UPK Mixed Delivery Quality and Access Workgroup Report: Development and
Refinement
The Workgroup will explore the following overarching topics through a combination of presentations, facilitated discussions, and public comment.
a. The feedback of the Workgroup and members of the public on the
consolidated draft of the UPK Mixed Delivery Quality and Access Workgroup
Report
b. Practitioner perspectives on ways to increase quality and access
as a program operator of CSPP, Head Start, FCCH I disagree with a higher student to adult ratio of 10-1 and agree with a lower class size ratio of 20 especially as TK begins to serve more and more 4 year olds leaving CSPP to serve more 3 year olds. If we are talking true alignment, class sizes of majority 3 years should be capped at 16-17 students.
instead simultaneously increasing teacher qualifications related to ratio changes, it would be recommended to eliminate associate teacher permit holders to serve a lead teachers.
The Child Development Permit Workgroup will hold their third meeting on January 16, 2024, virtually via Zoom from 9am-3pm. Members of the public are welcome to observe the workgroup meetings so that you can share your thoughts regarding this. There will be a space for public comment during the meeting and an opportunity for public comments at the end of the meeting. Here is the registration link: Meeting Registration - Zoom
I am also not sure why we are bundling the teacher qualifications with the ratios. I wonder if they could be two separate recommendations that stand apart from each other.
Adding for information Only:
Here are the Center Based Head Start Ratios
|4 and 5 year olds|No more than 20 children enrolled in any class. No more than 17 children enrolled in any double session class.
|3 year olds|No more than 17 children enrolled in any class. No more than 15 children enrolled in any double session class.|
|Under 3 years old|No more than 8 or 9 children enrolled in any class, depending on the number of teachers.|
If we decrease the group size, it may make it difficult for contractors to earn their contracts. Perhaps this would be addressed in the rate reform group or another group that looks at how CSPP contracts are earned.
in head start we use 2:15-17 for 3 year olds and 2:18-20 for 4 year olds. we can write for a wavier to office of head start to have 24 in a classroom (if majority are 4), and if there is an additional staff member which thereby aligns with current CSPP ratios and class sizes (1:8; 3:24)
10-year limitation for associate teacher permit needs to be eliminated, it should not expire once someone qualifies for it and holds it after having been issued by CCTC
i agree with a 1-8 for 3s and 1-10 for 4s, but i think 1-8 for both is still best
having ratio changes tied to lead teacher qualifications, especially with increasing to AA level as minimum is not supportive of our existing workforce challenges; i would agree with the recommendation for ratio if the staff qualification were to not allow for associate teacher permit holders be lead teachers
ratios to be followed should be based on the majority of children of a specific age (i.e. 3 or 4)
3 year olds get an adjustment factor which may make it equitable in terms of total revenue in a 24 student 4 year old classroom and a 20 student 3 year old classroom; it would be good to have the calculation included in our final report
suggested specific language on II.D Preschool Access Recomm:
B.e. Develop collaboration and coordination strategies between SELPAs, etc. … to “implement” best practices for working with children with special needs including but not limited to Deaf, Hard of Hearing, Blind, and Deaf-Blind children.
I am in disagreement with lowering the standard for the Associate Teacher Permit. Currently, the Associate Teacher Permit allows the holder to be the teacher in a classroom. In my area, there has been a big push for the CDA, which qualifies the CDA holders for the Associate Teacher Permit, and then when programs are in a bind, they are the teachers in the classroom. ECE already has low education standards for teachers, and I think the increase in the use of the CDA to fill Associate Teacher positions is actively moving us backward in professionalizing our field and increasing quality. It undermines our work to professionalize our field and advocate for worthy wages. The argument becomes, “You only need ____ to be an ECE teacher,” which then justifies the low wages to some.