§ 59-152-25

For the purposes of this title: (A) 'Evidence-based program' means a program based on a clear and consistent program model that is designated as such by the South Carolina First Steps to School Readiness Board of Trustees because the program: (1)(a) is grounded in published, peer-reviewed research that is linked to determined outcomes; (b) employs well-trained and competent staff to whom the program provides continual professional development that is relevant to the specific model being delivered; (c) demonstrates strong linkages to other community-based services; and (d) is operated to ensure program fidelity; or (2) is commonly recognized by experts in the field as such a program. (B) 'Board of trustees' or 'board' means the First Steps to School Readiness Board of Trustees pursuant to Article 17, Title 63. (C) 'Evidence-informed program' means a program that does not satisfy the criteria of an evidenced-based program model but that the South Carolina First Steps to School Readiness Board of Trustees determines is supported by research indicating its potential effectiveness. (D) 'Partnership' refers to a local First Steps organization designated as such by the South Carolina

ess Board of Trustees determines is supported by research indicating its potential effectiveness. (D) 'Partnership' refers to a local First Steps organization designated as such by the South Carolina First Steps to School Readiness Board of Trustees, organized under Section 501(c)(3) of the Internal Revenue Code as a nonprofit corporation, and formed to further, within the coverage area, the purpose and goals of the First Steps initiative as stated in Sections 59-152-20 and 59-152-30. (E) 'Preschool child' means a child from the prenatal stage to entry into five-year-old kindergarten. (F) 'Prevalent program investment' means a program administered by a partnership and funded with state grant money, which accounts for at least ten percent of total programmatic spending in First Steps. (G) 'School readiness' means the level of child development necessary to ensure early school success as measured in the following domains: physical health and motor skills; emotional and social competence; language and literacy development; and mathematical thinking and cognitive skills. School readiness is supported by the knowledge and practices of families, caregivers, healthcare providers,

petence; language and literacy development; and mathematical thinking and cognitive skills. School readiness is supported by the knowledge and practices of families, caregivers, healthcare providers, educators, and communities. HISTORY: 2014 Act No. 287 (H.3428), Section 1, eff June 18, 2014.