User:ProjectFacilitator

Act 259 Report "Table of Contents"

Act 259 Context/Assumptions
Build a comprehensive early learning system… Plan should further develop and refine the recommendations of the ECE task force

Builds upon the existing framework and services for early childhood learning. Plan should acknowledge the important role of parent education and family strengthening Currently available array of services forms the basis for further development and integration into a system The process of system development will engage representatives of various constituencies

Early learning programs, both public and private, should meet professionally-accepted standards, be staffed by well-trained, appropriately-compensated educators Early learning programs, both public and private, should reflect the cultural needs and diversity unique to Hawaii Early learning programs, both public and private, should be available to all children from birth to entry into kindergarten.

Plan will include:
(1) An implementation and financing schedule that begins with services to four-year-old children and proceeds to younger age groups;	IDR

(2) Mechanisms to ensure cross-sector and interdepartmental collaboration;	IDR

(3) Measures to ensure the continuing professional development of teachers and administrators; and	PWFD

(4) Provisions for the promotion of the importance of early learning to families, policymakers, and the general public. TF

The interdepartmental resources working group shall:
Develop plans to maximize public and private resources to provide early learning opportunities for all young children in the State, beginning with those who will be four years old by January 1 of that school year. (Plans shall strive to optimize existing government resources.)	IDR

The program portion of the plan shall:
(1) Delineate a continuum of early learning services for children from birth to age five, beginning with those who will be four years old by January 1 of that school year;	TF

(2) Consider best practice models offered through both early childhood education and parenting education programs;	PWFD

(3) Address the quality components of standards, curriculum, assessments, instructional approaches, and transitions;	PWFD

(4) Explore and define the roles and responsibilities of the departments of education, human services, health, and labor and industrial relations, in providing early learning opportunities for all young children from birth to age five	IDR

(5) Identify and ensure maximum use of public facilities, whether the program is publicly or privately run;	IDR

(6) Recognize a variety of early learning approaches and service deliveries; 	PWFD

(7) Ensure sustainability by various types of funding, including federal, state, and private funds. IDR

The workforce development portion of the plan shall address:
(1) Early childhood educator preparation, including credentials, certifications, and licensing;	PWFD

(2) Fair compensation for early childhood educators in various settings;	PWFD

(3) Recruitment and retention of the early childhood workforce for all learning settings;	PWFD

(4) Access to higher education and community-based training; and	PWFD

(5) Quality and alignment of community-based training and higher education. PWFD