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Universal PreKindergarten (UPK)
Curriculum Guidance for Programs Serving
4-Year-Old Children

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Multilingual Learning Toolkit Introduction Video

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Multilingual Learning Toolkit Introduction Video

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The Multilingual Learning Toolkit: Resources for Supporting PreK - 3rd Multilingual Children

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Staff TK Program Requirements • Transitional Kindergarten

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Transitional Kindergarten (TK) classrooms are required to have a minimum of one of two credentialed staff members in a class of no more than 24 students.

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TK teachers applying for Child Dev. Site Supervisor permit can do option 4, choose School Age emphasis on application, complete only 6 units of ECE, and use student teaching as their field experience.

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Terms And Definitions

Adult Supervision Course Work
Course work designed to help individuals to develop knowledge and skills for effective communication with, and supervision of, adults.

Aide
An individual who cares for and assists in the development and instruction of children. Aides are not required to hold a permit issued by the Commission.

Early Childhood Education / Child Development Course Work
Course work primarily related to children ages five years or younger completed at a regionally-accredited college or university. Twenty-five percent of required course work may cover children ages five through eight.

General Requirements (Required for the Teacher, Master Teacher, Site Supervisor and Program Director Permit levels)
Completion of 24 semester units of course work in early childhood education or child development, including at least one three-semester unit (or four-quarter unit) course in each of the following core areas:

Child/human growth and development

Child, family, and community, or child and family relations

Programs/curriculum

The following may be used as partial fulfillment of the 24-semester unit requirement:

1. Supervised field experience may be used towards the overall 24-semester unit requirement as long as the course included both a field work and classroom component. The same field work course may not be used toward the experience requirement. Submission of a course description may be necessary, or

2. Possession of a Child Development Associate (CDA) Credential may be used as nine semester units of credit toward the overall 24 semester unit requirement. For information on obtaining the CDA credential, Visit the Council for Early Childhood Professional Recognition website or contact the at 1-800-424-4310.

Professional Growth
Participation in activities that contribute to a permit holder's competence, performance, or effectiveness in the early childhood education profession, required for the renewal of a Child Development Permit (with the exception of the Associate level permit). Such activities may include, but are not limited to, college or university course work, conferences, workshops, institutes, academies, symposia, and staff development programs. Please refer to your Professional Growth Manual for more information.

School-Age Course Work
Course work that covers the developmental, social and academic needs of children and youth, ages birth through fourteen.

School-Age Core Course Work
Course work that covers the following areas:

Child growth and youth development.

Child and youth, family and community.

Programs/curriculum, including school-age instructional practices.

All core course work must meet a minimum unit requirement of at least three semester or four quarter units.

Use the Child Development Permit Worksheet and the Child Development and School-Age Emphasis Matrix for guidance in comparing the requirements for each level of permit to determine the level of permit you qualify for or what additional requirements may need to be completed.

NOTE: The Commission on Teacher Credentialing no longer issues life documents. Valid permits for service in a child care and development program issued under prior regulations shall continue in force and may be renewed as prescribed at the time the document was issued. Upon request of the applicant, individuals who hold permits issued under prior regulations who did not complete renewal requirements as specified must now apply under current regulations.

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Adult Supervision Course Work Course work designed to help individuals to develop knowledge and skills for effective communication with, and supervision of, adults. Aide An individual who cares for and assists in the development and instruction of children. Aides are not required to hold a permit issued by the Commission.

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Establishing Multiple, Accessible Pathways to a Permit or Credential Authorizing Service in State Preschool and Transitional Kindergarten 

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The Powerful Role of Play in Early Education was prepared under the direction of the Early Learning and Care Division of the California Department of Education 

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An integrated approach to curriculum planning. 

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Designed to complement the other resources of the California Department of Education’s Early Learning and Development System, this publication examines how play, learning, and curriculum work together in early education. It describes the relationship context for early learning and the role of the teacher in supporting children’s active engagement in learning.

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Orientation to the DRDP. Transitional Kinder will use the DRDP-K. This will be discussed n the video.

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An assessment instrument designed for teachers to observe, document, and reflect on the learning, development, and progress of TK & K students.

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This is the offical section for the metadata!

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The Teaching Pyramid approach provides a systematic framework that promotes social and emotional development.

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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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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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The TK co-teaching model includes both a Multiple Subject credentialed teacher and a Child Development Permit holder that together teach a TK class.

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Webinar | An Overview of San Diego Unified’s Co-Teaching Model: An Option for TK Implementation

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An online hub for research-based key principles, instructional strategies & resources that are geared towards educators who teach PreK-3rd Multilingual Learners

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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

For Teacher
Education Faculty

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

Starter Guide

Foundational Principles

Instructional Strategies

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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Play-based learning helps engage elementary students in their education and has cognitive, physical, social, and emotional benefits.

A few years ago, I began shifting to a play-based approach in my kindergarten classroom. Research extolled the physical, cognitive, social, and emotional benefits of play and called to mind Friedrich Froebel's vision of kindergarten as a place where play and learning go hand in hand.

As I made small changes in my classroom, I began to understand that play is a primary and integral mode through which children make sense of the world, and that it is essential to their development and well-being. In addition, it supports skills like collaboration, communication, and creativity. Offering play can feel challenging when mandated programs and standardized tests are requirements of many school districts, but play-based learning is an effective practice for deepening understanding and engaging children. The key is finding a balance between academic expectations and the developmental needs of young students.

Offer Time, Space, and Materials

As I studied children's play, I saw that their bodies and minds were most engaged and focused when they were offered time, space, and meaningful materials to make sense of what they were learning. Teacher-directed activities and transitions are no substitutes for opportunities for exploration, creativity, and socialization.

Using a "choice time" structure like the one outlined in Choice Time: How to Deepen Learning Through Inquiry and Play, PreK-2 affords children opportunities to learn playfully. Making time for play early in the day optimizes learning and helps to balance a classroom schedule. My students have a 30-minute choice time within our literacy block each morning in addition to a 45-minute choice time at the end of the day.

The classroom environment is designed to engage their minds, meet their sensory needs, and offer practice with academic content. Our classroom includes a block center, math center, science center, book nook, dramatic play corner, sensory table, felt board, and art center. Many of the materials in each center can be integrated into more than one center.

With thoughtfully designed centers, children flow from one activity to the next with a sense of purpose. The art center is a place where children can construct all sorts of creations. Pine cones, tree bark, and other natural treasures are piled into the science center with an old overhead projector for light study. Cuisenaire rods, pattern blocks, and counting grids encourage geometric design at the math center. The block center is where children's imaginative worlds come to life.

Creativity and invention stem from some of the simplest materials, and having access to these materials can make the difference in a child's ability to learn.

Other materials are introduced to expand thinking on a certain topic or theme. For example, later in the spring, the sensory table will be filled with soil and the students will begin a scientific study of worms that will eventually lead the students outdoors to the garden.

Use Play to Inform Teaching

I had an initial hesitation surrounding play-based learning because I worried that it would impact my ability to teach district-mandated programs or address required academic standards and assessments. But observing young students as they played gave me new insight on the ways they think and learn. I was able to use that knowledge and address their individual needs more effectively.

Children were more motivated to explore academic standards within their play because it was meaningful to them. After reading Miss Maple's Seeds last fall, the children became fascinated by the knowledge that Eliza Wheeler had created the pictures and story from her imagination. They grew curious about how the book was made. After discussing the book-making process in our circle, a child exclaimed, "We can make books, too!" A few minutes later, a group of children set off to the art center to create books of their own.

The collaborative work of story writing incorporates speaking, listening, and writing standards. Book making has since become a favorite activity, carrying over into other areas of learning.

This winter, a child made a number book and brought it to our math circle to share with the class. Number books quickly became the rage, with each one a little different from the next. One child began a book about groups of 10. A friend offered support by popping up from the table to reference the number grid on the wall. They soon reached 200.

Given time, space, and materials, these children were able to explore mathematical concepts at their ability level while also contributing to other children's understanding. Educational consultant Mike Anderson describes this kind of "self-differentiation" as the place in which learning is "most effective" and "enjoyable"-in other words, their zone of proximal development.

Understand Child Development

Understanding how play supports learning means understanding how children learn. Just as a tree's roots form a foundation on which the tree can thrive, our teaching must have roots in child development in order for children to thrive.

Once my students had experienced play-based learning, they were more focused, motivated, and purposeful. Most important, they were happier. Bringing play-based learning to my classroom created balance, deepened our learning, and defined our classroom community as a place where we could learn and grow together.

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Play-based learning helps engage elementary students in their education and has cognitive, physical, social, and emotional benefits.

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Explore how young children engage in inquiry, reasoning, and problem-solving every day. 

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Understanding STEAM & how children use it

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Understanding STEAM & how children use it

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This resource document is extracted from the Alignment Document published July 2012 on the CDE Website

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Alignment between Preschool Learning Foundations & Common Core 

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Alignment between Preschool Learning Foundations & Common Core 

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Welcome to the Transitional Kindergarten Professional Learning Series for teachers and administrators. 

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In this series of four courses, you will learn about key resources to support the implementation of transitional kindergarten.

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Transitional Kindergarten (TK) in California

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Welcome to the Transitional Kindergarten Professional Learning Series for teachers and administrators. In this series of four courses, you will learn about key resources to support the implementation of transitional kindergarten.

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Professional Learning Offerings - Monterey County Office of Education

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Professional Learning Offerings - Monterey County Office of Education
Leadership, Support and Service to Prepare All Students for Success
Dr. Deneen Guss, County Superintendent of Schools

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En el registro, simplemente seleccione el curso titulado "Proveedores de Cuidado Infantil".

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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.

California Preschool Instructional Network (CPIN) Resources All CPIN resources in one place.

This online publication shows the alignment of the California Preschool Learning Foundations with Key Early Education Resources: the California Infant/Toddler Learning and Development Foundations, California Content Standards, Common Core State Standards, and Head Start Child Development and Early Learning Framework.
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.

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All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity.

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Learn about disparities in the experiences of young children of color and children from other marginalized communities in early childhood settings; discover strategies for IECMHC to impact early childhood professionals' beliefs, attitudes, and practices to support more effective caregiving for all children, regardless of race, ethnicity, gender, class, or a myriad of demographic characteristics; and better understand policies and procedures, including data collection and analysis procedures, to bridge disparities.

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The Southern Poverty Law Center's Teaching Tolerance Newsletter Classroom Resource web page
From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

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Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They also may be indirectly affected by a crisis through what they hear or see on TV. In this tip sheet, learn what families and staff might see in children's responses to a crisis. Also, find additional resources about this topic.

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The Head Start ECLKC Building Resilience to Cope with Stress and Trauma
Ongoing research shows that adversity and high levels of stress in early childhood can have a negative impact on a person's life. Stress can affect a child's health, behavior, and ability to learn. However, adults can encourage resilience in young children and in themselves. Resilience is the ability to cope with the stress caused by challenging situations. Find resources below that can help caregivers and families understand the signs and dangers of stress in young children. Learn about strategies to promote resilience and support positive outcomes.

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T he American Psychological Association (APA) Talking to kids about discrimination
Discussing discrimination can be hard enough for adults. Talking to kids about the subject can be especially daunting. Unfortunately, many people are uncomfortable discussing racial differences. But when it comes to talking to children, experts say diversity and discrimination are subjects that shouldn't be ignored.

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Without guidance, children are likely to develop biased attitudes from exposure to negative racial stereotypes, racial disparities, and segregation. Take these steps for the children in your life to be inclusive and just.

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CECO- California Early Childhood Online
To support early childhood teachers, CECO provides hosts online trainings to meet the ever-changing needs of the early childhood field. Learn more about DRDP, CA Preschool Foundations and Framework, and more.

DRDP modules on CECO- California Early Childhood Online
To support early childhood teachers, CECO provides hosts online trainings to meet the ever-changing needs of the early childhood field. Learn more about DRDP, CA Preschool Foundations and Framework, and more.

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DRDP Padlet All DRDP resources in one padlet link.

As an early care and education provider, you play a critical role in the health and wellbeing of children. You are also very well positioned to help identify children who might need extra help in their development. This FREE, online training course, Watch Me! Celebrating Milestones and Sharing Concerns, helps you fulfill this role by providing tools and best practices for monitoring the development of children in your care and talking about it with their parents.

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Welcome to the All About Young Children website where you can find out about what skills help children learn, how they learn language, how they learn about feelings and relationships, how they learn about numbers, and how they become skillful at moving their bodies.

Want an inside look at ASQ®? These clear and engaging videos give you a visual introduction to developmental and social-emotional screening with ASQ®-3 and ASQ®:SE-2.

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Information Handouts Various handouts to help you in preparing for your ERS assessments.

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Environment Rating Scales Institute

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Their mission is to provide a statewide system of support, information, and resources for families and providers that will facilitate barrier-free access to inclusive child care for children birth to 21.

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Program for Infant Toddler Care

PITC believes responsive, respectful care in a relationship is key for supporting early learning, rather than developing lessons for infants to master. Adults who implement the PITC find ways to allow for, expand, adapt, and encourage infants' efforts to pursue their inborn learning agenda.

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Zero to Three's mission is to ensure that all babies and toddlers have a strong start in life. Learn more about how early connections last a lifetime.

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a network of infant-toddler professionals who are passionately dedicated to empowering parents and caregiving professionals to provide the secure and respectful beginnings children need for a healthy life. They do this by teaching Magda Gerber's Educaring™ Approach that affirms that caring educates children about themselves, and that in the infant-toddler years, caregiving is the curriculum.

These short videos are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.

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The Crosswalk of the 15-Minute In-service Suites with the CLASS® connects teaching practices and learning activities found in these in-service suites with the domains and dimensions of the Classroom Assessment Scoring System (CLASS)®.

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Early Childhood Inclusion Materials. The SpecialQuest Multimedia Training Library was designed to strengthen the inclusion of young children with disabilities and their families in programs serving infants, toddlers, and preschoolers. The Library includes four learning modules. Each module contains a presenter's guide, training scripts, handouts (in English and Spanish), and videos (in English, and with English and Spanish captioning).

Teacher Time and Coffee Break series includes separate presentations for infant and toddler and preschool teachers and family child care providers. The infant/toddler series focuses on implementing curriculum in a responsive learning environment. The preschool series offers tips for making classrooms more culturally and linguistically responsive by building the curriculum and instructional decision-making around children's knowledge, skills, and interests.

Social Emotional

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national resource center for disseminating research and evidence-based practices to early childhood programs across the country. CSEFEL is focused on promoting the social emotional development and school readiness of young children birth to age 5.

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Build an enhanced awareness of, understanding of, and ability to use evidence-based practices to improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities. The conceptual model TACSEI uses to deliver this important information is the widely endorsed Pyramid Model framework for promoting social-emotional competence and addressing challenging behavior.

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The Center translates research in healthy mental development into materials tailored to the needs of each of the target audiences, and makes them available on their website. The Center gathers in one place a wide range of materials that address the needs of staff and families for practical guidance on effective ways to promote young children's social and emotional development, and reduce challenging behaviors.

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​ ​ En el registro, simplemente seleccione el curso titulado "Proveedores de Cuidado Infantil". ​ ​ ​ 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.

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Early Childhood Environment Rating Scale

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Early Childhood Environment Rating Scale

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early childhood environment rating scale

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Environment Rating Scales Institute (ERSI). The Environment Rating Scales Institute (ERSI) is an organization that was started by Thelma Harms and Debby Cryer. We provide a variety of training options for the Environment Rating Scales by the authors or our highly reliable associates, either in Chapel Hill, NC, or by special arrangement, in other areas.

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To support early childhood teachers, CECO provides modules based on state-of-the-art information and best practices in one centralized location.

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These 15-minute in-service suites are a professional development resource for staff in busy, active early childhood centers and programs. 

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Early Childhood Learning & Knowledge Center's 15 minute Suites

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Early Childhood Learning & Knowledge Center's 15 minute Suites

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These 15-minute in-service suites are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.

To learn how the 15-minute in-service suites connect to the domains and dimensions of the Classroom Assessment Scoring System (CLASS ®), review the Crosswalk of 15-Minutes In-service Suites with the CLASS®

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These 15-minute In-service Suites are a professional development resource for staff in busy, active early childhood centers and programs. They are organized around one topic or big idea and address effective teaching and assessment practices.

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California Educators Together is a community of practice designed to provide educators & administrators a space to communicate, share strategies, & resources

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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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The Master Plan for Early Learning and Care: California for All Kids provides a strong research-based roadmap for building a comprehensive and equitable early l

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California Master Plan of Early Learning & Care

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California Master Plan of Early Learning & Care

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The stroller is California's first vehicle for upward mobility-it's time to push early learning and care forward to help families grow their children stronger.High-quality early learning and care is the first step toward increasing achievement, maximizing state investments in education, health, and workforce development-and lifting families out of poverty. California For All Kids is the state's effort to develop a comprehensive Master Plan for Early Learning and Care that can be implemented and sustained for the benefit of all children and families. From parent perspectives, community organizing, curriculum, equitable access, social justice, financing, and policy-California For All Kids brings the best of what experts in the state know and combines it with listening to the needs of parents and communities. This will help California plan a system that works from the ground up and empowers parents to develop children capable of seizing opportunities in school, career, and life.

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Master Plan for Early Learning and Care - California Health and Human Services

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Master Plan for Early Learning and Care Master Plan for Early Learning and Care: California for All Kids The Master Plan for Early Learning and Care: California for All Kids provides a strong research-based roadmap for building a comprehensive and equitable early learning and care system over the next decade.

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Pre-kinder Universal Informacion para las familias

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Pre-kinder Universal Informacion para las familias

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UPK Community Magazine - Educational Services Flip PDF | AnyFlip

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Check UPK Community Magazine from Educational Services here. Like UPK Community Magazine? Just add UPK Community Magazine of Educational Services to My Favorites. Embed UPK Community Magazine to websites for free. Check 35 flipbooks from Educational Services. Upload PDF to create a flipbook like UPK…

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UPK community Magazine - Educational Services Flip PDF | AnyFlip

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Check UPK community Magazine from Educational Services here. Like UPK community Magazine? Just add UPK community Magazine of Educational Services to My Favorites. Embed UPK community Magazine to websites for free. Check 35 flipbooks from Educational Services. Upload PDF to create a flipbook like UPK…

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(Download for best results) CA UPK PPT Slide Deck: Key information for implementers.pptx

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CA UPK Two-pager: Key information for implementers.pdf

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SCCOE web series: UPK Basic Implementation & FAQs

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SCCOE web series: UPK Basic Implementation & FAQs

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website where you can find out about what skills help children learn, how they learn language, how they learn about feelings and relationships

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All About Young Children: Information for Families on Children's Early Development

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All About Young Children: Information for Families on Children's Early Development

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Early Childhood Environment Resources Padlet

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Early Childhood Environment Resources Padlet

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California Educators Together: UPK & P-3 Group

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California Educators Together: UPK & P-3 Group

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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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Vetted resources to support each and every LEA in their own efforts to innovate, include, and impact.

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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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URL: http://www.nccp.org/publications/pub_1154.html

This April 2016 Brief from the National Center for Children in Poverty highlights research on preschool inclusion relevant to the following three questions:

1. What are the effects of inclusive preschool on children's early learning and development?

2. What is known about the quality of inclusive preschool programs?

3. What is known about how to improve the quality of inclusive preschool?

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Preschool Inclusion: Key Findings from Research and Implications for Policy | California MAP to Inclusion & Belonging