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FINAL SIP Closing Keynote Slides, 3.8.23 (1)

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This page contains hyperlinks from within the Boys of Color publication

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Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (PDF) [Link is no longer available]

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Hyperlink 270

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This page contains hyperlinks from within the Boys of Color publication

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Creating Equitable Early Learning Environments for Young Boys of Color

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Creating Equitable Early Learning Environments for Young Boys of Color

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English – All About Young Children: Information for Families on Children’s Early Development

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Preschool Curriculum Frameworks: 8 Overarching Principles

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Preschool Curriculum Frameworks: 8 Overarching Principles

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Selecting Culturally Responsive Children's Books

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Selecting Culturally Responsive Children's Books

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Family Partnerships: The Diversity of Families Vignette

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Family Partnerships: The Diversity of Families Vignette

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Family Partnerships: Dimensions of Families and Culture

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Family Partnerships: Dimensions of Families and Culture

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Voices of Immigrant Parents in Preschool

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Voices of Immigrant Parents in Preschool

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Elk Grove Unified School District believes that family and community engagement is a fundamental component to student success and achievement. When district and school staffs build authentic relationships and encourage collaboration, it creates a culturally responsive mindset, which fosters trust and produces a welcoming environment. We will increase confidence in EGUSD by providing opportunities to partner with all families and the community in ways that support both the academic success and the social/emotional wellness of every student.

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Family and Community Engagement - Elk Grove Unified School District

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Elk Grove Unified School District believes that family and community engagement is a fundamental component to student success and achievement. When district and school staffs build authentic relationships and encourage collaboration, it creates a culturally responsive mindset, which fosters trust and produces a welcoming environment.

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CPIN Certificate of Completion, PEL Guide Chapter 7

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CPIN Certificate of Completion, PEL Guide Chapter 7

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CPIN Certificate of Completion, Inclusion Works!

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CPIN Certificate of Completion, Inclusion Works!

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Resources to support inclusive policies and practices for early care and education.

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This is just one place you can find the Eight Overarching Principles shared in Session 4

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Principals as Early Learning Leaders - book (Amazon Link)

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Principals as Early Learning Leaders - book (Amazon Link)

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A book for leaders and administrators written by members of our Keynote Team!

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The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key takeaways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. Principals as Early Learning Leaders is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre-K programs for equity.

Book Features:

Supports elementary school principals to better understand the role early education plays in their school.

Addresses essential issues of equity in all aspects of early learning programs that require focus and leadership.

Provides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders.

Uses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms.

Includes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do.

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Principals as Early Learning Leaders: Effectively Supporting Our Youngest Learners (Early Childhood Education Series)

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Amazon.com: Principals as Early Learning Leaders: Effectively Supporting Our Youngest Learners (Early Childhood Education Series): 9780807766170: Nicholson, Julie, Maniates, Helen, Yee, Serene, Williams, Thomas, Ufoegbune, Veronica, Erazo-Chavez, Raul, File, Nancy, Brown, Christopher P.: Books

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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Series of archived handbooks developed in cooperation with the SEEDS Project and the Special Education Division, California Department of Education describing core concepts and recommended practices in early childhood special education.

Additional Article of Interest

Centering on Families: One Model of Early Intervention Services
Chris Wright, Special Edge Winter/Spring 2007: IDEA 2004: New Regulations

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Early Childhood Special Education Handbook Series

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Series of archived handbooks developed in cooperation with the SEEDS Project and the Special Education Division, California Department of Education describing core concepts and recommended practices in early childhood special education. Centering on Families: One Model of Early Intervention Services Chris Wright, Special Edge Winter/Spring 2007: IDEA 2004: New Regulations

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Guidelines for Reporting and Writing About People with Disabilities

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Guidelines for Reporting and Writing About People with Disabilities

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SIP UPK Series- DLL Best Practices to Enhance Lang_Learning

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SIP/ICOE Session 3 Certificate of Completion

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SIP/ICOE Session 3 Certificate of Completion

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PEL Guide Ch. 5 Reflection Questions - Pg. 65

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PEL Guide Ch. 5 Reflection Questions - Pg. 65

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PEL Guide                                                                         Ch. 5 - Pg. 54 

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PEL Guide                                                                         Ch. 5 - Pg. 54 

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Video: The Stages of Preschool Second Language Acquisition

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Video: The Stages of Preschool Second Language Acquisition

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Video 2: Soyul & Teacher Yvette…The Stages of Preschool Second Language Acquisition

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CA Preschool Learning Foundations Vol. 1

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CA Preschool Learning Foundations Vol. 1

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PEL Guide                                                                     (Core Beliefs - Pg. 3)

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PEL Guide                                                                     (Core Beliefs - Pg. 3)

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Each county in California has its own unique services, resources and activities related to inclusion of children with disabilities in child care. Information for each county has been recently updated. Click on the county using the list or the map. Here you'll find contact information and web links related to inclusion in each county. We welcome feedback, additions and edits on county specific information. Please let us know if you have updated information for your county.

Please see our Guide to County Resource Organizations page a brief description of the included organizations.

If you have corrections or additions please let us know at map@wested.org.

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Each county in California has its own unique services, resources and activities related to inclusion of children with disabilities in child care. Information for each county has been recently updated. Click on the county using the list or the map. Here you'll find contact information and web links related to inclusion in each county.

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Adaptations Gallery | Desired Results Access Project

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Desired Results Access Project – Napa County Office of Education, Research and Professional Development Center
Funded by California Department of Education, Special Education Division – ©2007-2023 California Department of Education – All rights reserved
1450 Technology Lane, Suite 200, Petaluma, CA…

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Shelley Moore "Transforming Inclusive Education"

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Shelley Moore "Transforming Inclusive Education"

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Shelley Moore: Transforming Inclusive Education

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CA Guide for Education English Learners with Disabilities

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CA Guide for Education English Learners with Disabilities

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Dear California State Preschool Program Executive Directors and Program Directors:

The purpose of this letter is to inform California State Preschool Program (CSPP) contractors of changes to contracts and reporting procedures beginning July 1, 2022. Please share this letter with your agency staff.

Budget Act and Contract Amendment Process

The Early Education and Nutrition Fiscal Services (EENFS) Unit will process CSPP contract amendments as a result of the enacted 2022 Budget Act. These amendments will be processed in early November 2022.

As a reminder, beginning in Fiscal Year (FY) 2021-22, the California Department of Education (CDE) implemented a new contract process. To streamline the contract and payment process, Budget Act amendments to CSPP contracts will be processed as Allocation Letters. While Allocation Letter amendments look similar to a contract amendment, they do not require a signature from the contractor. A copy of the executed amendment, including a contract face sheet detailing fiscal changes, will continue to be provided by the CDE Contracts Office.

Reimbursement Rate Increases

The Budget Act of 2022 includes a 6.56 percent cost-of-living adjustment effective July 1, 2022. Assembly Bill (AB) 185 amended Education Code (EC) Section 8242(c), specifying that CSPP contractors shall be reimbursed at the greater of the 75th percentile of the 2018 regional market rate survey, or the contract per-child reimbursement amount as of December 31, 2021, increased by the cost-of-living adjustment. As a result, all contractors that previously had a full-day rate less than $55.27 and/or a part-day rate less than $34.23 will automatically receive a rate increase effective July 1, 2022. This increase will be incorporated as part of the Budget Act amendment in early November 2022.

The county reimbursement rates effective July 1, 2022, can be found at https://www.cde.ca.gov/fg/aa/cd/documents/csppcontractrates.xlsx.

Child Days of Enrollment Calculator

Prior to January 1, 2022, the minimum child days of enrollment (cdes) listed on the contract face sheet were calculated by taking the maximum reimbursable amount (MRA) and dividing by the contract rate. Effective January 1, 2022, reimbursement is based on the county in which preschool services are provided. This means that contractors who serve in more than one county now have multiple rates, which complicates the calculation of the minimum cdes and precludes it from being reflected on the contract face sheet. EENFS has developed the cdes calculator to provide contractors with a tool to calculate the minimum, full-time equivalent cdes needed to fully earn their contract. The cdes calculator can be found at https://www.cde.ca.gov/fg/aa/cd/documents/childdaysofenrollmentcalculator.xlsx.

Adjustment Factor Changes

AB 210 (Chapter 62, Statutes of 2022) amended EC Section 8244(b) increasing adjustment factors for children with exceptional needs, children with severe disabilities, and dual language learners. Additionally, AB 210 added a new adjustment factor category for children ages 47 months or younger (i.e. three-year-olds) which provides CSPP contractors with additional reimbursement for serving children ages 47 months or younger who are served in center-based or family home setting. These adjustment factor increases were effective July 1, 2022. Changes to the full-time adjustment factors can be found in Table 1.

Table 1. Updates to Full-Time Adjustment Factors

Adjustment Factor Category

Previous Full-Time Adjustment Factor

New Full-Time Adjustment Factor, effective July 1, 2022

EC Section 8244(e)(2) also allows CSPP contractors to receive an additional adjustment for children served in classrooms where Early Childhood Mental Health Consultation Services (ECMHCS) are provided. Prior to July 1, 2022, this additional adjustment was 0.05. Effective July 1, 2022, the ECMHCS adjustment has increased from 0.05 to 0.1. Table 2 identifies the changes to the full-time ECMHCS adjustment factors.

Table 2. New ECMHCS Full-Time Adjustment Factors

Adjustment Factor Updates in the Child Development Provider Accounting Reporting Information System

The FY 2022-23 Enrollment, Attendance, and Fiscal Reports, found in Child Development Provider Accounting Reporting Information System (CPARIS), have been updated to reflect the adjustment factor changes outlined above. To account for the new adjustment factor category for children ages 47 months or younger, the category formerly known as Three Years and Older has been split into two categories. Contractors will now see an adjustment factor category for three-year-old children and an adjustment factor category for four-year-old children on the Enrollment, Attendance, and Fiscal Reports.

Children reported in the Three Years Old adjustment factor category must be ages 47 months or younger. Once the child turns four years old, the contractor must begin reporting the child in the Four Years Old adjustment factor category.

Allocations to Support Various Adjustment Factor Changes

The Budget Act of 2022 provided funding to support the new Three Years Old adjustment factor category and adjustment factor increases for children with exceptional needs, children with severe disabilities, and dual language learners. Allocations will be provided as part of the Budget Act amendment contractors will receive in early November 2022.

Serving Children with Exceptional Needs in the California State Preschool Program

EC Section 8205(ae) defines funded enrollment as the number of subsidized children funded to be enrolled, based on the MRA, contract rate, inclusive of any adjustment factors, and approved program calendar, by a CSPP contractor. Pursuant to EC Section 8208(c)(1), in FY 2022-23, CSPP contractors are required to set aside five percent of funded enrollment for children with exceptional needs as defined in EC Section 8205. The set aside amount will increase to 7.5 percent in FY 2023-24 and to 10 percent in FY 2024-25.

Calculating the Required Set Aside to Serve Children with Exceptional Needs

For FY 2022-23, the five percent set aside will be calculated by multiplying the contract MRA by the full-time exceptional needs adjustment factor of 2.4 by five percent.

Example:

A contractor has a CSPP contract MRA of $1,000,000. For FY 2022-23, $120,000 will be reserved to serve children with exceptional needs, which is a result of the following calculation: Required Set Aside = Contract MRA x 2.4 adjustment factor x 5% = $1,000,000 x 2.4 x 5% = $120,000

Determining the Number of Children Associated with the Set Aside Requirement

EENFS will be developing an Exceptional Needs Funded Enrollment Calculator which contractors can use as a tool to determine the number of children associated with the five percent set aside requirement. Contractors will identify the counties in which they plan to serve children with exceptional needs, the percentage associated with each county, and the percentage of enrollment they expect to have in their full-day and/or part-day programs. With this information the Exceptional Needs Funded Enrollment Calculator will calculate the number of children with exceptional needs, including children with severe disabilities, the contractor can enroll to fully earn the set aside requirement.

The Exceptional Needs Funded Enrollment Calculator will be available on the EENFS web page at https://www.cde.ca.gov/fg/aa/cd/.

Reimbursement for the Required Set Aside

To ensure funding is available to enroll children with exceptional needs within the required set aside, contractors will be fully funded for the percentage of funded enrollment set aside amounts, pursuant to EC Section 8208(c)(2)(B). The CDE will advance funding set aside for children with exceptional needs based on the normal apportionment schedule, regardless of whether the contractor is fully earning their set aside amount.

The CDE will determine the extent to which contractors are earning their set aside amount based on the cdes reported within the exceptional needs and severely disabled adjustment factor categories. Contractors who are not fully earning the amount set aside to serve children with exceptional needs will receive a service-level exemption credit, which allows the contractor to be reimbursed for identified expenses without meeting the service requirement.

The EENFS contract earnings calculations will be updated to include the required set aside amount, the earnings associated with the set aside amount, and the service-level exemption credit, if applicable. Contractors will be able to use this information to track their earnings related to the set aside amount.

Determining the Service-Level Exemption Credit

Below are examples of how the service-level exemption credit will be calculated when the contractor is projected to fully earn, partially earn, or have no earnings associated with the required set aside. In the following examples, the contractor's daily reimbursement rate is $55.27 and $120,000 has been reserved to serve children with exceptional needs.

Example 1: Fully Earning the Set Aside Requirement

Based on data reported in the exceptional needs and severely disabled adjustment factor categories of the Enrollment, Attendance, and Fiscal Report, the contractor is projected to have 2,171.1598 adjusted cdes. The following calculation is used to determine the projected earnings associated with serving children with exceptional needs and severe disabilities:

Projected Earnings: Projected adjusted cdes x daily reimbursement rate = 2,171.1598 x $55.27 = $120,000

This represents 100 percent of the amount set aside and reserved for children with exceptional needs and severe disabilities, and therefore, the contractor would not receive a service-level exemption credit.

Service-level exemption credit: Required Set Aside - Projected Earnings = $120,000 - $120,000 = $0

Example 2: Partially Earning the Set Aside Requirement

Based on data reported in the exceptional needs and severely disabled adjustment factor categories of the Enrollment, Attendance, and Fiscal Report, the contractor is projected to have 1,171.1598 adjusted cdes. The following calculation is used to determine the projected earnings associated with serving children with exceptional needs and severe disabilities:

Projected Earnings: Projected adjusted cdes x daily reimbursement rate = 1,171.1598 x $55.27 = $64,730

The contractor will receive a service-level exemption credit of $55,270, which was determined by taking the difference between the required set aside amount and the projected earnings.

Service-level exemption credit: Required Set Aside - Projected Earnings = $120,000 - $64,730 = $55,720

Example 3: No Earnings Associated with the Set Aside Requirement

Based on data reported in the exceptional needs and severely disabled adjustment factor categories of the Enrollment, Attendance, and Fiscal Report, the contractor has reported no children in these categories. Therefore, the contractor is projected to have 0 adjusted cdes. The contractor will receive a service-level exemption credit of $120,000, which was determined by taking the difference between the required set aside amount and the projected earnings.

Service-level exemption credit: Required Set Aside - Projected Earnings = $120,000 - $0 = $120,000

Increase to Annual Audit Threshold

EC Section 8335 requires CSPP contractors to submit an annual single independent financial and compliance audit, unless the contractor received less than the thresholds stated in EC Section 8335(f). Prior to FY 2022-23, any CSPP contractor that received less than $25,000 per year from any state agency was allowed to submit their audit biennially, unless there was evidence of fraud or other violation of state law in connection with the contract. AB 210 amended EC Section 8335(f)(1), increasing the annual audit threshold from $25,000 to $100,000, effective FY 2022-23. This means that a contractor who receives less than $100,000 per year from any state agency can submit their audit biennially, whereas a contractor who receives over $100,000 per year is required to submit an annual audit.

Fiscal Year 2022-23 California State Preschool Program Hold Harmless for Attendance

AB 210 specifies that for FY 2022-23, CSPP contractors are to be reimbursed the lesser of 100 percent of the contract MRA or net reimbursable program costs. In order to be reimbursed pursuant to the limits defined in AB 210, CSPP contractors must meet one of the following criteria:

Be open to provide in-person early education services for enrolled families in accordance with the contracting agency's FY 2022-23 approved program calendar, and remain open and offer services through the 2022-23 program year; or

Not provide in-person services by the start date of the contracting agency's FY 2022-23 approved program calendar, due to local or state public health orders or guidance that prevent the program from operating; or

Open for in-person services in accordance with the contracting agency's FY 2022-23 approved program calendar, with any future days of closure being due to a local or state public health order or guidance.

A forthcoming Management Bulletin (MB) will be released by the Early Education Division (EED) related to the FY 2022-23 reimbursement and requirements for CSPP Contractors.

Reimbursement Calculation

FY 2022-23 contract reimbursement is based on the lesser of:

Contract MRA; and

Net Reimbursable Program Costs

The chart below illustrates an example of the difference between the reimbursement calculation prior to FY 2020-21, pursuant to California Code of Regulations, Title 5 ( 5 CCR) Section 17812 and FY 2022-23.

Example: Contract Reimbursement Calculation Comparison

Prior to FY 2020-21

FY 2020-21, 2021-22, and 2022-23

In this example, in FY 2022-23, the contractor will be reimbursed $745,000 to cover the cost of operating the program. Contractors should assess total expected program costs in FY 2022-23 as compared to the MRA and adjust expenditures as needed. Contractors must be aware that contract reimbursement per AB 210 is for FY 2022-23 only and should therefore not enter into any ongoing agreements that would cause them to over-expend the FY 2023-24 contract. In addition, contractors must adhere to all relevant pre-approval purchase requirements set forth in the contract terms and conditions.

Reimbursement Criteria

In addition to the change in the contract reimbursement calculation, CSPP contractors must adhere to the criteria set forth above in order to be eligible for reimbursement under the hold harmless provision. CSPP contractors that do not meet the criteria as described above must submit a revised FY 2022-23 program calendar and a program narrative change to their assigned EED, Program Quality Implementation (PQI) office Regional Consultant in order for EENFS to properly fund the contractor for the reimbursable period of operation.

Table 3 below is to assist contractors on how to report days of operation on the EENFS Enrollment, Attendance, and Fiscal Report in CPARIS, as well as to assist contractors in determining whether a revised program calendar and program narrative change must be submitted to the EED.

Table 3: Days of Operation Reporting

EENFS Report Field

July 1, 2022 - June 30, 2023

Days of Operation

Physically open and providing in-person services for children and families; or

Not physically open due to written local or state public health guidance or orders

CSPP contractors will not be funded if they do not meet the criteria for (a) or (b). If they do not meet these criteria, they must submit a revised program calendar to their PQI office Regional Consultant, and after approval, EENFS will revise the contract to reduce the days of operation and prorate the MRA accordingly. Contractors will not report days of operation for this time period.

In instances where a revised program calendar must be submitted to the EED, the contract will be amended to prorate the contract's MRA based on the number of days the contractor meets the criteria for reimbursement. The example below illustrates how a prorated MRA will be calculated.

Example: Calculating a Prorated MRA

In this example, the CSPP contractor had an original MRA of $750,000. However, the contractor was closed for 126 days without a public health order or guidance. Therefore, the FY 2022-23 MRA will be revised, and reimbursement will be capped at the revised MRA of $365,850.
CSPP contractors must reimburse their subcontractors in the same manner, without regard to enrollment or attendance, so long as the subcontractor meets the requirements set forth above.
Fiscal Year 2022-23 Enrollment and Attendance Reporting

The forthcoming MB will include specific information on how to report days of operation, days of enrollment, and days of attendance in FY 2022-23. The tables below can further assist contractors with how to report days of enrollment and days of attendance on the EENFS Enrollment, Attendance, and Fiscal Report in CPARIS.

Table 4: Days of Enrolment Reporting

EENFS Report Field​

July 1, 2022 - June 30, 2023

Days of Enrollment​

Physically open and providing care; or

Days the program is not physically open due to a written state or local public health guidance or order.

Programs will not be funded if they do not meet the criteria for (a) or (b). If they do not meet these criteria, contractors will not report the days of enrollment during this time.   ​

Contractors may use Table 5 below to determine how to report attendance in FY 2022-23.

Table 5: Days of Attendance Reporting

Closures Due to Circumstances Beyond the Contractor's Control

EC Section 8249 states that agencies who are unable to operate due to incomplete repairs and renovations that have been authorized by the CDE, or due to circumstances beyond their control, including, but not limited to earthquakes, fires, or floods, shall not be penalized for incurred program expenses, nor in subsequent annual budget allocations. CSPP contractors that close any of their sites and/or classrooms due to circumstances beyond the contractor's control, may request a closure credit for any reduction in days of operation.

Contractors will receive an approval letter which indicates the number of approved days of operation and/or days of attendance credits from their PQI office Regional Consultant. Approved closure credits must be reported by the contractor on EENFS Enrollment, Attendance, and Fiscal Reports in order for the CSPP to be reimbursed for the days of closure.

Fiscal Year 2022-23 Family Fee Waivers, Reporting, and Reimbursement

AB 210 waived family fees for all families enrolled in a CSPP from July 1, 2022 through June 30, 2023. Although family fees are being waived for FY 2022-23, contractors are still required to assess the appropriate family fee. This requirement is to ensure that contractors report the correct family fee amount(s) being waived and that families are aware of the updated fee that will be applicable July 1, 2023.

Family Fee Reporting Requirements

Contractors must report the amount of family fees that were assessed and waived between July 1, 2022 and June 30, 2023 on the line Waived Family Fees for Certified Children.

Family Fee Reimbursement

In years that family fees are not waived, family fees are in lieu of contract payments, which reduces the amount of contract funds that the CDE will reimburse. Since AB 210 provides additional funds to cover family fees for FY 2022-23, contractors will receive reimbursement for the waived family fees reported on this line that would have otherwise been collected from the family.

An allocation for family fee waivers will be provided within the Budget Act amendments sent to contractors in early November 2022. FY 2022-23 allocations will be based on a proportionate share of the total reported waived family fees from June 2022 data submitted in CPARIS. Family fee data submitted throughout FY 2022-23 will be monitored by EENFS to identify shortfalls in current year funding.

California State Preschool Program/General Childcare and Development Transfer Requests

During the year, a contractor may find that projected services or funding needs have changed, requiring a transfer of funds between their CSPP and General Childcare and Development (CCTR) contracts. Although administration of CCTR programs has shifted to the California Department of Social Services (CDSS), contractors will still have the ability to transfer between their CCTR and CSPP contracts. Transfers between contracts can only be requested for the current fiscal year.

As a reminder, Local Educational Agency (LEA) and Community College District (CCD) CSPP contracts are funded entirely by Proposition 98 funding. This change in the appropriation for CSPP funding began in FY 2015-16 and remains in effect. LEAs and CCDs therefore cannot transfer funds between CCTR and CSPP contracts.

If a significant portion of the contract's MRA is being requested to transfer, the EED may require a Program Narrative Change form. The Program Narrative Change form should describe any changes to the number of sites operated by the contractor, any changes to the age group of children served by the contractor, and/or any significant changes in the provision of full-day versus part-day CSPP services. For further information or instructions on completing this form, please contact your assigned EED, PQI office Regional Consultant.

There are two periods for non-LEA contractors to submit transfer requests: (1) January 1, 2023 to January 15, 2023 and (2) April 15, 2023 to April 30, 2023. Transfer requests will be available and must be submitted in CPARIS.

For further information or instructions on completing the request, please contact your assigned EENFS fiscal analyst.

Child Development Provider Accounting Reporting Information System Update and Reminders for Fiscal Year 2022-23

CPARIS Update

EENFS is excited to announce CSPP contract earnings calculations will soon be available in CPARIS. Previously, earnings calculations have been generated by EENFS, and mailed or emailed to contractors. With the upcoming system update, contractors will be able to view earnings calculations generated from certified and CDE-approved CSPP Enrollment, Attendance, and Fiscal Reports.

CPARIS Reminders

Effective January 1, 2022, reimbursement is based on the county in which preschool services are provided. As such, CPARIS was updated in February 2022 to allow CSPP contractors to submit the required enrollment and attendance data by service county. The service counties displayed in CPARIS are based on the approved counties as reflected in the Child Development Management Information System (CDMIS). Any issues with the displayed service counties should be reported immediately to the CPARIS Support email at CPARISSupport@cde.ca.gov.

CPARIS Resources

CPARIS can be accessed through https://cparis.cde.ca.gov/cparis/logon.aspx.

Monthly or quarterly Enrollment, Attendance, and Fiscal Reports must be submitted through CPARIS. Contractors may refer to the CPARIS User Manual provided at the following link https://www.cde.ca.gov/fg/aa/cd/documents/cparisusermanual22.docx for further information and instructions on online reporting, including instructions related to adding new users to the system, viewing payment data, and submitting report data.

Additionally, contractors may reference the CPARIS Frequently Asked Questions (FAQs) regarding logging in, passwords, adding new users, user roles, and reporting. The FAQs can be found at https://www.cde.ca.gov/fg/aa/cd/cparisfaqs.asp as well as on the home page of the CPARIS. If additional assistance is needed, contractors may email CPARIS Support at CPARISSupport@cde.ca.gov.

Reporting Requirements and Reminders

Enrollment, attendance and fiscal data provided to EENFS must adhere to all applicable laws, regulations, and the contract terms and conditions. It is recommended that CSPP contractors review written policies and procedures related to enrollment, attendance, income and expenditure reporting no less than annually, and update procedures as frequently as necessary. The beginning of a fiscal year is also a good time to review cost allocation plans and equipment inventory records. Additionally, clearly written procedures should be developed to ensure accurate reporting to the EENFS, which may include a procedure for data reconciliation.

All federal and state funds allocated for the CSPP are subject to audit, including pandemic relief funding provided in the form of stipends. All income and expenditures must be appropriately tracked by contractors, which includes maintaining records for payments to Family Childcare Home Education Network (FCCHEN) providers, and all purchase orders or receipts must be maintained to verify appropriate use of funds.

All expenses related to preschool programs that are reimbursable to the contract should be reported within CPARIS. This includes salaries, operating expenses, and supplies. EENFS calculates projections based on data provided by programs and the omission of expenses could lead to a cash flow shortage for the program. We encourage a thorough review of program expenses to ensure that all reimbursable expenses are being reported appropriately to EENFS via CPARIS.

It is required that costs are accrued and reported as such. Costs are projected by EENFS to determine payment. The effect of reporting costs on a cash basis is an under- or over-payment. To ensure proper cash flow, and to remain in compliance with the contract terms and conditions, it is imperative that programs accrue their costs.

Enrollment, Attendance, and Fiscal Reporting and Reimbursement Procedures

The Enrollment, Attendance, and Fiscal Reporting and Reimbursement Procedures, also referenced as the EENFS Fiscal Handbook is in the process of being revised for FY 2022-23. Contractors will be notified via the EED email distribution list when the FY 2022-23 EENFS Fiscal Handbook is posted to the EENFS webpage.

Analyst Directory

The CDE understands that contractors may need additional support throughout the fiscal year due to changes in reimbursement and reporting requirements and encourages contractors to reach out for assistance in navigating these changes. If you have any questions about a specific contract or need clarification about any topic covered in this letter, please contact your assigned EENFS fiscal analyst.

Please refer to the EENFS analyst directory at https://www.cde.ca.gov/fg/aa/cd/faad.asp for up-to-date fiscal analyst county assignments and contact information.

Sincerely,

Corey Khan, Staff Services Manager III

Early Education and Nutrition Fiscal Services

Fiscal and Administrative Services Division

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2022-23 California State Preschool Contract Change - Early Education (CA Dept of Education)

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Dear California State Preschool Program Executive Directors and Program Directors: The purpose of this letter is to inform California State Preschool Program (CSPP) contractors of changes to contracts and reporting procedures beginning July 1, 2022. Please share this letter with your agency staff.

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Early Education Schools and Programs | SFUSD

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The SFSUD Early Education Department operates classrooms across the city of San Francisco, including 11 early education schools (EES) that specialize solely in PreKindergarten (PK), Transitional Kindergarten (TK), PK, and Out-of-School Time (OST) programs at elementary schools (ES) with grade levels…

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SUPPLEMENTAL RESOURCE from 12/2022 - Gender, Expectations, and Social Emotional Development in EC Programs

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SUPPLEMENTAL RESOURCE from 12/2022 - Gender, Expectations, and Social Emotional Development in EC Programs

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Workplace Mental Health & Wellbeing - US Surgeon General 

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Workplace Mental Health & Wellbeing - US Surgeon General 

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EL SWD | Imperial County Office of Education

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As a recipient of a California Department of Education (CDE) and California Collaborative for Educational Excellence (CCEE) SELPA content lead grant, the Imperial County SELPA is committed to be of assistance to the statewide system of support by offering collaborative consultation services to SELPA…

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CA UPK Two-pager_ Key information for implementers (1)

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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Seeds of Partnership provides assistance on behalf of the California Department of Education, Special Education Division to support the direction, initiatives and activities that are a part of the State Performance Plan (SPP) related to the Individuals with Disabilities Education Act (IDEA) Indicators.

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CA Preschool English Learners Guide - Second Edition

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CA Preschool English Learners Guide - Second Edition

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March 18_ 2019 Letter - Laws_ Regulations_ & Policies (CA Dept of Education)

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Key Publications from CA Early Education Division

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Key Publications from CA Early Education Division

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Achieving Desired Results for Children and Families

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This is the offical section for the metadata!

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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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California Department of Education Streaming Video Subscription Service

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California's Universal Prekindergarten (UPK) investments for FY 2022-23

Guaranteed access to high-quality early learning opportunities for children with disabilities through the California State Preschool Program (CSPP):
A phased in requirement to reserve 10 percent of CSPP enrollment for children with disabilities by 2024-25; in 2022-23, 5 percent of CSPP enrollment in 2022-23 and 7.5 percent of CSPP enrollment in 2023-24 is reserved for children with disabilities.

$250 million to expand the Inclusive Early Education Expansion Program, which funds infrastructure, professional development, and other elements necessary to support general education and special education students in inclusive classrooms.

$485 million to support enrollment of children with disabilities, expand access to three-year-old children, and provide support for dual language learners.

Expanded access and quality for the CSPP, including by providing continuous eligibility for 24 months to high-quality early learning and increasing income eligibility to 100 percent of the state median income.

$300 million for planning and implementation grants for UPK for school districts, charter schools that have kindergarten enrollment, and county offices of education for countywide capacity and support for local educational agencies (LEAs) planning and implementing UPK.

$18.3 million per year for three years for the California UPK Planning Grant Program to support preschool planning in a mixed delivery system. Local Planning Councils (LPCs) will have priority for funding. Resource and referral agencies may partner with an LPC in a lead role.

$614 million for the first year of transitional kindergarten (TK) expansion, making TK eligible for all children turning five years old between September 2 and February 2.

$383 million for an additional adult in TK classrooms to fund lower ratios of 1 adult to 12 students.

$100 million for the California Preschool, TK, and Full-Day Kindergarten Facilities Grant in 2022-23, with another $550 million intended for 2023-24.

California's past UPK investments

$300 million for planning and implementation grants for UPK, including TK. Funding allocations were posted to the CDE Funding Results web page in December 2021. An optional planning template (DOCX) to support LEA planning was posted to the CDE website in December 2021.

$130 million for CSPP expansion. The Request for Applications (RFA) can be found on the CDE CSPP RFA web page.

$10 million for the California Preschool Learning Foundations to support UPK curriculum and assessments.

$269.4 million to increase reimbursement rates for California State Preschool Programs.

California launched UPK in the 2021-22 state budget by putting into action recommendations laid out in the California Master Plan for Early Learning and Care through a dramatic expansion of TK for all four-year-old children, with universal access to TK for all four-year-old children by the 2025-26 school year and expanded access to the California State Preschool Program for income-eligible three-year-old children and children with disabilities. By 2025-26, UPK will exist for all four-year-old children in California through a mixed delivery system that will bring together programs across early learning and K-12.

While UPK relies heavily on UTK and CSPP, it also includes other early learning programs serving three-and four-year-old children, including the federal Head Start Program, subsidized programs that operate a preschool learning experience and are operated by community-based organizations (including family child care), and private preschool programs.

Families with four-year-old children can choose which pre-K program to enroll them in, but TK is the only option that will be universally available, and free of cost, for all four-year-old children as part of California's public education system. Part of UPK is also the Expanded Learning Opportunities Program (ELO-P), which helps to create a full-day program that meets the needs of families. As part of UPK, we want to ensure families have a meaningful choice of programs that can support the needs of their children and equitable access to these opportunities.

A major goal of UPK is to not only increase access to early education experiences, but to provide quality and joyful learning experiences-where children with disabilities participate in general education classrooms with their peers and all children engage in culturally and linguistically supportive environments across our UPK system. The current work of CDE in updating the Preschool Learning Foundations, assessments, and curricula will also serve as a quality foundation for UPK, as well as a framework from pre-K to third grade, so that all children are ready to transition to kindergarten and beyond.

To contact the UPK program, email UPK@cde.ca.gov.

For more information, visit the UPK FAQs web page.

Universal Prekindergarten is one key part of State Superintendent Tony Thurmond's Transforming School Initiatives.

Questions: Executive Office | 916-319-0800

Last Reviewed: Wednesday, August 3, 2022

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California's Universal Prekindergarten (UPK) investments for FY 2022-23 Guaranteed access to high-quality early learning opportunities for children with disabilities through the California State Preschool Program (CSPP): A phased in requirement to reserve 10 percent of CSPP enrollment for children with disabilities by 2024-25; in 2022-23, 5 percent of CSPP enrollment in 2022-23 and 7.5 percent of CSPP enrollment in 2023-24 is reserved for children with disabilities.

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The California Educators Together platform is brought to you by a collaboration between the California Department of Education and the CDE Foundation.

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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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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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UPK Seeds of Change Session 6: Supporting Children & Families Experiencing Adversity

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UPK Seeds of Change Session 3: Dual Language Learners

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UPK "Seeds of Change" Session 1: Planting the Seeds for High Quality Inclusive Experiences for ALL.