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UPK Community Magazine - Educational Services Flip PDF | AnyFlip

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Check UPK Community Magazine from Educational Services here. Like UPK Community Magazine? Just add UPK Community Magazine of Educational Services to My Favorites. Embed UPK Community Magazine to websites for free. Check 35 flipbooks from Educational Services. Upload PDF to create a flipbook like UPK…

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Podcast on the implementation of UPK and UTK 

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Podcast on the implementation of UPK and UTK 

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Two years ago, California's state budget agreement included an ambitious new initiative to fund and implement Universal Transitional Kindergarten (or UTK), so that all 4-year-olds in the state have access to it by 2025-26. It's part of a larger long-term goal the state and school districts have been working towards to expand early education and also provide access to Universal Pre-Kindergarten, or UPK, for all students.

In this first of a two-part episode, Sarah Neville Morgan, Deputy Superintendent at the California Department of Education and longtime early education policy leader, describes this historic moment we're in when it comes to early education and fulfilling the promise of public education.

Sarah discusses the why and how of UPK and UTK implementation, including work the state has been doing to support local efforts, resources, challenges, and implications and strategies for advancing equity. The goal, she says, is for all children to hit kindergarten and first- third grades not just ready to learn, but ready to soar.

Sarah and Jason also explore more generally how systems can approach planning for and implementing major new initiatives.

Resources & Research

About Our Guest

Sarah Neville-Morgan has served in many key leadership and policy positions at the state level. She was previously the Director of the CDE Early Learning and Care Division; Deputy Director of Program Management at First 5 California; Deputy Executive Director of the Governor's Early Learning Advisory Council during the Schwarzenegger and Brown administrations; and she currently serves as a Deputy Superintendent at the California Department of Education, overseeing the Opportunities for All branch. Previously she also served as an Academic Child Development Specialist at the University of California, Davis Center for Child and Family Studies.

About our host

Jason Willis serves as Director of Strategic Resource Planning and Implementation for WestEd, and he is a former chief business official in several California school districts

About our series
Budgeting for Educational Equity is presented by the California Association of School Business Official (CASBO)and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Follow on Twitter: @budget4edequity

Recorded in spring, 2023

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(Part 1) Big Lifts and Launches: Resource Equity and Other Key Considerations for Implementing Major New Initiatives Like UPK and UTK -- A Statewide Perspective - Budgeting for Educational Equity

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Two years ago, California's state budget agreement included an ambitious new initiative to fund and implement Universal Transitional Kindergarten (or UTK), so that all 4-year-olds in the state have access to it by 2025-26. It's part of a larger lo...

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UPK community Magazine - Educational Services Flip PDF | AnyFlip

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Check UPK community Magazine from Educational Services here. Like UPK community Magazine? Just add UPK community Magazine of Educational Services to My Favorites. Embed UPK community Magazine to websites for free. Check 35 flipbooks from Educational Services. Upload PDF to create a flipbook like UPK…

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2023 UPK planning template quick guide highlights all updates to the template. t

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2023 UPK planning template quick guide_.xlsx

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The California Department of Education is supporting Universal PreKindergarten implementers in their work to design and communicate about their UPK programs.

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CDE's UPK  Branding & Communication resources

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CDE's UPK  Branding & Communication resources

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MCOE's UPK workforce & Curriculum Supports

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MCOE's UPK workforce & Curriculum Supports

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Information & resources to help design your TK program

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 CA UPK PPT Slide Deck: Key information for implementers.pptx

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Logo and resources to use to show our commitment to UPK in Monterey County

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Monterey County UPK branding materials & logo

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Monterey County UPK branding materials & logo

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Monterey County UPK Logo & Branding materials

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Preschool through Third Grade (P-3) Alignment

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Preschool through Third Grade (P-3) Alignment

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

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

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

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Preschool through Third Grade (P-3) Alignment

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

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UPK Teacher Pipeline Resource Compendium

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UPK Teacher Pipeline Resource Compendium

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During this session, the first in a P-3 Webinar Series to work with and support our stakeholders as they consider, plan for, and implement P-3 strategies at every level, Opportunities for All Branch leadership was joined by National Expert Kristie Kauerz, Director of the National P-3 Center.

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June 3, 2021 – Building Back Better: Using P-3 Strategies that Support the Whole Child

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Insight from CDE and Education Leaders throughout California.

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CDE webinar: Bridging the Emerging Universal Programs to Support UPK & P-3 Alignment

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CDE webinar: Bridging the Emerging Universal Programs to Support UPK & P-3 Alignment

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Bridging the Emerging Universal Programs to Support UPK & P-3 Alignment

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Caryn Lewis, Ed.D: MCOE's Assistant Superintendent of Educational Services.
clewis@montereycoe.org

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Early Education Teacher Development Grant is funded in combination with the California Prekindergarten Planning and Implementation Grant.

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CDE's Early Education Teacher Development Grant

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CDE's Early Education Teacher Development Grant

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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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Legal information on California Preschool, Transitional Kindergarten and Full-Day Kindergarten Facilities Grant Program 

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Ed Code 17375- 17375: Full-Day Kindergarten Facilities Grant Program 

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Ed Code 17375- 17375: Full-Day Kindergarten Facilities Grant Program 

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17375.

(a) (1) The California Preschool, Transitional Kindergarten and Full-Day Kindergarten Facilities Grant Program is hereby established, under the administration of the State Allocation Board pursuant to the requirements of this section, to provide one-time grants to school districts to construct new school facilities or retrofit existing school facilities for the purpose of providing transitional kindergarten classrooms and full-day kindergarten classrooms pursuant to Section 8973, and for the construction of new preschool classrooms, the modernization of existing preschool classrooms, or the modernization of existing kindergarten and grade 1 to 12, inclusive, classrooms that would be converted to provide California state preschool programs operated by school districts on a public schoolsite, pursuant to this section.

(2) Moneys appropriated pursuant to this section shall be deposited in the California Preschool, Transitional Kindergarten, and Full-Day Kindergarten Facilities Account, hereby created in the State Treasury, administered by the State Allocation Board.

(3) For the 2018-19 fiscal year, the sum of one hundred million dollars ($100,000,000) is hereby appropriated from the General Fund to the State Allocation Board to provide one-time grants as specified in this section, as it read on December 31, 2020.

(4) (A) For the 2021-22 fiscal year, the sum of four hundred ninety million dollars ($490,000,000) is hereby appropriated from the General Fund to the State Allocation Board to provide one-time grants as specified in this section.

(B) (i) Of the moneys allocated to a school district from the appropriation made pursuant to this paragraph, savings and interest achieved upon full completion of an approved project, and as a result of a school district's efficient and prudent expenditure of the moneys allocated, may be used for professional development or instructional materials to build capacity for the implementation of a California state preschool program, a transitional kindergarten program, a full-day kindergarten program, or high priority capital outlay purposes identified by the school district and in accordance with subdivision (f), associated regulations, and any accompanying grant agreement.

(ii) Notwithstanding any other law, for purposes of the funds appropriated in support of this paragraph only, a school district may retain and use savings and interest pursuant to clause (i) even if it receives financial hardship assistance pursuant to Section 17075.10.

(iii) Savings and interest retained by a school district shall be expended within one year of project completion or returned to the state as required by associated regulations and any accompanying grant agreement.

(5) New school facilities built pursuant to this section shall not be included in the eligibility determination used for purposes of the Leroy F. Greene School Facilities Act of 1998 (Chapter 12.5 (commencing with Section 17070.10) of Part 10).

(b) (1) The State Allocation Board shall award grants to school districts that lack the facilities to provide transitional kindergarten or full-day kindergarten as required for eligibility pursuant to Sections 17071.25 and 17072.10, that lack facilities that satisfy the design requirements required for new kindergarten classrooms as specified in paragraph (2) of subdivision (h) of Section 14030 of Title 5 of the California Code of Regulations, or that lack the facility capacity to increase California state preschool program services.

(2) Priority for grants shall be given to school districts that meet either of the following criteria:

(A) The school district is financially unable to contribute a portion of, or all of, the local matching share required pursuant to paragraph (3) for a project, and meets the requirements for financial hardship pursuant to Sections 17075.10 and 17075.15. For purposes of this section, paragraph (5) of subdivision (d) of Section 17075.15 shall not apply.

(B) (i) For school districts seeking a transitional kindergarten or full-day kindergarten facilities grant, the school district is located in an underserved community with a high population of pupils who are eligible for free or reduced-price meals pursuant to subdivision (a) of Section 42238.01.

(ii) For school districts seeking a preschool facilities grant, the school district is located in an underserved area, as defined in Section 8205, that is prioritized to receive funds for the California state preschool program according to the prioritization process described in Section 8210.

(3) Except for school districts that meet the requirements for financial hardship pursuant to Section 17075.10 and as specified in paragraph (4), a school district that applies for a grant pursuant to this section for new construction shall provide 50 percent of the cost of the project, and a school district that applies for a grant pursuant to this section for a retrofit project shall provide 40 percent of the cost of the project.

(4) Except for school districts that meet the requirements for financial hardship pursuant to Section 17075.10, a school district shall provide 25 percent of the cost of the project, whether the project is for new construction or retrofit, if the school district does either of the following:

(A) Converts a part-day kindergarten program to a full-day kindergarten program. A school district that was awarded a grant from funds appropriated pursuant to paragraph (3) of subdivision (a) and met the requirements of this paragraph shall have its grant amount adjusted from funds appropriated pursuant to paragraph (4) of subdivision (a) to reflect the requirements of this paragraph.

(B) Commencing with the 2021-22 fiscal year, offers, or expands enrollment in, a California state preschool program or transitional kindergarten program.

(5) (A) A school district seeking a transitional kindergarten or full-day kindergarten facilities grant from moneys in the California Preschool, Transitional Kindergarten, and Full-Day Kindergarten Facilities Account shall provide the Office of Public School Construction with schoolsite enrollment data for the year in which its application is processed and the three immediately preceding years. The Office of Public School Construction shall use this data to verify the schoolsite's overall need for funding pursuant to this section based on the schoolsite's enrollment patterns. As part of this verification, the Office of Public School Construction, in consultation with the State Department of Education, shall determine if the schoolsite's need for funding shall be limited to retrofit projects.

(B) For a school district seeking a new construction grant for preschool classrooms from moneys in the California Preschool, Transitional Kindergarten, and Full-Day Kindergarten Facilities Account, the school district shall demonstrate that its existing classrooms, including outdoor play areas and equipment, are insufficient to meet the needs of providing preschool, and that the school district's projected enrollment in the preschool program exceeds the current preschool program classroom capacity at the applicable schoolsite. A school district shall use both of the following to demonstrate enrollment for purposes of determining eligibility:

(i) The most recent childcare needs assessment conducted by its regional local planning council for preschool age children.

(ii) A current or future contract with the State Department of Education to operate a preschool program.

(c) The State Allocation Board shall disburse grant funds to school districts with approved applications for new construction or retrofit projects, to the extent funds are available for the state's applicable matching share, if the school district has provided its applicable local matching share, unless the school district meets the requirements for financial hardship pursuant to Section 17075.10, and upon certification by the school district that the school district has entered into a binding contract for completion of the approved project.

(d) The State Allocation Board shall allocate funds to school districts using the same maximum grant eligibility amounts that are used for purposes of the Leroy F. Greene School Facilities Act of 1998 (Chapter 12.5 (commencing with Section 17070.10) of Part 10), as set forth in Sections 17072.10 and 17072.11 for new construction, and as set forth in Section 17074.10 for retrofit projects.

(e) As a condition of receiving grant funds pursuant to this section, and before the release of those funds, the school district shall do all of the following:

(1) Execute and submit a grant agreement consistent with the applicable sections of the grant agreement specified in Section 1859.90.4 of Title 2 of the California Code of Regulations.

(2) For a school district applying for grant funds for a transitional kindergarten facilities project, pass a resolution at a public meeting of the governing board of the school district stating the school district's intent to offer, or expand enrollment in, a transitional kindergarten program.

(3) For a school district applying for grant funds for a California state preschool program facilities project, pass a resolution at a public meeting of the governing board of the school district stating the school district's intent to expand enrollment in a preschool program and apply for expanded program service funding, and certify that the school district has or will apply for a contract to operate a preschool program before occupying the to-be-constructed or retrofitted facility.

(f) (1) A school district may use grant funds awarded for new construction on costs necessary to adequately house preschool, transitional kindergarten, and kindergarten pupils in an approved project, which shall include only the following:

(A) The costs of design, engineering, testing, inspections, plan checking, construction management, site acquisition and development, evaluation and response action costs relating to hazardous substances at a new or existing schoolsite, demolition, construction, landscaping, necessary utility costs, utility connections and other related fees, equipment including telecommunication equipment to increase school security, furnishings, the upgrading of electrical systems, and the wiring or cabling of classrooms in order to accommodate educational technology.

(B) The costs of acquiring an existing government-owned or privately owned building, or a privately financed school building, and the necessary costs of converting the government-owned or privately owned building for public school use.

(2) (A) A school district may use grant funds awarded for a retrofit project to retrofit an existing school facility to adequately house preschool, transitional kindergarten, and kindergarten pupils, which shall only include the costs of design, engineering, testing, inspection, plan checking, construction management, demolition, construction, necessary utility costs, utility connection and other related fees, the purchase and installation of air-conditioning equipment and insulation materials and related costs, furniture and equipment, including telecommunication equipment to increase school security, fire safety improvements, playground safety improvements, the identification, assessment, or abatement of hazardous asbestos, seismic safety improvements, the upgrading of electrical systems, and the wiring or cabling of classrooms in order to accommodate educational technology.

(B) Grant funds awarded for a retrofit project shall not be used for costs associated with acquisition and development of real property or for routine maintenance and repair.

(3) A school district shall not use funds to purchase or install portable classrooms. For purposes of this article, "portable classroom" means a classroom building of one or more stories that is designed and constructed to be relocatable and transportable over public streets, and for a single-story portable classroom, is designed and constructed for relocation without the separation of the roof or floor from the building and when measured at the most exterior walls, has a floor area that does not exceed 2,000 square feet.

(g) For a modernization grant pursuant to this article to retrofit an existing preschool classroom, including outdoor play areas and installed equipment, the applicable classroom shall comply with all of the following:

(1) The Field Act, as set forth in Article 3 (commencing with Section 17280) and Article 6 (commencing with Section 17365).

(2) The California Building Standards Code, as set forth in Title 24 of the California Code of Regulations.

(3) The regulations for early learning and care programs as set forth in Chapter 19 (commencing with Section 18000) of Division 1 of Title 5 of, and Chapter 1 (commencing with Section 101151) of Division 12 of Title 22 of, the California Code of Regulations, as applicable.

(4) Written approval from the State Department of Education that the building plans comply with the standards set forth in Subchapter 1 (commencing with Section 14001) of Chapter 13 of Division 1 of Title 5 of the California Code of Regulations.

(h) The State Allocation Board may adopt regulations to implement this section. Any regulations adopted pursuant to this section may be adopted as emergency regulations in accordance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of the Title 2 of the Government Code). The adoption of these regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare.

(i) Notwithstanding any other law, a school district shall be subject, with regard to this section, to an audit conducted pursuant to Section 41024.

(j) The Office of Public School Construction shall report to the Director of Finance, and shall post on its internet website, information regarding the use of grant funds that have been made available to school districts during each fiscal year grant funds are disbursed pursuant to this section. A final report shall also be issued after projects have been audited pursuant to Section 41024 and any savings have been spent or returned to the state.

(k) The Department of General Services may charge its administrative costs against the California Preschool, Transitional Kindergarten, and Full-Day Kindergarten Facilities Account, which shall be subject to the approval of the Department of Finance and which shall not exceed 2.5 percent of the account.

(l) Funds made available to school districts pursuant to this article shall supplement, not supplant, existing funds available for school facilities construction.

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

(1) "Kindergarten" includes transitional kindergarten, as defined in Section 48000.

(2) "Preschool classroom" means a preschool classroom used or proposed to be used for instructional purposes in a California state preschool program.

(3) "Preschool program" means a full-day California state preschool program pursuant to Article 2 (commencing with Section 8207) of Chapter 2 of Part 6.

(4) "Schoolsite" or "site" means the project site for which the school district is applying for grants under this article.

(5) "School district" means as follows:

(A) For transitional kindergarten and full-day kindergarten facilities grants, "school district" means a school district.

(B) For preschool facilities grants, "school district" means a school district and county office of education.
(Amended by Stats. 2021, Ch. 252, Sec. 3. (AB 167) Effective September 23, 2021.)

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Universal PreKindergarten (UPK): Setting the Stage for Preschool through Third Grade (P-3) Alignment 

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CISC 2022: CDE's Early Education Division (EED) presentation

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CISC 2022: CDE's Early Education Division (EED) presentation

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upk lea template 23-24 (updates in red).docx

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UPK Partnerships. Learn more about potential ECE agencies that you can contact for community input to enhance your UPK plan.

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UPK Partnerships in Monterey- An Overview

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UPK Partnerships in Monterey- An Overview

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ILN_ UPK Communtiy Engagement & Partnerships 021622

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Monterey County Estimates for future TK Enrollment LEAs

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This estimates the number of TK students that will be enrolled in your school for each of the following four years. It is based on prior TK enrollment, prior 1st grade enrollment and births in zip codes associated with your LEA. If you would like to see the specific calculations, please let me know.

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How We Help You

We are a network of child care resource and referral (R&R) agencies across California. Do you have a unique child care situation? We have tons of local knowledge and 40 years of experience. We will help you find child care meeting your needs.

With connection with local licensed child care providers and other resources, we can help you find high quality and affordable child care.

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The information you need to find child care you can trust.

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Looking for child care options in California? Our new website provides comprehensive information and resources for parents to make informed decisions. Live local support available.

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The Universal Pre-Kindergarten (UPK) and P-3 Group was created to share resources and guidance for LEAs to use in preparation for the implementation of UPK.

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California Educators Together: UPK & P-3 page

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California Educators Together: UPK & P-3 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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Basics of  Implementation, Communication, Organizing to Provide TA & UPK Plans

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Raquel Camberos: MCOE's Early Literacy Coordinator & UPK Network
rcamberos@montereycoe.org

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Univ. of Colorado Denver, School of Education & Human Development. Bridging ECE and PreK-12 Systems.

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

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CPIN Transitional Kindergarten (TK) Leads provide professional learning for TK teachers on the nine domains of the Preschool Learning Foundations and Curriculum Frameworks. The State Superintendent of Public Instruction Tom Torlakson released a letter regarding these new professional learning opportunities through CPIN. To learn more about in-person professional learning opportunities for TK teachers, please contact the CPIN regional lead in your region.

The California Department of Education has developed a variety of online resources for transitional kindergarten. Learn more ⇒

The state of California provides guidance on utilizing the Preschool Learning Foundations and the Preschool Curriculum Framework as planning and curriculum resources in the transitional kindergarten classroom.

Transitional kindergarten is the first year of a two-year kindergarten program that provides a modified kindergarten curriculum that is age and developmentally appropriate.

Transitional kindergarten programs are intended to be aligned to the California Preschool Learning Foundations.

Transitional Kindergarten Implementation Guide

The TK Implementation Guide focuses on the essential components for school district administrators and teachers to consider as they develop comprehensive TK programs.

The California Preschool Learning Foundations describe competencies-knowledge and skills-that most children can be expected to exhibit in a high-quality program before entering kindergarten. As companion volumes to the foundations, the California Preschool Curriculum Framework present strategies for early childhood educators that enrich learning and development opportunities for all children.

The foundations and framework are designed to work together. While the foundations provide the background information to understand children's developing knowledge and skills (the what), the curriculum framework offers guidance on how teachers and programs can support the learning and development that are described in the foundations (the how).

DRDP-K (2015): A Developmental Continuum for Kindergarten

The DRDP-K (2015) is an assessment instrument designed for teachers to observe, document, and reflect on the learning, development, and progress of all children during the transitional kindergarten and kindergarten year.

Check out the various types of DRDP-K fee for service teacher trainings available in your region.

To support early childhood teachers, the California Early Learning and Development System provides an integrated set of resources and self-paced online trainings based on state- of-the-art information for early learning and development and best practices in early education.

The research featured in these video presentations on the language and literacy development, social-emotional development and history and social science domains, provided the overarching principles that guided the development for the preschool foundations.

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cpin.us | cpin transitional kindergarten resources

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CPIN Transitional Kindergarten (TK) Leads provide professional learning for TK teachers on the nine domains of the Preschool Learning Foundations and Curriculum Frameworks. The State Superintendent of Public Instruction Tom Torlakson released a letter regarding these new professional learning opportunities through CPIN.

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The California Early Childhood Online (CECO) provides an integrated set of free modules based on state-of-the-art information for early learning educators.

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California Early Childhood Online (CECO)

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California Early Childhood Online (CECO)

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An online hub for research-based key principles, instructional strategies & resources that are geared towards educators who teach PreK-3rd Multilingual Learners

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

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
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Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
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Excited to explore, but unsure where to begin?

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

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Starter Guide

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A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

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

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

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California Education Code ( EC) Section 8281.5, created the Universal Prekindergarten (UPK) Planning and Implementation (P&I) Grant Program, which provides a total of $200 million to support planning around access to classroom-based PreKindergarten programs. This grant is allocated in two parts:

1. UPK P&I Grant for local educational agencies (LEAs) (school districts, charter schools, and county offices of education) based on a formula specified in EC sections 8281.5(c)(1)(A) and (C). The link to this funding allocation page can be found at Universal Prekindergarten Planning & Implementation Grant.

These funds may be used for costs associated with creating or expanding California State Preschool Programs (CSPP) or Transitional Kindergarten (TK) programs, or to establish or strengthen partnerships with other providers of prekindergarten education within the LEA, including Head Start programs, to ensure that high-quality prekindergarten options are available for four-year-old children. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.

LEAs receiving these grant funds are required to develop a plan articulating how all children in their attendance area will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA's expanded learning offerings, the After-School Education and Safety Program, CSPP, Head Start programs, and other community-based early learning programs. This plan must be submitted for consideration by their governing board or body at a public meeting on or before June 30, 2022. Additional reporting requirements, including expenditure data, will be outlined in the future.

2. UPK P&I - Countywide Planning and Capacity Building funds with a minimum base grant of $15,000 for each LEA in their county that operates kindergarten programs specified in EC Section 8281.5(c)(1)(B). The link to this funding allocation page can be found at UPK Planning & Implementation - Countywide Planning and Capacity Grant.
These funds may be used for costs associated with providing countywide planning and capacity building to help LEAs in their county create or expand CSPP or TK programs, or to establish or strengthen partnerships with other providers of PreKindergarten education within the county, including Head Start programs, to ensure that high-quality options are available for four-year-old children countywide. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.

County offices of education (COEs) are required to develop and present a plan that describes how the COE is providing support for countywide planning and capacity building efforts for UPK planning and implementation ( EC Section 8281.5). Additionally, COEs will be required to submit the required data questions outlined in the template. If a COE operates a TK and Kindergarten program, it must also develop a UPK Plan and provide the California Department of Education with required data as outlined in the LEA Planning Template. Additional requests for data, including expenditure data, will be outlined in the future.

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Universal Prekindergarten and Charter Schools FAQs

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California Education Code ( EC) Section 8281.5, created the Universal Prekindergarten (UPK) Planning and Implementation (P&I) Grant Program, which provides a total of $200 million to support planning around access to classroom-based PreKindergarten programs. This grant is allocated in two parts: UPK P&I Grant for local educational agencies (LEAs) (school districts, charter schools, and county offices of education) based on a formula specified in EC sections 8281.5(c)(1)(A) and (C).

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An Inclusive Framework: Designing & Implementing UPK in California

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An Inclusive Framework: Designing & Implementing UPK in California

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An Inclusive Framework: Designing and Implementing Universal Prekindergarten in California

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CDE's overview of Universal Prekindergarten and Family Choice

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Universal Prekindergarten and Family Choice

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Universal Prekindergarten and Family Choice

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Universal Prekindergarten and Family Choice

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Elementary - Grade Spans (CA Dept of Education)

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

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CDE's UPK Planning Template Webinar 1/13/22

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CDE's UPK Planning Template Webinar 1/13/22

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https://youtu.be/pKvObrEY_p8

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Universal Pre-Kindergarten Webinar #1. Links to slide deck:

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SCCOE web series: UPK Basic Implementation & FAQs

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SCCOE web series: UPK Basic Implementation & FAQs

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https://www.sccoe.org/resources/upk/Documents/12-14-21_Webinar.pdf

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CDE's UPK Planning Template Powerpoint 2/24/22

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CDE's UPK Planning Template Powerpoint 2/24/22

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https://youtu.be/k7iT_ZZD6Ss

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TK Implementation Guide introduction video can be viewed here: 

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https://youtu.be/wiqY8cbqfj0

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California Master Plan for Early Learning & Care

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California Master Plan for Early Learning & Care

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In November 2019, the California Health and Human Services Agency engaged a team of researchers led by WestEd to develop a Master Plan for Early Learning and Care (Master Plan) to create a roadmap that put into action past recommendations and research about the benefits of quality early learning and care. The team was tasked with addressing five substantive, interrelated issue areas within California’s early learning and care system: access, quality, universal pre-kindergarten, facilities, and financing.

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Universal Pre-Kindergarten Webinar #2. Links to slide deck:

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SCCOE web series: CDE shares insight on UPK & Braiding Programs for Sustainability 

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SCCOE web series: CDE shares insight on UPK & Braiding Programs for Sustainability 

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https://www.sccoe.org/resources/upk/Documents/1-10-22_Webinar.pdf

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Learn about what small LEAs within California are doing to implement their UPK plan.

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UPK Planning- Tips From & for Small LEAs

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UPK Planning- Tips From & for Small LEAs

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Keyes USD has shared their board presentation to use as a resource in developing your own.

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Universal TK - Board 2-17-22 Keyes Union SD.pptx

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Free Early Care & Education (ECE) focused professional development for Monterey County educators.

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 California Community Schools Partnership Program: Overview & Tips

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 California Community Schools Partnership Program: Overview & Tips

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California Community Schools Partnership Program creates new or can expand existing programs with strong community partnerships that integrate support services and expand opportunity and access to high quality learning environments.

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The Expanded Learning Opportunities Program (ELO-P) provides funding for after school and summer enrichment programs for TK-6. 

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Assembly Bill (AB) 130 Expanded Learning Opportunities (ELO) Program frequently asked questions.

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Expanded Learning Opportunities Program FAQs

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Expanded Learning Opportunities Program FAQs

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1. Can unduplicated students, currently being served in After School Education and Safety (ASES)/21st Century Community Learning Centers (CCLC) programs, count towards a local educational agency's (LEA's) 50 percent requirement?

For the 2021-22 school year only, existing ASES and 21 st CCLC funded slots can count toward the 50 percent enrollment capacity requirement with the Expanded Learning funds for an LEA's unduplicated students. Charters, excluding non-classroom based charters, are considered LEAs for this grant. The intent of the Expanded Learning Opportunities (ELO) Program is to supplement and not supplant services provided under existing ASES and 21st CCLC Elementary/Middle School programs. However, there is shared understanding that LEAs will need to build capacity this first operational year.

In addition, ASES, 21 st CCLC Elementary/Middle School, and the ELO Program should be considered a single, comprehensive program. In coordinating all these funding streams to move towards a single program, the expectation is that the most stringent requirements will be adopted for program guidance.

2. Can the ELO Program funding be used for the local match for ASES funds?

Yes. The ELO Program funding can be used for the local match for ASES, as it is the intent that ASES, 21 st CCLC Elementary/Middle School, and the ELO Program funding be considered a single comprehensive program. The expectation is that a substantial number of new students will be served beyond the ASES enrollment. In the 2022-23 school year, the ELO Program must be offered to all students.

3. Is there a grace period for LEAs to ramp their programs and partners up, or are they expected to be compliant on the first day of their 2021-22 school year?

Yes. There will be a grace period as programs will not be required to be compliant in meeting the requirement of 50 percent unduplicated student enrollment on the first day of the 2021-22 school year. The intent is for LEAs to grow their capacity and meet the 50 percent enrollment in the first year.

For example, while the program operates for the intended hours every school day, the program might initially start serving a smaller number of children while they work on hiring and training additional staff. Over time, more staff and students should be added to reach the intended enrollment target during the 2021-22 school year.

4. What is the enrollment requirement?

The 50 percent unduplicated student requirement is for enrollment. The actual attendance of a student is based on the individual needs of the student and their family.

5. Are LEAs required to use the ELO Program funds to serve only transitional kindergarten (TK) and K-6 or can an LEA use those funds to serve another student grade level, such as middle or high school?

Starting in the 2022-23 school year, LEAs receiving ELO Program funding must meet all K-6 requirements, which include, but are not limited to offering a minimum of a nine hour day for all students in K-6. Once that requirement is met, an LEA may exceed the requirements and serve additional grade spans and/or provide expanded hours of programming. (California Education Code Section 46120[b][2][D][4])

Additionally, LEAs may combine multiple funding sources to meet these requirements. For example, a school district could serve their TK students in an expanded day through using the California State Preschool Program as a wrap and then use some of the ELO Program funds to instead serve middle school students or to offer expanded program hours beyond the required nine hours for the K-6 community. (California Education Code Section 46120[b][2][D][7])

Last Reviewed: Thursday, October 28, 2021

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Expanded Learning Opportunities Program FAQs

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Can unduplicated students, currently being served in After School Education and Safety (ASES)/21st Century Community Learning Centers (CCLC) programs, count towards a local educational agency's (LEA's) 50 percent requirement? For the 2021-22 school year only, existing ASES and 21 st CCLC funded slots can count toward the 50 percent enrollment capacity requirement with the Expanded Learning funds for an LEA's unduplicated students.

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Keyes USD has offered its completed UPK plan to other counties as a resource.

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The program plan template guide is considered a living document that is periodically reviewed and adjusted.

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Expanded Learning Opportunities Program Plan Guide

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Expanded Learning Opportunities Program Plan Guide

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Remember the ELO-Program is NOT a competitive grant application and it is not a compliance piece (as it does not go to CDE or COE) HOWEVER it should cover all of the quality standards for expanded learning and can be a tool that tells the story of your program.

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Expanded Learning Opportunies Plan Maple School district 2022-2024.docx

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ASES & 21st Century Community Learning Centers Funding

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ASES & 21st Century Community Learning Centers Funding

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Funding Results

All After School Education and Safety (ASES) and 21st Century Community Learning Centers (CCLC) funding results can be found at ASES and 21st CCLC Funding Results.

After School Education and Safety Program
21st Century Community Learning Centers
ASES and 21st CCLC Request for Applications

After School Education and Safety Program

The purpose of the After School Education and Safety Program is to create incentives for establishing locally-driven Expanded Learning programs, including after school programs that partner with public schools and communities to provide academic and literacy support, and safe, constructive alternatives for youth. The ASES Program involves collaboration among parents, youth, and representatives from schools, governmental agencies, individuals from community-based organizations, and the private sector.

The following table outlines conditions for which it is appropriate to submit an application in either the ASES Universal Request for Applications (RFA) or Renewal forms via ASSIST:

After School Education and Safety Program
Request for Applications

After School Education and Safety Renewal Applications

Current ASES grantees requesting to fund new sites

Current ASES grantees requesting an increase in current funding, to the legislative cap.

Note: If a site is requesting an increase in current funding, the Request For Applications (RFA) should reflect the expansion of funds requested, not the entire amount of the grant. For example, if ABC elementary school program is currently funded at $120,000, and the applicant is requesting an increase of funds up to the legislative cap ($152,612.13), the RFA would focus on the $32,612.13 being requested, and not the entire $152,612.13.

Current ASES grantee applying to renew your grant every three years within the assigned grant cycle, with no change in funding.

Grant Renewal Cycle list to determine which year ASES grants are scheduled to be renewed every three years: ASES Grant Renewal Cycles

ASES Program Plan Overview

21st Century Community Learning Centers

The purpose of the 21 st Century Community Learning Centers (CCLC) Program, as described in federal statute, is to provide opportunities for communities to establish or expand activities that focus on:

1. Improved academic achievement

2. Enrichment services that reinforce and complement the academic program, and

3. Family literacy and related educational development services

Entities eligible to apply for funding include: local educational agencies (LEAs), cities, counties, community-based agencies, other public or private entities (which may include faith-based organizations), or a consortium of two or more such agencies, organizations, or entities. Applicants are required to plan their programs through a collaborative process that includes parents, youth, and representatives of participating schools or local educational agencies, governmental agencies (e.g., cities, counties, parks and recreation departments), community organizations, and the private sector.

While the California Department of Education (CDE) anticipates awarding grant funding for the California 21 st CCLC Program on a regular basis, it is important to note that grant funding for each fiscal year is contingent upon the availability of federal funds and the enactment of each respective federal and state Budget Act. When grant funding is available, the CDE Expanded Learning Division will conduct a competitive grant process that begins with the release of a RFAs.

ASES and 21st CCLC Request for Applications

Note: ASES Universal grant applications that were received in the past will not be used in any future grant award processes.

Fiscal Year 2022-23

Fiscal Year 2021-22

ASES Transportation RFA (2021-22)-ASES Frontier Transportation Grant is to provide supplemental funding for existing ASES grantees that have transportation needs.

Fiscal Year 2020-21

Fiscal Year 2019-20

Fiscal Year 2018-19

For additional resources, please visit the Expanded Learning Division Resources web page.
Return to Top
Last Reviewed: Friday, May 27, 2022

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All After School Education and Safety (ASES) and 21st Century Community Learning Centers (CCLC) funding results can be found at ASES and 21st CCLC Funding Results.

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Megan Matteoni: MCOE's Director of Early Care & Education
mmatteoni@montereycoe.org

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Laurie Ramirez, Ph.D: MCOE's Coordinator of the Monterey County's Local Planning Council
laramirez@montereycoe.org

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David Dobrowski: MCOE's Director of Data & Student Relationships
ddobrowski@montereycoe.org

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Questions for CDE, please submit to UPK@cde.ca.gov.

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Framework for Planning, Implementing, & Evaluating P-3 Approaches

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A parent outreach & communications resource for school districts & LEAs implementing Transitional Kindergarten.

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TK Parent Engagement Toolkit ENGLISH.pdf

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Planning effective P-3 governance structures, developing effective leaders, & building a PreK/TK teacher pipeline

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The programs under the Early Education division are for children from birth to age twelve. Site offers resources and links. 

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There are many child care and development programs in California. These programs are for children from birth to age twelve. They offer early learning and after-school services to babies, toddlers, children in preschool, and children in kindergarten through sixth grade. Some programs assist children with disabilities and children of migrant farm workers. Many of the programs were set up to help parents with child care while they work.

Child care and development programs can provide care, education, and food for children. They are paid for with state and federal tax money, and in some cases, parent fees.

The California Department of Education helps manage several child care and development programs in California.

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There are many child care and development programs in California. These programs are for children from birth to age twelve. They offer early learning and after-school services to babies, toddlers, children in preschool, and children in kindergarten through sixth grade. Some programs assist children with disabilities and children of migrant farm workers.

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The MCOE prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics.

Accessibility Statement | Non-discrimination Policy | Sexual Harassment Policy | Uniform Complaint Procedures | Title IX Notification

Copyright © 2014 Monterey County Office of Education | WebMaster | Contact MCOE: 831.755.0300 | 901 Blanco Circle, Salinas, CA 93901

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The MCOE prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics.

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An overview of the Master Plan for Early Learning and Care, a sustainable and comprehensive system meant to call to meet needs of families & educators.

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webinar: California’s Early Childhood Master Plan

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webinar: California’s Early Childhood Master Plan

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These guidelines are a basic overview of areas to review when scoring playground & safety items in the ECERS-R, ITERS-R, FCCERS-R, or SACERS. 

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Playground safety tips for 0-5 year olds

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Playground safety tips for 0-5 year olds

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By following the recommended guidelines in this handbook, your community can create a safer playground environment for all children

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CDE created the UPK/P-3 Group on the platform to share resources and guidance for LEAs and partners to use in preparation for the implementation of UPK.

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California Educators Together : Universal PreKindergarten/Preschool to Third Grade (UPK/P-3) Group

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California Educators Together : Universal PreKindergarten/Preschool to Third Grade (UPK/P-3) Group

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

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Universal Pre-Kindergarten Webinar #3. Links to slide deck:

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SCCOE web series: Curriculum & Assessment

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SCCOE web series: Curriculum & Assessment

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https://www.sccoe.org/resources/upk/Documents/1-25-22_Webinar.pdf

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Staff TK Program Requirements • Transitional Kindergarten

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

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The TK co-teaching model includes both a Multiple Subject credentialed teacher and a Child Development Permit holder that together teach a TK class.

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Webinar | An Overview of San Diego Unified’s Co-Teaching Model: An Option for TK Implementation

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The Powerful Role of Play in Early Education was prepared under the direction of the Early Learning and Care Division of the California Department of Education (CDE).

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Vetted resources to support each and every LEA in their own efforts to innovate, include, and impact.

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Universal Prekindergarten (UPK) Inclusion Resources - Supporting Inclusive Practices

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Share on facebook Facebook Share on twitter Twitter Share on linkedin LinkedIn Share on email Email As a collaborative effort, the Riverside County Superintendent of Schools and the El Dorado County Superintendent of Schools were awarded the Preschool Local Assistance Grant to support local educatio…