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UPK Curriculum Evaluation and Implementation Toolkit - California’s Universal PreKindergarten

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The Universal PreKindergarten (UPK) Curriculum Evaluation Form and Implementation Toolkit is a resource designed to deepen and strengthen teaching and learning in California’s preschool and transitional kindergarten classrooms. This is a fillable, interactive form. This toolkit reflects our shared commitment to ensuring that every young child in our state, regardless of background, language, or zip […]

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Preschool through Third Grade (P-3) Alignment

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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. 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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Board Policy Example Experience Requirement Ed Code 48000, subdivision (g)(4)(B)

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Board Policy Example Experience Requirement Ed Code 48000, subdivision (g)(4)(B)

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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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The Desired Results Access Project provides the following information regarding the changes to the DRDP requirements in response to the policy from the California Department of Education (CDE) Special Education Division (SED), "Desired Results Developmental Profile (DRDP) Administration Guidance" (3-15-2024). These changes will take effect starting with the fall 2024 assessment period.

The DRDP is required for all children birth to three with IFSPs receiving services from Local Education Agencies (LEAs) and children 3 through 5 years of age with IEPs.

Eligibility requirements for Children in Early Intervention, Preschool and TK

Infants and Toddlers
Any infant or toddler receiving services from an LEA with a signed IFSP and receiving special education services must be assessed within the first 60 days of services up until:

November 1 for inclusion in the fall assessment

April 1 for inclusion in the spring assessment

The DRDP Infant/Toddler Comprehensive View should be used with all infants and toddlers.

Preschool/TK/K
Any child enrolled in preschool, TK, and K who is 3, 4, or 5-years old, has a signed IEP, and is receiving special education services must be assessed within the first 60 days of services up until:

November 1 for inclusion in the fall assessment

April 1 for inclusion in the spring assessment

If the child turns 6 at any point during the school year, the DRDP is not required. For example, if a child turns 6 in October, a DRDP is NOT required.

The DRDP Preschool Fundamental View should be used with all 3, 4, and 5-year olds.

Training for Special Educators

The CDE SED requires training for special educators using the DRDP. SELPAs are responsible for ensuring that all special educators who administer the DRDP complete training.

Special educators access courses at DR Access Learn and are encouraged to complete training prior to assessing. However, special educators must assess eligible children even if they have not yet completed the required courses.

Additional resources, including brief tutorials, assessment supports, recorded webinars, and helpful videos, are found on the Desired Results Access Project's website.

Data Submission

SELPAs will continue to submit all DRDP data to DR Access Data with no change to current due dates:

By February 1 for the fall assessment

By July 1 for the spring assessment

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DRDP Implementation in TK and K: Expanded Requirements for Fall 2024

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The Desired Results Access Project provides the following information regarding the changes to the DRDP requirements in response to the policy from the California Department of Education (CDE) Special Education Division (SED), "Desired Results Developmental Profile (DRDP) Administration Guidance" (3-15-2024). These changes will take effect starting with the fall 2024 assessment period.

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The Alignment of the CA Preschool Learning Foundations with Key Early Education Resources (2nd Ed)

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The Alignment of the CA Preschool Learning Foundations with Key Early Education Resources (2nd Ed)

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Board Policy Example for TK Teacher Qualifications Ed Code 48000

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Board Policy Example for TK Teacher Qualifications Ed Code 48000

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DRDP-K (Desired Results Developmental Profile) 

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DRDP-K (Desired Results Developmental Profile) 

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DRDP-K for use with TK and KG age children

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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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Educators who engage in developmentally appropriate practice foster young children’s joyful learning and maximize the opportunities for each and every child to achieve their full potential.

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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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Central Valley Children's Services Network

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Central Valley Children's Services Network

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At Children's Services Network staff works everyday towards the mission of "Improving the quality of care for children of the Central Valley."

Children's Services Network provides the necessary support, education and linkage of community resources to advocate for high quality care for all children.

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central valley childrens services network

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Central Valley Children\'s Services Network

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At Children's Services Network staff works everyday towards the mission of "Improving the quality of care for children of the Central Valley." Children's Services Network provides the necessary support, education and linkage of community resources to advocate for high quality care for all children.

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Programs - Fresno Economic Opportunities Commission

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Fresno EOC programs empowering individuals to thrive as healthy, self-sufficient, and contributing members of our communities.

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Supportive Services, Inc. Alternative Payment Program is a non-profit corporation, organized as a service, research, educational and advocacy agency for child care and the related needs of children and families.

The agency provides assistance on a non-discriminatory basis extending equal treatment and access to services for children, parents and providers of child care without regard to race, religion, national origin, ancestry, age, sex, sexual orientation, mental or physical disability. The agency welcomes and accommodates children with exceptional needs.

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Supportive Services, Inc. - Alternative Payment Program

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Supportive Services, Inc. Alternative Payment Program is a non-profit corporation, organized as a service, research, educational and advocacy agency for child care and the related needs of children and families. The agency provides assistance on a non-discriminatory basis extending equal treatment and access to services for children, parents and providers of child care without regard to race, religion, national origin, ancestry, age, sex, sexual orientation, mental or physical disability.

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Quality Counts California (QCC) is a statewide effort to strengthen California's early learning and care system to support young children and their families.

QCC focuses on quality early learning experiences because those experiences build the foundation for skills children need in school, work, and life. (Reference: Harvard University's Center on the Developing Child)

Statewide Collaboration and Structure

QCC is a collaboration between First 5 California, the California Department of Education, and the California Department of Social Services. QCC is comprised of three layers of California's current quality improvement system:

Local - There are 49 consortia operating within the QCC system across all 58 counties, with several multi-county consortia.

Regional - First 5 IMPACT 2020 funding supports capacity building through a Regional Coordination and Training and Technical Assistance Hub structure, which enables all consortia to benefit from statewide investments.

State - State-level systems development and coordination efforts include:

Alignment across funding agencies (First 5 California, the California Department of Education, and the California Department of Social Services) and partner agencies (e.g., Head Start, etc.);

Statewide efforts to provide quality coaching and trainer certification; and

Uniform data collection practices (e.g., workforce registry and QCC database)

Local Implementation

QCC is implemented at the county or regional level through locally operated Quality Rating and Improvement Systems (QRISs). QCC provides funds and guidance to QRISs, then QRISs work closely with early learning and care providers to support their commitment to quality, improvement and growth.

What a QRIS measures and how development operates can vary from county to county, however each QRIS:

1. Rates participating early learning and care programs on how well they meet program standards for quality.

2. Makes the ratings available to parents and families to help them choose a program for their child(ren).

3. Works with the participating programs to continually improve.

Commitment to Quality Services

Ultimately, QCC is committed to provide resources and information to those who understand the importance of quality early learning and care programs, and the lifelong positive impact they can have on children and families:

Additional Resources

Frequently Asked Questions (FAQs) about QCC and QRISs

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Quality Counts California (QCC) is a statewide effort to strengthen California's early learning and care system to support young children and their families. QCC focuses on quality early learning experiences because those experiences build the foundation for skills children need in school, work, and life.

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First 5 Fresno County | Children, Families, Community

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UPK Teacher Pipeline Resource Compendium

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UPK Teacher Pipeline Resource Compendium

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Language Learning Project / POLL Strategies for Dual Language Learners (DLL)

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Language Learning Project / POLL Strategies for Dual Language Learners (DLL)

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Language Learning Project: Strategies for Supporting Dual Language Learners Birth to 5

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California Early Childhood Online (CECO)

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California Early Childhood Online (CECO)

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The Powerful Role of Play in Early Education

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The Powerful Role of Play in Early Education

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Best Practices for Planning Curriculum for Young Children

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Toolkit for Implementing the Language Learning Project

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Accessible Alternative Version (AAV) of the Overview of the Domains in the California Preschool Learning Foundations with Domains in Key Early Education Resources.

This Web page is an AAV for the Overview of the Domains on the final page (page 220) of the Alignment of the California Preschool Learning Foundations with Key Early Education Resources [Invalid link removed]. Page 220 of the full publication is considered to be the official version of the document.

In the table below, the domains of the California Preschool Learning Foundations are related to similar domains of the following key early education resources:

Overview of the Domains in the California Preschool Learning Foundations with Domains in Key Early Education Resources

Domains of the California Preschool Learning Foundations

Related Domains of the California Infant/Toddler Learning and Development Foundations

Related Domains of the California Content Standards

Related Domains of the Common Core State Standards

Related Domains of the Head Start Child Development and Early Learning Framework

Additional Domains in the Head Start Child Development and Early Learning Framework with Corresponding Content

Social-Emotional Development

Social-Emotional Development

Health Education; Mental, Emotional, Social Health

N/A

Social & Emotional Development

Return to the Alignment of the California Preschool Learning Foundations with Key Early Education Resources [Invalid link removed]

Questions: Early Education and Support Division | 916-322-6233

Last Reviewed: Thursday, December 2, 2021

Trending in Early Education

Recently Posted in Early Education

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AAV of Alignment Domains Overview - Child Development (CA Dept of Education)

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Accessible Alternative Version (AAV) of the Overview of the Domains in the California Preschool Learning Foundations with Domains in Key Early Education Resources.

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California Building Standards Code

The 2019 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2019, with an effective date of January 1, 2020. Information Bulletin 19-04 and Information Bulletin 19-05 provide detailed information concerning the 2019 publication.

The active links below will take you to each publisher's website. Please contact CBSC at cbsc@dgs.ca.gov if you have challenges accessing the codes.

PART 1-CALIFORNIA ADMINISTRATIVE CODE-Including Updates (HTML) (PDF)
PART 2-CALIFORNIA BUILDING CODE

Current Printing-Part 2 Volume 1 & 2-Including Updates (HTML)

Current Printing-Part 2, Volume 1-Including Updates (PDF)

Errata-Part 2, Volume 1 (non-substantive corrections) Effective January 1, 2020

Errata-Part 2, Volume 1 (non-substantive corrections) Effective October 1, 2020

Supplement-Part 2 Volume 1 Effective July 1, 2021

Current Printing-Part 2, Volume 2 -Including Updates (PDF)

Errata-Part 2, Volume 2 (non-substantive corrections) Effective January 1, 2020

Errata-Part 2, Volume 2 (non-substantive corrections) Effective October 1, 2020

Supplement-Part 2 Volume 2 Effective July 1, 2021

Part 2.5-CALIFORNIA RESIDENTIAL CODE-Including Updates (HTML) (PDF)
PART 3-: NFPA requires creation of a user login to view its free online resources. CALIFORNIA ELECTRICAL CODE
PART 4-CALIFORNIA MECHANICAL CODE
PART 7-Vacant - formerly California Elevator Safety Construction Code (see Cal. Code Regs., Title 8)
PART 6-CALIFORNIA ENERGY CODE-Including Updates (HTML) (PDF)

PART 8*-CALIFORNIA HISTORICAL BUILDING CODE-Including Updates (HTML) (PDF)

PART 9-CALIFORNIA FIRE CODE-Including Updates (HTML) (PDF)

PART 10*-CALIFORNIA EXISTING BUILDING CODE-Including Updates (HTML) (PDF)

PART 11-CALIFORNIA GREEN BUILDING STANDARDS CODE also referred as -Including Updates (HTML) (PDF)
*The printed versions of Parts 8, 10 and 12 are located in a shared binder featuring Part 10.
PART 12*-CALIFORNIA REFERENCED STANDARDS CODE-Including Updates (HTML) (PDF)

The 2016 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2016, with an effective date of January 1, 2017. Additionally, the intervening supplement was published January 1, 2017 with an effective date of July 1, 2018. Information Bulletins 16-01 and 17-06 provide detailed information concerning changes to the 2016 publication. If you would like a copy of our cross reference table to help you identify relocated code sections, please send an email to cbsc@dgs.ca.gov.

The links below will take you to the publisher's website. Please contact CBSC if you have challenges accessing the codes.
PART 1 - CALIFORNIA ADMINISTRATIVE CODE PART 2 - CALIFORNIA BUILDING CODE
PART 2.5 - CALIFORNIA RESIDENTIAL CODE
PART 7 - Vacant - formerly California Elevator Safety Construction Code (see Cal. Code Regs., Title 8)
PART 10* - CALIFORNIA EXISTING BUILDING CODE

PART 11 - CALIFORNIA GREEN BUILDING STANDARDS CODE also referred as
*The printed versions of Parts 8 and 10 are located in the back of the California Building Code, Part 2, Volume 2.

The California Building Standards Code is a compilation of three types of building standards from three different origins:

Building standards that have been adopted by state agencies without change from building standards contained in national model codes;

Building standards that have been adopted and adapted from national model codes to address California's ever-changing conditions; and

Building standards, authorized by the California legislature, that constitute amendments not covered by national model codes, that have been created and adopted to address particular California concerns.

All occupancies in California are subject to national model codes adopted into Title 24, and occupancies are further subject to amendments adopted by state agencies and ordinances implemented by local jurisdictions' governing bodies.

Contact us and we'll send you a printable version of our 2022-23 calendar commemorating the publication and effective dates of the 2022 edition of Title 24.

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The 2016 California Building Standards Code (Cal. Code Regs., Title 24) was published July 1, 2016, with an effective date of January 1, 2017. Additionally, the intervening supplement was published January 1, 2017 with an effective date of July 1, 2018. Information Bulletins 16-01 and 17-06 provide…

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Child Care Transition

The Early Childhood Development Act of 2020

The State of California is committed to building and strengthening an equitable, comprehensive, quality, and affordable child care and development system for the children and families in our state. In support of this goal, the Budget Act of Fiscal Year 2020-21 transfers the following child care and development programs to the California Department of Social Services (CDSS):

Stages 2 and 3 of the California Work Opportunity and Responsibility to Kids (CalWORKs) Child Care Programs

General Child Care and Development Programs (CCTR)

Alternative payment programs (CAPP)

Migrant alternative payment programs (CMAP)

Migrant Child Care and Development Programs (CMIG)

Child Care and Development services for children with severe disabilities

Child Care and Development facilities capital outlay

The Early Learning and Care Workforce Development Grants Program

The California Head Start State Collaboration Office funded by collaboration grants

The Early Head Start-Child Care Partnerships Grant from the United States Department of Health and Human Services

Child Care Resource and Referral

Local Child Care and Development Planning Councils

The California Child Care Initiative Project

Other Child Care Quality Improvement Projects

The Child and Adult Care Food Program

The Child Development Management Information System and other related data systems as they pertain to the programs, services, and systems

These changes will become effective July 1, 2021.

Contact Information

For questions contact CACFPinfo@dss.ca.gov

CACFP Meal Patterns and Mandatory Training

CACFP Meal Patterns

The CACFP Meal Patterns web page includes:

Meal pattern resources

Meal pattern and prospective sponsor training opportunities, and

Policy guidance

2021-22 Mandatory Training

The 2021-22 Mandatory Training covers Food Safety and Civil Rights for CACFP Operators. To access the training visit the CDSS Mandatory Training web page.

Preschools SHINE Program

Preschools Shaping Healthy Impressions through Nutrition and Exercise (SHINE) program is a recognition program that showcases the outstanding work CACFP sites (i.e., child care centers and family child care homes) do every day to support the health and well-being of young children. For more information, access the CDSS Preschools SHINE web page.

CACFP Waiver Requests

Find information about the waiver requests made from the State of California to the U.S. Department of Agriculture and the waiver request protocol on the U.S. Department of Agriculture Waiver Requests page.

Child and Adult Care Food Program

Program Summary

The Child and Adult Food Care Program (CACFP) is a state and federally funded Child Nutrition Program (CNP) designed to provide nutritious meals and snacks served to infants, children, and adults. CACFP providers are reimbursed for meals and snacks that are served. The goal of the program is to enhance participants health and well-being. There are four components to the CACFP: (1) Child Care, (2) Adult Day Care, (3) Emergency Shelter, and (4) At-risk Afterschool Care.

1. The Child Care component provides reimbursement to licensed and unlicensed child care centers and day care homes for healthy meals and snacks served to eligible child care centers that meet the meal pattern standards. Examples of providers include: Early Head Start centers, Head Start centers, Even Start centers, infant centers, preschool centers, and outside-school-hours centers.

2. The Adult Day Care component is available to public or private nonprofit organizations or certain for-profit organizations that provide healthy meals that meet the meal pattern standards in a nonresidential day care facility to functionally impaired adults or adults who are 60 years of age or older. Examples of providers include adult day care centers, support day care centers, adult day health centers, and approved Alzheimer centers.

3. The Emergency Shelter component is available to public or private nonprofit organizations that provide healthy meals that meet the meal standards in temporary shelter and food services to homeless children and their parents or guardians. Examples of providers include those offering emergency housing shelter for families.

4. The At-risk Afterschool Care component provides a much-needed service to their communities. They provide children a safe place to go after school and nutritious food that gives them the energy they need to concentrate on homework and join their friends in physical, educational, and social activities. The At-risk Afterschool care component provides reimbursement to public or nonprofit organizations for meal and or snacks served. Examples of providers include: school food authorities, military organizations, Boys and Girls Clubs, Young Men's Christian Association sites, and Young Women's Christian Association sites.

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The State of California is committed to building and strengthening an equitable, comprehensive, quality, and affordable child care and development system for the children and families in our state.

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CDE UPK Frequently Asked Questions (Clink link at the bottom)

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CDE UPK Frequently Asked Questions (Clink link at the bottom)

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

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Thursday, December 2, 2021
1 p.m. - 2:30 p.m. PT
California has made historic changes to its early learning policy with its commitment to expand transitional kindergarten (TK) to all 4-year-olds in the state by 2025-26. Because TK expansion will require the addition of as many as 11,000 new lead teachers in California, the most important and immediate need is the recruitment and training of qualified staff, particularly lead and assistant TK teachers with expertise in child development.

This webinar features experts from across the state examining the important role that teacher residencies can play in expanding a well-prepared TK workforce, including programs receiving support from expanded investments in the California Teacher Residency Grant Program. Presenters shared models for TK residency design, discussed how recent state investments can be used to support TK residencies, and reflected on the implications for early childhood education.
Speakers:

Sarah Neville-Morgan, Deputy Superintendent of Public Instruction, California Department of Education

Carla Bryant, Executive Director, Center for District Innovation and Leadership in Early Education

Hyunja Chung, 3rd Grade Teacher and University of California, Los Angeles IMPACT Teacher Residency Program graduate

Helen Davis, Program Director ECE-TESOL, UCLA Extension

Jeanna Perry, Manager, Teacher Development, Fresno Unified School District

Ezequiel Rodriguez, 1st Grade Teacher and Fresno Teacher Residency Program graduate

Cathy Yun (moderator), Senior Researcher, Learning Policy Institute

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Webinar: TK-K Teacher Residencies: What This Means for Early Childhood Education

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Thursday, December 2, 2021 1 p.m. - 2:30 p.m. PT California has made historic changes to its early learning policy with its commitment to expand transitional kindergarten (TK) to all 4-year-olds in the state by 2025-26.

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UPK/P-3 California Educators Together Website

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UPK/P-3 California Educators Together Website

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Resources that include sample schedules, report cards and ideas for P-3 alignment

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Goal of the Group The Universal Pre-Kindergarten (UPK) and PreKindergarten - Third Grade (P-3) Group was created to share resources and guidance for Local Education Agencies to use in preparatio...

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Board Policy Example 24 ECE Unit Requirement from Charter School

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Board Policy Example 24 ECE Unit Requirement from Charter School

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Board Language for 24 ECE Requirement Charter School Example

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Copy of UPK Technical Assistance Session 5

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UPK Technical Assistance Session 6 Community Partner Forum

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UPK Technical Assistance Session 6 Community Partner Forum

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Copy of UPK Technical Assistance Session Six Community Partner Forum

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LEAs Could Face Penalties for Noncompliance

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LEAs Could Face Penalties for Noncompliance

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LEAs Could Face Penalties for TK Noncompliance _ SSC 06022022

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Fiscal Report Ask SSC...How TK Funding Works

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Fiscal Report Ask SSC...How TK Funding Works

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Ask SSC . . . How TK Funding Works _ SSC 06022022

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https://tkcalifornia.org/administrators/staffing/

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Staff TK Program Requirements • Transitional Kindergarten

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Transitional Kindergarten (TK) classrooms are required to have a minimum of one of two credentialed staff members in a class of no more than 24 students.

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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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https://credentials.fcoe.org/

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Downloadable data files for school-level transitional kindergarten program participation data race/ethnicity and subgroup (i.e., gender, English learner, migrant, and socio-economically disadvantaged status).

Files include state, county, district, and school level data. Please refer to the file structure for details on what data are contained in the file. For more information about the TK program, refer to the Transitional Kindergarten Frequently Asked Questions page.

Click on the file name you wish to download and save the file to your computer. To view the file, open the file in a database or spreadsheet program.

Last Reviewed: Wednesday, May 19, 2021

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Transitional Kindergarten Data - Accessing Educational Data (CA Dept of Education)

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Downloadable data files for school-level transitional kindergarten program participation data race/ethnicity and subgroup (i.e., gender, English learner, migrant, and socio-economically disadvantaged status).

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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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Evidence on Preschool Effectiveness- Learning Policy Institute

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Evidence on Preschool Effectiveness- Learning Policy Institute

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https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-report

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https://learningpolicyinstitute.org/blog/attendance-essential-ingredient-educational-equity

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West Ed                                               Early Childhood Development & Learning

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West Ed                                               Early Childhood Development & Learning

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Together with dedicated early childhood educators and practitioners, WestEd strives to ensure that all young children have a safe, healthy, emotionally secure, and intellectually rich introduction to education.

early intervention, childhood mental health, and the development of high-quality educational experience shares evidence-based resources and tools with practitioners who need them most, and provides technical assistance and professional development services for early childhood programs and sys

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Together with dedicated early childhood educators and practitioners, WestEd strives to ensure that all young children have a safe, healthy, emotionally secure, and intellectually rich introduction to education.

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Prenatal-to-3 State Policy Roadmap 2022 - Prenatal-to-3 Policy Impact Center

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The Prenatal-to-3 State Policy Roadmap provides guidance to state leaders on the most effective investments states can make to ensure all children have the opportunity to thrive from the start.

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CDE TK Requirements                              Oct. 20, 2022

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CDE TK Requirements                              Oct. 20, 2022

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TK Requirements Presentation_v2 Oct. 20 2022

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Principal Learning Opportunities and School Outcomes

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Principal Learning Opportunities and School Outcomes

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Principal Learning Opportunities and School Outcomes: Evidence from California

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Relatively few studies have successfully linked specific features of principal learning to teacher and student outcomes. To begin to address this gap in the literature, LPI researchers conducted a study of the relationship between principal learning opportunities (both preservice preparation and in-…

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48000.15.

(a) It is the intent of the Legislature that each transitional kindergarten classroom that includes an early enrollment child maintains at least one adult for every 10 pupils, and that credentialed teachers who are first assigned to a transitional kindergarten classroom that includes one or more early enrollment children meet at least one of the requirements specified subparagraphs (A) to (C), inclusive, of paragraph (4) of subdivision (g) of Section 48000.

(b) For purposes of this section, the following definitions apply:

(1) "Adult-to-pupil ratio" shall be the quotient of the total transitional kindergarten enrollment divided by the total number of adults, rounded to the nearest half or whole integer.

(2) "Early enrollment child" means a child whose fourth birthday will be between the second of June and first of September preceding the school year during which they are enrolled in a transitional kindergarten classroom.

(3) "Number of adults" shall be determined for each classroom subject to this section as follows:

(A) A count of employees of the school district or charter school assigned to each class that includes early enrollment transitional kindergarten pupils shall be made on the last teaching day of each school month that ends before April 15 of the school year.

(B) The sum of all of the adult counts pursuant to subparagraph (A) shall be divided by the total number of those counts, rounded to the nearest half or whole integer.

(4) "Total transitional kindergarten classroom enrollment" is the total number of pupils enrolled in the transitional kindergarten classroom.

(c) (1) Beginning July 1, 2023, and for the 2023-24 and 2024-25 school years, any school district or charter school that offers transitional kindergarten to early enrollment children shall concurrently offer enrollment in a California state preschool program that is operated by the school district or charter school if the school district or charter school operates a California state preschool program and if that program is not fully subscribed, and may, notwithstanding Section 8208, enroll an early enrollment child in a California state preschool program operated by the school district or charter school, regardless of income, after all other eligible children have been enrolled.

(2) Notwithstanding any other law, a pupil admitted to a transitional kindergarten program pursuant to this section 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 their fifth birthday.

(d) Notwithstanding subparagraph (A) of paragraph (2) of subdivision (c) of Section 48000, a school district or charter school may enroll an early enrollment child in a transitional kindergarten program if all of following conditions are met:

(1) Any classroom that includes an early enrollment child shall maintain an adult-to-pupil ratio of at least one adult to every 10 pupils.

(2) The school district or charter school prioritizes assigning credentialed teachers that meet at least one of the requirements specified in subparagraphs (A) to (C), inclusive, of paragraph (4) of subdivision (g) of Section 48000 to early enrollment transitional kindergarten classrooms, to the extent possible.

(3) Any transitional kindergarten classroom that includes an early enrollment child shall maintain a classroom enrollment that does not exceed 20 pupils.

(e) (1) If a school district or charter school fails to comply with the requirements of paragraph (1) or (3) of subdivision (d), the Superintendent shall withhold from the school district's or charter school's entitlement computed pursuant to Section 42238.02 an amount pursuant to the following:

(A) For school districts and charter schools that fail to meet the adult-to-pupil ratio requirements of paragraph (1) of subdivision (d) for classrooms that include an early enrollment child, the amount shall be determined by multiplying:

(i) The number of additional adults needed to meet the requirements of paragraph (1) of subdivision (d), as calculated by dividing the total enrollment pupils in each transitional kindergarten classroom with early enrollment children, by 10, rounded to the nearest half or whole integer, minus the total number of adults assigned to the classroom, as determined pursuant to subparagraph (B) of paragraph (3) of subdivision (b).

(ii) Twenty, reduced by the statewide average rate of absence for elementary school districts for kindergarten and grades 1 to 8, inclusive, as calculated by the department for the prior fiscal year, with the resultant figures and rates rounded to the nearest tenth.

(iii) The per average daily attendance rate determined pursuant to paragraph (2) of subdivision (g) of Section 42238.02.

(B) For school districts and charter schools that fail to maintain a class enrollment of not more than 20 pupils, as required pursuant to paragraph (3) of subdivision (d), the amount determined by multiplying the then-current fiscal year's average daily attendance reported for the second principal apportionment period in transitional kindergarten classrooms with early enrollment children by the amount specified in subparagraph (A) of paragraph (3) of subdivision (d) of Section 42238.02, unless the school district or charter school fails to meet the requirements for average class size for kindergarten and grades 1 to 3, inclusive, pursuant to clause (i) of subparagraph (D) of paragraph (3) of subdivision (d) of Section 42238.02.

(2) The Superintendent shall adjust an amount withheld pursuant to the requirements of paragraph (1) in order to ensure that the total amount withheld pursuant to paragraph (1) and Section 48000.1 does not exceed the product of both of the following:

(A) The then-current fiscal year's average daily attendance reported for the second principal apportionment period in transitional kindergarten for the applicable school district or charter school.

(B) The sum of the per average daily attendance rates of all of the following:

(i) Subparagraph (A) of paragraph (1) of subdivision (d) of Section 42238.02.

(ii) Subparagraph (A) of paragraph (3) of subdivision (d) of Section 42238.02.

(iii) Paragraph (2) of subdivision (g) of Section 42238.02.

(f) For the 2023-24 and 2024-25 school years, any school district or charter school that serves early enrollment children in transitional kindergarten shall report to the department, pursuant to a process determined by the department, the number of teachers in transitional kindergarten classrooms with early enrollment children that did not meet at least one of the requirements specified in subparagraphs (A) to (C), inclusive, of paragraph (4) of subdivision (g) of Section 48000. The department shall submit a report to the appropriate fiscal and policy committees of the Legislature and the Department of Finance by October 1, 2024, and again by October 1, 2025, that includes this information, disaggregated by each school district and charter school.

(g) This section shall become inoperative on July 1, 2025.
(Added by Stats. 2023, Ch. 48, Sec. 49. (SB 114) Effective July 10, 2023. Inoperative July 1, 2025, by its own provisions.)

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48000.15. (a) It is the intent of the Legislature that each transitional kindergarten classroom that includes an early enrollment child maintains at least one adult for every 10 pupils, and that credentialed teachers who are first assigned to a transitional kindergarten classroom that includes one or more early enrollment children meet at least one of the requirements specified subparagraphs (A) to (C), inclusive, of paragraph (4) of subdivision (g) of Section 48000.

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Copy of Transitional Kindergarten Teachers Sample Doc 2022

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Sample TK Penalties Calculation Excel Sheet

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Sample TK Penalties Calculation Excel Sheet

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PreK-3 Alignment in California's Educational System

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PreK-3 Alignment in California's Educational System

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PreK-3 Alignment in CA Education System (PACE)

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High-Quality Early Childhood Assessment (LPI)

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What Leaders Need to Know to Equitably Serve Young Learners

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What Leaders Need to Know to Equitably Serve Young Learners

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What Leaders Need to Know to Equitably Serve Young Learners.docx

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Environmental Ratings for Young Learners

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Environmental Ratings for Young Learners

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The revised ECERS contains inclusive and culturally sensitive indicators for many items. Also, new items have been added on Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety and Parents & Staff.

Scale consists of 43 items organized into 7 subscales:

Space and Furnishings

Personal Care Routines

Language-Reasoning

Activities

Interactions

Program Structure

Parents and Staff

Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of an Expanded Scoresheet (which contains a worksheet) and additional notes for clarification to improve accuracy in scoring. However the items and indicators remain the same as in the ECERS-R.

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The revised ECERS contains inclusive and culturally sensitive indicators for many items. Also, new items have been added on Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety and Parents & Staff.

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CSEA Education Services                          No Cost College Programs

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CSEA Education Services                          No Cost College Programs

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Education Services | California School Employees Association

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CSEA offers a wide range of education services to members and their families, including $110,000 per year in scholarships and grants.

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21CSLA   What Leaders Need to Know to Equitably Serve Young Learners

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21CSLA   What Leaders Need to Know to Equitably Serve Young Learners

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What Leaders Need to Know to Equitably Serve Young Learners.docx

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UPK California's Great Start Website Resources

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UPK California's Great Start Website Resources

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UPK Resources that include images and ideas for social media outreach

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CA UPK Resources - California Universal PreKindergarten

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California Universal PreKindergarten resources for parents and materials designed for county offices of education, districts and community organizations.

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Copy of UPK Community of Practice Session 2

# data[].attributes.attachment_link.readable_text
SEAL's (Sobrato Early Academic Language) research-based model transforms school systems by providing professional development, curriculum support and technical assistance. As a result, teachers are equipped to meet the needs of their diverse populations and English Learners thrive.

# data[].attributes.attachment_link.description
SEAL's (Sobrato Early Academic Language) research-based model transforms school systems by providing professional development, curriculum support and technical assistance. As a result, teachers are equipped to meet the needs of their diverse populations and English Learners thrive.

# data[].attributes.headline
Padlet Embedded Instruction for Early Learning CA

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Padlet Embedded Instruction for Early Learning CA

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Watch Governor Newsom’s special video message about Transitional Kindergarten!

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As California begins its commitment to Universal Transitional Kindergarten for all 4-year-olds by 2026, we're ramping up efforts to enable K-12 school leaders to effectively serve our most marginalized children and families.

At the 21st Century California School Leadership Academy State Center, based at UC Berkeley and in partnership with UCLA, we launched a Transitional Kindergarten Leadership Initiative earlier this year. This $5 million, state-funded effort promises to deepen California's UTK by giving the state's leaders - school, district and site - the tools and strategies they need to provide developmentally, culturally and linguistically responsive early learning experiences.

We know that ensuring rich, inclusive and joyous early learning environments for all early learners, and particularly for traditionally underrepresented students, requires a doubling down on equity-focused leadership. What does it look like in practice?

We started this work by turning to those who have been implementing equity-centered TK and early childhood education in their schools across the state. Our 21CSLA webinar "Leadership Lessons from Early TK Implementers in California" was moderated by Tara Ryan, deputy director, Center for District Innovation and Leadership in Early Education, and included panelists Christie Herrera, executive director of Early Learning at Oakland Unified School District; Noemi Valdes, director, Early Childhood Education Programs in the Oxnard School District; and Sandra Lee, program coordinator, Weaver Union School District.

We asked these early childhood pioneers: "As an early TK implementer, what advice do you have for the field?" Here are some of the key takeaways from the panelists:

Trust the process: Don't implement too much, too fast. They are 4-year-olds, so trust your instincts and don't force them to sit too long. And the same goes for the adult leaders. Check in emotionally. Make sure we don't pile on too much.

Remember brain development: Here is where we can make an impact. Learning happens when people - both children and adults - are enjoying the process. Go outside: "There is value to playing with mud in a mud kitchen," said one panelist. "I want my teachers to know they are brain developers and not babysitters."

Apply for grants to hire coaches from the beginning: Recruit the best TK and PreK teachers to be coaches. High-quality coaching tied to professional development can have an impact.

Go into an early learning classroom: K-12 educators need to know what's happening in our TK classrooms. One panelist emphasized: "If you're not in early learning, become best friends with the early learning director, coordinator or principal in your district ... Being able to speak about it, to promote it, is really important."

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As California begins its commitment to Universal Transitional Kindergarten for all 4-year-olds by 2026, we're ramping up efforts to enable K-12 school leaders to effectively serve our most marginalized children and families. At the 21st Century California School Leadership Academy State Center, based at UC Berkeley and in partnership with UCLA, we launched a Transitional Kindergarten Leadership Initiative earlier this year.

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The Center for Distance and Online Learning (CDOL)

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21st Century California School Leadership Academy

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21st Century California School Leadership Academy

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California Statewide System of Support -

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Home - California Statewide System of Support

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Welcome to the Statewide System of Support About the System The "What" The "How" & The "Why" The Impact Play Video Welcome to the California Statewide System of Support!The SSOS, is dedicated to empowering educators, administrators, and communities to create equitable and effective educational environments for all students in California.

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UPK Community of                   Practice Session #4 

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UPK Community of                   Practice Session #4 

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UPK Seeds of Change Padlet of Professional Learning Sessions- Inclusion Practices

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UPK Seeds of Change Padlet of Professional Learning Sessions- Inclusion Practices

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The Early Math Project develops and disseminates comprehensive early math resources for parents and educators of children birth - 8 years. We advocate for a growth mindset for families, especially in learning math.

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California Department of Education Streaming Video Subscription Service

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Updates on Requirements for Teaching TK- PSA 22-16

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Updates on Requirements for Teaching TK- PSA 22-16

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PSA-22-16 Updates on Requirements for Teaching TK

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PK-3 ECE Specialist Instruction Credential

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PK-3 ECE Specialist Instruction Credential

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UPK-UTK Leadership Symposium - PK-3 Credential RM

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UPK Blending, Braiding, and Layering Workshop

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UPK Blending, Braiding, and Layering Workshop

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