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Pathways to Inclusive Practices Presentation

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Pathways to Inclusive Practices Presentation

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United in Inclusion - Romoland Presentation

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United in Inclusion - Romoland Presentation

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(5_5_22) SIP Mission Possible Presentation_ United in Inclusion

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By Molly Breen Is your program ready for inclusion? Does your program promote the right of every child and family to participate in high-quality and accessible early learning? If you think this doe…

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Universal Design for Learning (UDL) Guidelines

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Universal Design for Learning (UDL) Guidelines

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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.

UDL Rising to Equity

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. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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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.

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The stroller is California's first vehicle for upward mobility-it's time to push early learning and care forward to help families grow their children stronger.High-quality early learning and care is the first step toward increasing achievement, maximizing state investments in education, health, and workforce development-and lifting families out of poverty. California For All Kids is the state's effort to develop a comprehensive Master Plan for Early Learning and Care that can be implemented and sustained for the benefit of all children and families. From parent perspectives, community organizing, curriculum, equitable access, social justice, financing, and policy-California For All Kids brings the best of what experts in the state know and combines it with listening to the needs of parents and communities. This will help California plan a system that works from the ground up and empowers parents to develop children capable of seizing opportunities in school, career, and life.

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Master Plan for Early Learning and Care - California Health and Human Services

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Master Plan for Early Learning and Care Master Plan for Early Learning and Care: California for All Kids The Master Plan for Early Learning and Care: California for All Kids provides a strong research-based roadmap for building a comprehensive and equitable early learning and care system over the next decade.

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Division for Early Childhood Recommended Practices

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Division for Early Childhood Recommended Practices

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MCIE Placement  of Learners with Disabilities in the Least Restrictive Environment

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MCIE Placement  of Learners with Disabilities in the Least Restrictive Environment

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IDEA

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California Department of Education Frequently Asked Questions

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California Department of Education Frequently Asked Questions

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Inclusive Early Education Expansion Program (IEEEP)

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Early Learning and Care Division

General Questions

1. What is the purpose of the IEEEP funding?

The purpose of the IEEEP funding is to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP. Funding for the IEEEP is in accordance with Assembly Bill 1808 (Chapter 32, Statutes of 2018).

2. How may IEEEP funds be used?

There are three main activities for use of IEEEP funding, which include:

Facilities: Funding can be used by a Local Education Agency (LEA), either for its ELC programs or for ELC programs operated by a consortium of ELC providers; for facility repairs and renovations that will assist children with disabilities, including children with severe disabilities, in increasing access to inclusive ELC programs. Funding for new facility construction can only be used by LEAs to improve its own facilities.

Adaptive Equipment: LEAs or ELC consortium providers may use the IEEEP funds to improve the accessibility for indoor and outdoor environments by building or purchasing adaptive equipment in order to increase participation of children with disabilities, including severe disabilities.

Professional Development: Funding can be used by LEAs and ELC consortium providers for professional development to ensure that ELC staff are prepared to serve children with a broad range of disabilities, including children with severe disabilities.

3. What is the grant period for the IEEEP?

The grant period began on June 15, 2020, and continues through December 31, 2024.

4. Who are the recipients of IEEEP grant funding?

Information regarding the IEEEP grantees can be located on theCDE Funding Results web page.

Professional Development

1. What are the CDE required trainings?

The Inclusive IEEEP grantees that received funding for the purposes of professional development must ensure that over the initial 24-month period of the grant, which is through June 15, 2022, and within 24-months of the hiring of new early learning and care staff, that all of the five required training topics are completed. The IEEEP grantees are responsible for maintaining evidence of completion of the five required trainings, which are:

Ages and States Questionnaire-Social Emotional

Supporting Inclusive Practices

Adaptations and Accommodations

Universal Design for Learning

Behavior and the use of Positive Behavioral Supports

2. Are there any organizations that the CDE recommends for IEEEP grantees to complete the required training topic requirements?

The following organizations provide training that are required by the Early Learning and Care Division for IEEEP grantees who received professional development funding:

Training Topic: Ages and Stages Questionnaire-Social Emotional

Training Topic: Supportive Inclusive Practices

Training Topic: Adaptations and Accommodations

Training Topic: Universal Design for Learning
Multi-tiered System of Support (MTSS) resources:

Training Topic: Behavior and the use of Positive Behavioral Supports

3. What are other CDE recommended trainings?

The IEEEP grantees that received funding for the purposes of professional development must ensure that early learning and care staff and any consortium early learning and care providers, as applicable, complete a minimum of three (3) CDE-recommended trainings over the course of the funding period. The training topics must be from the following list:

Strengthening Families

Centers for Disease Control: Learn the Signs, Act Early

Pyramid Model Implemented with practice-based coaching

Inclusive Classroom Profile (ICP)

Embedded Instruction Teaching Practices (California)

Beginning Together

California Preschool Instructional Network (Inclusion Works)

Trauma-Informed Care

Education coursework specific to early childhood education for children with special needsi

Other: any other training program upon written submission and prior approval by the CDEii,iii

4. Are there any organizations that the CDE recommends for IEEEP grantees to complete the recommended training topic requirements?

The following organizations provide trainings that are recommended by the Early Learning and Care Division for IEEEP grantees who received professional development funding:

___________________

i If specific staff members are fulfilling a training topic(s) through coursework specific to early childhood for children with special needs, the IEEEP grantees are responsible for maintaining evidence of completion of the coursework that will be meeting this requirement.

ii Not all staff are required to complete the same three (3) recommended trainings. Trainings may be individualized for staff professional development needs.

iii Grantees who are planning to utilize any other training program must seek prior written approval from the CDE by emailing a written submission of an Alternative Training Request (PDF) to the IEEEP mailbox.

Facilities

When does facilities construction under the IEEEP need to begin?

Facilities construction for the IEEEP must begin on or before July 31, 2022, for facilities modification and/or new classroom construction. Once appropriate bids are received, the CDE considers any work to be completed in order to move forward with the modifications or new construction. Architectural expenses, and expenses for other items associated with beginning the project, is considered beginning the modifications or new construction and is billable to the grant. Grantees planning to begin work no later than July 31, 2022 must ensure, that in doing so, they will be able to complete the facilities construction projects before the end of the grant period.

Adaptive Equipment

What types of adaptive equipment purchases qualify for the IEEEP?

The IEEEP grantees that received funding for the purposes of adaptive equipment must use the funds for the purchase or building of adaptive equipment or to modify or repair existing equipment to render it more useful for children. The adaptive equipment must:

Improve accessibility and quality of both indoor and outdoor environments to support the participation of children with disabilities in all daily activities and routines

Enhance participation and access to instructional materials and activities in inclusive ELC programs

Be universally designed and meet Americans With Disabilities Act standards

Examples of adaptive equipment include, but are not limited to, the following:

Adaptive and instructional materials

General adaptive and universally designed materials

Adaptive utensils, bowls and other feeding equipment

Changing tables

Adaptive furniture

Visual cues for daily routines, and sensory materials

Adaptive playground equipment, whether movable or permanent

Note: If applicable, for adaptive equipment projects, the LEA must solicit competitive bids and follow the Public Contract Code.

Independent Evaluator

1. What is the role of the IEEEP independent evaluator?

The independent evaluator will evaluate IEEEP grantee's effectiveness in expanding access to inclusive early learning and care programs and providers. The evaluation will include qualitative and quantitative approaches to evaluate the core activities of the IEEEP grant. IEEEP grantees must participate and respond to the evaluation processes and protocols.

2. How will the independent evaluator measure progress for the IEEEP?

The independent evaluator will analyze the data from grantee reports and collect additional data using surveys, interviews, and site visits to provide a picture of implementation. The evaluation will examine progress made toward each of the required grantee responsibilities and assess the impact of the funding on improved access, participation, and supports for inclusive early learning and care programs. The combination of quantitative and qualitative data will provide a picture of implementation progress at baseline and after each quarter, and will allow for an understanding of the context surrounding the successes and challenges faced by sites as they use funds to create accessible and supportive spaces for all early learners.

Questions: Early Learning and Care Division | 916-322-6233

Last Reviewed: Friday, May 7, 2021

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Inclusive Early Education Expansion Program

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General Questions What is the purpose of the IEEEP funding? The purpose of the IEEEP funding is to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP.

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Child Care & Early Education Research Connections 

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Child Care & Early Education Research Connections 

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Preschool Inclusion Key Findings and Implications for Policy

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California Department of Social Services Child Care Licensing Website

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California Department of Social Services Child Care Licensing Website

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Program Mission

The core mission of the Child Care Licensing Program is to ensure the health and safety of children in care. The Child Care Licensing Program strives to provide preventive, protective, and quality services to children in care by ensuring that licensed facilities meet established health and safety standards through monitoring facilities, providing technical assistance, and establishing partnerships with providers, parents, and the child care community.

The Child Care Licensing Program provides oversight and enforcement for licensed Child Care Centers and Family Child Care Homes through 19 Regional Offices located throughout California. All children and families, regardless of age, ethnicity, cultural background, gender, socioeconomic status, or ability, are afforded the same protections under law and regulations for child care facilities.

Questions regarding the Program can be directed to your local Regional Office, the Child Care Advocate Program (916-654-1541), or the Centralized Complaint and Information Bureau.

VIDEO: An Overview of Child Care Licensing

Have a Heart, Be a Star, Help Our Kids
The Department of Motor Vehicles offers a license plate that can help our kids. The fees collected from the Kids Specialty License Plates are deposited in the Child Health and Safety Fund and used for programs that keep California kids safe, which include child care safety, child abuse prevention, and efforts to prevent childhood injuries. You may choose a hand, heart, star or plus sign for the sequential plate.

The following options are available:

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The core mission of the Child Care Licensing Program is to ensure the health and safety of children in care. The Child Care Licensing Program strives to provide preventive, protective, and quality services to children in care by ensuring that licensed facilities meet established health and safety standards through monitoring facilities, providing technical assistance, and establishing partnerships with providers, parents, and the child care community.

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Highlighted for UDL

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Department of Developmental Services Early Start Intervention Programs

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Department of Developmental Services Early Start Intervention Programs

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The Early Start Neighborhood provides a virtual community for Early Start professionals, partners, parents and caregivers seeking information, resources, training, and technical assistance on early intervention, Part C requirements, implementation, and evidence-based practices.

Early Start Neighborhood

The Early Start service system was implemented in 1993 under Part C of the Individuals with Disabilities Education Act (IDEA) to enhance and coordinate quality early intervention services for eligible infants and toddlers (birth - three years of age) and their families in California. The delivery of quality early intervention services envisioned by Part C of IDEA requires that personnel are qualified and appropriately trained to provide those services to eligible infants and toddlers and their families.The Department of Developmental Services' (DDS) Early Start Comprehensive System of Personnel Development (CSPD) provides the framework for coordinating the delivery of personnel development activities throughout California. DDS contracts with the WestEd Center for Prevention and Early Intervention to facilitate the implementation of CSPD projects.The California Early Intervention Technical Assistance Network (CEITAN) provides online training for early intervention service coordinators, service providers, specialists, administrators, and other early intervention personnel. Early Start Online Training includes:

Foundations Series

Skill Base Series

Early Start Foundations and Skill Builders have been designed to provide service providers and service coordinators with an early intervention curriculum which addresses the many requirements and needs considered critical for the delivery of appropriate early intervention services.

For registration information go to: WestEd Online Registration

The following CSPD projects are collaborative efforts of DDS and interagency community partners.

Supporting Early Education Delivery Systems (SEEDS) contracted by CDE through Sacramento County Office of Education, SEEDS provides technical assistance to early childhood agencies from their network of consultants and visitation sites. Visitation sites have been identified as demonstrating exemplary practices in early childhood special education.

Training and Technical Assistance Collaborater (TTAC) is a group of individuals that are a collaboration of interagency partnerships in California dedicated to delivering quality personnel development activities for children birth-5 with disabilities and other special needs and their families. They have developed and promoted core messages PDF for effective training and technical assistance.

For more information about these projects please contact: WestEd Center for Prevention and Early Intervention Telephone: 916-492-4048
Additional training opportunities that support personnel development in California: Additional technical assistance:

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State of California & Department of Developmental Services

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Early Start - CA Department of Developmental Services

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The Early Start (ES) program is California's early intervention program for infants and toddlers with developmental delays or at risk for having a developmental disability and their families. Early Start... View Article

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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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California Department of Social Services

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Finding Children For Your Facility

Child Care Resource and Referral Agencies (R&Rs) are located throughout the State and provide free help to parents and providers. To find out more, visit their website by clicking on the following link: Child Care Resource and Referral Agencies (R&Rs). Contact your local R&R to inquire further about training and services that may be available.

Training and Educational Resources

The Child Care Videos for Providers and Parents found on The California Child Care Licensing: Resources for Parents and Providers website addresses three user groups: 1) child care center operators, 2) family child care providers, and 3) parents and families. Within each category, you will find topics tailored to the needs of that specific group. Each topic on the website contains videos and resources designed to benefit prospective and current child care providers, families who are seeking child care for the first time, and families with children in care.

Mandated Reporter Training provides an overview of the significant definitions, requirements and protections of the California Child Abuse & Neglect Reporting Act. You will learn:

How the law defines child abuse and neglect

What the law requires of you as a mandated reporter

What protections the law provides for a mandated reporter

How to spot evidence of child abuse

How to report child abuse

What happens after a report is filed

Definitions of some of the terms used in this program

You will receive a Certificate for your records upon completion of the training. Beginning January 1, 2018, Health and Safety Code 1596.8662 requires all licensed providers, applicants, directors and employees to complete training as specified on their mandated reporter duties and to renew their training every two years. The following is a list of approved Alternate Mandated Reporter Trainings . All trainings on this list are approved statewide.

California Emergency Medical Services Authority (EMSA) approves training programs for child care providers for Pediatric First Aid/CPR and Preventive Health Courses.

Family Child Care At Its Best funded by the Child Development Division of the California Department of Education, the Family Child Care at its Best program delivers university-based, continuing education to licensed and license-exempt providers. Offered statewide, this series of classes helps providers improve their knowledge, skills and quality of care. Options for both academic credit and continuing education units are available.

PediaLink Child Care Courses created by the American Academy of Pediatrics online learning center courses including:

Reducing the Risk of SIDS in Early Education and Child Care: Participants of this free course will learn how to create a safe sleep environment to reduce the risk of sudden infant death syndrome (SIDS) and other sleep related deaths in child care.The Reducing the Risk of SIDS in Early Education and Child Care online module can be used by child care providers, healthcare professionals, public health educators, or just about anyone who cares for babies.

Preventing and Managing Infectious Diseases in Early Education and Child Care: This course provides you with reliable national resources for guidance on preventing and managing infectious diseases and is designed for everyone who cares for children, including health care professionals and child care providers.

Zero to Three works to ensure that babies and toddlers benefit from the early connections that are critical to their well-being and development by providing training for child care providers and caregivers.

Child Care Aware Training Academy has online training programs which are used by providers and R&R staff across the United States, offering: Center-Based Training, Family Child Care Training, General Training and Webinars & Blended Learning.
Child Care Resource and Referral Agencies (R&Rs)
Child Care Provider Associations

There is a broad network of child care provider associations that advocate for children and families and provide valuable resources and information to licensees of Family Child Care Homes and Child Care Centers.

The California Association for Family Child Care (CAFCC) is one of many associations that have set up a cooperative link with the child care community. More information on CAFCC and a list of other family child care associations is available on their website.

The Professional Association for Childhood Education (PACE) is a nonprofit, tax-exempt, and membership-based organization that promotes excellence in education and quality child care in private center-based programs.

Californians for Quality Early Learning (CQEL) aims to advance early learning quality by supporting programs in integrating best practices and advocating for thriving mixed delivery systems for children and families.

The California Association for the Education of Young Children (CAEYC) serves and acts on behalf of the needs and rights of young children with primary focus on the provision of educational services and resources to adults who work with and for children from birth through age eight.

The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8.

The California Alternative Payment Program Association (CAPPA) was created to serve as a voice for a mixed delivery system of public and private community based agencies dedicated to connecting poor families and their children to child care and early learning. CAPPA provides ongoing support services to child care programs and providers and access to information and connection to child nutrition programs, resource libraries, and continuing education opportunities.

The National Association for Family Child Care (NAFCC) is working to prioritize the role of family child care and promote access, affordability and quality of early care and education. NAFCC is the only professional association dedicated specifically to promoting high-quality early childhood experiences in the unique environment of family child care programs.

EveryChild California is a nonprofit association that inspires leadership in early learning and education, and increase opportunities to expand quality publicly funded early care and education (ECE) programs across California.

Child Care Providers United is a union comprised of 40,000 family child care providers across the state who are members of SEIU Local 99, SEIU Local 521, and UDW/AFSCME Local 3930. CCPU is dedicated to improving the child care profession and ensuring every child has access to quality early learning and care.

Financial Assistance

There are state and federal child care funding options available, as well as community resources that provide help in the facility development process for both new and established child care providers. Your local Child Care Resource & Referral Agency (R&R) or Child Care Advocate Program can tell you if you qualify. For more information, click on the links below:

Child Care Resource and Referral Agencies (R&Rs)
California Department of Education
California Head Start Association

Legal Assistance

The Child Care Law Center uses legal tools to make high quality, affordable child care available to every child of every age, every family, and every community.

Public Counsel's Early Care & Education Law Unit provides free legal assistance and low-cost legal workshops to qualifying family child care providers and child care centers on a variety of issues that providers face in the operation of their child care businesses.

Local Licensing Call

Child Care Program will host informational ZOOM meetings to provide guidance and resources regarding Coronavirus 19 (COVID-19), Cohort and CDPH guidance, in addition to information pertaining to resources related to the Department's website. The purpose for these meetings will be to provide more information about topics related to the COVID-19 pandemic and to address important questions impacting Child Care providers.

Rights: Yours, Parents', and Children's

Children, parents and authorized representatives, and child care licensees all have rights in licensed child care facilities. Protecting these rights is an important part of the emotional and physical well-being of children in care. Everyone must be treated with dignity and respect and these rights must be protected according to State laws and regulations.

Applicant/Licensee's Rights:

Parents' Rights:

Children's Rights:

Early Start: Early Intervention Services for Infants and Toddlers

The Early Start program is California's early intervention program for infants and toddlers with developmental delays or disabilities and their families. Early Start services are available statewide and are provided in a coordinated family-centered system. Anyone can make a referral to Early Start by contacting a Regional Center.

For additional information, visit Early Start or call 1-800-515-BABY.

Other Child Care Related Resources and Information

Kids' Plates are the only DMV license plates that protect California's kids. Kids' Plates generate revenue to strengthen health and safety protections for children and help fund programs to reduce child injury and child abuse. The proceeds from their sale provide funding for local child safety programs throughout the state.

For more information on the Kids' Plates program, please e-mail info@kidsplates.org or call them at 1-800-HEY-KIDS.

To buy a license plate and support these programs, please visit www.kidsplates.org and click on "Order Personalized Plate".

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Child Care Resource and Referral Agencies (R&Rs) are located throughout the State and provide free help to parents and providers. To find out more, visit their website by clicking on the following link: Child Care Resource and Referral Agencies (R&Rs). Contact your local R&R to inquire further about training and services that may be available.

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Do you ever come across a classroom practice or schoolwide philosophy that resonates with you so completely that it's as clear as a bell? And maybe you even think, Why isn't everyone doing this?! While researching the post I wrote on inclusive practice in early childhood, I had this experience while digging into universal design for learning (UDL): Why aren't ALL preschools and early learning centers using UDL?

You may already be familiar with the concept of universal design. It's what 21st-century wayfinding and accessibility out in the world is all about. And it doesn't just help those marginalized by disabilities or language barriers. Universal design makes things better and more accessible for everyone. (Think: curb cuts help out people with mobility issues, those pushing strollers, and those riding bikes). UDL takes a similar approach to universal design and provides a framework for educators that creates accessible, meaningful, and engaging learning based on neuroresearch and differentiates across a range of abilities, experiences, and home languages.

In early childhood settings, practitioners are constantly relying on an intrinsic "finesse" for differentiating for diverse learners that is not reliably scalable. But the UDL framework provides a unifying force for how early childhood practitioners approach teaching and learning, and it removes some of the guesswork inherent in meeting the diverse needs of all children.

UDL isn't a new approach. Its inception can be traced back to the founding of CAST (Center for Applied Special Technology) in 1984. Although cofounders Anne Meyer and David Rose initially were seeking a way to build a bridge to accessible learning through computer-based technologies for those with learning disabilities, their organizational mission became (and remains) to remove everyday barriers to learning for all. Over time and through many iterations, they developed the UDL framework and categorized it into three domains:

1. Engagement (the why of learning)

2. Representation (the what of learning)

3. Action and Expression (the how of learning)

And best of all, each domain is connected to neurological processes and specific areas of the brain! If you're like me and you geek out on brain-based research for teaching and learning, you'll love this article about UDL and the learning brain from CAST. For early childhood educators, this framework is totally flexible to adapt to the needs of young learners and truly empower them to know themselves as capable, confident, creative, and collaborative thinkers. Using the framework and these updated guidelines, teachers have a powerful tool for meaningful, relevant, differentiated teaching and learning.

UDL for Early Childhood
UDL for early childhood is weighted heavily toward environmental awareness (the what of learning) and really seeing our settings through the eyes of our young learners: Are our settings safe, responsive, accessible, and culturally relevant? What is played with the most and provides motivating opportunities for deep play (the how of learning)? What skills are our learners developing through using the school environment and available materials?

UDL for early childhood works best when partnered with a solid understanding of child development and developmentally appropriate practice (DAP). Knowledgeable early childhood practitioners using the UDL framework in concert with DAP will be equipped to proactively plan for differentiated learning rather than merely reacting (or relying on "finesse").

UDL for early childhood must include differentiated ongoing assessments that rely on a strong family-school partnership. To plan for the needs of diverse students, observing students informally and formally is key. Through observation and assessment, as well as through relationships with parents of students, teachers gain insight to a child's prior knowledge and can understand the child's abilities from a strengths-based perspective.

While these guidelines provide a foundational perspective for implementing the UDL framework in early childhood, the beauty of the framework is its flexibility. As reflective practitioners, we know that frameworks are best when we can ease them into our existing practice rather than trying to force in something rigid and rule-based. We can start with baby steps and wobble (and iterate) our way toward new understanding and improved practice. Our 21st-century early learning centers should be a reflection of the world we live in today, with access to meaningful learning for all children.

Molly Breen, M.A., ECE, has worked with kids and families for nearly two decades as an educator. A believer in lifelong learning, her heart is in early childhood, where the seeds of curiosity, character, and community are planted. Through her work with children as a practitioner in the classroom, Molly has developed a broad expertise in curriculum development and instruction, behavior guidance, and social-emotional learning. In her role as a program director, she has created innovative approaches to professional and program development, family engagement, and community outreach. She lives in St. Paul, MN, with her husband and three kids.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

© 2018 by Free Spirit Publishing. All rights reserved.

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Universal Design for Learning in the Early Childhood Classroom

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By Molly Breen Do you ever come across a classroom practice or schoolwide philosophy that resonates with you so completely that it's as clear as a bell? And maybe you even think, Why isn't everyone doing this?! While researching the post I wrote on inclusive practice in early childhood, I had this experience while digging...

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Department of Developmental Services Early Start Program Materials

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Department of Developmental Services Early Start Program Materials

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Early Start has a variety of materials and products to support a statewide, comprehensive and coordinated system of child find, public awareness and outreach. Outreach materials increase appropriate referrals, increase the community's knowledge and understanding of early intervention services, and support families' role in early intervention.

The Early Start Personnel Manual (ESPM) PDF, recommended by the California State Interagency Coordinating Council on Early Intervention (ICC), describes the foundational principles, competencies and evidence-based practices needed to support effective service delivery. The manual also elaborates key roles of interdisciplinary team members, how to support seamless service delivery and how to matriculate through the Early Start personnel system.

A one-page document that acknowledges DDS funding and sponsorship of a local training event. English PDF

Effective Practice in Providing Family Support PDF This is a training and technical assistance document on services and supports that are family centered for agencies serving young children and their families.The document includes a self-assessment tool. It was updated from its original version entitled Family Support Guidelines for Effective Practice which was originally developed in 1994.

Last modified: November 20, 2019

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State of California & Department of Developmental Services

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Early Start Program Guidance Materials - CA Department of Developmental Services

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Early Start has a variety of materials and products to support a statewide, comprehensive and coordinated system of child find, public awareness and outreach. Outreach materials increase appropriate referrals, increase the community's knowledge and understanding of early intervention services, and support families' role in early intervention.

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CDE Distance Learning Innovations for PreK/Early Learning Special Education

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CDE Distance Learning Innovations for PreK/Early Learning Special Education

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Overview of Child Care Licensing, Laws, and Regulations 

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Overview of Child Care Licensing, Laws, and Regulations 

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California Department of Social Services

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The mission of the Child Care Licensing Program is to ensure the health and safety of children in care and to improve the quality of their care through regulation and consultation.

This mission is accomplished through:

Prevention

Prevention reduces the predictable harm to children in care by:

Orientation prior to licensure

Performing background checks

Requiring fire clearances

Maintaining staffing requirements

Verifying financial stability

Health screenings

Pre-licensing inspections of the physical facility

Providing information regarding laws and regulations

Compliance

Compliance ensures child care facilities operate according to California Health and Safety Code, California Child Day Care Act, Chapters 3.35, 3.4, 3.5, 3.6 and 3.65 and California Code of Regulations Title 22, Division 12, Chapters 1 and 3.

Compliance is maintained through:

Unannounced facility inspections

Complaint investigations

Issuing deficiency notices

Consultations

Education and technical support

Follow-up on plans of correction

Follow-up on self-reported incidents

Enforcement

Corrective action is taken by the Program when a licensee fails to protect the health, safety and personal rights of children in care or is unwilling to maintain substantial compliance with licensing laws and regulations.

Enforcement is maintained through:

Civil Penalties (these vary according to the violation)

Non-compliance office conferences

Administrative legal actions

Denial of applications

Compliance plans

Probationary licenses

Temporary suspension of a license

Revocation of a license

Licensee and employee exclusions

The Child Care Licensing Program is overseen by the Program Administrator, at a central headquarters office in Sacramento.

There are four Assistant Program Administrators, two overseeing the Northern Child Care Regional Offices and two overseeing the Southern Child Care Regional Offices. There are 19 Local Licensing Regional Offices and one satellite office located throughout the State.

VIDEO: An Overview of Community Care Licensing

Below are pages designed to provide information about the Child Care Licensing Program, licensing laws and regulations, and other helpful resources.

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The mission of the Child Care Licensing Program is to ensure the health and safety of children in care and to improve the quality of their care through regulation and consultation.

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Department of Developmental Services Family Resource Centers 

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Department of Developmental Services Family Resource Centers 

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Families of infants and toddlers can receive parent-to-parent support from Early Start Family Resource Centers. Family Resource Centers (FRC) actively work in partnership with local regional centers and education agencies and help many parents, families and children get information about early intervention services and how to navigate the Early Start system.

California's FRC are staffed by parents who have children with special needs and provide information and parent-to-parent support. Each FRC is unique, reflecting the needs of their community. They may operate as independent sites or be based in regional centers, local education agencies, public health facilities, hospitals or homes. Family support services are available in many languages and are culturally responsive to the needs of the individual family.

For more information about FRC contact the Family Resource Center Network of California. Their mission is to support families of children with disabilities, special healthcare needs, and those at risk by ensuring the continuance, expansion, promotion and quality of family-centered, parent-directed, family resource centers.

Early Start FRC that are under contract with the California Department of Developmental Services may provide:

parent-to-parent family support

peer counseling and home visits

information and referral

public awareness

parent education

assistance with transition from Early Start at age 3

support services in many languages

translation assistance

support services in urban and rural communities

Last modified: June 2, 2021

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State of California & Department of Developmental Services

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Family Resource Centers - CA Department of Developmental Services

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Lookup Regional Centers using the Regional Center Lookup tool. Families of infants and toddlers can receive parent-to-parent support from Early Start Family Resource Centers. Family Resource Centers (FRC) actively work in partnership with local regional centers and education agencies and help many parents, families and children get information about early intervention services and how to navigate...

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NAEYC Developmentally Appropriate Practice (DAP)

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NAEYC Developmentally Appropriate Practice (DAP)

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The DAP framework is grounded both in the research on child development and learning and in knowledge about educational effectiveness and promotes young children's optimal learning and development.

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The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., is a web-based educational resource for families, schools, and communities, providing information and resources that facilitate inclusive education practices.

We support schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and build knowledge of inclusive education.

Join us each year to celebrate Inclusive Schools Week™ and recognize the accomplishments of schools and communities in ensuring equity and access for all students.

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Inclusive Schools Network | Supporting Inclusive Education

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We support schools worldwide with tools and strategies to increase opportunities for students with disabilities and expand awareness of inclusive education.

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California Department of Social Services Child Care Licensing Program Office Coronavirus Questions

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The Evolution of Inclusion: The past and future of education

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Universal Design for Preschool

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Early Childhood Technical Education Center: Family Engagement Resource Hub

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Early Childhood Technical Education Center: Family Engagement Resource Hub

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Improving Systems, Practices, and Outcomes

" Family engagement refers to the systematic inclusion of families in activities and programs that promote children's development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems."

The ECTA Center works with states to increase family engagement in the development, review, and/or improvement of policies, procedures, and practices affecting IDEA Part C and Part B, Section 619 services and supports for young children with developmental delays and disabilities and their families. In addition to federal and national center resources, ECTA has collected a videos on engaging families and supporting family leaders.

See also: Family Outcomes, For Families
These Practice Improvement Tools help practitioners implement evidence-based practices. These tools are available in English and Spanish, and they guide practitioners and families in supporting young children who have, or are at-risk for, developmental delays or disabilities across a variety of early childhood settings.

Division for Early Childhood (DEC) Recommended Practices family practices refer to ongoing activities that:

1. promote the active participation of families in decision-making related to their child (e.g., assessment, planning, intervention);

2. lead to the development of a service plan (e.g., a set of goals for the family and child and the services and supports to achieve those goals); or

3. support families in achieving the goals they hold for their child and the other family members.

In this 2017 webinar series, the ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships.

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Improving Systems, Practices, and Outcomes " Family engagement refers to the systematic inclusion of families in activities and programs that promote children's development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems." The ECTA Center works with states to increase family engagement in the development, review, and/or improvement of policies, procedures, and practices affecting IDEA Part C and Part B, Section 619 services and supports for young children with developmental delays and disabilities and their families.

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Department of Social Services Office of Child Abuse Prevention (OCAP) Mandated Reporter Training 

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Department of Social Services Office of Child Abuse Prevention (OCAP) Mandated Reporter Training 

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Information & Resources

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Free training is available for mandated child abuse reporters, so they may carry out their responsibilities properly and understand their critical role in the lives of children and families. For information regarding the content of the training modules, visit the Mandated Reporting Website to see which training modules are available now.

The OCAP's Mandated Reporter Training has been launched with updated content and a fresh new look! Along with a general training for all mandated reporters, the website now includes updated training for child care providers, medical professionals, law enforcement, mental health professionals, social workers, clergy and volunteers. In the coming year, the general training, child care provider training, and school personnel training will be available in Spanish.

Resources

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Free training is available for mandated child abuse reporters, so they may carry out their responsibilities properly and understand their critical role in the lives of children and families. For information regarding the content of the training modules, visit the Mandated Reporting Website to see which training modules are available now.

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DEC NAEYC Position Statement on Inclusion

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DEC NAEYC Position Statement on Inclusion

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Summary

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California Department of Social Services Child Care Licensing Program Office General Questions

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Family Empowerment Center Statewide Map 

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Family Empowerment Center Statewide Map 

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Seeds of Partnership - Family Empowerment Centers

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Division for Early Childhood Recommended Practices 

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Division for Early Childhood Recommended Practices 

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The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays or disabilities.

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DEC NAEYC Position Statement on Inclusion

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DEC NAEYC Position Statement on Inclusion

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Full Statement

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Contact Information:  Community Care Licensing Division Child Care Offices Statewide 

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Contact Information:  Community Care Licensing Division Child Care Offices Statewide 

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California Department of Social Services

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Here you will find a collection of UDL resources for teachers, coaches and instructional leaders.

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Desired Results for Children and Families 

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Desired Results for Children and Families 

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Achieving Desired Results for Children and Families

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California Early Childhood Online (CECO) 

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California Early Childhood Online (CECO) 

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Licensing/ Provider Information/ Communication Notices 

# data[].attributes.subject
Licensing/ Provider Information/ Communication Notices 

# data[].attributes.attachment_link.readable_text
NOTE: Prior to November 2016, CCLD information currently being communicated in PIN form was communicated in the form of Provider Letters and CCLD Information Releases.

2021
2021 CCP

PIN 21-17-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN 21-16-CCP - Facility Closure Survey

Translations: Español

PIN 21-15-CCP - Local Licensing Call For Child Care Providers

PIN 21-14-CCP - Guidance for Applying for Child Care Licensure or Expanding Existing Operations for Previously Licensed Child Care Providers, Providers Who Have Provided Care Subject to a Waiver or License Exempt Status or Individuals Considering Providing Licensed Care.

PIN 21-13-CCP - Repeal of Title 22, Section 101161(b)

PIN 21-12-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19) And Hot Topics

PIN 21-11-CCP - 2020 Chaptered Legislation Affecting Child Care Facilities

PIN 21-10-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19) And Hot Topics

PIN 21-09-CCP - Reminder For Providers To Update Contact Information With Child Care Licensing

PIN 21-08-CCP - (Supersedes PIN 20-22-CCP) Updated COVID-19 Guidance For Cohorst, Group Size, And Ratios In Licensed & License-Exempt Child Care Settings; And Updated Guidance For County Risk Levels. Guidance And Frequently Asked Questions (FAQ) Regarding Individual Waivers Available For Licensed Child Care Facilities And License-Exempt Providers Due To Coronavirus Disease 2019 (COVID-19)

PIN 21-07-CCP - Statewide Waivers To Renew Pediatric CPR And First Aid Certifications Due To The Coronavirus Disease 2019 (COVID-19) Public Health Emergency

PIN 21-06-CCP - COVID-19 Vaccines For The Child Care Sector

PIN 21-05-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN 21-04-CCP - Availability Of State And Federal Funding To Test Drinking Water For Lead Contamination In Child Care Centers And For Remediation (Correction) Of Lead Contamination

PIN 21-03-CCP - Regulations For Single Center Licenses Will Be Delayed Due To Coronavirus Disease 2019 (COVID-19)

PIN 21-02-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

2021 CCLD

PIN 21-08-CCLD - Oversight Role and Resumption of On-Site Inspections

PIN 21-07-CCLD - Preparing For Extreme Heat, Public Safety Power Shutoffs, And Wildfire Emergencies

Translations: Español |

PIN 21-06-CCLD - (Supersedes PIN 19-01-CCLD) New Forms For Complainant Intake And Reporting Notifications

PIN 21-05-CCLD - New Background Check Website

PIN 21-04-CCLD - Federal Emergency Management Agency Funeral Assistance Program For COVID-19 Funeral Expenses

PIN 21-03-CCLD - Statewide Waivers For Licensing Requirements Related To Tuberculosis (TB) Testing And Coronavirus Disease 2019 (COVID-19) Vaccine

PIN 21-02-CCLD - Updates To The Implementation of Guardian

PIN 21-01-CCLD - Benefits And Impacts Of The Implementation Of Guardian

2020
2020 CCP

PIN-20-30-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN-20-29-CCP - Resources For Child Care Providers Caring For School-Age Children

PIN-20-28-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN-20-27-CCP - Air Quality In Child Care Settings During Wildfires

PIN 20-26-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN 20-25-CCP - 2019 Chaptered Legislation Affecting Licensed Child Care Facilities: Summary And Implementation

PIN 20-24-CCP - Recently Approved Safe Sleep Regulations In Effect

PIN 20-23-CCP - Local Licensing Call for Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN 20-22-CCP - (Superseded by PIN 21-08-CCP) Guidance and Frequently Asked Questions (FAQS) Regarding Waivers Available for Licensed Child Care Facilities and License-Exempt Providers Due to Coronavirus Disease (COVID-19)

PIN 20-21-CCP - Providing Resources And Support For California's Immigrant Population

PIN 20-20-CCP - Local Licensing Call For Child Care Providers Regarding Coronavirus Disease 2019 (COVID-19)

PIN 20-19-CCP - Rapid Assistance Support Team (RAST) Tele-Visits to Providers due to the Coronavirus Disease 2019 (COVID-19) Public Health Emergency

Translations: Español | 中文

PIN 20-18-CCP - Multisystem Inflammatory Syndrome in Children (MIS-C) and Coronavirus Disease 2019 (COVID-19)

PIN 20-17-CCP - Food and Drug Administration Safety Notice Regarding Hand Sanitizers Containing Methanol

PIN 20-16-CCP - Online Child Abuse Mandated Reporter Training Now Available in Spanish

Translations: Español |

PIN 20-15-CCP - Coronavirus 2019 (COVID-19) Updated Guidance for Child Care Settings

PIN 20-14-CCP - Resources to Support Social and Emotional Development of Children During the COVID-19 Public Health Emergency

PIN 20-13-CCP - Coronavirus Disease (COVID-19) Testing Sites

PIN 20-12-CCP - Written directives for lead testing in child care centers will be delayed due to COVID-19

PIN 20-11-CCP - (Updated May 21, 2020) - COVID-19 Frequently Asked Questions (FAQ) for Child Care Licensees and Providers

Translations: Español |

PIN 20-10-CCP - Announcing a New Mobile-Friendly Web Application to Find Child Care Services

Translations: Español |

PIN 20-09-CCP - Everbridge Notifications Regarding Facility Status

Translations: Español |

PIN 20-08-CCP - Notice Of Tele-Inspections For Pre-Licensing Inspections, Case Management Inspections, And Complaints

Translations: Español |

PIN 20-07-CCP - Coronavirus Disease 2019 (COVID-19) Talking Points From the Child Care Licensing Stakeholder Calls Held on March 17, 2020, and April 1, 2020

Translation: Español |

PIN 20-06-CCP - Social And Physical Distancing Guidance And Healthy Practices For Child Care Facilities In Response To The Global Coronavirus (COVID-19) Pandemic Written In Collaboration With The California Department Of Education

Translations: Español |

PIN 20-05-CCP - Informational Call Regarding Coronavirus Disease 2019 (COVID-19)

Translations: Español |

PIN 20-04-CCP - Statewide Waivers for Licensing Requirements Due to Coronavirus Disease 2019 (COVID-19), and Prevention, Containment, and Mitigation Measures

Translations: 中文 | Español |

PIN 20-03-CCP - Informational Call Regarding Coronavirus Disease 2019 (COVID-19)

PIN 20-02-CCP - Coronavirus Information and Guidelines for Child Care Settings

Translations: 中文 | Español |

PIN 20-01-CCP - Required Lead Testing for Drinking Water in Licensed Child Care Centers and the Provision of Lead Exposure Information to Parents and Guardians by All Licensed Child Care Facilities

Translations: Español |

2020 CCLD

PIN 20-30-CCLD - Notice Of Staffing Opportunities On The Employment Development Department's (EDD) CalJobs Website

PIN 20-29-CCLD - Provider Infection Prevention Helpline

PIN 20-28-CCLD - Updated Statewide Waivers For Administrator Certification Program Due To Coronavirus Disease 2019 (COVID-19)

PIN 20-27-CCLD - Coronavirus Disease 2019 (COVID-19) Infection Control Guidance For Celebrations And Outings

PIN 20-26-CCLD - Estimated SSI_SSP payment standards effective January 1,2021

Translations: 中文 |

PIN 20-25-CCLD - Staffing Augmentation Related to COVID-19 Surge in Facility Incidence

PIN 20-24-CCLD - Coronavirus Disease 2019 (COVID-19) - Resumption of In-Person Complaint Investigations

PIN 20-23-CCLD - Disaster Response Using the Everbridge Mass Notification System

PIN 20-22-CCLD - Regulation Update Regarding Simplified Criminal Records Exemptions

PIN 20-21-CCLD - The Governor's Proclamation of a State of Emergency Due to Extreme Weather and Fires

PIN 20-20-CCLD - Guardian User Account Access

PIN 20-17-CCLD - Federal Relief Available to Licensees During the Coronavirus Disease 2019 (COVID-19) Emergency

Translations: Español | Tagalog |

PIN 20-16-CCLD - Discontinuation of the Child Abuse Central Index for State Licensed Facilities (LIC 198A FORM)

PIN 20-14-CCLD - Guidance for Sanitizing Laundry and a Limited Waiver of Hot Water Temperature Limits in Care Facilities

PIN 20-13-CCLD - Preparation for Extreme Heat, Public Safety Power Shutoffs, and Wildfire Emergencies

PIN 20-11-CCLD - Community Care Licensing Division Online Resources on Coronavirus Disease 2019 (COVID-19)

PIN 20-10-CCLD - Waiver of Administrator Certification Program Fees, License Fees, and Home Care Aide Registration Fees as a Result of Coronavirus Disease 2019 (COVID-19)

PIN 20-08-CCLD - Guidelines for Providers Requesting Stores to Waive Supply Limitations Due to Coronavirus Disease (COVID-19)

PIN 20-07-CCLD - Suspension of all Annual Inspections to Allow Technical Assistance for Licensees Regarding the Coronavirus 2019 Disease (COVID-19)

PIN 20-06-CCLD - Cancellation of all Community Care Licensing Meetings

PIN 20-05-CCLD - Community Care Licensing Division E-Mail Address for Coronavirus Disease 2019 (COVID-19) - Related Questions

PIN 20-04-CCLD - Governor's Proclamation of a State of Emergency to Address Novel Coronavirus (COVID-19)

Translations: 中文 | Español

PIN 20-03-CCLD - Caregiver Background Check Bureau's New Background Check System

PIN 20-02-CCLD - Updated Appraisal/Needs and Services Plan Form (LIC 625)

PIN 20-01-CCLD - Written Directive Establishing Deadline For Appealing Deputy Director'S Decision Regarding A Civil Penalty Assessment For Abuse, Serious (Bodily) Injury, Or Death

2019

PIN 19-18-CCP - Emergency and Disaster Information

PIN 19-18-CCP - Emergency and Disaster Information (Spanish Version)

PIN-19-17-CCP - CDSS Online Child Abuse Mandated Reporter Training Changes

PIN-19-17-CCP - CDSS Online Child Abuse Mandated Reporter Training Changes (Spanish Version)

PIN 19-16-CCP - United States Consumer Product Safety Commission (CPSC) Urges Consumers Not to Use Inclined Infant Sleep Devices

PIN 19-16-CCP-SP - United States Consumer Product Safety Commission (CPSC) Urges Consumers Not to Use Inclined Infant Sleep Devices (Spanish Version).

PIN 19-16-CCP-VN - United States Consumer Product Safety Commission (CPSC) Urges Consumers Not to Use Inclined Infant Sleep Devices (Vietnamese Version)

PIN 19-16-CCP-KR - United States Consumer Product Safety Commission (CPSC) Urges Consumers Not to Use Inclined Infant Sleep Devices (Korean Version)

PIN 19-16-CCP-CH - United States Consumer Product Safety Commission (CPSC) Urges Consumers Not to Use Inclined Infant Sleep Devices (Chinese Version)

PIN 19-15-CCP - Backup Generator Safety

PIN 19-15-CCP - Backup Generator Safety (Spanish Version)

PIN 19-14-CCP - Trauma-Informed Care

PIN 19-14-CCP - Trauma-Informed Care (Spanish Version)

PIN 19-13-CCP - Licensure Exemptions for Eligible California State Preschool Programs (CSPPs)

PIN 19-13-CCP - Licensure Exemptions for Eligible California State Preschool Programs (CSPPs) (Spanish Version)

PIN 19-12-CCP - U.S Consumer Product Safety Commission Infant Sleeper Recall

PIN 19-11-CCP - Informational Notice

PIN 19-11-CCP - Informational Notice (Spanish Version)

PIN 19-11-CCLD - Governor's Proclamation of a State of Emergency Due to Extremely Dangerous Fire Weather Conditions

PIN 19-11-CCLD - Governor's Proclamation of a State of Emergency Due to Extremely Dangerous Fire Weather Conditions (Spanish Version)

PIN 19-10-CCP - U.S. Consumer Product Safety Commission Fisher-Price Infant Equipment Accessory Recall

PIN 19-10-CCP - U.S. Consumer Product Safety Commission Fisher-Price Infant Equipment Accessory Recall (Spanish Version)

PIN 19-10-CCLD - Public Safety Power Shutoffs and Wildfire Emergencies

PIN 19-10-CCLD - Public Safety Power Shutoffs and Wildfire Emergencies (Spanish Version)

PIN 19-09-CCP - Head Lice Information for Child Care Providers

PIN 19-09-CCP - Head Lice Information for Child Care Providers (Spanish)

PIN 19-09-CCLD - Division MailChimp Account Information - How Providers and Stakeholders Can Subscribe for Updates

PIN 19-09-CCLD - Division MailChimp Account Information- How Providers and Stakeholders Can Subscribe for Updates (Spanish Version)

PIN 19-08-CCP - California Department of Public Health (CDPH) New Pre-Kindergarten (Child Care) and School Immunization Requirements

PIN 19-08-CCP - California Department of Public Health (CDPH) New Pre-Kindergarten (Child Care) and School Immunization Requirements (Spanish Version)

PIN 19-08-CCLD - Test the Everbridge Disaster Notification System for Licensees

PIN 19-08-CCLD - Test the Everbridge Disaster Notification System for Licensees (Spanish Version)

PIN 19-07-CCP - Free Indoor Radon Gas Test Kits

PIN 19-07-CCP - Free Indoor Radon Gas Test Kits (Spanish Version)

PIN 19-07-CCLD - Preparation for Extreme Heat, Public Safety Power Shutoffs and Wildfire Emergencies

PIN 19-06-CCP - U.S.Consumer Product Safety Commission Fisher-Price and Kids II Infant Equipment Recall

PIN 19-06-CCP - U.S.Consumer Product Safety Commission Fisher-Price and Kids II Infant Equipment Recall (Spanish Version)

PIN 19-05-CCP - Notification of New Regional Offices Effective April 2019

PIN 19-05-CCP - Notification of New Regional Offices Effective April 2019 (Spanish Version)

PIN 19-05-CCLD - Potential Public Safety Power Shutoff For Southern California

PIN 19-05-CCLD - Potential Public Safety Power Shutoff For Southern California (Spanish Version)

PIN 19-04-CCP - 2018 Chaptered Legislation Affecting Child Care Facilities: Summary and Implementation

PIN 19-04-CCP - 2018 Chaptered Legislation Affecting Child Care Facilities: Summary and Implementation (Spanish Version)

PIN 19-04-CCLD - Potential Public Safety Power Shutoff for Northern California

PIN 19-04-CCLD - Potential Public Safety Power Shutoff for Northern California (Spanish Version)

PIN 19-03-CCP - Shortage of Epinephrine Auto-Injectors

PIN 19-03-CCP - Shortage of Epinephrine Auto-Injectors (Spanish Version)

PIN 19-02-CCP - Safe Sleep Awareness Campaign

PIN 19-02-CCP - Safe Sleep Awareness Campaign (Spanish Version)

PIN 19-01-CCLD - Communication with Complainants, Frequently Asked Questions (FAQ)

PIN 19-01-CCLD - Communication with Complainants, Frequently Asked Questions (FAQ) (Spanish Version)

PIN 19-01-CCP - Child Care Inspection Tool Pilot

PIN 19-01-CCP - Child Care Inspection Tool Pilot (Spanish Version)

2018

PIN 18-01-CCP - Influenza Season: 2017-2018 Protecting Children in Child Care Facilities

PIN18-02-CCP - Emergency Preparedness and Disaster Plans

PIN 18-03.1-CCP - Electronic Recordkeeping for Children's and Personnel Records

PIN 18-03-CCP - Electronic Recordkeeping for Children's and Personnel Records

PIN 18-04-CCP - 2017 Chaptered Legislation Affecting Child Care Facilities: Summary and Implementation

PIN 18-05-CCP - Child and Adult Care Food Program (CACFP) Revised Handbook and the Healthy Beverages in Child Care Act

PIN 18-06-CCP - Mandated Child Abuse Reporter Online Training and Guidance on Third Party Alternative Training Requests

PIN 18-01-CCLD - AB 1008 (Conviction History): Impact on Community Care Licensed Facilities

PIN 18-02-CCLD - Criminal Record Statement - LIC 508 Form

PIN 18-03-CCLD - Senior Care Inspection Tool Pilot

PIN 18-04-CCLD - Riverside Adult and Senior Care Regional Office Relocation

PIN 18-05-CCLD - Adult and Senior Care Online Application Testing Opportunity

PIN 18-06-CCLD - Culver City Children's Residential and Child Care Programs' Regional Office Relocation

PIN 18-07-CCLD - 2017 Most Commonly Cited Deficiencies

PIN 18-08-CCLD - Heat Preparedness

PIN 18-09-CCLD - Red Flag Fire Warnings and Shutting Off Power For Safety

PIN 18-09.1-CCLD - Red Flag Fire Warnings and Shutting Off Power For Safety (Supersedes PIN 18-09-CCLD)

PIN 18-10-CCLD - Reporting Requirements for Red Flag Fire Warnings and Shutting off Power for Safety

PIN 18-11-CCLD - Recovery Streamlining Efforts for Counties Included in the Governor's State of Emergency Executive Order Due to the November 2018 Fires

2017 PINs - Child Care Program (CCP) -

2016

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NOTE: Prior to November 2016, CCLD information currently being communicated in PIN form was communicated in the form of Provider Letters and CCLD Information Releases.

# data[].attributes.attachment_link.readable_text
Families

Learn about quality early learning and care and connect to your local Resource and Referral Agency to help you find high-quality child care.

Child Care Providers

Find resources and support to assist you in your commitment to quality early learning and care.

Quality Partners

Access Quality Rating and Improvement System (QRIS) resources (for coaches and trainers, higher education faculty, assessors and observers, and QCC consortium members).

Policymakers

Access information to help communicate the value and importance of quality early learning and care.

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

Provides access to tools and resources for quality partners like QRIS administrators, coaches, trainers, and higher education faculty.

Links child care providers to resources and support to assist them in their commitment to quality early learning and care.

Informs parents and families about the importance of quality early learning, and helps them identify quality early learning and care environments (i.e. family child care home or child care centers).

Offers information and research to help policymakers communicate the value and importance of quality early learning and care.

Quality Counts

QCC focuses on quality early learning and care 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)

Quality early learning and care programs have environments, relationships, interactions, and activities to support all children's growth and development to prepare them for success in school and life.

Research continues to show that children who attend a quality early learning and care program are more likely to do well in school and less likely to drop out or need remedial supports later in their education.

More About QCC

Learn more about how Quality Counts California (QCC) fits within the landscape of early learning and care for children.

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Quality Counts California is a statewide system of locally-implemented quality rating and improvement systems (QRIS), which helps to connect parents and families to high-quality early learning and care programs, and ensures that infants, toddlers, and preschool-age children have quality early learning experiences in their local communities.

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California Inclusion and Behavior Consultation (CIBC) Network 

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California Inclusion and Behavior Consultation (CIBC) Network 

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NEW NAME, SAME US (AND MUCH MORE) !

In July 2021 the funding for the California Inclusion and Behavior Consultation (CIBC) Network project moved to the California Department of Social Services (CDSS) as part of the Child Care Transition from the California Department of Education, Early Learning and Care Division (CDE/ELCD) to CDSS and additional funding was dedicated to expand the Network. As part of this transition and expansion, CIBC was renamed the California Infant and Early Childhood Mental Health Consultation (IECMHC) Network. The IECMHC Network now offers an expanded suite of infant and early childhood mental health consultation resources services and services to all early learning and care programs and providers across California.

Visit the IECMHC Network portal to access consultation services. If you are requesting consultation services for the first time, you will be prompted to set up an account to submit your request. You will only need to complete the IECMHC Network account registration process one time. Please note your username and password so that you have them available for future use.

You can access "just in time" consultative support via the IECMHC Network Helpline by calling 1-877-524-2422. Live Helpline staff will offer one-on-one support for timely, non-emergency guidance regarding specific questions or concerns related to infant, toddler and young children's social, emotional and behavioral health. We also encourage you to join us for additional services and supports, including webinars and workshops, open-door consultation sessions, and Community of Support series. All services are offered at no cost to participants. For more information and links for registration, visit the Events tab .

ABOUT THE IECMHC NETWORK

The California Infant and Early Childhood Mental Health Consultation (IECMHC) Network is a professional development project funded by the California Department of Social Services (CDSS), Child Care and Development Division, and is coordinated by WestEd. The IECMHC Network is designed to deliver consultation services, resources, and training activities for early learning and care center-based program staff, family child care providers, and family, friend and neighbor caregivers. IECMHC Network services are offered at no cost for early learning and care programs and home-based providers in California.

The IECMHC Network's services are designed to build the capacity of program staff and care providers to foster the developmental, social, and emotional health and well-being of young children in their care. IECMHC Network consultants use a reflective practice approach to support program administrators, teachers and providers while exploring problem-solving strategies within the context of infant and early childhood mental health. Consultation provides an opportunity to consider all relationships influencing young children's well-being, both adult-child relationships and those between the adults caring for children.

Areas of support include:

Promoting positive mental health and social and emotional development.

Addressing behavior that providers find challenging or concerning.

Focusing on relationships and practices that buffer against stress and trauma.

Developing a program culture that promotes the well-being of providers, young children, and families.

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CIBC | The California Inclusion and Behavior Consultation Network

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In July 2021 the funding for the California Inclusion and Behavior Consultation (CIBC) Network project moved to the California Department of Social Services (CDSS) as part of the Child Care Transition from the California Department of Education, Early Learning and Care Division (CDE/ELCD) to CDSS and additional funding was dedicated to expand the Network.

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U.S. Department of Education Office of Special Education and Rehabilitative Services (OSEP)

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U.S. Department of Education Office of Special Education and Rehabilitative Services (OSEP)

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Dear Colleague Letter

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California's Master Plan for Early Learning and Care 

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California's Master Plan for Early Learning and Care 

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The stroller is California's first vehicle for upward mobility-it's time to push early learning and care forward to help families grow their children stronger.High-quality early learning and care is the first step toward increasing achievement, maximizing state investments in education, health, and workforce development-and lifting families out of poverty. California For All Kids is the state's effort to develop a comprehensive Master Plan for Early Learning and Care that can be implemented and sustained for the benefit of all children and families. From parent perspectives, community organizing, curriculum, equitable access, social justice, financing, and policy-California For All Kids brings the best of what experts in the state know and combines it with listening to the needs of parents and communities. This will help California plan a system that works from the ground up and empowers parents to develop children capable of seizing opportunities in school, career, and life.

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Master Plan for Early Learning and Care - California Health and Human Services

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Master Plan for Early Learning and Care Master Plan for Early Learning and Care: California for All Kids The Master Plan for Early Learning and Care: California for All Kids provides a strong research-based roadmap for building a comprehensive and equitable early learning and care system over the next decade.

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U.S. Department of Education Policy Statement On Inclusion of Children With Disabilities In Early Childhood Programs

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U.S. Department of Education Policy Statement On Inclusion of Children With Disabilities In Early Childhood Programs

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CDE, Early Learning and Care Division Publication and Resources 

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CDE, Early Learning and Care Division Publication and Resources 

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Early Learning and Care Division Resources
Early Education Resources

The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, Second Edition

Best Practices for Planning Curriculum for Young Children

ECE Competencies

California Early Learning Career Lattice

Guidelines for Early Learning in Child Care Home Settings

Infant/Toddler Resources

Infant/Toddler Learning and Development Foundations

Infant/Toddler Curriculum Framework

Infant/Toddler Learning and Development Program Guidelines

PITC Caregiving Guides

Parent Resources

Care About Quality: Your Guide to Child Care
Preschool Resources

Preschool Learning Foundations

Preschool Curriculum Frameworks

Preschool Program Guidelines

Preschool English Learners

Other Publications

California Comprehensive Early Learning Plan

First Class - A Guide for Early Primary Education

Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs

Responsive Early Education for Young Children and Families Experiencing Homelessness

School's Out California

Early Education Resources

Best Practices for Planning Curriculum for Young Children

Family Partnerships and Culture (PDF; 9MB)
This publication promotes understanding of children's cultural or multicultural experiences at home, and helps teachers use those experiences as building blocks for teaching and learning in early education settings.

The Integrated Nature of Learning (PDF; 5MB)
This publication examines how play, learning, and curriculum work together in early education, and describes the relationship context for early learning and the role of the teacher in supporting children's active engagement in learning.

California Early Childhood Educator (ECE) Competencies

California Early Childhood Educator (ECE) Competencies
The California Early Childhood Educator 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 ECE Competencies 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.

The Early Childhood Educator Competencies Self-Assessment Toolkit (ECE CompSAT) is an additional professional development resource for the early childhood education field to use for self-reflection about their knowledge, skills, and dispositions and to assist with the development of professional growth plans by identifying the competencies needed for effective, high-quality early education practice.

Early Learning Career Lattice
The Career Lattice defines a progression of roles and the training and education necessary to demonstrate competence in a wide variety of positions in early learning.

Guidelines for Early Learning in Child Care Home Settings (PDF; 17MB)
Recognizing the importance of home-based child care settings in today's society, this adaptation of thePrekindergarten Learning and Development Guidelines provides guidance to help home-based child care providers offer high-quality early care and learning experiences to the children and families they serve. The book covers topics such as the roles and relationships involved in home-based child care; how to create safe, inclusive environments that foster early learning and development; ideas for implementing appropriate curriculum; professional development for home-based providers; and things to consider when infants and toddlers receive care in mixed-age group settings.

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Infant/Toddler Resources

California Infant/Toddler Learning and Development Foundations
TheCalifornia Infant/Toddler Learning & Development Foundations are at the center of California's infant/toddler learning and development system. The foundations describe how children develop and what they learn, and are designed to illuminate the competencies that infants and toddlers need for later success.

The Spanish translation of this document, Fundamentos del aprendizaje y el desarrollo infantil de California (ISBN 978-0-8011-1709-1) (PDF; 3MB) , was published in 2010.

A companion set of DVDs for the California Infant/Toddler Learning & Development Foundations depicts children's behavior for each of the 28 foundations at each of the three ages described in the foundations. There is an introductory overview of the foundations, a segment on "The Early Months," and extended segments provided with and without narration. The set is designed to support training on the foundations. This DVD set can be ordered from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the set of DVDs is $32.95.

California Infant/Toddler Curriculum Framework
The California Infant/Toddler Curriculum Framework (ISBN 978-0-8011-1723-7) supports early childhood educators working in programs serving children birth to three years of age in implementing high-quality curriculum practices that lead to acquisition of the knowledge and skills described in the Infant/Toddler Learning and Development Foundations. The publication can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $20.85.

Infant/Toddler Learning and Development Program Guidelines, Second Edition (PDF; 21MB)
This publication presents information about how to provide high-quality early and care, including recommendations for program policies and day-to-day practices that will improve program services to all infants and toddlers. The Infant/Toddler Learning and Development Program Guidelines, Second Edition (ISBN 978-0-8011-1798-5) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $29.95. The Spanish Translation of this document is coming soon.

The Spanish translation of the first edition, Guias para programas de aprendizaje y desarrollo infantil (PDF; 6MB) , was published in 2010. The price of the publication is $21.95.

A companion set of DVDs for the Infant/Toddler Learning and Development Program Guidelines, first edition released in 2009, includes conversations with experts; rich discussions with infant care teachers, program leaders, family child care providers, and family members about the guidelines activities; and video clip illustrations of practice. This DVD set can be ordered from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the set of DVDs is $32.95.

Program for Infant/Toddler Care (PITC) Caregiving Guides
Infant/Toddler Caregiving Guides offer in-depth articles, essays, and practical exercises related to caring for infants and toddlers. See the CDE Press web page for instructions on how to order PITC products.

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Parent Resources

Care About Quality: Your Guide to Child Care
This resource guide was published by the California Department of Education in 2000 to provide parents and family seeking child care with key indicators of quality child care settings, information on the types of child care available, and tips for interviewing potential child care providers.
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Preschool Resources

California Preschool Learning Foundations
The California Preschool Learning Foundations describes competencies-knowledge and skills-that most children can be expected to exhibit in a high-quality program as they complete their first or second year of preschool.

California Preschool Curriculum Frameworks
Created as companion volumes to the California Preschool Learning Foundations, the California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children.

California Preschool Program Guidelines (PDF; 5MB)
TheCalifornia Preschool Program Guidelines provides the detailed guidance needed by administrators and teachers to offer high-quality preschool programs that prepare children to arrive in kindergarten with the foundational skills necessary for school success.

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning: A Resource Guide (2nd Edition) (PDF; 8MB)
This resource guide offers a user-friendly review of current research on how to support the language development of English learners during the preschool years (ages three to five).

Preschool English Learners: A Resource Guide (ISBN 978-0--8011-1667-4) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $17.55.

The Spanish translation of this document, Niños de edad preescolar que aprenden inglés: Principios y prácticas que fomentan el lenguaje, la lecto-escritura y el aprendizaje: Guía de Recursos (PDF; 14 MB) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $17.55.

A companion DVD, A World Full of Language: Supporting Preschool English Learners, is a Telly Award program produced by the California Department of Education, Early Learning and Care Division, in 2007. The DVD provides information on how young children acquire English as a second language, and offers strategies teachers can use to support English learners. The DVD and accompanying booklet in English and Spanish are available.

The resource guide, DVD, and booklets can also be purchased together by submitting one of the following brochures:
For English, please submit theEnglish-language brochure (PDF; 2MB) .
For Spanish, please submit theSpanish-language brochure (PDF; 2MB) .

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Questions: Early Learning and Care Division | 916-322-6233

Last Reviewed: Wednesday, April 22, 2020

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Early Education Resources The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, Second Edition Best Practices for Planning Curriculum for Young Children ECE Competencies California Early Learning Career Lattice Guidelines for Early Learning in Child Care Home Settings Infant/Toddler Resources Infant/Toddler Learning and Development Foundations Infant/Toddler

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California Child Care Resources and Referral Network

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California Child Care Resources and Referral Network

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California Child Care Resource & Referral Network - Home

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California Child Care Resource & Referral Network - Home

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The California Child Care Resource & Referral Network works to inspire, inform, and advocate for a quality child care system that supports all families in California.

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With disruptions of the family routines and limited physical activities, children may feel overwhelmed, upset, and stressed during this challenging time. Check out the curated set of resources to help families with young children with and without disabilities talk about the pandemic and navigate changes to their everyday routines and activities.

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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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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child.

Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

Join guest speakers Dr. Elizabeth Schroeder and Dr. Cornelia Taylor for the Coffee Break webinar in March as they link the DRDP to federal child outcomes and show you where you can find your local preschool child outcomes data.
Tuesday, March 19, 2024, 3:00-3:15 PM

As part of child outcomes reporting, the DR Access Project annually calculates the percent of preschoolers exiting preschool special education functioning at age expectations in "Use of Appropriate Behaviors to Meet Needs"*.

Children experienced reduced physical activity levels due to COVID-19 lockdowns** and spent less time in the community and classroom where they practice adaptive skills, leading to a decline in the percent of SELPAs meeting state targets for preschoolers functioning at age expectations between spring 2019 and winter 2021. Most children returned to classrooms by spring 2021.

Visit DRAccessOutcomes.org to find your local preschool outcomes data in Appropriate Behaviors to Meet Needs development!

Recorded workshop describing and demonstrating how DRDP profiles inform: present levels of performance or development on the IEP or IFSP, long term goals, what to teach next, and linking the DRDP to the California Early Learning Foundations.

Features strategies for using the DRDP and DR Access Reports to identify and measure the developmental and learning progress of children with IFSPs and IEPs.

With the release of the Request for Applications (RFA) for a new round of Inclusive Early Education Expansion Program (IEEEP) funding, comes new opportunities for professional development to support the inclusion of children with disabilities in preschool inclusive classrooms.

Embedded Instruction for Early Learning - California (EIEL-CA) is proud to be part of the professional development offered through IEEEP. Grantees may use the funding to receive job-embedded professional development with practice-based coaching to assist LEA teaching teams with implementing evidence-based instructional practices in preschool inclusive classrooms.

To learn more, contact Therese Snyder at tsnyder@napacoe.org.

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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child. Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

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The Hexagon Tool: Understand How New or Existing Programs/Practices Fit into a Site's Existing Work

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The Hexagon Tool: Understand How New or Existing Programs/Practices Fit into a Site's Existing Work

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Staff Survey

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UPK/P-3 CA Educators Together Group Page

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UPK/P-3 CA Educators Together Group Page

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The California Educators Together platform is brought to you by a collaboration between the California Department of Education and the CDE Foundation.

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Preschool Through 3rd Grade (P-3) Alignment

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Preschool Through 3rd 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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CAPTAIN California Autism Professional Training and Information Network

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California Department of Education Streaming Video Subscription Service

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Expanded Learning Opportunities Program - Expanded Learning (CA Dept of Education)

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General information regarding the Expanded Learning Opportunities Program derived from Assembly Bill (AB) 130.

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EED Teacher Development Grant Info. Page

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EED Teacher Development Grant Info. Page

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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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Sign up to help if you work with diverse families.

Support healthy development with today's most trusted screeners

Screening Resource Finder

The Screening Resource Finder makes it easy to locate helpful resources within our step-by-step Screening Navigator. Explore free tools and resources tailored to each step of the screening process, starting with the very first planning phase.

Before you Begin

What's My Role as a...

As an early childhood educator, you play a vital role in ensuring that every young child is screened. Start by partnering with parents to explain why developmental screening is so important, introduce ASQ, and address any concerns they might have. Once parents complete the questionnaires, ASQ makes it easy for you to score them and interpret the results. Then sit down with parents to share what the screener revealed, plan next steps, and give them tips and strategies for encouraging their child's progress.
Learn more in the Training Portal
Resources

Program administrators lay the critical groundwork for a successful screening program. Your first role is to plan your program, from determining goals to choosing your screener. Once your plan is in place, train and support your staff on every step of screening, including engaging parents, communicating results sensitively, and connecting families with community resources for referral. You'll also want to evaluate the success of your screening program and make periodic adjustments when necessary.
Learn more in the Training Portal
Resources

As a home visitor who works closely with families, you're in an ideal position to ensure that young children are screened. Partner with the families you work with to explain why developmental screening is so important, introduce ASQ, and address their concerns and questions. Once parents complete ASQ questionnaires, score them in minutes and interpret the results. Then sit down with families to share the results, plan next steps, and give them strategies for nurturing their child's skills and development.
Learn more in the Training Portal
Resources

Because pediatricians are the professionals most likely to see a child on a regular basis, you're in the perfect position to promote children's healthy development and identify potential delays early. If your office doesn't have a screening program yet, plan one with the help of the resources on this site. As parents complete ASQ through your program, your role is to score the questionnaires, interpret results, and sit down with families to share what you learned and plan next steps. In between screenings, give families learning activities and other resources to foster their child's skills and development.

Resources

You may not be a child development specialist, but you are the expert on your child-and research has shown that parents' concerns are accurate predictors of developmental delays. Talk to an early childhood professional about the benefits of developmental screening, and complete the ASQ questionnaire that's right for your child's age (they're easy to do and take just 10-15 minutes). When your child's pediatrician or teacher shares ASQ results with you, celebrate the milestones your child has reached and ask what you can do next to support your child's skills and healthy development.

Resources

Over 1 million children screened with ASQ

Trusted by professionals for 20 years

Quick and easy for parents to complete

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Uncover the knowledge to change a life with Ages & Stages Questionnaires® (ASQ).

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The purpose of Beginning Together is to ensure that children with special needs are incorporated, and appropriate inclusive practices are promoted, in the training and technical assistance provided by the existing cadre of trainers in California.

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The Teaching Pyramid approach provides a systematic framework that promotes social and emotional development, provides support for children”s appropriate behavior, prevents challenging behavior, and addresses problematic behavior. The WestEd Center for Child and Family Studies offers comprehensive professional development packages for infant/toddler, preschool, and early elementary educators. WestEd”s Teaching Pyramid is based on evidence-based practice originally developed by the Center on the Social Emotional Foundations in Early Learning (CSEFEL), authorized by California Department of Education (CDE), and aligned with California”s Early Learning and Development System.

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National Center for Pyramid Model Implementation Webpage

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National Center for Pyramid Model Implementation Webpage

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

Get Training

Supporting implementation of the Pyramid Model with fidelity.

Conference

National Training Institute on Effective Practices: Addressing Challenging Behavior

Get the latest updates. Join our Mailing list

Have a question? Want to give us feedback? Contact Us

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

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As part of the project, participating teachers engage in the Tools for Teachers professional development and practice-based coaching program to learn about embedded instruction practices. Teachers gain the knowledge, skills, and confidence to use embedded instruction practices.
If you would like to find how your teachers can participate send an information request to info@embeddedinstruction.net

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Helping All Children Embedded Instruction is an evidence-based multi-component approach for planning, implementing, and evaluating instruction for preschool children with disabilities in inclusive settings. The Tools for Teachers professional development package has been shown to increase teachers confidence and competence with embedded instruction and promote positive outcomes for children (Snyder et al.

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Supporting parents, providers and teachers in providing quality Early Learning opportunities to all California children starting at birth.