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APPENDIX
A:
ELABORATION OF PROPOSED
GOVERNANCE STRUCTURE
The State Board of Education (SBE)
will be reconstituted with nine voting members as follows:
- Two appointees from the
new Advisory Committee to the division serving children from birth through grade
three (Early Childhood and Primary Education). One of these appointees will be
the chair of the Advisory Committee and one will be selected by and from the
members of the Advisory Committee. (See Recommendations 9B and 9C)
- Two appointees from the
new Advisory Committee to the division serving students in grades four through
twelve (Elementary and Secondary Education). One of these appointees will be
the chair of the Advisory Committee and one will be selected by and from the
members of the Advisory Committee.
- Two appointees of the
Senate Rules Committee.
- Two appointees of the
Speaker of the Assembly.
- One student member
appointed by the Governor.
- The Secretary of
Education and Child Development will serve as the Executive Secretary
(nonvoting) of the SBE. All members except the student member must be selected
from persons with expertise in early childhood education; child care and
development systems and infrastructure; K-12 education; or higher education in
related fields.
The
Division of Early Childhood and Primary Education (ECPE) that serves children
from birth through grade three will:
- Receive the state and
federal dollars for early childhood education (see Recommendation
10);
- Determine statewide
program standards and child outcomes, as well as standards for facilities and
for the certification and credentialing of those working with young
children;
- Issue regulations, when
needed, and consolidate and streamline Title 22 and Title 5
regulations;
- Determine funding
formulas, appropriation levels to the county superintendents of schools, and
percentage set-asides for the development of the early childhood organizational
infrastructure;
- Establish criteria for
use at the county level to assess contractors’ readiness to administer the
early childhood services that are delineated under the county section;
- Oversee the design and
operation of a statewide accountability and data collection system for young
children;
- Oversee planning
regarding the coordination and delivery of services to young
children;
- Establish coordinative
mechanisms with the ESE to assure smooth transitions for all children throughout
their educational
careers.
The ECPE
Advisory Committee will consist of nine appointees. At least one member
must be from the ESE Advisory Committee (for coordination and articulation
purposes). Members will be appointed as follows:
- Two appointees of the
Governor.
- Three appointees of the
Senate Rules Committee.
- Three appointees of the
Speaker of the Assembly.
- One appointee of the
ESE Advisory
Committee.
Members shall
select their Chair and the second representative who
will
become members of the State Board
of Education. All members of the ECPE Advisory Committee must be selected
from persons with knowledge, experience, and expertise in 1) early childhood
education; 2) child care and development systems and organizational
infrastructure; 3) K-12 education; 4) social services, including systems and
infrastructure; 5) health services, including systems and infrastructure; and 6)
higher education in a related
field.
The ESE Advisory
Committee will consist of nine appointees. At least one member must be
from the ECPE Advisory Committee (for coordination and articulation).
Members will be appointed as follows:
- Two appointees of the
Governor.
- Three appointees of the
Senate Rules Committee.
- Three appointees of the
Speaker of the Assembly.
- One appointee of the
ECPE Advisory
Committee.
Members shall
select their Chair and the second representative who
will
become members of the State Board
of Education. All members of the ESE Advisory Committee must be selected
from persons with knowledge, experience, and expertise in 1) early childhood
education
systems and organizational
infrastructure; 2) K-12 education; 3) social services, including systems and
infrastructure; 4) health services, including systems and infrastructure; and 5)
higher education in a related
field.
County superintendents of
schools will play a key role in the governance and fiscal oversight of early
childhood education:
- The county
superintendent of schools (CSS) will be the lead local entity for governance and
finance of early education services.
- Specifically, the CSS
will receive allocations from the state for early education services. (See
section Recommendation 10)
- The CSSs, upon the
recommendation of the CECDAC, must distribute the funds; provide fiscal
oversight; and allocate a percentage of the funds to develop the early childhood
management infrastructure, including professional development, quality
enhancement, licensing and monitoring, information and referral, management
information systems, planning, and coordination.
- Existing providers who
meet the criteria established by the ECPE will be used. The CSSs must, to the
extent feasible, contract with local providers and school districts to provide
essential early education services. If no suitable contractors exist, the CSS
may deliver the services directly.
- The CSS is
responsible for fiscal oversight of all contractors. If the CSS also provides
direct services, an independent audit of the CSS must be performed and forwarded
to the CDE or a contiguous CSS for review.
- The CSS must collect
and report data as required by the
ECPE.
The County Early
Childhood Development Advisory Council will advise the county superintendent
regarding resource allocation, infrastructure development, and program and
service accountability:
- The CECDAC will make
recommendations to the CSS about how funds will be allocated to local school
districts and local providers based on established criteria. On behalf of the
CSS, it will receive and approve local “Ready Schools” plans and
guide and support models for infrastructure development. It will also manage
due process for grievances and compliance actions.
- The CSS will appoint
CECDAC members and serve as the CECDAC Executive Secretary (nonvoting).
- Composed of up to 15
members, the CECDAC will have one-third to one-half members who are elected
officials from local school boards. Other members will be from the child
development community representing a variety of direct service providers, such
as for-profit and faith-based providers, and indirect service providers, such as
information and referral, alternate payment programs and municipalities. There
will also be at least one parent and one business community representative.
APPENDIX
B:
COMMITTEES OF
THE SCHOOL READINESS WORKING GROUP
Each of the following committees developed
detailed analyses and proposals that formed the basis for the recommendations
offered in this
report:
Accountability
(including assessment and
evaluation)
Continuity and Transition
from ECE to Kindergarten
Culture,
Language and
Pedagogy
Facilities
Family
Leave
Family Support and Parenting
Education
Finance
Governance
Health
and Mental Health
High Quality in all
Settings
Professional Development
(including kith and kin and informal
care)
Public
Engagement
Strengthening
Partnerships