UPK Mixed Delivery Quality and Access Identifying Solutions
The Workgroup will explore the following overarching questions through a
combination of presentations, facilitated discussions, and public comment: a. What have other states done to support Quality and Access through Mixed Delivery? b. What would need to change about high-quality universal preschool program standards to increase quality and access?
Let’s learn from NYC re: dual language classrooms and bilingual extension in their teacher preparation programs and certifications. Amazing way to support their culturally and linguistically diverse children and families!
It is definitely one lens for equity. What other equity gaps might we be missing in CA? Let’s keep exploring our “equity gaps” and “blind spots” together, that leaves no children behind because they are not part of a specific target population. The critical lens and question to interrogate may include the following: “Who is and is not included in a particular equity approach?” Who is failing through the cracks. If our fiscal investment is a reflection of our values, where’s the $$$ going and for whom?
are the models we are hearing about in these other states co-mingled? meaning are the students who are enrolled in the public (free) options, state (eligibility/subsidy-based) options, and federal (Head Start eligibility/subsidy-based) options all being served within the same classroom?
We are now talking about Ed Code language in Section 17701
The language states:
(a) Each contractor shall have a written philosophical statement and goals and objectives which support that philosophy and address equity, diversity, inclusion, cultural and linguistic responsiveness. The governing body of each contractor shall approve the program philosophy, goals and objectives.
(b) The goals and objectives shall address the requirements contained in all of the sections in this article.
(c) The goals and objectives shall reflect the cultural and linguistic characteristics of the families served by the contractor.
(d) The goals and objectives shall meet the needs of all children and their families, including children with exceptional needs and dual language learners.
In New York City, programs receiving universal pre-K and state child care funds must serve students in mixed classrooms. We strongly encouraged programs to mix universal pre-K and Head Start students.
If I understand correctly, NYC has done a lot at the city-level to streamline the UPK funding application process and data collection process to make it easier for individual preschool providers to blend funds (city UPK funds, Head Start, CCDBG). It would be great for California to think about what we can do at the state level to make it easier for children funded by different programs to be served in the same classroom, without overly burdening providers.
this may be a silly question: How does the language in ed code stating “the governing body of each contractor shall approve the…” ensure that there is consistency in that oversight
What other ideas to consider: outreach strategy that is specific to communities, coaching to families provided by culturally reflective coaches and team members.