Thanks Dr. Jones for elevating this need and sharing the specific experience. One resource that may be helpful is the UPK Resources Landing Page which contains links to a variety of communications materials including a number of items specifically for family and community engagement.
I do believe that our LEA’s need more guidance and training on how to better implement a quality early childhood program. Many LEA’s are not connected with preschool programs, so they do not have anything to reference. I believe in order to create a quality continuum, we need to make sure LEA’s have the appropriate guidance and support as we continue to expand UPK.
Were there themes related to access issues for preschoolers with disabilities in the family survey?
Meeting children where they are, and not a one size fit all approach.
One example to start is the assessment or quality measurement need to based on data or norms developed from children from diverse linguistic and cultural backgrounds, abilities, origins, and so on.
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I appreciate the PIQE and Child Trends presentations highlighting that in order for family option to truely mean accessible and equitable care, it must meet the needs (cost, location, hours of operation, languages spoken, etc.) of those it is proposed to serve.
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I visited it last week when the email was sent out and forwarded it to my Education Coordinator to incorporate into our transition plan for those transitioning out of Head Start and into TK/K. I was happy to see the crosswalk between the different programs.
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I recently heard from a parent who is looking for pre-k for their child who is eligible for TK in the upcoming school year. When explaining the options for pre-k for their child I realized how confusing the term “transition kindergarten” was in helping them understand that TK is a Pre-K option for their child. The family was specifically asking for the “Govenors Universal Pre-K” program, and it was unclear that TK is part of the Pre-k program. This family did not qualify for CSPP and truly TK would be the best option for this family. Can the state address the messaging around Transitional Kindergarten, and that it is not a Kindergarten program that children have to be ready for? This family was concerned that their child had no preschool experience and would not be ready for transitional to kindergarten.
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I agree. I worked in a district CSPP and even though the program was on an elementary campus, the CSPP was in the back of the school and the principal had no idea what was going on with the CSPP. I worked with the Kindergarten teacher to allow our transitioning four year olds to spend some time in the kindergarten classroom in the spring. Sadly though, I was told by my staff that when they went over to the school to use the copier, they were given dirty looks by the elementary staff, as if asking, “What are you doing over here?”
I also found it interesting that if I wanted our CSPP students to participate in anything the school was doing (ie: school-wide assembly) I had to get a parent permission form. I was also told CSPP children could not be on the playground at the same time as kindergarten children, whether in passing or at the same time but in a sectioned off part of the playground. I finally had an opportunity to ask a Child Care Licensing Program Analyst why the two were so segregated when they were on the same campus, and was told it was to prevent putting the child care license in jeopardy. This always baffled me because when I taught in a district preschool in Memphis, I was on the same hallway as the kindergarten teacher and the preschool children were a part of the elementary life (ie: they attended events the school had). I also reported to the principal even though I had a site supervisor. I even had to attend the Wednesday staff meetings even though most of what was discussed did not related to me.
I think the problem also lies in the way the state defines TK, “the 1st of a 2 year kindergarten program.” Those of us in early childhood understand TK is really another year of preschool, but because the state does not define it as such, it can be confusing to those not in the field.
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Dr. Jones these are such good examples of places where we need policies and regulations across programs (TK, CSPP, licensing) to be more child-centered and the need to ensure the people putting these policies into place have a shared vision of what we want for children.
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We are now starting discussion following the PIQE and Child Trends presentations.
Yes, I believe it is confusing for parents, as well as district teachers and administrators. Conversations around child center approaches and quality for four-year-olds are stalled because TK is still in legislation “1st year of a two-year kindergarten”.
Barriers: geography, transportation, costs, access to information about programs
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and “service deserts”…lack of programs in many parts of our state
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I wonder if bringing back and redesigning a “Central Eligibility List” through resource and referral agencies for counties to use to support programs looking for families, and for families trying to access preschool
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As a former CEL administrator, I could not agree more and it was a priority in our system to provide parent education regarding available options because families only know what they are most familiar with or what their peers share with them. The majority of families learn about services through peer networks.
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I’m confused by your statement of bringing it back. Aren’t R&Rs providing referrals for families looking for preschools? I know in San Diego they are and when I was working in Los Angeles they were too.
Barriers also include hours of care offered within an accessible distance. Many TK or CSPP programs are offered for part day hours or in a full day model that is specific to a “school day” as opposed to full day hours that meet the needs of working families.
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It is essential that we figure out how to provide choices to our rural families. I teach TK/K and we are really the only option for our familes. The closest alternative would be 30 miles away. Perhaps transportation would solve the problem for some familes, but what about the others?
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The application process for CSSP can be cumbersome for families, families that are over income may not have access to another affordable option, part day programs can be challenging for working families to access. I wonder if we can do a better job blending and braiding funds so that families don’t have to navigate such a complex system and multiple application and enrollment processes.
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