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Louisiana Early Childhood Care and Education NetworkRequest for Applications for Community Network Pilots

February 6, 2013

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TABLE OF CONTENTS

I. Overview …………………………………………………………………………………………………………………………… 3 A. Challenge …………………………………………………………………………………………………………….. 3 B. Approach ……………………………….……………………………………………………………………………. 3 C. Community Network Pilots ………………………………………………………………………………….. 3 D. Project Period and Expected Results.……………………..……………………………………………. 4 E. Funding………………………………………………………………………………………………………………… 5II. Opportunity to Participate……………………………….………………………………………………………………… 6 A. Network Composition and Project Eligibility …..…………………………………………………… 6 B. Application Deadline...…………………………………………………………………………………………. 6 C. Selection Process …………………………………………………………………………………………………. 6 D. Important Dates …………………………………………………………………………………………………… 7III. Application Narrative ………………………………………………………………………………………………………… 8 A. Network Partners ………………………………………………………………………………………………… 8 B. Committed Leadership from Partners.…………………………………………………………………. 8 C. Leveraging And Sharing Resources to Increase Capacity ……………………………………… 8 D. Professional Development ………………………………………………………………………………….. 9 E. Ease of Access for Families …………………………………………………………………………………… 9 F. Budget Approach….………………………………………………………………………………………………. 9 G. Assurances …………………………………………………………………………………………………………… 9 Appendices A. Assurances for Coordinating Partner…………………………………………………………………………………. 10B. Assurances for Program Partner ……………………………………………………………………………………….. 11C. Waiver Request …………………………………………………………………………………………………………………. 12D. Count of Currently Served by Age and Program (found in the separate Excel attachment) E. Count of Administrators, Caregivers, Teachers, and Paraprofessionals (found in the

separate Excel attachment) F. Application Budget Summary and Detail (found in the separate Excel attachment ‐ two

sheets) G. Estimates of At‐Risk Children by Parish (found in the separate Excel attachment) H. CCAP Providers by Parish (found in the separate Excel attachment) I. Application Evaluation Rubric …………………………………………………………………………………………… 13J. Definitions ………………………………………………………………………………………………………………………… 16

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Request for Applications to Participate in the Early Childhood Care and Education Community Network Pilots Section I – Overview A. Challenge

Louisiana has multiple early childhood programs that operate with public funds, including pre kindergarten in public schools (LA 4, 8g, Title I, IDEA), the Nonpublic School Early Childhood Development Program (NSECD), Head Start, Early Head Start, EarlySteps, and the Child Care Assistance Program (CCAP). However, these programs do not operate within a unified system. Each program has its own standards for administration, standards for learning, funding, and professional development requirements. Not all families are aware of program availability or how to enroll, and there is little or no information to compare the quality of programs. Only 54 percent of Louisiana’s five‐year‐olds enter kindergarten ready to learn; clearly not enough at‐risk children have access to quality care and education.

B. Approach Our state’s comprehensive plan for continued education improvement, Louisiana Believes, starts with a simple idea: If we believe that all children can achieve a career or a college degree, we must believe in the adults who know and care for them. A true plan for change is based on the idea that, given high standards, the people closest to children should have the power to choose what is right for the child. Administrators will need commitment, laser‐like focus, and out‐of‐the‐box thinking. Caregivers and teachers will have to be learners, and learners have to practice to improve. Learning and practice cannot be accomplished through one‐size‐fits‐all activities. Administrators, caregivers, and teachers will have to work collaboratively and independently to change the current system. To strengthen Louisiana’s early care and education system and support positive outcomes for infant‐to‐age‐five children, the Early Childhood Education Act (Act 3 of 2012) requires the creation of a unified network of standards, professional development, funding, and enrollment. This new network, the Early Childhood Care and Education Network, must be fully implemented by 2015. Programs will operate with a common set of high standards. Parents will have equitable and easy access to information about all programs in their community. Four strategies will be the foundation of the statewide network:

1. Resources and support to improve the quality of care and instruction 2. A fair and transparent outcomes‐based quality rating system 3. Funding based on performance and demand 4. Access to program information and high quality choices for families

C. Community Network Pilots

The Louisiana Department of Education (LDE) is the lead agency for implementing Act 3. Working closely with Department of Children and Family Services (DCFS) and the Department of Health and Hospitals (DHH), the LDE will identify and work with up to five (5) communities to pilot the four strategies noted above. Within each Community Network, a coordinating partner will convene the publicly‐funded programs within a community or region. While each community will have flexibility, the Community Networks will be guided by a central model:

The Community Networks will build on existing strengths and increase the capacity of programs to work collaboratively. Program Partners will braid available funding streams and explore models for diverse delivery. Forward‐thinking communities in Louisiana are already sharing and leveraging resources. These innovative community leaders are encouraged to use this RFA as an opportunity to build out their ideas and practices. The LDE, DCFS, and DHH will provide funds and/or support for assessment, professional development, and a common enrollment process. Specifically, the state will provide:

Programs in network agree

to high standards mesured by common

program and child

assessments

State provides training,

coaching and support (e.g

online resources) on new standards

and assessments

Community networks coordinate efforts and resources to

help all programs and professionals meet new standards

State provides access to

information on quality of

interactions in classrooms and how children

are progressing

Community networks use information to

help professionals improve practice

Program quality and

child outcomes improve across the network

• Funding to support 2013‐14 start‐up efforts • Initial training to use the new assessments • Assessment data to promote improvement • Coaching and mentoring for program leaders

State agency partners will also work closely with programs to eliminate policy and regulations that are barriers to effectiveness. This will include waivers of certain rules and regulations on a case‐by‐case basis. Community Network pilots may request waivers with their application by submitting the Waiver Request (Appendix C).

D. Project Period and Expected Results Up to five Pilot Networks will be selected in April 2013, and the projects will run during the two‐year period from July 1, 2013 to June 30, 2015.

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Community Network Pilots are expected to achieve the following results: • Early childhood professionals demonstrate progress on assessments of teacher/child

interactions and instruction • Infant‐to‐age‐five children demonstrate growth on child assessments • All programs receive a quality rating based on performance on program and child

assessments • Families have access to quality ratings and can enroll children through a unified

application process, starting with four year olds for the 2014‐2015 school year • Every at‐risk four‐year‐old is enrolled in a program by Fall 2015 • More at‐risk infant‐to‐age‐five children are served in high‐quality inclusive settings by

Spring 2015 • More children enter kindergarten ready for success by Fall 2015

E. Funding

The award for each Community Network Pilot is estimated to range between $80,000 and $350,000. Applicants must commit to two years of project activity. Funding will be awarded for the first year of the two‐year period. The amount that a Community Network Pilot is eligible to apply for is based on the estimated number of at‐risk children under age 5 in a geographic parish (Appendix G). The LDE reserves the right to alter the amount of awards to accommodate the number of promising proposals. The chart below indicates potential available funding by parish. Potential Funding Parish Up to $350,000 CADDO, CALCASIEU, E BATON ROUGE, JEFFERSON, LAFAYETTE, ORLEANS Up to $200,000 OUACHITA, RAPIDES, ST LANDRY, ST TAMMANY, TANGIPAHOA,

TERREBONNE Up to $150,000 ACADIA, ASCENSION, BOSSIER, IBERIA, LAFOURCHE, LIVINGSTON Up to $100,000 AVOYELLES, EVANGELINE, IBERVILLE, LINCOLN, MOREHOUSE,

NATCHITOCHES, ST BERNARD, ST CHARLES, ST JOHN, ST MARTIN, ST MARY, VERMILION, VERNON, WASHINGTON, WEBSTER

Up to $80,000 ALLEN , ASSUMPTION, BEAUREGARD, BIENVILLE, CALDWELL, CAMERON, CATAHOULA, CLAIBORNE, CONCORDIA, DESOTO, E FELICIANA, E CARROLL, FRANKLIN, GRANT, JACKSON, JEFF DAVIS, LASALLE, MADISON, PLAQUEMINES, POINTE COUPEE, RED RIVER, RICHLAND, SABINE, ST HELENA, ST JAMES, TENSAS, UNION, W BATON ROUGE, W FELICIANA, W CARROLL, WINN

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Section II – Opportunity to Participate

A. Network Composition and Project Eligibility Each proposed Community Network Pilot must: • Include one or more school districts as a partner, and all early childhood programs within the district(s)

must be included NOTE: In communities where more than 10 percent of schools are governed by the Recovery School District (RSD), the RSD must be a partner and include all early childhood classrooms.

• Have a not‐for‐profit or governmental coordinating partner (e.g., Local Education Agency, Community Action Agency, Police Jury, United Way) to serve as the fiscal agent and recruit and engage local partners

• Include all of the following types of programs that feed into the identified school district’s prekindergarten and kindergarten programs: o Head Start grantees with feeder programs for the school district o All school‐based early childhood programs including those at charter schools and NSECD o EarlySteps System Point of Entry for the region o Child Care providers accepting CCAP payments (Appendix H)

NOTE: Community Network Pilots with one or more parish‐wide school districts must include enough child care centers to serve a minimum of 30% of the total CCAP subsidized children in the parish (e.g., if there are 100 CCAP‐subsidized children in a parish, the network must serve 30 of those children.) A minimum of 2 centers must be included and applicants are strongly encouraged to include centers that serve a significant number of CCAP children (20 or more).

The state seeks to select Community Network Pilots that represent Louisiana’s diversity in geographic locale and population density (rural, urban, urban fringe, etc.). Communities with smaller populations are encouraged to apply as a multi‐parish or regional network. It is anticipated that no more than one application per parish will be funded.

B. Application Deadline

Applications must be received no later than 4:30 p.m. on March 22, 2013. An electronic copy of the Application Narrative and Appendices must be submitted by the deadline to be accepted. Submit completed applications to [email protected]. In general, applications received after the deadline will not be reviewed. However, the LDE reserves the right to review and/or fund an application submitted after the deadline where an emergency caused or contributed to the late submission. Additionally, the LDE reserves the right to request: (1) additional information regarding any applications received or (2) revisions to applications.

C. Selection Process

Selection of the Community Network Pilots will occur through a two‐step process: (1) Application review and scoring to determine finalists; and (2) Interviews of the finalists.

The LDE has established a rubric (Appendix I) to evaluate applications with points awarded according to a set of criteria and preferences. Assuming baseline criteria are met, there will be preferences for:

• Applicants with a demonstrated history of success and are ready to build out initiatives • Applicants that have existing partnerships and/or experience coordinating resources

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• Applicants who demonstrate a willingness to leverage local resources to develop and sustain local networks

D. Important Dates

February 6, 2013 RFA Release http://www.louisianabelieves.com/early‐childhood/early‐childhood‐care‐and‐education‐network

February 14, 2013 Webinar for Potential Applicants – check website for details http://www.louisianabelieves.com/early‐childhood/early‐childhood‐care‐and‐education‐network

February 21, 2013 Deadline for Applicants to Submit Questions Submit to [email protected] with RFA Questions noted in the subject line

February 27, 2013 Webinar for Potential Applicants ‐ – check website for details http://www.louisianabelieves.com/early‐childhood/early‐childhood‐care‐and‐education‐network

February 27,2013 Questions and Answers Posted http://www.louisianabelieves.com/early‐childhood/early‐childhood‐care‐and‐education‐network

March 22, 2013 Application Deadline

April 12, 2013 Notification of Successful Applicants

NOTE: The State of Louisiana reserves the right to change the schedule of RFP events, as it deems necessary.

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Section III – Application Narrative This section lists and describes the required components of the application narrative. The specifications for the application (number of pages, attachments, etc.) can be found in Appendix I, the Application Evaluation Rubric. Applicants should use the rubric and Assurances to guide application development. Definitions for key terms used in the application are found in Appendix J.

A. Network Partners It is essential to include all key community stakeholders as partners in the Community Network Pilot. Leaders from early childhood care and education, K‐12 education, health, social services, higher education, business, children’s advocacy groups, charitable and private funding organizations, and local government must all be engaged to build a strong community network that better meets the needs of young children and the professionals who serve them. Network partners will include: • Program Partners who provide program services for children (e.g., child care provider, Head Start program,

etc.) • Supporting Partners with an interest in supporting early childhood care and education in the community

(e.g., United Way, Child Care Resource and Referral agency, university, etc.)

Each Network must identify a not‐for‐profit or governmental agency as the Coordinating Partner to: • Serve as fiscal agent • Facilitate the development of any formal contracts or MOUs that are needed • Identify a staff person to serve as coordinator and point of contact with the state • Convene network meetings and ensure that partners focus on expanding enrollment capacity and inclusion

opportunities for children with disabilities, improving the quality of programs, and sustaining these gains.

B. Committed Leadership from Partners Support from top leadership is critical to make necessary system changes and access funding to improve early childhood services. The application must demonstrate that leaders are committed to innovative ideas and planning. Programs in the Community Network Pilots will use Louisiana’s new Birth to Five Early Learning and Development Standards and participate in the new program and child assessments that will form the new quality rating system. Leaders must know and understand the strategies and resources necessary to implement these new standards and assessments effectively across the various programs in their network. Successful evidence‐informed leadership strategies are grounded by a process for gathering and using data. Partners will need to collect and use data to track efforts, as well as collaborate across organizations. They will collect and report child count data, workforce data, program quality data, and child assessment data.

C. Leveraging and Sharing Resources to Increase Capacity Community Network Pilot Program Partners must leverage existing funding and share resources to increase the number of infant‐to‐age‐five, at‐risk children served in high‐quality inclusive settings. Partners should assure appropriate inclusion opportunities for children with disabilities. By increasing the number of at‐risk children enrolled in high‐quality services, the number of children from the network’s community who enter kindergarten ready for success should also increase. Examples of braiding funds, sharing or combining resources, and using diverse delivery models to increase capacity currently exist in communities across the state. These are the

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leveraging practices that Community Network Pilots are expected to use. For children with dual eligibility, Community Network Pilots are encouraged to braid dollars at the child and classroom level using CCAP and other funds. They may also describe how diverse delivery will be used to provide high quality, full‐day, full‐year services.

D. Professional Development

The workforce is the foundation of the early care and education system. The quality of care and instruction, and the relationship between educators and children determine whether a program produces positive outcomes for children. For children to enter kindergarten ready for success, the early childhood workforce (administrators, caregivers, and teachers) should understand what quality instruction and interactions are, have the skills necessary to achieve them, and receive adequate supervision and support. Community Network Pilots must assess the needs of their early childhood workforce and effectively support skill improvement and credentialing with job‐embedded professional development (JEPD) that will need to align with the new adult/child interaction assessment tool. Community Network Pilots will need to collect and report baseline data for their existing workforce. Using education, credentialing, and performance data, communities will be expected to develop systematic approaches to strengthen skills and raise credentials. In particular, they must focus on building a system that provides for continuous improvement (e.g., opportunities for reflection and data‐driven collaboration, rather than traditional professional development). Partnerships with high schools, technical colleges, universities, and Workforce Investment Boards will be critical.

E. Ease of Access for Families Families should have accessible and understandable information to help them choose a program that will prepare their child for success in school. Partners must work together to define a central information hub, a point of entry to network services, and a unified application process for all programs.

F. Budget Approach

Applicants are expected to put forth a clear and practical plan to use funding in a way that will achieve expected results. Community Networks have flexibility in determining how to use this funding as long as it supports the development, coordination and/or improvement of all programs across the network. Funds must be used to supplement, not supplant, other funds. Funds MAY be used: • For staff or professional services to coordinate Community Network Pilot activity • For effective professional development opportunities and/or coaching for providers • To raise awareness of early childhood development, program quality, and school readiness

Funding CANNOT be used to increase slots within a program. No administrative costs are allowed. Funds may not be used for building construction or facility remodeling; expenses such as furniture or equipment purchases (e.g., computers, televisions, video recorders, etc.); and purchase of food or refreshments. Funds unexpended by June 30, 2015 must be returned to the LDE.

G. Assurances

The Assurances for the Community Network Pilot’s Coordinating Partner and Program Partners are found in Appendices A and B. These Assurances must be completed and signed by the lead administrator for each partner and attached to the application.

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APPENDIX A – Assurances for the Coordinating Partner Lead Administrator Initials

Assurances for the Coordinating Partner I assure that all guidelines and requirements for implementing the Early Care and Education Pilot Network will be followed and agree to:

Assure that my organization will serve as fiscal agent for this Community Network Pilot, maintain all records and documentation, and will make such available to representatives of the State

Assure that this Community Network Pilot will engage all required partners including: 1. One or more school districts; all early childhood programs within the district(s) will be

included, and in communities where more than 10% of schools are governed by the Recovery School District (RSD), the RSD must be a partner and include all early childhood classrooms

2. Programs that feed into the identified school district’s prekindergarten and kindergarten programs (e.g. Head Start grantees with feeder programs for the district, all school‐based early childhood programs including those at charter schools, the Nonpublic School Early Childhood Development Program (NSECD), EarlySteps System Point of Entry for the Region, and Child Care providers accepting CCAP payments)

3. Supporting Partners who are stakeholders with an interest in supporting early care and education in the community

Share resources, as articulated in the plan, to develop a coordinated system of early childhood care and education

Identify all infant‐to‐age five children in the community attending or in need of publicly‐funded child care and education services

Develop a plan to serve all eligible four‐year‐olds by July 1, 2015

Train staff to use Louisiana’s new Birth to Five Early Learning and Development Standards

Participate in program and child assessments, receive a quality rating, and share results

Develop and use a unified application process for all programs, starting with programs for four‐year‐olds by Fall 2014

Provide data for the statewide early childhood information system

Identify a delegate to participate in all state‐sponsored Community Network Pilot activities

Signature of Leader/Administrator Agency

Title Email address Printed Name Telephone number

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APPENDIX B – Assurances for Program Partner

Lead Administrator Initials

Assurances for Program Partners (Each Program Partner Lead Administrator must complete) I assure that all guidelines and requirements for implementing the Early Care and Education Pilot Network will be followed and agree to:

Share resources, as articulated in our plan, to develop a coordinated system of early childhood care and education

Identify all infant‐to‐age‐five children in the community attending or in need of publicly‐funded child care and education services

Participate in plan to serve all eligible four‐year‐olds by July 1, 2015

Train staff to use Louisiana’s new Birth to Five Early Learning and Development Standards

Participate in program and child assessments, receive a quality rating, and share results

Use a unified application process for all programs, starting with programs for four‐year‐olds by Fall 2014

Provide data for the statewide early childhood information system

Identify a delegate to participate in all state‐sponsored Community Network Pilot activities

Signature of Leader/Administrator Agency

Title Email address Printed Name Telephone number

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APPENDIX C – Waiver Request (Use multiple sheets as necessary)

Description of the policy or rule and the specific section reference (please attach copy):

Explain below why a waiver is being requested, including an explanation of the hardship or obstacle caused by compliance with the rule.

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APPENDIX I – Application Evaluation Rubric COMMUNITY PILOT NETWORK APPLICATION SCORING RUBRIC

PART ONE: A. APPLICATION SPECIFICATIONS ‐ All requirements must be met to qualify for further scoring. Requirement Met: YES NO Maximum length is 10 pages, not including the title page or the appendices Title page includes appropriate names and contact information All attachments are included: Appendix A ‐ Assurances for the Coordinating Partner Appendix B ‐ Assurances for the Program Partners Appendix C ‐ Waiver Request Appendix D ‐ Count of Children Currently Served by Program, by Age Appendix E ‐ Count of Administrators, Caregivers, Teachers, and Paraprofessionals by Program, by Age served, by Credential

Appendix F – Budget Summary and Detail B. NETWORK COMPOSITION ‐ All requirements must be met to qualify for further scoring. Requirement Met: YES NO Includes one or more school district as a partner Has a not‐for‐profit or governmental coordinating partner Includes all types of programs that feed into the school district’s pre kindergarten and

kindergarten programs:

Head Start grantees All school‐based early childhood programs including charter and NSECD schools EarlySteps System Point of Entry for the region Child Care providers accepting CCAP payments

‐Must include a minimum of 30% of the total CCAP subsidized children in the community (e.g. if there are 100 CCAP‐subsidized children, applicant must serve 30 of those children) ‐Must include more than one center (if there are at least two centers) ‐Applicants are strongly encouraged to include all centers that serve 20 or more children who receive CCAP subsidies

PART TWO: APPLICATION COMPONENTS Each component will be rated according to the following criteria: SCORE 3 Develops all requirements of the component evenly and in depth

Demonstrates an approach that is realistic, practical, and highly feasible to execute Details previous successful efforts related to the infant‐to‐age‐five population

2 Develops all requirements of the component but may do so somewhat unevenly Demonstrates approach that is practical and feasible to execute

1 Minimally develops all requirements of the component or develops some requirements of the component in some depth

Demonstrates an approach that lacks practicality and/or focus, reducing feasibility of execution 0 Incomplete, inadequate or missing response

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Component Elements Score (0‐3)

A. Network Partners (15%)

Identifies Coordinating Partner, Program Partners, and Supporting Partners Names the person serving as the point of contact for the Coordinating Partner Demonstrates that the Community Network has engaged all necessary partners Describes how partners will be involved in improving and supporting early care

and education while ensuring that special populations are appropriately included

B. Committed Leadership from Partners (20%)

Demonstrates that all Partner leaders will work together Describes what has been done to organize the Network thus far and lays out a

plan for organization and system improvement Commits to using new Birth to Five Early Learning and Development Standards

to set clear, consistent expectations Details how the Community Network will track and monitor progress and

identify and address gaps Describes plans to assure the availability of quality data

C. Leveraging and Sharing Resources (20%)

Appendix D is included and appropriately completed Details current efforts for coordinating and/or sharing resources and leveraging

and/or braiding funding with plans for expansion OR Provides a plan for coordinating and/or sharing resources and leveraging

and/or braiding funding Describes how the Community Network will increase the number of children

enrolled in high‐quality settings at each age level and includes specific goals or targets for June 2014 and June 2015

D. Professional Development (15%)

Appendix E is included and appropriately completed Provides a plan for continuous improvement of Community Network workforce Describes how the Community Network will address the unique needs of all

early childhood professionals Describes how Network leaders will work together to use results from

assessments to provide job‐embedded professional development Describes how the Community Network will monitor and track progress on

professional development

E. Ease of Access for Families (10%)

Describes plans for engaging families concerning their early care and education needs; and provide them with information about program availability and quality

Describes plans for developing a unified application process, starting with four‐ year‐olds by Fall 2014

F. Budget Approach (20%)

Appendix F is included and appropriately completed Provides a clear, practical, results‐oriented plan Provides clear logic on how funding will lead to system improvement Demonstrates how funding supports expected outcomes Maximizes available resources and can be sustained locally after the pilot ends

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SCORING SUMMARY PART ONE: APPLICATION SPECIFICATIONS All Requirements Met:

YES NO

PART TWO: READER REVIEW OF APPLICATION COMPONENTS Component Rating Weight Score (Rating x Weight)

A. Network Partners 15% B. Committed Leadership 20% C. Leveraging and Sharing Resources to Increase

Capacity

20%

D. Professional Development 15% E. Ease of Access for Families 10% F. Budget Approach 20%

Score PART THREE: INTERVIEW WITH COMMUNITY PILOT NETWORK LEADERS

The LDE will interview select respondents as part of the application and evaluation process. Respondents will be evaluated on similar criteria with a specific focus on feasibility and capacity to execute.

COMMENTS: __________

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APPENDIX J ‐ Definitions Birth to Five ‐ This age range includes infants through five‐year‐old children. The five‐year‐olds are those who are not age‐eligible for kindergarten. Braided Funding –Multiple funding streams, initially separate, are brought together to pay for more than any one stream can support, and then carefully pulled back apart to report to funders on how the money was spent. Child Care Assistance Program (CCAP) – Program that helps low‐income families pay for child care while working or attending school or training. The program will help pay child care costs to providers who meet certain criteria. A co‐payment may be required based on household income and family size. Community – All of the people living in a particular area. For the purpose of this application, it includes local programs, agency leaders, and shareholders in early care and education working together. Diverse Delivery – A system of school‐based and other prekindergarten programs (Head Start, child care, and faith‐based centers) working together to provide high quality prekindergarten services. These systems create opportunity by increasing access and providing high quality choices for families. Dual Eligibility – A child may meet eligibility for more than one program and may qualify for services under more than one funding stream. Equitable – The state, quality, or ideal of being just, impartial, and fair. Learning Community – An inclusive group of people, motivated by a shared learning vision, who support and work with each other to inquire on their practice and together learn new and better approaches to enhance student learning. Job‐embedded Professional Development ‐ A shared, ongoing process that is locally rooted and makes a direct connection between learning and daily practice. It is primarily school or classroom‐based and is integrated into the workday, consisting of teachers assessing and finding solutions for authentic and immediate problems. Region – For the purpose of this application, it is defined as communities with smaller populations applying together as a multi‐parish or regional network. Resource and Referral Centers – A local nonprofit organization involved in supporting and coordinating child care services. Services offered include consumer education and referrals to child care, data collection, training of child care providers, technical assistance, and advocacy. Special Populations – Refer to individuals with any disability as defined in Section 3 of the American with Disabilities Act of 1990. A person with a disability is an individual with a physical or mental impairment that substantially limits one or more major life activities. Workforce Investment Board – The principal vehicle used for the implementation of the Workforce Investment Act of 1998. It is the local link between job seekers and employers. Funds can be used to fund workforce education and career pathways programs.

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