Report of the Working Group on School Readiness

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