95-6545. Early Head Start Program Grant Availability  

  • [Federal Register Volume 60, Number 52 (Friday, March 17, 1995)]
    [Notices]
    [Pages 14548-14579]
    From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
    [FR Doc No: 95-6545]
    
    
    
    
    [[Page 14547]]
    
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    Part IV
    
    
    
    
    
    Department of Health and Human Services
    
    
    
    
    
    _______________________________________________________________________
    
    
    
    Administration for Children and Families
    
    
    
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    Early Head Start Program Grant Availability; Notice
    
    Federal Register / Vol. 60, No. 52 / Friday, March 17, 1995 / Notices
    
    [[Page 14548]]
    
    DEPARTMENT OF HEALTH AND HUMAN SERVICES
    
    Administration for Children and Families
    [Program Announcement No. ACYF-HS-93600.952]
    
    
    Early Head Start Program Grant Availability
    
    AGENCY: Administration on Children, Youth and Families (ACYF), 
    Administration for Children and Families (ACF), HHS.
    
    ACTION: Announcement of financial assistance to be competitively 
    awarded to current Head Start programs--including Head Start Parent and 
    Child Centers and Comprehensive Child Development programs--and other 
    public and non-profit private entities to provide child and family 
    development services for low-income families with children under age 
    three and pregnant women.
    
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    SUMMARY: Section 645A of the Head Start Act, as amended, 42 U.S.C. 9801 
    et seq., requires that, beginning in Fiscal Year 1995, the Secretary of 
    Health and Human Services will award grants competitively to agencies 
    and organizations to implement programs which we call ``Early Head 
    Start.'' These programs will provide early, continuous, intensive, and 
    comprehensive child development and family support services on a year-
    round basis to low-income families with children under age three and 
    pregnant women. The purpose of the program is to enhance children's 
    physical, social, emotional, and intellectual development; to assist 
    parents in fulfilling their parental roles; and to help parents move 
    toward self-sufficiency. Thus, the goals for Early Head Start are to:
         Promote the physical, cognitive, social and emotional 
    growth of infants and toddlers and prepare them for future growth and 
    development;
         Support parents--mothers, fathers, and guardians--in their 
    role as primary caregivers and educators of their children, and in 
    meeting family goals and achieving self-sufficiency across a wide 
    variety of domains;
         Strengthen community supports for families with young 
    children; and
         Develop highly-trained, caring and adequately compensated 
    program staff, because the quality of staff and their relationships 
    with children and parents are critical to achieving all the other 
    goals.
    
    DATES: The closing date for submission of applications is May 31, 1995.
    
    ADDRESSES: Applications may be mailed to: Early Head Start Program, 
    Ellsworth Associates, Inc., 3030 Clarendon Blvd., Suite 240, Arlington, 
    Virginia 22201.
        Hand delivered applications are accepted at the above address 
    during the normal working hours of 8 a.m. and 4:30 p.m., Monday through 
    Friday, on or before the closing date.
    
    FOR FURTHER INFORMATION: For questions related to the Program 
    Announcement, please contact the ACYF Operations Center, Technical 
    Assistance Team at 1-800-351-2293. Staff at this center will answer 
    questions regarding the application requirements or refer you to the 
    appropriate contact person in ACYF for programmatic questions.
        For a copy of the application kit, or for another copy of the 
    program announcement please call or fax your request to the ACYF 
    Operations Center at 1-800-351-2293 (phone) or 1-800-351-4490 (fax).
    
    SUPPLEMENTARY INFORMATION:
    
    Part I. General Information
    
    A. Table of Contents
    
        This program announcement is divided into five sections:
         Part I is an introductory section which contains the 
    history and background for the Early Head Start program and the 
    principles and program description that will guide the development, 
    implementation and operation of the programs.
         Part II contains key program information such as a 
    description of eligible applicants, project periods, applicable Head 
    Start regulations, and Early Head Start as a learning community.
         Part III presents requirements for information that must 
    be included in each application.
         Part IV presents the criteria upon which applications will 
    be reviewed and evaluated.
         Part V contains instructions for preparing the Fiscal Year 
    1995 application. This section notes that the Commissioner of the 
    Administration on Children, Youth, and Families, depending on the 
    availability of funds and an adequate number of acceptable 
    applications, may choose to fund the Fiscal Year 1996 cohort of 
    programs out of the pool of applications submitted as a response to 
    this program announcement.
        Appendix A includes the relevant forms necessary for completing the 
    application.
        Appendix B lists the Single Points of Contact for each State and 
    Territory.
        Appendix C is The Statement of the Advisory Committee on Services 
    for Families with Infants and Toddlers which guided the development of 
    this program announcement and will be referred to throughout.
        An application kit containing applicable Head Start Regulations, 
    State Contact lists (e.g. Part H Lead Agency Coordinators) and other 
    useful information must be obtained by applicants. (See address listed 
    earlier in this announcement.)
    
    B. Program Purpose
    
        With the reauthorization of the Head Start Act in 1994, Congress 
    established a new program for low income families with infants and 
    toddlers and pregnant women which we are calling Early Head Start. 
    Beginning in Fiscal Year 1995, the Secretary of Health and Human 
    Services will award grants to competing agencies and organizations to 
    implement ``Early Head Start'' to provide early, continuous, intensive, 
    and comprehensive child development and family support services.
        In creating this program, the Congress acted upon evidence from 
    research and practice which illustrates that high quality programs 
    enhance children's physical, social, emotional, and cognitive 
    development; enable parents to be better caregivers and teachers to 
    their children; and help parents meet their own goals, including 
    economic independence. Such programs answer an undeniable need. As 
    pointed out in The Report of the Carnegie Task Force on Meeting The 
    Needs of Young Children, many of the 12 million children under three 
    and their families in the United States today face a ``quiet crisis.'' 
    The numerous indicators of this crisis include: One in four infants and 
    toddlers live in families with incomes below the poverty line; nine out 
    of every thousand infants die before the age of one; and, more than 
    five million children under three receive child care from other adults 
    while their parents work, much of that care is of poor quality.
        The Early Head Start program will provide resources to community 
    programs to address such needs and to achieve the purposes set forth by 
    Congress. The local programs funded through Early Head Start will also 
    operate as a national laboratory to demonstrate the impact that can be 
    gained when early, continuous, intensive and comprehensive services are 
    provided early on to pregnant women and very young children and their 
    families.
        Programs participating in this demonstration effort will:
         Provide early, individualized child development and parent 
    education [[Page 14549]] services to low-income infants and toddlers 
    and their families according to a plan developed jointly by the parents 
    and staff;
         Provide these services through an appropriate mix of home 
    visits, experiences at the Early Head Start center, and experiences in 
    other settings such as family- or center-based child care;
         Provide early opportunities for infants and toddlers with 
    and without disabilities to grow and develop together in warm, 
    nurturing and inclusive settings;
         Ensure that the Early Head Start center is a welcoming 
    setting for families in the community;
         Respond to the needs of families, including the need for 
    full-time child care for working families;
         Connect with other service providers at the local level to 
    ensure that a comprehensive array of health, nutrition, and other 
    services is provided to the program's pregnant women, very young 
    children, and their families;
         Recruit, train, and supervise high quality staff to ensure 
    the kind of warm and continuous relationships between caregivers and 
    children that are crucial to learning and development for infants and 
    toddlers;
         Ensure parent involvement in policy and decision making, 
    similar to parent involvement in preschool Head Start programs;
         Coordinate with local Head Start programs in order to 
    ensure continuity of services for these children and families;
         Ensure quality by focusing on all four cornerstones of 
    successful early childhood programs: Child development, family 
    development, community building, and staff development; and
         Participate actively in a research and evaluation effort 
    to learn from the Early Head Start experience.
    
    C. History and Background
    
    1. Legislation
        In May 1994 the President signed into law the bipartisan Head Start 
    Reauthorization Act of 1994. This reauthorization established within 
    the Head Start Bureau a new program for low-income pregnant women and 
    families with infants and toddlers. The reauthorization sets aside 
    funds from the overall Head Start budget for the next four years at a 
    rate of three percent in FY 1995; four percent in FY 1996 and 1997; and 
    five percent in FY 1998. Consolidated into the new initiative were the 
    Parent and Child Centers Program and the Comprehensive Child 
    Development Program.
        This section of the legislation had a number of sources, including 
    the recommendations of The Advisory Committee on Head Start Quality and 
    Expansion, as well as recent lessons from research and practice.
    2. The Advisory Committee on Head Start Quality and Expansion
        In June 1993, the Secretary of the Department of Health and Human 
    Services formed an Advisory Committee to look at Head Start quality and 
    expansion. The recommendations of that committee centered around:
         Striving for excellence in staffing, management, 
    oversight, facilities, and research;
         Expanding to better meet the needs of children and 
    families; and
         Forging new partnerships with communities, schools, the 
    private sector, and other national initiatives.
        Included in the report was a recommendation that the Department 
    develop a new initiative for expanded Head Start supports to families 
    with infants and toddlers, as well as convene a high-level committee 
    charged with developing guidelines for this new effort. This 
    recommendation was fueled by relevant research findings and recognition 
    in the field that a good deal more could be accomplished with earlier 
    more sustained support for very young children and their families.
    3. Relevant Research
        Findings from more than three decades of research in child and 
    family development illustrate that the time from conception to age 
    three is critical for human development. The basic cognitive, social, 
    and emotional foundation is established in these early years. The 
    research also indicates that for infants and toddlers to develop 
    optimally, they must have healthy beginnings and the continuity of 
    responsive and caring relationships. Together, these supports help 
    promote optimal cognitive, social, emotional, physical, and language 
    development. When these supports are missing, the immediate and future 
    development of the child may be compromised. Fortunately, recent 
    research identifies characteristics of effective programs that enhance 
    both child and family development. This growing body of knowledge 
    provides a foundation upon which the Early Head Start program is based.
        A more detailed discussion about the research in maternal and 
    infant health, child-caregiver relationships, and characteristics of 
    successful programs can be found in the Statement of the Advisory 
    Committee on Services for Families with Infants and Toddlers which is 
    included as Appendix C.
    4. Precursor Program Experiences
        In enacting Early Head Start, Congress was building on lessons 
    learned through Federal, State, local and community programs that serve 
    some of our country's very young children and their families.
        Most notable among the early Federal efforts include the following:
         Maternal and Child Health Services Block Grant has its 
    roots in Title V of the Social Security Act which was enacted in 1935. 
    It is administered by the Maternal and Child Health Bureau (MCHB) of 
    the Public Health Service which provides leadership for building the 
    infrastructure for health care services delivery to all mothers and 
    children in the U.S., with particular responsibility for serving those 
    low-income or isolated populations who would otherwise have limited 
    access to care.
         The Parent and Child Centers Program (PCC) was established 
    in 1967 to provide an array of services for pregnant women, infants/
    toddlers, parents, and families as a whole. There are currently 106 
    PCC's across all 50 States, the District of Columbia and Puerto Rico. 
    Services include health, education, personal and interpersonal 
    development, and family assistance.
         The Migrant Head Start program was established in 1969 in 
    order to meet the needs of mobile farmworker children and their 
    families. The program provides age appropriate infant, toddler and 
    preschool programming, full-day services (8 to 12 hours per day), and 
    full week services (five to six days per week). These services are 
    offered in center-based and family child care settings during 
    agricultural seasons. There are currently 76 Migrant Head Start 
    programs operating in 35 states. Infant and toddlers comprise over 40 
    percent of the children served annually.
         Child and Family Resource Program (CFRP) operated as a 
    demonstration from 1973 to 1983. Ten CFRP programs linked community 
    resources in efforts to enhance families abilities to provide safe, 
    stable, nurturing environments for their children.
         Part H of what is now known as the Individuals with 
    Disabilities Education Act was initiated in 1986 as an early 
    intervention program for children birth to three who have or are at 
    risk for developmental disability. Part H supports comprehensive, 
    statewide programs which identify and coordinate needed services within 
    the context of a family-centered services delivery model. 
    [[Page 14550]] 
         The Comprehensive Child Development Program (CCDP) was 
    enacted in 1988 to provide and coordinate a wide range of services to 
    children and families involving child development, health care, 
    education, economic self-sufficiency, mental health, substance abuse 
    treatment and prevention and other services to strengthen the home and 
    family.
         Even Start Literacy Program, administered by the 
    Department of Education, integrates early childhood education and adult 
    education for parents into a unified program.
         Healthy Start Initiative started in 1991 as a 
    demonstration program to combat infant mortality through community 
    coalitions.
        In addition to these Federal efforts, several States and 
    foundations are focusing on the special needs of very young children 
    and their families. Among the States active in this area are Colorado, 
    Kentucky, Maryland, Minnesota, Missouri and Vermont. Carnegie and Ford 
    are among the foundations addressing the needs of pregnant women and 
    families with infants and toddlers.
    
    D. Consultation
    
        In the statute establishing the new program which we call Early 
    Head Start, Congress called on the Secretary to develop program 
    guidelines in consultation with experts in early childhood development, 
    experts in health, and experts in family services; and taking into 
    consideration the knowledge and experience gained from other early 
    childhood programs including the Comprehensive Child Development 
    Programs, Head Start Parent Child Centers and Migrant Head Start 
    programs that serve large numbers of infants and toddlers. As a result, 
    the Secretary formed the Advisory Committee on Services for Families 
    with Infants and Toddlers. The Committee was charged with advising the 
    Department on the development of program approaches for the initiative. 
    In September 1994, the Advisory Committee unanimously agreed to a 
    statement that sets forth the vision, goals, principles, and program 
    cornerstones for Early Head Start (the Statement, which includes the 
    Advisory Committee membership list, is included as Appendix C).
        In addition, Federal staff conducted approximately 30 focus groups 
    during the summer of 1994 to hear from parents, practitioners, 
    researchers, advocates, and representatives of professional 
    organizations. Further, Federal staff met with or received materials 
    and recommendations from a number of other parents, practitioners, and 
    researchers. The suggestions, guidance, and information received 
    through this consultation process helped shape the development of this 
    program announcement.
    
    E. Principles Recommended by the Field
    
        The Advisory Committee on Services for Families with Infants and 
    Toddlers identified nine principles that are characteristic of 
    successful programs for families with very young children. These 
    principles are consistent with the themes that emerged from the broader 
    consultation conducted by the Department. Therefore, applicants are 
    expected to design their programs around these principles:
        1. High Quality: Programs will ensure high quality in both the 
    services provided to children and families directly, and the services 
    provided through referral. Programs will recognize that the conception-
    to-three age period is unique both in the rate of development and in 
    the way young children's physical and mental growth reflects and 
    absorbs experiences with caregivers and the surroundings. Because of 
    this, the experiences and environments need to be of highest quality to 
    promote child development.
        2. Prevention and Promotion: Recognizing that windows of 
    opportunity open and close quickly for very young children and their 
    families, programs will seek out opportunities to promote the physical, 
    social, emotional, cognitive and language development of young children 
    and families before conception, prenatally, upon birth, and during the 
    early years. Program staff will seek to prevent and detect problems at 
    their earliest stages, rallying the services needed to help the child 
    and family anticipate and overcome problems before they interfere with 
    healthy development.
        3. Positive Relationships and Continuity: Programs will support and 
    enhance strong, caring, continuous relationships among the child, 
    parents, family, and caregiving staff. Programs will support the 
    mother-child, father-child bond by recognizing each parent as his or 
    her child's first and primary source of love, nurturance and guidance. 
    Programs will ensure that relationships between caregiving staff and 
    young children support infant and toddler attachment to a limited 
    number of skilled and caring individuals, thus maintaining 
    relationships with caregivers over time and avoiding the trauma of loss 
    experienced with frequent turnover of key people in the child's life.
        4. Parent Involvement: Programs will ensure the highest level of 
    partnership with parents, both mothers and fathers. Programs will 
    support parents as primary nurturers, educators, and advocates for 
    their children; assure that each parent has an opportunity for an 
    experience that supports his or her own growth and goals, including 
    that of parenting; encourage independence and self-sufficiency for 
    parents; and provide a policy-making and decision-making role for 
    parents.
        5. Inclusion: Programs will develop services and create an 
    environment which builds upon and responds to the unique strengths and 
    needs of each child and family. Further, programs will support 
    participation in community life by young children with disabilities and 
    their families; families of very young children with significant 
    disabilities will be fully included in all program services.
        6. Culture: Programs will demonstrate an understanding of, respect 
    for, and responsiveness to the home culture of children and families as 
    culture is the context for healthy identity development in the first 
    years of life.
        7. Comprehensiveness, Flexibility, Responsiveness, and Intensity: 
    Programs will respond in flexible ways to the unique strengths, 
    abilities, and needs of the children, families and communities they 
    serve. Developmental opportunities provided to each infant and toddler 
    will address the whole child and be continually adapted to keep pace 
    with his or her developmental growth. Programs also need to be 
    responsive to the distinct needs and experiences of parents whose 
    children are disabled and those parents who have disabilities.
        8. Transition: Programs will be responsible for ensuring the smooth 
    transition of children and their families into Head Start or other 
    preschool programs which are of high quality and provide consistent and 
    responsive caregiving.
        9. Collaboration: Recognizing that no one program will be able to 
    meet all of a child's and family's needs, programs will build strong 
    connections to other service providers and to community sources of 
    support for families. These efforts will foster a caring, comprehensive 
    and integrated community-wide response to families with young children, 
    maximize scarce financial resources, and avoid duplication of agency 
    effort.
        These principles (explained in more detail) are included in the 
    Statement of the Advisory Committee on Services for Families with 
    Infants and Toddlers which is attached as Appendix C. [[Page 14551]] 
    
    F. Program Description
    
        In addition to the principles outlined above, a description of the 
    Early Head Start program also emerged during consultation with the 
    field. The Advisory Committee members set forth the formal framework 
    for the program which includes four cornerstones: child development; 
    family development; community building; and staff development.
    1. Child Development
        To develop fully, children need individualized support that honors 
    the unique characteristics and pace of their physical, social, 
    emotional, cognitive and language development. Critical to this 
    development are the promotion of child health; positive relationships 
    between the child and parents and other significant caregivers; 
    opportunities for children's active engagement in appropriately 
    stimulating environments; and enhancement of each parent's knowledge 
    about the development of their child within healthy, safe, 
    environments. The services that programs must provide to support the 
    child development cornerstone include:
         High quality early education services provided both in and 
    out of the home in a range of developmentally appropriate settings for 
    infants and toddlers;
         Home visits (especially for families with newborns and 
    other infants, as needed);
         Parent education, including parent-child activities;
         Comprehensive health and mental health services for 
    children; and
         Part- and full-day child care services, as needed by 
    children and families (the ACF does not expect Early Head Start 
    grantees to pay for off-site child care but instead envisions the role 
    of the grantee being a broker to help the family identify and access 
    child care services from appropriate providers in the community as 
    needed); the Early Head Start program must assume responsibility for 
    ensuring that the child care settings meet standards for high quality, 
    developmentally appropriate care.
        In addition, Early Head Start programs would be responsible for 
    helping the family identify and access the services of a consistent 
    health professional who can provide ongoing care for the family, child 
    and pregnant woman. Further, Early Head Start programs would be 
    responsible for coordinating with programs providing services in 
    accordance with Part H of the Individuals with Disabilities Education 
    Act so that children and families served by these two programs can 
    experience a seamless system of services.
    2. Family Development
        Healthy child development depends on the ability of parents and 
    families to support and nurture children, while at the same time 
    meeting other critical social and economic needs. Therefore, programs 
    must work to help parents set and achieve goals for themselves and 
    their children through individualized family development plans, which 
    are collaboratively designed and updated by families and staff, and are 
    responsive to the goals and ideals of the families. When families are 
    served by additional programs which also require an individualized 
    family development/service plan, such as Part H of the Individuals with 
    Disabilities Education Act and family employability plans, then a 
    single coordinated plan should be developed so families experience a 
    seamless system of services.
        The types of services that programs must provide directly or 
    through referral include:
         Ongoing support to parents, through case management, peer 
    support groups, or other approaches;
         Child development information;
         Health services, including services for women prior to, 
    during, and after pregnancy;
         Mental health services;
         Services to improve health behavior such as smoking 
    cessation and substance abuse treatment;
         Services to adults to support progress towards economic 
    independence, such as adult education and basic literacy skills, job 
    training, assistance in obtaining income support, food, and decent, 
    safe housing, and emergency cash or in-kind assistance; and
         Transportation to program services.
        Programs also must provide directly opportunities for parent 
    involvement in the program so that parents can be involved as decision-
    makers, volunteers, and/or employees. Additional services not listed 
    above, but identified by families through community assessments and 
    mappings, may be provided either directly or through referral at local 
    option.
    3. Community Building
        Children develop within the context of the family and the family 
    develops within the context of the community. Therefore, to support 
    children's development, Early Head Start must establish collaborative 
    relationships with other community providers and strength-building 
    organizations to create an environment that shares responsibility for 
    the healthy development of its children and their families.
        The goal of these community relationships will be three-fold: 
    Increasing access to high quality services for program families; 
    assuring that the program's approach to serving families with infants 
    and toddlers fits into the existing constellation of services in the 
    community so that there is a coherent, integrated approach to 
    supporting families with very young children; and encouraging systemic 
    improvements in service delivery for all the families in a community.
        All programs will be required to conduct an in-depth assessment of 
    existing community resources and needs and engage in an ongoing 
    collaborative planning process with a range of stakeholders, including 
    parents and residents of the community. If the community recently 
    conducted such an assessment, the program would be able to use the 
    results from that study and then proceed with the collaborative 
    planning process.
    4. Staff Development
        Programs are only as good as the individuals who staff them. Thus 
    staff development will be a key element of Early Head Start programs.
        To ensure the recruitment and development of high quality staff, 
    all programs will be required to:
         Select staff who, together, cover the spectrum of skills, 
    knowledge and professional competencies necessary to provide high 
    quality, comprehensive, inclusive, culturally appropriate, and family-
    centered services to young children and their families;
         Select staff who are capable of entering into one-to-one 
    caregiving relationships with infants and toddlers, and caring, 
    respectful and empowering relationships with families and other 
    coworkers;
         Select program directors who possess the above 
    characteristics and are highly skilled administrators who exemplify 
    leadership qualities such as integrity, warmth, intuition and holistic 
    thinking;
         Provide ongoing staff training, supervision and mentoring 
    for both line staff and supervisors that reflects an interdisciplinary 
    approach and an emphasis on relationship building and employs 
    techniques and opportunities for practice, feedback and reflection;
         Provide training so staff are ``cross-trained'' in the 
    areas of child development, family development and community building, 
    in addition to the areas of home visiting, caregiving 
    [[Page 14552]] relationships, effective communication with parents, 
    family literacy, healthy/safe environments and caregiving practices, 
    early identification of unhealthy behaviors or health problems, service 
    coordination, and the provision of services and support to diverse 
    populations, including families and children with disabilities and 
    developmental delays; and
         Recognize that high quality performance and development 
    occur when they are linked to rewards such as salary, compensation, and 
    career advancement.
        These cornerstones (explained in more detail) are included in the 
    Statement of the Advisory Committee on Services for Families with 
    Infants and Toddlers which is attached as Appendix C. Applicants who 
    become Early Head Start grantees will be expected to build their 
    program around these four cornerstones.
    
    Part II. Program Information and Requirements
    
    A. Statutory Authority
    
        The Head Start Act, as amended, 42 U.S.C. 9801 et seq.
    
    B. Eligible Applicants
    
        Those who may apply to become an Early Head Start program include: 
    Entities operating Head Start programs and other public entities and 
    nonprofit private entities capable of providing community-based child 
    and family services that are consistent with recognized best practices 
    and other requirements as established by the Secretary. Priority will 
    be given to entities with a record of providing early, continuous, and 
    comprehensive child and family development services. In awarding grants 
    to eligible applicants, the Secretary shall ensure an equitable 
    national geographic distribution of the grants and award grants to 
    applicants proposing to serve communities in rural areas and to 
    applicants proposing to serve communities in urban areas.
    
    C. Eligible Participants
    
        Persons who may participate in the Early Head Start program include 
    pregnant women and families with children under age three who meet the 
    income criteria specified for families in the Head Start regulations 
    (See Part II, Section G). The report from Congress discussing the 
    creation of this program encouraged that participants in programs 
    funded through this initiative should be identified while pregnant or 
    while their children are infants.
        While Early Head Start programs will be targeted primarily toward 
    families who have incomes at or below the poverty line or who are 
    eligible for public assistance, regulations permit up to 10 percent of 
    children in local programs to be from families which do not meet these 
    low-income criteria. Head Start regulations also require that a minimum 
    of 10 percent of enrollment opportunities in each program be made 
    available to children with disabilities. Such children are expected to 
    be enrolled in the full range of services and activities in inclusive 
    settings with their non-disabled peers and to receive individualized 
    services.
        As a comprehensive family development program, Early Head Start 
    will be expected to assess the strengths and needs of the whole family 
    and develop strategies for ensuring services are available. For 
    example, grantees would be responsible for recognizing the child care 
    needs of older siblings (i.e., children in the family age three or 
    older) but would not be expected or authorized to pay for such 
    services. Instead, the role of Early Head Start would be to work with 
    the family and community providers to identify programs where the older 
    sibling may be served.
    
    D. Target Populations
    
        There will be no required target populations other than that 
    specified in Part II, Section C. However, applicants may choose to 
    focus on special populations such as teen parents or design a program 
    linked to welfare reform initiatives if they wish. In future years, the 
    ACF may look at programs focusing on these populations for more in-
    depth study and evaluation.
    
    E. Project Period, Funding and Project Sizes
    
        A total of approximately $17 million in ACF funds will be available 
    for funding approximately 15-25 new Early Head Start programs in FY 
    1995. Applicants will be required to enroll at least 75 families. In 
    order to fund as many different projects as possible, the ACF does not 
    intend to fund any applicant to serve more than 150 families, unless it 
    is the judgment of the selecting official that a higher enrollment 
    level will enable the ACF to better meet the stated purposes of Early 
    Head Start. Awards, on a competitive basis, will be for a one-year 
    budget period, although project periods may be for five-years. 
    Applications for continuation grants funded under these awards beyond 
    the first one-year budget period but within the five-year project 
    period, will be entertained in subsequent years on a non-competitive 
    basis, subject to availability of funds, satisfactory progress of the 
    grantee and a determination that continued funding would be in the best 
    interest of the Government. Continuation funds will be available to 
    serve eligible families who were initially enrolled and eligible 
    families which replaced starting families who left the program during 
    any single year.
        Parent and Child Center Programs and Cohort I of the Comprehensive 
    Child Development Programs (Cohort I) are eligible to apply for this 
    money according to the terms of this announcement but are not required 
    to do so.
    
        Note: The statute creating Early Head Start allows Cohort II of 
    the Comprehensive Child Development Programs (Cohort II) to continue 
    in their demonstration phase and receive funding for the duration of 
    the project period.
    
        If they do not choose to apply, they will generally continue to 
    receive financial assistance in fiscal years 1995, 1996, and 1997 as 
    permitted by section 645A(e) of the Act. When a Parent and Child Center 
    Program or Cohort I competes successfully for an Early Head Start 
    grant, the current grant will be replaced by the new Early Head Start 
    grant. Thus, the grantee's current base funding will be folded into the 
    new award and its current project period will be replaced by a new 
    Early Head Start project period that extends a full five years. If a 
    Parent and Child Center Program or a Cohort I chooses to compete for 
    Early Head Start and does not succeed, the Parent and Child Center 
    Program or Cohort I will generally continue to receive financial 
    assistance through FY 1997 and may recompete to become an Early Head 
    Start program as new funds become available in FY 1996, 1997, and 1998. 
    Parent and Child Center Programs and Cohort I and Cohort II of the 
    Comprehensive Child Development Program are receiving additional 
    information about the terms affecting them as a result of this program 
    announcement.
        Allowable costs for developing and administering an Early Head 
    Start program may not exceed 15 percent of the total approved costs of 
    the program. Costs classified as development and administrative costs 
    are those costs related to the overall management of the program. 
    Additional information pertaining to limitations of costs on 
    development and administration of Early Head Start programs can be 
    found in Head Start Grants Administration regulation 45 CFR 1301.32, 
    Limitations on Costs of Development and [[Page 14553]] Administration 
    of a Head Start Program, which is available in the application kit.
        All programs will be thoroughly reviewed at the end of the first 
    year to determine their suitability for receiving continued funding. 
    Programs will be expected to submit an ongoing operation plan and 
    revised budget. Federal staff also may ask for additional material as 
    part of the review.
        Given the importance of planning, selecting high quality staff and 
    setting in place training mechanisms, and coordinating with other 
    programs within the community, we expect that programs will spend some 
    portion of the first year focusing on start-up activities. Programs are 
    strongly encouraged to begin serving children and families within the 
    first year. Programs should plan to be fully operational no later than 
    October 1, 1996. Because the first year is unlikely to include 12 
    months of full operation, it is assumed that first year budgets will be 
    lower than budgets for future years.
        Subject to the availability of additional resources in FY 1996 and 
    to the number of acceptable applications received as a result of this 
    program announcement, the selecting official may elect to select 
    recipients for the FY 1996 cohort of programs out of the pool of 
    applications submitted for FY 1995 funds.
    
    F. Required Match
    
        Grantees that operate Early Head Start programs must provide at 
    least 20 percent of the total approved costs of the project. The total 
    approved cost of the project is the sum of the ACF share and the non-
    Federal share. The non-Federal share may be met by cash or in-kind 
    contributions, fairly evaluated, including facilities, equipment or 
    volunteer services. Therefore, a project requesting $100,000 in Federal 
    funds (based on an award of $125,000 per budget period), must include a 
    match of at least $25,000 (20 percent of total project costs). 
    Applicants are encouraged to provide more than the minimum 20 percent 
    non-Federal share.
        In certain instances, the requirement for a 20 percent non-federal 
    match may be waived in part or in whole, if the circumstances described 
    in Section 640(b) of the Head Start Act exist. This section states that 
    ``For the purpose of making such determination, the Secretary shall 
    take into consideration with respect to the Head Start program 
    involved--(1) the lack of resources available in the community that may 
    prevent the Head Start agency from providing all or a portion of the 
    non-Federal contribution that may be required under this subsection; 
    (2) the impact of the cost the Head Start agency may incur in initial 
    years it carries out such program; (3) the impact of an unanticipated 
    increase in the cost the Head Start agency may incur to carry out such 
    program; (4) whether the Head Start agency is located in a community 
    adversely affected by a major disaster; and (5) the impact on the 
    community that would result if the Head Start agency ceased to carry 
    out such program.''
    
    G. Applicable Head Start Standards
    
        Agencies that receive funding through this announcement must adhere 
    to those standards set forth in certain regulations that govern Head 
    Start programs in addition to Department of Health and Human Services 
    regulations that govern discretionary grants generally. The relevant 
    Head Start regulations are: Head Start Grants Administration, 45 CFR 
    part 1301; Head Start Program Performance Standards, 45 CFR part 1304; 
    and Eligibility, Recruitment, Selection, Enrollment and Attendance in 
    Head Start, 45 CFR part 1305.
        There are a number of specific provisions in the foregoing Head 
    Start regulations that relate only to children ages three to five. For 
    example, the Head Start Performance Standards, Subpart B--Education 
    Services in large part describes services that are to be provided to 
    older preschool children and are not appropriate for children under age 
    three. As is currently the case for Head Start Parent and Child Center 
    programs and Migrant Head Start programs that serve children under 
    three years of age, such provisions do not apply to Early Head Start 
    programs.
        New Performance Standards for Head Start programs are currently 
    being developed. After a period of public comment, this regulation will 
    be issued in final form in FY 1996 when agencies selected to become 
    Early Head Start programs are beginning to provide services. At that 
    time, programs will be expected to comply with the Performance 
    Standards, as applicable under the time frames specified in the 
    regulation.
        Copies of the current applicable Head Start regulations are 
    available in the application kit.
    
    H. Early Head Start as a Learning Community
    
    1. Overview
        On both the local and national level, Early Head Start is 
    envisioned as a learning community for how quality services should be 
    delivered to pregnant women and families with infants and toddlers. 
    Thus, continuous improvement, evaluation, research and dissemination 
    activities play a critical role in this initiative. These activities 
    include, but are not limited to:
         Continuous review and measurement of program processes to 
    determine progress toward stated objectives and for the purpose of 
    program improvement;
         Studies of program processes including services offered to 
    and received by families and descriptions of how the services are 
    delivered;
         Qualitative studies of individual families and programs;
         Studies of child, family, program and community variables 
    that contribute to program outcomes;
         Studies of program quality and the relationship of quality 
    to program outcomes;
         Studies of program variations and their relationship to 
    impacts;
         National impact studies, conducted by a national 
    contractor;
         Establishment of longitudinal research in a sample of 
    Early Head Start national impact study sites; and
         Documentation of the program models and development of 
    materials for dissemination purposes.
    2. Requirement on the Use of an Automated Information System
        In order to facilitate learning community activities, all Early 
    Head Start programs will be required to use an automated information 
    system to collect program information on families, services, 
    collaborative arrangements, staff, training, services utilization and 
    costs. The Head Start Family Information System (HSFIS), which is Head 
    Start's new automated record keeping system, is currently being 
    modified to accommodate the needs of Early Head Start. The HSFIS 
    software and User's Manual will be made available to Early Head Start 
    grantees at the time of award and grantees will be responsible for 
    coordinating the collection of data for and management of HSFIS.
        As Early Head Start sites will be in the first wave of HSFIS 
    implementation in the field, technical assistance for implementation 
    issues, including linkages to existing systems, will be provided 
    through the ACYF-supervised contractor responsible for implementing 
    HSFIS and through mentor sites from the pilot phase of the HSFIS 
    project.
    3. Continuous Improvement and Formative Evaluation Requirements
        In order to enter fully into the learning community environment on 
    both the national and local level, all [[Page 14554]] Early Head Start 
    programs will be required to:
         Conduct a local assessment of progress toward stated 
    objectives and program improvement using the automated information 
    system and other sources of data which will measure progress toward 
    stated objectives and contribute to a process of continuous improvement 
    within the program and sponsoring agency;
         Provide information from the Early Head Start automated 
    information system as requested by a National Contractor;
         Collect qualitative information on the program and on 
    individual families;
         Participate in the program variation and quality studies, 
    if requested to do so by the ACYF; and
         Document the program model and develop dissemination 
    materials.
        All Early Head Start programs are required to have the capacity to 
    carry out the activities listed above. Thus, applicants for Early Head 
    Start funds will need access to expertise in developing and using 
    performance measures, as well as in conducting qualitative evaluation. 
    Applicants are strongly encouraged to form partnerships with 
    representatives of local universities or other research organizations 
    who can assist them in the conduct of formative evaluation and 
    continuous improvement activities, and who can become potential 
    candidates for the research and impact studies discussed below.
    4. Impact Study and Research Site Requirements
        Any Early Head Start program could be required to participate in 
    the national impact study and therefore should be prepared to 
    participate in random assignment over a specified time period. A 
    limited number of funded Early Head Start programs will be selected by 
    the ACF as special research sites in FY 1996. Selected sites shall 
    fulfill all of the continuous improvement and other evaluation 
    requirements listed above, and, in addition:
         Serve as a research site where a university or research 
    organization will conduct research on the child, family, program and 
    community variables that affect outcomes; and, as such, become eligible 
    to participate in the Early Head Start/Head Start longitudinal study.
         Collaborate with the university or research organization 
    in the development of relevant research questions and in the design of 
    the local study; and/or,
         Serve as a national impact study site and accept 
    assignment under either an experimental or quasi-experimental condition 
    and/or cooperate with a national contractor and the ACF in establishing 
    comparison groups appropriate for answering questions of impact, 
    recruitment and/or generalizability.
        The ACF will award approximately $2 million for local research 
    activities in FY 1996. Early Head Start programs which are chosen by 
    the ACF as impact evaluation and special research sites will be 
    required to cooperate in carrying out intensive research and evaluation 
    activities (e.g. random assignment of recruited families to comparison 
    and program groups). The Request for Proposal for research site 
    competition involving original or newly identified research partners, 
    will be released in the Fall of 1995. Selection of research sites will 
    be based on a combination of factors that may include proposed study 
    design, research partner qualifications, location, program composition, 
    and projected program readiness for evaluation.
    
    Part III. Application Requirements
    
        Applicants must address the following requirements in their 
    applications for financial assistance. For the convenience of the 
    applicants, these requirements have been organized according to the 
    evaluation criteria presented in Part IV.
    
    A. Objectives and Need for Assistance
    
        1. State the objectives for the program and indicate how these 
    objectives relate to the four Early Head Start Program Goals (see the 
    Summary Section of this Announcement or Appendix C), and demonstrate 
    that there is a need for the program that relates to these objectives 
    and is based on an assessment of the community (conducted by the 
    applicant or resulting from a recent study of the community) and 
    consultation with consumers. Provide letters of support for your 
    program from community leaders and residents.
        2. Identify the population to be served by the project and explain 
    why this population is most in need of the program. Identify the target 
    enrollment size (number of families and estimated number of infants and 
    toddlers) and provide assurances that the population the program 
    intends to recruit and enroll will meet Early Head Start eligibility 
    criteria.
        3. Identify the geographic location to be served by the program. 
    Describe the key characteristics of the targeted area and explain what 
    makes the area an identifiable community or neighborhood. Describe what 
    services and resources are/are not currently available in the area 
    which serve pregnant women and families with infants and toddlers. 
    Provide demographic and other information on the target area which 
    demonstrates that there are a sufficient number of eligible, unserved 
    families in the area to justify the target enrollment size. In 
    addition, demonstrate that the program will be able to recruit at least 
    twice as many eligible families to be enrolled from the target area 
    should the program be selected as a national impact study site and be 
    required to establish a randomly assigned comparison group (See Part 
    II, Section H, Number 4). Attach relevant maps or other geographic 
    aids.
    
    B. Results or Benefits
    
        1. Identify the specific results or benefits that could be expected 
    for families and children participating in the program. Identify the 
    specific community-wide results or benefits. Identify the specific 
    results or benefits that could be expected for the staff working in the 
    Early Head Start program as well as other child development caregivers 
    and family development staff working in a variety of relevant community 
    agencies.
        2. Identify the kinds of qualitative and quantitative data the 
    program will collect to measure progress towards the stated results or 
    benefits.
        3. Provide assurances that the program will collect data on groups 
    of individuals and geographic areas served, types of services to be 
    furnished, service utilization information, types and nature of needs 
    identified and met, and such other information as may be required 
    periodically by the ACF for purposes of the national evaluation.
        4. Describe how the lessons learned from the program will benefit 
    national policy, practice, theory and research.
    
    C. Approach
    
        1. Describe the method used to undertake the community assessment 
    and consumer consultation process that caused the applicant to conclude 
    that there is a need for the proposed program as discussed in Part III, 
    Section A. An applicant need not conduct an independent assessment of 
    the community if such an assessment already exists. In this case, the 
    applicant should describe the method of the recently conducted 
    assessment and explain any additional consultation with consumers as it 
    relates to the development of the proposed program. In addition, all 
    applicants must describe the planning the program will do during the 
    start-up period to prepare for implementation of the program and 
    explain how consumers and other [[Page 14555]] stakeholders in the 
    community will be involved in the planning.
        2. Explain the approach to recruiting and enrolling the number and 
    type of children and families from the target recruitment area, as 
    discussed in Part III, Section A. Discuss any special efforts you will 
    make to recruit and enroll pregnant women and families with children 
    under age one. Provide assurances that you will carry-out random 
    assignment should your program be selected to participate in the 
    national impact study.
        3. Describe how the program will ensure that at least 10 percent of 
    enrollment and participation opportunities will be made available to 
    children with disabilities (as defined by the IDEA Part H Lead Agency 
    for the State). Describe the policies and practices the program will 
    have in place to assure that a child will not be denied enrollment or 
    participation in the program on the basis of a disability or the 
    severity of such a condition. Describe how the program will work with 
    the Part H local lead agency or, if available, the local Interagency 
    Coordinating Council to arrange or provide for special services needed 
    by these children and their families. Describe how staff will 
    coordinate their efforts with others to ensure children with 
    disabilities and their families receive high quality services.
        4. Describe the approach to providing child development services 
    and explain the rationale for choosing the approach. Identify and 
    describe the specific approaches that will be used for assuring the 
    intellectual, social, emotional and physical development of the infants 
    and toddlers served. Describe the philosophy, curricula, staffing 
    patterns, staff qualifications, types and quality of settings and any 
    other relevant information that will comprise the program's model for 
    supporting the growth and development of very young children. Clearly 
    explain how your model will meet the developmental needs of very young 
    children (including children from non-English speaking families).
        5. Explain how the program's child development approach will 
    promote parent/guardian-child interaction and support the mother-child 
    and/or father-child bond. Also explain how caregiving will be provided 
    in ways that support infant and toddler attachment to a limited number 
    of skilled and caring individuals.
        6. Describe how high-quality infant and toddler full- and part-day 
    child care will be provided to children of parents who are working or 
    in training or to children who require out-of-home care due to special 
    parental circumstances like substance abuse treatment. Discuss the 
    relationship between these resources and the program's overall child 
    development approach. Describe the process the program will use to 
    determine that child care (provided either directly or through 
    referral) will be of high quality. In addition, describe the program's 
    approach to building capacity in communities where high quality infant/
    toddler child care is lacking.
        7. Describe the program's approach to ensuring the continuation of 
    developmentally-appropriate services for children, including those with 
    disabilities, and their families once the children reach the age of 
    three and the family exits the Early Head Start Program.
        8. Describe the specific approaches for providing, either directly 
    or through referral, ongoing well-baby and well-child health services 
    such as early and periodic screening, diagnosis, treatment, 
    immunizations, nutritional assessment, developmental surveillance and 
    anticipatory guidance. In addition, describe the approach for ensuring 
    that children are cared for in safe and hygienic environments.
        9. Describe the approach for supporting family growth and 
    development and explain the rationale for choosing the approach. 
    Explain the framework of and procedures for developing each family's 
    individualized plan. Explain how you intend to work with other service 
    delivery systems which require a similar plan, such as the Part H 
    Individualized Family Service Plan (IFSP), to ensure that the family 
    only need to complete one plan and that one plan can be used by all 
    relevant programs to ensure a seamless service delivery system for the 
    child and family. Describe how your family development approach will 
    assist families and individual family members in identifying, pursuing 
    and achieving goals and overcoming obstacles on the way to achieving 
    those goals.
        10. Describe how the program will develop relationships with 
    parents which promote their involvement with the program. Describe the 
    strategy and the opportunities for parent involvement providing 
    assurances that it meets or exceeds the parent involvement standards 
    described in 45 CFR Part 1304 Instruction I-30, Section B-2, 70.2, the 
    Parents. Explain what special efforts the program will make to reach 
    out to and involve fathers.
        11. Describe what services the program will provide, either 
    directly or through referral, to promote adult and family health and 
    wellness. Identify and explain the mental and physical health services 
    which will be made available to and accessible by the parents, siblings 
    and other significant family members of the infants and toddlers served 
    by the program. Describe what the program will do to promote women's 
    health and wellness prior to, during and after pregnancy. In addition, 
    describe what the program will do to provide access to smoking 
    cessation and substance abuse prevention and treatment services for 
    affected families.
        12. Describe what services the program will provide, either 
    directly or through referral, to promote progress toward economic self-
    sufficiency for parents. Describe the program's approach for basic 
    literacy training, adult basic education, employability skills training 
    and job development and placement services.
        13. Describe what assistance the program will provide, either 
    directly or through referral, to families in obtaining needed income 
    support, food, and decent, safe housing.
        14. Identify the existing transportation resources available to 
    families in reaching services provided at the program site and in off-
    site locations. Describe any transportation arrangements the program 
    will make to ensure that families and children are able to access 
    needed services.
        15. Describe the program's approach to community building and 
    explain the rationale for choosing the approach. Describe how the 
    program will be coordinated with other programs and services in the 
    community which serve pregnant women, infants, toddlers and their 
    families and how the program will assist in the development of local 
    community capability, expertise and commitment to carry out 
    comprehensive service programs built around the needs of pregnant women 
    and families with very young children. Describe any barriers to 
    collaboration in your community and explain your strategy for 
    addressing these. Identify by name specific providers, agencies and 
    organizations with which the applicant will coordinate in order to 
    carry out the requirements of this project. Applicants should furnish 
    formal interagency agreements or contracts (if available) indicating 
    which services will be provided to which program participants for what 
    periods of time, by each of those provider agencies and/or 
    organizations.
        16. Describe linkages that the program will make with the following 
    communities during the planning, implementation and operation of the 
    program: Health and nutrition (e.g., public health departments and 
    other [[Page 14556]] health providers and programs including Title V, 
    Supplemental Food Program for Women, Infants and Children (WIC) and 
    Medicaid prenatal care services and the Medicaid Early and Periodic 
    Screening, Diagnosis and Treatment program (EPSDT)); early intervention 
    (e.g., Part H local lead agency or, if available, local interagency 
    coordinating councils and University Affiliated Programs); mental 
    health and substance abuse prevention and treatment; education (e.g., 
    local preschool, child care, Head Start, and elementary schools); child 
    care resource and referral agencies and their networks; business (e.g., 
    the local Private Industry Council); parent groups; and other strength-
    building organizations.
        17. Describe the approach to staff selection and explain the 
    rationale for choosing the approach. Describe what staffing patterns 
    and mix of staff qualifications and language/cultural competencies the 
    program will require to ensure that staff, together, cover the spectrum 
    of skills, knowledge and professional competencies necessary to provide 
    quality, comprehensive, inclusive and family-centered services to young 
    children and families. Describe the process the applicant will use to 
    identify and select individual staff--from directors to caregivers to 
    data management staff--who demonstrate the personal characteristics, 
    competencies and skills necessary to provide quality services and 
    promote quality relationships with and among children, families, the 
    community and other staff. Explain how the program will ensure that all 
    infant/toddler caregivers are qualified, with sufficient grounding in 
    infant/toddler development and care, and parent/caregiver relations 
    prior to working with children and families enrolled in the program.
        18. Describe the approach to staff development and the rationale 
    for choosing the approach. Describe the training, technical assistance, 
    and supervision that will be provided to ensure continued enhancement 
    of staff skills and teamwork. Describe how training and technical 
    assistance opportunities will be coordinated with other service 
    providers in the community so that Early Head Start both provides and 
    benefits from the knowledge, expertise, and training opportunities of 
    other relevant community programs and service delivery systems. 
    Describe how the program will ensure that staff are knowledgeable about 
    the rights of children with disabilities and are capable of providing 
    such infants and toddlers with high quality care in a supportive and 
    developmentally appropriate environment.
        19. Identify and explain the management and continuous improvement 
    plan(s) for implementing the program. Include: An outline of the time 
    frames and milestones for all key activities that the program will 
    engage in during the first year of operation, as well as a preliminary 
    outline of time frames and milestones for key activities in the 
    remaining years of the project; a description of the procedures for 
    assessment of progress toward stated objectives including how 
    collection of data on the results and benefits identified in Part III, 
    Section B will contribute to a process of continuous improvement within 
    the program and the sponsoring agency; a description of how an 
    automated information system will become an integral component in the 
    management and continuous improvement of the program; a description of 
    how confidentiality of user data will be maintained; a description of 
    the applicant's capacity (e.g. facilities, administrative and support 
    personnel, etc.) to support the program at the proposed target 
    enrollment size; a description of the strategy for reducing staff 
    turnover; and a description of how the program will go about 
    establishing a Policy Council (as described by Head Start Regulation, 
    45 CFR part 1304) and a Health Services Advisory Committee (as 
    described by Head Start Regulation, 45 CFR part 1304).
    
    D. Staff Background and Organizational Experience
    
        1. Describe the applicant's experience in providing comprehensive 
    child development and family development services to families with 
    infants and toddlers, as well as the applicant's experience in 
    collaborating with local, State and Federal partners. Describe the 
    applicant's history and relationship with the target community. Include 
    a complete discussion of relevant program, administrative and fiscal 
    management experience.
        2. If the applicant represents a consortium of partner agencies, 
    explain the relevant background of each partner and the partners' 
    experience in planning and implementing programs to serve children and 
    families. Each partner must provide a letter of commitment which 
    authorizes the applicant to apply on behalf of the consortium.
        3. Identify and provide a brief description of key staff who are 
    proposed to work in the program and indicate their educational training 
    and experience working with similar programs. Provide resumes. Build on 
    the answer to Part III, Section C, Number 17 by explaining how these 
    particular staff persons comprise a multi-disciplinary team of experts. 
    In addition, explain how the ethnic and racial composition and language 
    proficiencies of these particular staff persons is reflective of the 
    community where the program is located.
        4. Describe the expertise the organization will utilize in 
    conducting the formative evaluation and continuous improvement 
    activities described in Part II, Section H, Number 3. Describe the 
    experience of and provide resumes from the individuals who will assist 
    the program with continuous improvement and formative evaluation 
    activities.
        5. Provide assurances that the applicant will cooperate with a 
    multi-site evaluation contractor and any other contractor the ACF may 
    fund to provide management support or technical assistance services to 
    Early Head Start programs.
    
    E. Budget Appropriateness
    
        1. Provide two detailed, line-item budgets: one that accounts for 
    all relevant start-up and operating costs to be incurred in the first 
    year of the project and one that reflects ongoing operating costs. In 
    the proposed budgets, applicants must set aside sufficient funds so 
    that 5 staff can travel to Washington, D.C. for two annual meetings to 
    be convened by ACYF (i.e., 5 staff  x  2 trips = 10 trips). Each budget 
    should include the required non-Federal share of the cost of the 
    project (See Part II, Section F).
        2. Describe how these budgets reflect high quality, ongoing 
    services provided at a reasonable cost. Include discussions on the 
    appropriateness of staff compensation levels and funds set aside to 
    promote staff development (programs are encouraged to set aside up to 
    10% of the annual budget for staff development purposes), costs 
    associated with special equipment needs and the removal of 
    architectural barriers for disabled families and children, renovation 
    costs associated with providing environments conducive to the high 
    quality provision of child and family development services, costs 
    associated with family transportation and emergency resource needs, 
    etc. Explain what efforts the applicant has made or will make to secure 
    other community cash and in-kind resources, besides those shown in the 
    budgets, and what additional resources will be used to support the 
    provision of Early Head Start services to children and families. 
    [[Page 14557]] 
    
    Part IV. Evaluation Criteria
    
        In considering how applicants will carry out the responsibilities 
    addressed under Part III of this announcement, competing applications 
    for financial assistance will be reviewed and evaluated against the 
    following five criteria. The point values following each criterion 
    indicate the numerical weight each criterion will be accorded in the 
    review process.
    
    A. Criterion 1. Objectives and Need for Assistance (15 Points)
    
        The extent to which, based on community assessment information, the 
    applicant identifies any relevant physical, economic (e.g., poverty in 
    the community), social, financial, institutional, or other issues which 
    demonstrate a need for the Early Head Start program; in addition, the 
    extent to which the applicant identifies the strengths of the community 
    the project will serve. The extent to which the applicant lists 
    relevant program objectives that adequately address the strengths and 
    needs of the community. The extent to which the applicant describes the 
    population to be served by the project and explains why this population 
    is most in need of the program. The extent to which the applicant gives 
    a precise location and rationale for the project site(s) and area(s) to 
    be served by the proposed project.
        Information provided in response to Part III, Section A of this 
    announcement will be used to evaluate applicants on this criterion.
    
    B. Criterion 2. Results or Benefits Expected (10 Points)
    
        The extent to which the applicant identifies the results and 
    benefits to be derived from the project and links these to the stated 
    objectives. The extent to which the applicant describes the kinds of 
    data to be collected and how it will be utilized to measure progress 
    towards the stated results or benefits. The extent to which the 
    applicant describes how the lessons learned from the program will 
    benefit national policy, practice, theory and research.
        Information provided in response to Part III, Section B of this 
    announcement will be used to evaluate applicants on this criterion.
    
    C. Criterion 3. Approach (50 Points)
    
        The extent to which the applicant outlines a workable plan of 
    action which relates to the four Early Head Start program cornerstones 
    (see Part I, Section F or Appendix C), reflects the nine program 
    principles (see Part I, Section E or Appendix C), and details how the 
    proposed work will be accomplished. The extent to which the applicant 
    explains why the approach chosen makes sense in light of the needs, 
    objectives, results and benefits described above. The extent to which 
    the approach is grounded in recognized standards and/or guidelines for 
    high quality service provision or is defensible from a research or 
    ``best practices'' standpoint.
        The extent to which the applicant's management plan demonstrates 
    sufficient management capacity to implement a high-quality Early Head 
    Start program.
        Information provided in Part III, Section C of this announcement 
    will be used to evaluate applicants on this criterion.
    
    D. Criterion 4. Staff Background and Organizational Experience (15 
    Points)
    
        The extent to which the proposed program director, proposed key 
    project staff, and the organization's experience and history with the 
    community demonstrate the ability to effectively and efficiently 
    administer a project of this size, complexity and scope. The extent to 
    which the organization's (and/or university/research organization 
    partner's) experience demonstrates an ability to carry out the 
    continuous improvement and qualitative evaluation activities described 
    in Part II, Section H, Number 3.
        Information provided in response to Part III, Section D of this 
    announcement will be used to evaluate applicants on this criterion.
    
    E. Criterion 5. Budget Appropriateness (10 Points)
    
        The extent to which the program's costs are reasonable in view of 
    the planning and activities to be carried out and the anticipated 
    outcomes. The extent to which the salaries and fringe benefits reflect 
    the level of compensation appropriate for the responsibilities of 
    staff. The extent to which assurances are provided that the applicant 
    can and will contribute the non-Federal share of the total project 
    cost. The extent to which the program has attempted to and/or succeeded 
    in garnering cash or in-kind resources from other sources in the 
    community.
        Information provided in response to Part III, Section E of this 
    announcement will be used to evaluate applicants on this criterion.
    
    Part V. The Application Process
    
    A. Availability of Forms
    
        Eligible applicants interested in applying for funds must submit 
    all of the required forms included at the end of this program 
    announcement in Appendix A.
        In order to be considered for a grant under this Announcement, an 
    application must be submitted on the Standard Form 424 which has been 
    approved by the Office of Management and Budget (OMB) under Control 
    Number 0348-0043. A copy has been provided (see Appendix A). Each 
    application must be signed by an individual authorized to act for the 
    applicant and to assume responsibility for the obligations imposed by 
    the terms and conditions of the grant award.
        Applicants requesting financial assistance for a non-construction 
    project must file the Standard Form 424B, ``Assurances: Non-
    Construction Programs.'' Applicants must sign and return the Standard 
    Form 424B with their application.
        Applicants must provide a certification concerning lobbying. Prior 
    to receiving an award in excess of $100,000, applicants shall furnish 
    an executed copy of the lobbying certification. Applicants must sign 
    and return the certification with their application.
        Applicants must make the appropriate certification of their 
    compliance with the Drug-Free Workplace Act of 1988. By signing and 
    submitting the application, applicants are providing the certification 
    and need not mail back the certification with the application.
        Applicants must make the appropriate certification that they are 
    not presently debarred, suspended or otherwise ineligible for award. By 
    signing and submitting the application, applicants are providing the 
    certification and need not mail back the certification with the 
    application.
        Applicants must also understand that they will be held accountable 
    for the smoking prohibition included within P.L. 103-227, The Pro-
    Children's Act of 1994. A copy of the Federal Register notice which 
    implements the smoking prohibition is included in the application kit.
    
    B. Application Submission
    
        Applicants submitting proposals should use the following format 
    guidelines: Proposals should be organized according to the evaluation 
    criteria located in Part IV of this Federal Register announcement. For 
    each of the five specified criteria, applicants should provide 
    information in response to the application requirements described in 
    Part III of this announcement. These application requirements are 
    cross-referenced by number in the last paragraph of each criterion. All 
    persons [[Page 14558]] who prepared sections of the proposal should be 
    identified along with those sections, as well as identified according 
    to their responsibilities with regard to the proposed program.
        One signed original and two copies of the grant application, 
    including all attachments, are required. The program announcement 
    number (ACYF-HS-93600.952) must be clearly identified on the 
    application. Each application must be limited to no more than 125 
    double-spaced pages of program narrative (not including the forms which 
    make up the SF-424 and resumes) including the one-page project summary. 
    If the narrative portion of the application is more than 125 double-
    spaced pages, the other pages will be removed from the application and 
    not considered by the reviewers. The attachments/appendices to each 
    application must be limited to no more than 100 pages. If the 
    attachments/appendices to each application are more than 100 pages, the 
    other pages will be removed from the application and not considered by 
    the reviewers.
        The application must be paginated beginning with the Form 424 and 
    also contain a table of contents listing each section of the 
    application with the respective pages identified. Only one application 
    per applicant will be accepted.
    
    C. Application Consideration
    
        Applicants will be scored against the evaluation criteria described 
    above. The review will be conducted in Washington, DC by a panel 
    consisting of experts in the areas of child and family development and 
    other related fields.
        To further inform the Associate Commissioner of the Head Start 
    Bureau and the Commissioner of ACYF, representatives from the Federal 
    government may conduct site visits to programs whose applications fall 
    within a certain range of competitive rankings (i.e., all programs 
    which have made the ``first cut'', but which the Commissioner of ACYF 
    will not approve without additional data). This site visit will take 
    place following the competitive review and before the award decision 
    for the purpose of obtaining additional information, clarifying 
    programmatic strategies and other issues which surfaced in the 
    applications, and identifying any problem areas needing to be resolved.
        The results of the competitive review will be taken into 
    consideration by the Associate Commissioner, Head Start Bureau, in 
    recommending the project to be funded. The Commissioner of ACYF will 
    make the final selection of the applicants to be funded. An application 
    may be funded in whole or in part, depending on the relative need for 
    services, applicant ranking, geographic location and funds available.
        The Commissioner may elect not to provide funding to applicants 
    experiencing problems in providing quality services identified either 
    through the panel review or the site visit.
        Successful applicants will be notified through the issuance of a 
    Financial Assistance Award which sets forth the amount of funds 
    granted, the terms and conditions of the grant, the effective date of 
    the grant, the budget period for which support is given, and the total 
    project period for which support is provided.
        Subject to availability of additional resources in FY 1996 and the 
    number of acceptable applications received as a result of this program 
    announcement, the Commissioner may elect to select recipients for the 
    FY 1996 cohort of programs out of the pool of applications submitted 
    for FY 1995 funds.
    
    D. Checklist for a Complete Application
    
        The checklist below is for your use to ensure that the application 
    package has been properly prepared.
    
    --One original, signed and dated application plus two copies.
    --The narrative portion of the application does not exceed 125 double-
    spaced pages in a 12-pitch font with 1\1/2\ inch margins at the top and 
    1 inch at the bottom and both sides.
    --Attachments/Appendices to the application do not exceed 100 pages. 
    Attachments/appendices should be used only to provide supporting 
    documentation such as maps, administration charts, position 
    descriptions, resumes, and letters of intent/agreement. Please do not 
    include books or video tapes as they are not easily reproduced and are 
    therefore inaccessible to the reviewers. Each page should be numbered 
    sequentially.
    --A complete application consists of the following items in this order:
    
        (1) Application for Federal Assistance (SF 424, REV.4-88);
        (2) Table of Contents;
        (3) Budget information--Non-Construction Programs (SF 424A&B 
    REV.88);
        (4) Budget justification for Section B--Budget Categories, 
    including subcontract agency budgets;
        (5) Project Summary (not to exceed one page);
        (6) Application Narrative and Appendices;
        (7) Any non-profit organization submitting an application must 
    submit proof of its non-profit status in its application at the time of 
    submission. The non-profit agency can accomplish this by providing a 
    copy of the applicant's listing in the Internal Revenue Service's (IRS) 
    most recent list of tax-exempt organizations described in Section 
    501(c)(3) of the IRS code or by providing a copy of the currently valid 
    IRS tax exemption certificate, or by providing a copy of the articles 
    of incorporation bearing the seal of the State in which the corporation 
    or association is domiciled.
        (8) Assurances Non-Construction Programs;
        (9) Certification Regarding Lobbying;
        (10) Where appropriate, a completed SPOC certification with the 
    date of SPOC contact entered in line 16, page 1 of the SF 424, REV.4-
    88).
    
    E. Due Date for the Receipt of Applications
    
        Deadlines: Applications shall be considered as meeting an announced 
    deadline if they are received on or before the deadline date at the 
    address or receipt point specified in this program announcement. 
    Applicants are responsible for mailing applications well in advance, 
    when using all mail services, to ensure that the applications are 
    received on or before the deadline date. (Applicants are cautioned that 
    postmarks will not be considered as a methodology for meeting the 
    deadline.)
        Late applications: Applications which do not meet the criteria 
    above are considered late applications. ACF shall notify each late 
    applicant that its application will not be considered in the current 
    competition.
        Extension of deadlines: ACF may extend the deadline for all 
    applicants because of acts of God such as floods, hurricanes, etc., or 
    when there is a widespread disruption of the mails. However, if ACF 
    does not extend the deadline for all applicants, it may not waive or 
    extend the deadline for any applicants.
    
    F. Paperwork Reduction Act of 1980
    
        Under the Paperwork Reduction Act of 1980, Public Law 96-511, the 
    Department is required to submit to OMB for review and approval any 
    reporting and record keeping requirements in regulations, including 
    program announcements. This program announcement does not contain 
    information collection requirements beyond those approved for ACF grant 
    applications under OMB Control Number 0348-0043. [[Page 14559]] 
    
    G. Executive Order 12372--Notification Process
    
        This program is covered under Executive Order 12372, 
    ``Intergovernmental Review of Federal Programs,'' and 45 CFR part 100, 
    ``Intergovernmental Review of Department of Health and Human Services 
    Programs and Activities.'' Under the Order, States may design their own 
    processes for reviewing and commenting on proposed Federal assistance 
    under covered programs.
        All States and territories except Alabama, Alaska, Colorado, 
    Connecticut, Hawaii, Idaho, Kansas, Louisiana, Minnesota, Montana, 
    Nebraska, Oklahoma, Oregon, Pennsylvania, South Dakota, Virginia, 
    Washington, American Samoa, and Palau have elected to participate in 
    the Executive Order process and have established Single Points of 
    Contact (SPOCs). Applicants from these nineteen jurisdictions areas 
    need not take action regarding Executive Order 12372.
        Applications for projects to be administered by Federally-
    recognized Indian Tribes are also exempt from the requirements of 
    Executive Order 12372. Otherwise, applicants should contact their SPOC 
    as soon as possible to alert them to the prospective application and to 
    receive any necessary instructions. Applicants must submit any required 
    material to the SPOC as early as possible so that the program office 
    can obtain and review SPOC comments as part of the award process. It is 
    imperative that the applicant submit all required materials, if any, to 
    the SPOC and indicate the date of this submittal (or date of contact if 
    no submittal is required) on the Standard Form 424, item 16a.
        Under 45 CFR 100.8(a)(2), a SPOC has 60 days from the application 
    deadline to comment on proposed new or competing continuation awards.
        SPOCs are encouraged to eliminate the submission of routine 
    endorsements as official recommendations.
        Additionally, SPOCs are requested to clearly differentiate between 
    mere advisory comments and those official State process recommendations 
    which may trigger the ``accommodate or explain'' rule.
        When comments are submitted directly to the ACF, they should be 
    addressed to: Department of Health and Human Services, Administration 
    for Children and Families, OFM/DDG 6th Floor East, 370 L'Enfant 
    Promenade SW., Washington, DC 20447.
        A list of Single Points of Contact for each State and territory is 
    included as Appendix B of this announcement.
    
    H. Closing Date
    
        The closing date for submission of applications is May 31, 1995.
    
    (Catalog of Federal Domestic Assistance Program Number 93.600, 
    Project Head Start)
    
        Dated: March 10, 1995.
    Olivia A. Golden,
    Commissioner, Administration on Children, Youth and Families.
    
                                                     BILLING CODE 4184-01-P
    [[Page 14560]]
    
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    BILLING CODE 4184-01-C
    [[Page 14561]]
    
    Instructions for the SF 424
    
        This is a standard form used by applicants as a required 
    facesheet for preapplications and applications submitted for Federal 
    assistance. It will be used by Federal agencies to obtain applicant 
    certification that States which have established a review and 
    comment procedure in response to Executive Order 12372 and have 
    selected the program to be included in their process, have been 
    given an opportunity to review the applicant's submission.
        Item and Entry:
        1. Self-explanatory.
        2. Date application submitted to Federal agency (or State if 
    applicable) & applicant's control number (if applicable).
        3. State use only (if applicable).
        4. If this application is to continue or revise an existing 
    award, enter present Federal identifier number. If for a new 
    project, leave blank.
        5. Legal name of applicant, name of primary organizational unit 
    which will undertake the assistance activity, complete address of 
    the applicant, and name and telephone number of the person to 
    contact on matters related to this application.
        6. Enter Employer Identification Number (EIN) as assigned by the 
    Internal Revenue Service.
        7. Enter the appropriate letter in the space provided.
        8. Check appropriate box and enter appropriate letter(s) in the 
    space(s) provided:
    
    --``New'' means a new assistance award.
    --``Continuation'' means an extension for an additional funding/budget 
    period for a project with a projected completion date.
    --``Revision'' means any change in the Federal Government's financial 
    obligation or contingent liability from an existing obligation.
        9. Name of Federal agency from which assistance is being 
    requested with this application.
        10. Use the Catalog of Federal Domestic Assistance number and 
    title of the program under which assistance is requested.
        11. Enter a brief descriptive title of the project. If more than 
    one program is involved, you should append an explanation on a 
    separate sheet. If appropriate (e.g., construction or real property 
    projects), attach a map showing project location. For 
    preapplications, use a separate sheet to provide a summary 
    description of this project.
        12. List only the largest political entities affected (e.g., 
    State, counties, cities).
        13. Self-explanatory.
        14. List the applicant's Congressional District and any 
    District(s) affected by the program or project.
        15. Amount requested or to be contributed during the first 
    funding/budget period by each contributor. Value of in-kind 
    contributions should be included on appropriate lines as applicable. 
    If the action will result in a dollar change to an existing award, 
    indicate only the amount of the change. For decreases, enclose the 
    amounts in parentheses. If both basic and supplemental amounts are 
    included, show breakdown on an attached sheet. For multiple program 
    funding, use totals and show breakdown using same categories as item 
    15.
        16. Applicants should contact the State Single Point of Contact 
    (SPOC) for Federal Executive Order 12372 to determine whether the 
    application is subject to the State intergovernmental review 
    process.
        17. This question applies to the applicant organization, not the 
    person who signs as the authorized representative. Categories of 
    debt include delinquent audit disallowances, loans and taxes.
        18. To be signed by the authorized representative of the 
    applicant. A copy of the governing body's authorization for you to 
    sign this application as official representative must be on file in 
    the applicant's office. (Certain Federal agencies may require that 
    this authorization be submitted as part of the application.)
    
                                                     BILLING CODE 4184-01-M
    [[Page 14562]]
    
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    [[Page 14563]]
    
    [GRAPHIC][TIFF OMITTED]TN17MR95.002
    
    
    
    BILLING CODE 4184-01-C
    [[Page 14564]]
    
    Instructions for the SF-424A
    
    General Instructions
    
        This form is designed so that application can be made for funds 
    from one or more grant programs. In preparing the budget, adhere to 
    any existing Federal grantor agency guidelines which prescribe how 
    and whether budgeted amounts should be separately shown for 
    different functions or activities within the program. For some 
    programs, grantor agencies may require budgets to be separately 
    shown by function or activity. For other programs, grantor agencies 
    may require a breakdown by function or activity. Sections A, B, C, 
    and D should include budget estimates for the whole project except 
    when applying for assistance which requires Federal authorization in 
    annual or other funding period increments. In the latter case, 
    Sections A, B, C, and D should provide the budget for the first 
    budget period (usually a year) and Section E should present the need 
    for Federal assistance in the subsequent budget periods. All 
    applications should contain a breakdown by the object class 
    categories shown in Lines a-k of Section B.
    
    Section A. Budget Summary
    
    Lines 1-4, Columns (a) and (b)
    
        For applications pertaining to a single Federal grant program 
    (Federal Domestic Assistance Catalog number) and not requiring a 
    functional or activity breakdown, enter or Line 1 under Column (a) 
    the catalog program title and the catalog number in Column (b).
        For applications pertaining to a single program requiring budget 
    amounts by multiple functions or activities, enter the name of each 
    activity or function on each line in Column (a), and enter the 
    catalog number in Column (b). For applications pertaining to 
    multiple programs where none of the programs require a breakdown by 
    function or activity, enter the catalog program title on each line 
    in Column (a) and the respective catalog number on each line in 
    Column (b).
        For applications pertaining to multiple programs where one or 
    more programs require a breakdown by function or activity, prepare a 
    separate sheet for each program requiring the breakdown. Additional 
    sheets should be used when one form does not provide adequate space 
    for all breakdown of data required. However, when more than one 
    sheet is used, the first page should provide the summary totals by 
    programs.
    
    Lines 1-4, Columns (c) Through (g.)
    
        For new applications, leave Columns (c) and (d) blank. For each 
    line entry in Columns (a) and (b), enter in Columns (e), (f), and 
    (g) the appropriate amounts of funds needed to support the project 
    for the first funding period (usually a year).
        For continuing grant program applications, submit these forms 
    before the end of each funding period as required by the grantor 
    agency. Enter in Columns (c) and (d) the estimated amounts of funds 
    which will remain unobligated at the end of the grant funding period 
    only if the Federal grantor agency instructions provide for this. 
    Otherwise, leave these columns blank. Enter in columns (e) and (f) 
    the amounts of funds needed for the upcoming period. The amount(s) 
    in Column (g) should be the sum of amounts in Columns (e) and (f).
        For supplemental grants and changes to existing grants, do not 
    use Columns (c) and (d). Enter in Column (e) the amount of the 
    increase or decrease of Federal funds and enter in Column (f) the 
    amount of the increase or decrease of non-Federal funds. In Column 
    (g) enter the new total budgeted amount (Federal and non-Federal) 
    which includes the total previous authorized budgeted amounts plus 
    or minus, as appropriate, the amounts shown in Columns (e) and (f). 
    The amount(s) in Column (g) should not equal the sum of amounts in 
    Columns (e) and (f).
        Line 5--Show the totals for all columns used.
    
    Section B. Budget Categories
    
        In the column headings (1) through (4), enter the titles of the 
    same programs, functions, and activities shown on Lines 1-4, Column 
    (a), Section A. When additional sheets are prepared for Section A, 
    provide similar column headings on each sheet. For each program, 
    function or activity, fill in the total requirements for funds (both 
    Federal and non-Federal) by object class categories.
        Lines 6a-i--Show the totals of Lines 6a to 6h in each column.
        Line 6j--Show the amount of indirect cost.
        Line 6k--Enter the total of amounts on Lines 6i and 6j. For all 
    applications for new grants and continuation grants the total amount 
    in column (5), Line 6k, should be the same as the total amount shown 
    in Section A, Column (g), Line 5. For supplemental grants and 
    changes to grants, the total amount of increase or decrease as shown 
    in Columns (1)-(4), Line 6k should be the same as the sum of the 
    amounts in Section A, Columns (e) and (f) on Line 5.
        Line 7--Enter the estimated amount of income, if any, expected 
    to be generated from this project. Do not add or subtract this 
    amount from the total project amount. Show under the program 
    narrative statement the nature and source of income. The estimated 
    amount of program income may be considered by the federal grantor 
    agency in determining the total amount of the grant.
    
    Section C. Non-Federal-Resources
    
        Line 8-11--Enter amounts of non-Federal resources that will be 
    used on the grant. If in-kind contributions are included, provide a 
    brief explanation on a separate sheet.
        Column (a)--Enter the program titles identical to Column (a), 
    Section A. A breakdown by function or activity is not necessary.
        Column (b)--Enter the contribution to be made by the applicant.
        Column (c)--Enter the amount of the State's cash and in-kind 
    contribution if the applicant is not a State or State agency. 
    Applicants which are a State or State agencies should leave this 
    column blank.
        Column (d)--Enter the amount of cash and in-kind contributions 
    to be made from all other sources.
        Column (e)--Enter totals of Columns (b), (c), and (d).
        Line 12--Enter the total for each of Columns (b)-(e). The amount 
    in Column (e) should be equal to the amount on Line 5, Column (f), 
    Section A.
    
    Section D. Forecasted Cash Needs
    
        Line 13--Enter the amount of cash needed by quarter from the 
    grantor agency during the first year.
        Line 14--Enter the amount of cash from all other sources needed 
    by quarter during the first year.
        Line 15--Enter the totals of amounts on Lines 13 and 14.
    
    Section E. Budget Estimates of Federal Funds Needed for Balance of the 
    Project
    
        Lines 16-19--Enter in Column (a) the same grant program titles 
    shown in Column (a), Section A. A breakdown by function or activity 
    is not necessary. For new applications and continuation grant 
    applications, enter in the proper columns amounts of Federal funds 
    which will be needed to complete the program or project over the 
    succeeding funding periods (usually in years). This section need not 
    be completed for revisions (amendments, changes, or supplements) to 
    funds for the current year of existing grants.
        If more than four lines are needed to list the program titles, 
    submit additional schedules as necessary.
        Line 20--Enter the total for each of the Columns (b)-(e). When 
    additional schedules are prepared for this Section, annotate 
    accordingly and show the overall totals on this line.
    
    Section F. Other Budget Information
    
        Line 21--Use this space to explain amounts for individual direct 
    object-class cost categories that may appear to be out of the 
    ordinary or to explain the details as required by the Federal 
    grantor agency.
        Line 22--Enter the type of indirect rate (provisional, 
    predetermined, final or fixed) that will be in effect during the 
    funding period, the estimated amount of the base to which the rate 
    is applied, and the total indirect expense.
        Line 23--Provide any other explanations or comments deemed 
    necessary.
    
    ASSURANCES--NON-CONSTRUCTION PROGRAMS
    
        Note: Certain of these assurances may not be applicable to your 
    project or program. If you have questions, please contact the 
    awarding agency. Further, certain Federal awarding agencies may 
    require applicants to certify to additional assurances. If such is 
    the case, your will be notified.
    
        As the duly authorized representative of the applicant I certify 
    that the applicant:
        1. Has the legal authority to apply for Federal assistance, and 
    the institutional, managerial and financial capability (including 
    funds sufficient to pay the non-Federal share of project costs) to 
    ensure proper planning, management and completion of the project 
    described in this application.
        2. Will give the awarding agency, the Comptroller General of the 
    United States, and if appropriate, the State, through any authorized 
    representative, access to and the right to examine all records, 
    books, papers, or documents related to the award; and will 
    [[Page 14565]] establish a proper accounting system in accordance 
    with generally accepted accounting standards or agency directives.
        3. Will establish safeguards to prohibit employees from using 
    their positions for a purpose that constitutes or presents the 
    appearance of personal or organizational conflict of interest, or 
    personal gain.
        4. Will initiate and complete the work within the applicable 
    time frame after receipt of approval of the awarding agency.
        5. Will comply with the Intergovernmental Personnel Act of 1970 
    (42 U.S.C. Secs. 4728-4763) relating to prescribed standards for 
    merit systems for programs funded under one of the nineteen statutes 
    or regulations specified in Appendix A of OPM's Standards for a 
    Merit System of Personnel Administration (5 CFR 900, Subpart F).
        6. Will comply with all Federal statutes relating to 
    nondiscrimination. These include but are not limited to: (a) Title 
    VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits 
    discrimination on the basis of race, color or national origin; (b) 
    Title IX of the Education Amendments of 1972, as amended (20 U.S.C. 
    Secs. 1681-1683, and 1685-1686), which prohibits discrimination on 
    the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, 
    as amended (29 U.S.C. Sec. 794), which prohibits discrimination on 
    the basis of handicaps; (d) the Age Discrimination Act of 1975, as 
    amended (42 U.S.C. Secs. 6101-6107), which prohibits discrimination 
    on the basis of age;
        (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-
    255), as amended, relating to nondiscrimination on the basis of drug 
    abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism 
    Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), 
    as amended, relating to nondiscrimination on the basis of alcohol 
    abuse or alcoholism; (g) Secs. 523 and 527 of the Public Health 
    Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee-3), as amended, 
    relating to confidentiality of alcohol and drug abuse patient 
    records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. 
    Sec. 3601 et seq.), as amended, relating to nondiscrimination in the 
    sale, rental or financing of housing; (i) any other 
    nondiscrimination provisions in the specific statute(s) under which 
    application for Federal assistance is being made; and (j) the 
    requirements of any other nondiscrimination statute(s) which may 
    apply to the application.
        7. Will comply, or has already complied, with the requirements 
    of Titles II and III of the Uniform Relocation Assistance and Real 
    Property Acquisition Policies Act of 1970 (P.L. 91-646) which 
    provide for fair and equitable treatment of persons displaced or 
    whose property is acquired as a result of Federal or federally 
    assisted programs. These requirements apply to all interests in real 
    property acquired for project purposes regardless of Federal 
    participation in purchases.
        8. Will comply with the provisions of the Hatch Act (5 U.S.C. 
    Secs. 1501-1508 and 7324-7328) which limit the political activities 
    of employees whose principal employment activities are funded in 
    whole or in part with Federal funds.
        9. Will comply, as applicable, with the provisions of the Davis-
    Bacon Act (40 U.S.C. Secs. 276a to 276a-7), the Copeland Act (40 
    U.S.C. Sec. 276c and 18 U.S.C. Secs. 874), and the Contract Work 
    Hours and Safety Standards Act (40 U.S.C. Secs. 327-333), regarding 
    labor standards for federally assisted construction subagreements.
        10. Will comply, if applicable, with flood insurance purchase 
    requirements of Section 102(a) of the Flood Disaster Protection Act 
    of 1973 (P.L. 93-234) which requires recipients in a special flood 
    hazard area to participate in the program and to purchase flood 
    insurance if the total cost of insurable construction and 
    acquisition is $10,000 or more.
        11. Will comply with environmental standards which may be 
    prescribed pursuant to the following: (a) institution of 
    environmental quality control measures under the National 
    Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order 
    (EO) 11514; (b) notification of violating facilities pursuant to EO 
    11738; (c) protection of wetlands pursuant to EO 11990; (d) 
    evaluation of flood hazards in floodplains in accordance with EO 
    11988; (e) assurance of project consistency with the approved State 
    management program developed under the Coastal Zone Management Act 
    of 1972 (16 U.S.C. Secs. 1451 et seq.); (f) conformity of Federal 
    actions to State (Clear Air) Implementation Plans under Section 
    176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. Sec. 7401 
    et seq.); (g) protection of underground sources of drinking water 
    under the Safe Drinking Water Act of 1974, as amended, (P.L. 93-
    523); and (h) protection of endangered species under the Endangered 
    Species Act of 1973, as amended, (P.L. 93-205).
        12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 
    U.S.C. Secs. 1271 et seq.) related to protecting components or 
    potential components of the national wild and scenic rivers system.
        13. Will assist the awarding agency in assuring compliance with 
    Section 106 of the National Historic Preservation Act of 1966, as 
    amended (16 U.S.C. 470), EO 11593 (identification and protection of 
    historic properties), and the Archaeological and Historic 
    Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.).
        14. Will comply with P.L. 93-348 regarding the protection of 
    human subjects involved in research, development, and related 
    activities supported by this award of assistance.
        15. Will comply with the Laboratory Animal Welfare Act of 1966 
    (P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the 
    care, handling, and treatment of warm blooded animals held for 
    research, teaching, or other activities supported by this award of 
    assistance.
        16. Will comply with the Lead-Based Paint Poisoning Prevention 
    Act (42 U.S.C. Secs. 4801 et seq.) which prohibits the use of lead 
    based paint in construction or rehabilitation of residence 
    structures.
        17. Will cause to be performed the required financial and 
    compliance audits in accordance with the Single Audit Act of 1984.
        18. Will comply with all applicable requirements of all other 
    Federal laws, executive orders, regulations and policies governing 
    this program.
    
    Signature of Authorized Certifying Official
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    BILLING CODE 4184-01-C
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    Certification Regarding Debarment, Suspension, and Other 
    Responsibility Matters--Primary Covered Transactions
    
        By signing and submitting this proposal, the applicant, defined as 
    the primary participant in accordance with 45 CFR Part 76, certifies to 
    the best of its knowledge and belief that it and its principals:
        (a) Are not presently debarred, suspended, proposed for debarment, 
    declared ineligible, or voluntarily excluded from covered transactions 
    by any Federal department or agency;
        (b) Have not within a 3-year period preceding this proposal been 
    convicted of or had a civil judgment rendered against them for 
    commission of fraud or a criminal offense in connection with obtaining, 
    attempting to obtain, or performing a public (Federal, State, or local) 
    transaction or contract under a public transaction; violation of 
    Federal or State antitrust statutes or commission of embezzlement, 
    theft, forgery, bribery, falsification or destruction of records, 
    making false statements, or receiving stolen property:
        (c) Are not presently indicted or otherwise criminally or civilly 
    charged by a governmental entity (Federal, State or local) with 
    commission of any of the offenses enumerated in paragraph (1)(b) of 
    this certification; and
        (d) Have not within a 3-year period preceding this application/
    proposal had one or more public transactions (Federal, State, or local) 
    terminated for cause or default.
        The inability of a person to provide the certification required 
    above will not necessarily result in denial of participation in this 
    covered transaction. If necessary, the prospective participant shall 
    submit an explanation of why it cannot provide the certification. The 
    certification or explanation will be considered in connection with the 
    Department of Health and Human Services (HHS) determination whether to 
    enter into this transaction. However, a failure of the prospective 
    primary participant to furnish a certification or an explanation shall 
    disqualify such person from participation in this transaction.
        The prospective primary participant agrees that by submitting this 
    proposal, it will include the clause entitled ``Certification Regarding 
    Debarment, Suspension, Ineligibility, and Voluntary Exclusion--Lower 
    Tier Covered Transaction'' provided below without modification in all 
    lower tier covered transactions and in all solicitations for lower tier 
    covered transactions.
    
    Certification Regarding Debarment, Suspension, Ineligibility and 
    Voluntary Exclusion--Lower Tier Covered Transactions
    
    (To Be Supplied to Lower Tier Participants)
        By signing and submitting this lower tier proposal, the prospective 
    lower tier participant, as defined in 45 CFR Part 76, certifies to the 
    best of its knowledge and belief that it and its principals:
        (a) Are not presently debarred, suspended, proposed for debarment, 
    declared ineligible, or voluntarily excluded from participation in this 
    transaction by any Federal department or agency.
        (b) Where the prospective lower tier participant is unable to 
    certify to any of the above, such prospective participant shall attach 
    an explanation to this proposal.
        The prospective lower tier participant further agrees by submitting 
    this proposal that it will include this clause entitled ``Certification 
    Regarding Debarment, Suspension, Ineligibility, and Voluntary 
    Exclusion--Lower Tier Covered Transactions.'' without modification in 
    all lower tier covered transactions and in all solicitations for lower 
    tier covered transactions.
    
    Certification Regarding Lobbying
    
    Certification for Contracts, Grants, Loans, and Cooperative Agreements
    
        The undersigned certifies, to the best of his or her knowledge and 
    belief, that:
        (1) No Federal appropriated funds have been paid or will be paid, 
    by or on behalf of the undersigned, to any person for influencing or 
    attempting to influence an officer or employee of any agency, a Member 
    of Congress, an officer or employee of Congress, or an employee of a 
    Member of Congress in connection with the awarding of any Federal 
    contract, the making of any Federal grant, the making of any Federal 
    loan, the entering into of any cooperative agreement, and the 
    extension, continuation, renewal, amendment, or modification of any 
    Federal contract, grant, loan, or cooperative agreement.
        (2) If any funds other than Federal appropriated funds have been 
    paid or will be paid to any person for influencing or attempting to 
    influence an officer or employee of any agency, a Member of Congress, 
    an officer or employee of Congress, or an employee of a Member of 
    Congress in connection with this Federal contract, grant, loan or 
    cooperative agreement, the undersigned shall complete and submit 
    Standard Form-LLL, ``Disclosure Form to Report Lobbying,'' in 
    accordance with its instructions.
        (3) The undersigned shall require that the language of this 
    certification be included in the award documents for all subawards at 
    all tiers (including subcontracts, subgrants, and contracts under 
    grants, loans, and cooperative agreements) and that all subrecipients 
    shall certify and disclose accordingly.
        This certification is a material representation of fact upon which 
    reliance was placed when this transaction was made or entered into. 
    Submission of this certification is a prerequisite for making or 
    entering into this transaction imposed by section 1352, title 31, U.S. 
    Code. Any person who fails to file the required certification shall be 
    subject to a civil penalty of not less than $10,000 and not more than 
    $100,000 for each such failure.
    
    State for Loan Guarantee and Loan Insurance
    
        The undersigned states, to the best of his or her knowledge and 
    belief, that:
        If any funds have been paid or will be paid to any person for 
    influencing or attempting to influence an officer or employee of any 
    agency, a Member of Congress, an officer or employee of Congress, or an 
    employee of a Member of Congress in connection with this commitment 
    providing for the United States to insure or guarantee a loan, the 
    undersigned shall complete and submit Standard Form-LLL ``Disclosure 
    Form to Report Lobbying,'' in accordance with its instructions.
        Submission of this statement is a prerequisite for making or 
    entering into this transaction imposed by section 1352, title 31, U.S. 
    Code. Any person who fails to file the required statement shall be 
    subject to a civil penalty of not less than $10,000 and not more than 
    $100,000 for each such failure.
    Signature
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    BILLING CODE 4184-01-C
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    Certification Regarding Environmental Tobacco Smoke
    
        Public Law 103-227, Part C--Environmental Tobacco Smoke, also known 
    as the Pro-Children Act of 1994 (Act), requires that smoking not be 
    permitted in any portion of any indoor facility owned or leased or 
    contracted for by an entity and used routinely or regularly for the 
    provision of health, day care, education, or library services to 
    children under the age of 18, if the services are funded by Federal 
    programs either directly or through State or local governments, by 
    Federal grant, contract, loan, or loan guarantee. The law does not 
    apply to children's services provided in private residences, facilities 
    funded solely by Medicare or Medicaid funds, and portions of facilities 
    used for inpatient drug or alcohol treatment. Failure to comply with 
    the provisions of the law may result in the imposition of a civil 
    monetary penalty of up to $1000 per day and/or the imposition of an 
    administrative compliance order on the responsible entity.
        By signing and submitting this application the applicant/grantee 
    certifies that it will comply with the requirements of the Act. The 
    applicant/grantee further agrees that it will require the language of 
    this certification be included in any subawards which contain 
    provisions for children's services and that all subgrantees shall 
    certify accordingly.
    
    Appendix B
    
    Executive Order 12372--State Single Points of Contact
    
    Arizona
    
    Mrs. Janice Dunn, ATTN: Arizona State Clearinghouse, 3800 N. Central 
    Avenue, 14th Floor, Phoenix, Arizona 85012, Telephone (602) 280-1315
    
    Arkansas
    
    Tracie L. Copeland, Manager, State Clearinghouse, Office of 
    Intergovernmental Services, Department of Finance and 
    Administration, PO Box 3278, Little Rock, Arkansas 72203, Telephone 
    (501) 682-1074
    
    California
    
    Glenn Stober, Grants Coordinator, Office of Planning and Research, 
    1400 Tenth Street, Sacramento, California 95814, Telephone (916) 
    323-7480
    
    Delaware
    
    Ms. Francine Booth, State Single Point of Contact, Executive 
    Department, Thomas Collins Building, Dover, Delaware 19903, 
    Telephone (302) 736-3326
    
    District of Columbia
    
    Rodney T. Hallman, State Single Point of Contact, Office of Grants 
    Management and Development, 717 14th Street NW., Suite 500, 
    Washington, DC 20005, Telephone (202) 727-6551
    
    Florida
    
    Florida State Clearinghouse, Intergovernmental Affairs Policy Unit, 
    Executive Office of the Governor, Office of Planning and Budgeting, 
    The Capitol, Tallahassee, Florida 32399-0001, Telephone (904) 488-
    8441
    
    Georgia
    
    Mr. Charles H. Badger, Administrator, Georgia State Clearinghouse, 
    254 Washington Street SW, Atlanta, Georgia 30334, Telephone (404) 
    656-3855
    
    Illinois
    
    Steve Klokkenga, State Single Point of Contact, Office of the 
    Governor, 107 Stratton Building, Springfield, Illinois 62706, 
    Telephone (217) 782-1671
    
    Indiana
    
    Jean S. Blackwell, Budget Director, State Budget Agency, 212 State 
    House, Indianapolis, Indiana 46204, Telephone (317) 232-5610
    
    Iowa
    
    Mr. Steven R. McCann, Division of Community Progress, Iowa 
    Department of Economic Development, 200 East Grand Avenue, Des 
    Moines, Iowa 50309, Telephone (515) 281-3725
    
    Kentucky
    
    Ronald W. Cook, Office of the Governor, Department of Local 
    Government, 1024 Capitol Center Drive, Frankfort, Kentucky 40601, 
    Telephone (502) 564-2382
    
    Maine
    
    Ms. Joyce Benson, State Planning Office, State House Station #38, 
    Augusta, Maine 04333, Telephone (207) 289-3261
    
    Maryland
    
    Ms. Mary Abrams, Chief, Maryland State Clearinghouse, Department of 
    State Planning, 301 West Preston Street, Baltimore, Maryland 21201-
    2365, Telephone (301) 225-4490
    
    Massachusetts
    
    Karen Arone, State Clearinghouse, Executive Office of Communities 
    and Development, 100 Cambridge Street, room 1803, Boston, 
    Massachusetts 02202, Telephone (617) 727-7001
    
    Michigan
    
    Richard S. Pastula, Director, Michigan Department of Commerce, 
    Lansing, Michigan 48909, Telephone (517) 373-7356
    
    Mississippi
    
    Ms. Cathy Mallette, Clearinghouse Officer, Office of Federal Grant 
    Management and Reporting, 301 West Pearl Street, Jackson, 
    Mississippi 39203, Telephone (601) 960-2174
    
    Missouri
    
    Ms. Lois Pohl, Federal Assistance Clearinghouse, Office of 
    Administration, P.O. Box 809, room 430, Truman Building, Jefferson 
    City, Missouri 65102, Telephone (314) 751-4834
    
    Nevada
    
    Department of Administration, State Clearinghouse, Capitol Complex, 
    Carson City, Nevada 89710, Telephone (702) 687-4065, Attention: Ron 
    Sparks, Clearinghouse Coordinator
    
    New Hampshire
    
    Mr. Jeffrey H. Taylor, Director, New Hampshire Office of State 
    Planning, Attn: Intergovernmental Review, Process/James E. Bieber, 
    2\1/2\ Beacon Street, Concord, New Hampshire 03301, Telephone (603) 
    271-2155
    
    New Jersey
    
    Gregory W. Adkins, Acting Director, Division of Community Resources, 
    N.J. Department of Community Affairs, Trenton, New Jersey 08625-
    0803, Telephone (609) 292-6613
    
    Please direct correspondence and questions to: Andrew J. Jaskolka, 
    State Review Process, Division of Community Resources, CN 814, room 
    609, Trenton, New Jersey 08625-0803, Telephone (609) 292-9025
    
    New Mexico
    
    George Elliott, Deputy Director, State Budget Division, room 190, 
    Bataan Memorial Building, Santa Fe, New Mexico 87503, Telephone 
    (505) 827-3640, FAX (505) 827-3006
    
    New York
    
    New York State Clearinghouse, Division of the Budget, State Capitol, 
    Albany, New York 12224, Telephone (518) 474-1605
    
    North Carolina
    
    Mrs. Chrys Baggett, Director, Office of the Secretary of Admin., 
    N.C. State Clearinghouse, 116 W. Jones Street, Raleigh, North 
    Carolina 27603-8003, Telephone (919) 733-7232
    
    North Dakota
    
    N.D. Single Point of Contact, Office of Intergovernmental 
    Assistance, Office of Management and Budget, 600 East Boulevard 
    Avenue, Bismarck, North Dakota 58505-0170, Telephone (701) 224-2094
    
    Ohio
    
    Larry Weaver, State Single Point of Contact, State/Federal Funds 
    Coordinator, State Clearinghouse, Office of Budget and Management, 
    30 East Broad Street, 34th Floor, Columbus, Ohio 43266-0411, 
    Telephone (614) 466-0698
    
    Rhode Island
    
    Mr. Daniel W. Varin, Associate Director, Statewide Planning Program, 
    Department of Administration, Division of Planning, 265 Melrose 
    Street, Providence, Rhode Island 02907, Telephone (401) 277-2656
    
    Please direct correspondence and questions to: Review Coordinator, 
    Office of Strategic Planning.
    
    South Carolina
    
    Omeagia Burgess, State Single Point of Contact, Grant Services, 
    Office of the Governor, 1205 Pendleton Street, room 477, Columbia, 
    South Carolina 29201, Telephone (803) 734-0494 [[Page 14571]] 
    
    Tennessee
    
    Mr. Charles Brown, State Single Point of Contact, State Planning 
    Office, 500 Charlotte Avenue, 309 John Sevier Building, Nashville, 
    Tennessee 37219, Telephone (615) 741-1676
    
    Texas
    
    Mr. Thomas Adams, Governor's Office of Budget and Planning, P.O. Box 
    12428, Austin, Texas 78711, Telephone (512) 463-1778
    
    Utah
    
    Utah State Clearinghouse, Office of Planning and Budget, ATTN: 
    Carolyn Wright, room 116 State Capitol, Salt Lake City, Utah 84114, 
    Telephone (801) 538-1535
    
    Vermont
    
    Mr. Bernard D. Johnson, Assistant Director, Office of Policy 
    Research & Coordination, Pavilion Office Building, 109 State Street, 
    Montpelier, Vermont 05602, Telephone (802) 828-3326
    
    West Virginia
    
    Mr. Fred Cutlip, Director, Community Development Division, West 
    Virginia Development Office, Building #6, room 553, Charleston, West 
    Virginia 25305, Telephone (304) 348-4010
    
    Wisconsin
    
    Mr. William C. Carey, Federal/State Relations, Wisconsin Department 
    of Administration, 101 South Webster Street, P.O. Box 7864, Madison, 
    Wisconsin 53707, Telephone (608) 266-0267
    
    Wyoming
    
    Sheryl Jeffries, State Single Point of Contact, Herschler Building, 
    4th floor, East Wing, Cheyenne, Wyoming 82002, Telephone (307) 777-
    7574
    
    Guam
    
    Mr. Michael J. Reidy, Director, Bureau of Budget and Management 
    Research, Office of the Governor, P.O. Box 2950, Agana, Guam 96910, 
    Telephone (671) 472-2285
    
    Northern Mariana Islands
    
    State Single Point of Contact, Planning and Budget Office, Office of 
    the Governor, Saipan, CM, Northern Mariana Islands 96950
    
    Puerto Rico
    
    Norma Burgos/Jose H. Caro, Chairman/Director, Puerto Rico Planning 
    Board, Minillas Government Center, P.O. Box 41119, San Juan, Puerto 
    Rico 00940-9985, Telephone (809) 727-4444
    
    Virgin Islands
    
    Jose L. George, Director, Office of Management and Budget, #41 
    Norregade Emancipation Garden Station, Second Floor, Saint Thomas, 
    Virgin Islands 00802
    
        Please direct correspondence to: Linda Clarke, Telephone (809) 774-
    0750.
    
    Appendix C--The Statement of the Advisory Committee on Services for 
    Families With Infants and Toddlers
    
    Table of Contents
    
    Overview
    Background, Vision, and Goals
    Research Rationale
    Program Principles
    Program Cornerstones
    Federal Commitment
    Conclusion
    References
    
    Overview
    
        All children from birth to age three need early child development 
    experiences that honor their unique characteristics and provide love, 
    warmth, and positive learning experiences; and all families need 
    encouragement and support from their community so they can achieve 
    their own goals and provide a safe and nurturing environment for their 
    very young children. This recognition is guiding the design of the new 
    Early Head Start program.
        Early Head Start marks a turning point in America's commitment to 
    our youngest children and their families. By focusing on child 
    development, family development, community building, and staff 
    development a new era of support to very young children and their 
    families is born, building on the experiences and lessons learned from 
    existing Head Start programs.
        Early Head Start puts resources into a constellation of high 
    quality supports and services that will promote healthy child and 
    family development, and backs them with a Federal commitment to 
    training, standards and monitoring for high quality, research and 
    evaluation, and services coordination at the national level. It enables 
    families and communities to design flexible and responsive programs but 
    requires that, at a minimum, programs provide child development, family 
    support, health services for young children and pregnant women, and 
    home visits to families with newborns. This would include child care 
    services that respond to the needs of families. When services are 
    provided through referral, it requires that the Early Head Start 
    program assures the services to which families are referred are of 
    highest quality, available and accessible, and that needed followup 
    occurs. And although service delivery mechanisms may vary, a common 
    characteristic will be that each Early Head Start program will 
    establish a place which is recognized as a source of support for very 
    young children, families, and caregiving staff. Programs will be 
    encouraged to give this Early Head Start place visibility and identity.
        With this design, the Early Head Start program will be suited to 
    last well into the next century, always reshaping itself to provide 
    high quality, responsive, and respectful services to America's youngest 
    children and their families.
    
    Background, Vision, and Goals
    
        The reauthorization of the Head Start Act in 1994 made it possible 
    to formally open a new chapter of Federal support for families with 
    infants and toddlers by establishing a special initiative within the 
    context of the Head Start program. Beginning in Fiscal Year 1995, the 
    Secretary of Health and Human Services will award grants to Early Head 
    Start programs which will provide early, continuous, intensive, and 
    comprehensive child development and family support services to low-
    income families with children under age three. This initiative will 
    bring together under one umbrella Head Start's existing programs for 
    families with infants and toddlers, the Comprehensive Child Development 
    Program and the Parent and Child Centers; strengthen the Migrant Head 
    Start Program; and add new resources to model high quality child 
    development and family development services for very young children and 
    their families.
        To help with the design of the new initiative, the Secretary formed 
    the Advisory Committee on Services for Families with Infants and 
    Toddlers. The Committee was charged with advising the Secretary and 
    Assistant Secretary for Children and Families on the development of 
    program approaches for the initiative that would address the parenting 
    and child development needs of low-income parents and their infants and 
    toddlers. We were to pay particular attention to the key principles and 
    array of models of effective culturally and developmentally appropriate 
    service delivery. To fulfill this commitment, we met three times during 
    the summer of 1994 to engage in discussions about our vision for a 
    national approach to high quality, responsive services for very young 
    children and their families. We outlined the Federal role for carrying 
    forth this vision, ensuring such programs can flourish.
        We are excited about the fruits of these deliberative efforts and 
    confident that the resulting initiative will advance Head Start 
    leadership in realizing a national vision of communities where:
         children, from birth, receive support through their 
    family and their community to achieve optimal growth and development 
    and build a foundation of security, self-confidence, [[Page 14572]] and 
    character strength which will in turn enable them to build successful 
    social relationships for learning and continued development through 
    later childhood and adulthood;
         families receive support to meet their personal goals, 
    and resources and guidance to prepare for their child's birth and 
    provide a warm, caring, responsive environment for their very young 
    child;
         communities embrace and support all families, 
    celebrating the birth of their children and creating an environment 
    where support and resources are mobilized to ensure a comprehensive, 
    integrated array of services are available and accessible for all very 
    young children and their families; and
         staff receive the professional education and personal 
    support they need to provide high quality environments and experiences 
    and engage in responsive relationships that promote the healthy 
    development of infants, toddlers, and their families.
        In keeping with this vision, the goals set forth by the Advisory 
    Committee for Early Head Start will be:
         To provide safe and developmentally enriching 
    caregiving and environments which promote the physical, cognitive, 
    social and emotional growth of infants and toddlers and prepare them 
    for future growth and development;
         To support parents, both mothers and fathers, in their 
    role as primary caregivers and educators of their children, and 
    families in meeting personal goals and achieving self-sufficiency 
    across a wide variety of domains;
         To mobilize communities to provide the resources and 
    environment necessary to ensure a comprehensive, integrated array of 
    services and support for families, and to foster the systems change 
    necessary to summon forth the guiding vision of this initiative; and
         To ensure the provision of high quality responsive 
    services to families with infants and toddlers through the development 
    of highly-trained, caring and adequately compensated program staff.
        The Advisory Committee recognizes that the vision and goals 
    outlined above have also been shaped by the lessons learned from the 
    Comprehensive Child Development Program, Parent and Child Centers, 
    Migrant Head Start Programs, locally designed Head Start programs, and 
    other early child development and family support efforts serving 
    families with very young children. As part of the overall consultation 
    for the development of this initiative, Federal staff conducted over 30 
    focus groups with parents, practitioners, researchers, advocates, and 
    representatives of professional organizations. Focus groups were 
    designed to address topical areas such as child care, family services, 
    health care, support and services for children with disabilities and 
    their families, community mobilization, parent involvement and parent 
    advocacy. In addition, Federal staff met with or received materials and 
    recommendations from a number of other experts and practitioners in the 
    field. The suggestions, guidance, and information received through this 
    process have been invaluable to both the Advisory Committee and the 
    Administration on Children, Youth and Families.
    
    Research Rationale
    
        Findings from more than three decades of research in child and 
    family development support the vision and goals set forth for support 
    to families with infants and toddlers. We know that the time from 
    conception to age three is a critical period of human development, as 
    change occurs more rapidly than in any other period of the life span. 
    Growth in these early years establishes the basic foundation for future 
    development. For infants and toddlers to develop optimally, they must 
    have healthy beginnings and the continuity of responsive and caring 
    relationships. Together, these supports help promote optimal cognitive, 
    social, emotional, physical, and language development. When these 
    supports are missing, the immediate and future development of the child 
    may be compromised. Fortunately, recent research identifies 
    characteristics of effective programs that enhance both child and 
    family development. This growing body of knowledge provides a solid 
    base upon which the Early Head Start program can be founded.
    
    Maternal and Infant Health
    
        Maternal and infant health are essential for ensuring normal pre- 
    and post-natal development of very young children. Late or inadequate 
    prenatal care, malnutrition, stress and exposure to harmful substances 
    are associated with shortened gestation, reduced birthweight, birth 
    defects and underdeveloped brain growth (Osofsky, 1975; U.S. Department 
    of Health and Human Services, 1989; Carnegie Corporation, 1994). These, 
    in turn, have been associated with higher probabilities for infant 
    mortality, illness, disabilities, child abuse, difficulty in 
    relationships (Glasgow and Overall, 1979) and subsequent learning 
    disorders (Drillien, Thomson and Bargoyne, 1980). During the early 
    years of life, proper nutrition, routine well-child health care, timely 
    immunizations, safe environments and health-promoting behaviors are 
    necessary to support physical growth and development.
        Given the paramount importance of health for very young children, a 
    major focus of the Early Head Start program must be to ensure women 
    receive the health services needed to promote a healthy pregnancy and 
    birth, and very young children receive early and ongoing well-baby 
    care, immunizations, and other essential health services to support 
    their development.
    
    Child-Caregiver Relationships
    
        The child-caregiver relationships with the mother, father, 
    grandparent and other caregivers are critical for providing infants and 
    toddlers support, engagement, continuity and emotional nourishment 
    necessary for healthy development, and the development of healthy 
    attachments (Ainsworth, Blehar, Waters and Wall, 1978). Within the 
    context of caregiving relationships, the infant builds a sense of what 
    is expected, what feels right in the world, as well as skills and 
    incentives for social turn-taking, reciprocity and cooperation (Emde, 
    Biringen, Clyman and Oppenheim, 1991; Isabella and Belsky, 1991). The 
    infant's activities are nourished and channeled in appropriate ways so 
    as to encourage a sense of initiative and self-directedness. During the 
    toddler period, the child, through repeated interactions with 
    emotionally-available caregivers, also begins to learn basic skills of 
    self-control, emotional regulation and negotiation (Kochanska, 1991; 
    Kopp, 1989; Suess, Grossman and Sroufe, 1992). Empathy for others and 
    prosocial tendencies for caring and helping also develop during 
    toddlerhood as well as the emotions of pride and shame; experiencing 
    and learning about these capacities require responsive caregiving 
    relationships in the midst of life's inevitable stresses and challenges 
    (Zahn-Waxler and Radke-Yarrow, 1990).
        A sense of pleasure, interest in exploration, early imaginative 
    capacities, and the sharing of positive emotions also begin in 
    infancy--all of which require repeated and consistent caregiver 
    relationship experiences and form a basis for social competence that 
    carries through toddlerhood and the preschool period (Emde, 1989; Dix, 
    1991). The opportunities for play for both infant and caregiver, as 
    well as the skills that develop from play, are often under-appreciated 
    aspects of healthy development (Bruner, 1986; Elicker, Englund and 
    Sroufe, 1992). [[Page 14573]] 
        Finally, the importance of promoting a network of healthy 
    caregiving relationships for the very young child cannot be overstated 
    (Crockenberg, 1981; Egeland, Jacobvitz and Sroufe, 1988; Sameroff and 
    Emde, 1989; Tronick, Winn and Morelli, 1985). The network of caring 
    relationships provides an ever-expanding circle of support for both 
    child and family. Factors that undermine optimal child-caregiver 
    relationships include isolation, lack of support and maternal 
    depression (Crnic, Greenberg, Robinson and Ragozin, 1984), the latter 
    reported to be as high as 56% in some samples of low-income new mothers 
    (Hall, Gurley, Sachs and Kryscio, 1991). In child care settings, high 
    staff turnover, low staff wages, low quality programming and lack of 
    adequate staff training for substitute caregivers negatively affects 
    the quality of child-caregiver relationships (Zigler and Lang, 1991; 
    Whitebook, Howes and Phillips, 1989). This in turn further compromises 
    the nature and quality of the child's overall development.
        Thus, it follows that a major focus for Early Head Start services 
    should be the development of healthy and skillful relationship building 
    between very young children and their parents and caregivers that 
    encourages interactions and promotes attention and activity in infants. 
    Hence, opportunities for sustained relationship-building over extended 
    periods of times will be an explicit goal throughout the program.
    
    Characteristics of Successful Programs Serving Families with Infants 
    and Toddlers
    
        The goal of many early child development programs is to enable the 
    child, with the support of the parents as primary caregivers and other 
    caregivers, to establish a developmental path that will prepare him or 
    her for long-term success. Hundreds of programs with a variety of 
    specific emphases have sought to achieve this goal. From these many 
    interventions, a picture of the critical ingredients for successful 
    programs has emerged. In short, we know effective programs often are 
    characterized by: early prenatal services to the expectant woman (Olds, 
    Henderson, Tatelbaum and Chamberlin, 1986); a two-generational focus 
    (Zuckerman and Brazelton, 1994; Administration on Children, Youth and 
    Families, 1994; Ramey and Campbell, 1984; Brooks-Gunn, Klebanov, Liaw, 
    Spiker, 1993); family-centered services that address self-sufficiency 
    through the provision of social services and parent education (Booth, 
    Barnard, Mitchell and Spieker, 1987; Olds, Henderson, Tatebaum and 
    Chamberlin, 1986; Olds, Henderson, Tatebaum and Chamberlin, 1988); 
    quality child development services that are coupled with family 
    services (Lally, Mangione and Honig, 1987; Brooks-Gunn, Klebanov, Liaw 
    and Spiker, 1993); continuity of service delivery for the child and 
    family that ensures the availability of support over a number of years 
    with smooth transitions to other service delivery systems (Campbell and 
    Ramey, 1994); continuity of caregivers (Howes and Hamilton, 1992); 
    intensity of service delivery in terms of availability, accessibility, 
    and usage of services (Booth, Barnard, Mitchell and Spieker, 1987; 
    Ramey, Bryant, Wasik, Sparling, Fendt and LaVange, 1992); and 
    consolidation or integration of service delivery systems. Further, 
    research tells us that communities have been found to become more 
    responsive to the needs of low-income families as a result of program 
    activities (Kirschner, 1970).
        Clearly, research over the past three decades has shown that when 
    programs focus on both child development and family development through 
    early, high quality, comprehensive, continuous, intensive services, 
    opportunities for optimal child and family development can be realized, 
    even for the most vulnerable families and very young children. The 
    challenge for the Administration on Children, Youth and Families and 
    the programs which will receive funds through this initiative is to 
    translate these research findings into the design and operation of high 
    quality programs so all families with young children served by Early 
    Head Start will be able to grow and prosper. The following principles 
    and cornerstones establish the framework for this to occur.
    
    Program Principles
    
        In recognition that each child is an individual who is supported by 
    a family and that families are supported by neighborhoods and 
    communities, the Advisory Committee recommends that programs funded 
    under the new initiative be encouraged to develop a range of strategies 
    for supporting the growth of the very young child within the family and 
    the growth of the family within the community. Thus, each Early Head 
    Start program should be family-centered and community-based. We 
    recommend that the following principles serve as the conceptual 
    foundation for Early Head Start:
         High Quality: Commitment to excellence will enable the 
    new programs to be models for services to families with infants and 
    toddlers from all socioeconomic strata of society. High quality will be 
    assured in the direct services provided, and in the services provided 
    through referral. To this end, each program will acknowledge and 
    utilize the bodies of knowledge, skills and professional ethics 
    surrounding the fields of child development, family development and 
    community building. In particular, programs will recognize that the 
    conception-to-three age period is unique in both the rate of 
    development and in the way young children's physical and mental growth 
    reflects and absorbs experiences with caregivers and the surroundings. 
    Thus, high quality caregiving practices will spring from the healthy 
    awareness that the unique nature of infant and toddler development not 
    only carries with it major opportunities for intervention, but also 
    leaves children especially vulnerable to negative inputs. The Federal 
    government will share in the commitment to high quality by providing 
    thorough and ongoing monitoring to assure program adherence to 
    performance standards; technical assistance that addresses each 
    program's individual needs and amplifies innovation and development 
    across all programs; evaluation which measures program success against 
    meaningful outcomes for young children and families; and research which 
    contributes to the state of the art on child development, family 
    development and community building.
         Prevention and promotion: Recognizing that windows of 
    opportunity open and close quickly for families and young children, 
    programs will seek and pursue opportunities to play a positive role in 
    promoting the physical, social, emotional, cognitive and language 
    development of young children and families before conception, 
    prenatally, upon birth, and during the early years. By supporting the 
    promotion of their health and well-being, program staff will be able to 
    prevent and detect problems at their earliest stages, rallying the 
    services needed to help the child and family anticipate and overcome 
    problems before they interfere with healthy development. While early 
    and proactive promotion of healthy development and healthy behaviors 
    will be emphasized, programs will also need to be able to understand 
    and respond to family crises that may occur while the family is 
    enrolled in the program.
         Positive Relationships and Continuity: The success of 
    each program will rest on its ability to support and enhance strong, 
    caring, continuous relationships which nurture the child, parents, 
    family, and caregiving staff. Programs will support the mother-child, 
    father-child bond by recognizing each [[Page 14574]] parent as his or 
    her child's first and primary source of love, nurturance and guidance. 
    Caregiving will be provided to families who need it in ways that 
    support infant and toddler attachment to a limited number of skilled 
    and caring individuals, thus maintaining relationships with caregivers 
    over time and avoiding the trauma of loss experienced with frequent 
    turnover of key people in the child's life. These relationships will 
    aim to respectfully enhance child interest, curiosity, play and 
    imagination, which, in turn, will develop a shared sense of trust, 
    confidence and esteem for both caregiver and child. In addition, 
    programs will model strong, mutually respectful relationships between 
    staff and families, among staff, and with other community organizations 
    and service providers. To do so, programs will be receptive to 
    individual strengths, perspectives and contributions; affirm the value 
    of the child and family's home culture; and support an environment 
    where very young children, parents and staff can teach and learn from 
    each other.
         Parent Involvement: As in all Head Start efforts, a 
    hallmark of the new initiative will be the creation and sustenance of 
    an environment that supports the highest level of partnership with 
    parents, both mothers and fathers. As such, programs will support 
    parents as primary nurturers, educators, and advocates for their 
    children; assure that each parent has an opportunity for an experience 
    that supports his or her own growth and goals, including that of 
    parenting; and provide a policy- and decision-making role for parents.
    Furthermore, opportunities for parent involvement will encourage 
    independence and self-sufficiency for parents. Special efforts will be 
    made to welcome and support fathers as parenting partners.
         Inclusion: Program will seek to build communities that 
    respect each child and adult as an individual while at the same time 
    reinforcing a sense of belonging to the group. Programs will support 
    participation in community life by young children with disabilities and 
    their families; families of very young children with significant 
    disabilities will be fully included in all program services.
         Culture: Children and their families will come to the 
    new programs rooted in a culture which gives them meaning and 
    direction. Programs will demonstrate an understanding of, respect for, 
    and responsiveness to the home culture and home language of every 
    child, thus affirming the values of each family's culture and providing 
    the context for healthy identity development in the early years of 
    life. Program staff will become aware of their own core beliefs and 
    values and be attuned to the role culture and language play in child 
    development, family development and the surrounding community values 
    and attitudes. Programs will pursue opportunities to support home 
    culture and language, while also recognizing the significance of a 
    common culture shared by all. In building a more harmonious and 
    peaceful community for children to grow in and for families to share, 
    programs will encourage and provide opportunities for families and 
    community members to engage in dialogue about culture, language, 
    cultural diversity and multiculturalism.
         Comprehensiveness, Flexibility, Responsiveness, and 
    Intensity: Programs will honor and build upon the unique strengths and 
    abilities of the children, families and communities they serve and 
    continually adapt to meet emerging needs. Developmental opportunities 
    provided to each infant and toddler will address the whole child and be 
    continually adapted to keep pace with his or her developmental growth. 
    And just as programs need to be responsive and attentive to the special 
    needs of very young children with disabilities, they also need to be 
    responsive to parents with disabilities. Family development planning 
    and service provision will be grounded in the belief that families, 
    including those whose problems seem overwhelming, can identify their 
    own goals, strengths and needs, and are capable of growth and change. 
    Once these are identified, program resources of varied intensity will 
    be marshaled to support the whole family in an individualized and 
    responsive manner. Barriers which prevent families from accessing 
    needed supports will be overcome through the location, coordination, 
    and assurance by program staff that services are provided and received. 
    Attention will also be given to ensure programs meet the needs and 
    schedules of working parents. Ultimately, each parent's sense of 
    empowerment and ability to identify and address his or her family's 
    needs will be fostered by responsive and caring relationships with 
    program staff.
         Transition: Programs will be responsible for ensuring 
    the smooth transition of children and their families into Head Start or 
    other preschool programs which are of high quality and provide 
    consistent and responsive caregiving. The Federal government must 
    support both Early Head Start and Head Start programs in carrying out 
    this responsibility. Transition is important for ensuring continued 
    accessibility to enriching early child development experiences and for 
    providing ongoing family support services that promote healthy family 
    development. To facilitate this transition, parents and caregivers 
    should jointly develop a family and child transition plan, identifying 
    services which will continue and new services and programs which will 
    be accessed. Caregivers from both Early Head Start and the new service 
    programs will share responsibility for coordinating and implementing 
    the plan.
         Collaboration: Recognizing that no one program will be 
    able to meet all of a child's and family's needs, programs will 
    initiate or become embedded in an integrated community system of 
    service providers and strength building organizations such as churches 
    and other religious institutions, schools and civic groups. These 
    efforts will foster a caring, comprehensive and integrated community-
    wide response to families with young children, thus maximizing scarce 
    financial resources and avoiding duplication of agency effort. 
    Likewise, the Federal Government will promote systems change and the 
    efficient use of resources through the active pursuit of local, State 
    and Federal partnerships which enhance the capacity of local programs 
    to collaborate and combine financial resources.
    
    Program Cornerstones
    
        The principles outlined above establish the foundation for Early 
    Head Start, a program that meets child development, family development, 
    and health related goals while striving to provide high quality, 
    comprehensive, and individualized support and services. In order to 
    accomplish this, the Advisory Committee recommends that the Secretary 
    of Health and Human Services adopt these key elements as the four 
    cornerstones for Early Head Start: child development, family 
    development, community building, and staff development.
    
    Child Development
    
        Programs will seek to enhance and advance each child's development 
    by providing individualized support that honors the unique 
    characteristics and pace of infant/toddler physical, social, emotional, 
    cognitive and language development, including early education and 
    health care. Critical to this development is the promotion of positive 
    parent-child interactions and the enhancement of each parent's 
    knowledge about the development of their child within healthy, safe 
    environments. An early step for [[Page 14575]] providing this support 
    to parents will be the provision of home visits to families with 
    newborns to offer early encouragement and support and build bridges for 
    families to other resources in the community. Also critical to the 
    child's development is access to and delivery of comprehensive health 
    and mental health services for children, including regular child health 
    care; screening for health problems such as hearing, anemia, lead 
    poisoning, metabolic problems; immunizations; nutritional assessment; 
    developmental surveillance and anticipatory guidance. All children 
    deserve a medical home that provides these and other prevention and 
    treatment services. To help facilitate this, Early Head Start programs 
    will collaborate with a variety of organizations and disciplines to 
    ensure health supervision for children and their families.
        It is particularly important that Early Head Start ensure 
    coordination and continuity of services for infants and toddlers with 
    or at risk of a disability, who are eligible for services through Early 
    Head Start and Part H of the Individuals with Disabilities Education 
    Act. These two service systems should be coordinated and integrated so 
    that families and their children experience a seamless system of 
    services, as identified in their family development plan or 
    individualized service plan.
        As programs provide child development services, they must ensure 
    that infants and toddlers who need child care receive high quality 
    part- and full-day services. Such child care can be provided directly 
    or in collaboration with other community providers as long as the Early 
    Head Start program assumes responsibility for ensuring that all 
    settings meet the Early Head Start performance standards.
        In general, the setting where these services are delivered is left 
    to local option and the preferences of families as identified through 
    their individual family development plan. Settings can represent a 
    range of options including home visiting; family support centers; 
    family child care homes; child care centers; centers where families are 
    engaged in education, training, or employment; community health 
    centers; and others.
    
    Family Development
    
        Programs must recognize that the key to optimal child development 
    and family development is the empowerment of parents in goal setting 
    for themselves and their children. Therefore, families and staff will 
    collaboratively design and update individualized family development 
    plans which ensure that service delivery strategies are rooted in the 
    foundation principles and are responsive to the goals and ideals of the 
    families. When families are served by additional programs which also 
    require an individualized family service plan, such as Part H of the 
    Individuals with Disabilities Education Act and family employability 
    plans, then a single coordinated plan should be developed so families 
    experience a seamless system of services. Based on the plan, programs 
    will ensure the provision of a full range of family services which 
    consider the different support and educational opportunities needed by 
    new parents, pregnant women and expectant fathers, and potential 
    parents, as well as by siblings and extended family members who 
    influence the development of the family and very young child.
        It is particularly important that parental health is linked to 
    children's health and development. As such, health services for parents 
    need to be included as part of a two-generational model of health care. 
    Health services must be accessible for parents with a special emphasis 
    on women's health that occurs prior to, during, and after pregnancy.
        Services which programs must provide directly or through referral, 
    and which local Early Head Start programs must actively ensure are of 
    high quality and appropriately followed up include: child development 
    information; health services, including services for women prior to, 
    during, and after pregnancy; mental health services; services to 
    improve health behavior such as smoking cessation and substance abuse 
    treatment; services to adults to support self-sufficiency, including 
    adult education and basic literacy skills, job training, assistance in 
    obtaining income support, food, and decent, safe housing, and emergency 
    cash or in-kind assistance; and transportation to program services. 
    Programs must provide direct opportunities for parent involvement in 
    the program so that parents can be involved as decisionmakers, 
    volunteers, and/or employees. Additional services not listed above, but 
    identified by families through community needs assessments and 
    mappings, may be provided either directly or through referral at local 
    option.
    
    Community Building
    
        The commitment of programs to high quality care for very young 
    children and their families serves as a catalyst for creating a 
    community environment that shares responsibility for the healthy 
    development of its children. A program approach that exemplifies 
    openness and caring is the start of community building. Programs should 
    function in communities in a way that mirrors the principles that are 
    the foundation of the program itself: parents become a vital resources 
    for each other and the community at large; staff nurture networks of 
    support; and programs develop relationships of trust with other 
    community institutions, businesses, and with community leaders. By 
    becoming a key actor in the life of the community, programs can serve 
    to mobilize community resources and energies on behalf of children and 
    families.
        Essential to community building is ensuring a comprehensive network 
    of services and supports for very young children and their families 
    which are culturally responsive. Programs will be expected to establish 
    collaborative relationships with other community providers and 
    strength-building organizations such as churches and other religious 
    institutions, schools and civic groups. The goal of these relationships 
    will be threefold: increased access to high quality services for 
    program families; assurance that the program's approach to serving 
    families with infants and toddlers fits into the existing constellation 
    of services in the community so that there is a coherent, integrated 
    approach to supporting families with very young children; and systems 
    change which will spark community caring and responsive service 
    delivery for all the families with young children who live there. Thus, 
    all programs will be required to conduct an in-depth assessment of 
    existing community resources and needs and engage in an ongoing 
    collaborative planning process with a range of stakeholders, including 
    parents and residents of the community.
    
    Staff Development
    
        Programs are only as good as the individuals who staff them. This 
    is particularly true of programs which serve young children, since the 
    potential to do harm during the vulnerable years of infancy and 
    toddlerhood is so great. Thus, staff development has been included as a 
    key element in order to underscore its centrality to the success of the 
    initiative.
        Programs will be required to select staff who, together, cover the 
    spectrum of skills, knowledge and professional competencies necessary 
    to provide high quality, comprehensive, culturally appropriate, and 
    family-centered services to young children and families. Equally 
    critical will be each program's ability to recognize individuals 
    capable [[Page 14576]] of entering into one-to-one caregiving 
    relationships with infants and toddlers which support the positive 
    formation of their identities. Likewise, programs will need to identify 
    the capacity of potential staff members to develop caring, respectful 
    and empowering relationships with families and other coworkers. Such 
    individuals will demonstrate characteristics such as high self-esteem, 
    personal strength, and the capacity for being emotionally available. 
    The program directors who make these selections will, themselves, need 
    to possess these characteristics in addition to being highly skilled 
    administrators who exemplify leadership qualities such as integrity, 
    warmth, intuition and holistic thinking.
        Ongoing staff training, supervision and mentoring of both line 
    staff and supervisors will be an integral part of staff development. 
    Such training, supervision, and mentoring will reflect an 
    interdisciplinary approach and emphasis on relationship building. Staff 
    training programs will ensure that staff are ``cross-trained'' in the 
    areas of child development, family development and community building. 
    Particular emphasis will be placed on building skills in the areas of 
    home visiting; caregiving relationships; effective communication with 
    parents; family literacy; healthy/safe environments and caregiving 
    practices; early identification of unhealthy behaviors or health 
    problems; service coordination; and the provision of services and 
    support to diverse populations, including families and children with 
    disabilities and developmental delays. In addition, training efforts 
    and supervision will be designed to develop each staff person's 
    capacity to function as a member of a well-integrated, diverse and 
    mutually supportive team comprised of families and other staff. To this 
    end, training and supervision will support opportunities for practice, 
    feedback and reflection. Another strategy for training is the 
    development of multi-disciplinary teams of caregivers who can engage in 
    team teaching, sharing concerns and problems, exploring different 
    approaches, and learning practical skills for working with participants 
    of the program and service providers from other relevant delivery 
    systems. As such, training will model and reinforce the foundation 
    principles of this initiative.
        And finally, staff selection, training and supervision will be 
    grounded in the knowledge that high quality performance and development 
    occurs when they are linked to rewards such as salary, compensation, 
    and career advancement; provided in environments that spark curiosity, 
    excitement and openness to new ideas; and grounded in best practices 
    revealed by ongoing research, evaluation and monitoring.
    
    Federal Commitment
    
        Both individual programs and the Federal government must work hand 
    in hand to realize the vision, principles, and program concept outlined 
    above the Early Head Start program. The Advisory Committee believes 
    that a Federal commitment to training, monitoring, research and 
    evaluation, and partnership building which respects and supports local 
    program responsibility, initiative, and flexibility is paramount for 
    the programs' success. In addition, Federal commitment is also needed 
    to support and learn from existing Federal programs serving families 
    with infants and toddlers so that they will have the opportunity to 
    achieve excellence and meet the standards that will be set forth for 
    this initiative. With this commitment, we feel the initiative for 
    families with infants and toddlers will be able to serve as a national 
    laboratory both testing and exemplifying quality child development and 
    family development programs.
    
    Training
    
        Clearly the quality of programs is contingent upon the ongoing 
    support and development of program staff who are trained in the various 
    disciplines which support the principles of family-centered services. 
    As described earlier, program staff need to be able to facilitate both 
    the development of very young children and the development of families. 
    But in too many communities, staff who can play this dual role are few 
    or nonexistent.
        The Advisory Committee urges the Secretary to engage in public-
    private partnerships aimed at establishing a cadre of highly trained 
    practitioners and trainers who will be able to support the development 
    of very young children and their families. Such an effort should extend 
    beyond the scope of the new initiative for families with infants and 
    toddlers, so that children cared for in a variety of settings will 
    benefit from this commitment to enhancing the quality and quantity of 
    caregivers. An example of such a partnership would be a commitment on 
    the part of the Federal government to work with institutions of higher 
    learning to ensure multi-disciplinary pre-service education and field 
    work experience is available for students who wish to work in family-
    focused programs serving very young children and their families. 
    Another example would be partnering with the foundation or 
    philanthropic community to develop scholarship programs for low-income 
    students desiring but unable to enter the field. A further example is 
    coordinating with organizations of professional trainers to ensure they 
    have the skills, resources and supports needed to work with programs 
    providing early, continuous, intensive and comprehensive services and 
    support to very young children and their families.
        When designing the specific training and technical assistance plan 
    for Early Head Start, the Federal government must focus on the whole 
    spectrum of support and services that are needed for developing and 
    advancing high quality staff, from pre-service and in-service training 
    to supervision and monitoring. These supports and services must be 
    provided in a continuous, holistic, responsive manner with the goal of 
    building and nurturing the highest quality caregiving in all programs.
        In addition to the focus on training, the Federal government also 
    needs to take the lead in modeling a commitment to and respect for the 
    importance of the caregiving profession. Given this, the Advisory 
    Committee urges the Secretary to implement the Early Head Start program 
    so that it models appropriate competencies, institutionalization of 
    career ladders for staff working within the programs, and provision of 
    staff salaries that are comparable to the importance of the job.
    
    Monitoring
    
        All programs need support and guidance to engage in continuous 
    improvement. As directed by the legislation, the Secretary of the 
    Department of Health and Human Services must provide this support and 
    guidance through ongoing monitoring of the operation of these programs, 
    evaluating their effectiveness, and providing training and technical 
    assistance tailored to the particular needs of such programs.
        The Advisory Committee reminds the Secretary that performance 
    standards must be developed and issued in order to set forth the 
    expectation of high quality services and environments for programs 
    serving families with infants and toddlers. It is recommended that 
    there be consistency in the principles and framework of the Early Head 
    Start and Head Start performance standards, with the goal being a 
    seamless approach to Federal performance standards for children from 
    birth to age five. While the goal should be a seamless approach, 
    clearly the content of the standards will vary to reflect the 
    differences in development of children during this age span. Once these 
    are issued, monitoring [[Page 14577]] should become a tool for both 
    measuring progress toward these high quality standards and for engaging 
    in continuous improvement.
    
    Research and Evaluation
    
        Evaluation of Early Head Start is essential for determining the 
    effectiveness of the initiative and for advancing our understanding 
    about which services work best for different families under different 
    circumstances. Evaluation data and information collected at the local 
    level as part of management information systems and ethnographic 
    research are helpful to provide ongoing feedback to programs and 
    support staff in packaging and delivering a comprehensive array of 
    services which are responsive to and reflective of the individual needs 
    of very young children and their families.
        The Advisory Committee believes that the Secretary must approach 
    evaluation not just as a mechanism for producing summary statistics and 
    reports about the changes in child and family development as a result 
    of these new efforts, but as a tool for individual programs so that 
    they can continuously refine their practices based on feedback from 
    their own program evaluation. This feedback is essential to identify 
    the particular conditions and activities that enable parents and other 
    caregivers to most successfully support children's development. It is 
    also essential to test and refine as appropriate the quality of 
    planning, training, staff selection, supervision and program management 
    that is crucial to program success. These lessons learned will benefit 
    local Early Head Start programs, add new knowledge to the fields of 
    child and family development, and will help shape future efforts at the 
    Federal level for very young children and their families.
        In keeping with the Head Start national laboratory role, we 
    encourage research that examines variations in Early Head Start 
    experiences on child development to learn more about the effectiveness 
    of different interventions for very young children and their families. 
    Accordingly, we encourage the testing of new models which might focus 
    on linkages between this initiative and welfare reform, special 
    coordination with Part H of the Individuals with Disabilities Education 
    Act, or efforts to support teen parents who are either in school or 
    training. Equally important will be research that identifies features 
    of intervention which optimize relationship building, and research that 
    examines variations in caregiving experiences as they influence child 
    development.
        We also recommend that research and evaluation for this initiative 
    be part of an overall research agenda for Head Start which places Head 
    Start in the broader context of research on young children, families, 
    and communities; ensures a commitment to ongoing themes; and has the 
    flexibility to respond to new and emerging developments in the broader 
    early childhood and family development fields.
    
    Partnership Building
    
        Just as local programs will be required to coordinate services in 
    the State and community to ensure a comprehensive array of services, 
    the Federal government must also build partnerships across programs, 
    agencies and departments to facilitate effective integration and 
    coordination of resources and services.
        The Advisory Committee points out that it is especially important 
    that the Head Start Bureau work with the U.S. Maternal and Child Health 
    Bureau and the Medicaid program to enhance the availability of and 
    access to comprehensive health services for pregnant women, and very 
    young children and their families. The Advisory Committee particularly 
    recommends Federal leadership in the development of services that are 
    scarce in communities, such as mental health services that meet the 
    needs of families with infants and toddlers. It is equally important 
    that linkages be made with the U.S. Department of Education, Office of 
    Special Education and Rehabilitative Services and the Federal 
    Interagency Coordination Council so that there is a clear message from 
    the Federal government about the importance of partnership around early 
    intervention at the Federal, State and community levels, especially 
    between this initiative and Part H of the Individuals with Disabilities 
    Education Act. The formation of a single Federal Interagency 
    Coordination Council to address services for families with infants and 
    toddlers who are served by Head Start and/or by Part H is recommended. 
    Further, the Head Start Bureau is advised to develop partnerships with 
    the National Institute of Child Health and Development and the National 
    Institute of Mental Health so that programmatic and research activities 
    can be coordinated and the results benefit and influence the work of 
    all institutions.
        Beyond coordination and partnership building among the many 
    programs, agencies, and departments of the Federal government, the 
    Advisory Committee advises the Head Start Bureau to continue 
    consultation with professional organizations from relevant child and 
    family development disciplines. Such consultation will help staff of 
    the Head Start Bureau learn about emerging knowledge and apply this to 
    the planning, implementation, and evaluation of this and other 
    programs.
        Finally, it is equally important that the Head Start Bureau re-
    evaluate its own regulations and procedures to support local creativity 
    and responsiveness to the needs of very young children and their 
    families. As a first step, the Advisory Committee recommends that the 
    Secretary explore opportunities for Early Head Start programs to 
    combine these resources with other public and private funding sources 
    in order to serve more very young children and their families who might 
    benefit from Early Head Start services and support. This is especially 
    important as many Advisory Committee members feel that all children 
    within a very low income community should be afforded access to these 
    services. By allowing and encouraging Early Head Start communities to 
    partner with other funding streams, it may be possible in some 
    communities to provide access to most or all families with very young 
    children.
    
    Funding
    
        All of the above issues--from the principles to the program concept 
    and Federal commitments--are moot when there are not adequate resources 
    to develop and sustain high quality in each program. Advisory Committee 
    members see the role of Early Head Start as a national laboratory and 
    catalyst for change. The members point out that a Federal commitment is 
    needed to ensure that resources are available in the short- and long-
    term to support the provision of high quality, well-integrated 
    services.
    
    Conclusion
    
        Early Head Start represents a new era of support for America's 
    youngest children and their families. It sets forth a vision that 
    honors the unique strengths of very young children, their families and 
    communities, and the staff who work with them. It calls for programs to 
    provide family-centered and community-based services and supports that 
    are individualized, of highest quality, and that promote positive 
    health and development. And it commands significant attention at the 
    Federal level for training, technical assistance, monitoring, and 
    research and evaluation to ensure these programs can 
    flourish. [[Page 14578]] 
        The members of the Advisory Committee on Services for Families with 
    Infants and Toddlers are proud to set forth this vision and 
    implementation design for Early Head Start. We call on the Secretary 
    and the nation to move ahead rapidly with a series of steps to make 
    this vision a reality. So much is at stake for our youngest children 
    and their families.
    
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    [FR Doc. 95-6545 Filed 3-16-95; 8:45 am]
    BILLING CODE 4184-01-M
    
    

Document Information

Published:
03/17/1995
Department:
Children and Families Administration
Entry Type:
Notice
Action:
Announcement of financial assistance to be competitively awarded to current Head Start programs--including Head Start Parent and Child Centers and Comprehensive Child Development programs--and other public and non-profit private entities to provide child and family development services for low-income families with children under age three and pregnant women.
Document Number:
95-6545
Dates:
The closing date for submission of applications is May 31, 1995.
Pages:
14548-14579 (32 pages)
Docket Numbers:
Program Announcement No. ACYF-HS-93600.952
PDF File:
95-6545.pdf
CFR: (1)
45 CFR 3601