For recommendation #26, I want to suggest that DLLs be embedded in any QIS system as suggested in the Master Plan. There are several ways this is currently being done across the state as outlined here: https://earlyedgecalifornia.org/first-5-california-dll-pilot-community-of-practice-june-2021-meeting-summary/
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I may be wrongā¦but, are non-LEA programs not the most under-resourced and often blend funding with CDSS program contracts and federal funding?
I think that is true, Samantha. But Iām not sure I see how this recommendation would privilege LEAs over non-LEAs? I would have thought it would imply the opposite, that non-LEAs that have less access to PD funding would get more resources as a matter of equity.
In looking at the QRIS/QCC system, we need to consider quality measures that actually take into account measures that directly impact children and what the daily experience in the classroom is like for children and families. That the quality measure isnāt determined by the structure of a program based on policy, such as in Head Start and CSPP, which are often tiers 4/5 just by the nature of the program. We need to determine quality by what are childrenās actual experiences in the classroom.
We also heard during the August meeting that programs do what is required. Without an accountability measure, programs do not always follow best practices. We see this with LEAās with UPK/UTK implementation; systems tend to follow what is the bare minimum or requirement.
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Aaron mentioned in his opening remarks that one component of this recommendation is to examine the alignment CSPP/CDE monitoring system with QRIS. These were recommendations in previous presentations noted. The recommendation, as currently written, does not address this recommendation
Just want to add if you donāt already have this the resources CDSS oversees to support the workforce can be located here: Quality Improvement Initiatives
I agree with Nancyās comment about rec #23 that we should revise the recommendation to be less specific about hiring staff and also to incentivize collaboration across programs. I also agree with Scott that there should be a way to more seamlessly place students with special needs in community-based general ed preschool, especially when there is not a general ed program on an LEA campus.
Also, the workforce pathways grant program requirement is that providers meet with an advisor to support them via the career lattice and more information can be found here: Quality Improvement Initiatives
Agree with recommendation #23 to provide special education support for non-LEA classrooms. However, right now there is severe staffing shortage in the SPED specialists as well. It is essential to provide specialized training for the non-LEA ECE teachers, while trying to provide co-teaching opposibilities in ECE classrooms. At Head start, we are mandated to partner with LEA in providing SPED. We are serviing much higher percentage of children with disabilities than the required 10%, not counting the children who are waiting for asessment and diagnosis.
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I support the idea of itinerant teams and local support in programs or counties to bridge the partnership between district SPED teams and CSPP programs to support programs to serve children with disabilities in inclusive settings.
I think we need to define what ādedicated developmental support services support staffā could be?
We are now on recommendation #21
Support updates to and utilization of existing coach and trainer certifications in cultural and linguistic responsiveness and implicit bias for all CSPP trainers, assessors, and coaches, through cultural brokers or other external contracts in alignment with training developed for UPK programs.
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I would add regarding Recommendation #23 that I wholeheartedly support the intent of the recommendation. I would also make note though that we must be cognizant of the fact that preschool IDEA is very minimally funded, thus even though there is the new Early Inter funding, LEAs receive a minimal amount of funding to serve preschool children and it would be a challenge to carve out of that new funding. With that said, I support there is a great need to increase inclusive spaces and support children in LRE.
In addition to DEI training, they need to diversify the coach and trainer workforce so there is diversity in these positions of power that also have the lived experience of the people they are supporting/training
Recommendation 15
Encourage CSPP providers to utilize existing funding to support administrative costs related to a substitute provider pool, including through shared services networks, to provide coverage for staff to attend training and professional development opportunities, and participate in Individualized Education Plan meetings.
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I think we might need a parallel recommendation āadded costsā section about additional funding for substitutes or floating staff to allow teachers to participate in PD.
#21: what entities would provide the ācertificationā in cultural and linguistic responsiveness and implicit bias? how would they be vetted?
We are now discussing Recommendation #14. Analyze the impact of phased TK implementation, Expanded Learning Opportunities Program (ELO-P) implementation and CSPP expansion and examine the feasibility of master plan recommendations related to program hours to ensure programs operate for a length of day that meets familiesā needs, including by allowing CSPP programs to provide extended learning and care for eligible children enrolled in TK.
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#15: remove the āadministrativeā cost terminology; staff (including subs) for operating the program (i.e. instructing and supervising children) are programmatic in nature, not administrative; programs are already quite limited in administrative costs and capped at 15% which is hard to stay within; if CDE would count professional development days as reimbursable up to e.g. 6 days per year, it would not be an increased cost to CDE
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We are now discussing Recommendation #17. Require curriculum be implemented in CSPP that is designed specifically to teach early math and literacy (from CDE Recommended List) aligned with the Preschool / Transitional Kindergarten Learning Foundations (PTKLF) and the Desired Results Developmental Profile (DRDP).
this is also concerning in terms of whole child learning and developmentally appropriateness - which also indicates the need for play-based learning into these settings
Tony is right in his final statement in terms of breaking down the existing system of providers that are outside of LEA - this is not equity focused when Black and Brown providers are those small business owners
This messages that LEA based programs are better than other programs
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