Page:United States Statutes at Large Volume 121.djvu/1406

 PUBLIC LAW 110–134—DEC. 12, 2007

121 STAT. 1385

interim basis until a qualified applicant from the community is designated under subsection (d). ‘‘(g) PARENT AND COMMUNITY PARTICIPATION.—The Secretary shall require that the practice of significantly involving parents and community residents in the area affected by the program involved, in the selection of Head Start agencies, be continued. ‘‘(h) COMMUNITY.—For purposes of this subchapter, a community may be a city, county, or multicity or multicounty unit within a State, an Indian reservation (including Indians in any off-reservation area designated by an appropriate tribal government in consultation with the Secretary), or a neighborhood or other area (irrespective of boundaries or political subdivisions) that provides a suitable organizational base and possesses the commonality of interest needed to operate a Head Start program.’’. SEC. 8. STANDARDS; MONITORING OF HEAD START AGENCIES AND PROGRAMS.

Section 641A of the Head Start Act (42 U.S.C. 9836a) is amended to read as follows: ‘‘SEC. 641A. STANDARDS; MONITORING OF HEAD START AGENCIES AND PROGRAMS.

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‘‘(a) STANDARDS.— ‘‘(1) CONTENT OF STANDARDS.—The Secretary shall modify, as necessary, program performance standards by regulation applicable to Head Start agencies and programs under this subchapter, including— ‘‘(A) performance standards with respect to services required to be provided, including health, parental involvement, nutritional, and social services, transition activities described in section 642A, and other services; ‘‘(B) scientifically based and developmentally appropriate education performance standards related to school readiness that are based on the Head Start Child Outcomes Framework to ensure that the children participating in the program, at a minimum, develop and demonstrate— ‘‘(i) language knowledge and skills, including oral language and listening comprehension; ‘‘(ii) literacy knowledge and skills, including phonological awareness, print awareness and skills, and alphabetic knowledge; ‘‘(iii) mathematics knowledge and skills; ‘‘(iv) science knowledge and skills; ‘‘(v) cognitive abilities related to academic achievement and child development; ‘‘(vi) approaches to learning related to child development and early learning; ‘‘(vii) social and emotional development related to early learning, school success, and social problemsolving; ‘‘(viii) abilities in creative arts; ‘‘(ix) physical development; and ‘‘(x) in the case of limited English proficient children, progress toward acquisition of the English language while making meaningful progress in attaining the knowledge, skills, abilities, and development described in clauses (i) through (ix), including progress

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