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Overview
Mississippi does not have a state-funded preschool program. The state allows
public school districts to offer voluntary full-day pre-k programs for three-
and four-year-olds, funded through non-state sources. The Department of Education
has established voluntary guidelines and early learning standards addressing
curriculum and quality factors for school programs for three- and four-year-olds.
In the 2007 legislative session, the Mississippi State Board of Education
will be asking for $10 million to fund a statewide pilot pre-k program.
State Policy
Mississippi provides no funding for prekindergarten services. It has expressed
a state policy that parents have the primary duty to educate their preschool children, and
that the state should support and assist parents in that role.
Eligibility Criteria
No program.
Program Length/Duration
No program.
Funding
Although Mississippi allows public school districts to offer voluntary full-day
preschool programs for three- and four-year-olds, it requires districts to fund such programs from sources other than state revenue.
Quality Standards
No program. The Department in Mississippi has established optional program
guidelines and learning
standards covering a wide variety of curriculum and quality issues for child
care centers and public schools providing early care and education programs
for three- and four-year-olds.
Delivery of Preschool Services
No program. However, there is an interagency coordinating council which
is responsible for facilitating communication, cooperation and maximum use
of resources among the various agencies
and programs serving preschool children.
Requirements for Student Assessment
and Program Evaluation
No program. In 2003, the legislature directed the Department of Education
to conduct a needs assessment to determine what areas
currently lack pre-kindergarten programs and services, and to conduct a cost-benefit
analysis of establishing
statewide pre-kindergarten programs.
Every year, the interagency coordinating council must collect, compile and
distribute information relating to all programs and services for preschool
children and families.
Education Clause in State Constitution
The education clause of the Mississippi constitution states that is the duty of the legislature
to provide "for the establishment, maintenance and support of free public
schools upon such conditions and limitations as the Legislature may prescribe."
Summary of Case Law on School Finance System
There is no case law addressing the constitutionally of the school finance
system in Mississippi.
Summary of Case Law on Preschool
There is no case law in Mississippi addressing preschool issues.
Miss. Const. Art. 8, § 201
The Legislature shall, by general law, provide for the establishment, maintenance
and support of free public schools upon such conditions and limitations as
the Legislature may prescribe.
Miss. Const. Art. 8, § 206
There shall be a state common-school fund, to be taken from the General Fund
in the State Treasury, which shall be used for the maintenance and support
of the common schools. Any county or separate school district may levy an additional
tax, as prescribed by general law, to maintain its schools. The state common-school
fund shall be distributed among the several counties and separate school districts
in proportion to the number of educable children in each, to be determined
by data collected through the office of the State Superintendent of Education
in the manner to be prescribed by law.
Is Education a Fundamental
Right under the State Constitution?
No determination to this effect.
School Finance Cases in Favor
of Plaintiffs:
None.
Standard for a Constitutionally
Adequate Education:
None.
School Finance Cases against
Plaintiffs:
None.
Decisions Ruling School Finance
Issues Were Non-Justiciable:
None.
Cases Related to State-Funded
Preschool:
None.
Pending School Finance Cases:
None.
Mississippi Code (Miss. Code) § 37-7-301. Powers and duties of school
boards
Mississippi Code (Miss. Code) § 37-21-1 et seq., Early Childhood Education
Mississippi Code (Miss. Code) § 37-21-51 et seq., Early Childhood Services
Interagency Coordinating Council
Mississippi Department of Education, Mississippi Pre-Kindergarten
Curriculum Guidelines for 3 Year Old Children,
(2004) (cited below as "Guidelines for 3 Year Olds")
Mississippi Department of Education, Mississippi Pre-Kindergarten
Curriculum [for 4 year olds] (2001) (cited below as "Guidelines for 4 Year Olds")
Note: The 3-Year-Old Guidelines are meant "to provide an optional resource
guide that will help early childhood educators and caregivers define and implement
a comprehensive curriculum that will enable young children to make connections
to the world in which they live." Likewise, the 4-Year-Old Guidelines
were "designed as an optional resource guide for use by Mississippi school
districts providing pre-kindergarten programs across the state."
Provisions Expressing State Policy on Preschool:
Miss. Code § 37-21-51(2).
To ensure that all children have access to quality early childhood education
and development services, the Legislature finds and declares the following:
(a) Parents have the primary duty to educate their young preschool children;
(b) The State of Mississippi can assist and educate parents in their role
as the primary caregivers and educators of young preschool children; and
(c) There is a need to explore innovative approaches and strategies for aiding
parents and families in the education and development of young preschool children.
Eligibility Criteria for State Preschool Program:
Miss. Code § 37-21-51(1).
As used in Sections 37-21-51 through 37-21-55,
the term "preschool or prekindergarten children" means any children who have
not entered kindergarten.
Guidelines for 3 Year Olds
§ 7.0. Entrance Age.
7.1 A child shall have reached the age of three years on or before September
1.
7.2 A birth certificate and immunization record is required for all children
and shall be presented to the proper agency. If the Pre-K (three year old)
program is located in a public school setting, the information provided in
Section 1 (37-15-1) of the Mississippi Cumulative Folders and Permanent
Records document must be followed.
Guidelines for 4 Year Olds
§ 6.0. Entrance Age.
6.1 A pre-kindergarten pupil shall have reached the age of four years on or
before September 1.
6.2 A birth certificate and immunization record is required for all pre-kindergarten
students and shall be presented to the proper authority.
Program Length/Duration:
Guidelines for 3 Year Olds
§ 1.0. Curriculum.
1.5 Every child is to be engaged in learning center activities for a minimum
of 120 minutes per day in a 7-hour program. Every child is to be engaged in
learning center activities for a minimum of 150 minutes in an 8-hour program
and 180 minutes in a 9+ hour program.
§ 2.0 Organizational Procedures.
2.2 If the program is located in a public school, the length of the school
day should be 7 hours minimum.
Guidelines for 4 Year Olds
§ 1.0. Curriculum.
1.5 Every child is to be engaged in learning center activities for a minimum
of 100 minutes per day.
§ 2.0. Organizational Procedures.
2.2 The length of the school day should be the same as that of the other grades
of the elementary school.
2.3 The length of the school term should the same as that of the other grades
of the elementary school.
Scope of State’s Responsibility to Provide Preschool:
Miss. Code § 37-7-301. Powers and duties of school boards
The school boards of all school districts shall have the following powers,
authority and duties in addition to all others imposed or granted by law, to
wit:
… (ss) To collaborate with the State Board of Education,
Community Action Agencies or the Department of Human Services to develop
and implement a voluntary
program to provide services for a full day prekindergarten program that addresses
the cognitive, social, and emotional needs of four-year-old and three-year-old
children. The school board may utilize nonstate source special funds, grants,
donations or gifts to fund the voluntary program.
Miss. Code § 37-21-6. Designation of kindergarten program
The Mississippi Early Childhood Education Program shall be the kindergarten
program implemented by local school districts under the minimum education program.
Scope of State's Responsibility to Fund Preschool:
Miss. Code § 37-7-301. Powers and duties of school boards
The school boards of all school districts shall have the following powers,
authority and duties in addition to all others imposed or granted by law, to
wit:
… (ss) To collaborate with the State Board of Education,
Community Action Agencies or the Department of Human Services to develop
and implement a voluntary
program to provide services for a full day prekindergarten program that addresses
the cognitive, social, and emotional needs of four-year-old and three-year-old
children. The school board may utilize nonstate source special funds, grants,
donations or gifts to fund the voluntary program.
Source of Funding for Preschool Program:
Miss. Code § 37-7-301. Powers and duties of school boards
The school boards of all school districts shall have the following powers,
authority and duties in addition to all others imposed or granted by law, to
wit:
… (ss) To collaborate with the State Board of Education,
Community Action Agencies or the Department of Human Services to develop
and implement a voluntary
program to provide services for a full day prekindergarten program that addresses
the cognitive, social, and emotional needs of four-year-old and three-year-old
children. The school board may utilize nonstate source special funds, grants,
donations or gifts to fund the voluntary program.
Scope of Child's Right to
Attend Preschool:
None.
Curriculum Content Standards for Preschool Program:
Guidelines for 3 Year Olds
§ 1.0. Curriculum.
1.1 The instructional day shall include all aspects
of the child’s day.
1.2 Subjects for three year old children shall be integrated through a thematic/unit
format.
1.3 The curriculum must include the benchmarks as presented in this document
and activities to address oral language and literacy, music, art, mathematics,
social studies, science, dramatic play, and physical activities, as well as
activities to develop social/emotional competencies and self-help skills.
1.4 The primary instructional method for the delivery of the curriculum will
be learning centers. A minimum of five centers containing concrete manipulative
materials, organized, arranged and labeled so that they are accessible to the
child, shall be in simultaneous use during each designated center time. All
centers will include non-fiction and fiction books and writing materials that
are appropriate to the child's developmental stage. To best integrate the content
of the benchmark areas, as well as unit concepts into learning centers, the
following emphasis should be reflected in the materials and learning opportunities
provided in these suggested centers:
1. Creative Arts Center (benchmark areas to be addressed in this center can
be: language, vocabulary, and early literacy development, mathematic concepts
development, social/emotional development, and physical development).
2. Science Center (benchmark areas to be addressed in this center can be:
language, vocabulary, and early literacy development, mathematical concepts
development, social/emotional development, and science concepts).
3. Math Center (benchmark areas to be addressed in this center can be: language,
vocabulary, and early literacy development, mathematical concepts development,
and physical development).
4. Language Development Center (benchmark areas to be addressed in this center
can be: language, vocabulary, and early literacy development and social/emotional
development).
5. Cooking Center (benchmark areas to be addressed in this center can be:
language vocabulary, and early literacy development, mathematical concepts
development, and physical development).
6. Blocks, Wheel Toys, and Construction Center (benchmark areas to be addressed
in this center can be language, vocabulary and early literacy development,
mathematical concepts development, social/emotional development, and physical
development [which includes fine and gross motor skills]).
7. Sand and/or Water Center (benchmark areas to be addressed in this center
can be language, vocabulary, and early literacy development, mathematical concepts
development, social/emotional development, and physical development)
8. Woodworking Center (benchmark areas to be addressed in this center can
be: language, vocabulary, and early literacy development, mathematical concepts
development, social/emotional development, and physical development).
9. Music Center (benchmark areas to be addressed in this center can be language
and vocabulary development, mathematical concepts development, social/emotional
development, and physical development).
10. Library Center (benchmark areas to be addressed in this center can be:
language, vocabulary, and early literacy development, social emotional development,
and physical development).
11. Listening Center (benchmark areas to be addressed in this center can be:
language, vocabulary, and early literacy development, social/emotional development,
and physical development).
12. Dramatic Center (benchmark areas to be addressed in this center can be:
language, vocabulary, and early literacy development, social/emotional development,
and physical development).
13. Creative Writing Center (benchmark areas to be addressed in this center
can be: language and vocabulary, and early literacy development, social/emotional
development, and physical development [including fine motor skills]).
14. Social Studies Center (benchmark areas to be addressed in this center
can be: language, vocabulary, and early literacy development, mathematical
concepts development, science concepts, and social/emotional development).
15. Technology Center (benchmark areas to be addressed in this center can
be: language, vocabulary, and early literacy development, and mathematical
concepts development, science concepts, and physical development [including
fine motor skills]).
16. ABC Center (benchmark area to be addressed can be language, vocabulary,
and early literacy development and physical development [including fine motor
skills]).
17. Motor Development Center (benchmark area to be addressed can be language,
vocabulary, and early literacy development, and physical development.)
… 1.6 Teachers are to use, at a minimum, the resources
developed by the Mississippi Department of Education in curriculum planning.
Other research-based resources
that are developmentally appropriate may be added as desired by each agency.
§ 2.0. Organizational Procedures.
2.4 Children will engage in 60 minutes of quiet/rest time daily that shall
not exceed 90 minutes regardless of the length of the day. Activities during
quiet time may include individual activities, listening to books on tape, drawing,
or resting as appropriate for each individual child.
2.5 Children will engage in a minimum of 60 minutes of indoor/outdoor physical
activities during the day. A minimum of 90 minutes of indoor/outdoor physical
activities during the day is required in a nine-hour program.
Guidelines for 4 Year Olds
§ 1.0. Curriculum.
1.1 The instructional day shall include all aspects
of the child’s day.
1.2 Subjects for pre-kindergarten shall be integrated through a unit/thematic
format.
1.3 The curriculum shall integrated language arts, music, art, mathematics,
social studies, science, dramatic play, and physical activities, as well as
activities to develop social/emotional competencies.
1.4 The primary instructional method for the delivery of the curriculum will
be learning centers. A minimum of three centers containing concrete manipulative
materials shall be in simultaneous use during each designated center time.
To best integrate the content of the benchmark areas, as well as unit concepts
into learning centers, the following emphasis should be reflected in the materials
and learning opportunities provided in these suggested centers:
1. Creative Arts Center (benchmark areas: language, physical development,
social/emotional development, and math concepts).
2. Science Center (benchmark areas: language, science, and math concepts).
3. Math Center (benchmark areas: math concepts, language, and physical development).
4. Language Development Center (benchmark areas: language, and social/emotional
development).
5. Cooking Center (benchmark areas: math, language, and social/emotional development).
6. Blocks, Wheel Toys, and Construction Center (benchmark areas: physical
and social/emotional development, and math).
7. Sand and/or Water Center (benchmark areas: math, language, science, and
physical development).
8. Woodworking Center (benchmark areas: language and physical development).
9. Music Center (benchmark areas: physical, language, physical, social/emotional
development).
10. Library Center (benchmark areas: language, social/emotional development).
11. Listening Center (benchmark areas language, and social/emotional development).
12. Dramatic Play Center (benchmark areas: language and social/emotional development).
13. Creative Writing Center (benchmark areas: language, math, science, and
social/emotional development).
14. Social Studies Center (benchmark areas: language and math development).
15. Technology Center (benchmark areas: language science, and math development).
… 1.6 Teachers are to use, at a minimum, the
resources developed by the Mississippi Department of Education in curriculum
planning, such as the Mississippi Curriculum
Frameworks. Other additional resources may be added as desired by each school
district.
§ 2.0 Organizational Procedures.
2.4 Students will participate in physical indoor/outdoor activities that shall
not exceed 60 minutes during the school day. The 60 minutes do not have to
take place continuously.
2.5 Students will engage in a minimum of 30 minutes of quiet time daily that
shall not exceed 60 minutes. Activities during quiet time may include individual
activities, listening to books on tape, drawing, or resting, as appropriate
for each individual student.
Teacher Certification/Qualification Standards for Preschool Program:
Miss. Code § 37-21-1. It shall be the policy of this state that
any person acting in the capacity of teacher, assistant teacher or teacher's
aide shall possess certain educational qualifications in order to perform any
of the functions, duties or powers of the same in early childhood education
programs.
Miss. Code § 37-21-3. No person shall act in the capacity of teacher,
assistant teacher or teacher's aide in any federal or state funded program
of early childhood education or "Headstart," or perform any of the functions,
duties or powers of the same, unless that person shall be qualified in the
following manner:
(a) A head teacher or any other employee or consultant receiving a salary
or fee equivalent to that of a head teacher, shall possess a college degree
or its equivalent.
(b) A teacher shall possess a full junior college or two years of college
education or its equivalent.
(c) An assistant teacher shall possess a high school diploma or its equivalent.
(d) A teacher's aide shall possess an eighth-grade education or its equivalent.
Guidelines for 3 Year Olds
§ 6.0. Staff.
6.1 Each agency having multiple sites shall designate an Early Childhood Coordinator
with Pre-K, K-1, K-3 or K-8 licensure (K-3 and K-8 must have at least 12 hours
in Early Childhood Education college/university coursework) and expertise in
working with young children. In public schools, the principal or a teacher
of three year old children may serve as Coordinator. In child care centers,
the center director, assistant director, or director designee may serve as
the Coordinator.
6.2 The agency must provide 15 contact hours of
annual training specifically related to early childhood development, such
as early childhood curriculum
development, assessment, early literacy and language instruction, and other
areas specific to young children’s growth and development, to center/program
directors, center owners, principals, teachers/caregivers, and assistant teachers
of there year old children.
6.3 All persons responsible for the supervision of teachers/caregivers, assistant
teachers of three year old children, and program coordinators must obtain annually
15 contact hours of staff development as required by the Mississippi Department
of Health in the areas of child development, early childhood curriculum, and/or
program organization. In addition, it is recommended that staff attend workshops
and/or seminars sponsored by the Mississippi Department of Education.
6.4 Teachers/caregivers of three year old children
are to be certified N-1, K-1, K-3, K-8, SPED or hold a degree from an accredited
university/college
in child development. K-3, K-8 and SPED certified teachers must have at least
9 hours in Early Childhood Education. An individual with an Associate’s degree
in Child Development Technology/Early Childhood Education may serve in a teaching
position if immediately supervised by an on-site certified N-1, K-1, K-3, K-8,
SPED teacher or a person with a degree in child development from an accredited
university/college. All teachers must complete annually 15 contact hours of
staff development related to early childhood development, curriculum, and/or
program organization.
Guidelines for 4 Year Olds
§ 5.0. Staff.
5.1 Each school district shall designate an Early Childhood Coordinator with
N-1, K-3 or K-8 licensure and expertise in working with young children. The
principal or a pre-kindergarten teacher may serve as coordinator.
5.2 Administrators of early childhood programs must attend any School Executive
Management Institute (SEMI) module that addresses pre-kindergarten through
third grade programs and includes developmentally appropriate practices.
5.3 School systems must provide annual training related to principles and
methods of early childhood education and reading instruction for new veteran
pre-kindergarten teachers, assistant teachers, and program administrators and/or
coordinators.
5.4 All persons responsible for supervising the pre-kindergarten program must
attend workshops and/or seminars sponsored by the Mississippi Department of
Education regarding pre-kindergarten implementation and supervision.
5.5 Pre-kindergarten teachers are to be citified N-1, K-3, K-8, SPED or hold
a degree from an accredited university/college in child development. An individual
with an AA degree in Child Development Technology may serve in a teaching position
if immediately supervised by an on-site certified N-1, K-3, K-8, SPED teacher
or a person with a degree in child development from an accredited university/college.
If the individual holds a degree in child development and has experience working
in a pre-K program, that person may qualify for an expert citizen license.
Other Quality Standards for Preschool Program:
Guidelines for 3 Year Olds
… § 2.0. Organizational Procedures.
2.1 The teacher:child ratio shall be 1:7 maximum. If an assistant teacher
is assigned to the pre-kindergarten(three year old) classroom, the teacher:child
ratio shall not exceed 2:14.
… § 4.0. Physical Settings.
4.1 All physical settings shall conform to applicable sections of Southern
Building Codes, Life Safety Codes, the American Disabilities Act, and the Mississippi
Pre-Kindergarten Guidelines for Three Year Old Children.
§ 5.0 Outside Play.
5.1 Children shall not simultaneously share an area with children six years
or older during designated outside periods.
5.2 Playground equipment and landscape design must be developmentally appropriate
for three year old children according to National Standards adopted
by the Mississippi Department of Health.
… § 9.0. Parent Participation.
9.1 Each agency shall develop and distribute a parent handbook that addresses
program philosophy, goals and policies.
9.2 Teacher/parent conferences shall be conducted
twice during the year to inform parents or guardians of the child’s progress.
If documented attempts to meet with parents or other responsible persons
fail, telephone conferences
can be substituted. It should be noted that parents/guardians should be encouraged
to participate in carious activities such as developing learning games for
home or classroom use, sharing information with the class about their work
skill or profession, and sharing their talents through conducting musical and/or
art activities with the teacher.
… § 11.0. Transportation
11.1 Transportation is optional.
11.2 All agencies choosing to transport students shall refer to MS Code Section
37-41-3. All liability and related expenses are the responsibility of
the agency or program entity.
11.3 In addition to the National Highway Transportation Safety Association
(NHTSA) Guidelines(February 1999), the following caregiver:child ratio
should be followed when transporting students (Refer to Guidelines in
Appendix D).
- If 5 to 16 Pre-Kindergarten children are being transported on a bus, one
caregiver in addition to the driver must be on the bus.
- If 17 to 32 Pre-Kindergarten children are being transported on a bus, two
caregivers in addition to the driver must be on the bus.
- Caregivers must be 18 years of age or older.
- Caregivers must be an agency employee.
Guidelines for 4 Year Olds
… § 2.0. Organizational Procedures.
2.1 The teacher-pupil ratio shall be 1:10 maximum. If an assistant teacher
is assigned to the pre-kindergarten classroom, the teacher-pupil ratio shall
not exceed 1:20.
§ 3.0. Physical Settings.
3.1 All physical settings shall conform to applicable sections of Southern
Building Codes, Life Safety Codes, the American Disabilities Act, and the Mississippi
Kindergarten Guidelines.
§ 4.0. Outside Play Area.
4.1 A designated area for outside periods during the pre-kindergarten day
shall be provided.
4.2 Pre-kindergarten students shall not simultaneously share an area with
children in grades two or above during designated outside periods.
4.3 The outside play area shall have defined enclosed boundaries to protect
children from environmental hazards, such as traffic and/or stray animals.
4.4 Appropriate playground equipment and landscape design should be provided
to facilitate learning and ensure safety, which meet Handbook Guidelines for
Public Playground Safety. Handbook for Public Playground Safety, Pub. No. 325, http://www.cpsc.gov
… § 8.0. Parental Participation.
8.1 Each school district shall develop and distribute a parent handbook
8.2 Teacher/parent conferences shall be conducted
twice during the pre-kindergarten year to inform parents or guardians of
students’ progress. If documented attempts
to meet with parents or other responsible persons fail, telephone conferences
can be substituted.
… § 10.0. Transportation.
10.1 Transportation is an option.
10.2 All districts choosing to transport students shall refer
to MS Code Section 37-41-3: All liability and related expenses are the responsibility
of the districts.
10.3 All four year old students shall be transported in school buses meeting
Federal Motor Vehicle Safety Standards (FMVSS) for school buses.
10.4 When transporting four-year-old students, the most current guidelines
recommended by the National Highway Transportation Safety Association (NHTSA)
shall be followed.
10.5 In addition to NHTSA the following caregiver/student ratio should be
followed when transporting pre-kindergarten students:
- If 5 to 16 pre-kindergarten students are being transported on a bus, one
caregiver, in addition to the driver, should be on the bus.
- If 17 to 32 pre-kindergarten students are being transported on a bus, two
caregivers, in addition to the driver, should be on the bus.
- Caregivers shall be 18 years of age or older.
- Caregivers shall be a school district employee or Head Start.
- Staffing shall be a minimum of one driver and one caregiver
Delivery of Preschool
Services:
Miss. Code § 37-21-53.
(1) The Early Childhood Services Interagency Coordinating Council is created
to ensure coordination among the various agencies and programs serving preschool
children in order to support school district's efforts to achieve the goal
of readiness to start school, to facilitate communication, cooperation and
maximum use of resources and to promote high standards for all programs serving
preschool children and their families in Mississippi.
… (4) The Early Childhood Services Interagency
Coordinating Council shall perform each of the following duties:
(a) Serve as interagency coordinating council for the various agencies and
public and private programs serving preschool children and their families in
the State of Mississippi …
Miss. Code § 37-21-55(1). The Interagency Advisory Committee for Early
Childhood Services is created to develop and make recommendations to the Early
Childhood Services Interagency Coordinating Council established under Section
37-21-53 as deemed necessary to implement the council's responsibilities
relating to all programs serving preschool children and their families in Mississippi.
Requirements for Student
Assessment and Program Evaluation:
Miss. Code § 37-21-9. The State Department of Education shall:
(a) Conduct a total needs assessment of the state
to determine what areas currently lack pre-kindergarten
programs and services, and conduct a cost-benefit
analysis of establishing pre-kindergarten programs
on a statewide basis. Any expected costs, whether
federal, state or local, associated with implementing
this requirement shall be clearly outlined; and
(b) Conduct a cost-benefit
analysis of implementing mandatory kindergarten
on a statewide basis. Any
expected costs, whether federal, state or local,
associated with implementing this requirement shall
be clearly outlined… .
Miss. Code § 37-21-53(4). The Early Childhood
Services Interagency Coordinating Council shall
perform each of the following duties:
… (b) Advise the State Board
of Health, State Board of Education, Department
of Human Services,
State Department of Mental Health, Division of
Medicaid, State Department of Rehabilitation Services
and any other appropriate agency of standards,
rules, rule revisions, agency guidelines and administration
affecting child care facilities, prekindergarten
programs, family training programs and other programs
and services for preschool children and families;
(c) Collect, compile and distribute data relating
to all programs and services for preschool children
and families, including, but not limited to, an
inventory of the programs and services available
in each county of the state, and identify and make
recommendations with regard to program areas for
which an unfulfilled need exists within the state
for accurate and accessible information;
(d) Review and analyze spending priorities for
each state agency that utilizes state or federal
funds in the administration or provision of programs
and services for preschool children and make recommendations
thereon to the Legislative Budget Committee and
the Governor;
(e) Publish annually, before November 1, a comprehensive
report on the status of all programs and services
for preschool children in Mississippi and distribute
the report to the Governor, the Legislature and
local school districts and make the report available
to the general public, using the following criteria:
(i) Program name and location;
(ii) Dates of operation;
(iii) Services provided;
(iv) Target population and number served;
(v) Eligibility requirements;
(vi) Funding sources;
(vii) Amount of funding per unit;
(viii) Annual cost;
(ix) Evaluation type and results; and
(x) The state agency administering the program.
(f) Receive and consider recommendations of the
Interagency Advisory Committee for Early Childhood
Services established in Section
37-21-55 … .
Miss. Code § 37-21-55(4). The Interagency
Advisory Committee for Early Childhood Services,
in addition to responsibilities assigned by the
Early Childhood Services Interagency Coordinating
Council, shall perform each of the following duties:
(a) Assist in the implementation of the study
conducted by the Task Force on the Development
and Implementation of Comprehensive Early Childhood
Services in Mississippi established under Laws,
1999, Chapter 584;
(b) Identify services to children which impact
early childhood development and education;
(c) Identify and recommend methods to facilitate
interagency coordination of service programs for
preschool children;
(d) Serve as a forum for information exchange
regarding recommendations and priorities in early
childhood development and education; and
(e) Advise and make recommendations to the Interagency
Coordinating Council as deemed necessary to effectuate
the council's responsibilities.
Guidelines for 3 Year Olds
… § 10.0. Assessment.
10.1 Pencil-paper standardized tests are not appropriate
evaluation measures for three year old children
and will notbe used.
10.2 Assessment of
three year old children’s progress
and acquisition of skills should be documented
through the use of a variety of techniques and
procedures including, but not limited to, portfolios
of children’s work, age-appropriate checklists,
performance scales, anecdotal reports, video and
audio tape recordings, experience charts, photographs,
and other informal assessments.
10.3 Continuous assessment through use of a variety
of techniques, procedures, and tools will be used
to determine individual needs.
Guidelines for 4 Year Olds
… § 9.0. Assessment.
9.1 Pencil-paper standardized tests are not appropriate
evaluation measures for pre-kindergarten children
and will not be used.
9.2 Assessment of pre-kindergarten skills should
be documented through the use of a variety of techniques
and procedures to include checklists, performance
reports, video and audio tape recordings, experience
charts, photographs, and other informal assessments.
9.3 Continuous evaluation through use of a variety
of techniques, procedures, and tools will be used
to determine individual needs.
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