Financing the development and production of the document


It is important that sufficient resources are available to support the development process as well as implementation of the ELGs. Careful planning is needed to ensure that sufficient resources are available.


A budget should be developed for the project and should include all anticipated expenses for developing and producing the ELG document. Examples of expenses include:

  • Staff time
  • Logistical arrangements for committee/agency work on the document (meetings, communication, sharing drafts, travel)
  • Contractors
  • Honoraria for committee members and/or reviewers
  • Production process (editing, design, and layout of the document)
  • Printing and dissemination costs (including printing and reprinting for the ELG document and any supplemental materials as well as costs for mailing the document).


The lead agency typically will provide at least a portion of the funds necessary for the project, but may also tap funding and in-kind resources from other sources. Examples of the types of funding sources used in states include: state-funded prekindergarten program, Title I, Even Start, IDEA programs, Head Start Collaboration Office, quality enhancement funds from CCDF, Resource and Referral agencies, etc. Private foundations may also be interested in financing some portion of the ELG development process.

General considerations: Depending on how the development process is implemented, the budget for the project can vary. Some states rely more on in-house staff to carry out the work, and the designated budget for the project may be relatively small (i.e., staff time may be contributed without being reflected in the budget). While other states rely heavily on contractors, have large committees, etc., and have a large budget. The design, layout, and production costs for the document will be heavily dependent on the type of document the state plans to produce (large versus small, use of color and pictures versus black and white, etc.).

Age-specific considerations: Funding and in-kind support for the project may come from different sources depending upon the age range being addressed in the ELGs. For example, development of infant-toddler ELGs may be more heavily supported by the state's Child Care Administrator, while the state's pre-kindergarten program may provide more support for the development of preschool-age ELGs. Foundations and other organizations with particular interest in specific age ranges may be more likely to support the development of ELGs for a specific age range. National organizations with expertise and investment in specific age ranges, such as Zero to Three, may be more heavily involved in supporting the development process for ELGs that target a specific age level. State agencies should think through all the various programs and sources of support for the particular age range targeted in their ELGs and garner support from as many sources as needed or as possible.

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