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NO MORE CHALLENGING BEHAVIOR CHEAT SHEET

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The CAP Methods of Evaluation Project

Overview

The goal of this project was to provide a collection of openly licensed methods of evaluation (MOE) for the CAP eight foundational courses (CAP Classic). We hope this library of assignments and activities responds to the many requests from faculty over the years for CAP to add resources to support student learning outcomes.

This collection of methods of evaluation builds upon a previous project by ASCCC OERI which curated a collection of openly licensed videos and assessments. This project goes further to specifically align with individual CAP course objectives.

The CAP courses were revised (2021) to align with the Teacher Level of the Teaching Performance Expectations (TPEs) adopted by the Commission on Teacher Credentialing, the English Learner Roadmap, and recommendations from the Parent Organization Network.

How to Access

The CAP MOE Modules will be added to the existing OER resource shells on the Canvas Commons. You will need to be logged into Canvas to access these course shells.

Use

All assignments in this project are openly licensed. You are free to add, delete, re-word, include other foundational resources, change the rubrics, use just a part, or combine multiple items. In other words, feel free to make them your own.

This is not an exhaustive list, we are sure there are other awesome MOEs out there that are used effectively to measure student progress, but for any instructors new to courses or looking for some assignments to support particular areas of your courses, we hope this is a start.

Each MOE included is identified by the CAP course and course objective that it supports. Each has a purpose that aligns with the objectives, directions, sometimes includes special notes to instructors for use, links to Google Docs that can be copied to your own drive, and grading rubrics. Again, these can be modified to meet your student and institutional needs. For example, a discussion prompt could be used as an essay question, questions within assignments could be added, deleted, or modified, reference materials could be changed, larger assignments could be broken into smaller chunks, and so on.

Colleges in CTC Pilot 4, the Quality Peer Review Process might find these helpful as resources to show how individual TPEs are introduced, practiced, and assessed.

This project has been supported and funded by

Child Development Training Consortium

California Department of Social Services, Child Care and Development Division

Other resources

NEW: Support for Colleges Considering Participation in Early Childhood Education Child Development Permit Pilots under the PDG-Grant

CAP Classic (CAP 8) outlines have recently been updated to align with the Teacher Performance Expectations (TPE) for the Teacher Level. One of the routes to eligibility for participation in Pilot 1 is "The institution/program is using updated, TPE-aligned CAP curriculum" While this is not the only route to eligibility, the CAP team is here to help whether you are new to CAP alignment, or already aligned.

If your college/institution has not yet aligned with CAP 8 course outlines and you are interested in more information, please complete this quick contact form and the CAP team will reach out to help you determine what kind of support you might need.

If your college/institution is already aligned with the CAP 8 course outlines and you are interested in updating your courses to the revised outlines that now include the TPE content, please complete this quick contact form and the CAP team will reach out to help you determine what kind of support you might need.

If you are not sure of your college/institution's CAP alignment status, please check here: CAP Aligned Colleges

For more information about the Early Childhood Education Child Development Permit Pilots under the PDG-R Grant visit the Childhood Education Page on the CTC Website.

CAP Classic

The California Community Colleges Curriculum Alignment Project (CAP) engaged faculty from across the state to develop a 24 unit lower-division program of study supporting early care and education teacher preparation. The eight courses are intended to be a foundational core for all early care and education professionals. The eight courses are:

1. Child Growth and Development

2. Child, Family and Community

3. Introduction to Curriculum

4. Principles and Practices of Teaching Young Children

5. Observation and Assessment

6. Health, Safety and Nutrition

7. Teaching in a Diverse Society

8. Practicum

CAP Expansion

Following the development of the CAP Classic courses, additional funding was provided by the Race To The Top/Early Learning Challenge Grant (RTT/ELCG) to expand the project to include seven additional courses in the three specialization areas of Infant/Toddler, Administration, and Children with Special Needs. The seven courses include the following:

1. Infant/Toddler Development

2. Infant/Toddler Care and Education

3. Introduction to Young Children with Special Needs

4. Curriculum and Strategies for Children with Special Needs

5. Administration I - Programs in ECE

6. Administration II - Leadership and Supervision

7. Adult Supervision and Mentoring

CAP Transitional Kindergarten (CAP TK)

In light of the recently adopted Teacher Performance Expectations for the PK-3 Early Childhood Education Specialist Instruction Credential, the CAP TK courses which were developed in 2016 no longer represent the required preparation for teachers in Transitional Kindergarten classrooms. As the pathways for TK teachers continue to be refined at the state level, the CAP team will explore the options for revising and republishing the 24 units intended to support this population.

104 Community Colleges in California have agreed to participate in CAP.

The CAP courses have been accepted as the required core for the Associate in Science for Transfer in Early Childhood Education. For information on the courses and the degree, go to http://www.c-id.net.

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Curriculum Alignment Project | Child Development Training Consortium

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The California Early Childhood Curriculum Alignment Project supports transfer and curriculum consistency in the foundational preparation of early childhood education students.

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Ca. Early Childhood Educator Competencies

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Ca. Early Childhood Educator Competencies

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California Early Childhood Educator Competencies (PDF; 2MB) California Early Child Educator Competencies Supplemental Add-On (PDF; 1.5 MB)
The California Early Childhood Educator (ECE) Competencies describe the knowledge, skills and dispositions that early childhood educators need in order to provide high quality care and education to young children and their families. The California ECE Competencies are organized into twelve overlapping areas: (1) Child Development and Learning; (2) Culture, Diversity and Equity; (3) Relationships, Interactions, and Guidance; (4) Family and Community Engagement; (5) Dual-Language Development; (6) Observation, Screening, Assessment, and Documentation; (7) Special Needs and Inclusion; (8) Learning Environments and Curriculum; (9) Health, Safety, and Nutrition; (10) Leadership in Early Childhood Education; (11) Professionalism; and (12) Administration and Supervision. The term early childhood educator includes everyone responsible for the care and education of young children.

The California ECE Competencies are research-based, and are aligned with the California Preschool Learning Foundations and the California Infant/Toddler Learning & Development Foundations to guide professional development and related quality improvement activities.

This revised version of the California ECE Competencies now includes a second section (Focus 2) that displays the same information found in Focus 1 in an alternate grid format. The Focus 1 section gives us a grid-format chapter for each of the 12 competency areas (12 chapters). The Focus 2 section provides an alternate grid chapter for each of the 4 competency contexts (4 chapters).

Development of the California ECE Competencies began in June 2008 in collaboration with First 5 California, and has involved expert advisors including representatives from the California Community Colleges and California State University systems to ensure that the competencies are based on current research and practice.

ECE Competencies Videos

An Introduction to Early Childhood Educator Competencies (video; 6:42)
Introducción a las competencias de los educadores de la infancia temprana de California (Video; 6:43)

Child Development and Learning (Video: 16:32)
This video addresses "Knowledge About Child Development and Learning" and "Facilitating Child Development and Learning."
El desarrollo y el aprendizaje infantil (Video; 16:33)

Adult Learning (Video: 14.14)
This video addresses "Adult Learning."

Coaching (Video: 9:23)
This video addresses "Coaching."
Return to Top
Last Reviewed: Monday, July 17, 2023

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California Early Childhood Educator Competencies

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The California Early Childhood Educator (ECE) Competencies describe the knowledge and skills that early childhood professionals need in order to support the development and learning of young children.

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Many California TK Updates, Resources, and Activities

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Many California TK Updates, Resources, and Activities

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The bridge between preschool and Kindergarten for California's children

Thank you for visiting TKCalifornia, an online hub for finding easy-to-use resources for administrators, teachers, and parents as California expands Transitional Kindergarten (TK) to serve all 4-year-olds. Many educators over the years have called for a developmentally appropriate grade for our youngest learners-now with the expansion of TK, California is on the cusp of achieving the vision of the Master Plan for Early Learning and Care (MPELC), which called for a year of publicly-funded preschool for all children in California.

On this site, you can find:

Resources for administrators to help them navigate staffing, facilities, funding, and more as TK is expanded to more children.

Strategies and tools for teachers on classroom management and developmentally appropriate practices.

Information for parents on what to expect in a TK classroom and how they can help their child get the most out of their TK experience.

Benefits of TK

Transitional Kindergarten (TK) bridges the path between preschool and Kindergarten and gives students the gift of time that will help them build a strong foundation for future school success. It blends social and emotional experiences with academic learning, so that students not only learn essential pre-literacy, pre-math, and other cognitive skills, but also develop social and self-regulation skills needed to succeed in school and life.

TK is a win-win-win for children, families, and schools! With TK:

Children are better prepared to succeed.

Families have an additional option to ensure their children enter Kindergarten with the maturity, confidence, and skills they need to excel.

Schools benefit because children will be better prepared to succeed academically and less likely to be placed in special education or held back in later grades.

Research shows that the return on early investments in education is substantial. According to Deborah Stipek, former dean and a professor at the Stanford University School of Education, "the cost is paid back many times over in reduced grade retentions, special education services and in lower expenditures for incarceration. Returns also come in the form of the increased productivity that results from higher levels of academic achievement and high school completion rates."

See the latest TK news and events

History of TK

In 2010, California implemented the Kindergarten Readiness Act, signed into law by Governor Arnold Schwarzenegger, which changed how Kindergarten was offered to children in California. Early Edge California, under its former name of Preschool California, sponsored ​​the Kindergarten Readiness Act ( Senate Bill (SB) 1381), which was authored by Senator Joe Simitian.

The 2010 Kindergarten Readiness Act changed the Kindergarten entry date from December 2nd to September 1st so that most children are five when they start Kindergarten (some children with mid or late August birthdays may start Kindergarten and then turn five very shortly after). The law also established Transitional Kindergarten (TK), a developmentally appropriate grade to serve our youngest learners with birthdays between September and December.

The 2015-16 state budget further clarified the law to allow school districts to enroll 4-year-olds in TK even if they turn 5 after the December cutoff date, providing another local option to get more children ready for Kindergarten. The Expanded TK approach gives districts an option to use a combination of local and Average Daily Attendance (ADA) funding to offer school readiness opportunities to children who might not otherwise have access.

The Road Ahead for TK

In 2021, Governor Gavin Newsom signed Assembly Bill (AB) 130, which will gradually expand Transitional Kindergarten (TK) over a four-year period, between the 2022-23 to 2025-26 school years, until all 4-year-olds have the opportunity to attend a high-quality, developmentally appropriate TK program and enter Kindergarten prepared to learn and thrive.

About TKCalifornia

Early Edge California (formerly Preschool California) and a panel of experts worked together to develop TKCalifornia in 2012 to serve the needs of teachers and administrators as they implemented Transitional Kindergarten (TK). TKCalifornia is the result of a content creation and review process led by 20 experts from across the state, including local school districts, county offices of education, researchers, and state-level decision makers. Their expertise spans the areas of language and literacy development, early math, social-emotional development and executive function, culturally responsive education, and dual language acquisition.

In 2021, Early Edge California partnered with experts to update the materials on TKCalifornia to reflect the expansion to younger children and to ensure that all materials provide the most up-to-date information and recommendations.

The content and materials on this site are based upon the following key agreements and recommendations identified by our experts as critical to TK students' learning:

Reflecting the continuum of development of all children, recognizing the breadth of their experience, and meeting them where they are to help them advance.

Fostering warm, responsive relationships.

Supporting family involvement.

Offering examples of developmentally appropriate teaching practices.

Providing concrete guidance for teachers by showing how to sequence instruction and presenting easy-to-use resources.

Helping teachers understand the use of formative assessment.

Supporting teachers in differentiating instruction.

Articulating with preschool and Kindergarten.

Focusing on the essential strands for teachers to build the foundation for Kindergarten success.

Providing integrated learning and instruction.

TKCalifornia is operated and maintained by Early Edge California, a nonprofit advocacy organization dedicated to improving access to high-quality Early Learning experiences for all California children so they can have a strong foundation for future success.

TK in the News

Stay connected! Sign up for the Early Edge California newsletter.

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About TKCalifornia * Transistional Kindergarten * TKCalifornia

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Thank you for visiting TKCalifornia, an online hub for finding easy-to-use resources for administrators, teachers, and parents as California expands Transitional Kindergarten (TK) to serve all 4-year-olds.

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Pacific Oak's Children's School: An ideal play based program.

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Pacific Oak's Children's School: An ideal play based program.

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The early years set the stage for learning throughout life. For 70 years, Pacific Oaks Children's School has been at the forefront of early childhood education.

Founded on the principles of social justice and inclusion, we are internationally known for our pioneering accomplishments in the areas of anti-bias education, emergent curriculum, and peaceful conflict resolution. Our approach is to be responsive to the needs, interests, and emerging abilities of the children we teach.

In each program we focus on foundational skills that support learning at every stage of life, including;

Communication and social skill development

Thinking skills (inquiry, critical, creative, and problem-solving)

Language skills (listening and speaking)

Creative self-expression

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The early years set the stage for learning throughout life. For 70 years, Pacific Oaks Children's School has been at the forefront of early childhood education. Founded on the principles of social justice and inclusion, we are internationally known for our pioneering accomplishments in the areas of anti-bias education, emergent curriculum, and peaceful conflict resolution.

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We want to help you transform outdoor learning at your childhood education program. Whether through teacher professional development, custom consultation and design services, or continuing education opportunities, we have a solution for you.

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We want to help you transform outdoor learning at your childhood education program. Whether through teacher professional development, custom consultation and design services, or continuing education opportunities, we have a solution for you.

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Conference-Quality Professional Development by Early Childhood Experts

Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC., and presented by leading authors, experts, and leaders. Now, you can participate in conference-quality training without leaving your home, classroom, or office.
UPCOMING WEBINARS

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Early Childhood Webinars - Conference-Quality Professional Development

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Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC

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Free Training On Demand, In-Person, Virtual

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Free Training On Demand, In-Person, Virtual

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California Early Care & Education Workforce Registry

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The CA ECE Workforce Registry is a state, regional and local collaboration designed to track and promote the education, training and experience of the early care and education workforce for the purpose of improving professionalism and workforce quality to positively impact children.

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California Preschool Network: Training on Core Standards 

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California Preschool Network: Training on Core Standards 

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Preschool Learning Foundations California Preschool Learning Foundations, Volume 2, VPA Chapter Appendix to the California Preschool Learning Foundations, Volume 2, Visual and Performing Arts PDF

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Language and Literacy Alignment Overview

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Language and Literacy Alignment Overview

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IT PS K Alignment form language literacy2

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Language and Literacy Domain-Common Core

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Language and Literacy Domain-Common Core

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IT PS K Alignment form language literacy

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Overview Alignment Science and TK Standards

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Overview Alignment Science and TK Standards

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IT PS K Alignment form visual performing arts

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Preschool Learning Foundations Volume 1: Social-Emotional Development Language and Literacy English-Language Development Mathematics 

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Preschool Learning Foundations Volume 1: Social-Emotional Development Language and Literacy English-Language Development Mathematics 

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Preschool Learning Foundations Vol. 1 - Child Development (CA Dept of Education)

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Preschool Learning Foundations Volume 2: Visual and Performing Arts Physical Development Health

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Preschool Learning Foundations Volume 2: Visual and Performing Arts Physical Development Health

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Preschool Learning Foundations Volume 3 History/Social Science and Science

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Preschool Learning Foundations Volume 3 History/Social Science and Science

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Preschool Foundations Volume 3 - Child Development (CA Dept of Education)