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Authority

Section 642B(a)(2)(A) of the Head Start Act authorizes the establishment of Head Start Collaboration Offices (HSCOs) at both the state and national levels. These offices are funded via collaboration grants that are awarded to each state and to national administrative offices serving American Indian/Alaska Native and Migrant and Seasonal Head Start programs. Their purpose is to “facilitate collaboration among Head Start agencies (including Early Head Start agencies) and entities that carry out activities designed to benefit low-income children from birth to school entry, and their families.”

Provision       Detail 
Legal Authorization

HSCOs are authorized under Section 642B of the Head Start Act.
Grant Requirements

States must receive collaboration grants to establish HSCOs.
Director Authority

The HSCO Director must have “sufficient authority and access” within state government.
State Head Start Association Must participate in selecting the director and guiding ongoing operations.
Director Responsibilities

Must conduct needs assessments, align services, and engage broadly in state early childhood policymaking.
Practical Application 

Directors should be involved in key decision-making meetings and act as liaisons across state systems.

 

National Priorities

The Office of Head Start (OHS) established four priority areas to guide the work of the Head Start Collaboration Offices (HSCOs).

1. Collaborate with state systems to align early care and education services and support for children and families prenatally to age 5. 

Collaborate across systems to support:

  • Health, mental health, and social and emotional well-being
  • Home visiting
  • Comprehensive service delivery
  • Services and support for children who are experiencing homelessness, children in foster care, children with disabilities, and children who are dual language learners
  • Quality improvements
  • School readiness initiatives
  • State background check systems
  • Childcare
  • Child welfare
  • Early Head Start-Child Care Partnerships
  • Early Childhood Comprehensive Systems Health Integration Prenatal-to-3 Programs
2. Work with state efforts to collect and use data on early childhood programs to guide decision-making and improve child and family outcomes.

Support appropriate access to and use of data to guide decision-making and to improve outcomes in areas such as coordinated eligibility and disparities in access to services.

3. Support the expansion of and access to high-quality workforce and career development opportunities for staff.

Work with state professional development systems, including workforce registries and career pathways, and with institutions of higher education to promote expansion and high-quality career development opportunities.

4. Coordinate with school systems to ensure continuity and alignment across programs, as appropriate.

Promote continuity of services, program alignment, and support for successful transitions, particularly with state preschool, kindergarten, and with Title I, McKinney-Vento, and Individuals with Disabilities Education Act programs.