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Overview
The Alabama Pre-Kindergarten Program is a full-day program which serves four-year-olds
in a variety of settings including public schools, private schools and child
care centers. The program is funded through a competitive grant process and
relies heavily on local matching funds. According to the National Institute
for Early Education Research (NIEER), Alabama served 2% of its four-year-olds
in its preschool program in 2005-2006. Its state funding for that year was
approximately $4.3 million, and budgeting remains essentially flat for 2006-2007.
The Governor has recommended an additional $3.3 million for 2007-2008.
State Policy
Alabama has no state policy on the provision of prekindergarten.
Eligibility Criteria
All four-year-olds are eligible
to receive services in the Alabama Pre-Kindergarten Program.
Program Length/Duration
The pre-kindergarten program must meet at least 6.5 hours daily,
five days a week, for 175 days a year. Any before- or after-care may be provided
at the parents’ expense.
Funding
The Office of School Readiness oversees the pre-kindergarten program and disperses
funds appropriated from the Legislature. Providers are
funded through a competitive grant process.
Providers may charge only minimal
fees not to exceed $25/week. Matching
funds must be provided by local sources which must be equal to
at least half of the state grant. Grant recipients are provided $80,000 from
the state, which—with a $40,000 local match—must be used to fund an 18 child
prekindergarten classroom.
Quality Standards
In the national survey
of state preschool programs conducted by the National Institute for
Early Education Research (NIEER), Alabama was one of only two states to
receive the highest quality rating, meeting 10 out of 10 benchmarks. The
state requires teachers to
have a bachelor’s degree and
certification or academic concentration in early childhood, and requires assistant
teachers to have at least a CDA credential or its equivalent. All teachers
hired after January 1, 2006, must have specialized pre-K training. Programs
are not allowed to exceed a class size of 18 or a ratio
of 1:9. Alabama has implemented early childhood performance
standards that
meet NIEER’s
benchmark for comprehensive early learning standards. The state requires programs
to use an Office of School Readiness approved curriculum.
Programs also must provide vision, hearing, and health screening, as well as
parent support services, and site
visits are required for monitoring purposes.
Delivery of Preschool Services
The Alabama pre-kindergarten program can be provided through private providers
as well as public schools. Both the Office of School Readiness and the Alabama
Council on Family and Children foster collaboration and
coordination among different agencies and providers.
Requirements for Student Assessment
and Program Evaluation
The Alabama pre-kindergarten operating guidelines provide
for student assessment as well as program evaluation through random on-site
visits.
Education Clause in State Constitution
The amended version of the education clause of the state
constitution currently on the books allows—but does not require—the legislature to establish schools, although
it does express the state’s policy "to foster and promote the education
of its citizens[.]" As amended in 1956, the education clause specifically
renounced a right to a free public education, stating that "nothing in
this Constitution should be construed as creating or recognizing" such
a right. This amendment was declared unconstitutional by a lower court, but
the Alabama Supreme Court has never reviewed this holding.
Prior to the 1956 amendment, the education clause had required the legislature
to create a liberal system of public schools for children between the ages
of 7 and 21.
Summary of Case Law on School Finance System
In 1993, a state trial court determined that education in Alabama is a fundamental
right, but the Supreme
Court of Alabama has never ruled on the issue. The same trial court also
held that the state system of public schools had failed to provide all Alabama
schoolchildren with "equitable and adequate
educational opportunities," and ordered the state to provide a
remedy. Following the adoption of a remedy plan by the trial court, the Supreme
Court in 1997 vacated
the remedy order, holding
that the trial court needed to wait a reasonable time for the legislature
to come up with a solution before it could implement its own plan. Finally,
in 2002 the Alabama Supreme Court dismissed the
state’s school funding litigation in its entirety on
separation of powers grounds.
Summary of Case Law on Preschool
The remedial order vacated in the Alabama Supreme Court’s 1997 decision
in In re James had required the state to provide early childhood
education programs.
Alabama Const., Art. XIV, § 256 (as amended in 1956 by Amendment No. 111)
It is the policy of the state of Alabama to foster and promote the education
of its citizens in a manner and extent consistent with its available resources,
and the willingness and ability of the individual student, but nothing in this
Constitution shall be construed as creating or recognizing any right to education
or training at public expense, nor as limiting the authority and duty of the
legislature, in furthering or providing for education, to require or impose
conditions or procedures deemed necessary to the preservation of peace and
order.
The legislature may by law provide for or authorize the establishment and
operation of schools by such persons, agencies or municipalities, at such places,
and upon such conditions as it may prescribe, and for the grant or loan of
public funds and the lease, sale or donation of real or personal property to
or for the benefit of citizens of the state for educational purposes under
such circumstances and upon such conditions as it shall prescribe. Real property
owned by the state or any municipality shall not be donated for educational
purposes except to nonprofit charitable or eleemosynary corporations or associations
organized under the laws of the state.
To avoid confusion and disorder and to promote effective and economical planning
for education, the legislature may authorize the parents or guardians of minors,
who desire that such minors shall attend schools provided for their own race,
to make election to that end, such election to be effective for such period
and to such extent as the legislature may provide.
Note: The above version of § 256 specifically
disavows any right to education, due to a 1956 amendment, but the trial court
in Alabama Coalition
for Equity v. Hunt, Civ. A. Nos. CV-90-883-R, CV-91-0117, 1993 WL 204083
(Ala. Cir. Ct. Montgomery Cty. 1993) (appendix to Opinion of the Justices,
No. 338, 624 So.2d 107, 157 (Ala. 1993)), held that this amendment was
unconstitutional because of its racist intent. However, the constitutionality
of Amendment 111 was never reviewed on appeal, so it remains the official version,
since Code of Ala. § 29-7-11(b)(6) only permits "elimination of constitutional
provisions or amendments, including portions of such provisions or amendments,
that have lapsed or have been invalidated, directly or indirectly, by decision
of a court of last resort." The trial court’s decision rested on the validity
of § 256 as it read prior to the 1956 amendment:
Alabama Const., Art. XIV, § 256 (unamended)
The legislature shall establish, organize, and maintain a liberal system of
public schools throughout the state for the benefit of the children thereof
between the ages of seven and twenty-one years. …
Is Education a Fundamental
Right under the State Constitution?
In Alabama Coalition for Equity v. Hunt, Civ. A. Nos. CV-90-883-R,
CV-91-0117, 1993 WL 204083 (Ala. Cir. Ct. Montgomery Cty. 1993) (appendix to Opinion
of the Justices, No. 338, 624 So.2d 107, 157 (Ala. 1993)), the trial court
determined that Amendment 111 to Article XIV, § 256 of the Alabama Constitution
was unconstitutional because of its racist intent. It further found that the
state constitution, including the pre-amendment version of § 256, created a
fundamental right to education in Alabama.
The Alabama Supreme Court never ruled on this particular holding on appeal,
thereby leaving the constitutional issue unclear. Two justices in concurring
opinions argued that Amendment 111, specifically renouncing a constitutional
right, remains in effect. Ex parte James (Alabama Coalition for Equity v.
James), 836 So.2d 813, 826-827, 845 (2002) (Houston, J., concurring specially,
and Moore, J., concurring in part).
School Finance Cases in Favor
of Plaintiffs:
Alabama Coalition for Equity v. Hunt, Civ. A. Nos. CV-90-883-R, CV-91-0117,
1993 WL 204083 (Ala. Cir. Ct. Montgomery Cty. 1993) (appendix to Opinion
of the Justices, No. 338, 624 So.2d 107 (Ala. 1993))
The plaintiff coalition, on behalf of a number
of schoolchildren, parents, and school districts throughout Alabama, sued
the Governor and other state
officials, contending that the state’s public school system was constitutionally
inequitable and inadequate. The Circuit Court held that plaintiffs were entitled
to a declaratory judgment that the state’s system of public schools violated
the mandate of the Alabama Constitution’s education, due process, and equal
protection clauses, because it failed to provide "equitable and adequate
educational opportunities to all schoolchildren" and failed to provide "appropriate
instruction and special services" to children with disabilities. The state’s
foundation program of providing state aid to schools failed to substantially
equalize local revenues from property taxes, and resulted in many low-wealth
district schools with substantial educational deficiencies. The court found
that many schools were in serious disrepair, there was a shortage of classroom
space, and a lack of basic facilities, including science and computer labs,
auditoriums, gyms, and playgrounds. Supplies were lacking, and curricula did
not meet state standards. As a result, students were not prepared to enter
the job market—70% of high school graduates read at less than an 8th grade
level.
The trial judge also ordered the state to establish a public school system
that would provide equitable and adequate educational opportunities to all
school-age children, including children with disabilities.
Opinion of the Justices, No. 338, 624 So.2d 107 (Ala. 1993)
After the trial court held that the state’s public school system failed
to comply with the constitutional mandate of Ala. Const. art. XIV, § 256 (unamended),
legislation was introduced in the state senate, including a finding (based
on the trial court’s order) that the Legislature was required "to provide
schoolchildren with substantially equitable and adequate educational opportunities." The
senate sought an advisory opinion as to whether it was bound by the Circuit
Court’s findings. The Supreme Court held that the legislature was bound by
the lower court decision unless it was overturned by a higher court. The opinion
did not address the substance of the trial court’s order, which was not yet
final and appealable because the trial court had retained jurisdiction.
Standard for a Constitutionally
Adequate Education:
Alabama Coalition for Equity v. Hunt, Civ. A. Nos. CV-90-883-R, CV-91-0117,
1993 WL 204083 (Ala. Cir. Ct. Montgomery Cty. 1993) (appendix to Opinion
of the Justices, No. 338, 624 So.2d 107 (Ala. 1993))
The trial court defined adequate educational opportunities as:
… at a minimum, an education that provides students
with opportunity to attain the following:
(i) sufficient oral and written communication skills to function in Alabama,
and at the national and international levels, in the coming years;
(ii) sufficient mathematic and scientific skills to function in Alabama, and
at the national and international levels, in the coming years;
(iii) sufficient knowledge of economic, social, and political systems generally,
and of the history, politics, and social structure of Alabama and the United
States, specifically, to enable the student to make informed choices;
(iv) sufficient understanding of governmental processes and of basic civic
institutions to enable the student to understand and contribute to the issues
that affect his or her community, state, and nation;
(v) sufficient self-knowledge and knowledge of principles of health and mental
hygiene to enable the student to monitor and contribute to his or her own physical
and mental well-being;
(vi) sufficient understanding of the arts to enable each student to appreciate
his or her cultural heritage and the cultural heritages of others;
(vii) sufficient training, or preparation for advanced training, in academic
or vocational skills, and sufficient guidance, to enable each child to choose
and pursue life work intelligently; (viii) sufficient levels of academic or
vocational skills to enable public school students to compete favorably with
their counterparts in Alabama, in surrounding states, across the nation, and
throughout the world, in academics or in the job market; and
(ix) sufficient support and guidance so that every student
feels a sense of self-worth and ability to achieve, and so that every student
is encouraged
to live up to his or her full human potential."
624 So.2d at 166.
School Finance Cases against
Plaintiffs:
Ex parte James (In re Alabama Coalition for Equity v. James), 836 So.2d
813 (Ala. 2002)
As discussed below, the Court dismissed the state’s school funding litigation
on separation of powers grounds, holding that any remedy that a court would
impose in school funding litigation would usurp legislative power. The Court
refused to review the lower court’s decisions, thereby leaving the status of
the educational and constitutional issues unclear.
Decisions Ruling School Finance
Issues Were Non-Justiciable:
Ex parte James (Alabama Coalition for Equity v. James), 713 So.2d 869,
879-882 (Ala. 1997)
The Court vacated, as premature, the remedial order entered by the trial court
following a ruling that the state’s public school system was constitutionally
inadequate. While holding that the trial court was authorized to rule on the
constitutionality of the state’s school system, and would have the power to
order a specific remedy for constitutional deficiencies, it objected to the timing of
the order as violating the separation of powers principle:
[T]he judiciary should not presume at the outset of litigation of
this nature that legislative and executive officials will be derelict in
their duties.
Indeed, it must assume the contrary. The best approach for the judiciary,
having invalidated the present public education system, would be to stay
further action
in the case—but retaining jurisdiction—for a reasonable time, thus
affording the legislative and executive officials the first opportunity
to devise a constitutional public education system. … [Emphasis in
original.]
Ex parte James (In re Alabama Coalition for Equity v. James), 836 So.2d
813 (Ala. 2002)
Following twelve years of litigation and appeals of this state school funding
case, Alabama’s Supreme Court sua sponte dismissed the state’s school
funding litigation and withdrew from involvement in school funding matters
on the ground that any such involvement is an intrusion into legislative affairs.
The Court noted that "[c]oncerns regarding judicial restraint and the
separation of powers have constituted a repeated refrain in this litigation." The
Court concluded, quoting from the state constitution, "[W]e complete our
judicially prudent retreat from this province of the legislative branch in
order that we may remain obedient to the command of the people of the State
of Alabama that we ‘never exercise the legislative and executive powers, or
either of them; to the end that it may be a government of laws and not of men.’" 836
So.2d at 814, 815, 819.
Cases Related to State-Funded
Preschool:
Alabama Coalition for Equity v. Folsom, Nos. CV-90-883-R, CV-91-0117-R
(Ala. Cir. Ct. Montgomery Cty. 1993), aff’d in part, rev’d in part Ex parte
James (Alabama Coalition for Equity v. James), 713 So.2d 869, 882, 929 (Ala.
1997)
The trial court’s remedial order, vacated in the Alabama Supreme Court’s 1997
decision in In re James, included the provision of early childhood education
programs: "An early childhood education development program shall be developed
and implemented to supplement Head Start to provide services to disadvantaged
four-year olds."
Pending School Finance Cases:
None.
Code of Ala. § 26-24-20 et seq., Office of School Readiness
See also:
Performance Standards for 4-Year-Olds (cited below as "Performance Standards")
2006-2007 Operating Guidelines for Pre-Kindergarten, (cited
below as "Operating Guidelines")
Office
of School Readiness 2007-2008 Pre-Kindergarten Request for Proposals (cited
below as "Pre-Kindergarten
RFP")
Provisions Expressing State Policy on Preschool:
None.
Eligibility Criteria for State Preschool Program:
Operating Guidelines
2.1 Age Requirement: Children must be four years of age by or before September
1, based on acceptable documentation, such as birth certificates, passports,
official medical documents, or official documents from other countries.
Program Length/Duration:
Operating Guidelines
6.2 Program Delivery: The Pre-Kindergarten program
shall provide 6.5 hours of children’s program, five days per week, 175 days
per year for eligible four-year-old children.
6.11 Extended Day (Before and After School Care):
The Office of School Readiness does not require or provide extended day services.
Extended day services for
Pre-Kindergarten children may be provided at the parent’s expense. Income eligible
families may receive services through the Department of Human Resources, Childcare
Management Agency office or the Department of Family and Children’s Services
subsidized childcare.
Scope of State’s Responsibility to Provide Preschool:
Code of Ala. § 26-24-23. The Office of School Readiness shall do all
of the following:
(1) Establish criteria and administer such programs
and services as may be necessary for the operation and management of a voluntary
pre-kindergarten
program.
(2) Administer such programs and services as may
be necessary for the operation and management of preschool and certain child
development programs
coordinating with the Department of Education for the inclusion of preschool
special education.
(3) Ensure that the prekindergarten program provides
a developmentally appropriate preschool program emphasizing growth in language
and literacy,
math concepts, science, arts, physical development, and personal and social
competence.
(4) Receive and disperse any funds appropriated to
the office from the Legislature for the establishment, operation, and administration
of the prekindergarten
program. The budget of the office shall be part of the Department of Children's
Affairs.
(5) Assist local units of administration in this
state so as to assure the proliferation of services under this article.
(6) Coordinate with the regulatory division for the
licensing of child care centers and with the administration of the United
States child and adult
care food programs at the child care centers participating in the prekindergarten
program.
(7) Issue annual reports to the Governor and the
Legislature concerning the administration and operation of the prekindergarten
program.
(8) Provide leadership for enhancement of school
readiness in this state by aggressively establishing a unified approach to
the state's efforts toward
enhancement of school readiness. In support of this effort, the office may
develop and implement specific strategies that address the state's school readiness
programs.
(9) Safeguard the effective use of federal, state,
local, and private resources to achieve the highest possible level of school
readiness for the
state's children.
(10) Provide technical assistance to local programs.
(11) Assess gaps in services.
(12) By January 2001, adopt a system for measuring
school readiness that provides objective data regarding the expectations
for school readiness, and
establish a method for collecting the data and guidelines for using the data.
The measurement, the data collection, and the use of the data must serve the
statewide school readiness goals. The criteria for determining which data to
collect should be the usefulness of the data to state policymakers and local
programs' administrators in administering programs and allocating state funds,
and must include the tracking of school readiness system information back to
individual school readiness programs to assist in determining program effectiveness.
Scope of State's Responsibility to Fund Preschool:
Code of Ala. § 26-24-23. The Office of School Readiness shall do all
of the following:
… (4) Receive and disperse any funds appropriated
to the office from the Legislature for the establishment, operation, and
administration of the
prekindergarten program. The budget of the office shall be part of the Department
of Children's Affairs.
… (9) Safeguard the effective use of federal, state,
local, and private resources to achieve the highest possible level of school
readiness for the
state's children.
Code of Ala. § 26-24-25. Collaboration on programs.
As additional funds become available, all programs within each county participating
in school readiness shall collaborate on early education and child care programs
that are funded with state and/or federal funding including, but not limited
to, adult and community education programs, Even-Start literacy programs, prekindergarten
early intervention programs, Head Start programs, programs offered by public
and private providers of child care, migrant prekindergarten programs, Title
1 programs, subsidized child care programs, and teen parenting programs, together
with any additional funds appropriated or obtained for this section. These
programs shall be components of the integrated school readiness program.
Operating Guidelines
6.11 Extended Day (Before and After School Care):
The Office of School Readiness does not require or provide extended day services.
Extended day services for
Pre-Kindergarten children may be provided at the parent’s expense. Income eligible
families may receive services through the Department of Human Resources, Childcare
Management Agency office or the Department of Family and Children’s Services
subsidized childcare.
7.1 Children’s Program Fees: All children must receive the same opportunities
during the 6.5-hour program day. Fees may be charged but are not to exceed
$25/week, WITH PRIOR APPROVAL FROM DCA/OSR [Department of Children’s Affairs/Office
of School Readiness]. Field trips are a part of the program. Therefore, field
trips made during the day must be free and available to all children. Pre-Kindergarten
funds may be used to provide field trips or other appropriate activities to
children. If dance, art, or computer classes, for example, are included in
the 6.5-hour day, they must be free and available to all Pre-Kindergarten children.
No fees may be required of any child for services
needed to operate the children’s
program, such as registration, field trips, curriculum fees, classroom supplies,
etc. Voluntary donations may be requested; however; no child may be denied
access for lack of donation.
Note: The Pre-Kindergarten provider may charge additional fees for meals to
children who do not qualify for free or reduced meal prices.
Source of Funding for Preschool Program:
Code of Ala. § 26-24-23. The Office of School Readiness shall do all
of the following:
… (4) Receive and disperse any funds appropriated to the office from
the Legislature for the establishment, operation, and administration of the
prekindergarten program. The budget of the office shall be part of the Department
of Children's Affairs.
Operating Guidelines
13.1 Awarding of Contracts: Contracts will be awarded to Pre-Kindergarten
providers through a competitive process, subject to funding availability, previous
program compliance (for continuation programs), and identified regional need.
Programs for FY 2005-2006, and any programs thereafter, will be provided funding
for 4 years based on the availability of funding and adherence to OSR recommendations
and stipulations. AFTER THE FOURTH YEAR, no current program will be eligible
to receive OSR funds UNLESS there is universal Pre-K.
Pre-Kindergarten RFP
A Potential Provider must …Provide 50% of grant amount in
matching funds, in-kind/cash.
… Please include a proposed budget for the $80,000
funds (pending approved legislative funding FY 07-08) to be received from OSR … AND
a separate list of items that will be used to provide the $40,000 match.
Scope of Child's Right to
Attend Preschool:
None.
Curriculum Content Standards for Preschool Program:
Code of Ala. § 26-24-23. The Office of School Readiness shall do all
of the following:
… (3) Ensure that the prekindergarten program provides a developmentally
appropriate preschool program emphasizing growth in language and literacy,
math concepts, science, arts, physical development, and personal and social
competence.
Operating Guidelines
4.1 Curriculum: The Pre-Kindergarten provider shall present a complete educational
program in accordance with age-appropriate practice and use an Office of School
Readiness approved curriculum. Approved approaches are Creative Curriculum,
High/Scope, Montessori, and Bank Street. All classroom curricula and curriculum
supplements MUST be approved by OSR PRIOR to purchase and implementation.
6.2 Program Delivery: … Using the Alabama Performance
Standards as a guide, lesson plans should be based on age appropriate practice
and include educational
experiences in the areas of language, literacy, math, science, music and physical
development.
Performance Standards
Sample:
Emergent Literacy
Language, Vocabulary, and Oral Comprehension
By the end of Pre-Kindergarten, children should be able to:
1. Show understanding of literal meaning of stories, songs, informational
texts, and poems read aloud
Example A: A child says, "I think the troll got what he deserved," after
listening to The Three Billy Goats Gruff.
Example B: A child chooses to retell Henny Penny during
center time and says, "Wanna
come? Gonna tell the king about the sky." …
Teacher Certification/Qualification Standards for Preschool Program:
Operating Guidelines
10.3 Certification Requirements: Lead teachers must be certified in Early
Childhood Education, Elementary Education with a P-3 add on (all Pre-K staff
hired as OSR lead teachers prior to January 1, 2006 may be grandfathered into
this requirement if they possess an Elementary Education degree), have a 2-Year
Child Development Degree and B.A. in Education, B.S./B.A. or Graduate degree
in Early Childhood Education, OR a B.S. in Early Childhood Development or Human
Environmental Science with a concentration in Child Development. Credentials
must be submitted to OSR for verification no later than October 1. Experience
and/or course work for Elementary Certification must be submitted for approval
before hiring.
11.2 Employment Requirements: A teacher assistant must meet all of the following
minimum requirements:
- Be at least 19 years of age.
- Possess a high school diploma or its equivalent.
- Possess a Child Development Associate Credential (CDA) and/or appropriate
course work in the field of Early Childhood or Child Development (approved
by the OSR) and appropriate experience (at least 12 months working in an
early childhood or other OSR approved setting).
12.1 Attendance at Training: All levels of administrative, teaching and support
staff are required to attend training offered or approved by the Office of
School Readiness. Teachers and assistants must attend a minimum of 40 hours
of training each year. Training for the chosen curriculum is required.
Other Quality Standards for Preschool Program:
Operating Guidelines
3.4 Health Services: The Pre-Kindergarten provider
shall ensure that all children in the program have a Physical Examination
Form within 30 days of enrollment … Pre-Kindergarten
providers should work with health departments and other health professionals
to secure basic screens within the 90-day time frame.
4.3 Parent Participation: Encourage family members
to volunteer in the Pre-Kindergarten classroom. Families must participate
in a minimum of six hours of family enrichment
activities or workshops offered by the Pre-Kindergarten provider or the Office
of School Readiness. Providers should offer at least eighteen hours of program
opportunities for families to meet this requirement. …
At least two individual conferences per year between
the lead teacher and parent/guardian, is expected and documented in each
child’s on-site file by
use of the Parent Conference Verification Form (Appendix R). At the beginning
of each year, an orientation meeting will be required. Two home visits per
year are strongly encouraged. …
6.1 Classroom Delivery: Each classroom shall have:
- Licensed space for 18 children - 35 square feet per child in one room.
- Enrollment of 18 children (full funding is based on a class of 18).
- Waiting list to fill any vacancies that may occur throughout the year.
- Two adults (lead teacher, teacher assistant, and/or substitute) present
at all times during the 6.5-hour day, with the exception of the rest time.
- Children with special [needs] must have additional aides with them in the
classroom if they require one-on-one individualized attention (in compliance
with child’s Individualized Education Plan-IEP)
- Approved equipment, materials, and supplies.
- Age appropriate, fenced-in, playground available each day. Other opportunities
for outside activities are encouraged (ex. trike trail, green space, gardens,
etc.)
6.4 Licensing: The facility must hold a current license from the Department
of Human Resources, (not required for programs administered by public school
systems).
6.5 Accreditation: … The Office of School Readiness
encourages all sites to pursue accreditation.
6.8 Other Program Components: Lunch, snacks, rest and supervised outdoor play
are part of the Pre-Kindergarten program. Breakfast may be included at the
discretion of the provider, but should be offered prior to initiation of the
6.5-hour day.
Note: Breakfast as part of the children’s program
(i.e., a language development time, a center-time activity, etc.) is permissible.
No part of the day may
be religious in nature. A moment of silence is acceptable. Activities religious
in nature must take place outside of the 6.5-hour school day.
Pre-Kindergarten RFP
A Potential Provider must …
Work with local task force to provide:
- A minimum of 18 hours of family enrichment workshops.
- Health screenings for all children (physical exam, vision, hearing, dental).
- Crisis intervention.
Delivery of Preschool
Services:
Code of Ala. § 26-24-24. The following entities may voluntarily, but
shall not be required to, participate in the programs and services administered
by the Office of School Readiness:
(1) Public schools.
(2) Private schools.
(3) Churches.
(4) Existing public prekindergarten programs.
(5) Existing private prekindergarten programs.
(6) Existing non-profit prekindergarten programs.
(7) Any other entities or programs approved by the
office.
Code of Ala. § 26-24-25. As additional funds become available, all
programs within each county participating in school readiness shall collaborate
on early education and child care programs that are funded with state and/or
federal funding including, but not limited to, adult and community education
programs, Even-Start literacy programs, prekindergarten early intervention
programs, Head Start programs, programs offered by public and private providers
of child care, migrant prekindergarten programs, Title 1 programs, subsidized
child care programs, and teen parenting programs, together with any additional
funds appropriated or obtained for this section. These programs shall be components
of the integrated school readiness program.
Operating Guidelines
1.3 Task Force: Each community must form a Collaborative Task Force to guide
the Pre-Kindergarten program. The members of this group will plan for and contribute
to the collaboration of community resources to provide a high quality program.
Representatives of Department of Human Resources, School Systems, Health Department,
Rehabilitation Services, local Children’s Policy Councils, Chambers of Commerce
and any others who serve families and children should be included. The Task
Force should meet at least once per quarter.
Pre-Kindergarten RFP
Eligibility to Apply: Public school systems, Head Starts, Faith-Based centers,
College/University lab schools, and licensed childcare centers in all counties
are eligible (counties that do not have a state funded Pre-K site will
be more heavily weighted in the selection process …).
Requirements for Student
Assessment and Program Evaluation:
Code of Ala. § 26-24-23. The Office of School Readiness shall do all
of the following:
… (7) Issue annual reports
to the Governor and the Legislature concerning
the administration and
operation of the prekindergarten program.
… (11) Assess gaps in services.
(12) By January 2001, adopt
a system for measuring school readiness that
provides objective data regarding
the expectations for school readiness, and establish
a method for collecting the data and guidelines
for using the data. …
Operating Guidelines
6.12 Assessment: The Pre-Kindergarten provider
shall ensure that child assessment procedures reflect
appropriate practices for young children. Assessments
should incorporate information from multiple sources,
including health records, parental input, and child
observations. Any assessment instruments used should
be valid, reliable, culturally sensitive, and individually
administered by trained personnel.
Some specific child assessment instruments will
be required by OSR for standard assessment.
8.2 On-Site Evaluation: The Technical Assistant
will conduct on-site monitoring and evaluate program
progress during random visits throughout the year.
During these visits assessments (i.e. ELLCO [Early
Language and Literacy Classroom Observation]) will
be compiled by the Technical Assistant and records
to be kept on site will be verified. Stipulations
with timelines and recommendations will be developed
for each site. Stipulations will require action;
recommendations are strongly advised. Repeated
violations of stipulations will be used to determine
continuation of funding. A continuation of low
scores on program assessments may result in a loss
of funding.
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