(a)Except as otherwise provided in subsection (b) of this section, for the fiscal year ending June 30, 2025, and each fiscal year thereafter, if funds appropriated to the Office of Early Childhood for Early Start CT are not expended by the Commissioner of Early Childhood, an amount up to two million dollars of such unexpended funds may be available (1) for the provision of professional development for early care and education program providers, and staff employed in such programs, provided such programs are receiving financial assistance under Early Start CT for infant, toddler and preschool slots, or (2) to support early care and education programs in satisfying the designated qualified staff member requirements described in section 10-550g, provided such programs receive financial assis
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(a) Except as otherwise provided in subsection (b) of this section, for the fiscal year ending June 30, 2025, and each fiscal year thereafter, if funds appropriated to the Office of Early Childhood for Early Start CT are not expended by the Commissioner of Early Childhood, an amount up to two million dollars of such unexpended funds may be available (1) for the provision of professional development for early care and education program providers, and staff employed in such programs, provided such programs are receiving financial assistance under Early Start CT for infant, toddler and preschool slots, or (2) to support early care and education programs in satisfying the designated qualified staff member requirements described in section 10-550g, provided such programs receive financial assistance under Early Start CT. The commissioner shall determine how such unexpended funds shall be distributed. (b) If any unexpended funds described in subsection (a) of this section are not expended by the office under said subsection, the commissioner, with the consent of the Secretary of the Office of Policy and Management, may use such unexpended funds to provide support for purposes that include, but are not limited to, (1) assisting early care and education programs in meeting and maintaining accreditation requirements, (2) providing training in implementing preschool assessments and curricula, including training to enhance literacy teaching skills, (3) developing and implementing best practices for parents in supporting preschool and kindergarten student learning, (4) developing and implementing strategies for children to successfully transition to preschool and from preschool to kindergarten, including through parental engagement and whole-family supports that may be utilized through the two-generational initiative, established pursuant to section 17b-112 l , or through other available resources, and (5) providing for professional development.