#14: re-write this so as not to pit on against the other (CSPP vs. TK) or (unintentionally) lower the perceived quality of CSPP; CSPP is already allowed for ELOP for TK; if PD CSPP is to limiting, then let’s just call out what is needed, an opportunity for CSPP programs to provide a 9 hour program day and recommend that CDE develop a quick and easy way and process to shift from PD to FD services in CSPP
Hi Tony,
While CDE agrees greater flexibility is needed to support professional development, these adjustments would require changes to state law. CDE doesn’t have the authority to increase allowable administrative costs or expand the number of reimbursable professional development days, but will identify in the report where legislative action could improve access to PD without additional costs.
For CSPP programs that offer wrap-around services for TK, a barrier to wanting to do this is the educational requirements in CSPP that remain (DRDP) and ratio.
We have also noticed the increase in programs offering wrap-around extended learning with CSPP. There has been a decrease in the availability of afternoon (PM) preschool programs that are often utilized by families with children in AM special day classrooms to attend an extended day. The classrooms created for TK extended learning start late in the day, 2-5 pm. This may be an unintended consequence as families have fewer afternoon preschool options to make room for TK extended learning.
I agree with Hanna’s comments. The language can include reference to a whole child approach that includes curriculum that is designed specifically to teach early math and literacy.
I agree and i would also add that a future recommendation for when budget is available to support would be to eliminate the financial disincentive that exists for programs shifting from part day to full day care, meaning 1.0 FTE vs 2x.6193 FTE. Until rate reform occurs, it is difficult for a program that is just getting by financially to move from part day to full day.
thanks. Again, I am not asking for an increase in administrative cost which is capped at 15%. I am saying that PD days should not be considered administrative in nature. So too sub costs should not be categorized as administrative in nature.
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the way it’s worded is narrow and can somehow incorporate (in addition to the whole child approach) or encourage importance of play-based learning to foster early literacy/math and all the other important skills…
Agree with Elsa that there should also be the opportunity to use curricula off the prescribed list, as long as it meets the state’s criteria. Another thing that NJ does is provide technical assistance to providers to choose curriculum. The state could also use its purchasing power to help cover the cost of high quality curricula.
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Social emotional skill is also critical for learning, well being, and resiliency. This should be elevated alongside with math, literacy, and science as well
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Is it possible to amend the current law allowing Title V programs to be reimbursed two professional development days a year? The challenge with this currently is that programs cannot claim these professional development days as days of operation, which they need to earn their contracts. Current law only benefits Title V programs that are already earning their Title V contracts.
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#17: ensure play-based and social-emotional development is included so that programs don’t get hyper-focused on math and literacy; a challenge currently being faced by CSPP and TK programs is that TK programs are adopting LEA curricula in a vacuum without consulting existing ECE programs (e.g. CSPP, Head Start) on what curricula is already being used in the existing classrooms for 4 years; conversely, TK programs are not implementing the DRDP even though CSPPs are; again, inequity and misalignment that needs to be addressed
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Moving the cap on administrative costs from 15% to something like 20% would help programs manage additional administrative duties that many of these recommendations would create in addition to the many other administrative duties required in managing Title V contracts.
— Start of Program Monitoring, Administration, and Governance Recommendations —
Now discussing Recommendation #32.
Incorporate requirements into regulations that programs use a “comprehensive learning approach”, “curriculum”, and the “Preschool/TK Learning Foundations” and provide clear definitions of these terms § 17700.
(a) “Comprehensive learning approach” includes learning materials, child assessment(s) and instructional strategies tied to a unifying curriculum that is supported with job-embedded professional development to strengthen children’s growth and development.
(b) “Curriculum” means a documented approach – validated by early childhood research - for teaching and learning that will guide the program’s activities across the course of the preschool year. The documented approach should be consistent with evidence about effective strategies for teaching and learning and must address learning goals and progressions aligned to the Preschool/TK Learning Foundations, as well as approaches, tools, and materials that teachers will use to support that learning.
(c) “Preschool/TK Learning Foundations” details the development of children ages 3 to 5 ½ in high-quality preschool settings. Learning domains cover Social-Emotional, Approaches to Learning, Language & Literacy (including multilingual and English Language Development), Math, Science, History, Social-Science, Visual & Performing Arts, Physical Development and Health.
Thanks for clarifying, Tony. The professional development days are not currently tied to administrative costs in statute. EC 8251(Law section (ca.gov)) doesn’t constrain these costs to the 15% limit. Are there other reasons you’re identifying the administrative cost as a limiting factor?
yes, based on the wording of the recommendation
we agree there are barriers to accessing professional development days and that including them as countable in the days of operation is a helpful approach. this is one of the items we’ll make sure to identify as needing a legislative fix to support professional development/learning and continuous improvement in programs
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I am hesitant about the need to define a specific curriculum, which can be limiting and narrowing. Sometimes, curriculums can be so narrow that it limits the ability to embed additional approaches into the curriculum. I am concerned about creating a market for the boxed curriculum industry that we see rampant in the K-12 system. These curriculums become problematic as they limit the teacher’s ability to embed their creativity and differentiated instruction to support students’ individual needs in the classroom.
Yes, to Kate’s point, we need a balance.
Thank you!!
I agree with what Nancy said about the Curriculum Frameworks missing from these recommendations, as they provide a set standards for what quality curriculum looks like that is flexible enough to fit any high-quality preschool curriculum.
Now discussing Recommendation #35. Design models for differentiated monitoring (including risk-based monitoring) and program assessment for CSPP programs. Utilize differentiated monitoring and program assessment to minimize the administrative burden on contractors and the state.