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California Preschool Learning Foundations 

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California Preschool Learning Foundations 

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

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

California Preschool Learning Foundations, Volume 1

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

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

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

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

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

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

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

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

California Preschool Learning Foundations, Volume 2

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

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

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

Appendixes to the California Preschool Learning Foundations, Volume 2

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

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

California Preschool Learning Foundations, Volume 3

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

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

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

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

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

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

Additional Resources

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

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

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

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Office Hours and Technical Assistance for Universal PreKindergarten and CSPP.

The Early Education Division (EED) is excited to announce Universal PreKindergarten (UPK) office hours. The EED will be hosting virtual office hours targeted for local educational agencies (school districts, charter schools, county offices of education) so that attendees can come and ask questions and receive technical assistance about UPK implementation. The first 15 minutes will be a quick review of UPK and latest developments. Registration will be limited to 500 participants per session and will be open to all regions of California. Please register ahead of time.

Office Hours by Month

2023

2022

Technical Assistance (TA) Sessions

Related Resources

Last Reviewed: Tuesday, February 28, 2023

Recently Posted in Grade Spans

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Universal PreKindergarten Office Hours and TA

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Office Hours and Technical Assistance for Universal PreKindergarten and CSPP. The Early Education Division (EED) is excited to announce Universal PreKindergarten (UPK) office hours. The EED will be hosting virtual office hours targeted for local educational agencies (school districts, charter schools, county offices of education) so that attendees can come and ask questions and receive technical assistance about UPK implementation.

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CDE UPK Planning and Implementation Grant Program Planning Template

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CDE UPK Planning and Implementation Grant Program Planning Template

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A Resource for California Public School District Administrators and Teachers

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This is the offical section for the metadata!

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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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Welcome to the Indicator 7 Reports System for LEAs!

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This website provides data for Indicator 7: Preschool Outcomes of the Office of Special Education Programs (OSEP) child outcomes that are reported on the California Department of Education Special Education Division’s State Performance Plan (SPP). The three outcome areas measured in Indicator 7 are:

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California Preschool Information Network (CPIN)

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California Preschool Information Network (CPIN)

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A Compilation of Resources for Grades TK–1 Aligned with the ELA/ELD Framework.

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Implementation Support for Grades TK-1 - ELA/ELD Framework (CA Dept of Education)

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A Compilation of Resources for Grades TK–1 Aligned with the ELA/ELD Framework.

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Signup for email listserve now. Sign-up

The Inclusion Collaborative of SCCOE promotes a culture that values all children by strengthening, sustaining, and ensuring inclusive practices. We believe every individual regardless of abilities and disabilities has the right to full access to quality inclusive learning and community environments.

Children with and without disabilities participate in learning and community activities together.

All children can benefit from modifications and accommodations to routines and activities

Children of all abilities are welcome to learning and community environments

Inclusion teaches children to respect differences and develop a better understanding of diversity

Learn more about our services:

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Signup for email listserve now. Sign-up The Inclusion Collaborative of SCCOE promotes a culture that values all children by strengthening, sustaining, and ensuring inclusive practices. We believe every individual regardless of abilities and disabilities has the right to full access to quality inclusive learning and community environments.

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Advancing Racial and Ethnic Equity in Head Start | ECLKC

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Advancing Racial and Ethnic Equity in Head Start | ECLKC

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A webinar series with videos and other resources

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The Advancing Racial and Ethnic Equity in Head Start Webinar Series promotes anti-bias and anti-racism strategies Head Start and Early Head Start programs can use in their practices, services, and systems. It builds upon foundations in the Multicultural Principles for Early Childhood Leaders and the Head Start Program Performance Standards. It also complements Head Start's history of anti-racism in action. Watch the webinars to reflect on individual perspectives and recommit to building program environments that communicate genuine care, value, and respect for all children, families, and staff.

Topics for the four-part series include:

Exploring terminology and engaging in challenging conversations about racism

Discussing children's understanding of race and identity development

Developing anti-bias teaching practices

Examining principles and policies for human resource systems that honor diversity, equity, and inclusion

Exploring intersections of health and racial equity to support the wellness of children, families, and staff

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Advancing Racial and Ethnic Equity in Head Start | ECLKC

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Watch the Advancing Racial and Ethnic Equity in Head Start Webinar Series for anti-bias and anti-racism strategies Head Start and Early Head Start programs can use in their practices, services, and systems.

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Decision Tree for Reporting Educational Environments on the IEP (3 to 4 year olds, and 5 year olds in PRESCHOOL programs)

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Decision Tree for Reporting Educational Environments on the IEP (3 to 4 year olds, and 5 year olds in PRESCHOOL programs)

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Access to Inclusive Early Learning and Care Programs for Students with Disabilities 

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Access to Inclusive Early Learning and Care Programs for Students with Disabilities 

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March 18, 2019 Guidance from CDE

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Charter School Administrators, Principals, and Nonpublic School Directors:

This letter reaffirms expectations for access to inclusive early learning and care programs for students with disabilities in California. As California continues to pursue a system of education that adequately addresses the needs of each and every student in the least restrictive environment (LRE), providing access to inclusive early learning opportunities for students with disabilities is fundamental.

On September 14, 2015, the U.S. Department of Health and Human Services (DHHS) and the U.S. Department of Education (ED) issued a joint policy statement to provide recommendations to states and local educational agencies (LEAs) to improve access to inclusive, high-quality early learning and care programs for students with disabilities. The joint policy statement can be found at: https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf (PDF).

Additionally, the ED's Office of Special Education and Rehabilitation Services released a Dear Colleague Letter (DCL) on January 9, 2017, to reaffirm the policy statement issued jointly with the DHHS and provide additional clarification on the requirements and strategies to provide for inclusive, high-quality early learning and care opportunities for students with disabilities. The DCL can be found at: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf (PDF). The joint policy statement and DCL highlight a growing body of research indicating that all students benefit from an inclusive, high-quality early learning and care program. The joint policy statement describes "inclusion" in this context as:

Inclusion in early childhood education programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. (p. 3)

Additionally, the joint policy statement and DCL both outline a strong legal basis for facilitating access to inclusive early learning and care programs for students with disabilities. Part B of the Individuals with Disabilities Education Act requires special education supports and services be provided to all eligible children, ages 3 through 21, while emphasizing equal opportunities for educational benefit in the LRE ( Code of Federal Regulations, Title 34, Sections 300.101 & 300.114). LRE requirements are fully applicable to the placement of preschool students with disabilities. Preschool students with disabilities should be educated in regular classes with appropriate aids and supports unless the nature or severity of the disability precludes this from being achieved satisfactorily. The joint policy statement explains:

LRE further requires a continuum of placement options be available to best meet the diverse needs of children with disabilities, and presumes that the first placement option considered for each child with a disability is the regular classroom the child would attend if he or she did not have a disability. Thus, before a child with a disability can be placed outside of the regular educational environment, the full range of supplementary aids and services that could be provided to facilitate the child's placement in the regular classroom setting must be considered. Each LEA must ensure that a free appropriate public education (FAPE) is provided in the LRE to every child with a disability in its jurisdiction regardless of whether the LEA operates public general early childhood programs. (p. 5)

Finally, the joint policy statement and DCL outline specific actions to take at the state and local level to increase the number of students with disabilities participating in high-quality, inclusive early learning and care programs. These actions include educating families on the benefits of inclusion, maximizing community partnerships and available funding, and ensuring that local culture and practice reflect a commitment to providing supports and services in inclusive settings.

LEAs are encouraged to thoroughly review both the joint policy statement and DCL. For more information, tools, and resources related to inclusive practices, visit the Early Childhood Technical Assistance Center's web page on inclusion in least restrictive environments at: http://ectacenter.org/topics/inclusion/ and the Supporting Inclusive Practices web page at: https://www.sipinclusion.org/ .

For questions regarding this subject, please contact the Statewide Policy and Implementation Unit, Special Education Division, by email at SPI@cde.ca.gov.

Sincerely,
Original signed by Kristin Wright and Sarah Neville-Morgan. A hard copy of the signed document is available by contacting the Special Education Division's Director's Office at 916-445-4602.
Kristin Wright, Division Director
Special Education Division

Sarah Neville-Morgan, Division Director
Early Learning and Care Division

KW/SNM:sw

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March 18, 2019 Letter - Laws, Regulations, & Policies (CA Dept of Education)

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Charter School Administrators, Principals, and Nonpublic School Directors: This letter reaffirms expectations for access to inclusive early learning and care programs for students with disabilities in California.

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This guidance material is designed to address several public school kindergarten issues: enrollment age, continuance, and extended-day kindergarten. Although the pertinent kindergarten statutes apply only to public schools, some private schools voluntarily adhere to the state kindergarten statutes, and this guidance may be of assistance to them. This information may also be helpful to parents and guardians, as well as teachers of preschool, kindergarten, and first grade.

Kindergarten Enrollment

Since school is mandatory for six year old students, parents and guardians of six year old students must enroll their children in school (Education Code [EC] Section 48200 ). Admission of age-eligible children must occur at the beginning of the school year or whenever the students move into the school district.

While local education officials may need a day or two to identify the particular assigned kindergarten classroom, no age-eligible child may be denied access to school by being placed on a waiting list. Although demographics and class size reduction restrictions may prevent parents/guardians from enrolling their children in the neighborhood school, the district must provide the name(s) of available schools. Parents/guardians may discuss school choice options with district officials. To help make placement decisions, parents/guardians may compare schools online at either Ed-Data or Data and Statistics. Both sites offer information on schools' demographics and characteristics.

Age-Eligible Children

Districts must admit children at the beginning of the school year (or whenever they move into a district) if they will be five years of age on or before September 1 ( EC Section 48000[a]). Children who are age-eligible for kindergarten may attend any pre-kindergarten summer program maintained by the school district.

Information about items constituting proof of age supplied by parent or guardian is found in EC Section 48002. Immunization requirements are found in Health and Safety Code Section 120325 and Section 120335 and on the CDE's Factbook Web page.

Early Admission for Under-Age Children to Kindergarten

Districts and CDE staff are frequently requested by parents/guardians to enroll children who are not age-eligible for transitional kindergarten, kindergarten, or first grade. The CDE has no authority to require districts to admit or accelerate under-age children. In addition to the laws mentioned above (in Age-Eligible Children), there is an additional local control option for admitting children to kindergarten. These children may not begin school at the beginning of the school year, but they must wait until their fifth birth date occurs ( EC Section 48000[b]). While EC Section 48000(b) allows a child to be admitted early on a case-by-case basis, districts offering this option to families would be wise to have local governing board-adopted criteria by which students are accepted. Some districts base early admissions on test results, maturity of the child, or preschool records in order to be consistent with the early admission policy and to avoid being challenged by parents/guardians of whose children were denied early admission. It is a local control decision how this is accomplished, whether it is in writing, and whether there is an appeals process. If these children continue in kindergarten past the anniversary dates of their admission, the school must have signed Kindergarten Continuance Forms on file to continue the children in kindergarten to the end of the school year, and to avoid jeopardizing audit findings and result in a loss of apportionment.

Private School Considerations: Private schools are not required to comply with the California statutes defining kindergarten. However, the California Association of Private Schools Organizations (CAPSO) indicates that many private schools do voluntarily follow EC sections referred to in this document. Public school officials may not automatically enroll those students, who attended a private school kindergarten, to first grade (see First Grade Enrollment below).

Kindergarten Continuance

Continuance is defined as more than one school year in kindergarten. EC Section 48011 requires a child who has completed a year of kindergarten to be promoted to first grade, unless the parent or guardian and the district agree that the child may continue in kindergarten not more than one additional school year.

A parent/guardian who agrees their child is to continue in kindergarten must sign the Kindergarten Continuance Form (PDF) ( available translations). Failure to have signed forms on file may jeopardize audit findings and result in a loss of apportionment.

EC sections 48070-48070.5 set forth requirements for pupil promotion and retention (PPR). While kindergarten was not a grade level included by legislators, EC Section 48070.5(j) enables local boards to adopt additional PPR policies. Districts considering continuance of kindergartners may want to consider:

Reviewing current research;

Developing a plan to reduce the rate of continuance;

Improving the instructional program for students at risk of continuance; and

Monitoring the progress of schools in reducing continuance rates, including the differential effects of continuance for different ethnic groups, non-English-speaking children, and over-representation based on gender.

Section 3934, subdivision (b), located in Title 5 of the California Code of Regulations, states:

(b) No program utilizing consolidated application funds shall:

Create special tracks for the educationally disadvantaged;

Establish adjustment, pregrade, or junior grade classes for the educationally disadvantaged.

Current literature reveals that retention may have a negative effect on student achievement, school attendance, attitude toward school, and student dropout rates. The CDE points to the need for districts and school staff to provide interventions for students who are at risk of failure and to prevent the need for retention. Therefore, appropriate interventions should not be delayed for kindergarten students.

Transitional Kindergarten

Transitional kindergarten (TK) is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. Senate Bill (SB) 858 establishes the intent that TK curriculum be aligned to the California Preschool Learning Foundations and California Preschool Curriculum Frameworks developed by the CDE. Each elementary or unified school district must offer TK classes for all children eligible to attend. A child who completes one year in a TK program, may continue in a kindergarten program for one additional year. A Kindergarten Continuance Form is not needed for children who are age-eligible for TK. A child is eligible for TK if they have their fifth birthday between September 2 and December 2 (inclusive) and each school year thereafter (EC 48000[c]).

However, pursuant to AB 104, EC 48000(c)(3)(B)(i) a school district or charter school may, at any time during a school year (including at the beginning of the school year) admit a child to a TK program who will have his or her fifth birthday after December 2 but during that same school year, with the approval of the parent or guardian, if the governing board of the school district or the governing body of the charter school determines that the admittance is in the best interests of the child and the parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance. If these children continue in kindergarten past the anniversary dates of their TK admission, the school must have signed Kindergarten Continuance Forms on file to continue the children in kindergarten to the end of the school year, and to avoid jeopardizing audit findings and result in a loss of apportionment. Average Daily Attendance (ADA) can be claimed for these students once they attain the age of five ( EC 48000(c)(B)(ii)).

Extended-Day Kindergarten

Extended-day kindergarten (EDK) is defined as a class, taught by the same certificated staff member, that exceeds the four-hour maximum number of school day minutes. In some districts, EDK is the same length of day as that for older elementary students. While local educational agencies (LEAs) do not receive additional apportionment funds to lengthen the kindergarten day, there is a growing interest in this topic. In 2009, about two thirds of United States kindergarten children attended full-day classes; in California, the percentage of students in full-day classes increased by 43%. For further information, visit The Public Policy Institute of California Web site on Full-Day Kindergarten in California (PDF). Educators may wish to extend the kindergarten day for a number of reasons, including the following:

To improve the educational program

To provide more time for the teacher to get to know each child

To encourage children's maximum social, emotional, physical, and academic growth

To address transportation issues related to district bus schedules

To address parental/guardian needs for child care

EC sections 46110-46119 detail the minimum and maximum lengths of the school day for kindergarten and other elementary grade classrooms. The maximum number of minutes for kindergarten is four hours, ( EC Section 46111), excluding recess. However, recess time may be counted as instructional minutes, at the district's discretion, if teacher supervision occurs.

EC Section 8973 allows schools to offer EDK if both of the following conditions are met:

The kindergarten program does not exceed the length of the primary school day, and,

The extended-day kindergarten program takes into account ample opportunity for both active and quiet activities with an integrated, experiential, and developmentally appropriate educational program.

To establish EDK, districts should adopt a formal policy in keeping with an Early Primary Program ( EC sections 8970-8974). They may also consider the implications of curriculum and instruction changes, class size reduction, facilities, parental/guardian issues, potential bargaining unit agreements, and fiscal considerations. Districts may also carefully evaluate lengthened programs to determine if children are benefiting in all domains (academic, social, emotional, and physical).

First Grade Enrollment

California law requires a child to be six years old on or before September 1 for the 2014-15 school year and each school year thereafter to be legally eligible for first grade EC Section 48010.

A child who was legally enrolled in an out-of-state kindergarten for one school year (using that state's requirements), but who does not meet California age eligibility for first grade, may, with parental consent, be enrolled by the district in first grade ( EC Section 48011).

A child who was not age-eligible for kindergarten (that is, the child turned five after September 1 in the 2014-15 school year or thereafter) and who attended a California private school kindergarten for a year is viewed by the CDE as not legally enrolled in kindergarten, pursuant to EC Section 48000 requirements. Therefore, this child, upon enrollment in public school, is enrolled in kindergarten, assessed, and may (but is not required to) be immediately promoted to first grade if the child meets the following State Board of Education criteria, pursuant to Title 5, Section 200:

The child is at least five years of age.

The child has attended a public school kindergarten for a long enough time to enable school personnel to evaluate the child's ability.

The child is in the upper 5 percent of the child's age group in terms of general mental ability.

The physical development and social maturity of the child are consistent with the child's advanced mental ability.

The parent or guardian has filed a written statement with the district that approves placement in first grade.

A statement, signed by the district and parent/guardian, is placed in the official school records for these five-year-olds who have been advanced to first grade (EC Section 48011). This action prevents a subsequent audit exception for first grade placement of an age-ineligible student.

Considerations. Young children who are placed in kindergarten or first grade may feel stress as they try to achieve academic expectations and relate to older children. Parents/guardians and early childhood educators are the best judges regarding what may be gained by acceleration and whether it is worth the price. CDE recommends that educators and district employees explain to parents/guardians of under-age children the following:

The academic, social, physical, and emotional readiness required for kindergarten or first grade

The rigorous nature of the academic standards

The potential for harm to a child's disposition to learn by inappropriate acceleration, and,

The important concepts, skills, and knowledge imparted at each stage of a child's education, including preschool.

Often it is helpful if school or district staff members arrange for parents/guardians to read content standards for kindergarten through first grade, visit classrooms, and observe instruction. Districts may provide additional information for parents/guardian.

Transitions to Elementary School

Helping children get a good start in school is important to families, teachers, and children. Transition plans are required by the federal No Child Left Behind Act of 2001. Title I, Part A, Section 1114(b)(1)(G) of the Act requires Schoolwide Projects to plan children's transitions from early childhood programs to local elementary school programs. Section 1115(c)(1)(D) of the Act requires Targeted Assistance programs to assist preschool children in their transitions to elementary school. Head Start programs are also required to plan transitions and share relevant child-centered information (Section 642A of 42 U.S.C. 9837A). Students with exceptional needs are also provided appropriate transitions, pursuant to EC Section 56445.

A state law offers an additional opportunity for preschool and elementary educators to help children transition to school. The California Preschool Transfer Act of 2001 (Assembly Bill 1539, Chapter 629, Statutes of 2001) requires state-funded preschools to provide to the parent/guardian(s) developmental and any other information deemed beneficial to the child and public school teacher (see EC sections 56435, 56449, and 58930). If parents/guardians authorize it, preschools may provide this information directly to the schools.

Note: The guidance in this document is not binding on LEAs or other entities. Except for the statues, regulations, and court decisions that are referenced herein, this document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

California Department of Education Resources

Resources Cited

CDE Press 1999. First Class: A Guide for Early Primary Education. Sacramento, CA, Department of Education.

Developmentally Appropriate Practice in Early Childhood Programs, Rev. Ed. 2009. Sue Bredekamp and Carol Copple, Eds. Washington, DC: National Association for the Education of Young Children.

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

Last Reviewed: Tuesday, August 11, 2020

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This guidance material is designed to address several public school kindergarten issues: enrollment age, continuance, and extended-day kindergarten. Although the pertinent kindergarten statutes apply only to public schools, some private schools voluntarily adhere to the state kindergarten statutes, and this guidance may be of assistance to them.

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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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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.

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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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Decision Tree for Reporting Educational Environments on the IEP (Ages 5 in Kindergarten through age 21)

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Decision Tree for Reporting Educational Environments on the IEP (Ages 5 in Kindergarten through age 21)

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Decision Tree for 5 year olds (in Kinder and all school aged.pdf

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Expanded Learning Opportunities Program FAQs

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Expanded Learning Opportunities Program FAQs

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

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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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UPK Planning and Implementation Guidance Volume 1

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UPK Planning and Implementation Guidance Volume 1

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UPK Planning and Implementation Guidance Volume 2

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UPK Planning and Implementation Guidance Volume 2