Paraprofessional tells Chester County board blended pre-K classrooms strain instruction and safety
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Summary
Monique Jones, an Eastchester preschool paraprofessional, told the Chester County Board that mixing 3‑year‑olds with older pre‑K children and students with IEPs reduces instructional time, creates safety pressures and warrants a local review of placement, staffing and training.
Monique Jones, a paraprofessional at Eastchester preschool, told the Chester County Board of Education that blended pre-kindergarten classrooms that include 3‑year‑olds alongside 4‑ and 5‑year‑olds — and several children with individualized education plans — are creating instructional and safety challenges.
"When these wide developmental ranges and diverse needs are combined into one classroom, the reality we are seeing is that the demands on the environment become extremely high," Jones said, describing incidents that require frequent one‑on‑one support and disrupt group instruction. She asked the board to consider reviewing placement structures, staffing supports and flexible service‑delivery models to better serve both general‑education and special‑education preschool learners.
Jones told the board the district is expecting about 20 students to return to pre‑K next year, which she said could strain classroom capacity. She described several classrooms at or near 13–14 students and another with 11, and urged the board to consider adding staff in classrooms where intense behavioral or one‑on‑one needs are common.
District staff told the board that preschool enrollment currently does not count toward average daily membership, a factor that limits state funding tied to K‑12 ADM. Officials also noted that special‑education preschool services and the federal/state ‘‘child‑find’’ obligations require districts to identify and serve eligible children, which can increase local costs when state funding does not cover the full need.
Board members and staff discussed whether local steps — such as adding paraprofessional days for training or changing classroom configurations — could mitigate pressure from growing special‑education needs. District staff said they are examining other configuration options but did not present a finalized plan.
The board did not take formal action on the delegation’s requests during the meeting. Several members encouraged speakers to share their concerns with state legislators who are considering additional pre‑K funds, saying that legislative action would influence local options and resources.
The board thanked Jones for her presentation and urged continued dialogue as the district develops budget and staffing plans.