Minnesota § 142D.123 APPLICATION REQUIREMENTS

Minnesota Statutes

§ 142D.123 — APPLICATION REQUIREMENTS

Minnesota § 142D.123

PartPROPRIETARY SCHOOLS

Ch. 142DEARLY CARE AND LEARNING

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Bluebook

Minn. Stat. § 142D.123 (2026).

Text

Eligible Head Start organizations must submit a plan to the department for approval on a form and in the manner prescribed by the commissioner. The plan must include:

(1)the number of low-income children and families the program will be able to serve;

(2)a description of the program design and service delivery area which meets the needs of and encourages access by low-income working families;

(3)a program design that ensures fair and equitable access to Head Start services for all populations and parts of the service area;

(4)a plan for providing Head Start services in conjunction with full-day child care programs to minimize child transitions, increase program intensity and duration, and improve child and family outcomes as required in section142D.124;

(5)identification of regular He

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Eligible Head Start organizations must submit a plan to the department for approval on a form and in the manner prescribed by the commissioner. The plan must include:
(1) the number of low-income children and families the program will be able to serve;
(2) a description of the program design and service delivery area which meets the needs of and encourages access by low-income working families;
(3) a program design that ensures fair and equitable access to Head Start services for all populations and parts of the service area;
(4) a plan for providing Head Start services in conjunction with full-day child care programs to minimize child transitions, increase program intensity and duration, and improve child and family outcomes as required in section142D.124;
(5) identification of regular Head Start, early Head Start, full-day services identified in section142D.124, and innovative services based upon demonstrated needs to be provided; and
(6) evidence parents of English learners are provided with oral or written information to monitor the program's impact on their children's English language development, know whether their children are progressing in developing their English proficiency, and, where practicable, their native language proficiency, and actively engage with their children in developing their English and native language proficiency.