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Week of the Young Child
April 2-8 2022

Napa County Board of Supervisors Proclamation 2022 - PDF

The Napa County Board of Supervisors has issued a proclamation in support of Week of the Young Child. The proclamation states, "Thanks to the great work of the National Association for the Education of Young Children (NAEYC) ... jurisdictions across the nation dedicate a week in April to promoting and inspiring high-quality early childhood experiences for our nation's youngest citizens, that can provide a foundation of learning and success."

"Parallel to the NAEYC, Napa County Child Care and Development Planning Council works to achieve a collective vision: one that all young children thrive and learn in a society dedicated to ensuring they reach their fullest potential."

Visit NCOE's Instagram or Facebook page for our celebration of Week of the Young Child.

The Council was established in 1991 in accordance with state law Assembly Bill 2141 to provide a forum for the identification of local priorities for child care and to develop policies to meet the needs identified within these priorities. Increased funding and expanded mandates were awarded in 1998 during the implementation of CalWORKS and Assembly Bill 1542. These mandates include:

Conducting a local child care needs assessment

Submitting a countywide comprehensive child care plan to the County Superintendent of Schools, County Board of Supervisors, and State Department of Education

Establishing local priorities for child care funding, according to State policy and guidance

Enhancing collaboration and partnerships in the child care community to meet local needs

The local planning council (LPC) is sanctioned by the Napa County Board of Supervisors and Napa County Superintendent of Schools, and is governed by State mandates, Council Bylaws, and the Brown Act (external website, new window). The LPC endeavors to convene all those concerned with child care issues in community forums and meetings in order to improve and sustain valuable, quality child care programs and opportunities for families.
LPC 2021-22 Meeting Dates
Meetings are held from 9:00 - 11:00 a.m. at 1511-B Myrtle Avenue, Napa

September 2021

October 2021

November 2021

February 2022

March 2022

April 2022 (Executive Committee Meeting only)

May 2022

June 2022

LPC 2021-22 Agendas LPC 2020-21 Agendas

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Napa County Child Care and Development Planning Council

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Napa County Board of Supervisors Proclamation 2022 - PDF The Napa County Board of Supervisors has issued a proclamation in support of Week of the Young Child. The proclamation states, "Thanks to the great work of the National Association for the Education of Young Children (NAEYC) ...

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UPK Napa County Presentation 3_22_22 (2)

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UPK Planning & Implementation Grant Planning Template

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UPK Planning & Implementation Grant Planning Template

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UPK Planning & Implementation Guidance, Volume 1

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UPK Planning & Implementation Guidance, Volume 1

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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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CDE: Preschool Through Third Grade (P-3) Alignment

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CDE: 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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Enhancing the Visibility of Early Education in California School Districts

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Enhancing the Visibility of Early Education in California School Districts

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Enhancing the Visibility of Early Education in California School Districts 11.3.21

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Master Plan for Early Learning and Care: Making California for All Kids

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Master Plan for Early Learning and Care: Making California for All Kids

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NAEYC: Advancing Equity in Early Childhood Education 

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NAEYC: Advancing Equity in Early Childhood Education 

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California English Language Learner Roadmap

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California English Language Learner Roadmap

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National P-3 Center: Framework For Planning, Implementing, and Evaluating P-3 Approaches

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National P-3 Center: Framework For Planning, Implementing, and Evaluating P-3 Approaches

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Napa Resource & Referral Agency: Community Resources for Children

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Napa Resource & Referral Agency: Community Resources for Children

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Community Resources for Children provides children with the best possible start by empowering the adults who impact their care and education.

OUR MISSION

We provide children with the best possible start by empowering the adults who impact their care and education. Whether a child is at home with a parent, in child care or preschool, or cared for by a friend or relative, CRC provides the adults who take care of children with the knowledge, tools, and resources so that children under their care thrive.

Donate today to help prepare children in our community for school and a lifetime of learning!

Because every child deserves a promising future!

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Home Test - Community Resources for Children (CRC)

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Community Resources for Children provides children with the best possible start by empowering the adults who impact their care and education. We provide children with the best possible start by empowering the adults who impact their care and education.

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First 5 Napa County Children and Families Commission

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Home - First 5 Napa County Children and Families Commission

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The First 5 Napa County Children and Families Commision supports our community in developing and enhancing coordinated, integrated, and equitable systems, that care for, support, educate and respect families and children 0-5 years of age.

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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

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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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CDE: Early Educator Professional Development Training

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CDE: Early Educator Professional Development Training

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Resources provided by the Early Learning and Care Division (ELCD) to train professionals in the child care field.

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California Early Childhood Educator Competencies 

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California Early Childhood Educator Competencies 

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NAEYC: Professional Standards and Competencies for Early Childhood Educators 

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NAEYC: Professional Standards and Competencies for Early Childhood Educators 

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The California Preschool Instructional Network (CPIN) is brought to you by the California Department of Education, Early Learning and Care Division in collaboration with the Center for Child and Family Studies at WestEd and the California County Superintendents Educational Services Association (CCSESA).

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

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

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

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cpin.us | california preschool instructional network

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The California Preschool Instructional Network (CPIN) is brought to you by the California Department of Education, Early Learning and Care Division in collaboration with the Center for Child and Family Studies at WestEd and the California County Superintendents Educational Services Association (CCSESA).

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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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California Preschool Curriculum Framework, Volume 1

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California Preschool Curriculum Framework, Volume 1

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California Preschool Curriculum Framework, Volume 2

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California Preschool Curriculum Framework, Volume 2

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California Preschool Curriculum Framework, Volume 3

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California Preschool Curriculum Framework, Volume 3

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Preschool Learning Foundations: Volume 1

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Preschool Learning Foundations: Volume 1

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Social- Emotional Development, Language & Literacy, English- Language Development, & Mathematics

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Visual & Performing Arts, Physical Development, & Health

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Preschool Learning Foundations: Volume 2

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Preschool Learning Foundations: Volume 2

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Preschool Learning Foundations: Volume 3 

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Preschool Learning Foundations: Volume 3 

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History- Social Science
Science

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Best Practices for Planning Curriculum For Young Children: Family Partnerships and Culture 

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Best Practices for Planning Curriculum For Young Children: Family Partnerships and Culture 

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Preschool English Language Learners: Principals and Practices to Promote, Language, Literacy, and Learning

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Preschool English Language Learners: Principals and Practices to Promote, Language, Literacy, and Learning

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The Powerful Role of Play in Early Education

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The Powerful Role of Play in Early Education

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Improving Education for Multilingual and English Language Learners

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Improving Education for Multilingual and English Language Learners

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A Compilation of Resources for Grades TK-1 Aligned with the ELA/ELD Framework. Implementation Support for the ELA/ELD Framework Main Page These resources for grades TK-1 are compiled from those posted on the Implementation Support for the ELA/ELD Framework Web page. They are further organized by key theme and area of focus.

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High-Quality Early Childhood Assessment Learning From States’ Use of Kindergarten Entry Assessments

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High-Quality Early Childhood Assessment Learning From States’ Use of Kindergarten Entry Assessments

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Desired Results Developmental Profile- Preschool

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Desired Results Developmental Profile- Preschool

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The Alignment of the California Preschool Learning Foundations with Key Education Resources

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The Alignment of the California Preschool Learning Foundations with Key Education Resources

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Final 102419_18-002 Alignment of CA PLF Full_v3_01_ADA

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Embedded Instruction for Early Learning (EICA)

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Embedded Instruction for Early Learning (EICA)

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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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Early Childhood Education for Children with Disabilities: Effective Practices Observation Tool

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Early Childhood Education for Children with Disabilities: Effective Practices Observation Tool

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Division for Early Childhood Position Statement: Inclusion in Early Childhood Education

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Division for Early Childhood Position Statement: Inclusion in Early Childhood Education

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Position Statement - Inclusion April 2009

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Early Childhood Technical Assistance Center (ECTA)

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Early Childhood Technical Assistance Center (ECTA)

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ECTA Center: Improving Systems, Practices and Outcomes

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The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement numbers H326P170001 and H326P220002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

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

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

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The National Center for Pyramid Model Innovations

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The National Center for Pyramid Model Innovations

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

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California Preschool, Transitional, Kindergarten, and Full-Day Kindergarten Facilities Grant Program Funding

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California Preschool, Transitional, Kindergarten, and Full-Day Kindergarten Facilities Grant Program Funding

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Personal Information You Choose to Provide We may request that you voluntarily supply us with personal information, including your email address, postal address, home or work telephone number and other personal information for such purposes as correspondence, placing an order, requesting an estimate, or participating in online surveys.

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Opportunities to Engage Communities in Universal Prekindergarten Planning

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Opportunities to Engage Communities in Universal Prekindergarten Planning

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Opportunities to Engage Communities in Universal Prekindergarten Planning 

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Projected Enrollment & Needs Assessment: Key Considerations

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Projected Enrollment & Needs Assessment: Key Considerations

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Projected Enrollment and Needs Assessment - Key Considerations

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Funding Sources: Extended Learning & Care

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Funding Sources: Extended Learning & Care

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Funding Sources That Can Be Utilized for Extended Learning and Care

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Supporting the Early Childhood Workforce to Implement High Quality Inclusions Practices: ECLKC

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Supporting the Early Childhood Workforce to Implement High Quality Inclusions Practices: ECLKC

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High-Quality Inclusion Federal Series | ECLKC

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In this webinar series, federal staff share insights and information around issues related to serving children with disabilities.

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Seed Of Partnership: Preschool Least Restrictive Environment Planning Resources

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Seed Of Partnership: Preschool Least Restrictive Environment Planning Resources

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Learn more about what Family Engagement is and how to strengthen practices within your LEA. Explore tools to support teaching, learning and improving partnerships. Tour the High Quality Early Learning Environment (HQELE). Gain some new ideas scrolling throughout the Preschool Planning Tool. Access informative reference material related to suspension and expulsion of preschoolers in an effort to support educators and families.

Browse a variety of helpful resources such as websites and other downloadable materials. Let us know how you have used the resources and materials within the Seeds of Partnership site by completing the Share Your Ideas form.

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Seeds of Partnership - Family Engagement Part B

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Learn more about what Family Engagement is and how to strengthen practices within your LEA. Explore tools to support teaching, learning and improving partnerships. Tour the High Quality Early Learning Environment (HQELE). Gain some new ideas scrolling throughout the Preschool Planning Tool.

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The Calming Kit

The Calming Kit is a group of tools that provide sensory strategies and emotional supports to assist children with regulating their bodies and emotions so they can be ready to learn.

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The Calming Kit The Calming Kit is a group of tools that provide sensory strategies and emotional supports to assist children with regulating their bodies and emotions so they can be ready to learn.

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CDE: UPK Community Engagement and Partnerships Webinar

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CDE: UPK Community Engagement and Partnerships Webinar

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Classroom Assessment Scoring System- PreK 

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Classroom Assessment Scoring System- PreK 

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As the interactions company, we help educators ignite the spark of learning through the power of CLASS. This broad picture of classroom life allows educators to understand how curriculum and instruction come together to enhance children's learning and development. Learn how to shift your continuous quality improvement efforts to what matters most-life-changing interactions between teachers and children.

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ECERS-3™

Early Childhood Environment Rating Scale®, 3rd ed. -- A thorough revision of the ECERS-R™, designed to assess group programs for preschool-kindergarten aged children, from 3 through 5 years of age. Total scale consists of 35 items.

FCCERS-3™

The Family Child Care Environment Rating Scale®, 3rd ed. -- A thorough revision of the FCCERS-R™, designed to assess family child care programs conducted in a provider's home. Total scale consists of 33 items.

ITERS-3™

The Infant/Toddler Environment Rating Scale®, 3rd ed. -- A thorough revision of the ITERS-R™, designed to assess group programs for children from birth to 3 years of age. Total scale consists of 33 items.

SACERS-Updated™

The School-Age Care Environment Rating Scale® -- An updated edition of the SACERS™ designed to assess before and after school group. The total scale consists of 47 items, including 6 supplementary items for programs enrolling children with disabilities.

Our scales are designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care, for example child care center or family child care home (Whitebook, Howes & Phillips, 1995).

In order to provide care and education that will permit children to experience a high quality of life while helping them develop their abilities, a quality program must provide for the three basic needs all children have:

Protection of their health and safety

Building positive relationships

Opportunities for stimulation and learning from experience

No one component is more or less important than the others, nor can one substitute for another. It takes all three to create quality care. Each of the three basic components of quality care manifests itself in tangible forms in the program's environment, curriculum, schedule, supervision and interaction, and can be observed. These are the key aspects of process quality that are included in our environmental rating scales.

Our scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions (including language) that occur in the classroom, and the schedule of the day, including routines and activities. The support offered to parents and staff is also included.

All of our scales have been developed in close collaboration with realistic field-based sites. They have good interrater reliability and validity, thus making them suitable for research and program evaluation, as well as program improvement efforts.

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Early Childhood Environment Rating Scale®, 3rd ed. -- A thorough revision of the ECERS-R™, designed to assess group programs for preschool-kindergarten aged children, from 3 through 5 years of age. Total scale consists of 35 items. The Family Child Care Environment Rating Scale®, 3rd ed.