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A COLLABORATION OF

IN PARTNERSHIP WITH

2

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WORKSHOP FORMAT

This workshop is designed to be a working session for LEA teams.

WORKING SESSIONS

You will spend about half your time in breakout sessions with your LEA team.

VIRTUAL TOOLS

Virtual TA tools and resources designed by SCCOE will help guide teams through exercises.

COACHES

Each team has been assigned a coach who will help you utilize the tools and guiding questions. Some coaches may be working with 2 teams.

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AGENDA

1

2

3

4

5

6

7

Welcome & Defining UPK

The “Why” of Blending, Braiding, and Layering

Best Practice Testimonials

UPK Resource Hub

Breakout # 1 & Share Out

Defining Blending, Braiding, and Layering & Examples

8

9

10

11

12

Breakout # 2

10 Minute Break

UPK Online TA Tool

Breakout # 3

Breakout # 4

Wrap-Up & Next Steps

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VISION FOR UNIVERSAL

PRE-KINDERGARTEN (UPK)

California’s vision for “Universal Pre-K” for all 3 and 4 year-olds will be accomplished by utilizing the existing early learning and care (ELC) mixed delivery system. Expanded TK is not intended to replace this system.

TK alone cannot meet the care needs of all families.

Blending, braiding, and layering, and collaborative partnerships, are necessary to meet the care and early learning needs of all children and families.

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TRANSITIONAL KINDERGARTEN (TK)

STATE PRESCHOOL (CSPP)

HEAD START

EXPANDED LEARNING OPPORTUNITIES

AFTER SCHOOL EDUCATION & SAFETY PROGRAM (ASES)

TITLE 22 FAMILY CHILDCARE HOME (FCCH)

TITLE 22 CHILDCARE CENTER

LICENSED PRIVATE CHILDCARE

TITLE I PRESCHOOL

SPECIAL EDUCATION PRESCHOOL

GENERAL CHILDCARE (CCTR)

MIGRANT PRESCHOOL

FAMILY, FRIEND & NEIGHBOR (FFN)

TITLE 22 FAMILY CHILDCARE HOME NETWORK (FCCHN)

21ST CENTURY COMMUNITY LEARNING CENTERS

UPK is an expansion of the state’s current mixed delivery system that meets the early learning and care needs of 3 and 4-year-old children and their families. It includes all existing state and federal subsidized early learning and childcare programs, private childcare, and expanded learning.

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BLENDING, BRAIDING, AND LAYERING

Multiple funding sources pay for the instructional and/or care time of one classroom of students during one time period. ​

BLENDING

Multiple funding sources pay for the instructional and/or care time of multiple classrooms during more than one time-period (usually AM/PM). ​

BRAIDING

One or more supplemental funding sources pay for added services and student supports such as additional support staff, staff training, equipment, supplies, or IEP services.​

LAYERING

DEFINITION:

The use and management of two or more funding sources to support operation of UPK programs and support services. 

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WHY?

BLENDING, BRAIDING AND LAYERING IS A KEY STRATEGY FOR:

FISCAL

SUSTAINABILITY

Maximizing funding and ensuring long-term fiscal sustainability of UPK programs.

ENROLLMENT

Ensuring UPK programs are attractive to parents and enrollment goals are met.

MEETING

PARENT NEEDS

Meeting the needs of parents. 87% of parents report that they need 9 or more hours of care for their 4-year-old children, but no single UPK program funds a 9 hour day.

PROGRAM

QUALITY

Increasing program quality and services by aligning and expanding, rather than duplicating, programs and resources.

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FISCAL SUSTAINABILITY

Maximizing funding and ensuring long-term fiscal sustainability of UPK programs.

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TK: 24 KIDS

Teacher:Child Ratio 1:24

Adult:Child Ratio 1:12

Staffing 1 Credentialed Teacher

1 Instructional Aide

TK

REVENUE

COST

Salary

Benefits

Subtotal

TK Teacher

$107,371

$39,708

$147,079

Instructional Aide

$38,165

$24,427

$62,592

Overhead

N/A

N/A

$18,838

TOTAL

$228,509

​Program

Pupils

UPP%

Base Rate

Ratio

S&C

ADA

TK

 24

20%

$242,856

$67,512

$9,714

90%

TOTAL

$288,037

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TK: 16 KIDS

Teacher:Child Ratio 1:16

Adult:Child Ratio 1:8

Staffing 1 Credentialed Teacher

1 Instructional Aide

TK

REVENUE

COST

​Program

Pupils

UPP%

Base Rate

Ratio

S&C

ADA

TK

 16

20%

$161,904

$45,008

$6,476

80%

TOTAL

$181,007

Salary

Benefits

Subtotal

TK Teacher

$107,371

$39,708

$147,079

Instructional Aide

$38,165

$24,427

$62,592

Overhead

N/A

N/A

$18,838

TOTAL

$228,509

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BLENDING: TK & PRESCHOOL (CSPP)

Children 24

Staffing 1 Credentialed Teacher

2 CDP Ast. Teachers

Revenue $324,421

Cost $291,101

Children 16

Staff 1 Credentialed Teacher

1 Instructional Aide

Revenue $181,007

Cost $228,509

Children 8

Staff 1 CDP Master Teacher

Revenue $54,982

Cost $132,282

TK

CSPP

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BLENDING: TK & PRESCHOOL (CSPP)

TK REVENUE

​CSPP

Salary

Benefits

Subtotal

CDP Master Teacher

$79,820

$33,624

$113,444

Overhead

N/A

N/A

$18,838

TOTAL

$132,282

TK COST

​Program

Pupils

Base Rate

Attendance

CSPP

 8

$68,728

80%

TOTAL

$54,982

CSPP REVENUE

CSPP COST

​Program

Pupils

UPP%

Base Rate

Ratio

S&C

ADA

TK

 16

20%

$161,904

$45,008

$6,476

80%

TOTAL

$181,007

Salary

Benefits

Subtotal

TK Teacher

$107,371

$39,708

$147,079

Instructional Aide

$38,165

$24,427

$62,592

Overhead

N/A

N/A

$18,838

TOTAL

$228,509

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MEETING PARENT NEEDS

Meeting the needs of parents. 87% of parents report that they need 9 or more hours of care for their 4-year-old children, but no single UPK program funds a 9 hour day.

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WHAT FAMILIES SAY THEY

NEED

SAFETY

Safety is also a consistent priority. For infants/toddlers, families tend to express preference for smaller facilities and providers that they know or are recommended by a friend.

04

COST

Affordability of care is always a top priority for families. Free care is obviously preferred but many middle class working families will forego free options in lieu of a UPK provider that meets their hourly and location needs.

03

LOCATION

Families consistently list location as a top consideration when choosing a UPK provider. Families prioritize locations near their home and work and at the school site where siblings attend K-12.

02

FULL-TIME CARE

Every year families are surveyed about their needs for childcare and every year about 85% say they need full-time (9 hours or more) of care. However, no single UPK program fully funds 9 hours of care.

01

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WHAT FAMILIES SAY THEY

WANT

EARLY LEARNING

Families have a growing understanding of the importance of early learning in the first 5 years and, when possible, choose providers that incorporate early learning frameworks.

*

SUPPORT SERVICES

Wrap services, like transportation, meals, and connection to social services, are a preference for many, especially low-income families.

*

DUAL LANGUAGE

A growing number of families, both English learners and those who are not, express interest in dual language UPK providers.

*

CULTURAL COMPETENCY

Families of color in particular express a preference for UPK providers that are culturally competent or from the same background as the family.

*

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MEETING PARENT NEEDS

LOCATION

Co-locating blended and braided programs at an LEA site is an effective way to meet parent needs.

Providing UPK for younger children at K-12 sites has been shown to increase enrollment of both UPK programs and K-12.

01

02

03

FULL-TIME CARE

Blending and braiding is a fiscally sustainable way to offer a 9-hour program that meets families needs.

LEAs only offering part-day TK (with no blended/braided wrap) are seeing under enrollment in TK.

COST

LEAs can provide wrap/extended hours for free to all families, even those not eligible for ELOP, if they strategically blend, braid, or layer programs.

Free options like TK are attractive to families, but keep in mind that CSPP and CCTR are also free or very low cost for low-income families and offer full-day options.

04

SAFETY

Blending, braiding, and layering can fund additional staff, lower adult:child ratios, and increase program safety.

Parents have expressed concerns that the TK ratio requirements (1:12) are high in comparison to other UPK programs serving 3- and 4-year-olds. Blending/braiding/layering can reduce ratios.

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ENROLLMENT

Ensuring UPK programs are attractive to parents and enrollment goals are met.

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INCREASE DEMAND

Operate a program that meets parents top needs. High demand programs are those that are: 9 hours or more per day, free or low cost, close to families’ home or work, and demonstrate a safe environment.

A

B

INCREASE ELIGIBILITY

Programs that blend can significantly increase eligibility to fill a UPK classroom.

  • Not age-eligible for TK but below 100% SMI -> CSPP
  • Not age-eligible for TK but special needs -> Head Start or CSPP
  • Not income-eligible for Head Start but below 100% SMI -> CSPP
  • Not income-eligible for CSPP but below 85% SMI -> CCTR or APP
  • Not eligible for other programs -> Title I preschool

ENROLLMENT

2 BLENDING, BRAIDING AND LAYERING STRATEGIES FOR INCREASING ENROLLMENT

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PROGRAM QUALITY

Increasing program quality and services by aligning and expanding, rather than duplicating, programs and resources.

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PROGRAM QUALITY

SERVICES

  • Mental health consultation & support
  • Special education staff & supports
  • Case management

SCREENINGS

  • Dental screening
  • Developmental and behavioral health screening
  • Hearing & vision screenings

INSTRUCTION & PD

  • Teacher coaching & PD
  • High quality frameworks & curriculum
  • Training

ASSESSMENTS

  • Developmental assessments
  • Quality teaching and classroom assessments

FAMILY ENGAGEMENT

  • Family workshops
  • Family partnership plans
  • Family assessments

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PROGRAM QUALITY

3 programs with the greatest wrap/quality benefits

STATE PRESCHOOL

  • Special education services & supports
  • Early mental health consultation
  • Staff professional development & training
  • High-quality early learning framework and foundations
  • Developmental assessments

HEAD START

  • Mental health supports
  • Dental & behavioral health screening
  • Staff professional development & training
  • Case management
  • Family engagement & workshops
  • Developmental, teacher, and classroom environment assessments
  • Curriculum fidelity tools

GENERAL CHILDCARE

  • Special education services & supports
  • Early mental health consultation
  • Staff professional development & training
  • Developmental assessments

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3 BEST PRACTICE EXAMPLES

BAKERSFIELD CITY SCHOOL DISTRICT

29,256

CSPP, ELO-P, ASES, Special Education Preschool, TK

Creating partnerships and agreements around sharing resources, services, and referrals. Navigating boundaries and helping families choose programs.

PANAMA BUENA VISTA USD

18,785

CSPP, Prekindergarten & Family Literacy Support. QRIS Block Grant

Conflicting staffing, ratio, & facilities requirements between programs that makes seamless integration difficult. Meeting family need for full-day options.

LAMONT SCHOOL DISTRICT

2,802

CSPP, Prekindergarten & Family Literacy Support, Title I, general fund, other grants

Remaining fully staffed, retaining staff that have the opportunity to move into other teaching positions. Resources to increase program offerings.

Increased services to families, integration of community partnerships and resources.

More supports for families, parent education and engagement, increased kindergarten readiness.

Multi-agency collaborative coming together to access grants and create a workforce pipeline.

CHALLENGES

ADVANTAGES

ADA

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UPK WORKSHOP WEBSITE

http://upktool.ccee-ca.org/

  • UPK TA Tool
  • Resource Hub

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CURATED UPK RESOURCE HUB

  • Filter by topic or resource type
  • Explore each folder
  • Summaries, visuals, infographics, tables, and powerpoints

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KEY TOPIC

AREAS

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CROSSWALK,

LAWS, AND REGULATIONS

FOLDER

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PLANNING

TOOLS

FOLDER

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PROFESSIONAL DEVELOPMENT FOLDER

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BREAKOUT

#1

HYPOTHETICAL

RBG Elementary is an LEA with just 30 children enrolled in TK. RBG is located in a rural area with a 50% UPP rate and a number of migrant families. They have a Head Start contract for 20 children. RBG has had difficulty implementing TK and ELOP because they are too small to create an economy of scale and funding is insufficient.

JOIN YOUR LEA’S BREAKOUT ROOM & DISCUSS

What blending, braiding, and layering solutions should RBG Elementary consider implementing? What additional information do you want to know about the LEA? What barriers would RBG have to overcome to implement the solutions your team is suggesting?

10 MINUTES

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SHARE OUT

RBG Elementary is an LEA with just 30 children who are enrolled in TK. RBG is located in a rural area with a 50% UPP rate and a number of migrant families. They have a Head Start contract for 20 children. RBG has had difficulty implementing TK and ELOP because they are too small to create an economy of scale and funding is insufficient.

  • What blending, braiding, and layering solutions should RBG Elementary consider implementing?
  • What additional information do you want to know about RBG Elementary to help you make recommendations for blending, braiding, and layering?
  • What barriers would RBG have to overcome to implement the solutions your team is suggesting?

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BLENDING, BRAIDING, AND LAYERING

Multiple funding sources pay for the instructional and/or care time of one classroom of students during one time period. ​

BLENDING

Multiple funding sources pay for the instructional and/or care time of multiple classrooms during more than one time-period (usually AM/PM). ​

BRAIDING

One or more supplemental funding sources pay for added services and student supports such as additional support staff, staff training, equipment, supplies, or IEP services.​

LAYERING

DEFINITION:

The use and management of two or more funding sources to support operation of UPK programs and support services. 

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IS IT BLENDING, BRAIDING, OR LAYERING?

How many funding sources are paying for the slots in a classroom during a particular time period or session (e.g. 8am to 12pm)?

JUST ONE

TWO OR MORE

BLENDING/STACKING

NOT BLENDING/STACKING

Is there another funding source being utilized to help the program pay for PD, wrap services, or higher standards (eg adult:child ratio)?

NO

YES

LAYERING

NOT LAYERING

Is there a second session (e.g. AM/PM) with some or all of the same children that is being paid for with a different funding source?

NO

YES

BRAIDING

NOT BRAIDING

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GENERAL RULES

3 general rules govern blending, braiding, and layering

RULE 1

DOUBLE DIPPING

LEAs cannot use two funding sources to pay for the same child’s instructional time during the same time period/session.

RULE 2

RULE 3

TRACK & REPORT

Absent a waiver or local plan option, LEAs must separately track and report each funding source, even when running blended programs.

PROGRAM STANDARDS

The funding source dictates program requirements. LEAs must meet the highest requirements of the program(s) funding each session.

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1

01

PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS

Community based providers have expertise providing early and expanded learning and existing infrastructure, and existing staff and facilities.

2

02

MAXIMIZING EXISTING FACILITIES/ SPACE

Are classrooms being under-utilized as storage? Only operating 1 part-time program each day? Can K-6 classrooms be utilized after school hours for ELO-P?

3

03

BUILDING A WORKFORCE PIPELINE

Blended, braided and layered staffing models can facilitate creation of career pathways and apprenticeship opportunities for staff.

4

04

WORKING WITH LABOR

Severe staffing shortages and program braiding/ blending/layering may require negotiations and partnerships with the local bargaining unit.

5

05

MEETING PARENTS NEEDS

Parents overwhelmingly indicate a need for affordability and programs that operate 9 hours or more per day. Part-day programs will have difficulty competing with blended/braided options that offer 9 hours a day.

6

06

HIRING VERSUS CONTRACTING

Some programs cannot be contracted out by the LEA (e.g. TK) while others can be contracted out (e.g. CSPP, ELO-P). When blending, braiding, and layering, LEAs may want to utilize both hired employees and contracted staff.

7

07

PRE-K TO 3RD GRADE ALIGNMENT

Districts should select aligned curriculum and assessments and create professional development opportunities for Pre-K to 3rd grade teachers as programs are blended, braided and layered.

BLENDING, BRAIDING, & LAYERING CONSIDERATIONS

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partnerships

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Teacher:Child Ratio 1:24

Adult:Child Ratio 1:8

Staffing 1 Credentialed Teacher

2 CDP Assistant Teachers

Multiple funding sources pay for the instructional/care time of one classroom of students during one time period. The LEA meets the highest program requirements (ie adult:child ratios and staff education requirements) of both programs during the entire session.

DEFINITION

TOTAL

  • 16 students generating TK funding. 8 students generating preschool funding. 
  • 1 classroom
  • 1 Credentialed Teacher
  • 2 Child Development Permit (CDP) Assistant Teachers 
  • If all children are 4, could access the LEA licensing exemption.

BLENDING: TK & PRESCHOOL (CSPP)

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BRAIDING: TK & EXPANDED LEARNING (ELOP)

Adult:Child Ratio 1:10

Staffing 1.5 Instructional Aides

Multiple funding sources pay for the instructional/care time of more than one class during more than one time-period (usually AM/PM). The LEA must meet the highest requirements of the program that is funding the instructional time of that particular session.

DEFINITION

TOTAL

  • 24 students generating TK funding. 12 students generating ELOP.
  • 2 classrooms
  • 1 Credentialed Teacher
  • 2 Instructional Aides

TK AM

ELOP PM

Adult:Child Ratio 1:12

Staffing 1 Credentialed Teacher

.5 Instructional Aide

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REVENUE

​Program

# of Pupils

UPP%

Base Rate

S&C

ADA/

Attendance

Ratio

Add-On

Subtotal

TK

24

50%

$242,856

$19,428

80%

$67,512

$281,224

ELOP

12

N/A

$2,027

​N/A

N/A

N/A

$24,324

TOTAL

$305,548

COST

Salary

Benefits

Subtotal

TK Teacher

$107,371

$39,708

$147,079

Instructional Aide (x 2)

$38,165

$24,427

$125,184

Overhead (Facilities, Maintenance, Administration) (x 2)

N/A

N/A

$37,676

TOTAL

$309,939

BRAIDING: TK & EXPANDED LEARNING (ELOP)

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BRAIDING: TK & PART-DAY PRESCHOOL (CSPP)

Teacher:Child Ratio 1:24

Adult:Child Ratio 1:8 for CSPP & 1:12 for TK

Staffing 1 Credentialed Teacher

1.5 CDP Assistant Teachers

Multiple funding sources pay for the instructional time of more than one classroom during more than one time-period (usually AM/PM). The LEA must meet the highest requirements of the program that is funding the instructional time of that particular session.

DEFINITION

TOTAL

  • 48 students generating TK funding. 48 students generating part-day CSPP funding.
  • 2 classrooms
  • 2 Credentialed Teachers
  • 3 CDP Assistant Teachers

Part-Day CSPP AM/TK PM

TK AM/Part-Day CSPP PM

Teacher:Child Ratio 1:24

Adult:Child Ratio 1:12 for TK & 1:8 for CSPP

Staffing 1 Credentialed Teacher

1. 5 CDP Assistant Teachers

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REVENUE

​Program

# of Pupils

UPP%

Base Rate

S&C/

Adjustment Factor

ADA/

Attendance

Ratio

Subtotal

TK

48

30%

$485,712

$23,314

80%

$135,024

$546,908

CSPP

48

N/A

$412,368

​N/A

80%

N/A

$329,894

TOTAL

$876,802

COST

Salary

Benefits

Subtotal

TK Teacher (x 2)

$107,371

$39,708

$294,158

CDP Assistant Teacher (x 3)

$38,165

$24,427

$187,776

Overhead (Facilities, Maintenance, Administration) (x 2)

N/A

N/A

$37,676

TOTAL

$519,610

BRAIDING: TK & PART-DAY PRESCHOOL (CSPP)

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Teacher:Child Ratio 1:24

Adult:Child Ratio 1:8

Staffing 1 Credentialed Teacher 

1 Instructional Aide

1 Paraprofessional

In addition to instructional/care time, one or more supplemental funds pay for supplemental services and student needs such as additional support staff, staff training, equipment and/or supplies, or IEP services.

DEFINITION

TOTAL

  • 24 students generating TK funding. 
  • 1 classroom
  • 1 Credentialed Teacher
  • 1 Education Specialist
  • 1 Paraprofessional

LAYERING: TK + IEP/AB 602 + EARLY INTERVENTION

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LAYERING: TK + IEP/AB 602 + EARLY INTERVENTION

REVENUE

​Program

# of Pupils

UPP%

Base Rate

S&C/

Adjustment Factor

ADA/

Enrollment

Ratio

Add-On

Subtotal

TK

 24

50%

$214,440

$19,428

80%

$67,512

$247,032

AB 602

N/A

N/A

$19,680

​N/A

N/A

N/A

$19,680

Early Intervention

2

N/A

$6,898

N/A

N/A

N/A

$13,796

TOTAL

$280,508

COST

Salary

Benefits

Subtotal

TK Teacher

$69,606

$27,369

$96,975

Education Specialist

$48,270

$22,658

$70,928

Paraprofessional

$35,920

$19,931

$55,851

Overhead (Facilities, Maintenance, Administration)

N/A

N/A

$13,187

TOTAL

$236,941

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Teacher:Child Ratio 1:12

Adult:Child Ratio 1:8

Staffing 1 Credentialed Teacher

1 Early Education Specialist Teacher

1 CDP Assistant Teacher

.2 Speech & Language Pathologist

  • TK and CSPP are blended in one classroom for a full day of early learning and care
  • AB 602 and IDEA special education preschool funds are layered on top to increase quality and facilitate inclusion of students with disabilities.

DESCRIPTION

TOTAL

12 students generating TK funding. 12 students generating preschool funding. 24 students generating AB 602. 3 students with special needs generating IDEA special education preschool funds to support supplementary services.

BLENDING & LAYERING: TK & CSPP + AB 602 & SPECIAL ED PRESCHOOL

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​Program

# of Pupils 

UPP%

Base Rate

S&C/

Adjustment Factors

ADA/

Attendance

Ratio Add-on

Subtotal

TK

12

40%

$121,428

$7,771

80%

$28,130

$131,489

CSPP

12

N/A

$159,180

N/A

80%

N/A

$127,344

Special Ed Preschool

3

N/A

$9,432

N/A

N/A

N/A

$9,432

AB 602

24

N/A

$15,580

N/A

80%

N/A

$15,580

TOTAL

$283,845

​Staff/Cost

Salary

Benefits

Subtotal

TK Teacher

$69,606

$27,369

$96,975

Early Education Specialist

$48,270

$22,658

$70,928

CDP Assistant Teacher

$35,920

$19,931

$55,851

.2 Speech & Language Pathologist

$16,200

$7,000

$23,000

Overhead

N/A

N/A

$13,187

TOTAL

$259,941

REVENUE

COST

BLENDING & LAYERING: TK & CSPP + AB 602 & SPECIAL ED PRESCHOOL

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Adult:Child Ratio 1:10

Staffing 1 CDP Master Teacher

1 CDP Assistant Teacher

TK AM

HEAD START/ELOP PM

Adult:Child Ratio 1:10

Staffing 1 Credentialed Teacher

1 CDP Assistant Teacher

BLENDING & BRAIDING: TK AM + HEAD START & ELOP PM

  • TK pays for the AM session (5.5 hours).
  • CSPP and ELOP pay for the PM session (3.5 hours) for the same group of children.

DESCRIPTION

TOTAL

20 students generating TK funding. 8 students generating CSPP funding. 10 students generating ELOP funding.

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​Program

# of Pupils 

UPP%

Base Rate

S&C/

Adjustment Factors

ADA/

Attendance

Ratio Add-on

Subtotal

TK AM

20

50%

$202,380

$16,190

80%

$56,260

$274,830

Head Start PM

8

N/A

$87,200

N/A

N/A

N/A

$87,200

ELOP PM

20

50%

$20,540

N/A

N/A

N/A

$20,540

TOTAL

$384,570

BLENDING & BRAIDING: TK AM + HEAD START & ELOP PM

​Staff/Cost

Salary

Benefits

Subtotal

TK Teacher

$69,606

$27,369

$96,975

CDP Master Teacher

$44,842

$21,901

$66,743

CDP Assistant Teacher (x2)

$35,920

$19,931

$111,702

Overhead

N/A

N/A

$13,187

TOTAL

$288,607

REVENUE

COST

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CSPP & SPECIAL ED PRESCHOOL AM

HEAD START PM

Adult:Child Ratio 3:20

Staffing .5 CDP Master Teacher

1 CDP Associate Teacher

. .5 CDP Assistant Teacher

BRAIDING & LAYERING: CSPP & SPECIAL ED PRESCHOOL AM

+ HEAD START PM

  • CSPP pays for the slots of all 20 children in the AM (3 hours) and is layered with IDEA special education preschool funding to help provide supplemental services to 4 children with IEPs.
  • Head Start pays for all 20 of the slots in the PM (6 hours).

DESCRIPTION

TOTAL

20 students generating CSPP part-day funding. 4 students also generating special education preschool funding for supplemental services. 20 students generating Head Start funding in the PM.

Adult:Child Ratio 3:20

Staffing .5 CDP Master Teacher

1 CDP Associate Teacher

.5 CDP Assistant Teacher

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​Program

# of Pupils 

Base Rate

ADA/

Attendance

Subtotal

Part-Day CSPP AM

20

$123,220

80%

$98,576

Head Start PM

20

$218,000

N/A

$218,000

Special Education Preschool AM

4

$20,540

N/A

$12,576

TOTAL

$329,152

​Staff/Cost

Salary

Benefits

Subtotal

CDP Master Teacher

$79,820

$33,624

$113,444

CDP Associate Teacher (x2)

$38,664

$20,537

$118,402

CDP Assistant Teacher

$35,920

$19,931

$55,851

Overhead (x2)

N/A

N/A

$26,374

TOTAL

$314,071

REVENUE

COST

BRAIDING & LAYERING: CSPP & SPECIAL ED PRESCHOOL AM

+ HEAD START PM

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BLENDING: INCREASE ENROLLMENT ELIGIBILITY

  • To fill an entire classroom with students and generate enough revenue to be fiscally sustainable, this small LEA blends TK, CSPP, Head Start and Title I preschool.

DESCRIPTION

TOTAL

10 students generate TK funding, 2 generate Head Start, 8 generate full-day CSPP dollars, and the LEA uses a portion of its Title I funds to provide Title I preschool to the remaining 4 students in the classroom.

Adult:Child Ratio 1:8

Staffing 1 Credentialed TK Teacher

1 CDP Associate Teacher

1 Instructional Aide

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REVENUE

COST

BLENDING: INCREASE ENROLLMENT ELIGIBILITY

​Program

Pupils

Subtotal

TK

 10

$92,673

FULL DAY CSPP

8

$101,916

HEAD START

2

$23,248

TITLE I PRESCHOOL

4

$34,664

TOTAL

$252,501

Salary

Benefits

Subtotal

TK Teacher

$83,985

$18,476

$102,461

CDP Associate Teacher

$29,160

$18,476

$47,636

CDP Assistant Teacher

$38,880

$18,476

$57,356

Overhead

N/A

N/A

$16,381

TOTAL

$223,834

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TK

Children born in a 5 month period. (Turn 5 between Sept 2 and Feb 2)

No income eligibility threshold; all children eligible.

ELOP

Children enrolled in TK to 6th grade

Free to homeless, foster, and FRPM eligible ($49,025 for family of 4). May charge sliding scale fees for those above income. 

ASES

Children enrolled in TK to 9th grade

Free to homeless, foster, and FRPM eligible ($49,025 for family of 4). May charge sliding scale fees for those above income. 

CSPP

Children ages 2.9 to 4 years old

Homeless, foster, at risk, and children from families making less than 100% of State Median Income (SMI). ($112,105 for family of 4.) 

CCTR

Children ages 0 to 12 years old

Homeless, foster, at risk, and children from families making less than 85% of SMI. ($89,297 for family of 4). Must also meet "need." 

APP

Children ages 0 to 12 years old

Children from families enrolled in CalWORKs or those making less than 85% of SMI. ($89,297 for family of 4.) Must also meet “need.”

HEAD START & EARLY HEAD START

Children ages 0 to 5 years old

Children from families making less than the federal poverty line or qualify for SNAP. ($36,075 for family of 4.) 10% set aside for students with IEPs/IFSPs.

TITLE I PRESCHOOL

Children under the age of 6 years old

Schoolwide Title I programs: All preschool age children residing in the attendance area. Targeted Assistance Title I programs: LEA must create objective criteria to target children most at risk of failing to meet standards.

SPECIAL EDUCATION PRESCHOOL

Children ages 3 and 4 years old

No income eligibility threshold; all children with an IEP are eligible.

AGE ELIGIBILITY

INCOME ELIGIBILITY

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BREAKOUT

#2

JOIN YOUR LEA’S BREAKOUT ROOM

GUIDING QUESTIONS

  • Is this the first time that some of the LEA team members have seen data from the UPK Plan? If so, how was the UPK Plan shared across your LEA and how can you increase collaboration between departments?
  • Reflect on each section. What stands out to you?
  • What are the biggest issues your LEA is facing or will face with UPK implementation in the next 5 years? (e.g facilities, staffing, inadequate revenue, low enrollment, PD/expertise, other)

20 MINUTES

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EXAMPLE - MANDELLA ELEMENTARY

2022-23 PROJECTED

2022-23 ACTUAL

2023-24 PROJECTED

2024-25 PROJECTED

2025-26 PROJECTED

TK Age-Eligible

87

66

101

117

140

Early TK

0

0

0

0

0

TK ELOP

69

15

80

93

112

Title I Preschool

0

0

0

0

0

CSPP

166

166

190

190

190

CCTR

0

0

0

0

0

Head Start

0

0

0

0

0

ASES

30

15

60

80

100

Special Ed Preschool

10

10

6

6

6

TK enrollment is at 75% of initial projections.

ELOP enrollment is at just 22% of what we projected.

CSPP enrollment is strong.

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2022-23 PROJECTED

2022-23 ACTUAL

2023-24 PROJECTED

2024-25 PROJECTED

2025-26 PROJECTED

TK Age-Eligible

3

3

4

4

5

TK ELOP

3

3

4

4

5

CSPP

6

6

7

7

7

ASES

3

3

4

4

4

Special Ed Preschool

2

2

2

2

2

Need 5 additional classrooms by 25-26. Do we have the space?

With just 10 kids in special ed preschool and declining enrollment, could it be layered with TK or CSPP to free up those 2 classrooms?

We have 3 classroom set aside for just 15 ELOP students. Can the other classrooms be utilized for TK or CSPP estimated increase in need? What modifications would be needed?

EXAMPLE - MANDELA ELEMENTARY

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BREAKOUT

#2

JOIN YOUR LEA’S BREAKOUT ROOM

GUIDING QUESTIONS

  • Is this the first time that some of the LEA team members have seen data from the UPK Plan? If so, how was the UPK Plan shared across your LEA and how can you increase collaboration between departments?
  • Reflect on each section. What stands out to you?
  • What are the biggest issues your LEA is facing or will face with UPK implementation in the next 5 years? (e.g facilities, staffing, inadequate revenue, low enrollment, PD/expertise, other)

20 MINUTES

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BREAK

10 MINUTES

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UPK ONLINE TA TOOL

PROGRAMS

What programs does the LEA operate or hold a contract for?

3

60 DAYS

UPP %

What is the LEA’s UPP %?

2

1

TK ADA

What is the LEA’s TK ADA?

4

IMPLEMENTATION ISSUES

What are the implementation issues the LEA is facing?

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EXAMPLE - MANDELA ELEMENTARY

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BREAKOUT

#3

JOIN YOUR LEA’S BREAKOUT ROOM

  • Choose someone to share screen. Complete the Online TA tool as a team
  • http://upktool.ccee-ca.org/

GUIDING QUESTIONS

  • Go through each section of the TA tool results and discuss the proposed solutions.
  • Would this solution work in your LEA?
  • What would be needed for the proposed solution to work (eg staff, funding, bargaining, etc) ?
  • Which solution(s) are most cost effective and do the most to address the identified barrier?
  • What partnerships and MOUs would be needed to implement the proposed solution?

20 MINUTES

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TEST THE TA OPTIONS

Choose 1 of the identified issues (staffing, facilities, cost, or enrollment) and test the options offered by the TA tool

PRE-WORKSHOP TOOL

Analyze projected v. actual enrollment, facilities, and staffing for implementation of UPK programs

IDENTIFY BARRIERS

UPK ONLINE TA TOOL

Input information about ADA, UPP %, programs operated, and implementation issues

GENERATE SOLUTIONS

BRING IT TOGETHER

Choose one of the issues to focus on and select the corresponding tool. Could the proposed options help?

TEST SOLUTIONS

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CHOOSE 1 OF YOUR IDENTIFIED ISSUES

& Select the corresponding tool

PRE-WORKSHOP TOOL

2B

PRE-WORKSHOP TOOL

3B

BUDGETING

WORKSHEET

BUDGETING

WORKSHEET

STAFFING

FACILITIES

COST

ENROLLMENT

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PRE-WORKSHOP

TOOL

2B

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PRE-WORKSHOP

TOOL

3B

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BUDGETING

WORKSHEET

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BREAKOUT

#4

20 MINUTES

JOIN YOUR LEA’S BREAKOUT ROOM

GUIDING QUESTIONS

  • Choose one of your identified barriers/concerns to discuss and pull up the appropriate tool (2B, 3B, or the budget worksheet)
  • Which options suggested by the TA tool seem most likely to address the LEA’s identified issue? Can it be implemented easily or will it take time?
  • What other suggestions from the TA tool do you want to explore with your LEA team?

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EXAMPLE - MANDELA ELEMENTARY

​Special Education Preschool

Revenue (6 kids)

$25,012

Cost (2 classes)

$168,230

Difference

$143,218

​TK

Revenue (66 kids)

$762,682

Cost (3 classes)

$553,890

Difference

$208,792

ELOP

Revenue (15 kids)

$30,810

Cost (3 classes)

$335,106

Difference

$304,296

Total Annual Deficit : $238,722

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EXAMPLE - MANDELA ELEMENTARY

​TK/Special Education Preschool AM/PM

Revenue (24 kids x 3 classes)

$815,352

Cost (3 classes)

$710,823

Difference

$104,529

Part-Day CSPP AM/PM

Revenue (24 kids x 3 classes)

$443,592

Cost (3 classes)

$509,470

Difference

$65,878

*Co teaching model

Enroll kids in CSPP instead of ELOP

Lower ratio, higher staff qualifications

Total annual surplus: $38,651

Stand Alone Programs: $238,722 Deficit

Blended and Braided Programs: $38,651 Surplus

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BREAKOUT

#4

20 MINUTES

JOIN YOUR LEA’S BREAKOUT ROOM

GUIDING QUESTIONS

  • Choose one of your identified barriers/concerns to discuss and pull up the appropriate tool (2B, 3B, or the budget worksheet)
  • Which options suggested by the TA tool do you want to explore? How would implementing that suggestion address your LEA’s identified concern?
  • What other suggestions from the TA tool do you want to explore with your LEA team?

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wrap up and next steps

use the tools we gave you, go back and spend more time with your team reviewing the online TA tool results

apply to attend Carla’s workshop

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QUESTIONS?

THANK YOU!

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