
of these requirements for programs
serving pregnant women. Long standing
research clearly demonstrates the
importance of prenatal care and the
effectiveness of prenatal interventions
in facilitating healthy
pregnancies 224 225, 226 227 228 and
improving child outcomes that affect
later school readiness 229 230 231 232 233
224 Olds, D.L., Henderson, Jr., C.R., Tatelbaum, R.,
& Chamberlin, R. (1986) Improving the Delivery of
Prenatal Care and Outcomes of Pregnancy: A
randomized Trial of Nurse Home Visitation.
Pediatrics, 77(1), 16–28.
225 Villar, J., Farnot, U., Barros, F., Victora, C.,
Langer, A., & Belizan J.M. (1992) A Randomized
Trial of Psychosocial Support during High Risk
Pregnancies, The New England Journal of Medicine,
327(18), 1266–1271.
226 Olds, D.L., & Kitman, H. (1993). Review of
Research on Home Visiting for Pregnant Women
and Parents of Young Children. The Future of
Children, 3(3), 53–92.
227 McLiaghlin, F.J., Altemeier, W.A.,
Christensen, M.J., Sherrod, K.B., Dietrich, M.S., &
Stern, D.T. (1992). Randomized Trial of
Comprehensive Prenatal Care for Low-Income
Women: Effect on Infant Birth Weight. Pediatrics,
89(1), 128–132.
228 Alexander, G.R., & Korenbrot, C.C. (1995). The
Role of Prenatal Care in Preventing Low Birth
Weight. The Future of Children, 5(1), 103–120.
229 Larson, C.P. (1980). Efficacy of Prenatal and
Postpartum Home Visits on Child Health and
Development. Pediatrics, 66(2), 191–197.
230 Olds, D.L., Henderson, Jr., & C.R., Kitzman, H.
(1994). Does Prenatal and Infancy Nurse Home
Visitation have Enduring Effects on Qualities of
Parental Caregiving and Child Health at 25 to 50
Months of Life? Pediatrics, 93(1), 89–98.
231 Olds, D.L., & Kitzman, H. (1990). Can Home
Visitation Improve the Health of Women and
Children at Environmental Risk? Pediatrics, 86(1),
108–116.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
among at-risk women. While most of
this proposed subpart represents a
structural revision of existing
requirements, it also expands upon
currently required services to codify
best practices.
Section 1302.80 Enrolled Pregnant
Women
In paragraph (a) of this section, we
propose to include a requirement that
programs determine whether enrolled
pregnant women have ongoing sources
of health care and, as appropriate,
health insurance coverage and in
paragraph (b), we propose that if the
enrolled pregnant woman does not have
such a source of care and, as
appropriate, health insurance coverage,
the program must facilitate access to
each. We understand how important it
is for pregnant women and children to
have health insurance coverage.
Pregnant women who have health
insurance coverage are more likely to
receive prenatal care. The link between
a pregnant woman’s health and the
health of her child is a well-established
fact. Early Head Start programs help
pregnant women access health
insurance coverage and will continue to
offer this support through a combination
of systems and services. This language
reflects the proposed revisions to child
health status in subpart D of the
proposed rule. While this requirement
can been inferred from
§ 1304.40(c)(1)(ii) of the existing rule,
our proposed revisions would align
with services that programs must
deliver to children to reduce confusion
and allow programs to use the same
process for families of enrolled children
and enrolled pregnant women. The
prenatal empirical literature
demonstrates the importance of such
care during pregnancy. Research shows
that pregnant mothers who receive
consistent, ongoing prenatal care and
engage in prenatal education activities
are more likely to give birth to a healthy,
full-term baby.234 The research also
clearly demonstrates that children who
are healthy at birth are more likely to
experience healthy development
throughout the early childhood years.235
Further, in paragraph (c), we propose
to redesignate and slightly revise
232 Hack, M. Klein, N.K., & Taylor, H.G. (1995).
Long-term Developmental Outcomes of Low Birth
Weight Infants. The Future of Children, 5(1), 176–
196.
233 Reichman, N.E. (2005). Low birth weight and
school readiness. The Future of Children, 15(1), 91–
116.
234 Ibid.
235 Center on the Developing Child at Harvard
University. (2010). The foundations of lifelong
health are built in early childhood. Cambridge, MA:
Author.
PO 00000
Frm 00057
Fmt 4701
Sfmt 4702
35485
§ 1304.40(c)(1)(i) and (iii) in the existing
rule such that we clearly require
programs to facilitate access to
comprehensive services, such as
nutrition counseling and mental health
services. The 2002 Early Head Start
Research and Evaluation Project found
that 52 percent of enrolled mothers were
depressed, and 18% of fathers showed
signs of depression when their children
were 2 years old, leading to poorer
outcomes for both children and their
families.236 This research specifically on
Early Head Start solidifies the
importance of prenatal and postnatal
mental health services for the families
we serve. Additionally, research has
clearly established the benefits of
breastfeeding,237 signaling the critical
importance of prenatal nutritional
counseling for pregnant mothers
enrolled in Early Head Start.
Section 1302.81 Prenatal and
Postpartum Services
In this proposed section, we
redesignate, revise, and expand upon
provisions describing the prenatal and
postpartum education services for
pregnant women and relevant family
members, in § 1304.40(c)(2) of the
existing rule. We propose that education
services requirements in this section
now include fetal development, the
importance of nutrition, risks of alcohol,
drugs and smoking, labor and delivery,
postpartum recovery, infant care and
safe sleep practices, and the benefits of
breastfeeding. Paragraph (b) also
proposes to emphasize existing
requirements and expand upon them to
require programs provide supports that
promote emotional well-being,238
nurturing and responsive
caregiving, 239 240 and father engagement
during pregnancy and early
childhood,241 each of which have been
linked to later positive child outcomes.
We know that many Early Head Start
236 Administration for Children and Families,
Office of Planning, Research and Evaluation. (2002).
Depression in the lives of Early Head Start families:
Research to practice brief. Washington, DC: Author.
237 National Women’s Health Information Center.
(n.d.) The Comprehensive Benefits of Breastfeeding.
Washington, DC: Author.
238 Administration for Children and Families,
Office of Planning, Research and Evaluation. (2002).
Depression in the lives of Early Head Start families:
Research to practice brief. Washington, DC: Author.
239 Bornstein, M.H., & Lamb, M.E. (2002).
Development in infancy: An introduction.
Psychology Press.
240 Sroufe, L.A. (2005). Attachment and
development: A prospective, longitudinal study
from birth to adulthood. Attachment & Human
Development, 7(4), 349–367.
241 Fagan, J., & Iglesias, A. (1999). Father
involvement program effects on fathers, father
figures, and their Head Start children: A quasiexperimental study. Early Childhood Research
Quarterly, 14(2), 243–269.
E:\FR\FM\19JNP2.SGM
19JNP2
35486
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
programs already provide these
supports and services, which are best
practices for prenatal and postnatal care.
This proposal simply codifies best
practices that many Early Head Start
programs already have in place.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.82 Family Partnership
Services for Enrolled Pregnant Women
In general, this section of proposed
subpart H, simply highlights that, as
with all other families, enrolled
pregnant women should be receiving
the family partnership services
described in proposed subpart E.
However, it clarifies that these services
should be explicitly directed towards
their prenatal and postpartum care
needs. We also propose to redesignate
§ 1304.4(i)(6) of the existing rule in this
section to make the requirement more
transparent to programs. This provision
requires that programs engage in a home
visit with the mother within 2 weeks
after her child’s birth, consistent with
645A(i)(2)(G) of the Act. Finally, we also
propose to codify best practices, which
excellent programs already follow, with
regard to engaging the mother in
discussions about program options and
transitioning her child into program
enrollment during and support the
mother, where appropriate.
Human Resource Management; Subpart
I (Currently §§ 1301.31, 1304.21
Through 1304.23, 1304.51, 1304.52,
1306.20 Through 1306.23, and 1306.33)
In this subpart, we propose to
redesignate, update, and combine all
current regulations related to human
resources management into one
coherent section. We believe this will
increase transparency and clarify
human resources management for
programs. Topics related to human
resources were included in multiple
sections within the existing rule,
including §§ 1301, 1304.52, 1306.20(f)
and 1306.21. In addition to this broad
restructuring, we propose to universally
apply several concepts to the revisions
to this section. Specifically, we propose
to move away from requiring written
plans and prescribing how specific
requirements should be achieved in
order to give greater flexibility to
programs in determining the best way to
meet the expectations we retain.
These universal themes are reflected
in this subpart through the proposed
revisions to the written personnel policy
requirements, the proposed removal of
staff qualifications that were not easily
measurable, and the proposed retention
of requirements that all staff adhere to
appropriate standards of conduct and all
staff and consultants have sufficient
knowledge, training, and experience to
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
fulfill the roles and responsibilities of
their positions to ensure the delivery of
high quality services. We also propose
to increase many staff qualifications as
required by the Act and improve the
focus of professional development for
education staff, which will further
improve program quality.
Section 1302.90 Personnel Policies
In this section, we propose to
redesignate, consolidate, and update
provisions from §§ 1301.31, 1304.52(i),
and 1304.52(g). Consistent with the
principles described above, we propose
to remove § 1304.52(j) of the existing
rule, which prescribed a process for
conducting staff appraisals. While we
believe that conducting annual staff
appraisals is good managerial practice,
we also acknowledge that there may be
other equally appropriate methods for
staff supervision and feedback, and
therefore wish to provide programs with
flexibility on this process. Additionally,
we propose to remove much of
§ 1301.31(a) of the existing rule, which
requires multiple written policies and
prescribes what those policies must
include, because we believe prescribing
the content of these written policies
causes undue burden on programs and
we believe it will be more efficient and
effective to give programs flexibility in
meeting their managerial requirements.
Therefore, in this section we propose to
retain the requirement that programs
establish written personnel policies and
procedures, but remove the prescription
of the topics that those policies and
procedures must cover.
In this section, we also propose to
retain and strengthen the process for
performing background checks on staff
and standards of conduct. We propose
to largely retain the conceptual process
for recruiting and selecting staff
(§ 1301.31(b)). Within this process,
however, we propose to highlight child
safety as a top priority for the Office of
Head Start by strengthening the criminal
background check requirements to
reflect revisions to the Act, align with a
new ACF resource guide called Caring
for Our Children Basics (discussed
below), and complement the new
background check requirements in the
Child Care and Development Block
Grant (CCDBG) Act of 2014. The
proposed requirement would strengthen
the background check process for staff
in Head Start programs by requiring
both state/local/tribal and federal
criminal background checks, as well as
clearance through available child abuse
and neglect and sex offender registries.
Making this requirement complement
the new CCDBG requirement will
minimize burden on programs that
PO 00000
Frm 00058
Fmt 4701
Sfmt 4702
operate with both Head Start and Child
Care Development Funds. In addition,
the existing rule requires a background
check but does not require programs to
act on that information. While we do
not propose to include Head Start
specific prohibitions based on the
background checks, we do propose to
require programs use the
disqualification factors their state
licensing entities establish when making
employment decisions.
In paragraph (b)(3), to further protect
children’s safety, we do propose to
require programs provide justification
for any hire where an arrest, pending
criminal charge, or conviction is
present. The strengthening of these
proposed provisions aligns with a
consistent message from the federal
government about the importance and
characteristics of high quality
background checks, which are critical to
ensuring child safety in all early care
and education settings. In addition,
because section 648A(e) of the Act now
requires all staff to have background
checks completed prior to employment,
we propose to remove all of
§ 1301.31(b)(2) and § 1301.31(c) of the
existing rule because declarations and
exclusions on such declarations are no
longer relevant. In paragraph (b)(4), we
propose to further strengthen
background check requirements by
requiring programs perform background
checks every five years for current staff.
Additionally, in paragraph (b)(5), with
regard to hiring parents, we propose to
revise the language in the existing rule
(§ 1304.52(b)(2)) and redesignate the
provision to this section to reflect that
‘‘being qualified’’ and being the best
suited for a job are not identical
concepts and to increase local
flexibility. We want to make sure
parents, and their parental status are
considered in the hiring process, but we
do not want programs to believe they
are required to hire any parent who
applies with appropriate qualifications,
without regard to the program’s
judgment of how well qualified that
parent is or the qualifications and
experience of other applicants.
Under paragraph (c) of this section,
we also propose to strengthen the
current standards of conduct
(§ 1304.52(i)(1)) in this section to align
with the prohibited behaviors listed in
a new ACF resource, Caring for Our
Children Basics, which is available on
the OHS Web site. Caring for Our
Children Basics is a common set of
recommendations, which is intended to
create a common framework to align
basic health and safety efforts across all
early childhood settings. Caring for Our
Children Basics is based on Caring for
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Our Children: National Health and
Safety Performance Standards;
Guidelines for Early Care and Education
Programs, Third Edition, a document
produced with the expertise of
researchers, physicians, and
practitioners working with the
American Academy of Pediatrics,
American Public Health Association,
National Resource Center for Health and
Safety in Child Care and Early
Education, and the Maternal and Child
Health Bureau in the Department of
Health and Human Services. The
standards of conduct we propose to
include strengthen the requirements
that ensure all staff, consultants and
volunteers interact with family and
children with respect and that their
actions support the best interests and
safety of all children. The standards are
strengthened specifically by the
inclusion of an explicit prohibition on
seclusion and restraint and retain the
existing protections for child and safety
related to standards of conduct in
§ 1302.90(c).
Finally, in paragraph (d) of this
section, we propose to redesignate
language from §§ 1304.52(g) and
1306.20(f) in the existing rule to reflect
the importance of staff being able to
communicate with dual language
learners and their families, either
directly or through interpretation or
translation. We also clarify, throughout
the proposed rule that children for
whom English is not their first language
are dual language learners, whereas
their parents and families (adults) are
Limited English Proficient. Given the
proportion of dual language learners
that Head Start programs serve, it is
critical that programs devote the
necessary resources within their
management of human resources to
provide high quality services to these
children and their families, and this
includes ensuring the ability of staff to
communicate with them in their
primary language.242 243 244
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1302.91 Staff Qualification
Requirements
In this section, we propose to
redesignate §§ 1304.52(b) through (h)
and 1306.21 to ensure that all staff
qualification requirements are centrally
located within the rule. We propose to
242 Castro, D. C. & Espinosa, L. M. (2014).
Developmental characteristics of young dual
language learners: Implications of policy and
practice in infant and toddler care. Zero To Three,
January, 2014.
243 Espinosa, L. (2010). Getting it right for young
children from diverse backgrounds: Applying
research to improve practice. Upper Saddle River,
NJ: Pearson.
244 Hakuta, K. (1986). Mirror of language: The
debate on bilingualism. New York: Basic Books.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
remove §§ 1306.21 and 1304.52(b)(1) to
eliminate relying on cross-referencing
the Act for qualifications of classroom
teachers. Rather, we propose to
incorporate language that reflects the
requirements of the Act, which include
a minimum of an Associate’s Degree for
all Head Start Teachers and an infant
and toddler Child Development
Associate (CDA) for Early Head Start.
This decision was made because there
are several intermediary requirements of
the Act, which are no longer in effect at
the time of this NPRM, and to provide
clarity for programs on the requirements
for all staff. The requirements
incorporated have been in effect since
2011 and 2012 respectively. While we
propose to add the provisions dictating
the qualifications of teachers and
assistant teachers, the requirements are
technically retained from the existing
rule per the cross-reference to the Act.
We propose additional revisions to
increase staff quality. Building on the
section 648A of the Act’s requirement of
‘‘demonstrated competencies’’ for
teachers, we propose to add key core
competencies for all teaching staff and
home visitors to better support the
delivery of high quality education
services. Specifically, we propose to
require that teachers demonstrate
competencies needed to plan and
implement high quality learning
experiences, effectively implement
curriculum, support a warm
environment, and promote progress
across the standards in the Head Start
Early Learning Outcomes Framework
(Birth–5). In paragraph (f), to create a
minimum staff qualification for all
home visitors which we currently lack,
we require that all home visitors have,
at a minimum, a home-based CDA
credential. We recognize that the Head
Start and Early Head Start home visiting
workforce is, in general, very well
qualified. However, 10 percent of our
current workforce does not hold at least
a CDA, and given the complex skills
necessary to be a successful home
visitor, we are motivated to address this
shortfall. We feel the home-based CDA
offers the minimum level of training and
content necessary for home visitors to
effectively help children and families
make progress on school readiness
goals. We would like to invite public
comment specifically on this proposed
change and whether experts and
practitioners would recommend setting
an even higher standard.
In addition, we propose to remove
qualifications that were especially
nebulous or hard to determine during an
interview process like ‘‘knowledge of’’
and instead propose to rely on training
and experience, and, where possible,
PO 00000
Frm 00059
Fmt 4701
Sfmt 4702
35487
degrees, licenses or certificates.
Specifically, we propose to remove
qualifications for family service, health,
and disabilities staff (§§ 1304.52(b)(1),
1304.52(b)(4) and (5), and 1304.52(b)(6))
because the requirements in the existing
rule were not meaningful or
measureable, and because research does
not support the need for specific
degrees. Therefore, we propose to
require programs ensure all staff and
consultants have sufficient knowledge,
training, and experience to fulfill the
roles and responsibilities of their
positions and deliver high quality
services. We propose to revise the
requirements for qualifications of a
fiscal officer in response to feedback
that programs of diverse sizes have
diverse needs for fiscal officers. The
proposed revision would give programs
greater flexibility to assess their own
needs and ensure that their fiscal officer
is qualified to meet those needs.
While we have not proposed in this
NPRM to increase the qualification
requirements for teachers beyond what
is in the Act, we are specifically seeking
public comment on whether all Head
Start teachers and potentially all Early
Head Start teachers should be required
to have a bachelor’s degree. The
Institute of Medicine and National
Research Council recently issued a
report entitled, ‘‘Transforming the
Workforce for Children Birth to Age
Eight: A Unifying Foundation.’’ The
report includes a specific
recommendation that ‘‘comprehensive
pathways and multiyear timelines at the
individual, institutional and policy
level [be developed and implemented]
for transitioning to a minimum
bachelor’s degree requirement, with
specialized knowledge and
competencies, for all lead educators
working with children birth through age
8.’’ We believe the proposed
requirements in this section will ensure
all teachers in Head Start and Early
Head Start will have the specialized
knowledge and competencies the
recommendation includes. Further, we
have clarified that all training and
professional development should be
credit bearing in section 1302.92 of this
NPRM but do not require those credits
lead to a bachelor’s degree. Currently,
71% of Head Start teachers have a
bachelor’s degree, but only 27% of Early
Head Start teachers have their
bachelor’s. In Early Head Start, such a
requirement would potentially be
complicated by the lack of a ‘‘lead’’
teacher in these classrooms. Therefore,
it is unclear whether all Early Head
Start teachers should have a bachelor’s
degree or if one teacher with a
E:\FR\FM\19JNP2.SGM
19JNP2
35488
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
bachelor’s degree could be assigned
greater responsibility and be designated
the ‘‘lead’’ educator for this purpose. As
a result, rather than increase the
qualification requirements for all
teachers in this NPRM, we are asking for
specific comments for whether and how
more teachers in both Head Start and
Early Head Start should have a
bachelor’s degree.
We are also specifically seeking
public comments about specific degree
requirements that might be required for
family service workers, disabilities
services staff, and health staff.
Section 1302.92 Training and
Professional Development
In this section, we propose to
revitalize requirements for staff training
and professional development so that
resources are targeted to support
effective professional development
strategies and the content of such
activities focus on the areas most
important to supporting elements of
teacher and program practice that are
most directly linked to improved child
outcomes. We instead describe a system
of professional development that must
include research-based approaches for
all staff. We also propose to narrow the
focus of professional development for
educational staff to a coordinated
system of professional development, the
majority of which is delivered through
individualized coaching. In addition,
the approach to family child care
providers has been revised to reflect that
family child care providers are
educators and therefore need the same
professional development opportunities
as center-based education staff. As a
result, we removed the list of
requirements that reiterated the need for
programs to train family child care
providers (§ 1304.52(l)(4) of the existing
rule), and included family child care
providers in the overall system of
professional development.
We propose to improve the focus of
the professional development and
training system and redesignate and
revise language from § 1304.52(l)(1) and
(2) in the coordinated system of
professional development described in
this section. In addition, we propose to
add more specific language around
supporting education staff to develop
the core competencies necessary to
better improve child outcomes,
including effective curricula
implementation, content knowledge of
the Head Start Early Learning Outcomes
Framework (Birth–5), providing
effective teaching and nurturing teacherchild interactions, supporting dual
language learners, addressing
challenging behaviors, using child
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
assessment data to individualize child
progress, and preparing children for
new programs. This more targeted
training and professional development
reflects research that suggests such an
approach has the greatest impacts on
quality.245 246
Through the coordinated system of
professional development we also
propose to add a new emphasis on
utilizing intensive coaching as a method
for delivering effective professional
development. We aim for this to largely
replace intermittent workshops and
conferences, which are not shown to
lead to sustained improved practice.
There is a growing body of research
supporting the effectiveness of intensive
professional development for
implementing specific research-based
practices in early care and education
settings.247 248 249 Recent research
documents the emergence of coaching
and other on-site, intensive models of
professional development as strategies
to support the application of teaching
practices and overall quality
improvement in early care and
education settings and find that
coaching is associated with improved
teacher practice in the classroom and a
positive increase in classroom
quality.250 251 In many currently
operating coaching systems, the
coaching occurs on a weekly or bimonthly schedule, for less than one
program year. Yet, most programs do
not have the staffing patterns to ensure
that there is a dedicated staff person
245 Zaslow, M., Tout, K., Halle, T., Vick, J., &
Lavelle, B. (2010). Towards the identification of
features of effective professional development for
early childhood educators: A review of the
literature. Report prepared for the U.S. Department
of Education.
246 Tout, K., Halle, T., Zaslow, M., & Starr, R.
(2009). Evaluation of the Early Childhood Educator
Professional Development Program: Final Report:
Report prepared for the U.S. Department of
Education.
247 Buysse, V., & Wesley, P.W. (2005).
Consultation in Early Childhood Settings.
Baltimore, MD: Paul H. Brookes Publishing.
248 Tout, K., Halle, T., Zaslow, M., & Starr, R.
(2009). Evaluation of the Early Childhood Educator
Professional Development Program: Final Report:
Report prepared for the U.S. Department of
Education.
249 Zaslow, M., Tout, K., Halle, T., Vick, J., &
Lavelle, B. (2010). Towards the identification of
features of effective professional development for
early childhood educators: A review of the
literature. Report prepared for the U.S. Department
of Education.
250 Isner, T., Tout, K., Zaslow, M., Soli, M.,
Quinn, K., Rothenberg, L., Burkhauser, M. (2011).
Coaching in early care and education programs and
Quality Rating and Improvement Systems (QRIS):
Identifying promising features. Child Trends.
251 Lloyd, C.M., & Modlin, E.L. (2012). Coaching
as a key component in teachers’ professional
development: Improving classroom practices in
Head Start settings. Administration for Children
and Families.
PO 00000
Frm 00060
Fmt 4701
Sfmt 4702
who can conduct regular observations of
teacher practice and provide ongoing
feedback and support to help them
improve. For this reason, we propose to
require that all grantees employ expert
coaches or mentors who provide regular
classroom, family child care, or home
based observations and feedback, but we
do not propose to designate a specific
schedule. We also propose to require
that such observations and feedback be
directed primarily at the
implementation of research-based
practices and effective teacher-child
interactions.
We recognize that requiring intensive
coaching models of professional
development may represent a significant
increase in burden for some programs,
but we are convinced that it is an
essential component of raising the
quality of educational services in Head
Start and improving child outcomes.
Given the realities of limited resources,
the proposed revisions build in program
flexibility to direct these intensive
services, at a minimum, to the teachers
and education staff, including teaching
teams, who would benefit the most from
intensive professional development to
improve the quality of their instruction
and teacher-child relationships. We do
propose to require that education staff
who do not receive intensive coaching
as an individual or as part of a teaching
team, at a minimum, continue to receive
other research-based professional
development opportunities. Proposed
requirements in paragraph (c) are
consistent with section 648A(a)(5) of the
Act which requires each Head Start
teacher receive no less than 15 clock
hours of professional development per
year.
Finally, in paragraph (d), we propose
requirements that ensure local
flexibility to develop an innovative
approach to professional development
to better meet the needs of their staff.
Specifically, we allow programs to
waive or significantly adapt the
coaching strategy requirements outlined
in paragraphs (b)(4) and (5) of this
section. However, because high quality
professional development is important
for child outcomes,252 we propose that
a program that wished to develop any
variation of the approach outlined in
this section work with experts from a
college, university, or research
organization to develop and evaluate the
effectiveness of their system. We believe
this proposal provides critical flexibility
252 Zaslow, M., Tout, K., Halle, T., Vick, J., &
Lavelle, B. (2010). Towards the identification of
features of effective professional development for
early childhood educators: A review of the
literature. Report prepared for the U.S. Department
of Education.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
to drive innovation and growth in the
field of professional development, while
also ensuring important safeguards for
quality and accountability.
Section 1302.93 Staff Health and
Wellness
In this section, we propose to separate
requirements for staff and volunteers
and to support consolidation of all
human resources requirements into
subpart I. We propose to retain the
provision that requires programs to
make mental health and wellness
information available to staff. A recent
survey of Head Start staffs in one state
found diagnosed depression was more
prevalent among Head Start staff than
national estimates, and suggested that
depressive symptoms are even more
prevalent.253 Research has also
demonstrated a link between caregiver
depression and stress, and poorer
quality interactions with
children.254 255 256 257 Given this
research, it is important for programs to
continue to provide supports for staff to
understand their own mental health
needs and seek support as necessary, as
required by proposed paragraph (b).
Section 1302.94 Volunteers
In this section, we propose to
redesignate and slightly revise
§ 1304.52(k)(2) of the current rule
related to the utilization of volunteers,
to support consolidation of all human
resources requirements into subpart I.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Program Management and Continuous
Program Improvement; Subpart J
(Currently §§ 1304.51, 1304.52, and
1304.60)
This proposed subpart enumerates
program requirements for management,
high quality program operation, and
continuous improvement. It establishes
253 Whitaker, R.C., Becker, B.D., Herman, A.N., &
Gooze, R.A. (2013). Peer Reviewed: The Physical
and Mental Health of Head Start Staff: The
Pennsylvania Head Start Staff Wellness Survey,
2012. Preventing Chronic Disease, 10.
254 Hamre, B.K., & Pianta, R.C. (2004). Selfreported depression in non-familial caregivers:
prevalence and associations with caregiver behavior
in child-care settings. Early Childhood Research
Quarterly, 19(2), 297–318.
255 Pianta, R., Howes, C., Burchinal, M., Bryant,
D., Clifford, R., Early, D., & Barbarin, O. (2005).
Features of pre-kindergarten programs, classrooms,
and teachers: Do they predict observed classroom
quality and child-teacher interactions? Applied
Developmental Science, 9(3), 144–159.
256 Gilliam, W.S., & Golan, S. (2006). Preschool
and child care expulsion and suspension: Rates and
predictors in one state. Infants and Young Children,
19(3), 228–245.
257 Brennan, E.M., Bradley, J.R., Allen, M.D., &
Perry, D.F. (2008). The evidence base for mental
health consultation in early childhood settings:
Research synthesis addressing staff and program
outcomes. Early Education and Development, 19(6),
982–1022.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
the roles and responsibilities of the
management system (§ 1304.52(a) of the
existing rule) and proposes to expand
the program planning process in
§ 1304.51(a), (b), and (d) of the existing
rule to clarify how each aspect of
quality improvement fits into a cycle of
continuous program improvement.
Specifically, we propose to describe
how programs must establish, monitor
progress, and reevaluate and revise their
goals for continuous program
improvement. In addition to this broad
restructuring, several concepts were
applied universally to the proposed
revisions to the program management
and continuous program improvement
requirements enumerated in this
subpart. Specifically, we propose to
move away from requiring written
plans, and prescribing how specific
requirements should be achievedleaving more flexibility for programs to
determine the best way to achieve their
goals, without reducing expectations
about what the programs must achieve.
These universal themes are reflected
throughout the proposed revisions in
this subpart.
We propose to revise the provisions to
emphasize the role of management in
ensuring child safety and the provision
of high quality effective services that are
responsive to child and family needs
and promote school readiness. We
propose to replace existing requirements
for individual ‘‘written plans’’ with
requirements that programs implement
continuous program improvement
informed by the ongoing analysis of
data. While many programs may find
that developing and implementing
written plans is necessary, these revised
requirements emphasize the outcomes
rather than the processes selected by
programs to accomplish those outcomes.
In this section, we also propose to
introduce new requirements for the
program’s use of data within the cycle
of continuous improvement to establish,
monitor, and revise program
performance goals. Writ large, these
proposed revisions reflect the
integration of the recommendations
offered by our Secretary’s Advisory
Committee on Head Start Research and
Evaluation.258 The Advisory
Committee’s vision for all Head Start
programs was that they become
‘learning organizations’ which are
‘systematically and consistently focused
on outcomes’ and are able to use data
and research to ‘develop and
continually refine [services] to ensure
they are systematic, intentional, and
intensive enough to achieve their goals
258 Advisory Committee on Head Start Research
and Evaluation: Final Report. (2012).
PO 00000
Frm 00061
Fmt 4701
Sfmt 4702
35489
for children’s school readiness and
family well-being’. The revisions
proposed in this section are aimed at
achieving this vision and creating a
system that ensures the continuous
improvement of all Head Start services,
and thereby the outcomes of the
vulnerable children and families that
Head Start programs serve.
Section 1302.100
In General
This section succinctly describes the
requirements contained herein,
specifically that programs must
implement program management and an
ongoing monitoring and selfimprovement process that ensures child
safety, enables the provision of high
quality services, and ensures continuous
program improvement.
Section 1302.101
Management System
In this section, we propose removing
the enumeration of individual
management responsibilities
(§ 1304.52(a)). Rather, similar to
§ 1304.5252(a) in the existing rule, we
propose requiring programs to ensure
their management and delineated
responsibilities within management are
governed by a system that enables the
delivery of the high quality services
described throughout the NPRM. We
also propose to incorporate § 1304.51(a)
into our description of the
implementation of the management
system by requiring regular and ongoing
staff supervision to support continuous
program improvement.
In this section, we also propose to
require programs establish coordinated
approaches to ensure professional
development, services for dual language
learners, and services for children with
disabilities are fully integrated and
supported throughout all aspects of the
program. We propose to require a
coordinated approach to professional
development, because the strengthened
requirements proposed in § 1302.92 of
this NPRM, necessitate adequate
program planning to ensure alignment
of program performance goals and the
content and strategies applied to fulfill
those requirements. Supporting the
school readiness of dual language
learners also necessitates an informed
and coordinated
approach.259 260 261 Young children who
259 Hakuta, K. (1986). Mirror of language: The
debate on bilingualism. New York: Basic Books.
260 Winsler, A., Dıaz, R.M., Espinosa, L., &
´
´
Rodrıguez, J. (1999). When Learning a Second
Language Does Not Mean Losing the First: Bilingual
Language Development in Low-Income, SpanishSpeaking Children Attending Bilingual Preschool.
Child Development, 70(2), 349–262.
E:\FR\FM\19JNP2.SGM
Continued
19JNP2
35490
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
are dual language learners are highly
diverse 262 and as such, programs
serving dual language children must be
intentional and coordinate what
research tells us about dual language
development with program policies and
practices.263 264 For example, successful
assessment of children requires
understanding processes of dual
language development, the selection of
valid and reliable instruments, as well
as communicating with families in order
to understand a child’s experiences with
two languages. Programs must hire and
train staff to work with children and
families in ways that support their
school readiness. Given that nearly onethird of all children served in Head Start
in 2013 spoke a language other than
English in the home,265 it is critically
important that programs plan for and
apply a coordinated approach across all
elements of service provision to ensure
high quality services for these children
and their families.
Similarly, we propose to require a
coordinated approach to effectively
serving children with disabilities and
their families because doing so
effectively requires coordinated
forethought, planning, and
intentionality with as well as entities
outside of the program. In addition,
ensuring programs have appropriate
facilities, program materials,
curriculum, instruction, staffing,
supervision, and partnerships to
effectively serve this population can
only be adequately accomplished
through a coordinated approach to
program management.
Finally, the Administration for
Children and Families believes that
greater integration of Head Start data
into broader State longitudinal data
systems is critical to helping states,
Head Start grantees, and school districts
make informed policy decisions and
improve program instruction. As a key
step to this effort, we propose a
coordinated approach to ensuring
effective data systems and data
governance. Specifically, programs
261 Bialystok, E. (2001). Bilingualism in
Development: Language, Literacy, & Cognition.
Cambridge: Cambridge University Press.
262 Genesee, F., Paradis, J., & Crago, M.B. (2004).
Dual language development and disorders: A
handbook on bilingualism and second language
learning. Baltimore: Paul H. Brookes.
263 Castro, D.C. & Espinosa, L.M. (2014).
Developmental characteristics of young dual
language learners: Implications of policy and
practice in infant and toddler care. Zero To Three,
January, 2014.
264 Espinosa, L. (2010). Getting it right for young
children from diverse backgrounds: Applying
research to improve practice. Upper Saddle River,
NJ: Pearson.
265 Head Start 2014 Program Information Report.
https://eclkc.ohs.acf.hhs.gov/hslc/data/pir.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
would be required to approach data
system management and data
governance in a thoughtful and
intentional way that supports the
overall management of Head Start data,
including the availability, usability,
integrity, and security of data. Data
governance is both an organizational
process and a structure. Data
governance should include a data
governance body or council with clear
roles and responsibilities assigned to the
group and to individual members with
ongoing feedback and communication
from the agencies’ overall governing
body and policy council; a framework
for decision-making and/or procedures
about data management including how
data quality will be monitored; how
data will be shared while protecting
privacy and confidentiality; a plan to
execute those procedures; and an
accountability structure for meeting
these requirements. These procedures
and structure are considered best
practice in supporting communication
and collaboration among data systems
and protecting privacy while reducing
staff burden and improving data quality.
In developing these procedures, Head
Start grantees should work with the
Head Start State Collaboration Office
and/or the state’s Early Childhood
Advisory Council (HSSCO/ECAC), the
State Educational Agency (SEA), and
other state coordinating bodies to allow
for better integration of Head Start data
within State early childhood data
systems and sources and K–12 state
longitudinal data systems, as
appropriate. Finally, grantees should
align their data collection and
definitions with the Common Education
Data Standards.
We recognize that in trying to meet
statutory or Federal reporting
requirements, Head Start providers may
use different data definitions than the
States’ K–12 data system or other early
education data systems that could make
integration more difficult. We invite
public comment specifically on
potential areas where Head Start data
may not be aligned with other systems,
and how to better align Head Start data
collection and definitions to facilitate
data sharing.
Section 1302.102 Achieving Program
Performance Goals
In this section, we propose to
reorganize sections in the existing rule
(§ 1304.51(a), (b), and (d)) which
describe goal setting with respect to
quality improvement to provide clarity
and align with the Designation Renewal
System. We believe this reorganization
better conveys the importance of
establishing goals for effective health
PO 00000
Frm 00062
Fmt 4701
Sfmt 4702
and safety practices, all elements of high
quality service provision, and
continuous quality improvement for all
programs, not just those with identified
quality issues or deficiencies. We also
propose to require that programs
establish program performance goals for
school readiness that are aligned with
the Head Start Early Learning Outcomes
Framework, state or tribal early learning
standards as appropriate, and program
performance goals for the provision of
education, health, nutrition, and family
and community engagement services.
In addition, we propose to expand the
entire program planning process to
clarify how each aspect of quality
improvement fits into a continuous
cycle and how programs must use each
aspect for planning, goal setting, and reevaluating their goals. We believe this is
integral to improving the quality of
service delivery. We also propose to
expand upon the current requirement
for programs to establish program
performance goals, including school
readiness goals and goals for effective
provision of comprehensive services,
and monitor their short- and long-term
progress towards achieving these goals.
However, we propose to no longer
require written plans as described in
§ 1304.60 (c) through (f) of the existing
rule. While we do propose to require
quality improvement plans in the face of
deficiencies, or other issues as
prescribed by section 641(A) of the Act,
we also propose to require all programs
establish goals and monitor their
progress towards those goals as well as
their compliance with the performance
standards. We also propose to require
programs to implement strategies for
achieving their goals and ensuring
compliance and revise those strategies
over time to reflect their progress and
shifting priorities.
In paragraph (c) of this section, we
propose to introduce new requirements
for the program’s use of data within the
cycle of continuous improvement to
establish, monitor, and revise program
performance goals. Incorporating
requirements that reflect the process
already established under part 1307,
including that data must be aggregated
and analyzed at least three times per
year, in the existing rule clarifies the
need for all programs to collect,
aggregate, and analyze data to achieve
program performance goals and
consistently work to improve quality.
This new emphasis on the use of data
for the purposes of program
management and ongoing improvement
is intended to support improved
efficiency and effective operations.
Using data in this way will allow
programs to develop individualized
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
responses and manage their resources
more efficiently.266
While the concept of written plans
(§ 1304.60(c) through (f)) was generally
removed to allow programs to focus
more on implementing improvements
than plans, paragraph (d) of the
proposed rule does retain reporting
requirements and quality improvement
plans for programs when certain
deficiencies or other problems arise to
ensure needed accountability. We also
propose to redesignate and revise
concepts from § 1304.52(a)(1)(ii) and
(iii) of the existing rule in this section
to require that any deficiencies in
quality or compliance be reported and
corrected and that procedures be put in
place to prevent recurrence, and we
strengthen this provision to include the
reporting and immediate correction of
any health and safety incidents.
Additionally, this proposed section
clearly delineates the expected content
of both program annual self-assessments
and public reports to include program
community needs assessments.
Collectively, these proposed
requirements reflect the goal of
achieving quality improvement, but
hold programs accountable for
improving rather than simply planning.
Section 1302.103 Implementation of
Program Performance Standards
In this section, we propose a
requirement that programs develop a
program-wide approach for preparing
for and implementing the extensive
changes to the program performance
standards proposed throughout this
NPRM. Specifically, we propose to
require current grantees implement an
approach that ensures the timely and
effective implementation of the changes.
Each program’s approach must include
at a minimum, the purchase of and
training on any curriculum, assessment,
or other materials, assessment of
professional development needs and
staffing patterns, the development of
coordinated management approaches,
the development of appropriate
protections for the privacy of child
records, and provision of transition
services, as needed, for children leaving
Early Head Start or Head Start at the end
of the program year as a result of any
slot reductions. The effective date for
the majority of the proposed changes in
this NPRM has been set for one full
program year following the publication
of this NPRM. Therefore, programs must
ensure that children currently being
266 Landry, S. H., Anthony, J. L., Swank, P. R., &
Monseque-Bailey, P. (2009). Effectiveness of
comprehensive professional development for
teachers of at-risk preschoolers. Journal of
Educational Psychology, 101(2), 448.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
served are not displaced from the
program during a program year. Finally,
programs may petition the responsible
HHS official for a one year extension in
meeting the criteria described in
§§ 1302.21 through 1302.23 if such an
extension is necessary to ensure no
currently enrolled children are
displaced. These proposed requirements
will ensure faithful and timely
implementation of the performance
standards, without unnecessary
enrollment disruptions, and that every
program is poised for successful quality
improvement.
Financial and Administrative
Requirements; Part 1303 (Currently
§§ 1301, 1303, 1309, and 1310)
This part lays out the financial and
administrative requirements for
agencies currently included in §§ 1301,
1303, 1309 and 1310.
§ 1303.1 Overview
In this section we summarize the
subparts that comprise part 1303 and
reference the statutory requirements that
serve as the basis for these regulations.
Subpart A outlines the financial
requirements consistent with sections
640(b) and 644(b) and (c) of the Act.
Subpart B specifies the administrative
requirements consistent with sections
644(a)(1), 644(e), 653, 654, 655, 656, and
657A of the Act. Subpart C implements
the statutory provision at section
641A(b)(4) of the Act that directs the
Secretary to ensure the confidentiality
of any personally identifiable data,
information, and records collected or
maintained. Subpart D prescribes
regulations for the operation of delegate
agencies consistent with section
641(A)(d) of the Act. Subpart E
implements the statutory requirements
in section 644(c), (f), and (g) of the Act
related to facilities. Subpart F prescribes
regulations on transportation consistent
with section 640(i) of the Act.
Financial Requirements; Subpart A
In this subpart, we propose to
reorganize, revise, and streamline the
financial requirements currently in part
1301, subparts A, B, C, and D. We also
propose to move provisions or sections,
such as personnel policies, that fit more
logically in other sections of our
proposed structure. We also remove
provisions currently in part 1301; for
example, we propose to eliminate
specific Head Start regulations, such as
audit requirements, when there are
related government-wide regulations for
all federal grants. The purpose of these
changes is to organize the requirements
in a more logical order, conform to
recent changes in regulations that
PO 00000
Frm 00063
Fmt 4701
Sfmt 4702
35491
govern all federal grants, and reduce the
administrative burden on agencies.
To summarize the reorganization, we
propose to move the existing
requirement in § 1301.32 on
development and administrative cost
limitations to the proposed subpart A
where we have the requirements on
federal financial assistance and nonfederal share match because all of these
provisions pertain to financial
requirements on agencies. We propose
to move the requirement in the existing
§ 1301.11 related to insurance and
bonding to the proposed subpart B,
Administrative Requirements. We move
the content of § 1301.31 on personnel
policies to the proposed part 1302
subpart I, where we consolidate
requirements pertaining to Human
Resource Management. We also propose
to move grantee appeals addressed in
the current § 1301.34 to the proposed
part 1304 on Federal Administrative
Procedures.
Lastly, the most significant change to
this subpart is that we propose to
remove the existing requirements on the
annual audit and the accounting system
certification in § 1301.12 and § 1301.13
respectively for two reasons. First, we
propose to remove § 1301.12 to conform
to the Uniform Administrative
Requirements, Cost Principles and
Audit Requirements for Federal Awards,
which requires a Single Audit for all
programs receiving more than $750,000.
This new requirement supersedes the
requirement in the existing § 1301.12
that all Head Start grantees have an
annual audit. The result of this change
is that a very small number of Head
Start programs will not be required to
have an audit. Second, we propose to
remove the accounting system
certifications in current § 1301.13
because it is not something an
independent auditor can reasonably do
under their professional standards. In
fact, this provision has not been
enforced since 2012 because of this
conflict so this change codifies what is
done in practice.
In this subpart, we propose to include
the current list of applicable regulations
for all grants made under the Act; the
requirements related to federal financial
assistance, the non-federal share match,
and waivers; and the limitations on
development and administrative costs.
We discuss key issues with each section
according to the structure we propose.
Section 1303.2
In General
We propose to make minor changes to
the existing § 1301.1 for purposes of
updating and streamlining the language.
E:\FR\FM\19JNP2.SGM
19JNP2
35492
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1303.3
Other Requirements
In this section, we propose to update
the list of relevant regulations that apply
to all grants made under the Act. We
propose to remove 45 CFR part 74 and
part 92 from the list since the Uniform
Administrative Requirements, Cost
Principles, and Audit Requirements for
Federal Awards now supersedes it.
Since 45 CFR part 74 is superseded, we
have removed current § 1301.10(b)(1)
and (2), which reference this provision.
We propose to add five regulations to
the current list of federal regulations
applicable to all grant awards. The five
we propose to add are not new
requirements and are already included
in the Terms and Conditions on
grantees’ Notice of Award, but we add
them to update this list and be
transparent.
(1) 2 CFR part 170: FFATA Sub-award
and Executive Compensation: Head
Start awards are subject to the Federal
Financial Accountability and
Transparency Act sub-award and
executive compensation reporting
requirements (FFATA).
(2) 2 CFR 25.110: CCR/DUNS
requirement: The Dun and Bradstreet
Data Universal Numbering System
(DUNS) number is a required universal
identifier for applicants, recipients and
direct sub-recipients of federal financial
assistance. The Central Contractor
Registration (CCR) is the repository for
standard information about applicants
and recipients.
(3) 45 CFR part 30: HHS Standards
and Procedures for Claims Collection
apply should ACF have to pursue the
collection of debt from an existing or
former grantee.
(4) 45 CFR part 87: Equal Treatment
for Faith Based Organizations, which
requires that Faith Based Organizations
are permitted to receive funding without
discrimination and prohibits them from
engaging in ‘‘inherently religious
activities’’ as part of the program or
services HHS funds.
(5) 45 CFR part 75: Uniform
Administrative Requirements, Cost
Principles and Audit Requirements for
Federal Awards, effective December 26,
2013, consolidates a number of other
regulations into one comprehensive
guide for administering grants.
Section 1303.4 Federal Financial
Assistance, Matching and Waiver
Requirements
In this section, we propose to
combine and streamline requirements
currently included in §§ 1301.20 and
1301.21. This approach consolidates the
financial assistance, non-federal share
match, and waiver requirements into
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
one section. We are not proposing any
policy changes but rather clarifying,
while still conforming to the Act, and
removing outdated requirements.
Specifically, we propose to clarify that
the non-federal share match is 20
percent for each budget period of the
five-year project period. We reference
the Act for the list of circumstances the
Secretary can consider when approving
a waiver of non-federal share match,
rather than using the more narrow
approach in the existing regulation. We
remove requirements at §§ 1301.20(a)(2)
and (3), 1301.20(b), and 1301.20(c)
related to federal financial assistance
because they are outdated or
unnecessary because the requirement is
specified in the Act.
Section 1303.5 Limitations on
Development and Administrative Costs
This section addresses the limitations
on development and administrative
costs currently in § 1301.32. As noted,
we propose to move the existing
requirement to the proposed subpart A
where we have the requirements on
federal financial assistance and nonfederal share match because all of these
provisions pertain to financial
requirements on agencies. In accordance
with section 644(b) of the Act, we retain
the current requirement that agencies
must not exceed the 15 percent
administrative cap on development and
administration, unless the responsible
HHS official grants a waiver.
Under section 644(b) of the Act, the
Secretary shall establish criteria for
determining (1) the costs of developing
and administering a program and (2) the
total costs of such a program. Under this
authority, we propose a much more
simplified and streamlined approach
that requires grantees to categorize,
identify, and allocate costs for
determining whether they meet the 15
percent administrative cap. In contrast
to current § 1301.32(b) through (f),
which weaves together compliance
requirements, definitions, and
explanations, our proposed approach
lays out a clear and concise process for
agencies to analyze which of their costs
relate to development and
administration. Specifically, grantees
must: (1) Determine the costs of
developing and administering their
programs, (2) categorize costs as
development and administrative versus
program costs, (3) identify and allocate
the portion of dual benefit costs that are
for development and administration; (4)
identify and allocate the portion of
indirect costs that are for development
and administration versus program
costs, and (5) delineate all development
and administrative costs in the grant
PO 00000
Frm 00064
Fmt 4701
Sfmt 4702
application and calculate the percentage
of total approved costs allocated to
development and administration. We
propose definitions of development and
administrative costs, program costs, and
dual benefit costs consolidated in part
1305, to assist grantees in that process.
In paragraph (b), we propose to
implement section 644(b) of the Act and
to simplify the requirements in the
existing § 1301.32(g) pertaining to
waivers of the 15 percent administrative
cap. We propose to combine the
circumstances under which a waiver
will be considered into more broadlystated conditions. We also add language
that the responsible HHS official may
grant a waiver if an agency is unable to
administer the program within the 15
percent administrative cap.
Administrative Requirements; Subpart
B
In this subpart, we propose to include
the general requirement in the existing
§ 1301.30 related to agency conduct; the
limitations and prohibitions to which
agencies must adhere; and the
requirements for insurance and
bonding.
Section 1303.10 In General
We propose to revise and redesignate
the language in the existing § 1301.30
with minor changes to better conform to
Section 644(a)(1) of the Act.
Section 1303.11 Limitations and
Prohibitions
For purposes of clarity and in
response to questions from the field, we
propose to reference a number of
sections in the Act that place limitations
or prohibitions on agencies. These are
not new prohibitions because they are
included in the Act, but we propose a
section that references all of them in one
single place. These include prohibitions
on using Head Start funds to assist,
promote or deter union organization
(section 644(e) of the Act);
compensating employees in excess of
the rate payable for level II of the
Executive Schedule (section 653 of the
Act); using Head Start funds to pay the
contracted costs of construction in
excess of $2,000 where Davis-Bacon Act
compliance is not required by the terms
of the contract (section 644(g)(3) of the
Act) discriminating on the basis of race,
creed, color, national origin, sex,
political affiliation, beliefs, or disability
(section 654 of the Act); conducting
unlawful demonstrations, riots or civil
disturbances (section 655 of the Act);
engaging in political activity or voter
registration activities (section 656 of the
Act); and administering nonemergency
intrusive physical examinations of a
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
child without parental consent (section
657A of the Act).
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1303.12 Insurance and
Bonding
We propose to take a different
approach to the requirement on
insurance and bonding than the existing
requirement at § 1301.11. We propose to
remove specific requirements for
student accident insurance, liability
insurance for accidents on agencies’
premises, and liability insurance for
transportation—which actually
represent an incomplete list of major
risk areas—and instead require grantee
to maintain a documented process to
ensure identification of risks and
provide proof of appropriate coverage in
their application. Requiring grantees to
assess their own risks and determine
appropriate cost-effective coverage is a
less prescriptive approach than the
current regulation.
We also propose requiring agencies,
as part of the process of identifying
risks, to consider the risk of losses
resulting from fraudulent acts by
individuals authorized to disburse Head
Start funds and to maintain adequate
fidelity bond coverage if they have
insufficient coverage to protect the
federal government’s interest. In 2 CFR
200.304 of the Uniform Administrative
Requirements, Cost Principles, and
Audit Requirements, federal awarding
agencies can include a provision on
bonding in specific circumstances, and
one such circumstance is when the nonfederal entity lacks sufficient insurance
to protect the federal government’s
interest. We are invoking the authority
provided in 2 CFR 200.304 to require
agencies to maintain adequate fidelity
bond coverage in this circumstance.
Protections for the Privacy of Child
Records; Subpart C
In this subpart, we propose new
performance standards designed to
protect the privacy of children and
families Head Start programs serve.
Families entrust Head Start programs
with their personal information and
expect programs will use the
information to serve their needs
effectively and efficiently. Section
641A(b)(4) of the Act requires the
Secretary to promulgate regulations that
provide policies, protections, and rights
equivalent to those in section 444 of the
General Education Provisions Act,267
also known as the Family Educational
Rights and Privacy Act or FERPA, in
order to, ensure the confidentiality of
any personally identifiable data,
information and records collected or
267 See
20 U.S.C. 1232(g).
VerDate Sep<11>2014
22:22 Jun 18, 2015
maintained by any program. FERPA
applies to an educational agency or
institution that receives funds under a
program administered by the U.S.
Department of Education. This includes
virtually all public schools and school
districts and most private and public
postsecondary institutions, including
medical and other professional
schools.268
FERPA requires written consent from
parents in order to disclose personally
identifiable information (PII) from
education records, unless the disclosure
meets an exception to FERPA’s general
consent requirements. FERPA
recognizes that the benefits of using
student data must always be balanced
with the need to protect student
privacy. Educational agencies and
institutions must implement FERPA in
a way that protects the privacy of
education records while allowing for the
effective use of data.
FERPA gives parents certain rights
with respect to their children’s
education records. For example, parents
have the right to inspect and review
their child’s education records. Parents
also have the right to request that a
school correct records which they
believe to be inaccurate or misleading.
If the school decides not to amend the
record, the parent then has the right to
a formal hearing. If, after the hearing,
the school still decides not to amend the
record, the parent has the right to place
a statement with the record setting forth
his or her view about the contested
information. In addition to giving
parents certain rights, FERPA requires
educational institutions and agencies to
notify parents of students currently in
attendance, of their rights annually.
FERPA defines education records as
those records that are: (1) Directly
related to a student; and (2) maintained
by an educational agency or institution,
or by a party acting for the agency or
institution. Immunization and other
health records, as well as records on
services and accommodations provided
to a student that are directly related to
a student under 18 and maintained by
an elementary or secondary school, are
classified as education records under
FERPA. Schools often have legitimate
educational reasons to authorize thirdparties to access these education
records, for purposes such as
communicating with parents, improving
the effectiveness of education programs,
to identify gaps in student services, and
reasons as simple as providing secure
268 See
Jkt 235001
PO 00000
34 CFR 99.1(d).
Frm 00065
Fmt 4701
Sfmt 4702
35493
data storage.269 In addition to FERPA,
Parts C and B of the IDEA include
specific confidentiality provisions
applicable to the personally identifiable
information in early intervention and
education records of infants, toddlers,
and children with disabilities.
We broadly address privacy and
confidentiality in our current
performance standards. In §§ 1304.51(g)
and 1304.52(1)(i), we require programs
to establish record-keeping systems that
keep information confidential and we
require programs to ensure staff follow
confidentiality policies. However, we do
not provide programs with conditions to
permit the disclosure of PII in their
education records to balance privacy
and effective use of data. In this NPRM,
we propose standards that provide
parents with certain rights with respect
to their child’s education records and
programs with permissions to disclose
personally identifiable information in
the absence of written consent from
parents equivalent to those in FERPA
that are appropriate for Head Start
programs. However, instead of using the
term ‘‘education records’’ as defined by
FERPA, we use the term ‘‘child records’’
to reflect the population we serve.
Additionally, unlike FERPA, we do not
include a commonly used provision to
disclose directory information without
parental consent and programs must
provide parental notice and opportunity
to refuse when disclosing PII to officials
at a school in which a child intends to
enroll. If a Head Start program is
governed by FERPA and/or IDEA,
programs must comply with those
provisions in addition to the Head Start
proposed regulations and those
provisions take precedence over the
Head Start provisions when they differ.
We note that under the Privacy Rule
under the Health Insurance Portability
and Accountability Act and the
statutory and regulatory provisions
under FERPA, there are Federal
complaint procedures for consumers
and parents to seek to enforce the
confidentiality requirements of those
laws. Additionally, under the IDEA,
States must establish State complaint
procedures under which parents may
enforce specific provisions including
the IDEA confidentiality provisions.
While we considered proposing such
procedures, it was unclear whether they
would be necessary or reasonable
within the structure of Head Start. The
Office of Head Start currently has in
place a monitoring system that is
aligned with a comprehensive five year
269 See https://ptac.ed.gov/sites/default/files/
LEA%20Transparency%20Best%20Practices%20
final.pdf.
E:\FR\FM\19JNP2.SGM
19JNP2
35494
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
continuous oversight plan that includes
a review of complaints, parent
interviews and on-site reviews. The
Office of Head Start also has a system
in place for handling parent complaints,
which is currently undergoing
improvements to streamline the process
of resolving complaints. Additionally,
we provide the parent with other rights
in other sections of the Head Start
standards. Although existing
enforcement mechanisms have been
sufficient to for existing provisions, we
expressly invite comment on whether
additional enforcement procedures need
to be codified in our provisions for the
new requirements regarding
maintaining the privacy of children and
families in Early Head Start and Head
Start programs under this section.
Section 1303.20
In General
Our approach in this section is
different from our approach in the
existing rule. Currently, we require
programs to focus on record keeping
and privacy without providing
additional provisions to describe how to
balance privacy and disclosure. In this
section, we set the stage for programs to
ensure the protection of the
confidentiality of any personally
identifiable information in child records
consistent with the expanded section on
parental consent, parent rights, and
recordkeeping. Specifically, we propose
to require programs to establish
procedures that protect the privacy of
child records and that allow appropriate
disclosure of personally identifiable
information from child records for valid
educational purposes while ensuring
that there are policies, protections, and
rights, equivalent to those provided to a
parent, student, or educational agency
or institution under section 444 of the
General Education Provisions Act (20
U.S.C. 1232g).
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1303.21 Program Procedures—
Applicable Confidentiality Provisions
In this section, we propose provisions
for programs where FERPA and/or IDEA
apply. If FERPA and/or IDEA apply, we
propose to require programs comply
with those provisions in addition to the
Head Start requirements described in
this section. Further, we propose a
requirement that FERPA and/or IDEA
provisions take precedence over the
Head Start proposed regulations for the
specific programs or children to which
they apply. In addition to the IDEA,
FERPA, and Head Start regulations,
state privacy laws may apply if they
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
afford parents additional privacy
protections.270
Section 1303.22 Disclosures With, and
Without, Parental Consent
In this section, we propose minimum
provisions programs must include in the
protection of the privacy of child
records and data sharing procedures. In
paragraph (e), we propose programs
notify parents of their rights under this
subpart annually. In paragraph (a), we
also propose programs obtain parents’
written consent before they disclose
personally identifiable information from
child records, subject to the exceptions
contained in paragraph (b) and (c).
In paragraph (b) and (c), we propose
eight exceptions to permit programs to
disclose PII from child records to third
parties in the absence of written consent
if conditions are met. Briefly described,
these exceptions are to: (1) Officials in
a program, school, or school district
where the child seeks or intends to
enroll or where the child is already
enrolled so long as the disclosure is
related to purposes related to the child’s
enrollment or transfer, if the parent is
notified and given an opportunity to
refuse; (2) officials within the program
or acting for the program, if the program
determines the official has legitimate
educational interests and informs
parents of the provision at enrollment;
(3) authorized representatives of local,
state or federal entities in connection
with an audit or evaluation of a
Federally or State-supported education,
including early childhood, program (e.g.
the Head Start program, Race to the
Top-Early Learning Challenge program,
a state preschool program funded under
preschool development grants), or for
enforcement or compliance with the
federal legal requirements of the
program so long as the official agrees in
writing to protect PII; (4) organizations
that conduct research to improve child
and family outcomes, including
improving the quality of programs, for,
or on behalf of the program so long as
the organization agrees in writing to
protect PII; (5) appropriate parties in
order to address a disaster or other
health or safety emergency, which is
limited to the period of the emergency;
(6) comply with a judicial order or
lawfully issued subpoena, provided the
program makes a reasonable effort to
notify the parent in advance of the
compliance therewith unless the court
has ordered that neither the subpoena
nor its contents be disclosed or if the
parent is a party involved in the court
proceeding involving child abuse and
270 See https://www2.ed.gov/policy/gen/guid/
ptac/pdf/idea-ferpa.pdf.
PO 00000
Frm 00066
Fmt 4701
Sfmt 4702
neglect or dependency matters; (7) the
Secretary of Agriculture or an
authorized representative from the Food
and Nutrition Services to conduct
program monitoring or evaluation for
the Child and Adult Care Food program;
and (8) a caseworker or other
representative from a state, local, or
tribal child welfare agency, who has the
right to access a child’s case plan so
long as the representative agrees in
writing to protect PII.
Notably, a provision is not included
to permit the disclosure of designated
‘‘directory information.’’ Although
directory information is generally
considered not harmful or an invasion
of privacy under FERPA, we are
concerned that there could be
disclosures of directory information that
would be considered harmful or an
invasion of privacy to the sensitive
populations we serve. Consistent with
section 1303.21, Head Start programs
governed by FERPA would be able to
exercise the right to disclose
appropriately designated ‘‘directory
information’’ without consent. We
invite comment on the exclusion of the
right to disclose appropriately
designated directory information
without parental consent for Head Start
programs not governed by FERPA.
In paragraph (d), we propose
procedures for written agreements if a
program establishes a written agreement
with a third party identified in
paragraph (c). This requirement only
applies if a written agreement is made
with a third party. For example, in the
case of an emergency, a written
agreement does not need to exist with
the third party.
In paragraph (e), we propose annual
notice requirements that notify parents
of their rights described in § 1303.20
through 1303.24, and applicable
definitions in 1305. A description of PII
that may be disclosed without parental
consent must be included in the annual
notice. We invite comment on the
burden of the annual notice.
Section 1303.23 Parents’ Rights
In this section, we focus on parents’
rights. We recognize that parents have a
general right to control the disclosure of
their children’s records, and in that
vein, in paragraph (a), we propose that
programs give parents the right to
inspect information contained in their
child’s records. This right to confirm
information aligns with FERPA and, in
paragraph (b), would allow parents to
ask programs to amend inaccurate
information that the parents believe is
inaccurate, misleading, or violates the
child’s privacy and, if necessary, to
challenge information at a hearing
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
which will be scheduled within a
reasonable timeframe under paragraph
(c). If parents are still not satisfied with
information in their child’s records, we
propose to require programs to allow
parents to place a statement in their
child’s record that explains why they
disagree with the information. We
propose to require that programs
maintain these statements with
children’s records for as long as
programs maintain the child’s records.
In paragraph (d), a parent has the right
to a copy of an initial record, free of
charge, of child records disclosed with
parental consent and, upon request, an
initial copy of child records disclosed to
third parties under one of the
exceptions to parental consent. In
paragraph (e), a parent has the right to
review any written agreements with
third parties as provided under section
1303.22 (d).
Section 1303.24 Maintaining Records
We propose recordkeeping
requirements in this section. We
propose programs maintain, with each
child’s record, a list of all individuals,
agencies, or organizations that have
requested or obtained access to PII from
child records. The list must indicate the
expressed interests that each person,
agency, or organization had to obtain
this information. Recordkeeping of
disclosures to program officials or
parents are not required since it would
be too burdensome for Head Start
programs. We also propose to require
programs ensure that only parents,
officials, and appropriate staff have
access to records.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Delegation of Program Operations;
Subpart D
We propose to establish a new subpart
that consolidates current requirements
for the delegation of program operations
into one section and revises or removes
existing requirements to conform to the
Act. Section 641A(d) of the Act requires
agencies to establish procedures relating
to its delegate agencies and provides
further specifics related to evaluation,
corrective actions, and terminations.
Our proposed subpart D aligns with the
Act and is organized into four sections.
Section 1303.30 In General
In this section, we lay out the clear
expectation that a grantee is accountable
for the provision of quality services in
their delegate agencies. The grantee
retains legal authority and financial
accountability for the program when
services are provided by delegate
agencies. It is the responsibility of the
grantee to support and oversee delegate
agencies and ensure they provide high
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
quality services to children and families
and meet all applicable regulations. A
grantee may not terminate without
showing cause and must establish a
process for delegate agencies to appeal,
which is discussed in more detail in
§ 1303.33.
Section 1303.31 Determining and
Establishing Delegate Agencies
We propose to add a new requirement
in paragraph (a) of this section. We
require an agency that enters into an
agreement with another entity to serve
children to determine if the agreement
meets the definition of ‘‘delegate
agency’’ in section 637(3) of the Act.
The rationale for this added requirement
is to provide an important clarification.
If an entity meets the definition of
delegate in the Act, it is a delegate,
regardless of what a grantee calls the
entity to which it has delegated all or
part of the responsibility for operating
the program. In paragraph (b) we
propose to streamline and move the
current requirement in § 1301.33. It
states that federal financial assistance is
not available for program operations
that a grantee delegates unless there is
a written agreement the responsible
HHS official has approved.
Section 1303.32 Evaluation and
Corrective Action for Delegate Agencies
In this section, we include the
requirements in section 641A(d) of the
Act with respect to the evaluation of
delegate agencies and corrective actions
in the event of a deficiency.
Section 1303.33 Termination of
Delegate Agencies
We propose to clarify in this section
that an agency can terminate a delegate
agency on the basis of cost-effectiveness
or showing cause. An agency cannot
terminate a delegate agency without
showing cause, and the decision to
terminate cannot be arbitrary or
capricious. To align with section
641A(d)(1)(C) of the Act, we require
grantees to establish procedures for
defunding a delegate agency, and for a
delegate agency to appeal a defunding
decision and ensure the process is fair
and timely.
We propose to remove the appeal
procedures for delegate agencies
currently in part 1303 subpart C for
several reasons. First, in both the
Designation Renewal System and this
proposed subsection, we make clear our
expectation that the grantee is
accountable for the services their
delegate agencies provide to children
and families. However, we believe
grantees must have the necessary tools
at their disposal to remove delegate
PO 00000
Frm 00067
Fmt 4701
Sfmt 4702
35495
agencies in order to meet that
expectation and be held accountable.
We think the current system
inappropriately ties the hands of
grantees and has become overly
bureaucratic. Second, we think timely
action to resolve issues with delegates is
critical, and the Designation Renewal
System and the reality of five-year
grants require a swifter pace to
resolution. We do require grantees to
inform the responsible HHS official of
the appeal and the decision.
Facilities; Subpart E (Currently Part
1309)
In this subpart, we propose to
prescribe what a grantee must do to
show it is eligible to purchase, construct
and renovate facilities as outlined at
section 644(c), (f) and (g) of the Act. We
arrange the application process
chronologically to make it clear for
grantees and we propose requirements
for grantees that protect federal interest
in facilities purchased, constructed or
renovated with grant funds.
This subpart differs from part 1309 in
three key ways. First, it clarifies what is
required in an application to use Head
Start funds for purchase, construction or
major renovation of facilities and
organizes these elements in a logical,
sequential and transparent way. We
believe our proposed application
process makes it easier for grantees to
use and better aligns with existing
grants analysis procedures. Second, it
clearly states and logically organizes all
relevant information and requirements
for protecting the federal interest under
a broad variety of circumstances,
recognizing that grantees have evolved
to increasingly complex facilities
funding and development activities.
Third, it removes requirements that are
not Head Start-specific but rather are
overarching requirements for managing
federal grants and aligns all remaining
provisions with the Uniform
Administrative Requirements, Cost
Principles, and Audit Requirements for
Federal Awards.
We also propose to define federal
interest in part 1305. The purpose of the
definition is to clarify the term, describe
the funding agency rights created by a
federal interest in accordance with
existing Departmental Appeals Board
and judicial decisions, and note that
funds spent on facilities are subject to
the non-federal share match. The federal
government has an interest in all real
property and equipment grantees
purchase with grant funds.
Additionally, part 1309 currently has
explanations and information related to
federal interest woven throughout
different sections. Grantees have
E:\FR\FM\19JNP2.SGM
19JNP2
35496
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
reported difficulty understanding these
provisions. We propose a detailed
definition of federal interest to clarify
the concept and consolidate the
explanation in one place. We discuss
major issues we propose in each section
below.
Section 1303.40 In General
In this proposed section, we clarify
that this subpart applies to major
renovations. We explain that these
provisions apply only to minor
renovations and repairs when they are
included in a purchase and are part of
the purchase costs.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1303.41 Approval of
Previously Purchased Facilities
The current regulation does not have
language on refinancing. But as interest
rates have fallen, grantees have asked us
for permission to apply for more
advantageous loan terms. In this section,
we implement section 644(f) of the Act
and we propose to expand on current
§ 1309.2 and allow grantees that have
purchased facilities beginning in 1987
and that continue to pay purchase costs
or seek to refinance indebtedness to
apply for funds to meet costs associated
with refinancing. We have also received
questions from the field about whether
interest is part of purchase costs. We
propose to clarify that a purchase
includes both principle and interest
payments in accordance with section
644(g)(2) of the Act.
Section 1303.42 Eligibility To
Purchase, Construct, and Renovate
Facilities.
Current § 1309 has separate sections
that prescribe what grantees must show
to be eligible to construct or renovate a
facility. However, part 1309 does not
address what a grantee must show to
purchase a facility. In this section, we
propose to consolidate these
requirements, including purchases, into
a single uniform set of eligibility criteria
we believe would be easier for grantees
to understand and for federal staff to
evaluate. We also modify one eligibility
criterion to clarify that grantees
applying for funds to purchase,
construct or renovate a facility must
establish that the facility will be
available to Indian tribes, rural or other
low-income communities, which is less
restrictive than current § 1309 but more
aligned with the Act.
Section 1303.43 Use of Grant Funds
To Pay Fees
In this section, we revise and
redesignate current § 1309.43 and
propose to clarify the type and extent of
pre-project costs, such as project
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
feasibility studies and professional fees,
we may approve before a grantee applies
for funding to purchase, construct, and
renovate facilities. We also move these
provisions up in the regulation to better
follow the normal flow of how projects
are developed and to bring it to the
attention of grantees considering
facilities projects. We believe these
changes will help grantees better decide
whether they are eligible to apply for
additional funding.
Section 1303.44 Applications To
Purchase, Construct, and Renovate
Facilities
In this section, we propose to reorder
the process grantees must use to apply
for funds in a more logical sequence
based on the normal flow of how
facilities projects are developed,
implemented, and completed. In the
current regulation, there are provisions
that require licensed engineers or
architects to certify that facilities are
structurally sound and comply with
licensing and other requirements in
separate paragraphs. We propose to
group these provisions under one
paragraph in this section. We also
propose to retain language that allows
the responsible HHS official to request
additional information for unique
individual projects in paragraph (a)(13).
Section 1303.45 Cost Comparison To
Purchase, Construct, and Renovate
Facilities
We currently require grantees to
compare costs to renovate, to lease an
existing facility, or to construct a new
facility to determine which activity
would be most cost effective to meet
program needs. Grantees must
demonstrate that they have compared
costs and weighed options so we know
our investment in a particular facility
activity is cost-effective and servicerelevant.
In this section, we propose to allow
grantees greater flexibility to describe
projects and to compare costs to other
alternatives within their service areas.
We approach this section differently
than we currently do in § 1309.11. Cost
comparison requirements in § 1309.11
are unclear. Consequently, grantees
often submit substantial, and
sometimes, unnecessary information
that does not give us a comprehensive
picture of the relationship between the
facility activity proposed and the
quality of services to children and
families. What we propose in this
section strengthens the relationship
between the cost justification and the
project. We also believe what we
propose here ensures the best use of
federal funds and encourages grantees to
PO 00000
Frm 00068
Fmt 4701
Sfmt 4702
make decisions about facilities based on
the needs of the communities and the
families they serve.
Section 1303.46 Recording and Posting
Notices of Federal Interest
In this section and the following
section respectively, we propose to
revise and redesignate current part 1309
subpart C—protection of federal
interest, and to clarify when grantees
must file notices of federal interest and
what the notices must contain. We
intend to mitigate any risk of property
loss in a facility transaction and to keep
the facilities purchased with federal
funds for Head Start purposes. We
explain that grantees must file notices in
the official real property records in their
jurisdiction. We also propose to
consolidate facilities activities,
including modular units previously
covered in a different section, into one
section to make it easier for grantees.
Section 1303.47
Federal Interest
Contents of Notices of
In this section, we propose to revise
and redesignate parts of current
§ 1309.21 and to logically and
comprehensively explain what notices
of federal interest must contain when a
grantee owns a facility, when a grantee
leases a facility, and when a grantee
occupies a modular unit. We believe by
being clear and thorough about what
notices of federal interest must contain
will help protect federal interest. We
also want grantees to understand that if
we award subsequent funds after the
grantee files the initial notice of federal
interest, our federal interest is protected
under the initial notice of federal
interest. We believe this will protect the
ongoing investment of federal funds.
We propose to add language in
paragraph (a)(8) that requires governing
bodies to approve notices of federal
interest because governing bodies have
‘‘legal and fiscal responsibility for
administering and overseeing programs
. . . including the safeguarding of
federal funds’’ under section
642(c)(1)(E)(i) of the Act. This
requirement will ensure the governing
body is aware of the restrictions
associated with how federal funds are
used for facilities activities.
Section 1303.48 Grantee Limitations
on Federal Interest
This section redesignates and revises
§ 1309.21, which identifies grantee
limitations associated with properties
subject to a federal interest.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Section 1303.49 Protection of Federal
Interest in Mortgage Agreements
prevail over our interests without
properly executed agreements.
Current funding for facilities often
includes both federal funds and
mortgage proceeds. As facilities funding
has become more complex, it is
common to find federal funds and
mortgages on the same property. In
order to protect federal interest, we
require grantees to ensure that any
mortgage agreements they have include
specific provisions that would mitigate
our risk of loss and ensure the property
remains for Head Start purposes. For
example, we propose to require grantees
to ensure mortgage agreements specify
that the responsible HHS official can
intervene when a grantee defaults. We
also propose similar clauses that
obligate grantees to pay the federal share
if they default on mortgage agreements
and that protect federal interest even if
the responsible HHS official fails to
respond to a default notice.
Section 1303.52 Insurance, Bonding
and Maintenance
This section revises and redesignates
current § 1309.23. Our experience has
demonstrated that grantees have not
maintained sufficient insurance for
replacement of facilities that are
substantially damaged or destroyed,
particularly through floods and other
natural disasters. After Hurricane
Sandy, we realized we had to be more
vigilant to protect grantees against loss.
We mention flood insurance at
§ 1309.23(a) in our existing regulation.
However, we do not clarify when
grantees should have flood insurance.
In paragraph (b)(2), we propose to
require grantees to obtain flood
insurance if their facilities are located in
areas the National Flood Insurance
Program defines as high risk. We also
propose to add language in (b)(1) to
clarify for the grantees that physical
damage or destruction insurance must
cover full replacement value.
Section 1303.50 Third Party Leases
and Occupancy Arrangements
Grantees may use federal funds to
renovate leased property, often at
substantial cost. This section requires
grantees to have leases in place for 30
years for construction of a facility and
at least 15 years for a renovation or
placement of a modular unit to protect
underlying federal interests in these
unusual cases where the government is
putting major costs into facilities on
land that they do not own. These terms
are based on the minimum useful life as
noted in the Internal Revenue Code
useful lives tables used for depreciation
purposes. We propose to replace
language in § 1309.21(d)(1) of the
existing rule that is subjective and only
requires leases to be long enough to
recover the value of federally funded
improvements.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1303.51
Federal Interest
Subordination of
In this section, we propose to revise
and redesignate §§ 1309.21(a) and
1309.21(f)(1) to emphasize that only the
responsible HHS official can
subordinate federal interest to a lender
or other third party. Grantees cannot
subordinate federal interest on their
own. The official must agree to
subordination in writing. In addition to
a written agreement, the mortgage
agreement or security agreement for
which subordination is requested must
comply with § 1303.49, and the amount
of federal funds already contributed to
the facility must not exceed the amount
provided by the lender seeking
subordination. We believe our emphasis
here will ensure lender interests do not
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Section 1303.53 Copies of Documents
This section revises and redesignates
current § 1309.40. In this section, we
propose to add notices of federal
interest to the list of required
documents grantees must provide to the
responsible HHS official. We also
propose to explain that grantees must
give copies of notices of federal interest
to the responsible HHS official after
they have filed the notices in their
jurisdiction’s property records. This is
particularly important because notices
of federal interest do not fully protect
the federal share until the notices are
filed in the appropriate property
records.
Section 1303.54 Record Retention
This section revises and redesignates
current § 1309.41. We propose to clarify
what documents grantees must retain as
records covered by the record retention
requirement, as well as the fact that the
retention requirement applies to
facilities activities funded wholly or
partially with Federal funds. We have
not changed the basic retention period,
which is aligned with general
requirements in the Uniform
Administrative Requirements, Cost
Principles, and Audit Requirements for
Federal Awards.
Section 1303.55 Procurement
Procedures
In this section, we propose to revise
and redesignate current § 1309.52 and to
summarize briefly the general
procurement procedures as context for
PO 00000
Frm 00069
Fmt 4701
Sfmt 4702
35497
grantees. We also remove references to
grants management regulations
superseded by the Uniform
Administrative Requirements, Cost
Principles, and Audit Requirements for
Federal Awards. Paragraph (a) clarifies
that grantees still need to comply with
procurement requirements ensuring full
and open competition; nothing in the
current part 1309 or proposed subpart
diminishes those overarching
requirements. Paragraphs (b) through
(d), substantially the same as the current
regulation, identify circumstances under
which the grantee must obtain prior
approval for project changes and
guarantee HHS rights to access and
inspect of facilities projects.
Section 1303.56 Inspection of Work
In this section, we propose minor
changes to current section § 1309.53 to
align the elements of the final
inspection report with those required in
the engineer or architect’s certification
that accompanies the initial facilities
project application. We want to know
whether the licensed engineer or
architect did the work they said they
would do and did not just certify that
the project is complete. We believe the
changes we propose will ensure
inspections of work comply with
professional certifications.
Transportation; Subpart F (Current Part
1310)
We propose to retain all major
provisions from part 1310 of the current
rule in this NPRM. In several sections,
we propose streamlined version of those
provisions. We eliminate redundancy
and minor requirements that are
unrelated to improving the safety of
transportation services. We also propose
to add a requirement to help address a
dangerous problem some programs have
experienced of inadvertently leaving
children unsupervised on vehicles. We
propose to remove provisions related to
the graduated effective dates in the
original rule because they are no longer
applicable. Consistent with other parts
in this NPRM, we reorganized this
subpart to be more useful for program
staffs that are charged with its
implementation. We propose to arrange
provisions under this part in 4 sections.
Section 1303.70 In General
This section describes transportation
services and waiver options for
programs. Specifically, in paragraph (a)
we propose to streamline § 1310.2(a) in
the current rule, to specify how
provisions in this part apply to all
programs, including those programs that
provide transportation services,
regardless of whether services are
E:\FR\FM\19JNP2.SGM
19JNP2
35498
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
provided directly on agency-owned or
-leased buses or through an arrangement
with another provider. We also propose
to remove paragraphs (b) and (c) at
§ 1310.2 in the current rule, because
they are no longer applicable.
This section also proposes to revise
paragraphs (a) and (b) at § 1310.10 in the
current rule. These paragraphs stipulate
that programs must either provide
transportation services directly to some
or all of their children, or make efforts
to provide reasonable assistance to
families in accessing needed
transportation so that children can
participate in the program. We propose
to retain the provision that requires
programs to provide information about
transportation options in recruitment
announcements so that families who
have transportation barriers will not
necessarily be discouraged from
applying for services. We also propose
to include revised provisions from the
current rule at § 1310.23 which require
programs to make efforts to coordinate
transportation services with other
human service agencies to maximize
cost efficiency, access, and quality. In
addition, we propose to retain
§ 1310.10(f) in the current rule that
requires programs that provide
transportation services to ensure that
accidents are reported in accordance
with state regulations.
Finally, we propose to slightly revise
§ 1310.10(c) in the current rule, which
describes waiver application options.
We propose to streamline the language
to clarify that waivers may be requested
as part of the agency’s annual funding
application or amendment and that the
responsible HHS official may request
additional documentation. We also
propose to retain the stipulation that
HHS is not authorized to waive any
requirements of the Federal Motor
Vehicle Safety Standards (FMVSS).
Section 1303.71 Vehicles
This section proposes to revise
provisions in the current rule related to
vehicle types, safety equipment, and
vehicle maintenance and inspection. As
with much of this section, the
provisions we propose are not
substantive policy changes. Rather, we
propose a revised structure to reduce
redundancy and to improve clarity. We
propose to consolidate provisions from
§ 1310.12(a) and (b) in the current rule,
which allow programs to use grant
funds to purchase school buses or
allowable alternate vehicles to transport
children. We propose to retain the
exemption under § 1310.12(c) in the
current rule for the home-based option.
This section also proposes to describe
all of the safety equipment requirements
for vehicles that transport children.
Specifically, we propose to retain the
provision under § 1310.12(a) in current
rule that requires vehicles to be
equipped for height and weight
appropriate child restraint systems. We
propose retain to § 1310.12(b) in the
current rule that requires vehicles to
have reverse beepers. We propose to
retain § 1310.10(d)(1) through (4) in the
current rule that requires vehicles be
equipped with an emergency
communication system and appropriate
emergency safety equipment, including
a seat belt cutter, charged fire
extinguisher and first aid kit. We
propose to no longer require programs
to strategically locate and mark all
safety equipment, because we expect
programs will ensure that such
equipment is readily accessible as
needed. We also retain safe seating
requirements, including those related to
auxiliary seating in current § 1310.10(e)
and child restraint systems in current
§ 1310.11(a), with slight revisions to
remove effective date language that is no
longer applicable.
Finally, this section also proposes to
revise provisions in the current rule
related to the vehicle maintenance and
inspection. Specifically, we propose to
revise § 1310.13(a) through (c) in the
current rule, which requires programs to
ensure that vehicles are maintained in
safe operating condition at all times,
and receive, at a minimum, an annual
safety inspection, systematic preventive
maintenance, and daily pre-trip
inspections. We also propose to revise
§ 1310.14 in the current rule. That
section requires programs to have bid
announcements for school buses and
allowable alternate vehicles that include
the correct specifications and a clear
statement of the vehicle’s intended use
and to ensure that vehicles are
inspected upon delivery to ensure they
comply with those specifications.
Section 1303.72 Operation of Vehicles
This section proposes to revise
provisions in the current regulation that
relate to vehicle operation, safety
procedures, driver qualifications and
applicant reviews, and driver and bus
monitor training. Specifically, this
section proposes to revise safety
procedure requirements in § 1310.15(a)
and (d) in the current rule that all
children must be seated in height and
weight appropriate child safety restraint
systems on vehicles equipped for such
use. We propose to revise § 1310.15(b)
in the current rule that requires
programs to ensure baggage and other
items are properly stored and secured
and that aisles and emergency exits
remain unobstructed as in § 1310.15(b).
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00070
Fmt 4701
Sfmt 4702
This section also proposes to require
programs to maintain up to date rosters
of children transported on all buses or
vehicles as well as a list of adults to
whom each child is authorized to be
released, including alternates, which is
at § 1310.10(g) in the current rule. We
propose to add a new provision to
clarify that programs must ensure that
no child is left unattended either at the
pick-up location or on a vehicle at the
end of a route. This is essential for
ensuring child safety. In addition, this
section proposes to retain § 1310.15(c)
in the current rule that requires all
programs, except home based programs,
to have at least one bus monitor be on
board at all times with additional
monitors provided as necessary based
on the number and needs of the
children.
This section proposes to reorganize
and streamline provisions at
§ 1310.16(a) in the current rule that
describe driver qualifications. This
section also proposes to revise the
applicant review process, described in
§ 1310.16(b) in the current rule. Finally,
this section proposes to revise § 1310.17
in the current rule, which describes
training requirements for drivers and
bus monitors. These provisions are
largely unchanged. However, we
propose to remove obsolete effective
date language under § 1310.17(a) in the
current rule.
Section 1303.73 Trip Routing
In this section, we propose to retain
all provisions under § 1310.20 in the
current rule related to trip routing. We
propose to slightly revise the language
from the current rule to streamline and
improve clarity.
Section 1303.74 Safety Procedures
This section proposes to consolidate
and reorganize requirements described
in § 1310.21 in the current rule to make
them more comprehensible. We propose
to revise and redesignate to § 1302.46
the requirement for programs to provide
pedestrian safety training for parents
and children and eliminate the
prescriptive requirement that it occur in
the first 30 days of program operation.
Additionally, we propose to retain
current provisions that require programs
to teach children who receive
transportation services safe riding
practices, procedures for boarding and
exiting vehicles, procedures for crossing
the street as necessary, in and around
danger zones, and emergency
evacuation drills. We also propose to
retain a current provision that requires
programs to train parents on how to
escort children to and from the vehicle
stop and on how to reinforce the safety
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
training provided to their children. We
also propose to retain the provision in
the current rule regarding evacuation
drills.
Section 1303.75 Children With
Disabilities
This section proposes to revise and to
remove obsolete implementation
language in the current rule at
§ 1310.22. We propose to retain the
provision at § 1310.22(a) and (b) in the
current rule that requires programs,
except the home-based option, to ensure
that there are school buses or allowable
alternate vehicles adapted or designed
to transport children with disabilities
who are enrolled in the program and
that, to the extent possible, such
children are transported in the same
vehicles as other enrolled children.
Additionally, we propose to retain the
provision at § 1310.22 (c) in the current
rule that requires programs to ensure
that any special transportation
requirements identified in a child’s IFSP
or IEP are followed, including special
pick-up and drop-off and requirements,
seating requirements, special
equipment, necessary additional
assistance, or special training.
detailed and various appeal procedures
are described throughout the current
part 1303. We propose to eliminate
these various procedural provisions and
instead adopt the Departmental Appeals
Board (DAB) procedures in 45 CFR part
16. We believe this streamlined process
will ease administrative burden and
reduce confusion caused by
unnecessary Head Start specific
provisions. Specifically we propose to
eliminate procedural requirements at
§§ 1303.5, 1303.7, 1303.8, 1303.14(e),
1303.15(h), 1303.16(a) through (d) and
probably (e) through (h), and 1303.17.
Section 1304.1 In General
In this section of the proposed rule,
we describe the provisions of the
proposed part 1304, which revises, and
redesignates parts of parts 1302 and
1303 in the existing rule. We also clarify
that this subpart does not apply to
reductions to a grantee’s financial
assistance based on chronic underenrollment procedures in section 641A
of the Act or to any administrative
action based on a violation, or alleged
violation, of title VI of the Civil Rights
Act of 1964.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Administrative Procedures;
Part 1304
In this part, we remove, consolidate,
amend, update, or redesignate all of the
existing regulations which govern the
federal administrative procedures
through which the responsible HHS
official takes any adverse action against
a grantee, determines whether grantees
need to compete for renewed funding
and decides on the results of
competitions for all grantees. This part
also includes specific provisions when
replacing American Indian/Alaska
Native grantees, which have almost
entirely been redesignated from current
regulations.
Monitoring, Suspension, Termination,
Denial of Refunding, Reduction in
Funding and Their Appeals; Subpart A
This proposed subpart includes all of
the provisions that outline Office of
Head Start monitoring and the authority
to and describe the procedures for an
adverse action against a grantee, any
appeal rights and procedures for a
grantee to appeal that action, as well as
the one instance required by the Act
that a prospective delegate agency may
appeal to ACF.
The Act made a number of changes to
section 646 that require revisions to the
Head Start regulations with regard to
suspension at 45 CFR part 1303. We
make these changes in §§ 1304.2 and
1304.3 in this proposed rule. Extensive,
Section 1304.2 Monitoring
We propose to redesignate §§ 1304.60
and 1304.61 to this section. We propose
to remove current language that is
duplicative and to streamline other
provisions in accordance with sections
641A of the Act. We propose to
streamline current standards to clarify
our authority to ensure through
monitoring that a grantee complies with
standards proposed in parts 1301, 1302,
and 1303 under this title. We also
propose to clarify for grantees that a
deficiency can develop from an
uncorrected area of noncompliance and
from monitoring findings that show
either a grantee’s systemic or substantial
material failure to comply with
standards.
Section 1304.3 Suspension With
Notice
We propose to revise and redesignate
§ 1303.11 to this section. Section
646(a)(2) in the Act requires OHS to
adopt procedures to assure financial
assistance is not suspended, except in
emergency situations, unless the grantee
has been given reasonable notice and
opportunity to show cause. The Act
made significant changes to suspensions
and to the process the responsible HHS
official must use to in order to suspend
grantees. Two major changes require us
to update these regulations.
Suspensions can no longer last more
than 30 days, unless a grantee has
deficiencies that have been ongoing and
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00071
Fmt 4701
Sfmt 4702
35499
uncorrected for 180 days and it is
appealing a termination, reduction, or
denial of refunding and an appeal for
suspensions lasting 30 days is no longer
required under section 646(a)(5)(B) of
the Act. HHS may continue a
suspension if the grantee requests that
the suspension continue and the
responsible HHS official agrees. Nothing
in this section precludes the HHS
official from imposing a suspension
again for an additional 30 days if the
cause of the suspension has not been
corrected.
We propose to revise two sections of
this provision to reflect the amended
section 646 of the Act. The current
§ 1303.11(h) and (k) include statements
that read, ‘‘If termination proceedings
are initiated in accordance with
§ 1303.14, the suspension of financial
assistance will be rescinded.’’ These
statements do not reflect the suspension
provision in the revised Act at section
646(a)(5)(B) that allows for suspensions
longer than 30 days for grantees that are
appealing a termination, denial of
refunding, or reduction of funding and
so they have been removed.
Section 1304.4 Suspension Without
Advance Notice
We propose to revise and redesignate
§ 1303.12 to this section. Section
1303.12 includes the regulations for
summary suspensions. Although most
of the regulations remain in this section
without change, a few are updated and
streamlined. A few parts of this section
are revised to implement the changes
from the Act that strictly limit the
suspension period. Because of the Act’s
30-day limit on suspensions, we
propose to update current § 1303.12(f) to
only include the exception to the 30-day
limit for when proceedings for
terminations and denials of refunding
are initiated against grantees with
deficiencies that have been ongoing for
180 days and have not been eliminated.
Consequently, suspensions can no
longer last more than 30 days, unless
the conditions under section
646(a)(5)(B) of the Act apply, or the
grantee requests the suspension to
continue and the responsible HHS
official agrees. We also add proceedings
for reductions in financial assistance to
that list to align with the Act’s language
in section 646(a)(3). Because as
discussed below, the Act no longer
requires appeals for suspensions lasting
more than 30 days, we removed
provisions in § 1303.12, paragraphs (g)
and (h)(2) and (3), that reference appeals
in the existing rule. Those redesignated
sections are also amended to make it
clear that suspensions can only last
longer than 30 days in the limited
E:\FR\FM\19JNP2.SGM
19JNP2
35500
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
circumstances allowed by the Act. We
also propose a few small changes,
specifically adding the term ‘‘emergency
situation’’ to the reasons we can
suspend without notice, to be more
closely aligned with the Act and the
elimination of (m) allowing for
contributions during the suspended
period to count toward in-kind match.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Section 1304.5 Termination and
Denial of Refunding
We propose to combine appeal
procedures for terminations and denials
of refunding. There is no substantive
reason for why these provisions are
currently in separate sections,
§§ 1303.14 and 1303.15. This just adds
to the part’s bulk and complexity and
makes it more difficult for a lay person
to understand. We propose to retain all
of the substantive elements of the
current rule including the reasons HHS
can terminate, deny refunding or reduce
funding. We intend for this proposed
section to replace current §§ 1302.20,
1302.21, and 1302.22 which only
duplicate the reasons for termination in
§ 1303.14 and are no longer necessary.
attorney fees. We are proposing to revise
this section in light of amendments to
the Act made in the 2007
Reauthorization to section 646(a)(4)(C)
which requires the Secretary to
prescribe procedures that prohibit a
Head Start agency from using program
grant funds to pay attorney fees and
costs incurred during an appeal.
Accordingly, we propose removing
§ 1303.3(a)(1) and (2), (b), and (c). They
are replaced with § 1304(a) which states
that ‘‘legal fees or other costs may not
be charged to program grants for appeals
of terminations, reductions of funding,
or denials of applications of refunding.’’
However, section 646(a)(6) of the Act
gives the Secretary the ability to
potentially reimburse Head Start
grantees in certain actions. Sections
646(a)(4)(C) and 646(a)(6) read together
to allow for reimbursement, though not
expenditure of award funds, for legal
fees in DAB appeals for termination,
reduction, or denial of refunding when
the Head Start agency prevails. Section
1304(b) outlines the situation when an
agency may apply for reimbursement of
fees and the procedures for doing so.
Section 1304.6 Appeal for Prospective
Delegate Agencies
Section 646(a)(1) of the Act requires
appeal procedures for certain conflicts
between delegates and grantees. The Act
requires a timely and expeditious
appeal to the Secretary for an entity who
wants to serve as a delegate and whose
application has been rejected or not
acted upon. The current regulation
includes an additional step of appealing
application decisions to the grantee
first. The extra step of appealing to the
grantee adds nothing to the application
appeal process beyond extending it.
Therefore we are proposing streamlined
procedures that eliminate the required
appeal to the grantee and require only
submission of the application and
briefings from both sides. In order to
have a more efficient process we also
propose to eliminate the reconsideration
process described in the current
§ 1303.23. The proposed changes to
procedures support the importance of
timely action given the new realities of
the Designation Renewal System and 5year grants that requires a swifter pace
in resolving delegate issues. The
proposed changes to this provision,
which is still required by the Act, are
consistent with the intent of removing
delegate appeals to ACF that are not
required by the Act in proposed part
1303.
Designation Renewal; Subpart B
In this section, we propose only
technical changes to reorder the existing
provision in part 1307 into the logical
order of this NPRM. ACF is currently
conducting an independent evaluation
of the Designation Renewal System that
was proposed in response to the
Congressional Mandate to establish such
a system. Results from that evaluation
are still pending. Once the evaluation is
completed, ACF will consider the
results to determine whether any
changes to current regulations should be
proposed.
The Administrative Procedure Act
does not require an agency to adhere to
public procedure and invite comment,
when the agency, for good cause, finds
notice and public procedure are
unnecessary.271 In this NPRM, we do
not invite comment on the Designation
Renewal System (DRS), which is under
part 1307 in the current rule. We, for
good cause, find that to do so is
unnecessary. First, we adhered to public
procedure when we published the DRS
NPRM in 2010.272 We received
approximately 16,000 comments from
Head Start grantees, parents, teachers,
state and national organizations,
academic institutions, and legal entities.
We considered each of those comments
and responded to them in the DRS final
Section 1304.7 Legal Fees
In the current regulation, § 1303.3
provides for the right to an attorney and
271 See section 533(b)(3)(B) of the Administrative
Procedure Act.
272 See https://www.federalregister.gov/articles/
2010/09/22/2010-23583/head-start-program.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00072
Fmt 4701
Sfmt 4702
rule.273 Second, we do not propose any
substantive changes to DRS in this
NPRM. We will redesignate §§ 1307.1
and §§ 1307.3 through 1307.7 to
proposed part 1304 and § 1307.2 to
proposed part 1305. We will also make
technical amendments to correct cross
references. Our efforts in this NPRM
neither change nor alter the substance of
what we published in the DRS final
rule. The text of this language is
included for transparency.
Selection of Grantees Through
Competition; Subpart C
Section 641(d)(2) of the Act outlines
the specific criteria the Secretary must
use to select grantees and allow
consideration of ‘‘other factors’’ and we
refer to this citation in our proposed
regulatory text. This subpart revises
current regulations at §§ 1302.10 and
1302.11 to reflect the more transparent
and streamlined process for Head Start
grant competitions and outline the other
factors to be considered. To do this, we
remove vague criteria from § 1302.10 to
ground competitions in the criteria
announced in the now standardized
Funding Opportunity Announcement
process. We revise requirements for part
1311 to make it clear that replacement
programs only need to consider the
employment of effective and qualified
personnel.
Replacement of American Indian/
Alaska Native Grantees; Subpart D
This subpart re-designates and
minimally revises current regulations at
§§ 1302.30, 1302.31, and 1302.32 to
ensure that the current requirements for
replacing American Indian/Alaska
Native Head Start programs apply in all
circumstances. We add designation for
competition as one of the reasons for
using these procedures to address the
question of whether this would be the
practice which we have received from
American Indian/Alaska Native
programs. This subpart, § 1304.30
implements section 646(e) of the Act;
§ 1304.31 implements section 641(d) of
the Act; and § 1304.32 implements
section 646(e)(2) of the Act.
Head Start Fellows Program; Subpart E
This subpart redesignates and
minimally revises current regulations at
§§ 1311.1 through 1311.5 to maintain
the current requirements for
administration of the Head Start Fellows
Program.
273 See https://www.federalregister.gov/articles/
2011/11/09/2011-28880/head-start-program#h-10.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Definitions; Part 1305
In this part, we propose to redesignate
definitions from all sections, except for
DRS (part 1307), in the existing rule for
ease of grantee and prospective grantee
understanding and transparency. We do
not include definitions from DRS
because we do not propose any changes
to that section in this NPRM. In the
existing rule, definitions are attached to
each section. We propose to create one
definitions part for the entire NPRM. In
order to do this, we propose to
consolidate all definitions that were
repeated in multiple sections. In
addition, we propose to remove many
definitions that are either not
meaningful or do not add to the widely
understood meaning. We also propose
to remove definitions that are clearer
and more meaningful when they are
incorporated into the provisions
themselves rather than enumerated as
definitions. Finally, we propose to add
some new definitions to this section in
order to support other proposed
revisions throughout this NPRM, and
reference the definitions in other
relevant pieces of legislation where
appropriate. We describe what we
propose for each definition only in the
first section in which it appears in the
current rule. In addition to these
changes, we propose to add a definition
of personally identifiable information
(PII) to this section, to clarify proposed
language for the new set of provisions
related to data sharing and privacy.
Definitions From Part 1301
Specifically, from part 1301 in the
existing rule, we propose to redesignate
and revise the definition of Act, and
redesignate the definitions of budget
period, development and administrative
costs, dual benefit costs, program costs,
and total approved costs. We propose to
remove definitions for independent
auditor and major disaster because we
propose to remove the relevant
provisions in this NPRM. We propose to
remove the definitions of community,
Head Start agency, and indirect costs
because they do not add to the widely
understood meaning. We also propose
to incorporate the meaning of Head
Start program into the proposed
requirements of the NPRM by explicitly
noting any time ‘program’ only refers to
Head Start, and not Early Head Start,
and therefore we remove it from the
definitions section, for improved clarity
and transparency. Additionally, we
propose to reference the Act for the
definition of delegate agency. We also
propose to add a definition for directory
information as it relates to
confidentiality and privacy.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Definitions From Part 1302
From part 1302 in the existing rule,
we propose to revise and redesignate the
definitions of financial viability and
grantee for improved clarity, and
redesignated the definition of legal
status. We propose to remove the
definitions of approvable application,
community action agency, community
action program and Head Start grantee
because their definitions do not add to
the widely understood meaning.
Additionally, we propose to reference
the Act for the definition of Indian tribe.
Definitions From Part 1303
From part 1303 in the existing rule,
we propose to redesignate and revise
definitions for responsible HHS official
and agreement for clarity, and
redesignate the definition of termination
of a grant or delegate agency. In this
section we also propose to remove
definitions currently enumerated in part
1303, including ACYF, agreement, day,
denial of refunding, funding agency,
interim grantee, prospective delegate
agency, submittal, substantial rejection,
suspension of a grant and work day
because they are either no longer
relevant or do not add to the widely
understood meaning.
Definitions From Part 1304
From part 1304 in the existing rule,
we propose to revise and redesignate the
definition of family from part 1304 of
the existing rule to reflect a more
inclusive definition, specifically with
regard to foster parents. We also propose
to revise and redesignate the definitions
of policy group and staff for clarity. We
propose to remove many of the
definitions currently enumerated in part
1304, including collaboration and
collaborative relationships, contagious,
developmentally appropriate, guardian,
health, minimum requirements,
program attendance, referral, teacher
and volunteer because they are either no
longer relevant, or did not add to the
widely understood meaning. We also
propose to incorporate the meaning of
assessment, and curriculum, at part
1302 subpart C, home visitor at part
1302 subpart I, and Early Head Start
program by explicitly noting any time
‘program’ only refers to Early Head
Start, and not Head Start. Therefore, we
propose to remove them from this
definitions section, for improved clarity
and transparency. We propose to
reference the Individuals with
Disabilities Education Act for the
definition of Individual Family Service
Plan. We propose to reference the Head
Start Act for the definitions of a child
with a disability and deficiency. Finally,
PO 00000
Frm 00073
Fmt 4701
Sfmt 4702
35501
we propose to add a definition of
continuity of care to reflect a renewed
focus on this critical concept within the
proposed program options and program
management provisions in this NPRM.
Definitions From Part 1305
In this part, we propose to remove
definitions currently included part 1305
of the existing rule. Specifically, we
propose to remove the definitions of
enrollment, enrollment opportunities,
family for pregnant women, low income
family, selection, and vacancy because
they do not add to the widely
understood meaning or are
unnecessarily confusing. We also
propose to incorporate the meaning of
Head Start eligible, income guidelines
and recruitment into the proposed
requirements of this NPRM at part 1302,
subpart A, and therefore remove them
from this definitions section, for
improved clarity and transparency. We
propose to redesignate definitions of
enrollment year, funded enrollment,
income, migrant family, participant,
recruitment area, service area and verify
into this section. We also propose to add
several definitions related to the
provisions that are revised and
redesignated from part 1305 of the
existing rule. Specifically, we add new
definitions of accepted, enrolled, foster
care, Migrant or Seasonal Head Start
program, and relevant time period to
address grantee confusion and to reflect
the evolving demographics of the
families that Head Start programs serve.
Definitions From Part 1306
In this part, we also propose to
incorporate the meaning of definitions
currently enumerated in part 1306 into
the proposed requirements of this
NPRM. Therefore we remove them from
this definitions section. Specifically, we
propose to incorporate the meaning of
center-based program option, double
session variation, family childcare,
family childcare program option, and
home-based program option into part
1302, subpart B. We propose to
incorporate the meaning of group
socialization activities, home visits, and
parent-teacher conference into part
1302, subpart C. Finally, we propose to
incorporate the meaning of family
childcare provider into part 1302,
subpart I. We propose to remove the
definitions of combination program
option, Head Start class, Head Start and
Early Head Start services, and full-day
variation because they do not add to the
widely understood meanings. We also
redesignate and revise the definition of
Head Start parent to be more inclusive
of foster parents. Finally, we revise and
redesignate the definitions of days of
E:\FR\FM\19JNP2.SGM
19JNP2
35502
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
operation and hours of operation for
improved clarity.
Definitions From Part 1307
We propose to redesignate all of the
definitions from part 1307 of the
existing rule into this part, but have not
been revised them in any way because
we will not accept comments on the
provisions in part 1307 (part 1304,
subpart B in this NPRM) as part of this
NPRM. These definitions include Act,
ACF, agency, aggregate child-level
assessment data, child-level assessment
data, Early Head Start agency, going
concern, Head Start agency, school
readiness goals, and transition period.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Definitions From Part 1308
With regard to the definitions
currently enumerated in part 1308, we
propose to remove commissioner, day,
disabilities coordinator, eligibility
criteria, performance standards, related
services, assistive technology, assistive
technology service and special
education because they do not add to
the widely understood meaning or are
no longer relevant to the proposed
provisions. We also propose to
incorporate the definition of least
restrictive environment into the text of
this NPRM at part 1302, subpart F, and
therefore remove it from this definitions
section. In addition, we propose to add
a definition of local agency responsible
for implementing IDEA to clarify intent.
Finally, we propose to reference the
Individuals with Disabilities Education
Act for the definition of Individualized
Education Program.
Definitions From Part 1309
In this part, we also propose to
remove several definitions currently
enumerated in part 1309, including
acquire, grant funds, Head Start center
or a direct support facility, incidental
alterations and renovations, and
suitable facility because they do not add
to the widely understood meaning. We
propose to redesignate and revise major
renovations, modular unit, real
property, facility, and purchase for
improved transparency and clarity, and
redesignate the definition of
construction. We also propose to add
definitions of repair and minor
renovations to resolve confusion
amongst grantees.
Definitions From Part 1310
In this part, we propose to remove
several definitions which are currently
enumerated in part 1310 of the existing
rule. Specifically, we propose to remove
national standards for school buses and
school bus operations, reverse beeper
and seat belt cutter because they do not
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
add to the widely understood meanings
or are no longer relevant to the proposed
provisions. We propose to incorporate
the definitions of agency providing
transportation services, bus monitor and
trip routing into the text of this NPRM
at part 1303, subpart F, and therefore
remove it from this definitions section.
We also propose to reference the Act for
the definition of State. Lastly, we
propose to redesignate the remaining
definitions from part 1310 into this
section, including allowable alternative
vehicle, child restraint system,
commercial driver’s license, Federal
Motor Vehicle Safety Standards, fixed
route, National Driver Register, school
bus and transportation services for
clarity and transparency.
Definitions From Part 1311
Finally, in this section, we propose to
remove the definition of Head Start
Fellows which is currently defined in
part 1311 of the existing rule, because
the meaning is conveyed in the
proposed provisions at part 1304,
subpart E.
Effective Dates
Current Head Start program
performance standards remain in effect
until this NPRM becomes final. We
propose for this NPRM to become
effective 60 days after it is published as
a final rule in the Federal Register.
However, programs may require more
time to implement §§ 1302.21(b)(2);
1302.21(c)(1) and (3); 1302.22(c)(1) and
(2); and 1302.23(c); 1302.32(a)(1)(iii)
and (a)(3); 1302.32(b); 1302.90(b),(2) and
(4); 1302.91(f)(1); 1302.92(b)(4) and (5).
Therefore, we propose for these
provisions to become effective 12
months after the final rule becomes
effective. We solicit comments on these
effective dates.
V. Regulatory Process Matters
Regulatory Flexibility Act
The Regulatory Flexibility Act
(RFA),274 as amended by the Small
Business Regulatory Enforcement
Fairness Act, requires federal agencies
to determine, to the extent feasible, a
rule’s economic impact on small
entities, explore regulatory options for
reducing any significant economic
impact on a substantial number of such
entities, and explain their regulatory
approach.
This NPRM will not result in a
significant economic impact on a
substantial number of small entities. It
is intended to ensure accountability for
federal funds consistent with the
274 5
PO 00000
U.S.C. 605(b).
Frm 00074
Fmt 4701
purposes of the Head Start Act and is
not duplicative of other requirements.
Regulatory Planning and Review
Executive Order 12866
Executive Order 12866 requires
federal agencies to submit significant
regulatory actions to the Office of
Management and Budget (OMB) for
approval. The Order defines ‘‘significant
regulatory actions,’’ generally as any
regulatory action that is likely to result
in a rule that may (1) have an annual
effect on the economy of $100 million
or more or adversely affect in a material
way the economy, a sector of the
economy, productivity, competition,
jobs, the environment, public health or
safety, or State, local, or tribal
governments or communities; (2) create
a serious inconsistency or otherwise
interfere with an action taken or
planned by another agency; (3)
materially alter the budgetary impact of
entitlements, grants, user fees, or loan
programs or the rights and obligations of
recipients thereof; or (4) raise novel
legal or policy issues arising out of legal
mandates, the President’s priorities, or
the principles set forth in this Executive
Order.275
The provisions proposed in this
NPRM, are different from many
proposed rules in the federal
government in that they will require
Head Start programs to allocate funding
in different ways, but will not affect the
amount of Head Start’s appropriation
and therefore will not affect the amount
of funding that will be provided to Head
Start programs overall. Nonetheless,
given the costs of these changes and the
expected loss of slots for eligible
children and teacher employment as a
result of these costs, we have
determined that this NPRM will have an
annual effect on the economy of more
than $100 million. Therefore, the
proposed changes in this NPRM
represent a significant regulatory action
as defined by Executive Order 12866.
Given both the directives of the Order
and the importance of understanding
the benefits, costs, and savings
associated with these proposed changes,
we describe the costs and benefits
associated with the proposed changes
and available regulatory alternatives
below.
1. Need for Regulatory Action
The purpose of Head Start, as
prescribed by the Act, is to ‘‘promote
the school readiness of low-income
children by enhancing their cognitive,
social, and emotional
275 Executive
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Order 12866, sec. 3(f)(1).
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
development.’’ 276 This purpose, and
the Head Start program itself is based
upon decades of scientific research that
documents the strong and lasting impact
of children’s experiences in their first
five years of life on brain development,
learning, and health,277 278 279 and the
significant economic impact of such
benefits on children individually and on
society as a whole. However, provision
of consistently high quality early
learning experiences is central to
reaping these benefits from all Head
Start programs. The congressionally
mandated, randomized control trial
study of Head Start’s impact did not
show lasting effects on the outcomes
measured. Specifically, while the
Impact Study found some initial effects,
by third grade the control and treatment
groups showed no significant
differences.280 In order for Head Start to
achieve its mission to be an effective
tool in supporting children’s success in
Kindergarten and beyond, all programs
must be high quality. Decades of best
practice, cutting edge research in early
education including the Head Start
Impact Study, expert advice, and The
Secretary’s Advisory Committee’s
recommendations all culminate in a call
to action for policy changes that ensure
all Head Start programs provide a
consistently high quality early learning
experience that prepares children for
Kindergarten and has long-term effects
on their academic success and overall
health. We believe the proposed
changes in this NPRM will empower all
programs to achieve this goal.
2. Cost and Savings Analysis
In the following sections, we describe
the costs associated with the proposed
changes to the current regulation
included in this NPRM. First, we detail
both the programmatic costs and savings
associated with individual provisions
and then determine the projected loss of
Head Start slots and teacher jobs
associated with those costs without
additional funding, given that Head
Start program would need to absorb
these additional costs into their current
program operations. Then, we detail
how the net programmatic costs differ
from the net cost to society of the
provisions based upon the calculation of
opportunity costs and transfers. Further,
we describe the effect on society by
exploring the benefits lost for children
who would not have access to Head
Start in the future, based upon two
scenarios. In the first scenario
additional funds are appropriated that
cover the cost of the NPRM per the
President’s FY2016 budget request to
support the extension of the program
day and year. In the second scenario,
additional funds are not available and
children who would have had access to
Head Start are cared for in other
environments with varying levels of
quality and associated benefits for those
children.
Programmatic Costs and Savings
This NPRM includes a number of
provisions, associated with costs,
intended to increase program quality
and, as a result, increase the impact
Head Start services will have on the
children and families programs serve.
This NPRM also includes several
provisions, which improve upon
important managerial and
administrative responsibilities, and
streamline processes to reduce
unnecessary administrative burden,
which are associated with savings.
These provisions apply specifically to
the approximately 2,815 grantees and
delegates currently providing Head Start
and/or Early Head Start services.
We estimate the total programmatic
costs associated with the provisions in
Proportion of
slots
35503
their entirety proposed in this NPRM at
$1,155,974,916. We estimate the total
programmatic savings associated with
the provisions proposed in this NPRM
at $104,635,321. Therefore, we estimate
net programmatic monetary cost of this
NPRM at $1,051,339,595. As noted
above, the President’s FY2016 Budget
requests $1.5 billion in additional Head
Start resources to support these quality
improvements and continue the new
Early Head Start-Child Care
Partnerships. If the additional resources
are provided by Congress, these costs
would be covered. In this situation,
there would be no slot or teacher job
loss associated with the changes
proposed in this NPRM. However, we
estimate below the total slots and
teacher jobs that would be lost if the
additional funding requested in the
President’s Budget is not provided.
In order to estimate slot and teacher
job loss as programs adjust their budgets
in the absence of additional funding, we
first determined the proportion of
current funded enrollment that are Head
Start slots (85%) and Early Head Start
slots (15%), respectively. We then
applied this proportion to the total
monetary cost associated with the
NPRM, in FY2014 dollars, and divided
the cost that will be borne in Head Start
slots ($893,638,656) by the average cost
per slot for Head Start in 2014 or $7,886,
and divided the cost that will be borne
in Early Head Start ($157,700,939) by
the average cost per slot for Early Head
Start in 2014 or $12,013. This
calculation provided the total estimated
slot loss as well as slot loss estimates for
regulatory alternatives. Without
additional funding, this net cost would
be associated with a reduction in slots
(or number of children served) of
126,448.
Proportion of
net cost
Cost per slot
Number of
slots lost
15%
85%
$157,700,939
893,638,656
$12,013
7,886
13,128
113,320
Total ..................................................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
EHS ..........................................................................................................
HS ............................................................................................................
..........................
..........................
..........................
126,448
In order to estimate the total number
of teacher jobs which would be lost in
association with the slot reduction that
276 42
U.S.C. 9831.
Scientific Council on the Developing
Child (2007). The Timing and Quality of Early
Experiences Combine to Shape Brain Architecture:
Working Paper No. 5. Cambridge, MA: Author.
278 Anda R.F., Felitti V.J., Bremner J.D., Walker
J.D., Whitfield C., Perry, B.D., Dube, S.R., & Giles,
W.H. (2006). The enduring effects of abuse and
277 National
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
would occur if additional funding
requested by the President’s Budget is
not provided, we first reduced the net
monetary cost of the NPRM by the cost
of eliminating the option for double
sessions ($368,720,660). Double session
related adverse experiences in childhood. A
convergence of evidence from neurobiology and
epidemiology. European Archives of Psychiatry and
Clinical Neuroscience, 256(3), 174–186.
279 National Scientific Council on the Developing
Child (2010). Early Experiences Can Alter Gene
Expression and Affect Long-Term Development:
Working Paper No. 10. Cambridge, MA: Author.
280 Puma, M., Bell, S., Cook, R., Heid, C., Broene,
P., Jenkins, F., & Downer, J. (2012). Third grade
follow-up to the Head Start impact study final
report. US Department of Health and Human
Services Office of Planning, Research and
Evaluation.
PO 00000
Frm 00075
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35504
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
programs typically operate a morning
and afternoon session of 3.5 hours,
which serve different children but
utilize the same teachers. As a result,
double session teachers should not lose
their jobs, even as fewer children are
served in those programs. To translate
the remaining cost ($682,618,935) into
slot loss, we again applied the
proportion of Head Start slots (85%) and
Early Head Start slots (15%) to the total
monetary cost associated with the
NPRM, less the cost of eliminating
double sessions, and divided the cost
that will be borne in Head Start slots
($580,226,095) by the average cost per
slot for Head Start, or $7,886, and the
cost that will be borne in Early Head
Start ($102,392,840) by the average cost
per slot for Early Head Start, or $12,013.
We then applied current percentages
from the Program Information Report
(PIR) on the percent of 3- versus 4-year
olds in Head Start and the percent in
home-based versus center-based in Early
Head Start to the estimated slot loss.
Then we applied a 1:4 teacher: child
ratio to the center-based Early Head
Start slots lost (given two teachers for a
maximum class size of 8) and 1:12 for
home-based Early Head Start slots lost
(given the maximum caseload of 12) to
determine the total number of Early
Head Start teacher jobs that would be
lost. And, for Head Start, we applied a
1:8.5 ratio for the number of 3 year old
slots lost (given two teachers for a
maximum class size of 17) and a 1:10
ratio for 4 year old slots lost (given two
teachers for a maximum class size of
20). The sum of these estimates gave us
our cumulative estimate of teacher jobs
lost. Without additional funding, this
net cost would be associated with a
reduction of 9,432 teachers’ jobs.
Number of slots lost
(less double session
costs)
EHS ..................................................
Ratio applied
Number of teacher
jobs lost
HS ....................................................
Center-based ...................................
Home-based ....................................
3 year olds .......................................
4 year olds .......................................
4,858
3,665
31,403
42,174
1:4
1:12
1:8.5
1:10
1,215
305
3,694
4,218
Total ..........................................
..........................................................
..................................
..................................
9,432
Societal Cost and Savings
Throughout this Cost and Savings
Analysis, we also identify costs and
savings to society associated with the
proposed changes that are not related to
program operation and therefore are not
included in estimations of slot and
teacher job loss. Specifically, there are
two provisions, home visits for
frequently absent children and criminal
background checks for prospective staff,
where there is an opportunity cost
associated with prospective staff or
parents’ time spent complying with new
requirements, and we have monetized
these opportunity costs at $943,530 and
$726,824, respectively, based on
foregone earnings. Further, there is one
provision that will be associated with
opportunity cost savings by reducing
parents’ time spent on parent
committees as a result of the new
requirements. We have monetized this
opportunity cost savings at $2,689,098
based on retained earnings. Finally,
although we have quantified
programmatic savings related to the
removal of provisions that allow Head
Start Programs to develop their own
Opportunity cost/savings/transfer
Estimate
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Additional Home Visits for Frequently Absent Children (Cost) ................
Criminal Background Checks for Prospective Staff (Cost) .......................
Removal of Parent Committees (Savings) ...............................................
Removal of IEP Process (Transfer) ..........................................................
Total Additional Opportunity Costs ...........................................................
However, the total societal costs and
savings of this NPRM is dependent on
the future appropriation for Head Start.
It is also dependent on the realization of
the potential transfer of benefits from
children who might have participated in
Head Start but lack access to the
program if the additional funding
requested by the President’s Budget is
not provided to those who will receive
a greater duration of services and higher
quality care in Head Start, as well as the
potential transfer of costs of serving
these children from Head Start to other
Early Childhood Education (ECE)
programs. The President’s FY2016
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
$943,530
726,824
(2,689,098)
41,125,086
40,106,342
Net total cost to society
$1,051,339,595 + $40,106,342 = $1,091,445,937
Budget included a request for
$1,078,000,000 in additional Head Start
funding to support the extension of the
Head Start program day and year, which
are the two provisions associated with
the largest costs in this NPRM.
If Head Start appropriations increase
by this or a similar amount, the
programmatic costs currently estimated
in this section would be borne
essentially in full by the federal
government but there would be no lost
benefit to society of a reduction in Head
Start slots. In this case, the net cost to
society (borne by the federal
government) would be the
$1,091,445,937 calculated above, and
PO 00000
IEPs for children, we recognize that
from a societal perspective, these
savings in the amount of $41,125,086
should be categorized as a transfer,
because the IEPs will still be developed
for such children by another entity.
Therefore, we have calculated the net
total cost to society of the NPRM to be
the total programmatic cost
$1,051,339,595 plus the total additional
opportunity costs $40,106,342. Based on
these calculations, we estimate the net
total cost to society of this NPRM to be
$1,091,445,937.
Frm 00076
Fmt 4701
Sfmt 4702
there would be no transfer of benefits.
Rather, the full additional potential
benefits of higher quality services would
be realized for all children receiving
Head Start.
However, if Head Start receives no
additional funding and the children,
who otherwise would have attended
Head Start but lack access due to a
funding shortfall that results in fewer
slots, do not have access to any other
early childhood education program, the
benefits that these children would have
received from attending Head Start
would be transferred to children who
continue to have access to Head Start
and experience an increase in the
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
duration and quality of services.
Transfers may, in spite of holding the
same dollar value universally, have
different worth for entities on opposite
sides of the transfer. In this case, the
additional Head Start expenditures
accruing to the children receiving more
hours (and otherwise higher quality)
Head Start services may yield benefits
that are equal to, greater than, or less
than the benefits lost by the children
who lack access to Head Start due to
this funding shortfall.281
We know that some children who
would have otherwise participated in
Head Start will be served by other early
childhood programs, although they may
be of lower quality. In the Head Start
Impact Study, many children who did
not have access to Head Start received
services from other early childhood
education programs of varying
quality.282 In this case, determining how
the absence of Head Start services for
children impacts society depends on
how costs and benefits differ between
Head Start and the alternative programs.
If children have access to prekindergarten programs of roughly
equivalent quality to Head Start, they
will likely have equivalent costs and
benefits. Other children, however, will
likely enroll in programs that may have
both lower costs and lower benefits to
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
281 If
the resources needed to convert all slots to
full school day and full school year are not
available, then it is important to consider whether
the benefits to those children who have access to
Head Start and participate in a longer, higher
quality day and program year offsets any potential
loss from children who might have otherwise
participated in Head Start under the current
program minimum requirements that allow for partday and part-year services. As noted above, the
relative sizes of those benefits and costs depend in
part on the degree to which those children who
might have otherwise participated in Head Start
have access to other early education programs and
the quality of those programs. If the impact of Head
Start deepens significantly if the dosage (hours per
day and days per year) is above a threshold level
greater than the current program minimum
requirements, then the benefit from increasing
program dosage above this threshold will be large
relative to the proportional increase in dosage. On
the other hand, if there are diminishing returns to
increasing the dosage, then the gains to increasing
the dosage will be smaller than the proportional
increase in the program hours, and would be less
likely to offset the losses to children who might
have otherwise had access to Head Start, though
this depends as noted above on the early learning
opportunities available to those children. Robin et
al. (2006) provide preliminary evidence in support
of the latter possibility, in that they find a tripling
of hours in Head Start yielding approximately a
doubling of children’s skill gains. (See Robin, K.B.,
Frede, E.C., Barnett, W.S. (2006). Is More Better?
The Effects of Full-Day vs. Half-Day Preschool on
Early School Achievement. NIEER Working Paper.)
We invite comment on this issue and all aspects of
the rule’s potential impact on children’s skills and
life outcomes.
282 Puma, M., Bell, S., Cook, R., Heid, C., & Lopez,
M. (2005). Head Start Impact Study: First Year
Findings. Administration for Children & Families.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
society than Head Start. Finally, given
there is significant unmet need and the
supply of both affordable and quality
early learning opportunities for poor
families is limited, some children, as
discussed above, will not access any
other ECE program. In this case, the cost
of the NPRM as currently estimated,
though explained in terms of Head
Start’s programmatic costs, would be
borne by whomever pays for the
alternative early childhood education
programs, e.g. state governments,
parents, etc. Meanwhile, among
children who lack access to Head Start
services, those that enroll in alternative
programs of similar quality would
experience no additional or lost benefit
and would not affect the NPRM’s cost to
society, while children who enroll in
programs of lower quality or no program
at all would increase the associated
costs to society of the NPRM by the
amount that the benefit they would
receive from Head Start is reduced in
their alternative program.
Although we are unable to quantify
the associated costs, benefits, and
potential transfers that would arise from
these implementation scenarios, it is
important to keep these factors in mind
as we consider both the societal costs
and savings and the cost-benefit
analysis of this NPRM.
Itemized Programmatic and Societal
Costs and Savings
In the following sections, we itemize
each of the regulatory changes for which
we expect there to be associated costs or
savings in the areas of structural
program option provisions, educator
quality provisions, curriculum and
assessment provisions, and
administrative/managerial provisions.
Structural Program Option Provisions
This NPRM includes several
provisions that increase the duration of
the Head Start experience for children.
It also includes provisions intended to
improve child attendance. We analyzed
costs associated with the following
specific requirements: Minimum of 180
days of operation for all Head Start
center-based programs and family child
care homes at § 1302.21(c)(1) and
§ 1302.23(c); minimum of 36 home
visits and 18 group socializations for all
Head Start home-based programs at
§ 1302.22(c)(1); minimum of 230 days
for all Early Head Start center-based
programs and family child care homes
at § 1302.21(c)(1) and § 1302.23(c);
minimum of 46 home visits and 22
group socializations for all Head Start
home-based programs at § 1302.22(c)(1);
minimum of 6 hours per day at
§ 1302.21 and additional home visits for
PO 00000
Frm 00077
Fmt 4701
Sfmt 4702
35505
chronically absent children at § 1302.16.
In all cases, costs are estimated based on
data about whether programs are
currently meeting these new minimum
requirements.
Extension of the Program Year
This NPRM proposes to extend the
minimum Head Start year by 20 days (or
one month) for programs operating 160
days (the current average) and by 52
days for programs operating 128 days, at
§§ 1302.21(c)(1) and 1302.22(c)(1) and
to codify current interpretation of a
‘‘full-year’’ of Early Head Start at 230
days at §§ 1302.21(c)(1) and
1302.22(c)(1). These proposed changes
will increase the amount of exposure to
Head Start and Early Head Start
experiences, or dosage, which research
suggests will, in turn, result in larger
impacts on child outcomes.283 284
Specifically, research on summer
learning loss and attendance
demonstrates the importance of
extending the minimum days of
operation in Head
Start.285 286 287 288 289 290 291 292 293 294
283 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
284 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
285 Sloan McCombs, J. et al. (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
286 Alexander, K.L., Entwisle D.R., & Olson L.S.
(2007). Lasting consequences of the summer
learning gap. American Sociological Review, 72,
167–180.
287 Alexander, K.L., Entwisle D.R., & Olson L.S.
(2007). Summer learning and its implications:
Insights from the Beginning School Study. New
Directions for Youth Development, 114, 11–32.
288 Sloan McCombs, J. et al., (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
289 Allington, R.L. & McGill-Franzen, A. (2003).
The Impact of Summer Setback on the Reading
Achievement Gap. The Phi Delta Kappan, 85(1),
68–75.
290 Fairchild, R. & Noam, G. (Eds.) (2007).
Summertime: Confronting Risks, Exploring
Solutions. San Francisco: Jossey-Bass/Wiley.
291 Downey, D.B., von Hippel, P.T. & Broh, B.A.
(2004). Are Schools the Great Equalizer? Cognitive
Inequality During the Summer Months and the
School Year. American Sociological Review, 69(5),
613–635.
292 Alexander, K.L., Entwisle D.R., & Olson L.S.
(2007). Lasting consequences of the summer
learning gap. American Sociological Review, 72,
167–180.
293 Logan, J.A.R., Piasta, S.B., Justice, L.M.,
Schatschneider, C. & Petrill, S. (2011). Children’s
Attendance Rates and Quality of Teacher-Child
Interactions in At-Risk Preschool Classrooms:
Contribution to Children’s Expressive Language
Growth. Child & Youth Forum 40(6), 457–477.
E:\FR\FM\19JNP2.SGM
Continued
19JNP2
35506
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Current Head Start minimums
essentially permit 4 months of summer
break, making the likelihood and
magnitude of skill loss between program
years even higher than what we see in
elementary and secondary education.
The majority of Head Start programs
operate with a 4 month break between
program years, which we believe
undermines the progress Head Start
children make during the year and
lessens the overall impact of the
program. Our new proposed minimums
will reduce the allowable summer break
to 3 months and should, therefore,
decrease summer learning loss of Head
Start children.
In order to estimate the costs
associated with these provisions, we
used Grant Application Budget
Instrument (GABI) data and Program
Information Report (PIR) data.
Specifically, for each of four categories
of programs (Head Start center-based,
Head Start home-based, Early Head Start
center-based, and Early Head Start
home-based) we calculated the cost of
operating the entire program for an
additional day by calculating the
average number of days each type of
program currently operates and dividing
the average cost per child by the days
Avg. cost/
child
Less 15%
admin
costs
HS CB ......................
HS HB ......................
EHS CB ....................
EHS HB ....................
$7,886
7,886
12,000
12,000
$6,703
6,703
10,211
10,211
Total ..................
................
................
Program type
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Extension of the Program Day
This NPRM proposes a new minimum
number of hours per day for all centerbased Head Start and Early Head Start
programs at §§ 1302.21(c)(3) and
1302.22(c). These proposed changes will
increase the amount of exposure to
Head Start and Early Head Start
experiences, or dosage, which research
suggests is necessary to support larger
impacts on child and family
outcomes.295 296 Specifically, researchers
have demonstrated that prekindergarten programs that focus on
intentional teaching and both small
group and one-to-one interactions have
larger impacts on child outcomes.297 It
294 Hubbs-Tait, L., McDonald Culp, A., Huey E.,
Culp, R., Starost, H., & Hare, C. (2002). Relation of
Head Start attendance to children’s cognitive and
social outcomes: moderation by family risk. Early
Childhood Research Quarterly, 17, 539–558.
295 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
that programs operate. It is important to
note that the cost per child includes
teacher salary and fringe, facilities,
materials and all other costs associated
with administering the program. Head
Start grantees are allowed to spend 15
percent of their total funds on
administrative costs, which are also
included in the cost per child.
Therefore, we reduce the cost per child
in this estimate by 15 percent because
administrative costs such as insurance,
staff salaries for management personnel,
including the Executive Director, who
are employed year-round, and costs
associated with occupying and
maintaining space, are not associated
with the length of the program year. We
also removed all programs currently
meeting the requirement from the
calculation and determined the average
number of days programs not meeting
the requirement would need to add in
order to get to 180 days (36 weeks for
home-based) or 230 days (46 weeks for
home-based), for Head Start (HS) and
Early Head Start (EHS), respectively.
These calculations reflected that Head
Start center-based programs would need
to add 33 days, Head Start home-based
programs would need to add 3.8 weeks
(19 days), Early Head Start center-based
Avg. days
(weeks) of
operation
Avg. cost/
day/child
Avg. additional
days
169
170.4 (34.1)
215
227.5 (45.5)
39.66
39.34
47.49
44.88
33
19
35
10
........................
................
........................
programs would need to add 35 days,
and Early Head Start home-based
programs would need to add 2 weeks
(10 days).
We then multiplied the cost per child
per day by these estimates and the
funded enrollment (FE) of programs
currently not meeting the requirement
to produce a cost estimate. Funded
enrollment is the total number of slots
programs are funded to provide. We did
these estimations separately for Head
Start and Early Head Start because the
total cost per child in 2014 for Head
Start slots was $7,886 and the total cost
per child in 2014 for Early Head Start
slots was $12,013. We also calculated
estimates for center-based (CB) and
home-based (HB) programs separately
because home-based programs report
weeks of operation, which we translated
into days and center-based programs
report days of operation. Finally, we
reduced each cost estimate in dollars by
20 percent assuming that a small
percentage of programs currently
operating fewer days than the new
requirement will apply for and receive
a waiver under § 1302.24. Using this
method, we estimated the total cost of
these new minimums to be
$560,596,307.
Funded
enrollment
(FE)
Estimated cost
Less 20%
waiver
493,041
12,420
23,436
15,981
$645,336,114
9,282,849
38,954,147
7,127,273
$516,268,891
7,426,280
31,163,318
5,737,818
........................
........................
560,596,307
is extremely difficult for a half-day
program to provide sufficient time for
teachers to conduct learning activities
and intentional instruction in small
group and one-on-one interactions.
More content-focused curriculum
includes at least three hours of cognitive
instruction per day, something that
cannot be accomplished in programs
operating under our current minimums.
Our new proposed minimums will
ensure that teachers have adequate time
to support each child’s learning and
will, when combined with our proposed
higher education standards, improve
outcomes.
In order to estimate the costs
associated with these provisions, which
would extend the Head Start and Early
Head Start day to a minimum of 6
hours, we also used GABI data and PIR
data. Specifically, we calculated
estimates for both Head Start centerbased and Early Head Start centerbased, and double session and nondouble session programs separately. For
double session programs, which include
two sessions of 3.5 hours, we assumed
the entire cost per child would need to
be added for half of all funded
enrollment slots. To calculate this cost,
we divided the current funded
enrollment for EHS (418) and HS
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
296 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
297 Camilli, G., Vargas, S., Ryan, S., & Barnett,
W.S. (2010). Meta-analysis of the effects of early
education interventions on cognitive and social
development. Teachers College Record, 112(3),
579–620.
PO 00000
Frm 00078
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35507
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Program type
HS CB (4–5) ..........................
HS CB (3) ..............................
EHS CB ..................................
Program type
Teaching
team/hr
maintaining space, are not associated
with the length of the program day.
For non-double session programs we
calculate the cost by dividing the cost
for an additional hour of the teaching
team, based on the average hourly rate
for teachers and assistant teachers, by
the maximum class size to produce a
cost estimate for the cost per child per
additional hour. We calculated these
costs separately for 4–5 year olds and 3
year olds, given the differing class size
maximums of 20 and 17, respectively.
For infants and toddlers we used the
class size maximum of 8. We then
multiplied the average cost per child per
hour by the average number of hours
that programs not currently meeting the
minimum would need to add in order
to do so over the program year (360
hours for Head Start programs and 552
hours for Early Head Start programs).
This estimate per child was then
multiplied by the appropriate funded
enrollment (FE) to produce the
estimated cost. Finally, we reduced
those cost estimates by 20 percent,
assuming that a small percentage of
programs currently operating fewer
hours than the new requirement, or
operating double session programs will
apply for and receive a waiver under
§ 1302.24. Using this method, we
estimated the total cost of these new
minimums to be $445,226,855. We
would like to invite public comment
specifically on whether any costs in
addition to teacher salary will be
affected by this provision and should
therefore be included in our estimate.
Maximum
class size
(136,883) double session programs
separately by 2 to get a total number of
slots for EHS (209) and HS (68,442). We
then multiplied the resulting number of
slots by the average cost per child for
each program. It is important to note
that the cost per child includes teacher
salary and fringe, facilities, materials
and all other costs associated with
administering the program. Head Start
grantees are allowed to spend 15
percent of their total funds on
administrative costs, which are also
included in the cost per child.
Therefore, we reduce the cost per child
in this estimate by 15 percent because
administrative costs such as insurance,
staff salaries for management personnel,
including the Executive Director, who
are employed year-round, and costs
associated with occupying and
FE
$29.69
29.69
24.04
Avg. cost/
child
Avg. additional
hours/year
Cost/child
20
17
8
$1.48
1.75
3.01
Less 15%
admin
FE
92,887
66,906
2,367
Number of
slots with new
costs
Less 20% waiver
$49,640,568
42,065,891
3,926,285
$39,712,454
33,652,713
3,141,028
Estimated cost
360
360
552
Estimated cost
Less 20% waiver
HS DS ....................................
EHS DS ..................................
7,886
12,013
6,703
10,211
136,883
418
68,442
209
458,766,726
2,134,099
367,013,381
1,707,279
Grand Total .....................
....................
....................
....................
........................
....................
........................
Removal of Home-Based Preschool
Standard Option
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
This NPRM proposes to remove the
home-based option for preschoolers as a
standard option. We propose this
removal because the home-based option
does not provide the intensity of
services required to improve children’s
early learning outcomes. In order to
estimate the cost of removing this
option, we first determined from PIR
data that there are 17,232 home-based
preschool slots currently funded. We
then calculated the current cost
associated with home visitor’s salaries
for these children by dividing the slot
number by the home-visiting caseload
(12) and then multiplying by the current
average home visitor salary for an
estimate of $41,888,120. We then
Number of HB preschool
slots
Current
number of
home-visitors
calculated the cost that would be
associated to serving all of these
children in center-based program
instead of home-based. To estimate that
cost, we divided the slot number by
number of children per teacher for Head
Start (10) and then multiplied that
number the current average teacher and
assistance teacher salary to get an
estimate of $41,521,366. We then
inflated this cost by the administrative
cap (15%) to account for additional
administrative burden of center-based
programs to estimate the new cost at
$47,749,570. We then found the
difference between the home-visitor
salary cost and the inflated teacher
salary cost, which is $5,861,450. Finally
we estimated the total cost of equipping
the newly needed center-based
classrooms by dividing the current
Total cost of
home-visitors
salaries
Number of
teachers
needed
Total cost of
teacher salary
17,232 .................................
1,436
$41,888,120
1,723
$41,521,366
Inflated by 15% ............
........................
........................
........................
........................
........................
........................
5,861,450
home-based slot number by 20 to find
the number of new classrooms needed
(862) by $20,000 which represents a cost
associated with space, equipment, and
supplies, to be $17,232,000. Therefore,
we estimate the cost of this provision to
be the $5,861,450 combined with the
$17,232,000 which is $23,093,450.
However, this provision is also covered
by the local variation waiver so we
reduced this total by the percentage of
programs we expect would receive this
waiver (33%). We assume that this
waiver will be awarded at a higher rate
than other local variation waivers given
the unique circumstances that likely
drive current programs to use this
option to meet community needs.
Therefore, we estimate the total net cost
of this provision to be $15,380,238.
Total cost of equipping
classrooms
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00079
Fmt 4701
Sfmt 4702
$17,232,000 .......................
Total cost of
provision
47,749,570
Difference in Costs ......
445,226,855
Waiver Reduction (33%)
Grand Total.
E:\FR\FM\19JNP2.SGM
19JNP2
$23,093,450
15,380,238
35508
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Waiver Authority for Early Head Start 2
Year Old Classroom Ratios
This NPRM proposes to apply the
proposed locally-designed variation
authority, discussed above, at § 1302.24
to all programs. As a result, for the first
time, programs may request a waiver of
ratios for children under the age of 3.
We believe that programs in states that
allow higher ratios for two year olds
classrooms or mixed age classrooms
may request waivers to allow them to
serve more children and support
continuity as children approach preschool. We anticipate awarding waivers
to programs who propose to serve 2-year
old children at a ratio of 1:6 rather than
1:4, provided they have sufficient space
to meet square footage requirements. We
estimate the savings associated with
receipt of this waiver here. First we
estimated the savings associated with all
2-year old classrooms operating with a
1:6 ratio. We used the total number of
2-year olds currently being served
(65,852) from PIR data to find the
number of teachers that would no longer
be needed by dividing the number of 2year olds by the current ratio of 1:4
(which yields 16,463 teachers) and then
Current number of teachers (1:4)
Total number of 2 year olds
New number
of teachers
(1:6)
by the 1:6 ratio that would now be
allowed (which yields 10,975 teachers),
and taking the difference (5,488). We
then multiply this number of teachers
that would no longer be needed (5,488)
by the average Early Head Start teacher
salary of $25,495 to get a total potential
savings of $139,916,560. However, we
assumed that only approximately onethird of programs currently serving 2year olds have adequate space to
accommodate the larger group size
associated with a 1:6 ratio. Therefore,
we estimate that the actual total savings
for this provision would be $46,638,853.
Number of
teachers no
longer needed
Average EHS
teacher salary
Total savings
65,852 ..................................................................................
16,462
10,975
5,488
$25,495
$139,916,560
Grand Total (Reduced by 2⁄3 for programs without
adequate space) .......................................................
........................
........................
........................
........................
46,638,853
Waiver Applications for LocallyDesigned Program Options
As discussed above, this NPRM
includes a provision at § 1302.24 that
would require any program wishing to
operate a locally-designed program
option to submit a waiver application
explaining why the local design better
meets community needs and
demonstrating that children are making
sufficient progress. As discussed in
further detail in the discussion of the
proposed rule at § 1302.24, this
proposed change will strengthen
program accountability while
maintaining local flexibility.
In order to estimate the cost
associated with this provision we used
Grant Application Budget Instrument
(GABI) data to determine the total
number of program schedules that do
not meet the new proposed minimums.
It is important to note that most grantees
operate more than one program
schedule. It is possible that a single
grantee operates program schedules that
both meet our minimums and do not
and may operate multiple program
schedules that would require waiver
applications. For example, one grantee
may operate three centers with three
different program schedules, one of
which meets the minimums and two of
which do not. In order to ensure our
cost estimate captures every grantee that
may choose to submit a waiver
application, we likely overestimate the
total number of programs by using
program schedules as the unit of
analysis. Among all Head Start and
Early Head Start programs, 4,207
program schedules do not meet our
proposed minimums. Further, we also
used PIR data to find the number of
programs currently offering the homebased option for preschoolers, which
would also require a locally-designed
variation waiver. Currently, 300
programs offer the home-based option
for preschoolers. Finally, we assumed
that all Early Head Start and Migrant
programs serving 2-year olds (965)
would apply for the associated ratio
waiver. These numbers were summed to
find a total number of programs that
might apply for a waiver (5,472).
To estimate the cost associated with
waiver applications, we assume that 50
percent of all programs that could be
eligible for a waiver will apply (2,736).
We also assume that submission of a
waiver application will require 8 hours
of a center director’s time at $45.19 per
hour (PIR salary data of $33.98 per hour
inflated by 33% for fringe benefits).
Therefore, we calculate the cost
associated with the applications by
multiplying the number of programs
schedules by 8 hours of a center
director’s hourly wage ($361.52). Using
this method, we calculate the total cost
associated with this provision at
$989,119.
Number of
waiver
applications
8 hours of
center
directors
hourly wage
Estimated
cost
5,472 ............................................................................................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Number of
program
schedules
2,736
$361.52
$989,119
298 Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., &
Allensworth, E. M. (2013). Preschool Attendance in
Chicago Public Schools. Research Summary.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00080
Fmt 4701
Sfmt 4702
University of Chicago Consortium on Chicago
School Research.
299 Community Action Project Tulsa County.
(2012) Attendance Works Peer Learning Network
Webinar.
300 Connolly, F., & Olson, L. S. (2012). Early
Elementary Performance and Attendance in
Baltimore City Schools’ Pre-Kindergarten and
Kindergarten. Baltimore Education Research
Consortium.
E:\FR\FM\19JNP2.SGM
19JNP2
35509
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Home Visits for Frequently Absent
Children
This NPRM includes a new provision
that requires programs to attempt to
conduct an extra home visit with
families of children who are frequently
absent (for non-illness or IFSP/IEP
related reasons) at § 1302.16. As
described in further detail in the
discussion of the proposed rule for
§ 1302.16, this proposed change will
improve consistent attendance, which is
important because research
demonstrates that attendance is
predictive of school success. 298 299 300
We considered both monetary costs as
well as opportunity costs in estimating
the total cost of these new provisions in
§ 1302.16. In order to estimate the
associated monetary costs, we used data
from the Family and Child Experience
Survey (FACES) and babyFACES
national surveys. Using these databases,
we were able to estimate the proportion
of children in both Head Start and Early
Head Start who are absent for more than
20 days in a given school year. For Head
Start, we used this proportion (5.6%) as
a proxy for the proportion of children
who are frequently absent, and would
trigger the requirement in the NPRM for
an additional home visit. For Early Head
Start, we assumed approximately half of
this proportion would be children for
whom absences were explained the
frequency of illness among very young
children and thus would not trigger this
requirement. Therefore, we used half of
the estimated proportion from
babyFACES (34%) as a proxy for
children in Early Head Start who are
chronically absent and would thus
trigger the extra home visit. Then, we
estimated the number of extra home
visits this requirement will trigger by
multiplying cumulative enrollment for
center-based programs in HS and EHS,
respectively, by these proxy
proportions. Finally, we estimated the
monetary cost of this provision by
multiplying the number of extra home
visits by the average wage of a teacher
and an assistant teacher for two hours,
because we expect some home visits
will be conducted by teachers or home
visitors and others may be conducted by
the family service worker (usually paid
on par with assistant teachers). Using
this method, we estimate the total
monetary cost of this proposed
requirement to be $1,854,026.
To calculate the opportunity cost, we
estimated foregone wages for parents
meeting this requirement of one
additional home visit. This represents
the value of their time when they
participate in an additional home visit
rather than working. We used the
number from our estimate of children
experiencing chronic absenteeism
(65,071) and assumed one parent per
child. We then used the average hourly
wage from the Bureau of Labor Statistics
and assumed two hours of time for each
parent to meet this additional
requirement. This results in a monetized
opportunity cost of $943,530.
MONETARY COSTS
National
survey
proxy %
Program type
Estimated
number of
additional
HVs
FE
Avg. wage/2
hours
Estimated
cost
HS ........................................................................................
EHS ......................................................................................
5.6
17
915,672
81,138
51,278
13,793
$29.69
$24.04
$1,522,433
$331,593
Total ..............................................................................
........................
........................
........................
........................
$1,854,026
Hourly wage
forgone
Number of
hours
OPPORTUNITY COSTS
Total number of parents
Estimated cost
65,071 ..........................................................................................................................................
$7.25
2
$943,530
Total ......................................................................................................................................
........................
........................
$943,530
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Educator Quality Provisions
This NPRM also includes several
provisions to improve the quality of
education staff in Head Start and Early
Head Start programs. Specifically, we
analyzed costs associated with the
following requirements: minimum of
associate’s degree for all Head Start
teachers at § 1302.91(c); minimum of
CDA or equivalent credential for all
home visitors at § 1302.91(f); and
mentor coaching at § 1302.92(b)(4).
298 Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., &
Allensworth, E. M. (2013). Preschool Attendance in
Chicago Public Schools. Research Summary.
University of Chicago Consortium on Chicago
School Research.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Associate’s Degree for Head Start
Teachers
The Act detailed new degree
requirements for all Head Start teachers.
Specifically, one of those provisions
codified a minimum requirement that
all Head Start teachers have at least an
associate’s degree. While progress
towards meeting this requirement has
been substantial, a small percentage of
Head Start teachers in 2012 did not have
such a degree. In this NPRM, we
propose adding this requirement into
the staff qualifications section of the
performance standards at § 1302.91(c).
299 Community Action Project Tulsa County.
(2012) Attendance Works Peer Learning Network
Webinar.
PO 00000
Frm 00081
Fmt 4701
Sfmt 4702
Given that some teachers do not have
the minimum degree, we estimated the
cost associated with this requirement by
finding the difference in average salaries
for teachers with no credential and
teachers with a Child Development
Associate (CDA), compared to teachers
with associate’s degrees, respectively.
We then multiplied the additional
salary needed for each group of teachers
by the number of teachers who currently
have no credential or the number of
teachers who currently have only a
CDA. Using this method, we estimate
the total cost for Head Start programs to
300 Connolly, F., & Olson, L. S. (2012). Early
Elementary Performance and Attendance in
Baltimore City Schools’ Pre-Kindergarten and
Kindergarten. Baltimore Education Research
Consortium.
E:\FR\FM\19JNP2.SGM
19JNP2
35510
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
fully fulfill this requirement to be
$4,167,135.
Salary
differential
(w/AA)
Current credential
Number of
teachers
Cost of
additional
salary for
credentialed
teachers
CDA .............................................................................................................................................
None ............................................................................................................................................
$1,983
1,339
1,595
750
$3,162,885
1,004,250
Total ......................................................................................................................................
........................
........................
$4,167,135
CDA for Home Visitors
In this NPRM, we also propose to
require that all home visitors have, at a
minimum, a home-based CDA
credential or equivalent at § 1302.91(f).
As described in further detail in the
discussion of the proposed rule for
§§ 1302.91, this proposed change will
ensure that all home visitors are
equipped with the critical content
knowledge offered through a homebased CDA which we believe is linked
to being a successful home visitor. In
order to estimate the costs associated
with this new minimum requirement,
we estimated the proportional salary
differential of teachers with associate
degrees compared to teachers with
CDAs and applied that proportion to the
current average home visitor salary to
estimate the additional costs to hire
more qualified home visitors. We took
this approach because our current PIR
data does not differentiate between
credential types for home visitor
salaries, but does differentiate by
credential for teacher salaries. We then
applied this cost for more highly
qualified home visitors to the number of
home visitors who currently have no
credential. This gives us an estimate of
the total cost of requiring higher
credentials for home visitors. Using this
method, we estimate the total cost of
meeting this new requirement to be
$1,607,540. We would like to invite
public comment specifically on whether
the salary assumptions in our estimate
are appropriate for home visitors.
Current credential
Proportion
of salary
differential
(Teachers:
CDA to AA)
Avg. HV
salary
Additional
salary
Number of
HVs w/o
credential
Cost of
additional
salary for
credentialed
HVs
None .....................................................................................
6.69%
$29,170
$1,951
824
$1,607,540
In this NPRM, we propose
requirements that programs have a
system of professional development in
place that includes an intensive
coaching strategy for teachers. As
described in further detail in the
discussion of the proposed rule for
§ 1302.92, this proposed change will
ensure teaching staff receive effective
professional development, based on a
growing body of research demonstrating
the effectiveness of intensive
professional development for improving
teacher practices in early care and
education settings 301 302 303 and research
demonstrating that such strategies
support are associated with improved
teacher practice in the classroom and a
positive increase in classroom
quality.304 305 The proposed provision
also gives programs some flexibility to
identify the education staff that would
benefit most from this form of intensive
professional development and direct
their efforts accordingly.
In order to estimate the costs
associated with this requirement, we
assumed that in most cases, programs
would assign one coach per 15 teachers
or teaching teams. We also assumed the
coach would receive a salary
comparable to that of an education
manager ($47,945 from PIR), inflated for
overhead and fringe benefits, which
would be estimated at $75,000 for each
mentor coach. We then calculated the
total number of mentor coaches needed
to support all education staff by using
64,000 teachers (the number of lead
Head Start and Early Head Start
teachers) as a proxy for the total number
of teachers and teaching teams that
could receive mentor coaching. We
estimated the cost of providing 4,267
coaches for 64,000 teachers or teaching
teams at $320,025,000. We then assume
that programs will utilize their
flexibility to identify education staff or
teaching teams who would most benefit
from this type of professional
development. We believe this will result
in approximately one-third of teachers/
teaching teams receiving intensive
coaching. Therefore, our final estimate
for the cost of the requirement is
$106,675,000. Given poor quality data
regarding the quality and scope of
coaching strategies programs may
currently be using, we do not give any
credit for programs that may already
utilize mentor coaches in this estimate.
301 Buysse, V., & Wesley, P. W. (2005).
Consultation in Early Childhood Settings.
Baltimore, MD: Paul H. Brookes Publishing.
302 Tout, K., Halle, T., Zaslow, M., & Starr, R.
(2009). Evaluation of the Early Childhood Educator
Professional Development Program: Final Report:
Report prepared for the U.S. Department of
Education.
303 Zaslow, M., Tout, K., Halle, T., Vick, J., &
Lavelle, B. (2010). Towards the identification of
features of effective professional development for
early childhood educators: A review of the
literature. Report prepared for the U.S. Department
of Education.
304 Isner, T., Tout, K., Zaslow, M., Soli, M.,
Quinn, K., Rothenberg, L., & Burkhauser, M. (2011).
Coaching in early care and education programs and
Quality Rating and Improvement Systems (QRIS):
Identifying promising features. Child Trends.
305 Lloyd, C. M., & Modlin, E. L. (2012). Coaching
as a key component in teachers’ professional
development: Improving classroom practices in
Head Start settings. Administration for Children
and Families.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Mentor Coaching
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00082
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35511
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Mentor
coach salary
and benefits
Number of
teachers
Number of
coaches
Estimate for all
teachers
Estimate for
1⁄3 of
teachers
$75,000 ............................................................................................
64,000
4,267
$320,025,000
$106,675,000
new provisions would require programs
to critically analyze the curricula they
use to determine whether they are
appropriately aligned with and contentrich enough to support growth of all
children in the domains outlined in the
Head Start Early Learning Outcomes
Framework (Birth–5). As described in
further detail in the discussion of the
proposed rule for § 1302.32, this
proposed change will ensure all
programs select and implement
curricula with the key qualities that
research suggests are critical to
promoting child
outcomes.306 307 308 309 310 311 312 313 314 For
some programs, these new provisions
may require purchasing new curricula,
or purchasing curricular add-ons or
enhancements.
In order to estimate the cost
associated with these provisions, we
assumed that education managers
would need to allocate an additional 20
hours of analysis and planning time. We
Curriculum and Assessment Provisions
This NPRM includes several
provisions to improve curriculum and
assessment and eliminate redundancy
in the screening process. We analyzed
costs associated with the following
specific requirements: Improving
curriculum at § 1302.32(a)(1);
monitoring the fidelity of curriculum
implementation at § 1302.32(a)(3); and
language assessment in home language
and English for all dual language
learners at § 1302.33(c)(2)(ii). We
analyzed savings associated with the
elimination of screening requirements
for children who already have an IEP or
IFSP at § 1302.33(a)(3) and the removal
of Head Start designed IEPs.
Improving Curriculum
In this NPRM, we include several
provisions intended to improve the
quality of curricula that programs select
at § 1302.32(a)(1). Specifically, these
estimated the average hourly rate from
the average annual salary of education
managers and determined the total cost
per manager for twenty hours. We then
multiplied the cost by the total number
of all programs. In addition, we
estimated the average cost of a
curricular enhancement for the most
frequently used curriculum in Head
Start programs at $135 from online
purchase forms. We know that most
programs routinely upgrade their
curriculum or purchase a new
curriculum. For this cost estimate, we
assumed an average of two-thirds of
programs would identify the need to
purchase additional curricular
enhancements each year, and multiplied
that number of programs by the average
cost of an enhancement to estimate its
total cost. Finally, we summed the two
estimates, and found the total estimated
cost of meeting this new requirement to
be $1,551,065.
Avg. Ed manager
salary
Cost of 20 hours
Number of programs
$47,945 ........................
$461 .............................
2,815 ............................
Avg. cost of
enhancement
Number of programs
66% of programs
Curricular Enhancement .........................
$135 .............................
2,815 ............................
1,877 ............................
$253,350
Total .................................................
......................................
......................................
......................................
$1,551,065
Additional Staff Time ..............................
Estimated cost
$1,297,715
In addition to the curriculum quality
requirements described in the previous
section, this NPRM also includes a
provision that will require programs to
monitor the fidelity of curriculum
implementation at § 1302.32(a)(3). As
described in further detail in the
discussion of the proposed rule for
§ 1302.32, this proposed change will
ensure all programs provide adequate
supervision and regular monitoring of
curriculum use to ensure effective
curriculum implementation, which is
critical to reaping the benefits of using
high quality curricula described
above.315 316
306 Clements, D. H., & Sarama, J. (2008).
Experimental Evaluation of the Effects of a
Research-Based Preschool Mathematics Curriculum.
American Educational Research Journal, 45(2),
443–494.
307 Starkey, P., Klein, A., & Wakeley, A. (2004).
Enhancing young children’s mathematical
knowledge through a pre-kindergarten mathematics
intervention. Special issue on Early Learning in
Math and Science, 19(1), 99–120.
308 Bierman, K. L., Domitrovich, C. E., Nix, R. L.,
Gest, S. D., Welsh, J. A., Greenberg, M. T., . . . Gill,
S. (2008). Promoting Academic and SocialEmotional School Readiness: The Head Start REDI
Program. Child Development, 79(6), 1802–1817.
309 Clements, D. H. (2007). Curriculum research:
Toward a framework for ‘‘Research-based
Curricula’’. Journal for Research in Mathematics
Education, 38(1), 35–70.
310 Fantuzzo, J. W., Gadsden, V. L., & McDermott,
P. A. (2011). An integrated curriculum to improve
mathematics, language, and literacy for Head Start
children. American Educational Research Journal,
48, 763–793
311 Lonigan, C. J., Farver, J. M., Phillips, B. M., &
Clancy-Menchetti, J. (2011). Promoting the
development of preschool children’s emergent
literacy skills: A randomized evaluation of a
literacy-focused curriculum and two professional
development models. Reading and Writing, 24,
305–337.
312 Preschool Curriculum Evaluation Research
Consortium (2008). Effects of preschool curriculum
programs on school readiness (NCER 2008–2009).
Washington, DC: National Center for Education
Research, Institute of Education Sciences, U.S.
Department of Education. Washington, DC: U.S.
Government Printing Office.
313 Wasik, B. A., Bond, M. A., & Hindman, A. H.
(2006). The effects of a language and literacy
intervention on Head Start children and teachers.
Journal of Educational Psychology, 98, 63–74.
314 Riggs, N. R., Greenberg, M. T., Kusche, C. A.,
´
& Pentz, M. A. (2006). The mediational role of
neurocognition in the behavioral outcomes of a
social-emotional prevention program in elementary
school students: Effects of the PATHS curriculum.
Prevention Science, 7, 91–102.
315 Lieber, J., Butera, G., Hanson, M., Palmer, S.,
Horn, E., Czaja, C., . . . & Odom, S. (2009). Factors
that influence the implementation of a new
preschool curriculum: Implications for professional
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Monitoring Fidelity of Curriculum
Implementation
Continued
VerDate Sep<11>2014
22:50 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00083
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35512
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
In order to estimate the cost
associated with this provision, we
researched the cost of curriculum
fidelity kits. At present, few curricula
offer such a kit. However, based on
those that are available, we assessed the
average cost of an implementation tool
kit at $50. We then multiplied that
estimate by the number of programs to
find the total cost of this provision. We
did not estimate additional staff time,
because monitoring and staff
supervision is required in the current
rule and individualization of this
information is included in our mentor
coaching estimate. Using this method,
we estimate the total cost of meeting
this new requirement to be $140,750.
We would like to invite public comment
specifically on whether the costs
associated with an implementation toolkit represents the full costs associated
with this provision or what other costs
may need to be included.
Avg. cost of implementation tool kit
Number of
programs
Total
estimated
cost
$50 ...........................................................................................................................................................................
2,815
$140,750
Assessments for Dual Language
Learners
In this NPRM, we also propose a new
requirement to codify best practice in
assessing dual language learners (DLL)
at § 1302.33(c)(2)(ii) that in some cases
requires programs to administer
language assessments to dual language
learners in both English and their home
language, either directly or through
interpreters. As described in further
detail in the discussion of the proposed
rule for § 1302.33, this proposed change
will ensure that screening and
assessment data is collected in both
languages to ensure a more complete
understanding of these children’s
knowledge, skills and abilities.317 In
order to estimate the costs associated
with this proposal, we first determined
the number of DLLs across Head Start
and Early Head Start by assuming all
children who speak a language other
than English in the home are DLLs. We
then determined the proportion of DLL
children who speak Spanish in the
home and the number of children who
speak other languages. For the purposes
of this estimate, we assume that all
DLLs who speak Spanish in the home
will receive a direct assessment in
Spanish, and for all DLLs who speak
any language other than Spanish in the
home will be assessed through an
interpreter. For Spanish-speaking DLLs
(280,752 children), we assumed the
average cost of a Spanish-language
assessment tool-kit (using the most
frequently reported assessment as our
proxy) is $200 and the average cost per
pack of 25 assessment forms is $50. We
determined the total number of tool-kits
needed by finding the number of
programs serving at least one Spanish
speaking child. We determined the
Avg. cost of
spanish
assessment
Type of DLL
Spanish-speaking .................................................................
Avg. cost of
25 Forms
$200
..............................................................................................
Avg. hourly
wage for
interpreter
number of packs of assessment forms
needed by dividing the total number of
Spanish-speaking children by 25. We
then multiplied the cost of the tool-kit
by the number of programs and the cost
of the assessment forms by the number
of children and summed them to find
the total cost of this provision for
children who can be directly assessed.
For DLLs speaking languages other than
Spanish (51,899 children), we found the
average hourly rate for an interpreter
from the Bureau of Labor Statistics and
assumed two hours for each assessment.
We then multiplied that cost by the
number of non-Spanish speaking DLLs
to find the cost of this provision for
children who need to be assessed
through an interpreter. Finally, we
summed these two estimates to produce
a total cost estimate for the provision:
$3,295,456.
Number of
programs
$50
Cost/
assessment
2,283
Number of
children
Number of
form packs
8,947
Estimated cost
$903,950
........................
Other ....................................................................................
$23.04
$46.08
........................
51,899
$2,391,506
Total ..............................................................................
........................
........................
........................
........................
$3,295,456
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Screenings for Children With IEPs and
IFSPs
In this NPRM, we propose a new
provision that explicitly eliminates the
requirement to perform initial
developmental screenings on children
who enter the program with a current
IEP or IFSP at § 1302.33(a)(3). This
proposed change will eliminate
unnecessary testing for children, reduce
development. Early Education and Development,
20(3), 456–481.
316 Landry, S. H., Anthony, J. L., Swank, P. R., &
Monseque-Bailey, P. (2009). Effectiveness of
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
unnecessary redundancy, and eliminate
an extra burden on programs. In order
to estimate the total savings associated
with this new provision, we first
determined that in 2012, 72,774 of the
136,259 children with disabilities in
Head Start and Early Head Start, entered
the program with an IEP or IFSP already
in place. We then estimated the cost of
the developmental screening by
multiplying the average hourly wage for
Disabilities Coordinators by an assumed
two hours of time per screening. We
then multiplied this cost by the number
of children who already have an IEP or
IFSP in place at the beginning of the
program year and summed the estimates
to find the total savings associated with
this provision to be $2,950,258.
comprehensive professional development for
teachers of at-risk preschoolers. Journal of
Educational Psychology, 101(2), 448.
317 Barrueco, S., Lopez, M., Ong, C., & Lozano, P.
(2012). Assessing Spanish-English bilingual
preschoolers: A guide to best approaches and
measures. Baltimore, MD: Brookes.
PO 00000
Frm 00084
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Avg. wage for
2 hours of
disability
coordinator
time
$40.54 ...............
Number of
children
72,774
Total
estimated
savings
$2,950,258
Removal of Head Start-specific IEPs
The reauthorization of the Head Start
Act in 2007 removed previously held
authority for Head Start programs to
create their own IEPs for children with
disabilities. As a result, no programs
currently create their own IEPs for
children, prior to 2007, Head Start
programs frequently created such IEPs
at great cost to programs. In accordance
with OMB Circular A–4, we estimate the
cost/savings associated with all new
provisions in the NPRM, including the
removal of this authority and the
extensive regulatory requirements that
accompany it in § 1308 of the existing
rule.
In order to estimate the savings
associated with the removal of these
provisions, we first estimated the
number of children in the 2004–2005
program year who’s IEP was created by
Head Start, which was the last year in
which the PIR collected this data. PIR
data from that year indicate 14,758
children had IEPs but were not eligible
for services under IDEA. We assumed, at
a minimum, that the IEPs for all of these
children were created through the Head
Start process. In order to estimate the
cost of an IEP, we first assumed 2 hours
Cost/hour for
staff
Cost
Staff/Consultant Time ......................................................................................
of staff time for both the Education
Manager and the Disabilities
Coordinator. We also assumed 4 hours
of Special Education Specialist
consultant work, at $50 per hour on
average. We then multiplied this staff
time by the number of IEPs. We also
researched the cost of a multidisciplinary evaluation and estimated,
based on a sample of state estimates, the
cost to be $2,500 on average. We
multiplied this cost by the number of
IEPs and then added it to the estimated
cost of staff time to determine our total
savings estimate for this policy change
at $41,125,086. We would like to invite
public comment specifically on whether
the estimated $2,500 for a multidisciplinary evaluation is appropriate.
Cost of
consultation
$86.63
$200
Administrative/Managerial Provisions
This NPRM includes several
provisions to improve important
managerial and administrative
responsibilities, and to reduce
unnecessary administrative burden. We
analyzed costs associated with the
following specific requirements:
Memoranda of Understanding at
§ 1302.32; and background checks at
§ 1302.93(c)(2)(ii). We analyzed savings
associated with the following specific
requirements: removal of annual audits;
removal of parent committees; removal
of delegate appeal process at the federal
level; clarification of the facilities
application process at § 1303.40;
revision of community needs
assessment at § 1302.11(b)(1); and
revision of managerial planning at
§ 1302.101(b).
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Memoranda of Understanding (MOU)
This NPRM includes a new provision
requiring programs to establish formal
agreements with the local entity
responsible for publicly funded
preschool at § 1302.32. This proposed
change will reflect a provision of the
Act that requires MOUs and has been in
effect since 2008. Nonetheless, per the
OMB Circular Requirements for
Regulatory Impact Analysis, we must
estimate the costs associated with the
provision, as though no programs have
implemented the statutory change.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
........................
........................
$2,500
........................
In order to estimate the costs
associated with meeting this new
requirement, we first estimated that
establishing an MOU with such entities
will require approximately 2 hours of
management time, based on grantee
experience implementing similar
MOUs. To estimate the cost of that time,
we multiplied the average hourly salary
of all management positions by 2. We
then multiplied that cost by the total
number of programs. Using this method,
we estimated the total cost associated
with this requirement to be $129,631.
This may be an over-estimate of cost
given that one purpose of the MOU is
to better coordinate and share local
resources which may lead to savings
associated with implementation of the
MOU. However, we have insufficient
data to estimate these savings. As such,
we would like to invite public comment
specifically on the cost savings
associated with implementation of
MOUs.
Avg. wage
for 2 hours of
management
time
Number of
programs
$46.05 ...............
2,815
Total
estimated
cost
$129,631
Criminal Background Checks
This NPRM includes two new
provisions that strengthen the
requirements programs currently must
PO 00000
Frm 00085
Fmt 4701
Sfmt 4702
Number of
IEPs
Estimated cost
14,758
$4,230,086
Number of
IEPs
Cost of Evaluation
Multi-disciplinary Evaluation ............................................................................
Total ..........................................................................................................
35513
........................
14,758
........................
$36,895,000
$41,125,086
meet with regard to criminal
background checks for staff at
§ 1302.93(c)(2)(ii). As described in
further detail in the discussion of the
proposed rule at § 1302.93, these
changes will provide alignment across
federal programs about the importance
and key characteristics of
comprehensive background checks,
which are critical to ensuring child
safety in all early care and education
settings. Specifically, the first provision
would require programs perform both a
state and FBI criminal background
check on all prospective employees,
whereas the current rule only requires
programs perform one of the two
checks. The second provision requires
programs to renew criminal background
checks for all employees once every five
years. The FBI estimates the average
cost of a criminal background check is
$21. The cost of state background
checks vary significantly, with some
states charging significantly more than
$21. However, some states cover costs of
the checks for early care providers and
other states reduce costs for a combined
FBI and state check. Therefore, we
assume $55 to be the average cost of
both the FBI and state background
check, together, based on information
from the Office of Child Care’s CCDF
State Plans, in producing our cost
estimate.
We considered both monetary costs
and opportunity costs when estimating
E:\FR\FM\19JNP2.SGM
19JNP2
35514
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
the cost of the first provision. To
estimate the monetary cost requiring
both FBI and state background checks
for new hires, we used the turnover rate
of teachers from the PIR data (10%) and
applied it to all staff to estimate the
average number of new hires due to
turnover per year. We then multiplied
the number of new hires by the average
cost of the FBI background check ($21)
to estimate the cost associated with this
provision. In addition to these monetary
costs, we also estimated the opportunity
cost for prospective employees to meet
this requirement. This represents the
value of time (measured as forgone
earnings) of a prospective employee
during the time they spend to complete
a background check. To calculate the
opportunity cost, we averaged the
hourly wage for a teacher and an
assistant teacher (inflated by 33% for
fringe benefits), multiplied it by 1.5
hours for the estimated time it would
take, and multiplied that by the average
number of new hires due to turnover per
year.
To estimate the cost of the second
provision, we multiplied the cost of a
full background check ($55) by the total
number of staff for all grantees, divided
by five the annual number in need of a
five-year renewal. In addition, we
estimated the cost associated with staff
time to process each additional
background check. To calculate this, we
assumed the hourly wage of an
administrative assistant at the same rate
as teacher assistants ($11.55). We then
added the applicable number of staff
that would need additional background
checks per year (73,591) and divided
that number by 6 assuming each
application will take approximately 10
minutes to process. This provided an
estimate for the number of hours
administrative staff would spend
processing the background checks
(12,265). Finally, we multiplied the
number of hours by the hourly wage to
estimate the total cost of processing at
$141,661. Using this method, we
estimate the total costs, including
monetary costs and opportunity costs,
associated with these provisions to be
$4,081,479. We would like to invite
public comment specifically on whether
our assumption of 10 minutes to process
each background check is appropriate.
MONETARY COSTS
Avg. cost of
check
Provision
Total number
of staff
Applicable
staff
Estimated cost
FBI and State Check .......................................................................................
5-year Renewal ................................................................................................
$21
55
245,303
245,303
24,530
49,061
$515,130
2,698,355
.....................................................................................................................
Hourly wage
Applicable
Staff
Number of
Hours
Estimated
Cost
Staff time to process checks ...........................................................................
Total ..........................................................................................................
11.55
........................
73,591
........................
12,265
........................
141,661
3,355,146
OPPORTUNITY COSTS
Provision
Avg. hourly
wage
Estimated time
in hours
Total wage
cost
Applicable
staff
FBI and State Check ...........................................................
Total ..............................................................................
$19.75
........................
1.5
........................
$29.63
........................
24,530
........................
Removal of Annual Audits
This NPRM eliminates the separate
audit requirement for Head Start
programs at § 1301.12 in favor of
aligning with the Uniform
Administrative Requirements, Cost
Principles and Audit Requirements for
Federal Awards (Omni Circular). As
described in further detail in the
discussion of the proposed rule at
§ 1301.12, this proposed change will
eliminate unnecessary burden on small
grantees and the Office of Head Start.
The Omni Circular requires a Single
Audit of entities if their total federal
expenditures exceed $750,000. As a
result of this $750,000 threshold, there
are 13 grantees and 24 sub-recipients
Estimated cost
$726,824
$726,824
that will no longer be required to have
an audit. Using an estimate of $17,000
per audit per the suggestion of regional
grants management staff who oversee
audit procedures, we estimate a savings
of $629,000. We would like to invite
public comment specifically on whether
our assumption of $17,000 per annual
audit is accurate.
Cost
Number of
programs
Estimated
savings
Removal of audit for grants less than $750,000 .........................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Provision
$17,000
37
$629,000
Removal of Parent Committees
This NPRM does not require agencies
to establish parent committees at the
program option level, as is currently
required at § 1304.50(a)(1)(iii), as well as
other provisions at § 1304.50(d)(2)(i)
through (iii) and § 1304.50(e)(1) through
(3). We estimate both monetary and
opportunity-cost savings associated
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
with the removal of this provision.
Specifically, although this is primarily a
parent-driven activity, we assume some
staff involvement in coordinating
meetings. For purposes of estimating the
monetary cost associated with removing
this requirement, we used the assistant
teacher salary as a proxy for the level of
staff involved in supporting the parent
PO 00000
Frm 00086
Fmt 4701
Sfmt 4702
committee and we assume one hour per
week or four hours per month for eight
months. This is based on the
assumption that there is one 2-hour
meeting each month and 2 hours of
planning time in preparation. Therefore
we estimate the potential savings from
the removal of this requirement to total
$6,431,826. However, we assume that a
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
large proportion of programs will
choose to retain their parent committees
regardless of the fact that it is no longer
a requirement. Therefore, we estimate
the total actual savings to programs to
be 25% of the $6,431,826 or $1,607,957.
To calculate the opportunity cost, we
estimated an opportunity-cost savings
associated with parent time no longer
spent on parent committees. We use
estimated parent wages to approximate
the value of parents’ time that will no
longer be taken for this activity. We
estimated 10% of all slots occupied by
children (FY2014 Funded Enrollment
927,275) have a parent who serves on a
parent committee, for a total parent
number of 92,728. We then used the
average hourly wage from the Bureau of
Labor Statistics and assumed two hours
per month (eight on average) or 16 of
time for each parent to serve on a parent
35515
committee. This results in a monetized
opportunity-cost savings of $10,756,390.
However, we assume 75% of programs
will maintain their parent committees
regardless of the fact that they are no
longer required. Therefore we find the
estimated actual opportunity cost
savings of this provision is 25% of
$10,756,390, or $2,689,098.
MONETARY SAVINGS
Provision
Hourly wage
for assistant
teacher
Number of
hours for 8
months
Number of
programs
Estimated
potential
savings
Estimated
actual
savings
Removal of parent committees ............................................
$11.49
32
17,493
$6,431,826
$1,607,957
OPPORTUNITY COST SAVINGS
Total number of parents
Hourly wage
forgone
Number of
hours
Estimated
potential
savings
Estimated
actual
savings
92,728 ..............................................................................................................
$7.25
16
$10,756,390
$2,689,098
Delegate Appeals
This NPRM proposes to align with
section 641A(d) of the Act, by requiring
grantees to establish procedures for a
delegate agency to appeal a defunding
decision. As a result, we propose to
eliminate the process by which current
delegates can appeal grantee decisions
to HHS, as outlined in § 1303.21. As
described in further detail in the
discussion of the proposed rule, this
proposed change will eliminate
unnecessary burden on grantees and the
Office of Head Start. To estimate the
savings associated with the removal of
this process, we determined the number
of delegate appeals that have occurred
across ACF’s 12 regions over two years
(25) and then divided that number by
two to find the number of appeals
annually (12.5). We obtained an
estimate from a grantee on the costs of
their individual appeal ($66,691) and
multiplied it by two to factor in both the
cost to the grantee and the delegate
agency of the appeal process. We then
divided that total by two based on the
assumption that half of the costs are
spent on the HHS phase of the appeal,
which we propose to remove. We then
multiplied the average cost by the
average number of appeals per year
(12.5) to arrive at the annual savings.
We estimate savings of $69,359 as a
result of this change.
Avg. grantee cost of
delegate appeal
Avg. cost
of delegate
appeal
Savings from
removal of
HHS phase of
appeal
Number of
delegate
appeals/year
Estimated
savings
$66,691 ............................................................................................................
$133,382
$66,691
12.5
$833,638
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Clarification of the Facilities
Application Process
This NPRM proposes to reorder the
application requirements for funds to
purchase, construct or renovate facilities
to align with typical project
development at § 1303.40. In doing so,
we anticipate savings associated with
grantees who are likely to identify
unfeasible projects more quickly prior to
soliciting costly professional advice or
unnecessary testing (e.g.
environmental), referred to as soft costs.
To estimate the savings associated with
these revisions, we assumed a per
project cost for facilities projects of
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
$500,000, based on our experience with
facilities costs.
Since the savings would come from
the soft costs that grantees incur at the
beginning of a project—which under our
reordered application process could be
avoided for projects that grantees realize
more quickly are not fundable—we
assume that approximately 30 percent of
the average per project costs, or
$150,000 are for soft costs. Our data
systems do not capture the number of
applications for facility projects each
year so as a proxy, we are using the total
number of facilities with federal interest
for the past 10 years, which is the
timeframe for which we have data, with
PO 00000
Frm 00087
Fmt 4701
Sfmt 4702
that total divided by 10 for the number
of facilities with federal interest per year
(3,896). Based on our experience, and
specifically the knowledge of our inhouse facilities expert, we then estimate
that 8 percent of the 3,896 facilities with
federal interest (31.17 facilities projects)
submit un-fundable applications
annually. As a result, we then
multiplied the $150,000 in estimated
soft costs by 31.17 grantees to determine
the savings that would result if those
grantees realized the unfeasibility of
their projects earlier and never spent
those funds. We estimate the total
savings associated with these revisions
to total $4,675,500.
E:\FR\FM\19JNP2.SGM
19JNP2
35516
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Avg. cost of facility project
Avg. ‘‘soft’’
costs
Facilities
with federal
interest/year
Unfundable
facility
applications/
year
Estimated
savings
$500,000 ..........................................................................................................
$150,000
3,896
31.17
$4,675,500
Community Assessment
This NPRM also includes provisions
that change the existing requirement for
programs to conduct full community
assessments from every three years to
every five years at § 1302.11(b)(1). As
described in further detail in the
discussion of the proposed rule at
§ 1302.11, this proposed change will
streamline the community assessment
process and eliminate unnecessary
burden on grantees and the Office of
Head Start. We estimated the current
cost of the community assessment and
assumed a reduction in costs of 40
percent, based on the change from three
to five years. To determine the average
cost of a community assessment, we
incorporated grantee feedback about
both the frequency with which they
choose to perform the assessment
internally versus hiring consultants, and
the average cost, in staff time and
consultant fees, respectively of those
Cost of
support
staff time
Option
Hire Consultants ..........
assessments. From this feedback, we
assumed 75 percent of programs
perform their community assessments
using Head Start staff, while the
remaining 25 percent hire consultants.
We estimated the costs associated with
Head Start staff time for 75 percent of
programs by calculating the average
hourly wage of the entire management
team (for the director, education
manager, health services manager, and
disabilities coordinator combined), and
assumed 40 hours of the entire
management team’s time to complete
the assessment ($3,910). We then
multiplied the cost of these 40 hours by
the number of programs using Head
Start staff to complete their assessments.
We estimated the costs associated with
consultants for 25 percent of programs
by the average cost for a consultant to
perform the community assessment at
$6,000 and assumed an additional 10
hours of the management team’s support
time to complete the assessment
Cost of
consultation
$977.14
Number of
programs
($977.14). We then multiplied these
costs by the number of programs who
choose to hire consultants for their
community assessment. Finally, we
summed these costs and divided the
total by three to find the current annual
cost. We then divided that total by five
to find the new annual cost, and
calculated the difference, which
represents the annualized savings for
this policy change. We estimated the
savings for this policy change to be
$1,755,480. We would like to invite
public comment specifically on whether
the staff time associated with both
options for completing a community
assessment accurately reflects staff time
required, and whether the savings
assumptions accurately reflect the new
requirement that programs update their
assessment annually for significant
changes in the availability of full-day
public pre-kindergarten, rates of
homelessness, and other demographic
shifts.
Current annual
cost
704
$4,912,090
$1,637,365
$982,418
$654,945
........................
........................
........................
........................
........................
$6,000
Cost of Staff Time
New annual
cost
Difference
between
costs/
savings
Estimated cost
........................
$3,910
2,111
$8,254,010
$2,751,337
$1,650,802
$1,100,535
Total Annualized
Savings ..............
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Internal .........................
........................
........................
........................
........................
........................
........................
$1,755,480
Managerial Planning
This NPRM includes two new
provisions that lessen the administrative
planning burden on programs by
reducing the number and
prescriptiveness of planning processes
that are required at § 1302.101(b).
Specifically, the first provision reduces
current planning topics from four in the
existing rule (Education, Health, Family
& Community Partnerships, and
Program Design and Management) to
two in the NPRM. The second provision
significantly reduces the
prescriptiveness of the disabilities
services plan and as a result
significantly reduces the costs
associated with the requirement for that
planning. In order to estimate the costs
associated with the first provision, we
assumed the four plans required in the
existing rule took approximately two
weeks of the education manager’s time
to develop. Our proposed provision
would reduce the number of required
plans by half. As a result, we assume
one week of the education manager’s
salary as savings for each program. Then
we multiplied this salary by the number
of programs to estimate the savings
associated with this provision. For the
second provision, we assumed the
Cost of staff
time/week
Cost
Reduction of Plans ..........................................................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00088
Fmt 4701
Sfmt 4702
$922
disabilities service plan as outlined in
the existing rule took an average of one
week of the disabilities coordinator’s
time. We also assume that the changes
to this provision will result in an 80
percent decrease in burden, and as such,
estimate the savings per program to be
80 percent of the disabilities
coordinator’s average weekly wage. We
then find estimated savings associated
with this provision by multiplying this
amount by the total number of
programs. Finally, we sum these two
savings to find the total estimated
savings for this policy change to be
$4,419,550.
Savings per
program
........................
E:\FR\FM\19JNP2.SGM
19JNP2
Number of
programs
2,815
Estimated
savings
$2,595,430
35517
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Cost of staff
time/week
Cost
Savings per
program
Number of
programs
Estimated
savings
Revision of Disabilities Plan ............................................................................
811
$648
2,815
1,824,120
Total ..........................................................................................................
........................
........................
........................
$4,419,550
Implementation of Changes in the
Program Performance Standards
This NPRM includes numerous
changes to Head Start’s Program
Performance Standards. As a result, we
have included provisions at § 1302.103
that require programs to develop a
program-wide approach to prepare for
and implement these changes, in order
to ensure their effectiveness. In order to
estimate the cost associated with these
provisions, we estimated the costs
associated with Head Start staff time by
calculating the average hourly wage of
the entire management team (for the
director, education manager, health
services manager, and disabilities
coordinator combined), and assumed 40
hours of the entire management team’s
time to develop the approach ($3,910).
Using this method we estimate the total
cost of this provision at $11,006,650.
Provision
Hourly rate of
management
team
40 Hours of
management
team time
Number of
programs
Estimated cost
Implementation Planning .................................................................................
$97.74
$3,910
2,815
$11,006,650
1. Regulatory Impact Analysis
As part of our full regulatory analysis,
we considered long-standing economic
analysis of the return on investment
through benefits to society of high
quality early education, how they are
linked to the changes we propose, and
the expectation for increased return on
investment that our proposed changes
create. We also considered the potential
for distributional effects, in which the
proposed changes will benefit one
distinct population, while potentially
harming another. Finally, we considered
the costs, savings, and potential benefits
associated with several regulatory
alternatives.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Cost-benefit analysis
There is no question that high quality
early learning programs yield significant
benefits to children and society.318 Early
learning programs provide a unique
opportunity to intervene and support
children’s development during a period
in which learning and growth is at its
most rapid.319 320 321 Early learning
programs have short and long term
318 Heckman, J. J., Moon, S. H., Pinto, R.,
Savelyev, P. A., & Yavitz, A. (2010). The rate of
return to the HighScope Perry Preschool Program.
Journal of Public Economics, 94, 114–128.
319 National Scientific Council on the Developing
Child (2007). The Timing and Quality of Early
Experiences Combine to Shape Brain Architecture:
Working Paper No. 5. Retrieved from
www.developingchild.harvard.edu.
320 Anda R.F., Felitti V.J., Bremner J.D., Walker
J.D., Whitfield C., Perry, B.D., Dube, S.R., & Giles,
W.H. (2006). The enduring effects of abuse and
related adverse experiences in childhood. A
convergence of evidence from neurobiology and
epidemiology. European Archives of Psychiatry and
Clinical Neuroscience, 256(3), 174–186.
321 National Scientific Council on the Developing
Child (2010). Early Experiences Can Alter Gene
Expression and Affect Long-Term Development:
Working Paper No. 10. Cambridge, MA: Author.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
effects on children’s math, reading and
behavior skills, and can reduce grade
retention, teen pregnancy, and the need
for special education services and in the
long-term can increase lifetime earnings
and reduce crime.322 323 324 325
326 327 328 329 330 331 332 333 334 Numerous
322 Aikens, N., Kopack Klein, A., Tarullo, L., &
West, J. (2013). Getting Ready for Kindergarten:
Children’s Progress During Head Start. FACES 2009
Report. OPRE Report 2013–21a. Washington, DC:
Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S.
Department of Health and Human Services.
323 Schweinhart, L. J., Montie, J., Xiang, Z.,
Barnett, W. S., Belfield, C. R., & Nores, M. (2005).
Lifetime effects: The HighScope Perry Preschool
study through age 40. Ypsilanti, MI: HighScope
Press.
324 Barnett, W. S., & Hustedt, J. T. (2005). Head
start’s lasting benefits. Infants & Young Children,
18(1), 16–24.
325 Yoshikawa, H., Weiland, C., Brooks-Gunn, J.,
Burchinal, M., . . . Zaslow, M. (2013). Investing in
our future: The evidence base on preschool
education. Foundation for Child Development. New
York, NY.
326 Camilli, G., Vargas, S., Ryan, S., & Barnett, W.
S. (2010). Meta-analysis of the effects of early
education interventions on cognitive and social
development. The Teachers College Record, 112,
579–620.
327 Wong, V. C., Cook, T. D., Barnett, W. S., &
Jung, K. (2008). An effectiveness-based evaluation
of five state prekindergarten programs. Journal of
Policy Analysis and Management, 27, 122–154.
328 Reynolds, A.J. (2000). Success in early
intervention: The Chicago Child-Parent Centers.
Lincoln, Nebraska: University of Nebraska Press.
329 Schweinhart, L. J., Montie, J., Xiang, Z.,
Barnett, W. S., Belfield, C. R., & Nores, M. (2005).
Lifetime effects: The HighScope Perry Preschool
study through age 40. Ypsilanti, MI: HighScope
Press.
330 Gormley, W., Gayer, T., Phillips, D.A., &
Dawson, B. (2005). The effects of universal Pre-K on
cognitive development. Developmental Psychology,
41, 872–884.
Campbell, F. A., Ramey, C. T., Pungello, E.,
Sparling, J., & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from
the Abecedarian project. Applied Developmental
Science, 6, 42–57.
PO 00000
Frm 00089
Fmt 4701
Sfmt 4702
evaluations of both small-scale and
large-scale early education programs
demonstrate that the benefits to children
and our society outweigh the financial
costs of funding these programs. Studies
examining the return on investment for
early learning programs find a range of
levels for positive returns. For example,
the Perry Preschool project, a two-year
early learning intervention for children
from low-income families, netted
approximately 7–10 dollars back for
every dollar spent on the program, with
a baseline estimate of $8.60.335 336 Most
of these financial benefits came from
later reductions in crime. Evaluations of
the Chicago Child-Parent Center
program (CPC) also show benefits from
medium and long-term positive effects.
When CPC participants reach age 21,
analyses demonstrates that one and a
half years of CPC preschool
participation yielded a return for society
331 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
332 Peisner-Feinberg, E. S., Schaaf, J. M., LaForett,
D. R., Hildebrandt, L.M., & Sideris, J. (2014). Effects
of Georgia’s Pre-K Program on children’s school
readiness skills: Findings from the 2012-2013
evaluation study. Chapel Hill: The University of
North Carolina, FPG Child Development Institute.
333 Campbell, F. A., Ramey, C. T., Pungello, E.,
Sparling, J., & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from
the Abecedarian project. Applied Developmental
Science, 6, 42–57.
334 The Council of Economic Advisers.
(December, 2014). The Economics of Early
Childhood Investments. Washington, DC: Authors.
335 Heckman, J.J., Moon, S.H., Pinto, R., Savalyev,
P.A. & Yavitz, A. (2010). The Rate of Return to the
High/Scope Perry Preschool Program. Journal of
Public Economics, 94(1–2), 114–128.
336 The Council of Economic Advisers.
(December, 2014). The Economics of Early
Childhood Investments. Washington, DC: Authors.
E:\FR\FM\19JNP2.SGM
19JNP2
35518
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
of $7.10. In comparison to preschool
children who did not participate in
CPC, the preschool participants had
lower rates of special education
placement and grade retention and a
higher rate of high school completion.
They also had lower rates of juvenile
arrests and lower arrest rates for a
violent offense.337 A recent analysis by
some of the country’s premier child
development and early intervention
experts conclude universal prekindergarten returns $3–5 in benefits for
every dollar spent.338 Nobel Prize
winning economist James Heckman
concludes that educational
interventions in the first five years of
life show much greater benefits than
later interventions.339
However, early learning programs
must be sufficiently high quality to reap
these benefits. While there are some
direct estimates of Head Start’s return
on investment,340 341 these estimates rely
largely on outdated data (when children
who did not receive Head Start received
no other early education experiences)
and generally provide imprecise
estimates that vary widely. These
studies and other data give us
confidence that Head Start programs
presently yield some return on the
federal investment. However, based on
monitoring data, including CLASS, and
findings from FACES and the Head Start
Impact Study, we also know that there
is significant variance in quality among
Head Start programs and more must be
done to ensure every Head Start
program is providing high quality
services that will promote strong and
lasting child outcomes.342 343 344
337 Reynolds, A.J., Temple, J.A., Robertson, D.L.,
Mann, E.A. (2002). Age 21 Cost-Benefit Analysis of
the Title I Chicago Child-Parent Centers.
Educational Evaluation and Policy Analysis. 24(4),
267–303.
338 Yoshikawa, H., Weiland, C., Brooks-Gunn, J.,
Burchinal, M., . . . Zaslow, M. (2013). Investing in
our future: The evidence base on preschool
education. Foundation for Child Development.
339 Heckman, J. J., Moon, S. H., Pinto, R.,
Savelyev, P. A., & Yavitz, A. (2010). The rate of
return to the HighScope Perry Preschool Program.
Journal of Public Economics, 94, 114–128.
340 Ludwig, J., & Phillips, D. A. (2007). The
benefits and costs of Head Start (No. w12973).
National Bureau of Economic Research.
341 Deming, D. (2009). Early childhood
intervention and life-cycle skill development:
Evidence from Head Start. American Economic
Journal: Applied Economics, 111–134.
342 Office of Head Start (2014). A National
Overview of Grantee CLASS(TM) Scores in 2013.
Washington, DC: Office of Head Start,
Administration for Children and Families, U.S.
Department of Health and Human Services.
343 Aikens, N., Kopack Klein, A., Tarullo, L., & J.
West. (2013). Getting Ready for Kindergarten:
Children’s Progress During Head Start. FACES 2009
Report. OPRE Report 2013–21a. Washington, DC:
Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S.
Department of Health and Human Services.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
The proposals in this NPRM are
designed to strengthen Head Start
quality, improve child outcomes, and
increase the return on taxpayer dollars.
Proposed changes to improve teaching
practices, including implementation of
content-rich curriculum and effective
use of assessment data, and proposed
changes to professional development are
central to our effort to ensure every
child in Head Start receives high quality
early learning experiences that will
build the skills they need to succeed in
school and beyond. In order to
maximize the effectiveness of Head Start
and yield a high rate of return on
investment, we believe it is essential to
pair these improvements to the early
learning experiences provided by Head
Start with increases in program dosage.
The Secretary’s Advisory Committee
recommended Head Start look to
‘‘optimize dosage,’’ and our new
proposed minimums are more aligned
with state pre-kindergarten programs
that have shown strong effects.345 346 For
example, North Carolina prekindergarten, which is offered to lower
income families and operates 6.5 hours
per day and 180 days per year,
demonstrates strong effects. Children
who attend the program make gains in
language, literacy, math, general
knowledge and social skills. At the end
of 3rd grade, children from low income
families who had attended state prekindergarten scored higher on math
assessments than children from low
income families who did not attend.
Moreover, children who are dual
language learners make gains at even
faster rates than other children.347 New
Jersey’s state pre-kindergarten, which
operates between 6–10 hours per day
and 180–245 days per year shows
significant impacts for child learning.
Children who attend New Jersey prekindergarten show improvements in
language, print awareness, and math at
kindergarten entry, 1st grade, and 2nd
344 Puma, M., Bell, S., Cook, R., Heid, C., Broene,
P., Jenkins, F., & Downer, J. (2012). Third grade
follow-up to the Head Start impact study final
report. U.S. Department of Health and Human
Services Office of Planning, Research and
Evaluation.
345 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
346 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
347 Peisner-Feinberg, E. S., Schaaf, J. M., LaForett,
D. R., Hildebrandt, L.M., & Sideris, J. (2014). Effects
of Georgia’s Pre-K Program on children’s school
readiness skills: Findings from the 2012–2013
evaluation study. Chapel Hill: The University of
North Carolina, FPG Child Development Institute.
PO 00000
Frm 00090
Fmt 4701
Sfmt 4702
grade. Gains still exist in language arts,
literacy, math, and science at 4th and
5th grade. They also show a 40 percent
decrease in grade retention and a 31
percent decrease in special education
placement.348
Other states with dosage consistent
with our proposed minimums find
strong results for children. For example,
Georgia pre-kindergarten, which
operates 6.5 hours per day and typically
runs 180 days per year, finds medium
to large effects on children’s language,
literacy, and math skills at kindergarten
entry.349 Tulsa pre-kindergarten also
shows strong effects for children in
language and math skills. This program
operates 180 days per year and is
mainly a full-day program for lowincome children. There is some
evidence that full-day attendance in
Tulsa supports better outcomes for low
income and minority children.350
Boston pre-kindergarten, which also
operates for a full school day and school
year, demonstrates large effects on
children’s language and math skills.351
Only a small amount of research with
young children has been able to isolate
the impact of dosage on child learning,
but what does exist links increasing the
length of the program day and program
year to improved children’s outcomes.
For example, a randomized control
study in which one group of children
attended pre-kindergarten for 8 hours
per day for 45 weeks and another group
of children attended the same program
for 2.5–3 hours per day for 41 weeks
found that by the spring of kindergarten,
the children who had attended full-day
pre-kindergarten had improved almost
twice as much on vocabulary and math
skills compared to the children who
attended half day.352 Research with
children in child care settings found 30
hours of participation each week to be
necessary for low and middle income
348 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
349 Peisner-Feinberg, E. S., Schaaf, J. M., LaForett,
D. R., Hildebrandt, L.M., & Sideris, J. (2014). Effects
of Georgia’s Pre-K Program on children’s school
readiness skills: Findings from the 2012–2013
evaluation study. Chapel Hill: The University of
North Carolina, FPG Child Development Institute.
350 Gormley, G.T., Gayer, T., Phillips, D., &
Dawson, B. (2005). The effects of universal pre-k on
cognitive development. Developmental Psychology,
4(6), 872–884.
351 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
352 Robin, K.B., Frede, E.C., Barnett, W.S. (2006).
Is More Better? The Effects of Full-Day vs. Half-Day
Preschool on Early School Achievement. NIEER
Working Paper.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
children to see stronger learning
outcomes.353
Moreover, research on effective
teaching practices for children at risk of
school difficulties also support the need
for full-day operation. A six hour
program day will better support delivery
of high quality learning experiences that
are developmentally appropriate and
targeted to improve individualization
and skill growth. A meta-analysis of prekindergarten programs found that those
that focused on intentional teaching and
small group and one-to-one interactions
had larger impacts on child
outcomes.354 It is very difficult for a
half-day program to provide sufficient
time for teachers to conduct learning
activities and intentional instruction in
small group and one-on-one interactions
in the areas of skill development experts
believe are important to later school
success.
Researchers believe meaningful skill
development in language, literacy, and
math requires intentional, frequent, and
specific methods of instruction and
teacher-child interactions. These types
of interactions are often complex,
require a variety of types of interactions
and intensities, and for many children
in Head Start, need to be conducted in
small groups to allow sufficient
individualized scaffolding and skill
development.355 Experts believe math
curriculum and instruction must
support development of broad and deep
mathematical thinking and knowledge,
including development of abstract
thought and reasoning.356 Targeted
instruction and small group activities
are teaching practices that are
particularly important to include for
supporting the learning of children who
are behind.357 358 Language and literacy
353 Loeb, S., Bridges, M., Bassok, D., Fuller, B.,
Rumberger, R., (2005). How much is too much? The
influence of preschool centers on children’s social
and cognitive development. Working paper.
National Bureau Of Economic Research.
354 Camilli, G., Vargas, S., Ryan, S., & Barnett,
W.S. (2010). Meta-analysis of the effects of early
education interventions on cognitive and social
development. Teachers College Record, 112(3),
579–620.
355 Justice, L.M., Mcginty, A., Cabell, S.Q., Kilday,
C.R., Knighton, K., & Huffman, G. (2010). Language
and literacy curriculum supplement for
preschoolers who are academically at risk: A
feasibility study. Language, Speech, and Hearing
Services in Schools, 41, 161–178.
356 Ginsburg, H.P., Ertle, B., & Presser, A.L.
(2014). Math curriculum and instruction for young
children. Chapter 16 in Handbook of Response to
Intervention in Early Childhood, Buysee, V., &
Peisner-Feinberg, E. (Eds.). Baltimore: Paul H.
Brookes Publishing.
357 Buysse, V., Peisner-Feinber, E.S., Saikakou, E.,
& LaForett, D.R. (2014). Recognition & response: A
model of response to Intervention to promote
academic learning in early education. Chapter 5 in
Handbook of Response to Intervention in Early
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
experts believe teachers must take an
active role in supporting language and
literacy development for children at risk
of reading difficulties. That requires
systematic and explicit instruction to
foster vocabulary breadth and depth.
Research with toddlers and preschool
age children also finds that greater
exposure to rich vocabulary enrichment
allows for better scaffolding that can
lead to improved language and
literacy.359 360 As such, experts
recommend in addition to integration
into group learning and free play,
language and literacy instruction should
be explicitly structured and sequenced
in 15–20 minutes small group session at
least three times per week.361 Math
experts have similar time estimates for
supporting adequate high quality
learning experiences.362 363
This targeted instruction in key
school readiness areas requires more
time than what is provided in a half-day
program. Thus, it is not surprising to
note that a recent analysis of the Head
Start Impact data found the more
effective programs were full-day.364
Therefore, we believe for Head Start to
better reach its potential for closing the
achievement gap and helping children
arrive at school ready to succeed, a fullday program is central to providing a
supportive and warm learning
environment that promotes positive
Childhood, Buysee, V., & Peisner-Feinberg, E.
(Eds.). Baltimore: Paul H. Brookes Publishing.
358 Justice, L.M., McGinty, A., Cabell, S.Q.,
Kilday, C.R., Knighton, K., & Huffman, G. (2010).
Language and literacy curriculum supplement for
preschoolers who are academically at risk: A
feasibility study. Language, Speech, and Hearing
Services in Schools, 41, 161–178.
359 Harris, Golinkoff, & Hirsh-Pasell (2011).
Lessons for the Crib for the Classroom: How
Children Really Learn Vocabulary. In Handbook of
Early Literacy Research, Vol 3. Ed by D. Dickinson
and S. Neuman (NY: Guilford). 49–65.
360 Dickinson, D.K., Flushman, T.R., & Freiberg,
J.B. (2009). Learning, reading, and classroom
supports: Where we are and where we need to be
going. In B. Richards, M.H. Daller, D.D. Malvern, P.
Meara, J. Milton, & Trefers-Daller (Eds.). Vocabulary
Studies in First and Second Language Acquisition:
The Interface Between Theory and Application. (pp.
23–38). Hampshire, England: Palgrave-McMillan.
361 Curenton, S.M., Justice, L.M., Zucker, T.A., &
McGinty, A.S. (2014). Language and literacy
curriculum and instruction. Chapter 15 in
Handbook of Response to Intervention in Early
Childhood, Buysee, V., & Peisner-Feinberg, E.
(Eds.). Baltimore: Paul H. Brookes Publishing.
362 Clements, D.H., Sarama, J., Wolfe, C.B., &
Spitler, M.E. (2012). Longitudinal evaluation of a
scale-up model for teaching mathematics with
trajectories and technologies: persistence of effects
in the third. American Educational Research
Journal.
363 Clements, D.H., & Sarama, J., (2008).
Experimental evaluation of the effects of a researchbased preschool mathematics curriculum. American
Educational Research Journal, 45(2), 443–494.
364 Walters, C. (2014). Inputs in the production of
early childhood human capital: Evidence from
Head Start. Working paper. Berkley, CA.
PO 00000
Frm 00091
Fmt 4701
Sfmt 4702
35519
social and emotional skill development
and supports Head Start children
learning key academic skills.
Research with slightly older children
also finds longer program days are
important for children’s skill
development and academic success.
Numerous studies on kindergarten find
children learn more in full-day
kindergarten than half-day
kindergarten.365 366 367 368 369 This is not
surprising since more instruction is
delivered in full-day classrooms.370 A
recent meta-analysis of studies
examining the effects of full-day
kindergarten finds that full-day
kindergarten led to better skills in 1st
grade than half-day kindergarten.371
Analysis of the large national Early
Childhood Longitudinal Study (ECLS)
data also found children in full-day
kindergarten improved more in math
and reading than children in half-day
kindergarten.372 Another study found
full-day kindergarten helped narrow the
achievement gap for dual language
learners in particular.373 This finding is
important since a large and increasing
portion of Head Start children are dual
language learners.
365 DeCicca, P. (2007). Does full-day kindergarten
matter? Evidence from the first two years of
schooling. Economics of Education Review, 26(1),
67–82.
366 Cryan, J. R., Sheehan, R., Wiechel, J., & BandyHedden, I. G. (1992). Success outcomes of full-day
kindergarten: More positive behavior and increased
achievement in the years after. Early Childhood
Research Quarterly, 7(2), 187–203.
367 Lee, V. E., Burkam, D. T., Ready, D. D.,
Honigman, J., & Meisels, S. J. (2006). Full-Day
versus Half-Day Kindergarten: In Which Program
Do Children Learn More? American Journal of
Education, 112(2), 163–208.
368 https://www.thecommunityguide.org/
healthequity/education/he-AJPM-evrec-fdk.pdf.
369 Schroeder, J. (2007). Full-day kindergarten
offsets negative effects of poverty on state tests.
European Early Childhood Education Research
Journal. 15(3), 427–439.
370 Walston, J.T., and West, J. (2004). Full-day and
Half-day Kindergarten in the United States:
Findings from the Early Childhood Longitudinal
Study, Kindergarten Class of 1998–99 (NCES 2004–
078). U.S. Department of Education, National
Center for Education Statistics. Washington, DC:
U.S. Government Printing Office.
371 Hahn, R.A., Rammohan, V. et al. (2014).
Effects of Full-Day Kindergarten on the Long-Term
Health Prospects of Children in Low-Income and
Racial/Ethnic-Minority Populations. American
Journal of Preventive Medicine, 46(3), 312–323.
372 Walston, J.T., & West, J. (2004). Full-day and
Half-day Kindergarten in the United States:
Findings from the Early Childhood Longitudinal
Study, Kindergarten Class of 1998–99 (NCES 2004–
078). U.S. Department of Education, National
Center for Education Statistics. Washington, DC:
U.S. Government Printing Office.
373 Chang, M. (2012). Academic performance of
language-minority students and all-day
kindergarten: a longitudinal study. School
Effectiveness and School Improvement: An
International Journal of Research, Policy and
Practice 23(1), 21–48.
E:\FR\FM\19JNP2.SGM
19JNP2
35520
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Research on summer learning loss
demonstrates the importance of
extending the minimum days of
operation in Head Start. Research on
reading skills found high-income
students gained skills over summer
break, middle income students
maintained their skill level, and
children from lower income families
lost skills.374 Experts conclude the
average student loses one month worth
of skills and development over the
summer break.375 The amount of
learning loss is even greater for children
from low income families who may not
have as much access to educational
resources and experiences during the
summer and who are already behind
their more advantaged peers and need
extra time to learn skills and strengthen
development.376 377 378 379 380 381 This
pattern is also true for the youngest
children in elementary school. Analysis
of the ECLS finds that children from
families with higher incomes learn more
over the summer between kindergarten
and 1st grade than do children from
families with lower incomes.382 In fact,
researchers believe the effects of
summer learning loss for children from
low-income families is cumulative and
that the disparity in summer gains and
losses over the first four summers of
elementary school is greater than the
differential between children from high
and low income families at school
374 Benson, J., & Borman, G.D. (2010). Family,
Neighborhood, and School Settings Across Seasons:
When Do Socioeconomic Context and Racial
Composition Matter for the Reading Achievement
Growth of Young Children? Teacher’s College
Record, 112(5), 1338–1390.
375 Sloan McCombs, J. et al., (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
376 Alexander, K. L., Entwisle D. R., & Olson L.
S. (2007). Lasting consequences of the summer
learning gap. American Sociological Review, 72,
167–180.
377 Ibid.
378 Sloan McCombs, J. et al., (2011). Making
Summer Count. How Summer Programs Can Boost
Children’s Learning. Santa Monica, Calif.: RAND
Corporation.
379 Allington, R.L. & McGill-Franzen, A. (2003).
The Impact of Summer Setback on the Reading
Achievement Gap. The Phi Delta Kappan, 85(1),
68–75.
380 Fairchild, R. & Noam, G. (Eds.) (2007).
Summertime: Confronting Risks, Exploring
Solutions. San Francisco: Jossey-Bass/Wiley.
381 Downey, D.B., von Hippel, P.T. & Broh, B.A.
(2004). Are Schools the Great Equalizer? Cognitive
Inequality During the Summer Months and the
School Year. American Sociological Review, 69(5),
613–635.
382 Burkam, D.T., Ready, D.D., Lee, V.E. &
LoGerfo, L.F. (2004). Social-Class Differences in
Summer Learning Between Kindergarten and First
Grade: Model Specification and Estimation.
Sociology of Education, 77, 1–3.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
entry.383 Experts also conclude summer
learning loss in elementary school
predicts poor academic achievement in
high school.384
Research on attendance also finds
exposure to additional learning time is
important for skill development.385 386
Research with elementary school
children has shown an increase in
school attendance predicted improved
reading scores.387 A recent study of
preschool attendance in Chicago found
that even when accounting for
children’s skill level at the beginning of
preschool, attendance predicted better
academic outcomes at the end of
preschool and beyond and that
attendance was most beneficial for
children starting preschool with the
lowest skills. Children who missed
more preschool had lower math, letter
recognition, and social-emotional skills
and were also rated as lower on work
habits by their teachers.388
Current Head Start minimums permit
4 months of summer break, making the
likelihood of skill loss between program
years even higher than what we see in
elementary and secondary education.
The majority of Head Start programs
operate with a 4 month break between
program years, which we believe
undermines the progress Head Start
children make during the year and
lessens the overall impact of the
program.
In sum, providing high quality early
education is not a simple task.
Standards must be high to create
learning environments that allow
teachers to facilitate effective early
learning experiences and support must
be provided that continuously build
teachers’ skills and knowledge. Taken
together, the full-day, instructional time,
summer loss, and attendance research
383 Alexander, K. L., Entwisle D. R., & Olson L.
S. (2007). Lasting consequences of the summer
learning gap. American Sociological Review, 72,
167–180.
384 Ibid.
385 Logan, J.A.R., Piasta, S.B., Justice, L.M.,
Schatschneider, C., & Petrill, S. (2011). Children’s
Attendance Rates and Quality of Teacher-Child
Interactions in At-Risk Preschool Classrooms:
Contribution to Children’s Expressive Language
Growth. Child & Youth Forum 40(6), 457–477.
386 Hubbs-Tait, L., McDonald Culp, A., Huey E.,
Culp, R., Starost, H., & Hare, C. (2002). Relation of
Head Start attendance to children’s cognitive and
social outcomes: moderation by family risk. Early
Childhood Research Quarterly, 17, 539–558.
387 Lamdin, D.J. (1996). Evidence of student
attendance as an independent variable in education
production functions. Journal of Educational
Research, 89(3), 155–162.
388 Ehrlich, S.B., Gwynne, J.A. . . . Sorice, E.
(2014). Preschool Attendance in Chicago Public
Schools: Relationships with Learning Outcomes and
Reasons for Absences. University of Chicago
Consortium on Chicago School Research. Research
Report.
PO 00000
Frm 00092
Fmt 4701
Sfmt 4702
clearly indicate current Head Start
minimums for program operations are
inadequate to achieve the results
researchers and economist have shown
are possible. This rule aims to ensure
every Head Start program implements
the standards and supports necessary to
foster effective teaching practices and
strong child outcomes, and meet the
mandates of the Act, leading to larger
returns on the federal investment.
It is our goal that this rule will be
implemented with sufficient funds to
avoid slot loss resulting from costs
associated with this rule. The
President’s FY2016 Budget includes a
request for $1.5 billion in additional
Head Start funding, with more than $1
billion of that to support the extension
of the Head Start program day and year,
which are the two provisions associated
with the largest costs in this NPRM. If
Head Start appropriations increase by
this or a similar amount, the
programmatic costs currently estimated
in this section would be borne in full by
the federal government, and there
would be no lost benefit to society as a
result of a reduction in Head Start slots.
Instead, the changes we propose would
result in a significant increase in the
quality of Head Start for children and
the associated benefits of Head Start
participation for all children.
In the absence of additional funding,
this proposed rule will result in
approximately 13 percent decrease in
available slots. This slot loss has costs
to society since fewer children will have
access to Head Start in the future. This
cost to society may be mitigated by the
availability of other early learning
programs, given findings from the Head
Start Impact Study that indicate a wide
range of ECE utilization among children
who do not have access to Head Start.389
In this case, determining how the loss
of slots impacts society depends on how
benefits differ between Head Start and
the alternative ECE programs. Among
children whose future Head Start slots
are eliminated, those that enroll in
alternative ECE programs of similar
quality would not experience a loss of
benefits, while children who enroll in
programs of lower quality or no program
at all would experience lost benefits. To
be sure, quality and affordable early
learning programs for poor families are
limited and there is significant unmet
need. A reduction in Head Start slots
389 Puma, M., Bell, S., Cook, R., Heid, C., Broene,
P., Jenkins, F., & Downer, J. (2012). Third grade
follow-up to the Head Start impact study final
report. US Department of Health and Human
Services Office of Planning, Research and
Evaluation.
E:\FR\FM\19JNP2.SGM
19JNP2
35521
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
may not be fully absorbed by other
programs.
Continuing to operate under widely
varying minimums for program dosage,
in the face of the mounting evidence
provided here, limits Head Start’s
overall effectiveness and undermines
Head Start’s mission. Our proposal, and
specifically the most costly changes
proposed in this NPRM, are designed to
ensure every child in Head Start
receives the highest quality program and
thus are inextricably linked to reaping
the full range of benefits that researchers
and economists have demonstrated are
possible.
Accounting Statement—Table of
Quantified and Non-Quantified
Benefits, Costs, and Transfers
As required by OMB Circular A–4, we
have prepared an accounting statement
table showing the classification of the
impacts associated with implementation
of this proposed rule. We decided to use
a 10-year window for this regulatory
impact analysis and distinguish
between average annual costs in year 1,
year 2, and average annual ongoing
costs in subsequent years 3–10. As
required by the Office of Management
and Budget (OMB), we discount costs at
3 percent and 7 percent and have
included total present value as well as
annualized value of these estimates in
our analyses below.
We chose to distinguish between the
first two years of costs and the ongoing
costs because we have delayed the
majority of the regulatory changes for
the first year to allow time for programs
to plan, and because some of the costs
we estimate will only occur in the first
year of implementation (second year of
costs estimated here), while most of the
costs will recur annually. We also
include here several costs and savings to
society, separate from those identified
for programs, which are described in
detail above.
Year 1
Programmatic Savings ...............................................................................................
Programmatic Costs ..................................................................................................
Societal Opportunity Costs and Savings ...................................................................
Net Costs* ..................................................................................................................
Year 2
($57,996,468)
$14,491,427
$726,824
($42,778,217)
($104,635,321)
$1,142,984,610
$40,106,342
$1,078,455,630
Years 3–10
(Annually)
($104,635,321)
$1,141,433,545
$40,106,342
$1,076,904,565
* Note these costs do not include the potential lost benefits of children who no longer have access to Head Start or the impact on children who
attend other ECE programs.
These costs were then discounted and
annualized using the 10 year window
and the OMB discounting rates. In total,
the 10-year present value of the costs
associated with the proposed changes in
this NPRM are estimated to be
$8,343,623,913, discounted at 3 percent,
and $6,974,954,727, discounted at 7
percent. The annualized costs of the
proposed changes in this NPRM are
estimated to be $949,638,115
discounted at 3 percent, and
$928,109,005, discounted at 7 percent.
Average annualized (years 1–10)
10 Year Total
Discounted 3%
Net Costs .................................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Distributional Effects
As part of our regulatory analysis, we
considered whether the changes we
propose would disproportionately
benefit or harm a particular
subpopulation. If the funding proposed
in the President’s Budget is not
provided, the proposal will result in a
loss in the number of children being
served by Head Start and an
improvement in quality for the much
larger group of low-income children
who continue to participate. We do not
expect the children who may lose access
to Head Start if the funding is not
provided to be systematically different
in terms of meaningful subpopulations
from the children who will be receiving
greater benefits from higher quality
services. We also acknowledge that, if
the funding in the President’s Budget is
not provided, 9,432 teachers, assistant
teachers, and home visitors will no
longer be employed as a result of this
proposal. Again, while these teachers
will be economically harmed as a result
of this proposal, the remaining 105,621
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Discounted 7%
Discounted 3%
Discounted 7%
$949,638,115
$928,109,005
$8,343,623,913
$6,974,954,727
teachers, assistant teachers, and home
visitors whose employment is not
terminated, should receive pay
increases as a result of working longer
hours and longer program years. We do
not expect the teachers who are no
longer employed to be systematically
different in terms of meaningful
subpopulations from the teachers who
will see increased pay as a result of this
proposal.
We also considered whether there
would be a differential impact of the
proposed changes, specifically the
extended day and year provisions, on
both children and teachers based upon
geographic location or tribal affiliation.
While we found significant variation at
the state level with regard to the
percentage of slots that meet the new
proposed minimums, there were no
systematic differences based on the
region of the country (e.g., North vs.
South; Midwest vs. West, etc.). We also
found no systematic differences
between tribal programs and non-tribal
PO 00000
Frm 00093
Fmt 4701
Sfmt 4702
programs with regard to meeting the
new proposed minimums.
Regulatory Alternatives
As part of our full regulatory analysis,
we have considered several regulatory
alternatives, which we outline below.
Specifically, we have considered
alternatives to the policy changes we
have determined to be our largest costdrivers: Extension of the program year,
extension of the program day, and
mentor coaching. We consider
alternatives to these policy changes by
analyzing the effect of the net cost in
dollars, slots, and teacher jobs of making
no change to the existing rule, as well
as more costly policy changes. We also
consider how these regulatory
alternatives might be impacted by the
availability of additional funds
consistent with the President’s FY2016
Budget request to support the extension
of the program day and year. Our
justification for choosing to make a
policy change is provided in depth in
the relevant sections of this NPRM.
E:\FR\FM\19JNP2.SGM
19JNP2
35522
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
However, we do provide additional
rationale for not opting to propose the
more costly regulatory alternatives in
this section.
Extension of the Program Year
This NPRM proposes to extend the
minimum Head Start year to 180 days,
and to codify current interpretation of a
‘‘full-year’’ of Early Head Start at 230
days. As described in great detail above,
these proposed changes will increase
the amount of instructional time in
Head Start programs, which research
suggests is critical to reaping the full
benefits of the other quality
improvement provisions we have
proposed.390 391 In our cost analysis, we
estimated the total cost of these new
minimums to be $560,596,307.
As part of our full regulatory analysis,
we considered two alternatives to this
policy change. Specifically, we
considered the alternative of making no
change to our current minimums, thus
eliminating the associated cost of
$560,596,307. Using the calculation
enumerated above, making no change to
this policy would be associated with
67,424 fewer slots lost and 7,746 fewer
teachers no longer employed. However,
not making this change would also
prevent the significant predicted
increase in impacts on child outcomes
we have described below. If Head Start
receives the appropriations requested in
the President’s FY2016 Budget, the cost
associated with this provision would be
borne by the federal government and
there would be no associated slot or
teacher job loss for our proposal, but the
benefits described below would be
maintained.
We also considered the alternative of
extending the program year for Head
Start to a true ‘‘full-year’’ as is often
implemented in child care programs.
This alternative would involve
increasing the minimum program year
for all programs to 230 days, as is
interpreted for Early Head Start. Using
the same method employed in our
original cost analysis, the total
associated costs of this alternative
would be $1,534,726,851, which would
result in a total of 184,585 slots lost and
21,206 teachers no longer employed for
this provision alone. For this regulatory
alternative, we also calculated the cost
and associated slot and teacher job loss
if Head Start receives the appropriations
requested in the President’s FY2016
Budget. In this case, the additional
associated costs of this alternative,
assuming the proposed regulatory
change as a base, would be
$974,130,544 more than our proposed
change (and more than the budget
request supports), which would result
in 117,161 additional slots lost and
13,460 additional teachers no longer
employed.
While it is possible that increasing the
program year for all programs to 230
days would result in greater impacts on
child outcomes, our proposed regulatory
action of increasing to 180 days is
modeled after high quality prekindergarten programs that have, in fact,
demonstrated significant impacts on
child outcomes. We also believe that
extending the program year for all
programs to 230 days would be an
inappropriate regulatory mandate. Head
Start is not a one-size fits all program,
especially considering the range of ages
and needs of the children we serve.
Extending the program year for
preschoolers to 180 days achieves our
goal of increasing dosage without
unnecessarily limiting program
flexibility to best meet the needs of their
communities.
ESTIMATES WITHOUT ADDITIONAL FUNDING
Status quo (128
days minimum)
Programmatic Cost ....................................................................................................
Slot Loss ....................................................................................................................
Loss in teacher jobs ..................................................................................................
Proposed (180
days minimum)
230 days
0
0
0
$560,596,307
67,424
7,746
$1,534,726,851
184,585
21,206
0
0
0
0
0
0
$974,130,544
117,161
13,460
Estimates if FY2016 Budget Request is Appropriated
Programmatic Cost ....................................................................................................
Slot Loss ....................................................................................................................
Loss in teacher jobs ..................................................................................................
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Extension of the Program Day
This NPRM proposes a new minimum
number of hours for all center-based
Head Start, Early Head Start programs
and family child care programs. As also
discussed in great detail above, these
proposed changes will increase the
amount of exposure to learning
experiences which research suggests
will result in larger impacts on child
outcomes.392 393 As part of our full
regulatory analysis, we also considered
two alternatives to this policy change.
Specifically, we considered the
390 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
391 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
alternative of making no change to our
current minimums, thus eliminating the
associated cost of $449,052,165. Making
no change to this policy would be
associated with 54,009 fewer slots lost
and 1,110 fewer teachers no longer
employed. It is important to note that
fewer teachers are lost in this estimate
because we anticipate maintaining all
double session teachers. However, given
the arguments we have made in prior
sections, we believe extending the
program day is necessary to ensure all
children receive an adequate dosage of
high quality early learning experiences
in order to improve child outcomes. If
Head Start receives the appropriations
requested in the President’s FY2016
Budget, the cost associated with this
provision would be borne by the federal
government and there would be no
associated slot or teacher job loss for our
proposal, but the benefits of extending
the program day would be maintained.
We also considered the alternative of
extending the program day to a true
‘‘full-day’’ as is often implemented in
child care programs. This alternative
would involve increasing the minimum
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
392 Weiland, C., & Yoshikawa, H. (2013). Impacts
of a prekindergarten program on children’s
mathematics, language, literacy, executive function,
and emotional skills. Child Development, 84, 2112–
2130.
393 Barnett, W.S., Jung, K., Youn, M.J., and Frede,
E.C. (2013). Abbott Preschool Program Longitudinal
Effects Study: Fifth Grade Follow-Up. National
Institute for Early Education Research Rutgers—The
State University of New Jersey.
PO 00000
Frm 00094
Fmt 4701
Sfmt 4702
E:\FR\FM\19JNP2.SGM
19JNP2
35523
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
program day to 10 hours. This may be
more beneficial to supporting parental
employment and allows even more time
for exposure to rich early learning
experiences. Using the same method
employed in our original cost analysis,
the associated costs of this alternative
would be $609,930,063, which would
result in 73,358 slots lost and 3,333
teachers no longer employed for this
provision alone. We estimate the
addition of these hours is substantially
less than the estimated cost of moving
from a 3.5 hour minimum to a 6 hour
minimum. It is important to understand
that this estimate is in addition to our
original estimate which includes the
cost of converting double session
programs. For non-double session
programs, the cost of adding each
additional hour of program duration is
significantly less. For this regulatory
alternative, we also calculated the cost
and associated slot and teacher job loss
if Head Start receives the appropriations
requested in the President’s FY2016
Budget. In this case, the additional
associated costs of this alternative,
assuming the proposed regulatory
changes as a base, would be
$160,877,898 more than our proposed
change (and more than the budget
request supports), which would result
in 19,349 slots lost and 2,223 teachers
no longer employed.
While it is again possible that
extending the minimum program day
for all programs to 10 hours would
result in greater impacts on child
outcomes, as with our proposed
regulatory action to extend the program
year, our proposal to extend the
program day to 6 hours is sufficient for
implementation of content-rich learning
experiences that support strong child
outcomes in key areas of school
readiness and is modeled after high
quality pre-Kindergarten programs that
have demonstrated significant impacts
on child outcomes. We also believe that
extending the program day for all
programs to 10 hours would be an
inappropriate federal mandate. Head
Start is not a one-size fits all program,
especially considering the range of ages
and needs of the children we serve.
Extending the program day to 6 hours
achieves our goal of increasing dosage
without unnecessarily limiting program
flexibility to best meet the needs of their
communities, especially where parents
do not need extended child care.
ESTIMATES WITHOUT ADDITIONAL FUNDING
Status quo
(3.5 hours
minimum)
Financial Cost ............................................................................................................
Loss in students served .............................................................................................
Loss in teacher jobs ..................................................................................................
Proposed
(6 hours
minimum)
10 hour minimum
0
0
0
$449,052,165
54,009
1,110
$609,930,063
73,358
3,333
0
0
0
0
0
0
$160,877,898
19,349
2,233
Estimates if FY2016 Budget Request is Appropriated
Financial Cost ............................................................................................................
Loss in students served .............................................................................................
Loss in teacher jobs ..................................................................................................
Mentor Coaching
In this NPRM, we propose
requirements that programs have a
system of professional development in
place that includes an intensive
coaching strategy. As with our other
largest cost drivers, as part of our full
regulatory analysis, we considered two
alternatives to this policy change.
Specifically, we considered the
alternative of not requiring mentor
coaches for any teachers, thus
eliminating the associated cost of
$106,675,000. This alternative would be
associated with 12,830 fewer slots lost
and 1,474 fewer teachers no longer
employed. We also considered the
alternative of requiring mentor coaches
for all 64,000 teachers, rather than
allowing programs to allocate mentor
coaches to the teachers which need
intensive professional development
most (an estimated one-third of all
teachers). Using the same method
employed in our original cost analysis,
the additional associated costs of this
alternative would be $320,025,000 total
or $213,350,000 more than our proposed
change, which would result in 38,490
total or 25,660 additional slots lost and
4,422 total or 2,948 additional teachers
no longer employed. As described in
previous sections, we strongly believe
that more intensive, focused
professional development is critical to
improving teaching quality and thereby
increasing impacts on child outcomes.
However, we believe it would be
inefficient to mandate that every teacher
receive intensive individualized
coaching when other local professional
development needs may need to be met.
The regulatory action we propose will
achieve our goal of improving teacher
practices by targeting teachers most in
need of coaching to improve their
teaching practices while still
maintaining local flexibility for
individualized professional
development.
Proposed
(one third of
teachers receiving
coaching)
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Status quo
(no coaching)
Financial Cost ............................................................................................................
Loss in students served .............................................................................................
Loss in teacher jobs ..................................................................................................
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00095
Fmt 4701
Sfmt 4702
0
0
0
E:\FR\FM\19JNP2.SGM
$106,675,000
12,830
1,474
19JNP2
All 64,000
receiving
coaching
$320,025,000
38,490
4,422
35524
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Unfunded Mandates Reform Act
The Unfunded Mandates Reform Act
(UMRA) 394 was enacted to avoid
imposing unfunded federal mandates on
state, local, and tribal governments, or
on the private sector. Most of UMRA’s
provisions apply to proposed and final
rules for which a general notice of
proposed rulemaking was published,
and that include a federal mandate that
may result in expenditures by state,
local, or tribal governments, in the
aggregate, or by the private sector of
$100 million or more in any one year.
This NPRM will not impose unfunded
mandates on state, local, and tribal
governments, or on the private sector.
Treasury and General Government
Appropriations Act of 1999
Section 654 of the Treasury and
General Government Appropriations
Act of 1999 requires federal agencies to
determine whether a policy or
regulation may negatively affect family
well-being. If the agency determines a
policy or regulation negatively affects
family well-being, then the agency must
prepare an impact assessment
addressing seven criteria specified in
the law. This rule will not have any
impact on the autonomy or integrity of
the family as an institution.
Accordingly, we conclude that it is not
necessary to prepare a family
policymaking assessment.395
Federalism Assessment Executive Order
13132
Executive Order 13132 requires
federal agencies to consult with state
and local government officials if they
develop regulatory policies with
federalism implications. Federalism is
rooted in the belief that issues that are
not national in scope or significance are
most appropriately addressed by the
level of government close to the people.
This proposed rule will not have
substantial direct impact on the states,
on the relationship between the federal
government and the states, or on the
distribution of power and
responsibilities among the various
levels of government. Therefore, in
accordance with section 6 of Executive
Order 13132, it is determined that this
proposed rule does not have sufficient
federalism implications to warrant the
preparation of a federalism summary
impact statement.
Congressional Review
The Congressional Review Act (CRA)
allows Congress to review ‘‘major’’ rules
issued by federal agencies before the
rules take effect.396 The CRA defines a
major rule as one that has resulted or is
likely to result in (1) an annual effect on
the economy of $100 million or more;
(2) a major increase in costs or prices for
consumers, individual industries,
federal, state or local government
agencies, or geographic regions; or (3)
significant adverse effects on
competition, employment, investment,
productivity, or innovation, or on the
ability of United States-based
enterprises to compete with foreignbased enterprises in domestic and
export markets.397 This regulation is a
major rule because it will likely result
in an annual effect of more than $100
million on the economy.
Paperwork Reduction Act of 1995
Sections 1302 and 1303 contain new
information collection requirements. As
required by the Paperwork Reduction
Act of 1995 (44 U.S.C. 3507 (d)), the
Administration for Children and
Families has submitted a copy of these
sections to the Office of Management
and Budget (OMB) for its review. OMB
regulations define ‘‘information’’ as any
statement or estimate of fact or opinion,
regardless of form or format, whether
numerical, graphic, or narrative form,
and whether oral or maintained on
paper, electronic or other media.398 This
includes requests for information to be
sent to the government, such as forms,
written reports, and surveys,
recordkeeping requirements, and thirdparty or public disclosures.399
Descriptions of the information
collections and estimates of the annual
reporting, recordkeeping, and thirdparty disclosure burden are as follows:
396 5
U.S.C. 802(a).
U.S.C. Chapter 8.
398 5 CFR 1320.3(h).
399 5 CFR 1320.3(c).
397 5
394 2
U.S.C. 1501 et seq.
L. 105–277
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
395 Pub.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00096
Fmt 4701
Sfmt 4702
Title: Head Start Grants
Administration.
Description: We propose information
collections related to the protection for
the privacy of child records. These
requirements include a new collection
of parental written consent before
disclosing personally identifiable
information from child records, an
annual notice that notify parents of their
rights described in § 1303.20 through
1303.24, applicable definitions in 1305,
and a description of PII that may be
disclosed without parental consent, and
a recordkeeping requirement that the
program must maintain, with each
child’s record, a list of all individuals,
agencies, or organizations that have
requested or obtained access to PII from
child records and their expressed
interests.
Title: Head Start Performance
Standards.
Description: We propose a new
requirement to codify best practice in
assessing dual language learners (DLL).
Specifically, we require programs to
administer language assessments to dual
language learners in both English and
their home language, either directly or
through interpreters.
We propose to strengthen background
check procedures by requiring both
state/local/tribal and federal criminal
background checks, as well as clearance
through available child abuse and
neglect and sex offender registries.
Making this requirement consistent with
the Office of Child Care’s requirement
will minimize burden on programs that
operate with both Head Start and Child
Care Development Funds. This will
increase the record-keeping burden
related to criminal record checks.
Description of Respondents and
Burden Estimate: The total annual
burden hours estimated is 472,894
hours. For some items, burden hours are
calculated for individual children and
families, for others the burden hours are
calculated for staff. The burden hours
table and Key that follows the table
indicate the basis for each calculation.
See the Regulatory Impact Analysis
section for cost estimations.
ACF estimates the burden for these
collections of information as follows:
E:\FR\FM\19JNP2.SGM
19JNP2
35525
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
OMB Control
No.
Information collection
Number of
responses
per
respondent
Average
burden per
response
N/A ..............
Number of
respondents
N/A ..............
N/A
Total burden
hours
Annual Reporting Burden Estimates
N/A ...................................................................................................
N/A ..............
N/A ..............
Annual Recording Keeping Burden Estimates
Head Start Grants Administration—§ 1303.22, 1303.24 Parental
Consent, Annual Notice, and Recordkeeping of PII Disclosure.
Head Start Performance Standards—§ 1302.33 Language Assessments of Dual Language Learners.
Head Start Performance Standards—§ 1302.93 Background
Checks.
0970–0423 ..
988,923 (F)
1 ..................
20 minutes ..
329,641
0970–0148 ..
332,651 (C)
1 ..................
2 hours ........
665,302
0970–0148 ..
73,591 (S) ...
1 ..................
20 minutes ..
24,530
N/A
Annual Third-Party Disclosure Burden Estimates
N/A ...................................................................................................
N/A ..............
N/A ..............
N/A ..............
N/A ..............
Total Burden Hours ..................................................................
................
................
................
................
1,019,473
Key: C = Children, F = Families, S = Staff
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
ACF invites comments on: (1)
Whether the proposed collection of
information is necessary for the proper
performance of Head Start and Early
Head Start Grants, including whether
the information will have practical
utility; (2) the accuracy of ACF’s
estimate of the burden of the proposed
collection of information, including the
validity of the methodology and
assumptions used; (3) ways to enhance
the quality, utility, and clarity of the
information to be collected; and (4)
ways to minimize the burden of the
collection of information on
respondents, including through the use
of automated collection techniques,
when appropriate and other forms of
information technology. To ensure that
public comments have maximum effect
in developing the final regulations, ACF
urges that each comment clearly
identify the specific section or sections
of the regulations that the comment
addresses and that comments be in the
same order as the regulations.
For informational purposes,
collections of information that will no
longer be required are described below:
• Head Start Grants Administration. The
NPRM, at part 1301, removed certain
requirements for grantee agencies including
the submission of audits, accounting systems
certifications, and provisions applicable to
personnel management.
• Appeal Procedures for Head Start.
Grantees and Current or Prospective Delegate
Agencies—The NPRM removed the appeal
procedures by delegate agencies that came
from denials or failure to act by grantees. It
VerDate Sep<11>2014
23:00 Jun 18, 2015
Jkt 235001
also removed the appeal procedures by a
grantee of a suspension continuing for more
than 30 days.
• Head Start Program Performance
Standards. Numerous record-keeping
requirements were removed which will result
in a decrease in burden, i.e. documentation
of the level of effort undertaken to establish
community partnerships, written records of
roles and responsibilities for each governing
body members, the annual written and
approval of plans for implementation
services for each program area, provisions
applicable to personnel management, and
record-keeping and sharing of a set of
community services and resources.
• Purchase, Construction and Major
Renovation of Head Start Facilities. Some
requirements were removed that involved
collection of information that will result in
a reduction in burden, including the
submission of drawings and specifications,
costs related to installation of modular unit,
statement of procurement procedure for
modular units, and obtaining an independent
analysis of the cost comparison.
OMB is required to make a decision
concerning the collections of
information contained in these
proposed regulations between 30 and 60
days after publication of this document
in the Federal Register. Therefore, a
comment is best assured of having its
full effect if OMB receives it within 30
days of publication. This does not affect
the deadline for the public to comment
to the Department on the proposed
regulations. Written comments to OMB
for the proposed information collection
should be sent directly to the following:
Office of Management and Budget,
PO 00000
Frm 00097
Fmt 4701
Sfmt 4702
Paperwork Reduction Project, Fax: 202–
395–7285, or oira_submission@
omb.eop.gov, Attention: Desk Officer for
the Administration for Children and
Families. All comments should be
identified with the title, ‘‘NPRM for
Head Start Performance Standards’’.
List of Subjects
45 CFR Part 1301
Administrative practice and
procedure, Education of disadvantaged,
Grant programs-social programs.
45 CFR Part 1302
Education of disadvantaged, Grant
programs-social programs.
45 CFR Part 1303
Administrative practice and
procedure, Education of disadvantaged,
Grant programs-social programs,
Reporting and recordkeeping
requirements.
45 CFR Part 1304
Dental health, Education of
disadvantaged, Grant programs-social
programs, Health care, Mental health
programs, Nutrition, Reporting and
recordkeeping requirements.
45 CFR Part 1305
Education of disadvantaged, Grant
programs-social programs.
45 CFR Part 1306
Education of disadvantaged, Grant
programs-social programs.
E:\FR\FM\19JNP2.SGM
19JNP2
35526
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
45 CFR Part 1307
Education of disadvantaged, Grant
programs-social programs
45 CFR Part 1308
Education of disadvantaged, Grant
programs-social programs, Health care,
Individuals with disabilities, Nutrition,
Reporting and recordkeeping
requirements.
body and policy groups. Governing
bodies have a legal and fiscal
responsibility to administer and oversee
the agency’s Head Start and Early Head
Start programs. Policy councils are
responsible for the direction of the
agency’s Head Start and Early Head
Start programs.
§ 1301.2
Training.
Education of disadvantaged, Grant
programs-social programs,
Transportation.
An agency must provide appropriate
training and technical assistance or
orientation to the governing body and
any advisory committee members and
the policy council, including training on
program performance standards to
ensure the members understand the
information they receive and can
effectively oversee and participate in the
programs in the Head Start agency.
45 CFR Part 1311
§ 1301.3
Education of disadvantaged, Grant
programs-social programs, Scholarships
and fellowships.
(a) Composition. The composition of a
governing body must be in accordance
with the requirements specified at
section 642(c)(1)(B) of the Act, except
where specific exceptions are
authorized in the case of public entities
at section 642(c)(1)(D) of the Act.
Agencies must ensure members of the
governing body do not have a conflict of
interest, pursuant to section 642(c)(1)(C)
of the Act.
(b) Duties and responsibilities. (1) The
governing body is responsible for
activities specified at section
642(c)(1)(E) of Act.
(2) The governing body must rely on
ongoing monitoring results, school
readiness goals, and information
described at section 642(d)(2) of the Act
to conduct its responsibilities.
(c) Advisory committees. A governing
body may, at its own discretion,
establish an advisory committee to
oversee key responsibilities related to
program governance, including
supervision of program management,
provided the governing body establishes
written procedures that:
(1) Specify that the governing body
retains legal and fiscal responsibility for
the Head Start agency as required under
section 642 (c)(1)(A) of the Act even if
it establishes an advisory committee;
(2) Describe key responsibilities,
specific duties, actions, and obligations
the advisory committee must fulfill in
overseeing responsibilities related to
program governance;
(3) Specify how and with what
frequency, but not less than twice a
year, the advisory committee will keep
the governing body apprised of its
decisions related to program
governance; and,
(4) Describe the membership of the
advisory committee and the process for
how members are selected, including
45 CFR Part 1309
Education of disadvantaged, Grant
programs-social programs, Real property
acquisition.
45 CFR Part 1310
Dated: January 6, 2015.
Mark H. Greenberg,
Acting Assistant Secretary for Children and
Families.
Approved: January 6, 2015.
Sylvia M. Burwell,
Secretary.
Proposed Regulation Text
For the reasons set forth in the
preamble, under the authority at 42
U.S.C. 9801 et seq., we propose to revise
subchapter B of 45 CFR Chapter XIII to
read as follows:
SUBCHAPTER B—THE ADMINISTRATION
FOR CHILDREN AND FAMILIES, HEAD
START PROGRAM
PART 1301—PROGRAM GOVERNANCE
PART 1302—PROGRAM OPERATIONS
PART 1303—FINANCIAL AND
ADMINISTRATIVE REQUIREMENTS
PART 1304—FEDERAL ADMINISTRATIVE
PROCEDURES
PART 1305—DEFINITIONS
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
PART 1301—PROGRAM
GOVERNANCE
Sec.
1301.1 In general.
1301.2 Training.
1301.3 Governing body.
1301.4 Policy councils and policy
committees.
1301.5 Impasse procedures.
Authority: 42 U.S.C. 9801 et seq.
§ 1301.1
In general.
An agency must establish and
maintain a formal structure for program
governance that includes a governing
VerDate Sep<11>2014
23:00 Jun 18, 2015
Jkt 235001
PO 00000
Governing body.
Frm 00098
Fmt 4701
Sfmt 4702
requiring that members of the advisory
committee meet the same composition
requirements that apply to governing
bodies in section 642(c)(1)(B) of the Act.
Such procedures must prohibit any
conflict of interest described in section
642(c)(1)(C). If a governing body intends
to establish an advisory committee to
oversee key responsibilities related to
program governance, it must do so by
written agreement and must notify the
responsible HHS official by submission
of such agreement prior to its effective
date.
§ 1301.4 Policy councils and policy
committees.
(a) In general. Each agency must
establish and maintain a policy council
responsible for the direction of the Head
Start program at the agency level and a
policy committee at the delegate level.
If an agency has delegated operational
responsibility for the entire Head Start
or Early Head Start program to one
delegate agency, the policy council and
policy committee can be the same
entity.
(b) Composition. A program must
establish a policy council in accordance
with section 642(c)(2)(B) of the Act, or
a policy committee at the delegate level
in accordance with section 642(c)(3) of
the Act, as early in the program year as
possible. Parents of children currently
enrolled in a program option must be
proportionately represented on policy
groups. The program must ensure
members of policy groups do not have
a conflict of interest pursuant to
sections 642(c)(2)(C) and 642(c)(3)(B) of
the Act.
(c) Duties and responsibilities. (1) A
policy council is responsible for
activities specified at section
642(c)(2)(D) of the Act. A policy
committee must approve and submit to
the delegate agency its decisions in each
of the following areas referenced at
section 642(c)(2)(D)(i) through (vii) of
the Act.
(2) A policy council, and a policy
committee at the delegate level, must
rely on ongoing monitoring results,
school readiness goals, and information
described in section 642(d)(2) of the Act
to conduct its responsibilities.
(d) Term.(1) A member will serve for
one year.
(2) If the member intends to serve for
another year, s/he must stand for reelection.
(3) The policy group must include in
its bylaws how many one-year terms,
not to exceed five terms, a person may
serve.
(4) A program cannot dissolve a
policy group until a successor group is
seated.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(e) Reimbursement. A program must
enable low-income members to
participate fully in their policy council
or policy committee responsibilities by
providing, if necessary, reimbursements
for reasonable expenses incurred by the
members.
§ 1301.5
Impasse procedures.
(a) Each agency’s governing body and
policy group jointly must establish
written procedures for resolving internal
disputes that include impasse
procedures between the governing board
and policy group.
(b) A program must establish and
follow impasse procedures that:
(1) Demonstrate that the governing
body considers recommendations from
the policy group;
(2) Require the governing body to
notify the policy group in writing why
it does not accept a recommendation;
(3) Describe a process and a timeline
to resolve issues and reach decisions
that are not arbitrary, capricious, or
illegal; and,
(4) Require the governing body to
notify the policy group in writing of its
final decision.
PART 1302—PROGRAM OPERATIONS
Sec.
1302.1
Overview.
Subpart A—Eligibility, Recruitment,
Selection, Enrollment, and Attendance
1302.10 In general.
1302.11 Determining community strengths
and needs.
1302.12 Determining, verifying, and
documenting eligibility.
1302.13 Recruitment of children.
1302.14 Selection process.
1302.15 Enrollment.
1302.16 Attendance.
1302.17 Suspension and expulsion.
1302.18 Fees.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Subpart B—Program Structure
1302.20 In general.
1302.21 Center-based option.
1302.22 Home-based option.
1302.23 Family child care option.
1302.24 Locally-designed program option
variations.
Subpart C—Education and Child
Development Program Services
1302.30 In general.
1302.31 Teaching and the learning
environment.
1302.32 Curriculum.
1302.33 Child screenings and assessments.
1302.34 Parent involvement.
1302.35 Education in home-based
programs.
Subpart D—Health Program Services
1302.40 In general.
1302.41 Collaboration and communication
with parents.
1302.42 Child health status and care.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
1302.43 Tooth brushing.
1302.44 Child nutrition.
1302.45 Child mental health.
1302.46 Family support services for health,
nutrition, and mental health.
1302.47 Safety practices.
Subpart E—Family & Community
Partnership Program Services
1302.50 In general.
1302.51 Parent activities to promote child
learning and development.
1302.52 Family partnership services.
1302.53 Community partnerships.
Subpart F—Additional Services for Children
With Disabilities
1302.60 In general.
1302.61 Additional services for children.
1302.62 Additional services for parents.
1302.63 Coordination and collaboration
with the local agency responsible for
implementing the IDEA.
Subpart G—Transition Services
1302.70 Transitions from Early Head Start.
1302.71 Transitions from Head Start to
kindergarten.
1302.72 Transitions between programs.
Subpart H—Services to Enrolled Pregnant
Women
1302.80 Enrolled pregnant women.
1302.81 Prenatal and postpartum services.
1302.82 Family partnership services for
enrolled pregnant women.
Subpart I—Human Resources Management
1302.90 Personnel policies.
1302.91 Staff qualification requirements.
1302.92 Training and professional
development.
1302.93 Staff health and wellness.
1302.94 Volunteers.
Subpart J—Program Management and
Quality Improvement
1302.100 In general.
1302.101 Management system.
1302.102 Achieving program performance
goals.
1302.103 Implementation of program
performance standards.
Authority: 42 U.S.C. 9801 et seq.
§ 1302.1
Overview.
(a) Section 645 of the Act directs the
Secretary to prescribe by regulation who
is eligible to participate in Head Start
programs. Section 645A gives the
Secretary the authority to prescribe
requirements for Early Head Start
programs. Section 641A(a)(1) directs the
Secretary of Health and Human Services
to review and revise, as necessary, Head
Start program performance standards
including those standards related to
health, parent involvement, nutritional
and social services, transition activities
and other services. This section was
amended in 2007 to include
‘‘scientifically based and
developmentally appropriate education
performance standards related to school
PO 00000
Frm 00099
Fmt 4701
Sfmt 4702
35527
readiness that are based on the Head
Start Child Outcomes Framework.’’ The
section further requires the Office of
Head Start to include standards for
management, conditions for facilities,
and any other standards the Secretary
determines. The section requires that
revisions do not result in the
elimination of or any reduction in
quality, scope or types of services
required by the 2007 amendments.
(b) This part implements these
statutory requirements by describing all
of the program performance standards
which are required to operate Head
Start, Early Head Start, American
Indian/Alaska Native and Migrant and
Seasonal Head Start programs. The part
covers the full range of operations from
enrolling eligible children and
providing program services to those
children and their families, to managing
programs to ensure staff are qualified
and supported to effectively provide
services. This part also focuses on using
data through ongoing program
improvement to ensure high quality
service. As required in the Act, these
provisions do not narrow the scope or
quality of services covered in previous
regulations. Instead, these regulations
raise the quality standard to reflect
science and best practices, and
streamline and simplify requirements so
programs can better understand what is
required for quality services.
Subpart A—Eligibility, Recruitment,
Selection, Enrollment, and Attendance
§ 1302.10
In general.
This subpart describes requirements
of prospective grantees for determining
community needs and recruitment
areas. It contains requirements and
procedures for the eligibility
determination, recruitment, selection,
enrollment and attendance of children
and explains the policy concerning the
charging of fees.
§ 1302.11 Determining community
strengths and needs.
(a) Service area. (1) A program must
propose a service area in the grant
application and define the area by
county or sub-county area, such as a
municipality, town or census tract or
jurisdiction of a federally recognized
Indian reservation.
(i) A tribal program may propose a
service area that includes areas where
members of Indian tribes or those
eligible for such membership reside,
including but not limited to Indian
reservation land, areas designated as
near-reservation by the Bureau of Indian
Affairs (BIA) provided that the service
area is approved by the tribe’s governing
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35528
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
council, Alaska Native Villages, Alaska
Native Regional Corporations with landbased authorities, Oklahoma Tribal
Statistical Areas, and Tribal Designated
Statistical Areas where federally
recognized Indian tribes do not have a
federally established reservation.
(ii) If the tribe’s service area includes
any land-base specified in paragraph
(a)(1)(i) of this section, and that area is
also served by another program, the
tribe may serve children from families
who are members of or eligible to be
members of such tribe and who reside
in such areas as well as children from
families who are not members of the
tribe, but who reside within the tribe’s
established land-base.
(2) If a program decides to change the
service area after ACF has approved its
grant application, the program must
submit to ACF a new service area
proposal.
(b) Community assessment. (1) To
design a program that meets community
needs, a program must conduct a
community assessment at least once
over the 5-year grant period. The
community assessment must include
current service area estimates of:
(i) Eligible infants, toddlers, preschool
age children, and expectant mothers,
including their geographic location,
race, ethnicity, and languages they
speak;
(ii) Families with young children
experiencing homelessness;
(iii) Young children in foster care;
(iv) Other child development, child
care centers, and family child care
programs that serve eligible children,
including home visiting, publicly
funded state and local preschools, and
the approximate number of eligible
children served;
(v) Typical work, school, and training
schedules of parents with eligible
children;
(vi) Children with disabilities, four
years old or younger, including types of
disabilities and relevant services and
resources provided to these children by
community agencies;
(vii) The education, health, nutrition
and social service needs of eligible
children and their families; and,
(viii) Resources that are available in
the community to address the needs of
eligible children and their families.
(2) A program must annually review
and update the community assessment
to reflect any significant changes
including increased availability of
publicly-funded full-day prekindergarten, rates of family and child
homelessness, and significant shifts in
community demographics.
(3) A program must consider whether
the characteristics of the community
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
allow it to operate classrooms that
include children from diverse economic
backgrounds, in addition to the
program’s eligible funded enrollment.
§ 1302.12 Determining, verifying, and
documenting eligibility.
(a) Process overview. (1) Program staff
must:
(i) Conduct an in-person interview
with each family, unless paragraph
(a)(2) of this section applies;
(ii) Verify information as required in
paragraphs (h) through (i) of this
section; and,
(iii) Create an eligibility
determination record for enrolled
participants according to paragraph (k)
of this section.
(2) Program staff may interview the
family over the telephone if an inperson interview is not possible. In
addition to meeting the criteria
provided in paragraph (a)(1) of this
section, program staff must note in the
eligibility determination record reasons
why the in-person interview was not
possible.
(3) If a program has an alternate
method to reasonably determine
eligibility based on its community
assessment, geographic and
administrative data, or from other
reliable data sources, it may petition the
responsible HHS official to waive
requirements in paragraphs (a)(1)(i) and
(ii).
(b)Age requirements. (1) For Early
Head Start, except when the child is
transitioning to Head Start, a child must
be an infant or a toddler younger than
three years old.
(2) For Head Start, a child must:
(i) Be at least three years old or, turn
three years old by the date used to
determine eligibility for public school in
the community in which the Head Start
program is located; and,
(ii) Be no older than the age required
to attend school.
(3) For Migrant or Seasonal Head
Start, a child must be younger than
compulsory school age by the date used
to determine public school eligibility for
the community in which the program is
located.
(c) Eligibility requirements. (1) A
pregnant woman or a child is eligible if:
(i) The family’s income is equal to or
below the poverty line; or
(ii) The family is eligible for or, in the
absence of child care, would be
potentially eligible for public assistance;
or
(iii) The child is homeless, as defined
in part 1305 of this chapter; or
(iv) The child is in foster care.
(2) If the family does not meet a
criterion under paragraph (c)(1) of this
PO 00000
Frm 00100
Fmt 4701
Sfmt 4702
section, a program may enroll a
pregnant woman or a child who would
benefit from services, provided that
these participants only make up to 10
percent of a program’s enrollment in
accordance with paragraph (d) of this
section.
(d) Additional allowances for
programs. (1) A program may enroll an
additional 35 percent of participants
whose families do not meet a criterion
described in paragraph (c) of this
section and whose incomes are below
130 percent of the poverty line, if the
program:
(i) Establishes and implements
outreach, and enrollment policies and
procedures to ensure it is meeting the
needs of eligible pregnant women,
children, and children with disabilities,
before serving ineligible pregnant
women or children; and,
(ii) Establishes criteria that ensure
eligible pregnant women and children
are served first.
(2) If a program chooses to enroll
participants who do not meet a criterion
in paragraph (c) of this section, and
whose family incomes are between 100
and 130 percent of the poverty line, it
must be able to report to the Head Start
regional program office:
(i) How it is meeting the needs of lowincome families or families potentially
eligible for public assistance, homeless
children, and children in foster care,
and include local demographic data on
these populations;
(ii) Outreach and enrollment policies
and procedures that ensure it is meeting
the needs of eligible children or
pregnant women, before serving overincome children or pregnant women;
(iii) Efforts, including outreach, to be
fully enrolled with eligible pregnant
women or children;
(iv) Policies, procedures, and
selection criteria it uses to serve eligible
children;
(v) Its current enrollment and its
enrollment for the previous year;
(vi) The number of pregnant women
and children served, disaggregated by
whether they are eligible or meet the
over-income requirement in paragraph
(c)(2) of this section; and,
(vii) The eligibility criteria category of
each child on the program’s waiting list.
(e) Additional allowances for Indian
tribes. (1) Notwithstanding paragraph
(c)(2) of this section, a tribal program
may fill more than 10 percent of its
enrollment with participants who are
not otherwise eligible, if:
(i) The program has served all eligible
pregnant women or children who wish
to be enrolled from Indian and nonIndian families living within the landbase of the tribal agency;
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(ii) The program has served all
eligible Indian pregnant women or
children who wish to be enrolled
residing in the program’s approved
service area;
(iii) The tribe has resources within its
grant, without using additional funds
from HHS intended to expand Early
Head Start or Head Start services, to
enroll pregnant women or children
whose family incomes exceed lowincome guidelines or who are not
categorically eligible; and,
(iv) At least 51 percent of the
program’s participants meet an
eligibility criterion under paragraph (c)
of this section.
(2) If another program does not serve
a non-reservation area, the program
must serve all eligible Indian and nonIndian pregnant women or children who
wish to enroll before serving overincome pregnant women or children.
(3) A program that meets the
conditions of this paragraph must
annually set criteria that are approved
by the policy council and the tribal
council for selecting over-income
pregnant women or children who would
benefit from program services.
(4) An Indian tribe or tribes that
operates both an Early Head Start
program and a Head Start program may,
at its discretion, at any time during the
grant period involved, reallocate funds
between the Early Head Start program
and the Head Start program in order to
address fluctuations in client
populations, including pregnant women
and children from birth to compulsory
school age. The reallocation of such
funds between programs by an Indian
tribe or tribes during a year may not
serve as a basis for any reduction of the
base grant for either program in
succeeding years.
(f) Migrant or Seasonal eligibility
requirements. A child is eligible for
Migrant or Seasonal Head Start, if the
family meets an eligibility criterion in
paragraph (c) of this section; or, the
family meets a categorical requirement
in paragraph (d) of this section; and the
family’s income comes primarily from
agricultural work.
(g) Eligibility requirements for
communities with 1,000 or fewer
individuals. (1) A program may
establish its own criteria for eligibility
provided that it meets the criteria
outlined in section 645(a)(2) of the Act.
(2) No child residing in such
community whose family is eligible
under criteria described in paragraphs
(c) through (f) of this section, may be
denied an opportunity to participate in
the program under the eligibility criteria
established under this paragraph.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(h) Verifying age. Program staff must
verify a child’s age according to program
policies and procedures. A program’s
policies and procedures cannot require
staff to collect documents that confirm
a child’s age, if doing so creates a barrier
for the family to enroll the child.
(i) Verifying eligibility. (1) To verify
eligibility based on income, program
staff must use tax forms, pay stubs, or
other proof of income to determine the
family income for the relevant time
period.
(i) If the family cannot provide all tax
forms, pay stubs, or other proof of
income for the relevant time period,
program staff may accept written
statements from employers for the
relevant time period and use
information provided to calculate total
annual income with appropriate
multipliers.
(ii) If the family reports no income for
the relevant time period, a program may
accept the family’s signed declaration to
that effect, if program staff describes
efforts made to verify the family’s
income, and explains how the family’s
total income was calculated or seeks
information from third parties about the
family’s eligibility, if the family gives
written consent. If a family gives
consent to contact third parties, program
staff must adhere to program safety and
privacy policies and procedures and
ensure the eligibility determination
record adheres to paragraph (k)(2) of
this section.
(iii) If the family can demonstrate a
significant change in income for the
relevant time period, program staff may
consider current income circumstances.
(2) To verify whether a family is
eligible for, or in the absence of child
care, would be potentially eligible for
public assistance, the program must
have documentation from either the
state, local, or tribal public assistance
agency that shows the family either
receives public assistance or that shows
the family is potentially eligible to
receive public assistance.
(3) To verify whether a family is
homeless, a program may accept a
written statement from a homeless
services provider, school personnel, or
other service agency attesting that the
child is homeless or any other
documentation that indicates
homelessness, including documentation
from a public or private agency, a
declaration, information gathered on
enrollment or application forms, or
notes from an interview with staff to
establish the child is homeless, as
defined in § 1305.2 of this chapter; or
any other document that establishes
homelessness.
PO 00000
Frm 00101
Fmt 4701
Sfmt 4702
35529
(i) If a family can provide one of the
documents described in paragraph (i)(1)
of this section, program staff must
described efforts made to verify the
accuracy of the information provided
and, states whether the family is
categorically eligible.
(ii) If a family cannot provide one of
the documents described in paragraph
(i)(5) of this section to prove the child
is homeless, a program may accept the
family’s signed declaration to that effect,
if, in a written statement, program staff:
(A) Describe the efforts made to verify
that a child is homeless, as defined in
part1305 of this chapter; and,
(B) Describe the child’s living
situation, including the specific
condition described in § 1305.2 of this
chapter under which the child was
determined to be homeless.
(iii) Program staff may seek
information from third parties who have
first-hand knowledge about a family’s
living situation, if the family gives
written consent. If the family gives
consent to contact third parties, program
staff must adhere to program privacy
policies and procedures and ensure the
eligibility determination record adheres
to paragraph (k)(2)(i)(B) of this section.
(4) To verify whether a child is in
foster care, program staff must accept
either a court order or other legal or
government-issued document, a written
statement from a government child
welfare official that demonstrates the
child is in foster care, or proof of a foster
care payment.
(j) Eligibility duration. (1) If a child is
determined eligible under this section
and is participating in a Head Start
program, he or she will remain eligible
through the end of the succeeding
program year except that the Head Start
program may choose not to enroll a
child when there are compelling reasons
for the child not to remain in Head
Start, such as when there is a change in
the child’s family income and there is
a child with a greater need for Head
Start services.
(2) Children who are enrolled in a
program receiving funds under the
authority of section 645A of the Act
remain eligible while they participate in
the program.
(3) If a child moves from an Early
Head Start program to a Head Start
program, program staff must verify the
family’s eligibility again.
(4) If a program operates both an Early
Head Start and a Head Start program,
and the parents wish to enroll their
child who has been enrolled in the
program’s Early Head Start, the program
must ensure, whenever possible, the
child receives Head Start services until
enrolled in school.
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35530
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(k) Records. (1) A program must keep
eligibility determination records for
each participant and ongoing training
records for program staffs. A program
may keep these records electronically.
(2) Each eligibility determination
record must include:
(i) Copies of any documents or
statements, including declarations, that
are deemed necessary to verify
eligibility under paragraphs (h) and (i)
of this section;
(ii) A statement that program staff has
made reasonable efforts to verify
information by:
(A) Conducting either an in-person, or
a telephonic interview with the family
as described under paragraph (a) of this
section; and
(B) Describing efforts made to verify
eligibility, as required under paragraphs
(h) through (i) of this section; and,
collecting documents required for third
party verification that includes the
family’s written consent to contact each
third party, the third parties’ names,
titles, and affiliations, and information
from third parties regarding the family’s
eligibility.
(iii) A statement that identifies
whether:
(A) The family’s income is below
income guidelines for its size, and lists
the family’s size;
(B) The family is eligible for or, in the
absence of child care, potentially
eligible for public assistance;
(C) The child is a homeless child, as
defined at part 1305 of this chapter
including the specific condition
described in part 1305 under which the
child was determined to be homeless, or
the child is in foster care;
(D) The family meets the over-income
requirement in paragraph (c)(2) of this
section; or
(E) The family meets alternative
criteria under paragraph (d) of this
section.
(3) A program must keep eligibility
determination records for those
currently enrolled, as long as they are
enrolled, and, for one year after they
have either stopped receiving services;
or are no longer enrolled.
(l) Program policies and procedures
on violating eligibility determination
regulations. A program must establish
policies and procedures that describe all
actions taken against staff who
intentionally violate federal and
program eligibility determination
regulations and who enroll pregnant
women and children that are not
eligible to receive Early Head Start or
Head Start services.
(m) Training. (1) A program must
train all governing body, policy council,
management, and staff who determine
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
eligibility on applicable federal
regulations and program policies and
procedures. Training must, at a
minimum:
(i) Include methods on how to collect
complete and accurate eligibility
information from families and third
party sources;
(ii) Incorporate strategies for treating
families with dignity and respect and
for dealing with possible issues of
domestic violence, stigma, and privacy;
and,
(iii) Explain program policies and
procedures that describe actions taken
against staff, families, or participants
who attempt to provide or intentionally
provide false information.
(2) A program must train management
and staff members who make eligibility
determinations within 90 days
following the effective date of this rule,
and as soon as possible, but within 90
days of hiring new staff after the initial
training has been conducted.
(3) A program must train all governing
body and policy council members
within 180 days following the effective
date of this rule, and within 180 days of
the beginning of the term of a new
governing body or policy council
member after the initial training has
been conducted.
(4) A program must develop policies
on how often training will be provided
after the initial training.
§ 1302.13
Recruitment of children.
In order to reach those most in need
of services, a program must develop and
implement a recruitment process
designed to actively inform all families
with eligible children within the
recruitment area of the availability of
program services, encourage and assist
them in applying for admission to the
program, and include specific efforts to
actively locate and recruit children with
disabilities.
§ 1302.14
Selection process.
(a) Selection criteria. (1) A program
must annually establish selection
criteria that weighs the prioritization of
selection of participants, based on
community needs identified in the
community needs assessment as
described in § 1302.11(b), and including
family income, whether the child is
homeless, whether the child is in foster
care, the child’s age, whether the child
is eligible for special education and
related services, or early intervention
services, as appropriate, as determined
under the Individuals with Disabilities
Education Act (IDEA) (20 U.S.C. 1400 et
seq.) and, other relevant family or child
risk factors.
PO 00000
Frm 00102
Fmt 4701
Sfmt 4702
(2) If a program serves migrant or
seasonal families, it must select
participants according to criteria in
paragraph (a)(1) of this section, and give
priority to children whose families can
demonstrate they have relocated
frequently within the past two-years to
pursue agricultural work.
(3) If a program operates in a service
area with high quality publicly funded
pre-kindergarten that is available for a
full school day, the program must
prioritize child age to serve younger
children.
(4) A program must not deny
enrollment based on a disability or
chronic health condition or its severity.
(b) Children eligible for IDEA services.
(1) A program must ensure at least 10
percent of its total enrollment is
children eligible for IDEA services,
unless the responsible HHS official
grants a waiver.
(2) If the requirement in paragraph
(b)(1) of this section has been met,
children eligible for IDEA services
should be prioritized for the available
slots in accordance with the program’s
selection criteria.
(c) Waiting lists. A program must
develop at the beginning of each
enrollment year and maintain during
the year a waiting list that ranks
children according to the program’s
selection criteria.
§ 1302.15
Enrollment.
(a) Funded enrollment. A program
must maintain its funded enrollment
level and fill any vacancy within 30
days.
(b) Continuity of enrollment. (1) A
program must make efforts to maintain
enrollment of eligible children for the
following year.
(2) Children who are enrolled in a
program receiving funds under the
authority of section 645A of the Act
remain income eligible while they
participate in the program. When a
child moves from a program serving
infants and toddlers to a Head Start
program serving children age three and
older, the program must verify family
income again.
(3) Under exceptional circumstances,
a program may maintain a child’s
enrollment for a third year, provided
that family income is verified again.
(4) If a program serves homeless
children or children in foster care, it
must make efforts to maintain the
child’s enrollment regardless of whether
the family or child moves to a different
service area, or transition the child to a
program in a different service area, as
required in § 1302.72(b), according to
the family’s needs.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(c) Reserved slots. If a program
determines from the community
assessment there are families
experiencing homelessness in the area,
or children in foster care that could
benefit from services, the program may
reserve one or more enrollment slots for
pregnant women and children
experiencing homelessness and children
in foster care, when a vacancy occurs.
No more than 3 percent of a program’s
funded enrollment slots may be
reserved. If the reserved enrollment slot
is not filled within 30 days, the
enrollment slot becomes vacant and
then must be filled within 30 days in
accordance with paragraph (a) of this
section.
(d) Other enrollment. A program
should consider whether it is feasible to
enroll children from diverse economic
backgrounds who would be funded from
other sources that include private pay,
in addition to the program’s eligible
funded enrollment.
(e) State immunization enrollment
requirements. A program must comply
with state immunization enrollment and
attendance requirements, with the
exception of homeless children as
described in § 1302.16(c)(1).
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.16
Attendance.
(a) Promoting regular attendance. A
program must track attendance for each
child.
(1) If a child is unexpectedly absent
and a parent has not contacted the
program within 1 hour of program start
time, the program must contact the
parent to ensure the child is safe.
(2) If a child has four or more
consecutive unexcused absences or is
frequently absent program staff must
conduct a home visit or other direct
contact with the child’s parents to
emphasize the benefits of regular
attendance, while at the same time
remaining sensitive to family
circumstances, and, provide support
services, as necessary, to promote the
child’s regular attendance.
(3) If a child ceases to attend a
program and the program is either
unable to contact the child’s family and
the program makes appropriate effort, as
described in paragraph (a)(2) of this
section, and the child’s attendance does
not resume, then the program must
consider that slot vacant. This action is
not considered expulsion as described
in § 1302.17.
(b) Managing systematic program
attendance issues. If a program’s
monthly average daily attendance rate
falls below 85 percent, the program
must analyze the causes of absenteeism
to identify any systematic issues that
contribute to the program’s absentee
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
rate. The program must use this data to
make necessary changes in a timely
manner as part of ongoing oversight and
correction as described in § 1302.102(b)
and inform its continuous improvement
efforts as described in § 1302.102(c).
(c) Supporting attendance of homeless
children. (1) If a program determines a
child is categorically eligible under
§ 1302.12(c)(1)(iii), it must allow the
child to attend for up to 90 days,
without immunization and other
medical records, proof of residency,
birth certificates, or other documents to
give the family reasonable time to
present these documents.
(2) If a child experiencing
homelessness is unable to attend classes
regularly because the family does not
have transportation to and from the
program facility, the program must
utilize community resources, where
possible, to provide transportation for
the child.
§ 1302.17
Suspension and expulsion.
(a) Limitations on suspension. (1) A
program must prohibit or severely limit
the use of suspension.
(2) Temporary suspensions for
challenging behavior must only be used
as a last resort in extraordinary
circumstances where there is a serious
safety threat that cannot be reduced or
eliminated by the provision of
reasonable modifications.
(3) When a temporary suspension is
deemed necessary, a program must
engage a mental health consultant,
collaborate with parents, and utilize
appropriate community resources, as
needed, to help the child return to full
participation in all program activities, as
quickly as possible while ensuring child
safety.
(b) Prohibition on expulsion. (1) A
program cannot expel or unenroll
children from Head Start because of a
child’s behavior.
(2) When children exhibit persistent
and serious challenging behaviors, a
program must employ exhaustive steps
to address such problems, and facilitate
the child’s safe participation in the
program. Such steps must be guided by
the program’s mental health consultant
and, at a minimum, engage a mental
health consultant as described in
§ 1302.45(b), and include consultation
with the parents and with the child’s
physician, and if the child:
(i) Has an IFSP or IEP, the program
must consult with the agency
responsible for the IFSP or IEP to ensure
that the child receives the needed
support services; or,
(ii) Does not have an IFSP or IEP, the
program must collaborate, with parental
consent, with the local agency
PO 00000
Frm 00103
Fmt 4701
Sfmt 4702
35531
responsible for administering IDEA to
determine the child’s eligibility for
services.
(3) If, after completing the exhaustive
steps described in paragraph (b)(2) of
this section, a program, in consultation
with the parents, the child’s physician,
the agency responsible for IDEA, and
the mental health consultant,
determines that the child’s continued
enrollment presents a continued serious
safety threat to the child or other
enrolled children and determines the
program is not the most appropriate
placement for the child, the program
must work with such entities to directly
facilitate the transition of such child to
a more appropriate placement.
(c) Voluntary parent participation.
Parent participation in any program
activity is voluntary, including consent
for data sharing, and not required as a
condition of the child’s enrollment.
§ 1302.18
Fees.
(a) Policy on fees. A program must not
charge eligible families a fee to
participate in Head Start, and cannot in
any way condition an eligible child’s
enrollment or participation in the
program upon the payment of a fee.
(b) Allowable fees. (1) A program can
accept a fee from eligible families for
hours that extend beyond the Head Start
funded day.
(2) In order to support programs
serving children from diverse economic
backgrounds or using multiple funding
sources, including private pay, a
program may charge a fee to families
who are not part of the Head Start
funded enrollment.
(3) A program may use other funding
sources for the provision of services
under Part C of the IDEA that are not
part of the Early Head Start or Head
Start services, consistent with the
State’s system of payments on file under
34 CFR part 300.
Subpart B—Program Structure
§ 1302.20
In general.
(a) Choose a program option. (1) A
program must choose to operate one or
more of the following program options:
center-based, home-based for Early
Head Start programs, family child-care,
or an approved locally-designed
variation as described in § 1302.24. The
program option(s) chosen must meet the
needs of children and families based on
the community assessment described in
§ 1302.11(b). Existing programs must
annually consider whether they would
better meet local needs through
conversion of existing part-day slots to
full-day or full-working day slots,
extending services to a full calendar
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35532
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
year, or conversion of existing preschool
slots to Early Head Start slots as
described in paragraph (c) of this
section.
(2) To develop a program calendar, a
program must consider options that
would allow it to operate for the full
year, promote continuity of care and
services, and meet child and family
needs identified in the community
assessment.
(3) A program must work to identify
alternate sources to support extended
hours. If no additional funding is
available, program resources may be
used.
(b) Comprehensive services. All
program options must deliver the full
range of services, as described in
subparts C, D, E, F, and G of this part,
except that §§ 1302.30 through 1302.32
and § 1302.34 do not apply to homebased options.
(c) Conversion. (1) Consistent with
section 645(a)(5) of the Head Start Act,
grantees may request to convert Head
Start slots to Early Head Start slots
through the re-funding application
process or as a separate grant
amendment.
(2) Any grantee proposing a
conversion of Head Start services to
Early Head Start services must obtain
governing body approval and submit the
request to their Regional Office.
(3) With the exception of American
Indian and Alaska Native grantees as
described in paragraph (c)(4) of this
section, the request to the Regional
Office must include:
(i) A grant application budget and a
budget narrative that clearly identifies
the funding amount for the Head Start
and Early Head Start programs before
and after the proposed conversion;
(ii) The results of the community
needs assessment demonstrating how
the proposed used of funds would best
meet the needs of the community,
including a description of how the
needs of eligible Head Start children
will be met in the community when the
conversion takes places;
(iii) A revised program schedule that
describes the program option(s) and the
number of funded enrollment slots for
Head Start and Early Head Start
programs before and after the proposed
conversion;
(iv) A description of how the needs of
pregnant women, infants, and toddlers
will be addressed;
(v) A discussion of the agency’s
capacity to carry out an effective Early
Head Start program in accordance with
the requirements of section 645A(b) of
the Head Start Act and all applicable
regulations;
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(vi) Assurances that the agency will
participate in training and technical
assistance activities required of all Early
Head Start grantees;
(vii) A discussion of the qualification
and competencies of the child
development staff proposed for the
Early Head Start program, as well as a
description of the facilities and program
infrastructure that will be used to
support the new or expanded Early
Head Start program;
(viii) A discussion of any one-time
funding necessary to implement the
proposed conversion and how the
agency intends to secure such funding;
and
(ix) The proposed timetable for
implementing this conversion.
(4) Consistent with section 645(d)(3)
of the Act, any American Indian and
Alaska Native grantees operating both
an Early Head Start program and a Head
Start program may reallocate funds
between the programs at its discretion
and at any time during the grant period
involved, in order to address
fluctuations in client populations. Any
American Indian and Alaska Native
grantee that exercises this discretion
must notify the Regional Office prior to
the effective date of such reallocation.
§ 1302.21
Center-based option.
(a) Setting. The center-based option
provides education and early childhood
development services to children
primarily in classroom settings.
(b) Ratios and class size. (1) Staffchild ratios and class size maximums
must be determined by the age of the
majority of children and the needs of
children present. A program must
determine the age of the majority of
children in a classroom at the start of
the year. A program may use their
judgment as to whether this
determination should be adjusted
during the program year. Where state or
local licensing requirements are more
stringent than the teacher-child ratios
and class size specifications in this
section, a program must meet the
stricter requirements. Programs must
maintain appropriate ratios during all
hours of program operation.
(2) A classroom that serves children
under 36 months old, must have no
more than 8 children and have two
teachers. Each teacher must be assigned
consistent, primary responsibility for no
more than four children to promote
continuity of care for individual
children. Programs must minimize
teacher changes throughout a child’s
enrollment, whenever possible, and
consider mixed age group classrooms to
support continuity of care.
PO 00000
Frm 00104
Fmt 4701
Sfmt 4702
(3) A classroom that serves a majority
of children who are three years old must
have no more than 17 children and a
teacher and teaching assistant or two
teachers.
(4) A classroom that serves a majority
of children, four and five years old,
must have no more than 20 children and
a teacher and a teaching assistant or two
teachers.
TABLE TO § 1302.21(b)—RATIOS AND
CLASS SIZE
4 and 5 year
olds.
3 year olds .....
Under 3 year
olds.
No more than 20 children
enrolled in any class.
No more than 17 children
enrolled in any class.
No more than 8 children enrolled in any class.
(c) Service—(1) Days per year. At a
minimum, a program that serves
preschool age children must offer no
less than 180 days of planned operation
per year, and Early Head Start programs
must offer no less than 230 days of
planned operation per year. A program
must:
(i) Plan their year using a reasonable
estimate of the number of days during
a year that classes may be closed due to
problems such as inclement weather,
based on their experience in previous
years; and,
(ii) Make every effort to schedule
makeup days using existing resources if
days of planned operation fall below the
number required per year.
(2) Exemption for Migrant or Seasonal
Head Start programs. A Migrant or
Seasonal program is not subject to the
requirement for a minimum number of
days of planned operation per year, but
must make every effort to provide as
many days of service as possible to each
child and family.
(3) Hours per day. A program must
offer a minimum of six hours of
operation per day but is encouraged to
offer longer service days if it meets the
needs of children and families.
(d) Licensing and square footage
requirements. (1) The facilities used by
a program must meet state, tribal, or
local licensing requirements. When
state, tribal, or local requirements vary
from Head Start requirements, the most
stringent provision takes precedence.
(2) A center-based program must have
at least 35 square feet of usable indoor
space per child available for the care
and use of children (exclusive of
bathrooms, halls, kitchen, staff rooms,
and storage places) and at least 75
square feet of usable outdoor play space
per child.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
§ 1302.22
Home-based option.
(a) Setting. The home-based option
delivers education and early childhood
development services, consistent with
§ 1302.20(b), through visits with the
child’s parents, primarily in the child’s
home and provides group socialization
opportunities in a Head Start classroom,
community facility, home, or on field
trips. The home-based option is only a
standard program option for children
under 36 months of age. When serving
children 36 months and older in the
home-based option would better meet a
community’s need, programs can apply
to operate a locally designed option.
(b) Caseload. A program that
implements a home-based option must
maintain an average caseload of 10 to 12
families per home visitor with a
maximum of 12 families for any
individual home visitor. Programs must
maintain appropriate ratios during all
hours of program operation.
(c) Service duration. A program that
implements a home-based option must:
(1) Provide one home visit per week
per family that lasts at least an hour and
a half and provide a minimum of 46
visits per year;
(2) Provide, at a minimum, two group
socialization activities per month for
each child, with a minimum of 22 group
socialization activities each year;
(3) Make up planned home visits or
scheduled group socialization activities
that were canceled by the program when
this is necessary to meet the minimums
stated above; and,
(4) Not replace home visits or
scheduled group socialization activities
for medical or social service
appointments for the purposes of
meeting the minimum requirements
described in this paragraph (c).
(d) Licensing requirements. The
facilities used for group socializations in
the home-based option must meet state,
tribal, or local licensing requirements.
When state, tribal or local requirements
vary from Head Start requirements, the
most stringent provision applies.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.23
Family child care option.
(a) Setting. The family child care
program option provides a full range of
education and early childhood
development services, described in
subparts C, D, E, F, and G of this part,
primarily by a family child care
provider to provide services in their
home or other family-like setting. A
program may choose to offer the family
child care option if:
(1) The program is the employer of the
family child care provider or the
program has a legally binding agreement
with the family child care provider that
clearly defines the provider’s roles and
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
responsibilities to ensure that children
and families enrolled in this option
receive the full range of services
described in subparts C, D, E, F, and G
of this part; and,
(2) The program ensures there are
family child care homes available that
are accessible and can serve children
with disabilities and parents with
disabilities, as appropriate.
(b) Ratios and group size. (1) A
program that operates the family child
care option, where Head Start children
are enrolled, must ensure group size
does not exceed the limits specified in
this section. If the family child care
provider’s own children under the age
of 6 are present, they must be included
in the group size.
(2) When there is one family child
care provider, the maximum group size
is six children and no more than two of
the six may be under two years of age.
When there is a provider and an
assistant, the maximum group size is
twelve children with no more than four
of the twelve children under two years
of age.
(3) One family child care provider
may care for up to four infants and
toddlers, with no more than two of the
four children under the age of 18
months.
(4) Programs must maintain
appropriate ratios during all hours of
program operation.
(c) Service duration. Whether family
child care option services are provided
directly or via contractual arrangement,
a program must ensure that family child
care providers operate sufficient hours
to meet the child care needs of families
and at a minimum, offer planned Head
Start or Early Head Start class
operations at least six hours each day
and for a minimum of 230 days per year
for children in Early Head Start and at
least six hours each day and for a
minimum of 180 days to children over
36 months old. A migrant or seasonal
program is not subject to the
requirement for a minimum number of
days of planned operation per year, but
must make every effort to provide as
many days of service as possible to each
child or family.
(d) Licensing requirements. A family
child-care provider must be licensed by
the state, tribal, or local entity to
provide services in their home or family
like setting. When state, tribal, or local
requirements vary from Head Start
requirements, the most stringent
provision applies.
(e) Child development specialist. A
program that offers the family child care
option must provide a child
development specialist to support
family child care providers and ensure
PO 00000
Frm 00105
Fmt 4701
Sfmt 4702
35533
the provision of quality services at each
family child care home. Child
development specialists must:
(1) Conduct regular visits to each
home, some of which are unannounced,
not less than once every two weeks;
(2) Periodically verify compliance
with either contract requirements or
agency policy;
(3) Facilitate ongoing communication
between program staff, family child care
providers, and enrolled families; and,
(4) Provide recommendations for
technical assistance and support the
family child care provider in developing
relationships with other child care
professionals.
§ 1302.24 Locally-designed program
option variations.
(a) In general. Programs may request
to operate a locally-designed program
option that innovates to meet the unique
needs of their communities or to
demonstrate or test alternative
approaches for providing program
services. In order to operate a locallydesigned program option, programs
must seek a waiver as detailed in
paragraph (c), must comply with the
requirements of paragraphs (b) and (c) of
this section, and must deliver the full
range of services, as described in
subparts C, D, E, F, and G of this part.
(b) Request for approval. A request for
operating a locally-designed variation
must be approved by the responsible
HHS official every two years. Such
approval may be revoked based on
ongoing assessment and monitoring as
described in subpart J of this part.
(c) Waiver requirements. (1) The
responsible HHS official may waive one
or more of the requirements contained
in §§ 1302.21 through 1302.23,
including service duration, ratios and
group size, and caseload, with the
exception of licensing, square footage
and ratios for children under 24 months
requirements, for a program seeking to
provide a locally-designed variation,
including a combination of program
options, consistent with the minimums
described in section 640(k)(1) of the Act
for center-based programs. In order to
receive a waiver, a program must
demonstrate that the locally-designed
variation effectively supports
appropriate skill development and
progress in the goals described in the
Head Start Early Learning Outcomes
Framework (Birth-5) and provide
supporting evidence that demonstrates:
(i) The locally-designed variation
better meets the needs of the community
than the other options described in
§§ 1302.21 through 1302.23; or,
E:\FR\FM\19JNP2.SGM
19JNP2
35534
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(ii) The locally-designed variation
better supports continuity of care for
individual children.
(2) Locally-designed variations
providing a double-session model that
are approved under paragraph (c)(1) of
this section must:
(i) Limit group size for three year olds
to no more than 15 children and employ
at least one teacher and teacher’s
assistant or two teachers;
(ii) Limit group size for four and five
year olds to no more than 17 children
and employ at least one teacher and a
teacher’s assistant or two teachers; and,
(iii) Operate for at least three and a
half hours per session.
(3) Locally-designed variations
providing a home-based option for
children at least 36 months of age that
are approved under paragraph (c)(1) of
this section must comply with
§ 1302.22(d) and:
(i) Provide one home visit per family
that lasts at least an hour and a half and
provide a minimum of 36 visits per
year; and,
(ii) Provide, at a minimum, two group
socializations per month for each family
with a minimum of 18 group
socialization activities each year.
Subpart C—Education and Child
Development Program Services
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.30
In general.
A center-based or family child care
program must provide high quality
education and child development
services, including for children with
disabilities, that promote children’s
cognitive, social, and emotional growth
for later success in school. A program
must embed positive and effective
teacher-child interactions, a researchbased curriculum, and screening and
assessment procedures that support
individualization during the program
year, and family engagement. A program
must deliver developmentally,
culturally, and linguistically
appropriate learning experiences in
language, literacy, mathematics, social
and emotional functioning, approaches
to learning, science, physical skills, and
creative arts. To deliver such high
quality education and child
development services, a program must
implement, at a minimum, the elements
contained in §§ 1302.31 through
1302.34.
§ 1302.31 Teaching and the learning
environment.
(a) Teaching and the learning
environment. A center-based and family
child care program must ensure teachers
and other relevant staff provides an
effective teaching and organized
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
learning environment that promotes
healthy development and children’s
skill growth aligned with the Head Start
Early Learning Outcomes Framework
(Birth-5), including for children with
disabilities. A program must also
support implementation of such
environment with integration of regular
and ongoing supervision and a system
of individualized and ongoing
professional development, as
appropriate.
(b) Effective teaching practices. (1) A
program must ensure teaching practices:
(i) Focus on promoting growth in the
skill development described in the Head
Start Early Learning Outcomes
Framework (Birth-5) by using the
Framework and the curricula to direct
planning of organized activities,
schedules, lesson plans, and the
implementation of high quality early
learning experiences that are sensitive
to and build upon each child’s
individual pattern of development and
learning;
(ii) Emphasize nurturing and
responsive interactions and
environments that foster trust and
emotional security; are communication
and language rich; promote critical
thinking, problem-solving, social
emotional, behavioral, and language
development; provide supportive
feedback for learning; motivate
continued effort; and support all
children’s engagement in activities and
learning;
(iii) Integrate child assessment data in
individual and group planning; and,
(iv) Include developmentally
appropriate learning experiences in
language, literacy, social and emotional
development, math, science, social
studies, creative arts, and physical
development that are focused toward
achieving progress outlined in the Head
Start Early Learning Outcomes
Framework (Birth-5).
(2) For dual language learners, a
program must recognize bilingualism as
a strength and implement researchbased teaching practices that support its
development. These practices must
include, to the extent possible:
(i) For an infant or toddler dual
language learner, a program must ensure
teaching practices that focus on the
development of the home language,
when there is a teacher with appropriate
language competency, and provide
experiences that expose the child to
English; and
(ii) For a preschool age dual language
learner, a program must ensure teaching
practices that focus on both English
language acquisition and the continued
development of the home language.
PO 00000
Frm 00106
Fmt 4701
Sfmt 4702
(c) Learning environment. A program
must ensure teachers implement wellorganized classrooms with
developmentally appropriate schedules,
lesson plans, and indoor and outdoor
learning experiences that provide
adequate opportunities for choice, play,
exploration, and experimentation
among a variety of learning, sensory,
and motor experiences and:
(1) For preschool age children,
include teacher-directed and childinitiated activities, active and quiet
learning activities, and opportunities for
individual, small group, and large group
learning activities; and,
(2) For infants and toddlers, promote
relational learning and include
individualized and small group
activities that integrate appropriate
daily routines into a flexible schedule of
learning experiences.
(d) Materials and space for learning.
To support implementation of the
curriculum and the requirements
described in paragraphs (a), (b), (c), and
(e) of this section a program must
provide age-appropriate equipment,
materials, supplies and physical space
for indoor and outdoor learning
environments, including functional
space. The equipment, materials and
supplies must include any necessary
accommodations and the space must be
accessible to children with disabilities.
Programs must change materials
intentionally and periodically to
support children’s interests,
development, and learning.
(e) Promoting learning through
approaches to rest, meals, and routines.
(1) A program must implement an
intentional, age appropriate approach to
accommodate children’s need to nap or
rest, and that, for preschool age children
in a full-day program provides a regular
time every day at which preschool age
children are encouraged but not forced
to rest or nap. A program must provide
alternative quiet learning activities for
children who do not need or want to
rest or nap.
(2) A program must approach snack
and meal times as learning
opportunities that support staff-child
interactions and foster conversations
that contribute to a child’s learning,
development, and socialization. For
bottle-fed infants, this approach must
include holding infants during feeding
to support socialization. This approach
must also provide sufficient time for
children to eat, not use food as reward
or punishment, and not force children
to finish their food.
(3) A program must approach
routines, such as hand washing and
diapering, and transitions between
activities, as opportunities for
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
strengthening development, learning,
and skill growth.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.32
Curriculum.
(a) Curriculum. (1) Center-based and
family child care programs must
implement developmentally appropriate
research-based early childhood
curriculum, including additional
curricular enhancements, as appropriate
that:
(i) Is based on scientifically valid
research and has standardized training
procedures and curriculum materials to
support implementation;
(ii) Is aligned with the Head Start
Early Learning Outcomes Framework
(Birth-5) and, as appropriate, state early
learning and development standards;
and,
(iii) Includes an organized
developmental scope and sequence and
is sufficiently content-rich within the
Head Start Early Learning Outcomes
Framework (Birth-5) to promote
measurable progress toward
development outlined in such
Framework.
(2) A program must provide systemic
and intensive support for appropriate
staff through the system of training and
professional development and
supervision that ensures effective
implementation of curriculum.
(3) A program must regularly monitor
staff implementation of the curriculum
and use the monitoring information to
improve how effectively the curriculum
is implemented.
(b) Variation. In order to better meet
the needs of one or more specific
populations, a program may choose to
develop or significantly adapt a
curriculum, such that it does not meet
the requirements in paragraphs (a)(1)(iii)
and (a)(3) of this section. If a program
chooses to implement such a variation,
it must work with early childhood
education expert staff or consultants
from a college, university, or a research
organization, to develop and evaluate
the effectiveness of the variation.
Programs must report the use of such
variations to the responsible HHS
official. Programs must use the
evaluation of effectiveness to determine
the continued use of such variation,
consistent with the process described in
subpart J of this part.
§ 1302.33 Child screenings and
assessment.
(a) Screening. (1) In collaboration
with each child’s parent and with
parental consent, and within 45
calendar days of the child’s entry into
the program, a program must complete
a developmental screening to identify
concerns regarding a child’s
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
developmental, behavioral, motor,
language, social, cognitive, and
emotional skills. A program must use
one or more research-based
developmental standardized screening
tools to complete the screening. A
program must use as part of the
screening additional information from
family members, teachers, and relevant
staff familiar with the child’s typical
behavior.
(2) With direct guidance from a
mental health or child development
professional, as appropriate, a program
must promptly and appropriately
address any needs identified through
screening and additional relevant
information through:
(i) Referrals to the local agency
responsible for administering IDEA for
formal evaluation to assess the child’s
eligibility for services under IDEA; and,
(ii) Partnership with the child’s
parents and the relevant local agency to
ensure the formal evaluation is
completed promptly.
(3) A program is not required to
conduct the screening in paragraph
(a)(1) of this section for children who
have a current IFSP or IEP as long as the
program has record of such IFSP or IEP.
(4) If a child is determined to be
eligible for IDEA services, the program
must partner with parents and the local
agency responsible for implementing
IDEA, as appropriate, and deliver the
services in subpart F of this part.
(5) If, after the formal evaluation
described in paragraph (a)(2)(i) of this
section, the local agency responsible for
implementing IDEA determines the
child is not eligible for IDEA under the
state definition, but the program
determines, with guidance from mental
health or child development
professional, that the formal evaluation
shows the child has a significant delay
in one or more areas of development
that are likely to interfere with the
child’s development and school
readiness:
(i) The program must ensure
appropriate staff partner with parents to
meet the child’s needs, including
accessing needed services and supports;
and,
(ii) Program funds may be used for
such services and supports when no
other sources of funding are available
but programs must be able to
demonstrate efforts were first made to
access other available sources of
funding.
(b) Assessment for individualization.
(1) A program must conduct
standardized and structured
assessments for each child that provide
ongoing information to evaluate the
child’s developmental level and
PO 00000
Frm 00107
Fmt 4701
Sfmt 4702
35535
progress in outcomes aligned to the
goals described in the Head Start Early
Learning Child Outcomes Framework.
Such assessments must result in usable
information for teachers, home visitors,
and parents and be conducted with
sufficient frequency to allow for
individualization within the program
year.
(2) A program must use information
from paragraph (b)(1) of this section
with informal teacher observations and
additional information from family and
staff, as relevant, to determine a child’s
strengths and needs, adjust strategies to
better support individualized learning
and improve classroom practices in
center-based and family child care
settings and improve home visit
strategies in home based models.
(3) If warranted from the information
gathered from paragraphs (b)(1) and
(b)(2) of this section and with direct
guidance from a mental health or child
development professional, a program
must refer the child to the local agency
responsible for IDEA for a formal
evaluation to assess a child’s eligibility
for IDEA services.
(c) Characteristics of screenings and
assessments. (1) Screenings and
assessments must be valid and reliable
for the population and purpose for
which they will be used, including by
being conducted by qualified personnel,
and being age, developmentally,
culturally and linguistically
appropriate; and appropriate for
children with disabilities, as needed.
(2) If a program serves a child who
speaks a language other than English,
the program must:
(i) Conduct screenings and
assessments in the language or
languages that best capture the child’s
development and skills in the specific
domain;
(ii) Assess language skills in English
and the child’s home language, to assess
both the child’s progress in the home
language and in English language
acquisition; and,
(iii) Ensure that those conducting the
screening or assessment know and
understand the child’s language and
culture and have sufficient skill level in
the child’s home language to accurately
administer the screening or assessment
and to record and understand the
child’s responses, interactions, and
communications. If such a person is
unavailable, or an interpreter needs to
be used to conduct the screening or
assessment, the program must use
multiple sources of information,
including speaking with the family, to
best capture the child’s development
and skill level and progress.
E:\FR\FM\19JNP2.SGM
19JNP2
35536
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(d) Prohibitions on use of screening
and assessment data. The use of
screening and assessment items and
data on any screening or assessment
authorized under this subchapter by any
agent of the federal government is
prohibited for the purposes of ranking,
comparing, or otherwise evaluating
individual children for purposes other
than research, training, or technical
assistance and is prohibited for the
purposes of providing rewards or
sanctions for individual children or
teachers. A program must not use
screening or assessments to exclude
children from enrollment or
participation.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.34
Parent involvement.
(a) In general. Center-based and
family child care programs must
structure education and child
development services to encourage
parents to engage in their child’s
education.
(b) Engaging parents and family
members. Such structure must include
varied opportunities for parents and
family members to be involved in a
program’s education services and
implement policies to ensure:
(1) The program’s settings are open to
parents during all program hours;
(2) Teachers hold parent conferences,
as needed, but no less than two times
per program year, to enhance the
knowledge and understanding of both
staff and parents of the child’s
education and developmental progress
and activities in the program;
(3) Parents and family members have
the opportunity to learn about and to
provide feedback on selected curricula
and instructional materials used in the
program;
(4) Parents and family members have
opportunities to volunteer in the
classroom and during group activities;
(5) Appropriate staff inform parents
and family members, about the purposes
of and the results from screenings and
assessments and discuss their child’s
progress;
(6) Teachers, except those described
in paragraph (b)(7) of this section,
conduct two home visits annually with
each family, including one before the
program year begins, if feasible, to
engage the family in the child’s learning
and development, except that such
visits may take place at a program site
or another safe location that affords
privacy at the parent’s request, or if a
visit to the home presents significant
safety hazards for staff; and,
(7) Teachers that serve migrant or
seasonal families make every effort to
conduct home visits to engage the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
family in the child’s learning and
development.
§ 1302.35 Education in home-based
programs.
(a) In general. A home-based program
must implement a research-based
curriculum that delivers
developmentally, linguistically, and
culturally appropriate home visits and
group socialization activities that
support children’s cognitive, social, and
emotional growth for later success in
school. Such visits and activities must
promote secure parent-child
relationships and help parents provide
high quality learning experiences in
language, literacy, mathematics, social
and emotional development, approaches
to learning, science, physical skills, and
creative arts.
(b) Home-based program design. A
home-based program must ensure that
all home visits are:
(1) Planned jointly by the home
visitor and parents, and reflect the
critical role of parents in the early
learning and development of their
children;
(2) Planned using information from
ongoing assessments that individualize
learning experiences;
(3) Scheduled with sufficient time to
serve all enrolled children in the home
and conducted with parents and are not
conducted when only babysitters or
other temporary caregivers are present;
(4) Scheduled with sufficient time
and appropriate staff to ensure effective
delivery of services described in
subparts D, E, F, and G of this part
through home visiting, to the extent
possible.
(c) Home-based curriculum. A
program that operates the home-based
option must:
(1) Ensure home-visiting and group
socializations implement an evidence
based curriculum that:
(i) Promotes the parent’s role as the
child’s teacher through experiences
focused on the parent-child relationship
and, as appropriate, the family’s
traditions, cultural skills, values, and
beliefs;
(ii) Aligns with the Head Start Early
Learning Outcomes Framework (Birth-5)
and, as appropriate, state early learning
standards; and,
(iii) Includes organized
developmental scope and sequence and
is sufficiently content-rich within the
Head Start Early Learning Outcomes
Framework (Birth-5) to promote
measurable progress toward goals
outlined in the Framework;
(2) Provide systemic and intensive
support for appropriate staff through
training, professional development, and
PO 00000
Frm 00108
Fmt 4701
Sfmt 4702
supervision to ensure effective
implementation of the curriculum;
(3) Regularly monitor staff
implementation of the curriculum and
use the monitoring information to
improve how effectively the curriculum
is implemented; and,
(4) Provide parents with an
opportunity to review selected curricula
and instructional materials used in the
program.
(5) In order to better meet the needs
of one or more specific populations, a
program may choose to develop or
significantly adapt a home-based
curriculum, such that it does not meet
the requirements in paragraphs (c)(1)(iii)
and (c)(3) of this section. If a program
chooses to implement such a variation,
it must work with early childhood
education expert staff or consultants
from a college, university, or a research
organization, to develop and evaluate
the effectiveness of the variation.
Programs must report the use of such
variations to the responsible HHS
official. Programs must use the
evaluation of effectiveness to determine
the continued use of such variation,
consistent with the process described in
Subpart J.
(d) Home visit experiences. A program
that operates the home-based option
must ensure all home visits focus on
promoting high quality early learning
experiences in the home and growth
towards the goals outlined in the Head
Start Early Learning Outcomes
Framework (Birth-5) and must use such
goals and the curriculum to plan home
visit activities that implement:
(1) Age and developmentally
appropriate, structured child-focused
learning experiences;
(2) Strategies and activities that
promote parents’ ability to support the
child’s cognitive, social, emotional, and
physical development;
(3) Strategies and activities that
promote the home as a learning
environment that is safe, nurturing,
responsive, and language- and
communication- rich, and parents’
ability to support children’s language
development and literacy skills;
(4) Research-based strategies and
activities for children who are dual
language learners that, to the extent
possible:
(i) Focus on the development of the
home or Native language, while
providing experiences that expose both
parents and children to English for
infants and toddlers; and,
(ii) Focus on both English language
acquisition and the continued
development of the home or Native
language for preschoolers receiving
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
homes-based services under a locally
designed option; and,
(5) Follow-up with the families to
discuss learning experiences provided
in the home between each visit, address
concerns, and inform strategies to
promote progress toward school
readiness goals.
(e) Group socialization. (1) A program
that operates the home-based option
must ensure that group socializations
are planned jointly with families,
conducted with both child and parent
participation, occur in a classroom,
community facility, home or field trip
setting, as appropriate.
(2) Group socializations must be
structured to:
(i) Provide age appropriate activities
for participating children that are
intentionally aligned to school readiness
goals, the Head Start Early Learning
Outcomes Framework (Birth-5) and the
home-based curriculum; and
(ii) Encourage parents to share
experiences related to their children’s
development with other parents in order
to strengthen parent-child relationships
and to help promote parents
understanding of child development;
(3) For preschoolers receiving homebased services under a locally designed
option, group socializations also must
provide opportunities for parents to
participate in workshop activities, as
appropriate and must emphasize peer
group interactions designed to promote
children’s social, emotional and
language development, and progress
towards school readiness goals, while
encouraging parents to observe and
actively participate in activities, as
appropriate.
(f) Screening and assessments. A
program that operates the home-based
option must implement provisions in
§ 1302.33.
Subpart D—Health Program Services
§ 1302.40
In general.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
A program must provide high quality
health, mental health, and nutrition
services that are developmentally and
linguistically appropriate and that will
support each child’s growth and school
readiness.
§ 1302.41 Collaboration and
communication with parents.
(a) For all activities described in this
part, programs must collaborate with
parents as partners in the health and
well-being of their children in a
linguistically and culturally appropriate
manner and communicate with parents
about their child’s health needs and
development concerns in a timely and
effective manner.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(b) At a minimum, a program must:
(1) Obtain advance parent or guardian
authorization for all health and
developmental procedures administered
through the program or by contract or
agreement, and, maintain written
documentation if a parent or guardian
refuses to give authorization for health
services; and
(2) Share policies for health
emergencies that require rapid response
on the part of staff or immediate
medical attention.
§ 1302.42
Child health status and care.
(a) Source of health care. (1) A
program, within 30 calendar days from
the child’s enrollment, must determine
whether each child has ongoing sources
of continuous, accessible health care—
provided by a health care professional
that maintains the child’s ongoing
health record and is not primarily a
source of emergency or urgent care—
and health insurance coverage.
(2) If the child does not have such a
source of ongoing care and health
insurance coverage, the program must
assist families in accessing a source of
care and health insurance that will meet
these criteria, as quickly as possible.
(b) Ensuring up-to-date child health
status. (1) Within 90 calendar days from
the child’s enrollment, with the
exceptions noted in paragraph (b)(3) of
this section, a program must:
(i) Obtain a determination from a
health care professional as to whether
the child is up-to-date on a schedule of
age appropriate preventive and primary
medical and oral health care, which
incorporates the requirements for a
schedule of well-child visits as
prescribed by the Early and Periodic
Screening, Diagnosis, and Treatment
(EPSDT) program of the Medicaid
agency of the State in which they
operate, immunization
recommendations issued by the Centers
for Disease Control and Prevention and
any additional recommendations from
the local Health Services Advisory
Committee that are based on prevalent
community health problems;
(ii) Assist parents with making
necessary arrangements to bring the
child up-to-date as quickly as possible;
and
(iii) If necessary directly facilitate
provision of health services to bring the
child up-to-date, as necessary, with
parent consent as described in
§ 1302.41(b)(1).
(2) Within 45 calendar days of the
child’s enrollment, a program must
either perform or obtain screening
procedures to identify concerns
regarding a child’s visual and auditory
sensory development.
PO 00000
Frm 00109
Fmt 4701
Sfmt 4702
35537
(3) If a program operates for 90 days
or less, it has 30 days from the date the
child enrolled to satisfy paragraphs
(b)(1) and (2) of this section.
(4) A program must identify each
child’s nutritional health needs, taking
into account staff and family
discussions concerning height, weight,
hemoglobin/hematocrit, body mass
index and any other relevant nutritionrelated assessment data, special dietary
requirements, including food allergies,
and information about major
community nutritional issues, as
identified through the community
assessment or by the health services
advisory committee or the local health
department.
(c) Ongoing care. (1) A program must
help parents continue to follow
recommended schedules of well-child
and oral health care.
(2) A program must implement
periodic observations or other
appropriate strategies for program staff
and parents to identify any new or
recurring medical or mental health
concerns.
(3) A program must facilitate and
monitor necessary oral health treatment
and follow-up, including fluoride
supplements and topical fluoride
treatments as recommended by oral
health professionals in communities
where a lack of adequate fluoride levels
has been determined or for every child
with moderate to severe tooth decay and
other necessary preventive measures
and further oral health treatment as
recommended by the oral health
professional.
(d) Extended follow-up care. (1)
Facilitate further diagnostic testing,
examination, and treatment, as
appropriate, by a licensed or certified
professional for each child with a health
or developmental problem; and,
(2) Develop a system to track referrals
and services provided and monitor the
implementation of a follow-up plan to
meet any treatment needs associated
with a health or developmental
problem.
(3) Assist parents, as needed, in
obtaining any prescribed medications,
aids or equipment for medical and oral
health conditions.
(e) Use of funds. Program funds may
be used for professional medical and
oral health services when no other
source of funding is available. When
program funds are used for such
services, grantee and delegate agencies
must have written documentation of
their efforts to access other available
sources of funding.
E:\FR\FM\19JNP2.SGM
19JNP2
35538
§ 1302.43
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Tooth brushing.
A program must promote effective
oral health hygiene by ensuring children
age one and over are assisted by
appropriate staff, or volunteers, if
available, in brushing their teeth once
daily.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.44
Child nutrition.
(a) Nutrition service requirements. (1)
A program must design and implement
nutrition services that meet the
nutritional needs of and accommodate
the feeding requirements of each child,
including children with special dietary
needs and children with disabilities.
(2) Specifically, a program must:
(i) Ensure each child in a part-day
center-based setting receives meals and
snacks that provide at least one third of
the child’s daily nutritional needs;
(ii) Ensure each child in a centerbased full-day program receives meals
and snacks that provide one half to two
thirds of the child’s daily nutritional
needs, depending upon the length of the
program day;
(iii) Serve 3- to 5-year-olds meals and
snacks that conform to USDA
requirements in 7 CFR parts 210, 220,
and 226, and are high in nutrients and
low in fat, sugar, and salt;
(iv) Feed infants and toddlers
according to their individual
developmental readiness and feeding
skills as recommended in USDA
requirements outlined in 7 CFR parts
210, 220, and 226, and ensure that
infants and young toddlers are fed on
demand to the extent possible;
(v) Ensure bottle-fed infants are never
laid down to sleep with a bottle;
(vi) Serve all children in morning
center-based settings who have not
received breakfast upon arrival at the
program a nourishing breakfast;
(vii) Provide appropriate snacks and
meals to each child during group
socialization activities in the homebased option; and,
(viii) Promote breastfeeding,
including providing facilities to
properly store and handle breast milk
and make accommodations, as
necessary, for mothers who wish to
breastfeed during program hours.
(b) Payment sources. A program must
use funds from USDA Food and
Consumer Services Child Nutrition
Programs as the primary source of
payment for meal services. Early Head
Start and Head Start funds may be used
to cover those allowable costs not
covered by the USDA.
§ 1302.45
Child mental health.
(a) Wellness promotion. A program
must work with mental health
consultants, as needed to implement:
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(1) Program-wide positive behavioral
practices and supports that promote
healthy emotional well-being through
effective classroom management and
supportive teacher practices;
(2) Strategies for supporting children
with challenging behaviors and mental
health issues; and
(3) Community partnerships to
facilitate access to additional mental
health resources and services, as
needed.
(b) Mental health consultants. (1) A
program must have access to mental
health consultants to help teachers
improve classroom management and
teacher practices, that include using
classroom observations as needed, to
address teacher and individual child
needs.
(2) A program must ensure that a
mental health consultant is available to
partner with staff in a timely and
effective manner to identify and
intervene in behavioral and mental
health concerns, and at the request of
parents or staff to address specific
concerns.
§ 1302.46 Family support services for
health, nutrition, and mental health.
(a) Parent collaboration. Programs
must collaborate with parents to
promote children’s health and wellbeing by providing medical, oral,
nutrition, and mental health education
support services that are understandable
to individuals with low health literacy.
(b) Opportunities. (1) Such
collaboration must include
opportunities for parents to:
(i) Learn about preventive medical
and oral health care, emergency first
aid, environmental hazards, and safety
practices for the home;
(ii) Discuss their child’s nutritional
status with staff, including the
importance of physical activity and
learn how to select and prepare
nutritious foods that meet the family’s
nutrition and food budget needs;
(iii) Learn about healthy pregnancy
and postpartum care, as appropriate;
and,
(iv) Discuss and identify issues
related to child mental health and
emotional well-being such that staff can
solicit parent information and concerns
about their child’s mental health, share
observations, discuss the child’s
behavior and development, and how to
appropriately respond to the child’s
behaviors.
(v) Learn about appropriate vehicle
and pedestrian safety for keeping
children safe.
(2) A program must provide ongoing
support to assist parents’ navigation
through health systems to meet the
PO 00000
Frm 00110
Fmt 4701
Sfmt 4702
general health and specifically
identified needs of their children and
must assist parents:
(i) In understanding how to access
health insurance for themselves and
their families;
(ii) In understanding the results of
diagnostic and treatment procedures as
well as plans for ongoing care; and,
(iii) In familiarizing their children
with services they will receive while
enrolled in the program and to enroll
and participate in a system of ongoing
family health care.
§ 1302.47
Safety practices.
(a) A program must establish, train
staff on, implement, and enforce health
and safety practices that ensure children
are kept safe at all times. Programs
should consult Caring for our Children
Basics for additional information to
develop and implement adequate safety
policies and practices described in this
subpart.
(b) A program must develop and
implement a system of management
including ongoing training, oversight,
correction and continuous improvement
in accordance with § 1302.102 that
includes policies and practices to
ensure all facilities, equipment and
materials, background checks, safety
training, safety and hygiene practices
and administrative safety procedures are
adequate to ensure child safety. At a
minimum this system must ensure that:
(1) Facilities. All facilities where
children are served, including areas for
learning, playing, sleeping, toileting,
and eating are:
(i) Licensed in accordance with
§ 1302.21(d)(1) and § 1302.23(d);
(ii) Clean and free from pests;
(iii) Free from pollutants, hazards and
toxins that are accessible to children
and could endanger children’s safety;
(iv) Designed to prevent child injury
and free from hazards, including
choking, strangulation, electrical, and
drowning hazards, hazards posed by
appliances and all other safety hazards;
(v) Well lit, including emergency
lighting;
(vi) Equipped with safety supplies
that are readily accessible to staff,
including, at a minimum, fullyequipped and up-to-date first aid kits
and appropriate fire safety supplies;
(vii) Free from firearms or other
weapons that are accessible to children;
and,
(viii) Designed to separate toileting
and diapering areas from areas for
cooking, eating, or children’s activities.
(2) Equipment and materials. All
equipment and materials, including
indoor and outdoor equipment and play
spaces, including cribs are:
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(i) Clean and safe for children’s use
and are appropriately disinfected;
(ii) Accessible only to children for
whom they are age appropriate;
(iii) Meet standards set by CPSC and
ASTM;
(iv) Are designed to ensure
appropriate supervision of children at
all times; and,
(v) Allow for the separation of infants
and toddlers from preschoolers during
play in center-based programs.
(3) Background checks. All staff have
complete background checks in
accordance with § 1302.90(b).
(4) Safety training. All staff have
initial orientation training within three
months of hire and ongoing training in
all state, local, tribal, federal and
program developed health, safety and
child care requirements to ensure the
safety of children in their care;
including, at a minimum training in:
(i) Methods for identifying and
reporting child abuse and neglect as
described in § 1302.92(b)(1);
(ii) CPR and first aid;
(iii) The storage, record and
administration of medication;
(iv) Safe sleep practices, including the
prevention of Sudden Infant Death
Syndrome;
(v) Food safety, including procedures
for addressing food allergies;
(vi) The program’s emergency and
disaster preparedness procedures;
(vii) Infectious disease procedures;
(viii) Sun safety; and,
(ix) Prevention of shaken baby
syndrome and head trauma.
(5) Safety practices. All staff follow
appropriate practices to keep children
safe during all activities, including, at a
minimum:
(i) Reporting of suspected or known
child abuse and neglect, including that
staff comply with applicable federal,
state, local, or tribal laws;
(ii) Safe sleep practices, including
ensuring that all sleeping arrangements
for children under 18 months of age use
firm mattresses or cots, as appropriate,
and for children under 12 months avoid
soft bedding materials;
(iii) Appropriate indoor and outdoor
supervision of children at all times;
(iv) Only releasing children to an
authorized adult, and;
(v) All standards of conduct described
in § 1302.90(c).
(6) Standards of conduct. Staff
properly supervise children at all times,
only release children to an authorized
adult, and follow all standards of
conduct described in § 1302.90(c);
(7) Hygiene practices. All staff
systematically and routinely implement
hygiene practices that at a minimum
ensure:
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(i) Appropriate toileting, hand
washing, and diapering procedures are
followed;
(ii) Safe food preparation; and,
(iii) Spills of bodily fluids are handled
consistent with standards of the
Occupational Safety Health
Administration.
(8) Administrative safety procedures.
Programs establish, follow, and practice,
as appropriate, procedures for, at a
minimum:
(i) Emergencies;
(ii) Fire prevention and response;
(iii) Protection from contagious
disease, including appropriate inclusion
and exclusion policies for when a child
is ill, and from an infectious disease
outbreak, including appropriate
notifications of any reportable illness;
(iv) The handling, storage,
administration, and record of
administration of medication;
(v) Maintaining procedures and
systems to ensure that children are only
released to an authorized adult; and,
(vi) Child specific health care needs
and food allergies that include
accessible plans of action for
emergencies. For food allergies, a
program must also post individual child
food allergies prominently where staff
can view wherever food is served.
(9) Disaster preparedness plan. The
program has disaster preparedness and
response plans for more and less likely
events including natural disasters and
violence in or near programs.
(c) A program must report any safety
incidents in accordance with
§ 1302.102(d)(1)(iii).
Subpart E—Family & Community
Partnership Program Services
§ 1302.50
In general.
(a) A program must integrate parent
and family engagement strategies into
all systems and program components
and develop community partnerships to
support family well-being in order to
promote child learning and
development and foster parental
confidence and skills that will promote
the early learning and development of
their children.
(b) A program must:
(1) Promote shared responsibility with
parents for children’s early learning and
development, provide parents with
information about the importance of
their child’s regular attendance, and
partner with parents, as necessary, to
promote consistent attendance;
(2) Develop relationships with parents
and structure services to encourage trust
and respectful ongoing two-way
communication between staff and
parents to create welcoming program
PO 00000
Frm 00111
Fmt 4701
Sfmt 4702
35539
environments that are responsive to and
reflect the unique cultural, ethnic, and
linguistic backgrounds of families in the
program and community, including
conducting family engagement services
in the family’s preferred language, or
through an interpreter, to the extent
possible;
(3) Implement intentional strategies to
engage parents in their children’s
learning and development, including
specific strategies for father engagement;
(4) Provide parents with opportunities
to participate in the program as
employees or volunteers;
(5) Offer families the choice of sharing
personal information in an environment
in which they feel safe, and allow this
to occur at the same time as the home
visit conducted by the child’s teacher;
and,
(6) Implement procedures for
teachers, home visitors, and family
support staff to share information with
each other, as appropriate, to ensure
coordinated family engagement
strategies with children and families in
the classroom, home, and community.
§ 1302.51 Parent activities to promote
child learning and development.
(a) A program must recognize parents
as a child’s primary influence and
implement family engagement strategies
that are designed to foster parental
confidence and skills in promoting
children’s learning and development,
including parent child-activities that
support language and literacy
development.
(b) A program must, at a minimum,
offer opportunities for parents to
participate in research-based parenting
curriculum in which they practice
parenting skills and developmentally
appropriate parent-child activities to
foster confidence and skills in
promoting children’s learning and
development.
§ 1302.52
Family partnership services.
(a) Family partnership process. A
program must implement a family
partnership process that includes the
sequence of activities described in this
section to support family well-being, to
support child learning and
development, to foster parental
confidence and skills that promote the
early learning and development of their
children. The process must be initiated
as early in the program year as possible
and continue for as long as the family
participates in the program, based on
parent interest and need.
(b) Identification of family strengths
and needs. A program must implement
intake and assessment procedures
together with parents to identify family
E:\FR\FM\19JNP2.SGM
19JNP2
35540
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
strengths and needs in the areas listed,
as appropriate, in the Head Start Parent
Family and Community Engagement
Framework. These areas must include
family well-being and financial stability,
parent-child relationships and parenting
skill development, parent engagement
and involvement in child education,
parent literacy, adult and postsecondary education, and employment,
transitions within and between the early
learning and school environment,
family connections to peers and the
local community, and parent leadership
in the program and community.
(c) Individualized family partnership
services. A program must offer parents
the opportunity to collaborate with staff
to identify, prioritize, and access
individualized family partnership
services and supports. Such services
and supports may be accessed through
the program or through community
partnerships to address identified
family strengths and needs, including,
as appropriate, pathways to achieving
family goals. To support family access
to individualized family partnership
services and supports, a program must:
(1) Take into consideration the
urgency and intensity of identified
family needs and goals and assign
appropriate staff based on such needs
and goals and the availability of
program resources;
(2) Implement strategies to ensure that
both parents and staff are aware of,
intentionally measure progress towards,
and evaluate whether identified needs
and goals are met, and take alternative
actions, if necessary.
(d) Existing plans and community
resources. In implementing this section,
a program must take into consideration
any existing plans for the family made
with other community agencies and
availability of other community
resources to address family needs,
strengths, and goals, in order to avoid
duplication of effort.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.53
Community partnerships.
(a) Community systems. A program
must take an active role in promoting
coordinated systems of comprehensive
early childhood services to low-income
children and families in their
community through communication,
cooperation, and the sharing of
information among agencies and their
community partners, in accordance with
the program’s confidentiality policies.
(b) Partnerships. (1) A program must
establish ongoing collaborative
relationships and partnerships with
community organizations such as
establishing joint agreements,
procedures, or contracts and arranging
for onsite delivery of services as
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
appropriate, to facilitate access of
children and families to community
services that are responsive to their
strengths, needs, and goals as described
in § 1302.52 and to community needs,
as determined by the community
assessment described in § 1302.11(b).
(2) A program must establish
necessary collaborative relationships
and partnerships, with community
organizations that may include:
(i) Health care providers, including
child and adult mental health
professionals, dentists, other health
professionals, nutritional service
providers, providers of prenatal and
postnatal support, and substance abuse
treatment providers;
(ii) Individuals and agencies that
provide services to children with
disabilities and their families,
elementary schools, state preschool
providers, and providers of child care
services;
(iii) Family preservation and support
services and child protective services
and any other agency to which child
abuse must be reported under state or
tribal law;
(iv) Educational and cultural
institutions, such as libraries and
museums, for both children and
families;
(v) Temporary Assistance for Needy
Families, nutrition, and housing
assistance agencies, workforce
development and training programs,
adult or family literacy, adult education,
and post-secondary education
institutions, and agencies or financial
institutions that provide asset-building
education, products and services to
enhance family financial stability and
savings;
(vi) Providers of support to homeless
children and families, including local
educational agency liaison designated
under section 722(g)(1)(J)(ii) of the
McKinney-Vento Homeless Assistance
Act (42 U.S.C. 11431 et seq.);
(vii) Agencies that are funded by
federal or state entities for the design,
development, or implementation of a
statewide data system including early
childhood programs;
(viii) Domestic violence prevention
and support providers; and,
(ix) Any other organizations or
businesses that may provide support
and resources to families.
(c) Health services advisory
committee. Each grantee directly
operating an Early Head Start or Head
Start program, and each delegate
agency, must establish and maintain a
Health Services Advisory Committee,
which includes Head Start parents,
professionals, and other volunteers from
the community.
PO 00000
Frm 00112
Fmt 4701
Sfmt 4702
(d) Memorandum of understanding. A
program must enter into a memorandum
of understanding with the appropriate
local entity responsible for managing
publicly funded preschool programs in
the service area of the program, as
described in section 642(e)(5) of the Act.
(e) Quality Rating and Improvement
Systems. A program should participate
in their state or local Quality Rating and
Improvement System if their state or
local system has been validated to show
that the tiers accurately reflect
differential levels of quality, are related
to progress in learning and
development, and build toward school
readiness and that Head Start programs
are able to participate in the same way
as other early childhood programs in the
state.
Subpart F—Additional Services for
Children With Disabilities
§ 1302.60
In general.
A program must ensure enrolled
children with disabilities, including but
not limited to those who are eligible for
IDEA services, and their families receive
all applicable program services and
fully participate in all program
activities.
§ 1302.61
Additional services for children.
(a) Additional services for children
with disabilities. Programs must ensure
the individualized needs of children
with disabilities, including but not
limited to those eligible for IDEA
services, are being met and all children
have access to and can fully participate
in the full range of activities and
services. Programs must provide any
necessary modifications to the
environment, multiple and varied
formats for instruction, and
individualized accommodations and
supports as necessary to support the full
participation of children with
disabilities. Programs must ensure that
all individuals with disabilities are
protected from discrimination under
and provided with all services and
program modifications required by
section 504 of the Rehabilitation Act (29
U.S.C. 794), the Americans with
Disabilities Act (42 U.S.C. 12101 et
seq.), and their implementing
regulations.
(b) Services during IDEA eligibility
determination. While the local agency
responsible for implementing IDEA
determines a child’s eligibility, a
program must provide individualized
services and supports, to the maximum
extent possible, to meet the child’s
needs.
(c) Additional services for children
with an IFSP or IEP. To ensure the
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
individualized needs of children
eligible for IDEA services are met,
programs must:
(1) Work closely with the local agency
responsible for implementing the IDEA,
the family, and other service partners, as
appropriate, to ensure:
(i) Services for a child with
disabilities will be planned and
delivered as required by their IFSP or
IEP, as appropriate;
(ii) Children are working towards the
goals in their IFSP or IEP;
(iii) Elements of the IFSP or IEP that
the program cannot implement are
implemented by other appropriate
agencies; and,
(iv) IFSP’s and IEP’s are being revised
and updated as required and needed;
(2) Plan and implement the transition
services described in subpart G of this
part, including at a minimum:
(i) For children with an IFSP who are
transitioning out of Early Head Start,
collaborate with the parents, and the
local agency responsible for the
implementation of IDEA, to ensure
appropriate steps are undertaken in a
timely and appropriate manner to
determine the child’s eligibility for
services under Part B of IDEA; and,
(ii) For children with an IEP who are
transitioning out of Head Start to
kindergarten, collaborate with the
parents, and the local agency
responsible for the implementation of
IDEA, to ensure steps are undertaken in
a timely and appropriate manner to
support the child and family as they
transition to a new setting.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.62
Additional services for parents.
(a) Parents of all children with
disabilities. (1) A program must
collaborate with parents of children
with disabilities, including but not
limited to children eligible for IDEA, to
ensure the needs of their children are
being met, including support to help
parents become advocates for services
that meet their children’s needs and
information and skills to help parents
understand their child’s disability and
how to best support the child’s
development;
(2) A program must assist parents to
access services and resources for their
family, including securing adaptive
equipment and devices, creating
linkages to family support programs,
and helping parents establish eligibility
for additional support programs, as
needed and practicable.
(b) Parents of children eligible for
IDEA services. For parents of children
eligible for IDEA services, programs
must also help parents:
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(1) Understand the referral,
evaluation, and service timelines
required under IDEA;
(2) Actively participate in the
eligibility process and IFSP or IEP
development process with the local
agency responsible for implementing
IDEA, including by informing parents of
their right to invite the program to
participate in all meetings;
(3) Understand the purposes and
results of evaluations and services
provided under an IFSP or IEP; and,
(4) Ensure their children’s needs are
accurately identified in, and addressed
through, the IFSP or IEP.
§ 1302.63 Coordination and collaboration
with the local agency responsible for
implementing IDEA.
(a) A program must coordinate with
the local agency responsible for
implementing IDEA to identify children
enrolled or who intend to enroll in a
program that may be eligible for IDEA
services, including through the process
described in § 1302.33(a)(2) and through
participation in the local agency Child
Find efforts.
(b) A program must work to develop
interagency agreements with the local
agency responsible for implementing
IDEA to improve service delivery to
children eligible for IDEA services,
including the referral and evaluation
process, service coordination, and
transition services and, other
appropriate agencies that would
improve service delivery to children
with disabilities.
(c) A program must participate in the
development of the IFSP or IEP if
requested by the child’s parents, and the
implementation of the IFSP or IEP. At
a minimum, the program must offer:
(1) To provide relevant information
from its screenings, assessments, and
observations to the team developing a
child’s IFSP or IEP; and,
(2) To participate in meetings with the
local agency responsible for
implementing the IDEA to develop or
review an IEP or IFSP for a child being
considered for Head Start enrollment, a
currently enrolled child, or a child
transitioning from a program.
(d) A program must retain a copy of
the IEP or IFSP for any child enrolled
in Head Start for the time the child is
in the program, consistent with the
IDEA requirements in 34 CFR parts 300
and 303.
Subpart G—Transition Services
§ 1302.70
Start.
Transitions from Early Head
(a) Implementing transition strategies
and practices. An Early Head Start
program must implement strategies and
PO 00000
Frm 00113
Fmt 4701
Sfmt 4702
35541
practices to support successful
transitions for children and their
families transitioning out of Early Head
Start.
(b) Timing for transitions. To ensure
the most appropriate placement and
service following participation in Early
Head Start, such programs must, at least
six months prior to each child’s third
birthday, implement transition planning
for each child and family that:
(1) Takes into account the child’s
developmental level and health status,
progress made by the child and family
while in Early Head Start, current and
changing family circumstances and, the
availability of Head Start, other public
pre-kindergarten, and other early
education and child development
services in the community that will
meet the needs of the child and family;
and,
(2) Transitions the child into Head
Start or another program as soon as
possible after their third birthday but
permits the child to remain in Early
Head Start for a limited number of
additional months following their third
birthday if necessary for an appropriate
transition.
(c) Family collaborations. A program
must collaborate with parents of Early
Head Start children to implement
strategies and activities that support
successful transitions from Early Head
Start, and at a minimum, provide
information about the child’s progress
during the program year and provide
strategies for parents to continue their
involvement in and advocacy for the
education and development of their
child.
(d) Early Head Start and Head Start
collaboration. Early Head Start and
Head Start programs must work together
to maximize enrollment transitions,
from Early Head Start to Head Start,
consistent with the eligibility provisions
in subpart A of this part, and promote
successful transitions through
collaboration and communication.
(e) Transition services for children
with an IFSP. A program must provide
additional transition services for
children with an IFSP, at a minimum,
as described in subpart F of this part.
1302.71 Transitions from Head Start to
kindergarten.
(a) Implementing transition strategies
and practices. A program that serves
children who will enter kindergarten in
the following year must implement
transition strategies to support a
successful transition to kindergarten.
(b) Family collaborations for
transitions. (1) A program must
collaborate with parents of enrolled
children to implement strategies and
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35542
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
activities that will help parents advocate
for and promote successful transitions
to kindergarten for their children,
including their continued involvement
in the education and development of
their child.
(2) At a minimum, such strategies and
activities must:
(i) Help parents understand their
child’s progress during Head Start;
(ii) Help parents understand and use
the parenting practices that will
effectively provide academic and social
support for their children during their
transition to kindergarten and foster
their continued involvement in the
education of their child;
(iii) Prepare parents to exercise their
rights and responsibilities concerning
the education of their children in the
elementary school setting, including the
availability and appropriateness of
participation for their child in language
instruction educational programs,
including those focused on Native
language instruction; and,
(iv) Assist parents in the ongoing
communication with teachers and other
school personnel so that parents can
participate in decisions related to their
children’s education.
(c) Community collaborations for
transitions. (1) A program must
collaborate with local education
agencies to support parental
involvement under section 642(b)(13) of
the Act and state departments of
education, as appropriate, and
kindergarten teachers to implement
strategies and activities that promote
successful transitions to kindergarten
for children, their families, and the
elementary school.
(2) At a minimum, such strategies and
activities must include:
(i) Coordination with schools or other
appropriate agencies to ensure
children’s relevant records are
transferred to the school or next
placement in which a child will enroll,
consistent with privacy requirements in
part 1303 of this chapter;
(ii) Communication between
appropriate staff and their counterparts
in the schools to facilitate continuity of
learning and development, consistent
with privacy requirements in subpart C
of part 1303 of this chapter; and,
(iii) Participation, as possible, for joint
training and professional development
activities for Head Start and
kindergarten teachers and staff.
(3) A program that does not operate
during the summer must collaborate
with school districts to determine the
availability of summer school
programming for children who will be
entering kindergarten and work with
parents and school districts to enroll
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
children in such programs, as
appropriate.
(d) Learning environment activities. A
program must implement strategies and
activities in the learning environment
that promote successful transitions to
kindergarten for enrolled children, and
at a minimum, include approaches that
familiarize children with the transition
to kindergarten and foster confidence
about such transition.
(e) Transition services for children
with an IEP. A program must provide
additional transition services for
children with an IEP, at a minimum, as
described in subpart F of this part.
§ 1302.72
Transitions between programs.
(a) For families and children moving
out of the community in which they are
currently served, including homeless
families and foster children, a program
must undertake efforts to support
effective transitions to other Early Head
Start or Head Start programs.
(b) A program that serves children
whose families have decided to
transition them to other high quality
early education programs, including
public pre-kindergarten, in the year
prior to kindergarten entry must
undertake strategies and activities
described in § 1302.71(b), (c)(1), and
(c)(2), as practicable and appropriate.
(c) A migrant and seasonal Head Start
program must undertake efforts to
support effective transitions to other
migrant and seasonal Head Start, Early
Head Start, or Head Start programs for
families and children moving out of the
community in which they are currently
served.
Subpart H—Services to Enrolled
Pregnant Women
§ 1302.80
Enrolled pregnant women.
(a) Within 30 days of enrollment, a
program must determine whether each
pregnant woman has an ongoing source
of continuous, accessible health care—
provided by a health care professional
that maintains her ongoing health
record and is not primarily a source of
emergency or urgent care—and, as
appropriate, health insurance coverage;
(b) If the enrolled pregnant woman
does not have such a source of ongoing
care and, as appropriate, health
insurance coverage, a program must, as
quickly as possible, facilitate her access
to such a source of care that will meet
their needs; and,
(c) A program must facilitate the
ability of all enrolled pregnant women
to access comprehensive services
through referrals that, at a minimum,
include nutritional counseling, food
assistance, oral health care, mental
PO 00000
Frm 00114
Fmt 4701
Sfmt 4702
health services, substance abuse
prevention and treatment, and
emergency shelter or transitional
housing in cases of domestic violence.
§ 1302.81
services.
Prenatal and postpartum
(a) A program must provide enrolled
pregnant women, fathers, and partners
or other relevant family members the
prenatal and postpartum services that
address, as appropriate, prenatal and
postpartum education, fetal
development, the importance of
nutrition, the risks of alcohol, drugs,
and smoking, labor and delivery,
postpartum recovery, infant care and
safe sleep practices, and the benefits of
breastfeeding.
(b) A program must also address, as
appropriate, supports for emotional
well-being, nurturing and responsive
caregiving, and father engagement
during pregnancy and early childhood.
§ 1302.82 Family partnership services for
enrolled pregnant women.
(a) A program must engage enrolled
pregnant women and other relevant
family members in the family
partnership services as described in
§ 1302.52 and include a specific focus
on factors that influence prenatal and
postpartum maternal and infant health.
(b) A program must provide a health
staff visit to each mother and newborn
within two weeks after the infant’s birth
to ensure the well-being of both the
mother and the child; and,
(c) A program must engage enrolled
pregnant women in discussions about
program options, plan for the infant’s
transition to program enrollment, and
support the mother during the transition
process, where appropriate.
Subpart I—Human Resources
Management
§ 1302.90
Personnel policies.
(a) In general. A program must
establish written personnel policies and
procedures that are approved by the
policy council or policy committee.
(b) Recruitment and selection
procedures for all staff. (1) Before an
individual is hired, a program must
conduct an interview, verify references,
and obtain the following to ensure child
safety:
(i) (A) State or tribal criminal history
records, including fingerprint checks;
or,
(B) Federal Bureau of Investigation
criminal history records, including
fingerprint checks; and,
(ii) Clearance through child abuse and
neglect registry, if available; and,
(iii) Clearance through sex offender
registries, if available.
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(2) Within 90 days after an employee
is hired, a program must complete the
background check process by obtaining
whichever check listed in (b)(1)(i) was
not obtained prior to employment.
(3) A program must review each
employment application to assess the
relevancy of any issue uncovered by the
complete background check including
any arrest, pending criminal charge, or
conviction and must use State licensing
disqualification factors in any
employment decisions.
(4) A program must conduct a
complete background check as
described at paragraph (b) of this section
for each staff member at least once every
five years.
(5) A program must consider current
and former program parents for
employment vacancies for which such
parents are qualified.
(6) A program must conduct the
background screening described in
paragraphs (b)(1)(ii) and (iii) of this
section for individuals with whom the
agencies contract to transport children.
(c) Standards of conduct. (1) A
program must ensure all staff,
consultants, and volunteers abide by the
program’s standards of conduct that:
(i) Ensure staff behavior does not
endanger the health or safety of
children, including, at a minimum, that
staff must not:
(A) Use corporal punishment;
(B) Use isolation to discipline a child;
(C) Bind or tie a child to restrict
movement or tape a child’s mouth;
(D) Use or withhold food as a
punishment or reward;
(E) Use toilet learning/training
methods that punish, demean, or
humiliate a child;
(F) Use any form of emotional abuse,
including rejecting, terrorizing,
extended ignoring, or corrupting a child;
(G) Physically abuse or maltreat a
child;
(H) Use abusive, profane, sarcastic
language or verbal abuse, threats, or
derogatory remarks about the child or
child’s family;
(I) Use any form of public or private
humiliation; and,
(J) Take away a child’s physical
activity/outdoor time as punishment;
(ii) Ensure staff respect and promote
the unique identity of each child and
family and refrain from stereotyping on
the basis of gender, race, ethnicity,
culture, religion, disability, or family
composition;
(iii) Require staff comply with
program confidentiality policies
concerning information about children,
families, and other staff members; and,
(iv) Ensure no child is left alone or
unsupervised by staff while under their
care.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(2) Personnel policies and procedures
must include appropriate penalties for
staff who violate the standards of
conduct.
(d) Communication with dual
language learners and their families. (1)
A program must ensure staff and
program consultants are familiar with
the ethnic backgrounds and heritages of
families in the program and are able to
serve and effectively communicate,
either directly or through interpretation
and translation, with children who are
dual language learners and families with
limited English proficiency.
(2) If a majority of children in a
classroom or home-based program speak
the same language, at least one
classroom staff member or home visitor
must speak such language.
§ 1302.91
Staff qualification requirements.
(a) In general. A program must ensure
that all staff and consultants, including
family service, health, and disabilities
staff and consultants providing program
services have sufficient knowledge,
training and experience to fulfill the
roles and responsibilities of their
positions and to ensure high quality
service delivery in accordance with the
program performance standards.
(b) Early Head Start center-based
teachers. As prescribed in section
645A(h) of the Act, a program must
ensure:
(1) All center-based teachers that
provide direct services to infants and
toddlers in Early Head Start centers
have a minimum of a Child
Development Associate (CDA)
credential, and have been trained or
have equivalent coursework in early
childhood development with a focus on
infant and toddler development; and,
(2) All center-based teachers
demonstrate competency to provide
effective and nurturing teacher-child
interactions, plan and implement high
quality learning experiences that ensure
effective curriculum implementation
and promote children’s progress across
the standards described in the Head
Start Early Learning Outcomes
Framework (Birth-5);
(c) Head Start center-based teachers.
The Secretary must ensure that no less
than fifty percent of all Head Start
teachers, nationwide, have a
baccalaureate degree in child
development, early childhood
education, or equivalent coursework. As
prescribed in section 648A(a)(2)(A) of
the Act, a program must ensure:
(1) All center-based teachers have at
least an associate’s or bachelor’s degree
in child development or early childhood
education, or equivalent coursework;
and,
PO 00000
Frm 00115
Fmt 4701
Sfmt 4702
35543
(2) All center-based teachers
demonstrate competency to provide
effective and nurturing teacher-child
interactions, plan and implement
learning experiences that ensure
effective curriculum implementation
and promote children’s progress across
the standards described in the Head
Start Early Learning Outcomes
Framework (Birth-5) and applicable
State early learning and development
standards, including for children
eligible for IDEA.
(d) Head Start assistant teachers. As
prescribed in section 648A(a)(2)(B)(ii) of
the Act, a program must ensure all Head
Start assistant teachers, at a minimum,
have a CDA credential, are, are enrolled
in a program that will lead to an
associate or baccalaureate degree or, are
enrolled in a CDA credential program to
be completed within two years of the
time of hire.
(e) Education coordinators. As
prescribed in section 648A(a)(2)(B)(i) of
the Act, a program must ensure staff and
consultants that serve as education
coordinators, including those that serve
as curriculum specialists, have a
baccalaureate or advanced degree in
early childhood education or a
baccalaureate or advanced degree and
equivalent coursework in early
childhood education with early
education teaching experience.
(f) Home visitors. A program must
ensure home visitors providing homebased education services:
(1) Have a minimum of a home-based
CDA credential, or equivalent
coursework as part of an associate’s or
bachelor’s degree, and have training or
experience in early childhood
education, prenatal and child
development, strength-based parent
education, and family support; and the
knowledge of community resources to
link families with appropriate agencies
and services; and,
(2) Demonstrate competency to plan
and implement home-based learning
experiences that ensure effective
implementation of the home visiting
curriculum and promote children’s
progress across the standards described
in the Head Start Early Learning
Outcomes Framework (Birth-5).
(g) Family child care providers. (1) A
program must ensure that family child
care providers have previous early child
care experience and, at a minimum, are
enrolled in a Family Child Care CDA
program or state equivalent, or an
associates or baccalaureate degree
program in child development or early
childhood education prior to beginning
service provision. In addition, the
program must ensure family child care
providers acquire the CDA credential, at
E:\FR\FM\19JNP2.SGM
19JNP2
35544
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
a minimum, within eighteen months of
beginning service provision.
(2) A program that operates a family
child-care option must make substitute
staff and assistant providers with the
necessary training and experience
available to ensure quality services to
children are not interrupted.
(3) At the time of hire, a child
development specialist must have, at a
minimum, an associate degree in child
development or early childhood
education.
(h) Additional staff qualifications. (1)
A program must use staff or consultants,
who are registered dietitians or
nutritionists, to support nutrition
services.
(2) A program must use staff or
consultants, who are licensed or
certified mental health professionals, to
support mental health services.
(3) A program must assess staffing
needs in order to meet federal financial
management requirements and secure
regularly scheduled or ongoing services
of a fiscal officer qualified to meet their
needs.
(i) Early Head Start or Head Start
director. If a program hires an Early
Head Start or Head Start director after
the effective date of this regulation, it
must ensure the director has either a
baccalaureate or an advanced degree, at
a minimum, and experience in staff and
fiscal management.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1302.92 Training and professional
development.
(a) A program must provide to all new
staff, consultants, and volunteers an
orientation that focuses on, at a
minimum, the goals and underlying
philosophy of the program and on the
ways they are implemented.
(b) A program must establish and
implement a systematic approach to
staff training and development designed
to assist staff in acquiring or increasing
the knowledge and skills needed to
provide high quality services within the
scope of their job responsibilities, and
attached to academic credit as
appropriate. At a minimum, the system
must include:
(1) Training on methods to handle
suspected or known child abuse and
neglect cases, that comply with
applicable federal, state, local, or tribal
laws;
(2) Training on best practices to
support parent engagement strategies, as
described in §§ 1302.50 and 1302.52,
and training for family services staff and
home visitors on the knowledge and
skills outlined in the relationship based
competencies;
(3) Research-based approaches to
professional development for teachers,
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
assistant teachers, home visitors, and
family child care providers, that are
focused on effective curricula
implementation, knowledge of the
content in Head Start Early Learning
Outcomes Framework (Birth-5)
providing effective and nurturing
teacher-child interactions, supporting
dual language learners as appropriate,
addressing challenging behaviors,
preparing children for transitions (as
described in subpart G of this part), and
improving child outcomes for all
children; and,
(4) A coordinated coaching strategy
that aligns with the program’s school
readiness goals, curricula, and other
approaches to professional
development, and that:
(i) Utilizes a coach with adequate
training and experience in using
assessment data to drive coaching
strategies aligned with program
performance goals;
(ii) Ensures the coach has training or
experience in adult learning; and,
(iii) Ensures ongoing communication
between the coach, program director,
education director, and any other
relevant staff.
(5) Coaching strategies must include:
(i) Clearly articulated goals informed
by the program’s performance goals, as
described in § 1302.102(a), and a
process for achieving those goals;
(ii) An assessment for all education
staff to identify areas of needed support
to achieve program performance goals;
(iii) At a minimum, for education staff
who would benefit the most from
intensive coaching, opportunities to be
observed and receive feedback and
modeling of effective teacher practices
directly related to program performance
goals;
(iv) At a minimum, for education staff
members who do not need intensive
coaching, opportunities to receive other
forms of research-based professional
development aligned with program
performance goals, which may include
a group coaching approach; and,
(v) Policies that ensure needs
assessment results are not used to solely
determine punitive actions for staff
identified as needing support, without
providing time and resources for staff to
improve.
(c) A program must ensure all
teachers, assistant teachers, home
visitors, and family child care providers
complete a minimum of 15 clock hours
of professional development per year
through the professional development
system described in paragraph (b) of this
section.
(d) If a program wishes to develop an
approach to professional development
to better meet the training needs of
PO 00000
Frm 00116
Fmt 4701
Sfmt 4702
program staff, the program may adapt or
be exempt from the requirements in
paragraphs (b)(4) and (5) of this section,
if the program works with early
childhood education expert staff or
consultants from a college, university,
or a research organization, to develop
and evaluate the effectiveness of the
professional development. Programs
must report the use of such variations to
the responsible HHS official. Programs
must use the evaluation of effectiveness
to determine the continued use of such
professional development consistent
with the process laid out in subpart J of
this part.
§ 1302.93
Staff health and wellness.
(a) A program must ensure each staff
member has an initial health
examination (that includes screening for
tuberculosis) and a periodic reexamination (as recommended by their
health care provider or as mandated by
state, tribal, or local laws). The program
must ensure staff do not, because of
communicable diseases, pose a
significant risk to the health or safety of
others in the program that cannot be
eliminated or reduced by reasonable
accommodation, in accordance with the
Americans with Disabilities Act and
section 504 of the Rehabilitation Act.
(b) A program must make mental
health and wellness information
available to staff regarding health issues
that may affect their job performance.
§ 1302.94
Volunteers.
(a) A program must ensure that
regular volunteers have been screened
for tuberculosis in accordance with
state, tribal or local laws. In the absence
of state, tribal or local law, the Health
Services Advisory Committee must be
consulted regarding the need for such
screenings.
(b) A program must ensure children
are never left under the sole supervision
of volunteers.
Subpart J—Program Management and
Quality Improvement
§ 1302.100
In general.
A program must provide management
and a process of ongoing monitoring
and self-improvement for achieving
program performance goals that ensures
child safety and the continuous delivery
of effective, high quality program
services.
§ 1302.101
Management system.
(a) Implementation. A program must
implement a management system with
adequate record keeping for effective
oversight of all program areas that:
(1) Includes program directors and
management staff who provide oversight
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
for all program areas, to enable delivery
of high quality services in all of the
program services described in subparts
C, D, E, F, G, and H of this part;
(2) Provides regular and ongoing
supervision to support individual staff
professional development and
continuous program quality
improvement; and,
(3) Ensures budget and staffing
patterns to promote continuity of care
for all children enrolled that provide
sufficient time for staff to participate in
appropriate training and professional
development, and for provision of the
full range of services described in
subparts C, D, E, F, G, and H of this part.
(b) Coordinated approaches. At the
beginning of each program year, and on
an ongoing basis throughout the year, a
program must design and implement
program-wide coordinated approaches
that ensure:
(1) The system of training and
professional development, as described
in § 1302.92, effectively supports staff
delivery and continuous improvement
of high quality services;
(2) The full and effective participation
of children who are dual language
learners and their families, by providing
services with appropriate program
materials, curriculum, instruction,
staffing, supervision, and partnerships,
at a minimum;
(3) The full and effective participation
of all children with disabilities,
including but not limited to children
eligible for IDEA services, by providing
services with appropriate facilities,
program materials, curriculum,
instruction, staffing, supervision, and
partnerships, at a minimum, consistent
with Section 504 of the Rehabilitation
Act and the Americans with Disabilities
Act; and
(4) The data system and data
governance procedures effectively
support the overall management of Head
Start data, including the availability,
usability, integrity, and security of data.
As part of these procedures, a program
should:
(i) Identify a data governance body or
council with clear roles and
responsibilities, establish a framework
for decision-making and/or procedures
on data management, including how
data quality will be monitored, how
data will be shared while protecting
privacy and confidentiality, a plan to
execute those procedures, and an
accountability structure for meeting
these requirements;
(ii) Consult with the Head Start State
Collaboration Office and/or the state’s
Early Childhood Advisory Council
(HSSCO/ECAC) and the State
Educational Agency (SEA) in
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
developing these procedures, as
appropriate;
(iii) Integrate Head Start data with
other early childhood data systems or
sources and work with the state’s K–12
Statewide Longitudinal Data System to
share relevant data, to the extents
practicable; and
(iv) Align Head Start data collection
and definitions, where possible, with
the Common Education Data Standards.
§ 1302.102 Achieving program
performance goals.
(a) Establishing program performance
goals. A program, in collaboration with
the governing body and policy council,
must establish goals and measurable
objectives that include:
(1) Effective health and safety
practices to ensure children are safe at
all times, per the requirements in
§§ 1302.47, 1302.90(b) and (c),
1302.92(b)(1), 1302.94, and part 1303,
subpart F of this chapter.
(2) School readiness goals that are
aligned with the Head Start Early
Learning Outcomes Framework (Birth5), state and tribal early learning
standards, as appropriate, and
requirements and expectations of
schools Head Start children will attend,
per the requirements of subpart B of part
1304 of this chapter;
(3) Goals for the provision of
educational, health, nutritional, and
family and community engagement
services as described in the program
performance standards to further
promote the school readiness of
enrolled children; and
(4) Strategic long-term goals for
ensuring programs are and remain
responsive to community needs as
identified in their community
assessment as described in subpart A of
this part.
(b) Monitoring program performance.
(1) Ongoing compliance oversight and
correction. In order to ensure effective
ongoing oversight and correction, a
program must establish and implement
ongoing oversight procedures that
ensure effective implementation of the
program performance standards,
including ensuring child safety, and
other applicable federal regulations as
described in this part, and must:
(i) Correct quality and compliance
issues immediately, or as quickly as
possible;
(ii) Work with the governing body and
the policy council to address issues
during the ongoing oversight and
correction process and during federal
oversight; and,
(iii) Implement procedures that
prevent recurrence of previous quality
and compliance issues, including
PO 00000
Frm 00117
Fmt 4701
Sfmt 4702
35545
previously identified deficiencies, safety
incidents, and audit findings.
(2) Ongoing assessment of program
performance goals. Programs must
effectively oversee progress towards
performance goals on an ongoing basis
and annually must:
(i) Conduct a self-assessment that
evaluates the program’s progress
towards meeting goals established under
paragraph (a) of this section, using
aggregated child assessment data where
applicable, compliance with program
performance standards throughout the
program year, and the effectiveness of
the professional development and
family engagement systems in
promoting school readiness, using
classroom, professional development,
and parent and family engagement data,
as appropriate;
(ii) Communicate and collaborate
with the governing body or policy
council, program staff, and parents of
enrolled children when conducting the
annual self-assessment; and,
(iii) Submit findings of the selfassessment, including information listed
in paragraph (b)(3)(i) of this section to
the responsible HHS official.
(c) Using data for continuous
improvement. (1) A program must
implement a process for using data to
identify program strengths and needs,
develop and implement plans that
address program needs, and continually
evaluate progress towards achieving
program performance goals described in
paragraph (a) of this section and
complying with program performance
standards.
(2) This process must:
(i) Ensure data is aggregated, analyzed
and compared in such a way to assist
agencies in identifying risks and
informing strategies for continuous
improvement in all program service
areas;
(ii) Ensure child assessment data is
aggregated and analyzed at least three
times a year, including for sub-groups,
such as dual language learners and
children with disabilities, as
appropriate, and used with other
program data to direct continuous
improvement related to curriculum
choice and implementation, teaching
practices, professional development,
program design and other program
decisions, including changing or
targeting scope of services; and,
(iii) Use lessons from ongoing
monitoring and the annual selfassessment, and program data on
standardized teacher observations,
staffing and professional development,
child assessments, family needs
assessments, and comprehensive
services, to identify program needs, and
E:\FR\FM\19JNP2.SGM
19JNP2
35546
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
develop, and implement plans for
program improvement; and,
(iv) Use program improvement plans
as needed to either strengthen or adjust
content and strategies for professional
development, change program scope
and services, refine school readiness
and other program performance goals,
and use strategies to better address the
needs of sub-groups.
(d) Reporting. (1) A program must
submit:
(i) Status reports, determined by
ongoing oversight data, to the governing
body and policy council, at least semiannually;
(ii) Reports, as appropriate, to the
responsible HHS official immediately or
as soon as practicable, related to any
risk affecting the health and safety of
program participants;
(iii) Reports, as appropriate, to the
responsible HHS official immediately or
as soon as practicable, regarding
circumstances affecting the financial
viability of the program, or program
involvement in legal proceedings,
including at a minimum:
(A) Any matter for which notification
or a report to state, tribal, or local
authorities is required by applicable
law;
(B) Any reports regarding agency staff
or volunteer compliance with federal,
state, tribal, or local laws governing sex
offenders or laws addressing child abuse
and neglect;
(C) Incidents that require classrooms
or centers to be closed for any reason;
(D) Legal proceedings by any party
that involve the program, management,
program staff, or volunteer as a party;
and,
(E) All conditions required to be
reported under § 1304.13 of this chapter.
(2) Annually, a program must release
a report that complies with section
644(a)(2) of the Act and includes the
community needs assessment as
described in § 1302.11(b), consistent
with privacy protections in subpart C of
part 1303 of this chapter.
(3) If a program has had a deficiency
identified, it must submit, to the
responsible HHS official, a quality
improvement plan as required in section
641A(e)(2) of the Act.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
1302.103 Implementation of program
performance standards.
(a) A current program at the time of
the publication of this part, must
implement a program-wide approach for
the effective and timely implementation
of the changes to the program
performance standards, including the
purchase of materials and allocation of
staff time, as appropriate.
(b) A program’s approach to
implementation of the changes included
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
in parts 1301 through 1304 of this
chapter must ensure:
(1) Adequate preparation for effective
and timely service delivery to children
and their families including, at a
minimum, review of community
assessment data to determine the most
appropriate strategy for implementing
any slot reductions, as necessary, the
purchase of and training on any
curriculum, assessment, or other
materials, as needed, assessment of
program-wide professional development
needs, assessment of staffing patterns,
the development of coordinated
approaches described in § 1302.101(b),
and the development of appropriate
protections for data sharing; and
(2) Currently enrolled children are not
displaced during a program year and
that children leaving Early Head Start or
Head Start at the end of the program
year following the publication of this
rule as a result of any slot reductions
received services described in § 1302.72
to facilitate successful transitions to
other programs.
(c) A program may request a one year
extension from the responsible HHS
official of the requirements outlined in
§§ 1302.21(c)(1), 1302.22(c)(1) and
1302.23(c), if an extension is necessary
to ensure currently enrolled children are
not displaced from the Early Head Start
or Head Start program as described in
paragraph (b)(2) of this section.
PART 1303—FINANCIAL AND
ADMINISTRATIVE REQUIREMENTS
Sec.
1303.1
Overview
Subpart A—Financial Requirements
1303.2 In general.
1303.3 Other requirements.
1303.4 Federal financial assistance, nonfederal share matching and waiver
requirements.
1303.5 Limitations on development and
administrative costs.
Subpart B—Administrative Requirements
1303.10 In general.
1303.11 Limitations and prohibitions.
1303.12 Insurance and bonding.
Subpart C—Protections for the Privacy of
Child Records
1303.20 In general.
1303.21 Program procedures—Applicable
confidentiality provisions
1303.22 Disclosures with, and without,
parental consent..
1303.23 Parents rights.
1303.24 Maintaining records.
Subpart D—Delegation of Program
Operations
1303.30 In general.
1303.31 Determining and establishing
delegate agencies.
PO 00000
Frm 00118
Fmt 4701
Sfmt 4702
1303.32 Evaluations and corrective actions
for delegate agencies.
1303.33 Termination of delegate agencies.
Subpart E—Facilities
1303.40 In general.
1303.41 Approval of previously purchased
facilities.
1303.42 Eligibility to purchase, construct,
and renovate facilities.
1303.43 Use grant funds to pay fees.
1303.44 Applications to purchase,
construct, and renovate facilities.
1304.45 Cost-comparison to purchase,
construct, and renovate facilities.
1303.46 Recording and posting notices of
federal interest.
1303.47 Contents of notices of federal
interest.
1303.48 Grantee limitations on federal
interest.
1303.49 Protection of federal interest in
mortgage agreements.
1303.50 Third party leases and occupancy
arrangements.
1303.51 Subordination of the federal
interest.
1303.52 Insurance, bonding and
maintenance.
1303.53 Copies of documents.
1303.54 Record retention.
1303.55 Procurement procedures.
1303.56 Inspection of work.
Subpart F—Transportation
1303.70 In general.
1303.71 Vehicles.
1303.72 Vehicle operation.
1303.73 Trip routing.
1303.74 Safety procedures.
1303.75 Children with disabilities.
Authority: 42 U.S.C. 9801 et seq.
§ 1303.1
Overview
Section 641A of the Act requires that
the Secretary modify as necessary
program performance standards
including administrative and financial
management standards (section
641A(a)(1)(C)). This part specifies the
financial and administrative
requirements of agencies. Subpart A
outlines the financial requirements
consistent with sections 640(b) and
644(b) and (c) of the Act. Subpart B of
this part specifies the administrative
requirements consistent with sections
644(a)(1), 644(e), 653, 654, 655, 656, and
657A of the Act. Subpart C of this part
implements the statutory provision at
section 641A(b)(4) of the Act that directs
the Secretary to ensure the
confidentiality of any personally
identifiable data, information, and
records collected or maintained.
Subpart D of this part prescribes
regulations for the operation of delegate
agencies consistent with section
641(A)(d) of the Act. Subpart E of this
part implements the statutory
requirements in section 644(c), (f) and
(g) of the Act related to facilities.
Subpart F of this part prescribes
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
regulations on transportation consistent
with section 640(i) of the Act.
§ 1303.5 Limitations on development and
administrative costs.
(a) In general. (1) Costs to develop and
administer a program cannot be
excessive or exceed 15% of the total
§ 1303.2 In general.
approved program costs. Allowable
This subpart establishes regulations
costs to develop and administer a Head
applicable to program administration
Start program cannot exceed 15 percent
and grants management for all grants
of the total approved program costs,
under the Act.
which includes both federal costs and
non-federal match, unless the
§ 1303.3 Other requirements.
responsible HHS official grants a waiver
The following chart includes HHS
regulations that apply to all grants made under paragraph (b) of this section that
approves a higher percentage in order to
under the Act:
carry out the purposes of the Act.
(2) To assess total program costs and
determine whether a grantee meets the
requirement specified in paragraph (a)
Cite
Title
of this section, the grantee must:
45 CFR
Department grant appeals proc(i) Determine the costs of developing
part 16.
ess.
and administering its program,
45 CFR
HHS Standards and Procedures including the local costs of necessary
part 30.
for Claims collection.
resources;
45 CFR
Protection of human subjects.
(ii) Categorize total costs as
part 46.
development and administrative or
45 CFR
Uniform Administrative Requirepart 75.
ments, Cost Principles, and program costs;
(iii) Identify and allocate the portion
Audit Requirements for Fedof dual benefits costs that are for
eral Awards.
45 CFR
Nondiscrimination under pro- development and administration;
part 80.
grams receiving federal assist(iv) Identify and allocate the portion
ance through the Department of indirect costs that are for
of Health and Human Serv- development and administration versus
ices—Effectuation of title VI of
program costs; and,
the Civil Rights Act of 1964.
(v) Delineate all development and
45 CFR
Practice and procedure for hearadministrative costs in the grant
part 81.
ings under part 80.
45 CFR
Nondiscrimination on the basis application and calculate the percentage
part 84.
of handicap in federally as- of total approved costs allocated to
development and administration.
sisted programs.
45 CFR
Equal treatment for faith based
(b) Waivers. (1) The responsible HHS
part 87.
organizations.
official may grant a waiver for each
2 CFR 170 FFATA Sub-award and execu- budget period of a specific time not to
tive compensation.
exceed 12 months, if a delay or
2 CFR
CCR/DUNS requirement.
disruption to program services is caused
25.110.
by circumstances beyond the agency’s
control, or if an agency is unable to
§ 1303.4 Federal financial assistance, nonadminister the program within the 15
federal share matching and waiver
percent limitation and if the agency can
requirements.
demonstrate efforts to reduce its
In accordance with section 640(b) of
development and administrative costs.
the Act, federal financial assistance to a
(2) If at any time within the grant
grantee will not exceed 80 percent of the
funding cycle, a grantee estimates
approved total program costs. A grantee
development and administration costs
must contribute 20 percent as nonwill exceed 15 percent of total approved
federal share match each budget period.
costs, it must submit a waiver request to
The responsible HHS official may
the responsible HHS official that
approve a waiver of all or a portion of
explains why costs exceed the limit,
the non-federal share matching
that indicates the time period the waiver
requirement on the basis of the grantee’s
will cover, and that describes what the
written application submitted during
grantee will do to reduce its
the budget period and any supporting
development and administrative costs to
evidence the responsible HHS official
comply with the 15 percent limit after
requires. In deciding whether to grant a
the waiver period.
waiver, the responsible HHS official
will consider the circumstances
Subpart B—Administrative
specified at section 640(b) of the Act
Requirements
and whether the grantee has made a
§ 1303.10 In general.
reasonable effort to comply with the
non-federal share matching
A grantee must observe standards of
requirement.
organization, management, and
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Subpart A—Financial Requirements
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
PO 00000
Frm 00119
Fmt 4701
Sfmt 4702
35547
administration that will ensure, so far as
reasonably possible, that all program
activities are conducted in a manner
consistent with the purposes of the Act
and the objective of providing assistance
effectively, efficiently, and free of any
taint of partisan political bias or
personal or family favoritism.
§ 1303.11
Limitations and prohibitions.
An agency must adhere to sections
644(e), 644(g)(3), 653, 654, 655, 656, and
657A of the Act. These sections pertain
to union organizing, the Davis-Bacon
Act, limitations on compensation,
nondiscrimination, unlawful activities,
political activities, and obtaining
parental consent.
§ 1303.12
Insurance and bonding.
An agency must have an ongoing
process to identify risks and have costeffective insurance for those identified
risks; a grantee must require the same
for its delegates. The agency must
specifically consider the risk of
accidental injury to children while
participating in the program. The
grantee must submit proof of
appropriate coverage in its initial
application for funding. The process of
identifying risks must also consider the
risk of losses resulting from fraudulent
acts by individuals authorized to
disburse Head Start funds. Consistent
with 45 CFR part 75, if the agency lacks
sufficient coverage to protect the federal
government’s interest, the agency must
maintain adequate fidelity bond
coverage.
Subpart C—Protections for the Privacy
of Child Records
§ 1303.20
In general.
A program must establish procedures
to ensure the protection of the
confidentiality of any personally
identifiable information in child records
and which procedures meet the
requirements in §§ 1303.21 through
1303.24 and applicable definitions in
part 1305 of this chapter.
§ 1303.21 Program procedures—
Applicable confidentiality provisions.
If a program is an educational agency
or institution subject to the
confidentiality provisions under the
Family Educational Rights and Privacy
Act (FERPA) in 20 U.S.C. 1232g and 34
CFR part 99, it must comply with those
confidentiality provisions of FERPA and
those provisions govern (if they differ in
any respect) from the provisions in
§§ 1303.20 through 1303.24. A program
must also comply with the
confidentiality provisions under the
Individuals with Disabilities Education
Act (IDEA) under either 34 CFR 300.610
E:\FR\FM\19JNP2.SGM
19JNP2
35548
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
through 300.626 (Part B of IDEA) or 34
CFR 303.401 through 303.417 (Part C of
IDEA) to protect the personally
identifiable information in records of
children served by the Head Start or
Early Start program who are also eligible
for, or receiving services, under Parts B
and C of the IDEA and those provisions
under the IDEA govern (if they differ in
any respect) from the provisions in
§§ 1303.20 through 1303.24 and the
provisions in FERPA.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.22 Disclosures with, and without,
parental consent.
(a) Disclosure with parental consent.
(1) Subject to the provisions referenced
in § 1303.21 and the exceptions in
paragraph (b) and (c) of this section, the
procedures must require the program to
obtain a parent’s written consent before
the program may disclose personally
identifiable information from child
records.
(2) The procedures must require the
program to ensure that the parent’s
written consent specifies what child
records will be disclosed and explains
why and to whom the records will be
disclosed. The written consent must be
signed and dated.
(3) ‘‘Signed and dated written
consent’’ under this part may include a
record and signature in electronic form
that—
(i) Identifies and authenticates a
particular person as the source of the
electronic consent; and
(ii) Indicates such person’s approval
of the information.
(4) The program must explain to the
parent that the granting of consent is
voluntary on the part of the parent and
may be revoked at any time. If a parent
revokes consent, that revocation is not
retroactive (i.e., it does not apply to an
action that occurred before the consent
was revoked).
(b) Disclosure without parental
consent but with parental notice and
opportunity to refuse. Subject to the
provisions in § 1303.21, the procedures
must allow the program to disclose
personally identifiable information from
child records without parental consent
if the program notifies the parent about
the disclosure, provides the parent,
upon the parent’s request, a copy of the
personally identifiable information from
child records to be disclosed in
advance, and gives the parent an
opportunity to challenge and refuse
disclosure of the information in the
records, before the program forwards the
records to officials at a program, school,
or school district in which the child
seeks or intends to enroll or where the
child is already enrolled so long as the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
disclosure is related to the child’s
enrollment or transfer.
(c) Disclosure without parental
consent. Subject to the provisions
referenced in § 1303.21, the procedures
must allow the program to disclose
personally identifiable information from
child records without parental consent
to:
(1) Officials within the program or
acting for the program (i.e. individuals
in the Head Start or Early Head Start
program who provide program services
to the child), if the program determines
the official has legitimate educational
interests and informs parents of this
provision at enrollment;
(2) Authorized representatives of
local, state or federal officials in
connection with the audit or evaluation
of Federally or State-supported
education, including early childhood,
programs, or for enforcement of, or
compliance with, the Federal legal
requirements of these programs;
Provided, that except when collection of
personally identifiable information is
specifically authorized by Federal law,
the official agrees in writing (not
including any authorized representative
of the responsible HHS officials) that
any data collected shall be protected in
a manner which will not permit the
personal identification of students and
their parents by other than those
officials and their authorized
representatives, and such personally
identifiable data shall be destroyed
when no longer needed for such audit,
evaluation, and enforcement of Federal
legal requirements;
(3) Organizations that conduct studies
to improve child and family outcomes,
including improving the quality of
programs, for, or on behalf of, the
program, as long as the organization
agrees in writing to protect personally
identifiable information from disclosure
to individuals other than representatives
of the organization conducting the study
that have a legitimate interest in the
information, to use personally
identifiable information for specific
purposes intended, and to destroy
personally identifiable information
when no longer needed for the purpose
for which the research was conducted;
(4) Appropriate parties in order to
address a disaster or other health or
safety emergency during the period of
the emergency, if the program
determines that disclosing the
personally identifiable information from
child records are necessary to protect
the health or safety of children or other
persons;
(5) Comply with a judicial order or
lawfully issued subpoena, provided the
program makes a reasonable effort to
PO 00000
Frm 00120
Fmt 4701
Sfmt 4702
notify the parent about all such
subpoenas and court orders in advance
of the compliance therewith, except if:
(i) A disclosure is in compliance with
a federal grand jury subpoena or with
any other subpoena that a court has
issued and has ordered that neither the
subpoena nor its contents be disclosed
or
(ii) A parent is a party to a court
proceeding involving child abuse and
neglect (as defined in section 3 of the
Child Abuse Prevention and Treatment
Act (42 U.S.C. 5101)) or dependency
matters, and the order is issued in the
context of that proceeding, additional
notice to the parent by the program is
not required;
(6) The Secretary of Agriculture or an
authorized representative from the Food
and Nutrition Service to conduct
program monitoring, evaluations, and
performance measurements for the
Child and Adult Care Food Program
under the Richard B. Russell National
School Lunch Act or the Child Nutrition
Act of 1966, if the results will be
reported in an aggregate form that does
not identify any individual: provided,
that any data collected must be
protected in a manner that will not
permit the personal identification of
students and their parents by other than
the authorized representatives of the
Secretary of Agriculture and any
personally identifiable data must be
destroyed when the data are no longer
needed for program monitoring,
evaluations, and performance
measurements; and,
(7) A caseworker or other
representative from a state, local, or
tribal child welfare agency, who has the
right to access a case plan for a child
who is in foster care placement, when
such agency is legally responsible for
the child’s care and protection, under
state or tribal law, if the agency agrees
in writing to protect personally
identifiable information, to use
information from the child’s case plan
for specific purposes intended of
addressing the child’s needs, and to
destroy information that is no longer
needed for those purposes.
(d) Written agreements. If a program
establishes a written agreement with a
third party identified in paragraph (c) of
this section, the procedures must
require the program to review and
update the agreement annually, if
necessary, and to prohibit the third
party from access to records for at least
5 years, if the third party violates the
agreement.
(e) Annual notice. The procedures
must require the program to annually
notify parents of their rights in writing
described in §§ 1303.20 through
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
1303.24, and applicable definitions in
part 1305, and include in that notice, a
description of the personally
identifiable information that may be
disclosed without parental consent.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.23
Parents’ rights.
(a) Inspect record. A parent has the
right to inspect child records. If the
parent requests to inspect child records,
the program must make the child
records available within a reasonable
time, but no more than 45 days after
receipt of request. If a program
maintains child records that contain
information on more than one child, the
program must ensure the parent only
inspects information that pertains to the
parent’s child.
(b) Amend record. (1) A parent has the
right to ask the program to amend
information in the child record that the
parent believes is inaccurate,
misleading, or violates the child’s
privacy.
(2) The program must consider the
parent’s request and, if the request is
denied, render a written decision to the
parent within a reasonable time that
informs the parent of the right to a
hearing.
(c) Hearing. (1) If the parent requests
a hearing to challenge information in
the child record, the program must
schedule a hearing within a reasonable
time, notify the parent, in advance,
about the hearing, and ensure the
person who conducts the hearing does
not have a direct interest in its outcome.
(2) The program must ensure the
hearing affords the parent a full and fair
opportunity to present evidence
relevant to the issues.
(3) If the program determines from
evidence presented at the hearing that
the information in the child records is
inaccurate, misleading, or violates the
child’s privacy, the program must either
amend or remove the information and
notify the parent in writing.
(4) If the program determines from
evidence presented at the hearing that
information in the child records is
accurate, does not mislead, or otherwise
does not violate the child’s privacy, the
program must inform the parent of the
right to place a statement in the child
records that either comments on the
contested information or that states why
the parent disagrees with the program’s
decision, or both.
(d) Right to copy of record. The
program must provide a parent, free of
charge, an initial copy of child records
disclosed to third parties with parental
consent and, upon parent request, an
initial copy of child records disclosed to
third parties under one of the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
35549
exceptions to parental consent in
§§ 1303.21, and 1303.22(b) and (c).
(e) Right to inspect written
agreements. A parent has the right to
review any written agreements with
third parties as provided under
§ 1303.22(d).
(b) A grantee must not award a
delegate agency federal financial
assistance unless there is a written
agreement and the responsible HHS
official approves the agreement before
the grantee delegates program
operations.
§ 1303.24
§ 1303.32 Evaluations and corrective
actions for delegate agencies.
Maintaining records.
(a) A program must maintain child
records in a manner that ensures only
parents, and officials within the
program or acting for the program have
access.
(b) A program must maintain, with
the child records, for as long as the
records are maintained, information on
all individuals, agencies, or
organizations to whom a disclosure of
personally identifiable information from
the child records was made (except for
program officials and parents) and that
indicates their expressed interests in the
child records. If a program uses a webbased data system to maintain child
records, the program must ensure that
such child records are adequately
protected and maintained according to
current industry security standards.
(c) If a parent places a statement in
the child record in accordance with
§ 1303.23(c)(4), the program must
maintain the statement with the
contested part of the child record for as
long as the program maintains the
record and, disclose the statement
whenever it discloses the portion of the
child record to which the statement
relates.
Subpart D—Delegation of Program
Operations
§ 1303.30
In general.
A grantee is accountable for the
services its delegate agencies provide.
The grantee supports, oversees and
ensures delegate agencies provide high
quality services to children and families
and meet all applicable Head Start
requirements. The grantee can only
terminate a delegate agency if the
grantee shows cause why termination is
necessary and provides a process for
delegate agencies to appeal termination
decisions. The grantee retains legal
responsibility and authority and bears
financial accountability for the program
when services are provided by delegate
agencies.
§ 1303.31 Determining and establishing
delegate agencies.
(a) If a grantee enters into an
agreement with another entity to serve
children, the grantee must determine
whether the agreement meets the
definition of ‘‘delegate agency’’ in
section 637(3) of the Act.
PO 00000
Frm 00121
Fmt 4701
Sfmt 4702
A grantee must evaluate and ensure
corrective action for delegate agencies
according to section 641A(d) of the Act.
§ 1303.33 Termination of delegate
agencies.
(a) If a grantee shows cause why
termination is appropriate or
demonstrates cost effectiveness, the
grantee may terminate a delegate
agency’s contract.
(b) The grantee’s decision to terminate
must not be arbitrary or capricious.
(c) The grantee must establish a
process for defunding a delegate agency,
including an appeal of a defunding
decision and must ensure the process is
fair and timely.
(d) The grantee must notify the
responsible HHS official about the
appeal and its decision.
Subpart E—Facilities
§ 1303.40
In general.
This subpart prescribes what a grantee
must establish to show it is eligible to
purchase, construct and renovate
facilities as outlined at section 644(c), (f)
and (g) of the Act. It explains how a
grantee may apply for funds, details
what measures a grantee must take to
protect federal interest in facilities
purchased, constructed or renovated
with grant funds, and concludes with
other administrative provisions. This
subpart applies to major renovations. It
only applies to minor renovations and
repairs, when they are included with a
purchase application and are part of
purchase costs.
§ 1303.41 Approval of previously
purchased facilities.
If a grantee purchased a facility
beginning in 1987, and continues to pay
purchase costs for the facility or seeks
to refinance current indebtedness, the
grantee may apply for funds to meet
those costs. The grantee must submit an
application that conforms to
requirements in this part and in the Act
to the responsible HHS official. If the
responsible HHS official approves the
grantee’s application, the grantee may
only use the funds to pay purchase
costs, which include amortizing,
principal, and interest on loans.
E:\FR\FM\19JNP2.SGM
19JNP2
35550
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
§ 1303.42 Eligibility to purchase,
construct, and renovate facilities.
(a) Preliminary eligibility. Before a
grantee can apply for funds to purchase,
construct, or renovate a facility under
§ 1303.44, it must establish that:
(1) The facility will be available to
Indian tribes, or rural or other lowincome communities;
(2) The proposed purchase,
construction or major renovation is
within the grantee’s designated service
area; and,
(3) The proposed purchase,
construction or major renovation is
necessary because the lack of suitable
facilities in the grantee’s service area
will inhibit the operation of the
program.
(4) If applying to construct a facility,
that the construction of such facility is
more cost-effective than the purchase of
available facilities or renovation.
(b) Proving a lack of suitable facilities.
To satisfy paragraph (a)(3) of this
section, the grantee must have a written
statement from a licensed independent
certified appraiser in the grantee’s
service area that supports factors the
grantee considers and supports how the
grantee determines there are no other
suitable facilities in the area.
§ 1303.43
Use of grant funds to pay fees.
A grantee may submit a written
request to the responsible HHS official
for reasonable fees and costs necessary
to determine preliminary eligibility
under § 1303.42 before it submits an
application under § 1303.44. If the
responsible HHS official approves the
grantee’s application, the grantee may
use federal funds to pay fees and costs.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.44 Applications to purchase,
construct, and renovate facilities.
(a) Application requirements. If a
grantee is preliminarily eligible under
§ 1303.42 to apply for funds to
purchase, construct, or renovate a
facility, it must submit to the
responsible HHS official:
(1) A statement that explains the
anticipated effect the proposed
purchase, construction or renovation
has had or will have on program
enrollment, activities and services, and
how it determined what the anticipated
effect would be;
(2) A deed or other document
showing legal ownership of the real
property where facilities activity is
proposed, legal description of the
facility site, and an explanation why the
location is appropriate for the grantee’s
service area;
(3) Plans and specifications for the
facility, including square footage,
structure type, the number of rooms the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
facility will have or has, how the rooms
will be used, where the structure will be
positioned or located on the building
site, and whether there is space
available for outdoor play and for
parking;
(4) Certification by a licensed
engineer or architect that the facility is,
or will be upon completion, structurally
sound and safe for use as a Head Start
facility and that the facility complies, or
will comply upon completion, with
local building codes, applicable child
care licensing requirements, the access
requirements of the Americans with
Disabilities Act, section 504 of the
Rehabilitation Act of 1973, the Flood
Disaster Protection Act of 1973, and the
National Historic Preservation Act of
1966;
(5) A description of proposed
renovations or repairs to make the
facility suitable for program activities,
and plans and specification that
describe the facility after renovation or
repair;
(6) A proposed schedule that details
when the grantee will acquire, renovate,
repair and occupy the facility;
(7) An estimate, from a licensed
independent certified appraiser, of the
facility’s fair market value after
proposed purchase, construction,
renovation or repair activities;
(8) The cost comparison described in
§ 1303.45;
(9) A statement that shows what share
of the purchase, construction, or major
renovation will be paid with grant funds
and what the grantee proposes to
contribute as a nonfederal match to the
purchase, construction or major
renovation;
(10) A statement from a lender, if a
grantee applies to use Head Start funds
to continue purchase on a facility or
refinance existing debt on a facility that
indicates the lender is willing to comply
with § 1303.49;
(11) The terms of any proposed or
existing loan(s) related to purchase,
construction or major renovation of the
facility, including copies of any funding
commitment letters, mortgages,
promissory notes, potential security
agreements to be entered into,
information on all other sources of
funding, construction or major
renovation, and any restrictions or
conditions imposed by other funding
sources;
(12) A Phase I environmental site
assessment that describes the
environmental condition of the
proposed facility site and any structures
on the site; and,
(13) A description of the efforts by the
grantee to coordinate or collaborate with
other providers in the community to
PO 00000
Frm 00122
Fmt 4701
Sfmt 4702
seek assistance, including financial
assistance, prior to the use of funds
under this section;
(14) Any additional information the
responsible HHS official may require.
(b) Additional requirements for leased
properties. (1) If a grantee applies to
renovate leased property, it must submit
to the responsible HHS official
information described in paragraph (a)
of this section, an official a copy of the
existing or proposed lease agreement,
and the landlord or lessor’s consent.
(2) If a grantee applies to purchase a
modular unit it intends to site on leased
property or on other property the
grantee does not own, the grantee must
submit to the responsible HHS official
information described in paragraph (a)
of this section and a copy of the
proposed lease or other occupancy
agreement which will allow the grantee
access to the modular unit for at least 15
years.
(c) Non-federal match. Any nonfederal match associated with facilities
activities becomes part of the federal
share of the facility.
§ 1303.45 Cost-comparison to purchase,
construct, and renovate facilities.
(a) Cost comparison. (1) If a grantee
proposes to purchase, construct, or
renovate a facility, it must submit a
detailed cost estimate of the proposed
activity, compare the costs associated
with the proposed activity to other
available alternatives in the service area,
and provide any additional information
the responsible HHS official requests.
The grantee must demonstrate that the
proposed activity will result in savings
when compared to the costs that would
be incurred to acquire the use of an
alternative facility to carry out program.
(2) In addition to requirements in
paragraph (a)(1) of this section, the
grantee must:
(i) Identify who owns the property;
(ii) List all costs related to the
purchase, construction, or renovation;
(iii) Identify costs over the structure’s
useful life, which is at least 20 years for
a facility that the grantee purchased or
constructed and at least 15 years for a
modular unit the grantee renovated, and
deferred costs, including mortgage
balloon payments, as costs with
associated due dates; and,
(iv) Demonstrated how the proposed
purchase, construction, or major
renovation is consistent with program
management and fiscal goals,
community needs, enrollment and
program options and how the proposed
facility will support the grantee as it
provides quality services to children
and families.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(b) Continue purchase or refinance.
To use funds to continue purchase on a
facility or to refinance an existing
indebtedness, the grantee must compare
the costs of continued purchase against
the cost of purchasing a comparable
facility in the service area over the
remaining years of the facility’s useful
life. The grantee must demonstrate that
the proposed activity will result in
savings when compared to the cost that
would be incurred to acquire the use of
an alternative facility to carry out the
program.
(c) Multi-purpose use. If the grantee
intends to use a facility to operate a
Head Start program and for another
purpose, it must disclose what
percentage of the facility will be used
for non-Head Start activities, along with
costs associated with those activities, in
accordance with applicable cost
principles.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.46 Recording and posting notices
of federal interest.
(a) Survival of federal interest. A
grantee that receives funds under this
subpart must file notices of federal
interest as set forth in paragraph (b) of
this section. Federal interest cannot be
defeated by a grantee’s failure to file a
notice of federal interest.
(b) Recording notices of federal
interest. (1) If a grantee uses federal
funds to purchase real property or a
facility, excluding modular units,
appurtenant to real property, it must
record a notice of federal interest in the
official real property records for the
jurisdiction where the facility is or will
be located. The grantee must file the
notice of federal interest as soon as it
uses Head Start funds to either fully or
partially purchase a facility or real
property where a facility will be
constructed or as soon as it receives
permission from the responsible HHS
official to use Head Start funds to
continue purchase on a facility.
(2) If a grantee uses federal funds in
whole or in part to construct a facility,
it must record the notice of federal
interest in the official real property
records for the jurisdiction in which the
facility is located as soon as it receives
the notice of award to construct the
facility.
(3) If a grantee uses federal funds to
renovate a facility that it, or a third
party owns, the grantee must record the
notice of federal interest in the official
real property records for the jurisdiction
in which the facility is located as soon
as it receives the notice of award to
renovate the facility.
(4) If a grantee uses federal funds in
whole or in part to purchase a modular
unit or to renovate a modular unit, the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
grantee must post the notice of federal
interest, in clearly visible locations, on
the exterior of the modular unit and
inside the modular unit.
§ 1303.47
interest.
Contents of notices of federal
(a) Facility and real property a grantee
owns. A notice of federal interest for a
facility, other than a modular unit, and
real property the grantee owns or will
own, must include:
(1) The grantee’s correct legal name
and current mailing address;
(2) A legal description of the real
property;
(3) Grant award number, amount and
date of initial facilities funding award or
initial use of base grant funds for
ongoing purchase or mortgage
payments;
(4) Acknowledgement that the notice
of federal interest includes funds
awarded in grant award(s) and any Head
Start funds subsequently used to
purchase, construct or to make major or
minor renovations on the real property;
(5) A statement that the facility and
real property will only be used for
purposes consistent with the Act and
applicable Head Start regulations;
(6) A statement that the facility and
real property will not be mortgaged or
used as collateral, sold or otherwise
transferred to another party, without the
responsible HHS official’s written
permission;
(7) A statement that the federal
interest cannot be subordinated,
diminished, nullified or released
through encumbrance of the property,
transfer of the property to another party
or any other action the grantee takes
without the responsible HHS official’s
written permission;
(8) A statement that proves the
grantee disclosed to the governing body
that it filed a notice of federal interest
and that shows the date the governing
body approved a copy of the proposed
notice of federal interest; however, the
governing bodies’ failure to approve a
copy of the proposed notice of federal
does not defeat the federal interest and,
(9) The name, title, and signature of
the person who drafted the notice.
(b) Facility leased by a grantee. (1) A
notice of federal interest for a leased
facility, excluding a modular unit, on
land the grantee does not own, must be
recorded in the official real property
records for the jurisdiction where the
facility is located and must include:
(i) The grantee’s correct legal name
and current mailing address;
(ii) A legal description of affected real
property;
(iii) The grant award number, amount
and date of initial funding award or
PO 00000
Frm 00123
Fmt 4701
Sfmt 4702
35551
initial use of base grant funds for major
renovation;
(iv) Acknowledgement that the notice
of federal interest includes any Head
Start funds subsequently used to make
major renovations on the affected real
property;
(v) A statement the facility and real
property will only be used for purposes
consistent with the Act and applicable
Head Start regulations; and,
(vi) The lease or occupancy agreement
that includes information from
paragraphs (a)(1) through (9) of this
section may be recorded in the official
real property records for the jurisdiction
where the facility is located.
(2) If a grantee cannot file the lease or
occupancy agreement described in
paragraph (b)(1)(vi) of this section in the
official real property records for the
jurisdiction where the facility is located,
it may file an abstract. The abstract must
include the names and addresses of
parties to the lease or occupancy
agreement, terms of the lease or
occupancy agreement, and information
described in paragraphs (a)(1) through
(9) of this section.
(c) Modular units. A notice of federal
interest on a modular unit the grantee
purchased or renovated must be visible
and clearly posted on the exterior of the
modular and inside the modular and
must include:
(1) The grantee’s correct legal name
and current mailing address;
(2) The grant award number, amount
and date of initial funding award or
initial use of base grant funds to
purchase or renovate;
(3) Proof that the notice of federal
interest includes any Head Start funds
subsequently used to renovate the
modular unit;
(4) A statement that the facility and
real property will only be used for
purposes consistent with the Act and
applicable Head Start regulations;
(5) A statement that the modular unit
will not be mortgaged or used as
collateral, sold or otherwise transferred
to another party, without the
responsible HHS official’s written
permission;
(6) A statement that the federal
interest cannot be subordinated,
diminished, nullified or released
through encumbrance of the property,
transfer to another party, or any other
action the grantee takes without the
responsible HHS official’s written
permission;
(7) A statement that the modular unit
cannot be moved to another location
without the responsible HHS official’s
written permission;
(8) A statement that confirms the
grantee disclosed to the agency’s
E:\FR\FM\19JNP2.SGM
19JNP2
35552
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
governing body that it filed a notice of
federal interest and the date the
governing body approved a copy of the
proposed notice of federal interest;
however, the governing bodies’ failure
to approve a copy of the proposed
notice of federal does not defeat the
federal interest and,
(9) The name, title, and signature of
the person who completed the notice for
the grantee agency.
§ 1303.48
interest.
Grantee limitations on federal
(a) In general. A grantee cannot
mortgage, use as collateral for a credit
line or for other loan obligations, or, sell
or transfer to another party, a facility,
real property, or a modular unit it has
purchased, constructed or renovated
with Head Start funds, without the
responsible HHS official’s written
permission.
(b) Limitations. A grantee must have
the responsible HHS official’s written
permission before it can use real
property, a facility, or a modular unit
subject to federal interest for a purpose
other than that for which the grantee’s
application was approved.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.49 Protection of federal interest in
mortgage agreements.
(a) Any mortgage agreement or other
security instrument that is secured by
real property or a modular unit
constructed or purchased in whole or in
part with federal funds or subject to
renovation with federal funds must:
(1) Specify that the responsible HHS
official can intervene in case the grantee
defaults on, terminates or withdraws
from the agreement;
(2) Designate the responsible HHS
official to receive a copy of any notice
of default given to the grantee under the
terms of the agreement and include the
regional grants management officer’s
current address;
(3) Include a clause that requires any
action to foreclose the mortgage
agreement or security agreement be
suspended for 60 days after the
responsible HHS official receives the
default notice to allow the responsible
HHS official reasonable time to respond;
(4) Include a clause that preserves the
notice of federal interest and the
grantee’s obligation for its federal share
if the responsible HHS official fails to
respond to any notice of default
provided under this section;
(5) Include a statement that requires
the responsible HHS official to be paid
the federal interest before foreclosure
proceeds are paid to the lender, unless
the official’s rights under the notice of
federal interest have been subordinated
by a written agreement in conformance
with § 1303.51;
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(6) Include a clause that gives the
responsible HHS official the right to
cure any default under the agreement
within the designated period to cure the
default; and,
(7) Include a clause that gives the
responsible HHS official the right to
assign or transfer the agreement to
another interim or permanent grantee.
(b) A grantee must immediately notify
the responsible HHS official about any
default under a real property or
mortgage agreement.
§ 1303.50 Third party leases and
occupancy arrangements.
(a) If a grantee receives federal funds
to construct or renovate a facility on real
property the grantee does not own or to
purchase or renovate a modular unit on
real property the grantee does not own,
the grantee must have a lease or other
occupancy agreement of at least 30 years
for construction of a facility and at least
15 years for a major renovation or
placement of a modular unit.
(b) The lease or occupancy agreement
must:
(1) Provide for the grantee’s right of
continued use and occupancy of the
leased or occupied premises during the
entire term of the lease;
(2) Designate the regional grants
management officer to receive a copy of
any notice of default given to the
grantee under the terms of the
agreement and include the regional
grants management officer’s current
address;
(3) Specify that the responsible HHS
official has the right to cure any default
under the lease or occupancy agreement
within the designated period to cure
default; and,
(4) Specify that the responsible HHS
official has the right to transfer the lease
to another interim or replacement
grantee.
§ 1303.51
interest.
Subordination of the federal
Only the responsible HHS official can
subordinate federal interest to the rights
of a lender or other third party if the
official agrees in writing, the mortgage
agreement or security agreement for
which subordination is requested
complies with § 1303.49, and, the
amount of federal funds already
contributed to the facility does not
exceed the amount provided by the
lender seeking subordination.
§ 1303.52 Insurance, bonding and
maintenance.
(a) In general. If a grantee uses federal
funds to purchase or continue purchase
on a facility, excluding modular units,
the grantee must obtain a title insurance
policy for the purchase price that names
PO 00000
Frm 00124
Fmt 4701
Sfmt 4702
the responsible HHS official as an
additional loss payee.
(b) Insurance coverage. (1) If a grantee
uses federal funds to purchase or
continue purchase on a facility or
modular unit the grantee must maintain
physical damage or destruction
insurance at the full replacement value
of the facility, for as long as the grantee
owns or occupies the facility.
(2) If a facility is located in an area the
National Flood Insurance Program
defines as high risk, the grantee must
maintain flood insurance for as long as
the grantee owns or occupies the
facility.
(3) A grantee must submit to the
responsible HHS official, within 10 days
after coverage begins, copies of
insurance papers.
(c) Maintenance. A grantee must keep
all facilities purchased or constructed in
whole or in part with Head Start funds
in good repair in accordance with all
applicable federal state and local laws,
rules and regulations, including Head
Start requirements, zoning
requirements, building codes, health
and safety regulations and child care
licensing standards.
§ 1303.53
Copies of documents.
A grantee must submit to the
responsible HHS official, within 10 days
after filing or execution, copies of deeds,
leases, loan instruments, mortgage
agreements, notices of federal interest,
and other legal documents related to the
purchase, construction, renovation, or
the discharge of any debt secured by the
facility.
§ 1303.54
Record retention.
A grantee must retain records
pertinent to the lease, purchase,
construction or renovation of a facility
funded in whole or in part with Head
Start funds, for as long as the grantee
owns or occupies the facility, plus 3
years.
§ 1303.55
Procurement procedures.
(a) A grantee must comply with all
grants management regulations,
including specific regulations
applicable to transactions in excess of
the current simplified acquisition
threshold, cost principles, and its own
procurement procedures, and must
provide, to the maximum extent
practical, open and full competition.
(b) A grantee must obtain the
responsible HHS official’s written
approval before it uses Head Start funds,
in whole or in part, to contract
construction or renovation services. The
grantee must ensure these contracts are
paid on a lump sum fixed-price basis.
(c) A grantee must obtain prior
written approval from the responsible
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
HHS official for contract modifications
that would change the scope or
objective of a project or would
materially alter the costs, by increasing
the amount of grant funds needed to
complete the project.
(d) A grantee must ensure all
construction and renovation contracts
paid, in whole or in part with Head
Start funds contain a clause that gives
the responsible HHS official or his or
her designee access to the facility, at all
reasonable times, during construction
and inspection.
§ 1303.56
Inspection of work.
The grantee must submit to the
responsible HHS official a final facility
inspection report by a licensed engineer
or architect within 30 calendar days
after the project is completed. The
inspection report must certify that the
facility complies with local building
codes, applicable child care licensing
requirements, is structurally sound and
safe for use as a Head Start facility,
complies with the access requirements
of the Americans with Disabilities Act
(ADA), section 504 of the Rehabilitation
Act of 1973 and the Flood Disaster
Protection Act of 1973, and complies
with National Historic Preservation Act
of 1966.
Subpart F—Transportation
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1303.70
In general.
(a) Applicability. This subpart applies
to all agencies, including those that
provide transportation services, with the
exceptions and exclusions provided in
this section, regardless of whether such
transportation is provided directly on
agency owned or leased vehicles or
through arrangement with a private or
public transportation provider.
(b) Providing transportation services.
(1) If a program does not provide
transportation services, either for all or
a portion of the children, it must
provide reasonable assistance to the
families of such children to arrange
transportation to and from its activities,
and provide information about these
transportation options in recruitment
announcements.
(2) A program that provides
transportation services must make
reasonable efforts to coordinate
transportation resources with other
human services agencies in its
community in order to control costs and
to improve the quality and the
availability of transportation services.
(3) A program that provides
transportation services must ensure that
all accidents involving vehicles that
transport children are reported in
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
accordance with applicable State
requirements.
(c) Waiver. (1) A program that
provides transportation services must
comply with all provisions in this
subpart. A Head Start program may
request to waive a specific requirement
in this part, in writing, to the
responsible HHS official, as part of an
agency’s annual application for
financial assistance or amendment and
must submit any required
documentation the responsible HHS
official deems necessary to support the
waiver. The responsible HHS official is
not authorized to waive any
requirements with regard to children
enrolled in an Early Head Start program.
A program may request a waiver when:
(i) Adherence to a requirement in this
part would create a safety hazard in the
circumstances faced by the agency; and,
(ii) For preschool children,
compliance with requirements related to
child restraint systems at §§ 1303.71(d)
and 1303.72(a)(1) or bus monitors at
§ 1303.72(a)(4) of this chapter will result
in a significant disruption to the
program and the agency demonstrates
that waiving such requirements is in the
best interest of the children involved.
(2) The responsible HHS official is not
authorized to waive any requirements of
the Federal Motor Vehicle Safety
Standards (FMVSS) made applicable to
any class of vehicle under 49 CFR part
571.
§ 1303.71
Vehicles.
(a) Required use of schools buses or
allowable alternative vehicles. A
program, with the exception of
transportation services to children
served under a home-based option, must
ensure that all vehicles used or
purchased with grant funds to provide
transportation services to enrolled
children are school buses or allowable
alternate vehicles that are equipped for
use of height- and weight-appropriate
child restraint systems, and that have
reverse beepers.
(b) Emergency equipment. A program
must ensure that each vehicle used in
providing such services is equipped
with an emergency communication
system and appropriate emergency
safety equipment, including a seat belt
cutter, charged fire extinguisher, and
first aid kit.
(c) Auxiliary seating. A program must
ensure that any auxiliary seating, such
as temporary or folding jump seats, used
in vehicles of any type providing such
services are built into the vehicle by the
manufacturer as part of its standard
design, are maintained in proper
working order, and are inspected as part
PO 00000
Frm 00125
Fmt 4701
Sfmt 4702
35553
of the annual inspection required under
paragraph (f) of this section.
(d) Child restraint systems. A program
must ensure that each vehicle used to
transport children receiving such
services is equipped for use of heightand weight-appropriate child safety
restraint systems.
(e) Vehicle maintenance. (1) A
program must ensure vehicles used to
provide such services are in safe
operating condition at all times.
(2) The program must:
(i) At a minimum, conduct an annual
thorough safety inspection of each
vehicle through an inspection program
licensed or operated by the state;
(ii) Carry out systematic preventive
maintenance on vehicles; and,
(iii) Ensure each driver implements
daily pre-trip vehicle inspections.
(f) New vehicle inspection. A program
must ensure that bid announcements for
school buses and allowable alternate
vehicles to transport children in its
program include correct specifications
and a clear statement of the vehicle’s
intended use. The program must ensure
that vehicles are examined at delivery to
ensure that they are equipped in
accordance with the bid specifications
and that the manufacturer’s certification
of compliance with the applicable
FMVSS is included with the vehicle.
§ 1303.72
Vehicle operation.
(a) Safety. A program must ensure
that:
(1) Vehicles seat each child in a child
restraint system appropriate to the
child’s height and weight;
(2) Baggage and other items
transported in the passenger
compartment are properly stored and
secured, and the aisles remain clear and
the doors and emergency exits remain
unobstructed at all times;
(3) Up-to-date child rosters and lists
of the adults each child is authorized to
be released to, including alternates in
case of emergency, are maintained and
no child is left behind, either at the
classroom or on the vehicle at the end
of the route; and,
(4) With the exception of
transportation services to children
served under a home-based option,
there is at least one bus monitor on
board at all times, with additional bus
monitors provided as necessary.
(b) Driver qualifications. A program,
with the exception of transportation
services to children served under a
home-based option, must ensure that
drivers, at a minimum:
(1) In states where such licenses are
granted, have a valid Commercial
Driver’s License (CDL) for vehicles in
the same class as the vehicle the driver
will operating; and,
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35554
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(2) Meet any physical, mental, and
other requirements as necessary to
perform job-related functions with any
necessary reasonable accommodations.
(c) Driver application review. In
addition to the applicant review process
prescribed § 1302.90(b) of this chapter,
a program, with the exception of
transportation services to children
served under a home-based option, must
ensure the applicant review process for
drivers includes, at minimum:
(1) Disclosure by the applicant of all
moving traffic violations, regardless of
penalty;
(2) A check of the applicant’s driving
record through the appropriate state
agency, including a check of the
applicant’s record through the National
Driver Register, if available in the state;
(3) A check that drivers qualify under
the applicable driver training
requirements in the state or tribal
jurisdiction; and,
(4) After a conditional employment
offer to the applicant and before the
applicant begins work as a driver, a
medical examination, performed by a
licensed doctor of medicine or
osteopathy, establishing that the
individual possesses the physical ability
to perform any job-related functions
with any necessary accommodations.
(d) Driver training. (1) A program
must ensure any person employed as a
driver receives training prior to
transporting any enrolled child and
receives refresher training each year.
(2) Training must include:
(i) Classroom instruction and behindthe-wheel instruction sufficient to
enable the driver to operate the vehicle
in a safe and efficient manner, to safely
run a fixed route, to administer basic
first aid in case of injury, and to handle
emergency situations, including vehicle
evacuation, operate any special
equipment, such as wheelchair lifts,
assistance devices or special occupant
restraints, conduct routine maintenance
and safety checks of the vehicle, and
maintain accurate records as necessary;
and,
(ii) Instruction on the topics listed in
§ 1303.75 related to transportation
services for children with disabilities.
(3) A program must ensure the annual
evaluation of each driver of a vehicle
used to provide such services includes
an on-board observation of road
performance.
(e) Bus monitor training. A program
must train each bus monitor before the
monitor begins work, on child boarding
and exiting procedures, how to use
child restraint systems, completing any
required paperwork, how to respond to
emergencies and emergency evacuation
procedures, how to use special
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
equipment, child pick-up and release
procedures, how to conduct and preand post-trip vehicle checks. Bus
monitors are also subject to staff safety
training requirements in § 1303.47(b)(4)
including CPR and first aid.
receiving home-based services unless
school buses or allowable alternate
vehicles are used to transport the other
children served under the home-based
option by the grantee. Whenever
possible, children with disabilities must
be transported in the same vehicles used
§ 1303.73 Trip routing.
to transport other children enrolled in
(a) A program must consider safety of the Head Start or Early Head Start
the children it transports when it plans
program.
fixed routes.
(b) A program must ensure that
(b) A program must also ensure:
special transportation requirements in a
(1) The time a child is in transit to and child’s IEP or IFSP are followed,
from the program must not exceed one
including special pick-up and drop-off
hour unless there is no shorter route
requirements, seating requirements,
available or any alternative shorter route equipment needs, any assistance that
is either unsafe or impractical;
may be required, and any necessary
(2) Vehicles are not loaded beyond
training for bus drivers and monitors.
maximum passenger capacity at any
time;
PART 1304—FEDERAL
(3) Drivers do not back up or make
ADMINISTRATIVE PROCEDURES
‘‘U’’ turns, except when necessary for
Subpart A—Monitoring, Suspension,
safety reasons or because of physical
Termination or Denial of Refunding,
barriers;
Reduction in Funding, and their appeals
(4) Stops are located to minimize
Sec.
traffic disruptions and to afford the
1304.1 In general.
driver a good field of view in front of
1304.2 Monitoring
and behind the vehicle;
1304.3 Suspension with notice.
(5) When possible, stops are located to 1304.4 Emerrgency suspension without
eliminate the need for children to cross
advance notice.
the street or highway to board or leave
1304.5 Termination and denial of
the vehicle;
refunding.
1304.6 Appeal for prospective delegate
(6) Either a bus monitor or another
agencies.
adult escorts children across the street
1304.7 Legal fees.
to board or leave the vehicle if curbside
pick-up or drop off is impossible; and,
Subpart B—Designation Renewal
(7) Drivers use alternate routes in the
1304.10 Purpose and scope.
case of hazardous conditions that could 1304.11 Basis for determining whether a
affect the safety of the children who are
Head Start agency will be subject to an
being transported, such as ice or water
open competition.
1304.12 Grantee reporting requirements
build up, natural gas line breaks, or
concerning certain conditions.
emergency road closing.
§ 1303.74
Safety procedures.
(a) A program must ensure children
who receive transportation services are
taught safe riding practices, safety
procedures for boarding and leaving the
vehicle and for crossing the street to and
from the vehicle at stops, recognition of
the danger zones around the vehicle,
and emergency evacuation procedures,
including participating in an emergency
evacuation drill conducted on the
vehicle the child will be riding.
(b) A program that provides
transportation services must ensure that
at least two bus evacuation drills are
conducted during the program year.
§ 1303.75
Children with disabilities.
(a) A program must ensure that there
are school buses or allowable alternate
vehicles adapted or designed for
transportation of children with
disabilities available as necessary to
transport such children enrolled in the
program. This requirement does not
apply to the transportation of children
PO 00000
Frm 00126
Fmt 4701
Sfmt 4702
1304.13 Requirements to be considered for
designation for a five-year period when
the existing grantee in a community is
not determined to be delivering a high
quality and comprehensive Head Start
program and is not automatically
renewed.
1304.14 Tribal government consultation
under the Designation Renewal System
for when an Indian Head Start grant is
being considered for competition.
1304.15 Designation request, review and
notification process.
1304.16 Use of CLASS: Pre-K Instrument in
the Designation Renewal System.
Subpart C—Selection of Grantees through
Competition
1304.20 Selection among applicants.
Subpart D—Replacement of American
Indian/Alaska Native Grantees
1304.30 Procedure for identification of
alternative agency.
1304.31 Requirements of alternative agency.
1304.32 Alternative agency—prohibition.
Subpart E—Head Start Fellows Program
1304.40 In general.
1304.41 Fellows Program.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Authority: 42 U.S.C. 9801 et seq.
Subpart A—Monitoring, Suspension,
Termination or Denial of Refunding,
Reduction in Funding, and their
Appeals
§ 1304.1
In general.
(a) Section 641A(c) of the Act requires
the Secretary to monitor whether a
grantee meets program governance,
program operations, and financial and
administrative standards described in
this regulation and to identify areas for
improvements and areas of strength as
part of the grantee’s ongoing selfassessment process. This subpart
focuses on the monitoring process. It
discusses areas of noncompliance,
deficiencies, and corrective action
through quality improvement plans.
(b) Section 646(a) of the Act requires
the Secretary to prescribe procedures for
notice and appeal for certain adverse
actions. This subpart establishes rules
and procedures to suspend financial
assistance to a grantee, deny a grantee’s
application for refunding, terminate, or
reduce a grantee’s assistance under the
Act when the grantee improperly uses
federal funds or fails to comply with
applicable laws, regulations, policies,
instructions, assurances, terms and
conditions or, if the grantee loses its
legal status or financial viability. This
subpart does not apply to reductions to
a grantee’s financial assistance based on
chronic under-enrollment procedures at
section 641A(h) of the Act or to matters
described in subpart B. This subpart
does not apply to any administrative
action based upon any violation, or
alleged violation, of title VI of the Civil
Rights Act of 1964. Except as otherwise
provided for in this subpart, the appeals
and processes in this subpart will be
governed by the Departmental Appeals
Board regulations at 45 CFR part 16.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.2
Monitoring.
(a) Areas of noncompliance. If a
responsible HHS official determines
through monitoring, pursuant to section
641(A)(c)(1) and (2) of the Act, that a
grantee fails to comply with any of the
standards described in parts 1301, 1302,
and 1303 under this title, the official
will notify the grantee promptly in
writing, identify the area of
noncompliance, and specify when the
grantee must correct the area of
noncompliance.
(b) Deficiencies. If the Secretary
determines that a grantee meets one of
the criteria for a deficiency, as defined
in section 637(2)(C) of the Act, the
Secretary shall inform the grantee of the
deficiency. The grantee must correct the
deficiency pursuant to section
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
641A(e)(1)(B) of the Act, as the
responsible HHS official determines.
(c) Quality improvement plans. If the
responsible HHS official does not
require the grantee to correct a
deficiency immediately as prescribed
under section 641A(e)(1)(B)(i) of the
Act, the grantee must submit to the
official, for approval, a quality
improvement plan that adheres to
section 641A(e)(2)(A) of the Act.
§ 1304.3
Suspension with notice.
(a) Grounds to suspend financial
assistance with notice. If a grantee
breaches or threatens to breach any
requirement stated in § 1304.1, the
responsible HHS official may suspend
the grantee’s financial assistance, in
whole or in part, after it has given the
grantee notice and an opportunity to
show cause why assistance should not
be suspended.
(b) Notice requirements. (1) The
responsible HHS official must notify the
grantee in writing that ACF intends to
suspend financial assistance, in whole
or in part. The notice must:
(i) Specify grounds for the
suspension;
(ii) Include the date suspension will
become effective;
(iii) Inform the grantee that it has the
opportunity to submit to the responsible
HHS official, at least 7 days before
suspension becomes effective, any
written material it would like the
official to consider, and to inform the
grantee that it may request, in writing,
no later than 7 days after the suspension
notice was mailed, to have an informal
meeting with the responsible HHS
official;
(iv) Invite the grantee to voluntarily
correct the deficiency; and,
(v) Include a copy of this subpart.
(2) The responsible HHS official must
promptly transmit the suspension notice
to the grantee. The notice becomes
effective when the grantee receives the
notice, when the grantee refuses
delivery, or when the suspension notice
is returned to sender unclaimed.
(3) The responsible HHS official must
send a copy of the suspension notice to
any delegate agency whose actions or
whose failures to act substantially
caused or contributed to the proposed
suspension. The responsible HHS
official will inform the delegate agency
that it is entitled to submit written
material to oppose the suspension and
to participate in the informal meeting, if
one is held. In addition, the responsible
HHS official may give notice to the
grantee’s other delegate agencies.
(4) After the grantee receives the
suspension notice, it has 3 days to send
a copy of the notice to delegate agencies
PO 00000
Frm 00127
Fmt 4701
Sfmt 4702
35555
that would be financially affected by a
suspension.
(c) Opportunity to show cause. The
grantee may submit to the responsible
HHS official any written material to
show why financial assistance should
not be suspended. The grantee may also
request, in writing, to have an informal
meeting with the responsible HHS
official. If the grantee requests an
informal meeting, the responsible HHS
official must schedule the meeting
within 7 days after the grantee receives
the suspension notice.
(d) Extensions. If the responsible HHS
official extends the time or the date by
which a grantee has to make requests or
to submit material, it must notify the
grantee in writing.
(e) Decision. (1) The responsible HHS
official will consider any written
material presented before or during the
informal meeting, as well as any proof
the grantee has adequately corrected
what led to suspension, and will render
a decision within 5 days after the
informal meeting. If no informal
meeting is held, the responsible HHS
official will render a decision within 5
days after it receives written material
from all concerned parties.
(2) If the responsible HHS official
finds the grantee failed to show cause
why ACF should not suspend financial
assistance, the official may suspend
financial assistance, in whole or in part,
and under terms and conditions as he or
she deems appropriate.
(3) A suspension must not exceed 30
days, unless the conditions under
section 646(a)(5)(B) are applicable or the
grantee requests the suspension
continue for an additional period of
time and the responsible HHS official
agrees.
(4) The responsible HHS official may
appoint an agency to serve as an interim
grantee to operate the program until the
grantee’s suspension is lifted, or as
otherwise provided under section
646(a)(5)(B) of the Act.
(f) Obligations incurred during
suspension. New obligations the grantee
incurs while under suspension are not
allowed unless the responsible HHS
official expressly authorizes them in the
suspension notice or in an amendment
to the suspension notice. Necessary and
otherwise allowable costs which the
grantee could not reasonably avoid
during the suspension period will be
allowed if they result from obligations
the grantee properly incurred before
suspension and not in anticipation of
suspension or termination. The
responsible HHS official may allow
third-party in-kind contributions
applicable to the suspension period to
E:\FR\FM\19JNP2.SGM
19JNP2
35556
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
satisfy cost sharing or matching
requirements.
(g) Modify or rescind suspension. The
responsible HHS official may modify or
rescind suspension at any time, if the
grantee can satisfactorily show that it
has adequately corrected what led to
suspension and that it will not repeat
such actions or inactions. Nothing in
this section precludes the HHS official
from imposing suspension again for an
additional 30 days if the cause of the
suspension has not been corrected.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.4 Emergency suspension without
advance notice.
(a) Grounds to suspend financial
assistance without advance notice. The
responsible HHS official may suspend
financial assistance, in whole or in part,
without prior notice and an opportunity
to show cause if there is an emergency
situation, such as a serious risk for
substantial injury to property or loss of
project funds, a federal, state, or local
criminal statute violation, or harm to
staff or participants’ health and safety.
(b) Emergency suspension notification
requirements. (1) The emergency
suspension notification must:
(i) Specify the grounds for the
suspension;
(ii) Include terms and conditions of
any full or partial suspension;
(iii) Inform that grantee it cannot
make or incur any new expenditures or
obligations under suspended portion of
the program; and,
(iv) Advise the grantee that it may
request, in writing, within 5 days after
the date the emergency suspension
became effective, an informal meeting
with the responsible HHS official, to
show why the suspension should be
rescinded.
(2) The responsible HHS official must
promptly transmit the emergency
suspension notification to the grantee by
any means showing the date of receipt.
The emergency suspension becomes
effective upon delivery of the
notification or upon the date the grantee
refuses delivery, or upon return of the
notification unclaimed.
(3) After the grantee receives the
emergency suspension notification, it
must send a copy to delegate agencies
affected by the suspension, within 2
workdays.
(4) The responsible HHS official must
inform affected delegate agencies that
they have the right to participate in the
informal meeting.
(c) Opportunity to show cause. If the
grantee requests an informal meeting,
the responsible HHS official must
schedule a meeting within 5 workdays
after it receives the grantee’s request.
The suspension will continue until the
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
grantee has been afforded such
opportunity and until the responsible
HHS official renders a decision.
Notwithstanding provisions in section,
the responsible HHS official may
proceed to deny refunding or to initiate
termination proceedings at any time
even though the grantee’s financial
assistance has been suspended in whole
or in part.
(d) Decision. (1) The responsible HHS
official will consider any written
material presented before or during the
informal meeting, as well as any proof
the grantee has adequately corrected
what led to suspension, and render a
decision within five work days after the
informal meeting.
(2) If the responsible HHS official
finds the grantee failed to show cause
why suspension should be rescinded,
the responsible HHS official may
continue the suspension, in whole or in
part, and under the terms and
conditions specified in the emergency
suspension notification.
(3) A suspension must not exceed 30
days, unless the conditions under
section 646(a)(5)(B) are applicable or the
grantee requests the suspension to
continue for an additional period of
time and the responsible HHS official
agrees.
(4) The responsible HHS official may
appoint an agency to serve as an interim
grantee to operate the program until
either the grantee’s emergency
suspension is lifted or a new grantee is
selected.
(e) Obligations incurred during
suspension. Any new obligations the
grantee incurs during the suspension
period will not be allowed unless the
responsible HHS official expressly
authorizes them in the suspension
notice or in an amendment to the
suspension notice. Necessary and
otherwise allowable costs which the
grantee could not reasonably avoid
during the suspension period will be
allowed if those costs result from
obligations properly incurred before
suspension and not in anticipation of
suspension, denial of refunding or
termination. The responsible HHS
official may allow third-party in-kind
contributions applicable to the
suspension period to satisfy cost sharing
or matching requirements.
(f) Modify or rescind suspension. The
responsible HHS official may modify or
rescind suspension at any time, if the
grantee can satisfactorily show that is
has adequately corrected what led to the
suspension and that it will not repeat
such actions or inactions. Nothing in
this section precludes the HHS official
from imposing suspension again for an
PO 00000
Frm 00128
Fmt 4701
Sfmt 4702
additional 30 days if the cause of the
suspension has not been corrected.
§ 1304.5 Termination and denial of
refunding.
(a) Grounds to terminate financial
assistance or deny a grantee’s
application for refunding. (1) A
responsible HHS official may terminate
financial assistance in whole or in part
to a grantee or deny a grantee’s
application for refunding.
(2) The responsible HHS official may
terminate financial assistance in whole
or in part, or deny refunding to a grantee
for any one or for all of the following
reasons:
(i) The grantee is no longer financially
viable;
(ii) The grantee has lost the requisite
legal status or permits;
(iii) The grantee has failed to timely
correct one or more deficiencies as
defined in the Act;
(iv) The grantee has failed to comply
with eligibility requirements;
(v) The grantee has failed to comply
with the Head Start grants
administration or fiscal requirements set
forth in 45 CFR part 1303;
(vi) The grantee has failed to comply
with requirements in the Act;
(vii) The grantee is debarred from
receiving federal grants or contracts; or
(viii) The grantee has failed to abide
by any other terms and conditions of its
award of financial assistance, or any
other applicable laws, regulations, or
other applicable federal or state
requirements or policies.
(b) Notice requirements. (1) The
responsible HHS official will notify the
grantee and such notice will:
(i) Include the legal basis for
termination or adverse action as
described at paragraph (a) of this
section;
(ii) Include factual findings on which
the action is based or reference specific
findings in another document that form
the basis for termination or denial of
refunding;
(iii) Cite to any statutory provisions,
regulations, or policy issuances on
which ACF is relies for its
determination;
(iv) Inform the grantee that it may
appeal the denial or termination within
30 days to the Departmental Appeals
Board, that the appeal will be governed
by 45 CFR part 16, except as otherwise
provided in the Head Start appeals
regulations, that a copy of the appeal
must sent to the responsible HHS
official, and that it has the right to
request and receive a hearing, as
mandated under section 646 of the Act;
(v) Inform the grantee that only its
board of directors, or an official acting
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
on the board’s behalf can appeal the
decision;
(vi) Name the delegate agency, if the
actions of that delegate are the basis, in
whole or in part, for the proposed
action; and,
(vii) Inform the grantee that the
appeal must meet requirements in
paragraph (d) of this section; and, that
if the responsible HHS official fails to
meet requirements in this paragraph, the
pending action may be dismissed
without prejudice or remanded to
reissue it with corrections.
(2) The responsible HHS official must
provide the grantee as much advance
notice, but no later than 30 days after
ACF receives the application, that it has
the opportunity for a full and fair
hearing on whether refunding should be
denied.
(c) Grantee’s appeal. (1) The grantee
must adhere to procedures and
requirements for appeals in 45 CFR part
16, file the appeal with the
Departmental Appeals Board, and serve
a copy of the appeal on the responsible
HHS official who issued the termination
or denial of refunding notice. The
grantees must also serve a copy of its
appeal on any affected delegate.
(2) While a grantee appeals a
termination decision, funding will
continue unless the responsible HHS
official renders an adverse decision, or
unless the current budget period is
expired. If the responsible HHS official
has not rendered a decision by the end
of the current budget period, the official
will award the grantee interim funding
until a decision is made.
(d) Funding during suspension. If a
grantee’s funding is suspended, the
grantee will not receive funding during
the termination proceedings, or at any
other time, unless the action is
rescinded or the grantee’s appeal is
successful.
(e) Interim and replacement grantees.
The responsible HHS official may
appoint an interim or replacement
grantee as soon as a termination action
is affirmed by the Departmental Appeals
Board.
(f) Opportunity to show cause. (1) If
the Departmental Appeals Board sets a
hearing for a proposed termination or
denial of refunding action, the grantee
has 5 workdays to send a copy of the
notice it receives from the Departmental
Appeals Board, to all delegate agencies
that would be financially affected by
termination and to each delegate agency
identified in the notice.
(2) The grantee must send to the
Departmental Appeals Board and to the
responsible HHS official a list of the
delegate agencies it notified and the
dates when it notified them.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
(3) If the responsible HHS official
initiated proceedings because of a
delegate agency’s activities, the official
must inform the delegate agency that it
may participate in the hearing. If the
delegate agency chooses to participate
in the hearing, it must notify the
responsible HHS official in writing
within 30 days of the grantee’s appeal.
If any other delegate agency, person,
agency or organization wishes to
participate in the hearing, it may request
permission to do so from the
Departmental Appeals Board.
(4) If the grantee fails to appear at the
hearing, without good cause, the grantee
will be deemed to have waived its right
to a hearing and consented to have the
Departmental Appeals Board make a
decision based on the parties’ written
information and argument.
(5) A grantee may waive the hearing
and submit written information and
argument for the record, within a
reasonable period of time to be fixed by
the Departmental Appeals Board.
(6) The responsible HHS official may
attempt, either personally or through a
representative, to resolve the issues in
dispute by informal means prior to the
hearing.
(g) Decision. The Departmental
Appeals Board’s decision and any
measure the responsible HHS official
takes after the decision is fully binding
upon the grantee and its delegate
agencies, whether or not they actually
participated in the hearing.
§ 1304.6 Appeal for prospective delegate
agencies.
(a) In general. If a grantee denies, or
fails to act on, a prospective delegate
agency’s funding application, the
prospective delegate may appeal the
grantee’s decision or inaction.
(b) Process for prospective delegates.
To appeal, a prospective delegate must:
(1) Submits the appeal, including a
copy of the funding application, to the
responsible HHS official within 30 days
after it receives the grantee’s decision;
or within 30 days after the grantee has
had 120 days to review but has not
notified the applicant of a decision; and,
(2) Provide the grantee with a copy of
the appeal at the same time the appeal
is filed with the responsible HHS
official.
(c) Process for grantees. When an
appeal is filed with the responsible HHS
official, the grantee must respond to the
appeal and submit a copy of its response
to the responsible HHS official and to
the prospective delegate agency within
30 work days.
(d) Decision. (1) The responsible HHS
official will sustain the grantee’s
decision, if the official determines the
PO 00000
Frm 00129
Fmt 4701
Sfmt 4702
35557
grantee did not act arbitrarily,
capriciously, or otherwise contrary to
law, regulation, or other applicable
requirements.
(2) The responsible HHS official will
render a written decision to each party
within a reasonable timeframe. The
official’s decision is final and not
subject to further appeal.
(3) If the responsible HHS official
finds the grantee did act arbitrarily,
capriciously, or otherwise contrary to
law, regulation, or other applicable
requirements, the grantee will be
directed to reevaluate their applications.
§ 1304.7
Legal fees.
(a) An agency is not authorized to
charge to its grant legal fees or other
costs incurred to appeal terminations,
reductions of funding, or denials of
applications of refunding decisions.
(b) If a program prevails in a
termination, reduction, or denial of
refunding decision, the responsible HHS
official may reimburse the agency for
reasonable and customary legal fees,
incurred during the appeal, if:
(1) The Departmental Appeals Board
overturns the responsible HHS official’s
decision;
(2) The agency can prove it incurred
fees during the appeal; and,
(3) The agency can prove the fees
incurred are reasonable and customary.
Subpart B—Designation Renewal
§ 1304.10
Purpose and scope.
The purpose of this subpart is to set
forth policies and procedures for the
designation renewal of Head Start and
Early Head Start programs. It is
intended that these programs be
administered effectively and
responsibly; that applicants to
administer programs receive fair and
equitable consideration; and that the
legal rights of current Head Start and
Early Head Start grantees be fully
protected. The Designation Renewal
System is established in this Part to
determine whether Head Start and Early
Head Start agencies deliver high quality
services to meet the educational, health,
nutritional, and social needs of the
children and families they serve; meet
the program and financial requirements
and standards described in section
641A(a)(1) of the Head Start Act; and
qualify to be designated for funding for
five years without competing for such
funding as required under section 641(c)
of the Head Start Act with respect to
Head Start agencies and pursuant to
section 645A(b)(12) and (d) with respect
to Early Head Start agencies. A
competition to select a new Head Start
or Early Head Start agency to replace a
E:\FR\FM\19JNP2.SGM
19JNP2
35558
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Head Start or Early Head Start agency
that has been terminated voluntarily or
involuntarily is not part of the
Designation Renewal System
established in this Part, and is subject
instead to the requirements of § 1304.20.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.11 Basis for determining whether a
Head Start agency will be subject to an
open competition.
A Head Start or Early Head Start
agency shall be required to compete for
its next five years of funding whenever
the responsible HHS official determines
that one or more of the following seven
conditions existed during the relevant
time period covered by the responsible
HHS official’s review under § 1304.15:
(a) An agency has been determined by
the responsible HHS official to have one
or more deficiencies on a single review
conducted under section 641A(c)(1)(A),
(C), or (D) of the Act in the relevant time
period covered by the responsible HHS
official’s review under § 1304.15.
(b) An agency has been determined by
the responsible HHS official based on a
review conducted under section
641A(c)(1)(A), (C), or (D) of the Act
during the relevant time period covered
by the responsible HHS official’s review
under § 1304.15 not to have:
(1) After December 9, 2011,
established program goals for improving
the school readiness of children
participating in its program in
accordance with the requirements of
section 641A(g)(2) of the Act and
demonstrated that such goals:
(i) Appropriately reflect the ages of
children, birth to five, participating in
the program;
(ii) Align with the Birth to Five Head
Start Child Outcomes Framework, State
early learning guidelines, and the
requirements and expectations of the
schools, to the extent that they apply to
the ages of children, birth to five,
participating in the program and at a
minimum address the domains of
language and literacy development,
cognition and general knowledge,
approaches toward learning, physical
well-being and motor development, and
social and emotional development;
(iii) Were established in consultation
with the parents of children
participating in the program.
(2) After December 9, 2011, taken
steps to achieve the school readiness
goals described under paragraph (b)(1)
of this section demonstrated by:
(i) Aggregating and analyzing
aggregate child-level assessment data at
least three times per year (except for
programs operating less than 90 days,
which will be required to do so at least
twice within their operating program
period) and using that data in
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
combination with other program data to
determine grantees’ progress toward
meeting its goals, to inform parents and
the community of results, and to direct
continuous improvement related to
curriculum, instruction, professional
development, program design and other
program decisions; and
(ii) Analyzing individual ongoing,
child-level assessment data for all
children birth to age five participating
in the program and using that data in
combination with input from parents
and families to determine each child’s
status and progress with regard to, at a
minimum, language and literacy
development, cognition and general
knowledge, approaches toward learning,
physical well-being and motor
development, and social and emotional
development and to individualize the
experiences, instructional strategies,
and services to best support each child.
(c) An agency has been determined
during the relevant time period covered
by the responsible HHS official’s review
under § 1304.15:
(1) After December 9, 2011, to have an
average score across all classrooms
observed below the following minimum
thresholds on any of the three CLASS:
Pre-K domains from the most recent
CLASS: Pre-K observation:
(i) For the Emotional Support domain
the minimum threshold is 4;
(ii) For the Classroom Organization
domain, the minimum threshold is 3;
(iii) For the Instructional Support
domain, the minimum threshold is 2;
(2) After December 9, 2011, to have an
average score across all classrooms
observed that is in the lowest 10 percent
on any of the three CLASS: Pre-K
domains from the most recent CLASS:
Pre-K observation among those
currently being reviewed unless the
average score across all classrooms
observed for that CLASS: Pre-K domain
is equal to or above the standard of
excellence that demonstrates that the
classroom interactions are above an
exceptional level of quality. For all three
domains, the ‘‘standard of excellence’’ is
a 6.
(d) An agency has had a revocation of
its license to operate a Head Start or
Early Head Start center or program by a
State or local licensing agency during
the relevant time period covered by the
responsible HHS official’s review under
§ 1304.15 of this chapter, and the
revocation has not been overturned or
withdrawn before a competition for
funding for the next five-year period is
announced. A pending challenge to the
license revocation or restoration of the
license after correction of the violation
shall not affect application of this
requirement after the competition for
PO 00000
Frm 00130
Fmt 4701
Sfmt 4702
funding for the next five-year period has
been announced.
(e) An agency has been suspended
from the Head Start or Early Head Start
program by ACF during the relevant
time period covered by the responsible
HHS official’s review under § 1304.16
and the suspension has not been
overturned or withdrawn. If there is a
pending appeal and the agency did not
have an opportunity to show cause as to
why the suspension should not have
been imposed or why the suspension
should have been lifted if it had already
been imposed under this part 1304, the
agency will not be required to compete
based on this condition. If an agency has
received an opportunity to show cause,
the condition will be implemented
regardless of appeal status.
(f) An agency has been debarred from
receiving Federal or State funds from
any Federal or State department or
agency or has been disqualified from the
Child and Adult Care Food Program
(CACFP) any time during the relevant
time period covered by the responsible
HHS official’s review under § 1304.15
but has not yet been terminated or
denied refunding by ACF. (A debarred
agency will only be eligible to compete
for Head Start funding if it receives a
waiver described in 2 CFR 180.135.)
(g) An agency has been determined
within the twelve months preceding the
responsible HHS official’s review under
§ 1304.15 to be at risk of failing to
continue functioning as a going concern.
The final determination is made by the
responsible HHS official based on a
review of the findings and opinions of
an audit conducted in accordance with
section 647 of the Act; an audit, review
or investigation by a State agency; a
review by the National External Audit
Review (NEAR) Center; or an audit,
investigation or inspection by the
Department of Health and Human
Services Office of Inspector General.
§ 1304.12 Grantee reporting requirements
concerning certain conditions.
(a) Head Start agencies must report in
writing to the responsible HHS official
within 30 working days of December 9,
2011, if the agency has had a revocation
of a license to operate a center by a State
of local licensing entity during the
period between June 12, 2009, and
December 9, 2011.
(b) Head Start agencies must report in
writing to the responsible HHS official
within 10 working days of occurrence
any of the following events following
December 9, 2011:
(1) The agency has had a revocation
of a license to operate a center by a State
or local licensing entity.
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
(2) The agency has filed for
bankruptcy or agreed to a reorganization
plan as part of a bankruptcy settlement.
(3) The agency has been debarred
from receiving Federal or State funds
from any Federal or State department or
agency or has been disqualified from the
Child and Adult Care Food Program
(CACFP).
(4) The agency has received an audit,
audit review, investigation or inspection
report from the agency’s auditor, a State
agency, or the cognizant Federal audit
agency containing a determination that
the agency is at risk for ceasing to be a
going concern.
§ 1304.13 Requirements to be considered
for designation for a five-year period when
the existing grantee in a community is not
determined to be delivering a high quality
and comprehensive Head Start program
and is not automatically renewed.
In order to compete for the
opportunity to be awarded a five-year
grant, an agency must submit an
application to the responsible HHS
official that demonstrates that it is the
most qualified entity to deliver a high
quality and comprehensive Head Start
or Early Head Start program. The
application must address the criteria for
selection listed at section 641(d)(2) of
the Act for Head Start. Any agency that
has had its Head Start or Early Head
Start grant terminated for cause in the
preceding five years is excluded from
competing in such competition for the
next five years. A Head Start or Early
Head Start agency that has had a denial
of refunding, as defined in 45 CFR part
1305, in the preceding five years is also
excluded from competing.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.14 Tribal government consultation
under the Designation Renewal System for
when an Indian Head Start grant is being
considered for competition.
(a) In the case of an Indian Head Start
or Early Head Start agency determined
not to be delivering a high quality and
comprehensive Head Start or Early Head
Start program, the responsible HHS
official will engage in government-togovernment consultation with the
appropriate Tribal government or
governments for the purpose of
establishing a plan to improve the
quality of the Head Start program or
Early Head Start program operated by
the Indian Head Start or Indian Early
Head Start agency.
(1) The plan will be established and
implemented within six months after
the responsible HHS official’s
determination.
(2) Not more than six months after the
implementation of that plan, the
responsible HHS official will reevaluate
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
the performance of the Indian Head
Start or Early Head Start agency.
(3) If the Indian Head Start or Early
Head Start agency is still not delivering
a high quality and comprehensive Head
Start or Early Head Start program, the
responsible HHS official will conduct
an open competition to select a grantee
to provide services for the community
currently being served by the Indian
Head Start or Early Head Start agency.
(b) A non-Indian Head Start or Early
Head Start agency will not be eligible to
receive a grant to carry out an Indian
Head Start program, unless there is no
Indian Head Start or Early Head Start
agency available for designation to carry
out an Indian Head Start or Indian Early
Head Start program.
(c) A non-Indian Head Start or Early
Head Start agency may receive a grant
to carry out an Indian Head Start
program only until such time as an
Indian Head Start or Indian Early Head
Start agency in such community
becomes available and is designated
pursuant to this part.
§ 1304.15 Designation request, review and
notification process.
(a) Grantees must apply to be
considered for Designation Renewal.
(1) For the transition period, each
Head Start or Early Head Start agency
wishing to be considered to have their
designation as a Head Start or Early
Head Start agency renewed for a five
year period without competition shall
request that status from ACF within six
months of December 9, 2011.
(2) After the transition period, each
Head Start or Early Head Start agency
wishing to be considered to have their
designation as a Head Start or Early
Head Start agency renewed for another
five year period without competition
shall request that status from ACF at
least 12 months before the end of their
five year grant period or by such time
as required by the Secretary.
(b) ACF will review the relevant data
to determine if one or more of the
conditions under § 1304.11 were met by
the Head Start and Early Head Start
agency’s program:
(1) During the first year of the
transition period, ACF shall review the
data on each Head Start and Early Head
Start agency to determine if any of the
conditions under § 1304.11(a) or (d)
through (g) were met by the agency’s
program since June 12, 2009.
(2) During the remainder of the
transition period, ACF shall review the
data on each Head Start and Early Head
Start agency still under grants with
indefinite project periods and for whom
ACF has relevant data on all of the
conditions in § 1304.11(a) through (g) to
PO 00000
Frm 00131
Fmt 4701
Sfmt 4702
35559
determine if any of the conditions under
§ 1304.11(a) or (d) through (g) were met
by the agency’s program since June 12,
2009, or if the conditions under
§ 1304.11 (b) or (c) of this chapter
existed in the agency’s program since
December 9, 2011.
(3) Following the transition period,
ACF shall review the data on each Head
Start and Early Head Start agency in the
fourth year of the grant to determine if
any of the conditions under § 1304.11
existed in the agency’s program during
the period of that grant.
(c) ACF will give notice to grantees on
Designation Renewal System status,
except as provided in § 1304.14:
(1) During the first year of the
transition period, ACF shall give written
notice to all grantees meeting any of the
conditions under § 1304.11(a) or (d)
through (g) of this part since June 12,
2009, by certified mail return receipt
requested or other system that
establishes the date of receipt of the
notice by the addressee, stating that the
Head Start or Early Head Start agency
will be required to compete for funding
for an additional five-year period,
identifying the conditions ACF found,
and summarizing the basis for the
finding. All grantees that do not meet
any of the conditions under § 1304.11(a)
or (d) through (g) will remain under
indefinite project periods until the time
period described under § 1304.15(b)(2).
(2) During the remainder of the
transition period, ACF shall give written
notice to all grantees still under grants
with indefinite project periods and on
the conditions in § 1304.11(a) through
(g) by certified mail return receipt
requested or other system that
establishes the date of receipt of the
notice by the addressee stating either:
(i) The Head Start or Early Head Start
agency will be required to compete for
funding for an additional five-year
period because ACF finds that one or
more conditions under § 1304.11 (a)
through (g) has been met during the
relevant time period described in
paragraph (b) of this section, identifying
the conditions ACF found, and
summarizing the basis for the finding; or
(ii) That such agency has been
determined on a preliminary basis to be
eligible for renewed funding for five
years without competition because ACF
finds that none of the conditions under
§ 1304.11 have been met during the
relevant time period described in
paragraph (b) of this section. If prior to
the award of that grant, ACF determines
that the grantee has met one of the
conditions under § 1304.11 during the
relevant time period described in
paragraph (b) of this section, this
determination will change and the
E:\FR\FM\19JNP2.SGM
19JNP2
35560
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
grantee will receive notice under
paragraph (c)(2)(i) of this section that it
will be required to compete for funding
for an additional five-year period.
(3) Following the transition period,
ACF shall give written notice to all
grantees at least 12 months before the
expiration date of a Head Start or Early
Head Start agency’s then current grant
by certified mail return receipt
requested or other system that
establishes the date of receipt of the
notice by the addressee, stating:
(i) The Head Start or Early Head Start
agency will be required to compete for
funding for an additional five-year
period because ACF finds that one or
more conditions under § 1304.11 were
met by the agency’s program during the
relevant time period described in
paragraph (b) of this section, identifying
the conditions ACF found, and
summarizing the basis for the finding;
or,
(ii) That such agency has been
determined on a preliminary basis to be
eligible for renewed funding for five
years without competition because ACF
finds that none of the conditions under
§ 1304.11 have been met during the
relevant time period described in
paragraph (b) of this section. If prior to
the award of that grant, ACF determines
that the grantee has met one of the
conditions under § 1304.11 during the
relevant time period described in
paragraph (b) of this section, this
determination will change and the
grantee will receive notice under
paragraph (c)(3)(i) of this section that it
will be required to compete for funding
for an additional five-year period.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.16 Use of CLASS: Pre-K Instrument
in the Designation Renewal System.
Except when all children are served
in a single classroom, ACF will conduct
observations of multiple classes
operated by the grantee based on a
random sample of all classes and rate
the conduct of the classes observed
using the CLASS: Pre-K instrument.
When the grantee serves children in its
program in a single class, that class will
be observed and rated using the CLASS:
Pre-K instrument. The domain scores for
that class will be the domain scores for
the grantee for that observation. After
the observations are completed, ACF
will report to the grantee the scores of
the classes observed during the CLASS:
Pre-K observations in each of the
domains covered by the CLASS: Pre-K
instrument. ACF will average CLASS:
Pre-K instrument scores in each domain
for the classes operated by the agency
that ACF observed to determine the
agency’s score in each domain.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Subpart C—Selection of Grantees
through Competition
§ 1304.20
Selection among applicants.
(a) In selecting an agency to be
designated to provide Head Start, Early
Head Start, Migrant and Seasonal Head
Start or tribal Head Start or Early Head
Start services, the responsible HHS
official will consider the applicable
criteria at section 641(d) of the Head
Start Act and any other criteria outlined
in the Funding Opportunity
Announcement.
(b) In competitions to replace or
potentially replace a grantee the
responsible HHS official will also
consider the extent to which the
applicant supports continuity for
participating children, the community
and the continued employment of
effective, well qualified personnel.
(c) In competitions to replace or
potentially replace a current grantee, the
responsible HHS official will give
priority to applicants that have
demonstrated capacity in providing
effective, comprehensive, and wellcoordinated early childhood education
and development services and programs
to children and their families.
Subpart D—Replacement of American
Indian/Alaska Native Grantees
§ 1304.30 Procedure for identification of
alternative agency.
(a) An Indian tribe whose Head Start
grant has been terminated, relinquished,
designated for competition or which has
been denied refunding as a Head Start
agency, may identify an alternate agency
and request the responsible HHS official
to designate such agency as an
alternative agency to provide Head Start
services to the tribe if:
(1) The tribe was the only agency that
was receiving federal financial
assistance to provide Head Start services
to members of the tribe; and,
(2) The tribe would be otherwise
precluded from providing such services
to its members because of the
termination or denial of refunding.
(b)(1) The responsible HHS official,
when notifying a tribal grantee of the
intent to terminate financial assistance
or deny its application for refunding, or
its designation for competition must
notify the grantee that it may identify an
agency and request that the agency serve
as the alternative agency in the event
that the grant is terminated or refunding
denied, or the grant is not renewed
without competition.
(2) The tribe must identify the
alternate agency to the responsible HHS
official in writing.
(3) The responsible HHS official will
notify the tribe, in writing, whether the
PO 00000
Frm 00132
Fmt 4701
Sfmt 4702
alternative agency proposed by the tribe
is found to be eligible for Head Start
funding and capable of operating a Head
Start program. If the alternative agency
identified by the tribe is not an eligible
agency capable of operating a Head Start
program, the tribe will have 15 days
from the date of the sending of the
notification to that effect from the
responsible HHS official to identify
another agency and request that the
agency be designated. The responsible
HHS official will notify the tribe in
writing whether the second proposed
alternate agency is found to be an
eligible agency capable of operating the
Head Start program.
(4) If the tribe does not identify an
eligible, suitable alternative agency, a
grantee will be designated under this
part.
(c) If the tribe appeals a termination
of financial assistance or a denial of
refunding, it will, consistent with the
terms of part 1303 of this chapter,
continue to be funded pending
resolution of the appeal. However, the
responsible HHS official and the grantee
will proceed with the steps outlined in
this subpart during the appeal process.
(d) If the tribe does not identify an
agency and request that the agency be
appointed as the alternative agency, the
responsible HHS official will seek a
permanent replacement grantee under
this subpart.
§ 1304.31
agency.
Requirements of alternative
The agency identified by the Indian
tribe must establish that it meets all
requirements established by the Head
Start Act and these requirements for
designation as a Head Start grantee and
that it is capable of conducting a Head
Start program. The responsible HHS
official, in deciding whether to
designate the proposed agency, will
analyze the capacity and experience of
the agency according to the criteria
found in section 641(d) of the Head
Start Act and § 1304.20.
§ 1304.32
Alternative agency—prohibition.
(a) No agency will be designated as
the alternative agency pursuant to this
subpart if the agency includes an
employee who:
(1) Served on the administrative or
program staff of the Indian tribal grantee
described under 646(e)(1)(A) of the Act,
and
(2) Was responsible for a deficiency
that:
(i) Relates to the performance
standards or financial management
standards described in section
641A(a)(1) of the Act; and
(ii) Was the basis for the termination
of assistance under 646(e)(1)(A) of the
E:\FR\FM\19JNP2.SGM
19JNP2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
Act or denial of refunding described in
§ 1304.4.
(b) The responsible HHS official shall
determine whether an employee was
responsible for a deficiency within the
meaning and context of this section.
In general.
As provided in section 648A(d) of the
Act, the Head Start Fellows Program is
designed to enhance the ability of Head
Start Fellows to make significant
contributions to Head Start and to other
child development and family services
programs.
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
§ 1304.41
Fellows Program.
(a) Selection. An applicant must be
working on the date of application in a
local Head Start program or otherwise
working in the field of child
development and family services. The
qualifications of the applicants for Head
Start Fellowship positions will be
competitively reviewed.
(b) Placement. Head Start Fellows
may be placed in the Head Start
national and regional offices; local Head
Start agencies and programs;
institutions of higher education; public
or private entities and organizations
concerned with services to children and
families; and other appropriate settings.
(c) Restrictions. A Head Start Fellow
who is not an employee of a local Head
Start agency or program may only be
placed in the national or regional offices
within the Department of Health and
Human Services that administer Head
Start or local Head Start agencies. Head
Start Fellows shall not be placed in any
agency whose primary purpose, or one
of whose major purposes is to influence
Federal, State or local legislation.
(d) Duration. Head Start Fellowships
will be for terms of one year, and may
be renewed for a term of one additional
year.
(e) Status. For the purposes of
compensation for injuries under chapter
81 of title 5, United States Code, Head
Start Fellows shall be considered to be
employees, or otherwise in the service
or employment, of the Federal
Government. Head Start Fellows
assigned to the national or regional
offices within the Department of Health
and Human Services shall be considered
employees in the Executive Branch of
the Federal Government for the
purposes of chapter 11 of title 18,
United States Code, and for the
purposes of any administrative
standards of conduct applicable to the
employees of the agency to which they
are assigned.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Sec.
1305.1
1305.2
Cross references to definitions.
Definitions.
Authority: 42 U.S.C. 9801 et seq.
1305.1
Subpart E—Head Start Fellows
Program
§ 1304.40
PART 1305—DEFINITIONS
Cross references to definitions.
For the purposes of this subchapter,
the following definitions apply:
(a) The following terms are defined in
the same manner as presented in the
Head Start Act, 42 U.S.C. 9801: child
with a disability, deficiency, delegate
agency, Indian tribe, and state.
(b) The following terms are defined in
the same manner as presented in the
Individuals with Disabilities Education
Act (20 U.S.C. 1400 et seq.)
Individualized Education Program, and
Individualized Family Service Plan.
1305.2
Definitions.
For the purposes of this subchapter,
the following definitions apply:
Accepted means a child or pregnant
woman has met the eligibility criteria
and has completed the enrollment
process.
ACF means the Administration for
Children and Families in the
Department of Health and Human
Services.
Act means the Head Start Act, 42
U.S.C. 9831, et seq.
Agency means the body that receives
the Head Start grant.
Aggregate child-level assessment data
means the data collected by an agency
on the status and progress of the
children it serves that have been
combined to provide summary
information about groups of children
enrolled in specific classrooms, centers,
home-based or other options, groups or
settings, or other groups of children
such as dual language learners, or to
provide summary information by
specific domains of development.
Allowable alternate vehicle means a
vehicle designed for carrying eleven or
more people, including the driver, that
meets all the Federal Motor Vehicle
Safety Standards applicable to school
buses, except 49 CFR 571.108 and
571.131.
Budget period means the interval of
time, into which a multi-year period of
assistance (project period) is divided for
budgetary and funding purposes.
Child-level assessment data means
the data collected by an agency on an
individual child from one or more valid
and reliable assessments of a child’s
status and progress, including but not
limited to direct assessment, structured
observations, checklists, staff or parent
report measures, and portfolio records
or work samples.
PO 00000
Frm 00133
Fmt 4701
Sfmt 4702
35561
Child records means records that are:
(1) Directly related to the child;
(2) Maintained by the program, or by
a party acting for the program; and
(3) Includes information recorded in
any way, including, but not limited to,
print (including handwriting) or
electronic or digital means, including
computer media, video or audio tape,
film, microfilm, and microfiche.
Child restraint system means any
device designed to restrain, seat, or
position children that meets the current
requirements of Federal Motor Vehicle
Safety Standard No. 213, Child Restraint
Systems, 49 CFR 571.213, for children
in the weight category established under
the regulation, or any device designed to
restrain, seat, or position children, other
than a Type I seat belt as defined at 49
CFR 571.209, for children not in the
weight category currently established by
49 CFR 571.213.
Commercial Driver’s License (CDL)
means a license issued by a State or
other jurisdiction, in accordance with
the standards contained in 49 CFR part
383, to an individual which authorizes
the individual to operate a class of
commercial motor vehicles.
Construction means new buildings,
and excludes renovations, alterations,
additions, or work of any kind to
existing buildings.
Continuity of care means Head Start
or Early Head Start services provided to
children in a manner that promotes
primary caregiving and minimizes the
number of transitions in teachers and
teacher assistants that children
experience over the course of the day,
week, program year, and to the extent
possible, during the course of their
participation from birth to age three in
Early Head Start and in Head Start.
Days of operation means the planned
days during which children will be
receiving early learning and
development and comprehensive
services with Head Start or Early Head
Start teachers, assistant teachers, or
staff.
Development and administrative costs
mean costs incurred in accordance with
an approved Head Start budget which
do not directly relate to the provision of
program component services, including
services to children with disabilities, as
set forth and described in the Head Start
program performance standards (45 CFR
part 1304).
Disclosure means to permit access to
or the release, transfer, or other
communication of personally
identifiable information contained in
child records by any means, including
oral, written, or electronic means, to any
party except the party identified as the
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
35562
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
party that provided or created the
record.
Dual benefit costs mean costs
incurred in accordance with an
approved Head Start budget which
directly relate to both development and
administrative functions and to the
program component services, including
services to children with disabilities, as
set forth and described in the Head Start
program performance standards (45 CFR
part 1304).
Early Head Start agency means a
public or private non-profit or for-profit
entity designated by ACF to operate an
Early Head Start program to serve
pregnant women and children from
birth to age three, pursuant to section
645A(e) of the Head Start Act.
Enrolled means a child has been
accepted and attended at least one class,
has received at least one home visit, or
has received at least one direct service
while pending completion of necessary
documentation for attendance in a
center, based on state and local
licensing requirements.
Enrollment year means the period of
time, not to exceed twelve months,
during which a Head Start program
provides center or home-based services
to a group of children and their families.
Facility means a structure, such as a
building or modular unit, appropriate
for use in carrying out a Head Start
program and used primarily to provide
Head Start services, including services
to children and their families, or for
administrative purposes or other
activities necessary to carry out a Head
Start program.
Family means all persons living in the
same household who are supported by
the child’s parent(s)’ or guardian(s)’
income; and are related to the child’s
parent(s) or guardian(s) by blood,
marriage, or adoption; or are the child’s
authorized caregiver or legally
responsible party.
Federalinterest is a property right
which secures the right of the federal
awarding agency to recover the current
fair market value of its percentage of
participation in the cost of the facility
in the event the facility is no longer
used for Head Start purposes by the
grantee or upon the disposition of the
property. When a grantee uses Head
Start funds to purchase, construct or
renovate a facility, or make mortgage
payments, it creates a federal interest.
The federal interest includes any
portion of the cost of purchase,
construction, or renovation contributed
by or for the entity, or a related donor
organization, to satisfy a matching
requirement.
Federal Motor Vehicle Safety
Standards (FMVSS) means the National
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Highway and Traffic Safety
Administration’s standards for motor
vehicles and motor vehicle equipment
(49 CFR part 571) established under
section 30111 of Title 49, United States
Code.
Financial viability means that an
organization is able to meet its financial
obligations, balance funding and
expenses and maintain sufficient
funding to achieve organizational goals
and objectives.
Fixed route means the established
routes to be traveled on a regular basis
by vehicles that transport children to
and from Head Start or Early Head Start
program activities, and which include
specifically designated stops where
children board or exit the vehicle.
Foster care means 24-hour substitute
care for children placed away from their
parents or guardians and for whom the
State agency has placement and care
responsibility. This includes, but is not
limited to, placements in foster family
homes, foster homes of relatives, group
homes, emergency shelters, residential
facilities, child-care institutions, and
pre-adoptive homes. A child is in foster
care in accordance with this definition
regardless of whether the foster care
facility is licensed and payments are
made by the State or local agency for the
care of the child, whether adoption
subsidy payments are being made prior
to the finalization of an adoption, or
whether there is Federal matching of
any payments that are made.
Full-day means six or more hours of
Head Start or Early Head Start services
per day.
Full-working-day means not less than
10 hours of Head Start or Early Head
Start services per day.
Funded enrollment means the number
of participants which the Head Start
grantee is to serve, as indicated on the
grant award.
Going concern means an organization
that operates without the threat of
liquidation for the foreseeable future, a
period of at least 12 months.
Grantee means the local public or
private non-profit agency or for-profit
agency which has been designated as a
Head Start agency under 42 U.S.C. 9836
and which has been granted financial
assistance by the responsible HHS
official to operate a Head Start program.
Head Start agency means a local
public or private non-profit or for-profit
entity designated by ACF to operate a
Head Start program to serve children
age three to compulsory school age,
pursuant to section 641(b) and (d) of the
Head Start Act.
Homeless children means the same as
homeless children and youths in section
PO 00000
Frm 00134
Fmt 4701
Sfmt 4702
725(2) of the McKinney-Vento Homeless
Assistance Act at 42 U.S.C. 11434a(2).
Home visitor means the staff member
in the home-based program option
assigned to work with parents to
provide comprehensive services to
children and their families through
home visits and group socialization
activities.
Hours of operation mean the planned
hours per day during which children
and families will be receiving Head
Start or Early Head Start services in a
classroom, on a field trip, while
receiving medical or dental services, or
during a home visit or group
socialization activity. Hours of
operation do not include travel time to
and from the center at the beginning and
end of a session.
Income means gross cash income and
includes earned income, military
income (including pay and allowances),
veteran’s benefits, Social Security
benefits, unemployment compensation,
and public assistance benefits.
Additional examples of gross cash
income are listed in the definition of
‘‘income’’ which appears in U.S. Bureau
of the Census, Current Population
Reports, Series P–60–185.
Indian Head Start agency means a
program operated by an Indian tribe (as
defined by the Act) or designated by an
Indian tribe to operate on its behalf.
Legal status means the existence of an
applicant or grantee as a public agency
or organization under the law of the
State in which it is located, or existence
as a private nonprofit or for-profit
agency or organization as a legal entity
recognized under the law of the State in
which it is located. Existence as a
private non-profit agency or
organization may be established under
applicable State or Federal law.
Local agency responsible for
implementing IDEA or local IDEA
agency means the early intervention
service provider under Part C of IDEA
and the local educational agency under
Part B of IDEA.
Major renovation means any
individual or collection renovation that
has a cost equal to or exceeding
$250,000. It excludes minor renovations
and repairs except when they are
included in a purchase application.
Migrant family means, for purposes of
Head Start eligibility, a family with
children under the age of compulsory
school attendance who changed their
residence by moving from one
geographic location to another, either
intrastate or interstate, within the
preceding two years for the purpose of
engaging in agricultural work that
involves the production and harvesting
of tree and field crops and whose family
E:\FR\FM\19JNP2.SGM
19JNP2
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
income comes primarily from this
activity.
Migrant or Seasonal Head Start
Program means:
(1) With respect to services for
migrant farm workers, a Head Start
program that serves families who are
engaged in agricultural labor and who
have changed their residence from one
geographic location to another in the
preceding 2-year period; and
(B) With respect to services for
seasonal farmworkers, a Head Start
program that serves families who are
engaged primarily in seasonal
agricultural labor and who have not
changed their residence to another
geographic location in the preceding 2year period.
Minor renovation means
improvements to facilities, which do not
meet the definition of major renovation.
Modular unit means a portable
prefabricated structure made at another
location and moved to a site for use by
a Head Start grantee to carry out a Head
Start program, regardless of the manner
or extent to which the modular unit is
attached to underlying real property.
National Driver Register means the
National Highway Traffic Safety
Administration’s automated system for
assisting State driver license officials in
obtaining information regarding the
driving records of individuals who have
been denied licenses for cause; had their
licenses denied for cause, had their
licenses canceled, revoked, or
suspended for cause, or have been
convicted of certain serious driving
offenses.
Parent means a Head Start child’s
mother or father, other family member
who is a primary caregiver, foster parent
or authorized caregiver, guardian or the
person with whom the child has been
placed for purposes of adoption pending
a final adoption decree.
Participant means a pregnant woman
or child who is enrolled in and receives
services from a Head Start, an Early
Head Start, a Migrant or Seasonal Head
Start, or an American Indian Alaska
Native Head Start program.
Personally identifiable information
means personally identifiable
information as defined in 34 CFR 99.3,
as amended, except that the term
‘‘student’’ in the definition of personally
identifiable information in 34 CFR 99.3
means ‘‘child’’ as used in this part and
any reference to ‘‘school’’ or
‘‘educational agency’’ or ‘‘educational
institution’’ means ‘‘program’’ or ‘‘Early
Head Start program’’ or ‘‘Head Start
program’’ as used in this part.
Policy group means the policy
council, and as appropriate the policy
committee at the delegate level.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
Program means a Head Start, Early
Head Start, Migrant, Seasonal, or Tribal
program, funded under the Act and
carried out by an agency, or delegate
agency, to provide ongoing
comprehensive child development
services.
Program costs mean costs incurred in
accordance with an approved Head Start
budget which directly relate to the
provision of program component
services, including services to children
with disabilities, as set forth and
described in the Head Start Program
Performance Standards (45 CFR part
1304).
Purchase means to buy an existing
facility, including outright purchase,
down payment or through payments
made in satisfaction of a mortgage or
other loan agreement, whether
principal, interest or an allocated
portion principal and/or interest. The
use of grant funds to make a payment
under a capital lease agreement, as
defined in the cost principles, is a
purchase subject to these provisions.
Purchase also refers to an approved use
of Head Start funds to continue paying
the cost of purchasing facilities or
refinance an existing loan or mortgage
beginning in 1987.
Real property means land, including
land improvements, buildings,
structures and all appurtenances
thereto, excluding movable machinery
and equipment.
Recruitment area means that
geographic locality within which a Head
Start program seeks to enroll Head Start
children and families. The recruitment
area can be the same as the service area
or it can be a smaller area or areas
within the service area.
Relevant time period means:
(1) The 12 months preceding the
month in which the application is
submitted; or
(2) During the calendar year preceding
the calendar year in which the
application is submitted, whichever
more accurately reflects the needs of the
family at the time of application.
Repair means maintenance that is
necessary to keep a Head Start facility
in working condition. Repairs do not
add significant value to the property or
extend its useful life.
Responsible HHS official means the
official of the Department of Health and
Human Services who has authority to
make grants under the Act.
School bus means a motor vehicle
designed for carrying 11 or more
persons (including the driver) and
which complies with the Federal Motor
Vehicle Safety Standards applicable to
school buses.
PO 00000
Frm 00135
Fmt 4701
Sfmt 4702
35563
School readiness goals mean the
expectations of children’s status and
progress across domains of language and
literacy development, cognition and
general knowledge, approaches to
learning, physical well-being and motor
development, and social and emotional
development that will improve their
readiness for kindergarten.
Service area means the geographic
area identified in an approved grant
application within which a grantee may
provide Head Start services.
Staff means paid adults who have
responsibilities related to children and
their families who are enrolled in
programs.
Termination of a grant or delegate
agency agreement means permanent
withdrawal of the grantee’s or delegate
agency’s authority to obligate previously
awarded grant funds before that
authority would otherwise expire. It
also means the voluntary
relinquishment of that authority by the
grantee or delegate agency. Termination
does not include:
(1) Withdrawal of funds awarded on
the basis of the grantee’s or delegate
agency’s underestimate of the
unobligated balance in a prior period;
(2) Refusal by the funding agency to
extend a grant or award additional
funds (such as refusal to make a
competing or noncompeting
continuation renewal, extension or
supplemental award);
(3) Withdrawal of the unobligated
balance as of the expiration of a grant;
(4) Annulment, i.e., voiding of a grant
upon determination that the award was
obtained fraudulently or was otherwise
illegal or invalid from its inception.
Total approved costs mean the sum of
all costs of the Head Start program
approved for a given budget period by
the Administration for Children and
Families, as indicated on the Financial
Assistance Award. Total approved costs
consist of the federal share plus any
approved non-federal share, including
non-federal share above the statutory
minimum.
Transition period means the threeyear time period after December 9, 2011,
on the Designation Renewal System
during which ACF will convert all of
the current continuous Head Start and
Early Head Start grants into five-year
grants after reviewing each grantee to
determine if it meets any of the
conditions under § 1304.12 that require
recompetition or if the grantee will
receive its first five-year grant noncompetitively.
E:\FR\FM\19JNP2.SGM
19JNP2
35564
Federal Register / Vol. 80, No. 118 / Friday, June 19, 2015 / Proposed Rules
asabaliauskas on DSK5VPTVN1PROD with PROPOSALS2
Transportation services means the
planned transporting of children to and
from sites where an agency provides
services funded under the Head Start
Act. Transportation services can involve
the pick-up and discharge of children at
regularly scheduled times and prearranged sites, including trips between
children’s homes and program settings.
VerDate Sep<11>2014
22:22 Jun 18, 2015
Jkt 235001
The term includes services provided
directly by the Head Start and Early
Head Start grantee or delegate agency
and services which such agencies
arrange to be provided by another
organization or an individual. Incidental
trips, such as transporting a sick child
home before the end of the day, or such
as might be required to transport small
PO 00000
Frm 00136
Fmt 4701
Sfmt 9990
groups of children to and from
necessary services, are not included
under the term.
Verify or any variance of the word
means to check or determine the
correctness or truth by investigation or
by reference.
[FR Doc. 2015–14379 Filed 6–16–15; 11:15 am]
BILLING CODE 4184–01–P
E:\FR\FM\19JNP2.SGM
19JNP2
Agencies
[Federal Register Volume 80, Number 118 (Friday, June 19, 2015)]
[Proposed Rules]
[Pages 35429-35564]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-14379]
[[Page 35429]]
Vol. 80
Friday,
No. 118
June 19, 2015
Part II
Department of Health and Human Services
-----------------------------------------------------------------------
Administration for Children and Families
-----------------------------------------------------------------------
45 CFR Chapter XIII, Subchapter B
Head Start Performance Standards; Proposed Rule
Federal Register / Vol. 80 , No. 118 / Friday, June 19, 2015 /
Proposed Rules
[[Page 35430]]
-----------------------------------------------------------------------
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Administration for Children and Families
45 CFR Chapter XIII, Subchapter B
RIN 0970-AC63
Head Start Performance Standards
AGENCY: Office of Head Start, Administration for Children and Families
(ACF), Department of Health and Human Services (HHS).
ACTION: Notice of proposed rulemaking.
-----------------------------------------------------------------------
SUMMARY: This NPRM proposes to update Head Start program performance
standards, last revised in 1998, to meet Congress's requirements and
improve the quality of Head Start. In the Improving Head Start for
School Readiness Act of 2007, Congress instructed the Office of Head
Start to update its performance standards by regulation and ``ensure
that any such revisions in the standards [do] not result in the
elimination of or any reduction in quality, scope, or types of health,
educational, parental involvement, nutritional, social, or other
services.'' The proposed performance standards incorporate extensive
consultation with experts and findings from scientific research,
reflect best practices, lessons from program input and innovation,
integrate recommendations from the Secretary's Advisory Committee Final
Report on Head Start Research and Evaluation, and reflect this
Administration's deep commitment to improving the school readiness of
young children. The proposed program performance standards will improve
the quality of services, reduce bureaucratic burden on programs, and
improve regulatory clarity and transparency. They provide a clear road
map for current and prospective grantees to provide high quality Head
Start services and to strengthen the outcomes of the children and
families they serve.
DATES: Please submit comments on this NPRM by August 18, 2015.
ADDRESSES: Follow online instructions at www.regulations.gov to submit
comments. This approach is our preferred method for receiving comments.
Additionally, you may send comments via the United States Postal
Service to: Office of Head Start, Attention: Director of Policy and
Planning, 1250 Maryland Avenue SW., Washington, DC 20024.
To ensure we can effectively respond to your comment(s), clearly
identify the issue(s) on which you are commenting. Provide the page
number, identify the column, and cite the paragraph from the Federal
Register document, (i.e, On page 10999, second column, Sec.
1305.6(a)(1)(i) . . .). All comments received are a part of the public
record and will be posted for public viewing on www.regulations.gov,
without change. That means all personal identifying information (such
as name or address) will be publicly accessible. Please do not submit
confidential information, or otherwise sensitive or protected
information. We accept anonymous comments. If you wish to remain
anonymous, enter ``N/A'' in the required fields.
FOR FURTHER INFORMATION CONTACT: Colleen Rathgeb, Office of Head Start
Policy and Planning Division Director, (202) 358-3263,
OHS_NPRM@acf.hhs.gov.
SUPPLEMENTARY INFORMATION:
Table of Contents
I. Executive Summary
II. Tables
a. Table A: Redesignation
b. Table B: Distribution
III. Background
a. Statutory Authority
b. Expert and Stakeholder Consultation
c. Overview of Major Proposed Revisions to Head Start
Performance Standards
IV. Discussion of Proposed Rule
a. Program Governance
b. Program Operations
1. Subpart A Eligibility, Recruitment, Selection, Enrollment and
Attendance
2. Subpart B Program Structure
3. Subpart C Education and Child Development Program Services
4. Subpart D Health Program Services
5. Subpart E Family and Community Partnership Program Services
6. Subpart F Additional Services for Children With Disabilities
7. Subpart G Transition Services
8. Subpart H Services to Enrolled Pregnant Women
9. Subpart I Human Resource Management
10. Subpart J Program Management and Continuous Program
Improvement
c. Financial and Administrative Requirements
1. Subpart A Financial Requirements
2. Subpart B Administrative Requirements
3. Subpart C Protections for the Privacy of Child Records
4. Subpart D Delegation of Program Operations
5. Subpart E Facilities
d. Federal Administrative Procedures
1. Subpart A Suspension, Termination, Denial of Refunding,
Reduction in Funding and Their Appeals
2. Subpart B Designation Renewal
3. Subpart C Selection of Grantees Through Competition
4. Subpart D Replacement of American Indian/Alaska Native
Grantee
5. Subpart E Head Start Fellows Program
e. Definitions
f. Effective Dates
V. Regulatory Process Matters
a. Regulatory Flexibility Act
b. Regulatory Planning and Review Executive Order 12866
1. Need for Regulatory Action: Increasing the Benefits to
Society of Head Start.
2. Cost and Savings Analysis
i. Structural Program Option Provisions
ii. Educator Quality Provisions
iii. Curriculum and Assessment Provisions
iv. Administrative/Managerial Provisions
3. Regulatory Impact Analysis
i. Cost-Benefit Analysis
ii. Accounting Statement
4. Distributional Effects
5. Regulatory Alternatives
c. Unfunded Mandates Reform Act
d. Treasury and General Government Appropriations Act of 1999
e. Federalism Assessment Executive Order 13132
f. Congressional Review
g. Paperwork Reduction Act of 1995
I. Executive Summary
Head Start currently provides comprehensive early learning services
to nearly 1 million children from birth to age five each year through
nearly 50,000 classrooms, home-based programs, and family child care
partners nationwide. Since its inception in 1965, Head Start has been a
leader in helping children from low-income families reach kindergarten
more prepared to succeed in school and in life. Head Start is a central
part of this Administration's effort to ensure all children have access
to high quality early learning opportunities and to eliminate the
education achievement gap. This proposed regulation is needed to
improve the quality of Head Start services so that programs have a
stronger impact on children's learning and development. It also is
necessary to streamline and reorganize the regulatory structure to
improve regulatory clarity and transparency so that existing grantees
can more easily run a high quality Head Start program and so that Head
Start will be more approachable to prospective grantees. In addition,
this regulation is necessary to reduce the bureaucratic burden on local
programs that can interfere with high quality service delivery. Once
realized, we believe these regulatory changes will help ensure every
child and family in Head Start is receiving high quality services that
will lead to greater success in school and in life.
In 2007, Congress mandated Head Start revise the program
performance standards and update and raise the education standards.\1\
Congress also
[[Page 35431]]
prohibited elimination of, or any reduction in, the quality, scope, or
types of services in the revisions. Thus, these proposed regulatory
revisions are additionally intended to meet the statutory requirements
Congress put forth in the bipartisan reauthorization of Head Start in
2007.
---------------------------------------------------------------------------
\1\ See https://beta.congress.gov/crec/2007/11/14/CREC-2007-11-14-pt1-PgS14375-2.pdf
---------------------------------------------------------------------------
Head Start program performance standards are the foundation on
which programs design and deliver comprehensive, high quality
individualized services to support the school readiness of children
from low-income families. The first set of Head Start program
performance standards were published in the 1970s. Since then, they
have been revised following subsequent Congressional reauthorizations
and were last revised in 1998. The program performance standards set
forth the requirements local grantees must meet to support the
cognitive, social, emotional, and healthy development of children from
birth to age five. They encompass requirements to provide education,
health, mental health, nutrition, and family and community engagement
services, as well as rules for local program governance and aspects of
federal administration of the program.
This NPRM builds upon extensive consultation with researchers,
practitioners, recommendations from the Secretary's Advisory Committee
Final Report on Head Start Research and Evaluation \2\ and other
experts, as well as internal analysis of program data and years of
program input on the regulations. In addition, program monitoring has
also provided invaluable experience regarding the strengths and
weaknesses of the current regulations. Moreover, research and practice
in the field of early childhood education has expanded exponentially in
the 15 years since the regulations governing service delivery were last
revised, providing a multitude of new insights on how to support
improved child outcomes.
---------------------------------------------------------------------------
\2\ Advisory Committee on Head Start Research and Evaluation:
Final Report. (2012).
---------------------------------------------------------------------------
The Secretary's Advisory Committee, which consisted of expert
researchers and practitioners chartered to ``provide recommendations
for improving Head Start program effectiveness'' concluded early
education programs, including Head Start, are capable of closing the
achievement gap by 20-50%, but that Head Start is not reaching its
potential. As part of their work, the Committee provided
recommendations for interpreting the results of both the Head Start
Impact Study (HSIS),\3\ a randomized control trial study of children in
Head Start in 2002-2003 through third grade, and the Early Head Start
Research and Evaluation Project (EHSREP),\4\ which was initiated in
1996 and followed children who were eligible to participate in Early
Head Start. The Committee concluded that these findings should be
interpreted in the context of the larger body of research that
demonstrates that Head Start and Early Head Start ``are improving
family well-being and improving school readiness of children at or
below the poverty line in the U.S. today.'' The Committee agreed that
the initial impact that both Head Start and Early Head Start have
demonstrated ``are in line with the magnitude of findings from other
scaled-up programs for infants and toddlers . . . \5\ and center-based
programs for preschoolers . . .'' \6\ but also acknowledged that
``larger impacts may be possible, e.g., by increasing dosage in EHS and
Head Start or improving instructional factors in Head Start.'' The
Committee also addressed the finding that these impacts do not seem to
persist into elementary school, stating that the larger body of
research on Head Start's impacts provides ``evidence of long-term
positive outcomes for those who participated in Head Start in terms of
high school completion, avoidance of problem behaviors, avoidance of
entry into the criminal justice system, too-early family formation,
avoidance of special education, and workforce attachment.'' Overall,
the report determined that a key factor for Head Start to realize its
potential is ``making quality and other improvements and optimizing
dosage within Head Start [and Early Head Start].'' The proposed rule
aims to capitalize on the advancements in research, available data,
program input, and these recommendations in order to accomplish the
critical goal of helping Head Start reach its full potential so that
more children reach kindergarten ready to succeed.
---------------------------------------------------------------------------
\3\ Puma, M., Bell, S., Cook, R., Heid, C., Broene, P., Jenkins,
F., & Downer, J. (2012). Third grade follow-up to the Head Start
impact study final report. U.S. Department of Health and Human
Services Office of Planning, Research and Evaluation.
\4\ Cohen, R. C., Vogel, C. A., Xue, Y., Moiduddin, E. M.,
Carlson, B. L., Twin Peaks Partners, L. L. C., & Kisker, E. E.
(2010). Early Head Start Children in Grade 5: Long-Term Follow-Up of
the Early Head Start Research and Evaluation Project Study Sample.
Washington, DC: US Department of Health and Human Services,
Administration for Children and Families, Office of Planning,
Research, and Evaluation, (6933).
\5\ U.S. Department of Health and Human Services, Administration
for Children and Families. (2010). Office of Head Start Program
Information Report, 2009-2010. Washington, DC.
\6\ Vogel, C. A., Boller, K. A., Xue, Y., Blair, R., Aikens, N.,
Burwick, A., . . . Stein, J. (2011). Learning as we go: A first
snapshot of Early Head Start programs, staff, families and children.
Washington, DC: Office of Planning, Research and Evaluation,
Administration for Children and Families, U.S. Department of Health
and Human Services.
---------------------------------------------------------------------------
This NPRM proposes numerous changes to strengthen program standards
so that all children and families receive high quality services that
will have a stronger impact on child development and outcomes and
family well-being. We propose to significantly update and restructure
the education and child development requirements to more effectively
promote high quality teaching practices and stronger curriculum
implementation to better support focus on the skill development and
growth needed for success in kindergarten and beyond. As recommended by
the Advisory Committee and mandated by statute, we propose to integrate
the Head Start Child Outcomes Framework with instructional practices,
curriculum, assessment, and research-based professional development.
The Secretary's Advisory Committee and a growing body of research find
that curriculum enhancements or curricula intensely focused on key
areas of skill development have a greater impact on child outcomes. We
neither propose nor prohibit specific curricula, but we do propose to
enhance curricula standards as recommended by the Secretary's Advisory
Committee and a growing body of research, and as required by the 2007
Head Start Act.
In addition, we propose to increase the positive impact of Head
Start by increasing minimum hours and days of operation for most
programs, which is aligned with recommendations from the Secretary's
Advisory Committee. Our proposal is consistent with the higher dosage
levels in many State pre-kindergarten programs that have shown strong
effects, and it is supported by a strong body of research that
demonstrates adequate exposure to learning opportunities is important
for children at-risk for academic difficulties to make necessary gains.
Research on the amount of time and type of activities needed to support
effective teaching and curriculum practices for children who are behind
also demonstrate the inadequacy of a half-day program. Children in Head
Start programs operating under the current minimum requirements receive
less than half the early learning services that many children receive
in State pre-kindergarten and would receive at our new proposed
minimums. Coupled with the proposed increases to education standards,
we believe increasing the dosage minimums is essential to Head
[[Page 35432]]
Start's effort to prepare children to succeed in school and beyond.
This proposal is also consistent with the President's FY2016 Budget,
which requests funding to ensure that children in Head Start are served
in full-day, full-year programs without compromising access to the
program.
We propose additional important changes to other areas of service
delivery. We propose requirements to update the prioritization criteria
for selection and recruitment, improve attendance, prohibit expulsion
for challenging behaviors, and ensure critical supports for children
and families experiencing homelessness and children in foster care. We
propose to update services to children with disabilities and their
families to ensure they receive the individualized services they need
within inclusive settings to be successful. In addition, we retain
family and community engagement as the foundations they have always
been in Head Start, but propose to improve family services by
integrating research-based practices, placing a stronger focus on
services to improve parenting skills that support child learning, and
providing greater local flexibility to help meet family needs.
Moreover, we propose to require programs to collect, aggregate, and
analyze data to achieve program performance goals and consistently work
to improve quality, a key recommendation offered by the Secretary's
Advisory Committee. Finally, we propose to address both Head Start and
Early Head Start simultaneously throughout this NPRM, which represents
a significant change from and improvement over the existing rule. The
current rule addresses Early Head Start in a more piecemeal fashion,
often making interpretation of the regulations unnecessarily complex.
This NPRM additionally proposes to entirely reorganize the body of
existing regulations in order to improve clarity and transparency to
make it easier for programs to implement and for the public to
understand the broad range of program services in Head Start. The
current program performance standards have over 1400 provisions
organized in 11 different sections that have been amended in a partial
or topical fashion over the past 40 years. This has resulted in a
somewhat opaque set of requirements that can be unnecessarily
challenging to interpret and that overburdens current grantees with
process-laden rules. We propose four distinct sections: (1) Program
Governance, which outlines the requirements imposed by the Act on
Governing Bodies and Policy Councils to ensure well-governed Head Start
programs; (2) Program Operations, which outlines all of the operational
requirements for serving children and families, from the universe of
eligible children and the services they must be provided in education,
health, and family and community engagement, to the way programs must
use data to improve the services they provide; and (3) Financial and
Administrative Requirements, which lay out the federal requirements
that Head Start programs must adhere to because of overarching federal
requirements or specific provisions imposed in the Head Start Act; and
(4) Federal Administrative Procedures, which govern the procedures the
responsible HHS official takes when determining the results of
competition for all grantees, determining any actions against a
grantee, and determining whether a grantee needs to compete for renewed
funding and other procedures required for transparency in the Act.
Though some current grantees might find the changes to regulatory
numbers and placement initially confusing, we believe this
reorganization will greatly enhance the understanding and
implementation of Head Start rules both for current and prospective
grantees.
Within this large reorganization we also propose to reorganize
specific sections and streamline provisions to make Head Start
requirements easier to understand for all interested parties--grantees,
potential grantees, other early education programs, and members of the
general public. Subparts and their sections were reorganized to
eliminate redundancy, and related requirements were grouped together
instead of interspersed as they are in the existing rule. Additionally,
we propose to systematically address the fact that many of our most
critical provisions are buried in subparts of the existing regulation
in a way that makes them difficult to find and interpret, and that does
not reflect their centrality to the provision of high quality services.
For example, the reorganization proposes to create new sections or
subparts to highlight and expand, where necessary, upon these
incredibly important requirements. These include the proposed subparts
on education services, transition services, and services for enrolled
pregnant women.
In addition, we propose revisions throughout the NPRM to streamline
requirements and minimize administrative burden on local programs. In
total, we significantly reduce the number of requirements without
compromising quality. We propose to move away from requiring written
plans and prescribing how specific requirements should be achieved in
order to give greater flexibility to programs in determining the best
way to achieve their goals, without reducing expectations. For example,
we strengthen health and safety standards but eliminate unnecessarily
prescriptive regulations that were burdensome. We anticipate these
proposed changes will help move Head Start away from a compliance-
oriented culture to an outcomes-focused one. Furthermore, we believe
this will support better collaboration with other programs and funding
streams. We recognize that grantees deliver services through a variety
of modalities including child care and state pre-kindergarten programs
that require the blending of funding streams and compliance with a host
of regulations. Additionally, we propose to remove several overly
prescriptive requirements related to policy groups, governing bodies,
appeals, and audits.
We also propose to include several provisions to support additional
local flexibility to meet local community needs and to promote
innovation and research. We propose to give Head Start programs
additional flexibility in the structural requirements of program
models, such as class size and service duration if they can demonstrate
a locally-designed model is better for the children they serve.
Further, in order to support continued research and innovation into
effective curriculum and professional development models, we propose to
permit local variations, giving flexibility from some of these
requirements if the Head Start program works with research experts and
evaluates the effectiveness of their model. We also propose to support
local innovation by proposing that local programs can apply for a
waiver for individual eligibility verification. This can allow better
coordination with local early education programs without reducing
quality standards. Collectively, these proposed changes will allow for
the development of innovative program models, alleviate paperwork
burdens, and support mixed income settings.
We believe the benefits of these proposed changes will be
significant for the children and families Head Start serves.
Strengthening Head Start standards will improve child outcomes and
promote greater success in school as well as produce higher returns on
taxpayer investment. Reorganizing, streamlining, and reducing the
regulations will make Head Start more approachable for potential
grantees and less burdensome for existing grantees. These changes are
central to the Administration's belief that every child
[[Page 35433]]
deserves an opportunity to succeed and that all children should
graduate from high school college- and career-ready.
II. Tables
In this NPRM, we propose to rearrange and renumber Head Start
program performance standards under subchapter B at 45 CFR Chapter
XIII. We believe our efforts will provide current and prospective
grantees an organized road map on how to provide high quality Head
Start services.
We include redesignation and distribution tables to help the public
readily locate current sections and provisions we propose to rearrange
and renumber. Table A, the redesignation table, lists the current
section and identifies the section we propose will replace it. Table B,
the distribution table, lists current provisions and shows whether we
removed, revised, or redesignated them.
Table A--Redesignation Table
------------------------------------------------------------------------
Current section Proposed section
------------------------------------------------------------------------
1301.1....................... 1303.2
1301.20...................... 1305
1301.10...................... 1303.3
1301.11...................... 1303.12
1301.20...................... 1303.4
1301.21...................... 1303.4
1301.30...................... 1303.10
1301.31...................... 1302.90, 1302.102
1301.32...................... 1303.5
1301.33...................... 1303.31
1301.34...................... 1304.5, 1304.7
1302.1....................... 1304.1
1302.2....................... 1305
1302.5....................... 1304.2, 1304.3, 1304.4
1302.10...................... 1304.20
1302.11...................... 1304.20
1302.30...................... 1304.30
1302.31...................... 1304.31
1302.32...................... 1304.32
1303.1....................... 1304.1, 1303.30
1303.2....................... 1305
1303.10...................... 1304.1
1303.11...................... 1304.2
1303.12...................... 1304.3
1303.14...................... 1304.4
1303.21...................... 1304.7
1303.22...................... 1304.7
1304.1....................... 1302.1
1304.3....................... 1305
1304.20...................... 1302.42, 1302.33, 1302.41, 1302.61,
1302.46, 1302.63
1304.21...................... 1302.30, 1302.31, 1302, 1302.35, 1302.60,
1302.90, 1302.34, 1302.33, 1302.46,
1302.21
1304.22...................... 1302.47, 1302.92, 1302.15, 1302.90,
1302.41, 1302.42, 1302.46
1304.23...................... 1302.42, 1302.44, 1302.31, 1302.44,
1302.90, 1302.31, 1302.46
1304.24...................... 1302.46, 1302.45
1304.40...................... 1302.50, 1302.52, 1302.80, 1302.18,
1302.34, 1302.51, 1302.30, 1302.18,
1302.81, 1302.46, 1302.52, 1302.70,
1302.71, 1302.72, 1302.22, 1302.82
1304.41...................... 1302.53, 1302.63, 1302.70, 1302.71
1304.50...................... 1301.1, 1301.4, 1302.102, 1301.3, 1301.5
1304.51...................... 1302.101, 1302.90, 1303.23, 1302.102,
1301.3, 1303.32
1304.52...................... 1302.101, 1302.91, 1302.90, 1302.91,
1302.21, 1303.3, 1302.93, 1302.94,
1302.92, 1301.2
1304.53...................... 1302.31, 1302.21, 1302.47, 1302.22,
1302.23
1304.60...................... 1302.102, 1304.2
1305.1....................... 1302.10
1305.2....................... 1305
1305.3....................... 1302.11, 1302.102, 1302.20
1305.4....................... 1302.12
1305.5....................... 1302.13, 1302.14,
1305.6....................... 1302.14
1305.7....................... 1302.12, 1302.15, 1302.70
1305.8....................... 1302.16
1305.9....................... 1302.18
1305.10...................... 1304.4
1306.3....................... 1305
1306.20...................... 1302.101, 1302.21, 1302.90, 1302.23,
1302.20
1306.21...................... 1302.91
1306.23...................... 1302.92
1306.30...................... 1302.20, 1302.21, 1302.22, 1302.23
1306.31...................... 1302.20
1306.32...................... 1302.21, 1302.24, 1302.17, 1302.102,
1302.34, 1302.18
1306.33...................... 1302.22, 1302.101 , 1302.91, 1302.35,
1302.44, 1302.23, 1302.31, 1301.4,
1302.47, 1302.45, 1302.24
1307.1....................... 1304.10
1307.2....................... 13051305
[[Page 35434]]
1307.3....................... 1304.11
1307.4....................... 1304.12
1307.5....................... 1304.13
1307.6....................... 1304.14
1307.7....................... 1304.15
1307.8....................... 1304.16
1308.1....................... 1302.60
1308.3....................... 1305
1308.4....................... 1302.101, 1302.61, 1302.63, 1303.75
1308.5....................... 1302.12, 1302.13
1308.6....................... 1302.33, 1302.42, 1302.34, 1302.33
1308.18...................... 1302.47
1308.21...................... 1302.61, 1302.62, 1302.34
1309.1....................... 1303.40
1309.2....................... 1303.41
1309.3....................... 1305
1309.4....................... 1303.42, 1303.44, 1303.45, 1303.48,
1303.50
1309.21...................... 1305, 1303.51, 1303.48, 1303.50, 1303.46,
1303.47, 1303.48, 1303.55, 1303.3
1309.22...................... 1303.49, 1303.51
1309.31...................... 1303.44, 1303.47
1309.33...................... 1303.56
1309.40...................... 1303.53
1309.41...................... 1303.54
1309.43...................... 1303.43
1309.52...................... 1303.55
1309.53...................... 1303.56
1310.2....................... 1303.70
1310.3....................... 1305
1310.10...................... 1303.70, 1303.71, 1303.72
1310.14...................... 1303.71
1310.15...................... 1303.72
1310.16...................... 1303.72
1310.17...................... 1303.72
1310.20...................... 1303.73
1310.21...................... 1303.74
1310.22...................... 1303.75
1310.23...................... 1303.70
------------------------------------------------------------------------
Table B Distribution Table
----------------------------------------------------------------------------------------------------------------
Current section Title Proposed section
----------------------------------------------------------------------------------------------------------------
1301...............................
1301.1............................. Purpose and scope.......... 1303.2................. Redesignated.
1301.2............................. Definitions................ 1305...................
1301.10(a)......................... General.................... 1303.3.................
1301.10(b)(1)...................... ........................... ....................... Removed.
1301.10(b)(2)...................... ........................... ....................... Removed.
1301.11(a)......................... Insurance and bonding...... 1303.12................
1301.11(b)......................... ........................... 1303.12................
1301.12(a)......................... Annual Audit of Head Start ....................... Removed.
programs.
1301.12(a)(1)...................... ........................... ....................... Removed.
1301.12(a)(2)...................... ........................... ....................... Removed.
1301.12(a)(3)...................... ........................... ....................... Removed.
1301.12(b)......................... ........................... ....................... Removed.
1301.12(c)......................... ........................... ....................... Removed.
1301.13(a)......................... Accounting system ....................... Removed.
certification.
1301.13(b)......................... ........................... ....................... Removed.
1301.20(a)......................... Matching requirements...... 1303.4.................
1301.20(a)(1)...................... ........................... ....................... Removed.
1301.20(a)(2)...................... ........................... ....................... Removed.
1301.20(a)(3)...................... ........................... ....................... Removed.
1301.20(b)......................... ........................... ....................... Removed.
1301.20(c)......................... ........................... ....................... Removed.
1301.21............................ Criteria for increase in 1303.4.................
Federal financial
assistance.
1301.21(a)......................... ........................... ....................... Removed.
1301.21(b)......................... ........................... ....................... Removed.
1301.30............................ General requirements....... 1303.10................
1301.31(a)......................... Personnel policies......... 1302.90(a).............
1301.31(a)(1)...................... ........................... ....................... Removed.
[[Page 35435]]
1301.31(a)(2)...................... ........................... ....................... Removed.
1301.31(a)(3)...................... ........................... ....................... Removed.
1301.31(a)(4)...................... ........................... ....................... Removed.
1301.31(a)(5)...................... ........................... ....................... Removed.
1301.31(a)(6)...................... ........................... ....................... Removed.
1301.31(a)(7)...................... ........................... ....................... Removed.
1301.31(b)(1)(i)................... ........................... 1302.90(b)(1)..........
1301.31(b)(1)(ii).................. ........................... 1302.90(b)(1)..........
1301.31(b)(1)(iii)................. ........................... 1302.90(b)(1)(i)-(iv)..
1301.31(b)(2)...................... ........................... ....................... Removed.
1301.31(b)(2)(i)................... ........................... ....................... Removed.
1301.31(b)(2)(ii).................. ........................... ....................... Removed.
1301.31(b)(2)(iii)................. ........................... ....................... Removed.
1301.31(b)(3)...................... ........................... 1302.90(b)(2)..........
1301.31(c)......................... ........................... ....................... Removed.
1301.31(c)(1)...................... ........................... ....................... Removed.
1301.31(c)(2)...................... ........................... ....................... Removed.
1301.31(c)(3)...................... ........................... ....................... Removed.
1301.31(c)(4)...................... ........................... ....................... Removed.
1301.31(d)......................... ........................... ....................... Removed.
1301.31(e)......................... ........................... 1302.102(d)(2)(ii).....
1302.102(d)(2)(iii)(A)-
(B).
1301.32(a)(1)...................... Limitations on costs of 1303.5(a)(1)...........
development and
administration of a Head
Start program.
1301.32(a)(2)...................... ........................... 1303.5(a)(1)...........
1301.32(b)(1)...................... ........................... 1305...................
1301.32(b)(2)...................... ........................... 1305...................
1301.32(b)(3)...................... ........................... 1305...................
1301.32(b)(4)...................... ........................... 1305...................
1301.32(b)(5)...................... ........................... 1305...................
1301.32(c)(1)...................... ........................... 1305...................
1301.32(c)(2)...................... ........................... 1305...................
1301.32(c)(3)...................... ........................... 1305...................
1301.32(c)(4)...................... ........................... 1305...................
1301.32(d)(1)...................... ........................... 1305...................
1301.32(d)(2)...................... ........................... 1305...................
1301.32(d)(3)...................... ........................... 1305...................
1301.32(e)(1)...................... ........................... 1303.5(a)(2)(i)........
1301.32(e)(2)...................... ........................... ....................... Removed.
1301.32(f)(1)...................... ........................... 1303.5(a)(2)(iv).......
1301.32(f)(2)...................... ........................... 1303.5(a)(2)(iv).......
1301.32(f)(3)...................... ........................... 1303.5(a)(2)(iii)......
1301.32(g)(1)...................... ........................... 1303.5(b)(1)...........
1301.32(g)(1)(i)................... ........................... 1303.5(b)(1)...........
1301.32(g)(1)(ii).................. ........................... 1303.5(b)(1)...........
1301.32(g)(2)...................... ........................... 1303.5(b)(2)...........
1301.32(g)(3)...................... ........................... 1303.5(b)(2)...........
1301.32(g)(4)...................... ........................... ....................... Removed.
1301.32(g)(5)...................... ........................... ....................... Removed.
1301.33............................ Delegation of program 1303.31(b).............
operations.
1301.34............................ Grantee appeals............ 1304.5.................
1304.7.................
1302............................... Selection, Initial Funding
and Refunding of HS
Grantees and Selection of
Replacement Grantees.
1302.1............................. Purpose and Scope.......... 1304.1.................
1302.2............................. Definitions................ 1305...................
1302.3............................. Consultation with public ....................... Removed.
officials and consumers.
1302.4............................. Transfer of unexpended ....................... Removed.
balances.
1302.5(a).......................... Notice for show cause and 1304.2.................
hearing. 1304.3.................
1302.5(b).......................... ........................... 1304.4.................
1302.10(a)......................... Selection among applicants. ....................... Removed.
1302.10(b)......................... ........................... 1304.20(a).............
1302.10(b)(1)...................... ........................... ....................... Removed.
1302.10(b)(2)...................... ........................... ....................... Removed.
1302.10(b)(3)...................... ........................... ....................... Removed.
1302.10(b)(4)...................... ........................... ....................... Removed.
1302.10(b)(5)...................... ........................... ....................... Removed.
1302.11(a)......................... Selection among applicants 1304.20(b).............
to replace grantee.
[[Page 35436]]
1302.11(b)......................... ........................... 1304.20(b).............
1302.11(c)......................... ........................... 1304.20(b).............
1302.20(a)......................... Grantee to show both legal ....................... Removed.
status and financial
viability.
1302.20(b)......................... ........................... ....................... Removed.
1302.20(c)......................... ........................... ....................... Removed.
1302.21(a)......................... Grantee shows legal status ....................... Removed.
but not financial
viability.
1302.21(a)(1)...................... ........................... ....................... Removed.
1302.21(a)(2)...................... ........................... ....................... Removed.
1302.21(b)......................... ........................... ....................... Removed.
1302.21(c)......................... ........................... ....................... Removed.
1302.22............................ Suspension or termination ....................... Removed.
of grantee which shows
financial viability but
not legal status.
1302.23............................ Suspension or termination
of grantee which shows
legal status but not
financial viability.
1302.23(a)......................... ........................... ....................... Removed.
1302.24............................ Denial of refunding of
grantee.
1302.24(a)......................... ........................... ....................... Removed.
1302.24(b)......................... ........................... ....................... Removed.
1302.24(c)......................... ........................... ....................... Removed.
1302.24(d)......................... ........................... ....................... Removed.
1302.25(a)......................... Control of funds of grantee ....................... Removed.
scheduled for change.
1302.25(b)......................... ........................... ....................... Removed.
1302.25(c)......................... ........................... ....................... Removed.
1302.30(a)......................... Procedure for 1304.30(a).............
identification of
alternative agency.
1302.30(1)......................... ........................... 1304.30(a)(1)..........
1302.30(2)......................... ........................... 1304.30(a)(2)..........
1302.30(b)(1)...................... ........................... 1304.30(b)(1)..........
1302.30(2)......................... ........................... 1304.30(b)(2)..........
1302.30(3)......................... ........................... 1304.30(b)(3)..........
1302.30(4)......................... ........................... 1304.30(b)(4)..........
1302.30(c)......................... ........................... 1304.30(c).............
1302.30(d)......................... ........................... 1304.30(d).............
1302.31............................ Requirements of alternative 1304.31................
agency.
1302.32(a)......................... Alternative agency-- 1304.32(a).............
prohibition.
1302.32(1)......................... ........................... 1304.32(a)(1)..........
1302.32(2)......................... ........................... 1304.32(a)(2)..........
1302.32(i)......................... ........................... 1304.32(a)(2)(i).......
1302.32(II)........................ ........................... 1304.32(a)(2)(ii)......
1302.32(b)......................... ........................... 1304.32(b).............
1303............................... Selection, initial funding
and refunding of HS
grantees and selection of
replacement grantees.
Subpart A.......................... General....................
1303.1............................. Purpose and application.... 1303.30................
1304.1.................
1303.2............................. Definitions................ 1305...................
1303.3(a).......................... Right to attorney, attorney ....................... Removed.
fees, and travel costs.
1303.3(a)(1)....................... ........................... ....................... Removed.
1303.3(a)(2)....................... ........................... ....................... Removed.
1303.3(b).......................... ........................... ....................... Removed.
1303.3(c).......................... ........................... ....................... Removed.
1303.4............................. Remedies................... ....................... Removed.
1303.5............................. Service of process......... ....................... Removed.
1303.6............................. Successor agencies and ....................... Removed.
officials.
1303.7(a).......................... Effect of failure to file ....................... Removed.
or serve documents in a
timely manner.
1303.7(b).......................... ........................... ....................... Removed.
1303.7(c).......................... ........................... ....................... Removed.
1303.7(d).......................... ........................... ....................... Removed.
1303.8(a).......................... Waiver of requirements..... ....................... Removed.
1303.8(b).......................... ........................... ....................... Removed.
1303.8(c)(1)....................... ........................... ....................... Removed.
1303.8(c)(2)....................... ........................... ....................... Removed.
1303.8(c)(3)....................... ........................... ....................... Removed.
1303.8(c)(4)....................... ........................... ....................... Removed.
1303.8(d).......................... ........................... ....................... Removed.
1303.8(e).......................... ........................... ....................... Removed.
[[Page 35437]]
1303.8(f).......................... ........................... ....................... Removed.
1303.8(g).......................... ........................... ....................... Removed.
1303.10(a)......................... Purpose.................... 1304.1.................
1303.10(b)......................... ........................... 1304.1.................
1303.11(a)......................... Suspension on notice and 1304.2(a)..............
opportunity to show cause.
1303.11(b)......................... ........................... 1304.2(b)..............
1303.11(b)(1)...................... ........................... 1304.2(b)(1)(i)........
1303.11(b)(2)...................... ........................... 1304.2(b)(1)(ii).......
1303.11(b)(3)...................... ........................... 1304.2(b)(1)(iii)......
1303.11(b)(4)...................... ........................... 1304.2(b)(1)(iii)......
1303.11(b)(5)...................... ........................... 1304.2(b)(1)(iv).......
1303.11(b)(6)...................... ........................... 1304.2(b)(1)(v)........
1303.11(c)......................... ........................... 1304.2(c)..............
1303.11(d)......................... ........................... 1304.2(d)..............
1303.11(e)......................... ........................... 1304.2(b)(3)...........
1303.11(f)......................... ........................... 1304.2(b)(4)...........
1303.11(g)......................... ........................... 1304.2(e)(1)...........
1303.11(h)......................... ........................... 1304.2(b)(2)...........
1303.11(i)......................... ........................... 1304.2(f)..............
1303.11(j)......................... ........................... 1304.2(e)(4)...........
1303.11(k)......................... ........................... 1304.2(g)..............
1303.12(a)......................... Summary suspension and 1304.3(a)..............
opportunity to show cause.
1303.12(a)(1)...................... ........................... 1304.3(a)..............
1303.12(a)(2)...................... ........................... 1304.3(a)..............
1303.12(a)(3)...................... ........................... 1304.3(a)..............
1303.12(b)......................... ........................... 1304.3(b)..............
1303.12(c)......................... ........................... 1304.3(b)(1)...........
1303.12(c)(1)...................... ........................... 1304.3(b)(1)(i)........
1303.12(c)(2)...................... ........................... 1304.3(b)(1)(i)........
1303.12(c)(3)...................... ........................... 1304.3(b)(1)(ii).......
1303.12(c)(4)...................... ........................... 1304.3(b)(1)(iii)......
1303.12(c)(5)...................... ........................... 1304.3(b)(1)(iv).......
1303.12(d)......................... ........................... 1304.3(c)..............
1303.12(e)......................... ........................... 1304.3(b)(3-4).........
1303.12(f)......................... ........................... 1304.3(d)(3)...........
1303.12(f)(1)...................... ........................... 1304.3(d)(3)...........
1303.12(f)(2)...................... ........................... 1304.3(d)(3)...........
1303.12(f)(3)...................... ........................... 1304.3(d)(3)...........
1303.12(f)(4)...................... ........................... 1304.3(d)(3)...........
1303.12(g)......................... ........................... ....................... Removed.
1303.12(h)(1)...................... ........................... ....................... Removed.
1303.12(h)(2)...................... ........................... ....................... Removed.
1303.12(h)(3)...................... ........................... ....................... Removed.
1303.12(i)......................... ........................... 1304.3(d)(1)...........
1303.12(j)......................... ........................... 1304.3(d)(1-2).........
1303.12(k)......................... ........................... 1304.3(e)..............
1303.12(l)......................... ........................... 1304.3(d)(4)...........
1303.12(m)......................... ........................... 1304.3(e)..............
1303.12(n)......................... ........................... 1304.3(f)..............
1303.13(a)......................... Appeal by a grantee of a ....................... Removed.
suspension continuing for
more than 30 days.
1303.13(b)......................... ........................... ....................... Removed.
1303.13(c)(1)...................... ........................... ....................... Removed.
1303.13(c)(2)...................... ........................... ....................... Removed.
1303.13(c)(3)...................... ........................... ....................... Removed.
1303.13(d)......................... ........................... ....................... Removed.
1303.13(e)......................... ........................... ....................... Removed.
1303.13(f)......................... ........................... ....................... Removed.
1303.13(g)......................... ........................... ....................... Removed.
1303.13(h)......................... ........................... ....................... Removed.
1303.13(i)......................... ........................... ....................... Removed.
1303.14(a)......................... Appeal by a grantee from a 1304.4(a)(1)...........
termination of financial
assistance.
1303.14(b)......................... ........................... 1304.4(a)(2)...........
1303.14(b)(1)...................... ........................... 1304.4(a)(2)(i)........
1303.14(b)(2)...................... ........................... 1304.4(a)(2)(ii).......
1303.14(b)(3)...................... ........................... 1304.4(a)(2)(iii)......
1303.14(b)(4)...................... ........................... 1304.4(a)(2)(iv).......
1303.14(b)(5)...................... ........................... 1304.4(a)(2)(v)........
1303.14(b)(6)...................... ........................... 1304.4(a)(2)(vii)......
[[Page 35438]]
1303.14(b)(7)...................... ........................... 1304.4(a)(2)(viii).....
1303.14(b)(8)...................... ........................... 1304.4(a)(2)(ix).......
1303.14(b)(9)...................... ........................... 1304.4(a)(2)(x)........
1303.14(c)......................... ........................... 1304.4(b)(1)...........
1303.14(c)(1)...................... ........................... 1304.4(b)(1)(i-iii)....
1303.14(c)(2)...................... ........................... 1304.4(b)(1)(iv).......
1303.14(c)(3)...................... ........................... 1304.4(b)(1)(v)........
1303.14(c)(4)...................... ........................... 1304.4(b)(1)(vi).......
1303.14(c)(5)...................... ........................... 1304.4(b)(1)(vii)......
1303.14(c)(6)...................... ........................... 1304.4(b)(1)(vii)......
1303.14(d)(1)...................... ........................... ....................... Removed.
1303.14(d)(2)...................... ........................... ....................... Removed.
1303.14(d)(3)...................... ........................... ....................... Removed.
1303.14(d)(4)...................... ........................... ....................... Removed.
1303.14(d)(5)...................... ........................... ....................... Removed.
1303.14(d)(6)...................... ........................... ....................... Removed.
1303.14(d)(7)...................... ........................... ....................... Removed.
1303.14(d)(8)...................... ........................... 1304.4(c)(1)...........
1303.14(e)(1)...................... ........................... ....................... Removed.
1303.14(e)(2)...................... ........................... ....................... Removed.
1303.14(e)(3)...................... ........................... ....................... Removed.
1303.14(f)(1)...................... ........................... 1304.4(c)(2)...........
1303.14(f)(2)...................... ........................... 1304.4(e)..............
1303.14(f)(3)...................... ........................... 1304.4(f)(1)...........
1303.14(f)(4)...................... ........................... 1304.4(f)(2)...........
1303.14(g)......................... ........................... 1304.4(g)(1-2).........
1303.14(h)......................... ........................... 1304.4(g)(3)...........
1303.14(i)......................... ........................... 1304.4(h)..............
1303.14(j)......................... ........................... 1304.4(g)(4-5).........
1303.14(k)......................... ........................... 1304.4(g)(6)...........
1303.15(a)......................... Appeal by a grantee from a 1304.4(a)(1)...........
denial of refunding.
1303.15(b)......................... ........................... 1304.4(b)(2)...........
1303.15(b)(1)...................... ........................... 1304.4(b)(1)(iv).......
1303.15(b)(2)...................... ........................... 1304.4(b)(1)(iv).......
1303.15(c)......................... ........................... 1304.4(a)(2)...........
1303.15(d)......................... ........................... 1304.4(b)(1)...........
1303.15(d)(1)...................... ........................... 1304.4(b)(1)(i-iii)....
1303.15(d)(2)...................... ........................... 1304.4(b)(1)(vi).......
1303.15(d)(3)...................... ........................... 1304.4(g)(3)...........
1303.15(d)(4)...................... ........................... ....................... Removed.
1303.15(e)......................... ........................... 1304.4(b)(1)(v)........
1303.15(f)......................... ........................... 1304.4(g)(3)...........
1303.15(g)......................... ........................... 1304.4(g)(4)...........
1303.15(h)(1)...................... ........................... ....................... Removed.
1303.15(h)(2)...................... ........................... ....................... Removed.
1303.15(h)(3)...................... ........................... ....................... Removed.
1303.16(a)......................... Conduct of hearing......... ....................... Removed.
1303.16(b)......................... ........................... ....................... Removed.
1303.16(c)......................... ........................... ....................... Removed.
1303.16(d)......................... ........................... ....................... Removed.
1303.16(e)......................... ........................... ....................... Removed.
1303.16(f)......................... ........................... ....................... Removed.
1303.16(g)......................... ........................... ....................... Removed.
1303.16(h)......................... ........................... ....................... Removed.
1303.17(a)......................... Time for hearing and ....................... Removed.
decision.
1303.17(b)......................... ........................... ....................... Removed.
1303.17(c)(1)...................... ........................... ....................... Removed.
1303.17(c)(2)...................... ........................... ....................... Removed.
1303.17(c)(3)...................... ........................... ....................... Removed.
1303.20(a)......................... Appeals to grantees by ....................... Removed.
current or prospective
delegate agencies of
rejection of an
application, failure to
act on an application or
termination of a grant or
contract.
1303.20(b)......................... ........................... ....................... Removed.
1303.20(c)......................... ........................... ....................... Removed.
1303.20(d)......................... ........................... ....................... Removed.
1303.20(e)(1)...................... ........................... ....................... Removed.
1303.20(e)(2)...................... ........................... ....................... Removed.
1303.20(e)(3)...................... ........................... ....................... Removed.
1303.20(f)......................... ........................... ....................... Removed.
1303.20(g)......................... ........................... ....................... Removed.
[[Page 35439]]
1303.21(a)......................... Procedures for appeal by 1304.7(a)--first half
current or prospective 1304.7(b)--second half.
delegate agencies to the
responsible HHS official
from denials by grantees
of an application or
failure to act on an
application.
1303.21(b)(1)...................... ........................... ....................... Removed.
1303.21(b)(2)...................... ........................... ....................... Removed.
1303.21(b)(3)...................... ........................... ....................... Removed.
1303.21(b)(4)...................... ........................... ....................... Removed.
1303.21(b)(5)...................... ........................... ....................... Removed.
1303.21(b)(6)...................... ........................... ....................... Removed.
1303.21(b)(7)...................... ........................... ....................... Removed.
1303.21(c)......................... ........................... ....................... Removed.
1303.21(d)......................... ........................... 1304.7(c)..............
1303.21(e)(1)...................... ........................... ....................... Removed.
1303.21(e)(2)...................... ........................... ....................... Removed.
1303.21(f)......................... ........................... 1304.7(c)..............
1303.21(g)......................... ........................... ....................... Removed.
1303.21(h)......................... ........................... ....................... Removed.
1303.21(i)(1)...................... ........................... ....................... Removed.
1303.21(i)(2)...................... ........................... ....................... Removed.
1303.21(i)(3)...................... ........................... ....................... Removed.
1303.21(i)(4)...................... ........................... ....................... Removed.
1303.22(a)......................... Decision on appeal in favor ....................... Removed.
of grantee.
1303.22(b)......................... ........................... 1304.7(d)(1)...........
1303.22(c)......................... ........................... ....................... Removed.
1303.22(d)......................... ........................... ....................... Removed.
1303.23(a)......................... Decision on appeal in favor ....................... Removed.
of the current or
prospective delegate
agency.
1303.23(b)......................... ........................... ....................... Removed.
1303.23(c)......................... ........................... ....................... Removed.
1303.23(c)(1)...................... ........................... ....................... Removed.
1303.23(c)(2)...................... ........................... ....................... Removed.
1303.