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https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=48000.&lawCode=EDC

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48000.

(a) A child shall be admitted to a kindergarten maintained by the school district at the beginning of a school year, or at a later time in the same year, if the child will have their fifth birthday on or before one of the following dates:

(1) December 2 of the 2011-12 school year.

(2) November 1 of the 2012-13 school year.

(3) October 1 of the 2013-14 school year.

(4) September 1 of the 2014-15 school year and each school year thereafter.

(b) The governing board of the school district of a school district maintaining one or more kindergartens may, on a case-by-case basis, admit to a kindergarten a child having attained the age of five years at any time during the school year with the approval of the parent or guardian, subject to the following conditions:

(1) The governing board of the school district determines that the admittance is in the best interests of the child.

(2) The parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance.

(c) (1) As a condition of receipt of apportionment for pupils in a transitional kindergarten program pursuant to Section 46300, and Chapter 3 (commencing with Section 47610) of Part 26.8, as applicable, a school district or charter school shall ensure the following:

(A) In the 2012-13 school year, a child who will have their fifth birthday between November 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(B) In the 2013-14 school year, a child who will have their fifth birthday between October 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(C) From the 2014-15 school year to the 2021-22 school year, inclusive, a child who will have their fifth birthday between September 2 and December 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(D) In the 2022-23 school year, a child who will have their fifth birthday between September 2 and February 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(E) In the 2023-24 school year, a child who will have their fifth birthday between September 2 and April 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(F) In the 2024-25 school year, a child who will have their fifth birthday between September 2 and June 2 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(G) In the 2025-26 school year, and in each school year thereafter, a child who will have their fourth birthday by September 1 shall be admitted to a transitional kindergarten program maintained by the school district or charter school.

(2) (A) In any school year, a school district or charter school may, at any time during a school year, admit a child to a transitional kindergarten program who will have their fifth birthday after the date specified for the applicable year in subparagraphs (A) to (F), inclusive, of paragraph (1) but during that same school year, with the approval of the parent or guardian, subject to the following conditions:

(i) The governing board of the school district or the governing body of the charter school determines that the admittance is in the best interests of the child.

(ii) The parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance.

(B) Notwithstanding any other law, a pupil admitted to a transitional kindergarten program pursuant to subparagraph (A) shall not generate average daily attendance for purposes of Section 46300, or be included in the enrollment or unduplicated pupil count pursuant to Section 42238.02, until the pupil has attained the pupil's fifth birthday, regardless of when the pupil was admitted during the school year.

(d) For purposes of this section, "transitional kindergarten" means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.

(e) A transitional kindergarten shall not be construed as a new program or higher level of service.

(f) It is the intent of the Legislature that transitional kindergarten curriculum be aligned to the California Preschool Learning Foundations developed by the department.

(g) As a condition of receipt of apportionment for pupils in a transitional kindergarten program pursuant to Section 46300, a school district or charter school shall do all of the following:

(1) Maintain an average transitional kindergarten class enrollment of not more than 24 pupils for each schoolsite.

(2) Commencing with the 2022-23 school year, maintain an average of at least one adult for every 12 pupils for transitional kindergarten classrooms.

(3) Commencing with the 2023-24 school year, and for each year thereafter, maintain an average of at least one adult for every 10 pupils for transitional kindergarten classrooms, contingent upon an appropriation of funds for this purpose.

(4) Ensure that credentialed teachers who are first assigned to a transitional kindergarten classroom after July 1, 2015, have, by August 1, 2023, one of the following:

(A) At least 24 units in early childhood education, or childhood development, or both.

(B) As determined by the local educational agency employing the teacher, professional experience in a classroom setting with preschool age children that is comparable to the 24 units of education described in subparagraph (A).

(C) A child development teacher permit issued by the Commission on Teacher Credentialing.

(h) A school district or charter school may place four-year-old children, as defined in Section 8205, enrolled in a California state preschool program into a transitional kindergarten program classroom. A school district or charter school that commingles children from both programs in the same classroom shall meet all of the requirements of the respective programs in which the children are enrolled, and the school district or charter school shall adhere to all of the following requirements, irrespective of the program in which the child is enrolled:

(1) An early childhood environment rating scale, as specified in Section 18281 of Title 5 of the California Code of Regulations, shall be completed for the classroom.

(2) All children enrolled for 10 or more hours per week shall be evaluated using the Desired Results Developmental Profile, as specified in Section 18272 of Title 5 of the California Code of Regulations.

(3) The classroom shall be taught by a teacher that holds a credential issued by the Commission on Teacher Credentialing in accordance with Section 44065 and subdivision (b) of Section 44256 and who meets the requirements set forth in subdivision (g).

(4) The classroom shall be in compliance with the adult-child ratio specified in subdivision (c) of Section 8264.8.

(5) Contractors of a school district or charter school commingling children enrolled in the California state preschool program with children enrolled in a transitional kindergarten program classroom shall report the services, revenues, and expenditures for the California state preschool program children in accordance with Section 18068 of Title 5 of the California Code of Regulations. Those contractors are not required to report services, revenues, and expenditures for the children in the transitional kindergarten program.

(i) Until July 1, 2019, a transitional kindergarten classroom that has in attendance children enrolled in a California state preschool program shall be licensed pursuant to Chapter 3.4 (commencing with Section 1596.70) of, and Chapter 3.5 (commencing with Section 1596.90) of, Division 2 of the Health and Safety Code.

(j) A school district or charter school that chooses to place California state preschool program children into a transitional kindergarten program classroom shall not also include children enrolled in transitional kindergarten for a second year or children enrolled in kindergarten in that classroom.

(k) A child's eligibility for transitional kindergarten enrollment under paragraph (1) or (2) of subdivision (c) shall not impact family eligibility for a preschool or childcare program, including, but not limited to, all of the following:

(1) A Head Start or Early Head Start program, as defined by the federal Head Start Act, as amended, (42 U.S.C Sec. 9801 et seq.).

(2) A childcare center, family childcare home, or license-exempt provider serving children through an alternative payment program pursuant to Chapter 3 (commencing with Section 10225) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(3) A migrant childcare and development program serving children pursuant to Chapter 6 (commencing with Section 10235) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(4) A childcare center or family childcare home educational network serving children through a California state preschool program pursuant to Article 2 (commencing with Section 8207) of Chapter 2 of Part 6 of Division 1 of Title 1.

(5) A childcare center, family childcare home, or license-exempt provider serving children through a general childcare and development program pursuant to Chapter 7 (commencing with Section 10240) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(6) A family childcare home educational network serving children pursuant to Chapter 8 (commencing with Section 10250) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(7) Childcare and development services for children with special needs pursuant to Chapter 9 (commencing with Section 10260) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(8) A program serving children through a CalWORKs Stage 1, Stage 2, or Stage 3 program pursuant to Chapter 21 (commencing with Section 10370) of Part 1.8 of Division 9 of the Welfare and Institutions Code.

(l) The Superintendent shall authorize California state preschool program contracting agencies to offer wraparound childcare services for children enrolled in an education program as a transitional kindergarten or kindergarten pupil, if their families meet the requirements of Section 8208.
(Amended by Stats. 2021, Ch. 252, Sec. 21. (AB 167) Effective September 23, 2021.)

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48000. (a) A child shall be admitted to a kindergarten maintained by the school district at the beginning of a school year, or at a later time in the same year, if the child will have their fifth birthday on or before one of the following dates: (1) December 2 of the 2011-12 school year.

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https://www.naeyc.org/resources/position-statements/dap/contents

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This statement's primary focus is on the decisions early childhood educators make that result in developmentally appropriate practice.

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https://tkcalifornia.org/

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Giving young learners a strong start with Transitional Kindergarten

Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers-and new updates to education policy now make it possible to serve more children in TK! On TKCalifornia, you can learn more about TK, as well as receive valuable, easy-to-use support and tips for teaching and administering high-quality TK that will get your young learners off to a strong start! Learn more ›

Ready, set...

Sept. 2 - Dec. 2 Birthdays

Implementation Grants issued

Facilities Grants issued

Go! TK expansion begins!

Sept. 2 - Feb. 2 Birthdays

Max class size 24

12:1 student/adult ratio

Getting even better...

Sept. 2 - April 2 Birthdays

LEAs can expand to serve "Early Enrollment" children born between June 2nd - September 1st if they meet additional requirements

Almost there...

Sept. 2 - June 2 Birthdays

Finish line!

All children who turn 4 by September 1st can enroll in TK!

Student/adult ratio reduced to 10:1

All TK teachers must possess a teaching credential + additional training or experience in ECE

Explore Our TK Resources Library

Our TK resources library includes a variety of resources designed to support TK administrators, teachers, and parents. Our list of resources comes from various educators, researchers, and state-wide organizations working to support TK implementation across California.

Transitional Kindergarten FAQ

Multilingual Learning Toolkit

The Value of Transitional Kindergarten: Parent Perspectives

Discover 158 different resources to help you administer and teach TK

New to Transitional Kindergarten?

Learn about TK, its benefits, and history including TKCalifornia.

Transitional Kindergarten in the News

Stay connected! Sign up for the Early Edge California newsletter.

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Transitional Kindergarten * Early Childhood Learning * TKCalifornia

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Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers. Learn more about the TK opportunity.

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https://drive.google.com/file/d/1ORLCEPYXVGS4dkVom15k0fOI1Jf37vAl/view?usp=sharing

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TK Commission Teacher Credentialing (CTC) Webpage

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TK Commission Teacher Credentialing (CTC) Webpage

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https://www.ctc.ca.gov/credentials/assignment-resources/transitional-kindergarten

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Transitional Kindergarten (TK) is part of the K-12 public school system and is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. TK is not considered a preschool program and must be taught by an educator who holds one of the following credentials:

Multiple Subject Credentials (P, K-12 and adults):

-Full Multiple Subjects Teaching Credential

-University Intern

-District Intern

-General Education Limited Assignment Permit

-Short-Term Staff Permit

-Provisional Internship Permit

General Kindergarten-Primary (K-3)

General Elementary (K-8)

Standard Early Childhood (P-3)

Standard Elementary (K-9)

Specialist Instruction Credential in Early Childhood Education (This is different than the Education Specialist Instruction Credential: Early Childhood Special Education)

Education Code section 48000(g) requires credentialed teachers who are first assigned to a TK classroom after July 1, 2015 to have one of the following by August 1, 2023:

At least 24 units in early childhood education, or childhood development, or both

Professional experience in a classroom setting with preschool age children comparable to the 24 units of education described in bullet 1 (comparability determined by the local employing agency)

Child Development Teacher Permit issued by the Commission on Teacher Credentialing

Note, any teacher who is or was assigned to teach TK, or a combination of kindergarten and TK, on or before July 1, 2015, is "grandfathered in" to teach TK without having to meet the additional unit requirement for TK teachers set forth in Education Code section 48000(g).

Note that these additional unit requirements are under the purview of the California Department of Education. For further guidance, refer to the California Department of Education's TK FAQ webpage or contact UPK@cde.ca.gov.

Emergency Specialist Teaching Permit in Early Childhood Education

Effective July 1, 2022, California Education Code section 44300(j) provides the Commission the authority to issue one-year emergency specialist teaching permits in early childhood education. The Emergency Specialist Teaching Permit in Early Childhood Education, also referred to as the Emergency Transitional Kindergarten Permit (ETK Permit), is available at the request of a Local Educational Agency (LEA) that is unable to recruit a fully credentialed teacher to serve in a Transitional Kindergarten assignment. The ETK Permit authorizes the holder to teach all subjects in a self-contained Transitional Kindergarten class in a general education setting. Refer to Credential Information Alert 22-10 for additional information.
Emergency Transitional Kindergarten Permit (ETK Permit) FAQs
Special Education Transitional Kindergarten

Education Specialist Instruction Credentials are not listed as being able to teach TK because they cannot teach general education students. However, these educators can teach the first year of a two-year kindergarten program in special educaton classrooms provided that all students have a primary disability category and age range that aligns with the holder's credential authorization. The Special Education Authorization Chart provides grade level authorizations and authorized disability categories. (Note: If kindergarten is authorized, then TK is authorized as it is the first year of a two-year kindergarten program).

Early Childhood Special Education

Currently, Early Childhood Special Education (ECSE) credential authorization holders are not authorized to teach Transitional Kindergarten, as it is defined by CDE as the first year of a two-year kindergarten program. The existing authorization for ECSE credentials allows the holder to teach special education students age birth through pre-kindergarten. With the movement of four-year-olds into the TK space, we are addressing this through updating the Special Education Teaching Credentials. The Commission has submitted regulations that, once approved, will allow educators who earn the new ECSE credential under these new program standards to teach both special education TK and Kindergarten assignments.

Additionally, to assist existing ECSE teachers, the Commission also approved regulations that would allow a current ECSE credential holder to upgrade to the new ECSE authorization that allows teaching TK and Kindergarten. Existing ECSE credential holders would only need to verify that they have met the new Teaching Performance Expectation (TPE) content to apply for the expanded ECSE authorization. Completion of this content can be verified by completion of coursework, professional development, or demonstrated competence and experience. An employer, preparation program, or SELPA can verify completion of the content. This option will be available as of January 1, 2023, after the regulations are approved. However, we recommend that current ECSE credential holders who wish to upgrade to the new authorization begin the process of meeting the new TPE areas now so that they can upgrade as soon as the option is available. Details on which TPEs would need to be met can be found in Pathways for Current Education Specialist Credential Holders Interested in Earning the New Education Specialist Credential.

Preschool and Child Development

Preschool or other child development programs, designed to prepare three and four year old children for school, are not required to be taught by credentialed teachers, however they must meet the separate child development permit requirements outlined in the Child Development webpage.

Career Technical Education (CTE) and Transitional Kindergarten

Career Technical Education credential holders are not able to serve in TK classes. Though they are authorized to teach in all of grades 12 and below, they are limited to serving in classrooms in which the curriculum has been designated as technical, trade, or vocational.

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Transitional Kindergarten (TK) is part of the K-12 public school system and is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.

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UPK Teacher Pipeline Resource Compendium

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UPK Teacher Pipeline Resource Compendium

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https://www.cde.ca.gov/ci/gs/p3/documents/upkteachercompendium.pdf

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OC Pathways-Core Courses for Early Childhood Ed (ECE) 

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OC Pathways-Core Courses for Early Childhood Ed (ECE) 

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https://calstatefullerton.h5p.com/content/1291275574669701988

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OC Pathways-Undergrad Degree Programs in ECE

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OC Pathways-Undergrad Degree Programs in ECE

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https://calstatefullerton.h5p.com/content/1291303003360686968

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Quality Start OC Undergraduate Degree Programs

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Special Education Credential Authorizations Chart, CTC

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Special Education Credential Authorizations Chart, CTC

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https://www.ctc.ca.gov/docs/default-source/credentials/creds/special-education-chart.pdf?sfvrsn=78faa5c1_2

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OC Inclusion Pathway, OC Child Care & Development Planning Council 

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OC Inclusion Pathway, OC Child Care & Development Planning Council 

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https://padlet.com/jhowver/InclusionPathway2020

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Supporting Inclusive Practices (SIP) UPK Inclusion Resources Padlet

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Supporting Inclusive Practices (SIP) UPK Inclusion Resources Padlet

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https://padlet.com/SIP_Grant/PreKInclusion

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https://cainclusion.org/camap/

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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CA Preschool Learning Foundations, Vols 1-3

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CA Preschool Learning Foundations, Vols 1-3

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https://www.cde.ca.gov/sp/cd/re/psfoundations.asp

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The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Learning Foundations, Volume 1

On January 22, 2008, the California Department of Education (CDE) released the California Preschool Learning Foundations, Volume (PDF; 5MB) . Former State Superintendent of Public Instruction Jack O'Connell stated that these foundations offer our early childhood educators a clear understanding of what our youngest learners should know before entering kindergarten.

Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.

In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 1
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 1

Appendix to the California Preschool Learning Foundations, Volume 1 (DOC)
Available Translations of the Appendix to the Preschool Learning Foundations, Volume 1

The California Preschool Learning Foundations, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001681) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 1

California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 2
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 2

Appendixes to the California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001708) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 2 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 2

California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history-social science and science.

Foreword by State Superintendent of Public Instruction Tom Torlakson
Available Translations of the Foreword by State Superintendent of Public Instruction Tom Torlakson

Introduction to the California Preschool Learning Foundations, Volume 3
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 3

Appendix A to the California Preschool Learning Foundations, Volume 3
Available Translations of Appendix A to the California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001727) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 3 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 3

Additional Resources

Further information about the Preschool Learning Foundations is provided in a Frequently Asked Questions (FAQ) document clarifying key issues for early childhood educators, administrators, and stakeholders. For information about some professional development opportunities, please refer to the California Preschool Instructional Network (CPIN) .
Return to Publications
Last Reviewed: Thursday, February 23, 2023

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The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

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CA Preschool Curriculum Frameworks, Vols 1-3

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CA Preschool Curriculum Frameworks, Vols 1-3

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https://www.cde.ca.gov/sp/cd/re/psframework.asp

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Created as companion volumes to the California Preschool Learning Foundations, the present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children. The California Preschool Curriculum Frameworks include ideas for how to intentionally integrate learning into children's play; implement child-directed and teacher-guided activities; plan environments, interactions, routines, and materials that engage children in learning; and individualize curriculum based on children's knowledge, skills, needs and interests.

The frameworks were developed using an inclusive and deliberate input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Curriculum Framework, Volume 1

The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

The California Preschool Curriculum Framework, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

Marco de currículo preescolar de California, Volumen 1 (PDF; 4MB)
Spanish translation of the California Preschool Curriculum Framework, Volume 1

California Preschool Curriculum Framework, Volume 2

The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

California Preschool Curriculum Framework, Volume 3

The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.
Return to Publications
Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 26, 2022

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California Preschool Curriculum Frameworks - Child Development (CA Dept of Education)

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Companion volumes to the California Preschool Learning Foundations, the frameworks present strategies for early childhood educators that enrich learning and development opportunities for all California preschool children.

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https://www.cde.ca.gov/ci/gs/em/documents/tkguide.pdf

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https://www.cde.ca.gov/sp/cd/re/documents/powerfulroleofplay.pdf

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https://www.cde.ca.gov/sp/cd/re/documents/intnatureoflearning2016.pdf#:~:text=The%20Integrated%20Nature%20of%20Learningdraws%20both%20upon%20current,learning%20in%20all%20domains%20with%20richness%20and%20depth.

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https://www.cde.ca.gov/sp/cd/re/documents/preschoolproggdlns2015.pdf

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Center on Social & Emotional Foundations for Early Learning (CSEFEL)

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Center on Social & Emotional Foundations for Early Learning (CSEFEL)

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http://csefel.vanderbilt.edu/

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Supporting Inclusive Early Learning: Working Together for Inclusion & Belonging

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Supporting Inclusive Early Learning: Working Together for Inclusion & Belonging

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https://cainclusion.org/

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Supporting Inclusive Early Learning provides current information and resources addressing inclusive practice, promotion of healthy social-emotional development, and prevention of challenging behavior in early childhood, after-school, and other education settings. Projects under the Supporting Inclusive Early Learning umbrella include Beginning Together: Caring for Children with Disabilities or Delays in Inclusive Settings; California MAP* to Inclusion & Belonging... * Making Access Possible; and the CA Teaching Pyramid.

Supporting Inclusive Early Learning team members are specialists in early intervention, mental health, early childhood special education, child development, research and evaluation, and include parents of children with disabilities. Team members have strong reputations as leaders in their respective areas.

Beginning Together and the MAP for Inclusion & Belonging projects are administered by WestEd and is sponsored by the California Department of Social Services, Child Care and Development Division.

Individualized training and technical assistance is available from Supporting Inclusive Early Learning by contacting workingtogether@wested.org.

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Supporting Inclusive Early Learning:Working Together for Inclusion & Belonging

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Supporting Inclusive Early Learning provides current information and resources addressing inclusive practice, promotion of healthy social-emotional development, and prevention of challenging behavior in early childhood, after-school, and other education settings. Projects under the Supporting Inclusive Early Learning umbrella include Beginning Together: Caring for Children with Disabilities or Delays in Inclusive Settings; California MAP* to Inclusion & Belonging...

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Inclusion Works! Creating Child Care Programs that Promote Belonging for Children with Disabilities

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Inclusion Works! Creating Child Care Programs that Promote Belonging for Children with Disabilities

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https://www.cde.ca.gov/sp/cd/re/documents/inclusionworks2ed.pdf

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CA All Kids: Early Learning & Care Playbook, Supporting Special Needs

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CA All Kids: Early Learning & Care Playbook, Supporting Special Needs

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https://californiaall.org/resources/34

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https://ocde.us/MTSS/Documents/Revised-California-MTSS-Framework-July-2021.pdf

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https://headstartinclusion.org/

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Introduction to Head Start Center for Inclusion
A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Rectangle Introduction to Head Start Center for Inclusion A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Seeds of Partnership Preschool Planning Tool

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Seeds of Partnership Preschool Planning Tool

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https://www.seedsofpartnership.org/planningTool.html

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008. California Preschool Learning Foundations Volume 1. Sacramento: CDE Press.)

This tool was originally a collaborative endeavor initiated by the SEEDS Project in 2009. A small group of Early Childhood Education Professionals and parents gathered together to learn from one another and to brainstorm the development of a "crosswalk" in an effort to connect a variety of EC and ECSE resources, tools and required documents. Over time, some of the tools and resources originally considered have changed, shifting this project from a "crosswalk" to a "planning tool." The goal of this tool is to assist and guide teachers in their instructional practice to support children in attaining the knowledge and skills described in the foundations.

The samples and ideas within the tool are not exhaustive; they are intended to assist teachers in their intentional teaching around the foundations. Teachers are very creative and imaginative; the samples can be used as a starting point or as a springboard for other stimulating ideas in the classroom to enable children to acquire the competencies found in the foundations. Read what some teachers have shared about using this tool. (99k PDF)

Get Started

Step 1: Select a domain from the CA Preschool Learning Foundations

Step 2: Select a strand from the domain

Step 3: Select a sub-strand from the strand

Step 4: Choose the information you want included in your planning table

Step 5: View and print your planning table

Helpful References

Share Your Wisdom with Others

We invite you to share with us how you utilized this tool or share additional teaching strategies/AT ideas (some may be featured and added to the tool).

The links within the tool are current as of February 2015. Broken link? Let us know!

A Special Thanks to the Following:

M. Cathcart, G.S. Johnson, R. Ryan, D. Eagen, D. Soto, S. Botkin, S. Castillo, J. Battaglia, C. Fiorelli, M. Whitney, P. Salcedo, K. Sadao, C. Mikitka, C. Kaup, D. Whitmer, A. Ferry, S. Baltazar, A. Kuschner, D. Henry, G. Guarneri, E. Cho, K. Finn, V. Reynolds, N. Manker, T. Anderson and J. Crum.

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008.

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https://udlguidelines.cast.org/

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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https://www.sipinclusion.org/

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CA Center for Infant-Family & Early Childhood Mental Health

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CA Center for Infant-Family & Early Childhood Mental Health

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http://cacenter-ecmh.org/wp/

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Welcome to the California Center for Infant-Family and Early Childhood Mental Health at WestEd Center for Prevention and Early Intervention...

...your virtual forum for best practice, evidence-based information and resources that support the healthy social and emotional development of children under the age of 5 and professional development of practitioners in the field of infant-family and early childhood mental health. Here you'll find ( read more)

New! International Certificate of Core Competency in Reflective Practice & Supervision (IC
Would you like professional recognition for the reflective practice and supervision that you already provide?
The California Center for Infant-Family and Early Childhood Mental Health is pleased to announce the launch of the International Certificate of Core Competency in Reflective Practice & Supervision (IC3-RPS).

This is not meant for individuals who are endorsed but rather for multidisciplinary practitioners, supervisors, and trainers who have demonstrated a foundational level of experience in reflective practice and supervision and already use or are interested in expanding reflective practice and supervision in their community, agency, and program roles, but do not meet the endorsement criteria.

We encourage you to share this opportunity with your fellow early childhood service providers. The eligibility and application requirements for the IC ³ RPS can be found .

Launching an Endorsement Candidate Status

Overwhelmed by the thought of completing the endorsement process? Enroll as a candidate to initiate your endorsement application while continuing to accumulate training and direct service hours to meet the full endorsement criteria.

Endorsement candidates will receive extra application support, connections to training and reflective practice resources and the option to participate with others in group application web calls during their preliminary application phase.

The candidate status will be valid for a period of 5 years. Click here to find out more!

Guidelines for IFECMH Training Programs

The California Center has developed a guideline checklist for training programs that align the content of their classes to the key concepts and competencies of the California Compendium of Training Guidelines, Personnel Competencies, and Professional Endorsement Criteria for Infant-Family and Early Childhood Mental Health.

The training program certificate will assist applicants for California Center for IFECMH endorsements in their knowledge learning and experience documentation.

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The Center | California Center for Infant-Family and Early Childhood Mental Health

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your virtual forum for best practice, evidence-based information and resources that support the healthy social and emotional development of children under the age of 5 and professional development of practitioners in the field of infant-family and early childhood mental health.

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https://drive.google.com/file/d/1LaCutaPbGSVpg2FRoaa9ja05otr82FXH/view?usp=sharing

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https://www.cde.ca.gov/fg/fo/r2/cspp19rfa.asp

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Note: The due date for the request for applications has passed. This page is for reference and administration of funding.

The intent of this Request for Applications (RFA) is to expand California State Preschool Program (CSPP) services statewide with an emphasis on full-day/full-year services. To expand CSPP services, this RFA funding opportunity is available to existing CSPP contracted agencies, to existing contracted agencies that do not have a CSPP contract, or to new agencies without Early Learning and Care Division (ELCD) program contracts. These funds are intended to increase the availability of CSPP services to eligible children. In accordance with existing law, priority will be given to applicant agencies that will be serving the highest percentage of 4-year old children. Funding preference shall be provided to underserved areas as identified by the Local Child Care and Development Planning Council (LPC).

Program Questions: Early Learning and Care Division, email: CSPPRFA@cde.ca.gov

Downloading Questions: If you have any questions regarding the RFA, please submit your questions by e-mail to CSPPRFA@cde.ca.gov.

Management Bulletin 19-08(a)
Additional Information for Contractors

Request for Applications Overview and Instructions
[No longer available]

Program Overview and Instructions for the FY 2019-20 CSPP Expansion RFA.

CSPP Expansion RFA Frequently Asked Questions
Frequently Asked Questions (FAQ) for the FY 2019-20 CSPP Expansion RFA.

Instructional Webinar Slides [No longer available]

Contractors may view an instructional webinar for additional technical support for the Expansion RFA.

The following table contains application forms and additional resources:

Document

Description

Instructions

Application [No longer available]

Application forms for the FY 2019-20 CSPP Expansion RFA.

Required for all applicants.

Part-day/Part-year Fiscal Forms (XLSX)
Part-day/Part-year fiscal forms for use in the FY 2019-20 CSPP Expansion RFA.

Required for applicants who propose to provide part-day/part-year services.

FY 2019-20 Program Calendar [No longer available]

Attachment to the FY 2019-20 CSPP Expansion RFA.

Required for all applicants.

FY 2020-21 Program Calendar [No longer available]

Attachment to the FY 2019-20 CSPP Expansion RFA.

Required for all applicants.

Last Reviewed: Friday, March 11, 2022

More Recently Posted Items

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RFA: California State Preschool Program Expansion FY 2019-20 (CA Dept of Education)

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Note: The due date for the request for applications has passed. This page is for reference and administration of funding. The intent of this Request for Applications (RFA) is to expand California State Preschool Program (CSPP) services statewide with an emphasis on full-day/full-year services.

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https://www.ctc.ca.gov/educator-prep/grant-funded-programs/teacher-residency-grant-program

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Update to the Commission on Teacher Credentialing on the California

Agenda Item 2D - December 2020
The Education Preparation Committee presented Item 2D at the December 3, 2020 Commission meeting. This agenda item presents an update on Year One of the Teacher Residency Grant Programs. WestEd is conducting an evaluation of the Teacher Residency programs and an update on their evaluation to date has been included in this item.

Update on State-Funded Grant Programs

Agenda Item 4E - April 2019
The Educator Preparation Committee presented item 4E at the April 2019 Commission meeting. This agenda item presents an update on two state-funded grants administered by the Commission on Teacher Credentialing: The Local Solutions to the Shortage of Special Education Teachers Grant Program and the Teacher Residency Grant Programs - Capacity, Expansion, and Residency.

Update on State-Funded Grant Programs

Agenda Item 3B - November 2018
The Educator Preparation Committee presented item 3B at the November 2018 Commission meeting. This agenda item presents an update on five state-funded grant programs: The California Classified School Employee Teacher Credentialing Program; The Integrated Undergraduate Teacher Preparation Program; The California Center on Teaching Careers; The Teacher Residency Grant Programs (Capacity, Expansion, and Residency); and the Local Solutions to the Shortage of Special Education Teachers Grant Program

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Update to the Commission on Teacher Credentialing on the California Agenda Item 2D - December 2020 The Education Preparation Committee presented Item 2D at the December 3, 2020 Commission meeting. This agenda item presents an update on Year One of the Teacher Residency Grant Programs. WestEd is conducting an evaluation of the Teacher Residency programs and an update on their evaluation to date has been included in this item.

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Desired Results Developmental Profile (DRDP) Website

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Desired Results Developmental Profile (DRDP) Website

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https://www.desiredresults.us/drdp-forms

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Desired Results Developmental Profile (DRDP-K)

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Desired Results Developmental Profile (DRDP-K)

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https://drdpk.org/drdpk_forms.html

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This is the offical section for the metadata!

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DAP: Observing, Documenting and Assessing Children's Development & Learning, NAEYC

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DAP: Observing, Documenting and Assessing Children's Development & Learning, NAEYC

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https://www.naeyc.org/resources/position-statements/dap/assessing-development

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Observing, documenting, and assessing each child's development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children. Assessment includes both formal and informal measures as tools for monitoring children's progress toward a program's desired goals. Educators can be intentional about helping children to progress when they know where each child is with respect to learning goals. Formative assessment (measuring progress toward goals) and summative assessment (measuring achievement at the end of a defined period or experience) are important. Both need to be conducted in ways that are developmentally, culturally, and linguistically responsive to authentically assess children's learning. This means that not only must the methods of assessment, both formal and informal, be developmentally, culturally, and linguistically sensitive, but also the assessor must be aware of and work against the possibility of implicit and explicit bias, for example through training, reflection, and regular reviews of collected data.

Effective assessment of young children is challenging. The complexity of children's development and learning-including the uneven nature of development and the likelihood of children fully demonstrating their knowledge and skills in different contexts-makes accurate and comprehensive assessment difficult. For example, authentic assessment takes into consideration such factors as a child's facility in each language they speak and uses assessors and settings that are familiar and comfortable for the child. When standardized assessments are used for screening or evaluative purposes, the measures should meet standards of reliability and validity based on the characteristics of the child being assessed. When these standards are not met, these limitations must be carefully considered before using the results. Using assessments in ways that do not support enhancing the child's education is not developmentally appropriate practice. Yet, decisions regarding assessment practices are often outside of the control of individual educators (also see Recommendations for research, page 31). When educators are aware of inappropriate assessment practices, they have a professional ethical responsibility to make their concerns known, to advocate for more appropriate practices, and, within their learning environment, to minimize the adverse impact of inappropriate assessments on young children and on instructional practices.

The following practices for observation, documentation, and assessment are developmentally appropriate for children from birth through the primary grades.

A. Observation, documentation, and assessment of young children's progress and achievements is ongoing, strategic, reflective, and purposeful. Educators embed assessment-related activities in the curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice. They create and take advantage of unplanned opportunities to observe young children in play and in spontaneous conversations and interactions, in adult-structured assessment contexts as well as when children are participating in a group activity and doing an individual activity. Observations, documentations, and the results of other formal and informal assessments are used to inform the planning and implementing of daily curriculum and experiences, to communicate with the child's family, and to evaluate and improve educators' and the program's effectiveness. Especially in K-3 classrooms, care must be taken to avoid overuse of standardized assessments, which can cause stress for young children and interfere with time for learning. Educators limit the use of digitally-based assessments, especially for young children who (appropriately) should have limited exposure to screen media.

B. Assessment focuses on children's progress toward developmental and educational goals. Such goals should reflect families' input as well as children's background knowledge and experiences. They should be informed by developmental milestones including use of state early learning standards. Goals should be aspirational and achievable and should foster a sense of pride and accomplishment for educators, families, and children. Children, educators, and families should have opportunities to celebrate both small and large achievements, while recognizing that all children need time to build mastery on a current skill before progressing to the next challenge.

C. A system is in place to collect, make sense of, and use observations, documentation, and assessment information to guide what goes on in the early learning setting. Educators use this information in planning curriculum and learning experiences and in moment-to-moment interactions with children-that is, educators continually engage in assessment for the purpose of improving teaching and learning. Educators also encourage children to use observation and, beginning in the preschool years, documentation to reflect on their experiences and what they have learned.

D. The methods of assessment are responsive to the current developmental accomplishments, language(s), and experiences of young children. They recognize individual variation in learners and allow children to demonstrate their competencies in different ways. Methods appropriate to educators' assessment of young children, therefore, include results of their observations of children, clinical interviews, collections of children's work samples, and children's performance on authentic activities. For children who speak a language the educators do not know, native speakers of the child's language such as family or community members may need to be recruited to assist with the assessment process. A plan should be in place for employing volunteer and paid interpreters and translators as needed and providing them with information about appropriate interactions with young children and ethics and confidentiality, as well as about the features and purposes of the screening or assessment tool. Once collected, the results are explained to families and children (as appropriate) in order to extend the conversations around what is collected, analyzed, and reflected upon.

E. Assessments are used only for the populations and purposes for which they have been demonstrated to produce reliable, valid information. If required to use an assessment tool that has not been established as reliable or valid for the characteristics of a given child or for the intended use, educators recognize the limitations of the findings, strive to make sure they are not used in high-stakes decisions, and advocate for a different measure.

F. Decisions that have a major impact on children, such as enrollment or placement, are made in consultation with families. Such decisions should be based on multiple sources of relevant information, including that obtained from observations of and interactions with children by educators, family members, and specialists as needed.

G. When a screening assessment identifies a child who may have a disability or individualized learning or developmental needs, there is appropriate follow-up, evaluation, and, if needed, referral. Screening is used to identify issues needing more thorough examination by those qualified to do so; it is not used to diagnose or label children. Families are involved as essential sources of information.

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DAP: Observing, Documenting, and Assessing Children's Development and Learning

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Observing, documenting, and assessing each child's development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children.

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Early Childhood Environmental Rating Scale (ECERS)

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Early Childhood Environmental Rating Scale (ECERS)

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https://naaee.org/sites/default/files/earlychildhoodratingscale.pdf#:~:text=The%20Early%20Childhood%20Environmental%20Education%20Rating%20Scale%20%28ECEERS%29,it%20center-based%20child%20development%20or%20family%20day%20care

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https://www.tkplonline.org/

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CA Early Childhood Educator Competencies

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CA Early Childhood Educator Competencies

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https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

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https://tkcalifornia.org/

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Giving young learners a strong start with Transitional Kindergarten

Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers-and new updates to education policy now make it possible to serve more children in TK! On TKCalifornia, you can learn more about TK, as well as receive valuable, easy-to-use support and tips for teaching and administering high-quality TK that will get your young learners off to a strong start! Learn more ›

Ready, set...

Sept. 2 - Dec. 2 Birthdays

Implementation Grants issued

Facilities Grants issued

Go! TK expansion begins!

Sept. 2 - Feb. 2 Birthdays

Max class size 24

12:1 student/adult ratio

Getting even better...

Sept. 2 - April 2 Birthdays

LEAs can expand to serve "Early Enrollment" children born between June 2nd - September 1st if they meet additional requirements

Almost there...

Sept. 2 - June 2 Birthdays

Finish line!

All children who turn 4 by September 1st can enroll in TK!

Student/adult ratio reduced to 10:1

All TK teachers must possess a teaching credential + additional training or experience in ECE

Explore Our TK Resources Library

Our TK resources library includes a variety of resources designed to support TK administrators, teachers, and parents. Our list of resources comes from various educators, researchers, and state-wide organizations working to support TK implementation across California.

Transitional Kindergarten FAQ

Multilingual Learning Toolkit

The Value of Transitional Kindergarten: Parent Perspectives

Discover 158 different resources to help you administer and teach TK

New to Transitional Kindergarten?

Learn about TK, its benefits, and history including TKCalifornia.

Transitional Kindergarten in the News

Stay connected! Sign up for the Early Edge California newsletter.

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Transitional Kindergarten * Early Childhood Learning * TKCalifornia

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Transitional Kindergarten (TK) is one of the first steps California's youngest learners take in their academic careers. Learn more about the TK opportunity.

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CA Early Childhood Educator Competencies Website

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CA Early Childhood Educator Competencies Website

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https://www.cde.ca.gov/sp/cd/re/ececomps.asp

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California Early Childhood Educator Competencies (PDF; 2MB) California Early Child Educator Competencies Supplemental Add-On (PDF; 1.5 MB)
The California Early Childhood Educator (ECE) Competencies describe the knowledge, skills and dispositions that early childhood educators need in order to provide high quality care and education to young children and their families. The California ECE Competencies are organized into twelve overlapping areas: (1) Child Development and Learning; (2) Culture, Diversity and Equity; (3) Relationships, Interactions, and Guidance; (4) Family and Community Engagement; (5) Dual-Language Development; (6) Observation, Screening, Assessment, and Documentation; (7) Special Needs and Inclusion; (8) Learning Environments and Curriculum; (9) Health, Safety, and Nutrition; (10) Leadership in Early Childhood Education; (11) Professionalism; and (12) Administration and Supervision. The term early childhood educator includes everyone responsible for the care and education of young children.

The California ECE Competencies are research-based, and are aligned with the California Preschool Learning Foundations and the California Infant/Toddler Learning & Development Foundations to guide professional development and related quality improvement activities.

This revised version of the California ECE Competencies now includes a second section (Focus 2) that displays the same information found in Focus 1 in an alternate grid format. The Focus 1 section gives us a grid-format chapter for each of the 12 competency areas (12 chapters). The Focus 2 section provides an alternate grid chapter for each of the 4 competency contexts (4 chapters).

Development of the California ECE Competencies began in June 2008 in collaboration with First 5 California, and has involved expert advisors including representatives from the California Community Colleges and California State University systems to ensure that the competencies are based on current research and practice.

ECE Competencies Videos

An Introduction to Early Childhood Educator Competencies (video; 6:42)
Introducción a las competencias de los educadores de la infancia temprana de California (Video; 6:43)

Child Development and Learning (Video: 16:32)
This video addresses "Knowledge About Child Development and Learning" and "Facilitating Child Development and Learning."
El desarrollo y el aprendizaje infantil (Video; 16:33)

Adult Learning (Video: 14.14)
This video addresses "Adult Learning."

Coaching (Video: 9:23)
This video addresses "Coaching."
Return to Top
Last Reviewed: Monday, July 17, 2023

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California Early Childhood Educator Competencies

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The California Early Childhood Educator (ECE) Competencies describe the knowledge and skills that early childhood professionals need in order to support the development and learning of young children.

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https://www.cde.ca.gov/ci/gs/em/documents/finalupktemp.docx

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California Department of Education CA Dept of Education

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https://drive.google.com/file/d/1ix3jr4g53Ni3p6UcO5jTidMPnrdEbBn-/view?usp=sharing

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UPK Planning & Implementation Guidance, Vol. 1

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UPK Planning & Implementation Guidance, Vol. 1

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https://www.cde.ca.gov/ci/gs/em/documents/upkpiguidance.docx

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Early Education Teacher Development Grant

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Early Education Teacher Development Grant

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https://www.cde.ca.gov/fg/fo/profile.asp?id=5771&recID=5771

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early education teacher development grant

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Early Education Teacher Development Grant

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Early Education Teacher Development Grant is funded in combination with the California Prekindergarten Planning and Implementation Grant. The entirety of the California Prekindergarten Planning and Implementation Grant Program was established as a state initiative with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies (LEAs) and planning for the increased number of teachers needed to fully implement Universal Prekindergarten.

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Office of Public School Construction-CSPP, TK, Full-day K Facilities Grant Program Funding

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Office of Public School Construction-CSPP, TK, Full-day K Facilities Grant Program Funding

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https://www.dgs.ca.gov/OPSC/Services/Page-Content/Office-of-Public-School-Construction-Services-List-Folder/Access-Full-Day-Kindergarten-Facilities-Grant-Program-Funding

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Office of Public School Construction-CSPP, TK, Full-day K Facilities Grant Program Funding

# data[].attributes.subject
Office of Public School Construction-CSPP, TK, Full-day K Facilities Grant Program Funding

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https://www.dgs.ca.gov/OPSC/Services/Page-Content/Office-of-Public-School-Construction-Services-List-Folder/Access-Full-Day-Kindergarten-Facilities-Grant-Program-Funding

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CSPP, TK and Full-day K Facilities Grant Program Webinar 2-3-22 

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CSPP, TK and Full-day K Facilities Grant Program Webinar 2-3-22 

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https://drive.google.com/file/d/1aGhz4zmlUj6i-vxbEYFacSHcfcFMpEds/view?usp=sharing

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Joint Agency Workshop Powerpoint 2322 Combined  FINAL ADA (1).pdf

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CSPP, TK and Full-day K Facilities Grant Program Webinar Recording 2-3-22

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CSPP, TK and Full-day K Facilities Grant Program Webinar Recording 2-3-22

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https://www.youtube.com/watch?v=6zHX3akJ0lQ

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February 3, 2022 OPSC/CDE/DSA State Agency Workshop

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https://data.chhs.ca.gov/dataset/live-birth-profiles-by-county

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This dataset contains counts of live births for California counties based on information entered on birth certificates. Final counts are derived from static data and include out of state births to California residents, whereas provisional counts are derived from incomplete and dynamic data. Provisional counts are based on the records available when the data was retrieved and may not represent all births that occurred during the time period.

The final data tables include both births that occurred in California regardless of the place of residence (by occurrence) and births to California residents (by residence), whereas the provisional data table only includes births that occurred in California regardless of the place of residence (by occurrence). The data are reported as totals, as well as stratified by parent giving birth's age, parent giving birth's race-ethnicity, and birth place type. See temporal coverage for more information on which strata are available for which years.

Data and Resources

Additional Info

Program

California Department of Public Health, Center for Health Statistics and Informatics, Vital Statistics Branch

Homepage URL
https://www.cdph.ca.gov/Programs/CHSI/Pages/Data-and-Statistics-.aspx

Spatial/Geographic Coverage

California

Geographic Granularity

County

De-Identification Method

In accordance with the California Health and Human Services Data De-Identification Guidelines, counts less than 11 have been suppressed to protect privacy and additional suppression has been applied to complementary cells to prevent the inference of the values of suppressed cells. An Annotation_Code of 1 denotes non-zero counts less than 11 suppressed due to small numbers, and an Annotation_Code of 2 denotes a cell suppressed as a complementary cell.

Suppression is applied to complementary cells across all stratifications, including across all months for each year. Since annual counts will be provided once provisional data is finalized, complementary cells are suppressed across the months for each year even when annual counts have not yet been provided.

Source Link
https://www.cdph.ca.gov/Programs/CHSI/Pages/Data-Applications.aspx

Data Collection Tool

California Electronic Birth Registration System (CA-EBRS)

California Automated Vital Statistics System (AVSS)

Limitations

Use of this data is subject to the CHHS Terms of Use and any copyright and proprietary notices incorporated in or accompanying the individual files.

Additional Limitations

Data Completeness: Provisional counts are based on the records available when the data was retrieved, given by Data_Extract_Date, and may not represent all births that occurred during the time period.

Additional Information

Definition of Live Birth: "Live Birth" means the complete expulsion or extraction from its mother of a product of conception (irrespective of duration of pregnancy) which, after such separation, breathes or shows any other evidence of life such as beating of the heart, pulsation of the umbilical cord, or definite movement of voluntary muscles, whether or not the umbilical cord has been cut or the placenta is attached.

Parent Giving Birth's Age: Age of the parent giving birth grouped into the following categories: "Under 15 years," "15-19 years," "20-24 years," "25-29 years," "30-34 years," "35-39 years," "40-44 years," and "45 years and over." Records with unknown age are excluded from this strata.

Parent Giving Birth's Race-Ethnicity: The race or Hispanic ethnicity of the parent giving birth, includes: "American Indian/Alaska Native," "Asian," "Black," "Hawaiian/Pacific Islander," "Hispanic," "Multi-Race," "White," and "Other/Unknown." All records with a response of "Yes" to "Is the genetic mother/parent Hispanic/Latina/Spanish?" are included in "Hispanic" regardless of race.

Place Type: Birth place type represents the type of facility or location where a birth occurred and includes the following categories: "Hospital," "Freestanding Birth Center," "Home," and "Other/Unknown." "Other/Unknown" includes records where the birth place type is "Clinic/Doctor's Office," "Other," or "Unknown."

Citation

Final Data:

California Department of Public Health. Birth Statistical Master File (Static), 1960-2017. Compiled by Center for Health Statistics and Informatics.

California Department of Public Health. California Comprehensive Master Birth File (Static), 2018-2021. Compiled by Center for Health Statistics and Informatics.
Provisional Data:
California Department of Public Health. California Comprehensive Birth File (Dynamic), 2022. Compiled by Center for Health Statistics and Informatics. Date extracted: [Data_Extract_Date].

Last Updated

Accept OPA Terms of Use

Users of this data file provided by the Office of the Patient Advocate (OPA) shall not have the right to alter, enhance, or otherwise modify the data. Anyone desiring to use or reproduce the data without modification for a noncommercial purpose may do so without obtaining approval. All commercial uses must be approved and may be subject to a license. See the data file for data source and disclaimer information. Contact the Office of the Patient Advocate for more information.

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Live Birth Profiles by County - California Health and Human Services Open Data Portal

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This dataset contains counts of live births for California counties based on information entered on birth certificates. Final counts are derived from static data and include out of state births to California residents, whereas provisional counts are derived from incomplete and dynamic data.

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https://www.multilinguallearningtoolkit.org/

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

For Teacher
Education Faculty

Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

Instructional Strategies

Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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TK/K English Language Development Videos

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TK/K English Language Development Videos

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https://www.cde.ca.gov/sp/el/er/tkandkvideos.asp

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ELD Video Series Home | Guidance | Integrated and Designated ELD with Science Videos | ELD with Science Accompanying Resources | Integrated and Designated ELD with ELA Videos | ELD with ELA Accompanying Resources | Integrated and Designated ELD with Math Videos | ELD with Math Accompanying Resources

The videos in this series show teachers teaching TK-K English learner (EL) students the features and functions of English and how they can use the language to access grade-level content. The kindergarten California English Language Development Standards ( CA ELD Standards) are used as the focal standards to design intentional and purposeful designated ELD instruction, using the content standards to support the instruction. Kindergarten content standards are used as the focal standards to design rigorous, grade-level appropriate integrated ELD instruction, using the CA ELD Standards to support the instruction. The teachers lead students to make meaning of the academic content by providing opportunities for them to apply their learned language and linguistic resources, contribute to academic discussions with their peers and teachers, engage with grade-appropriate text, and write to demonstrate understanding.

Guidance

The ELD Video Series Guidance for Teachers provides information on how teachers can use the videos in this series to support them in designing and implementing integrated and designated ELD instruction for the English learner students they serve.

The ELD Video Series Guidance for Administrators provides information on how school site administrators can use the videos in this series to provide professional learning to support teachers in designing and implementing integrated and designated ELD instruction for the English learner students they serve.

Integrated and Designated ELD with Science Videos

Kindergarten Integrated ELD in Science: Causal Explanation About Sea Otters in Their Habitat (Video; 10:40)
Designed with teachers in mind, this video shows a kindergarten teacher leading EL students toward accurate expression of their science content knowledge by providing opportunities for them to listen to the language, speak with their peers using learned causal explanation language features, then write to describe the sea otters and their habitat, during an integrated ELD lesson in science. Kindergarten Integrated ELD in Science Video Transcript

Kindergarten Designated ELD with Science: Expanding Descriptions of Sea Otters Using Noun Phrases and Academic Words (Video; 12:33)
Designed with teachers in mind, this video shows a kindergarten teacher leading EL students to use noun phrases and academic words to expand and enrich their descriptions of sea otters when they speak and write, during a designated ELD lesson with science. Kindergarten Designated ELD with Science Video Transcript

ELD with Science Accompanying Resources

Read pages 26-34: Kindergarten ELD Standards

Read pages 148-149: Interacting in Meaningful and Intellectually Challenging Ways

Read pages 151-152: Developing Academic English

Read page 191: Integrating CA ELD Standards into Science Teaching and Learning

Read pages 192-193: Index of Science Charts Organized by ELD Standard

Read pages 194-195: Index of Science Charts Organized by Grade Level

Read pages 196-198: Index of Science Charts Organized by ELD Standard Across Grade Levels

Read pages 199-236: Grades K, 1, and 2

Next Generation Science Standards for California (CA NGSS) 2016 Science Framework for California Public Schools English Language Arts/English Language Development Framework (ELA/ELD Framework)

Read pages 10-11: Emphasis of English Learners in this Framework

Read pages 30-31: Intent of the CA ELD Standards

Read pages 104-119: English Language Development

Read pages 167-168: Integrated and Designated English Language Development

Read pages 188-189: English Language Development in Transitional Kindergarten

Read pages 221-226: English Language Development in Kindergarten

Read pages 850-858: Assessment of ELD Progress

Read pages 888-891: English Learners

Read pages 916-919: Culturally and Linguistically Responsive Teaching

Read page 928: Linguistic and Cultural Congruence for English Learners

ELA/ELD Framework Vignettes Summary Sheet
This is organized so that each grade level section has a pair of vignettes that should be interpreted together: anELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

Snapshot Collection of the ELA/ELD Framework (PDF)

Read pages 187-188: Snapshot for transitional kindergarten

Read page 219: Snapshot for kindergarten

Read pages 222-223: Snapshot for kindergarten

ELA/ELD Framework Vignettes and Snapshots Chart
This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page numbers, and indicates the different content areas each area snapshot and vignette addresses.

Integrated and Designated ELD with ELA Videos

Kindergarten ELA: Oral Language Development Through Integrated and Designated ELD (Video; 10:14)
Designed with teachers in mind, kindergarten students in this classroom participate in a prewriting activity for an opinion piece that includes integrated and designated ELD. Through the use of sentence frames and the repetitive practice using sentence frames with their peers, EL students are given multiple opportunities to practice and understand how the English language works.
(Source: San Bernardino Unified School District, Professional Development Series)

ELD with ELA Accompanying Resources

Read pages 26-34: Kindergarten ELD Standards

Read pages 148-149: Interacting in Meaningful and Intellectually Challenging Ways

Read pages 151-152: Developing Academic English

Read pages 11-12: Reading Standards for Literature

Read pages 14-15: Reading Standards for Informational Text

Read pages 17-18: Reading Standards for Foundational Skills

Read pages 21-22: Writing Standards

Read pages 27-28: Speaking and Listening Standards

Read pages 32-35: Language Standards

English Language Arts/English Language Development Framework

Read pages 10-11: Emphasis of English Learners in this Framework

Read pages 30-31: Intent of the CA ELD Standards

Read pages 104-119: English Language Development

Read pages 166-167: English Language Development in the Grade Span

Read pages 167-168: Integrated and Designated English Language Development

Read pages 171-184: Key Themes of ELA/Literacy and ELD Instruction in Transitional Kindergarten

Read pages 188-189: English Language Development in Transitional Kindergarten

Read pages 189-199: ELA/Literacy and ELD in Action in Transitional Kindergarten

Read pages 201-220: Key Themes of ELA/Literacy and ELD Instruction in Kindergarten

Read pages 221-226: English Language Development in Kindergarten

Read pages 227-238: ELA/Literacy and ELD in Action in Kindergarten

Read pages 850-858: Assessment of ELD Progress

Read pages 888-891: English Learners

Read pages 916-919: Culturally and Linguistically Responsive Teaching

Read page 928: Linguistic and Cultural Congruence for English Learners

ELA/ELD Framework Vignettes Summary Sheet
This is organized so that each grade level section has a pair of vignettes that should be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page numbers, and indicates the different content areas each area snapshot and vignette addresses.

Integrated and Designated ELD with Math Videos

Kindergarten Integrated ELD in Math: Explaining How to Solve Word Problems (Video; 11:17)
Designed with teachers in mind, this video shows a kindergarten teacher leading EL students in using connecting words and phrases when explaining how they analyze and solve word problems, through speaking and writing, during an integrated ELD lesson in math. Kindergarten Integrated ELD in Math Video Transcript

Kindergarten Designated ELD with Math: Using Sequential Connectives to Explain How to Solve Word Problems (Video; 10:46)
Designed with teachers in mind, this video shows a kindergarten teacher leading EL students in using sequential connectives first, then, next, and finally to explain how to solve a math problem, during a designated ELD lesson. Kindergarten Designated ELD with Math Video Transcript

Math with Integrated ELD: Part 5-Explain and Justify Your Approach
Designed with teachers in mind, this video features Maggie Saldivar, kindergarten teacher, lead students through the essential components of an Integrated ELD/Math Three Phase lesson in addition to three protocols-Three Reads, Math Interview, and Math Summit. These components are designed to support EL students with applying constructive conversation skills as they engage in problem-solving and math discourse. (Source: Los Angeles Unified School District, Multilingual and Multicultural Education Department, Integrated ELD Math-Kindergarten Videos)

ELD with Math Accompanying Resources

Read pages 26-34: Kindergarten ELD Standards

Read pages 148-149: Interacting in Meaningful and Intellectually Challenging Ways

Read pages 151-152: Developing Academic English

Read page 16: Integrating CA ELD Standards into Mathematics Teaching and Learning

Read pages 17-18: Index of Mathematics Charts Organized by ELD Standard

Read pages 19-20: Index of Mathematics Charts Organized by Grade Level

Read pages 21-22: Index of Mathematics Charts Organized by ELD Standard Across Grade Levels

Read pages 23-61: Grades K, 1, and 2

Read pages 10-13: Kindergarten Standards
2013 California Mathematics Framework

Universal Access Chapter (PDF)

Read pages 667-670: New Language Demands of the CA State Standards for Mathematics

Read pages 683-687: Planning Instruction for California's English Learners

English Language Arts/English Language Development Framework

Read pages 10-11: Emphasis of English Learners in this Framework

Read pages 30-31: Intent of the CA ELD Standards

Read pages 104-119: English Language Development

Read page 167: Integrated and Designated English Language Development

Read page 188: English Language Development in Transitional Kindergarten

Read pages 221-226: English Language Development in Kindergarten

Read pages 850-858: Assessment of ELD Progress

Read pages 888-891: English Learners

Read pages 916-919: Culturally and Linguistically Responsive Teaching

Read page 928: Linguistic and Cultural Congruence for English Learners

ELA/ELD Framework Vignettes Summary Sheet
This is organized so that each grade level section has a pair of vignettes that should be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

Snapshot Collection of the ELA/ELD Framework (PDF)
Read pages 184-185: Snapshot for transitional kindergarten

ELA/ELD Framework Vignettes and Snapshots Chart
This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page numbers, and indicates the different content areas each area snapshot and vignette addresses.

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Friday, November 13, 2020

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TK/K English Language Development Videos

# data[].attributes.attachment_link.description
ELD Video Series Home | Guidance | Integrated and Designated ELD with Science Videos | ELD with Science Accompanying Resources | Integrated and Designated ELD with ELA Videos | ELD with ELA Accompanying Resources | Integrated and Designated ELD with Math Videos | ELD with Math Accompanying Resources The videos in this series show teachers teaching TK-K English learner (EL) students the features and functions of English and how they can use the language to access grade-level content.

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Implementing UTK Nuts & Bolts, School Services CA 11-9-21

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Implementing UTK Nuts & Bolts, School Services CA 11-9-21

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https://drive.google.com/file/d/1pCnS5yI6L_ry59JTUkiuf0fzB3bD4OUp/view?usp=sharing

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Implementing Universal TK Webinar FINAL Book 11-9-2021.pdf

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https://www.cde.ca.gov/sp/cd/re/documents/psenglearnersed2.pdf

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Title 24 Building Standards Code Overview

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Title 24 Building Standards Code Overview

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https://www.dgs.ca.gov/DSA/Resources/Page-Content/Resources-List-Folder/Overview-Title-24-Building-Standards-Code#:~:text=Learn%20about%20Title%2024%20of%20the%20California%20Code,accessibility%20for%20public%20accommodations%20of%20buildings%20in%20California.

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Visit the California Building Standards Commission' (CBSC) Codes webpage or information regarding where to find or purchase any part of Title 24. All approved supplements and errata are available on the CBSC website. Supplements are applicable to any project submitted to DSA on or after the effective date of the supplement (the effective date is typically six months after the publication date of the supplement).

If you are looking for the CalGreen code, see our CALGreen Code Development webpage.
Title 24 is composed of 12 "Parts" described below. PART 1 - CALIFORNIA ADMINISTRATIVE CODE
The California Administrative Code (CAC) contains administrative regulations of the California Building Standards Commission and administrative regulations of all State agencies that implement or enforce building standards.
PART 2 - CALIFORNIA BUILDING CODE
The California Building Code (CBC) contains general building design and construction requirements relating to fire and life safety, structural safety, and access compliance. CBC provisions provide minimum standards to safeguard life or limb, health, property and public welfare by regulating and controlling the design, construction, quality of materials, use and occupancy, location and maintenance of all buildings and structures and certain equipment. Part 2 is pre-assembled with the International Building Code (IBC) with necessary California amendments. This part is published in two volumes:

Volume 1 contains Chapters 1 through 15.

Volume 2 contains Chapters 16 through 35, and Appendices A through M.

Matrix Adoption tables are provided at beginning of every chapter in Part 2 to indicate what chapters and sections are adopted by state agencies (for application to their respective occupancies).

Since publication of Part 2 in 2 volumes was done as a convenience, Volume 2 now also contains Parts 8 and 10.
PART 3 - CALIFORNIA ELECTRICAL CODE
The California Electrical Code (CEC) contains electrical design and construction standards. Provisions contained in the CEC provide minimum standards to safeguard life or limb, health, property, and public welfare, and to protect against hazards that may arise from the use of electricity by regulating and controlling the design, construction, installation, quality of materials, location and operation of electrical equipment, wiring, and systems. This volume is pre-assembled with the National Electrical Code of the National Fire Protection Association (NFPA) with necessary California amendments.
PART 4 - CALIFORNIA MECHANICAL CODE
The California Mechanical Code (CMC) contains mechanical design and construction standards. Provisions contained in the CMC provide minimum standards to safeguard life or limb, health, property and public welfare by regulating and controlling the design, construction, installation, quality of materials, location, operation, and maintenance or use of heating, ventilating, cooling, refrigeration systems, incinerators and other miscellaneous heat-producing appliances. This code is pre-assembled with the Uniform Mechanical Code of the International Association of Plumbing and Mechanical Officials (IAPMO) with necessary California amendments.
PART 5 - CALIFORNIA PLUMBING CODE
The California Plumbing Code (CPC) contains plumbing design and construction standards. Provisions contained in the CPC provide minimum standards to safeguard life or limb, health, property and public welfare. It also protects against hazards that may arise from the use of plumbing piping and systems by regulating and controlling the design, construction, installation, quality of materials, location and operation of plumbing piping systems within the State of California. This code is pre-assembled with the Uniform Plumbing Code of the International Association of Plumbing and Mechanical Officials (IAPMO) with necessary California amendments.
PART 6 - CALIFORNIA ENERGY CODE
The California Energy Code contains energy conservation standards applicable to all residential and non-residential buildings throughout California, including schools and community colleges.
PART 8 - CALIFORNIA HISTORICAL BUILDING CODE
The California Historical Building Code (CHBC) contains regulations of the State Historical Building Safety Board. Provisions contained in the CHBC provide for the preservation, restoration, rehabilitation, relocation, or reconstruction of buildings or structures designated as qualified historical buildings or properties. The CHBC contains alternative solutions for the preservation of qualified historical buildings or properties, to provide access for persons with disabilities, to provide a cost effective approach to preservation, and to provide for the reasonable safety of the occupants or users.
PART 9 - CALIFORNIA FIRE CODE
The California Fire Code (CFC) contains regulations consistent with nationally recognized accepted practices for safeguarding, to a reasonable degree, life and property from the hazards of:

Fire and explosion

Hazardous conditions in the use or occupancy of buildings or premises

Dangerous conditions arising from the storage, handling and use of hazardous materials and devices

The CFC also contains provisions to assist emergency response personnel. These fire-safety-related building standards are referenced in other parts of Title 24. This code is pre-assembled with the International Fire Code with necessary California amendments.
PART 10 - CALIFORNIA EXISTING BUILDING CODE
The California Building Standards Commission (CBSC) adopts certain provisions of the International Existing Building Code, Appendix Chapter A1, Seismic Strengthening Provisions for Unreinforced Masonry Bearing Wall Buildings.
Part 11 - CALIFORNIA GREEN BUILDING STANDARDS (CALGreen Code)
The California Green Building Standards Code contains standards applicable to residential and non-residential buildings throughout California, including schools and community colleges.
Part 12 - CALIFORNIA REFERENCE STANDARD CODE
The California Referenced Standards Code (CRSC) contains minimum test and reference standards required by the California Building Standards Code.

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Overview Title 24 Building Standards Code as Adopted by the Division of the State Architect

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Visit the California Building Standards Commission' (CBSC) Codes webpage or information regarding where to find or purchase any part of Title 24. All approved supplements and errata are available on the CBSC website. Supplements are applicable to any project submitted to DSA on or after the effective date of the supplement (the effective date is typically six months after the publication date of the supplement).

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OC Child Care Resource & Referral  Program, Children's Home Society

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OC Child Care Resource & Referral  Program, Children's Home Society

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https://www.chs-ca.org/for-families/child-care-referrals

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As a parent or guardian, you want to provide the best care and support for your child. Children's Home Society of California's (CHS) Resource and Referral (R&R) Program is here to support you!

Choosing child care is one of the most important decisions a parent can make. Our Choosing Child Care brochure and podcast provide valuable tips and checklists that can help you reflect on the child care option that may be best suited for you and your family when selecting quality child care. CHS encourages all parents to consider the full range of child care options available before choosing child care. To learn about your parental choice and the child care options that may be available to you, read our Parental Choice of Child Care Services brochure or listen to the podcast.

The Resource and Referral (R&R) Program, available Monday through Friday from 9:00 a.m. to 3:30 p.m., provides parents and guardians with information about child care options, provides referrals to resources available in your community, and gives referrals to licensed child care programs throughout the Greater Long Beach area, Orange County, Sutter County, Yolo County, and Yuba County areas. Our R&R Specialists can help you find licensed child care based on your family's needs. To learn more about other services available through the R&R Program, click here, contact our office, or fill out a child care referral request form below and a Program Specialist will contact you directly to provide referrals. For your convenience, you may also search our online child care referral database for referrals that meet your family's unique needs.

As always, if you have any questions about your child care options, resources available to you, or if you need assistance with referrals, contact your Resource and Referral Hotline and a R&R Specialist will be available to assist you with your needs.

Oliver's Law
As a parent you have the right to get information about any substantiated or inconclusive complaints about a child care provider that you consider selecting for your child. The information is public and you can access it by calling the local licensing office.

Referral Policy
The information that will be provided is a referral, not a recommendation. Children's Home Society of California (CHS) does not license, screen for quality of care, or endorse any provider. CHS does, however, offer education and information on selecting quality child care and encourages parents to visit child care providers before making their decision. We also offer information about selecting quality child care in ourChoosing Child Care brochure. We encourage you to use this as a guide when selecting child care for your child

Children's Home Society of California's Privacy Policy and Terms of Service have changed. Click here to learn more.

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Children's Home Society of California | Child Care Referrals

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As a parent or guardian, you want to provide the best care and support for your child. Children's Home Society of California's (CHS) Resource and Referral (R&R) Program is here to support you! Choosing child care is one of the most important decisions a parent can make.

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https://drive.google.com/file/d/1DOqmwY5OPc-SSTNk12Z9XTR_HKoT7r7E/view

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Orange County Expanded Learning Sites 7.2021.pdf

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Orange County Child Care and Development Planning Council

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Orange County Child Care and Development Planning Council

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https://ocde.us/EducationalServices/CurriculumInstructionandAcademicEnrichment/ELS/Pages/Orange-County-Child-Care-and-Development-Planning-Council.aspx

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It is the intent of the California Legislature, that local child care and development planning councils (LPCs) shall provide a forum for the identification of local priorities for child care and the development of policies to meet the needs identified within those priorities ( Section 8499.3). It is further the intent of the Legislature, that communities implement new programs or initiatives, connect with existing program strategies, and build upon existing local collaboratives, when possible, to provide a unified integrated system of service for children and families ( EC 54744).​

The Orange County Child Care and Development Planning Council is comprised of approximately 40 members representing child care consumers, child care providers, public agencies, and community representatives. Members are appointed by the Orange County Board of Supervisors and Orange County Superintendent of Schools.

Special Announcements:

What is Universal Pre-Kindergarten (UPK)?

The Orange County Child Care and Development Planning Council is sponsoring a free informational webinar on Universal Pre-Kindergarten (UPK).

This one-hour webinar will provide an overview of UPK, background information, and California Department of Education (CDE) updates.

Target Audience: Early Learning and Child Care Providers

Date: Tuesday, March 8, 2022

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Orange County Child Care and Development Planning Council

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It is the intent of the California Legislature, that local child care and development planning councils (LPCs) shall provide a forum for the identification of local priorities for child care and the development of policies to meet the needs identified within those priorities ( Section 8499.3).

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Conditions of Children 27th Annual Report, First 5 OC

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Conditions of Children 27th Annual Report, First 5 OC

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OC Child Care Landscape Analysis, First 5 OC, 2020

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OC Child Care Landscape Analysis, First 5 OC, 2020

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https://first5oc.org/wp-content/uploads/2020/10/First-5-OC_Phase-I-Child-Care-Landscape-Report-of-Findings.pdf

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All About Young Children, Family Resources on Early Development

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All About Young Children, Family Resources on Early Development

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https://allaboutyoungchildren.org/

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All About Young Children: Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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Early Literacy & Learning Parent Resources

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Early Literacy & Learning Parent Resources

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http://www.earlyliteracylearning.org/ta_cell_pop1.php

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CELLpops and posters | Center for Early literacy Learning : CELL

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The mini-posters provide parents and teachers with simple ways to enhance daily activities and routines with literacy specific opportunities. The CELL Pops are interactive versions of the mini posters and are for use with infants, toddlers or preschoolers.Go here for the Classroom versions.…

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California Preschool Instructional Network (CPIN) 

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California Preschool Instructional Network (CPIN) 

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https://cpin.us/

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

Through regional communities of practice (CP) and a series of professional learning experiences,CPIN promotes promising practices in early learning, family engagement, and equity and emphasizes a whole-child approach.

Organized into 11 state regions, CPIN instructors provide research-based teaching and learning strategies that are age and developmentally appropriate and highlight inclusive practices and support for ALL children. Instruction incorporates adult learning theories and is intentional, reﬂective, and interactive with hands-on learning and time for planning.

To learn more about the topics, professional learning sessions, and available coaching in your area, contact your local CPIN Regional Lead.

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cpin.us | california preschool instructional network

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

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https://www.childdevelopment.org/higher-ed-faculty/curriculum-alignment-project/courses-at-cap-aligned-colleges/cap-classic

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CAP Classic Courses | Child Development Training Consortium

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CAP Classic Courses at Curriculum Alignment Project (CAP) aligned colleges.

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CA Early Childhood Ed Workforce Study, CSCCE

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CA Early Childhood Ed Workforce Study, CSCCE

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https://cscce.berkeley.edu/topic/workforce-data/ca-study/

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Center for the Study of Child Care Employment

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The California Early Care and Education Workforce Study was conducted to provide statewide and regional information on the early care and education workforce, with a special focus on the challenges faced by educators and providers due to the COVID-19 pandemic. In the fall of 2020, CSCCE surveyed child care center directors, center-based teaching staff, licensed family child care providers, and transitional kindergarten teachers. Those findings will be released as the data are analyzed. The Workforce Study findings will help policymakers and community leaders develop effective plans to support the needs of early educators as programs face long-standing and pandemic-related challenges and the state of California invests unprecedented funding in early care and education.

The study was conducted by CSCCE in partnership with the California Child Care Resource and Referral Network and funded by First 5 California, the California Department of Education: Early Learning and Care Division, the Heising-Simons Foundation, and the David and Lucile Packard Foundation.
Please also see our COVID-19 resources and publications page, which includes California-specific data on the impact of this crisis on programs and their staff.

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Center for the Study of Child Care Employment (CSCCE)

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California ECE Workforce Study - Center for the Study of Child Care Employment

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The California Early Care and Education Workforce Study was conducted to provide statewide and regional information on the early care and education workforce, with a special focus on the challenges faced by educators and providers due to the COVID-19 pandemic.

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P-3 (Preschool through Third Grade) Alignment

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P-3 (Preschool through Third Grade) Alignment

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https://www.cde.ca.gov/ci/gs/p3/

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success. To help achieve this goal, CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California's children.

The CDE is committed to using equity, inclusion, and quality standards that support effective learning experiences as guiding principles for data-driven decision-making about key P-3 strategies to meaningfully impact systems, programs, schools, and policies across the state. Specifically, the CDE's P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally-informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The resources on this page reflect areas of focus to achieve these goals.

June 3, 2021 - Building Back Better: Using P-3 Strategies that Support the Whole Child (Video; 1:30:19)

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Preschool through Third Grade (P-3) Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success.

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https://www.caearlychildhoodonline.org/

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https://nationalp-3center.org/

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Bridging ECE and PreK-12 Systems We work to improve the education continuum children experience from birth (Pre-school) through 3rd grade. We believe that gaps in children's opportunities and learning outcomes demand organization and system level reform in states, districts, and communities. Learn More P-3 Leadership Certificate (2023-24)Applications Open Designed for elementary principals, school district administrators, ...

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https://www.cde.ca.gov/ci/gs/em/

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Elementary - Grade Spans (CA Dept of Education)

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Resources for those interested in the academic achievement of kindergarten through grade six public school students; includes transition-to-school guidance.

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https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

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Frequently asked questions (FAQs) regarding California state law relating to Universal Prekindergarten (UPK) and Transitional Kindergarten (TK).

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https://www.cde.ca.gov/ci/gs/em/documents/tkguide.pdf

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https://ccsesa.org/wp-content/uploads/2015/08/TK_Adm_Guide_July_15_Final.pdf

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Conditions of Children 27th Annual Report, First 5 OC

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Conditions of Children 27th Annual Report, First 5 OC

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https://first5oc.org/wp-content/uploads/2021/11/27th-Annual-Conditions-of-Children_With-Supplemental-Tables.pdf

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Leading PreK-3 Learning Communities, NAESP

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Leading PreK-3 Learning Communities, NAESP

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https://www.naesp.org/sites/default/files/leading-pre-k-3-learning-communities-executive-summary.pdf

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Center for District Innovation & Leadership in Early Ed

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Center for District Innovation & Leadership in Early Ed

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https://dialee.org/

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The California education ecosystem has many groups, such as school districts, charter schools, professional organizations, early education stakeholders, advocacy groups, research centers, funders, and more, that make up the early education and K-12 systems. School districts with early learning programs must navigate and operate within these two complex systems and set of regulations mandated by the Federal and State governments. Some districts identify innovative ways to work within both systems and governance frameworks to develop effective early education programs. However, leaders in these districts primarily operate in relative isolation limiting the diffusion of innovation and lessons. The Center for District Innovation and Leadership in Early Education acts as a convener and facilitator between school districts and various groups to align and integrate early education and K-12 systems.

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The California education ecosystem has many groups, such as school districts, charter schools, professional organizations, early education stakeholders, advocacy groups, research centers, funders, and more, that make up the early education and K-12 systems. School districts with early learning programs must navigate and operate within these two complex systems and set of regulations mandated by the Federal and State governments.