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Organizing TK Classrooms in Your District

In your school district, you have the flexibility to offer TK in a configuration that best meets the needs of your student population. The following are some of the class configuration models districts have considered:

Stand-Alone TK Classroom

Many districts recognize that stand alone TK classrooms are the preferred program design, as a full classroom of 4-year-old children allows teachers to really build out a comprehensive TK program.

TK Hub

For districts that do not have a large enough TK population for every elementary school, but still want to offer stand-alone TK classrooms, some districts are taking a set of locally adjacent elementary schools and having one TK classroom at one of the schools, drawing from the adjacent catchment areas. Oftentimes, the TK student will return to their home school for the Kindergarten year or perhaps first grade.

TK / Kindergarten Combos

While combination classes are not ideal, they can be helpful in districts that are struggling with meeting the staffing and facilities needed to expand TK. Districts or schools are permitted to create TK/Kindergarten combo classes under the following guidelines:

The teacher of record must hold full TK certification requirements.

Classroom ratios and curriculum must adhere to TK requirements.

California State Preschool Program (CSPP) / TK Combos

This configuration may also help districts manage staffing and facilities needs while serving all TK-eligible children. As with TK/Kindergarten combination classes, the more stringent classroom requirements apply. This means that a CSPP/TK combination class would be required to follow Title 5 regulations, including an 8:1 student to adult ratio, bi-annual assessments using the Desired Results Developmental Profile (DRDP), and CSPP facilities standards unless exempted.

Head Start / TK Combos

As with TK/Kindergarten and CSPP/TK combination classes, the more stringent classroom requirements apply. School districts combining TK and Head Start classrooms would need to meet Head Start requirements which include child-teacher ratios of 10:1, maximum class sizes of 20, use of the Classroom Assessment Scoring System (CLASS) assessment tool, and family engagement requirements.

Regardless of how TK classrooms are designed in your district, it is important for school staff to talk with parents about the TK approach in your district, and the ways in which that approach will meet the needs of their young learners.

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Transitional Kindergarten Basics * TKCalifornia

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find some helpful information on the basics to help design your Transitional Kindergarten (TK) program as it is expanded to all 4-year-olds in California.

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

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Submit Your Proposal to Present at UNITED: The National Conference on School Leadership by Dec. 8 Learn More

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National Association of Elementary School Principals - NAESP

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NAESP is a professional organization serving elementary and middle-levelprincipals who represent 35 million children in pre-K through grade 8.

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When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood.

What do you see when you walk into your classroom or other spaces in your school? Look objectively. Look at the walls, the floor, and everywhere in between. The classroom environment, hallways, and more are full of possibilities to show and share children's work and voices.

In the Reggio Emilia approach, educators say the learning environment is the third teacher (after parents or guardians and the classroom teacher). This means that the learning environment is a crucial space to show wonder, curiosity, ideas, values, pictures, stories, etc., that are being told on a daily basis in the school setting.

As educator Mary Ann Biermeier has written, "The third teacher is the environment-a setting designed to be not only functional but also beautiful and reflective of the child's learning. It is the child's relationship with parent, teacher, and environment that ignites learning."

Learning Can Happen Anywhere

After you see and notice what's on the walls and how the space is presenting itself, ask how does your space feel? Does it feel cluttered? Does it feel empty? Does it feel reflective of the learners in your school? Does it feel safe? Your goal is not just decorating a beautiful space but also creating a space that fosters wonder, safety, structure, children's voices, and joy.

Another aspect to consider when thinking about the learning environment as the third teacher is using other spaces that aren't your classroom. Ideally, your classroom isn't the only learning space-the hallways, outside spaces, and field trips also help students construct understandings around the questions that you're wondering about together. There are moments when you can step outside, even for five minutes, and get an answer that ignites deeper learning and understanding compared to looking in a book or tablet.

6 Things to Consider About Your Environment

1. Clear clutter: Children want to be in a space that they can navigate and that has purpose. When working in your room, think about the piles, the baskets, and the toys that aren't being played with, and remove them or organize them to create a clean and purposeful space.

2. Hang it up: When it comes to what's on the walls, it's important to feature the children's work, their pictures, and stories that involve them because that tells them those things are important enough to be up there and that you want to share their work with others.

3. Inspire wonder and inquiry: How does your space show the values that are important to you and your school? If inquiry is important, make sure your space has some things that cause your students to stop and wonder-maybe a bird's nest if you're studying habitats, or maybe an X-ray of an animal, or water and shells if you're studying water.

4. What's the story? I consider myself a storyteller when communicating our work to others, so I often ask myself, "What story is my environment or documentation telling? How is it inviting children to become inspired and add to, deepen, or change the story?"

For example, one year I did a project on loose parts with my students. On a board in my room, I put the work up as we went along so it showed the process of the project. We placed a web of our thoughts, and a quote from a students when she said that loose parts were everywhere, and then I put pictures of the students creating new things with old loose parts. This "story" gave the students a tangible way to see their work and ideas and to get an idea of the timeline of our project, as well as stay inspired and engaged with it.

5. Offer real experiences: Children want to be taken seriously, and they want opportunities to do real things. What tools do you have out for children to discover meaning and purpose in the world around them? Keeping high-quality materials in the classroom shows that we believe the children will take care of them and use them to answer their questions.

For example, having glass jars filled with different materials (beads, paint, markers, etc.) creates a message that you believe children can take care of fragile items. You are communicating that you trust them and believe in them.

6. Make sure all children are seen: How will all of your students feel seen and valued in your space? It's not about having 18 cat crafts hanging up on the wall, but rather the story being told about the experiences you have had together as a class. You might have pictures of some students, quotes from others, and work of others-together all that tells students why and how you are deepening the learning. Make sure each student is being seen in some way so they feel valued and inspired.

Children spend a lot of time in school, so it's important for them to be in a space that's inviting and welcoming, and that says, "I see you." You can create a space that excites them and changes based on their interests and current thinking. The room is also a space for you as well, so think about what kind of space you and your colleagues want to work in. Reflect on your and your students' story-what do you want to share and why do you want to share it?

In the end, this work is about sharing children's voices and empowering them so that they see themselves as important, heard, capable, competent, and creative.

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Designing Your Pre-K Classroom for Deeper Learning

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When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood. What do you see when you walk into your classroom or other spaces in your school? Look objectively. Look at the walls, the floor, and everywhere in between.

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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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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

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Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

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Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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Dr. Joseph Johnson Addresses the Need for Equitable Early Learning and Care

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In this activity, learners tinker with a set of open-ended materials and mechanisms to create sound patterns. By adding and taking away pegs from a motorized pinwheel and arranging instruments on a magnetic surface that keeps everything precisely in place, participants create regular beats and unusual patterns. Unique soundscapes can be built with this open-ended set of materials either by an individual taking ownership over the workspace or a group collaborating and improvising together.

What do we mean by an open kit?

We call this playful experience a kit because it relies on a durable set of parts that learners can combine in open-ended ways to explore physical phenomena. The kit offers easy starting points and can be shared with learners with different levels of facilitation, from a standalone experience to a fully facilitated activity. It's open in that we hope you build your own set, adapt it to your setting, and add new components and ideas.

What kind of tinkering does this support?

We designed this activity and the material set to support certain types of tinkering and engagement:

Multiple pathways
The activity makes use of loose parts like pegs, pinwheels, and sound makers that can be arranged in an endless number of ways based on the learners' own ideas and questions. The immediate feedback learners get from materials when they try something new encourages them to quickly iterate and investigate many possibilities.

Focus on an artistic process
There's no right or wrong way to combine the elements and with trial and error, new patterns and strategies for striking objects can emerge. There's room for collaboration and learners can improvise together or conduct an intentional soundscape.

Familiar materials as an invitation or starting point
Everyone has tried playing instruments or using objects to make sounds. The combination of familiar objects with a modular system like the magnetic pieces and motor gives learners the possibility to go beyond their understanding of both music and mechanisms.

Make the Materials Set

To try out this activity with a group of learners or for yourself, start with creating a set of materials that provide easy entry points into the exploration and can be used by participants over and over again. This set of materials is modular and designed to be expanded and used with other sound makers and everyday objects.

* Magnetic surface to precisely keep the blocks in place.

* Pinwheel blocks that are motorized so that they spin and can be customized with magnetic pegs.

* Mallet blocks to strike different sound elements.

* Sound blocks like xylophone bars and rhythm blocks.

* Height adjusters to adjust the height of elements.

* Welcoming signage that invites learners to explore.

Magnetic Surface

A magnetic metal table cover and small magnets at the bottom of each sound block keeps everything in the right place when learners compose the elements together. A baking tray can be used as a magnetic surface to work on.

Motorized Customizable Pinwheel Blocks

The spinning pinwheel provides the movement to trigger the different sound blocks. The wheel runs quietly at a slow, consistent speed, a motor together with a LiPo battery and an on/off switch are all housed in a 2" x 2" hollowed out wooden stand. To provide stability, the stand is mounted on a 2.5" x 4.75" base with magnets glued to the underside.

Each pinwheel is 4.5" in diameter with 8 magnets embedded around the perimeter. The magnets make it easy to attach and remove magnetic pegs (wooden dowels or Mangetix toy parts) in order to create a custom pattern to make different rhythms.

Mallet Block

Wooden mallets are the actuators for various sound blocks like xylophone bars, drums, or tin cans. The mallets are held on top of a 3" tall wooden stand (with magnets at the bottom), in a rubber seal material. The rubber allows the mallet to gently spring back so objects aren't dulled.

Sound Blocks

A variety of instruments and found objects with different timbre make for a good set of sound blocks. Soft sounds that blend well together work well. Try using:

* Xylophone bars and percussion blocks
* Everyday objects used in new ways, like tin cans or water bottles.
* Cuckoo blocks: the pinwheel slightly lifts a small bellows that blows air into a cuckoo whistle. These sounds add a melodic quality to the percussive blocks that work with mallets.

Height Adjusters

This ½" or 1" flat wooden block with magnets is needed to adjust the height of the mallet blocks so they fit different soundmakers.

Welcoming Signage

We like to invite learners into the activity with signage that prompts them to play with sound and rhythm. As a quick way to get started and understand the interaction, the sign indicates that you can move the pegs to make a pattern. It also points out the switch for the motor as another key component.

Tips and Essential Ingredients

Room for collaboration: setting up a table where a group of 6 learners share 2 pinwheel blocks fosters collaborative building and composing.

The magnet system helps to make motions reliable and precise and increases the rhythmic qualities of the sounds. Use epoxy to glue magnets to the wooden pieces or screw magnetic washers into the wood.

The quality of the sounds matters. Choose soft sounds that blend well together.

Take it Further

Add Your Own Rhythm Block

Adding bells and shakers on a pivoting mechanism (like the cuckoo bellows) can add a new sound to the set. Musical instruments like tongue drums, tambourines, and even zither strings can add to the sound spectrum

Explore Artist Connections

Take a look (and listen) at the work of experimental music group O-Grivo. Nelson Soares and Marcos Moreira, the two people who make up O Grivo build, repair, and play creative musical instruments. Wintergatan is a Swedish folktronica group that uses unconventional instruments. Check out their Marble Machine musical instrument for more inspiration!
This activity was co-developed with Wonderful Idea Co. and Vulpestruments

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An Open Kit for Making Rhythms | Exploratorium

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Tinker with a set of open-ended materials and mechanisms to create sound patterns.

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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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"The truth is that play seems to be one of the most advanced methods nature has invented to allow a complex brain to create itself."

"Stepping out of a normal routine, finding novelty, being open to serendipity, enjoying the unexpected, embracing a little risk, and finding pleasure in the heightened vividness of life. These are all qualities of a state of play."

More quotes...

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"The truth is that play seems to be one of the most advanced methods nature has invented to allow a complex brain to create itself." "Stepping out of a normal routine, finding novelty, being open to serendipity, enjoying the unexpected, embracing a little risk, and finding pleasure in the heightened vividness of life.

# data[].attributes.attachment_link.readable_text
When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood.

What do you see when you walk into your classroom or other spaces in your school? Look objectively. Look at the walls, the floor, and everywhere in between. The classroom environment, hallways, and more are full of possibilities to show and share children's work and voices.

In the Reggio Emilia approach, educators say the learning environment is the third teacher (after parents or guardians and the classroom teacher). This means that the learning environment is a crucial space to show wonder, curiosity, ideas, values, pictures, stories, etc., that are being told on a daily basis in the school setting.

As educator Mary Ann Biermeier has written, "The third teacher is the environment-a setting designed to be not only functional but also beautiful and reflective of the child's learning. It is the child's relationship with parent, teacher, and environment that ignites learning."

Learning Can Happen Anywhere

After you see and notice what's on the walls and how the space is presenting itself, ask how does your space feel? Does it feel cluttered? Does it feel empty? Does it feel reflective of the learners in your school? Does it feel safe? Your goal is not just decorating a beautiful space but also creating a space that fosters wonder, safety, structure, children's voices, and joy.

Another aspect to consider when thinking about the learning environment as the third teacher is using other spaces that aren't your classroom. Ideally, your classroom isn't the only learning space-the hallways, outside spaces, and field trips also help students construct understandings around the questions that you're wondering about together. There are moments when you can step outside, even for five minutes, and get an answer that ignites deeper learning and understanding compared to looking in a book or tablet.

6 Things to Consider About Your Environment

1. Clear clutter: Children want to be in a space that they can navigate and that has purpose. When working in your room, think about the piles, the baskets, and the toys that aren't being played with, and remove them or organize them to create a clean and purposeful space.

2. Hang it up: When it comes to what's on the walls, it's important to feature the children's work, their pictures, and stories that involve them because that tells them those things are important enough to be up there and that you want to share their work with others.

3. Inspire wonder and inquiry: How does your space show the values that are important to you and your school? If inquiry is important, make sure your space has some things that cause your students to stop and wonder-maybe a bird's nest if you're studying habitats, or maybe an X-ray of an animal, or water and shells if you're studying water.

4. What's the story? I consider myself a storyteller when communicating our work to others, so I often ask myself, "What story is my environment or documentation telling? How is it inviting children to become inspired and add to, deepen, or change the story?"

For example, one year I did a project on loose parts with my students. On a board in my room, I put the work up as we went along so it showed the process of the project. We placed a web of our thoughts, and a quote from a students when she said that loose parts were everywhere, and then I put pictures of the students creating new things with old loose parts. This "story" gave the students a tangible way to see their work and ideas and to get an idea of the timeline of our project, as well as stay inspired and engaged with it.

5. Offer real experiences: Children want to be taken seriously, and they want opportunities to do real things. What tools do you have out for children to discover meaning and purpose in the world around them? Keeping high-quality materials in the classroom shows that we believe the children will take care of them and use them to answer their questions.

For example, having glass jars filled with different materials (beads, paint, markers, etc.) creates a message that you believe children can take care of fragile items. You are communicating that you trust them and believe in them.

6. Make sure all children are seen: How will all of your students feel seen and valued in your space? It's not about having 18 cat crafts hanging up on the wall, but rather the story being told about the experiences you have had together as a class. You might have pictures of some students, quotes from others, and work of others-together all that tells students why and how you are deepening the learning. Make sure each student is being seen in some way so they feel valued and inspired.

Children spend a lot of time in school, so it's important for them to be in a space that's inviting and welcoming, and that says, "I see you." You can create a space that excites them and changes based on their interests and current thinking. The room is also a space for you as well, so think about what kind of space you and your colleagues want to work in. Reflect on your and your students' story-what do you want to share and why do you want to share it?

In the end, this work is about sharing children's voices and empowering them so that they see themselves as important, heard, capable, competent, and creative.

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Designing Your Pre-K Classroom for Deeper Learning

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When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood.

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Achieving Desired Results for Children and Families

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success. To help achieve this goal, CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California's children.

The CDE is committed to using equity, inclusion, and quality standards that support effective learning experiences as guiding principles for data-driven decision-making about key P-3 strategies to meaningfully impact systems, programs, schools, and policies across the state. Specifically, the CDE's P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally-informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The resources on this page reflect areas of focus to achieve these goals.

June 3, 2021 - Building Back Better: Using P-3 Strategies that Support the Whole Child (Video; 1:30:19)

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Preschool through Third Grade (P-3) Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success.