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Paving the Road to Inclusion: Playful Math Experiences - Session 2

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Paving the Road to Inclusion: Playful Literary Experiences - Session 1

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The Early Math Project develops and disseminates comprehensive early math resources for parents and educators of children birth - 8 years. We advocate for a growth mindset for families, especially in learning math.

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DREME for Teachers: Support Math Learning Throughout the Day

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DREME for Teachers: Support Math Learning Throughout the Day

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Why Executive Function Skills Matter in Preschool

Executive function skills, or EF, begin to develop in early childhood and remain useful throughout life. EF includes the ability to follow instructions to complete a task, stay focused despite distractions, and successfully switch between tasks. Research shows that:

EF supports problem solving, which in turn supports the development of math skills.

Both EF and math skills are linked to a wide range of important academic outcomes.

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Why Executive Function Skills Matter in Preschool Executive function skills, or EF, begin to develop in early childhood and remain useful throughout life. EF includes the ability to follow instructions to complete a task, stay focused despite distractions, and successfully switch between tasks.

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Preschool Learning Foundations
Mathematics Foundation Map PDF
California Preschool Learning Foundations, Volume 1, Mathematics Chapter

Preschool Curriculum Framework
California Preschool Curriculum Framework, Volume 1, Mathematics Chapter

Other Resources:
WEB SITES
- National Council of Teachers of Mathematics (NCTM) The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research. The site has limited free resources. Paid membership is necessary to access most of the resources on this site.

ADDITIONAL RESOURCES AND PUBLICATIONS
- Clements, D. H. and Julie Sarama, Eds. Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Mahwah, N. J.: Lawrence Erlbaum Associates, Publishers.
- Copley, J. Ed. Mathematics in the Early Years. Washington, D. C.: NAEYC
- Copley, J. Ed. Showcasing Mathematics for the Young Child, D. C.: NAEYC
- CPIN. Engaging Children in Early Mathematical Experiences: Mathematics Handbook
- CPIN. Geometry Module handouts: Shape Memory Game, Talking About Geometric Shapes, Feely Box Game
- CPIN. Number Sense Module handouts: Questions Related to Number Concepts, Pizza Game
- Early Childhood Today Creative Pathways to Teach Math
- Early Childhood Today Math Play: How Young Children Approach Math
- Early Childhood Today Ten Creative Ways to Teach Math
- Fromboluti, C. S. and Natalie Rinck. Early Childhood: Where Learning Begins: Mathematics. U.S. Department of Education
- Koralek, G. D. Ed. Spotlight on Young Children and Math. Washington, D.C.: NAEYC
- NAEYC. Learning Paths and Teaching Strategies in Early Mathematics
- NAEYC and NCTM. Early Childhood Mathematics: Promoting Good Beginnings: A joint position statement. Washington, D.C.: NAEYC
- NCTM. Mathematics in the Preschool
- Tips for Supporting All Learners Math Games Packet

NAEYC Message in a Backpack™ Math: It's Important and Fun English and Spanish

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Preschool Learning Foundations Mathematics Foundation Map PDF California Preschool Learning Foundations, Volume 1, Mathematics Chapter Preschool Curriculum Framework California Preschool Curriculum Framework, Volume 1, Mathematics Chapter

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The Big 5 High-quality Literacy Experiences for All

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The Big 5 High-quality Literacy Experiences for All

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The Big 5 Book Knowledge and Print Concepts

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The Big 5 Book Knowledge and Print Concepts

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The Big 5 Alphabet Knowledge and Early Writing

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The Big 5 Alphabet Knowledge and Early Writing

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Pg 169 focus on TK and importance of play foundation to literacy development

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Resource Guide to the Foundations Skills of ELA

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Resource Guide to the Foundations Skills of ELA

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Chapter # 7 Addresses How to Support Children with Disabilities

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Chapter # 7 Addresses How to Support Children with Disabilities

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Research Paper # 6 on Dual Language Learners with Disabilities

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Research Paper # 6 on Dual Language Learners with Disabilities

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California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring that students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond's Transforming School Initiatives.
Explore below to learn more about California's literacy policy, initiatives, and resources that include evidence-based practices aimed at achieving reading by third grade and beyond.
Announcements

Re-Centering California's English Language Arts/English Language Development Framework Webinar Series

Join the California Department of Education (CDE) for an exciting nine-part webinar series designed to re-center the English Language Arts/English Language Development Framework for California Public Schools as the primary guidance for teaching California students from transitional kindergarten through grade twelve to read, write, speak, listen, and use language. Through presentations and interactions with the Framework, the series will also highlight the promotion of multilingualism and biliteracy, culturally and linguistically affirming and sustaining instruction, and developmentally appropriate instruction for early learners.

California Literacy and Policy Guidance

Standards

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019-2024)

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023-2025)

California Dyslexia Initiative (2019-2024)

Early Literacy Support Block Grant (2020-2024)

Reading Instruction and Intervention Grant (2021-2026)

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022-2027 and 2023-2028)

Summary: The 2022-2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023-2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.

Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work

EWIG: EL Roadmap Policy Implementation (2019-2023)

EWIG: Special Education (2019-2022)

Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.

Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Webinars

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Register via Zoom to attend an upcoming webinar .

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression
Access the complete webinar series playlist
Resources

Literacy Newsletter

A primary objective of California's federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California's system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

Related Documents

CDE Biliteracy Pathway Recognition
The Biliteracy Pathway Recognitions may be awarded to preschool through grade eight students on the path to the State Seal of Biliteracy. You will find optional criteria and guidance for recognition.

CDE State Seal of Biliteracy
The State Seal of Biliteracy is a recognition awarded to graduating high school students who have achieved a high level of proficiency in one or more languages in addition to English. The requirements for earning the State Seal of Biliteracy are established in California Education Code Section 51461.

Digital Learning Integration and Standards Guidance
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

Executive Summary (PDF)
This executive summary provides highlights from the framework and directs readers to resources in the document. It begins with a broad overview of the standards and California's vision for their implementation, features important grade-level guidance, and highlights selected topics crucial for effective implementation.

Universal Prekindergarten (UPK) Curriculum Checklist
Details elements to consider when choosing and implementing a curriculum for Transitional Kindergarten (TK) and preschool programs serving majority four-year-old children. Specific sections are devoted to language and literacy instruction including development of key skills, importance of book read-alouds, literacy small-group instruction, and literacy centers.

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Guidance and resources for teachers and families in Preschool through twelfth (P-12) grade schools regarding evidence-based literacy instruction.

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IXL's dynamic language arts practice skills offer comprehensive coverage of California pre-K standards. Find a skill to start practicing!

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Literacy Essentials- Videos of Sample Practices

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Literacy Essentials- Videos of Sample Practices

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Document

The purpose of early literacy essentials is to improve children's literacy in Michigan. Professional development throughout the state can focus on this set of research-supported literacy instructional practices for daily use in the classroom.

Early childhood education can help improve reading-by-third-grade outcomes. Pre-K education also can address disparities in literacy achievement. Research suggests that each of the 10 practices outlined in this document can have a positive impact on literacy development.

The use of these practices in every Michigan classroom every day can make a measurable, positive difference in the state's literacy achievement.

This document is intended to be read in concert with Essential Instructional Practices in Early Literacy: Kindergarten to Grade 3. There is important overlap and continuity in these two documents.
Videos of Sample Practices

View the playlist here.

Pre-K Essential 3, bullet 1: Leading children in Higher-order Discussion

Pre-K Essential 3, bullets 2&3: Interactive Read-Alouds and Vocabulary Development

Pre-K Essential 3, bullet 4: Using New Vocabulary Throughout the Day

Pre-K Essential 3, bullet 5: Teaching Vocabulary in Clusters

Pre-K Essential 4, bullet 1: Creating Variations of Literature

Pre-K Essential 4, bullet 2: Singing Songs to Promote Phonemic Awareness

Pre-K Essential 4, bullet 3: Sorting using Sounds

Pre-K Essential 4, bullet 4: Playing with Sounds

Pre-K Essential 4, bullet 5: Playing with Sound Segments

Pre-K Essential 5, bullet 1

Pre-K Essential 6, bullet 1: Interactive Writing Experience

Pre-K Essential 6, bullet 2: Using Scaffolded Writing

Pre-K Essential 7, bullets 1, 4 & 5: Expanding Children's Language Skills

Pre-K Essential 7, bullets 2 & 3: Engaging in Extended Conversations with Children

Pre-K Essential Essential 8, Bullets 1-5 Abundant Reading Materials Sample Video

Pre-K Essential Essential 9, Bullets 1, 2 & 4 Ongoing Observation Sample Video

Pre-K Essential Essential 10, Bullets 1-5 Promoting Literacy at Home Sample Video

Modules

Released 2018 - Enroll Now
Click on the link below to select the courses you would like to register for.

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The purpose of early literacy essentials is to improve children's literacy in Michigan. Professional development throughout the state can focus on this set of research-supported literacy instructional practices for daily use in the classroom. Early childhood education can help improve reading-by-third-grade outcomes. Pre-K education also can address disparities in literacy achievement.

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Integrating Play into Literacy Instruction Video

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Integrating Play into Literacy Instruction Video

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Integrating Play Into Literacy Instruction: Strategies For Your Classroom (REL Midwest)

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First 5 California's Dual Language Learner Resource Guide was designed to provide early learning programs that serve young dual language learners (infants, toddlers, and preschoolers) with resources that highlight evidence-based strategies to improve the quality of instructional practices and interactions with young dual language learners, including partnering with families in this effort. Go to https://drive.google.com/file/d/14X8Dy9wsqA8ze8OPwn_g22G06e5fjOZq/view to download this resource

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First 5 California's Dual Language Learner Resource Guide

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First 5 California's Dual Language Learner Resource Guide was designed to provide early learning programs that serve young dual language learners (infants, toddlers, and preschoolers) with resources that highlight evidence-based strategies to improve the quality of instructional practices and interactions with young dual language learners, including partnering with families in this effort.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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MCIE Inclusive Education Practices Survey

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MCIE Inclusive Education Practices Survey

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IRIS Center: Designing Effective Early Childhood Classrooms Module

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IRIS Center: Designing Effective Early Childhood Classrooms Module

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Challenge

View the movie below and then proceed to the Initial Thoughts section (time: 2:11).

Transcript: Challenge

Ms. Smith and Mrs. Hahndorf are teachers in an inclusive childcare program. Ms. Smith has worked in the four-year-old preschool classroom for five years and feels confident in her knowledge of the curriculum. She is especially proud of the way she has incorporated important learning opportunities into her classroom's various centers. For her part, Mrs. Hahndorf is in her first year teaching in the two-year-old toddler room. One of her greatest strengths, she believes, is being prepared each morning both for the arrival of the toddlers and to greet their parents.

However, both Ms. Smith and Mrs. Hahndorf have cause for concern. Despite their preparation and planning, not all of the children take advantage of every area of their respective classrooms. Instead, many of them choose to remain in a single favored area of and avoid exploring the other centers. When they recently shared these concerns with one another, Ms. Smith and Mrs. Hahndorf realized that there are times in their classroom when "traffic jams" occur, for example when the children are waiting to wash their hands, collect materials, or put on their coats. Further, they observed that the children do not play and interact with their peers as they had expected them to. Finally, they are equally concerned that some of the children with disabilities in their classroom do not seem to be able to take part in all of the classroom activities. Both Ms. Smith and Mrs. Hahndorf wonder whether they should make some changes to their classroom environments, but neither of them is sure exactly where to begin.

Here's your Challenge:
(Opinion) What elements make up a well-designed early childhood environment? What can teachers do to make the classroom environment more conducive to children's learning and development?

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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View the movie below and then proceed to the Initial Thoughts section (time: 2:11). Transcript: Challenge Ms. Smith and Mrs. Hahndorf are teachers in an inclusive childcare program. Ms. Smith has worked in the four-year-old preschool classroom for five years and feels confident in her knowledge of the curriculum.

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TIES Lessons for All: 5-15-45 | Start Your Collaboration Out Right!

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Starting out the year, teachers need to combine their knowledge of the course and unit plans and the knowledge about the students with disabilities to collaboratively determine how to organize a class to maximize all students’ learning.

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Based on the work of Jorgensen, McSheehan, and So nnen meir, MCIE has adapted its "Membership, Participation, and Learning" quality indi cators based on their Beyond Access Model. Use this tool to assess the extent to which a learner is included, and identify areas for improvement. Let us know how you like it!
Placement of Learners with Disabilities in the Least Restrictive Environment (LRE)
This 21-page document goes through the history of the Individuals with Disabilities Education Act (including amendments to the law), a thorough explanation of the LRE, case law that supports inclusive placements, as well as calls-to-action for district and school leadership teams to transform their practices.

In cooperation with the Washington Office of Superintendent of Public Instruction and Roots of Inclusion, this is the PowerPoint for Dr. Quirk's 90-minute presentation about building a culture of inclusion and belonging in the state of Washington and beyond.

This is MCIE's tool for educators to be effective and efficient when working as a team. See the School Transformation page for more collaboration resources!

This is the PowerPoint for MCIE's keynote address at the international conference in December 2020. Listen to Dr. Quirk's presentation on the importance of creating a sense of belonging.

21st Century Functional Life Skills: Educating Learners who need Intensive or Extensive Supports, a Historical View and Implications for Schools
In this document, we provide the historical context for educating children and youth with extensive support needs and how we have moved into a new understanding of what truly "functional" life skills are for any person, including a checklist to identify if skills are "functional" for a child or youth with an Individualized Education Program.

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Collaborative Teams Planning Guide, Effective Transition Practices, Moving Towards Equity and Access Through Inclusive Schooling, and Positive Behavior Interventions and Support.

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California Early Childhood Special Education Network (CalECSE) | News and Resources

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Early Childhood Technical Assistance Center

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Early Childhood Technical Assistance Center

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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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ECTA ECE Indicators of High Quality Inclusion

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ECTA ECE Indicators of High Quality Inclusion

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

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The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child. To effectively do so, teachers can apply a concept known as Universal Design for Learning (UDL), which stresses that the environment and its materials in it should be accessible to everyone. Creating this accessibility might involve providing books at different reading levels, placing materials within easy reach on a shelf, or creating ample space so that a child who uses a wheelchair can maneuver around the classroom.

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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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IDEA Data Center

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Preschool Environments Toolkit - Introduction

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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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Principal's Guide to Early Learning and the Early Grades

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Principal's Guide to Early Learning and the Early Grades

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Why Child's Play is Serious Business In Early Childhood

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Why Child's Play is Serious Business In Early Childhood

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Why child's play is serious business in early education

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Play is such a powerful force, some research suggests, that it can be used as a tool to close achievement gaps and improve mental health.

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Lesson Design Institute
Learn more about the Lesson Design Institute, where you will learn how you can support California educators in high quality lesson design to be shared and showcased with educators across the state.

Learning Resources
Classroom-ready materials from high-quality providers free for educators to blend with their own instructional strategies and share with students and peers.

Collaboration
Group tools help local teams collaboratively develop and share learning materials, instructional strategies, and leadership approaches.

Leadership Support
Resources, programs, and strategies to guide leadership teams in promoting educator excellence, student success, and community support.

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Lesson Design Institute Learn more about the Lesson Design Institute, where you will learn how you can support California educators in high quality lesson design to be shared and showcased with educators across the state. Learning Resources Classroom-ready materials from high-quality providers free for educators to blend with their own instructional strategies and share with students and peers.

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Early CHOICES: A Preschool LRE Initiative

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Early CHOICES is an Inclusion Initiative of the Illinois State Board of Education. We promote increasing high quality inclusive early care and education for each and every child birth to age 5. Our goal is to increase the number of children with disabilities receiving specialized services in regular early care and education settings. Download our Brochure here.

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What We Do Early CHOICES is an Inclusion Initiative of the Illinois State Board of Education. We promote increasing high quality inclusive early care and education for each and every child birth to age 5.

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The Benefits of Play for a Child's Development

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The Benefits of Play for a Child's Development

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Play helps children understand the world and discover how their bodies work. Explore the benefits of play and find out how to encourage rich playtime experiences.

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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Responsive Early Ed. for Families and Children Experiencing Homelessness

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Responsive Early Ed. for Families and Children Experiencing Homelessness

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008. California Preschool Learning Foundations Volume 1. Sacramento: CDE Press.)

This tool was originally a collaborative endeavor initiated by the SEEDS Project in 2009. A small group of Early Childhood Education Professionals and parents gathered together to learn from one another and to brainstorm the development of a "crosswalk" in an effort to connect a variety of EC and ECSE resources, tools and required documents. Over time, some of the tools and resources originally considered have changed, shifting this project from a "crosswalk" to a "planning tool." The goal of this tool is to assist and guide teachers in their instructional practice to support children in attaining the knowledge and skills described in the foundations.

The samples and ideas within the tool are not exhaustive; they are intended to assist teachers in their intentional teaching around the foundations. Teachers are very creative and imaginative; the samples can be used as a starting point or as a springboard for other stimulating ideas in the classroom to enable children to acquire the competencies found in the foundations. Read what some teachers have shared about using this tool. (99k PDF)

Get Started

Step 1: Select a domain from the CA Preschool Learning Foundations

Step 2: Select a strand from the domain

Step 3: Select a sub-strand from the strand

Step 4: Choose the information you want included in your planning table

Step 5: View and print your planning table

Helpful References

Share Your Wisdom with Others

We invite you to share with us how you utilized this tool or share additional teaching strategies/AT ideas (some may be featured and added to the tool).

The links within the tool are current as of February 2015. Broken link? Let us know!

A Special Thanks to the Following:

M. Cathcart, G.S. Johnson, R. Ryan, D. Eagen, D. Soto, S. Botkin, S. Castillo, J. Battaglia, C. Fiorelli, M. Whitney, P. Salcedo, K. Sadao, C. Mikitka, C. Kaup, D. Whitmer, A. Ferry, S. Baltazar, A. Kuschner, D. Henry, G. Guarneri, E. Cho, K. Finn, V. Reynolds, N. Manker, T. Anderson and J. Crum.

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008.

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Five Ways Play Changes Your Child's Brain - Minds in Bloom

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Turns out that play activates the whole neocortex or front part of the brain and builds new circuits in the prefrontal cortex.

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

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

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

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

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

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

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

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

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

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

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

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

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California Department of Education Streaming Video Subscription Service

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Pre-k: the love of teaching with the wonder of learning

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

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

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

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

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cpin.us | california preschool instructional network

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

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CAPTAIN Vision Statement

Establish a statewide training and technical assistance network focused on promoting the acceptance, support and quality of life for individuals on the autism spectrum, that is inclusive of partner agencies who will work collaboratively so that individuals on the autism spectrum and their families can benefit from effective services, supports and resources.

CAPTAIN Mission Statement

1. Increase knowledge about autism and Evidence Based Practices (EBPs) through systematic dissemination of information that is culturally relevant and respectful of the varied perspectives of people on the autism spectrum.

2. Improve implementation of EBPs with fidelity in schools and community settings through high quality training, coaching, and systems level support.

3. Increase consistency of EBPs use across systems by convening multiagency and regionalized workgroups that will assist with autism EBP integration into local service delivery systems.

4. Create an equipped workforce by collaborating with higher education, preparation programs and early career mentoring programs so that professionals entering into their careers will understand how to effectively support individuals on the autism spectrum.

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CA Autism Professional Training and Information Network - CAPTAIN

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CAPTAIN California Autism Professional Training and Information Network

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What is Playtime so Important? | Child Development Resources

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Play is an important part of your child’s development and it begins early. Learn the different skills children learn and develop through play.

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Our vision is for every student to be educated in an environment that is intentionally designed, equitable and inclusive. SIP hosts and organizes several statewide events each year with the goal of supporting LEA/District to progress on the path of creating inclusive organizations. The events range from in-person training/workshops to webinars designed to ensure access […]

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Achieving Desired Results for Children and Families

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How Child-Directed Play Impacts the Brain

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How Child-Directed Play Impacts the Brain

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How Child-Directed Play Impacts the Brain | Generation Two

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CA Association for the Education of Young Children

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CA Association for the Education of Young Children

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Conference Website

How to Reach Us - Front Office Team Available
We are pleased to be back in a more traditional work environment. Our front office team is most often available to answer incoming calls Monday through Friday, 8:30am-5:00pm. However, if you reach our voice mail, please leave us a detailed message with your telephone number and/or email information at (916) 486-7750. The voice mail is checked daily.

You may also reach us by email. We will respond to messages in the order they are received within 24 hours.

See below for whom to email with questions:
Exhibits, Advertising, Conference Presenters - Brandie Delaney ( brandied@caeyc.org)
Conference Registration, Membership - CAAEYC staff ( info@caeyc.org)
Sponsorships, Administration, Operations - Deidre Bryant ( deidreb@caeyc.org)
Unsure Who to Contact - CAAEYC Staff ( info@caeyc.org)

CAAEYC's hours of operation are 8:00am to 5:00pm Monday through Friday (PST). Our staff team will respond during our regular hours of operation. As always, thank you in advance for your patience.

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Conference Website How to Reach Us - Front Office Team Available We are pleased to be back in a more traditional work environment. Our front office team is most often available to answer incoming calls Monday through Friday, 8:30am-5:00pm.

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Universal Prekindergarten (UPK) Inclusion Resources - Supporting Inclusive Practices

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

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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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This series is designed for all school, district, county, state, and higher education educators who want to learn more about California’s recommended literac…

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IXL's dynamic math practice skills offer comprehensive coverage of California pre-K standards. Find a skill to start practicing!

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

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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Padlet offers multiple recorded sessions and resources to support Language learners and Dual Language Learners.