Texas Universal Pre-K Bill

**HOUSE BILL [Insert Bill Number]**

BY REPRESENTATIVE(S) **[Insert Texas Representatives]**.

CONCERNING THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION, AND, IN CONNECTION THEREWITH, ESTABLISHING THE DUTIES OF THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION AND THE EXECUTIVE DIRECTOR OF THE DEPARTMENT, RELOCATING EARLY CHILDHOOD PROGRAMS FROM THE TEXAS EDUCATION AGENCY (TEA) AND TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION, CREATING THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, AND MAKING AND ADJUSTING APPROPRIATIONS.

**Be it enacted by the Legislature of the State of Texas:**

**SECTION 1. In the Texas Education Code, amend Section [Insert Code Section] as follows:**

**Section 29.2001: Definitions**

As used in this subchapter, unless the context otherwise requires:

1. **"Department"** means the Department of Early Childhood Education created under Section 29.2002.

2. **"Executive Director"** means the Executive Director of the Department of Early Childhood Education, who is appointed by the Governor with the advice and consent of the Texas Senate.

3. **"Local Coordinating Organization"** means the entity selected by the Department pursuant to Section 29.2010 to implement a community plan for increasing access to, coordinating, and allocating funding for early childhood and family support programs and services within a specified community.

4. **"Rules Advisory Council"** or **"Council"** means the Texas Early Childhood Advisory Council convened by the Executive Director pursuant to Section 29.2005.

#### **SECTION 2. In the Texas Education Code, add Sections 29.2002 to 29.2012 as follows:**

**Section 29.2002: Creation of the Department of Early Childhood Education**

(a) THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION IS HEREBY CREATED AS A STATE AGENCY TO OVERSEE EARLY CHILDHOOD EDUCATION AND FAMILY SUPPORT PROGRAMS AND SERVICES IN TEXAS. THE DEPARTMENT WILL CENTRALIZE PROGRAMS CURRENTLY MANAGED BY THE TEXAS EDUCATION AGENCY (TEA) UNDER CHAPTER 29, SUBCHAPTER E, AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) UNDER TITLE 4, TEXAS GOVERNMENT CODE.

(b) THE DEPARTMENT SHALL BE LED BY AN EXECUTIVE DIRECTOR APPOINTED BY THE GOVERNOR WITH THE ADVICE AND CONSENT OF THE TEXAS SENATE.

(c) THE EXECUTIVE DIRECTOR SHALL BE RESPONSIBLE FOR THE OVERALL MANAGEMENT, ADMINISTRATION, AND OPERATION OF THE DEPARTMENT AND SHALL HAVE THE AUTHORITY TO PROMULGATE RULES IN ACCORDANCE WITH CHAPTER 2001, TEXAS GOVERNMENT CODE ("ADMINISTRATIVE PROCEDURE ACT"), TO IMPLEMENT THE PROVISIONS OF THIS TITLE.

**Section 29.2003: Powers and Duties of the Executive Director - Rules - Rules Advisory Council - Repeal.**

(1) (a) THE EXECUTIVE DIRECTOR IS AUTHORIZED TO PROMULGATE, IN ACCORDANCE WITH THE "ADMINISTRATIVE PROCEDURE ACT," CHAPTER 2001, TEXAS GOVERNMENT CODE, ALL RULES FOR THE ADMINISTRATION OF THE DEPARTMENT AND FOR THE EXECUTION AND ADMINISTRATION OF THE FUNCTIONS SPECIFIED IN SECTION 29.2009 AND FOR THE PROGRAMS AND SERVICES SPECIFIED IN THIS SUBCHAPTER. IN PROMULGATING RULES, THE EXECUTIVE DIRECTOR SHALL, TO THE GREATEST EXTENT POSSIBLE:

(I) REDUCE THE ADMINISTRATIVE BURDEN ON FAMILIES AND PROVIDERS OF ACCESSING PROGRAMS AND SERVICES, IMPLEMENTING PROGRAMS, AND PROVIDING SERVICES;

(II) DECREASE DUPLICATION AND CONFLICTS IN IMPLEMENTING PROGRAMS AND PROVIDING SERVICES;

(III) INCREASE EQUITY IN ACCESS TO PROGRAMS AND SERVICES AND IN CHILD AND FAMILY OUTCOMES;

(IV) INCREASE ADMINISTRATIVE EFFICIENCIES AMONG THE PROGRAMS AND SERVICES PROVIDED BY THE DEPARTMENT; AND

(V) ENSURE THAT THE RULES ARE COORDINATED ACROSS PROGRAMS AND SERVICES SO THAT PROGRAMS ARE IMPLEMENTED AND SERVICES ARE PROVIDED WITH IMPROVED EASE OF ACCESS, QUALITY OF FAMILY AND PROVIDER EXPERIENCE, AND EASE OF IMPLEMENTATION BY STATE, LOCAL, AND TRIBAL AGENCIES.

(b) THE DEPARTMENT MAY ADOPT GUIDELINES AND PROCEDURES TO ASSIST IN THE IMPLEMENTATION AND DELIVERY OF THE PROGRAMS AND SERVICES THAT THE DEPARTMENT PROVIDES PURSUANT TO THIS SUBCHAPTER. WHEN APPROPRIATE TO REDUCE POTENTIAL ADMINISTRATIVE BURDEN, THE DEPARTMENT MAY DIFFERENTIATE IN THE ADOPTED GUIDELINES AND PROCEDURES AMONG COMMUNITIES, INCLUDING COMMUNITIES IN RURAL AREAS, BASED ON COMMUNITY CAPACITY AND READINESS FOR IMPLEMENTING PROGRAMS AND DELIVERING SERVICES.

(c) THIS SUBSECTION (1) IS REPEALED, EFFECTIVE SEPTEMBER 1, **[INSERT YEAR]**. BEFORE THE REPEAL, THIS SUBSECTION (1) IS SCHEDULED FOR REVIEW IN ACCORDANCE WITH SECTION 325.011, TEXAS GOVERNMENT CODE.

(2) (a) THE EXECUTIVE DIRECTOR SHALL CONVENE A TEXAS EARLY CHILDHOOD ADVISORY COUNCIL FOR CONSULTATION AND ADVICE IN PROMULGATING RULES FOR THE FUNCTIONS, PROGRAMS, AND SERVICES THAT THE DEPARTMENT PROVIDES. THE EXECUTIVE DIRECTOR SHALL APPOINT THE MEMBERS OF THE RULES ADVISORY COUNCIL, TAKING INTO CONSIDERATION A LIST OF NOMINEES PROVIDED BY THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION. TO ENSURE THAT THE COUNCIL IS REPRESENTATIVE AND COLLABORATIVE AND EMBODIES A WIDE RANGE OF PERSPECTIVES AND EXPERIENCE WITH REGARD TO EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES, THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION SHALL CONDUCT OUTREACH TO A WIDE RANGE OF EARLY CHILDHOOD INDUSTRY ORGANIZATIONS AND PARTNERS AND SHALL PUBLICLY SOLICIT APPLICATIONS FROM QUALIFIED AND INTERESTED INDIVIDUALS TO SERVE ON THE COUNCIL.

(b) THE EXECUTIVE DIRECTOR SHALL APPOINT FIFTEEN PERSONS, TAKING INTO CONSIDERATION THE LIST OF NOMINEES RECEIVED FROM THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION, TO SERVE ON THE COUNCIL, WHICH APPOINTMENTS MUST INCLUDE AT LEAST ONE PERSON FROM EACH OF THE FOLLOWING CATEGORIES:

(I) REPRESENTATIVES FROM PROGRAMMATICALLY DIVERSE COMMUNITIES, INCLUDING:

(A) A REPRESENTATIVE FROM A SCHOOL-BASED PRESCHOOL PROVIDER;

(B) A REPRESENTATIVE FROM A PRIVATE EARLY CHILDHOOD PROVIDER, WHO MAY BE A HEAD START PROGRAM OR IN-HOME CHILD CARE PROVIDER; AND

Section 29.2004: Powers and Duties of the Executive Director - Rules Advisory Council - Repeal.

(2) (c) THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION SHALL SUBMIT TO THE EXECUTIVE DIRECTOR A LIST OF NOMINEES FOR CONSIDERATION AS APPOINTMENTS TO THE COUNCIL. TO THE EXTENT PRACTICABLE, THE LIST OF NOMINEES MUST INCLUDE NOMINEES THAT SATISFY THE REQUIREMENTS SPECIFIED IN SUBSECTIONS (2)(d), (2)(e), AND (2)(f) OF THIS SECTION. THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION SHALL SUBMIT A LIST OF NOMINEES TO THE EXECUTIVE DIRECTOR AS PROVIDED IN THIS SUBSECTION (2)(c) FOR THE INITIAL AND SUBSEQUENT APPOINTMENTS TO THE COUNCIL.

(d) THE EXECUTIVE DIRECTOR SHALL APPOINT FIFTEEN PERSONS, TAKING INTO CONSIDERATION THE LIST OF NOMINEES RECEIVED FROM THE TEXAS EARLY CHILDHOOD LEADERSHIP COMMISSION, TO SERVE ON THE COUNCIL. THE APPOINTMENTS MUST INCLUDE AT LEAST ONE PERSON FROM EACH OF THE FOLLOWING CATEGORIES:

(I) REPRESENTATIVES FROM PROGRAMMATICALLY DIVERSE COMMUNITIES, INCLUDING:

(A) A REPRESENTATIVE FROM A SCHOOL-BASED PRESCHOOL PROVIDER;

(B) A REPRESENTATIVE FROM A PRIVATE EARLY CHILDHOOD PROVIDER, WHICH MAY BE A HEAD START PROGRAM OR IN-HOME CHILD CARE PROVIDER; AND

(II) REPRESENTATIVES OF COUNTY DEPARTMENTS, AS DEFINED IN SECTION 29.3001, IN DIVERSE GEOGRAPHIC AREAS OF THE STATE WHO ARE KNOWLEDGEABLE OF AND RESPONSIBLE FOR IMPLEMENTING CHILD PROTECTION PROGRAMS AND THE TEXAS CHILD CARE ASSISTANCE PROGRAM AND HAVE EXPERTISE IN FISCAL MATTERS FOR COUNTY DEPARTMENTS. NOTWITHSTANDING ANY PROVISION OF THIS SUBSECTION (2)(d) TO THE CONTRARY, THE EXECUTIVE DIRECTOR SHALL APPOINT AT LEAST TWO PERSONS FROM THE CATEGORY DESCRIBED IN THIS SUBSECTION (2)(d)(II).

(III) A REPRESENTATIVE OF A FOUNDATION, BUSINESS, OR EARLY CHILDHOOD ADVOCACY ORGANIZATION;

(IV) A REPRESENTATIVE WHO IS AN EXPERT IN FUNDING FOR AND RULES AND FEDERAL REGULATIONS CONCERNING EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES, INCLUDING THE LAWS, RULES, AND REGULATIONS PERTAINING TO CHILDREN WITH DISABILITIES;

(V) A REPRESENTATIVE OF INSTITUTIONS OF HIGHER EDUCATION; AND

(VI) AN EARLY CHILDHOOD HEALTH-CARE OR MENTAL HEALTH-CARE PROFESSIONAL.

(e) AT LEAST EIGHT OF THE MEMBERS APPOINTED TO THE COUNCIL MUST BE INCLUDED IN ONE OR MORE OF THE FOLLOWING CATEGORIES:

(I) PARENTS, FAMILIES, OR CAREGIVERS OF CHILDREN WHO ARE ENROLLED IN A VARIETY OF SCHOOL- AND COMMUNITY-BASED PRESCHOOL PROGRAMS AND PUBLIC AND PRIVATE EARLY CHILDHOOD PROGRAMS;

(II) MEMBERS OF THE EARLY CHILDHOOD WORKFORCE, INCLUDING EDUCATORS IN SCHOOL- AND COMMUNITY-BASED PROGRAMS; AND

(III) MEMBERS OF HISTORICALLY UNDERSERVED AND UNDER-RESOURCED COMMUNITIES.

(f) IN APPOINTING MEMBERS OF THE COUNCIL, THE EXECUTIVE DIRECTOR SHALL ENSURE THAT THE APPOINTED MEMBERS ARE FROM REGIONS THROUGHOUT THE STATE, INCLUDING URBAN, SUBURBAN, AND RURAL AREAS, AND, TO THE EXTENT PRACTICABLE, ARE DIVERSE WITH REGARD TO RACE, ETHNICITY, IMMIGRATION STATUS, AGE, SEXUAL ORIENTATION, GENDER IDENTITY, CULTURE, AND LANGUAGE.

(g) MEMBERS OF THE COUNCIL ARE APPOINTED TO SERVE FOUR-YEAR TERMS AND MAY SERVE TWO CONSECUTIVE TERMS; EXCEPT THAT, OF THE MEMBERS INITIALLY APPOINTED TO THE COUNCIL, THE EXECUTIVE DIRECTOR SHALL APPOINT FIVE MEMBERS TO SERVE TWO-YEAR TERMS, FIVE MEMBERS TO SERVE THREE-YEAR TERMS, AND FIVE MEMBERS TO SERVE FOUR-YEAR TERMS. IF A VACANCY ARISES ON THE COUNCIL, THE EXECUTIVE DIRECTOR SHALL APPOINT A PERSON TO FILL THE VACANCY FOR THE REMAINDER OF THE UNEXPIRED TERM.

(h) THE EXECUTIVE DIRECTOR MAY CREATE ISSUE-SPECIFIC SUBCOMMITTEES OF THE COUNCIL THAT MUST INCLUDE MEMBERS OF THE COUNCIL AND MAY INCLUDE REPRESENTATIVES FROM OTHER STATE AGENCIES, REPRESENTATIVES OF LOCAL AND TRIBAL AGENCIES OR OTHER LOCAL LEADERS IN EARLY CHILDHOOD AND FAMILY SUPPORT ISSUES, AND ISSUE EXPERTS.

(i) THERE IS CREATED A COUNTY SUBCOMMITTEE OF THE RULES ADVISORY COUNCIL TO PROVIDE INFORMATION AND ADVICE TO THE COUNCIL CONCERNING THE DEVELOPMENT AND IMPLEMENTATION OF EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS THAT IMPACT COUNTY DEPARTMENTS, AS DEFINED IN SECTION 29.3001, INCLUDING THE TEXAS CHILD CARE ASSISTANCE PROGRAM. THE SUBCOMMITTEE CONSISTS OF REPRESENTATIVES FROM UP TO TWELVE COUNTY DEPARTMENTS, APPOINTED BY A STATEWIDE ASSOCIATION OF HUMAN SERVICES DIRECTORS. THE APPOINTEES MUST BE REPRESENTATIVE OF THE DIVERSITY OF COUNTIES IN THE STATE, INCLUDING LARGE AND SMALL AND URBAN AND RURAL COUNTIES. IN ADDITION TO PROVIDING INFORMATION AND ADVICE TO THE COUNCIL, THE COUNTY SUBCOMMITTEE, TO PROMOTE COORDINATION AND ALIGNMENT OF PROGRAMS AND SERVICES, SHALL PROVIDE INFORMATION AND ADVICE TO THE POLICY ADVISORY COMMITTEE THAT ADVISES THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION.

(j) (I) THE COUNCIL SHALL MEET AS OFTEN AS REQUESTED BY THE EXECUTIVE DIRECTOR. EXCEPT AS OTHERWISE PROVIDED IN SUBSECTION (2)(j)(II) OF THIS SECTION, A MEMBER OF THE COUNCIL AND A NON-COUNCIL MEMBER WHO SERVES ON A SUBCOMMITTEE MAY RECEIVE THE SAME PER DIEM COMPENSATION FOR ATTENDANCE AT COUNCIL OR SUBCOMMITTEE MEETINGS AS IS PROVIDED FOR MEMBERS OF BOARDS AND COMMISSIONS PURSUANT TO SECTION 2110.004, TEXAS GOVERNMENT CODE, AND REIMBURSEMENT FOR ANY EXPENSES NECESSARY TO SUPPORT THE MEMBER'S PARTICIPATION AT A COUNCIL OR SUBCOMMITTEE MEETING, INCLUDING ANY REQUIRED DEPENDENT OR ATTENDANT CARE AND, IF THE MEMBER RESIDES MORE THAN FIFTY MILES FROM THE LOCATION OF THE COUNCIL OR SUBCOMMITTEE MEETING, EXPENSES INCURRED IN TRAVELING TO AND FROM THE MEETING, INCLUDING ANY REQUIRED DEPENDENT OR ATTENDANT TRAVEL, FOOD, AND LODGING.

(II) A MEMBER OF THE COUNCIL OR OF A SUBCOMMITTEE SHALL NOT RECEIVE REIMBURSEMENT FOR EXPENSES OR PER DIEM COMPENSATION IF THE MEMBER'S EMPLOYER COMPENSATES THE MEMBER FOR TIME SPENT SERVING ON THE COUNCIL OR THE SUBCOMMITTEE.

(k) IN REVIEWING AND MAKING RECOMMENDATIONS CONCERNING RULES AND IN PREPARING OTHER RECOMMENDATIONS FOR THE EXECUTIVE DIRECTOR, THE COUNCIL SHALL STRIVE TO DEVELOP RECOMMENDATIONS THAT ARE DETAILED AND MEASURABLE AND CONSIDER THE IMPACTS ON CHILDREN, PARENTS, FAMILIES, PROVIDERS, SCHOOL DISTRICTS, COUNTIES, AND LOCAL COORDINATING ORGANIZATIONS. THE COUNCIL MUST APPROVE RECOMMENDATIONS BY A MAJORITY VOTE AND PROVIDE THOSE RECOMMENDATIONS TO THE EXECUTIVE DIRECTOR IN WRITING. MEMBERS OF THE COUNCIL VOTING IN THE MINORITY MAY SUBMIT A WRITTEN EXPLANATION OF THEIR OPPOSITION TO THE RECOMMENDATIONS TO THE EXECUTIVE DIRECTOR.

(l) BEFORE PROMULGATING A RULE, THE EXECUTIVE DIRECTOR SHALL SOLICIT FEEDBACK FROM AND CONSIDER THE RECOMMENDATIONS OF THE COUNCIL. IF THE EXECUTIVE DIRECTOR DECIDES NOT TO FOLLOW THE RECOMMENDATIONS OF THE COUNCIL WITH REGARD TO A RULE, THE EXECUTIVE DIRECTOR SHALL PROVIDE A WRITTEN EXPLANATION OF THE RATIONALE FOR THE DECISION.

(m) THE COUNCIL IS A STATE PUBLIC BODY FOR PURPOSES OF THE OPEN MEETINGS LAW SPECIFIED IN CHAPTER 551, TEXAS GOVERNMENT CODE, AND IS SUBJECT TO THE REQUIREMENTS OF THE "TEXAS PUBLIC INFORMATION ACT," CHAPTER 552, TEXAS GOVERNMENT CODE.

(n) THIS SUBSECTION (2) IS REPEALED, EFFECTIVE SEPTEMBER 1, [INSERT YEAR]. BEFORE THE REPEAL, THIS SUBSECTION (2) IS SCHEDULED FOR REVIEW IN ACCORDANCE WITH SECTION 325.011, TEXAS GOVERNMENT CODE.

Section 29.2005: Local Coordinating Organizations - Applications - Selection - Rules.

(1) THE DEPARTMENT SHALL SOLICIT APPLICATIONS FROM LOCAL PUBLIC ENTITIES AND TEXAS-BASED NONPROFIT ORGANIZATIONS TO SERVE AS LOCAL COORDINATING ORGANIZATIONS IN COMMUNITIES THROUGHOUT THE STATE. ENTITIES THAT MAY SUBMIT APPLICATIONS INCLUDE, BUT ARE NOT LIMITED TO, COUNTY OR MUNICIPAL GOVERNMENT AGENCIES, SCHOOL DISTRICTS, EDUCATION SERVICE CENTERS, FAMILY RESOURCE CENTERS, COMMUNITY-BASED NONPROFIT ORGANIZATIONS, AND OTHER PUBLIC INSTITUTIONS. ENTITIES MAY APPLY SINGLY OR IN PARTNERSHIP WITH OTHER ENTITIES WITHIN THE COMMUNITY. THE SOLICITATION AND SELECTION OF ENTITIES TO SERVE AS LOCAL COORDINATING ORGANIZATIONS ARE NOT SUBJECT TO THE REQUIREMENTS OF CHAPTER 2155, TEXAS GOVERNMENT CODE ("PROCUREMENT CODE").

(2) AN ENTITY THAT SEEKS TO SERVE AS A LOCAL COORDINATING ORGANIZATION MUST APPLY TO THE DEPARTMENT IN ACCORDANCE WITH DEPARTMENT RULES, IF ANY, PROCEDURES, AND TIMELINES. AT A MINIMUM, THE APPLICATION MUST INCLUDE:

(a) THE PROPOSED BOUNDARIES OF THE COMMUNITY WITHIN WHICH THE APPLICANT WOULD SERVE AS THE LOCAL COORDINATING ORGANIZATION FOR EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES PROVIDED TO CHILDREN AND FAMILIES WITHIN THE COMMUNITY. THE DEPARTMENT MAY REQUIRE, AND SHALL WORK WITH THE APPLICANT TO ENSURE, THAT THE APPLICANT'S PROPOSED BOUNDARIES ALIGN WITH ONE OR MORE AREAS THAT THE DEPARTMENT IDENTIFIES AS A COMMUNITY. IN IDENTIFYING COMMUNITIES AND ESTABLISHING COMMUNITY BOUNDARIES THROUGHOUT THE STATE, THE DEPARTMENT SHALL ENSURE THAT A SCHOOL DISTRICT IS NOT INCLUDED IN MORE THAN ONE COMMUNITY WITHOUT THE PRIOR APPROVAL OF THE SCHOOL DISTRICT BOARD OF TRUSTEES EXPRESSED IN AN APPROVED BOARD RESOLUTION.

(b) EVIDENCE THAT THE APPLICANT HAS THE SUPPORT OF THE LOCAL EARLY CHILDHOOD COMMUNITY IN APPLYING TO SERVE AS THE LOCAL COORDINATING ORGANIZATION, WHICH MUST INCLUDE THE SUPPORT OF FAMILIES, PROVIDERS, EARLY CHILDHOOD COUNCILS, LOCAL AND TRIBAL AGENCIES, SCHOOL DISTRICTS, CHARTER SCHOOLS, AND LOCAL GOVERNMENTS WITHIN THE COMMUNITY;

(I) ADMINISTRATIVE UNITS, AS DEFINED IN SECTION 29.3001, WHICH REMAIN RESPONSIBLE FOR OVERSEEING IMPLEMENTATION OF PART B OF THE FEDERAL "INDIVIDUALS WITH DISABILITIES EDUCATION ACT," 20 U.S.C. SECTION 1400 ET SEQ., AS AMENDED;

(II) EARLY CHILDHOOD COUNCILS;

(III) HEAD START AGENCIES;

(IV) FAMILY RESOURCE CENTERS, AS DEFINED IN SECTION 29.3001; AND

(V) COUNTY DEPARTMENTS OF HEALTH AND HUMAN SERVICES IN PROVIDING CHILD CARE SERVICES THROUGH THE TEXAS CHILD CARE ASSISTANCE PROGRAM ESTABLISHED IN SECTION 42.002, TEXAS HUMAN RESOURCES CODE, AND OTHER FAMILY SUPPORT PROGRAMS AND SERVICES;

(d) THE APPLICANT'S PROPOSED OPERATING MODEL FOR MEETING THE DUTIES AND RESPONSIBILITIES OF A LOCAL COORDINATING ORGANIZATION, INCLUDING, AT A MINIMUM, THE APPLICANT'S PERSONNEL CAPACITY AND A PROPOSED BUDGET THAT REFLECTS THE ANTICIPATED OPERATING AND OVERHEAD COSTS AND SOURCES OF FUNDING; AND

(e) IF THE APPLICANT IS A PRESCHOOL PROVIDER, THE APPLICANT'S PLAN FOR ENSURING THAT SERVING AS THE LOCAL COORDINATING ORGANIZATION DOES NOT RESULT IN AN UNFAIR ADVANTAGE TO THE APPLICANT WITH REGARD TO ALLOCATIONS OF PRESCHOOL FUNDING GENERALLY OR IN COORDINATING WITH OTHER PRESCHOOL PROVIDERS IN THE COMMUNITY TO ENSURE THE AVAILABILITY OF A MIXED DELIVERY SYSTEM AND THE ALLOCATION OF FUNDING AMONG PRESCHOOL PROVIDERS BASED ON PARENT CHOICE.

(3) AN APPLICANT MAY INCLUDE IN THE APPLICATION A PROPOSAL FOR SHARED RESPONSIBILITY WITH THE DEPARTMENT FOR DISTRIBUTING AND ADMINISTERING PUBLIC FUNDING WITHIN THE COMMUNITY, IN WHICH CASE THE APPLICANT MUST INCLUDE IN THE APPLICATION THE APPLICANT'S HISTORY OF AND EXPERIENCE WITH DISTRIBUTING AND ADMINISTERING PUBLIC FUNDING.

(4) THE DEPARTMENT, IN ACCORDANCE WITH DEPARTMENT RULES, IF ANY, AND PROCEDURES, SHALL REVIEW EACH APPLICATION RECEIVED PURSUANT TO THIS SECTION AND SELECT LOCAL COORDINATING ORGANIZATIONS FOR COMMUNITIES THROUGHOUT THE STATE, ENSURING THAT, TO THE EXTENT POSSIBLE, EVERY FAMILY IN THE STATE RESIDES WITHIN A COMMUNITY FOR WHICH A LOCAL COORDINATING ORGANIZATION IS SELECTED. IN SELECTING LOCAL COORDINATING ORGANIZATIONS FROM AMONG THE APPLICATIONS RECEIVED, THE DEPARTMENT SHALL, AT A MINIMUM, EVALUATE:

(a) THE APPLICANT'S CAPACITY TO SUPPORT FAMILIES IN APPLYING FOR APPLICABLE EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES;

(b) THE APPLICANT'S CAPACITY TO EQUITABLY RECRUIT PRESCHOOL PROVIDERS TO PARTICIPATE IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND PROVIDE PRESCHOOL SERVICES THROUGH A MIXED DELIVERY SYSTEM THAT, TO THE FULLEST EXTENT PRACTICABLE, ACCOMMODATES PARENT CHOICE;

(c) THE DEMONSTRATED LEVEL OF SUPPORT FOR THE APPLICANT WITHIN THE LOCAL EARLY CHILDHOOD COMMUNITY, THE FEASIBILITY AND QUALITY OF THE APPLICANT'S PLAN TO COORDINATE WITH OTHER ENTITIES WITHIN THE PROPOSED COMMUNITY, AND THE APPLICANT'S HISTORY, IF ANY, OF COORDINATING WITH THOSE ENTITIES; AND

(d) THE QUALITY AND EFFICIENCY OF THE APPLICANT'S PROPOSED OPERATING MODEL AND THE LIKELIHOOD THAT THE APPLICANT WILL HAVE THE CAPACITY, EXPERIENCE, AND SUPPORT TO SUCCESSFULLY FULFILL THE RESPONSIBILITIES AND DUTIES OF A LOCAL COORDINATING ORGANIZATION.

(5) THE EXECUTIVE DIRECTOR MAY PROMULGATE RULES, AND THE DEPARTMENT SHALL ADOPT PROCEDURES AND TIMELINES AS NECESSARY TO IMPLEMENT THIS SECTION, INCLUDING ADOPTING A PROCESS FOR RECEIVING AND REVIEWING APPLICATIONS THAT RESULTS IN THE INITIAL SELECTION OF LOCAL COORDINATING ORGANIZATIONS AS SOON AS PRACTICABLE AFTER THE EFFECTIVE DATE OF THIS SECTION. THE DEPARTMENT SHALL ENTER INTO A COORDINATOR AGREEMENT WITH EACH LOCAL COORDINATING ORGANIZATION IN ACCORDANCE WITH SECTION 29.2007. BEFORE THE TERMINATION OR CONCLUSION OF A COORDINATOR AGREEMENT, THE DEPARTMENT SHALL SOLICIT APPLICATIONS FOR A LOCAL COORDINATING ORGANIZATION FOR THE AFFECTED COMMUNITY PURSUANT TO THIS SECTION AND MAY RE-SELECT THE SAME ENTITY TO SERVE AS A LOCAL COORDINATING ORGANIZATION.

Section 29.2006: Local Coordinating Organization - Community Plan - Duties.

(1) (a) EACH LOCAL COORDINATING ORGANIZATION SHALL ADOPT A COMMUNITY PLAN THAT FOSTERS EQUITABLE ACCESS FOR FAMILIES TO, AND ROBUST PARTICIPATION BY PROVIDERS IN, EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES BY INCREASING ACCESS TO, COORDINATING, AND ALLOCATING FUNDING FOR SAID PROGRAMS AND SERVICES WITHIN THE COMMUNITY. THE COMMUNITY PLAN MUST, AT A MINIMUM, ADDRESS:

(I) THE MANNER IN WHICH THE LOCAL COORDINATING ORGANIZATION WILL ASSIST FAMILIES IN APPLYING FOR EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES AND IN ENROLLING CHILDREN WITH EARLY CARE AND EDUCATION PROVIDERS;

(II) THE MANNER IN WHICH THE LOCAL COORDINATING ORGANIZATION WILL COORDINATE WITH COUNTY DEPARTMENTS, AS DEFINED IN SECTION 29.3001, AND TRIBAL AGENCIES:

(A) TO INTEGRATE OUTREACH FOR EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES WITH OTHER EFFORTS TO PROVIDE HOLISTIC SERVICES FOR FAMILIES, INCLUDING FOOD, CASH ASSISTANCE, AND HEALTH CARE; AND

(B) TO FACILITATE ACCESS TO FAMILY SUPPORT PROGRAMS AND SERVICES IN SUPPORT OF COUNTY CHILD WELFARE SERVICES, INCLUDING IMPLEMENTATION OF THE FEDERAL "FAMILY FIRST PREVENTION SERVICES ACT OF 2018," AS DEFINED IN SECTION 264.101, TEXAS FAMILY CODE;

(III) THE MANNER IN WHICH THE LOCAL COORDINATING ORGANIZATION WILL RECRUIT AND SUPPORT A DIVERSE WORKFORCE OF EARLY CHILDHOOD EDUCATORS AND PROVIDERS, INCLUDING STRATEGIES TO ATTRACT EDUCATORS FROM HISTORICALLY UNDERSERVED COMMUNITIES;

(IV) THE METHODS FOR ENSURING THAT EARLY CHILDHOOD PROGRAMS AND SERVICES ARE ACCESSIBLE TO ALL ELIGIBLE FAMILIES, INCLUDING THOSE IN RURAL AREAS, LOW-INCOME COMMUNITIES, AND COMMUNITIES WHERE ENGLISH IS NOT THE PRIMARY LANGUAGE SPOKEN;

(V) THE STRATEGIES FOR ALIGNING LOCAL RESOURCES WITH STATE RESOURCES TO MAXIMIZE FUNDING AND PROGRAM AVAILABILITY, REDUCE DUPLICATION, AND PROMOTE EFFICIENCY IN SERVICE DELIVERY; AND

(VI) THE PROCESS FOR ONGOING ASSESSMENT AND IMPROVEMENT OF THE QUALITY, AVAILABILITY, AND EQUITABILITY OF EARLY CHILDHOOD PROGRAMS AND SERVICES WITHIN THE COMMUNITY.

(b) EACH LOCAL COORDINATING ORGANIZATION SHALL, IN COOPERATION WITH THE DEPARTMENT, DEVELOP A SYSTEM FOR COLLECTING AND ANALYZING DATA RELATING TO THE PROVISION OF EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES TO INFORM CONTINUOUS IMPROVEMENT EFFORTS AND POLICY DECISIONS.

(2) THE COMMUNITY PLAN MUST ALSO IDENTIFY LOCAL FUNDING SOURCES THAT MAY BE LEVERAGED IN ADDITION TO STATE AND FEDERAL FUNDS TO SUPPORT EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES, INCLUDING LOCAL TAX REVENUES, PHILANTHROPIC CONTRIBUTIONS, AND OTHER PUBLIC OR PRIVATE FUNDING SOURCES.

(3) EACH LOCAL COORDINATING ORGANIZATION SHALL SUBMIT ITS COMMUNITY PLAN TO THE DEPARTMENT FOR REVIEW AND APPROVAL PURSUANT TO THE TIMELINES ESTABLISHED BY THE DEPARTMENT. THE DEPARTMENT SHALL APPROVE THE COMMUNITY PLAN IF IT DETERMINES THAT THE PLAN ADEQUATELY ADDRESSES THE REQUIREMENTS OF THIS SECTION AND SUPPORTS THE GOALS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(4) (a) EACH LOCAL COORDINATING ORGANIZATION SHALL ANNUALLY REPORT TO THE DEPARTMENT ON THE IMPLEMENTATION OF ITS COMMUNITY PLAN, INCLUDING:

(I) THE NUMBER OF CHILDREN AND FAMILIES SERVED UNDER THE PLAN;

(II) THE TYPES OF SERVICES PROVIDED;

(III) OUTCOMES ACHIEVED, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY WELL-BEING;

(IV) CHALLENGES ENCOUNTERED IN IMPLEMENTATION AND STRATEGIES USED TO OVERCOME THOSE CHALLENGES; AND

(V) ANY RECOMMENDATIONS FOR IMPROVEMENTS OR MODIFICATIONS TO THE PLAN OR TO STATE POLICIES GOVERNING THE PROVISION OF EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES.

(b) THE DEPARTMENT SHALL REVIEW THE REPORTS SUBMITTED BY EACH LOCAL COORDINATING ORGANIZATION AND MAY PROVIDE FEEDBACK OR REQUIRE MODIFICATIONS TO THE COMMUNITY PLAN AS NECESSARY TO ACHIEVE THE GOALS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND OTHER EARLY CHILDHOOD INITIATIVES.

Section 29.2007: Coordination and Funding Agreements.

(1) THE DEPARTMENT SHALL ENTER INTO AGREEMENTS WITH EACH LOCAL COORDINATING ORGANIZATION SELECTED PURSUANT TO SECTION 29.2005 TO ENSURE THAT FUNDING FOR EARLY CHILDHOOD AND FAMILY SUPPORT PROGRAMS AND SERVICES IS DISTRIBUTED AND ADMINISTERED IN A MANNER THAT MAXIMIZES THE IMPACT OF STATE, FEDERAL, AND LOCAL RESOURCES.

(2) THE AGREEMENTS MUST INCLUDE PROVISIONS THAT:

(a) REQUIRE THE LOCAL COORDINATING ORGANIZATION TO USE FUNDS IN A MANNER CONSISTENT WITH THE COMMUNITY PLAN APPROVED BY THE DEPARTMENT;

(b) ESTABLISH ACCOUNTABILITY MEASURES TO ENSURE THAT FUNDS ARE USED EFFECTIVELY AND IN ACCORDANCE WITH STATE AND FEDERAL LAWS AND REGULATIONS;

(c) REQUIRE THE LOCAL COORDINATING ORGANIZATION TO MAINTAIN RECORDS AND PROVIDE REPORTS TO THE DEPARTMENT ON THE USE OF FUNDS AND THE IMPACT OF PROGRAMS AND SERVICES;

(d) ALLOW FOR PERIODIC AUDITS OR REVIEWS BY THE DEPARTMENT OR OTHER STATE AGENCIES TO ENSURE COMPLIANCE WITH THE TERMS OF THE AGREEMENT; AND

(e) SPECIFY THE TERMS UNDER WHICH THE AGREEMENT MAY BE TERMINATED OR AMENDED.

(3) THE DEPARTMENT SHALL ENSURE THAT FUNDING AGREEMENTS PROVIDE FLEXIBILITY FOR LOCAL COORDINATING ORGANIZATIONS TO USE FUNDS IN A WAY THAT BEST MEETS THE NEEDS OF THEIR COMMUNITIES, WHILE ALSO ENSURING CONSISTENCY WITH STATE POLICY GOALS AND REQUIREMENTS.

Section 29.2008: Transfer of Functions - Employees - Property - Contracts.

(1) (a) (I) ON AND AFTER SEPTEMBER 1, [INSERT YEAR], THE DEPARTMENT IS RESPONSIBLE FOR EXECUTING, ADMINISTERING, PERFORMING, AND ENFORCING THE RIGHTS, POWERS, DUTIES, FUNCTIONS, AND OBLIGATIONS VESTED BEFORE SEPTEMBER 1, [INSERT YEAR], IN:

(A) THE OFFICE WITHIN THE TEXAS EDUCATION AGENCY (TEA) THAT IS RESPONSIBLE FOR EARLY CHILDHOOD PROGRAMS AND SERVICES; AND

(B) THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) CONCERNING EARLY CHILDHOOD WORKFORCE DEVELOPMENT, INCLUDING THE PROFESSIONAL DEVELOPMENT INFORMATION SYSTEM.

(II) THE RIGHTS, POWERS, DUTIES, FUNCTIONS, AND OBLIGATIONS CONCERNING A STATEWIDE PRESCHOOL PROGRAM ARE TRANSFERRED, EFFECTIVE SEPTEMBER 1, [INSERT YEAR], TO THE DEPARTMENT TO THE EXTENT NECESSARY TO ESTABLISH AND AUTHORIZE ENROLLMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AS PROVIDED IN THIS SUBCHAPTER, AND ARE FULLY TRANSFERRED TO THE DEPARTMENT, EFFECTIVE SEPTEMBER 1, [INSERT YEAR].

(b) THE DEPARTMENT SHALL ENTER INTO MEMORANDA OF UNDERSTANDING, INTERAGENCY AGREEMENTS, OR BOTH, AS APPROPRIATE, WITH THE TEXAS EDUCATION AGENCY (TEA) AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) TO PROVIDE FOR THE TIMELY TRANSFER OF POWERS, DUTIES, PERSONNEL, PROPERTY, RECORDS, APPROPRIATIONS, AND OTHER FUNDING AS NECESSARY TO ACCOMPLISH THE COMPLETE TRANSFER OF THE RIGHTS, POWERS, DUTIES, FUNCTIONS, AND OBLIGATIONS TO THE DEPARTMENT AS DESCRIBED IN SUBSECTION (1)(a) OF THIS SECTION.

(c) THE RULES PERTAINING TO THE POWERS, DUTIES, FUNCTIONS, AND OBLIGATIONS TRANSFERRED TO THE DEPARTMENT PURSUANT TO SUBSECTION (1)(a) OF THIS SECTION THAT ARE ADOPTED BY THE TEXAS EDUCATION AGENCY (TEA), THE EXECUTIVE COMMISSIONER OF THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), OR THE STATE BOARD OF EDUCATION AND ARE IN EFFECT AS OF SEPTEMBER 1, [INSERT YEAR], CONTINUE IN EFFECT AND APPLY TO THE DEPARTMENT AND PERSONS OR ENTITIES LICENSED OR PROVIDING SERVICES PURSUANT TO THIS TITLE UNTIL REPLACED BY RULES ADOPTED BY THE EXECUTIVE DIRECTOR PURSUANT TO SECTION 29.2003.

(2) BEGINNING SEPTEMBER 1, [INSERT YEAR], THE POSITIONS OF EMPLOYMENT IN THE TEXAS EDUCATION AGENCY (TEA) AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) CONCERNING THE POWERS, DUTIES, AND FUNCTIONS TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION PURSUANT TO THIS SUBCHAPTER AND DETERMINED BY THE EXECUTIVE DIRECTOR TO BE NECESSARY TO CARRY OUT THE PURPOSES OF THIS TITLE ARE TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION AND BECOME POSITIONS OF EMPLOYMENT IN THAT DEPARTMENT. THE EXECUTIVE DIRECTOR, OR THE EXECUTIVE DIRECTOR'S DESIGNEE, SHALL ESTABLISH THE ACTUAL DATE OF SAID TRANSFERS IN MEMORANDA OF UNDERSTANDING, INTERAGENCY AGREEMENTS, OR BOTH, AS APPROPRIATE, ENTERED INTO BETWEEN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION AND THE TEXAS EDUCATION AGENCY (TEA) OR THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AS APPLICABLE, PURSUANT TO SUBSECTION (1)(b) OF THIS SECTION.

(3) BEGINNING SEPTEMBER 1, [INSERT YEAR], ALL ITEMS OF PROPERTY, REAL AND PERSONAL, INCLUDING OFFICE FURNITURE AND FIXTURES, BOOKS, DOCUMENTS, RECORDS, AND INFORMATION SYSTEMS WITH THE SUPPORTING HARDWARE, SOFTWARE, LICENSES, AND DATA, OF THE TEXAS EDUCATION AGENCY (TEA) AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) PERTAINING TO THE POWERS, DUTIES, AND FUNCTIONS TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION PURSUANT TO THIS SUBCHAPTER ARE TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION AND BECOME THE PROPERTY OF SAID DEPARTMENT. THE EXECUTIVE DIRECTOR, OR THE EXECUTIVE DIRECTOR'S DESIGNEE, SHALL ESTABLISH THE ACTUAL DATE OF SAID TRANSFERS IN MEMORANDA OF UNDERSTANDING, INTERAGENCY AGREEMENTS, OR BOTH, AS APPROPRIATE, ENTERED INTO BETWEEN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION AND THE TEXAS EDUCATION AGENCY (TEA) OR THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AS APPLICABLE, PURSUANT TO SUBSECTION (1)(b) OF THIS SECTION.

(4) EFFECTIVE SEPTEMBER 1, [INSERT YEAR], IF THE TEXAS EDUCATION AGENCY (TEA) OR THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) IS REFERRED TO OR DESIGNATED BY A CONTRACT OR OTHER DOCUMENT IN CONNECTION WITH THE POWERS, DUTIES, AND FUNCTIONS TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION PURSUANT TO THIS SUBCHAPTER, SUCH REFERENCE OR DESIGNATION IS DEEMED TO APPLY TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION. ALL CONTRACTS ENTERED INTO BY SAID AGENCIES BEFORE SEPTEMBER 1, [INSERT YEAR], IN CONNECTION WITH THE POWERS, DUTIES, AND FUNCTIONS TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION PURSUANT TO THIS SUBCHAPTER ARE HEREBY VALIDATED, WITH THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION SUCCEEDING TO ALL RIGHTS AND OBLIGATIONS UNDER SAID CONTRACTS. ANY MONEY THAT WAS PREVIOUSLY RECEIVED OR APPROPRIATED, AND REMAINS AVAILABLE, TO SATISFY OBLIGATIONS INCURRED UNDER SAID CONTRACTS IS TRANSFERRED AND FURTHER APPROPRIATED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION FOR THE PAYMENT OF SAID OBLIGATIONS.

(5) ON AND AFTER SEPTEMBER 1, [INSERT YEAR], UNLESS OTHERWISE SPECIFIED, IF A PROVISION OF LAW REFERS TO THE TEXAS EDUCATION AGENCY (TEA) WITH REGARD TO THE POWERS, DUTIES, OR FUNCTIONS SPECIFIED IN SUBSECTION (1)(a)(I)(A) OF THIS SECTION OR TO THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) WITH REGARD TO THE POWERS, DUTIES, OR FUNCTIONS SPECIFIED IN SUBSECTION (1)(a)(I)(B) OF THIS SECTION, SAID LAW IS CONSTRUED AS REFERRING TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION.

(6) ON AND AFTER SEPTEMBER 1, [INSERT YEAR], UNLESS OTHERWISE SPECIFIED, ALL CLAIMS AND LIABILITIES, INCLUDING COSTS, RELATING TO THE PERFORMANCE OF THE TEXAS EDUCATION AGENCY (TEA) WITH REGARD TO THE POWERS, DUTIES, OR FUNCTIONS SPECIFIED IN SUBSECTION (1)(a)(I)(A) OF THIS SECTION OR TO THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) WITH REGARD TO THE POWERS, DUTIES, OR FUNCTIONS SPECIFIED IN SUBSECTION (1)(a)(I)(B) OF THIS SECTION ARE TRANSFERRED TO AND ASSUMED BY THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION, EXCLUSIVELY THROUGH THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION, AND NO OTHER PUBLIC ENTITY OR AGENCY IS RESPONSIBLE OR LIABLE FOR ANY SUCH CLAIMS, LIABILITIES, OR DAMAGES.

Section 29.2009: Texas Universal Preschool Program - Establishment - Enrollment - Funding.

(1) (a) THERE IS ESTABLISHED THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, REFERRED TO IN THIS SECTION AS THE "PROGRAM." THE PURPOSE OF THE PROGRAM IS TO PROVIDE, BEGINNING IN THE 2025-2026 SCHOOL YEAR, ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES TO ALL ELIGIBLE CHILDREN IN TEXAS WHO ARE THREE OR FOUR YEARS OF AGE AS OF SEPTEMBER 1 OF THE APPLICABLE SCHOOL YEAR, WITHOUT COST TO THE FAMILY, EXCEPT AS OTHERWISE PROVIDED IN THIS SECTION.

(b) THE DEPARTMENT SHALL ADMINISTER THE PROGRAM IN ACCORDANCE WITH THIS SECTION AND OTHER APPLICABLE LAWS AND SHALL ENSURE THAT THE PROGRAM IS IMPLEMENTED IN A MANNER THAT PROMOTES EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN, REGARDLESS OF RACE, ETHNICITY, IMMIGRATION STATUS, INCOME LEVEL, DISABILITY STATUS, OR GEOGRAPHIC LOCATION.

(c) THE DEPARTMENT SHALL COLLABORATE WITH LOCAL COORDINATING ORGANIZATIONS, AS DESCRIBED IN SECTION 29.2006, TO ENSURE THAT THE PROGRAM IS AVAILABLE TO ELIGIBLE CHILDREN THROUGHOUT TEXAS, INCLUDING IN BOTH URBAN AND RURAL COMMUNITIES, AND TO PROVIDE FLEXIBILITY TO MEET THE UNIQUE NEEDS OF EACH COMMUNITY.

(2) (a) A CHILD IS ELIGIBLE FOR THE PROGRAM IF THE CHILD IS A RESIDENT OF TEXAS AND:

(I) IS THREE OR FOUR YEARS OF AGE ON OR BEFORE SEPTEMBER 1 OF THE APPLICABLE SCHOOL YEAR; AND

(II) MEETS ANY ADDITIONAL CRITERIA FOR ELIGIBILITY THAT THE DEPARTMENT MAY ESTABLISH BY RULE.

(b) A FAMILY MAY APPLY FOR ENROLLMENT OF AN ELIGIBLE CHILD IN THE PROGRAM THROUGH THE LOCAL COORDINATING ORGANIZATION FOR THE COMMUNITY IN WHICH THE FAMILY RESIDES. THE LOCAL COORDINATING ORGANIZATION SHALL ASSIST FAMILIES IN COMPLETING APPLICATIONS FOR THE PROGRAM AND IN ACCESSING PRESCHOOL SERVICES.

(c) THE DEPARTMENT SHALL PROVIDE GUIDANCE AND SUPPORT TO LOCAL COORDINATING ORGANIZATIONS IN IDENTIFYING AND RECRUITING FAMILIES OF ELIGIBLE CHILDREN TO APPLY FOR THE PROGRAM, INCLUDING FAMILIES WHO ARE MEMBERS OF HISTORICALLY UNDERSERVED COMMUNITIES.

(3) (a) THE PROGRAM SHALL PROVIDE PRESCHOOL SERVICES THROUGH A MIXED DELIVERY SYSTEM THAT INCLUDES PUBLIC SCHOOLS, COMMUNITY-BASED PRESCHOOL PROVIDERS, HEAD START AGENCIES, AND OTHER QUALIFIED PROVIDERS. THE DEPARTMENT SHALL ENSURE THAT THE PROGRAM SUPPORTS PARENT CHOICE BY OFFERING A VARIETY OF PRESCHOOL SETTINGS AND PROGRAM OPTIONS.

(b) THE DEPARTMENT SHALL DISTRIBUTE FUNDING FOR THE PROGRAM IN A MANNER THAT PROMOTES EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN. THE DEPARTMENT SHALL USE A FORMULA THAT TAKES INTO ACCOUNT THE COSTS OF PROVIDING PRESCHOOL SERVICES IN DIFFERENT REGIONS OF THE STATE AND THE UNIQUE NEEDS OF EACH COMMUNITY.

(c) THE DEPARTMENT MAY ESTABLISH A PER-PUPIL FUNDING AMOUNT FOR THE PROGRAM THAT REFLECTS THE COST OF PROVIDING HIGH-QUALITY PRESCHOOL SERVICES, INCLUDING THE COSTS OF INSTRUCTION, SUPPORT SERVICES, FACILITIES, MATERIALS, AND ADMINISTRATION. THE DEPARTMENT SHALL REVIEW AND ADJUST THE PER-PUPIL FUNDING AMOUNT AS NECESSARY TO REFLECT CHANGES IN COSTS OR NEEDS.

(d) THE DEPARTMENT SHALL WORK WITH LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS TO ENSURE THAT PROGRAM FUNDING IS USED EFFECTIVELY AND EFFICIENTLY TO PROVIDE HIGH-QUALITY PRESCHOOL SERVICES. THE DEPARTMENT MAY ESTABLISH GUIDELINES AND STANDARDS FOR THE USE OF PROGRAM FUNDING, INCLUDING REQUIREMENTS FOR PROGRAM QUALITY, ACCOUNTABILITY, AND REPORTING.

(4) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPLEMENTATION OF THE PROGRAM TO ENSURE THAT IT IS MEETING ITS GOALS AND OBJECTIVES. THE DEPARTMENT SHALL COLLECT DATA ON PROGRAM OUTCOMES, INCLUDING ENROLLMENT, PARTICIPATION, CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY SATISFACTION, AND SHALL USE THIS DATA TO IMPROVE THE PROGRAM AND INFORM POLICY DECISIONS.

(b) THE DEPARTMENT SHALL SUBMIT AN ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE IMPLEMENTATION AND OUTCOMES OF THE PROGRAM. THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN ENROLLED IN THE PROGRAM, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON PROGRAM QUALITY, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY SATISFACTION;

(III) AN ASSESSMENT OF THE EFFECTIVENESS OF THE PROGRAM IN PROMOTING EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN;

(IV) A SUMMARY OF THE CHALLENGES ENCOUNTERED IN IMPLEMENTING THE PROGRAM AND STRATEGIES USED TO ADDRESS THOSE CHALLENGES; AND

(V) RECOMMENDATIONS FOR IMPROVEMENTS OR MODIFICATIONS TO THE PROGRAM OR TO STATE POLICIES GOVERNING THE PROVISION OF PRESCHOOL SERVICES.

Section 29.2010: Program Rules - Compliance - Enforcement.

(1) (a) THE EXECUTIVE DIRECTOR SHALL PROMULGATE RULES NECESSARY FOR THE ADMINISTRATION AND ENFORCEMENT OF THIS SUBCHAPTER, INCLUDING RULES CONCERNING:

(I) ELIGIBILITY CRITERIA FOR THE PROGRAM;

(II) APPLICATION PROCEDURES FOR ENROLLMENT IN THE PROGRAM;

(III) STANDARDS FOR PROGRAM QUALITY AND ACCOUNTABILITY;

(IV) REQUIREMENTS FOR DATA COLLECTION AND REPORTING; AND

(V) PROCEDURES FOR MONITORING AND ENFORCING COMPLIANCE WITH THE PROVISIONS OF THIS SUBCHAPTER.

(b) IN PROMULGATING RULES UNDER THIS SECTION, THE EXECUTIVE DIRECTOR SHALL CONSULT WITH LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, EARLY CHILDHOOD EXPERTS, AND OTHER STAKEHOLDERS TO ENSURE THAT THE RULES SUPPORT THE GOALS OF THE PROGRAM AND PROMOTE EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN.

(2) THE DEPARTMENT SHALL ENFORCE THE PROVISIONS OF THIS SUBCHAPTER AND ANY RULES PROMULGATED PURSUANT TO THIS SECTION. THE DEPARTMENT MAY IMPOSE SANCTIONS OR TAKE OTHER ENFORCEMENT ACTIONS AS NECESSARY TO ENSURE COMPLIANCE WITH THIS SUBCHAPTER AND THE RULES PROMULGATED PURSUANT TO THIS SECTION.

Section 29.2011: Reporting Requirements - Transparency - Public Access.

(1) (a) THE DEPARTMENT SHALL MAINTAIN A PUBLICLY ACCESSIBLE WEBSITE THAT PROVIDES TRANSPARENT INFORMATION REGARDING THE IMPLEMENTATION AND OUTCOMES OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE WEBSITE MUST INCLUDE, BUT IS NOT LIMITED TO:

(I) AN ANNUAL REPORT, AS DESCRIBED IN SECTION 29.2009(4)(b), DETAILING THE NUMBER OF CHILDREN ENROLLED IN THE PROGRAM, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON THE QUALITY OF THE PROGRAM, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY SATISFACTION;

(III) DATA ON THE DISTRIBUTION AND USE OF FUNDING FOR THE PROGRAM, INCLUDING THE PER-PUPIL FUNDING AMOUNTS DISTRIBUTED TO LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS; AND

(IV) A SUMMARY OF THE RECOMMENDATIONS AND FEEDBACK RECEIVED FROM STAKEHOLDERS, INCLUDING LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND FAMILIES PARTICIPATING IN THE PROGRAM.

(b) THE DEPARTMENT SHALL UPDATE THE INFORMATION PROVIDED ON THE WEBSITE AT LEAST ANNUALLY, OR MORE FREQUENTLY IF SIGNIFICANT CHANGES OCCUR, TO ENSURE THAT THE PUBLIC HAS ACCESS TO CURRENT AND ACCURATE INFORMATION ABOUT THE PROGRAM.

(2) (a) THE DEPARTMENT SHALL ESTABLISH A PROCESS FOR RECEIVING AND RESPONDING TO PUBLIC INQUIRIES, FEEDBACK, AND COMPLAINTS REGARDING THE PROGRAM. THE DEPARTMENT SHALL ENSURE THAT THIS PROCESS IS ACCESSIBLE TO ALL TEXANS, INCLUDING THOSE WHO DO NOT SPEAK ENGLISH AS THEIR PRIMARY LANGUAGE OR WHO HAVE LIMITED INTERNET ACCESS.

(b) THE DEPARTMENT SHALL TRACK AND REPORT ON THE NUMBER AND TYPES OF INQUIRIES, FEEDBACK, AND COMPLAINTS RECEIVED, AS WELL AS THE RESOLUTION OF SUCH MATTERS, IN ITS ANNUAL REPORT.

(3) (a) THE DEPARTMENT SHALL CONDUCT AN INDEPENDENT EVALUATION OF THE PROGRAM'S IMPLEMENTATION AND OUTCOMES AT LEAST ONCE EVERY THREE YEARS. THE EVALUATION MUST INCLUDE:

(I) AN ASSESSMENT OF THE EFFECTIVENESS OF THE PROGRAM IN PROMOTING EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN;

(II) AN ANALYSIS OF PROGRAM QUALITY, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY SATISFACTION;

(III) A REVIEW OF THE EFFICIENCY AND EFFECTIVENESS OF PROGRAM FUNDING AND RESOURCE ALLOCATION; AND

(IV) RECOMMENDATIONS FOR IMPROVEMENTS OR MODIFICATIONS TO THE PROGRAM OR TO STATE POLICIES GOVERNING THE PROVISION OF PRESCHOOL SERVICES.

(b) THE RESULTS OF THE INDEPENDENT EVALUATION SHALL BE MADE PUBLICLY AVAILABLE ON THE DEPARTMENT'S WEBSITE AND INCLUDED IN THE DEPARTMENT'S ANNUAL REPORT.

Section 29.2012: Coordination with Other State Agencies and Stakeholders.

(1) THE DEPARTMENT SHALL COORDINATE WITH THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AND OTHER RELEVANT STATE AGENCIES TO ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IS IMPLEMENTED IN A MANNER THAT PROMOTES ALIGNMENT WITH OTHER STATE AND FEDERAL PROGRAMS SERVING YOUNG CHILDREN AND THEIR FAMILIES.

(2) (a) THE DEPARTMENT SHALL CONVENE REGULAR MEETINGS WITH REPRESENTATIVES OF STATE AGENCIES, LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, EARLY CHILDHOOD EXPERTS, AND OTHER STAKEHOLDERS TO:

(I) DISCUSS THE IMPLEMENTATION AND OUTCOMES OF THE PROGRAM;

(II) IDENTIFY OPPORTUNITIES FOR COLLABORATION AND COORDINATION;

(III) ADDRESS CHALLENGES AND CONCERNS; AND

(IV) SHARE BEST PRACTICES AND INNOVATIVE STRATEGIES FOR IMPROVING PROGRAM QUALITY AND ACCESS.

(b) THE DEPARTMENT SHALL DOCUMENT THE OUTCOMES OF THESE MEETINGS AND INCLUDE A SUMMARY OF THE DISCUSSIONS, RECOMMENDATIONS, AND ACTIONS TAKEN IN ITS ANNUAL REPORT.

(3) THE DEPARTMENT SHALL ENTER INTO MEMORANDA OF UNDERSTANDING OR INTERAGENCY AGREEMENTS, AS NECESSARY, TO FACILITATE COORDINATION AND COLLABORATION WITH OTHER STATE AGENCIES, LOCAL GOVERNMENTS, TRIBAL AGENCIES, AND OTHER ENTITIES INVOLVED IN PROVIDING SERVICES TO YOUNG CHILDREN AND THEIR FAMILIES.

(4) THE DEPARTMENT SHALL SEEK INPUT AND FEEDBACK FROM FAMILIES, PRESCHOOL PROVIDERS, AND COMMUNITY ORGANIZATIONS TO CONTINUOUSLY IMPROVE THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND TO ENSURE THAT IT MEETS THE NEEDS OF ALL TEXAS CHILDREN AND FAMILIES.

Section 29.2013: Workforce Development and Support.

(1) (a) THE DEPARTMENT SHALL ESTABLISH AND IMPLEMENT A COMPREHENSIVE WORKFORCE DEVELOPMENT STRATEGY TO SUPPORT THE RECRUITMENT, RETENTION, AND PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS AND PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE WORKFORCE DEVELOPMENT STRATEGY MUST INCLUDE, BUT IS NOT LIMITED TO:

(I) PROVIDING ACCESS TO HIGH-QUALITY, EVIDENCE-BASED PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT ARE ALIGNED WITH THE TEXAS EARLY LEARNING GUIDELINES AND STANDARDS;

(II) CREATING A CAREER LADDER FOR EARLY CHILDHOOD EDUCATORS THAT RECOGNIZES EXPERIENCE, EDUCATION, AND PROFESSIONAL DEVELOPMENT AND OFFERS INCENTIVES FOR ADVANCEMENT;

(III) OFFERING SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, AND OTHER FINANCIAL ASSISTANCE TO SUPPORT THE PURSUIT OF RELEVANT DEGREES AND CREDENTIALS BY INDIVIDUALS SEEKING TO ENTER OR ADVANCE IN THE FIELD OF EARLY CHILDHOOD EDUCATION;

(IV) DEVELOPING INITIATIVES TO ATTRACT INDIVIDUALS FROM HISTORICALLY UNDERSERVED COMMUNITIES INTO THE EARLY CHILDHOOD EDUCATION WORKFORCE;

(V) PROMOTING COMPETITIVE WAGES AND BENEFITS FOR EARLY CHILDHOOD EDUCATORS THAT REFLECT THEIR PROFESSIONALISM AND CONTRIBUTIONS TO CHILD DEVELOPMENT; AND

(VI) SUPPORTING MENTORSHIP AND PEER NETWORKING OPPORTUNITIES FOR EARLY CHILDHOOD EDUCATORS TO FOSTER PROFESSIONAL GROWTH AND COLLABORATION.

(2) (a) THE DEPARTMENT SHALL PARTNER WITH INSTITUTIONS OF HIGHER EDUCATION, COMMUNITY COLLEGES, LOCAL COORDINATING ORGANIZATIONS, AND OTHER RELEVANT ENTITIES TO DEVELOP AND EXPAND PROGRAMS THAT PREPARE INDIVIDUALS FOR CAREERS IN EARLY CHILDHOOD EDUCATION.

(b) THE DEPARTMENT SHALL PROMOTE THE AVAILABILITY OF THESE PROGRAMS TO POTENTIAL CANDIDATES AND PROVIDE GUIDANCE ON CAREER PATHWAYS, CREDENTIALING, AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES.

(3) (a) THE DEPARTMENT SHALL COLLABORATE WITH THE TEXAS WORKFORCE COMMISSION (TWC) AND OTHER RELEVANT AGENCIES TO ENSURE THAT THE WORKFORCE DEVELOPMENT STRATEGY IS COORDINATED WITH STATE AND LOCAL WORKFORCE INITIATIVES.

(b) THE DEPARTMENT SHALL SEEK INPUT FROM EARLY CHILDHOOD EDUCATORS, PROVIDERS, AND OTHER STAKEHOLDERS TO CONTINUOUSLY IMPROVE THE WORKFORCE DEVELOPMENT STRATEGY AND ADDRESS EMERGING NEEDS AND CHALLENGES.

Section 29.2014: Data Collection and Evaluation - Reporting.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A DATA COLLECTION AND EVALUATION SYSTEM TO SUPPORT THE CONTINUOUS IMPROVEMENT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE SYSTEM MUST:

(I) COLLECT DATA ON ENROLLMENT, ATTENDANCE, CHILD OUTCOMES, PROGRAM QUALITY, WORKFORCE CHARACTERISTICS, AND OTHER RELEVANT METRICS;

(II) ALLOW FOR THE INTEGRATION OF DATA ACROSS PROGRAMS AND AGENCIES TO PROVIDE A COMPREHENSIVE PICTURE OF EARLY CHILDHOOD SERVICES IN TEXAS;

(III) ENSURE THE PRIVACY AND SECURITY OF INDIVIDUAL DATA, INCLUDING ADHERENCE TO ALL APPLICABLE STATE AND FEDERAL LAWS CONCERNING DATA PRIVACY AND CONFIDENTIALITY; AND

(IV) SUPPORT DATA-DRIVEN DECISION-MAKING AT THE STATE, LOCAL, AND PROGRAM LEVELS.

(b) THE DEPARTMENT SHALL USE THE DATA COLLECTED PURSUANT TO THIS SECTION TO:

(I) MONITOR AND EVALUATE THE EFFECTIVENESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(II) IDENTIFY AREAS FOR IMPROVEMENT AND PROMOTE BEST PRACTICES;

(III) INFORM THE DEVELOPMENT OF POLICIES AND PROGRAMS TO IMPROVE THE QUALITY AND ACCESSIBILITY OF EARLY CHILDHOOD SERVICES; AND

(IV) PROVIDE ANNUAL REPORTS TO THE LEGISLATURE, THE GOVERNOR, AND THE PUBLIC ON THE IMPLEMENTATION AND OUTCOMES OF THE PROGRAM, INCLUDING DISAGGREGATED DATA BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION.

(2) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS TO SUPPORT THE COLLECTION AND USE OF DATA FOR CONTINUOUS IMPROVEMENT EFFORTS.

(3) (a) THE DEPARTMENT SHALL ESTABLISH A DATA SHARING AGREEMENT WITH THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AND OTHER RELEVANT AGENCIES TO FACILITATE THE INTEGRATION AND ANALYSIS OF DATA ACROSS SYSTEMS.

(b) THE DEPARTMENT SHALL WORK WITH THESE AGENCIES TO ALIGN DATA COLLECTION AND REPORTING REQUIREMENTS, REDUCE DUPLICATION, AND ENSURE CONSISTENT AND ACCURATE DATA ACROSS ALL EARLY CHILDHOOD PROGRAMS AND SERVICES.

(4) THE DEPARTMENT SHALL MAKE PUBLICLY AVAILABLE ON ITS WEBSITE THE AGGREGATE DATA AND ANALYSES GENERATED FROM THE DATA COLLECTION AND EVALUATION SYSTEM, EXCEPT FOR DATA THAT IS CONFIDENTIAL OR OTHERWISE PROTECTED BY LAW.

Section 29.2015: Grants for Quality Improvement - Application - Award - Use of Funds.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A GRANT PROGRAM TO PROVIDE FUNDING TO PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO SUPPORT CONTINUOUS QUALITY IMPROVEMENT IN EARLY CHILDHOOD EDUCATION. THE GRANTS ARE INTENDED TO HELP PROVIDERS MEET OR EXCEED THE QUALITY STANDARDS ESTABLISHED BY THE DEPARTMENT.

(b) THE DEPARTMENT SHALL ESTABLISH CRITERIA FOR GRANT ELIGIBILITY, THE APPLICATION PROCESS, AND THE CRITERIA FOR AWARDING GRANTS, WHICH MUST INCLUDE, BUT IS NOT LIMITED TO:

(I) DEMONSTRATED NEED FOR QUALITY IMPROVEMENT SUPPORT, BASED ON PROGRAM EVALUATIONS, CHILD OUTCOME DATA, OR OTHER RELEVANT METRICS;

(II) THE POTENTIAL IMPACT OF THE PROPOSED USE OF FUNDS ON IMPROVING PROGRAM QUALITY AND CHILD OUTCOMES;

(III) A PLAN FOR SUSTAINING QUALITY IMPROVEMENTS AFTER THE GRANT PERIOD ENDS; AND

(IV) THE ABILITY TO LEVERAGE ADDITIONAL FUNDING OR RESOURCES TO SUPPORT QUALITY IMPROVEMENT EFFORTS.

(2) (a) PRESCHOOL PROVIDERS MAY APPLY FOR A GRANT UNDER THIS SECTION BY SUBMITTING AN APPLICATION TO THE DEPARTMENT IN ACCORDANCE WITH PROCEDURES ESTABLISHED BY THE DEPARTMENT.

(b) THE APPLICATION MUST INCLUDE A DETAILED DESCRIPTION OF HOW THE PROVIDER INTENDS TO USE THE GRANT FUNDS TO IMPROVE PROGRAM QUALITY AND CHILD OUTCOMES, INCLUDING:

(I) A PLAN FOR ADDRESSING SPECIFIC AREAS OF NEED IDENTIFIED THROUGH PROGRAM EVALUATIONS OR ASSESSMENTS;

(II) A STRATEGY FOR INCORPORATING EVIDENCE-BASED PRACTICES OR INNOVATIVE APPROACHES TO IMPROVE PROGRAM QUALITY;

(III) A BUDGET THAT OUTLINES HOW THE FUNDS WILL BE USED, INCLUDING ANY MATCHING FUNDS OR IN-KIND CONTRIBUTIONS; AND

(IV) A PLAN FOR MONITORING AND EVALUATING THE IMPACT OF THE FUNDED ACTIVITIES ON PROGRAM QUALITY AND CHILD OUTCOMES.

(3) (a) THE DEPARTMENT SHALL REVIEW GRANT APPLICATIONS AND AWARD GRANTS TO PRESCHOOL PROVIDERS BASED ON THE CRITERIA ESTABLISHED UNDER SUBSECTION (1)(b) OF THIS SECTION. THE DEPARTMENT SHALL PRIORITIZE APPLICATIONS THAT DEMONSTRATE THE GREATEST POTENTIAL FOR IMPROVING PROGRAM QUALITY AND CHILD OUTCOMES, PARTICULARLY FOR CHILDREN FROM HISTORICALLY UNDERSERVED COMMUNITIES.

(b) THE DEPARTMENT MAY CONSIDER GEOGRAPHIC DIVERSITY IN AWARDING GRANTS TO ENSURE THAT PROVIDERS IN BOTH URBAN AND RURAL AREAS HAVE OPPORTUNITIES TO RECEIVE QUALITY IMPROVEMENT FUNDING.

(4) (a) GRANT FUNDS AWARDED UNDER THIS SECTION MUST BE USED FOR PURPOSES THAT DIRECTLY SUPPORT QUALITY IMPROVEMENT, INCLUDING, BUT NOT LIMITED TO:

(I) PROFESSIONAL DEVELOPMENT AND TRAINING FOR EARLY CHILDHOOD EDUCATORS;

(II) CURRICULUM AND INSTRUCTIONAL MATERIALS THAT ALIGN WITH THE TEXAS EARLY LEARNING GUIDELINES AND STANDARDS;

(III) IMPROVEMENTS TO THE PHYSICAL ENVIRONMENT OF PRESCHOOL FACILITIES TO PROMOTE CHILD DEVELOPMENT AND LEARNING;

(IV) FAMILY ENGAGEMENT ACTIVITIES THAT SUPPORT CHILDREN'S LEARNING AND DEVELOPMENT; AND

(V) EVALUATION AND ASSESSMENT TOOLS TO MONITOR CHILD OUTCOMES AND PROGRAM QUALITY.

(b) GRANT RECIPIENTS MUST COMPLY WITH ANY REPORTING REQUIREMENTS ESTABLISHED BY THE DEPARTMENT TO DOCUMENT THE USE OF FUNDS AND THE IMPACT OF FUNDED ACTIVITIES ON PROGRAM QUALITY AND CHILD OUTCOMES.

Section 29.2016: Rules - Advisory Groups - Stakeholder Input.

(1) (a) THE EXECUTIVE DIRECTOR SHALL PROMULGATE RULES AS NECESSARY TO IMPLEMENT AND ADMINISTER THIS SUBCHAPTER, INCLUDING RULES RELATING TO:

(I) THE ESTABLISHMENT AND ADMINISTRATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(II) FUNDING DISTRIBUTION AND ALLOCATION METHODS;

(III) THE REQUIREMENTS AND PROCEDURES FOR GRANTS AND FUNDING PROVIDED UNDER THIS SUBCHAPTER;

(IV) STANDARDS FOR PROGRAM QUALITY AND ACCOUNTABILITY;

(V) WORKFORCE DEVELOPMENT INITIATIVES AND REQUIREMENTS; AND

(VI) DATA COLLECTION, REPORTING, AND EVALUATION REQUIREMENTS.

(b) IN PROMULGATING RULES UNDER THIS SECTION, THE EXECUTIVE DIRECTOR SHALL CONSULT WITH ADVISORY GROUPS COMPRISED OF STAKEHOLDERS, INCLUDING LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, EARLY CHILDHOOD EXPERTS, PARENTS, AND COMMUNITY REPRESENTATIVES, TO ENSURE THAT THE RULES ARE INFORMED BY PRACTICAL EXPERIENCE AND ADDRESS THE NEEDS OF ALL COMMUNITIES IN TEXAS.

(2) (a) THE EXECUTIVE DIRECTOR MAY ESTABLISH ADVISORY GROUPS AS NECESSARY TO PROVIDE INPUT ON SPECIFIC TOPICS RELATED TO THE IMPLEMENTATION OF THIS SUBCHAPTER, INCLUDING, BUT NOT LIMITED TO:

(I) PROGRAM QUALITY AND STANDARDS;

(II) WORKFORCE DEVELOPMENT AND SUPPORT;

(III) DATA COLLECTION AND EVALUATION; AND

(IV) FUNDING AND RESOURCE ALLOCATION.

(b) THE EXECUTIVE DIRECTOR SHALL CONVENE ADVISORY GROUPS ON A REGULAR BASIS AND SHALL PROVIDE OPPORTUNITIES FOR MEMBERS TO PARTICIPATE IN THE RULEMAKING PROCESS.

(3) THE EXECUTIVE DIRECTOR SHALL SEEK INPUT AND FEEDBACK FROM THE PUBLIC, INCLUDING FAMILIES, EDUCATORS, AND OTHER STAKEHOLDERS, ON THE IMPLEMENTATION AND IMPACT OF THIS SUBCHAPTER. THE EXECUTIVE DIRECTOR SHALL PROVIDE NOTICE OF ANY PUBLIC HEARINGS OR COMMENT PERIODS IN ACCORDANCE WITH THE "TEXAS OPEN MEETINGS ACT," CHAPTER 551, TEXAS GOVERNMENT CODE, AND THE "TEXAS PUBLIC INFORMATION ACT," CHAPTER 552, TEXAS GOVERNMENT CODE.

Section 29.2017: Family Engagement and Support Services.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A COMPREHENSIVE FAMILY ENGAGEMENT STRATEGY TO SUPPORT THE ACTIVE PARTICIPATION OF FAMILIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THIS STRATEGY MUST:

(I) PROMOTE STRONG PARTNERSHIPS BETWEEN PRESCHOOL PROVIDERS AND FAMILIES;

(II) SUPPORT FAMILIES IN UNDERSTANDING CHILD DEVELOPMENT AND THE IMPORTANCE OF EARLY LEARNING;

(III) ENCOURAGE FAMILY PARTICIPATION IN ACTIVITIES THAT SUPPORT CHILDREN'S LEARNING AND DEVELOPMENT, BOTH AT HOME AND IN PRESCHOOL SETTINGS;

(IV) PROVIDE RESOURCES AND SUPPORTS FOR FAMILIES TO ADDRESS BARRIERS TO PARTICIPATION, INCLUDING LANGUAGE ACCESS SERVICES, TRANSPORTATION ASSISTANCE, AND CONNECTIONS TO OTHER COMMUNITY SERVICES; AND

(V) ENSURE THAT FAMILY ENGAGEMENT EFFORTS ARE CULTURALLY AND LINGUISTICALLY RESPONSIVE TO THE DIVERSE NEEDS OF TEXAS FAMILIES.

(b) THE DEPARTMENT SHALL PROVIDE TRAINING AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS TO SUPPORT THE IMPLEMENTATION OF EFFECTIVE FAMILY ENGAGEMENT PRACTICES, INCLUDING STRATEGIES FOR ENGAGING FAMILIES FROM HISTORICALLY UNDERSERVED COMMUNITIES.

(2) (a) THE DEPARTMENT SHALL COLLABORATE WITH LOCAL COORDINATING ORGANIZATIONS AND OTHER RELEVANT ENTITIES TO IDENTIFY AND PROMOTE BEST PRACTICES FOR FAMILY ENGAGEMENT AND SUPPORT SERVICES WITHIN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS, PUBLIC HEALTH AGENCIES, AND OTHER SERVICE PROVIDERS TO COORDINATE SUPPORT SERVICES FOR FAMILIES PARTICIPATING IN THE PROGRAM, INCLUDING:

(I) PARENT EDUCATION AND SUPPORT GROUPS;

(II) REFERRALS TO SOCIAL SERVICES, HEALTH CARE, MENTAL HEALTH SERVICES, AND OTHER RESOURCES THAT SUPPORT FAMILY WELL-BEING;

(III) PROGRAMS AND SERVICES TO SUPPORT FAMILIES IN TRANSITIONING CHILDREN FROM PRESCHOOL TO KINDERGARTEN; AND

(IV) SERVICES THAT ADDRESS THE NEEDS OF FAMILIES EXPERIENCING HOMELESSNESS, DOMESTIC VIOLENCE, OR OTHER CRISIS SITUATIONS.

(3) (a) EACH LOCAL COORDINATING ORGANIZATION SHALL DEVELOP A PLAN FOR FAMILY ENGAGEMENT AND SUPPORT SERVICES THAT IS ALIGNED WITH THE DEPARTMENT'S COMPREHENSIVE FAMILY ENGAGEMENT STRATEGY. THE PLAN MUST:

(I) IDENTIFY SPECIFIC GOALS, OBJECTIVES, AND STRATEGIES FOR ENGAGING FAMILIES AND SUPPORTING THEIR PARTICIPATION IN THE PROGRAM;

(II) INCLUDE A DESCRIPTION OF HOW THE ORGANIZATION WILL PARTNER WITH PRESCHOOL PROVIDERS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER ENTITIES TO SUPPORT FAMILY ENGAGEMENT AND PROVIDE WRAPAROUND SERVICES; AND

(III) ADDRESS THE UNIQUE NEEDS OF FAMILIES WITHIN THE COMMUNITY, INCLUDING STRATEGIES FOR ENGAGING DIVERSE POPULATIONS AND ADDRESSING BARRIERS TO PARTICIPATION.

(b) EACH LOCAL COORDINATING ORGANIZATION SHALL SUBMIT ITS FAMILY ENGAGEMENT AND SUPPORT SERVICES PLAN TO THE DEPARTMENT FOR REVIEW AND APPROVAL AS PART OF ITS COMMUNITY PLAN DESCRIBED IN SECTION 29.2006.

Section 29.2018: Public Awareness Campaign.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A STATEWIDE PUBLIC AWARENESS CAMPAIGN TO INFORM TEXAS FAMILIES ABOUT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION. THE CAMPAIGN MUST:

(I) UTILIZE MULTIPLE COMMUNICATION CHANNELS, INCLUDING DIGITAL MEDIA, TELEVISION, RADIO, PRINT, AND COMMUNITY OUTREACH, TO REACH A BROAD AND DIVERSE AUDIENCE;

(II) PROVIDE INFORMATION IN MULTIPLE LANGUAGES TO ENSURE ACCESSIBILITY FOR NON-ENGLISH SPEAKING FAMILIES;

(III) HIGHLIGHT THE BENEFITS OF PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING THE POSITIVE IMPACT ON CHILD DEVELOPMENT, SCHOOL READINESS, AND LONG-TERM EDUCATIONAL OUTCOMES; AND

(IV) PROVIDE CLEAR INSTRUCTIONS FOR HOW FAMILIES CAN APPLY FOR AND ENROLL THEIR CHILDREN IN THE PROGRAM, INCLUDING CONTACT INFORMATION FOR LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS.

(b) THE DEPARTMENT SHALL PARTNER WITH LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO AMPLIFY THE REACH AND IMPACT OF THE PUBLIC AWARENESS CAMPAIGN AT THE LOCAL LEVEL.

(2) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF THE PUBLIC AWARENESS CAMPAIGN IN REACHING TARGET AUDIENCES AND INCREASING AWARENESS AND ENROLLMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE DEPARTMENT SHALL USE THE FINDINGS FROM THIS EVALUATION TO CONTINUOUSLY IMPROVE THE CAMPAIGN.

(3) (a) THE DEPARTMENT SHALL SUBMIT AN ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE IMPLEMENTATION AND OUTCOMES OF THE PUBLIC AWARENESS CAMPAIGN. THE REPORT MUST INCLUDE:

(I) A SUMMARY OF THE CAMPAIGN ACTIVITIES CONDUCTED DURING THE PREVIOUS YEAR;

(II) DATA ON THE REACH AND IMPACT OF THE CAMPAIGN, INCLUDING THE NUMBER OF FAMILIES ENGAGED AND THE INCREASE IN ENROLLMENT IN THE PROGRAM; AND

(III) RECOMMENDATIONS FOR IMPROVING THE EFFECTIVENESS OF THE CAMPAIGN IN FUTURE YEARS.

(b) THE DEPARTMENT SHALL MAKE THE ANNUAL REPORT PUBLICLY AVAILABLE ON ITS WEBSITE.

Section 29.2019: Technical Assistance and Capacity Building.

(1) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER STAKEHOLDERS INVOLVED IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THIS ASSISTANCE MUST INCLUDE, BUT IS NOT LIMITED TO:

(I) GUIDANCE ON PROGRAM IMPLEMENTATION, INCLUDING BEST PRACTICES FOR PROVIDING HIGH-QUALITY PRESCHOOL SERVICES;

(II) SUPPORT FOR DEVELOPING AND MAINTAINING PARTNERSHIPS WITH FAMILIES, COMMUNITY-BASED ORGANIZATIONS, AND OTHER ENTITIES THAT SUPPORT EARLY CHILDHOOD EDUCATION;

(III) ASSISTANCE IN IDENTIFYING AND SECURING ADDITIONAL FUNDING AND RESOURCES TO SUPPORT PROGRAM EXPANSION AND SUSTAINABILITY; AND

(IV) TRAINING AND PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD EDUCATORS AND STAFF ON TOPICS SUCH AS INCLUSIVE PRACTICES, CULTURALLY RESPONSIVE TEACHING, AND TRAUMA-INFORMED CARE.

(b) THE DEPARTMENT SHALL CREATE AND DISSEMINATE TOOLKITS, RESOURCE GUIDES, AND OTHER MATERIALS TO SUPPORT THE IMPLEMENTATION OF THE PROGRAM AND PROMOTE CONSISTENT QUALITY STANDARDS ACROSS THE STATE.

(2) (a) THE DEPARTMENT SHALL ESTABLISH A CAPACITY-BUILDING INITIATIVE TO SUPPORT THE DEVELOPMENT OF LOCAL INFRASTRUCTURE NECESSARY FOR THE SUCCESSFUL IMPLEMENTATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THIS INITIATIVE SHALL INCLUDE:

(I) SUPPORT FOR THE ESTABLISHMENT AND STRENGTHENING OF LOCAL COORDINATING ORGANIZATIONS IN COMMUNITIES THROUGHOUT TEXAS, INCLUDING PROVIDING FUNDING, TRAINING, AND TECHNICAL ASSISTANCE;

(II) INVESTMENTS IN FACILITIES, TECHNOLOGY, AND OTHER INFRASTRUCTURE TO EXPAND ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES, PARTICULARLY IN UNDERSERVED AREAS; AND

(III) PARTNERSHIPS WITH LOCAL GOVERNMENTS, EDUCATIONAL INSTITUTIONS, AND COMMUNITY-BASED ORGANIZATIONS TO DEVELOP AND SUSTAIN EARLY CHILDHOOD EDUCATION CAPACITY AT THE LOCAL LEVEL.

(b) THE DEPARTMENT SHALL COLLABORATE WITH THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS WORKFORCE COMMISSION (TWC), AND OTHER RELEVANT AGENCIES TO COORDINATE CAPACITY-BUILDING EFFORTS AND MAXIMIZE RESOURCES.

(3) THE DEPARTMENT SHALL DEVELOP A MONITORING AND EVALUATION PLAN TO ASSESS THE EFFECTIVENESS OF THE TECHNICAL ASSISTANCE AND CAPACITY-BUILDING EFFORTS. THE PLAN MUST INCLUDE MEASURES TO TRACK PROGRESS TOWARD MEETING PROGRAM GOALS, IDENTIFY CHALLENGES, AND PROMOTE CONTINUOUS IMPROVEMENT.

Section 29.2020: Partnerships with Higher Education Institutions.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH INSTITUTIONS OF HIGHER EDUCATION, INCLUDING COMMUNITY COLLEGES AND UNIVERSITIES, TO SUPPORT THE TRAINING AND PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS AND STAFF PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE PARTNERSHIPS MUST FOCUS ON:

(I) DEVELOPING AND EXPANDING DEGREE AND CERTIFICATE PROGRAMS IN EARLY CHILDHOOD EDUCATION, INCLUDING PROGRAMS THAT PROVIDE A PATHWAY FOR EARLY CHILDHOOD EDUCATORS TO EARN CREDENTIALS AND ADVANCE IN THEIR CAREERS;

(II) CREATING OPPORTUNITIES FOR HANDS-ON TRAINING AND PRACTICAL EXPERIENCE IN PRESCHOOL SETTINGS, INCLUDING INTERNSHIPS, PRACTICUMS, AND STUDENT TEACHING PLACEMENTS;

(III) SUPPORTING RESEARCH AND INNOVATION IN EARLY CHILDHOOD EDUCATION PRACTICES, INCLUDING THE DEVELOPMENT OF EVIDENCE-BASED CURRICULA, INSTRUCTIONAL STRATEGIES, AND ASSESSMENT TOOLS; AND

(IV) PROMOTING EQUITABLE ACCESS TO HIGHER EDUCATION AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR INDIVIDUALS FROM HISTORICALLY UNDERSERVED COMMUNITIES.

(2) (a) THE DEPARTMENT SHALL PROVIDE GRANTS, SCHOLARSHIPS, AND OTHER FINANCIAL ASSISTANCE TO SUPPORT THE PARTICIPATION OF INDIVIDUALS IN EARLY CHILDHOOD EDUCATION DEGREE AND CERTIFICATE PROGRAMS AT PARTNER INSTITUTIONS OF HIGHER EDUCATION.

(b) THE DEPARTMENT SHALL PRIORITIZE FINANCIAL ASSISTANCE FOR:

(I) EARLY CHILDHOOD EDUCATORS CURRENTLY WORKING IN PRESCHOOL SETTINGS WHO SEEK TO ADVANCE THEIR EDUCATION AND CREDENTIALS;

(II) INDIVIDUALS FROM HISTORICALLY UNDERSERVED COMMUNITIES, INCLUDING THOSE WHO ARE FIRST-GENERATION COLLEGE STUDENTS OR WHO FACE FINANCIAL BARRIERS TO HIGHER EDUCATION; AND

(III) CANDIDATES COMMITTED TO SERVING IN RURAL, LOW-INCOME, OR OTHER UNDERSERVED COMMUNITIES.

(3) THE DEPARTMENT SHALL WORK WITH PARTNER INSTITUTIONS OF HIGHER EDUCATION TO DEVELOP AGREEMENTS THAT OUTLINE THE TERMS AND EXPECTATIONS OF THE PARTNERSHIPS, INCLUDING ROLES AND RESPONSIBILITIES, FUNDING ARRANGEMENTS, AND REPORTING REQUIREMENTS.

(4) THE DEPARTMENT SHALL INCLUDE INFORMATION ON THE OUTCOMES OF THESE PARTNERSHIPS, INCLUDING THE NUMBER OF PARTICIPANTS, PROGRAM COMPLETION RATES, AND IMPACTS ON THE EARLY CHILDHOOD EDUCATION WORKFORCE, IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2021: Program Sustainability and Expansion.

(1) (a) THE DEPARTMENT SHALL DEVELOP A STRATEGIC PLAN TO ENSURE THE LONG-TERM SUSTAINABILITY AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THIS PLAN MUST:

(I) IDENTIFY FUNDING SOURCES AND STRATEGIES TO SUPPORT THE CONTINUED OPERATION AND GROWTH OF THE PROGRAM, INCLUDING STATE APPROPRIATIONS, FEDERAL FUNDS, GRANTS, AND PRIVATE CONTRIBUTIONS;

(II) ASSESS CURRENT AND FUTURE CAPACITY NEEDS, INCLUDING THE NEED FOR ADDITIONAL PRESCHOOL PROVIDERS, FACILITIES, AND WORKFORCE DEVELOPMENT;

(III) PROMOTE EFFICIENCY IN THE USE OF RESOURCES AND REDUCE DUPLICATION OF SERVICES TO MAXIMIZE IMPACT;

(IV) OUTLINE A PHASED APPROACH FOR EXPANDING THE PROGRAM TO REACH ALL ELIGIBLE CHILDREN ACROSS TEXAS, INCLUDING THOSE IN UNDERSERVED COMMUNITIES; AND

(V) INCLUDE MECHANISMS FOR REGULARLY REVIEWING AND UPDATING THE PLAN TO RESPOND TO CHANGING NEEDS AND CIRCUMSTANCES.

(b) THE DEPARTMENT SHALL SEEK INPUT FROM STAKEHOLDERS, INCLUDING LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, EARLY CHILDHOOD EXPERTS, FAMILIES, AND COMMUNITY MEMBERS, IN DEVELOPING THE STRATEGIC PLAN.

(2) (a) THE DEPARTMENT SHALL IDENTIFY OPPORTUNITIES TO LEVERAGE FEDERAL FUNDING, INCLUDING FUNDS AVAILABLE THROUGH THE FEDERAL "EVERY STUDENT SUCCEEDS ACT," 20 U.S.C. SECTION 6301 ET SEQ., AND OTHER FEDERAL GRANT PROGRAMS THAT SUPPORT EARLY CHILDHOOD EDUCATION.

(b) THE DEPARTMENT SHALL WORK WITH THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AND OTHER RELEVANT AGENCIES TO ALIGN FEDERAL FUNDING OPPORTUNITIES WITH STATE AND LOCAL INITIATIVES TO MAXIMIZE THE IMPACT OF AVAILABLE RESOURCES.

(3) THE DEPARTMENT SHALL PROVIDE ANNUAL UPDATES TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE IMPLEMENTATION OF THE STRATEGIC PLAN, INCLUDING:

(a) PROGRESS TOWARD ACHIEVING THE GOALS AND OBJECTIVES OF THE PLAN;

(b) FUNDING SECURED AND EXPENDED FOR THE PROGRAM, INCLUDING FEDERAL, STATE, LOCAL, AND PRIVATE SOURCES;

(c) PROGRAM EXPANSION EFFORTS, INCLUDING THE NUMBER OF NEW PROVIDERS, INCREASES IN ENROLLMENT, AND EXPANSION INTO NEW COMMUNITIES; AND

(d) RECOMMENDATIONS FOR FURTHER ACTION TO ENSURE THE SUSTAINABILITY AND GROWTH OF THE PROGRAM.

Section 29.2022: Collaboration with Tribal Governments.

(1) (a) THE DEPARTMENT SHALL COLLABORATE WITH TRIBAL GOVERNMENTS IN TEXAS TO ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IS AVAILABLE TO CHILDREN FROM NATIVE AMERICAN COMMUNITIES AND THAT THE PROGRAM RESPECTS AND INCORPORATES CULTURALLY APPROPRIATE PRACTICES.

(b) THE DEPARTMENT SHALL CONSULT WITH REPRESENTATIVES OF TRIBAL GOVERNMENTS TO:

(I) IDENTIFY THE UNIQUE NEEDS AND PRIORITIES OF NATIVE AMERICAN COMMUNITIES IN RELATION TO EARLY CHILDHOOD EDUCATION;

(II) DEVELOP AND IMPLEMENT STRATEGIES TO SUPPORT THE PARTICIPATION OF NATIVE AMERICAN CHILDREN IN THE PROGRAM;

(III) PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO TRIBAL GOVERNMENTS AND PRESCHOOL PROVIDERS SERVING NATIVE AMERICAN COMMUNITIES; AND

(IV) ENSURE THAT DATA COLLECTION AND REPORTING PROCESSES ARE SENSITIVE TO THE NEEDS AND PREFERENCES OF NATIVE AMERICAN COMMUNITIES AND COMPLY WITH ANY RELEVANT FEDERAL AND TRIBAL LAWS.

(2) (a) THE DEPARTMENT SHALL WORK WITH TRIBAL GOVERNMENTS TO ESTABLISH PARTNERSHIPS AND AGREEMENTS THAT OUTLINE THE TERMS OF COLLABORATION, INCLUDING ROLES AND RESPONSIBILITIES, FUNDING ARRANGEMENTS, AND MUTUAL GOALS FOR IMPROVING ACCESS TO HIGH-QUALITY EARLY CHILDHOOD EDUCATION FOR NATIVE AMERICAN CHILDREN.

(b) THE DEPARTMENT SHALL PROVIDE FUNDING, TECHNICAL ASSISTANCE, AND OTHER SUPPORT AS NEEDED TO FACILITATE THE IMPLEMENTATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IN NATIVE AMERICAN COMMUNITIES.

(3) THE DEPARTMENT SHALL INCLUDE IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC INFORMATION ON:

(a) COLLABORATIVE EFFORTS WITH TRIBAL GOVERNMENTS;

(b) THE PARTICIPATION OF NATIVE AMERICAN CHILDREN IN THE PROGRAM; AND

Section 29.2023: Effective Date.

(1) THIS SUBCHAPTER TAKES EFFECT SEPTEMBER 1, [INSERT YEAR].

(2) THE DEPARTMENT SHALL PROMULGATE ANY RULES NECESSARY TO IMPLEMENT THIS SUBCHAPTER BY SEPTEMBER 1, [INSERT YEAR].

Section 29.2024: Rulemaking Authority - Administrative Procedures.

(1) (a) THE EXECUTIVE DIRECTOR SHALL PROMULGATE RULES NECESSARY FOR THE IMPLEMENTATION AND ENFORCEMENT OF THIS SUBCHAPTER IN ACCORDANCE WITH CHAPTER 2001, TEXAS GOVERNMENT CODE ("ADMINISTRATIVE PROCEDURE ACT").

(b) THE RULES PROMULGATED PURSUANT TO THIS SECTION MUST INCLUDE, BUT ARE NOT LIMITED TO:

(I) ELIGIBILITY CRITERIA FOR PARTICIPATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(II) STANDARDS FOR PROGRAM QUALITY AND ACCOUNTABILITY, INCLUDING REQUIREMENTS FOR CURRICULUM, INSTRUCTION, ASSESSMENT, AND FAMILY ENGAGEMENT;

(III) PROCEDURES FOR THE DISTRIBUTION AND ALLOCATION OF FUNDING TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES PARTICIPATING IN THE PROGRAM;

(IV) REQUIREMENTS FOR DATA COLLECTION, REPORTING, AND EVALUATION TO SUPPORT CONTINUOUS IMPROVEMENT AND TRANSPARENCY;

(V) PROCESSES FOR RECEIVING AND RESOLVING COMPLAINTS FROM FAMILIES, PROVIDERS, AND OTHER STAKEHOLDERS;

(VI) CRITERIA AND PROCEDURES FOR THE AWARDING OF GRANTS AND OTHER FINANCIAL ASSISTANCE UNDER THIS SUBCHAPTER; AND

(VII) ANY OTHER RULES NECESSARY TO EFFECTUATE THE PURPOSES OF THIS SUBCHAPTER.

(2) (a) BEFORE PROMULGATING ANY RULES UNDER THIS SECTION, THE EXECUTIVE DIRECTOR SHALL:

(I) PUBLISH THE PROPOSED RULES IN THE TEXAS REGISTER AND PROVIDE NOTICE OF A PUBLIC COMMENT PERIOD OF AT LEAST 30 DAYS, DURING WHICH INTERESTED PERSONS MAY SUBMIT WRITTEN COMMENTS OR REQUEST A PUBLIC HEARING;

(II) CONDUCT ONE OR MORE PUBLIC HEARINGS, IF REQUESTED, TO RECEIVE ORAL COMMENTS ON THE PROPOSED RULES; AND

(III) CONSIDER ALL COMMENTS RECEIVED DURING THE PUBLIC COMMENT PERIOD IN FINALIZING THE RULES.

(b) THE EXECUTIVE DIRECTOR SHALL PROVIDE NOTICE OF ANY FINAL RULES ADOPTED PURSUANT TO THIS SECTION IN THE TEXAS REGISTER AND ON THE DEPARTMENT'S WEBSITE.

Section 29.2025: Penalties for Non-Compliance - Enforcement Actions.

(1) (a) THE DEPARTMENT SHALL MONITOR COMPLIANCE WITH THE REQUIREMENTS OF THIS SUBCHAPTER AND ANY RULES PROMULGATED PURSUANT TO SECTION 29.2024. IF THE DEPARTMENT DETERMINES THAT A LOCAL COORDINATING ORGANIZATION, PRESCHOOL PROVIDER, OR OTHER ENTITY PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IS NOT IN COMPLIANCE WITH ANY REQUIREMENT OF THIS SUBCHAPTER OR ANY APPLICABLE RULE, THE DEPARTMENT MAY:

(I) ISSUE A NOTICE OF NON-COMPLIANCE THAT DESCRIBES THE VIOLATION AND PROVIDES THE ENTITY WITH AN OPPORTUNITY TO SUBMIT A CORRECTIVE ACTION PLAN;

(II) REQUIRE THE ENTITY TO IMPLEMENT A CORRECTIVE ACTION PLAN APPROVED BY THE DEPARTMENT TO REMEDY THE VIOLATION;

(III) IMPOSE ADMINISTRATIVE SANCTIONS, INCLUDING FINES, REDUCTIONS IN FUNDING, OR TEMPORARY SUSPENSION OF PARTICIPATION IN THE PROGRAM, IF THE ENTITY FAILS TO SUBMIT OR IMPLEMENT AN APPROVED CORRECTIVE ACTION PLAN OR OTHERWISE CONTINUES TO BE IN NON-COMPLIANCE; OR

(IV) TERMINATE THE ENTITY'S PARTICIPATION IN THE PROGRAM IF THE ENTITY FAILS TO CORRECT THE VIOLATION AFTER REASONABLE NOTICE AND OPPORTUNITY TO CURE.

(b) THE DEPARTMENT SHALL ESTABLISH PROCEDURES FOR THE ENFORCEMENT ACTIONS DESCRIBED IN SUBSECTION (1)(a), INCLUDING PROCEDURES FOR APPEALING ANY ENFORCEMENT ACTION TAKEN BY THE DEPARTMENT.

(2) (a) THE DEPARTMENT MAY REFER ANY MATTER INVOLVING NON-COMPLIANCE WITH THIS SUBCHAPTER OR ANY APPLICABLE RULE TO THE TEXAS ATTORNEY GENERAL FOR INVESTIGATION AND LEGAL ACTION IF THE DEPARTMENT DETERMINES THAT SUCH REFERRAL IS NECESSARY TO PROTECT THE PUBLIC INTEREST.

(b) THE TEXAS ATTORNEY GENERAL MAY BRING AN ACTION FOR INJUNCTIVE RELIEF OR OTHER APPROPRIATE RELIEF IN A DISTRICT COURT OF COMPETENT JURISDICTION TO ENFORCE COMPLIANCE WITH THIS SUBCHAPTER OR ANY RULE PROMULGATED PURSUANT TO SECTION 29.2024.

(3) THE DEPARTMENT SHALL PROVIDE TRAINING AND GUIDANCE TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES PARTICIPATING IN THE PROGRAM TO SUPPORT COMPLIANCE WITH THIS SUBCHAPTER AND ANY APPLICABLE RULES.

Section 29.2026: Severability.

IF ANY PROVISION OF THIS SUBCHAPTER OR THE APPLICATION THEREOF TO ANY PERSON OR CIRCUMSTANCE IS HELD INVALID, SUCH INVALIDITY DOES NOT AFFECT OTHER PROVISIONS OR APPLICATIONS OF THIS SUBCHAPTER THAT CAN BE GIVEN EFFECT WITHOUT THE INVALID PROVISION OR APPLICATION, AND TO THIS END, THE PROVISIONS OF THIS SUBCHAPTER ARE DECLARED TO BE SEVERABLE.

Section 29.2027: Annual Review and Sunset Provisions.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE SUBJECT TO AN ANNUAL REVIEW BY THE DEPARTMENT TO ASSESS THE PROGRAM'S PERFORMANCE, EFFECTIVENESS, AND ALIGNMENT WITH THE GOALS AND OBJECTIVES OUTLINED IN THIS SUBCHAPTER.

(b) THE ANNUAL REVIEW MUST INCLUDE, BUT IS NOT LIMITED TO:

(I) AN ANALYSIS OF ENROLLMENT DATA, INCLUDING THE NUMBER OF CHILDREN SERVED, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) AN EVALUATION OF PROGRAM QUALITY, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY SATISFACTION;

(III) A REVIEW OF FUNDING DISTRIBUTION AND UTILIZATION, INCLUDING THE PER-PUPIL FUNDING AMOUNTS AND THE EFFECTIVENESS OF FUNDING ALLOCATION TO LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS;

(IV) A SUMMARY OF THE CHALLENGES AND SUCCESSES ENCOUNTERED IN IMPLEMENTING THE PROGRAM AND ANY RECOMMENDATIONS FOR IMPROVEMENT; AND

(V) AN ASSESSMENT OF THE PROGRAM'S IMPACT ON EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN IN TEXAS.

(2) THE DEPARTMENT SHALL SUBMIT A REPORT ON THE RESULTS OF THE ANNUAL REVIEW TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC NO LATER THAN DECEMBER 31 OF EACH YEAR. THE REPORT MUST BE MADE AVAILABLE ON THE DEPARTMENT'S WEBSITE.

(3) (a) THIS SUBCHAPTER IS SUBJECT TO REVIEW BY THE TEXAS SUNSET ADVISORY COMMISSION IN ACCORDANCE WITH CHAPTER 325, TEXAS GOVERNMENT CODE ("TEXAS SUNSET ACT"). THE COMMISSION SHALL CONDUCT A SUNSET REVIEW OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO DETERMINE WHETHER THE PROGRAM IS MEETING ITS GOALS AND OBJECTIVES AND WHETHER THERE IS A CONTINUING NEED FOR THE PROGRAM.

(b) THE COMMISSION SHALL COMPLETE ITS REVIEW AND ISSUE A REPORT WITH RECOMMENDATIONS FOR CONTINUATION, MODIFICATION, OR TERMINATION OF THE PROGRAM NO LATER THAN SEPTEMBER 1, [INSERT YEAR].

Section 29.2028: Effective Implementation - Timelines and Milestones.

(1) THE DEPARTMENT SHALL DEVELOP A DETAILED IMPLEMENTATION PLAN FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING TIMELINES AND MILESTONES FOR KEY ACTIVITIES AND DELIVERABLES. THE IMPLEMENTATION PLAN MUST, AT A MINIMUM, INCLUDE:

(a) THE TIMETABLE FOR THE ESTABLISHMENT AND FUNDING OF LOCAL COORDINATING ORGANIZATIONS AND THE SELECTION OF PRESCHOOL PROVIDERS FOR THE PROGRAM;

(b) DEADLINES FOR PROMULGATING RULES REQUIRED UNDER THIS SUBCHAPTER;

(c) A SCHEDULE FOR THE ROLLOUT OF THE PROGRAM IN PHASES, STARTING WITH COMMUNITIES WITH THE GREATEST NEED OR LEAST ACCESS TO PRESCHOOL SERVICES, AND EXPANDING TO REACH ALL ELIGIBLE CHILDREN STATEWIDE;

(d) BENCHMARKS FOR ENROLLMENT, PROGRAM QUALITY, WORKFORCE DEVELOPMENT, FAMILY ENGAGEMENT, AND OTHER KEY INDICATORS OF SUCCESS; AND

(e) A TIMELINE FOR CONDUCTING AN INDEPENDENT EVALUATION OF THE PROGRAM, AS DESCRIBED IN SECTION 29.2011(3)(a), AND INCORPORATING THE FINDINGS INTO PROGRAM IMPROVEMENT EFFORTS.

(2) THE DEPARTMENT SHALL MONITOR PROGRESS TOWARD THE TIMELINES AND MILESTONES ESTABLISHED IN THE IMPLEMENTATION PLAN AND SHALL MAKE ADJUSTMENTS AS NECESSARY TO ADDRESS UNANTICIPATED CHALLENGES OR OPPORTUNITIES.

(3) (a) THE DEPARTMENT SHALL PROVIDE REGULAR UPDATES TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE STATUS OF THE IMPLEMENTATION PLAN, INCLUDING PROGRESS TOWARD MEETING KEY MILESTONES, ANY CHALLENGES ENCOUNTERED, AND STRATEGIES FOR ADDRESSING THOSE CHALLENGES.

(b) UPDATES SHALL BE PROVIDED AT LEAST SEMI-ANNUALLY AND SHALL BE MADE PUBLICLY AVAILABLE ON THE DEPARTMENT'S WEBSITE.

Section 29.2029: Transition Provisions.

(1) (a) ON THE EFFECTIVE DATE OF THIS SUBCHAPTER, ALL POWERS, DUTIES, AND FUNCTIONS RELATED TO EARLY CHILDHOOD EDUCATION PROGRAMS ADMINISTERED BY THE TEXAS EDUCATION AGENCY (TEA) AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) SHALL BE TRANSFERRED TO THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION.

(b) THE DEPARTMENT SHALL ENTER INTO MEMORANDA OF UNDERSTANDING WITH THE TEXAS EDUCATION AGENCY (TEA) AND THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) TO ENSURE A SMOOTH TRANSITION OF POWERS, DUTIES, FUNCTIONS, PERSONNEL, PROPERTY, AND FUNDING NECESSARY FOR THE ADMINISTRATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) ANY RULES, POLICIES, OR PROCEDURES ADOPTED BY THE TEXAS EDUCATION AGENCY (TEA) OR THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) THAT ARE IN EFFECT ON THE EFFECTIVE DATE OF THIS SUBCHAPTER AND THAT PERTAIN TO PROGRAMS TRANSFERRED TO THE DEPARTMENT PURSUANT TO THIS SECTION SHALL CONTINUE IN EFFECT AS RULES, POLICIES, OR PROCEDURES OF THE DEPARTMENT UNTIL SUPERSEDED BY A RULE, POLICY, OR PROCEDURE ADOPTED BY THE EXECUTIVE DIRECTOR.

(b) ANY CONTRACTS OR AGREEMENTS ENTERED INTO BY THE TEXAS EDUCATION AGENCY (TEA) OR THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) BEFORE THE EFFECTIVE DATE OF THIS SUBCHAPTER THAT PERTAIN TO PROGRAMS TRANSFERRED TO THE DEPARTMENT PURSUANT TO THIS SECTION SHALL REMAIN IN EFFECT IN ACCORDANCE WITH THEIR TERMS, WITH THE DEPARTMENT SUCCEEDING TO ALL RIGHTS AND OBLIGATIONS UNDER SUCH CONTRACTS OR AGREEMENTS.

Section 29.2030: Partnerships with Community-Based Organizations.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS, INCLUDING NONPROFIT ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND OTHER LOCAL ENTITIES, TO SUPPORT THE IMPLEMENTATION AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THESE PARTNERSHIPS SHALL FOCUS ON:

(I) PROMOTING AWARENESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND ENCOURAGING PARTICIPATION AMONG FAMILIES, ESPECIALLY THOSE FROM HISTORICALLY UNDERSERVED COMMUNITIES;

(II) SUPPORTING OUTREACH AND ENROLLMENT EFFORTS TO ENSURE THAT ALL ELIGIBLE CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES;

(III) PROVIDING ADDITIONAL RESOURCES AND SUPPORT SERVICES TO FAMILIES PARTICIPATING IN THE PROGRAM, INCLUDING CHILDCARE, TRANSPORTATION, AND OTHER ASSISTANCE AS NEEDED; AND

(IV) DEVELOPING AND SHARING BEST PRACTICES FOR FAMILY ENGAGEMENT, COMMUNITY OUTREACH, AND SUPPORT SERVICES TO IMPROVE PROGRAM IMPLEMENTATION AND OUTCOMES.

(2) (a) THE DEPARTMENT SHALL PROVIDE GRANTS, TECHNICAL ASSISTANCE, AND OTHER SUPPORT TO COMMUNITY-BASED ORGANIZATIONS TO FACILITATE THEIR PARTICIPATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) TO BE ELIGIBLE FOR A GRANT OR SUPPORT UNDER THIS SECTION, A COMMUNITY-BASED ORGANIZATION MUST DEMONSTRATE:

(I) A STRONG CONNECTION TO AND UNDERSTANDING OF THE NEEDS OF THE LOCAL COMMUNITY, PARTICULARLY HISTORICALLY UNDERSERVED COMMUNITIES;

(II) CAPACITY TO SUPPORT THE PROGRAM’S GOALS OF EQUITABLE ACCESS AND HIGH-QUALITY PRESCHOOL SERVICES;

(III) EXPERIENCE IN DELIVERING SERVICES TO FAMILIES AND CHILDREN THAT PROMOTE CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY ENGAGEMENT; AND

(IV) A COMMITMENT TO COLLABORATE WITH LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER STAKEHOLDERS INVOLVED IN THE PROGRAM.

(3) (a) THE DEPARTMENT SHALL REGULARLY REVIEW AND EVALUATE THE EFFECTIVENESS OF ITS PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS, INCLUDING THE IMPACT OF THESE PARTNERSHIPS ON ENROLLMENT, PROGRAM QUALITY, AND FAMILY ENGAGEMENT.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF THESE REVIEWS AND EVALUATIONS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, ALONG WITH RECOMMENDATIONS FOR STRENGTHENING AND EXPANDING COMMUNITY PARTNERSHIPS.

Section 29.2031: Integration with Health and Social Services.

(1) (a) THE DEPARTMENT SHALL DEVELOP A STRATEGY TO INTEGRATE THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WITH OTHER STATE AND LOCAL HEALTH AND SOCIAL SERVICES, INCLUDING THOSE PROVIDED BY THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES (DSHS), AND OTHER RELEVANT AGENCIES.

(b) THE INTEGRATION STRATEGY SHALL INCLUDE:

(I) IDENTIFYING OPPORTUNITIES FOR COORDINATION BETWEEN PRESCHOOL PROVIDERS AND HEALTH AND SOCIAL SERVICE PROVIDERS TO ADDRESS THE HOLISTIC NEEDS OF CHILDREN AND FAMILIES PARTICIPATING IN THE PROGRAM;

(II) ESTABLISHING PARTNERSHIPS AND AGREEMENTS WITH RELEVANT STATE AND LOCAL AGENCIES TO PROVIDE COMPREHENSIVE SERVICES, INCLUDING HEALTH SCREENINGS, IMMUNIZATIONS, MENTAL HEALTH SERVICES, NUTRITIONAL SUPPORT, AND FAMILY COUNSELING;

(III) PROMOTING INFORMATION SHARING AND DATA INTEGRATION ACROSS AGENCIES TO SUPPORT CASE MANAGEMENT, REFERRALS, AND THE PROVISION OF WRAPAROUND SERVICES; AND

(IV) ENSURING THAT HEALTH AND SOCIAL SERVICES ARE CULTURALLY AND LINGUISTICALLY RESPONSIVE AND ACCESSIBLE TO ALL PARTICIPATING FAMILIES.

(2) (a) THE DEPARTMENT SHALL PROVIDE GUIDANCE AND SUPPORT TO LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS TO FACILITATE THE INTEGRATION OF HEALTH AND SOCIAL SERVICES WITH PRESCHOOL PROGRAMMING.

(b) THE DEPARTMENT SHALL IDENTIFY AND DISSEMINATE BEST PRACTICES FOR INTEGRATING HEALTH AND SOCIAL SERVICES WITH EARLY CHILDHOOD EDUCATION AND SHALL PROVIDE TRAINING AND TECHNICAL ASSISTANCE TO SUPPORT IMPLEMENTATION.

(3) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF THE INTEGRATION STRATEGY AND SHALL REPORT ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE PROGRESS AND IMPACT OF THESE EFFORTS, INCLUDING:

(a) DATA ON THE AVAILABILITY AND UTILIZATION OF HEALTH AND SOCIAL SERVICES BY FAMILIES PARTICIPATING IN THE PROGRAM;

(b) OUTCOMES RELATED TO CHILD HEALTH, DEVELOPMENT, AND FAMILY WELL-BEING; AND

Section 29.2032: Pilot Programs and Innovation Grants.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PILOT PROGRAMS TO TEST AND EVALUATE INNOVATIVE APPROACHES TO PROVIDING PRESCHOOL SERVICES UNDER THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THESE PILOT PROGRAMS SHALL BE DESIGNED TO:

(I) ADDRESS SPECIFIC CHALLENGES OR GAPS IN ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES;

(II) PROMOTE THE USE OF EVIDENCE-BASED PRACTICES AND EMERGING MODELS OF EARLY CHILDHOOD EDUCATION;

(III) ENCOURAGE COLLABORATION AMONG PRESCHOOL PROVIDERS, COMMUNITY ORGANIZATIONS, FAMILIES, AND OTHER STAKEHOLDERS; AND

(IV) DEVELOP AND TEST NEW STRATEGIES FOR IMPROVING PROGRAM QUALITY, EQUITY, AND SUSTAINABILITY.

(b) THE DEPARTMENT SHALL SOLICIT PROPOSALS FROM PRESCHOOL PROVIDERS, LOCAL COORDINATING ORGANIZATIONS, AND OTHER ELIGIBLE ENTITIES TO PARTICIPATE IN THE PILOT PROGRAMS. THE DEPARTMENT SHALL SELECT PARTICIPANTS BASED ON CRITERIA THAT INCLUDE DEMONSTRATED NEED, CAPACITY TO IMPLEMENT INNOVATIVE APPROACHES, AND POTENTIAL IMPACT ON PROGRAM GOALS.

(2) (a) THE DEPARTMENT SHALL PROVIDE INNOVATION GRANTS TO SUPPORT THE IMPLEMENTATION OF PILOT PROGRAMS AND OTHER INITIATIVES THAT PROMOTE CREATIVITY AND INNOVATION IN EARLY CHILDHOOD EDUCATION.

(b) THE DEPARTMENT SHALL ESTABLISH CRITERIA FOR THE AWARDING OF INNOVATION GRANTS, INCLUDING REQUIREMENTS FOR PROPOSALS TO DEMONSTRATE A CLEAR PLAN FOR TESTING, EVALUATING, AND SCALING INNOVATIVE APPROACHES.

(3) THE DEPARTMENT SHALL EVALUATE THE RESULTS OF THE PILOT PROGRAMS AND INITIATIVES FUNDED THROUGH INNOVATION GRANTS AND SHALL SHARE FINDINGS AND RECOMMENDATIONS WITH THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC TO INFORM FUTURE PROGRAM DEVELOPMENT AND POLICY DECISIONS.

Section 29.2033: Program Evaluation and Continuous Improvement.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A COMPREHENSIVE EVALUATION FRAMEWORK TO ASSESS THE EFFECTIVENESS AND IMPACT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE EVALUATION FRAMEWORK MUST INCLUDE:

(I) REGULAR ASSESSMENTS OF PROGRAM QUALITY, INCLUDING OBSERVATIONS OF CLASSROOM PRACTICES, CURRICULUM IMPLEMENTATION, AND TEACHER-CHILD INTERACTIONS;

(II) MEASURES OF CHILD DEVELOPMENT AND SCHOOL READINESS, INCLUDING COGNITIVE, SOCIAL-EMOTIONAL, AND PHYSICAL DEVELOPMENT INDICATORS;

(III) ANALYSES OF EQUITY IN ACCESS AND OUTCOMES, INCLUDING DISPARITIES BASED ON RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(IV) EVALUATIONS OF FAMILY ENGAGEMENT AND SATISFACTION, INCLUDING FEEDBACK FROM PARENTS AND CAREGIVERS ON THEIR EXPERIENCES WITH THE PROGRAM;

(V) REVIEWS OF WORKFORCE QUALITY AND PROFESSIONAL DEVELOPMENT, INCLUDING TEACHER QUALIFICATIONS, TRAINING, AND RETENTION RATES; AND

(VI) ANALYSES OF PROGRAM COSTS AND FINANCIAL SUSTAINABILITY, INCLUDING FUNDING SOURCES, EXPENDITURES, AND COST-EFFECTIVENESS.

(b) THE DEPARTMENT SHALL ENGAGE INDEPENDENT RESEARCHERS AND EXPERTS IN EARLY CHILDHOOD EDUCATION TO ASSIST WITH THE DEVELOPMENT AND IMPLEMENTATION OF THE EVALUATION FRAMEWORK.

(2) (a) THE DEPARTMENT SHALL USE THE FINDINGS FROM THE EVALUATION FRAMEWORK TO INFORM PROGRAM IMPROVEMENTS AND TO IDENTIFY BEST PRACTICES FOR REPLICATION AND SCALING.

(b) THE DEPARTMENT SHALL SHARE EVALUATION FINDINGS WITH LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER STAKEHOLDERS TO SUPPORT CONTINUOUS IMPROVEMENT EFFORTS AT THE STATE AND LOCAL LEVELS.

(3) THE DEPARTMENT SHALL PROVIDE ANNUAL UPDATES TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE EVALUATION FINDINGS AND THE PROGRESS TOWARD ACHIEVING PROGRAM GOALS AND OBJECTIVES.

(4) THE DEPARTMENT SHALL ESTABLISH A CONTINUOUS IMPROVEMENT COMMITTEE COMPOSED OF REPRESENTATIVES FROM LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, EARLY CHILDHOOD EXPERTS, PARENTS, AND COMMUNITY MEMBERS. THE COMMITTEE SHALL:

(a) REVIEW EVALUATION FINDINGS AND MAKE RECOMMENDATIONS FOR PROGRAM IMPROVEMENTS;

(b) IDENTIFY EMERGING TRENDS, CHALLENGES, AND OPPORTUNITIES FOR INNOVATION IN EARLY CHILDHOOD EDUCATION; AND

(c) PROVIDE INPUT ON THE DEVELOPMENT OF NEW POLICIES, STRATEGIES, AND INITIATIVES TO ENHANCE THE QUALITY AND IMPACT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2034: Funding Provisions and Appropriations.

(1) (a) THE DEPARTMENT SHALL USE FUNDS APPROPRIATED BY THE LEGISLATURE FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO SUPPORT THE IMPLEMENTATION, ADMINISTRATION, AND EXPANSION OF THE PROGRAM IN ACCORDANCE WITH THIS SUBCHAPTER.

(b) THE DEPARTMENT MAY ALSO USE FEDERAL FUNDS, GRANTS, PRIVATE DONATIONS, AND OTHER AVAILABLE RESOURCES TO SUPPLEMENT STATE FUNDING FOR THE PROGRAM.

(2) (a) THE DEPARTMENT SHALL ALLOCATE FUNDS TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES PARTICIPATING IN THE PROGRAM BASED ON A FORMULA THAT CONSIDERS:

(I) THE NUMBER OF ELIGIBLE CHILDREN ENROLLED IN THE PROGRAM;

(II) THE COSTS OF PROVIDING HIGH-QUALITY PRESCHOOL SERVICES IN DIFFERENT REGIONS OF THE STATE;

(III) THE UNIQUE NEEDS OF EACH COMMUNITY, INCLUDING THE NEEDS OF HISTORICALLY UNDERSERVED POPULATIONS;

(IV) THE QUALITY OF SERVICES PROVIDED AND THE PROVIDER’S CAPACITY TO MEET PROGRAM STANDARDS; AND

(V) OTHER FACTORS THAT PROMOTE EQUITABLE ACCESS TO PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN.

(b) THE DEPARTMENT SHALL REVIEW AND ADJUST THE FUNDING FORMULA AS NECESSARY TO REFLECT CHANGES IN COSTS, ENROLLMENT, AND COMMUNITY NEEDS.

(3) THE DEPARTMENT SHALL ESTABLISH PROCEDURES FOR THE DISTRIBUTION AND ACCOUNTABILITY OF FUNDS, INCLUDING REQUIREMENTS FOR FINANCIAL REPORTING, AUDITS, AND COMPLIANCE WITH STATE AND FEDERAL LAWS AND REGULATIONS.

Section 29.2035: Program Expansion and Scalability.

(1) (a) THE DEPARTMENT SHALL DEVELOP A STRATEGY FOR THE GRADUAL EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL ELIGIBLE CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES BY THE YEAR [INSERT YEAR].

(b) THE EXPANSION STRATEGY SHALL INCLUDE:

(I) TARGETING COMMUNITIES WITH THE GREATEST NEED OR LEAST ACCESS TO PRESCHOOL SERVICES IN THE INITIAL PHASES OF EXPANSION;

(II) BUILDING LOCAL CAPACITY TO SUPPORT PROGRAM EXPANSION, INCLUDING INVESTMENTS IN WORKFORCE DEVELOPMENT, FACILITIES, AND INFRASTRUCTURE;

(III) ENCOURAGING INNOVATIVE APPROACHES TO PROGRAM DELIVERY, INCLUDING PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS AND THE USE OF TECHNOLOGY TO REACH UNDERSERVED POPULATIONS; AND

(IV) MONITORING AND EVALUATING THE IMPACT OF EXPANSION EFFORTS TO IDENTIFY BEST PRACTICES AND INFORM FUTURE EXPANSION PLANS.

(2) THE DEPARTMENT SHALL REPORT ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE PROGRESS TOWARD PROGRAM EXPANSION, INCLUDING:

(a) THE NUMBER OF NEW COMMUNITIES AND PROVIDERS PARTICIPATING IN THE PROGRAM;

(b) INCREASES IN ENROLLMENT AND ACCESS TO PRESCHOOL SERVICES FOR ELIGIBLE CHILDREN;

(d) RECOMMENDATIONS FOR FURTHER EXPANSION AND SCALABILITY EFFORTS.

Section 29.2036: Incentives for High-Quality Preschool Providers.

(1) (a) THE DEPARTMENT SHALL ESTABLISH AN INCENTIVE PROGRAM TO RECOGNIZE AND REWARD PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM THAT DEMONSTRATE EXCELLENCE IN PROVIDING HIGH-QUALITY EARLY CHILDHOOD EDUCATION.

(b) INCENTIVES PROVIDED UNDER THIS PROGRAM MAY INCLUDE, BUT ARE NOT LIMITED TO:

(I) FINANCIAL BONUSES OR GRANTS FOR PROVIDERS THAT MEET OR EXCEED QUALITY STANDARDS ESTABLISHED BY THE DEPARTMENT, AS MEASURED BY EVIDENCE-BASED EVALUATIONS OR ACCREDITATION;

(II) ADDITIONAL RESOURCES OR SUPPORTS, SUCH AS PROFESSIONAL DEVELOPMENT OPPORTUNITIES, ACCESS TO CURRICULUM MATERIALS, OR TECHNICAL ASSISTANCE, TO HELP PROVIDERS CONTINUE TO IMPROVE AND MAINTAIN HIGH QUALITY;

(III) RECOGNITION IN DEPARTMENT PUBLICATIONS, WEBSITES, AND OTHER MEDIA TO PROMOTE THE PROVIDER'S SUCCESS AND TO SERVE AS A MODEL FOR OTHER PROVIDERS; AND

(IV) PRIORITY ACCESS TO INNOVATION GRANTS OR OTHER FUNDING OPPORTUNITIES PROVIDED BY THE DEPARTMENT.

(2) (a) TO BE ELIGIBLE FOR INCENTIVES UNDER THIS SECTION, A PRESCHOOL PROVIDER MUST:

(I) BE A PARTICIPANT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(II) DEMONSTRATE A COMMITMENT TO HIGH-QUALITY EARLY CHILDHOOD EDUCATION, INCLUDING ADHERENCE TO PROGRAM STANDARDS AND THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES;

(III) HAVE A TRACK RECORD OF POSITIVE CHILD OUTCOMES, INCLUDING IMPROVEMENTS IN SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, OR OTHER MEASURES OF SUCCESS; AND

(IV) ENGAGE IN CONTINUOUS IMPROVEMENT EFFORTS, INCLUDING PARTICIPATION IN TRAINING, EVALUATION, AND SELF-ASSESSMENT ACTIVITIES.

(b) THE DEPARTMENT SHALL ESTABLISH CRITERIA FOR THE AWARDING OF INCENTIVES UNDER THIS SECTION AND SHALL ENSURE THAT THE CRITERIA ARE TRANSPARENT, OBJECTIVE, AND FAIRLY APPLIED TO ALL ELIGIBLE PROVIDERS.

(3) THE DEPARTMENT SHALL INCLUDE INFORMATION ON THE INCENTIVE PROGRAM AND ITS IMPACTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING:

(a) THE NUMBER OF PROVIDERS RECEIVING INCENTIVES;

(b) THE TYPES OF INCENTIVES PROVIDED;

(d) ANY RECOMMENDATIONS FOR IMPROVING OR EXPANDING THE INCENTIVE PROGRAM.

Section 29.2037: Support for Rural and Underserved Communities.

(1) (a) THE DEPARTMENT SHALL DEVELOP A TARGETED STRATEGY TO SUPPORT THE IMPLEMENTATION AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IN RURAL AND UNDERSERVED COMMUNITIES ACROSS THE STATE.

(b) THIS STRATEGY MUST INCLUDE:

(I) IDENTIFYING AND ADDRESSING THE UNIQUE CHALLENGES FACED BY RURAL AND UNDERSERVED COMMUNITIES IN PROVIDING ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES, INCLUDING LIMITED AVAILABILITY OF PROVIDERS, TRANSPORTATION BARRIERS, AND SHORTAGES OF QUALIFIED EARLY CHILDHOOD EDUCATORS;

(II) PROVIDING TARGETED FUNDING, TECHNICAL ASSISTANCE, AND OTHER SUPPORTS TO LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS OPERATING IN RURAL AND UNDERSERVED COMMUNITIES;

(III) PROMOTING INNOVATIVE APPROACHES TO DELIVERING PRESCHOOL SERVICES IN RURAL AND UNDERSERVED AREAS, SUCH AS MOBILE PRESCHOOL PROGRAMS, DISTANCE LEARNING, OR PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS; AND

(IV) ENCOURAGING COLLABORATION AMONG LOCAL GOVERNMENTS, SCHOOL DISTRICTS, HEALTH AND SOCIAL SERVICE AGENCIES, AND OTHER STAKEHOLDERS TO MAXIMIZE RESOURCES AND IMPROVE ACCESS TO PRESCHOOL SERVICES.

(2) (a) THE DEPARTMENT SHALL WORK WITH LOCAL COORDINATING ORGANIZATIONS TO IDENTIFY PRIORITY AREAS FOR TARGETED SUPPORT AND TO DEVELOP LOCAL PLANS FOR INCREASING ACCESS TO PRESCHOOL SERVICES IN RURAL AND UNDERSERVED COMMUNITIES.

(b) THE DEPARTMENT SHALL PROVIDE GRANTS, TRAINING, AND TECHNICAL ASSISTANCE TO SUPPORT THE IMPLEMENTATION OF LOCAL PLANS AND TO BUILD CAPACITY IN RURAL AND UNDERSERVED AREAS.

(3) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPACT OF ITS SUPPORTS AND STRATEGIES FOR RURAL AND UNDERSERVED COMMUNITIES AND SHALL INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT AND ACCESS TO PRESCHOOL SERVICES IN RURAL AND UNDERSERVED COMMUNITIES;

(II) INFORMATION ON THE TYPES AND AMOUNTS OF SUPPORT PROVIDED TO RURAL AND UNDERSERVED COMMUNITIES;

(III) AN ASSESSMENT OF THE IMPACT OF THESE SUPPORTS ON PROGRAM QUALITY, CHILD OUTCOMES, AND FAMILY ENGAGEMENT; AND

(IV) RECOMMENDATIONS FOR FURTHER ACTION TO IMPROVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES IN RURAL AND UNDERSERVED AREAS.

Section 29.2038: Coordination with Public School Districts and Charter Schools.

(1) (a) THE DEPARTMENT SHALL ESTABLISH GUIDELINES AND PROCEDURES FOR COORDINATING THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WITH EXISTING EARLY CHILDHOOD EDUCATION PROGRAMS OPERATED BY PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS IN TEXAS.

(b) THE COORDINATION STRATEGY MUST INCLUDE:

(I) ENSURING THAT PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS ARE INTEGRATED INTO THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AS PRESCHOOL PROVIDERS, WHERE APPLICABLE, AND THAT THEY HAVE ACCESS TO THE RESOURCES, TRAINING, AND SUPPORT NEEDED TO MEET THE PROGRAM'S QUALITY STANDARDS;

(II) DEVELOPING PARTNERSHIPS BETWEEN PUBLIC SCHOOL DISTRICTS, CHARTER SCHOOLS, AND COMMUNITY-BASED PRESCHOOL PROVIDERS TO PROMOTE A SEAMLESS CONTINUUM OF EARLY LEARNING SERVICES FROM PRESCHOOL THROUGH KINDERGARTEN AND BEYOND;

(III) ALIGNING CURRICULA, ASSESSMENT TOOLS, AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES ACROSS PUBLIC SCHOOL DISTRICTS, CHARTER SCHOOLS, AND COMMUNITY-BASED PROVIDERS TO ENSURE CONSISTENT QUALITY STANDARDS AND SUPPORT A SMOOTH TRANSITION FOR CHILDREN MOVING FROM PRESCHOOL TO KINDERGARTEN; AND

(IV) PROVIDING GUIDANCE TO PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS ON ENROLLMENT POLICIES, FAMILY ENGAGEMENT PRACTICES, AND OTHER REQUIREMENTS TO SUPPORT PARTICIPATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS TO SUPPORT THEIR PARTICIPATION IN THE PROGRAM, INCLUDING TRAINING ON PROGRAM REQUIREMENTS, BEST PRACTICES IN EARLY CHILDHOOD EDUCATION, AND STRATEGIES FOR ENGAGING FAMILIES AND COMMUNITIES.

(b) THE DEPARTMENT SHALL FACILITATE REGULAR COMMUNICATION AND COLLABORATION AMONG PUBLIC SCHOOL DISTRICTS, CHARTER SCHOOLS, AND OTHER PRESCHOOL PROVIDERS TO SHARE BEST PRACTICES, COORDINATE SERVICES, AND ADDRESS CHALLENGES IN PROGRAM IMPLEMENTATION.

(3) THE DEPARTMENT SHALL INCLUDE INFORMATION ON THE PARTICIPATION OF PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING:

(a) THE NUMBER OF PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS PARTICIPATING IN THE PROGRAM;

(b) DATA ON ENROLLMENT, PROGRAM QUALITY, AND CHILD OUTCOMES FOR CHILDREN SERVED BY PUBLIC SCHOOL DISTRICTS AND CHARTER SCHOOLS;

(d) RECOMMENDATIONS FOR IMPROVING COORDINATION AND EXPANDING PARTICIPATION.

Section 29.2039: Professional Development and Support for Educators.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PLAN FOR EDUCATORS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING TEACHERS, ASSISTANT TEACHERS, AND ADMINISTRATORS.

(b) THE PROFESSIONAL DEVELOPMENT PLAN MUST INCLUDE:

(I) ONGOING TRAINING AND SUPPORT IN EVIDENCE-BASED EARLY CHILDHOOD EDUCATION PRACTICES, INCLUDING CHILD-CENTERED TEACHING, PLAY-BASED LEARNING, SOCIAL-EMOTIONAL DEVELOPMENT, AND INCLUSIVE EDUCATION;

(II) OPPORTUNITIES FOR EDUCATORS TO PARTICIPATE IN PEER LEARNING COMMUNITIES, MENTORING PROGRAMS, AND OTHER COLLABORATIVE PROFESSIONAL DEVELOPMENT ACTIVITIES;

(III) SUPPORT FOR EDUCATORS TO PURSUE ADVANCED CREDENTIALS AND DEGREES IN EARLY CHILDHOOD EDUCATION, INCLUDING SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, AND OTHER FINANCIAL ASSISTANCE; AND

(IV) TRAINING ON CULTURALLY RESPONSIVE TEACHING PRACTICES AND STRATEGIES FOR ENGAGING FAMILIES AND COMMUNITIES IN CHILDREN'S LEARNING.

(2) (a) THE DEPARTMENT SHALL PARTNER WITH INSTITUTIONS OF HIGHER EDUCATION, PROFESSIONAL ASSOCIATIONS, AND OTHER ORGANIZATIONS TO DEVELOP AND DELIVER HIGH-QUALITY PROFESSIONAL DEVELOPMENT PROGRAMS FOR EDUCATORS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL PROVIDE GRANTS, TECHNICAL ASSISTANCE, AND OTHER SUPPORT TO PRESCHOOL PROVIDERS TO IMPLEMENT PROFESSIONAL DEVELOPMENT ACTIVITIES THAT MEET THE NEEDS OF THEIR EDUCATORS AND COMMUNITIES.

(3) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPACT OF PROFESSIONAL DEVELOPMENT ACTIVITIES ON EDUCATOR QUALITY, CHILD OUTCOMES, AND PROGRAM SUCCESS. THE DEPARTMENT SHALL INCLUDE FINDINGS FROM THESE EVALUATIONS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, ALONG WITH RECOMMENDATIONS FOR IMPROVING PROFESSIONAL DEVELOPMENT EFFORTS.

Section 29.2040: Establishment of the Early Childhood Education Advisory Council.

(1) (a) THERE IS HEREBY ESTABLISHED THE EARLY CHILDHOOD EDUCATION ADVISORY COUNCIL TO PROVIDE GUIDANCE AND RECOMMENDATIONS TO THE DEPARTMENT ON THE IMPLEMENTATION AND IMPROVEMENT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE COUNCIL SHALL CONSIST OF UP TO 21 MEMBERS APPOINTED BY THE EXECUTIVE DIRECTOR, INCLUDING:

(I) REPRESENTATIVES FROM LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, PUBLIC SCHOOL DISTRICTS, CHARTER SCHOOLS, AND COMMUNITY-BASED ORGANIZATIONS;

(II) EARLY CHILDHOOD EDUCATION EXPERTS, INCLUDING RESEARCHERS, FACULTY MEMBERS FROM INSTITUTIONS OF HIGHER EDUCATION, AND REPRESENTATIVES OF PROFESSIONAL ASSOCIATIONS;

(III) PARENTS OR FAMILY MEMBERS OF CHILDREN PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(IV) REPRESENTATIVES FROM STATE AGENCIES, INCLUDING THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AND THE TEXAS WORKFORCE COMMISSION (TWC); AND

(V) OTHER INDIVIDUALS WITH EXPERTISE IN EARLY CHILDHOOD EDUCATION, FAMILY ENGAGEMENT, HEALTH AND SOCIAL SERVICES, OR RELATED FIELDS.

(2) (a) THE COUNCIL SHALL MEET AT LEAST QUARTERLY AND SHALL PROVIDE A FORUM FOR STAKEHOLDER ENGAGEMENT, INFORMATION SHARING, AND DISCUSSION OF PROGRAM IMPLEMENTATION AND IMPROVEMENT EFFORTS.

(b) THE COUNCIL SHALL ADVISE THE DEPARTMENT ON ISSUES INCLUDING, BUT NOT LIMITED TO:

(I) PROGRAM QUALITY STANDARDS AND EVALUATION;

(II) FAMILY ENGAGEMENT STRATEGIES;

(III) WORKFORCE DEVELOPMENT AND SUPPORT;

(IV) FUNDING DISTRIBUTION AND RESOURCE ALLOCATION; AND

(V) INNOVATIVE APPROACHES TO PROGRAM DELIVERY AND EXPANSION.

(3) THE DEPARTMENT SHALL PROVIDE STAFF SUPPORT AND RESOURCES TO ASSIST THE COUNCIL IN CARRYING OUT ITS DUTIES. THE COUNCIL SHALL SUBMIT ANNUAL REPORTS TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON ITS ACTIVITIES, FINDINGS, AND RECOMMENDATIONS.

Section 29.2041: Statewide Data System for Early Childhood Education.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A STATEWIDE DATA SYSTEM TO COLLECT, MAINTAIN, AND ANALYZE DATA ON THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND OTHER EARLY CHILDHOOD EDUCATION PROGRAMS ADMINISTERED BY THE STATE.

(b) THE STATEWIDE DATA SYSTEM MUST:

(I) INCLUDE DATA ON ENROLLMENT, ATTENDANCE, CHILD OUTCOMES, PROGRAM QUALITY, WORKFORCE CHARACTERISTICS, AND OTHER RELEVANT METRICS TO SUPPORT CONTINUOUS IMPROVEMENT AND INFORM POLICY DECISIONS;

(II) BE INTEGRATED WITH EXISTING DATA SYSTEMS ADMINISTERED BY THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS WORKFORCE COMMISSION (TWC), AND OTHER RELEVANT STATE AGENCIES TO PROMOTE DATA SHARING AND ALIGNMENT ACROSS PROGRAMS;

(III) ENSURE THE PRIVACY AND SECURITY OF INDIVIDUAL DATA, INCLUDING COMPLIANCE WITH ALL APPLICABLE STATE AND FEDERAL LAWS CONCERNING DATA PRIVACY AND CONFIDENTIALITY;

(IV) SUPPORT THE TRACKING OF LONGITUDINAL OUTCOMES FOR CHILDREN PARTICIPATING IN THE PROGRAM, INCLUDING PROGRESS IN SCHOOL READINESS, ACADEMIC ACHIEVEMENT, AND SOCIAL-EMOTIONAL DEVELOPMENT; AND

(V) PROVIDE USER-FRIENDLY INTERFACES FOR DATA ENTRY, REPORTING, AND ANALYSIS TO FACILITATE ACCESS AND USE BY LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, RESEARCHERS, AND OTHER STAKEHOLDERS.

(2) (a) THE DEPARTMENT SHALL CONDUCT TRAINING AND PROVIDE TECHNICAL ASSISTANCE TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER PARTICIPATING ENTITIES TO SUPPORT THE EFFECTIVE USE OF THE STATEWIDE DATA SYSTEM.

(b) THE DEPARTMENT SHALL DEVELOP DATA GOVERNANCE POLICIES TO ENSURE THE ACCURACY, CONSISTENCY, AND RELIABILITY OF DATA COLLECTED THROUGH THE STATEWIDE DATA SYSTEM.

(3) (a) THE DEPARTMENT SHALL ESTABLISH DATA SHARING AGREEMENTS WITH THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS WORKFORCE COMMISSION (TWC), AND OTHER RELEVANT STATE AGENCIES TO FACILITATE THE INTEGRATION AND ANALYSIS OF DATA ACROSS SYSTEMS.

Section 29.2042: Research and Innovation in Early Childhood Education.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A RESEARCH AND INNOVATION INITIATIVE TO SUPPORT THE CONTINUOUS IMPROVEMENT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND OTHER EARLY CHILDHOOD EDUCATION EFFORTS IN THE STATE.

(b) THE INITIATIVE MUST:

(I) SUPPORT RESEARCH PROJECTS THAT INVESTIGATE BEST PRACTICES IN EARLY CHILDHOOD EDUCATION, INCLUDING CURRICULUM DESIGN, TEACHING STRATEGIES, FAMILY ENGAGEMENT, AND PROGRAM ADMINISTRATION;

(II) PROMOTE THE DEVELOPMENT AND TESTING OF INNOVATIVE APPROACHES TO ADDRESS CHALLENGES IN EARLY CHILDHOOD EDUCATION, INCLUDING ACCESSIBILITY, QUALITY IMPROVEMENT, AND WORKFORCE DEVELOPMENT;

(III) FACILITATE COLLABORATION BETWEEN RESEARCHERS, PRACTITIONERS, POLICYMAKERS, AND COMMUNITY STAKEHOLDERS TO TRANSLATE RESEARCH FINDINGS INTO PRACTICE;

(IV) PROVIDE GRANTS AND FUNDING TO SUPPORT RESEARCH AND INNOVATION PROJECTS THAT ALIGN WITH THE GOALS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM; AND

(V) ENSURE THAT RESEARCH AND INNOVATION ACTIVITIES REFLECT THE DIVERSE NEEDS AND CONTEXTS OF TEXAS COMMUNITIES, INCLUDING RURAL AND UNDERSERVED AREAS.

(2) (a) THE DEPARTMENT SHALL ESTABLISH A RESEARCH ADVISORY COMMITTEE TO PROVIDE GUIDANCE AND OVERSIGHT FOR THE RESEARCH AND INNOVATION INITIATIVE. THE COMMITTEE SHALL INCLUDE REPRESENTATIVES FROM INSTITUTIONS OF HIGHER EDUCATION, EARLY CHILDHOOD EDUCATION PROVIDERS, COMMUNITY ORGANIZATIONS, AND OTHER STAKEHOLDERS.

(b) THE COMMITTEE SHALL:

(I) IDENTIFY PRIORITY AREAS FOR RESEARCH AND INNOVATION;

(II) REVIEW AND EVALUATE PROPOSALS FOR RESEARCH AND INNOVATION PROJECTS;

(III) PROVIDE INPUT ON THE DESIGN AND IMPLEMENTATION OF RESEARCH STUDIES AND PILOT PROGRAMS; AND

(IV) RECOMMEND STRATEGIES FOR DISSEMINATING RESEARCH FINDINGS AND PROMOTING THE ADOPTION OF EVIDENCE-BASED PRACTICES.

(3) THE DEPARTMENT SHALL REPORT ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE ACTIVITIES AND FINDINGS OF THE RESEARCH AND INNOVATION INITIATIVE, INCLUDING:

(a) A SUMMARY OF RESEARCH PROJECTS FUNDED AND THEIR FINDINGS;

(b) INFORMATION ON INNOVATIVE APPROACHES TESTED AND THEIR IMPACTS;

(d) RECOMMENDATIONS FOR FUTURE RESEARCH AND INNOVATION PRIORITIES.

Section 29.2043: Early Childhood Education Quality Improvement Grants.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A QUALITY IMPROVEMENT GRANT PROGRAM TO SUPPORT EARLY CHILDHOOD EDUCATION PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE PURPOSE OF THE GRANT PROGRAM IS TO:

(I) ENHANCE THE QUALITY OF PRESCHOOL SERVICES PROVIDED TO CHILDREN THROUGH EVIDENCE-BASED PRACTICES;

(II) SUPPORT THE PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS AND STAFF;

(III) IMPROVE FACILITIES AND LEARNING ENVIRONMENTS TO MEET PROGRAM STANDARDS; AND

(IV) PROMOTE INNOVATIVE APPROACHES TO ADDRESS CHALLENGES IN EARLY CHILDHOOD EDUCATION.

(b) THE DEPARTMENT SHALL AWARD QUALITY IMPROVEMENT GRANTS ON A COMPETITIVE BASIS, GIVING PRIORITY TO:

(I) PROVIDERS SERVING A HIGH PERCENTAGE OF CHILDREN FROM HISTORICALLY UNDERSERVED COMMUNITIES;

(II) PROVIDERS LOCATED IN RURAL OR UNDERSERVED AREAS;

(III) PROVIDERS THAT DEMONSTRATE A CLEAR PLAN FOR SUSTAINING IMPROVEMENTS BEYOND THE GRANT PERIOD; AND

(IV) PROVIDERS THAT PARTNER WITH COMMUNITY-BASED ORGANIZATIONS OR INSTITUTIONS OF HIGHER EDUCATION TO SUPPORT QUALITY IMPROVEMENT EFFORTS.

(2) (a) TO APPLY FOR A QUALITY IMPROVEMENT GRANT, A PROVIDER MUST SUBMIT AN APPLICATION TO THE DEPARTMENT THAT INCLUDES:

(I) A DESCRIPTION OF THE SPECIFIC QUALITY IMPROVEMENT ACTIVITIES TO BE FUNDED BY THE GRANT, INCLUDING OBJECTIVES, TIMELINES, AND EXPECTED OUTCOMES;

(II) A DETAILED BUDGET OUTLINING HOW GRANT FUNDS WILL BE USED, INCLUDING ANY MATCHING FUNDS OR IN-KIND CONTRIBUTIONS;

(III) A PLAN FOR MONITORING AND EVALUATING THE IMPACT OF QUALITY IMPROVEMENT ACTIVITIES ON CHILD OUTCOMES, PROGRAM QUALITY, AND FAMILY ENGAGEMENT; AND

(IV) ANY ADDITIONAL INFORMATION REQUIRED BY THE DEPARTMENT.

(b) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO SUPPORT PROVIDERS IN DEVELOPING AND SUBMITTING GRANT APPLICATIONS.

(3) (a) GRANT RECIPIENTS SHALL SUBMIT REGULAR REPORTS TO THE DEPARTMENT DOCUMENTING THE USE OF FUNDS AND THE IMPACT OF QUALITY IMPROVEMENT ACTIVITIES. THE DEPARTMENT SHALL REVIEW THESE REPORTS TO ENSURE COMPLIANCE WITH GRANT REQUIREMENTS AND TO ASSESS THE EFFECTIVENESS OF FUNDED ACTIVITIES.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF THE QUALITY IMPROVEMENT GRANT PROGRAM IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING:

(I) THE NUMBER AND TYPES OF PROVIDERS RECEIVING GRANTS;

(II) THE AMOUNT OF FUNDING AWARDED AND THE TYPES OF QUALITY IMPROVEMENT ACTIVITIES SUPPORTED;

(III) THE IMPACT OF GRANTS ON PROGRAM QUALITY, CHILD OUTCOMES, AND FAMILY ENGAGEMENT; AND

(IV) RECOMMENDATIONS FOR IMPROVING OR EXPANDING THE GRANT PROGRAM.

Section 29.2044: Interagency Collaboration for Early Childhood Services.

(1) (a) THE DEPARTMENT SHALL COLLABORATE WITH OTHER STATE AGENCIES, INCLUDING THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS WORKFORCE COMMISSION (TWC), AND THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES (DSHS), TO ENSURE THE COORDINATED DELIVERY OF EARLY CHILDHOOD EDUCATION AND RELATED SERVICES.

(b) THE INTERAGENCY COLLABORATION MUST INCLUDE:

(I) ALIGNING EARLY CHILDHOOD EDUCATION PROGRAMS WITH HEALTH, NUTRITION, SOCIAL SERVICES, AND OTHER SUPPORT SERVICES TO ADDRESS THE HOLISTIC NEEDS OF CHILDREN AND FAMILIES;

(II) ESTABLISHING INTERAGENCY AGREEMENTS OR MEMORANDA OF UNDERSTANDING TO CLARIFY ROLES, RESPONSIBILITIES, AND SHARED GOALS FOR COORDINATING SERVICES;

(III) DEVELOPING AND IMPLEMENTING JOINT TRAINING AND PROFESSIONAL DEVELOPMENT INITIATIVES FOR STAFF ACROSS AGENCIES TO PROMOTE BEST PRACTICES AND INTEGRATED SERVICE DELIVERY;

(IV) SHARING DATA AND INFORMATION, CONSISTENT WITH STATE AND FEDERAL PRIVACY LAWS, TO SUPPORT CASE MANAGEMENT, REFERRALS, AND THE EVALUATION OF PROGRAM OUTCOMES; AND

(V) IDENTIFYING OPPORTUNITIES TO MAXIMIZE FUNDING AND RESOURCES THROUGH COLLABORATIVE GRANT APPLICATIONS, FUNDING AGREEMENTS, AND OTHER MECHANISMS.

(2) (a) THE DEPARTMENT SHALL CONVENE REGULAR INTERAGENCY MEETINGS TO FACILITATE COMMUNICATION AND COLLABORATION AMONG STATE AGENCIES INVOLVED IN PROVIDING EARLY CHILDHOOD SERVICES.

(b) THE DEPARTMENT SHALL REPORT ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON THE OUTCOMES OF INTERAGENCY COLLABORATION EFFORTS, INCLUDING:

(I) IMPROVEMENTS IN SERVICE DELIVERY AND ACCESS TO EARLY CHILDHOOD SERVICES;

(II) JOINT INITIATIVES AND PROJECTS UNDERTAKEN BY STATE AGENCIES;

(III) CHALLENGES ENCOUNTERED IN COORDINATING SERVICES AND STRATEGIES USED TO OVERCOME THEM; AND

(IV) RECOMMENDATIONS FOR ENHANCING INTERAGENCY COLLABORATION AND IMPROVING SERVICE DELIVERY FOR CHILDREN AND FAMILIES.

Section 29.2045: Coordination with Head Start Programs.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT STRATEGIES TO COORDINATE THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WITH FEDERALLY FUNDED HEAD START PROGRAMS TO ENSURE ALIGNMENT OF SERVICES AND MAXIMIZE RESOURCES FOR EARLY CHILDHOOD EDUCATION.

(b) THE COORDINATION STRATEGY MUST INCLUDE:

(I) ESTABLISHING PARTNERSHIPS BETWEEN HEAD START PROGRAMS AND LOCAL COORDINATING ORGANIZATIONS TO SUPPORT SHARED ENROLLMENT AND REFERRAL PROCESSES, INCLUDING OUTREACH AND RECRUITMENT OF ELIGIBLE FAMILIES;

(II) ALIGNING CURRICULA, ASSESSMENTS, AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO PROMOTE CONSISTENCY IN QUALITY STANDARDS ACROSS PROGRAMS;

(III) PROMOTING COLLABORATION BETWEEN HEAD START PROGRAMS AND PRESCHOOL PROVIDERS TO ENSURE A SEAMLESS TRANSITION FOR CHILDREN FROM PRESCHOOL TO KINDERGARTEN;

(IV) PROVIDING TECHNICAL ASSISTANCE AND SUPPORT TO HEAD START PROGRAMS TO ALIGN WITH THE REQUIREMENTS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WHILE MAINTAINING COMPLIANCE WITH FEDERAL HEAD START PERFORMANCE STANDARDS; AND

(V) DEVELOPING SHARED DATA COLLECTION AND REPORTING PROCESSES TO IMPROVE SERVICE DELIVERY, TRACK CHILD OUTCOMES, AND INFORM PROGRAM IMPROVEMENTS.

(2) (a) THE DEPARTMENT SHALL CONDUCT REGULAR MEETINGS WITH REPRESENTATIVES OF HEAD START PROGRAMS, LOCAL COORDINATING ORGANIZATIONS, AND PRESCHOOL PROVIDERS TO FACILITATE COMMUNICATION, COLLABORATION, AND THE SHARING OF BEST PRACTICES.

(b) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF THE COORDINATION STRATEGY AND INCLUDE A SUMMARY OF THESE EFFORTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING:

(I) THE NUMBER OF HEAD START PROGRAMS PARTICIPATING IN COORDINATION EFFORTS;

(II) DATA ON ENROLLMENT, PROGRAM QUALITY, AND CHILD OUTCOMES FOR CHILDREN SERVED BY HEAD START PROGRAMS;

(III) CHALLENGES ENCOUNTERED IN COORDINATING WITH HEAD START PROGRAMS AND STRATEGIES USED TO ADDRESS THEM; AND

(IV) RECOMMENDATIONS FOR IMPROVING COORDINATION AND ALIGNMENT WITH HEAD START PROGRAMS.

Section 29.2046: Public Accountability and Transparency.

(1) (a) THE DEPARTMENT SHALL MAINTAIN A PUBLICLY ACCESSIBLE WEBSITE THAT PROVIDES TRANSPARENT INFORMATION REGARDING THE IMPLEMENTATION, OUTCOMES, AND FUNDING OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE WEBSITE MUST INCLUDE:

(I) ANNUAL REPORTS, AS DESCRIBED IN SECTIONS 29.2011 AND 29.2042, DETAILING PROGRAM ENROLLMENT, QUALITY, FUNDING, OUTCOMES, AND OTHER RELEVANT METRICS;

(II) INFORMATION ON THE DISTRIBUTION AND USE OF PUBLIC FUNDS FOR THE PROGRAM, INCLUDING FUNDING ALLOCATIONS TO LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES;

(III) DATA ON PROGRAM PERFORMANCE, INCLUDING MEASURES OF CHILD DEVELOPMENT, SCHOOL READINESS, AND FAMILY ENGAGEMENT;

(IV) DETAILS OF ANY RESEARCH PROJECTS, PILOT PROGRAMS, OR INNOVATION GRANTS FUNDED UNDER THIS SUBCHAPTER, INCLUDING PROJECT OBJECTIVES, FINDINGS, AND RECOMMENDATIONS.

(b) THE DEPARTMENT SHALL REGULARLY UPDATE THE WEBSITE TO ENSURE THAT THE INFORMATION PROVIDED IS CURRENT, ACCURATE, AND ACCESSIBLE TO ALL MEMBERS OF THE PUBLIC, INCLUDING NON-ENGLISH SPEAKERS AND INDIVIDUALS WITH DISABILITIES.

(2) (a) THE DEPARTMENT SHALL PROVIDE OPPORTUNITIES FOR PUBLIC INPUT AND FEEDBACK ON THE IMPLEMENTATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING:

(I) PUBLIC HEARINGS, FORUMS, OR TOWN HALL MEETINGS TO ENGAGE WITH PARENTS, PROVIDERS, AND OTHER STAKEHOLDERS;

(II) ONLINE SURVEYS OR COMMENT FORMS TO COLLECT FEEDBACK FROM THE PUBLIC;

(III) CONSULTATION WITH LOCAL COORDINATING ORGANIZATIONS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO IDENTIFY AREAS FOR IMPROVEMENT.

(b) THE DEPARTMENT SHALL CONSIDER PUBLIC INPUT AND FEEDBACK IN MAKING POLICY DECISIONS AND IMPLEMENTING PROGRAM IMPROVEMENTS.

(3) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF PUBLIC INPUT AND FEEDBACK IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, ALONG WITH A DESCRIPTION OF ANY ACTIONS TAKEN IN RESPONSE TO THE FEEDBACK RECEIVED.

Section 29.2047: Legal Protections and Liability.

(1) (a) EXCEPT AS OTHERWISE PROVIDED BY LAW, NO OFFICER, EMPLOYEE, OR AGENT OF THE STATE, LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, OR ANY OTHER ENTITY PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE LIABLE FOR ANY INJURY OR DAMAGES RESULTING FROM ANY ACT OR OMISSION IN CONNECTION WITH THE IMPLEMENTATION OR ADMINISTRATION OF THIS SUBCHAPTER, PROVIDED THAT SUCH ACT OR OMISSION DOES NOT CONSTITUTE WILLFUL OR WANTON MISCONDUCT, GROSS NEGLIGENCE, OR INTENTIONAL WRONGDOING.

(b) NOTHING IN THIS SECTION SHALL BE CONSTRUED TO LIMIT THE AVAILABILITY OF ANY DEFENSE OR IMMUNITY OTHERWISE PROVIDED UNDER STATE OR FEDERAL LAW.

(2) THE DEPARTMENT SHALL ESTABLISH PROCEDURES FOR HANDLING CLAIMS AND DISPUTES ARISING FROM THE IMPLEMENTATION OR ADMINISTRATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING PROCESSES FOR RESOLVING COMPLAINTS FROM FAMILIES, PROVIDERS, OR OTHER STAKEHOLDERS.

Section 29.2048: Parental Rights and Engagement.

(1) (a) THE DEPARTMENT SHALL ESTABLISH AND PROMOTE POLICIES THAT RESPECT AND SUPPORT PARENTAL RIGHTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, ENSURING THAT PARENTS ARE RECOGNIZED AS PRIMARY DECISION-MAKERS IN THEIR CHILDREN'S EDUCATION AND DEVELOPMENT.

(b) THE POLICIES MUST INCLUDE:

(I) THE RIGHT OF PARENTS TO ACCESS INFORMATION ABOUT THEIR CHILDREN’S PRESCHOOL PROGRAM, INCLUDING CURRICULUM, ASSESSMENT METHODS, AND DAILY ACTIVITIES;

(II) THE RIGHT OF PARENTS TO VISIT AND OBSERVE THEIR CHILDREN’S PRESCHOOL PROGRAM DURING REGULAR HOURS OF OPERATION;

(III) THE RIGHT OF PARENTS TO PARTICIPATE IN DECISIONS REGARDING THEIR CHILDREN’S PRESCHOOL EDUCATION, INCLUDING PARTICIPATION IN PARENT-TEACHER CONFERENCES, MEETINGS, AND OTHER ENGAGEMENT ACTIVITIES;

(IV) THE RIGHT OF PARENTS TO WITHDRAW THEIR CHILDREN FROM THE PROGRAM OR FROM SPECIFIC ACTIVITIES, PROVIDED THAT SUCH WITHDRAWAL DOES NOT CONFLICT WITH STATE OR FEDERAL REQUIREMENTS;

(V) THE PROVISION OF TRANSPARENT AND ACCESSIBLE MECHANISMS FOR PARENTS TO PROVIDE FEEDBACK, SUBMIT COMPLAINTS, OR REQUEST RESOLUTIONS REGARDING THEIR CHILDREN'S PRESCHOOL EXPERIENCE.

(2) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT STRATEGIES TO PROMOTE FAMILY ENGAGEMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING:

(I) PROVIDING RESOURCES AND TRAINING TO PRESCHOOL PROVIDERS TO HELP THEM ENGAGE FAMILIES EFFECTIVELY;

(II) SUPPORTING FAMILY ENGAGEMENT ACTIVITIES THAT FOSTER POSITIVE RELATIONSHIPS BETWEEN PRESCHOOL PROVIDERS, CHILDREN, AND FAMILIES;

(III) FACILITATING THE INVOLVEMENT OF FAMILIES IN PROGRAM DECISION-MAKING PROCESSES; AND

(IV) ENSURING THAT FAMILY ENGAGEMENT EFFORTS ARE CULTURALLY AND LINGUISTICALLY RESPONSIVE.

(b) THE DEPARTMENT SHALL MONITOR AND EVALUATE FAMILY ENGAGEMENT EFFORTS AND REPORT ON THEIR EFFECTIVENESS AS PART OF ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2049: Access for Children with Disabilities.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE INCLUSIVE OF ALL ELIGIBLE CHILDREN, INCLUDING CHILDREN WITH DISABILITIES. THE DEPARTMENT SHALL ENSURE THAT CHILDREN WITH DISABILITIES HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES THAT MEET THEIR INDIVIDUAL NEEDS.

(b) THE DEPARTMENT SHALL DEVELOP GUIDELINES AND PROCEDURES FOR PRESCHOOL PROVIDERS TO:

(I) IDENTIFY CHILDREN WITH DISABILITIES AND PROVIDE APPROPRIATE REFERRALS FOR EVALUATION AND SERVICES;

(II) IMPLEMENT INCLUSIVE PRACTICES THAT SUPPORT THE PARTICIPATION OF CHILDREN WITH DISABILITIES IN ALL ASPECTS OF THE PRESCHOOL PROGRAM;

(III) PROVIDE REASONABLE ACCOMMODATIONS AND MODIFICATIONS TO ENSURE EQUAL ACCESS TO PRESCHOOL SERVICES;

(IV) WORK COLLABORATIVELY WITH FAMILIES, SPECIAL EDUCATION PROFESSIONALS, AND OTHER SERVICE PROVIDERS TO DEVELOP AND IMPLEMENT INDIVIDUALIZED EDUCATION PLANS (IEPs) OR INDIVIDUALIZED FAMILY SERVICE PLANS (IFSPs), AS APPROPRIATE; AND

(V) ENSURE THAT TEACHERS AND STAFF RECEIVE TRAINING AND SUPPORT ON INCLUSIVE PRACTICES AND THE NEEDS OF CHILDREN WITH DISABILITIES.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF INCLUSIVE PRACTICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND SHALL INCLUDE INFORMATION ON ACCESS AND OUTCOMES FOR CHILDREN WITH DISABILITIES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO PRESCHOOL PROVIDERS TO IMPROVE INCLUSIVE PRACTICES AND ENSURE COMPLIANCE WITH STATE AND FEDERAL LAWS GOVERNING THE RIGHTS OF CHILDREN WITH DISABILITIES.

Section 29.2050: Language Access and Support for Dual Language Learners.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE EQUITABLE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES FOR DUAL LANGUAGE LEARNERS (DLLs) AND THEIR FAMILIES. THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT STRATEGIES TO SUPPORT THE NEEDS OF DLLs IN THE PROGRAM.

(b) THE STRATEGIES MUST INCLUDE:

(I) PROVIDING PROFESSIONAL DEVELOPMENT AND TRAINING FOR PRESCHOOL PROVIDERS ON EFFECTIVE INSTRUCTIONAL STRATEGIES AND PRACTICES FOR SUPPORTING DLLs, INCLUDING LANGUAGE ACQUISITION, CULTURALLY RESPONSIVE TEACHING, AND FAMILY ENGAGEMENT;

(II) ENSURING THAT PRESCHOOL PROGRAMS OFFER BILINGUAL EDUCATION OR DUAL LANGUAGE IMMERSION OPTIONS WHERE FEASIBLE AND PROVIDE LANGUAGE SUPPORT SERVICES TO PROMOTE ENGLISH AND NATIVE LANGUAGE DEVELOPMENT;

(III) CREATING POLICIES AND PRACTICES THAT FOSTER A WELCOMING AND INCLUSIVE ENVIRONMENT FOR DLLs AND THEIR FAMILIES, INCLUDING THE USE OF INTERPRETERS AND TRANSLATION SERVICES AS NEEDED;

(IV) DEVELOPING TOOLS AND RESOURCES TO SUPPORT THE ASSESSMENT AND MONITORING OF THE LANGUAGE DEVELOPMENT AND LEARNING PROGRESS OF DLLs;

(V) PARTNERING WITH COMMUNITY-BASED ORGANIZATIONS AND OTHER STAKEHOLDERS TO PROVIDE ADDITIONAL SUPPORTS AND RESOURCES TO DLLs AND THEIR FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPLEMENTATION OF LANGUAGE SUPPORT STRATEGIES FOR DLLs AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF DLLs ENROLLED IN THE PROGRAM AND THEIR OUTCOMES, DISAGGREGATED BY LANGUAGE BACKGROUND;

(II) INFORMATION ON THE AVAILABILITY AND EFFECTIVENESS OF BILINGUAL EDUCATION AND LANGUAGE SUPPORT SERVICES;

(III) RECOMMENDATIONS FOR IMPROVING LANGUAGE SUPPORT SERVICES AND PROMOTING EQUITABLE ACCESS FOR DLLs AND THEIR FAMILIES.

Section 29.2051: Partnerships for Early Childhood Mental Health Services.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH MENTAL HEALTH PROVIDERS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO ENSURE THAT CHILDREN PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM HAVE ACCESS TO APPROPRIATE MENTAL HEALTH SERVICES AND SUPPORTS.

(b) THESE PARTNERSHIPS MUST FOCUS ON:

(I) PROVIDING EARLY IDENTIFICATION AND SCREENING FOR MENTAL HEALTH NEEDS, INCLUDING SOCIAL-EMOTIONAL AND BEHAVIORAL CONCERNS;

(II) DEVELOPING REFERRAL PATHWAYS TO CONNECT CHILDREN AND FAMILIES TO MENTAL HEALTH SERVICES AND SUPPORTS IN A TIMELY MANNER;

(III) PROMOTING TRAUMA-INFORMED PRACTICES IN PRESCHOOL SETTINGS TO SUPPORT CHILDREN WHO HAVE EXPERIENCED ADVERSITY OR TRAUMA;

(IV) PROVIDING TRAINING AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS ON MENTAL HEALTH AWARENESS, IDENTIFICATION, AND INTERVENTION STRATEGIES;

(V) ENGAGING FAMILIES IN MENTAL HEALTH EDUCATION AND SUPPORT ACTIVITIES TO PROMOTE AWARENESS, UNDERSTANDING, AND ACCESS TO SERVICES.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF MENTAL HEALTH PARTNERSHIPS AND SERVICES PROVIDED THROUGH THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL INCLUDE IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC:

(I) DATA ON THE NUMBER OF CHILDREN RECEIVING MENTAL HEALTH SERVICES, DISAGGREGATED BY SERVICE TYPE AND OUTCOME;

(II) INFORMATION ON THE AVAILABILITY AND UTILIZATION OF MENTAL HEALTH RESOURCES AND SUPPORTS IN PRESCHOOL SETTINGS;

(III) AN ASSESSMENT OF THE IMPACT OF MENTAL HEALTH SERVICES ON CHILD OUTCOMES, INCLUDING SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(IV) RECOMMENDATIONS FOR EXPANDING ACCESS TO MENTAL HEALTH SERVICES AND IMPROVING COORDINATION AMONG MENTAL HEALTH PROVIDERS, PRESCHOOL PROVIDERS, AND FAMILIES.

Section 29.2052: Support for Culturally and Linguistically Diverse Communities.

(1) (a) THE DEPARTMENT SHALL ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IS INCLUSIVE AND SUPPORTIVE OF THE CULTURALLY AND LINGUISTICALLY DIVERSE COMMUNITIES IN TEXAS. THE DEPARTMENT SHALL DEVELOP STRATEGIES TO:

(I) PROMOTE CULTURAL COMPETENCY AMONG PRESCHOOL PROVIDERS, INCLUDING TRAINING ON CULTURALLY RESPONSIVE TEACHING PRACTICES AND DIVERSE FAMILY ENGAGEMENT STRATEGIES;

(II) ENSURE THAT PRESCHOOL PROGRAM MATERIALS, CURRICULA, AND RESOURCES ARE CULTURALLY APPROPRIATE AND REFLECT THE DIVERSITY OF THE CHILDREN AND FAMILIES SERVED;

(III) PARTNER WITH COMMUNITY-BASED ORGANIZATIONS THAT HAVE EXPERTISE IN SERVING CULTURALLY AND LINGUISTICALLY DIVERSE POPULATIONS TO PROVIDE SUPPORT, RESOURCES, AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS;

(IV) ENCOURAGE PRESCHOOL PROVIDERS TO HIRE STAFF WHO REFLECT THE CULTURAL AND LINGUISTIC DIVERSITY OF THE COMMUNITIES THEY SERVE;

(V) FACILITATE ACCESS TO TRANSLATION AND INTERPRETATION SERVICES TO ENSURE THAT FAMILIES WITH LIMITED ENGLISH PROFICIENCY CAN FULLY PARTICIPATE IN THEIR CHILDREN’S PRESCHOOL EDUCATION.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF STRATEGIES TO SUPPORT CULTURALLY AND LINGUISTICALLY DIVERSE COMMUNITIES AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE DIVERSITY OF CHILDREN AND FAMILIES ENROLLED IN THE PROGRAM;

(II) INFORMATION ON THE AVAILABILITY AND EFFECTIVENESS OF CULTURAL COMPETENCY TRAINING AND SUPPORT FOR PRESCHOOL PROVIDERS;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR CULTURALLY AND LINGUISTICALLY DIVERSE COMMUNITIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2053: Environmental Health and Safety Standards.

(1) (a) THE DEPARTMENT SHALL ESTABLISH ENVIRONMENTAL HEALTH AND SAFETY STANDARDS FOR PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL FACILITIES ARE SAFE AND CONDUCIVE TO LEARNING.

(b) THE STANDARDS MUST INCLUDE REQUIREMENTS FOR:

(I) MAINTAINING CLEAN AND SANITARY CONDITIONS IN ALL AREAS OF THE PRESCHOOL FACILITY, INCLUDING CLASSROOMS, PLAYGROUNDS, AND COMMON SPACES;

(II) ENSURING SAFE INDOOR AND OUTDOOR ENVIRONMENTS, INCLUDING APPROPRIATE FENCING, LIGHTING, AND EQUIPMENT THAT IS FREE OF HAZARDS;

(III) CONDUCTING REGULAR HEALTH AND SAFETY INSPECTIONS TO IDENTIFY AND ADDRESS POTENTIAL RISKS;

(IV) PROVIDING ACCESS TO CLEAN DRINKING WATER, HEALTHY NUTRITION, AND SAFE, AGE-APPROPRIATE MATERIALS AND TOYS;

(V) IMPLEMENTING EMERGENCY PREPAREDNESS AND RESPONSE PLANS, INCLUDING PROCEDURES FOR EVACUATION, FIRE DRILLS, AND LOCKDOWNS;

(VI) TRAINING STAFF ON HEALTH AND SAFETY PRACTICES, INCLUDING FIRST AID, CPR, AND PREVENTION OF INFECTIOUS DISEASES;

(VII) COMPLYING WITH ALL LOCAL, STATE, AND FEDERAL HEALTH AND SAFETY REGULATIONS.

(2) (a) THE DEPARTMENT SHALL CONDUCT PERIODIC INSPECTIONS OF PRESCHOOL FACILITIES TO ENSURE COMPLIANCE WITH ENVIRONMENTAL HEALTH AND SAFETY STANDARDS.

(b) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO PRESCHOOL PROVIDERS TO HELP THEM MEET OR EXCEED THESE STANDARDS.

(3) (a) PRESCHOOL PROVIDERS THAT FAIL TO COMPLY WITH THE ENVIRONMENTAL HEALTH AND SAFETY STANDARDS MAY BE SUBJECT TO CORRECTIVE ACTIONS, INCLUDING SANCTIONS OR TERMINATION FROM THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL INCLUDE INFORMATION ON HEALTH AND SAFETY COMPLIANCE IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING DATA ON INSPECTIONS, COMPLIANCE RATES, AND ANY CORRECTIVE ACTIONS TAKEN.

Section 29.2054: Workforce Development and Support.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A WORKFORCE DEVELOPMENT STRATEGY TO SUPPORT THE RECRUITMENT, RETENTION, AND PROFESSIONAL GROWTH OF EARLY CHILDHOOD EDUCATORS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE WORKFORCE DEVELOPMENT STRATEGY MUST INCLUDE:

(I) PROVIDING COMPETITIVE SALARIES AND BENEFITS TO EARLY CHILDHOOD EDUCATORS TO ATTRACT AND RETAIN HIGH-QUALITY TEACHERS AND STAFF;

(II) OFFERING SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, AND OTHER FINANCIAL ASSISTANCE TO SUPPORT THE CONTINUING EDUCATION AND CREDENTIALING OF EARLY CHILDHOOD EDUCATORS;

(III) DEVELOPING CAREER PATHWAYS FOR EARLY CHILDHOOD EDUCATORS TO ADVANCE IN THEIR ROLES, INCLUDING OPPORTUNITIES FOR LEADERSHIP POSITIONS, SPECIALIZED TRAINING, AND MENTORING;

(IV) PROVIDING ACCESS TO HIGH-QUALITY PROFESSIONAL DEVELOPMENT, INCLUDING TRAINING ON INCLUSIVE PRACTICES, TRAUMA-INFORMED CARE, SOCIAL-EMOTIONAL LEARNING, AND CULTURALLY RESPONSIVE TEACHING;

(V) PARTNERING WITH INSTITUTIONS OF HIGHER EDUCATION, PROFESSIONAL ASSOCIATIONS, AND OTHER ORGANIZATIONS TO DEVELOP AND DELIVER EDUCATION AND TRAINING PROGRAMS THAT ALIGN WITH THE NEEDS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPACT OF THE WORKFORCE DEVELOPMENT STRATEGY AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON WORKFORCE RECRUITMENT, RETENTION, AND TURNOVER RATES, DISAGGREGATED BY ROLE, REGION, AND DEMOGRAPHICS;

(II) INFORMATION ON THE AVAILABILITY AND UTILIZATION OF SCHOLARSHIPS, LOAN FORGIVENESS, AND OTHER SUPPORTS FOR EDUCATORS;

(III) AN ASSESSMENT OF THE IMPACT OF PROFESSIONAL DEVELOPMENT ACTIVITIES ON TEACHER QUALITY AND CHILD OUTCOMES;

(IV) RECOMMENDATIONS FOR IMPROVING WORKFORCE DEVELOPMENT EFFORTS TO MEET THE NEEDS OF EARLY CHILDHOOD EDUCATORS IN TEXAS.

Section 29.2055: Fiscal Accountability and Audits.

(1) (a) THE DEPARTMENT SHALL ENSURE FISCAL ACCOUNTABILITY IN THE ADMINISTRATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE DEPARTMENT SHALL DEVELOP PROCEDURES TO:

(I) MONITOR THE USE OF FUNDS BY LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES PARTICIPATING IN THE PROGRAM;

(II) CONDUCT REGULAR AUDITS OF PROGRAM FUNDS TO ENSURE COMPLIANCE WITH STATE AND FEDERAL LAWS, REGULATIONS, AND FUNDING REQUIREMENTS;

(III) IDENTIFY AND ADDRESS ANY MISUSE OR MISMANAGEMENT OF FUNDS PROMPTLY, INCLUDING THE IMPOSITION OF CORRECTIVE ACTIONS, PENALTIES, OR RECOUPMENT OF FUNDS AS NECESSARY;

(IV) PROVIDE TRAINING AND GUIDANCE TO PRESCHOOL PROVIDERS AND LOCAL COORDINATING ORGANIZATIONS ON FISCAL RESPONSIBILITY, ACCOUNTING PRACTICES, AND COMPLIANCE REQUIREMENTS.

(2) (a) THE DEPARTMENT SHALL REQUIRE ALL ENTITIES RECEIVING FUNDS UNDER THIS SUBCHAPTER TO SUBMIT FINANCIAL REPORTS AND DOCUMENTATION AS REQUIRED TO DEMONSTRATE THE PROPER USE OF FUNDS AND COMPLIANCE WITH ALL PROGRAM REQUIREMENTS.

(b) THE DEPARTMENT SHALL REVIEW AND ANALYZE FINANCIAL REPORTS TO IDENTIFY TRENDS, RISKS, AND OPPORTUNITIES FOR IMPROVING FISCAL MANAGEMENT.

(3) (a) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF FISCAL ACCOUNTABILITY MEASURES AND AUDIT FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) THE NUMBER AND TYPES OF AUDITS CONDUCTED;

(II) FINDINGS FROM AUDITS, INCLUDING ANY INSTANCES OF MISUSE OR MISMANAGEMENT OF FUNDS;

(III) ACTIONS TAKEN TO ADDRESS AUDIT FINDINGS AND ENSURE FISCAL ACCOUNTABILITY;

(IV) RECOMMENDATIONS FOR STRENGTHENING FISCAL MANAGEMENT AND OVERSIGHT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2056: Data Collection and Reporting Requirements.

(1) (a) THE DEPARTMENT SHALL ESTABLISH DATA COLLECTION AND REPORTING REQUIREMENTS FOR ALL PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE CONSISTENT AND ACCURATE MONITORING OF PROGRAM PERFORMANCE AND OUTCOMES.

(b) THE DATA COLLECTION REQUIREMENTS MUST INCLUDE:

(I) ENROLLMENT DATA, INCLUDING THE NUMBER OF CHILDREN SERVED, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) CHILD OUTCOME DATA, INCLUDING MEASURES OF SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND PHYSICAL DEVELOPMENT;

(III) PROGRAM QUALITY DATA, INCLUDING CLASSROOM OBSERVATION SCORES, TEACHER QUALIFICATIONS, STAFF-CHILD RATIOS, AND FAMILY ENGAGEMENT ACTIVITIES;

(IV) WORKFORCE DATA, INCLUDING INFORMATION ON THE RECRUITMENT, RETENTION, AND PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS;

(V) FISCAL DATA, INCLUDING EXPENDITURES, FUNDING SOURCES, AND COST PER CHILD.

(2) (a) THE DEPARTMENT SHALL PROVIDE TRAINING AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS AND LOCAL COORDINATING ORGANIZATIONS TO SUPPORT COMPLIANCE WITH DATA COLLECTION AND REPORTING REQUIREMENTS.

(b) THE DEPARTMENT SHALL DEVELOP AND MAINTAIN A SECURE DATA SYSTEM TO STORE, ANALYZE, AND REPORT DATA COLLECTED UNDER THIS SUBCHAPTER, ENSURING THAT ALL DATA IS HANDLED IN ACCORDANCE WITH STATE AND FEDERAL PRIVACY LAWS.

(3) (a) THE DEPARTMENT SHALL INCLUDE DATA ON PROGRAM PERFORMANCE AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) A SUMMARY OF DATA COLLECTED UNDER THIS SUBCHAPTER, INCLUDING TRENDS AND DISPARITIES IN PROGRAM ACCESS AND OUTCOMES;

(II) INFORMATION ON THE EFFECTIVENESS OF PROGRAMS IN MEETING THE GOALS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(III) RECOMMENDATIONS FOR IMPROVING DATA COLLECTION AND REPORTING PRACTICES TO SUPPORT CONTINUOUS PROGRAM IMPROVEMENT.

Section 29.2057: Community Engagement and Outreach.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A COMMUNITY ENGAGEMENT AND OUTREACH STRATEGY TO PROMOTE AWARENESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND ENCOURAGE PARTICIPATION AMONG ELIGIBLE FAMILIES.

(b) THE STRATEGY MUST INCLUDE:

(I) PARTNERSHIPS WITH LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO SUPPORT OUTREACH AND ENROLLMENT EFFORTS;

(II) THE USE OF MULTIPLE COMMUNICATION CHANNELS, INCLUDING DIGITAL MEDIA, SOCIAL MEDIA, TELEVISION, RADIO, PRINT, AND COMMUNITY OUTREACH, TO REACH A BROAD AND DIVERSE AUDIENCE;

(III) THE PROVISION OF INFORMATION IN MULTIPLE LANGUAGES AND FORMATS TO ENSURE ACCESSIBILITY FOR FAMILIES WITH LIMITED ENGLISH PROFICIENCY OR OTHER COMMUNICATION BARRIERS;

(IV) OUTREACH ACTIVITIES TARGETED TO HISTORICALLY UNDERSERVED COMMUNITIES, INCLUDING LOW-INCOME FAMILIES, FAMILIES IN RURAL AREAS, AND FAMILIES WITH CHILDREN WITH DISABILITIES;

(V) SUPPORT FOR FAMILIES IN UNDERSTANDING THE BENEFITS OF PRESCHOOL EDUCATION AND THE ENROLLMENT PROCESS.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF COMMUNITY ENGAGEMENT AND OUTREACH ACTIVITIES AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT TRENDS AND PARTICIPATION RATES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON THE IMPACT OF OUTREACH EFFORTS ON PROGRAM AWARENESS AND ENROLLMENT;

(III) RECOMMENDATIONS FOR IMPROVING COMMUNITY ENGAGEMENT AND OUTREACH STRATEGIES TO ENSURE EQUITABLE ACCESS FOR ALL ELIGIBLE CHILDREN.

Section 29.2058: Evaluation of Program Impact and Effectiveness.

(1) (a) THE DEPARTMENT SHALL CONDUCT A COMPREHENSIVE EVALUATION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ASSESS ITS IMPACT AND EFFECTIVENESS IN MEETING THE GOALS ESTABLISHED UNDER THIS SUBCHAPTER.

(b) THE EVALUATION MUST INCLUDE:

(I) AN ASSESSMENT OF CHILD OUTCOMES, INCLUDING MEASURES OF SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND PHYSICAL DEVELOPMENT, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) AN ANALYSIS OF PROGRAM QUALITY, INCLUDING CLASSROOM OBSERVATION SCORES, TEACHER QUALIFICATIONS, STAFF-CHILD RATIOS, AND FAMILY ENGAGEMENT ACTIVITIES;

(III) AN EVALUATION OF EQUITY IN PROGRAM ACCESS AND OUTCOMES, INCLUDING IDENTIFICATION OF DISPARITIES BASED ON RACE, ETHNICITY, INCOME, DISABILITY STATUS, OR GEOGRAPHIC LOCATION;

(IV) A REVIEW OF THE EFFECTIVENESS OF WORKFORCE DEVELOPMENT EFFORTS, INCLUDING THE IMPACT OF PROFESSIONAL DEVELOPMENT, SALARY SUPPORTS, AND OTHER STRATEGIES ON RECRUITMENT AND RETENTION OF HIGH-QUALITY EDUCATORS;

(V) AN ANALYSIS OF THE COST-EFFECTIVENESS OF THE PROGRAM, INCLUDING EXPENDITURES, FUNDING SOURCES, AND RETURN ON INVESTMENT IN TERMS OF CHILD OUTCOMES AND LONG-TERM BENEFITS.

(2) (a) THE DEPARTMENT SHALL ENGAGE INDEPENDENT RESEARCHERS AND EXPERTS IN EARLY CHILDHOOD EDUCATION TO ASSIST WITH THE EVALUATION OF THE PROGRAM AND TO PROVIDE RECOMMENDATIONS FOR CONTINUOUS IMPROVEMENT.

(b) THE DEPARTMENT SHALL USE THE FINDINGS OF THE EVALUATION TO:

(I) IDENTIFY BEST PRACTICES AND STRATEGIES THAT HAVE DEMONSTRATED EFFECTIVENESS IN ACHIEVING PROGRAM GOALS;

(II) INFORM FUTURE PROGRAM DEVELOPMENT, FUNDING DECISIONS, AND POLICY CHANGES;

(III) ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM REMAINS RESPONSIVE TO THE NEEDS OF CHILDREN AND FAMILIES AND CONSISTENT WITH RESEARCH ON EFFECTIVE EARLY CHILDHOOD EDUCATION.

(3) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF THE EVALUATION FINDINGS AND RECOMMENDATIONS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2059: Compliance and Accountability Measures.

(1) (a) THE DEPARTMENT SHALL ESTABLISH AND ENFORCE COMPLIANCE AND ACCOUNTABILITY MEASURES FOR ALL PARTICIPANTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, AND OTHER ENTITIES RECEIVING FUNDS UNDER THIS SUBCHAPTER.

(b) THE COMPLIANCE AND ACCOUNTABILITY MEASURES MUST INCLUDE:

(I) REGULAR MONITORING AND EVALUATION OF PROGRAM PERFORMANCE, INCLUDING SITE VISITS, DESK REVIEWS, AND DATA ANALYSIS TO ENSURE COMPLIANCE WITH PROGRAM REQUIREMENTS AND STANDARDS;

(II) ANNUAL REVIEWS OF FINANCIAL REPORTS AND AUDITS TO ENSURE PROPER USE OF FUNDS AND COMPLIANCE WITH FISCAL ACCOUNTABILITY REQUIREMENTS;

(III) MECHANISMS FOR RECEIVING AND INVESTIGATING COMPLAINTS OR CONCERNS RAISED BY PARENTS, PROVIDERS, OR OTHER STAKEHOLDERS REGARDING PROGRAM IMPLEMENTATION, QUALITY, OR EQUITY;

(IV) PROCEDURES FOR IMPOSING CORRECTIVE ACTIONS, SANCTIONS, OR TERMINATION OF PARTICIPATION FOR ENTITIES THAT FAIL TO COMPLY WITH PROGRAM REQUIREMENTS OR STANDARDS.

(2) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO HELP PARTICIPANTS IN THE PROGRAM ACHIEVE AND MAINTAIN COMPLIANCE WITH ALL REQUIREMENTS.

(b) THE DEPARTMENT SHALL ESTABLISH A CONTINUOUS QUALITY IMPROVEMENT PROCESS TO ENSURE THAT PROGRAM STANDARDS AND REQUIREMENTS REFLECT CURRENT RESEARCH AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION.

(3) THE DEPARTMENT SHALL REPORT ON COMPLIANCE AND ACCOUNTABILITY MEASURES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING:

(a) DATA ON PROGRAM PERFORMANCE AND COMPLIANCE, INCLUDING ANY FINDINGS OF NON-COMPLIANCE AND ACTIONS TAKEN TO ADDRESS THEM;

(b) INFORMATION ON THE EFFECTIVENESS OF SUPPORTS AND INTERVENTIONS PROVIDED TO ENSURE PROGRAM COMPLIANCE AND QUALITY;

Section 29.2060: Annual Report and Public Disclosure.

(1) (a) THE DEPARTMENT SHALL PREPARE AN ANNUAL REPORT ON THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO BE SUBMITTED TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC. THE REPORT MUST PROVIDE A COMPREHENSIVE OVERVIEW OF THE PROGRAM'S IMPLEMENTATION, PERFORMANCE, AND OUTCOMES.

(b) THE ANNUAL REPORT MUST INCLUDE:

(I) AN ANALYSIS OF PROGRAM ENROLLMENT DATA, INCLUDING THE NUMBER OF CHILDREN SERVED, DISAGGREGATED BY AGE, RACE, ETHNICITY, INCOME LEVEL, DISABILITY STATUS, AND GEOGRAPHIC LOCATION;

(II) A SUMMARY OF CHILD OUTCOMES, INCLUDING MEASURES OF SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND PHYSICAL DEVELOPMENT;

(III) INFORMATION ON PROGRAM QUALITY, INCLUDING CLASSROOM OBSERVATION SCORES, TEACHER QUALIFICATIONS, STAFF-CHILD RATIOS, AND FAMILY ENGAGEMENT ACTIVITIES;

(IV) DATA ON WORKFORCE RECRUITMENT, RETENTION, AND PROFESSIONAL DEVELOPMENT, INCLUDING SUPPORTS PROVIDED TO EARLY CHILDHOOD EDUCATORS;

(V) AN OVERVIEW OF FISCAL MANAGEMENT, INCLUDING EXPENDITURES, FUNDING SOURCES, COST-EFFECTIVENESS ANALYSES, AND ANY AUDIT FINDINGS;

(VI) A SUMMARY OF PUBLIC INPUT AND FEEDBACK RECEIVED, INCLUDING THE DEPARTMENT'S RESPONSES AND ACTIONS TAKEN;

(VII) RECOMMENDATIONS FOR PROGRAM IMPROVEMENTS, POLICY CHANGES, OR FUTURE INITIATIVES BASED ON EVALUATION FINDINGS, RESEARCH, AND STAKEHOLDER INPUT.

(2) (a) THE DEPARTMENT SHALL PUBLISH THE ANNUAL REPORT ON ITS WEBSITE AND MAKE IT AVAILABLE TO THE PUBLIC IN ACCESSIBLE FORMATS, INCLUDING FORMATS FOR NON-ENGLISH SPEAKERS AND INDIVIDUALS WITH DISABILITIES.

(b) THE DEPARTMENT SHALL PROVIDE NOTICE OF THE ANNUAL REPORT'S AVAILABILITY THROUGH MULTIPLE COMMUNICATION CHANNELS, INCLUDING DIGITAL MEDIA, SOCIAL MEDIA, COMMUNITY OUTREACH, AND OTHER METHODS TO ENSURE WIDESPREAD ACCESS.

Section 29.2061: Rulemaking Authority.

(1) (a) THE EXECUTIVE DIRECTOR OF THE DEPARTMENT SHALL HAVE THE AUTHORITY TO ADOPT, AMEND, OR REPEAL RULES NECESSARY TO IMPLEMENT AND ADMINISTER THE TEXAS UNIVERSAL PRESCHOOL PROGRAM IN ACCORDANCE WITH THIS SUBCHAPTER.

(b) THE RULES PROMULGATED BY THE EXECUTIVE DIRECTOR MUST:

(I) ESTABLISH ELIGIBILITY CRITERIA FOR CHILDREN, PRESCHOOL PROVIDERS, AND OTHER PARTICIPANTS IN THE PROGRAM;

(II) DEFINE PROGRAM QUALITY STANDARDS, INCLUDING CURRICULUM REQUIREMENTS, TEACHER QUALIFICATIONS, STAFF-CHILD RATIOS, AND HEALTH AND SAFETY STANDARDS;

(III) PROVIDE GUIDELINES FOR FUNDING DISTRIBUTION, FINANCIAL REPORTING, AND FISCAL ACCOUNTABILITY TO ENSURE COMPLIANCE WITH STATE AND FEDERAL REQUIREMENTS;

(IV) ESTABLISH PROCEDURES FOR THE MONITORING, EVALUATION, AND CONTINUOUS IMPROVEMENT OF THE PROGRAM;

(V) PRESCRIBE METHODS FOR DATA COLLECTION, REPORTING, AND PUBLIC DISCLOSURE TO SUPPORT TRANSPARENCY AND ACCOUNTABILITY;

(VI) DEFINE THE TERMS AND CONDITIONS FOR PARTICIPATION IN THE PROGRAM, INCLUDING REQUIREMENTS FOR PRESCHOOL PROVIDERS, LOCAL COORDINATING ORGANIZATIONS, AND OTHER ENTITIES;

(VII) INCLUDE ANY OTHER PROVISIONS NECESSARY TO EFFECTIVELY ADMINISTER AND SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) BEFORE ADOPTING, AMENDING, OR REPEALING ANY RULE UNDER THIS SECTION, THE EXECUTIVE DIRECTOR SHALL PROVIDE NOTICE AND AN OPPORTUNITY FOR PUBLIC COMMENT IN ACCORDANCE WITH CHAPTER 2001, TEXAS GOVERNMENT CODE ("ADMINISTRATIVE PROCEDURE ACT").

(b) THE EXECUTIVE DIRECTOR SHALL CONSIDER ALL COMMENTS RECEIVED DURING THE PUBLIC COMMENT PERIOD AND MAY HOLD PUBLIC HEARINGS TO FURTHER ENGAGE WITH STAKEHOLDERS.

(3) THE DEPARTMENT SHALL MAKE ALL ADOPTED RULES AVAILABLE ON ITS WEBSITE AND SHALL PROVIDE COPIES TO THE GOVERNOR, THE LEGISLATURE, AND ANY INTERESTED MEMBERS OF THE PUBLIC UPON REQUEST.

Section 29.2062: Technical Assistance and Capacity Building.

(1) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND CAPACITY-BUILDING SUPPORT TO PRESCHOOL PROVIDERS, LOCAL COORDINATING ORGANIZATIONS, AND OTHER ENTITIES PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO HELP THEM MEET PROGRAM STANDARDS AND REQUIREMENTS.

(b) THE TECHNICAL ASSISTANCE AND CAPACITY-BUILDING SUPPORT MUST INCLUDE:

(I) TRAINING ON PROGRAM REQUIREMENTS, QUALITY STANDARDS, AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION, INCLUDING INCLUSIVE PRACTICES, TRAUMA-INFORMED CARE, AND CULTURALLY RESPONSIVE TEACHING;

(II) GUIDANCE ON DATA COLLECTION, REPORTING, AND USE OF DATA FOR CONTINUOUS IMPROVEMENT;

(III) SUPPORT FOR DEVELOPING AND IMPLEMENTING FAMILY ENGAGEMENT STRATEGIES THAT FOSTER STRONG PARTNERSHIPS BETWEEN PRESCHOOL PROVIDERS AND FAMILIES;

(IV) ASSISTANCE WITH THE RECRUITMENT, RETENTION, AND PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS;

(V) RESOURCES AND TOOLS FOR IMPROVING PROGRAM QUALITY, INCLUDING ACCESS TO CURRICULUM MATERIALS, ASSESSMENT TOOLS, AND OTHER EVIDENCE-BASED RESOURCES;

(VI) HELP IN SECURING ADDITIONAL FUNDING AND RESOURCES THROUGH GRANTS, PUBLIC-PRIVATE PARTNERSHIPS, AND OTHER OPPORTUNITIES.

(2) (a) THE DEPARTMENT SHALL PARTNER WITH INSTITUTIONS OF HIGHER EDUCATION, PROFESSIONAL ASSOCIATIONS, COMMUNITY-BASED ORGANIZATIONS, AND OTHER EXPERTS TO DELIVER TECHNICAL ASSISTANCE AND CAPACITY-BUILDING SUPPORT.

(b) THE DEPARTMENT SHALL MONITOR THE EFFECTIVENESS OF TECHNICAL ASSISTANCE AND CAPACITY-BUILDING EFFORTS AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2063: Alignment with State and Federal Policies.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ALIGN WITH RELEVANT STATE AND FEDERAL POLICIES AND INITIATIVES RELATED TO EARLY CHILDHOOD EDUCATION, CHILD DEVELOPMENT, HEALTH, AND FAMILY SUPPORT SERVICES.

(b) THE DEPARTMENT SHALL ENSURE THAT THE PROGRAM COMPLIES WITH ALL APPLICABLE STATE AND FEDERAL LAWS, INCLUDING BUT NOT LIMITED TO:

(I) THE FEDERAL "INDIVIDUALS WITH DISABILITIES EDUCATION ACT" (IDEA), 20 U.S.C. SECTION 1400 ET SEQ., REGARDING SERVICES FOR CHILDREN WITH DISABILITIES;

(II) THE FEDERAL "EVERY STUDENT SUCCEEDS ACT" (ESSA), 20 U.S.C. SECTION 6301 ET SEQ., REGARDING ACCOUNTABILITY, ASSESSMENT, AND EARLY LEARNING COORDINATION;

(III) THE FEDERAL "CHILD CARE AND DEVELOPMENT BLOCK GRANT ACT," 42 U.S.C. SECTION 9857 ET SEQ., REGARDING CHILD CARE AND DEVELOPMENT SERVICES;

(IV) TEXAS STATE LAWS AND POLICIES REGARDING EARLY CHILDHOOD EDUCATION, HEALTH AND SAFETY STANDARDS, WORKFORCE DEVELOPMENT, AND FAMILY ENGAGEMENT.

(2) (a) THE DEPARTMENT SHALL REVIEW AND UPDATE PROGRAM POLICIES, PROCEDURES, AND STANDARDS REGULARLY TO ENSURE ALIGNMENT WITH CURRENT STATE AND FEDERAL REQUIREMENTS.

(b) THE DEPARTMENT SHALL WORK WITH OTHER STATE AGENCIES, LOCAL GOVERNMENTS, AND FEDERAL PARTNERS TO PROMOTE COORDINATION AND ALIGNMENT OF SERVICES, FUNDING, AND RESOURCES TO MAXIMIZE IMPACT AND EFFICIENCY.

(3) THE DEPARTMENT SHALL INCLUDE INFORMATION ON ALIGNMENT EFFORTS AND COMPLIANCE WITH STATE AND FEDERAL POLICIES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2064: Public Awareness Campaign.

(1) (a) THE DEPARTMENT SHALL LAUNCH AND MAINTAIN A PUBLIC AWARENESS CAMPAIGN TO PROMOTE THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND TO INFORM ELIGIBLE FAMILIES, PRESCHOOL PROVIDERS, AND COMMUNITY STAKEHOLDERS ABOUT THE PROGRAM'S BENEFITS, ELIGIBILITY REQUIREMENTS, AND ENROLLMENT PROCEDURES.

(b) THE PUBLIC AWARENESS CAMPAIGN MUST INCLUDE:

(I) MULTILINGUAL OUTREACH MATERIALS AND RESOURCES THAT ARE CULTURALLY RELEVANT AND ACCESSIBLE TO DIVERSE COMMUNITIES ACROSS TEXAS;

(II) PARTNERSHIPS WITH LOCAL MEDIA, COMMUNITY-BASED ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO BROADEN OUTREACH EFFORTS;

(III) DIGITAL MARKETING STRATEGIES, INCLUDING SOCIAL MEDIA CAMPAIGNS, ONLINE ADVERTISING, AND THE USE OF MOBILE TECHNOLOGY TO REACH FAMILIES WHERE THEY ARE;

(IV) IN-PERSON ENGAGEMENT ACTIVITIES, SUCH AS COMMUNITY EVENTS, INFORMATION SESSIONS, AND WORKSHOPS TO EDUCATE FAMILIES ABOUT THE PROGRAM;

(V) INFORMATION ON THE BENEFITS OF PRESCHOOL EDUCATION, INCLUDING IMPROVEMENTS IN SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND LONG-TERM ACADEMIC SUCCESS.

(2) (a) THE DEPARTMENT SHALL EVALUATE THE EFFECTIVENESS OF THE PUBLIC AWARENESS CAMPAIGN AND MAKE ADJUSTMENTS AS NEEDED TO ENSURE MAXIMUM REACH AND IMPACT.

(b) THE DEPARTMENT SHALL INCLUDE DATA ON THE PUBLIC AWARENESS CAMPAIGN'S OUTCOMES, INCLUDING ENGAGEMENT METRICS AND ENROLLMENT IMPACTS, IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2065: Interagency Collaboration and Coordination.

(1) (a) THE DEPARTMENT SHALL WORK IN COLLABORATION WITH OTHER STATE AGENCIES, INCLUDING BUT NOT LIMITED TO THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES (DSHS), AND THE TEXAS WORKFORCE COMMISSION (TWC), TO ENSURE A COORDINATED APPROACH TO EARLY CHILDHOOD EDUCATION AND SERVICES.

(b) THE INTERAGENCY COLLABORATION AND COORDINATION MUST INCLUDE:

(I) ALIGNING PROGRAMS, SERVICES, AND FUNDING STREAMS TO MAXIMIZE RESOURCES AND SUPPORT FOR EARLY CHILDHOOD EDUCATION AND CARE;

(II) DEVELOPING SHARED DATA COLLECTION, REPORTING, AND ANALYSIS PROTOCOLS TO MONITOR PROGRAM PERFORMANCE AND OUTCOMES ACROSS AGENCIES;

(III) ESTABLISHING INTERAGENCY AGREEMENTS OR MEMORANDA OF UNDERSTANDING TO DEFINE ROLES, RESPONSIBILITIES, AND COMMITMENTS FOR SUPPORTING THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(IV) CREATING JOINT TRAINING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR STAFF ACROSS AGENCIES TO PROMOTE BEST PRACTICES IN EARLY CHILDHOOD EDUCATION, FAMILY ENGAGEMENT, AND SUPPORT SERVICES;

(V) ENSURING THAT SERVICES PROVIDED TO CHILDREN AND FAMILIES UNDER THIS SUBCHAPTER ARE COORDINATED WITH OTHER STATE AND FEDERAL PROGRAMS TO PREVENT DUPLICATION AND PROMOTE EFFICIENCY.

(2) (a) THE DEPARTMENT SHALL CONVENE REGULAR MEETINGS WITH REPRESENTATIVES FROM PARTNER AGENCIES TO REVIEW PROGRESS, IDENTIFY CHALLENGES, AND DEVELOP STRATEGIES FOR IMPROVEMENT.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF INTERAGENCY COLLABORATION EFFORTS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2066: Research and Evaluation Partnerships.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH RESEARCH INSTITUTIONS, UNIVERSITIES, NONPROFIT ORGANIZATIONS, AND OTHER EXPERTS TO CONDUCT RESEARCH AND EVALUATIONS ON THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE RESEARCH AND EVALUATION PARTNERSHIPS MUST FOCUS ON:

(I) ASSESSING THE IMPACT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND LONG-TERM ACADEMIC SUCCESS;

(II) EVALUATING THE EFFECTIVENESS OF DIFFERENT PROGRAM MODELS, CURRICULA, AND INSTRUCTIONAL STRATEGIES IN SUPPORTING CHILDREN'S LEARNING AND DEVELOPMENT;

(III) STUDYING THE IMPACT OF PROGRAM PARTICIPATION ON FAMILIES, INCLUDING IMPROVEMENTS IN FAMILY ENGAGEMENT, PARENTING PRACTICES, AND FAMILY WELL-BEING;

(IV) IDENTIFYING BARRIERS TO ACCESS AND PARTICIPATION IN THE PROGRAM, PARTICULARLY FOR HISTORICALLY UNDERSERVED COMMUNITIES, AND DEVELOPING STRATEGIES TO ADDRESS THESE BARRIERS;

(V) EXPLORING INNOVATIVE APPROACHES TO ENHANCING PROGRAM QUALITY, WORKFORCE DEVELOPMENT, AND SYSTEM ALIGNMENT.

(2) (a) THE DEPARTMENT SHALL MAKE DATA COLLECTED THROUGH RESEARCH AND EVALUATION PARTNERSHIPS AVAILABLE TO THE PUBLIC, CONSISTENT WITH STATE AND FEDERAL PRIVACY LAWS, TO SUPPORT TRANSPARENCY, ACCOUNTABILITY, AND CONTINUOUS IMPROVEMENT.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF RESEARCH FINDINGS AND RECOMMENDATIONS FROM PARTNERSHIPS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2067: Grants for Innovation and Improvement.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A COMPETITIVE GRANT PROGRAM TO SUPPORT INNOVATION AND IMPROVEMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE PURPOSE OF THE GRANT PROGRAM IS TO:

(I) PROMOTE THE DEVELOPMENT AND IMPLEMENTATION OF INNOVATIVE STRATEGIES AND MODELS THAT IMPROVE PROGRAM QUALITY, ACCESS, AND EQUITY;

(II) SUPPORT EFFORTS TO ADDRESS IDENTIFIED GAPS AND CHALLENGES IN THE DELIVERY OF PRESCHOOL SERVICES, INCLUDING CHALLENGES FACED BY RURAL COMMUNITIES, HISTORICALLY UNDERSERVED POPULATIONS, AND CHILDREN WITH SPECIAL NEEDS;

(III) ENCOURAGE COLLABORATION AMONG PRESCHOOL PROVIDERS, COMMUNITY-BASED ORGANIZATIONS, SCHOOLS, AND OTHER PARTNERS TO ENHANCE THE COORDINATION AND INTEGRATION OF SERVICES;

(IV) FOSTER THE USE OF EVIDENCE-BASED PRACTICES, TECHNOLOGY, AND NEW APPROACHES TO EARLY CHILDHOOD EDUCATION AND FAMILY ENGAGEMENT.

(b) GRANTS AWARDED UNDER THIS SECTION MUST BE USED TO SUPPORT ACTIVITIES THAT ALIGN WITH THE GOALS AND OBJECTIVES OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) THE DEPARTMENT SHALL ISSUE A REQUEST FOR PROPOSALS FOR GRANTS UNDER THIS SECTION AND ESTABLISH CRITERIA FOR THE REVIEW AND SELECTION OF APPLICATIONS.

(b) THE CRITERIA MUST INCLUDE:

(I) DEMONSTRATED NEED FOR THE PROPOSED INNOVATION OR IMPROVEMENT, INCLUDING EVIDENCE OF GAPS OR CHALLENGES TO BE ADDRESSED;

(II) CAPACITY OF THE APPLICANT TO IMPLEMENT THE PROPOSED ACTIVITIES, INCLUDING EXPERIENCE, RESOURCES, AND PARTNERSHIPS;

(III) POTENTIAL IMPACT OF THE PROPOSED ACTIVITIES ON PROGRAM QUALITY, ACCESS, AND OUTCOMES FOR CHILDREN AND FAMILIES;

(IV) SUSTAINABILITY AND SCALABILITY OF THE PROPOSED ACTIVITIES BEYOND THE GRANT PERIOD.

(3) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF GRANT-FUNDED ACTIVITIES AND PROVIDE TECHNICAL ASSISTANCE TO SUPPORT SUCCESSFUL IMPLEMENTATION.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF GRANT PROGRAM ACTIVITIES AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2068: Family Engagement and Support Services.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A COMPREHENSIVE FAMILY ENGAGEMENT AND SUPPORT STRATEGY TO PROMOTE ACTIVE INVOLVEMENT OF FAMILIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND TO SUPPORT THE WELL-BEING OF CHILDREN AND THEIR FAMILIES.

(b) THE FAMILY ENGAGEMENT AND SUPPORT STRATEGY MUST INCLUDE:

(I) PROVIDING RESOURCES AND TRAINING TO PRESCHOOL PROVIDERS ON EFFECTIVE FAMILY ENGAGEMENT PRACTICES, INCLUDING COMMUNICATION, CULTURAL COMPETENCY, AND BUILDING TRUSTING RELATIONSHIPS WITH FAMILIES;

(II) DEVELOPING TOOLS AND RESOURCES TO SUPPORT FAMILIES IN UNDERSTANDING CHILD DEVELOPMENT, LEARNING AT HOME, AND ADVOCATING FOR THEIR CHILDREN'S EDUCATION;

(III) OFFERING FAMILY SUPPORT SERVICES, SUCH AS PARENT EDUCATION PROGRAMS, FAMILY COUNSELING, AND REFERRALS TO COMMUNITY RESOURCES FOR HOUSING, EMPLOYMENT, HEALTH CARE, AND OTHER NEEDS;

(IV) CREATING OPPORTUNITIES FOR FAMILIES TO PARTICIPATE IN DECISION-MAKING PROCESSES RELATED TO THE PROGRAM, INCLUDING ADVISORY COUNCILS, FOCUS GROUPS, AND SURVEYS;

(V) ENSURING THAT FAMILY ENGAGEMENT EFFORTS ARE ACCESSIBLE, INCLUSIVE, AND RESPONSIVE TO THE DIVERSE NEEDS AND PREFERENCES OF FAMILIES ACROSS TEXAS.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF FAMILY ENGAGEMENT AND SUPPORT EFFORTS AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON FAMILY PARTICIPATION IN ENGAGEMENT ACTIVITIES, DISAGGREGATED BY DEMOGRAPHIC CHARACTERISTICS;

(II) INFORMATION ON THE IMPACT OF FAMILY ENGAGEMENT AND SUPPORT SERVICES ON CHILD OUTCOMES, FAMILY WELL-BEING, AND PROGRAM SUCCESS;

(III) RECOMMENDATIONS FOR IMPROVING FAMILY ENGAGEMENT AND SUPPORT STRATEGIES TO ENSURE THEY MEET THE NEEDS OF ALL FAMILIES.

Section 29.2069: Sustainability and Long-Term Planning.

(1) (a) THE DEPARTMENT SHALL DEVELOP A SUSTAINABILITY AND LONG-TERM PLANNING STRATEGY FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THE PROGRAM’S CONTINUED SUCCESS AND GROWTH.

(b) THE SUSTAINABILITY AND LONG-TERM PLANNING STRATEGY MUST INCLUDE:

(I) IDENTIFYING AND SECURING DIVERSE FUNDING SOURCES, INCLUDING STATE APPROPRIATIONS, FEDERAL FUNDS, GRANTS, AND PUBLIC-PRIVATE PARTNERSHIPS, TO SUPPORT PROGRAM EXPANSION AND ENHANCEMENT;

(II) DEVELOPING A MULTI-YEAR PLAN FOR SCALING THE PROGRAM TO SERVE ALL ELIGIBLE CHILDREN ACROSS THE STATE, PRIORITIZING COMMUNITIES WITH THE GREATEST NEEDS OR LEAST ACCESS TO PRESCHOOL SERVICES;

(III) CREATING RESOURCES AND GUIDANCE FOR LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS TO SUPPORT SUSTAINABLE PROGRAMMING, INCLUDING FINANCIAL MANAGEMENT, LONG-TERM PLANNING, AND COMMUNITY PARTNERSHIPS;

(IV) PROMOTING INNOVATION AND CONTINUOUS IMPROVEMENT THROUGH REGULAR REVIEW AND REVISION OF PROGRAM STANDARDS, POLICIES, AND PRACTICES TO REFLECT THE LATEST RESEARCH AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION;

(V) ENGAGING STAKEHOLDERS, INCLUDING FAMILIES, PROVIDERS, COMMUNITY ORGANIZATIONS, AND POLICYMAKERS, IN LONG-TERM PLANNING EFFORTS TO ENSURE THAT THE PROGRAM REMAINS RESPONSIVE TO COMMUNITY NEEDS AND PRIORITIES.

(2) (a) THE DEPARTMENT SHALL PROVIDE AN UPDATE ON SUSTAINABILITY AND LONG-TERM PLANNING EFFORTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) PROGRESS TOWARD MEETING SUSTAINABILITY AND EXPANSION GOALS, INCLUDING ENROLLMENT TARGETS, FUNDING SECURED, AND NEW COMMUNITIES SERVED;

(II) INFORMATION ON THE IMPACT OF LONG-TERM PLANNING ACTIVITIES ON PROGRAM QUALITY, ACCESS, AND EQUITY;

(III) RECOMMENDATIONS FOR FUTURE ACTIONS TO ENSURE THE CONTINUED SUCCESS AND SUSTAINABILITY OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2070: Emergency Preparedness and Response.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT GUIDELINES FOR EMERGENCY PREPAREDNESS AND RESPONSE FOR ALL PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THE SAFETY AND WELL-BEING OF CHILDREN AND STAFF DURING EMERGENCIES.

(b) THE GUIDELINES MUST INCLUDE REQUIREMENTS FOR:

(I) CREATING AND MAINTAINING EMERGENCY PLANS THAT ADDRESS NATURAL DISASTERS, MEDICAL EMERGENCIES, SECURITY THREATS, AND OTHER CRISIS SITUATIONS, INCLUDING EVACUATION, SHELTER-IN-PLACE, AND LOCKDOWN PROCEDURES;

(II) CONDUCTING REGULAR EMERGENCY DRILLS AND TRAININGS FOR STAFF, CHILDREN, AND FAMILIES TO PREPARE FOR POTENTIAL EMERGENCIES;

(III) COMMUNICATING WITH PARENTS AND GUARDIANS IN THE EVENT OF AN EMERGENCY, INCLUDING THE USE OF MULTIPLE COMMUNICATION METHODS TO ENSURE TIMELY AND ACCURATE INFORMATION;

(IV) COORDINATING WITH LOCAL EMERGENCY SERVICES, HEALTH AGENCIES, AND COMMUNITY ORGANIZATIONS TO SUPPORT EMERGENCY PREPAREDNESS AND RESPONSE EFFORTS;

(V) ENSURING THAT EMERGENCY PLANS ARE INCLUSIVE AND ADDRESS THE NEEDS OF ALL CHILDREN, INCLUDING CHILDREN WITH DISABILITIES, MEDICAL CONDITIONS, OR OTHER SPECIAL NEEDS.

(2) (a) THE DEPARTMENT SHALL PROVIDE TRAINING AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS ON EMERGENCY PREPAREDNESS AND RESPONSE, INCLUDING BEST PRACTICES FOR DEVELOPING AND IMPLEMENTING EMERGENCY PLANS.

(b) THE DEPARTMENT SHALL MONITOR COMPLIANCE WITH EMERGENCY PREPAREDNESS GUIDELINES AND INCLUDE INFORMATION ON COMPLIANCE IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2071: Sunset Review.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM ESTABLISHED UNDER THIS SUBCHAPTER SHALL BE SUBJECT TO A SUNSET REVIEW TO ASSESS THE PROGRAM’S PERFORMANCE, EFFECTIVENESS, AND CONTINUED RELEVANCE.

(b) THE SUNSET REVIEW SHALL BE CONDUCTED BY THE SUNSET ADVISORY COMMISSION IN ACCORDANCE WITH CHAPTER 325, TEXAS GOVERNMENT CODE ("TEXAS SUNSET ACT").

(I) THE IMPACT OF THE PROGRAM ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS, COGNITIVE DEVELOPMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND LONG-TERM ACADEMIC SUCCESS;

(II) THE PROGRAM'S EFFECTIVENESS IN MEETING ITS GOALS FOR EQUITY, ACCESS, QUALITY, AND FAMILY ENGAGEMENT;

(III) THE EFFICIENCY AND EFFECTIVENESS OF FUNDING AND RESOURCE ALLOCATION, INCLUDING THE PROGRAM’S COST-EFFECTIVENESS AND RETURN ON INVESTMENT;

(IV) THE PROGRAM’S COMPLIANCE WITH STATE AND FEDERAL LAWS, RULES, AND REGULATIONS;

(V) THE DEGREE OF COORDINATION WITH OTHER STATE AND FEDERAL EARLY CHILDHOOD PROGRAMS AND SERVICES;

(VI) ANY OTHER FACTORS RELEVANT TO THE CONTINUED NEED FOR, AND IMPROVEMENTS TO, THE PROGRAM.

(2) (a) BASED ON THE FINDINGS OF THE SUNSET REVIEW, THE SUNSET ADVISORY COMMISSION SHALL MAKE RECOMMENDATIONS REGARDING THE CONTINUATION, MODIFICATION, OR TERMINATION OF THE PROGRAM, INCLUDING ANY NECESSARY LEGISLATIVE OR ADMINISTRATIVE CHANGES.

(b) THE COMMISSION SHALL SUBMIT A REPORT OF ITS FINDINGS AND RECOMMENDATIONS TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(3) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE AUTOMATICALLY TERMINATED ON [INSERT DATE], UNLESS CONTINUED BY THE LEGISLATURE FOLLOWING THE SUNSET REVIEW PROCESS.

Section 29.2072: Program Transition and Implementation Plan.

(1) (a) THE DEPARTMENT SHALL DEVELOP A COMPREHENSIVE TRANSITION AND IMPLEMENTATION PLAN TO ENSURE THE SMOOTH LAUNCH AND ROLL-OUT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THE PLAN MUST ADDRESS KEY ACTIVITIES, TIMELINES, AND RESPONSIBILITIES TO SUPPORT PROGRAM SUCCESS.

(b) THE TRANSITION AND IMPLEMENTATION PLAN MUST INCLUDE:

(I) A DETAILED TIMELINE FOR PHASING IN THE PROGRAM ACROSS THE STATE, INCLUDING MILESTONES FOR ENROLLMENT, FUNDING DISTRIBUTION, TRAINING, AND TECHNICAL ASSISTANCE;

(II) STRATEGIES FOR RECRUITING AND TRAINING PRESCHOOL PROVIDERS AND EDUCATORS TO MEET PROGRAM REQUIREMENTS AND QUALITY STANDARDS;

(III) PROVISIONS FOR ESTABLISHING LOCAL COORDINATING ORGANIZATIONS TO SUPPORT PROGRAM IMPLEMENTATION, INCLUDING RESPONSIBILITIES FOR OUTREACH, ENROLLMENT, AND OVERSIGHT;

(IV) GUIDANCE ON THE USE OF FUNDING AND RESOURCES TO SUPPORT PROGRAM START-UP COSTS, INCLUDING FACILITY IMPROVEMENTS, MATERIALS, CURRICULUM, AND STAFFING;

(V) COMMUNICATION PLANS TO INFORM FAMILIES, PROVIDERS, COMMUNITY ORGANIZATIONS, AND OTHER STAKEHOLDERS ABOUT PROGRAM REQUIREMENTS, BENEFITS, AND OPPORTUNITIES;

(VI) PROCEDURES FOR MONITORING AND EVALUATING THE IMPLEMENTATION PROCESS TO IDENTIFY CHALLENGES, BEST PRACTICES, AND AREAS FOR IMPROVEMENT.

(2) (a) THE DEPARTMENT SHALL PROVIDE REGULAR UPDATES ON THE IMPLEMENTATION PLAN'S PROGRESS TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING INFORMATION ON KEY MILESTONES, SUCCESSES, AND CHALLENGES.

(b) THE DEPARTMENT SHALL SEEK INPUT FROM STAKEHOLDERS, INCLUDING FAMILIES, PROVIDERS, AND COMMUNITY ORGANIZATIONS, TO INFORM THE IMPLEMENTATION PROCESS AND TO MAKE ADJUSTMENTS AS NEEDED.

Section 29.2073: Severability Clause.

(1) (a) IF ANY PROVISION OF THIS SUBCHAPTER OR ITS APPLICATION TO ANY PERSON OR CIRCUMSTANCE IS HELD INVALID, THE INVALIDITY DOES NOT AFFECT OTHER PROVISIONS OR APPLICATIONS OF THIS SUBCHAPTER THAT CAN BE GIVEN EFFECT WITHOUT THE INVALID PROVISION OR APPLICATION.

(b) TO THIS END, THE PROVISIONS OF THIS SUBCHAPTER ARE SEVERABLE.

(2) (a) THE DEPARTMENT SHALL ENSURE THAT THE REMAINING PROVISIONS OF THIS SUBCHAPTER CONTINUE TO BE IMPLEMENTED AND ENFORCED TO THE EXTENT POSSIBLE, CONSISTENT WITH THE PURPOSES AND INTENT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) IF A COURT OF COMPETENT JURISDICTION FINDS THAT ANY PROVISION OF THIS SUBCHAPTER CANNOT BE SEVERED FROM THE REMAINDER OF THE SUBCHAPTER, THE REMAINING PROVISIONS SHALL REMAIN IN FULL FORCE AND EFFECT TO THE EXTENT PERMITTED BY LAW.

Section 29.2074: Effective Date.

(1) (a) THIS SUBCHAPTER SHALL TAKE EFFECT ON SEPTEMBER 1, [INSERT YEAR], OR IMMEDIATELY UPON ITS ENACTMENT, WHICHEVER IS LATER.

(b) THE DEPARTMENT SHALL BEGIN IMPLEMENTING THE PROVISIONS OF THIS SUBCHAPTER IMMEDIATELY UPON ITS EFFECTIVE DATE, INCLUDING THE DEVELOPMENT OF GUIDELINES, PROCEDURES, AND REGULATIONS NECESSARY TO SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) THE DEPARTMENT SHALL PROVIDE AN INITIAL REPORT ON THE STATUS OF IMPLEMENTATION EFFORTS TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC WITHIN SIX MONTHS OF THE EFFECTIVE DATE OF THIS SUBCHAPTER.

Section 29.2075: Grant Program for Facility Improvements.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A GRANT PROGRAM TO PROVIDE FINANCIAL ASSISTANCE TO PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM FOR FACILITY IMPROVEMENTS THAT ENHANCE THE LEARNING ENVIRONMENT AND ENSURE COMPLIANCE WITH HEALTH AND SAFETY STANDARDS.

(b) THE GRANT PROGRAM MUST SUPPORT FACILITY IMPROVEMENTS INCLUDING BUT NOT LIMITED TO:

(I) UPGRADES TO CLASSROOMS, PLAYGROUNDS, AND OUTDOOR SPACES TO CREATE SAFE AND STIMULATING LEARNING ENVIRONMENTS;

(II) IMPROVEMENTS TO HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) SYSTEMS TO MAINTAIN APPROPRIATE INDOOR AIR QUALITY AND TEMPERATURE;

(III) RENOVATIONS TO BATHROOMS, KITCHENS, AND COMMON AREAS TO MEET HEALTH AND SAFETY REQUIREMENTS;

(IV) INSTALLATION OF SAFETY FEATURES SUCH AS FIRE SUPPRESSION SYSTEMS, EMERGENCY EXITS, AND ACCESSIBILITY MODIFICATIONS TO ACCOMMODATE CHILDREN WITH DISABILITIES;

(V) UPGRADES TO SECURITY SYSTEMS TO ENSURE THE SAFETY OF CHILDREN AND STAFF, INCLUDING CAMERAS, FENCING, AND ALARM SYSTEMS.

(2) (a) THE DEPARTMENT SHALL DEVELOP ELIGIBILITY CRITERIA AND APPLICATION PROCEDURES FOR THE GRANT PROGRAM, INCLUDING PRIORITY FOR PRESCHOOL PROVIDERS THAT SERVE HISTORICALLY UNDERSERVED COMMUNITIES OR HAVE DEMONSTRATED NEED FOR FACILITY IMPROVEMENTS.

(b) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO HELP PRESCHOOL PROVIDERS APPLY FOR GRANTS AND IMPLEMENT APPROVED FACILITY IMPROVEMENT PROJECTS.

(3) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE IMPACT OF FACILITY IMPROVEMENT GRANTS AND INCLUDE INFORMATION ON THE PROGRAM IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) THE NUMBER AND TYPES OF FACILITY IMPROVEMENT PROJECTS FUNDED;

(II) THE IMPACT OF FACILITY IMPROVEMENTS ON PROGRAM QUALITY, CHILD OUTCOMES, AND COMPLIANCE WITH HEALTH AND SAFETY STANDARDS;

(III) RECOMMENDATIONS FOR IMPROVING OR EXPANDING THE GRANT PROGRAM TO SUPPORT FACILITY IMPROVEMENTS FOR PRESCHOOL PROVIDERS.

Section 29.2076: Annual Stakeholder Meeting.

(1) (a) THE DEPARTMENT SHALL CONVENE AN ANNUAL STAKEHOLDER MEETING TO REVIEW THE PROGRESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, DISCUSS CHALLENGES AND OPPORTUNITIES, AND SOLICIT FEEDBACK AND RECOMMENDATIONS FOR IMPROVEMENTS.

(b) THE STAKEHOLDER MEETING MUST INCLUDE REPRESENTATIVES FROM:

(I) LOCAL COORDINATING ORGANIZATIONS AND PRESCHOOL PROVIDERS;

(II) PARENTS AND FAMILIES OF CHILDREN PARTICIPATING IN THE PROGRAM;

(III) EARLY CHILDHOOD EDUCATION EXPERTS AND ADVOCACY ORGANIZATIONS;

(IV) STATE AGENCIES AND LEGISLATORS INVOLVED IN EARLY CHILDHOOD POLICY;

(V) COMMUNITY-BASED ORGANIZATIONS AND OTHER STAKEHOLDERS INTERESTED IN EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL USE INPUT FROM THE ANNUAL STAKEHOLDER MEETING TO INFORM PROGRAM IMPROVEMENTS, POLICY CHANGES, AND STRATEGIC PLANNING FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL PUBLISH A SUMMARY OF THE ANNUAL STAKEHOLDER MEETING, INCLUDING KEY DISCUSSIONS, RECOMMENDATIONS, AND ACTIONS TAKEN IN RESPONSE TO STAKEHOLDER INPUT, AS PART OF ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2077: Protection of Privacy and Data Security.

(1) (a) THE DEPARTMENT SHALL ESTABLISH AND ENFORCE POLICIES TO PROTECT THE PRIVACY AND SECURITY OF DATA COLLECTED UNDER THIS SUBCHAPTER, INCLUDING DATA RELATED TO CHILDREN, FAMILIES, PROVIDERS, AND OTHER PARTICIPANTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE POLICIES MUST INCLUDE:

(I) SAFEGUARDS TO PREVENT UNAUTHORIZED ACCESS, DISCLOSURE, OR USE OF PERSONALLY IDENTIFIABLE INFORMATION (PII);

(II) PROCEDURES FOR SECURE DATA STORAGE, TRANSFER, AND DESTRUCTION CONSISTENT WITH STATE AND FEDERAL PRIVACY LAWS;

(III) TRAINING FOR ALL STAFF AND PARTICIPANTS IN THE PROGRAM ON DATA PRIVACY AND SECURITY PRACTICES;

(IV) PROTOCOLS FOR RESPONDING TO DATA BREACHES, INCLUDING NOTIFICATION REQUIREMENTS AND REMEDIATION STEPS.

(2) (a) THE DEPARTMENT SHALL REGULARLY REVIEW AND UPDATE DATA PRIVACY AND SECURITY POLICIES TO ADDRESS EMERGING THREATS AND BEST PRACTICES IN DATA PROTECTION.

(b) THE DEPARTMENT SHALL INCLUDE INFORMATION ON DATA PRIVACY AND SECURITY MEASURES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING ANY INCIDENTS OF DATA BREACHES AND THE ACTIONS TAKEN TO ADDRESS THEM.

Section 29.2078: Partnerships with Local Governments and Community Organizations.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH LOCAL GOVERNMENTS AND COMMUNITY ORGANIZATIONS TO SUPPORT THE IMPLEMENTATION AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM. THESE PARTNERSHIPS SHALL BE DESIGNED TO LEVERAGE LOCAL RESOURCES, EXPERTISE, AND ENGAGEMENT TO MAXIMIZE THE PROGRAM'S IMPACT.

(b) PARTNERSHIPS MUST INCLUDE:

(I) COLLABORATION WITH LOCAL GOVERNMENTS TO IDENTIFY AND ADDRESS COMMUNITY-SPECIFIC NEEDS, SUCH AS ACCESS TO FACILITIES, TRANSPORTATION, AND SUPPORT SERVICES;

(II) ENGAGEMENT WITH COMMUNITY-BASED ORGANIZATIONS, INCLUDING NONPROFIT ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND CIVIC GROUPS, TO PROVIDE OUTREACH, ENROLLMENT SUPPORT, AND FAMILY ENGAGEMENT ACTIVITIES;

(III) COORDINATION WITH LOCAL BUSINESSES AND PHILANTHROPIC ORGANIZATIONS TO SECURE ADDITIONAL RESOURCES AND FUNDING FOR PROGRAM ACTIVITIES, INCLUDING SCHOLARSHIPS, FACILITY IMPROVEMENTS, AND PROFESSIONAL DEVELOPMENT;

(IV) SUPPORT FOR LOCAL INNOVATION AND PILOT PROGRAMS THAT ADDRESS UNIQUE COMMUNITY CHALLENGES AND OPPORTUNITIES IN EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO LOCAL GOVERNMENTS AND COMMUNITY ORGANIZATIONS TO DEVELOP AND SUSTAIN PARTNERSHIPS THAT ADVANCE THE GOALS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE DEPARTMENT SHALL MONITOR THE IMPACT OF LOCAL PARTNERSHIPS AND INCLUDE INFORMATION ON PARTNERSHIP ACTIVITIES AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2079: Program Evaluation and Continuous Improvement.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A FRAMEWORK FOR THE CONTINUOUS EVALUATION AND IMPROVEMENT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT THE PROGRAM MEETS ITS GOALS FOR QUALITY, ACCESS, AND EQUITY.

(b) THE FRAMEWORK MUST INCLUDE:

(I) REGULAR DATA COLLECTION AND ANALYSIS TO ASSESS PROGRAM PERFORMANCE, INCLUDING CHILD OUTCOMES, PROVIDER QUALITY, FAMILY ENGAGEMENT, AND WORKFORCE DEVELOPMENT;

(II) PERIODIC REVIEW OF PROGRAM POLICIES, STANDARDS, AND PROCEDURES TO ENSURE THEY REFLECT CURRENT RESEARCH AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION;

(III) STAKEHOLDER ENGAGEMENT ACTIVITIES, INCLUDING SURVEYS, FOCUS GROUPS, AND ADVISORY COMMITTEES, TO GATHER FEEDBACK FROM PARENTS, PROVIDERS, EDUCATORS, AND COMMUNITY MEMBERS;

(IV) ANNUAL REPORTS TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON PROGRAM PROGRESS, CHALLENGES, AND AREAS FOR IMPROVEMENT.

(2) (a) THE DEPARTMENT SHALL PARTNER WITH EXTERNAL EVALUATORS, INCLUDING ACADEMIC INSTITUTIONS, NONPROFIT ORGANIZATIONS, AND OTHER EXPERTS, TO CONDUCT INDEPENDENT EVALUATIONS OF THE PROGRAM'S IMPACT AND EFFECTIVENESS.

(b) THE DEPARTMENT SHALL USE THE FINDINGS FROM THESE EVALUATIONS TO:

(I) IDENTIFY BEST PRACTICES AND STRATEGIES THAT PROMOTE HIGH-QUALITY EARLY CHILDHOOD EDUCATION AND POSITIVE CHILD OUTCOMES;

(II) INFORM FUTURE PROGRAM DEVELOPMENT AND POLICY DECISIONS;

(III) ENSURE THAT PROGRAM RESOURCES ARE USED EFFECTIVELY AND EFFICIENTLY TO MAXIMIZE BENEFITS FOR CHILDREN AND FAMILIES.

Section 29.2080: Coordination with Private Preschool Providers.

(1) (a) THE DEPARTMENT SHALL COORDINATE WITH PRIVATE PRESCHOOL PROVIDERS TO SUPPORT THEIR PARTICIPATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, ENSURING THAT ALL ELIGIBLE CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL OPTIONS.

(b) THE COORDINATION WITH PRIVATE PROVIDERS MUST INCLUDE:

(I) ESTABLISHING CLEAR GUIDELINES AND REQUIREMENTS FOR PRIVATE PROVIDERS PARTICIPATING IN THE PROGRAM, INCLUDING STANDARDS FOR CURRICULUM, STAFF QUALIFICATIONS, AND HEALTH AND SAFETY;

(II) PROVIDING TECHNICAL ASSISTANCE AND SUPPORT TO PRIVATE PROVIDERS TO MEET PROGRAM REQUIREMENTS AND ACHIEVE HIGH-QUALITY STANDARDS;

(III) OFFERING FINANCIAL INCENTIVES, SUCH AS GRANTS OR SUBSIDIES, TO PRIVATE PROVIDERS WHO SERVE HISTORICALLY UNDERSERVED COMMUNITIES OR WHO DEMONSTRATE EXCELLENCE IN PROGRAM DELIVERY;

(IV) PROMOTING PARTNERSHIPS BETWEEN PRIVATE PROVIDERS AND PUBLIC SCHOOLS, COMMUNITY ORGANIZATIONS, AND LOCAL GOVERNMENTS TO ENHANCE PROGRAM QUALITY AND COORDINATION.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE PARTICIPATION OF PRIVATE PROVIDERS IN THE PROGRAM AND INCLUDE INFORMATION ON THEIR CONTRIBUTIONS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER AND TYPES OF PRIVATE PROVIDERS PARTICIPATING IN THE PROGRAM;

(II) INFORMATION ON PROGRAM QUALITY, ACCESS, AND OUTCOMES FOR CHILDREN SERVED BY PRIVATE PROVIDERS;

(III) RECOMMENDATIONS FOR IMPROVING COLLABORATION AND SUPPORT FOR PRIVATE PROVIDERS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2081: Data Integration and Sharing.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A SYSTEM FOR THE INTEGRATION AND SHARING OF DATA RELATED TO THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO SUPPORT PROGRAM IMPROVEMENT, ACCOUNTABILITY, AND RESEARCH.

(b) THE DATA INTEGRATION AND SHARING SYSTEM MUST INCLUDE:

(I) A SECURE PLATFORM FOR THE COLLECTION, STORAGE, AND ANALYSIS OF DATA ON CHILDREN, FAMILIES, PROVIDERS, AND PROGRAM OUTCOMES, CONSISTENT WITH STATE AND FEDERAL PRIVACY LAWS;

(II) PROTOCOLS FOR SHARING DATA WITH AUTHORIZED PARTNERS, INCLUDING LOCAL COORDINATING ORGANIZATIONS, PRESCHOOL PROVIDERS, RESEARCH INSTITUTIONS, AND OTHER STAKEHOLDERS, TO SUPPORT PROGRAM MONITORING, EVALUATION, AND CONTINUOUS IMPROVEMENT;

(III) PROCEDURES FOR LINKING DATA ACROSS DIFFERENT STATE AND LOCAL AGENCIES, INCLUDING THE TEXAS EDUCATION AGENCY (TEA), THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), AND OTHER RELEVANT ENTITIES, TO PROMOTE COORDINATION OF SERVICES AND SUPPORTS FOR CHILDREN AND FAMILIES;

(IV) MECHANISMS FOR PROVIDING ACCESS TO AGGREGATE DATA FOR PUBLIC REPORTING AND RESEARCH PURPOSES, WHILE PROTECTING INDIVIDUAL PRIVACY AND CONFIDENTIALITY.

(2) (a) THE DEPARTMENT SHALL PROVIDE TRAINING AND TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS AND OTHER PARTICIPANTS IN THE PROGRAM TO SUPPORT THE EFFECTIVE USE OF DATA FOR DECISION-MAKING, IMPROVEMENT, AND ACCOUNTABILITY.

(b) THE DEPARTMENT SHALL MONITOR THE USE OF THE DATA INTEGRATION AND SHARING SYSTEM AND INCLUDE INFORMATION ON ITS IMPACT AND EFFECTIVENESS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2083: Incentives for High-Quality Providers.

(1) (a) THE DEPARTMENT SHALL ESTABLISH INCENTIVES TO ENCOURAGE HIGH-QUALITY PRESCHOOL PROVIDERS TO PARTICIPATE IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND TO RECOGNIZE EXCELLENCE IN EARLY CHILDHOOD EDUCATION.

(b) THE INCENTIVES FOR HIGH-QUALITY PROVIDERS MAY INCLUDE:

(I) FINANCIAL INCENTIVES, SUCH AS PERFORMANCE-BASED GRANTS OR BONUSES, FOR PROVIDERS THAT MEET OR EXCEED PROGRAM QUALITY STANDARDS, INCLUDING CLASSROOM ENVIRONMENTS, CURRICULUM, TEACHER QUALIFICATIONS, AND CHILD OUTCOMES;

(II) PUBLIC RECOGNITION, SUCH AS AWARDS OR CERTIFICATIONS, FOR PROVIDERS THAT DEMONSTRATE EXEMPLARY PRACTICES IN EARLY CHILDHOOD EDUCATION, FAMILY ENGAGEMENT, AND INCLUSIVE TEACHING;

If you (III) ACCESS TO ADDITIONAL RESOURCES AND SUPPORTS, SUCH AS PROFESSIONAL DEVELOPMENT OPPORTUNITIES, CURRICULUM MATERIALS, AND TECHNICAL ASSISTANCE, TO SUSTAIN AND ENHANCE PROGRAM QUALITY;

(IV) PRIORITY CONSIDERATION FOR FUTURE FUNDING OPPORTUNITIES, INCLUDING GRANTS FOR FACILITY IMPROVEMENTS, EXPANSION, OR INNOVATION INITIATIVES.

(2) (a) THE DEPARTMENT SHALL MONITOR AND EVALUATE THE EFFECTIVENESS OF INCENTIVES FOR HIGH-QUALITY PROVIDERS AND INCLUDE INFORMATION ON THEIR IMPACT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER AND TYPES OF INCENTIVES AWARDED, INCLUDING PROVIDER CHARACTERISTICS AND GEOGRAPHIC DISTRIBUTION;

(II) INFORMATION ON PROGRAM QUALITY, ACCESS, AND OUTCOMES FOR CHILDREN SERVED BY INCENTIVIZED PROVIDERS;

(III) RECOMMENDATIONS FOR IMPROVING OR EXPANDING INCENTIVES TO FURTHER PROMOTE HIGH-QUALITY EARLY CHILDHOOD EDUCATION.

Section 29.2084: Community-Based Program Support.

(1) (a) THE DEPARTMENT SHALL PROVIDE GUIDANCE AND RESOURCES TO SUPPORT COMMUNITY-BASED ORGANIZATIONS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE EQUITABLE ACCESS TO PRESCHOOL SERVICES ACROSS THE STATE.

(b) COMMUNITY-BASED PROGRAM SUPPORT MUST INCLUDE:

(I) TECHNICAL ASSISTANCE TO HELP COMMUNITY-BASED ORGANIZATIONS MEET PROGRAM STANDARDS, INCLUDING COMPLIANCE WITH HEALTH AND SAFETY REGULATIONS, CURRICULUM REQUIREMENTS, AND FAMILY ENGAGEMENT STRATEGIES;

(II) GRANTS OR OTHER FINANCIAL SUPPORT TO EXPAND PRESCHOOL CAPACITY IN UNDERSERVED AREAS, INCLUDING RURAL AND LOW-INCOME COMMUNITIES;

(III) PARTNERSHIPS WITH LOCAL SCHOOLS, FAITH-BASED ORGANIZATIONS, AND OTHER COMMUNITY STAKEHOLDERS TO ENHANCE SERVICE DELIVERY AND OUTREACH EFFORTS;

(IV) SUPPORT FOR INNOVATIVE PROGRAM MODELS, INCLUDING HOME-BASED PRESCHOOL PROGRAMS AND FLEXIBLE SCHEDULING OPTIONS TO MEET THE NEEDS OF WORKING FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF COMMUNITY-BASED PROGRAMS AND INCLUDE INFORMATION ON THEIR PARTICIPATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER AND TYPES OF COMMUNITY-BASED ORGANIZATIONS PARTICIPATING IN THE PROGRAM, INCLUDING THEIR GEOGRAPHIC DISTRIBUTION;

(II) INFORMATION ON PROGRAM QUALITY, CHILD OUTCOMES, AND FAMILY ENGAGEMENT ACTIVITIES SUPPORTED BY COMMUNITY-BASED PROGRAMS;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR COMMUNITY-BASED ORGANIZATIONS AND EXPANDING THEIR ROLE IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2085: Public-Private Partnerships.

(1) (a) THE DEPARTMENT SHALL PROMOTE AND FACILITATE PUBLIC-PRIVATE PARTNERSHIPS TO SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, WITH A FOCUS ON INCREASING RESOURCES, EXPANDING ACCESS, AND IMPROVING PROGRAM QUALITY.

(b) PUBLIC-PRIVATE PARTNERSHIPS MUST INCLUDE:

(I) COLLABORATION WITH PRIVATE FOUNDATIONS, CORPORATIONS, AND NONPROFIT ORGANIZATIONS TO PROVIDE ADDITIONAL FUNDING FOR PRESCHOOL SERVICES, FACILITY IMPROVEMENTS, AND PROFESSIONAL DEVELOPMENT;

(II) ENGAGEMENT WITH PRIVATE EMPLOYERS TO PROMOTE FAMILY-FRIENDLY POLICIES, INCLUDING SUPPORT FOR EMPLOYEE ACCESS TO PRESCHOOL PROGRAMS AND FLEXIBLE WORK ARRANGEMENTS;

(III) PARTNERSHIPS WITH TECHNOLOGY COMPANIES AND OTHER PRIVATE SECTOR PARTNERS TO DEVELOP AND IMPLEMENT INNOVATIVE TOOLS AND RESOURCES THAT ENHANCE LEARNING OUTCOMES, PARENT ENGAGEMENT, AND PROGRAM EFFICIENCY;

(IV) SUPPORT FOR JOINT INITIATIVES THAT PROMOTE SCHOOL READINESS AND EARLY LEARNING OUTCOMES, SUCH AS LITERACY PROGRAMS, HEALTH AND NUTRITION INITIATIVES, AND MENTAL HEALTH SERVICES.

(2) (a) THE DEPARTMENT SHALL PROVIDE INCENTIVES FOR PRIVATE SECTOR PARTICIPATION IN THE PROGRAM, INCLUDING TAX CREDITS, RECOGNITION AWARDS, AND OPPORTUNITIES FOR PUBLIC-PRIVATE COLLABORATION ON SPECIAL PROJECTS.

(b) THE DEPARTMENT SHALL MONITOR THE IMPACT OF PUBLIC-PRIVATE PARTNERSHIPS AND INCLUDE INFORMATION ON THEIR CONTRIBUTIONS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(I) DATA ON THE NUMBER AND TYPES OF PRIVATE SECTOR PARTNERS ENGAGED WITH THE PROGRAM, INCLUDING THE NATURE OF THEIR CONTRIBUTIONS;

(II) INFORMATION ON THE IMPACT OF PUBLIC-PRIVATE PARTNERSHIPS ON PROGRAM QUALITY, ACCESS, AND OUTCOMES FOR CHILDREN AND FAMILIES;

(III) RECOMMENDATIONS FOR EXPANDING PUBLIC-PRIVATE PARTNERSHIPS TO FURTHER SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2086: Health and Wellness Programs.

(1) (a) THE DEPARTMENT SHALL ESTABLISH HEALTH AND WELLNESS PROGRAMS AS PART OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE THE PHYSICAL, EMOTIONAL, AND MENTAL WELL-BEING OF CHILDREN.

(b) THE HEALTH AND WELLNESS PROGRAMS MUST INCLUDE:

(I) NUTRITIONAL GUIDELINES TO ENSURE CHILDREN RECEIVE HEALTHY MEALS AND SNACKS DURING PRESCHOOL HOURS, IN ALIGNMENT WITH STATE AND FEDERAL NUTRITION STANDARDS;

(II) PHYSICAL ACTIVITY REQUIREMENTS TO ENCOURAGE REGULAR MOVEMENT AND EXERCISE, INCLUDING OUTDOOR PLAYTIME AND AGE-APPROPRIATE GROSS MOTOR SKILLS DEVELOPMENT;

(III) MENTAL HEALTH SUPPORTS, INCLUDING ACCESS TO COUNSELING SERVICES, SOCIAL-EMOTIONAL LEARNING (SEL) PROGRAMS, AND TRAUMA-INFORMED CARE FOR CHILDREN EXPERIENCING ADVERSITY;

(IV) PARTNERSHIPS WITH LOCAL HEALTH CARE PROVIDERS TO OFFER SCREENINGS AND REFERRALS FOR VISION, HEARING, DENTAL, AND OTHER HEALTH-RELATED SERVICES;

(V) PARENT EDUCATION AND ENGAGEMENT ACTIVITIES TO SUPPORT FAMILY WELLNESS AND INFORM PARENTS ABOUT HEALTHY HABITS FOR THEIR CHILDREN.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF HEALTH AND WELLNESS PROGRAMS ON CHILD OUTCOMES AND INCLUDE INFORMATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON PARTICIPATION IN HEALTH AND WELLNESS PROGRAMS, DISAGGREGATED BY GEOGRAPHIC REGION AND DEMOGRAPHICS;

(II) INFORMATION ON CHILD OUTCOMES RELATED TO NUTRITION, PHYSICAL ACTIVITY, AND MENTAL HEALTH;

(III) RECOMMENDATIONS FOR IMPROVING OR EXPANDING HEALTH AND WELLNESS SERVICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2087: Teacher Retention and Compensation.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT STRATEGIES TO IMPROVE TEACHER RETENTION AND COMPENSATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ATTRACT AND RETAIN HIGHLY QUALIFIED EDUCATORS.

(b) THE STRATEGIES MUST INCLUDE:

(I) COMPETITIVE SALARIES FOR EARLY CHILDHOOD EDUCATORS, BASED ON EXPERIENCE, EDUCATION LEVEL, AND PERFORMANCE, WITH A GOAL OF PARITY WITH K-12 EDUCATORS;

(II) BENEFITS PACKAGES THAT INCLUDE HEALTH CARE, RETIREMENT PLANS, AND OTHER EMPLOYEE BENEFITS TO IMPROVE WORKFORCE STABILITY;

(III) LOAN FORGIVENESS PROGRAMS OR SCHOLARSHIP OPPORTUNITIES FOR TEACHERS PURSUING CONTINUING EDUCATION OR ADVANCED CERTIFICATIONS IN EARLY CHILDHOOD EDUCATION;

(IV) RECOGNITION AND INCENTIVE PROGRAMS TO REWARD TEACHER EXCELLENCE AND INNOVATION, INCLUDING ANNUAL AWARDS FOR OUTSTANDING TEACHERS AND MENTORSHIP OPPORTUNITIES FOR HIGH-PERFORMING EDUCATORS;

(V) SUPPORT FOR PROFESSIONAL GROWTH AND CAREER ADVANCEMENT, INCLUDING ACCESS TO LEADERSHIP ROLES, ADDITIONAL TRAINING, AND SPECIALIZED CERTIFICATIONS.

(2) (a) THE DEPARTMENT SHALL MONITOR TEACHER RETENTION RATES AND COMPENSATION LEVELS AND INCLUDE FINDINGS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON TEACHER RETENTION, TURNOVER, AND COMPENSATION, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF COMPENSATION AND BENEFITS ON TEACHER QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING TEACHER RETENTION AND COMPENSATION STRATEGIES TO STRENGTHEN THE EARLY CHILDHOOD WORKFORCE IN TEXAS.

Section 29.2088: Early Childhood Education Research and Development.

(1) (a) THE DEPARTMENT SHALL PROMOTE RESEARCH AND DEVELOPMENT IN THE FIELD OF EARLY CHILDHOOD EDUCATION THROUGH PARTNERSHIPS WITH ACADEMIC INSTITUTIONS, NONPROFIT ORGANIZATIONS, AND PRIVATE SECTOR ENTITIES.

(b) THE RESEARCH AND DEVELOPMENT INITIATIVES MUST INCLUDE:

(I) STUDIES ON THE IMPACT OF EARLY CHILDHOOD EDUCATION PROGRAMS ON LONG-TERM CHILD OUTCOMES, INCLUDING SCHOOL READINESS, ACADEMIC ACHIEVEMENT, AND SOCIAL-EMOTIONAL DEVELOPMENT;

(II) RESEARCH INTO INNOVATIVE INSTRUCTIONAL STRATEGIES AND CURRICULUM MODELS, INCLUDING THE USE OF TECHNOLOGY TO ENHANCE LEARNING IN EARLY CHILDHOOD SETTINGS;

(III) EVALUATION OF WORKFORCE DEVELOPMENT INITIATIVES AND THEIR IMPACT ON TEACHER QUALITY, RETENTION, AND COMPENSATION IN EARLY CHILDHOOD EDUCATION;

(IV) PILOT PROGRAMS TO TEST NEW APPROACHES TO EARLY CHILDHOOD EDUCATION, INCLUDING FLEXIBLE SCHEDULING, MIXED-AGE CLASSROOMS, AND INTEGRATED SERVICES FOR CHILDREN WITH SPECIAL NEEDS;

(V) PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS AND LOCAL GOVERNMENTS TO EXPLORE PLACE-BASED STRATEGIES FOR DELIVERING EARLY CHILDHOOD EDUCATION IN UNDERSERVED COMMUNITIES.

(2) (a) THE DEPARTMENT SHALL PUBLISH THE RESULTS OF RESEARCH AND DEVELOPMENT PROJECTS AND MAKE THE FINDINGS AVAILABLE TO THE PUBLIC, PRESCHOOL PROVIDERS, AND POLICYMAKERS TO INFORM FUTURE PROGRAM IMPROVEMENTS.

(b) THE DEPARTMENT SHALL INCLUDE A SUMMARY OF RESEARCH AND DEVELOPMENT ACTIVITIES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC, INCLUDING RECOMMENDATIONS FOR INCORPORATING INNOVATIVE STRATEGIES INTO THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2089: Environmental Sustainability in Preschool Facilities.

(1) (a) THE DEPARTMENT SHALL PROMOTE ENVIRONMENTAL SUSTAINABILITY IN THE DESIGN, CONSTRUCTION, AND OPERATION OF PRESCHOOL FACILITIES PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) ENVIRONMENTAL SUSTAINABILITY INITIATIVES MUST INCLUDE:

(I) INCENTIVES FOR PRESCHOOL PROVIDERS TO UPGRADE FACILITIES TO MEET GREEN BUILDING STANDARDS, INCLUDING ENERGY-EFFICIENT LIGHTING, HEATING, AND COOLING SYSTEMS;

(II) SUPPORT FOR THE USE OF SUSTAINABLE MATERIALS IN CLASSROOMS, PLAY AREAS, AND OUTDOOR SPACES, INCLUDING ENVIRONMENTALLY FRIENDLY FURNITURE, TOYS, AND PLAYGROUND EQUIPMENT;

(III) GUIDANCE FOR PROVIDERS ON IMPLEMENTING RECYCLING AND WASTE REDUCTION PROGRAMS, INCLUDING COMPOSTING OF ORGANIC WASTE AND THE USE OF REUSABLE MATERIALS;

(IV) STRATEGIES FOR TEACHING CHILDREN ABOUT ENVIRONMENTAL SUSTAINABILITY, INCLUDING CURRICULUM ELEMENTS THAT FOCUS ON NATURE, CONSERVATION, AND ECOLOGICAL RESPONSIBILITY.

(2) (a) THE DEPARTMENT SHALL PROVIDE TECHNICAL ASSISTANCE TO PRESCHOOL PROVIDERS ON INCORPORATING ENVIRONMENTAL SUSTAINABILITY INTO THEIR OPERATIONS AND FACILITIES.

(b) THE DEPARTMENT SHALL MONITOR THE ADOPTION OF ENVIRONMENTAL SUSTAINABILITY PRACTICES AND INCLUDE DATA ON PARTICIPATION AND IMPACT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2090: Access to Technology and Digital Learning Resources.

(1) (a) THE DEPARTMENT SHALL DEVELOP INITIATIVES TO ENSURE PRESCHOOL CHILDREN ENROLLED IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM HAVE ACCESS TO AGE-APPROPRIATE TECHNOLOGY AND DIGITAL LEARNING RESOURCES TO ENHANCE LEARNING OUTCOMES.

(b) ACCESS TO TECHNOLOGY INITIATIVES MUST INCLUDE:

(I) PROVIDING DIGITAL LEARNING TOOLS AND RESOURCES, INCLUDING TABLETS, COMPUTERS, AND INTERACTIVE SOFTWARE, THAT SUPPORT EARLY LITERACY, NUMERACY, AND COGNITIVE DEVELOPMENT;

(II) TRAINING PRESCHOOL PROVIDERS AND TEACHERS ON THE EFFECTIVE USE OF TECHNOLOGY IN THE CLASSROOM TO ENHANCE INSTRUCTION AND PROMOTE ENGAGEMENT AMONG YOUNG LEARNERS;

(III) ENSURING THAT ALL PRESCHOOL FACILITIES HAVE ADEQUATE INTERNET CONNECTIVITY AND TECHNOLOGICAL INFRASTRUCTURE TO SUPPORT DIGITAL LEARNING;

(IV) OFFERING ONLINE LEARNING RESOURCES AND GUIDANCE FOR PARENTS TO REINFORCE LEARNING AT HOME THROUGH DIGITAL PLATFORMS AND APPS THAT PROMOTE EARLY CHILDHOOD EDUCATION;

(V) PARTNERING WITH TECHNOLOGY COMPANIES AND NONPROFIT ORGANIZATIONS TO PROVIDE DISCOUNTED OR FREE ACCESS TO DIGITAL LEARNING TOOLS FOR LOW-INCOME FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE AND IMPACT OF TECHNOLOGY AND DIGITAL LEARNING RESOURCES IN PRESCHOOL SETTINGS AND INCLUDE INFORMATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE AVAILABILITY AND UTILIZATION OF TECHNOLOGY IN PRESCHOOL PROGRAMS, DISAGGREGATED BY GEOGRAPHIC REGION AND DEMOGRAPHICS;

(II) INFORMATION ON CHILD OUTCOMES ASSOCIATED WITH THE USE OF DIGITAL LEARNING TOOLS, INCLUDING COGNITIVE AND LITERACY DEVELOPMENT;

(III) RECOMMENDATIONS FOR EXPANDING ACCESS TO TECHNOLOGY AND DIGITAL LEARNING RESOURCES FOR ALL PRESCHOOL CHILDREN.

Section 29.2091: Inclusion of Children with Disabilities.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE INCLUSIVE OF CHILDREN WITH DISABILITIES TO ENSURE EQUAL ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES.

(b) THE INCLUSION OF CHILDREN WITH DISABILITIES MUST INCLUDE:

(I) PROVIDING INDIVIDUALIZED SUPPORT AND ACCOMMODATIONS BASED ON THE NEEDS OF EACH CHILD WITH A DISABILITY, IN COLLABORATION WITH PARENTS, EDUCATORS, AND SPECIALISTS;

(II) ENSURING THAT ALL PRESCHOOL PROGRAMS OFFER ACCESSIBLE FACILITIES AND CLASSROOMS THAT MEET THE REQUIREMENTS OF THE AMERICANS WITH DISABILITIES ACT (ADA) AND OTHER STATE AND FEDERAL LAWS;

(III) PARTNERING WITH SPECIAL EDUCATION PROVIDERS TO OFFER INCLUSIVE EDUCATION AND THERAPIES, INCLUDING SPEECH, OCCUPATIONAL, AND PHYSICAL THERAPIES, FOR CHILDREN WHO REQUIRE ADDITIONAL SUPPORT;

(IV) PROVIDING PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS AND STAFF TO HELP THEM IMPLEMENT INCLUSIVE PRACTICES AND MEET THE NEEDS OF CHILDREN WITH DISABILITIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF CHILDREN WITH DISABILITIES IN THE PROGRAM AND INCLUDE DATA ON THEIR ENROLLMENT, ACCESS TO SERVICES, AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN WITH DISABILITIES ENROLLED IN THE PROGRAM, DISAGGREGATED BY TYPE OF DISABILITY AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON THE AVAILABILITY AND EFFECTIVENESS OF INCLUSIVE SERVICES AND SUPPORTS FOR CHILDREN WITH DISABILITIES;

(III) RECOMMENDATIONS FOR IMPROVING INCLUSION PRACTICES AND EXPANDING ACCESS TO SERVICES FOR CHILDREN WITH DISABILITIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2092: Early Childhood Mental Health Support.

(1) (a) THE DEPARTMENT SHALL PROVIDE COMPREHENSIVE MENTAL HEALTH SUPPORTS FOR CHILDREN ENROLLED IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE SOCIAL-EMOTIONAL WELL-BEING AND ADDRESS MENTAL HEALTH CHALLENGES EARLY IN A CHILD’S DEVELOPMENT.

(b) MENTAL HEALTH SUPPORTS MUST INCLUDE:

(I) ACCESS TO MENTAL HEALTH PROFESSIONALS, INCLUDING COUNSELORS, SOCIAL WORKERS, AND PSYCHOLOGISTS, TO SUPPORT CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT AND PROVIDE INTERVENTIONS AS NEEDED;

(II) TRAINING FOR PRESCHOOL PROVIDERS AND TEACHERS ON MENTAL HEALTH AWARENESS, TRAUMA-INFORMED CARE, AND STRATEGIES TO ADDRESS BEHAVIORAL AND EMOTIONAL CHALLENGES IN THE CLASSROOM;

(III) SCREENINGS FOR SOCIAL-EMOTIONAL AND BEHAVIORAL ISSUES AS PART OF ROUTINE HEALTH ASSESSMENTS, WITH REFERRALS FOR MORE SPECIALIZED SERVICES WHEN APPROPRIATE;

(IV) FAMILY ENGAGEMENT AND EDUCATION ACTIVITIES TO INFORM PARENTS AND GUARDIANS ABOUT THE IMPORTANCE OF MENTAL HEALTH IN EARLY CHILDHOOD AND PROVIDE SUPPORT FOR ADDRESSING MENTAL HEALTH CONCERNS AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF MENTAL HEALTH SUPPORT SERVICES ON CHILD OUTCOMES AND INCLUDE INFORMATION ON SERVICE UTILIZATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN RECEIVING MENTAL HEALTH SUPPORT SERVICES, DISAGGREGATED BY GEOGRAPHIC REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF MENTAL HEALTH INTERVENTIONS ON CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR IMPROVING MENTAL HEALTH SERVICES AND EXPANDING ACCESS TO SUPPORTS FOR CHILDREN IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2093: Parental Rights and Participation.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE THE ACTIVE INVOLVEMENT OF PARENTS AND GUARDIANS IN THEIR CHILDREN’S EARLY EDUCATION AND ENSURE THAT PARENTS’ RIGHTS ARE RESPECTED IN ALL ASPECTS OF THE PROGRAM.

(b) PARENTAL RIGHTS AND PARTICIPATION MUST INCLUDE:

(I) THE RIGHT TO ACCESS INFORMATION ABOUT THEIR CHILD’S PRESCHOOL PROGRAM, INCLUDING CURRICULUM, ASSESSMENTS, AND DAILY ACTIVITIES;

(II) THE RIGHT TO VISIT AND OBSERVE THEIR CHILD’S PRESCHOOL CLASSROOM DURING REGULAR HOURS OF OPERATION;

(III) OPPORTUNITIES FOR PARENTS TO PARTICIPATE IN DECISION-MAKING PROCESSES, INCLUDING PARENT-TEACHER CONFERENCES, ADVISORY BOARDS, AND FOCUS GROUPS;

(IV) ENGAGEMENT STRATEGIES THAT SUPPORT PARENTAL INVOLVEMENT IN THEIR CHILDREN’S LEARNING, INCLUDING WORKSHOPS, FAMILY NIGHTS, AND VOLUNTEER OPPORTUNITIES;

(V) RESPECT FOR THE CULTURAL, LINGUISTIC, AND INDIVIDUAL NEEDS OF FAMILIES IN ALL INTERACTIONS AND COMMUNICATIONS WITH PRESCHOOL PROVIDERS.

(2) (a) THE DEPARTMENT SHALL MONITOR PARENTAL PARTICIPATION IN THE PROGRAM AND INCLUDE DATA ON FAMILY ENGAGEMENT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON PARENTAL INVOLVEMENT ACTIVITIES AND PARTICIPATION RATES, DISAGGREGATED BY DEMOGRAPHICS AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON THE IMPACT OF PARENTAL INVOLVEMENT ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR ENHANCING PARENTAL ENGAGEMENT STRATEGIES AND IMPROVING FAMILY PARTICIPATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2094: Early Literacy and Numeracy Programs.

(1) (a) THE DEPARTMENT SHALL PROMOTE THE DEVELOPMENT OF EARLY LITERACY AND NUMERACY SKILLS AS PART OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT CHILDREN ENTER KINDERGARTEN WITH A STRONG FOUNDATION IN LANGUAGE AND MATHEMATICS.

(b) EARLY LITERACY AND NUMERACY PROGRAMS MUST INCLUDE:

(I) THE IMPLEMENTATION OF RESEARCH-BASED CURRICULA THAT FOCUS ON EARLY LANGUAGE DEVELOPMENT, VOCABULARY, AND PHONEMIC AWARENESS, AS WELL AS BASIC NUMERACY CONCEPTS SUCH AS COUNTING, SHAPES, AND MEASUREMENTS;

(II) TRAINING FOR PRESCHOOL TEACHERS AND STAFF ON EFFECTIVE INSTRUCTIONAL STRATEGIES FOR TEACHING EARLY LITERACY AND NUMERACY SKILLS;

(III) ASSESSMENT TOOLS THAT HELP MEASURE THE LITERACY AND NUMERACY DEVELOPMENT OF PRESCHOOL CHILDREN, INCLUDING TOOLS THAT SUPPORT EARLY IDENTIFICATION OF CHILDREN WHO MAY NEED ADDITIONAL SUPPORT;

(IV) ENGAGEMENT WITH PARENTS TO PROVIDE STRATEGIES AND RESOURCES FOR PROMOTING LITERACY AND NUMERACY DEVELOPMENT AT HOME, INCLUDING ACTIVITIES SUCH AS READING TOGETHER AND COUNTING GAMES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF EARLY LITERACY AND NUMERACY PROGRAMS AND INCLUDE INFORMATION ON STUDENT PROGRESS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE LITERACY AND NUMERACY DEVELOPMENT OF CHILDREN IN THE PROGRAM, DISAGGREGATED BY GEOGRAPHIC REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TEACHER TRAINING AND CURRICULUM IMPLEMENTATION ON CHILDREN’S SCHOOL READINESS AND ACADEMIC SKILLS;

(III) RECOMMENDATIONS FOR IMPROVING LITERACY AND NUMERACY OUTCOMES FOR ALL CHILDREN IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2095: Collaboration with K-12 Education System.

(1) (a) THE DEPARTMENT SHALL COLLABORATE WITH THE TEXAS EDUCATION AGENCY (TEA) AND LOCAL SCHOOL DISTRICTS TO ENSURE A SMOOTH TRANSITION FROM PRESCHOOL TO KINDERGARTEN AND TO ALIGN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WITH THE BROADER K-12 EDUCATION SYSTEM.

(b) THE COLLABORATION WITH K-12 MUST INCLUDE:

(I) ALIGNING PRESCHOOL CURRICULUM AND STANDARDS WITH KINDERGARTEN READINESS EXPECTATIONS TO ENSURE A CONTINUUM OF LEARNING FROM PRESCHOOL THROUGH ELEMENTARY SCHOOL;

(II) PROVIDING SUPPORT FOR PRESCHOOL PROVIDERS AND ELEMENTARY SCHOOLS TO FACILITATE TRANSITION ACTIVITIES, INCLUDING KINDERGARTEN ORIENTATION EVENTS AND PARENT INFORMATION SESSIONS;

(III) SHARING DATA BETWEEN PRESCHOOLS AND ELEMENTARY SCHOOLS, WITH PARENTAL CONSENT, TO INFORM KINDERGARTEN TEACHERS ABOUT THE STRENGTHS AND NEEDS OF CHILDREN ENTERING THEIR CLASSROOMS;

(IV) PROMOTING COLLABORATION AMONG PRESCHOOL PROVIDERS, KINDERGARTEN TEACHERS, AND ELEMENTARY SCHOOL ADMINISTRATORS TO SHARE BEST PRACTICES IN EARLY CHILDHOOD EDUCATION AND TO ENSURE CONSISTENCY IN INSTRUCTIONAL APPROACHES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE EFFECTIVENESS OF COLLABORATION WITH THE K-12 SYSTEM AND INCLUDE INFORMATION ON TRANSITION ACTIVITIES AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION IN TRANSITION ACTIVITIES AND THE ALIGNMENT OF CURRICULA, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF COLLABORATION ON CHILDREN’S KINDERGARTEN READINESS AND ACADEMIC OUTCOMES;

(III) RECOMMENDATIONS FOR STRENGTHENING COLLABORATION BETWEEN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND THE K-12 EDUCATION SYSTEM.

Section 29.2096: School Readiness Assessments.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A SYSTEM OF SCHOOL READINESS ASSESSMENTS AS PART OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO MONITOR THE DEVELOPMENT AND PROGRESS OF CHILDREN AND TO ENSURE THAT THEY ARE PREPARED FOR KINDERGARTEN.

(b) SCHOOL READINESS ASSESSMENTS MUST INCLUDE:

(I) DEVELOPMENTALLY APPROPRIATE ASSESSMENT TOOLS THAT MEASURE KEY INDICATORS OF SCHOOL READINESS, INCLUDING COGNITIVE, LANGUAGE, SOCIAL-EMOTIONAL, AND PHYSICAL DEVELOPMENT;

(II) TRAINING FOR PRESCHOOL TEACHERS AND STAFF ON ADMINISTERING AND INTERPRETING SCHOOL READINESS ASSESSMENTS TO IDENTIFY CHILDREN’S STRENGTHS AND AREAS FOR SUPPORT;

(III) PROCEDURES FOR USING ASSESSMENT RESULTS TO INFORM INDIVIDUALIZED LEARNING PLANS AND INTERVENTIONS FOR CHILDREN WHO MAY NEED ADDITIONAL ASSISTANCE BEFORE ENTERING KINDERGARTEN;

(IV) SHARING ASSESSMENT RESULTS WITH PARENTS AND GUARDIANS TO PROVIDE INSIGHT INTO THEIR CHILDREN’S DEVELOPMENT AND TO SUPPORT FAMILY ENGAGEMENT IN SCHOOL READINESS ACTIVITIES AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE EFFECTIVENESS OF SCHOOL READINESS ASSESSMENTS AND INCLUDE INFORMATION ON CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE SCHOOL READINESS OF CHILDREN IN THE PROGRAM, DISAGGREGATED BY REGION, DEMOGRAPHICS, AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF SCHOOL READINESS ASSESSMENTS ON CHILDREN’S TRANSITION TO KINDERGARTEN AND LONG-TERM ACADEMIC OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING SCHOOL READINESS ASSESSMENT PRACTICES AND OUTCOMES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2097: Equity and Access for Historically Underserved Populations.

(1) (a) THE DEPARTMENT SHALL ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM PROVIDES EQUITABLE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES FOR ALL CHILDREN, INCLUDING THOSE FROM HISTORICALLY UNDERSERVED POPULATIONS.

(b) THE STRATEGY FOR ENSURING EQUITY AND ACCESS MUST INCLUDE:

(I) TARGETING OUTREACH AND ENROLLMENT EFFORTS TOWARD LOW-INCOME FAMILIES, RURAL COMMUNITIES, AND POPULATIONS THAT HAVE HISTORICALLY LACKED ACCESS TO PRESCHOOL SERVICES;

(II) PROVIDING ADDITIONAL SUPPORTS AND RESOURCES FOR CHILDREN WHO ARE DUAL LANGUAGE LEARNERS, CHILDREN WITH DISABILITIES, AND CHILDREN FROM MINORITY AND IMMIGRANT COMMUNITIES;

(III) PARTNERING WITH COMMUNITY-BASED ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND LOCAL GOVERNMENTS TO ENHANCE OUTREACH AND SERVICE DELIVERY IN HISTORICALLY UNDERSERVED COMMUNITIES;

(IV) MONITORING ENROLLMENT TRENDS TO IDENTIFY DISPARITIES IN ACCESS AND ENSURING THAT ALL ELIGIBLE CHILDREN HAVE OPPORTUNITIES TO PARTICIPATE IN THE PROGRAM.

(2) (a) THE DEPARTMENT SHALL INCLUDE DATA ON EQUITY AND ACCESS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF CHILDREN FROM HISTORICALLY UNDERSERVED POPULATIONS, DISAGGREGATED BY REGION, DEMOGRAPHICS, AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF OUTREACH AND SUPPORT STRATEGIES ON EQUITY IN ENROLLMENT AND PARTICIPATION;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES FOR HISTORICALLY UNDERSERVED POPULATIONS AND REDUCING DISPARITIES IN PROGRAM PARTICIPATION.

Section 29.2098: Workforce Diversity and Inclusion.

(1) (a) THE DEPARTMENT SHALL PROMOTE DIVERSITY AND INCLUSION IN THE WORKFORCE OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO REFLECT THE CULTURAL AND LINGUISTIC DIVERSITY OF THE CHILDREN AND FAMILIES SERVED BY THE PROGRAM.

(b) WORKFORCE DIVERSITY AND INCLUSION INITIATIVES MUST INCLUDE:

(I) RECRUITMENT STRATEGIES THAT ENCOURAGE INDIVIDUALS FROM DIVERSE BACKGROUNDS, INCLUDING MINORITY GROUPS AND BILINGUAL CANDIDATES, TO PURSUE CAREERS IN EARLY CHILDHOOD EDUCATION;

(II) PROFESSIONAL DEVELOPMENT AND TRAINING OPPORTUNITIES THAT PROMOTE CULTURAL COMPETENCY, ANTI-BIAS EDUCATION, AND INCLUSIVE TEACHING PRACTICES;

(III) PARTNERSHIPS WITH COMMUNITY COLLEGES, UNIVERSITIES, AND OTHER EDUCATIONAL INSTITUTIONS TO SUPPORT THE TRAINING AND CERTIFICATION OF EARLY CHILDHOOD EDUCATORS FROM DIVERSE BACKGROUNDS;

(IV) INCENTIVES FOR PRESCHOOL PROVIDERS THAT DEMONSTRATE A COMMITMENT TO HIRING AND RETAINING A DIVERSE WORKFORCE AND IMPLEMENTING INCLUSIVE PRACTICES IN THE CLASSROOM.

(2) (a) THE DEPARTMENT SHALL MONITOR WORKFORCE DIVERSITY AND INCLUSION IN THE PROGRAM AND INCLUDE DATA ON WORKFORCE CHARACTERISTICS AND TRAINING PARTICIPATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE DEMOGRAPHIC CHARACTERISTICS OF THE EARLY CHILDHOOD EDUCATION WORKFORCE, DISAGGREGATED BY REGION AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF DIVERSITY AND INCLUSION INITIATIVES ON WORKFORCE QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING WORKFORCE DIVERSITY AND INCLUSION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2099: Supporting Dual-Generation Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL INCORPORATE A DUAL-GENERATION APPROACH THAT SUPPORTS BOTH CHILDREN AND THEIR PARENTS OR CAREGIVERS BY PROVIDING EDUCATIONAL OPPORTUNITIES AND FAMILY SUPPORT SERVICES.

(b) DUAL-GENERATION PROGRAMS MUST INCLUDE:

(I) SERVICES THAT SUPPORT THE EDUCATIONAL AND CAREER ADVANCEMENT OF PARENTS, SUCH AS ADULT EDUCATION, JOB TRAINING, AND FINANCIAL LITERACY PROGRAMS, OFFERED IN PARTNERSHIP WITH COMMUNITY ORGANIZATIONS AND WORKFORCE DEVELOPMENT AGENCIES;

(II) PROGRAMS THAT FOSTER PARENTAL ENGAGEMENT IN CHILDREN’S LEARNING, INCLUDING WORKSHOPS AND RESOURCES ON CHILD DEVELOPMENT, SCHOOL READINESS, AND EFFECTIVE PARENTING PRACTICES;

(III) FAMILY SUPPORT SERVICES THAT ADDRESS THE HOLISTIC NEEDS OF FAMILIES, INCLUDING ACCESS TO HOUSING, HEALTH CARE, CHILD CARE ASSISTANCE, AND SOCIAL SERVICES;

(IV) OPPORTUNITIES FOR PARENTS AND CHILDREN TO LEARN TOGETHER, THROUGH ACTIVITIES AND EVENTS THAT PROMOTE FAMILY BONDING AND SHARED LEARNING EXPERIENCES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF DUAL-GENERATION PROGRAMS AND INCLUDE DATA ON PARTICIPATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF FAMILIES IN DUAL-GENERATION PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF DUAL-GENERATION PROGRAMS ON CHILD OUTCOMES, PARENTAL ENGAGEMENT, AND FAMILY ECONOMIC STABILITY;

(III) RECOMMENDATIONS FOR EXPANDING DUAL-GENERATION PROGRAMS TO BETTER SUPPORT FAMILIES PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2100: Provider Accountability and Performance Measures.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PERFORMANCE MEASURES AND ACCOUNTABILITY STANDARDS FOR PRESCHOOL PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE HIGH-QUALITY SERVICE DELIVERY AND POSITIVE CHILD OUTCOMES.

(b) PROVIDER ACCOUNTABILITY AND PERFORMANCE MEASURES MUST INCLUDE:

(I) STANDARDS FOR CLASSROOM QUALITY, INCLUDING STAFF-CHILD RATIOS, TEACHER QUALIFICATIONS, AND THE USE OF DEVELOPMENTALLY APPROPRIATE CURRICULA AND TEACHING STRATEGIES;

(II) PROCEDURES FOR REGULAR MONITORING AND EVALUATION OF PROVIDER PERFORMANCE, INCLUDING SITE VISITS, DATA REVIEWS, AND CLASSROOM OBSERVATIONS TO ASSESS COMPLIANCE WITH PROGRAM REQUIREMENTS;

(III) DATA COLLECTION ON CHILD OUTCOMES, INCLUDING MEASURES OF SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND ACADEMIC PROGRESS, TO INFORM PROGRAM IMPROVEMENT EFFORTS;

(IV) A SYSTEM FOR REWARDING HIGH-PERFORMING PROVIDERS AND SUPPORTING LOW-PERFORMING PROVIDERS THROUGH TECHNICAL ASSISTANCE, PROFESSIONAL DEVELOPMENT, AND OTHER RESOURCES TO IMPROVE QUALITY.

(2) (a) THE DEPARTMENT SHALL INCLUDE DATA ON PROVIDER ACCOUNTABILITY AND PERFORMANCE MEASURES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON PROVIDER PERFORMANCE, INCLUDING COMPLIANCE WITH PROGRAM REQUIREMENTS AND CHILD OUTCOMES, DISAGGREGATED BY REGION AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF ACCOUNTABILITY MEASURES ON PROVIDER QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING ACCOUNTABILITY AND PERFORMANCE MEASURES TO ENHANCE THE QUALITY OF PRESCHOOL SERVICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2101: Continuous Quality Improvement (CQI) Process.

(1) (a) THE DEPARTMENT SHALL IMPLEMENT A CONTINUOUS QUALITY IMPROVEMENT (CQI) PROCESS FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT THE PROGRAM REMAINS RESPONSIVE TO THE NEEDS OF CHILDREN AND FAMILIES AND IS ALIGNED WITH BEST PRACTICES IN EARLY CHILDHOOD EDUCATION.

(b) THE CQI PROCESS MUST INCLUDE:

(I) THE USE OF DATA AND EVIDENCE TO IDENTIFY AREAS FOR IMPROVEMENT IN PROGRAM DELIVERY, CHILD OUTCOMES, AND FAMILY ENGAGEMENT;

(II) OPPORTUNITIES FOR PRESCHOOL PROVIDERS, TEACHERS, PARENTS, AND COMMUNITY STAKEHOLDERS TO PROVIDE FEEDBACK AND INPUT ON PROGRAM IMPROVEMENTS;

(III) THE DEVELOPMENT AND IMPLEMENTATION OF STRATEGIC PLANS FOR IMPROVING PROGRAM QUALITY, BASED ON DATA AND FEEDBACK, WITH CLEAR GOALS AND OBJECTIVES FOR ENHANCING SERVICE DELIVERY AND CHILD OUTCOMES;

(IV) REGULAR REVIEW AND ADJUSTMENT OF PROGRAM POLICIES, PROCEDURES, AND STANDARDS TO REFLECT EMERGING RESEARCH AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF THE CQI PROCESS AND INCLUDE DATA ON PROGRAM IMPROVEMENTS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPACT OF CQI EFFORTS ON PROGRAM QUALITY AND CHILD OUTCOMES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON PROGRAM IMPROVEMENTS IMPLEMENTED THROUGH THE CQI PROCESS AND THEIR EFFECTIVENESS IN ENHANCING SERVICE DELIVERY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR STRENGTHENING THE CQI PROCESS AND ENSURING THAT PROGRAM IMPROVEMENTS ARE SUSTAINABLE AND SCALABLE.

Section 29.2102: Family-Centered Practices.

(1) (a) THE DEPARTMENT SHALL PROMOTE FAMILY-CENTERED PRACTICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT FAMILIES ARE ACTIVE PARTICIPANTS IN THEIR CHILDREN'S LEARNING AND DEVELOPMENT AND THAT PRESCHOOL PROVIDERS RECOGNIZE THE CENTRAL ROLE OF FAMILIES IN A CHILD’S SUCCESS.

(b) FAMILY-CENTERED PRACTICES MUST INCLUDE:

(I) STRATEGIES TO ENGAGE FAMILIES AS PARTNERS IN THEIR CHILDREN’S EDUCATION, INCLUDING REGULAR COMMUNICATION BETWEEN PRESCHOOL PROVIDERS AND PARENTS ABOUT CHILDREN'S PROGRESS AND DEVELOPMENT;

(II) OPPORTUNITIES FOR PARENTS TO PARTICIPATE IN PRESCHOOL PROGRAM ACTIVITIES, INCLUDING VOLUNTEER OPPORTUNITIES, PARENT-TEACHER CONFERENCES, AND FAMILY WORKSHOPS;

(III) SUPPORT SERVICES FOR FAMILIES, INCLUDING REFERRALS TO COMMUNITY RESOURCES, PARENT EDUCATION PROGRAMS, AND ACCESS TO SOCIAL SERVICES THAT PROMOTE FAMILY WELL-BEING;

(IV) CULTURALLY RESPONSIVE PRACTICES THAT RESPECT THE DIVERSE CULTURAL AND LINGUISTIC BACKGROUNDS OF FAMILIES AND PROMOTE INCLUSION IN ALL PROGRAM ACTIVITIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF FAMILY-CENTERED PRACTICES AND INCLUDE INFORMATION ON FAMILY ENGAGEMENT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON FAMILY PARTICIPATION IN PROGRAM ACTIVITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF FAMILY-CENTERED PRACTICES ON CHILD OUTCOMES AND FAMILY WELL-BEING;

(III) RECOMMENDATIONS FOR IMPROVING FAMILY-CENTERED PRACTICES AND ENHANCING FAMILY ENGAGEMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2103: Addressing the Needs of Rural Communities.

(1) (a) THE DEPARTMENT SHALL IMPLEMENT STRATEGIES TO ADDRESS THE UNIQUE CHALLENGES FACED BY RURAL COMMUNITIES IN ACCESSING PRESCHOOL SERVICES THROUGH THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) STRATEGIES TO SUPPORT RURAL COMMUNITIES MUST INCLUDE:

(I) PROVIDING GRANTS AND FINANCIAL INCENTIVES TO PRESCHOOL PROVIDERS IN RURAL AREAS TO EXPAND CAPACITY AND IMPROVE THE QUALITY OF SERVICES;

(II) PARTNERING WITH LOCAL GOVERNMENTS AND COMMUNITY-BASED ORGANIZATIONS IN RURAL COMMUNITIES TO SUPPORT OUTREACH AND ENROLLMENT EFFORTS, ENSURING THAT ALL ELIGIBLE CHILDREN HAVE ACCESS TO PRESCHOOL SERVICES;

(III) USING FLEXIBLE DELIVERY MODELS, INCLUDING HOME-BASED PROGRAMS AND MOBILE PRESCHOOL SERVICES, TO REACH FAMILIES IN REMOTE AREAS;

(IV) OFFERING SUPPORT FOR TRANSPORTATION SERVICES TO HELP CHILDREN IN RURAL COMMUNITIES ATTEND PRESCHOOL PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF STRATEGIES TO SUPPORT RURAL COMMUNITIES AND INCLUDE INFORMATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT AND PROGRAM QUALITY IN RURAL AREAS, DISAGGREGATED BY REGION;

(II) INFORMATION ON THE IMPACT OF RURAL SUPPORT STRATEGIES ON ACCESS TO PRESCHOOL SERVICES AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES IN RURAL COMMUNITIES AND ENSURING THAT CHILDREN IN THESE AREAS HAVE THE SAME OPPORTUNITIES FOR HIGH-QUALITY EARLY EDUCATION AS THEIR URBAN COUNTERPARTS.

Section 29.2104: Leveraging Federal Funding and Resources.

(1) (a) THE DEPARTMENT SHALL WORK TO LEVERAGE AVAILABLE FEDERAL FUNDING AND RESOURCES TO SUPPORT THE IMPLEMENTATION AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) STRATEGIES TO LEVERAGE FEDERAL FUNDING MUST INCLUDE:

(I) IDENTIFYING AND APPLYING FOR FEDERAL GRANTS, INCLUDING FUNDING FROM THE U.S. DEPARTMENT OF EDUCATION, THE U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES, AND OTHER FEDERAL AGENCIES THAT SUPPORT EARLY CHILDHOOD EDUCATION;

(II) COORDINATING THE USE OF FEDERAL FUNDS WITH STATE AND LOCAL RESOURCES TO MAXIMIZE THE IMPACT OF PRESCHOOL PROGRAMS, INCLUDING BLENDING AND BRAIDING FUNDS TO SUPPORT PROGRAM QUALITY AND EXPANSION;

(III) ENSURING THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM MEETS ALL REQUIREMENTS TO RECEIVE FEDERAL FUNDS, INCLUDING COMPLIANCE WITH FEDERAL STANDARDS AND REPORTING REQUIREMENTS;

(IV) PARTNERING WITH OTHER STATES AND NATIONAL ORGANIZATIONS TO ADVOCATE FOR INCREASED FEDERAL SUPPORT FOR EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE OF FEDERAL FUNDS AND RESOURCES TO SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON FUNDING SOURCES AND PROGRAM IMPACT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE AMOUNT AND SOURCES OF FEDERAL FUNDING USED TO SUPPORT THE PROGRAM;

(II) INFORMATION ON THE IMPACT OF FEDERAL FUNDS ON PROGRAM EXPANSION, QUALITY, AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR INCREASING THE USE OF FEDERAL RESOURCES TO SUPPORT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2105: Access to Child Care for Working Families.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE FLEXIBLE CHILD CARE OPTIONS TO SUPPORT WORKING FAMILIES AND ENSURE THAT ALL CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES, REGARDLESS OF PARENTS' WORK SCHEDULES.

(b) ACCESS TO CHILD CARE FOR WORKING FAMILIES MUST INCLUDE:

(I) FLEXIBLE PROGRAM SCHEDULING OPTIONS, INCLUDING BEFORE AND AFTER SCHOOL CARE, TO ACCOMMODATE WORKING PARENTS AND CAREGIVERS;

(II) PARTNERSHIPS WITH CHILD CARE PROVIDERS TO INTEGRATE PRESCHOOL SERVICES INTO FULL-DAY CHILD CARE PROGRAMS, PROVIDING SEAMLESS SUPPORT FOR CHILDREN AND FAMILIES;

(III) SUPPORT FOR WORKING FAMILIES THROUGH SUBSIDIES OR SLIDING SCALE FEES BASED ON FAMILY INCOME, ENSURING THAT CHILD CARE REMAINS AFFORDABLE WHILE MAINTAINING HIGH STANDARDS OF QUALITY;

(IV) OUTREACH TO EMPLOYERS TO PROMOTE FAMILY-FRIENDLY WORKPLACE POLICIES, INCLUDING SUPPORT FOR EMPLOYEE ACCESS TO AFFORDABLE PRESCHOOL AND CHILD CARE SERVICES.

(2) (a) THE DEPARTMENT SHALL MONITOR ACCESS TO CHILD CARE FOR WORKING FAMILIES AND INCLUDE DATA ON PARTICIPATION AND PROGRAM IMPACT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE AVAILABILITY AND UTILIZATION OF FLEXIBLE CHILD CARE OPTIONS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF CHILD CARE OPTIONS ON FAMILY PARTICIPATION IN THE PROGRAM AND ON CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO CHILD CARE SERVICES FOR WORKING FAMILIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2106: Professional Development for Early Childhood Educators.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM TO ENSURE THAT ALL EARLY CHILDHOOD EDUCATORS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM HAVE ACCESS TO HIGH-QUALITY TRAINING AND CONTINUING EDUCATION OPPORTUNITIES.

(b) THE PROFESSIONAL DEVELOPMENT PROGRAM MUST INCLUDE:

(I) TRAINING ON RESEARCH-BASED INSTRUCTIONAL STRATEGIES, CLASSROOM MANAGEMENT, AND CHILD DEVELOPMENT, INCLUDING BEST PRACTICES FOR SUPPORTING SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND INCLUSIVE EDUCATION;

(II) OPPORTUNITIES FOR EARLY CHILDHOOD EDUCATORS TO PURSUE ADVANCED DEGREES OR CERTIFICATIONS IN EARLY CHILDHOOD EDUCATION, WITH FINANCIAL SUPPORT PROVIDED THROUGH SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, OR OTHER INCENTIVES;

(III) ONGOING PROFESSIONAL DEVELOPMENT OPPORTUNITIES, INCLUDING WORKSHOPS, CONFERENCES, ONLINE TRAININGS, AND PEER LEARNING COMMUNITIES TO FOSTER COLLABORATION AMONG EDUCATORS;

(IV) MENTORSHIP AND COACHING PROGRAMS THAT PROVIDE SUPPORT AND GUIDANCE FOR NEW EDUCATORS OR EDUCATORS SEEKING TO IMPROVE THEIR PRACTICE.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF PROFESSIONAL DEVELOPMENT PROGRAMS ON TEACHER QUALITY AND CHILD OUTCOMES AND INCLUDE DATA ON PARTICIPATION AND PROGRAM EFFECTIVENESS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF EDUCATORS IN PROFESSIONAL DEVELOPMENT PROGRAMS, DISAGGREGATED BY REGION AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF PROFESSIONAL DEVELOPMENT ON TEACHER QUALITY, RETENTION, AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO STRENGTHEN THE EARLY CHILDHOOD EDUCATION WORKFORCE.

Section 29.2107: Data-Driven Decision-Making.

(1) (a) THE DEPARTMENT SHALL PROMOTE DATA-DRIVEN DECISION-MAKING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO IMPROVE PROGRAM QUALITY, ACCOUNTABILITY, AND OUTCOMES FOR CHILDREN AND FAMILIES.

(b) DATA-DRIVEN DECISION-MAKING MUST INCLUDE:

(I) THE USE OF DATA ON CHILD OUTCOMES, PROGRAM QUALITY, AND FAMILY ENGAGEMENT TO INFORM CONTINUOUS PROGRAM IMPROVEMENT AND TO GUIDE POLICY DECISIONS AT THE STATE AND LOCAL LEVEL;

(II) COLLABORATION WITH RESEARCH INSTITUTIONS, NONPROFIT ORGANIZATIONS, AND COMMUNITY PARTNERS TO CONDUCT RESEARCH AND EVALUATIONS THAT PROVIDE INSIGHT INTO BEST PRACTICES AND EMERGING TRENDS IN EARLY CHILDHOOD EDUCATION;

(III) THE DEVELOPMENT OF DATA COLLECTION AND REPORTING PROTOCOLS THAT ENSURE TRANSPARENCY AND ACCOUNTABILITY IN THE USE OF PUBLIC FUNDS AND THE DELIVERY OF PRESCHOOL SERVICES;

(IV) OPPORTUNITIES FOR PARENTS, EDUCATORS, AND COMMUNITY MEMBERS TO PROVIDE INPUT ON PROGRAM PERFORMANCE AND TO USE DATA TO ADVOCATE FOR IMPROVEMENTS IN PROGRAM QUALITY AND ACCESS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE OF DATA FOR DECISION-MAKING AND INCLUDE INFORMATION ON PROGRAM OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE USE OF DATA-DRIVEN DECISION-MAKING TO IMPROVE PROGRAM QUALITY AND CHILD OUTCOMES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF DATA-DRIVEN DECISIONS ON PROGRAM PERFORMANCE, FAMILY ENGAGEMENT, AND CHILD SUCCESS;

(III) RECOMMENDATIONS FOR STRENGTHENING DATA-DRIVEN DECISION-MAKING PROCESSES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2108: Public Awareness and Outreach Campaign.

(1) (a) THE DEPARTMENT SHALL LAUNCH AND MAINTAIN A PUBLIC AWARENESS AND OUTREACH CAMPAIGN TO PROMOTE THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INFORM ELIGIBLE FAMILIES ABOUT THE BENEFITS AND AVAILABILITY OF PRESCHOOL SERVICES, AND ENCOURAGE ENROLLMENT.

(b) THE PUBLIC AWARENESS CAMPAIGN MUST INCLUDE:

(I) MULTILINGUAL OUTREACH MATERIALS AND MESSAGES THAT ARE CULTURALLY RELEVANT AND ACCESSIBLE TO DIVERSE COMMUNITIES ACROSS TEXAS, INCLUDING LOW-INCOME FAMILIES, RURAL COMMUNITIES, AND HISTORICALLY UNDERSERVED POPULATIONS;

(II) PARTNERSHIPS WITH LOCAL MEDIA OUTLETS, COMMUNITY-BASED ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND OTHER STAKEHOLDERS TO EXPAND OUTREACH EFFORTS AND MAXIMIZE REACH;

(III) DIGITAL MARKETING STRATEGIES, INCLUDING SOCIAL MEDIA CAMPAIGNS, ONLINE ADVERTISING, AND MOBILE TECHNOLOGY TO REACH PARENTS AND CAREGIVERS WHERE THEY ARE;

(IV) INFORMATION SESSIONS, COMMUNITY EVENTS, AND FAMILY ENGAGEMENT ACTIVITIES TO PROVIDE DIRECT INFORMATION AND ENCOURAGE PARTICIPATION IN THE PROGRAM.

(2) (a) THE DEPARTMENT SHALL EVALUATE THE EFFECTIVENESS OF THE PUBLIC AWARENESS CAMPAIGN AND ADJUST ITS STRATEGIES TO MAXIMIZE REACH AND IMPACT.

(b) THE DEPARTMENT SHALL INCLUDE INFORMATION ON PUBLIC AWARENESS EFFORTS AND ENROLLMENT DATA IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

Section 29.2109: Family Support Services.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE FAMILY SUPPORT SERVICES TO PROMOTE FAMILY WELL-BEING AND TO HELP PARENTS AND CAREGIVERS SUPPORT THEIR CHILDREN'S LEARNING AND DEVELOPMENT.

(b) FAMILY SUPPORT SERVICES MUST INCLUDE:

(I) ACCESS TO PARENT EDUCATION PROGRAMS, INCLUDING WORKSHOPS AND RESOURCES THAT INFORM PARENTS ABOUT EARLY CHILDHOOD DEVELOPMENT, SCHOOL READINESS, AND STRATEGIES FOR ENGAGING WITH THEIR CHILDREN'S LEARNING;

(II) REFERRALS TO SOCIAL SERVICES, INCLUDING HOUSING ASSISTANCE, EMPLOYMENT SUPPORT, AND HEALTH CARE SERVICES, TO ADDRESS THE NEEDS OF FAMILIES AND PROMOTE FAMILY STABILITY;

(III) MENTAL HEALTH SUPPORT FOR FAMILIES, INCLUDING COUNSELING SERVICES, PARENT SUPPORT GROUPS, AND RESOURCES TO ADDRESS FAMILY STRESS AND TRAUMA;

(IV) FAMILY ENGAGEMENT STRATEGIES THAT ENCOURAGE PARENTS TO PARTICIPATE IN PRESCHOOL PROGRAM ACTIVITIES, INCLUDING VOLUNTEER OPPORTUNITIES, PARENT-TEACHER CONFERENCES, AND FAMILY NIGHTS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF FAMILY SUPPORT SERVICES AND INCLUDE DATA ON FAMILY PARTICIPATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE UTILIZATION OF FAMILY SUPPORT SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF FAMILY SUPPORT SERVICES ON FAMILY WELL-BEING AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR EXPANDING FAMILY SUPPORT SERVICES TO BETTER MEET THE NEEDS OF FAMILIES PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2110: Transition to Kindergarten Support.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PROGRAMS AND SERVICES TO SUPPORT A SMOOTH TRANSITION FOR CHILDREN MOVING FROM PRESCHOOL TO KINDERGARTEN, WITH A FOCUS ON ALIGNING CURRICULUM, EXPECTATIONS, AND SUPPORT SERVICES TO ENSURE CONTINUITY IN LEARNING.

(b) TRANSITION TO KINDERGARTEN SUPPORT MUST INCLUDE:

(I) COLLABORATION BETWEEN PRESCHOOL PROVIDERS AND LOCAL ELEMENTARY SCHOOLS TO ALIGN CURRICULUM AND ASSESSMENTS WITH KINDERGARTEN READINESS STANDARDS;

(II) ACTIVITIES THAT FACILITATE THE TRANSITION, INCLUDING KINDERGARTEN ORIENTATION EVENTS, SITE VISITS TO ELEMENTARY SCHOOLS, AND OPPORTUNITIES FOR PARENTS TO MEET WITH KINDERGARTEN TEACHERS AND SCHOOL ADMINISTRATORS;

(III) INDIVIDUALIZED TRANSITION PLANS FOR CHILDREN WITH SPECIAL NEEDS, INCLUDING COLLABORATION WITH PARENTS, PRESCHOOL PROVIDERS, AND SPECIAL EDUCATION STAFF TO ENSURE THAT CHILDREN RECEIVE APPROPRIATE SUPPORTS AS THEY MOVE TO KINDERGARTEN;

(IV) RESOURCES AND GUIDANCE FOR PARENTS TO SUPPORT THEIR CHILDREN'S TRANSITION TO KINDERGARTEN, INCLUDING ACTIVITIES TO PROMOTE SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF TRANSITION SUPPORT PROGRAMS AND INCLUDE DATA ON CHILDREN'S SUCCESS IN KINDERGARTEN IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF PRESCHOOL PROVIDERS AND FAMILIES IN TRANSITION SUPPORT ACTIVITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TRANSITION SUPPORT ON KINDERGARTEN READINESS AND CHILDREN'S LONG-TERM ACADEMIC SUCCESS;

(III) RECOMMENDATIONS FOR IMPROVING TRANSITION SUPPORT SERVICES TO ENSURE THAT ALL CHILDREN EXPERIENCE A SMOOTH TRANSITION TO KINDERGARTEN.

Section 29.2111: Coordination with Early Intervention Services.

(1) (a) THE DEPARTMENT SHALL COORDINATE WITH THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC) AND OTHER STATE AGENCIES TO ENSURE THAT CHILDREN PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM WHO REQUIRE EARLY INTERVENTION SERVICES RECEIVE TIMELY AND APPROPRIATE SUPPORT.

(b) COORDINATION WITH EARLY INTERVENTION SERVICES MUST INCLUDE:

(I) A SYSTEM FOR IDENTIFYING AND REFERRING CHILDREN WITH DEVELOPMENTAL DELAYS OR DISABILITIES TO APPROPRIATE EARLY INTERVENTION SERVICES, INCLUDING SERVICES PROVIDED UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) AND OTHER STATE AND FEDERAL PROGRAMS;

(II) COLLABORATION BETWEEN PRESCHOOL PROVIDERS, EARLY INTERVENTION SPECIALISTS, AND PARENTS TO DEVELOP INDIVIDUALIZED SERVICE PLANS THAT ADDRESS EACH CHILD'S NEEDS AND ENSURE CONTINUITY OF CARE;

(III) TRAINING FOR PRESCHOOL PROVIDERS ON IDENTIFYING SIGNS OF DEVELOPMENTAL DELAYS, MAKING REFERRALS TO EARLY INTERVENTION SERVICES, AND IMPLEMENTING INCLUSIVE PRACTICES TO SUPPORT CHILDREN WITH DISABILITIES;

(IV) DATA SHARING AGREEMENTS THAT ALLOW PRESCHOOL PROVIDERS, EARLY INTERVENTION SPECIALISTS, AND OTHER SERVICE PROVIDERS TO COLLABORATE AND COORDINATE CARE, WITH PARENTAL CONSENT.

(2) (a) THE DEPARTMENT SHALL MONITOR THE UTILIZATION OF EARLY INTERVENTION SERVICES AMONG CHILDREN IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON PARTICIPATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN REFERRED TO AND PARTICIPATING IN EARLY INTERVENTION SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF EARLY INTERVENTION SERVICES ON CHILD DEVELOPMENT, SCHOOL READINESS, AND LONG-TERM OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING COORDINATION WITH EARLY INTERVENTION SERVICES TO ENSURE THAT ALL CHILDREN RECEIVE THE SUPPORTS THEY NEED TO SUCCEED IN SCHOOL AND BEYOND.

Section 29.2112: Workforce Development and Retention.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT STRATEGIES TO IMPROVE THE RECRUITMENT, DEVELOPMENT, AND RETENTION OF A HIGH-QUALITY WORKFORCE FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) WORKFORCE DEVELOPMENT AND RETENTION INITIATIVES MUST INCLUDE:

(I) COMPETITIVE SALARIES AND BENEFITS FOR EARLY CHILDHOOD EDUCATORS TO ATTRACT AND RETAIN HIGHLY QUALIFIED TEACHERS AND STAFF;

(II) OPPORTUNITIES FOR PROFESSIONAL GROWTH AND ADVANCEMENT, INCLUDING ACCESS TO CONTINUING EDUCATION, MENTORSHIP PROGRAMS, AND LEADERSHIP DEVELOPMENT;

(III) SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, AND OTHER INCENTIVES TO SUPPORT EDUCATORS IN PURSUING ADVANCED DEGREES OR CERTIFICATIONS IN EARLY CHILDHOOD EDUCATION;

(IV) EFFORTS TO RECRUIT AND RETAIN DIVERSE CANDIDATES, INCLUDING BILINGUAL TEACHERS AND TEACHERS FROM UNDERSERVED COMMUNITIES, TO REFLECT THE DIVERSITY OF THE CHILDREN AND FAMILIES SERVED.

(2) (a) THE DEPARTMENT SHALL MONITOR WORKFORCE RETENTION AND DEVELOPMENT AND INCLUDE DATA ON RECRUITMENT AND RETENTION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON TEACHER RETENTION RATES, TURNOVER, AND SALARY LEVELS, DISAGGREGATED BY REGION AND TYPE OF PRESCHOOL PROVIDER;

(II) INFORMATION ON THE IMPACT OF WORKFORCE DEVELOPMENT INITIATIVES ON TEACHER QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING WORKFORCE DEVELOPMENT AND RETENTION EFFORTS TO STRENGTHEN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2113: Addressing Behavioral Health Needs in Preschool Settings.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORTS TO ADDRESS THE BEHAVIORAL HEALTH NEEDS OF CHILDREN IN PRESCHOOL SETTINGS, WITH A FOCUS ON PROMOTING POSITIVE BEHAVIOR, EMOTIONAL REGULATION, AND SOCIAL-EMOTIONAL DEVELOPMENT.

(b) BEHAVIORAL HEALTH SUPPORTS MUST INCLUDE:

(I) TRAINING FOR PRESCHOOL PROVIDERS AND TEACHERS ON BEHAVIORAL HEALTH BEST PRACTICES, INCLUDING POSITIVE BEHAVIORAL INTERVENTIONS, TRAUMA-INFORMED CARE, AND STRATEGIES FOR SUPPORTING CHILDREN'S SOCIAL-EMOTIONAL DEVELOPMENT;

(II) ACCESS TO BEHAVIORAL HEALTH SPECIALISTS, INCLUDING COUNSELORS, PSYCHOLOGISTS, AND SOCIAL WORKERS, WHO CAN PROVIDE CONSULTATION, SUPPORT, AND DIRECT SERVICES TO CHILDREN EXPERIENCING BEHAVIORAL HEALTH CHALLENGES;

(III) PARTNERSHIPS WITH MENTAL HEALTH AGENCIES AND COMMUNITY ORGANIZATIONS TO PROVIDE COMPREHENSIVE SUPPORTS FOR CHILDREN AND FAMILIES EXPERIENCING BEHAVIORAL HEALTH CHALLENGES;

(IV) FAMILY ENGAGEMENT STRATEGIES THAT INFORM PARENTS ABOUT BEHAVIORAL HEALTH SUPPORTS AND PROVIDE THEM WITH TOOLS TO PROMOTE POSITIVE BEHAVIOR AND EMOTIONAL WELL-BEING AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF BEHAVIORAL HEALTH SUPPORTS ON CHILD OUTCOMES AND INCLUDE DATA ON PROGRAM UTILIZATION AND EFFECTIVENESS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN RECEIVING BEHAVIORAL HEALTH SUPPORT SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF BEHAVIORAL HEALTH INTERVENTIONS ON CHILDREN'S SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR IMPROVING BEHAVIORAL HEALTH SUPPORTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2114: Program Evaluation and Accountability.

(1) (a) THE DEPARTMENT SHALL ESTABLISH A SYSTEM OF ONGOING EVALUATION AND ACCOUNTABILITY TO ENSURE THE EFFECTIVENESS AND IMPACT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(b) THE PROGRAM EVALUATION AND ACCOUNTABILITY SYSTEM MUST INCLUDE:

(I) REGULAR MONITORING OF PROGRAM QUALITY, INCLUDING CLASSROOM OBSERVATIONS, PROVIDER PERFORMANCE REVIEWS, AND ASSESSMENTS OF CHILDREN'S LEARNING OUTCOMES;

(II) EVALUATIONS CONDUCTED BY INDEPENDENT THIRD PARTIES TO ASSESS THE IMPACT OF THE PROGRAM ON SCHOOL READINESS, ACADEMIC ACHIEVEMENT, SOCIAL-EMOTIONAL DEVELOPMENT, AND FAMILY ENGAGEMENT;

(III) DATA COLLECTION AND ANALYSIS TO TRACK THE PROGRAM'S IMPACT ON EQUITY AND ACCESS, INCLUDING ENROLLMENT, PARTICIPATION, AND OUTCOMES FOR HISTORICALLY UNDERSERVED POPULATIONS;

(IV) A SYSTEM FOR PROVIDING FEEDBACK TO PRESCHOOL PROVIDERS BASED ON EVALUATION RESULTS, INCLUDING RECOMMENDATIONS FOR IMPROVEMENT AND TECHNICAL ASSISTANCE TO SUPPORT QUALITY ENHANCEMENT.

(2) (a) THE DEPARTMENT SHALL REPORT THE RESULTS OF PROGRAM EVALUATIONS AND ACCOUNTABILITY MEASURES ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON PROGRAM QUALITY, PROVIDER PERFORMANCE, AND CHILD OUTCOMES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PROGRAM EVALUATIONS AND ACCOUNTABILITY MEASURES ON PROVIDER IMPROVEMENT AND CHILD SUCCESS;

(III) RECOMMENDATIONS FOR STRENGTHENING PROGRAM EVALUATION AND ACCOUNTABILITY SYSTEMS TO ENHANCE THE QUALITY OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2115: Sustainability and Expansion Plan.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT A LONG-TERM PLAN FOR SUSTAINABILITY AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL ELIGIBLE CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES.

(b) THE SUSTAINABILITY AND EXPANSION PLAN MUST INCLUDE:

(I) STRATEGIES FOR SECURING DIVERSE FUNDING SOURCES, INCLUDING STATE APPROPRIATIONS, FEDERAL GRANTS, AND PUBLIC-PRIVATE PARTNERSHIPS, TO SUPPORT PROGRAM GROWTH;

(II) A MULTI-YEAR PLAN FOR GRADUALLY EXPANDING PRESCHOOL ACCESS TO ALL ELIGIBLE CHILDREN IN THE STATE, WITH PRIORITY GIVEN TO UNDERSERVED COMMUNITIES AND HISTORICALLY UNDERSERVED POPULATIONS;

(III) EFFORTS TO ENSURE THE LONG-TERM FINANCIAL SUSTAINABILITY OF THE PROGRAM, INCLUDING COST-EFFECTIVE SERVICE DELIVERY MODELS AND EFFICIENT USE OF RESOURCES;

(IV) PARTNERSHIPS WITH LOCAL COMMUNITIES, NONPROFIT ORGANIZATIONS, AND BUSINESSES TO SUPPORT THE EXPANSION AND CONTINUOUS IMPROVEMENT OF PRESCHOOL SERVICES.

(2) (a) THE DEPARTMENT SHALL REPORT ON THE PROGRESS OF THE SUSTAINABILITY AND EXPANSION PLAN IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON PROGRAM GROWTH, FUNDING SOURCES, AND THE EXPANSION OF ACCESS TO PRESCHOOL SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF THE SUSTAINABILITY AND EXPANSION PLAN ON PROVIDER CAPACITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING THE SUSTAINABILITY AND EXPANSION OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO MEET THE NEEDS OF ALL CHILDREN AND FAMILIES.

Section 29.2116: Partnerships with Higher Education Institutions.

(1) (a) THE DEPARTMENT SHALL ESTABLISH PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS ACROSS TEXAS TO SUPPORT THE DEVELOPMENT OF THE EARLY CHILDHOOD EDUCATION WORKFORCE AND TO PROMOTE RESEARCH AND INNOVATION IN PRESCHOOL EDUCATION.

(b) PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS MUST INCLUDE:

(I) COLLABORATION WITH COMMUNITY COLLEGES, UNIVERSITIES, AND TEACHER TRAINING PROGRAMS TO DEVELOP AND EXPAND DEGREE AND CERTIFICATION PROGRAMS FOR EARLY CHILDHOOD EDUCATORS;

(II) SUPPORT FOR RESEARCH AND EVALUATION STUDIES THAT EXAMINE THE IMPACT OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM ON CHILD OUTCOMES, FAMILY ENGAGEMENT, AND WORKFORCE DEVELOPMENT;

(III) OPPORTUNITIES FOR STUDENT INTERNSHIPS, PRACTICUMS, AND TEACHER RESIDENCY PROGRAMS THAT PROVIDE HANDS-ON EXPERIENCE IN PRESCHOOL SETTINGS AND HELP BUILD A PIPELINE OF QUALIFIED EDUCATORS;

(IV) INCENTIVES FOR HIGHER EDUCATION INSTITUTIONS TO DEVELOP SPECIALIZED PROGRAMS THAT ADDRESS THE NEEDS OF DUAL LANGUAGE LEARNERS, CHILDREN WITH DISABILITIES, AND OTHER POPULATIONS SERVED BY THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS AND INCLUDE DATA ON WORKFORCE DEVELOPMENT AND RESEARCH ACTIVITIES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF HIGHER EDUCATION INSTITUTIONS IN WORKFORCE DEVELOPMENT PROGRAMS, DISAGGREGATED BY REGION;

(II) INFORMATION ON RESEARCH AND INNOVATION EFFORTS SUPPORTED THROUGH PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS;

(III) RECOMMENDATIONS FOR STRENGTHENING PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS TO ENHANCE THE QUALITY AND EFFECTIVENESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2117: Collaboration with Community-Based Organizations.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL COLLABORATE WITH COMMUNITY-BASED ORGANIZATIONS TO ENHANCE OUTREACH, SERVICE DELIVERY, AND FAMILY ENGAGEMENT, WITH A FOCUS ON REACHING HISTORICALLY UNDERSERVED POPULATIONS.

(b) COLLABORATION WITH COMMUNITY-BASED ORGANIZATIONS MUST INCLUDE:

(I) PARTNERSHIPS WITH NONPROFIT ORGANIZATIONS, FAITH-BASED ORGANIZATIONS, AND LOCAL GOVERNMENTS TO PROVIDE OUTREACH AND ENROLLMENT SUPPORT TO FAMILIES WHO MAY NOT OTHERWISE HAVE ACCESS TO PRESCHOOL SERVICES;

(II) SUPPORT FOR COMMUNITY-BASED PROGRAMS THAT OFFER WRAPAROUND SERVICES TO FAMILIES, INCLUDING HEALTH, NUTRITION, HOUSING ASSISTANCE, AND PARENT EDUCATION;

(III) OPPORTUNITIES FOR COMMUNITY-BASED ORGANIZATIONS TO PARTICIPATE IN THE PLANNING AND IMPLEMENTATION OF PRESCHOOL PROGRAMS TO ENSURE THAT SERVICES ARE RESPONSIVE TO THE NEEDS OF THE LOCAL COMMUNITY;

(IV) TRAINING AND TECHNICAL ASSISTANCE FOR COMMUNITY-BASED ORGANIZATIONS TO SUPPORT THE DELIVERY OF HIGH-QUALITY PRESCHOOL SERVICES AND FAMILY SUPPORT PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF COLLABORATION WITH COMMUNITY-BASED ORGANIZATIONS AND INCLUDE DATA ON PARTNERSHIPS AND SERVICE DELIVERY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF COMMUNITY-BASED ORGANIZATIONS IN THE PROGRAM, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF COMMUNITY-BASED ORGANIZATIONS ON PROGRAM OUTREACH, FAMILY ENGAGEMENT, AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING COLLABORATION WITH COMMUNITY-BASED ORGANIZATIONS TO EXPAND ACCESS TO PRESCHOOL SERVICES AND SUPPORTS FOR FAMILIES.

Section 29.2118: Inclusion of Dual Language Learners.

(1) (a) THE DEPARTMENT SHALL ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM PROVIDES EQUITABLE ACCESS AND HIGH-QUALITY EDUCATION FOR DUAL LANGUAGE LEARNERS (DLLs) TO PROMOTE LINGUISTIC DIVERSITY AND SUPPORT CHILDREN'S LANGUAGE DEVELOPMENT.

(b) SUPPORT FOR DLLs MUST INCLUDE:

(I) PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS ON EVIDENCE-BASED INSTRUCTIONAL STRATEGIES FOR TEACHING DLLs, INCLUDING BILINGUAL EDUCATION, LANGUAGE IMMERSION PROGRAMS, AND CULTURALLY RESPONSIVE TEACHING PRACTICES;

(II) ACCESS TO CURRICULUM AND INSTRUCTIONAL MATERIALS THAT SUPPORT BILINGUALISM AND LANGUAGE DEVELOPMENT IN BOTH ENGLISH AND CHILDREN'S HOME LANGUAGES;

(III) ENGAGEMENT WITH FAMILIES OF DLLs TO PROVIDE THEM WITH RESOURCES AND STRATEGIES TO SUPPORT THEIR CHILDREN'S LANGUAGE DEVELOPMENT AT HOME;

(IV) PARTNERSHIPS WITH COMMUNITY ORGANIZATIONS AND LANGUAGE SUPPORT PROGRAMS TO PROVIDE ADDITIONAL RESOURCES AND SUPPORT FOR DLLs AND THEIR FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF PROGRAMS FOR DLLs AND INCLUDE DATA ON ENROLLMENT, PARTICIPATION, AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF DLLs IN THE PROGRAM, DISAGGREGATED BY REGION, LANGUAGE, AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PROGRAMS FOR DLLs ON LANGUAGE DEVELOPMENT, SCHOOL READINESS, AND LONG-TERM ACADEMIC SUCCESS;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR DLLs IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2119: Expanding Access to Preschool in High-Need Communities.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PRIORITIZE EXPANDING ACCESS TO PRESCHOOL SERVICES IN HIGH-NEED COMMUNITIES TO ADDRESS DISPARITIES IN SCHOOL READINESS AND ENSURE THAT ALL CHILDREN HAVE THE OPPORTUNITY TO ATTEND HIGH-QUALITY PRESCHOOL.

(b) STRATEGIES FOR EXPANDING ACCESS IN HIGH-NEED COMMUNITIES MUST INCLUDE:

(I) TARGETING OUTREACH AND ENROLLMENT EFFORTS TO FAMILIES IN LOW-INCOME NEIGHBORHOODS, RURAL COMMUNITIES, AND OTHER AREAS WITH LIMITED ACCESS TO PRESCHOOL SERVICES;

(II) PROVIDING FINANCIAL INCENTIVES, INCLUDING GRANTS AND SCHOLARSHIPS, TO SUPPORT THE ESTABLISHMENT OF NEW PRESCHOOL PROGRAMS IN HIGH-NEED COMMUNITIES;

(III) PARTNERING WITH LOCAL GOVERNMENTS, SCHOOL DISTRICTS, AND COMMUNITY-BASED ORGANIZATIONS TO IDENTIFY GAPS IN PRESCHOOL SERVICES AND DEVELOP SOLUTIONS TO MEET THE NEEDS OF HIGH-NEED COMMUNITIES;

(IV) ENSURING THAT PRESCHOOL PROGRAMS IN HIGH-NEED COMMUNITIES RECEIVE ADEQUATE RESOURCES AND SUPPORT TO DELIVER HIGH-QUALITY SERVICES, INCLUDING STAFF TRAINING, MATERIALS, AND FACILITY IMPROVEMENTS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF EFFORTS TO EXPAND ACCESS TO PRESCHOOL IN HIGH-NEED COMMUNITIES AND INCLUDE DATA ON ENROLLMENT AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT IN HIGH-NEED COMMUNITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF EXPANDED PRESCHOOL ACCESS ON SCHOOL READINESS AND CHILD OUTCOMES IN HIGH-NEED COMMUNITIES;

(III) RECOMMENDATIONS FOR IMPROVING AND EXPANDING ACCESS TO PRESCHOOL SERVICES IN HIGH-NEED COMMUNITIES ACROSS TEXAS.

Section 29.2120: Preschool Program for Children with Special Needs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE THAT CHILDREN WITH SPECIAL NEEDS HAVE EQUAL ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES, INCLUDING INDIVIDUALIZED SUPPORT AND ACCOMMODATIONS TO MEET THEIR UNIQUE LEARNING NEEDS.

(b) PRESCHOOL SERVICES FOR CHILDREN WITH SPECIAL NEEDS MUST INCLUDE:

(I) COLLABORATION WITH SPECIAL EDUCATION PROVIDERS AND EARLY INTERVENTION SERVICES TO DEVELOP INDIVIDUALIZED EDUCATION PLANS (IEPs) OR INDIVIDUALIZED FAMILY SERVICE PLANS (IFSPs) THAT ADDRESS THE SPECIFIC NEEDS OF EACH CHILD;

(II) TRAINING FOR PRESCHOOL TEACHERS AND STAFF ON INCLUSIVE EDUCATION PRACTICES, INCLUDING STRATEGIES FOR SUPPORTING CHILDREN WITH DISABILITIES IN THE CLASSROOM;

(III) ACCESS TO SPECIALIZED SUPPORT SERVICES, INCLUDING SPEECH THERAPY, OCCUPATIONAL THERAPY, AND PHYSICAL THERAPY, TO PROMOTE CHILDREN'S DEVELOPMENT AND SCHOOL READINESS;

(IV) ADAPTATIONS TO THE PHYSICAL ENVIRONMENT AND CURRICULUM TO ENSURE THAT CHILDREN WITH SPECIAL NEEDS CAN PARTICIPATE FULLY IN PRESCHOOL ACTIVITIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF CHILDREN WITH SPECIAL NEEDS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON ENROLLMENT, SERVICES PROVIDED, AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF CHILDREN WITH SPECIAL NEEDS IN THE PROGRAM, DISAGGREGATED BY REGION AND TYPE OF SPECIAL NEEDS;

(II) INFORMATION ON THE IMPACT OF SPECIALIZED SUPPORT SERVICES ON SCHOOL READINESS AND CHILD OUTCOMES FOR CHILDREN WITH SPECIAL NEEDS;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO AND THE QUALITY OF PRESCHOOL SERVICES FOR CHILDREN WITH SPECIAL NEEDS.

Section 29.2121: Technology Integration in Preschool Education.

(1) (a) THE DEPARTMENT SHALL PROMOTE THE USE OF TECHNOLOGY IN PRESCHOOL EDUCATION TO ENHANCE LEARNING OPPORTUNITIES AND IMPROVE TEACHING AND ASSESSMENT PRACTICES.

(b) TECHNOLOGY INTEGRATION IN PRESCHOOL EDUCATION MUST INCLUDE:

(I) PROVIDING AGE-APPROPRIATE DIGITAL LEARNING TOOLS AND RESOURCES THAT SUPPORT CHILDREN'S EARLY LITERACY, NUMERACY, AND COGNITIVE DEVELOPMENT;

(II) TRAINING FOR PRESCHOOL TEACHERS ON THE EFFECTIVE USE OF TECHNOLOGY IN THE CLASSROOM, INCLUDING STRATEGIES FOR ENGAGING CHILDREN IN DIGITAL LEARNING WHILE PROMOTING SOCIAL-EMOTIONAL DEVELOPMENT;

(III) ENSURING THAT ALL PRESCHOOL CLASSROOMS HAVE ACCESS TO INTERNET CONNECTIVITY AND TECHNOLOGICAL INFRASTRUCTURE TO SUPPORT DIGITAL LEARNING AND ASSESSMENT TOOLS;

(IV) OFFERING PARENTS GUIDANCE AND RESOURCES ON USING TECHNOLOGY AT HOME TO SUPPORT THEIR CHILDREN'S LEARNING, INCLUDING RECOMMENDATIONS FOR SCREEN TIME MANAGEMENT AND EDUCATIONAL APPS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE OF TECHNOLOGY IN PRESCHOOL EDUCATION AND INCLUDE DATA ON THE IMPACT OF TECHNOLOGY ON CHILD OUTCOMES AND TEACHING PRACTICES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE USE OF DIGITAL LEARNING TOOLS IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TECHNOLOGY INTEGRATION ON CHILDREN'S SCHOOL READINESS AND TEACHER EFFECTIVENESS;

(III) RECOMMENDATIONS FOR IMPROVING TECHNOLOGY USE IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENHANCE LEARNING OUTCOMES AND TEACHING PRACTICES.

Section 29.2122: Transportation Services for Preschool Students.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT TRANSPORTATION SERVICES FOR PRESCHOOL STUDENTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL CHILDREN, INCLUDING THOSE IN RURAL AND UNDERSERVED COMMUNITIES, HAVE ACCESS TO PRESCHOOL SERVICES.

(b) TRANSPORTATION SERVICES MUST INCLUDE:

(I) A SYSTEM OF SAFE, RELIABLE TRANSPORTATION FOR PRESCHOOL STUDENTS, INCLUDING SCHOOL BUSES OR OTHER APPROPRIATE MODES OF TRANSPORTATION THAT COMPLY WITH STATE AND FEDERAL SAFETY STANDARDS;

(II) TRANSPORTATION ASSISTANCE FOR FAMILIES WHO LACK ACCESS TO PRIVATE VEHICLES OR PUBLIC TRANSPORTATION, INCLUDING VOUCHERS OR SUBSIDIES TO COVER TRANSPORTATION COSTS;

(III) PARTNERSHIPS WITH LOCAL TRANSPORTATION AGENCIES, SCHOOL DISTRICTS, AND COMMUNITY ORGANIZATIONS TO COORDINATE TRANSPORTATION SERVICES AND ENSURE THAT PRESCHOOL STUDENTS CAN ATTEND PROGRAMS REGULARLY AND CONSISTENTLY;

(IV) MONITORING AND EVALUATION OF TRANSPORTATION SERVICES TO ENSURE THAT THEY MEET THE NEEDS OF FAMILIES AND SUPPORT REGULAR ATTENDANCE IN PRESCHOOL PROGRAMS.

(2) (a) THE DEPARTMENT SHALL INCLUDE INFORMATION ON TRANSPORTATION SERVICES FOR PRESCHOOL STUDENTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE AVAILABILITY AND UTILIZATION OF TRANSPORTATION SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TRANSPORTATION SERVICES ON PRESCHOOL ATTENDANCE AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING TRANSPORTATION SERVICES TO ENSURE THAT ALL CHILDREN HAVE ACCESS TO THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2123: Early Childhood Health and Nutrition Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE THAT CHILDREN HAVE ACCESS TO COMPREHENSIVE HEALTH AND NUTRITION SERVICES TO PROMOTE THEIR PHYSICAL, MENTAL, AND SOCIAL-EMOTIONAL WELL-BEING.

(b) HEALTH AND NUTRITION SERVICES MUST INCLUDE:

(I) PROVISION OF HEALTHY MEALS AND SNACKS THAT MEET STATE AND FEDERAL NUTRITION STANDARDS, INCLUDING GUIDELINES FOR MEETING THE NUTRITIONAL NEEDS OF CHILDREN FROM DIVERSE CULTURAL AND DIETARY BACKGROUNDS;

(II) REGULAR HEALTH SCREENINGS AND ASSESSMENTS, INCLUDING VISION, HEARING, DENTAL, AND DEVELOPMENTAL SCREENINGS, TO IDENTIFY CHILDREN WHO MAY NEED ADDITIONAL SUPPORT OR MEDICAL CARE;

(III) ACCESS TO MENTAL HEALTH SERVICES, INCLUDING COUNSELING, SOCIAL-EMOTIONAL LEARNING (SEL) PROGRAMS, AND TRAUMA-INFORMED CARE FOR CHILDREN EXPERIENCING STRESS OR ADVERSITY;

(IV) PARTNERSHIPS WITH LOCAL HEALTHCARE PROVIDERS AND COMMUNITY HEALTH ORGANIZATIONS TO PROVIDE REFERRALS AND SUPPORT SERVICES FOR CHILDREN AND FAMILIES WHO NEED MEDICAL OR BEHAVIORAL HEALTH INTERVENTIONS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF HEALTH AND NUTRITION PROGRAMS AND INCLUDE DATA ON PARTICIPATION AND IMPACT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE UTILIZATION OF HEALTH AND NUTRITION SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF HEALTH AND NUTRITION PROGRAMS ON CHILD WELL-BEING, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING HEALTH AND NUTRITION SERVICES TO MEET THE NEEDS OF ALL CHILDREN PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2124: Addressing Chronic Absenteeism in Preschool.

(1) (a) THE DEPARTMENT SHALL IMPLEMENT STRATEGIES TO ADDRESS CHRONIC ABSENTEEISM AMONG PRESCHOOL STUDENTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT CHILDREN ATTEND SCHOOL REGULARLY AND BENEFIT FULLY FROM PRESCHOOL SERVICES.

(b) STRATEGIES TO ADDRESS CHRONIC ABSENTEEISM MUST INCLUDE:

(I) EARLY IDENTIFICATION AND INTERVENTION STRATEGIES FOR STUDENTS WHO ARE AT RISK OF CHRONIC ABSENTEEISM, INCLUDING COMMUNICATION WITH PARENTS AND PROVISION OF SUPPORT SERVICES;

(II) PARTNERSHIPS WITH COMMUNITY ORGANIZATIONS AND SOCIAL SERVICE AGENCIES TO ADDRESS THE UNDERLYING CAUSES OF ABSENTEEISM, INCLUDING HOUSING INSTABILITY, TRANSPORTATION BARRIERS, AND FAMILY HEALTH ISSUES;

(III) EDUCATION AND AWARENESS CAMPAIGNS THAT INFORM PARENTS ABOUT THE IMPORTANCE OF REGULAR PRESCHOOL ATTENDANCE AND THE IMPACT OF ABSENTEEISM ON SCHOOL READINESS AND ACADEMIC SUCCESS;

(IV) INCENTIVES FOR PRESCHOOL PROGRAMS AND PROVIDERS THAT DEMONSTRATE SUCCESS IN REDUCING ABSENTEEISM AND IMPROVING CHILDREN'S ATTENDANCE RATES.

(2) (a) THE DEPARTMENT SHALL MONITOR ATTENDANCE RATES IN THE PROGRAM AND INCLUDE DATA ON CHRONIC ABSENTEEISM AND INTERVENTIONS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON CHRONIC ABSENTEEISM RATES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF INTERVENTIONS TO REDUCE CHRONIC ABSENTEEISM ON CHILDREN'S ATTENDANCE AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR IMPROVING ATTENDANCE RATES AND REDUCING CHRONIC ABSENTEEISM IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2125: Early Learning Standards and Curriculum.

(1) (a) THE DEPARTMENT SHALL DEVELOP AND IMPLEMENT EARLY LEARNING STANDARDS AND CURRICULUM GUIDELINES FOR THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL PRESCHOOL PROGRAMS PROVIDE A HIGH-QUALITY, DEVELOPMENTALLY APPROPRIATE EDUCATION.

(b) THE EARLY LEARNING STANDARDS MUST:

(I) ALIGN WITH THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR KINDERGARTEN TO ENSURE A CONTINUUM OF LEARNING FROM PRESCHOOL THROUGH ELEMENTARY SCHOOL;

(II) INCLUDE GUIDELINES FOR COGNITIVE, SOCIAL-EMOTIONAL, PHYSICAL, AND LANGUAGE DEVELOPMENT THAT ARE BASED ON RESEARCH AND BEST PRACTICES IN EARLY CHILDHOOD EDUCATION;

(III) PROVIDE FLEXIBILITY FOR PRESCHOOL PROVIDERS TO IMPLEMENT CURRICULA THAT REFLECT THE CULTURAL AND LINGUISTIC DIVERSITY OF THE COMMUNITIES THEY SERVE WHILE MEETING THE MINIMUM STANDARDS ESTABLISHED BY THE DEPARTMENT;

(IV) INCLUDE SUPPORT FOR THE USE OF PLAY-BASED LEARNING, HANDS-ON ACTIVITIES, AND INQUIRY-BASED APPROACHES THAT ENGAGE CHILDREN IN ACTIVE LEARNING.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF EARLY LEARNING STANDARDS AND CURRICULUM GUIDELINES AND INCLUDE DATA ON PROGRAM QUALITY AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ADOPTION OF EARLY LEARNING STANDARDS AND CURRICULUM ACROSS PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF EARLY LEARNING STANDARDS ON SCHOOL READINESS AND LONG-TERM ACADEMIC SUCCESS FOR CHILDREN IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(III) RECOMMENDATIONS FOR IMPROVING EARLY LEARNING STANDARDS AND CURRICULUM TO MEET THE NEEDS OF DIVERSE POPULATIONS AND TO ALIGN WITH STATE AND NATIONAL EDUCATION GOALS.

Section 29.2126: Supporting Family Child Care Providers.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT AND RESOURCES TO FAMILY CHILD CARE PROVIDERS TO ENSURE THAT THEY ARE ABLE TO DELIVER HIGH-QUALITY PRESCHOOL SERVICES AND COMPLY WITH STATE PROGRAM STANDARDS.

(b) SUPPORT FOR FAMILY CHILD CARE PROVIDERS MUST INCLUDE:

(I) TRAINING AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT FOCUS ON EARLY CHILDHOOD EDUCATION, BUSINESS MANAGEMENT, AND HEALTH AND SAFETY STANDARDS FOR FAMILY CHILD CARE PROVIDERS;

(II) ACCESS TO CURRICULUM RESOURCES, MATERIALS, AND TECHNICAL ASSISTANCE TO HELP FAMILY CHILD CARE PROVIDERS IMPLEMENT DEVELOPMENTALLY APPROPRIATE PRACTICES AND MEET THE NEEDS OF THE CHILDREN IN THEIR CARE;

(III) GRANTS OR FINANCIAL INCENTIVES TO SUPPORT FACILITY IMPROVEMENTS, MATERIALS PURCHASES, AND OTHER EXPENSES RELATED TO OPERATING A FAMILY CHILD CARE PROGRAM;

(IV) NETWORKING OPPORTUNITIES AND PEER SUPPORT GROUPS THAT CONNECT FAMILY CHILD CARE PROVIDERS WITH OTHER EARLY CHILDHOOD EDUCATORS TO SHARE BEST PRACTICES AND RESOURCES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF FAMILY CHILD CARE PROVIDERS IN THE PROGRAM AND INCLUDE DATA ON PROGRAM QUALITY AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER AND CHARACTERISTICS OF FAMILY CHILD CARE PROVIDERS PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR FAMILY CHILD CARE PROVIDERS ON PROGRAM QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR FAMILY CHILD CARE PROVIDERS TO ENSURE THAT THEY CAN DELIVER HIGH-QUALITY PRESCHOOL SERVICES AND MEET STATE STANDARDS.

Section 29.2127: Culturally Responsive Education in Preschool.

(1) (a) THE DEPARTMENT SHALL PROMOTE CULTURALLY RESPONSIVE EDUCATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT CHILDREN FROM DIVERSE BACKGROUNDS RECEIVE AN INCLUSIVE AND RESPECTFUL EDUCATION THAT VALUES THEIR CULTURAL AND LINGUISTIC HERITAGE.

(b) CULTURALLY RESPONSIVE EDUCATION MUST INCLUDE:

(I) TRAINING FOR PRESCHOOL TEACHERS ON CULTURALLY RESPONSIVE TEACHING PRACTICES, INCLUDING STRATEGIES FOR ENGAGING CHILDREN FROM DIVERSE BACKGROUNDS AND FOSTERING A SENSE OF BELONGING IN THE CLASSROOM;

(II) CURRICULUM AND INSTRUCTIONAL MATERIALS THAT REFLECT THE CULTURAL, LINGUISTIC, AND HISTORICAL EXPERIENCES OF THE CHILDREN SERVED BY THE PROGRAM, INCLUDING STORIES, SONGS, AND ACTIVITIES THAT CELEBRATE DIVERSITY;

(III) FAMILY ENGAGEMENT STRATEGIES THAT RESPECT AND INCORPORATE THE CULTURAL VALUES AND TRADITIONS OF THE FAMILIES ENROLLED IN THE PROGRAM, INCLUDING OPPORTUNITIES FOR PARENTS TO SHARE THEIR CULTURAL KNOWLEDGE AND EXPERIENCES;

(IV) PARTNERSHIPS WITH COMMUNITY ORGANIZATIONS THAT PROMOTE CULTURAL AWARENESS AND PROVIDE RESOURCES TO SUPPORT CULTURALLY RESPONSIVE EDUCATION IN PRESCHOOL SETTINGS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF CULTURALLY RESPONSIVE EDUCATION PRACTICES AND INCLUDE DATA ON PROGRAM QUALITY AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ADOPTION OF CULTURALLY RESPONSIVE TEACHING PRACTICES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF CULTURALLY RESPONSIVE EDUCATION ON CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT, SCHOOL READINESS, AND SENSE OF BELONGING;

(III) RECOMMENDATIONS FOR IMPROVING THE IMPLEMENTATION OF CULTURALLY RESPONSIVE EDUCATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2128: Supporting Workforce Wellness for Early Childhood Educators.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE WORKFORCE WELLNESS TO SUPPORT THE MENTAL, PHYSICAL, AND EMOTIONAL HEALTH OF EARLY CHILDHOOD EDUCATORS AND TO ENHANCE THEIR ABILITY TO PROVIDE HIGH-QUALITY EDUCATION.

(b) WORKFORCE WELLNESS INITIATIVES MUST INCLUDE:

(I) ACCESS TO WELLNESS PROGRAMS, INCLUDING STRESS MANAGEMENT, MENTAL HEALTH SERVICES, AND PHYSICAL WELL-BEING PROGRAMS THAT SUPPORT THE HEALTH OF EARLY CHILDHOOD EDUCATORS;

(II) PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT FOCUS ON SELF-CARE, WORK-LIFE BALANCE, AND STRATEGIES FOR MANAGING THE CHALLENGES OF WORKING IN EARLY CHILDHOOD EDUCATION;

(III) SUPPORTIVE WORK ENVIRONMENTS THAT FOSTER POSITIVE RELATIONSHIPS AMONG STAFF AND PROVIDE RESOURCES TO PROMOTE A HEALTHY WORK CULTURE, INCLUDING MENTORSHIP PROGRAMS AND PEER SUPPORT NETWORKS;

(IV) INCENTIVES FOR PRESCHOOL PROVIDERS TO IMPLEMENT WORKFORCE WELLNESS INITIATIVES, INCLUDING FINANCIAL INCENTIVES OR RECOGNITION FOR PROGRAMS THAT DEMONSTRATE A COMMITMENT TO STAFF WELL-BEING.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF WORKFORCE WELLNESS INITIATIVES ON TEACHER RETENTION, JOB SATISFACTION, AND PROGRAM QUALITY AND INCLUDE DATA IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF EARLY CHILDHOOD EDUCATORS IN WORKFORCE WELLNESS PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF WORKFORCE WELLNESS INITIATIVES ON TEACHER RETENTION, MENTAL HEALTH, AND JOB PERFORMANCE;

(III) RECOMMENDATIONS FOR EXPANDING WORKFORCE WELLNESS INITIATIVES TO IMPROVE STAFF WELL-BEING AND THE QUALITY OF PRESCHOOL SERVICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2129: Equity in Preschool Access and Outcomes.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE EQUITY IN ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES TO ENSURE THAT ALL CHILDREN, REGARDLESS OF RACE, INCOME, OR GEOGRAPHIC LOCATION, HAVE THE OPPORTUNITY TO SUCCEED IN SCHOOL.

(b) STRATEGIES TO PROMOTE EQUITY MUST INCLUDE:

(I) TARGETING OUTREACH AND ENROLLMENT EFFORTS TO HISTORICALLY UNDERSERVED COMMUNITIES, INCLUDING LOW-INCOME FAMILIES, MINORITY COMMUNITIES, AND RURAL AREAS WHERE ACCESS TO PRESCHOOL SERVICES IS LIMITED;

(II) ENSURING THAT PRESCHOOL PROVIDERS IN UNDERSERVED COMMUNITIES RECEIVE ADEQUATE RESOURCES, INCLUDING TRAINING, MATERIALS, AND SUPPORT SERVICES, TO DELIVER HIGH-QUALITY EDUCATION;

(III) PROVIDING TRANSLATION AND INTERPRETATION SERVICES TO SUPPORT DUAL LANGUAGE LEARNERS AND FAMILIES WHO SPEAK LANGUAGES OTHER THAN ENGLISH;

(IV) MONITORING ENROLLMENT AND OUTCOMES DATA TO IDENTIFY AND ADDRESS DISPARITIES IN ACCESS TO PRESCHOOL SERVICES AND TO PROMOTE EQUITABLE OUTCOMES FOR ALL CHILDREN.

(2) (a) THE DEPARTMENT SHALL INCLUDE DATA ON EQUITY IN ACCESS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT RATES AND OUTCOMES FOR CHILDREN FROM HISTORICALLY UNDERSERVED POPULATIONS, DISAGGREGATED BY RACE, INCOME, AND GEOGRAPHIC LOCATION;

(II) INFORMATION ON THE IMPACT OF EQUITY STRATEGIES ON SCHOOL READINESS AND ACADEMIC SUCCESS FOR CHILDREN PARTICIPATING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(III) RECOMMENDATIONS FOR IMPROVING EQUITY IN ACCESS AND OUTCOMES TO ENSURE THAT ALL CHILDREN HAVE THE OPPORTUNITY TO THRIVE IN PRESCHOOL AND BEYOND.

Section 29.2130: Supporting Social-Emotional Learning in Preschool.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL INCORPORATE SOCIAL-EMOTIONAL LEARNING (SEL) INTO PRESCHOOL CURRICULA TO PROMOTE THE SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN AND TO HELP THEM DEVELOP SKILLS IN SELF-AWARENESS, SELF-MANAGEMENT, SOCIAL AWARENESS, RELATIONSHIP SKILLS, AND RESPONSIBLE DECISION-MAKING.

(b) SOCIAL-EMOTIONAL LEARNING SUPPORT MUST INCLUDE:

(I) TRAINING FOR PRESCHOOL TEACHERS ON SOCIAL-EMOTIONAL LEARNING STRATEGIES, INCLUDING HOW TO CREATE A SUPPORTIVE CLASSROOM ENVIRONMENT THAT ENCOURAGES POSITIVE INTERACTIONS AND EMOTIONAL REGULATION;

(II) CURRICULUM MATERIALS AND ACTIVITIES THAT PROMOTE SOCIAL-EMOTIONAL LEARNING, INCLUDING LESSONS ON SHARING, COOPERATION, PROBLEM-SOLVING, AND EMPATHY;

(III) PARTNERSHIPS WITH MENTAL HEALTH PROFESSIONALS AND COMMUNITY ORGANIZATIONS TO PROVIDE SUPPORT FOR CHILDREN WHO EXPERIENCE SOCIAL-EMOTIONAL OR BEHAVIORAL CHALLENGES;

(IV) FAMILY ENGAGEMENT ACTIVITIES THAT INFORM PARENTS ABOUT SOCIAL-EMOTIONAL LEARNING AND PROVIDE THEM WITH TOOLS TO SUPPORT THEIR CHILDREN’S EMOTIONAL DEVELOPMENT AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SOCIAL-EMOTIONAL LEARNING ON CHILDREN’S SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE POSITIVE OUTCOMES FOR CHILDREN.

Section 29.2131: Addressing Preschool Suspension and Expulsion.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT STRATEGIES TO REDUCE AND ELIMINATE SUSPENSION AND EXPULSION IN PRESCHOOL SETTINGS, WITH A FOCUS ON PROVIDING SUPPORTIVE BEHAVIORAL INTERVENTIONS AND PROMOTING INCLUSIVE EDUCATION PRACTICES.

(b) STRATEGIES TO REDUCE PRESCHOOL SUSPENSION AND EXPULSION MUST INCLUDE:

(I) TRAINING FOR PRESCHOOL PROVIDERS AND TEACHERS ON ALTERNATIVES TO SUSPENSION AND EXPULSION, INCLUDING POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS), TRAUMA-INFORMED CARE, AND SOCIAL-EMOTIONAL LEARNING;

(II) PARTNERSHIPS WITH MENTAL HEALTH PROFESSIONALS AND BEHAVIORAL SPECIALISTS TO PROVIDE SUPPORT FOR CHILDREN WHO EXHIBIT CHALLENGING BEHAVIOR AND TO DEVELOP INDIVIDUALIZED INTERVENTION PLANS;

(III) GUIDELINES AND POLICIES THAT PROHIBIT THE USE OF SUSPENSION OR EXPULSION AS A PRIMARY RESPONSE TO CHALLENGING BEHAVIOR, EXCEPT IN CASES WHERE A CHILD POSES AN IMMEDIATE DANGER TO THEMSELVES OR OTHERS;

(IV) SUPPORT FOR FAMILY ENGAGEMENT AND COLLABORATION WITH PARENTS TO ADDRESS BEHAVIORAL CHALLENGES AND PROMOTE THE DEVELOPMENT OF POSITIVE BEHAVIORAL STRATEGIES AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR SUSPENSION AND EXPULSION RATES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON BEHAVIORAL INTERVENTIONS AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON SUSPENSION AND EXPULSION RATES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF ALTERNATIVE DISCIPLINARY STRATEGIES ON CHILDREN’S BEHAVIOR, SCHOOL READINESS, AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING BEHAVIORAL INTERVENTION STRATEGIES TO REDUCE SUSPENSION AND EXPULSION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2132: Early Childhood Workforce Compensation and Benefits.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE COMPETITIVE COMPENSATION AND BENEFITS FOR EARLY CHILDHOOD EDUCATORS TO IMPROVE TEACHER RETENTION, ATTRACT QUALIFIED EDUCATORS, AND ENSURE THAT THE WORKFORCE CAN DELIVER HIGH-QUALITY PRESCHOOL SERVICES.

(b) WORKFORCE COMPENSATION AND BENEFITS MUST INCLUDE:

(I) COMPETITIVE SALARY STANDARDS FOR EARLY CHILDHOOD EDUCATORS THAT ARE ALIGNED WITH QUALIFICATIONS, EXPERIENCE, AND PERFORMANCE, WITH THE GOAL OF ACHIEVING PARITY WITH K-12 EDUCATORS;

(II) ACCESS TO HEALTH INSURANCE, RETIREMENT PLANS, AND OTHER EMPLOYEE BENEFITS THAT PROMOTE THE FINANCIAL STABILITY AND WELL-BEING OF EARLY CHILDHOOD EDUCATORS;

(III) FINANCIAL INCENTIVES FOR EARLY CHILDHOOD EDUCATORS WHO PURSUE ADVANCED DEGREES OR CERTIFICATIONS, INCLUDING LOAN FORGIVENESS PROGRAMS, SCHOLARSHIPS, AND BONUSES FOR COMPLETING PROFESSIONAL DEVELOPMENT;

(IV) SUPPORT FOR CAREER ADVANCEMENT OPPORTUNITIES, INCLUDING LEADERSHIP TRAINING AND ACCESS TO HIGHER-LEVEL TEACHING AND ADMINISTRATIVE POSITIONS IN EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL MONITOR COMPENSATION AND BENEFITS FOR EARLY CHILDHOOD EDUCATORS AND INCLUDE DATA ON WORKFORCE SALARIES, TURNOVER, AND RETENTION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE COMPENSATION AND BENEFITS OF EARLY CHILDHOOD EDUCATORS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF COMPENSATION AND BENEFITS ON WORKFORCE QUALITY, RETENTION, AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING COMPENSATION AND BENEFITS TO STRENGTHEN THE EARLY CHILDHOOD WORKFORCE AND ENSURE THE DELIVERY OF HIGH-QUALITY PRESCHOOL SERVICES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2133: Supporting Early Childhood Educators in Rural Areas.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE TARGETED SUPPORT FOR EARLY CHILDHOOD EDUCATORS IN RURAL AREAS TO ENSURE THAT RURAL PRESCHOOL PROGRAMS HAVE ACCESS TO THE RESOURCES, TRAINING, AND SUPPORT NEEDED TO DELIVER HIGH-QUALITY SERVICES.

(b) SUPPORT FOR RURAL EARLY CHILDHOOD EDUCATORS MUST INCLUDE:

(I) FINANCIAL INCENTIVES, INCLUDING LOAN FORGIVENESS, SCHOLARSHIPS, AND BONUSES, TO ATTRACT QUALIFIED EARLY CHILDHOOD EDUCATORS TO RURAL AREAS;

(II) ACCESS TO PROFESSIONAL DEVELOPMENT AND TRAINING OPPORTUNITIES THROUGH ONLINE PLATFORMS, VIRTUAL WORKSHOPS, AND LOCAL TRAINING EVENTS THAT ARE CONVENIENT FOR RURAL EDUCATORS;

(III) GRANTS AND RESOURCES TO SUPPORT FACILITY IMPROVEMENTS, MATERIALS PURCHASES, AND OTHER EXPENSES THAT ENHANCE THE QUALITY OF PRESCHOOL SERVICES IN RURAL COMMUNITIES;

(IV) PARTNERSHIPS WITH LOCAL GOVERNMENTS, SCHOOL DISTRICTS, AND COMMUNITY-BASED ORGANIZATIONS TO PROVIDE SUPPORT SERVICES AND RESOURCES FOR RURAL EARLY CHILDHOOD EDUCATORS AND PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF EARLY CHILDHOOD EDUCATORS IN RURAL AREAS AND INCLUDE DATA ON PROGRAM QUALITY, WORKFORCE RETENTION, AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF EARLY CHILDHOOD EDUCATORS IN PROFESSIONAL DEVELOPMENT PROGRAMS IN RURAL AREAS, DISAGGREGATED BY REGION;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES ON PROGRAM QUALITY, TEACHER RETENTION, AND CHILD OUTCOMES IN RURAL PRESCHOOL PROGRAMS;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR EARLY CHILDHOOD EDUCATORS IN RURAL AREAS TO ENSURE HIGH-QUALITY PRESCHOOL SERVICES ARE AVAILABLE TO CHILDREN IN THESE COMMUNITIES.

Section 29.2134: Coordinating Services for Homeless Children in Preschool.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE COORDINATED SERVICES TO ENSURE THAT HOMELESS CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND SUPPORTS THAT ADDRESS THEIR UNIQUE NEEDS.

(b) COORDINATED SERVICES FOR HOMELESS CHILDREN MUST INCLUDE:

(I) OUTREACH AND ENROLLMENT ASSISTANCE TO IDENTIFY HOMELESS CHILDREN AND HELP THEIR FAMILIES ACCESS PRESCHOOL PROGRAMS, INCLUDING FLEXIBLE ENROLLMENT PROCEDURES THAT ACCOMMODATE THE NEEDS OF FAMILIES EXPERIENCING HOMELESSNESS;

(II) PARTNERSHIPS WITH HOMELESS SHELTERS, COMMUNITY-BASED ORGANIZATIONS, AND SOCIAL SERVICE AGENCIES TO PROVIDE REFERRALS AND SUPPORT SERVICES FOR HOMELESS FAMILIES, INCLUDING HOUSING ASSISTANCE, HEALTHCARE, AND NUTRITION SUPPORT;

(III) TRANSPORTATION ASSISTANCE TO ENSURE THAT HOMELESS CHILDREN CAN ATTEND PRESCHOOL PROGRAMS REGULARLY, INCLUDING BUS SERVICES OR OTHER TRANSPORTATION OPTIONS FOR FAMILIES LIVING IN TEMPORARY SHELTERS OR UNSHELTERED LOCATIONS;

(IV) PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS AND STAFF ON THE NEEDS OF HOMELESS CHILDREN AND STRATEGIES FOR PROVIDING TRAUMA-INFORMED CARE AND SUPPORTIVE SERVICES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF HOMELESS CHILDREN IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON ENROLLMENT AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF HOMELESS CHILDREN IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF COORDINATED SERVICES ON SCHOOL READINESS, ATTENDANCE, AND SOCIAL-EMOTIONAL DEVELOPMENT FOR HOMELESS CHILDREN;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES FOR HOMELESS CHILDREN AND ENSURING THAT THEY RECEIVE THE SUPPORT NEEDED TO SUCCEED IN SCHOOL.

Section 29.2135: Partnerships with Businesses and Employers.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH PARTNERSHIPS WITH BUSINESSES AND EMPLOYERS TO PROMOTE FAMILY-FRIENDLY WORKPLACE POLICIES AND TO SUPPORT THE ENROLLMENT AND PARTICIPATION OF EMPLOYEES’ CHILDREN IN HIGH-QUALITY PRESCHOOL PROGRAMS.

(b) PARTNERSHIPS WITH BUSINESSES AND EMPLOYERS MUST INCLUDE:

(I) INCENTIVES FOR BUSINESSES TO PROVIDE EMPLOYEE BENEFITS THAT SUPPORT ACCESS TO PRESCHOOL, INCLUDING CHILDCARE ASSISTANCE, FLEXIBLE WORK HOURS, AND ON-SITE CHILDCARE SERVICES;

(II) COLLABORATION WITH EMPLOYERS TO PROMOTE AWARENESS OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND TO SUPPORT THE ENROLLMENT OF EMPLOYEES’ CHILDREN IN PRESCHOOL PROGRAMS;

(III) DEVELOPMENT OF PUBLIC-PRIVATE PARTNERSHIPS TO INCREASE ACCESS TO PRESCHOOL SERVICES THROUGH INNOVATIVE MODELS, SUCH AS SHARED FACILITIES OR CO-LOCATED PRESCHOOLS IN WORKPLACE SETTINGS;

(IV) SUPPORT FOR WORKING PARENTS THROUGH FAMILY ENGAGEMENT ACTIVITIES THAT PROVIDE RESOURCES ON EARLY CHILDHOOD EDUCATION AND WORK-LIFE BALANCE.

(2) (a) THE DEPARTMENT SHALL MONITOR PARTNERSHIPS WITH BUSINESSES AND EMPLOYERS AND INCLUDE DATA ON FAMILY PARTICIPATION AND EMPLOYER ENGAGEMENT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF EMPLOYERS IN SUPPORTING PRESCHOOL ENROLLMENT AND FAMILY-FRIENDLY WORKPLACE POLICIES, DISAGGREGATED BY REGION;

(II) INFORMATION ON THE IMPACT OF BUSINESS AND EMPLOYER PARTNERSHIPS ON FAMILY ENGAGEMENT AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR EXPANDING PARTNERSHIPS WITH BUSINESSES AND EMPLOYERS TO IMPROVE ACCESS TO PRESCHOOL SERVICES FOR WORKING FAMILIES.

Section 29.2136: Collaboration with State and Local Government Agencies.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL COLLABORATE WITH STATE AND LOCAL GOVERNMENT AGENCIES TO ALIGN SERVICES AND RESOURCES THAT SUPPORT EARLY CHILDHOOD EDUCATION AND FAMILY WELL-BEING.

(b) COLLABORATION WITH GOVERNMENT AGENCIES MUST INCLUDE:

(I) PARTNERSHIPS WITH THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC), THE TEXAS EDUCATION AGENCY (TEA), AND OTHER RELEVANT AGENCIES TO COORDINATE PRESCHOOL SERVICES WITH HEALTHCARE, SOCIAL SERVICES, AND CHILDCARE ASSISTANCE PROGRAMS;

(II) DEVELOPMENT OF SHARED DATA SYSTEMS AND PROCESSES THAT ALLOW FOR EFFICIENT REFERRALS AND COORDINATION OF SERVICES AMONG GOVERNMENT AGENCIES, PRESCHOOL PROVIDERS, AND COMMUNITY-BASED ORGANIZATIONS;

(III) COLLABORATION WITH LOCAL GOVERNMENTS TO SUPPORT THE EXPANSION OF PRESCHOOL PROGRAMS IN HIGH-NEED COMMUNITIES, INCLUDING THE DEVELOPMENT OF FACILITIES AND INFRASTRUCTURE TO SUPPORT EARLY CHILDHOOD EDUCATION;

(IV) ALIGNMENT OF STATE AND LOCAL FUNDING SOURCES TO MAXIMIZE RESOURCES FOR EARLY CHILDHOOD EDUCATION AND TO SUPPORT THE SUSTAINABILITY OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

(2) (a) THE DEPARTMENT SHALL MONITOR COLLABORATION WITH STATE AND LOCAL GOVERNMENT AGENCIES AND INCLUDE DATA ON SERVICE COORDINATION AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON COLLABORATION WITH GOVERNMENT AGENCIES TO SUPPORT EARLY CHILDHOOD EDUCATION, DISAGGREGATED BY REGION;

(II) INFORMATION ON THE IMPACT OF COLLABORATION ON FAMILY ACCESS TO PRESCHOOL SERVICES AND RELATED SUPPORTS;

(III) RECOMMENDATIONS FOR STRENGTHENING COLLABORATION WITH STATE AND LOCAL GOVERNMENT AGENCIES TO IMPROVE ACCESS TO PRESCHOOL SERVICES AND TO ALIGN RESOURCES FOR FAMILY WELL-BEING.

Section 29.2137: Ensuring Program Sustainability and Growth.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL DEVELOP STRATEGIES TO ENSURE THE LONG-TERM SUSTAINABILITY AND GROWTH OF PRESCHOOL SERVICES, INCLUDING CONTINUOUS IMPROVEMENT AND EXPANSION OF ACCESS TO MEET THE NEEDS OF ALL ELIGIBLE CHILDREN.

(b) STRATEGIES FOR PROGRAM SUSTAINABILITY AND GROWTH MUST INCLUDE:

(I) ESTABLISHING MULTI-YEAR FUNDING PLANS THAT INCLUDE STATE APPROPRIATIONS, FEDERAL GRANTS, AND PUBLIC-PRIVATE PARTNERSHIPS TO SUPPORT THE CONTINUOUS EXPANSION OF PRESCHOOL SERVICES;

(II) DEVELOPING COST-EFFECTIVE SERVICE DELIVERY MODELS THAT MAXIMIZE RESOURCES AND EFFICIENCY WHILE MAINTAINING HIGH-QUALITY STANDARDS FOR PRESCHOOL EDUCATION;

(III) PARTNERING WITH LOCAL COMMUNITIES AND SCHOOL DISTRICTS TO INCREASE PRESCHOOL CAPACITY IN HIGH-NEED AREAS, INCLUDING THE DEVELOPMENT OF FACILITIES AND INFRASTRUCTURE TO SUPPORT FUTURE GROWTH;

(IV) MONITORING ENROLLMENT TRENDS AND DEMOGRAPHIC CHANGES TO ANTICIPATE DEMAND FOR PRESCHOOL SERVICES AND ADJUST CAPACITY AND FUNDING NEEDS ACCORDINGLY.

(2) (a) THE DEPARTMENT SHALL MONITOR THE SUSTAINABILITY AND GROWTH OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON FUNDING SOURCES, EXPANSION EFFORTS, AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE FUNDING SOURCES AND UTILIZATION FOR THE PROGRAM, DISAGGREGATED BY REGION AND SERVICE DELIVERY MODELS;

(II) INFORMATION ON THE IMPACT OF SUSTAINABILITY EFFORTS ON ENROLLMENT, ACCESS, AND PROGRAM QUALITY FOR CHILDREN ACROSS THE STATE;

(III) RECOMMENDATIONS FOR CONTINUING TO ENSURE THE SUSTAINABILITY AND GROWTH OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2138: Transparency and Public Accountability.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL OPERATE WITH FULL TRANSPARENCY AND PUBLIC ACCOUNTABILITY TO ENSURE THAT RESOURCES ARE BEING USED EFFICIENTLY AND THAT THE PROGRAM IS ACHIEVING ITS GOALS FOR CHILD OUTCOMES AND ACCESS TO SERVICES.

(b) TRANSPARENCY AND PUBLIC ACCOUNTABILITY MEASURES MUST INCLUDE:

(I) PUBLISHING ANNUAL REPORTS THAT PROVIDE DETAILED INFORMATION ON PROGRAM FUNDING, EXPENDITURES, AND OUTCOMES, INCLUDING DATA ON CHILDREN SERVED, PROVIDER PERFORMANCE, AND PROGRAM IMPROVEMENTS;

(II) HOLDING PUBLIC HEARINGS AND COMMUNITY MEETINGS TO SOLICIT INPUT FROM PARENTS, EDUCATORS, AND COMMUNITY STAKEHOLDERS ABOUT THE PROGRAM’S EFFECTIVENESS AND AREAS FOR IMPROVEMENT;

(III) ESTABLISHING AN ONLINE PORTAL THAT PROVIDES ACCESS TO PROGRAM DATA, INCLUDING INFORMATION ON PROVIDER QUALITY RATINGS, CHILD OUTCOMES, AND FAMILY SATISFACTION SURVEYS;

(IV) DEVELOPING MECHANISMS FOR PARENTS AND COMMUNITY MEMBERS TO PROVIDE FEEDBACK AND FILE COMPLAINTS REGARDING PRESCHOOL PROGRAMS AND ENSURING THAT THIS FEEDBACK IS USED TO INFORM CONTINUOUS PROGRAM IMPROVEMENT.

(2) (a) THE DEPARTMENT SHALL ENSURE THAT ALL TRANSPARENCY AND PUBLIC ACCOUNTABILITY MEASURES ARE INCLUDED IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF TRANSPARENCY MEASURES, INCLUDING PARTICIPATION IN PUBLIC HEARINGS, UTILIZATION OF THE ONLINE PORTAL, AND PUBLIC FEEDBACK;

(II) INFORMATION ON THE IMPACT OF TRANSPARENCY AND ACCOUNTABILITY MEASURES ON PROGRAM QUALITY AND PUBLIC TRUST IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM;

(III) RECOMMENDATIONS FOR IMPROVING TRANSPARENCY AND ACCOUNTABILITY TO FURTHER ENGAGE PARENTS AND COMMUNITY MEMBERS IN THE PROGRAM.

Section 29.2139: Program Evaluation and Continuous Improvement.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT A ROBUST PROGRAM EVALUATION SYSTEM TO MEASURE THE EFFECTIVENESS OF PRESCHOOL SERVICES AND TO IDENTIFY AREAS FOR CONTINUOUS IMPROVEMENT TO ENHANCE CHILD OUTCOMES AND PROGRAM QUALITY.

(b) THE PROGRAM EVALUATION SYSTEM MUST INCLUDE:

(I) REGULAR ASSESSMENTS OF CHILDREN'S SCHOOL READINESS, INCLUDING MEASURES OF COGNITIVE, SOCIAL-EMOTIONAL, AND PHYSICAL DEVELOPMENT, TO DETERMINE THE PROGRAM'S IMPACT ON SCHOOL READINESS OUTCOMES;

(II) EVALUATION OF PRESCHOOL PROVIDER PERFORMANCE, INCLUDING CLASSROOM QUALITY, TEACHER EFFECTIVENESS, AND PROGRAM COMPLIANCE WITH STATE STANDARDS AND REGULATIONS;

(III) COLLECTION AND ANALYSIS OF DATA ON PROGRAM ACCESS, ENROLLMENT TRENDS, AND CHILD OUTCOMES, DISAGGREGATED BY REGION, DEMOGRAPHICS, AND PROVIDER TYPE;

(IV) DEVELOPMENT OF STRATEGIC PLANS FOR CONTINUOUS PROGRAM IMPROVEMENT BASED ON EVALUATION RESULTS, INCLUDING GOALS FOR IMPROVING CHILD OUTCOMES, EXPANDING ACCESS, AND ENHANCING PROVIDER QUALITY.

(2) (a) THE DEPARTMENT SHALL REPORT THE RESULTS OF THE PROGRAM EVALUATION SYSTEM ANNUALLY TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON CHILD OUTCOMES, PROVIDER PERFORMANCE, AND PROGRAM QUALITY, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PROGRAM EVALUATIONS ON CONTINUOUS IMPROVEMENT EFFORTS AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING THE EVALUATION SYSTEM TO ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM CONTINUES TO MEET THE NEEDS OF CHILDREN AND FAMILIES.

Section 29.2140: Research and Innovation in Early Childhood Education.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE RESEARCH AND INNOVATION IN EARLY CHILDHOOD EDUCATION TO DEVELOP NEW STRATEGIES, PRACTICES, AND MODELS THAT IMPROVE PRESCHOOL QUALITY AND CHILD OUTCOMES.

(b) RESEARCH AND INNOVATION INITIATIVES MUST INCLUDE:

(I) PARTNERSHIPS WITH UNIVERSITIES, RESEARCH INSTITUTES, AND NONPROFIT ORGANIZATIONS TO CONDUCT RESEARCH STUDIES THAT EXAMINE BEST PRACTICES IN PRESCHOOL EDUCATION AND EVALUATE THE IMPACT OF NEW TEACHING METHODS AND CURRICULA;

(II) DEVELOPMENT OF INNOVATIVE PROGRAM MODELS THAT ADDRESS THE UNIQUE NEEDS OF DUAL LANGUAGE LEARNERS, CHILDREN WITH DISABILITIES, AND CHILDREN FROM UNDERSERVED COMMUNITIES, INCLUDING PILOT PROGRAMS AND DEMONSTRATION SITES;

(III) SUPPORT FOR PRESCHOOL PROVIDERS TO IMPLEMENT EVIDENCE-BASED INNOVATIONS THAT ENHANCE CLASSROOM QUALITY, TEACHER EFFECTIVENESS, AND CHILD OUTCOMES, INCLUDING PROFESSIONAL DEVELOPMENT AND TECHNICAL ASSISTANCE;

(IV) DISSEMINATION OF RESEARCH FINDINGS AND BEST PRACTICES TO PRESCHOOL PROVIDERS, POLICYMAKERS, AND THE PUBLIC TO INFORM DECISION-MAKING AND PROGRAM IMPROVEMENT EFFORTS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF RESEARCH AND INNOVATION INITIATIVES AND INCLUDE DATA ON PROGRAM OUTCOMES AND INNOVATION ACTIVITIES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON RESEARCH PROJECTS AND INNOVATION ACTIVITIES, INCLUDING PARTICIPATION AND OUTCOMES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF RESEARCH AND INNOVATION INITIATIVES ON PRESCHOOL QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR EXPANDING RESEARCH AND INNOVATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO DRIVE CONTINUOUS IMPROVEMENT AND ADVANCE THE FIELD OF EARLY CHILDHOOD EDUCATION.

Section 29.2141: Partnerships with Early Childhood Mental Health Providers.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH PARTNERSHIPS WITH EARLY CHILDHOOD MENTAL HEALTH PROVIDERS TO SUPPORT THE MENTAL HEALTH AND WELL-BEING OF CHILDREN ENROLLED IN PRESCHOOL PROGRAMS AND TO PROMOTE SOCIAL-EMOTIONAL LEARNING AND POSITIVE BEHAVIORAL OUTCOMES.

(b) PARTNERSHIPS WITH MENTAL HEALTH PROVIDERS MUST INCLUDE:

(I) PROVIDING ON-SITE OR VIRTUAL MENTAL HEALTH CONSULTATION SERVICES TO PRESCHOOL PROVIDERS, TEACHERS, AND FAMILIES TO ADDRESS THE MENTAL HEALTH NEEDS OF CHILDREN AND TO SUPPORT POSITIVE CLASSROOM ENVIRONMENTS;

(II) TRAINING FOR PRESCHOOL PROVIDERS ON MENTAL HEALTH BEST PRACTICES, INCLUDING TRAUMA-INFORMED CARE, POSITIVE BEHAVIORAL INTERVENTIONS, AND SOCIAL-EMOTIONAL LEARNING STRATEGIES;

(III) ACCESS TO MENTAL HEALTH SERVICES AND RESOURCES FOR FAMILIES, INCLUDING COUNSELING, PARENT SUPPORT GROUPS, AND REFERRALS TO COMMUNITY MENTAL HEALTH SERVICES;

(IV) SUPPORTING PRESCHOOL PROVIDERS IN DEVELOPING INDIVIDUALIZED PLANS FOR CHILDREN WHO EXHIBIT BEHAVIORAL OR SOCIAL-EMOTIONAL CHALLENGES TO ENSURE THAT THEY RECEIVE APPROPRIATE INTERVENTIONS AND SUPPORTS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF MENTAL HEALTH PARTNERSHIPS ON CHILDREN'S WELL-BEING, SCHOOL READINESS, AND SOCIAL-EMOTIONAL DEVELOPMENT AND INCLUDE DATA IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF PRESCHOOL PROGRAMS IN MENTAL HEALTH PARTNERSHIPS AND THE UTILIZATION OF MENTAL HEALTH SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF MENTAL HEALTH PARTNERSHIPS ON CHILD OUTCOMES, INCLUDING SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR EXPANDING ACCESS TO MENTAL HEALTH SERVICES IN PRESCHOOL PROGRAMS AND IMPROVING OUTCOMES FOR CHILDREN.

Section 29.2142: Promoting Play-Based Learning in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE THE USE OF PLAY-BASED LEARNING IN PRESCHOOL SETTINGS TO SUPPORT THE COGNITIVE, SOCIAL-EMOTIONAL, AND PHYSICAL DEVELOPMENT OF CHILDREN AND TO ENSURE THAT PRESCHOOL PROGRAMS PROVIDE DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES.

(b) PLAY-BASED LEARNING STRATEGIES MUST INCLUDE:

(I) PROVIDING TRAINING FOR PRESCHOOL TEACHERS ON THE BENEFITS OF PLAY-BASED LEARNING AND ON HOW TO INCORPORATE PLAY INTO DAILY LESSON PLANS AND CLASSROOM ACTIVITIES;

(II) ENSURING THAT PRESCHOOL CLASSROOMS AND OUTDOOR SPACES ARE DESIGNED TO SUPPORT ACTIVE, HANDS-ON LEARNING THROUGH PLAY, INCLUDING ACCESS TO AGE-APPROPRIATE TOYS, GAMES, AND LEARNING MATERIALS;

(III) DEVELOPING A CURRICULUM THAT INTEGRATES PLAY-BASED LEARNING WITH ACADEMIC GOALS TO SUPPORT SCHOOL READINESS AND TO FOSTER CHILDREN'S NATURAL CURIOSITY AND CREATIVITY;

(IV) ENGAGING PARENTS IN PLAY-BASED LEARNING ACTIVITIES AND PROVIDING RESOURCES TO HELP FAMILIES SUPPORT PLAY AS A CENTRAL COMPONENT OF THEIR CHILDREN'S LEARNING AND DEVELOPMENT AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE OF PLAY-BASED LEARNING STRATEGIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF PLAY-BASED LEARNING IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PLAY-BASED LEARNING ON SCHOOL READINESS, COGNITIVE DEVELOPMENT, AND SOCIAL-EMOTIONAL LEARNING;

(III) RECOMMENDATIONS FOR IMPROVING THE USE OF PLAY-BASED LEARNING IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENHANCE CHILD OUTCOMES AND SUPPORT DEVELOPMENTALLY APPROPRIATE PRACTICES.

Section 29.2143: Supporting Children with Behavioral Challenges.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORTS FOR CHILDREN WITH BEHAVIORAL CHALLENGES TO ENSURE THAT ALL CHILDREN HAVE ACCESS TO AN INCLUSIVE, SUPPORTIVE LEARNING ENVIRONMENT AND TO PREVENT THE USE OF EXCLUSIONARY DISCIPLINE PRACTICES.

(b) SUPPORT FOR CHILDREN WITH BEHAVIORAL CHALLENGES MUST INCLUDE:

(I) TRAINING FOR PRESCHOOL TEACHERS AND STAFF ON POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS), TRAUMA-INFORMED CARE, AND SOCIAL-EMOTIONAL LEARNING STRATEGIES TO ADDRESS CHALLENGING BEHAVIOR;

(II) ACCESS TO BEHAVIORAL SPECIALISTS AND CONSULTANTS WHO CAN WORK WITH PRESCHOOL TEACHERS, PARENTS, AND CHILDREN TO DEVELOP INDIVIDUALIZED BEHAVIORAL INTERVENTION PLANS AND TO PROVIDE TARGETED SUPPORTS;

(III) PARTNERSHIPS WITH MENTAL HEALTH PROVIDERS AND COMMUNITY ORGANIZATIONS TO OFFER ADDITIONAL RESOURCES AND INTERVENTIONS FOR CHILDREN WITH SIGNIFICANT BEHAVIORAL OR EMOTIONAL NEEDS;

(IV) FAMILY ENGAGEMENT ACTIVITIES THAT INFORM PARENTS ABOUT STRATEGIES FOR ADDRESSING BEHAVIORAL CHALLENGES AND PROVIDE THEM WITH TOOLS TO SUPPORT POSITIVE BEHAVIOR AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF BEHAVIORAL SUPPORT STRATEGIES AND INCLUDE DATA ON CHILD OUTCOMES AND BEHAVIORAL INTERVENTIONS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF CHILDREN WITH BEHAVIORAL CHALLENGES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF BEHAVIORAL INTERVENTIONS ON CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT, SCHOOL READINESS, AND BEHAVIORAL OUTCOMES;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR CHILDREN WITH BEHAVIORAL CHALLENGES TO PROMOTE INCLUSIVE EDUCATION PRACTICES AND REDUCE EXCLUSIONARY DISCIPLINE IN PRESCHOOL SETTINGS.

Section 29.2144: Expanding Access to Early Literacy Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PRIORITIZE THE EXPANSION OF EARLY LITERACY PROGRAMS TO SUPPORT CHILDREN'S READING DEVELOPMENT AND PREPARE THEM FOR KINDERGARTEN AND BEYOND.

(b) STRATEGIES FOR EXPANDING EARLY LITERACY PROGRAMS MUST INCLUDE:

(I) PROVIDING PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS ON RESEARCH-BASED EARLY LITERACY INSTRUCTION STRATEGIES, INCLUDING PHONEMIC AWARENESS, VOCABULARY DEVELOPMENT, AND PRINT AWARENESS;

(II) ENSURING THAT PRESCHOOL CLASSROOMS HAVE ACCESS TO HIGH-QUALITY LITERACY MATERIALS, INCLUDING AGE-APPROPRIATE BOOKS, READING GAMES, AND OTHER RESOURCES THAT PROMOTE EARLY LITERACY SKILLS;

(III) ENGAGING PARENTS IN THEIR CHILDREN’S EARLY LITERACY DEVELOPMENT THROUGH FAMILY LITERACY NIGHTS, WORKSHOPS, AND TAKE-HOME LITERACY KITS THAT PROVIDE PARENTS WITH TOOLS AND STRATEGIES FOR SUPPORTING READING AT HOME;

(IV) PARTNERSHIPS WITH LIBRARIES, COMMUNITY-BASED ORGANIZATIONS, AND LITERACY ADVOCACY GROUPS TO EXPAND ACCESS TO LITERACY PROGRAMS AND RESOURCES FOR PRESCHOOL CHILDREN AND THEIR FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF EARLY LITERACY PROGRAMS AND INCLUDE DATA ON LITERACY OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF EARLY LITERACY PROGRAMS IN PRESCHOOL SETTINGS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF EARLY LITERACY PROGRAMS ON CHILDREN'S READING DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR EXPANDING ACCESS TO EARLY LITERACY PROGRAMS TO ENSURE THAT ALL CHILDREN DEVELOP STRONG READING SKILLS BEFORE ENTERING KINDERGARTEN.

Section 29.2145: Engaging Fathers and Male Caregivers in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE THE ACTIVE ENGAGEMENT OF FATHERS AND MALE CAREGIVERS IN THEIR CHILDREN’S EARLY EDUCATION TO FOSTER POSITIVE CHILD DEVELOPMENT OUTCOMES AND STRENGTHEN FAMILY INVOLVEMENT.

(b) STRATEGIES FOR ENGAGING FATHERS AND MALE CAREGIVERS MUST INCLUDE:

(I) FAMILY ENGAGEMENT PROGRAMS AND WORKSHOPS THAT ARE SPECIFICALLY DESIGNED TO INVOLVE FATHERS AND MALE CAREGIVERS IN THEIR CHILDREN’S LEARNING AND DEVELOPMENT;

(II) FATHER-FOCUSED EVENTS, SUCH AS FATHER-CHILD ACTIVITIES, LITERACY NIGHTS, AND COMMUNITY OUTINGS, THAT ENCOURAGE MALE CAREGIVERS TO PARTICIPATE ACTIVELY IN PRESCHOOL PROGRAMS;

(III) RESOURCES AND SUPPORT FOR MALE CAREGIVERS, INCLUDING PARENTING GUIDANCE, SOCIAL SUPPORT NETWORKS, AND TOOLS TO HELP FATHERS BUILD POSITIVE RELATIONSHIPS WITH THEIR CHILDREN;

(IV) PARTNERSHIPS WITH COMMUNITY ORGANIZATIONS THAT SUPPORT FATHERS AND MALE CAREGIVERS, INCLUDING MENTORSHIP PROGRAMS AND SERVICES THAT PROMOTE FATHERHOOD ENGAGEMENT IN EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF FATHERS AND MALE CAREGIVERS IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON FAMILY ENGAGEMENT OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF FATHERS AND MALE CAREGIVERS IN FAMILY ENGAGEMENT ACTIVITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF FATHER AND MALE CAREGIVER ENGAGEMENT ON CHILD DEVELOPMENT OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING FATHER AND MALE CAREGIVER ENGAGEMENT IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2146: Supporting the Needs of Military Families.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE TARGETED SUPPORT FOR CHILDREN FROM MILITARY FAMILIES TO ADDRESS THE UNIQUE CHALLENGES FACED BY THESE FAMILIES AND TO ENSURE THAT MILITARY CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES.

(b) SUPPORT FOR MILITARY FAMILIES MUST INCLUDE:

(I) OUTREACH AND ENROLLMENT ASSISTANCE FOR MILITARY FAMILIES, INCLUDING FLEXIBLE ENROLLMENT OPTIONS FOR FAMILIES THAT MOVE FREQUENTLY DUE TO MILITARY ASSIGNMENTS;

(II) SUPPORT FOR MILITARY CHILDREN WHO EXPERIENCE STRESS, TRAUMA, OR BEHAVIORAL CHALLENGES RELATED TO PARENTAL DEPLOYMENT OR RELOCATION, INCLUDING ACCESS TO MENTAL HEALTH SERVICES AND SOCIAL-EMOTIONAL LEARNING PROGRAMS;

(III) PARTNERSHIPS WITH MILITARY BASES, VETERAN SERVICE ORGANIZATIONS, AND COMMUNITY-BASED ORGANIZATIONS TO PROVIDE RESOURCES AND SUPPORT FOR MILITARY FAMILIES;

(IV) FAMILY ENGAGEMENT ACTIVITIES THAT PROMOTE THE INVOLVEMENT OF MILITARY PARENTS IN THEIR CHILDREN’S EDUCATION, INCLUDING OPPORTUNITIES FOR PARENTS TO PARTICIPATE IN PRESCHOOL PROGRAMS EVEN WHEN THEY ARE DEPLOYED OR STATIONED AWAY FROM HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF MILITARY FAMILIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON FAMILY ENGAGEMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT AND PARTICIPATION OF MILITARY FAMILIES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR MILITARY FAMILIES ON CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR MILITARY FAMILIES TO ENSURE THAT THEY HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND RESOURCES.

Section 29.2147: Environmental Sustainability in Preschool Facilities.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE ENVIRONMENTAL SUSTAINABILITY IN PRESCHOOL FACILITIES TO CREATE HEALTHY, ECO-FRIENDLY LEARNING ENVIRONMENTS FOR CHILDREN AND TO SUPPORT ENVIRONMENTAL EDUCATION IN PRESCHOOL SETTINGS.

(b) STRATEGIES FOR PROMOTING ENVIRONMENTAL SUSTAINABILITY MUST INCLUDE:

(I) ENCOURAGING PRESCHOOL FACILITIES TO ADOPT SUSTAINABLE BUILDING PRACTICES, INCLUDING ENERGY-EFFICIENT LIGHTING, WATER CONSERVATION SYSTEMS, AND THE USE OF ENVIRONMENTALLY FRIENDLY MATERIALS;

(II) PROVIDING RESOURCES AND SUPPORT FOR PRESCHOOL PROVIDERS TO DEVELOP OUTDOOR LEARNING SPACES AND GARDENS THAT PROMOTE HANDS-ON ENVIRONMENTAL EDUCATION AND FOSTER CHILDREN’S CONNECTION TO NATURE;

(III) INCORPORATING ENVIRONMENTAL EDUCATION INTO PRESCHOOL CURRICULA, INCLUDING LESSONS ON RECYCLING, CONSERVATION, AND ENVIRONMENTAL RESPONSIBILITY;

(IV) PARTNERING WITH COMMUNITY ORGANIZATIONS AND ENVIRONMENTAL ADVOCACY GROUPS TO PROVIDE EDUCATIONAL RESOURCES AND SUPPORT FOR PRESCHOOL PROGRAMS THAT PROMOTE ENVIRONMENTAL SUSTAINABILITY.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF ENVIRONMENTAL SUSTAINABILITY PRACTICES IN PRESCHOOL FACILITIES AND INCLUDE DATA ON PROGRAM PARTICIPATION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF PRESCHOOL PROGRAMS IN ENVIRONMENTAL SUSTAINABILITY INITIATIVES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF ENVIRONMENTAL SUSTAINABILITY INITIATIVES ON CHILDREN’S LEARNING, HEALTH, AND WELL-BEING;

(III) RECOMMENDATIONS FOR EXPANDING ENVIRONMENTAL SUSTAINABILITY EFFORTS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO CREATE HEALTHIER LEARNING ENVIRONMENTS AND PROMOTE ENVIRONMENTAL EDUCATION.

Section 29.2148: Addressing the Needs of Children in Foster Care.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE TARGETED SUPPORT FOR CHILDREN IN FOSTER CARE TO ENSURE THAT THEY HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND THE SUPPORTS NEEDED TO ADDRESS THEIR UNIQUE DEVELOPMENTAL AND EMOTIONAL NEEDS.

(b) SUPPORT FOR CHILDREN IN FOSTER CARE MUST INCLUDE:

(I) OUTREACH AND ENROLLMENT ASSISTANCE FOR FOSTER FAMILIES TO ENSURE THAT CHILDREN IN FOSTER CARE HAVE ACCESS TO PRESCHOOL PROGRAMS, INCLUDING FLEXIBLE ENROLLMENT OPTIONS THAT ACCOMMODATE FREQUENT MOVES;

(II) PROVIDING MENTAL HEALTH AND SOCIAL-EMOTIONAL SUPPORT SERVICES FOR CHILDREN IN FOSTER CARE, INCLUDING TRAUMA-INFORMED CARE AND BEHAVIORAL INTERVENTIONS TO ADDRESS THE IMPACT OF ABUSE, NEGLECT, AND INSTABILITY;

(III) PARTNERSHIPS WITH FOSTER CARE AGENCIES, CHILD WELFARE ORGANIZATIONS, AND COMMUNITY-BASED GROUPS TO COORDINATE SERVICES AND PROVIDE RESOURCES FOR FOSTER FAMILIES AND CHILDREN;

(IV) PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS AND STAFF ON THE NEEDS OF CHILDREN IN FOSTER CARE AND STRATEGIES FOR PROVIDING A SUPPORTIVE, STABLE LEARNING ENVIRONMENT FOR THESE CHILDREN.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF CHILDREN IN FOSTER CARE IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT AND PARTICIPATION OF CHILDREN IN FOSTER CARE, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES ON SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND CHILD OUTCOMES FOR CHILDREN IN FOSTER CARE;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES AND SUPPORTS FOR CHILDREN IN FOSTER CARE TO ENSURE THAT THEY RECEIVE THE STABILITY AND RESOURCES NEEDED TO SUCCEED IN SCHOOL.

Section 29.2149: Inclusion of Children with Disabilities in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE THAT CHILDREN WITH DISABILITIES HAVE FULL ACCESS TO PRESCHOOL SERVICES, INCLUDING INDIVIDUALIZED SUPPORT AND ACCOMMODATIONS TO MEET THEIR UNIQUE LEARNING NEEDS.

(b) INCLUSION OF CHILDREN WITH DISABILITIES MUST INCLUDE:

(I) COLLABORATION WITH SPECIAL EDUCATION PROVIDERS TO DEVELOP AND IMPLEMENT INDIVIDUALIZED EDUCATION PROGRAMS (IEPs) OR 504 PLANS THAT ADDRESS THE SPECIFIC NEEDS OF CHILDREN WITH DISABILITIES ENROLLED IN PRESCHOOL PROGRAMS;

(II) PROVIDING TRAINING AND PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS ON INCLUSIVE EDUCATION PRACTICES, INCLUDING STRATEGIES FOR SUPPORTING CHILDREN WITH A VARIETY OF DISABILITIES IN CLASSROOM SETTINGS;

(III) ENSURING THAT PRESCHOOL CLASSROOMS ARE EQUIPPED WITH ADAPTIVE MATERIALS AND ASSISTIVE TECHNOLOGIES THAT SUPPORT THE PARTICIPATION OF CHILDREN WITH DISABILITIES IN ALL LEARNING ACTIVITIES;

(IV) PARTNERSHIPS WITH DISABILITY ADVOCACY ORGANIZATIONS, EARLY INTERVENTION PROGRAMS, AND COMMUNITY-BASED ORGANIZATIONS TO PROVIDE ADDITIONAL RESOURCES AND SUPPORT FOR CHILDREN WITH DISABILITIES AND THEIR FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF CHILDREN WITH DISABILITIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT, SERVICES, AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF CHILDREN WITH DISABILITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF INCLUSIVE EDUCATION PRACTICES ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING THE INCLUSION OF CHILDREN WITH DISABILITIES IN PRESCHOOL PROGRAMS AND EXPANDING ACCESS TO SPECIALIZED SUPPORT SERVICES.

Section 29.2150: Family and Community Engagement Councils.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH FAMILY AND COMMUNITY ENGAGEMENT COUNCILS TO PROVIDE PARENTS, CAREGIVERS, AND COMMUNITY MEMBERS WITH OPPORTUNITIES TO CONTRIBUTE TO THE PLANNING, IMPLEMENTATION, AND EVALUATION OF PRESCHOOL SERVICES.

(b) FAMILY AND COMMUNITY ENGAGEMENT COUNCILS MUST INCLUDE:

(I) REPRESENTATION FROM PARENTS, CAREGIVERS, TEACHERS, AND COMMUNITY-BASED ORGANIZATIONS TO ENSURE THAT A DIVERSE RANGE OF VOICES ARE INCLUDED IN DECISION-MAKING PROCESSES;

(II) REGULAR MEETINGS AND FORUMS WHERE FAMILIES CAN PROVIDE FEEDBACK ON PROGRAM QUALITY, ACCESS, AND OUTCOMES, AND OFFER SUGGESTIONS FOR IMPROVING PRESCHOOL SERVICES;

(III) OPPORTUNITIES FOR PARENTS AND COMMUNITY MEMBERS TO PARTICIPATE IN THE DEVELOPMENT OF PRESCHOOL CURRICULA, FAMILY ENGAGEMENT ACTIVITIES, AND COMMUNITY OUTREACH INITIATIVES;

(IV) RESOURCES AND SUPPORT FOR FAMILY AND COMMUNITY ENGAGEMENT COUNCILS TO FACILITATE THEIR INVOLVEMENT IN PROGRAM PLANNING AND TO ENSURE THAT THEIR INPUT IS REFLECTED IN PROGRAM POLICIES AND IMPROVEMENT PLANS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF FAMILIES AND COMMUNITY MEMBERS IN ENGAGEMENT COUNCILS AND INCLUDE DATA ON ENGAGEMENT ACTIVITIES AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF FAMILIES AND COMMUNITY MEMBERS IN ENGAGEMENT COUNCIL ACTIVITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF FAMILY AND COMMUNITY ENGAGEMENT ON PROGRAM IMPROVEMENT EFFORTS AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR STRENGTHENING FAMILY AND COMMUNITY ENGAGEMENT COUNCILS TO IMPROVE PRESCHOOL SERVICES AND INCREASE FAMILY INVOLVEMENT IN PROGRAM DECISION-MAKING.

Section 29.2151: Preschool Provider Quality Improvement Grants.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH A GRANT PROGRAM TO SUPPORT THE CONTINUOUS QUALITY IMPROVEMENT OF PRESCHOOL PROVIDERS AND TO ENSURE THAT ALL PROVIDERS MEET HIGH STANDARDS OF EDUCATIONAL EXCELLENCE.

(b) PRESCHOOL PROVIDER QUALITY IMPROVEMENT GRANTS MUST INCLUDE:

(I) GRANTS TO PRESCHOOL PROVIDERS TO FUND PROFESSIONAL DEVELOPMENT, CURRICULUM ENHANCEMENTS, AND FACILITY IMPROVEMENTS THAT PROMOTE HIGH-QUALITY LEARNING ENVIRONMENTS;

(II) FINANCIAL INCENTIVES FOR PRESCHOOL PROVIDERS THAT PARTICIPATE IN STATE-APPROVED QUALITY IMPROVEMENT INITIATIVES, INCLUDING PROVIDER QUALITY RATING SYSTEMS AND ACCREDITATION PROGRAMS;

(III) SUPPORT FOR PRESCHOOL PROVIDERS IN RURAL AND UNDERSERVED COMMUNITIES TO IMPROVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND TO ADDRESS THE UNIQUE CHALLENGES FACED BY PROVIDERS IN THESE AREAS;

(IV) PARTNERSHIPS WITH TRAINING ORGANIZATIONS, COMMUNITY COLLEGES, AND UNIVERSITIES TO PROVIDE TECHNICAL ASSISTANCE AND RESOURCES TO PRESCHOOL PROVIDERS SEEKING TO IMPROVE THE QUALITY OF THEIR SERVICES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE UTILIZATION OF PRESCHOOL PROVIDER QUALITY IMPROVEMENT GRANTS AND INCLUDE DATA ON PROVIDER PARTICIPATION AND PROGRAM IMPACTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE DISTRIBUTION OF QUALITY IMPROVEMENT GRANTS TO PRESCHOOL PROVIDERS, DISAGGREGATED BY REGION AND PROVIDER TYPE;

(II) INFORMATION ON THE IMPACT OF QUALITY IMPROVEMENT GRANTS ON PRESCHOOL PROVIDER QUALITY AND CHILD OUTCOMES;

(III) RECOMMENDATIONS FOR EXPANDING THE QUALITY IMPROVEMENT GRANT PROGRAM TO SUPPORT A LARGER NUMBER OF PRESCHOOL PROVIDERS AND TO PROMOTE INNOVATIVE APPROACHES TO QUALITY IMPROVEMENT.

Section 29.2152: Supporting Dual-Career Families in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT FOR DUAL-CAREER FAMILIES TO HELP BALANCE WORK AND FAMILY RESPONSIBILITIES WHILE ENSURING THAT THEIR CHILDREN HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES.

(b) SUPPORT FOR DUAL-CAREER FAMILIES MUST INCLUDE:

(I) FLEXIBLE ENROLLMENT OPTIONS FOR PRESCHOOL PROGRAMS, INCLUDING EXTENDED HOURS AND YEAR-ROUND SERVICES TO ACCOMMODATE THE SCHEDULING NEEDS OF WORKING FAMILIES;

(II) PARTNERSHIPS WITH EMPLOYERS TO PROMOTE FAMILY-FRIENDLY WORKPLACE POLICIES, INCLUDING FLEXIBLE WORK HOURS, CHILDCARE ASSISTANCE, AND TELECOMMUTING OPTIONS;

(III) RESOURCES AND SUPPORT FOR PARENTS WHO JUGGLE WORK AND FAMILY RESPONSIBILITIES, INCLUDING PARENTING WORKSHOPS, SOCIAL SUPPORT NETWORKS, AND GUIDANCE ON EARLY CHILDHOOD EDUCATION STRATEGIES;

(IV) ENGAGEMENT WITH FAMILY-FRIENDLY BUSINESS PRACTICES AND COMMUNITY-BASED ORGANIZATIONS THAT PROVIDE ADDITIONAL RESOURCES AND SUPPORT FOR DUAL-CAREER FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF DUAL-CAREER FAMILIES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM AND INCLUDE DATA ON FAMILY ENGAGEMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF CHILDREN FROM DUAL-CAREER FAMILIES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR DUAL-CAREER FAMILIES ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR EXPANDING SUPPORT FOR DUAL-CAREER FAMILIES TO ENSURE THAT THEY HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND RESOURCES.

Section 29.2153: Early Childhood Workforce Pipeline Development.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL DEVELOP AND IMPLEMENT A WORKFORCE PIPELINE STRATEGY TO ATTRACT, TRAIN, AND RETAIN A HIGHLY QUALIFIED EARLY CHILDHOOD EDUCATION WORKFORCE TO MEET THE GROWING DEMAND FOR PRESCHOOL SERVICES.

(b) WORKFORCE PIPELINE STRATEGIES MUST INCLUDE:

(I) PARTNERSHIPS WITH HIGH SCHOOLS, COMMUNITY COLLEGES, AND UNIVERSITIES TO ESTABLISH CAREER PATHWAYS FOR STUDENTS INTERESTED IN EARLY CHILDHOOD EDUCATION, INCLUDING INTERNSHIP PROGRAMS AND SCHOLARSHIPS;

(II) PROVIDING LOAN FORGIVENESS, SCHOLARSHIPS, AND FINANCIAL INCENTIVES TO ATTRACT QUALIFIED TEACHERS TO THE EARLY CHILDHOOD EDUCATION FIELD, WITH A FOCUS ON RECRUITING EDUCATORS FROM DIVERSE BACKGROUNDS AND UNDERSERVED COMMUNITIES;

(III) SUPPORTING THE PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS THROUGH CONTINUING EDUCATION PROGRAMS, CERTIFICATION COURSES, AND ADVANCED DEGREE OPPORTUNITIES;

(IV) OFFERING MENTORSHIP AND COACHING PROGRAMS FOR NEW TEACHERS TO SUPPORT THEIR GROWTH AND RETENTION IN THE FIELD, WITH A FOCUS ON IMPROVING TEACHER QUALITY AND CLASSROOM OUTCOMES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF THE WORKFORCE PIPELINE STRATEGY AND INCLUDE DATA ON WORKFORCE PARTICIPATION AND DEVELOPMENT IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF STUDENTS AND TEACHERS IN WORKFORCE DEVELOPMENT PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF THE WORKFORCE PIPELINE STRATEGY ON THE SUPPLY AND QUALITY OF EARLY CHILDHOOD EDUCATORS IN TEXAS;

(III) RECOMMENDATIONS FOR EXPANDING WORKFORCE PIPELINE EFFORTS TO MEET THE DEMAND FOR EARLY CHILDHOOD EDUCATORS AND TO IMPROVE THE DIVERSITY AND QUALITY OF THE EARLY CHILDHOOD EDUCATION WORKFORCE.

Section 29.2154: Public-Private Partnerships for Preschool Expansion.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE PUBLIC-PRIVATE PARTNERSHIPS TO EXPAND ACCESS TO PRESCHOOL SERVICES AND TO LEVERAGE RESOURCES FOR THE DEVELOPMENT AND SUSTAINABILITY OF PRESCHOOL PROGRAMS.

(b) PUBLIC-PRIVATE PARTNERSHIPS FOR PRESCHOOL EXPANSION MUST INCLUDE:

(I) COLLABORATION BETWEEN THE STATE, LOCAL GOVERNMENTS, BUSINESSES, AND NONPROFIT ORGANIZATIONS TO ESTABLISH NEW PRESCHOOL FACILITIES, ESPECIALLY IN HIGH-NEED COMMUNITIES;

(II) INCENTIVES FOR BUSINESSES TO INVEST IN PRESCHOOL PROGRAMS, INCLUDING TAX CREDITS, GRANTS, AND PUBLIC RECOGNITION FOR COMPANIES THAT SUPPORT EARLY CHILDHOOD EDUCATION INITIATIVES;

(III) SUPPORT FOR PUBLIC-PRIVATE PARTNERSHIP MODELS THAT PROVIDE INNOVATIVE SOLUTIONS FOR EXPANDING ACCESS TO PRESCHOOL SERVICES, SUCH AS SHARED FACILITIES OR CO-LOCATED PRESCHOOLS WITHIN WORKPLACE SETTINGS;

(IV) PARTNERSHIPS WITH FOUNDATIONS AND PHILANTHROPIC ORGANIZATIONS TO SECURE FUNDING FOR SCHOLARSHIPS, QUALITY IMPROVEMENT PROGRAMS, AND OTHER INITIATIVES THAT EXPAND ACCESS TO PRESCHOOL FOR LOW-INCOME FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF PUBLIC-PRIVATE PARTNERSHIPS ON PRESCHOOL EXPANSION AND INCLUDE DATA ON PARTNERSHIP PARTICIPATION AND PROGRAM OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF PUBLIC-PRIVATE PARTNERSHIPS IN PRESCHOOL EXPANSION EFFORTS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PUBLIC-PRIVATE PARTNERSHIPS ON THE AVAILABILITY AND QUALITY OF PRESCHOOL SERVICES IN TEXAS;

(III) RECOMMENDATIONS FOR EXPANDING PUBLIC-PRIVATE PARTNERSHIPS TO SUPPORT THE CONTINUOUS GROWTH OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2155: Addressing Workforce Diversity in Early Childhood Education.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL DEVELOP AND IMPLEMENT STRATEGIES TO PROMOTE DIVERSITY IN THE EARLY CHILDHOOD EDUCATION WORKFORCE TO REFLECT THE CULTURAL, LINGUISTIC, AND DEMOGRAPHIC DIVERSITY OF THE CHILDREN AND FAMILIES SERVED.

(b) WORKFORCE DIVERSITY STRATEGIES MUST INCLUDE:

(I) RECRUITMENT INITIATIVES TO ATTRACT CANDIDATES FROM DIVERSE RACIAL, ETHNIC, AND LINGUISTIC BACKGROUNDS INTO THE EARLY CHILDHOOD EDUCATION FIELD, INCLUDING SCHOLARSHIPS, LOAN FORGIVENESS PROGRAMS, AND FINANCIAL INCENTIVES FOR TEACHERS FROM UNDERREPRESENTED COMMUNITIES;

(II) PROVIDING CULTURALLY RESPONSIVE TRAINING FOR ALL EARLY CHILDHOOD EDUCATORS TO ENSURE THAT TEACHERS ARE PREPARED TO WORK EFFECTIVELY WITH DIVERSE POPULATIONS AND TO PROMOTE INCLUSION IN THE CLASSROOM;

(III) SUPPORTING DUAL LANGUAGE LEARNERS BY RECRUITING AND TRAINING BILINGUAL TEACHERS TO WORK WITH CHILDREN WHO SPEAK LANGUAGES OTHER THAN ENGLISH AT HOME;

(IV) PARTNERING WITH COMMUNITY COLLEGES, UNIVERSITIES, AND NONPROFIT ORGANIZATIONS TO PROVIDE TRAINING, PROFESSIONAL DEVELOPMENT, AND MENTORSHIP OPPORTUNITIES FOR TEACHERS FROM DIVERSE BACKGROUNDS.

(2) (a) THE DEPARTMENT SHALL MONITOR WORKFORCE DIVERSITY EFFORTS AND INCLUDE DATA ON RECRUITMENT, PARTICIPATION, AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE RECRUITMENT AND PARTICIPATION OF TEACHERS FROM DIVERSE BACKGROUNDS IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF WORKFORCE DIVERSITY ON CLASSROOM ENVIRONMENTS, TEACHER EFFECTIVENESS, AND CHILD OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR EXPANDING WORKFORCE DIVERSITY INITIATIVES TO ENSURE THAT THE EARLY CHILDHOOD EDUCATION WORKFORCE REFLECTS THE DIVERSITY OF THE TEXAS POPULATION.

Section 29.2156: Supporting Grandparent Caregivers in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT FOR GRANDPARENTS WHO SERVE AS PRIMARY CAREGIVERS FOR THEIR GRANDCHILDREN TO ENSURE THAT THESE FAMILIES HAVE ACCESS TO PRESCHOOL SERVICES AND RESOURCES THAT MEET THEIR UNIQUE NEEDS.

(b) SUPPORT FOR GRANDPARENT CAREGIVERS MUST INCLUDE:

(I) OUTREACH AND ENROLLMENT ASSISTANCE TO HELP GRANDPARENT-LED HOUSEHOLDS NAVIGATE THE PRESCHOOL ENROLLMENT PROCESS AND ACCESS SUPPORT SERVICES, INCLUDING FINANCIAL ASSISTANCE AND SOCIAL SERVICES;

(II) FAMILY ENGAGEMENT ACTIVITIES AND WORKSHOPS THAT ARE SPECIFICALLY DESIGNED TO SUPPORT GRANDPARENTS IN THEIR ROLE AS PRIMARY CAREGIVERS, INCLUDING GUIDANCE ON CHILD DEVELOPMENT, EARLY LEARNING STRATEGIES, AND BEHAVIORAL SUPPORT;

(III) PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS AND AGING SERVICES TO PROVIDE ADDITIONAL RESOURCES FOR GRANDPARENTS, INCLUDING LEGAL ASSISTANCE, HEALTHCARE SUPPORT, AND MENTAL HEALTH SERVICES;

(IV) FLEXIBLE PRESCHOOL PROGRAM OPTIONS, INCLUDING EXTENDED HOURS AND YEAR-ROUND SERVICES, TO ACCOMMODATE THE SCHEDULING NEEDS OF GRANDPARENTS WHO MAY HAVE OTHER CAREGIVING OR EMPLOYMENT RESPONSIBILITIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF GRANDPARENT-LED HOUSEHOLDS IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON FAMILY ENGAGEMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT OF CHILDREN FROM GRANDPARENT-LED HOUSEHOLDS IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR GRANDPARENT CAREGIVERS ON CHILD OUTCOMES, INCLUDING SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR GRANDPARENT CAREGIVERS TO ENSURE THAT THEY HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND RESOURCES.

Section 29.2157: Expanding Access to Preschool for Migrant Families.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT FOR MIGRANT FAMILIES TO ENSURE THAT CHILDREN FROM MIGRANT COMMUNITIES HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND THE SUPPORTS NECESSARY TO ADDRESS THEIR UNIQUE NEEDS.

(b) SUPPORT FOR MIGRANT FAMILIES MUST INCLUDE:

(I) FLEXIBLE ENROLLMENT OPTIONS TO ACCOMMODATE THE MOBILE NATURE OF MIGRANT FAMILIES, INCLUDING TRANSITIONAL ENROLLMENT PROCEDURES AND ACCESS TO PRESCHOOL PROGRAMS IN MULTIPLE LOCATIONS;

(II) OUTREACH AND ENROLLMENT ASSISTANCE FOR MIGRANT FAMILIES TO ENSURE THAT THEY ARE AWARE OF AVAILABLE PRESCHOOL SERVICES AND CAN ACCESS THEM EVEN WHEN MOVING FREQUENTLY FOR WORK;

(III) PARTNERSHIPS WITH MIGRANT EDUCATION PROGRAMS, COMMUNITY-BASED ORGANIZATIONS, AND SOCIAL SERVICE AGENCIES TO PROVIDE SUPPORT SERVICES FOR MIGRANT FAMILIES, INCLUDING HEALTHCARE, NUTRITION, AND HOUSING ASSISTANCE;

(IV) PROVIDING TRANSLATION AND INTERPRETATION SERVICES TO ENSURE THAT MIGRANT FAMILIES WHO SPEAK LANGUAGES OTHER THAN ENGLISH HAVE FULL ACCESS TO PRESCHOOL SERVICES AND COMMUNICATION WITH EDUCATORS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF MIGRANT FAMILIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT AND PARTICIPATION OF CHILDREN FROM MIGRANT FAMILIES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR MIGRANT FAMILIES ON CHILDREN’S SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND WELL-BEING;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES FOR MIGRANT FAMILIES TO ENSURE THAT CHILDREN FROM MIGRANT COMMUNITIES RECEIVE THE SUPPORT NEEDED TO SUCCEED IN SCHOOL.

Section 29.2158: Professional Development on Trauma-Informed Care.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS AND STAFF ON TRAUMA-INFORMED CARE TO ENSURE THAT EDUCATORS ARE PREPARED TO SUPPORT CHILDREN WHO HAVE EXPERIENCED TRAUMA, STRESS, OR ADVERSITY.

(b) PROFESSIONAL DEVELOPMENT ON TRAUMA-INFORMED CARE MUST INCLUDE:

(I) TRAINING ON THE IMPACT OF TRAUMA ON CHILD DEVELOPMENT, INCLUDING COGNITIVE, SOCIAL-EMOTIONAL, AND BEHAVIORAL OUTCOMES, AND STRATEGIES FOR IDENTIFYING AND SUPPORTING CHILDREN WHO HAVE EXPERIENCED TRAUMA;

(II) INSTRUCTION ON TRAUMA-INFORMED CLASSROOM MANAGEMENT PRACTICES, INCLUDING THE USE OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS), SOCIAL-EMOTIONAL LEARNING STRATEGIES, AND RESTORATIVE DISCIPLINE;

(III) PROVIDING TEACHERS WITH TOOLS AND RESOURCES TO DEVELOP INDIVIDUALIZED SUPPORT PLANS FOR CHILDREN WHO HAVE EXPERIENCED TRAUMA, INCLUDING ACCESS TO MENTAL HEALTH SERVICES AND COMMUNITY SUPPORTS;

(IV) PARTNERSHIPS WITH MENTAL HEALTH PROFESSIONALS AND TRAUMA EXPERTS TO PROVIDE ONGOING CONSULTATION, SUPPORT, AND TECHNICAL ASSISTANCE TO PRESCHOOL PROGRAMS THAT SERVE CHILDREN AFFECTED BY TRAUMA.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF PROFESSIONAL DEVELOPMENT ON TRAUMA-INFORMED CARE AND INCLUDE DATA ON TEACHER PARTICIPATION AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF PRESCHOOL TEACHERS IN TRAUMA-INFORMED CARE TRAINING, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TRAUMA-INFORMED CARE TRAINING ON CLASSROOM ENVIRONMENTS, TEACHER EFFECTIVENESS, AND CHILD OUTCOMES, INCLUDING SOCIAL-EMOTIONAL DEVELOPMENT AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR EXPANDING TRAUMA-INFORMED CARE TRAINING AND SUPPORT SERVICES TO IMPROVE OUTCOMES FOR CHILDREN WHO HAVE EXPERIENCED TRAUMA.

Section 29.2159: Supporting Early Childhood Educators with Mental Health Resources.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE MENTAL HEALTH RESOURCES AND SUPPORTS FOR EARLY CHILDHOOD EDUCATORS TO PROMOTE WORKFORCE WELL-BEING AND TO ENSURE THAT TEACHERS ARE ABLE TO DELIVER HIGH-QUALITY CARE AND EDUCATION TO CHILDREN.

(b) SUPPORTS FOR EARLY CHILDHOOD EDUCATORS MUST INCLUDE:

(I) ACCESS TO MENTAL HEALTH SERVICES, INCLUDING COUNSELING, STRESS MANAGEMENT PROGRAMS, AND WELLNESS RESOURCES SPECIFICALLY DESIGNED FOR EDUCATORS WORKING IN EARLY CHILDHOOD SETTINGS;

(II) PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT FOCUS ON TEACHER WELL-BEING, SELF-CARE STRATEGIES, AND THE IMPORTANCE OF BALANCING WORK AND PERSONAL LIFE;

(III) PARTNERSHIPS WITH MENTAL HEALTH PROVIDERS AND WELLNESS ORGANIZATIONS TO PROVIDE ONGOING SUPPORT, CONSULTATION, AND RESOURCES TO EARLY CHILDHOOD EDUCATORS WHO EXPERIENCE BURNOUT OR STRESS;

(IV) FINANCIAL INCENTIVES, GRANTS, AND OTHER FORMS OF RECOGNITION FOR PRESCHOOL PROGRAMS THAT DEMONSTRATE A COMMITMENT TO SUPPORTING THE MENTAL HEALTH AND WELL-BEING OF THEIR STAFF.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF EARLY CHILDHOOD EDUCATORS IN MENTAL HEALTH AND WELLNESS PROGRAMS AND INCLUDE DATA ON WORKFORCE WELL-BEING IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE UTILIZATION OF MENTAL HEALTH RESOURCES AND WELLNESS PROGRAMS BY EARLY CHILDHOOD EDUCATORS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF MENTAL HEALTH RESOURCES AND SUPPORTS ON TEACHER WELL-BEING, RETENTION, AND JOB PERFORMANCE;

(III) RECOMMENDATIONS FOR EXPANDING MENTAL HEALTH AND WELLNESS RESOURCES TO ENSURE THAT EARLY CHILDHOOD EDUCATORS HAVE THE SUPPORT THEY NEED TO THRIVE IN THEIR WORK.

Section 29.2160: Promoting STEM Education in Preschool Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE THE INTEGRATION OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION IN PRESCHOOL SETTINGS TO FOSTER EARLY INTEREST AND DEVELOPMENT IN STEM FIELDS.

(b) STEM EDUCATION INITIATIVES MUST INCLUDE:

(I) PROVIDING TRAINING AND PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS ON AGE-APPROPRIATE STEM EDUCATION STRATEGIES, INCLUDING HANDS-ON LEARNING ACTIVITIES, INQUIRY-BASED APPROACHES, AND PROBLEM-SOLVING SKILLS;

(II) ENSURING THAT PRESCHOOL CLASSROOMS HAVE ACCESS TO STEM-RELATED LEARNING MATERIALS, INCLUDING SIMPLE EXPERIMENTS, BUILDING BLOCKS, AND TECHNOLOGY TOOLS THAT SUPPORT EARLY LEARNING IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS;

(III) ENGAGING FAMILIES IN STEM LEARNING THROUGH FAMILY STEM NIGHTS, TAKE-HOME STEM ACTIVITIES, AND COMMUNITY PARTNERSHIPS THAT PROMOTE PARENTAL INVOLVEMENT IN THEIR CHILDREN’S STEM EDUCATION;

(IV) PARTNERSHIPS WITH STEM ADVOCACY GROUPS, BUSINESSES, AND HIGHER EDUCATION INSTITUTIONS TO PROVIDE RESOURCES, FUNDING, AND SUPPORT FOR STEM EDUCATION IN PRESCHOOL PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF STEM EDUCATION IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF STEM EDUCATION IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF STEM EDUCATION INITIATIVES ON SCHOOL READINESS, COGNITIVE DEVELOPMENT, AND INTEREST IN STEM FIELDS AMONG PRESCHOOL CHILDREN;

(III) RECOMMENDATIONS FOR EXPANDING STEM EDUCATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE EARLY INTEREST AND AWARENESS IN STEM FIELDS.

Section 29.2161: Addressing Early Childhood Hunger and Nutrition.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT STRATEGIES TO ADDRESS HUNGER AND PROMOTE NUTRITIONAL WELL-BEING AMONG CHILDREN ENROLLED IN PRESCHOOL PROGRAMS TO ENSURE THAT ALL CHILDREN HAVE ACCESS TO HEALTHY MEALS AND SNACKS THAT SUPPORT THEIR GROWTH AND DEVELOPMENT.

(b) STRATEGIES TO ADDRESS EARLY CHILDHOOD HUNGER AND NUTRITION MUST INCLUDE:

(I) PROVIDING HEALTHY, NUTRITIOUS MEALS AND SNACKS THAT MEET STATE AND FEDERAL NUTRITIONAL GUIDELINES, INCLUDING ACCOMMODATIONS FOR CHILDREN WITH SPECIAL DIETARY NEEDS OR ALLERGIES;

(II) PARTNERING WITH COMMUNITY ORGANIZATIONS AND FOOD BANKS TO ENSURE THAT CHILDREN FROM LOW-INCOME FAMILIES HAVE CONSISTENT ACCESS TO HEALTHY FOOD, BOTH AT SCHOOL AND AT HOME;

(III) INCORPORATING NUTRITION EDUCATION INTO THE PRESCHOOL CURRICULUM TO TEACH CHILDREN AND FAMILIES ABOUT HEALTHY EATING HABITS, THE IMPORTANCE OF NUTRITION, AND HOW TO MAKE HEALTHY FOOD CHOICES;

(IV) SUPPORTING FAMILIES IN ACCESSING NUTRITION ASSISTANCE PROGRAMS, INCLUDING THE SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM (SNAP) AND THE SPECIAL SUPPLEMENTAL NUTRITION PROGRAM FOR WOMEN, INFANTS, AND CHILDREN (WIC), TO ENSURE THAT CHILDREN HAVE ACCESS TO NUTRITIOUS MEALS OUTSIDE OF SCHOOL HOURS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF NUTRITION AND HUNGER INITIATIVES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD NUTRITION AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PROVISION OF HEALTHY MEALS AND SNACKS IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF NUTRITIONAL SUPPORT ON CHILDREN’S PHYSICAL AND COGNITIVE DEVELOPMENT, SCHOOL READINESS, AND OVERALL WELL-BEING;

(III) RECOMMENDATIONS FOR IMPROVING NUTRITIONAL SUPPORT IN PRESCHOOL PROGRAMS TO ENSURE THAT NO CHILD EXPERIENCES HUNGER AND THAT ALL CHILDREN HAVE ACCESS TO HEALTHY FOOD.

Section 29.2162: Implementing Arts and Creative Expression in Preschool.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE ARTS EDUCATION AND CREATIVE EXPRESSION AS ESSENTIAL COMPONENTS OF EARLY CHILDHOOD DEVELOPMENT TO FOSTER CREATIVITY, SELF-EXPRESSION, AND COGNITIVE GROWTH IN PRESCHOOL CHILDREN.

(b) STRATEGIES TO PROMOTE ARTS EDUCATION MUST INCLUDE:

(I) PROVIDING TRAINING FOR PRESCHOOL TEACHERS ON THE INTEGRATION OF ARTS EDUCATION, INCLUDING VISUAL ARTS, MUSIC, DANCE, AND DRAMA, INTO DAILY CLASSROOM ACTIVITIES;

(II) ENSURING THAT PRESCHOOL CLASSROOMS HAVE ACCESS TO ARTS MATERIALS, INCLUDING PAINT, CRAYONS, CLAY, MUSICAL INSTRUMENTS, AND OTHER SUPPLIES THAT SUPPORT CREATIVE EXPRESSION AND HANDS-ON LEARNING;

(III) DEVELOPING PARTNERSHIPS WITH LOCAL ARTISTS, PERFORMERS, AND ART INSTITUTIONS TO PROVIDE ENRICHMENT ACTIVITIES AND EXPOSURE TO THE ARTS FOR PRESCHOOL CHILDREN;

(IV) ENGAGING FAMILIES IN ARTS EDUCATION THROUGH FAMILY ARTS NIGHTS, TAKE-HOME ART ACTIVITIES, AND COMMUNITY ARTS EVENTS THAT PROMOTE FAMILY INVOLVEMENT IN THEIR CHILDREN’S CREATIVE DEVELOPMENT.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF ARTS EDUCATION IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF ARTS EDUCATION IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF ARTS EDUCATION ON CHILDREN’S COGNITIVE DEVELOPMENT, SELF-EXPRESSION, AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR EXPANDING ARTS EDUCATION IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE CREATIVE EXPRESSION AND SUPPORT THE OVERALL DEVELOPMENT OF PRESCHOOL CHILDREN.

Section 29.2163: Supporting Homeschool Families in Early Childhood Education.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT FOR HOMESCHOOL FAMILIES TO ENSURE THAT CHILDREN WHO ARE EDUCATED AT HOME HAVE ACCESS TO HIGH-QUALITY EARLY CHILDHOOD EDUCATION RESOURCES AND SERVICES.

(b) SUPPORT FOR HOMESCHOOL FAMILIES MUST INCLUDE:

(I) PROVIDING HOMESCHOOL FAMILIES WITH ACCESS TO PRESCHOOL CURRICULUM MATERIALS AND RESOURCES THAT ALIGN WITH STATE EARLY LEARNING STANDARDS AND PROMOTE SCHOOL READINESS;

(II) OFFERING PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND RESOURCES FOR PARENTS WHO SERVE AS HOMESCHOOL EDUCATORS, INCLUDING WORKSHOPS ON EARLY CHILDHOOD DEVELOPMENT, LITERACY, AND SOCIAL-EMOTIONAL LEARNING;

(III) PARTNERSHIPS WITH HOMESCHOOL ASSOCIATIONS AND COMMUNITY-BASED ORGANIZATIONS TO PROVIDE SOCIALIZATION OPPORTUNITIES FOR HOMESCHOOL CHILDREN, INCLUDING FIELD TRIPS, GROUP LEARNING ACTIVITIES, AND COMMUNITY EVENTS;

(IV) ENSURING THAT HOMESCHOOL FAMILIES HAVE ACCESS TO RESOURCES AND SERVICES PROVIDED BY THE TEXAS UNIVERSAL PRESCHOOL PROGRAM, INCLUDING HEALTH SCREENINGS, SPECIAL EDUCATION SERVICES, AND FAMILY SUPPORT PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF HOMESCHOOL FAMILIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON FAMILY ENGAGEMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF HOMESCHOOL FAMILIES IN PRESCHOOL SERVICES AND RESOURCES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR HOMESCHOOL FAMILIES ON CHILDREN’S SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR IMPROVING SUPPORT FOR HOMESCHOOL FAMILIES TO ENSURE THAT CHILDREN EDUCATED AT HOME HAVE ACCESS TO THE RESOURCES NEEDED TO THRIVE IN EARLY CHILDHOOD.

Section 29.2164: Family Literacy and Adult Education Programs.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL SUPPORT FAMILY LITERACY AND ADULT EDUCATION PROGRAMS TO PROMOTE LITERACY DEVELOPMENT FOR BOTH CHILDREN AND THEIR PARENTS OR CAREGIVERS AND TO STRENGTHEN FAMILY ENGAGEMENT IN EARLY CHILDHOOD EDUCATION.

(b) FAMILY LITERACY AND ADULT EDUCATION PROGRAMS MUST INCLUDE:

(I) LITERACY WORKSHOPS AND FAMILY LITERACY EVENTS THAT ENGAGE PARENTS AND CHILDREN IN SHARED READING AND LANGUAGE ACTIVITIES TO PROMOTE EARLY LITERACY SKILLS AND A LOVE OF READING;

(II) ACCESS TO ADULT EDUCATION PROGRAMS, INCLUDING ADULT LITERACY CLASSES, GED PREPARATION, AND ENGLISH AS A SECOND LANGUAGE (ESL) COURSES, TO SUPPORT PARENTS IN IMPROVING THEIR OWN LITERACY AND EDUCATIONAL ATTAINMENT;

(III) PROVIDING TAKE-HOME LITERACY KITS, BOOKS, AND OTHER RESOURCES TO FAMILIES TO SUPPORT LITERACY DEVELOPMENT IN THE HOME AND TO PROMOTE DAILY READING ACTIVITIES BETWEEN PARENTS AND CHILDREN;

(IV) PARTNERSHIPS WITH LIBRARIES, COMMUNITY-BASED ORGANIZATIONS, AND LITERACY ADVOCACY GROUPS TO PROVIDE ADDITIONAL RESOURCES AND SUPPORT FOR FAMILY LITERACY AND ADULT EDUCATION PROGRAMS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF FAMILY LITERACY AND ADULT EDUCATION PROGRAMS AND INCLUDE DATA ON PARTICIPATION AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PARTICIPATION OF FAMILIES IN FAMILY LITERACY AND ADULT EDUCATION PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF FAMILY LITERACY PROGRAMS ON CHILDREN’S SCHOOL READINESS AND PARENTAL ENGAGEMENT IN EARLY CHILDHOOD EDUCATION;

(III) RECOMMENDATIONS FOR EXPANDING FAMILY LITERACY AND ADULT EDUCATION PROGRAMS TO IMPROVE LITERACY OUTCOMES FOR BOTH CHILDREN AND PARENTS.

Section 29.2165: Addressing the Needs of Refugee and Immigrant Families.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORT FOR REFUGEE AND IMMIGRANT FAMILIES TO ENSURE THAT CHILDREN FROM THESE COMMUNITIES HAVE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES AND THE SUPPORTS NECESSARY TO ADDRESS THEIR UNIQUE CHALLENGES.

(b) SUPPORT FOR REFUGEE AND IMMIGRANT FAMILIES MUST INCLUDE:

(I) FLEXIBLE ENROLLMENT OPTIONS THAT ACCOMMODATE THE UNIQUE CIRCUMSTANCES OF REFUGEE AND IMMIGRANT FAMILIES, INCLUDING LANGUAGE ASSISTANCE AND SUPPORT WITH NAVIGATING PRESCHOOL PROGRAMS;

(II) PROVIDING TRANSLATION AND INTERPRETATION SERVICES TO ENSURE THAT REFUGEE AND IMMIGRANT FAMILIES WHO SPEAK LANGUAGES OTHER THAN ENGLISH HAVE FULL ACCESS TO PRESCHOOL SERVICES AND COMMUNICATION WITH EDUCATORS;

(III) PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS, REFUGEE RESETTLEMENT AGENCIES, AND IMMIGRANT ADVOCACY GROUPS TO PROVIDE SUPPORT SERVICES FOR REFUGEE AND IMMIGRANT FAMILIES, INCLUDING HOUSING, EMPLOYMENT, AND HEALTHCARE ASSISTANCE;

(IV) CULTURALLY RESPONSIVE EDUCATION STRATEGIES THAT RECOGNIZE AND CELEBRATE THE DIVERSE CULTURAL HERITAGES OF REFUGEE AND IMMIGRANT FAMILIES, AND THAT PROMOTE INCLUSION AND BELONGING IN THE CLASSROOM.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF REFUGEE AND IMMIGRANT FAMILIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT AND PARTICIPATION OF CHILDREN FROM REFUGEE AND IMMIGRANT FAMILIES IN PRESCHOOL PROGRAMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR REFUGEE AND IMMIGRANT FAMILIES ON CHILDREN’S SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND WELL-BEING;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES FOR REFUGEE AND IMMIGRANT FAMILIES TO ENSURE THAT CHILDREN FROM THESE COMMUNITIES RECEIVE THE SUPPORT NEEDED TO SUCCEED IN SCHOOL.

Section 29.2166: Technology in Early Childhood Education.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE THE USE OF TECHNOLOGY IN EARLY CHILDHOOD EDUCATION TO ENHANCE LEARNING AND TO PREPARE CHILDREN FOR THE INCREASINGLY TECHNOLOGICAL WORLD.

(b) STRATEGIES FOR INTEGRATING TECHNOLOGY IN EARLY CHILDHOOD EDUCATION MUST INCLUDE:

(I) PROVIDING TRAINING FOR PRESCHOOL TEACHERS ON THE EFFECTIVE USE OF TECHNOLOGY IN THE CLASSROOM, INCLUDING AGE-APPROPRIATE DIGITAL LEARNING TOOLS AND STRATEGIES FOR USING TECHNOLOGY TO ENHANCE CHILDREN’S LEARNING EXPERIENCES;

(II) ENSURING THAT PRESCHOOL CLASSROOMS HAVE ACCESS TO TECHNOLOGY, INCLUDING COMPUTERS, TABLETS, AND INTERACTIVE LEARNING PLATFORMS, THAT SUPPORT DIGITAL LITERACY AND SCHOOL READINESS SKILLS;

(III) DEVELOPING CURRICULUM MATERIALS THAT INTEGRATE TECHNOLOGY WITH OTHER LEARNING AREAS, SUCH AS LITERACY, NUMERACY, AND SOCIAL-EMOTIONAL LEARNING, TO PROVIDE A WELL-ROUNDED EDUCATIONAL EXPERIENCE;

(IV) ENGAGING PARENTS IN TECHNOLOGY EDUCATION AND PROVIDING THEM WITH RESOURCES TO SUPPORT THEIR CHILDREN’S LEARNING AT HOME, INCLUDING GUIDANCE ON SCREEN TIME MANAGEMENT AND RECOMMENDATIONS FOR EDUCATIONAL APPS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE USE OF TECHNOLOGY IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF TECHNOLOGY IN PRESCHOOL CLASSROOMS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF TECHNOLOGY ON CHILDREN’S SCHOOL READINESS, DIGITAL LITERACY, AND COGNITIVE DEVELOPMENT;

(III) RECOMMENDATIONS FOR EXPANDING THE USE OF TECHNOLOGY IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO SUPPORT CHILDREN’S LEARNING AND TO PREPARE THEM FOR FUTURE ACADEMIC SUCCESS.

Section 29.2167: Early Childhood Workforce Retention and Support.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT STRATEGIES TO PROMOTE THE RETENTION AND SUPPORT OF EARLY CHILDHOOD EDUCATORS TO ENSURE THAT THE WORKFORCE REMAINS STABLE, WELL-TRAINED, AND ABLE TO PROVIDE HIGH-QUALITY PRESCHOOL SERVICES.

(b) WORKFORCE RETENTION STRATEGIES MUST INCLUDE:

(I) OFFERING COMPETITIVE SALARIES, HEALTHCARE BENEFITS, AND RETIREMENT PLANS THAT ALIGN WITH THE EDUCATION AND EXPERIENCE LEVELS OF EARLY CHILDHOOD EDUCATORS;

(II) PROVIDING FINANCIAL INCENTIVES, INCLUDING BONUSES AND LOAN FORGIVENESS PROGRAMS, TO ENCOURAGE TEACHER RETENTION, PARTICULARLY IN HIGH-NEED COMMUNITIES AND RURAL AREAS;

(III) CREATING PROFESSIONAL DEVELOPMENT AND CAREER ADVANCEMENT OPPORTUNITIES TO SUPPORT THE CONTINUOUS GROWTH AND SKILL DEVELOPMENT OF EARLY CHILDHOOD EDUCATORS;

(IV) ESTABLISHING MENTORSHIP AND PEER SUPPORT PROGRAMS TO PROVIDE NEW TEACHERS WITH GUIDANCE AND SUPPORT, IMPROVING TEACHER SATISFACTION AND RETENTION.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF WORKFORCE RETENTION STRATEGIES AND INCLUDE DATA ON RETENTION RATES AND WORKFORCE WELL-BEING IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON TEACHER RETENTION RATES, DISAGGREGATED BY REGION, DEMOGRAPHICS, AND EDUCATION LEVEL;

(II) INFORMATION ON THE IMPACT OF RETENTION STRATEGIES ON WORKFORCE STABILITY AND TEACHER WELL-BEING, INCLUDING JOB SATISFACTION AND WORK-LIFE BALANCE;

(III) RECOMMENDATIONS FOR EXPANDING WORKFORCE RETENTION STRATEGIES TO ENSURE THAT THE TEXAS UNIVERSAL PRESCHOOL PROGRAM CAN MAINTAIN A STABLE AND HIGH-QUALITY EDUCATION WORKFORCE.

Section 29.2168: Supporting Children in Transitional Housing.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROVIDE SUPPORTS AND RESOURCES FOR CHILDREN LIVING IN TRANSITIONAL HOUSING, INCLUDING SHELTERS AND TEMPORARY ACCOMMODATIONS, TO ENSURE THAT THESE CHILDREN HAVE ACCESS TO CONSISTENT AND HIGH-QUALITY PRESCHOOL SERVICES.

(b) SUPPORT FOR CHILDREN IN TRANSITIONAL HOUSING MUST INCLUDE:

(I) OUTREACH AND ENROLLMENT ASSISTANCE TO HELP FAMILIES IN TRANSITIONAL HOUSING ACCESS PRESCHOOL SERVICES, INCLUDING FLEXIBLE ENROLLMENT OPTIONS THAT ACCOMMODATE FREQUENT MOVES OR CHANGES IN LIVING SITUATIONS;

(II) PROVIDING TRANSPORTATION ASSISTANCE FOR CHILDREN LIVING IN TRANSITIONAL HOUSING TO ENSURE REGULAR ATTENDANCE AT PRESCHOOL PROGRAMS, INCLUDING PARTNERSHIPS WITH LOCAL TRANSPORTATION AGENCIES AND PRESCHOOLS;

(III) COLLABORATION WITH SOCIAL SERVICE AGENCIES, SHELTERS, AND COMMUNITY ORGANIZATIONS TO PROVIDE COMPREHENSIVE SUPPORTS FOR FAMILIES IN TRANSITIONAL HOUSING, INCLUDING ACCESS TO MENTAL HEALTH SERVICES, FOOD ASSISTANCE, AND FAMILY SUPPORT PROGRAMS;

(IV) PROVIDING PRESCHOOL PROGRAMS WITH TRAINING AND RESOURCES TO SUPPORT THE SOCIAL-EMOTIONAL NEEDS OF CHILDREN LIVING IN TRANSITIONAL HOUSING, INCLUDING TRAUMA-INFORMED CARE AND BEHAVIORAL SUPPORTS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE PARTICIPATION OF CHILDREN IN TRANSITIONAL HOUSING IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT AND OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE ENROLLMENT AND PARTICIPATION OF CHILDREN IN TRANSITIONAL HOUSING, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SUPPORT SERVICES FOR CHILDREN IN TRANSITIONAL HOUSING ON SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND FAMILY WELL-BEING;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO PRESCHOOL SERVICES FOR CHILDREN IN TRANSITIONAL HOUSING AND ENSURING THAT THESE CHILDREN RECEIVE THE STABILITY AND RESOURCES NEEDED TO SUCCEED IN SCHOOL.

Section 29.2169: Early Childhood Safety and Emergency Preparedness.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE THAT ALL PRESCHOOL PROVIDERS MAINTAIN HIGH STANDARDS OF SAFETY AND EMERGENCY PREPAREDNESS TO PROTECT CHILDREN FROM HARM AND TO ENSURE THAT THEY ARE PREPARED TO RESPOND TO EMERGENCY SITUATIONS.

(b) SAFETY AND EMERGENCY PREPAREDNESS STANDARDS MUST INCLUDE:

(I) IMPLEMENTING AND ENFORCING SAFETY PROTOCOLS IN PRESCHOOL FACILITIES, INCLUDING REGULAR SAFETY INSPECTIONS, EMERGENCY DRILLS, AND STAFF TRAINING ON EMERGENCY PROCEDURES;

(II) PROVIDING PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS AND STAFF ON SAFETY STANDARDS, EMERGENCY PREPAREDNESS, AND FIRST AID, INCLUDING CPR CERTIFICATION;

(III) DEVELOPING AND MAINTAINING EMERGENCY PLANS THAT ADDRESS A RANGE OF POTENTIAL SCENARIOS, INCLUDING NATURAL DISASTERS, MEDICAL EMERGENCIES, AND SECURITY THREATS;

(IV) PARTNERING WITH LOCAL EMERGENCY SERVICES, INCLUDING POLICE, FIRE, AND MEDICAL PROFESSIONALS, TO PROVIDE TRAINING, SUPPORT, AND RESOURCES FOR PRESCHOOL PROGRAMS IN THE EVENT OF AN EMERGENCY.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF SAFETY AND EMERGENCY PREPAREDNESS PROTOCOLS IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON PROGRAM COMPLIANCE AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF SAFETY PROTOCOLS AND EMERGENCY PREPAREDNESS MEASURES IN PRESCHOOL FACILITIES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF SAFETY AND EMERGENCY PREPAREDNESS TRAINING ON CHILDREN'S SAFETY AND WELL-BEING IN PRESCHOOL PROGRAMS;

(III) RECOMMENDATIONS FOR IMPROVING SAFETY AND EMERGENCY PREPAREDNESS STANDARDS IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO ENSURE THAT ALL CHILDREN ARE PROTECTED AND PREPARED FOR EMERGENCY SITUATIONS.

Section 29.2170: Promoting Physical Activity and Wellness in Preschool.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL PROMOTE PHYSICAL ACTIVITY AND WELLNESS IN PRESCHOOL SETTINGS TO SUPPORT CHILDREN’S PHYSICAL HEALTH AND TO ENCOURAGE HABITS THAT WILL CONTRIBUTE TO LIFELONG WELL-BEING.

(b) STRATEGIES TO PROMOTE PHYSICAL ACTIVITY AND WELLNESS MUST INCLUDE:

(I) PROVIDING PRESCHOOL PROGRAMS WITH TRAINING AND RESOURCES TO INCORPORATE DAILY PHYSICAL ACTIVITY INTO THE CLASSROOM ROUTINE, INCLUDING INDOOR AND OUTDOOR ACTIVITIES THAT PROMOTE GROSS MOTOR SKILLS AND PHYSICAL FITNESS;

(II) ENSURING THAT PRESCHOOL FACILITIES HAVE SAFE, AGE-APPROPRIATE PLAY EQUIPMENT AND OPEN SPACES FOR CHILDREN TO ENGAGE IN ACTIVE PLAY AND EXERCISE;

(III) INCORPORATING HEALTH AND WELLNESS EDUCATION INTO THE PRESCHOOL CURRICULUM, INCLUDING LESSONS ON HEALTHY EATING, PERSONAL HYGIENE, AND THE IMPORTANCE OF REGULAR PHYSICAL ACTIVITY;

(IV) ENGAGING FAMILIES IN PHYSICAL ACTIVITY AND WELLNESS INITIATIVES THROUGH FAMILY FITNESS EVENTS, TAKE-HOME ACTIVITIES, AND RESOURCES THAT PROMOTE HEALTHY LIVING AT HOME.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF PHYSICAL ACTIVITY AND WELLNESS INITIATIVES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND PROGRAM QUALITY IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE IMPLEMENTATION OF PHYSICAL ACTIVITY AND WELLNESS PROGRAMS IN PRESCHOOL SETTINGS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF PHYSICAL ACTIVITY AND WELLNESS INITIATIVES ON CHILDREN’S PHYSICAL HEALTH, COGNITIVE DEVELOPMENT, AND SCHOOL READINESS;

(III) RECOMMENDATIONS FOR EXPANDING PHYSICAL ACTIVITY AND WELLNESS INITIATIVES IN THE TEXAS UNIVERSAL PRESCHOOL PROGRAM TO PROMOTE HEALTHY DEVELOPMENT AND LIFELONG WELLNESS HABITS.

Section 29.2174: Addressing the Early Childhood Digital Divide.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT STRATEGIES TO ADDRESS THE DIGITAL DIVIDE IN EARLY CHILDHOOD EDUCATION BY PROVIDING CHILDREN FROM UNDERSERVED COMMUNITIES WITH ACCESS TO TECHNOLOGY AND DIGITAL LEARNING TOOLS.

(b) STRATEGIES TO ADDRESS THE DIGITAL DIVIDE MUST INCLUDE:

(I) PROVIDING PRESCHOOL PROGRAMS WITH DIGITAL LEARNING TOOLS, INCLUDING COMPUTERS, TABLETS, AND AGE-APPROPRIATE SOFTWARE, TO SUPPORT DIGITAL LITERACY AND EARLY LEARNING IN TECHNOLOGY;

(II) OFFERING PROFESSIONAL DEVELOPMENT FOR PRESCHOOL TEACHERS ON THE USE OF TECHNOLOGY IN EARLY CHILDHOOD CLASSROOMS, INCLUDING BEST PRACTICES FOR INTEGRATING DIGITAL LEARNING INTO THE CURRICULUM;

(III) PARTNERING WITH INTERNET SERVICE PROVIDERS AND TECHNOLOGY COMPANIES TO PROVIDE LOW-COST OR FREE INTERNET ACCESS FOR PRESCHOOL FAMILIES WHO LACK CONNECTIVITY AT HOME;

(IV) ENGAGING FAMILIES IN DIGITAL LITERACY PROGRAMS THAT TEACH PARENTS HOW TO USE TECHNOLOGY TO SUPPORT THEIR CHILDREN’S LEARNING AT HOME AND THAT PROVIDE GUIDANCE ON MANAGING SCREEN TIME AND CHOOSING EDUCATIONAL APPS.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPACT OF TECHNOLOGY ACCESS PROGRAMS IN PRESCHOOL SETTINGS AND INCLUDE DATA ON CHILD OUTCOMES AND FAMILY PARTICIPATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE PROVISION OF DIGITAL LEARNING TOOLS AND TECHNOLOGY ACCESS IN PRESCHOOL SETTINGS, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF DIGITAL LEARNING ON SCHOOL READINESS, TECHNOLOGY LITERACY, AND COGNITIVE DEVELOPMENT;

(III) RECOMMENDATIONS FOR ADDRESSING THE DIGITAL DIVIDE IN EARLY CHILDHOOD EDUCATION TO ENSURE THAT ALL CHILDREN HAVE ACCESS TO TECHNOLOGY-BASED LEARNING OPPORTUNITIES.

Section 29.2175: Ensuring Equitable Access to Preschool Services.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ENSURE THAT ALL CHILDREN, REGARDLESS OF RACE, INCOME, GEOGRAPHIC LOCATION, OR OTHER DEMOGRAPHIC FACTORS, HAVE EQUITABLE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES THAT PROMOTE SCHOOL READINESS AND SOCIAL-EMOTIONAL DEVELOPMENT.

(b) STRATEGIES TO ENSURE EQUITABLE ACCESS MUST INCLUDE:

(I) TARGETING OUTREACH AND ENROLLMENT EFFORTS TO UNDERSERVED COMMUNITIES, INCLUDING LOW-INCOME FAMILIES, RURAL AREAS, AND COMMUNITIES OF COLOR, TO PROMOTE AWARENESS OF AND ACCESS TO PRESCHOOL PROGRAMS;

(II) PROVIDING TRANSPORTATION ASSISTANCE AND OTHER SUPPORT SERVICES TO REMOVE BARRIERS TO PRESCHOOL ATTENDANCE FOR FAMILIES WHO FACE CHALLENGES RELATED TO GEOGRAPHY OR POVERTY;

(III) DEVELOPING PARTNERSHIPS WITH LOCAL GOVERNMENTS, NONPROFIT ORGANIZATIONS, AND COMMUNITY-BASED GROUPS TO EXPAND ACCESS TO PRESCHOOL SERVICES IN HIGH-NEED COMMUNITIES;

(IV) MONITORING ENROLLMENT AND OUTCOMES DATA TO IDENTIFY DISPARITIES IN ACCESS TO PRESCHOOL SERVICES AND TO IMPLEMENT TARGETED INTERVENTIONS THAT PROMOTE EQUITY IN PRESCHOOL ACCESS AND QUALITY.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF EQUITY STRATEGIES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON ENROLLMENT, ACCESS, AND CHILD OUTCOMES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENROLLMENT AND ACCESS TO PRESCHOOL SERVICES FOR CHILDREN FROM UNDERSERVED COMMUNITIES, DISAGGREGATED BY REGION, RACE, INCOME, AND OTHER DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF EQUITY STRATEGIES ON SCHOOL READINESS, SOCIAL-EMOTIONAL DEVELOPMENT, AND PROGRAM QUALITY;

(III) RECOMMENDATIONS FOR IMPROVING EQUITY IN ACCESS TO PRESCHOOL SERVICES AND FOR EXPANDING ACCESS TO HIGH-QUALITY PRESCHOOL PROGRAMS FOR ALL CHILDREN.

Section 29.2178: Funding and Fiscal Accountability.

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE FUNDED THROUGH A COMBINATION OF STATE APPROPRIATIONS, LOCAL CONTRIBUTIONS, FEDERAL GRANTS, AND PUBLIC-PRIVATE PARTNERSHIPS TO ENSURE SUSTAINABLE AND EQUITABLE ACCESS TO HIGH-QUALITY PRESCHOOL SERVICES FOR ALL ELIGIBLE CHILDREN.

(b) FUNDING SOURCES AND ALLOCATIONS MUST INCLUDE:

(I) STATE GENERAL FUND ALLOCATIONS, INCLUDING A DESIGNATED PORTION OF TAX REVENUES FROM APPROVED SOURCES, SUCH AS STATE INCOME OR SALES TAXES, TO SUPPORT THE EXPANSION AND MAINTENANCE OF PRESCHOOL PROGRAMS ACROSS TEXAS;

(II) FEDERAL FUNDS, INCLUDING BUT NOT LIMITED TO, THE PRESCHOOL DEVELOPMENT GRANT (PDG), TITLE I, AND ANY EARLY CHILDHOOD EDUCATION GRANTS THAT SUPPORT PRESCHOOL ACCESS FOR LOW-INCOME CHILDREN, CHILDREN WITH DISABILITIES, AND OTHER TARGETED POPULATIONS;

(III) PUBLIC-PRIVATE PARTNERSHIPS THAT LEVERAGE FUNDING FROM BUSINESSES, FOUNDATIONS, AND NONPROFIT ORGANIZATIONS TO SUPPORT INFRASTRUCTURE DEVELOPMENT, QUALITY IMPROVEMENT INITIATIVES, AND SCHOLARSHIPS FOR PRESCHOOL PROVIDERS;

(IV) LOCAL GOVERNMENT CONTRIBUTIONS, INCLUDING MATCHING FUNDS FROM MUNICIPALITIES OR SCHOOL DISTRICTS TO ENHANCE THE STATE'S INVESTMENT AND ENSURE LOCAL CONTROL OVER PROGRAM IMPLEMENTATION;

(V) GRANTS AND INCENTIVES TO LOCAL SCHOOL DISTRICTS, CHARTER SCHOOLS, AND COMMUNITY-BASED PRESCHOOL PROVIDERS TO EXPAND ACCESS AND IMPROVE THE QUALITY OF PRESCHOOL SERVICES IN UNDERSERVED COMMUNITIES.

(2) (a) EMERGENCY FUNDING:

THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH AN EMERGENCY CONTINGENCY FUND TO PROVIDE IMMEDIATE FINANCIAL SUPPORT TO PRESCHOOL PROVIDERS IN THE EVENT OF NATURAL DISASTERS, PUBLIC HEALTH EMERGENCIES, OR OTHER CATASTROPHIC EVENTS THAT DISRUPT PRESCHOOL SERVICES.
Emergency Funding Allocation: (I) UP TO 5% OF ANNUAL STATE FUNDING SHALL BE RESERVED FOR EMERGENCY CONTINGENCIES. (II) THESE FUNDS MAY BE USED FOR TEMPORARY FACILITIES, ADDITIONAL STAFF, AND PROGRAM CONTINUITY IN TIMES OF CRISIS.
THE DEPARTMENT SHALL DEVELOP GUIDELINES FOR RAPID FUND DISTRIBUTION TO ENSURE MINIMAL SERVICE INTERRUPTION.

(3) (a) FUNDING ALLOCATION PRIORITIES MUST INCLUDE: (I) 50% OF FUNDS DEDICATED TO INCREASING PROGRAM CAPACITY, INCLUDING CONSTRUCTING OR RENOVATING PRESCHOOL FACILITIES, ADDING CLASSROOMS, AND EXPANDING PROGRAMS IN RURAL AND URBAN AREAS;

(II) 25% OF FUNDS ALLOCATED TO TEACHER SALARIES, RECRUITMENT, AND RETENTION EFFORTS, INCLUDING PROVIDING COMPETITIVE SALARIES, BENEFITS, AND LOAN FORGIVENESS FOR EARLY CHILDHOOD EDUCATORS;

(III) 10% OF FUNDS RESERVED FOR TECHNOLOGY AND LEARNING RESOURCES, INCLUDING PROVIDING DIGITAL LEARNING TOOLS, CLASSROOM TECHNOLOGY, AND TRAINING FOR TEACHERS IN EARLY CHILDHOOD TECHNOLOGY INTEGRATION;

(IV) 10% OF FUNDS DEDICATED TO TRANSPORTATION ASSISTANCE TO ENSURE ACCESS FOR FAMILIES WHO FACE TRANSPORTATION BARRIERS;

(V) 5% OF FUNDS ALLOCATED TO ADMINISTRATIVE COSTS, INCLUDING PROGRAM EVALUATION, MONITORING, AND REPORTING REQUIREMENTS.

(4) (a) INNOVATION INCENTIVE PROGRAM:

THE DEPARTMENT SHALL ESTABLISH AN INNOVATION GRANT PROGRAM TO PROVIDE FINANCIAL INCENTIVES FOR PRESCHOOL PROVIDERS TO IMPLEMENT INNOVATIVE PROGRAM MODELS AND TEACHING STRATEGIES THAT ADDRESS THE UNIQUE NEEDS OF THEIR COMMUNITIES.
GRANTS MAY BE AWARDED FOR: (I) THE USE OF ALTERNATIVE INSTRUCTION METHODS, SUCH AS OUTDOOR EDUCATION, PLAY-BASED LEARNING, AND EXPERIENTIAL LEARNING APPROACHES; (II) INTEGRATING COMMUNITY RESOURCES, SUCH AS LOCAL ARTISTS, SCIENTISTS, OR BUSINESS LEADERS, INTO THE CLASSROOM TO PROVIDE ENRICHMENT OPPORTUNITIES; (III) PILOT PROGRAMS DESIGNED TO REACH CHILDREN WHO FACE BARRIERS TO ACCESSING TRADITIONAL PRESCHOOL SERVICES, INCLUDING MOBILE PRESCHOOLS OR REMOTE LEARNING TOOLS.

(5) (a) MAINTENANCE OF EFFORT REQUIREMENT:

THE DEPARTMENT SHALL REQUIRE LOCAL GOVERNMENTS TO MAINTAIN OR INCREASE THEIR FINANCIAL CONTRIBUTIONS TO EARLY CHILDHOOD EDUCATION IN ORDER TO QUALIFY FOR ADDITIONAL STATE OR FEDERAL FUNDS. LOCAL FUNDING MAY NOT BE REDUCED OR REPLACED BY NEW STATE OR FEDERAL GRANTS.
THIS PROVISION ENSURES THAT NEW FUNDS SUPPLEMENT, RATHER THAN SUPPLANT, EXISTING LOCAL EFFORTS TO SUPPORT PRESCHOOL SERVICES.

(6) (a) STAKEHOLDER INVOLVEMENT:

THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH A STAKEHOLDER ADVISORY COUNCIL, COMPOSED OF TEACHERS, ADMINISTRATORS, PARENTS, AND REPRESENTATIVES FROM COMMUNITY-BASED ORGANIZATIONS, TO PROVIDE INPUT ON PROGRAM FUNDING AND ALLOCATION DECISIONS.
THE COUNCIL SHALL: (I) CONVENE QUARTERLY TO REVIEW PROGRAM PERFORMANCE, PROVIDE RECOMMENDATIONS ON FUNDING PRIORITIES, AND MONITOR PROGRAM IMPLEMENTATION; (II) PARTICIPATE IN THE DEVELOPMENT OF PUBLIC REPORTS THAT DETAIL THE USE OF FUNDS AND THE IMPACT ON CHILDREN AND FAMILIES.

(7) (a) IMPLEMENTATION TIMELINE:

THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL BE IMPLEMENTED IN PHASES TO ENSURE THAT FUNDING, STAFFING, AND FACILITIES ARE ADEQUATELY PREPARED TO SERVE ALL ELIGIBLE CHILDREN.
Phase 1 (Year 1-2): (I) PILOT PROGRAMS IN 10 REGIONAL HUBS TO TEST INFRASTRUCTURE AND OPERATIONAL CAPACITY. (II) FOCUS ON HIGH-NEED COMMUNITIES AND UNDER-SERVED RURAL AND URBAN AREAS.
Phase 2 (Year 3-5): (I) STATEWIDE EXPANSION, INCREASING THE NUMBER OF ELIGIBLE CHILDREN SERVED AND INCLUDING ADDITIONAL LOCAL PROVIDERS. (II) ADJUSTMENT OF FUNDING AND STAFFING BASED ON PILOT PROGRAM OUTCOMES AND EVALUATIONS.
Phase 3 (Year 5 and Beyond): (I) FULL IMPLEMENTATION, WITH ALL ELIGIBLE CHILDREN ENROLLED IN HIGH-QUALITY PRESCHOOL PROGRAMS. (II) CONTINUOUS IMPROVEMENT AND PROGRAM MONITORING TO ENSURE LONG-TERM SUSTAINABILITY.

(8) (a) TRANSPARENCY AND REPORTING:

THE DEPARTMENT SHALL PUBLISH AN ANNUAL FINANCIAL REPORT DETAILING THE USE OF FUNDS, INCLUDING: (I) EXPENDITURES BY CATEGORY, SUCH AS TEACHER SALARIES, INFRASTRUCTURE IMPROVEMENTS, TECHNOLOGY, AND ADMINISTRATIVE COSTS; (II) THE RESULTS OF ANNUAL AUDITS CONDUCTED BY INDEPENDENT AUDITORS TO VERIFY THE PROPER USE OF FUNDS AND TO ENSURE COMPLIANCE WITH STATE AND FEDERAL REGULATIONS; (III) A BREAKDOWN OF HOW FUNDS WERE DISTRIBUTED ACROSS TEXAS, WITH DATA DISAGGREGATED BY REGION, SCHOOL DISTRICT, AND COMMUNITY-BASED PROVIDERS.

(b) THE REPORT MUST INCLUDE: (I) DATA ON THE IMPACT OF FUNDING ALLOCATIONS ON PROGRAM EXPANSION, ENROLLMENT, AND CHILD OUTCOMES; (II) RECOMMENDATIONS FOR ADJUSTING FUNDING LEVELS OR SOURCES TO MEET FUTURE PROGRAM NEEDS AND ENSURE THE LONG-TERM SUSTAINABILITY OF THE TEXAS UNIVERSAL PRESCHOOL PROGRAM.

Section 29.2179: Data Collection and Program Evaluation

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH A ROBUST SYSTEM FOR DATA COLLECTION AND EVALUATION TO MEASURE THE EFFECTIVENESS OF THE PROGRAM, ENSURE TRANSPARENCY, AND IDENTIFY OPPORTUNITIES FOR CONTINUOUS IMPROVEMENT.

(b) DATA COLLECTION MUST INCLUDE:

(I) STUDENT PROGRESS DATA, INCLUDING SCHOOL READINESS INDICATORS SUCH AS LITERACY, NUMERACY, AND SOCIAL-EMOTIONAL DEVELOPMENT, TO TRACK THE OUTCOMES OF CHILDREN ENROLLED IN THE PROGRAM;

(II) TEACHER PERFORMANCE DATA, INCLUDING MEASURES OF EFFECTIVENESS, CLASSROOM ENGAGEMENT, AND PROFESSIONAL DEVELOPMENT PARTICIPATION TO ENSURE HIGH-QUALITY INSTRUCTION;

(III) PROGRAM PARTICIPATION DATA, DISAGGREGATED BY DEMOGRAPHICS SUCH AS RACE, INCOME, AND GEOGRAPHIC LOCATION, TO IDENTIFY ANY DISPARITIES IN ACCESS AND PARTICIPATION;

(IV) FAMILY ENGAGEMENT DATA, INCLUDING PARENTAL INVOLVEMENT AND SATISFACTION METRICS, TO EVALUATE THE IMPACT OF FAMILY ENGAGEMENT STRATEGIES ON STUDENT OUTCOMES.

(2) (a) THE DEPARTMENT SHALL CONDUCT ANNUAL EVALUATIONS OF THE PROGRAM TO ASSESS ITS IMPACT ON CHILD OUTCOMES, TEACHER PERFORMANCE, AND PROGRAM QUALITY.

(b) EVALUATIONS MUST INCLUDE:

(I) OUTCOMES-BASED ASSESSMENTS, USING DATA COLLECTED ON CHILDREN’S PROGRESS AND READINESS FOR KINDERGARTEN TO DETERMINE THE SUCCESS OF THE PROGRAM;

(II) TEACHER EFFECTIVENESS MEASURES, INCLUDING OBSERVATIONS AND PERFORMANCE REVIEWS, TO ENSURE HIGH-QUALITY INSTRUCTION IS BEING DELIVERED;

(III) SURVEYS OF PARENTS, EDUCATORS, AND COMMUNITY STAKEHOLDERS TO GATHER FEEDBACK ON THE EFFECTIVENESS OF THE PROGRAM AND IDENTIFY AREAS FOR IMPROVEMENT.

(3) (a) THE DEPARTMENT SHALL PUBLISH AN ANNUAL REPORT DETAILING THE FINDINGS FROM THE DATA COLLECTION AND EVALUATION PROCESS, INCLUDING:

(I) STUDENT OUTCOMES, TEACHER PERFORMANCE, AND PARTICIPATION DISPARITIES;

(II) RECOMMENDATIONS FOR IMPROVING THE PROGRAM BASED ON DATA ANALYSIS AND STAKEHOLDER FEEDBACK;

(III) PROGRESS TOWARD MEETING THE PROGRAM’S GOALS FOR EQUITY, QUALITY, AND EXPANSION.

Section 29.2180: Sustainability and Environmental Responsibility

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL INCORPORATE ENVIRONMENTALLY SUSTAINABLE PRACTICES IN THE DESIGN, CONSTRUCTION, AND OPERATION OF PRESCHOOL FACILITIES TO PROMOTE ENVIRONMENTAL RESPONSIBILITY AND REDUCE THE PROGRAM'S ENVIRONMENTAL FOOTPRINT.

(b) SUSTAINABILITY PRACTICES MUST INCLUDE:

(I) ENERGY-EFFICIENT BUILDING STANDARDS FOR ALL NEW PRESCHOOL FACILITIES, INCLUDING THE USE OF RENEWABLE ENERGY SOURCES, ENERGY-SAVING LIGHTING, AND WATER CONSERVATION SYSTEMS;

(II) GREEN BUILDING MATERIALS AND DESIGN STRATEGIES TO MINIMIZE ENVIRONMENTAL IMPACT AND PROMOTE HEALTHY LEARNING ENVIRONMENTS FOR CHILDREN;

(III) RECYCLING AND WASTE REDUCTION PROGRAMS IN PRESCHOOL FACILITIES, INCLUDING INITIATIVES TO TEACH CHILDREN ABOUT SUSTAINABILITY THROUGH HANDS-ON LEARNING ACTIVITIES;

(IV) PARTNERSHIPS WITH ENVIRONMENTAL ORGANIZATIONS TO PROVIDE SUSTAINABILITY RESOURCES AND EDUCATION FOR PRESCHOOL STAFF, CHILDREN, AND FAMILIES.

(2) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION OF SUSTAINABLE PRACTICES IN PRESCHOOL FACILITIES AND INCLUDE DATA ON ENVIRONMENTAL IMPACTS IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON ENERGY CONSUMPTION, WASTE REDUCTION, AND THE USE OF RENEWABLE RESOURCES IN PRESCHOOL FACILITIES;

(II) INFORMATION ON THE IMPACT OF ENVIRONMENTAL EDUCATION INITIATIVES ON CHILDREN’S UNDERSTANDING OF SUSTAINABILITY AND ENVIRONMENTAL RESPONSIBILITY;

(III) RECOMMENDATIONS FOR EXPANDING SUSTAINABLE PRACTICES TO ADDITIONAL FACILITIES AND IMPROVING ENVIRONMENTAL OUTCOMES.

Section 29.2181: Long-Term Fiscal Sustainability

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL IMPLEMENT A LONG-TERM FISCAL SUSTAINABILITY PLAN TO ENSURE THE CONTINUED AVAILABILITY OF HIGH-QUALITY PRESCHOOL SERVICES FOR FUTURE GENERATIONS, INCLUDING PLANNING FOR ECONOMIC GROWTH, CHANGING DEMOGRAPHICS, AND POTENTIAL ECONOMIC DOWNTURNS.

(b) THE FISCAL SUSTAINABILITY PLAN MUST INCLUDE:

(I) MULTI-YEAR BUDGETING: THE DEPARTMENT SHALL DEVELOP A MULTI-YEAR BUDGET PROJECTION THAT ACCOUNTS FOR INFLATION, POPULATION GROWTH, AND ECONOMIC CHANGES. THIS PROJECTION WILL BE UPDATED ANNUALLY TO PROVIDE ACCURATE FORECASTS OF FUTURE COSTS AND REVENUES.

(II) RESERVE FUND CREATION: A PORTION OF ANNUAL APPROPRIATIONS SHALL BE DIRECTED INTO A PRESCHOOL RESERVE FUND TO ENSURE THAT THE PROGRAM CAN CONTINUE OPERATING DURING ECONOMIC DOWNTURNS OR BUDGET SHORTFALLS. THIS FUND SHALL BE CAPPED AT 10% OF THE ANNUAL BUDGET AND MAY ONLY BE ACCESSED IN THE EVENT OF A DECLARED FISCAL EMERGENCY.

(III) SCALABILITY OF SERVICES: THE DEPARTMENT SHALL ADJUST FUNDING ALLOCATIONS AND PROGRAM EXPANSION BASED ON DEMOGRAPHIC CHANGES, INCLUDING INCREASED ENROLLMENT DEMAND OR DECLINES IN POPULATION IN CERTAIN REGIONS. SCALABILITY WILL ENSURE THAT RESOURCES ARE TARGETED WHERE THEY ARE MOST NEEDED AND THAT FUNDS ARE NOT MISALLOCATED.

(IV) ECONOMIC DIVERSIFICATION OF FUNDING: THE DEPARTMENT SHALL SEEK TO DIVERSIFY FUNDING SOURCES TO REDUCE RELIANCE ON A SINGLE REVENUE STREAM. THIS INCLUDES EXPANDING FEDERAL GRANT OPPORTUNITIES, PUBLIC-PRIVATE PARTNERSHIPS, AND EXPLORING ALTERNATIVE TAXATION MODELS SUCH AS DEDICATED TAXES FOR EARLY CHILDHOOD EDUCATION.

(2) (a) THE DEPARTMENT SHALL ANNUALLY EVALUATE THE FINANCIAL HEALTH OF THE PROGRAM, INCLUDING:

(I) REVENUE STABILITY: ANALYSIS OF TAX REVENUE TRENDS, FEDERAL GRANT AVAILABILITY, AND OTHER INCOME SOURCES TO DETERMINE WHETHER ADJUSTMENTS TO FUNDING SOURCES OR ALLOCATIONS ARE NEEDED;

(II) PROGRAM COST EFFICIENCY: REGULAR AUDITS TO IDENTIFY POTENTIAL AREAS WHERE COST-SAVING MEASURES CAN BE IMPLEMENTED WITHOUT COMPROMISING THE QUALITY OF PRESCHOOL SERVICES;

(III) LONG-TERM FINANCIAL RISK MANAGEMENT: IDENTIFICATION AND MITIGATION OF POTENTIAL RISKS THAT COULD IMPACT THE FISCAL STABILITY OF THE PROGRAM, INCLUDING CHANGES IN FEDERAL POLICY OR ECONOMIC RECESSIONS.

(3) (a) THE DEPARTMENT SHALL REPORT ON LONG-TERM FISCAL SUSTAINABILITY MEASURES IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC. THIS REPORT SHALL INCLUDE:

(I) PROJECTIONS FOR FUTURE PROGRAM GROWTH AND ASSOCIATED FUNDING NEEDS BASED ON POPULATION TRENDS AND INFLATION;

(II) STATUS OF THE PRESCHOOL RESERVE FUND, INCLUDING THE BALANCE AND ANY WITHDRAWALS MADE DURING THE FISCAL YEAR;

(III) RECOMMENDATIONS FOR ADJUSTING FUNDING SOURCES OR ALLOCATIONS TO ENSURE LONG-TERM SUSTAINABILITY, INCLUDING POTENTIAL CHANGES TO STATE TAXES, GRANTS, OR PUBLIC-PRIVATE PARTNERSHIP CONTRIBUTIONS.

Section 29.2182: Teacher Credentialing and Certification

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH MINIMUM CREDENTIALING AND CERTIFICATION STANDARDS FOR PRESCHOOL TEACHERS AND STAFF TO ENSURE HIGH-QUALITY INSTRUCTION AND CARE IN ALL PRESCHOOL SETTINGS.

(b) MINIMUM CREDENTIALING REQUIREMENTS MUST INCLUDE:

(I) EARLY CHILDHOOD EDUCATION CERTIFICATION: ALL LEAD PRESCHOOL TEACHERS MUST HOLD A MINIMUM OF A BACHELOR’S DEGREE IN EARLY CHILDHOOD EDUCATION OR A RELATED FIELD AND BE CERTIFIED THROUGH THE TEXAS EDUCATION AGENCY (TEA) IN EARLY CHILDHOOD EDUCATION.

(II) ASSISTANT TEACHERS: ASSISTANT TEACHERS MUST HOLD AT LEAST AN ASSOCIATE DEGREE IN EARLY CHILDHOOD EDUCATION OR HAVE COMPLETED A RECOGNIZED EARLY CHILDHOOD CERTIFICATION PROGRAM.

(III) CONTINUING EDUCATION REQUIREMENTS: ALL PRESCHOOL TEACHERS AND STAFF SHALL PARTICIPATE IN AT LEAST 15 HOURS OF CONTINUING EDUCATION ANNUALLY TO STAY CURRENT ON BEST PRACTICES IN EARLY CHILDHOOD EDUCATION, CLASSROOM MANAGEMENT, AND CHILD DEVELOPMENT.

(IV) ALTERNATIVE PATHWAYS TO CERTIFICATION: THE DEPARTMENT SHALL DEVELOP ALTERNATIVE CERTIFICATION PATHWAYS FOR INDIVIDUALS WHO HAVE RELEVANT EXPERIENCE IN EARLY CHILDHOOD EDUCATION BUT DO NOT HOLD A FORMAL DEGREE. THESE PATHWAYS MAY INCLUDE TEACHING FELLOWSHIPS, APPRENTICESHIPS, AND ON-THE-JOB TRAINING PROGRAMS.

(2) (a) THE DEPARTMENT SHALL PROVIDE SUPPORT FOR PRESCHOOL TEACHERS AND STAFF TO OBTAIN THE NECESSARY CREDENTIALS, INCLUDING:

(I) SCHOLARSHIPS AND TUITION ASSISTANCE: FINANCIAL SUPPORT FOR INDIVIDUALS PURSUING DEGREES OR CERTIFICATIONS IN EARLY CHILDHOOD EDUCATION TO ADDRESS BARRIERS RELATED TO THE COST OF EDUCATION.

(II) LOAN FORGIVENESS PROGRAMS: TEACHERS WHO WORK IN UNDERSERVED COMMUNITIES OR HIGH-NEED AREAS SHALL BE ELIGIBLE FOR LOAN FORGIVENESS PROGRAMS THAT REDUCE THE BURDEN OF STUDENT LOAN DEBT FOR EARLY CHILDHOOD EDUCATORS.

(III) PROFESSIONAL DEVELOPMENT RESOURCES: THE DEPARTMENT SHALL PROVIDE ONGOING PROFESSIONAL DEVELOPMENT RESOURCES AND TRAINING PROGRAMS, INCLUDING ONLINE COURSES, WORKSHOPS, AND PEER MENTORING, TO ENHANCE THE SKILLS AND KNOWLEDGE OF PRESCHOOL TEACHERS.

(3) (a) THE DEPARTMENT SHALL ESTABLISH A TEACHER PERFORMANCE EVALUATION SYSTEM TO ENSURE THAT ALL CERTIFIED PRESCHOOL TEACHERS MAINTAIN HIGH STANDARDS OF INSTRUCTION AND CARE.

(b) THE EVALUATION SYSTEM MUST INCLUDE:

(I) CLASSROOM OBSERVATIONS: REGULAR OBSERVATIONS OF TEACHER PERFORMANCE IN THE CLASSROOM TO EVALUATE TEACHING EFFECTIVENESS, CLASSROOM MANAGEMENT, AND INTERACTIONS WITH STUDENTS.

(II) STUDENT OUTCOME DATA: MEASURES OF STUDENT GROWTH AND SCHOOL READINESS AS INDICATORS OF TEACHER EFFECTIVENESS, INCLUDING LITERACY, NUMERACY, AND SOCIAL-EMOTIONAL DEVELOPMENT DATA.

(III) PROFESSIONAL GROWTH PLANS: REQUIREMENTS FOR TEACHERS TO DEVELOP INDIVIDUALIZED PROFESSIONAL GROWTH PLANS THAT OUTLINE THEIR GOALS FOR IMPROVEMENT, FURTHER TRAINING, AND CAREER DEVELOPMENT IN EARLY CHILDHOOD EDUCATION.

(4) (a) THE DEPARTMENT SHALL MONITOR AND REPORT ON THE CREDENTIALING AND CERTIFICATION OF PRESCHOOL TEACHERS TO ENSURE THAT ALL EDUCATORS MEET THE STANDARDS REQUIRED FOR PROVIDING HIGH-QUALITY PRESCHOOL INSTRUCTION.

(b) THE ANNUAL REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CERTIFIED PRESCHOOL TEACHERS AND STAFF, DISAGGREGATED BY REGION, GENDER, AND DEMOGRAPHICS;

(II) THE NUMBER OF TEACHERS PARTICIPATING IN CONTINUING EDUCATION AND PROFESSIONAL DEVELOPMENT PROGRAMS;

(III) RECOMMENDATIONS FOR IMPROVING ACCESS TO CERTIFICATION AND CREDENTIALING PROGRAMS, INCLUDING EXPANSION OF ALTERNATIVE CERTIFICATION PATHWAYS.

Section 29.2183: Collaboration with Health Services

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH FORMAL PARTNERSHIPS WITH LOCAL HEALTHCARE PROVIDERS AND HEALTH SERVICES AGENCIES TO ENSURE THAT CHILDREN ENROLLED IN PRESCHOOL PROGRAMS RECEIVE COMPREHENSIVE HEALTH AND WELLNESS SUPPORT.

(b) PARTNERSHIPS WITH HEALTH SERVICES MUST INCLUDE:

(I) REGULAR HEALTH SCREENINGS: ALL CHILDREN ENROLLED IN THE PROGRAM MUST HAVE ACCESS TO ANNUAL HEALTH SCREENINGS, INCLUDING VISION, HEARING, DENTAL, AND GENERAL HEALTH CHECKS, PROVIDED BY LOCAL HEALTHCARE PROVIDERS;

(II) MENTAL HEALTH SERVICES: PARTNERING WITH MENTAL HEALTH PROFESSIONALS AND ORGANIZATIONS TO PROVIDE ACCESS TO COUNSELING, SOCIAL-EMOTIONAL SUPPORTS, AND EARLY INTERVENTION SERVICES FOR CHILDREN WHO EXHIBIT SIGNS OF BEHAVIORAL OR EMOTIONAL ISSUES;

(III) NUTRITIONAL SUPPORTS: COLLABORATING WITH NUTRITIONISTS AND LOCAL FOOD PROGRAMS TO ENSURE THAT CHILDREN RECEIVE BALANCED, NUTRITIOUS MEALS, WITH SPECIAL ATTENTION TO DIETARY NEEDS BASED ON ALLERGIES OR MEDICAL CONDITIONS;

(IV) IMMUNIZATION AND WELLNESS CLINICS: PROVIDING ACCESS TO IMMUNIZATION CLINICS AND GENERAL WELLNESS SERVICES WITHIN PRESCHOOL FACILITIES OR THROUGH PARTNERSHIP WITH LOCAL HEALTH CLINICS TO ENSURE THAT ALL CHILDREN MEET HEALTH REQUIREMENTS FOR SCHOOL READINESS.

(2) (a) THE DEPARTMENT SHALL REQUIRE ALL PRESCHOOL PROGRAMS TO INTEGRATE HEALTH AND WELLNESS SERVICES INTO THEIR DAILY OPERATIONS TO PROMOTE THE PHYSICAL AND MENTAL WELL-BEING OF CHILDREN.

(b) THE INTEGRATION OF HEALTH SERVICES MUST INCLUDE:

(I) ESTABLISHING HEALTH CHECK PROTOCOLS FOR ALL CHILDREN ENTERING PRESCHOOL FACILITIES, INCLUDING MEASURES TO IDENTIFY EARLY SIGNS OF ILLNESS AND PREVENT THE SPREAD OF CONTAGIOUS DISEASES;

(II) PROVIDING TEACHERS AND STAFF WITH TRAINING ON HEALTH AND WELLNESS, INCLUDING RECOGNIZING SIGNS OF HEALTH ISSUES AND REFERRING CHILDREN TO APPROPRIATE HEALTH SERVICES;

(III) WORKING WITH PARENTS TO ENSURE THAT HEALTH RECORDS ARE UP TO DATE AND THAT CHILDREN RECEIVE NECESSARY IMMUNIZATIONS AND HEALTH SCREENINGS.

(3) (a) THE DEPARTMENT SHALL ENSURE THAT FAMILIES HAVE ACCESS TO INFORMATION AND RESOURCES RELATED TO CHILDREN’S HEALTH AND WELLNESS, INCLUDING:

(I) DISTRIBUTING HEALTH AND WELLNESS INFORMATION TO FAMILIES AT THE START OF EACH SCHOOL YEAR, INCLUDING GUIDANCE ON NUTRITION, EXERCISE, AND EMOTIONAL WELL-BEING;

(II) HOSTING WELLNESS WORKSHOPS OR SEMINARS FOR PARENTS ON TOPICS SUCH AS CHILD NUTRITION, MENTAL HEALTH, AND COMMON CHILDHOOD ILLNESSES;

(III) PROVIDING REFERRAL SERVICES FOR FAMILIES WHO NEED ADDITIONAL HEALTH SUPPORT, INCLUDING CONNECTIONS TO LOCAL CLINICS, SOCIAL WORKERS, AND MENTAL HEALTH PROVIDERS.

(4) (a) THE DEPARTMENT SHALL MONITOR THE IMPLEMENTATION AND EFFECTIVENESS OF HEALTH SERVICES IN PRESCHOOL PROGRAMS AND INCLUDE DATA ON CHILD OUTCOMES AND FAMILY PARTICIPATION IN ITS ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC.

(b) THE REPORT MUST INCLUDE:

(I) DATA ON THE NUMBER OF CHILDREN RECEIVING HEALTH SCREENINGS AND OTHER HEALTH SERVICES, DISAGGREGATED BY REGION AND DEMOGRAPHICS;

(II) INFORMATION ON THE IMPACT OF HEALTH SERVICES ON CHILDREN’S SCHOOL READINESS, PHYSICAL HEALTH, AND SOCIAL-EMOTIONAL DEVELOPMENT;

(III) RECOMMENDATIONS FOR EXPANDING ACCESS TO HEALTH SERVICES, INCLUDING POTENTIAL PARTNERSHIPS WITH ADDITIONAL HEALTHCARE PROVIDERS OR CLINICS.

Section 29.2184: Incentives for High-Quality Preschool Programs

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH AN INCENTIVE PROGRAM TO ENCOURAGE PRESCHOOL PROVIDERS TO MEET OR EXCEED QUALITY STANDARDS SET BY THE DEPARTMENT. THIS PROGRAM SHALL PROVIDE FINANCIAL AND NON-FINANCIAL INCENTIVES TO SUPPORT THE CONTINUOUS IMPROVEMENT OF PRESCHOOL SERVICES ACROSS THE STATE.

(b) INCENTIVES MUST INCLUDE:

(I) QUALITY RATING AND IMPROVEMENT SYSTEM (QRIS): PRESCHOOL PROVIDERS THAT PARTICIPATE IN THE TEXAS QUALITY RATING AND IMPROVEMENT SYSTEM SHALL RECEIVE RECOGNITION AND FINANCIAL REWARDS BASED ON THEIR QUALITY RATING LEVEL. HIGHER-RATED PROGRAMS WILL RECEIVE LARGER INCENTIVES TO PROMOTE EXCELLENCE IN EARLY CHILDHOOD EDUCATION.

(II) GRANTS FOR QUALITY IMPROVEMENT: PRESCHOOL PROVIDERS SHALL BE ELIGIBLE FOR GRANTS THAT CAN BE USED FOR CURRICULUM ENHANCEMENTS, PROFESSIONAL DEVELOPMENT, AND FACILITY IMPROVEMENTS THAT DIRECTLY IMPACT THE QUALITY OF CARE AND EDUCATION OFFERED TO CHILDREN.

(III) TEACHER RECOGNITION AND BONUSES: PRESCHOOLS THAT MEET HIGH QUALITY STANDARDS SHALL RECEIVE ADDITIONAL FUNDING TO PROVIDE BONUSES FOR TEACHERS AND STAFF WHO DEMONSTRATE EXCELLENCE IN CLASSROOM INSTRUCTION, CHILD OUTCOMES, AND PARENT ENGAGEMENT.

(IV) PUBLIC RECOGNITION AND ACCREDITATION: HIGH-QUALITY PRESCHOOL PROVIDERS SHALL BE PUBLICLY RECOGNIZED THROUGH STATEWIDE ACCREDITATION PROGRAMS, GIVING THEM A COMPETITIVE ADVANTAGE WHEN ENROLLING FAMILIES. ACCREDITATION STATUS SHALL BE PROMOTED THROUGH STATE WEBSITES, MARKETING CAMPAIGNS, AND COMMUNITY OUTREACH.

(2) (a) THE DEPARTMENT SHALL DEVELOP A CLEAR SET OF CRITERIA FOR WHAT CONSTITUTES A HIGH-QUALITY PRESCHOOL PROGRAM, WHICH MAY INCLUDE:

(I) MEETING OR EXCEEDING STAFF-TO-CHILD RATIOS THAT PROVIDE INDIVIDUALIZED ATTENTION AND SUPPORT TO CHILDREN;

(II) ENSURING ALL TEACHERS HOLD APPROPRIATE CERTIFICATIONS AND PARTICIPATE IN ONGOING PROFESSIONAL DEVELOPMENT;

(III) PROVIDING A DIVERSE AND AGE-APPROPRIATE CURRICULUM THAT PROMOTES LITERACY, NUMERACY, AND SOCIAL-EMOTIONAL DEVELOPMENT;

(IV) MAINTAINING A SAFE AND ENGAGING LEARNING ENVIRONMENT THAT SUPPORTS PHYSICAL AND MENTAL WELL-BEING;

(V) DEMONSTRATING STRONG FAMILY ENGAGEMENT AND COMMUNICATION PRACTICES, INCLUDING PARENT WORKSHOPS, REGULAR PARENT-TEACHER CONFERENCES, AND HOME LEARNING RESOURCES.

(3) (a) TO PROMOTE INNOVATION AND CREATIVITY IN EARLY CHILDHOOD EDUCATION, THE DEPARTMENT SHALL OFFER ADDITIONAL INCENTIVES TO PRESCHOOL PROVIDERS THAT ADOPT INNOVATIVE TEACHING METHODS OR DEVELOP NEW PROGRAM MODELS THAT ADDRESS UNIQUE COMMUNITY NEEDS.

(b) ELIGIBLE INNOVATION INCENTIVES MAY INCLUDE:

(I) PROVIDING SPECIALIZED PROGRAMMING, SUCH AS OUTDOOR EDUCATION, BILINGUAL INSTRUCTION, OR ART-INTEGRATED CURRICULUMS THAT DIFFERENTIATE PROVIDERS FROM TRADITIONAL PROGRAMS;

(II) ESTABLISHING PARTNERSHIPS WITH LOCAL ORGANIZATIONS, BUSINESSES, AND ARTISTS TO CREATE COMMUNITY-BASED ENRICHMENT OPPORTUNITIES FOR CHILDREN AND THEIR FAMILIES;

(III) IMPLEMENTING TECHNOLOGY-ENHANCED LEARNING OPPORTUNITIES TO SUPPORT DIGITAL LITERACY, INCLUDING THE USE OF AGE-APPROPRIATE EDUCATIONAL TECHNOLOGY AND DIGITAL TOOLS IN THE CLASSROOM.

(4) (a) THE DEPARTMENT SHALL MONITOR AND REPORT ON THE EFFECTIVENESS OF THE INCENTIVE PROGRAM, INCLUDING DATA ON:

(I) THE NUMBER OF PRESCHOOL PROVIDERS PARTICIPATING IN THE QUALITY RATING SYSTEM AND RECEIVING INCENTIVES;

(II) IMPROVEMENTS IN PROGRAM QUALITY BASED ON RATING SYSTEM DATA, STUDENT OUTCOMES, AND TEACHER PERFORMANCE;

(III) RECOMMENDATIONS FOR EXPANDING OR ADJUSTING THE INCENTIVE PROGRAM TO REACH A LARGER NUMBER OF PROVIDERS AND TO ENCOURAGE THE DEVELOPMENT OF HIGH-QUALITY, INNOVATIVE PRESCHOOL SERVICES.

(5) (a) TO ENSURE THAT ALL PROVIDERS HAVE AN OPPORTUNITY TO IMPROVE QUALITY AND ACCESS INCENTIVES, THE DEPARTMENT SHALL PROVIDE:

(I) ACCESS TO QUALITY IMPROVEMENT COACHES AND TECHNICAL ASSISTANCE TO HELP PROVIDERS DEVELOP IMPROVEMENT PLANS AND REACH HIGHER LEVELS IN THE QRIS;

(II) ONLINE RESOURCES AND TRAINING MODULES TO SUPPORT PROVIDERS IN MEETING QUALITY STANDARDS AND IMPLEMENTING NEW CURRICULUM AND TEACHING STRATEGIES.

Section 29.2185: Interagency Collaboration

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH FORMAL COLLABORATIVE AGREEMENTS WITH RELEVANT STATE AGENCIES TO PROMOTE SEAMLESS COORDINATION OF SERVICES AND TO MAXIMIZE RESOURCES AVAILABLE TO PRESCHOOL PROGRAMS AND THE FAMILIES THEY SERVE.

(b) STATE AGENCIES PARTICIPATING IN INTERAGENCY COLLABORATION MUST INCLUDE:

(I) THE TEXAS EDUCATION AGENCY (TEA): TO PROVIDE OVERSIGHT AND ALIGNMENT WITH STATEWIDE EDUCATION POLICIES, STANDARDS, AND EARLY LEARNING OUTCOMES, ENSURING A SMOOTH TRANSITION FROM PRESCHOOL TO K-12 EDUCATION;

(II) THE TEXAS HEALTH AND HUMAN SERVICES COMMISSION (HHSC): TO SUPPORT THE DELIVERY OF HEALTH, NUTRITION, AND SOCIAL SERVICES FOR PRESCHOOL CHILDREN, INCLUDING MENTAL HEALTH SERVICES, NUTRITIONAL PROGRAMS, AND FAMILY SUPPORT SERVICES;

(III) THE TEXAS WORKFORCE COMMISSION (TWC): TO COORDINATE WORKFORCE DEVELOPMENT EFFORTS AND PROVIDE SCHOLARSHIPS, TRAINING, AND RECRUITMENT SUPPORT FOR PRESCHOOL TEACHERS AND STAFF;

(IV) THE DEPARTMENT OF FAMILY AND PROTECTIVE SERVICES (DFPS): TO ENSURE THAT CHILD SAFETY AND WELL-BEING STANDARDS ARE CONSISTENTLY ENFORCED AND THAT ALL PRESCHOOL PROGRAMS COMPLY WITH REGULATIONS PERTAINING TO CHILDCARE LICENSING AND SAFETY.

(2) (a) THE DEPARTMENT SHALL CREATE A UNIVERSAL PRESCHOOL INTERAGENCY TASK FORCE, COMPOSED OF REPRESENTATIVES FROM EACH PARTICIPATING STATE AGENCY, TO ENSURE COORDINATION AND EFFICIENCY IN DELIVERING PRESCHOOL SERVICES ACROSS TEXAS.

(b) THE TASK FORCE SHALL:

(I) MEET QUARTERLY TO DISCUSS COLLABORATIVE INITIATIVES, SHARED RESOURCES, AND OPPORTUNITIES TO STREAMLINE SERVICES FOR PRESCHOOL CHILDREN AND THEIR FAMILIES;

(II) IDENTIFY POTENTIAL GAPS IN SERVICE DELIVERY AND MAKE RECOMMENDATIONS TO IMPROVE CROSS-AGENCY COLLABORATION AND RESOURCE ALLOCATION;

(III) ENSURE THAT DATA SHARING AGREEMENTS ARE IN PLACE TO PROMOTE EFFICIENT COMMUNICATION BETWEEN AGENCIES AND TO TRACK CHILDREN’S HEALTH, EDUCATIONAL PROGRESS, AND FAMILY SUPPORT OUTCOMES.

(3) (a) THE DEPARTMENT SHALL PROVIDE AN ANNUAL REPORT TO THE GOVERNOR, THE LEGISLATURE, AND THE PUBLIC ON INTERAGENCY COLLABORATION EFFORTS, INCLUDING:

(I) THE OUTCOMES OF CROSS-AGENCY INITIATIVES, INCLUDING IMPROVEMENTS IN SERVICE DELIVERY, EFFICIENCY, AND COST SAVINGS;

(II) RECOMMENDATIONS FOR STRENGTHENING INTERAGENCY COORDINATION TO ENSURE THAT PRESCHOOL PROGRAMS ARE SUPPORTED BY A WIDE RANGE OF STATE RESOURCES AND SERVICES.

Section 29.2186: Monitoring and Compliance

(1) (a) THE TEXAS UNIVERSAL PRESCHOOL PROGRAM SHALL ESTABLISH A ROBUST MONITORING AND COMPLIANCE FRAMEWORK TO ENSURE THAT ALL PRESCHOOL PROVIDERS MEET THE QUALITY STANDARDS, REGULATIONS, AND ACCOUNTABILITY REQUIREMENTS OUTLINED IN THIS BILL.

(b) MONITORING AND COMPLIANCE REQUIREMENTS MUST INCLUDE:

(I) ANNUAL AUDITS: THE DEPARTMENT SHALL CONDUCT ANNUAL AUDITS OF ALL PARTICIPATING PRESCHOOL PROVIDERS TO ENSURE COMPLIANCE WITH SAFETY, EDUCATIONAL QUALITY, AND FINANCIAL ACCOUNTABILITY STANDARDS;

(II) CLASSROOM OBSERVATIONS AND TEACHER EVALUATIONS: MONITORS SHALL CONDUCT REGULAR CLASSROOM OBSERVATIONS TO EVALUATE TEACHER PERFORMANCE, INSTRUCTIONAL QUALITY, AND COMPLIANCE WITH STUDENT-TO-TEACHER RATIOS AND CLASSROOM SAFETY STANDARDS;

(III) COMPLIANCE CHECKS: UNANNOUNCED INSPECTIONS AND COMPLIANCE CHECKS SHALL BE CARRIED OUT TO ENSURE THAT PROVIDERS ARE ADHERING TO STATE LICENSING AND SAFETY REGULATIONS, INCLUDING FIRE SAFETY, EMERGENCY PROCEDURES, AND CHILD PROTECTION POLICIES.

(2) (a) THE DEPARTMENT SHALL ESTABLISH A SYSTEM OF PENALTIES FOR PROVIDERS THAT FAIL TO COMPLY WITH PROGRAM REQUIREMENTS OR DEMONSTRATE DEFICIENCIES IN QUALITY STANDARDS.

(b) PENALTIES SHALL INCLUDE:

(I) FINES: PROVIDERS THAT DO NOT MEET QUALITY OR SAFETY STANDARDS SHALL BE SUBJECT TO FINES, WITH AMOUNTS DETERMINED BY THE SEVERITY OF THE VIOLATION AND THE PROVIDER'S HISTORY OF COMPLIANCE;

(II) SUSPENSION OR TERMINATION: PRESCHOOL PROVIDERS THAT CONSISTENTLY FAIL TO MEET PROGRAM REQUIREMENTS OR POSE A RISK TO CHILD SAFETY SHALL HAVE THEIR PARTICIPATION IN THE PROGRAM SUSPENDED OR TERMINATED;

(III) IMPROVEMENT PLANS: PROVIDERS WITH DEFICIENCIES MAY BE REQUIRED TO SUBMIT AND IMPLEMENT IMPROVEMENT PLANS UNDER THE GUIDANCE OF A DEPARTMENT-ASSIGNED MONITOR TO ADDRESS ISSUES AND COME INTO COMPLIANCE.

(3) (a) THE DEPARTMENT SHALL PROVIDE PUBLIC REPORTS ON THE COMPLIANCE AND MONITORING ACTIVITIES OF THE PROGRAM, INCLUDING:

(I) A SUMMARY OF AUDIT RESULTS AND COMPLIANCE OUTCOMES FOR EACH PROVIDER, INCLUDING IDENTIFIED DEFICIENCIES AND CORRECTIVE ACTIONS TAKEN;

(II) THE NUMBER OF PROVIDERS PENALIZED OR REMOVED FROM THE PROGRAM DUE TO NON-COMPLIANCE;

(III) RECOMMENDATIONS FOR STRENGTHENING OVERSIGHT AND IMPROVING PROVIDER COMPLIANCE TO MAINTAIN HIGH-QUALITY PRESCHOOL SERVICES.