II D B e: whole section of recommendations appears to be connected to transportation for children with special needs; this is too narrow of a focus and does not fully incorporate the breadth and depth of inclusion and inclusive practices. look to IEEEP grant tenents and utilize language from there on what expectations we would be recommending here
But as soon as they turn 4, the adjustment factor goes away.
Support developing a stronger infrastructure to support connection and coordination across UPK programs and other Early Learning programs across the mixed-delivery system. As families transition from different childcare programs and settings into UPK programs, it is critical that local communities partner to share information and engage families in selecting programs and support transitions. This collaboration across the mixed-delivery system is also critical to supporting wrap services of UPK programs that may not meet the full hours of care needed to support a familyâs work schedule.
SELPAs have Interagency Agreements/MOUs with California Childrensâ Services, Regional Centers, Head Start, etc. Perhaps considering a similar approach related to capacity building around students with disabilities could be an approach for recommendation B.
no one has recommended lowering the standard for associate teacher permit that i am aware of. my comment was two-fold: 1) donât allow the permit to expire after 10 years which is the current reality and 2) donât allow for these permit holders to be the lead teacher if in fact the recommendation for the ratio needs to be tied to lead teacher staff qualifications
age and hence adjusted reimbursement are set at time of enrollment based on birthdate and doesnât change mid program year
Thank you for your comment on this topic. The CTC welcomes public participation in our next Child Development Permit Workgroup Meeting. 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)
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Head start performance standards:
1302.21 (b)(3) A class that serves a majority of children who are three years old must have no more than 17 children with a teacher and teaching assistant or two teachers. A double session class that serves a majority of children who are three years old must have no more than 15 children with a teacher and teaching assistant or two teachers.
(4) A class that serves a majority of children who are four and five years old must have no more than 20 children with a teacher and a teaching assistant or two teachers. A double session class that serves a majority of children who are four and five years old must have no more than 17 children with a teacher and a teaching assistant or two teachers.
1302.91 (e)(2) Head Start center-based teacher qualification requirements. (i) The Secretary must ensure no less than fifty percent of all Head Start teachers, nationwide, have a baccalaureate degree in child development, early childhood education, or equivalent coursework.
(ii) As prescribed in section 648A(a)(3)(B) of the Act, a program must ensure all center-based teachers have at least an associateâs or bachelorâs degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act.
Section II.D. H. - The strategies listed in a -d is based on a one-time funding stream. Recommendation to broaden these statements to promote collaboration and support without identifying the funding stream
to gloriaâs suggestion of incorporating âidenfity connections and coordinationsâŚâ in II.D H. we can add to the end of that statement to ensure children and families are effectively served from birth through third grade"
Section II D. Might there be recommended or required activities in the next IEEEP grant that links to the UPK P&I groups and collaboration to support the access of students with disabilities to a mixed delivery system.
By community schools do you mean LEAâs or Private Schools serving elementary aged students?
Section II.D. O.
suggested more direct (less passive) language:
Ensure/Support Community Schools serving elementary grades engage with local preschool programs
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I would check on that. Noho changes the adjustment factor on the childâs 4th birthday.
Suggested revision: Encourage Community Schools to focus on supporting expanded access to high-quality early learning programs through a mixed delivery model by collaborating with community early learning programs to offer full-day options to meets the needs of children and families.
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Community schools (at least those located on elementary school campuses) could at a minimum be provided with information about their local R&R and/or required to have some kind of data sharing MOU with their R&R. I would think that a directive might be possible given that there is funding specific to community schools.
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There were a couple of comments about reconsidering the Associate Teacher Permit. The Associate Teacher permit allows the holder to be the lead teacher in the classroom.
Please add suggestions for additional recommendations to discuss today or at our next meeting. Please reference recommendation sections and letters (and/or pages of the draft report)
You can access the report at the following link: UPK Mixed Delivery Quality & Access Report - Consolidated Draft [CET].pdf - Google Drive
Perhaps, add language around developing a community school model that provides wrap supports and social safety nets that promotes whole child and family well-being.
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Correct. Nohoâs business rule conforms to CDE guidance on use of the adjustment factor for three-year-old children, which sunsets once the child turns four-years-old, regardless of the childâs age at certification.
This is also provided in CDEâs fiscal guidance handbook on page 56, and can be found at: https://www.cde.ca.gov/fg/aa/cd/documents/fiscalhandbook2223.docx