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Projected Enrollment and Needs Assessment - Key Considerations

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Description of Enrollment Data and Projections

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Universal Prekindergarten and Family Choice

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Early Learning and Care Programs, Standards and Staffing Ratios

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Early Learning and Care Programs, Standards and Staffing Ratios

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Early Learning and Care Programs Program Standards and Staffing Ratios

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Californias Prekindergarten through third Grade Vision

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Guidance on the Supervision of Young Children

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Guidance on the Supervision of Young Children

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Focus Area E Guidance on the Supervision of Young Children

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Guidance on the Supervision of Young Children

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Guidance on the Supervision of Young Children

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Focus Area E Guidance on the Supervision of Young Children

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Focus Area E Funding sources that can be utilized for facilities

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Focus Area D Supporting Social Emotional Learning SEL and Development

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Language Models and Dual Language Learners

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Language Models and Dual Language Learners

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Focus Area D P-3 Curriculum Instruction and Assessment- Language Models and Supporting Dual language learners 4.4.22

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Language Models and Dual Language Learners

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Language Models and Dual Language Learners

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Focus Area D P-3 Curriculum Instruction and Assessment- Language Models and Supporting Dual language learners 4.4.22

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Guidance for UPK Curriculum & Assessment

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Guidance for UPK Curriculum & Assessment

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Focus Area D California Department of Education CDE Guidance for Universal PreKindergarten Curriculum and Assessment Selection

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Focus Area D Head Start Curriculum Review

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Focus Area D PreKindergarten through Third Grade P-3 Curriculum Instruction and Assessment - Supporting Children with Disabilities

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Focus Area D PreKindergarten through Third Grade P-3 Curriculum Instruction and Assessment - Supporting Children with Disabilities

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Focus Area C Best Practices and Resources for Recruitment

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Focus Area C Professional Learning on Observational Assessments

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Best Practices for In-Service Preparation

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Best Practices for In-Service Preparation

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Focus Area C Best Practices for In-Service Preparation

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UPK - V2. Professional Learning for Leaders and Principals 1

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UPK - V2. Workforce Development Funding Opportunities 1

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Focus Area C Universal PreKindergarten UPK Workforce Requirements

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Opportunities to Engage Communities in Universal Prekindergarten Planning 

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Supporting UPK Through Community Schools

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Supporting UPK Through Community Schools

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Focus Area B Supporting Universal PreKindergarten UPK through Community Schools

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UPK - V2.Head Start - Information for Parents

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Focus Area B California State Preschool Program CSPP - Information for Parents

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What is inclusion?

What is Inclusion?

Inclusion is when students with disabilities spend most or all their time in the general education environment, participating with general education peers in the classroom, and taking part in the extracurricular life of the school.

Inclusion is more than sitting in a general education class; it only is truly inclusion when a child is learning and meeting IEP goals with their typical peers.Inclusion is not the same as mainstreaming.

What is Inclusion?

What are the benefits of inclusive schools?

What are the benefits of inclusive schools?

♦There are academic benefits for both students with disabilities and students withoutsettings. Mental Retardation, 42(2), 136-144.10.1177/154079690603100405.Development for Exceptional Individuals, 32(3), 160-181. 10.1177/0885728809346960.Persons with Severe Disabilities, 40(4), 243-260. doi: 10.1177/1540796915583493.
disabilities when they are taught in an inclusive educational setting
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices: Effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, online. doi: 10.1177/0741932516644054.
Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional
academically and socially included at school
Woodman, A. C., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2016). Contextual factors predict patterns of

♦There are behavioral and social benefits for students with disabilities when they arechange in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(1), 176-189. doi:10.1007/s10803-015-2561-z. Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 322-326. doi:

outcomes
Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H. (2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86(1), 123-162. doi:
10.3102/0034654315583135.

♦Students with disabilities taught in inclusive settings have more successful postsecondaryRojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career
Lyon, K. J., Blue-Banning, M., & McCart, A. B. (2014). Lessons from the field. Lawrence, KS: National Center on Schoolwide Inclusive School Reform: The SWIFT Center.
Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., BlueBanning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for ♦The World Economic Forum's Future of Jobs Report 2018 found that in the future job m arket, the skills of "creativity, originality and initiative, critical thinking, persuasion and negotiation will...retain or increase their value, as will attention to detail, resilience, flexibility and complex problem-solving. Emotional intelligence, leadership and social influence as well as service orientation also see an outsized increase in demand relative to their current prominence." We are capacitating all our students for a brighter future when we teach them to work together.

♦ALL students attending effective inclusive schools benefitted from a greater sense of belonging at school

Benefits of Inclusive Schools

How are students supported in inclusion programs?

How are students supported in inclusion programs?

IEP teams are tasked with determining what supports and services are needed for each student. Common supports include general education classes co-taught by a special educator and a general educator; learning center instruction and/or accommodations.

How Are Students Supported in Inclusive Programs?

What does inclusion look like at a school site?

What does inclusion look like?

Inclusion may look slightly different depending on your school. Some schools are increasing inclusive practices by starting with one grade level, with plans to expand year by year. Other schools are beginning with one content area department. Still others are moving all supports and resources to the general education classroom to serve all students there.

The goal for inclusion is for all students to be educated in the least restrictive environment, with equitable access to the grade-level instruction, support services, and enrichment activities that promote their short-term
and long-term outcomes. The means of getting there are flexible.

What Does Inclusion Look Like?

Which LAUSD school sites are committed to increasing inclusive environments?

Which LAUSD school sites are committed to increasing inclusive environments?

List of LAUSD School Sites Committed to Increasing Inclusive Environments

Research Support for Inclusive Education

Research Support for Inclusive Education

What are the benefits of inclusive schools?

♦There are academic benefits for both students with disabilities and students withoutsettings. Mental Retardation, 42(2), 136-144.10.1177/154079690603100405.Development for Exceptional Individuals, 32(3), 160-181. 10.1177/0885728809346960.Persons with Severe Disabilities, 40(4), 243-260. doi: 10.1177/1540796915583493.
disabilities when they are taught in an inclusive educational setting
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices: Effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, online. doi: 10.1177/0741932516644054.
Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional
academically and socially included at school
Woodman, A. C., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2016). Contextual factors predict patterns of

♦There are behavioral and social benefits for students with disabilities when they arechange in functioning over 10 years among adolescents and adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(1), 176-189. doi:10.1007/s10803-015-2561-z. Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 322-326. doi:

outcomes
Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H. (2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86(1), 123-162. doi:
10.3102/0034654315583135.

♦Students with disabilities taught in inclusive settings have more successful postsecondaryRojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career
Lyon, K. J., Blue-Banning, M., & McCart, A. B. (2014). Lessons from the field. Lawrence, KS: National Center on Schoolwide Inclusive School Reform: The SWIFT Center.
Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., BlueBanning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for ♦The World Economic Forum's Future of Jobs Report 2018 found that in the future job m arket, the skills of "creativity, originality and initiative, critical thinking, persuasion and negotiation will...retain or increase their value, as will attention to detail, resilience, flexibility and complex problem-solving. Emotional intelligence, leadership and social influence as well as service orientation also see an outsized increase in demand relative to their current prominence." We are capacitating all our students for a brighter future when we teach them to work together.

♦ALL students attending effective inclusive schools benefitted from a greater sense of belonging at school

Benefits of Inclusive Schools

Videos on Inclusion

Advice From Those We Serve: Why Inclusion Matters

The Evolution of Inclusion: The past and future of education

University Letters

"We highly support these efforts to design & deliver inclusive environments"
California State University Northridge

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New Special Education Division / New SpEd Instruction Inclusion In LAUSD

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What is inclusion? What is Inclusion? Inclusion is when students with disabilities spend most or all their time in the general education environment, participating with general education peers in the classroom, and taking part in the extracurricular life of the school.

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Virtual Learning Community - Supporting Inclusive Practices

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Share on facebook Facebook Share on twitter Twitter Share on linkedin LinkedIn Share on email Email Featured Podcast Recorded Webinars Becoming an Ally: Shifting Mindsets and Action Towards Inclusive Practices - Sam Drazin Playlist 2 Videos Becoming an Ally: Shifting Mindsets and Action Towards Inclusive Practices Session One 1:16:22 Becoming an Ally: Shifting Mindsets and [...]

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Focus Area A Supporting Access and Enrollment Equity

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Dis/ability Critical Race Studies (DisCrit) for Inclusion in Early Childhood Education: Ethical Considerations of Implicit and Explicit Bias

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Alissa Rausch, Jaclyn Joseph, and Elizabeth Steed

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Models of Blending Programs for Extended Learning

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Models of Blending Programs for Extended Learning

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Models for Blending Programs to Offer Extended Learning and Care

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Models for Blending Programs for Extended Learning

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Models for Blending Programs for Extended Learning

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Models for Blending Programs to Offer Extended Learning and Care

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Models of Service Delivery for Universal Prekindergarten for all Four-year-old Children

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Funding Sources That Can Be Utilized for Extended Learning and Care

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Expanded Learning Opportunities Program Guidance and Frequently Asked Questions

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Focus Area A Supporting Access and Enrollment Equity

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Focus Area A Guidance on Integrating UPK within District Local Control Accountability Plans

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Focus Area A Guidance for UPK Leadership Structure (1)

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Goal of the Group The Universal Pre-Kindergarten (UPK) and PreKindergarten - Third Grade (P-3) Group was created to share resources and guidance for Local Education Agencies to use in preparatio...

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UPK Guidance Volume 1

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3.21.22 UPK C&I Workgroup slide deck (2)

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1. Participant copy  2.3.22 UPK C&I Workgroup slide deck (2) (1)

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UPKTK Curriculum and Instruction Network flyer

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Leadership Lessons from Early TK Implementers in CA

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Leadership Lessons from Early TK Implementers in CA

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webinar recording from CSLA

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21CSLA Research-Practice Webinar: Leadership Lessons from Early TK Implementers in CA (3-23-2021)

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Add your draft plans here.

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LPI- Promising Models for Preparing A Diverse ECE Workforce

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LPI- Promising Models for Preparing A Diverse ECE Workforce

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Decades of research have established that early childhood education (ECE) for children birth through age 5 can have a positive effect on children's development and school readiness. In order for ECE programs to support this development, they need educators who are prepared to create engaging, inclusive, and developmentally grounded learning environments and who can effectively reach and teach diverse learners. Many successful ECE programs call for educators to have a B.A. and specialized training in ECE, but requirements for early educators in many states are less ambitious, and access to comprehensive preparation programs is limited.

A number of states are considering policy proposals to update credential or degree requirements for early educators. There is concern, however, that well-intentioned policies to raise educator qualifications without sufficient supports may have negative consequences for the adequacy; stability; and racial, ethnic, cultural, and linguistic diversity of the ECE workforce and may result in a shortage of educators.

The report on which this brief is based describes three promising programs that recruit and prepare diverse cohorts of educators through innovative, affordable pathways in California-a state that is actively considering investments to further develop its ECE workforce. They include the Family Child Care Apprenticeship program; the Education/Child Development Program at Skyline College, a traditional community college; and EDvance, a pathway preparation program at San Francisco State University that supports students earning a B.A. in ECE. The report also identifies common features of these models and, building on insights from policies enacted at scale in New Jersey, provides recommendations for policy.

Background and Context

Evidence from k-12 settings indicates that teachers who participate in comprehensive preparation and induction experiences are better prepared when they enter the classroom and are more likely to remain in the profession. However, relatively few early educators participate in preservice preparation (i.e., in-depth formal training before working in the field), in part because those experiences are not required or supported by states.

In California, as in many states, educational requirements for the educators of children birth through age 5 vary widely by program. Most early educators in the state-including those who teach in licensed child care centers or preschools-must hold a California Child Development Permit, which does not require teachers to attain a degree. Educators in Head Start must have an associate or bachelor's degree with a specialization in ECE. Special education preschool and transitional kindergarten teachers, both of whom work in school districts, must hold a teaching credential, which is often obtained through a 1-year postbaccalaureate program.

Early educator preparation occurs at both 2- and 4-year colleges and universities. Community colleges tend to be an important resource for many early educators because they are available across the state, have low tuition relative to other institutions of higher education, and offer relevant coursework. Many 4-year colleges and universities also have ECE programs, although not all of them focus specifically on preparing students for classroom teaching. In many states, early childhood degree programs at 2- and 4-year colleges do not require supervised student teaching, despite research showing that clinical practice is an important element of high-quality teacher preparation.

Because there is no single permit or credential to work in ECE programs, there is no "typical" path to a career in ECE in California, as in most states. Instead, early educators enter the field with a range of education and experiences and pursue credits, permits, or degrees at various points throughout their careers. Many early educators return to school while working in the field to gain knowledge and advance their careers. (See Figure 1.)

Ensuring that early educators take efficient paths in higher education is important given that they often encounter challenges paying for school and balancing school, work, and family commitments. Further, higher education processes and systems can be complex and difficult to navigate, and college students of color and students from low-income households are disproportionately more likely to encounter these challenges.

The case studies in the full report offer examples of programs striving to overcome these challenges to ensure that students of all backgrounds succeed. Though each model is unique, all were selected for having a focus on preparing diverse early educators and having research-based design features, such as a focus on foundational knowledge in child development and sustained, supported clinical experience. They also represent different geographic regions.

Family Child Care Apprenticeships: Supporting Providers' Advancement

The Early Educator Apprenticeships are an innovative pilot project aimed at increasing the qualifications of early educators through coursework paired with on-the-job training and support. The program was launched by the Service Employees International Union in partnership with ECE employers, child care resource and referral agencies, and institutions of higher education. It offers apprenticeships to locally recruited educators in three distinct settings: family child care, Head Start, and child care centers. The Family Child Care On-the-Job Training Program (FCC Apprenticeship), the focus of this case study, is designed for licensed family child care providers-small-business owners who care for children in their homes-and is implemented at four sites across California.

The FCC Apprenticeship helps apprentices develop as ECE professionals and acquire California Child Development Permits through accessible college coursework. (See Figure 2.) Apprentices enroll in college courses offered during evening hours at community sites, in partnership with local community colleges. Child development courses support educators' skill development, and the program identifies required general education courses that are accessible and relevant for educators. The program has developed an onboarding process for instructors who teach apprentices, especially general education instructors who lack early childhood expertise. Apprentices are grouped into cohorts of 25 peers who act as a network of support in their classes.

The program offers bilingual and bicultural coaching from staff who visit apprentices' homes to provide feedback and guidance on their programs and pedagogy using tools aligned with California's quality rating and improvement system. It also provides site coordinators who help apprentices choose classes and access other support as needed.

The FCC Apprenticeship incentivizes participation by providing apprentices with a monthly wage enhancement that ranges from $100 to $500 per month, depending on their length of tenure in the program. The financial support is particularly salient for family child care providers, whose earnings are very low. The program additionally provides stipends for tuition, books, a laptop, and fees, making college coursework free for apprentices.

The layering of multiple supports into a coherent approach makes the FCC Apprenticeship a powerful learning experience, and early program data are promising. In the FCC program's 2-year existence, 95 apprentices have earned new permits, most of whom are Spanish-speaking and identify as Latino/a. Since many of the apprentices care for mixed age groups, the approach has promise to help address California's shortage of high-quality care for children under age 3.

Skyline College: A Community College Connecting Theory to Practice

Skyline College's Education/Child Development Program is an example of a traditional community college department creating a supportive, hands-on learning community with an explicit focus on preparing early educators for classroom teaching in a variety of settings, including child care centers and preschool programs. (See Figure 3.) It serves a range of students, from high school students to current educators, as they work toward an associate degree or California Child Development Permit.

Skyline ECE courses, which are similar in content to those at other California community colleges, are responsive to the specific needs of Skyline ECE students. The program's guided pathway offers a prescribed set of general education and ECE courses that helps students progress efficiently toward permits and degrees, and the college offers a general education math course specifically designed for early educators. Further, faculty use engaging teaching strategies tied to practice. Coursework is regularly modified to meet students' needs, and faculty and staff collaboration encourages alignment of coursework and field experiences.

Skyline's on-campus Child Development Laboratory Center, or "lab school," provides students high-quality mentoring and teaching practice early in their academic careers. Many Skyline ECE students have some experience there through course observations, internships, or student teaching. A recently developed Teacher Track Learning Community allows some students to gain early student teaching experience and earn a Child Development Associate Teacher Permit in their first year of community college. Early experience in the classroom provides students an invaluable opportunity to connect coursework to practice. Faculty and staff meet monthly to support lab school mentors and share advice about supporting their students.

To promote student success, Skyline's faculty and staff cultivate caring relationships with students and provide a variety of supports. ECE-specific academic and career advising helps students choose the appropriate classes to meet their goals and connects them to campus resources, and courses are offered at a low cost. While the college, like community colleges in general, struggles with meeting institutional goals to raise graduation rates, alumni speak highly of their preparation and readiness for teaching.

EDvance at San Francisco State University: Building a Pathway to a B.A. in ECE

EDvance is an early childhood teacher preparation program housed within the Marian Wright Edelman Institute for the Study of Children, Youth and Families at San Francisco State University. The program supports early educators in earning a bachelor's degree and focuses its recruitment on groups historically underrepresented in higher education, including Black and Latino/a students.

EDvance offers two thoughtfully constructed pathways for students. The lower division pathway is designed to support aspiring educators during their first 2 years of college; the upper division pathway, Promoting Achievement Through Higher Education (PATH), is for continuing San Francisco State students as well as students who transfer from community colleges. To participate in PATH, a student must work at least part time as an early educator. By the end of the program, lower division students are eligible for a California Child Development Teacher Permit and upper division students earn their B.A. In both pathways, courses are cohort-based, strategically chosen and scheduled, and incorporate a focus on social justice and equity. (See Figure 4.)

All EDvance students gain hands-on experience in early childhood classrooms. For lower division students, an early practicum program offers a supervised clinical experience in which students work one full day per week alongside a mentor teacher in a subsidized program. Upper division PATH students work at least 25 hours per week in an early childhood setting. They use videos of their work with children to reflect on their practice and get tailored feedback from faculty and peer mentors.

Across both pathways, EDvance offers specialized academic advising and educational planning, as well as financial aid that allows many students to attain a degree without incurring debt. These supports are offered by a team of dedicated staff and faculty, many of whom are current ECE practitioners with deep relationships with the community and are well positioned to teach students about the latest tools of the profession. They are supported by strong local partnerships and philanthropy.

EDvance has graduated more than 90% of its PATH students in just 2 years. The program provides proof of concept that 4-year institutions can provide pathways to a bachelor's degree that support both the existing workforce and aspiring educators in preparing to teach in ECE settings.

Common Features of Promising Preparation Models

The early educator preparation models described in the report target different segments of the early childhood workforce and employ a range of mechanisms to support participants in achieving professional milestones, suggesting that there is no one approach to early educator preparation. Yet the models share the following common features:

Local early educator pipelines and pathways. The programs have adopted highly localized recruitment strategies to target educators who reflect the diversity of local communities. The three programs have developed clear pathways aligned with recognized credentials and degrees to prepare students as effective ECE professionals.

Relationship-building to promote persistence and success. Each program prioritizes relationship-building among program staff, faculty, and students to create safe, inclusive, and supportive learning communities. They also create cohorts of students who advance through their preparation together. The programs encourage the use of interactive and collaborative pedagogical approaches in courses to engage students, build rapport, and deepen student learning.

Opportunities for clinical practice in feedback-rich environments. All the models provide opportunities to participate in clinical practice with support from instructors, mentors, and peers. Coursework and clinical experiences incorporate knowledge of tools and frameworks that are used in day-to-day practice in California, preparing students to work in ECE settings.

Multifaceted supports that promote college persistence and success. Supports include individualized academic and career advising from specialized staff; courses offered on evenings or weekends in convenient locations; dedicated tutoring; courses that are intentionally sequenced and coursework that is scaffolded by instructors in response to individual students' needs; and financial supports that reduce or eliminate higher education costs for students.

Well-supported and diverse staffs of instructors, advisors, and coaches. Programs intentionally recruit and utilize faculty and staff who have experience in ECE classrooms and who reflect the racial, ethnic, cultural, and linguistic diversity of the field. They support continual professional learning opportunities and collaboration among instructors and coaches to help them deliver strong, coherent programs of study.

Community partnerships and funding to strengthen preparation. Program staff cooperate with a variety of stakeholders, including colleges and universities, community organizations, ECE providers, philanthropy, and local agencies. These partnerships provide resources that they leverage to build a comprehensive system of support for students.

The features shared by these programs may be developed locally by dedicated staff who understand their local context and may also be supported at the state level, as New Jersey's example shows.

New Jersey's Investments in P-3 Credentialing: Preparing an ECE Workforce at Scale

In the late 1990s, the New Jersey Supreme Court mandated in Abbott v. Burke, the state's watershed school finance case, that the state create a high-quality, universal preschool program for 3- and 4-year-olds in 31 of the state's poorest school districts. One of the requirements for preschool programs in the so-called "Abbott districts" was that all preschool teachers-including educators in Head Start and community-based organizations receiving state funds-hold a bachelor's degree and a preschool to 3rd-grade (P-3) credential. The state's policies fostered a significant and rapid shift in the supply of credentialed educators: While in 1999-2000 only 38% of preschool teachers in Abbott districts met credential requirements, by 2006 nearly all (97%) of the 2,900 teachers met this requirement. (See Figure 5.) Many of these teachers came from the existing ECE workforce.

To meet the new mandate and to build a robust pipeline of future educators, New Jersey expanded its investments in higher education and ongoing professional learning. To begin, it created multiple pathways to a P-3 credential, including traditional 4-year B.A. programs; postbaccalaureate programs; and the Alternate Route program, which allowed students with a B.A. to earn a credential while working in state preschool programs. State-funded scholarships and stipends enabled most early educators to go back to school. Finally, pay parity with k-12 teachers-mandated by the court for all teachers with P-3 certification, including educators in Head Start and private preschool centers-was a critical incentive to attract and retain educators who otherwise might leave for better-paying k-12 positions.

The state additionally expanded the size and capacity of higher education programs through two grant programs administered through the New Jersey Commission on Higher Education. The grants, totaling $13 million across preschool to grade 12 education programs, allowed institutions of higher education to develop their credentialing programs and hire more ECE faculty. The state Department of Education and institutions of higher education also made supports available to students already working in the field, such as providing academic tutoring and advising and holding courses at convenient locations and times. State support also enabled school districts to provide extensive professional development, overseen by an early childhood supervisor and master teachers, to in-service teachers after degree completion.

High expectations coupled with a significant increase in systemic financial support proved to be a successful combination for rapidly raising the qualifications of the ECE workforce, and the resulting preschool program was shown to have significant long-term benefits for children. New Jersey's preschool workforce reforms also generated lessons learned, such as the importance of developing pathways for educators without a bachelor's degree and for educators in rural areas. Another lesson learned is the importance of gathering data to understand the implications of reforms for the diversity of the educator workforce, since data suggest that the reforms' impact on workforce diversity was mixed across racial and ethnic groups.

Implications for Policy

As New Jersey's example shows, states can play an important role in ensuring that early educators have access to the supports they need to complete their higher education programs successfully. Specific steps that states can take include the following (see Figure 6):

1. Build the capacity of higher education programs and ECE faculty to prepare a diverse workforce. States should consider providing institutions of higher education with funds for capacity-building, as was done in New Jersey. Funding could be used to hire and train well-qualified, diverse faculty with expertise in ECE and develop high-quality content that meets the needs of diverse learners. Funds could also be used to support flexible scheduling and the provision of courses in alternative locations to make coursework accessible to more students.

2. Support high-quality clinical practice. At the core of the programs described here are intensive student teaching experiences under the guidance of a mentor, yet many ECE degree programs do not require supervised student teaching. States can support the development of promising models for clinical practice such as apprenticeships, lab schools, and paid practicum experiences by providing funding and technical assistance.

3. Develop clear pathways to progress from 2- to 4-year colleges. Many ECE students complete their initial college coursework at community colleges. Many states have begun to facilitate transfer agreements between 2- and 4-year colleges. However, there is often a lack of clarity as to how the ECE coursework offered in a B.A. program should differ from or build on coursework offered at community colleges. States can provide funding to incentivize 2- and 4-year institutes of higher education to develop these pathways and align coursework.

4. Fund academic supports for ECE students, including specialized advising. To help students complete rigorous coursework on time, especially students from groups historically underrepresented in higher education, states can provide funding for specialized ECE advising and academic tutoring.

5. Offer financial assistance to educators earning an early childhood permit, degree, or credential. Increasing financial support for early educators' higher education, from tuition to books and student fees, is essential, particularly given the low earnings of most early childhood educators.

6. Set clear, high expectations for early childhood educators. Minimum preparation requirements in many states are inconsistent across types of ECE programs, and these requirements are typically insufficient for preparing high-quality early educators. States that do not currently have an early childhood-specific teaching credential aligned to preparation standards, such as the P-3 credential in New Jersey, could develop one to advance both the coherence of preservice preparation and the professionalization of the field. A formal accreditation process for ECE preparation programs can further ensure that programs offer students a coherent plan of study.

In addition to supporting educators as they increase their qualifications, states must have policies in place to retain teachers once they are in the field. Most importantly, programs must compensate early educators adequately. In a field in which educators are often paid one third the wages of their k-12 counterparts, compensation increases must accompany increases in qualification requirements or taxpayers will be filling a leaky bucket, as trained educators leave for higher-paying jobs. Higher compensation was an important part of New Jersey's success in raising the qualifications of its workforce. States must also provide ongoing professional development to deepen educators' knowledge and skills in the classroom. Finally, states should collect better data on the ECE workforce, including information about early educators' higher education paths, their permit or degree completion, the barriers they encounter, and their ensuing wages. With this information, states can better understand where they are and where they need to go to build a diverse and skilled early educator workforce.

Conclusion

ECE programs have the potential to dramatically change the course of children's lives, especially when programs are led by highly skilled educators. The examples in this report offer lessons for policymakers about how to ensure that all children have teachers who meet high standards and who reflect the racial, ethnic, cultural, and linguistic diversity of young children and their families.

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce (research brief) by Madelyn Gardner, Hanna Melnick, Beth Meloy, and Jessica Barajas is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This research was supported by the David and Lucile Packard Foundation and the Heising-Simons Foundation. Core operating support for the Learning Policy Institute is provided by the Sandler Foundation and the William and Flora Hewlett Foundation.

Photo credit: Jaqueline Eligio, EDvance.

Updated January 28, 2020. Revisions are noted here.

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Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

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Decades of research have established that early childhood education (ECE) for children birth through age 5 can have a positive effect on children's development and school readiness. In order for ECE programs to support this development, they need educators who are prepared to create engaging, inclusive, and developmentally grounded learning environments and who can effectively reach and teach diverse learners.

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UPK Teacher Pipeline Resource Compendium

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UPK Teacher Pipeline Resource Compendium

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Early Educator Teacher Development Grant

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Early Educator Teacher Development Grant

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early education teacher development grant

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Early Education Teacher Development Grant

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Early Education Teacher Development Grant is funded in combination with the California Prekindergarten Planning and Implementation Grant. The entirety of the California Prekindergarten Planning and Implementation Grant Program was established as a state initiative with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies (LEAs) and planning for the increased number of teachers needed to fully implement Universal Prekindergarten.

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Resource and Referral (R&R) agencies, funded by the California Department of Social Services (CDSS), Child Care and Development Division (CCDD), are located in every county in the state. The R&Rs help families find child-care that best meets their needs, recruit and train child care providers, and collect data from parents and child care providers. The R&Rs provide a variety of services to parents seeking care, to providers seeking professional development and incentives for remaining in the profession, and to communities seeking support for their youngest residents.

Childcare and Early Education providers, and families, can visit the following web sites for R&Rs in their area at:

For further information, visit the Resource and Referral webpage at the CDSS.

Questions: Early Education Division | 916-322-6233

Last Reviewed: Thursday, August 24, 2023

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Resource and Referral web site information for the childcare and Early Education providers.

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(a) The California Prekindergarten Planning and Implementation Grant Program is hereby established as a state early learning initiative with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies.

(b) For the 2021-22 fiscal year, the sum of three hundred million dollars ($300,000,000) is hereby appropriated from the General Fund to the department for allocation to local educational agencies for the California Prekindergarten Planning and Implementation Grant Program pursuant to this section. These funds shall be available for encumbrance until June 30, 2024.

(c) (1) Of the total amount appropriated under subdivision (b), the Superintendent shall allocate two hundred million dollars ($200,000,000) in the 2021-22 fiscal year to local educational agencies as follows:

(A) A minimum base grant to all local educational agencies that operate kindergarten programs as determined using California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment from the 2020-21 certification, as follows:

(i) For local educational agencies with an enrollment of 1 to 23 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).

(ii) For local educational agencies with an enrollment of 24 to 99 pupils, inclusive, the minimum base grant shall be fifty thousand dollars ($50,000).

(iii) For local educational agencies with an enrollment of 100 or more pupils, the minimum base grant shall be one hundred thousand dollars ($100,000).

(B) A minimum base grant for each county office of education of fifteen thousand dollars ($15,000) for each local educational agency in their county that operates kindergarten programs to support countywide planning and capacity building.

(C) Of the remaining funds after allocations under subparagraphs (A) and (B):

(i) Sixty percent shall be available as enrollment grants. These grants shall be allocated based on the local educational agency's proportional share of total California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment for the 2019-20 fiscal year, as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment minus the transitional kindergarten program enrollment for the 2019-20 fiscal year for each local educational agency.

(ii) Forty percent shall be available as supplemental grants. These grants shall be allocated based on the local educational agency's California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment minus the transitional kindergarten program enrollment for the 2019-20 fiscal year, multiplied by the local educational agency's unduplicated pupil percentage, as calculated pursuant to subdivision (b) of Section 42238.02 or subdivision (b) of Section 2574 certified as of the second principal apportionment. Funds for this purpose shall be distributed percent-to-total from funds available for the supplemental grant.

(2) Grant funds may be used for costs associated with creating or expanding California state preschool programs or transitional kindergarten programs, or to establish or strengthen partnerships with other providers of prekindergarten education within the local educational agency, including Head Start programs, to ensure that high-quality options for prekindergarten education are available for four-year-old children. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.

(3) Local educational agencies receiving grants pursuant to this subdivision shall do both of the following:

(A) Commit to providing program data to the department, as specified by the Superintendent, including, but not limited to, recipient information and participating in overall program evaluation.

(B) Develop a plan for consideration by the governing board or body at a public meeting on or before June 30, 2022, for how all children in the attendance area of the local educational agency will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the local educational agency's expanding learning offerings, the After School Education and Safety Program, the California state preschool program, Head Start programs, and other community-based early learning and care programs.

(d) (1) Of the total amount appropriated under subdivision (b), the Superintendent shall award one hundred million dollars ($100,000,000) in competitive grants to local educational agencies to increase the number of highly-qualified teachers available to serve California state preschool programs and transitional kindergarten pupils, and to provide California state preschool program, transitional kindergarten, and kindergarten teachers with training in providing instruction in inclusive classrooms, culturally responsive instruction, supporting dual language learners, enhancing social-emotional learning, implementing trauma-informed practices and restorative practices, and mitigating implicit biases to eliminate exclusionary discipline, pursuant to this section. These funds shall be available for encumbrance until June 30, 2024.

(2) The Superintendent shall develop and administer a process to award grants under paragraph (1), subject to approval of the executive director of the state board, on a competitive basis to local educational agencies. To apply for a grant, a local educational agency shall submit an application to the department describing how it will allocate funds and increase either the number of credentialed teachers meeting the requirements of subdivision (g) of Section 48000, or the competencies of California state preschool programs, transitional kindergarten, and kindergarten teachers to enhance their ability to provide instruction in inclusive classrooms, provide culturally responsive instruction, support dual language learners, enhance social-emotional learning, implement trauma-informed and restorative practices, and mitigate implicit biases to eliminate exclusionary discipline.

(3) A local educational agency may apply on behalf of a consortium of providers within the local educational agency's program area, including California state preschool programs and Head Start programs operated by community-based organizations.

(4) An applicant shall demonstrate all of the following to be considered for a grant award:

(A) A need for preschool and transitional kindergarten or kindergarten professional development in a region.

(B) A need for preschool and transitional kindergarten teachers in a region.

(C) The presence of, or plan to create, inclusive classroom settings.

(D) The ability to connect the preschool, transitional kindergarten, or kindergarten program to before and after school programs and extended day services.

(E) A plan to integrate preschool, transitional kindergarten, and kindergarten professional development opportunities.

(F) A plan for recruiting new preschool, transitional kindergarten, or kindergarten teachers with experience in early learning and care settings and collaborating with institutions of higher education to ensure a qualified prekindergarten teacher pipeline.

(G) A plan for how principals and administrators overseeing the transitional kindergarten program, or other prekindergarten program, will receive training and professional development on the value and tenets of effective instruction for young children.

(5) In awarding grants under paragraph (1), the Superintendent shall establish a methodology that accounts for all of the following:

(A) The percentage of transitional kindergarten and kindergarten pupils eligible for free and reduced-price meals.

(B) The percentage of dual language learners that the local educational agency is serving or is planning to serve in a California state preschool program or transitional kindergarten program.

(C) The percentage of pupils with disabilities the local educational agency is serving or planning to serve in an inclusive California state preschool program or transitional kindergarten program.

(D) The percentage of pupils served, or planned to be served in full-day California state preschool, transitional kindergarten, or kindergarten programs offered by the local educational agency or community-based organizations.

(E) The extent to which applicants operate in an attendance area where a significant disproportionality of particular races or ethnicities, as described in Section 1418(d) of Title 20 of the United States Code, has been identified in special education.

(F) The extent to which the local educational agency is located in an area that has more than three young children, three to five years of age, inclusive, for every licensed childcare slot.

(G) The extent to which applicants plan to partner with community-based California state preschool programs and Head Start programs in their program area to ensure those teachers have access to professional development along with teachers employed by the local educational agency.

(6) Grants awarded under paragraph (1) for professional development may be used for costs associated with the educational expenses of current and future California state preschool program, transitional kindergarten, and kindergarten professionals that support their attainment of required credentials, permits, or professional development in early childhood instruction or child development, including developing competencies in serving inclusive classrooms and dual language learners. Professional development grant funds shall be used for any of the following purposes:

(A) Tuition, supplies, and other related educational expenses.

(B) Transportation and childcare costs incurred as a result of attending classes.

(C) Substitute teacher pay for California state preschool program, transitional kindergarten, and kindergarten professionals that are currently working in a California state preschool program, transitional kindergarten, or kindergarten classroom.

(D) Stipends and professional development expenses, as determined by the Superintendent.

(E) Career, course, and professional development coaching, counseling, and navigation services.

(F) Linked courses, cohorts, or apprenticeship models.

(G) Training and professional development for principals and other administrators of transitional kindergarten, kindergarten, and grades 1 to 12, inclusive, on the value and tenets of effective instruction for young children.

(H) Other educational expenses, as determined by the Superintendent.

(7) Local educational agencies awarded funding pursuant to paragraph (1) may partner with local or online accredited institutions of higher education or local agencies that provide high-quality or credit-bearing trainings, or apprenticeship programs that integrate and embed higher education coursework with on-the-job training of professionals.

(8) Professional learning provided pursuant to this subdivision shall, as applicable, be aligned to the preschool learning foundations and academic standards pursuant to Sections 51226, 60605, 60605.1, 60605.2, 60605.3, 60605.4, 60605.8, and 60605.11, as those sections read on June 30, 2020, and former Section 60605.85, as that section read on June 30, 2014.

(9) Local educational agencies receiving grants under this subdivision shall commit to providing program data to the department, as specified by the Superintendent, including, but not necessarily limited to, recipient information, including demographic information, educational progress, and the type of courses taken, and participating in overall program evaluation.

(10) The Superintendent shall provide a report to the Department of Finance and the appropriate policy and fiscal committees of the Legislature on or before October 1, 2024, on the expenditure of funds and relevant outcome data in order to evaluate the impact of the grants awarded under this subdivision.

(11) Notwithstanding any other law, on June 30, 2027, any unexpended funds of the amount awarded for purposes this subdivision shall revert to the General Fund.

(e) For purposes of this section, "local educational agency" means a school district, county office of education, or charter school.

(f) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made by subdivision (b) shall be deemed to be "General Fund revenues appropriated for school districts," as defined in subdivision (c) of Section 41202, for the 2020-21 fiscal year, and included within the "total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B," as defined in subdivision (e) of Section 41202, for the 2020-21 fiscal year.
(Amended by Stats. 2021, Ch. 252, Sec. 1. (AB 167) Effective September 23, 2021. Note: Section 8281 is in Article 9, which commences with Section 8273.)

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(a) The California Prekindergarten Planning and Implementation Grant Program is hereby established as a state early learning initiative with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies.

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This dataset contains counts of live births to California residents by ZIP Code based on information entered on birth certificates. Final counts are derived from static data and include out-of-state births to California residents. The data tables include births to residents of California by ZIP Code of residence (by residence).

Note that ZIP Codes are intended for mail delivery routing and do not represent geographic regions. ZIP Codes are subject to change over time and may not represent the same locations between different time periods. All ZIP Codes in the list of California ZIP Codes used for validation are included for all years, but this does not mean that the ZIP Code was in use at that time.

Data and Resources

Additional Info

Program

California Department of Public Health, Center for Health Statistics and Informatics, Vital Statistics Branch

Homepage URL
https://www.cdph.ca.gov/Programs/CHSI/Pages/Data-and-Statistics-.aspx

Spatial/Geographic Coverage

California

Geographic Granularity

ZIP Code

De-Identification Method

In accordance with the California Health and Human Services Data De-Identification Guidelines, counts less than 11 have been suppressed to protect privacy and additional suppression has been applied to complementary cells to prevent the inference of the values of suppressed cells. An Annotation_Code of 1 denotes non-zero counts less than 11 suppressed due to small numbers, and an Annotation_Code of 2 denotes a cell suppressed as a complementary cell.

Suppression is applied to complementary cells across all stratifications.

Source Link
https://www.cdph.ca.gov/Programs/CHSI/Pages/Data-Applications.aspx

Data Collection Tool

California Electronic Birth Registration System (CA-EBRS)

California Automated Vital Statistics System (AVSS)

Limitations

Use of this data is subject to the CHHS Terms of Use and any copyright and proprietary notices incorporated in or accompanying the individual files.

Additional Information

Definition of Live Birth: "Live Birth" means the complete expulsion or extraction from its mother of a product of conception (irrespective of duration of pregnancy) which, after such separation, breathes or shows any other evidence of life such as beating of the heart, pulsation of the umbilical cord, or definite movement of voluntary muscles, whether or not the umbilical cord has been cut or the placenta is attached.

Citation

Final Data:

California Department of Public Health. Birth Statistical Master File (Static), 1960-2017. Compiled by Center for Health Statistics and Informatics.

California Department of Public Health. California Comprehensive Master Birth File (Static), 2018-2020. Compiled by Center for Health Statistics and Informatics.

Last Updated

Accept OPA Terms of Use

Users of this data file provided by the Office of the Patient Advocate (OPA) shall not have the right to alter, enhance, or otherwise modify the data. Anyone desiring to use or reproduce the data without modification for a noncommercial purpose may do so without obtaining approval. All commercial uses must be approved and may be subject to a license. See the data file for data source and disclaimer information. Contact the Office of the Patient Advocate for more information.

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Live Birth Profiles by ZIP Code - California Health and Human Services Open Data Portal

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This dataset contains counts of live births to California residents by ZIP Code based on information entered on birth certificates. Final counts are derived from static data and include out-of-state births to California residents. The data tables include births to residents of California by ZIP Code of residence (by residence).

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Projections of population with components of change, births, and public school enrollment at the state and county level produced by the Demographic Research Unit.

Population Projections (Baseline 2019)

Methodology

Release Notes:
Vintage 2020 (2021.7.14): update to fix a bug in the age-distribution by race/ethnicity; does not change population totals by year, county, race/ethnicity; highest age now 110+.
Vintage 2020 (2021.4.23): update to fix age-distribution in P3 file; population totals do not change.
Vintage 2020 (2021.3.05) update to include latest July 1 estimates released December 2020.
Vintage 2019 (2020.12.11): file structure expanded and documentation released; data unchanged.
Vintage 2019 (2020.1.10): initial public data release.

P-1: State Population Projections (2010-2060):

P-2: County Population Projections (2010-2060):

P-3: Complete State and County Projections Dataset:

Components of Change:

Birth Projections

Household Projections for California Counties

Education Projections

Comments, suggestions, or questions? Please email ficalpop@dof.ca.gov.

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Projections of population with components of change, births, and public school enrollment at the state and county level produced by the Demographic Research Unit. Methodology Release Notes: Vintage 2020 (2021.7.14): update to fix a bug in the age-distribution by race/ethnicity; does not change population totals by year, county, race/ethnicity; highest age now 110+.

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Downloadable data files for school-level transitional kindergarten program participation data race/ethnicity and subgroup (i.e., gender, English learner, migrant, and socio-economically disadvantaged status).

Files include state, county, district, and school level data. Please refer to the file structure for details on what data are contained in the file. For more information about the TK program, refer to the Transitional Kindergarten Frequently Asked Questions page.

Click on the file name you wish to download and save the file to your computer. To view the file, open the file in a database or spreadsheet program.

Last Reviewed: Tuesday, March 8, 2022

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Downloadable data files for school-level transitional kindergarten program participation data race/ethnicity and subgroup (i.e., gender, English learner, migrant, and socio-economically disadvantaged status). Files include state, county, district, and school level data. Please refer to the file structure for details on what data are contained in the file.

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Elementary - Grade Spans (CA Dept of Education)

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Resources for those interested in the academic achievement of kindergarten through grade six public school students; includes transition-to-school guidance.

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Questions for CDE, please submit to UPK@cde.ca.gov.

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Description

The primary mission of the Local Planning Councils (LPCs) is to plan for child care and development services based on the needs of families in the local community. LPCs are intended to serve as a forum to address the child care needs of all families in the community for all types of child care, both subsidized and non-subsidized. There are currently LPCs representing each county in California. (See Education Code, Chapter 2.3, Article 1, Section 8499 and Article 2, Sections 8499.3, 8499.5 and 8499.7.)

LPCs responsibilities include but are not limited to the following:

Conduct an assessment of child care needs in the county no less than once every five years.

Prepare local comprehensive countywide child care plans designed to mobilize public and private resources to address identified needs.

Identify local funding priority areas for child care services for General Child Care and Development Programs and the State Preschool Program for new state and federal funds.

Conduct local forums to encourage public input in the development of local priorities.

Foster local partnerships with subsidized and non-subsidized providers, local and state children and families commissions, county welfare departments, human service agencies, regional centers, job training programs, employers, parent organizations, early start family resource centers, family empowerment centers on disability, local child care resource and referral programs, and other interested parties.

Coordinate part-day programs, including state preschool and Head Start, with other child care and development services to provide full-day child care.

Design a system to consolidate local child care waiting lists. (Note: Nine LPCs participated in a pilot project regarding the development of a centralized eligibility list in 2001 to 2003.)

Collaborate with local First Five Commission and other entities to carry out child care staff retention initiatives.

For more information about LPCs, please contact the Early Education Division, at 916-322-6233, or by e-mail at LPC-Reports@cde.ca.gov.
Return to Child Care and Development Programs
Questions: Early Education Division | 916-322-6233

Last Reviewed: Friday, February 17, 2023

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Local Child Care and Development Planning Councils - Child Development (CA Dept of Education)

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Local child care and development planning councils (LPCs) support the overall coordination of child care services.

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Feb. 3rd Webinar PPT Applying for the California Preschool, Transitional Kindergarten and Full-Day Kindergarten Facilities Grant Program

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Feb. 3rd Webinar PPT Applying for the California Preschool, Transitional Kindergarten and Full-Day Kindergarten Facilities Grant Program

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State Allocation Board Meeting - Wednesday, February 23, 2022 at 4:00 p.m. located at Department of General Services, Ziggurat Building, 707 3rd Street, 6th Floor, Room 6-300, West Sacramento, CA 95605.

Password: 826605

Or by Telephone: USA - 213.787.0529 Toll Free: 888.808.6929 Conference Code - 991990

State Agency Workshop - Thursday, February 3, 2022 at 10:00 a.m. - 12:00 p.m.

*Interested parties watching the live webcast can e-mail questions during the webinar to OPSCCommunications@dgs.ca.gov

Webinar Recording - The webinar will be recorded and posted here and to OPSC's YouTube Channel after the event."
Zoom Meeting Instructions
The SAB membership is comprised of the Director of Finance (the traditional chair), the Director of the Department of General Services, the Superintendent of Public Instruction, three members of the Senate, three members of the Assembly, and one appointee by the Governor.

The SAB meets monthly to apportion funds to the school districts, act on appeals, and adopt policies and regulations.

Individuals who need auxiliary aids for effective participation are invited to make their requests and preferences known to Ms. Lisa Jones at lisa.jones@dgs.ca.gov or (916) 376-1753.

To view previous State Allocation Board Meeting Agenda, please go here: State Allocation Board Meeting Agendas

The following Sub-Committees have been established:

Audit Sub-Committee

Military Base/DOD Sub-Committee

New Construction Sub-Committee

Personnel Sub-Committee

Priorities in School Construction Funding Sub-Committee

Rules and Procedures Sub-Committee

School Facility Program Review Sub-Committee

Seismic Mitigation Sub-Committee

Staff to the State Allocation Board
Lisa Silverman, SAB Executive Officer

lisa.silverman@dgs.ca.gov or (916) 375-4751

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State Allocation Board Meeting - Wednesday, February 23, 2022 at 4:00 p.m. located at Department of General Services, Ziggurat Building, 707 3rd Street, 6th Floor, Room 6-300, West Sacramento, CA 95605. Password: 826605 Or by Telephone: USA - 213.787.0529 Toll Free: 888.808.6929 Conference Code - 991990 State Agency Workshop - Thursday, February 3, 2022 at 10:00 a.m.

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An Inclusive Framework: Designing and Implementing Universal Prekindergarten in California

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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 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.
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Learn about the best way to use this site

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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.
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Key foundational principles for educators working with Multilingual Learners
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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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1. Can unduplicated students, currently being served in After School Education and Safety (ASES)/21st Century Community Learning Centers (CCLC) programs, count towards a local educational agency's (LEA's) 50 percent requirement?

For the 2021-22 school year only, existing ASES and 21 st CCLC funded slots can count toward the 50 percent enrollment capacity requirement with the Expanded Learning funds for an LEA's unduplicated students. Charters, excluding non-classroom based charters, are considered LEAs for this grant. The intent of the Expanded Learning Opportunities (ELO) Program is to supplement and not supplant services provided under existing ASES and 21st CCLC Elementary/Middle School programs. However, there is shared understanding that LEAs will need to build capacity this first operational year.

In addition, ASES, 21 st CCLC Elementary/Middle School, and the ELO Program should be considered a single, comprehensive program. In coordinating all these funding streams to move towards a single program, the expectation is that the most stringent requirements will be adopted for program guidance.

2. Can the ELO Program funding be used for the local match for ASES funds?

Yes. The ELO Program funding can be used for the local match for ASES, as it is the intent that ASES, 21 st CCLC Elementary/Middle School, and the ELO Program funding be considered a single comprehensive program. The expectation is that a substantial number of new students will be served beyond the ASES enrollment. In the 2022-23 school year, the ELO Program must be offered to all students.

3. Is there a grace period for LEAs to ramp their programs and partners up, or are they expected to be compliant on the first day of their 2021-22 school year?

Yes. There will be a grace period as programs will not be required to be compliant in meeting the requirement of 50 percent unduplicated student enrollment on the first day of the 2021-22 school year. The intent is for LEAs to grow their capacity and meet the 50 percent enrollment in the first year.

For example, while the program operates for the intended hours every school day, the program might initially start serving a smaller number of children while they work on hiring and training additional staff. Over time, more staff and students should be added to reach the intended enrollment target during the 2021-22 school year.

4. What is the enrollment requirement?

The 50 percent unduplicated student requirement is for enrollment. The actual attendance of a student is based on the individual needs of the student and their family.

5. Are LEAs required to use the ELO Program funds to serve only transitional kindergarten (TK) and K-6 or can an LEA use those funds to serve another student grade level, such as middle or high school?

Starting in the 2022-23 school year, LEAs receiving ELO Program funding must meet all K-6 requirements, which include, but are not limited to offering a minimum of a nine hour day for all students in K-6. Once that requirement is met, an LEA may exceed the requirements and serve additional grade spans and/or provide expanded hours of programming. (California Education Code Section 46120[b][2][D][4])

Additionally, LEAs may combine multiple funding sources to meet these requirements. For example, a school district could serve their TK students in an expanded day through using the California State Preschool Program as a wrap and then use some of the ELO Program funds to instead serve middle school students or to offer expanded program hours beyond the required nine hours for the K-6 community. (California Education Code Section 46120[b][2][D][7])

Last Reviewed: Thursday, October 28, 2021

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Expanded Learning Opportunities Program FAQs

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Can unduplicated students, currently being served in After School Education and Safety (ASES)/21st Century Community Learning Centers (CCLC) programs, count towards a local educational agency's (LEA's) 50 percent requirement? For the 2021-22 school year only, existing ASES and 21 st CCLC funded slots can count toward the 50 percent enrollment capacity requirement with the Expanded Learning funds for an LEA's unduplicated students.

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Submit Questions:
expandedlearning@cde.ca.gov | 916-319-0923

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The program provides a minimum base grant for each county office of education of $15,000 dollars for each local educational agency in their county that operates kindergarten programs to support countywide planning and capacity building.

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Thursday, December 2, 2021
1 p.m. - 2:30 p.m. PT
California has made historic changes to its early learning policy with its commitment to expand transitional kindergarten (TK) to all 4-year-olds in the state by 2025-26. Because TK expansion will require the addition of as many as 11,000 new lead teachers in California, the most important and immediate need is the recruitment and training of qualified staff, particularly lead and assistant TK teachers with expertise in child development.

This webinar features experts from across the state examining the important role that teacher residencies can play in expanding a well-prepared TK workforce, including programs receiving support from expanded investments in the California Teacher Residency Grant Program. Presenters shared models for TK residency design, discussed how recent state investments can be used to support TK residencies, and reflected on the implications for early childhood education.
Speakers:

Sarah Neville-Morgan, Deputy Superintendent of Public Instruction, California Department of Education

Carla Bryant, Executive Director, Center for District Innovation and Leadership in Early Education

Hyunja Chung, 3rd Grade Teacher and University of California, Los Angeles IMPACT Teacher Residency Program graduate

Helen Davis, Program Director ECE-TESOL, UCLA Extension

Jeanna Perry, Manager, Teacher Development, Fresno Unified School District

Ezequiel Rodriguez, 1st Grade Teacher and Fresno Teacher Residency Program graduate

Cathy Yun (moderator), Senior Researcher, Learning Policy Institute

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Webinar: TK-K Teacher Residencies: What This Means for Early Childhood Education

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Thursday, December 2, 2021 1 p.m. - 2:30 p.m. PT California has made historic changes to its early learning policy with its commitment to expand transitional kindergarten (TK) to all 4-year-olds in the state by 2025-26.

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Preschool through Third Grade (P-3) Alignment

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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. 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.

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Created as companion volumes to the California Preschool Learning Foundations, the present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children. The California Preschool Curriculum Frameworks include ideas for how to intentionally integrate learning into children's play; implement child-directed and teacher-guided activities; plan environments, interactions, routines, and materials that engage children in learning; and individualize curriculum based on children's knowledge, skills, needs and interests.

The frameworks were developed using an inclusive and deliberate 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 Curriculum Framework, Volume 1

The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.

The California Preschool Curriculum Framework, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

Marco de currículo preescolar de California, Volumen 1 (PDF; 4MB)
Spanish translation of the California Preschool Curriculum Framework, Volume 1

California Preschool Curriculum Framework, Volume 2

The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.

California Preschool Curriculum Framework, Volume 3

The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children's development, learning, and overall well-being.

The California Preschool Curriculum Framework, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $24.15.
Return to Publications
Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 26, 2022

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California Preschool Curriculum Frameworks - Child Development (CA Dept of Education)

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Companion volumes to the California Preschool Learning Foundations, the frameworks present strategies for early childhood educators that enrich learning and development opportunities for all California preschool children.

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Implementation Support for Grades TK-1 - ELA/ELD Framework (CA Dept of Education)

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A Compilation of Resources for Grades TK–1 Aligned with the ELA/ELD Framework.

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Submit Questions:
expandedlearning@cde.ca.gov | 916-319-0923

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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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Still a wonderful resource for creating a developmentally-informed early learning classroom!

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National Association for the Education of Young Children (NAEYC)

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National Association for the Education of Young Children (NAEYC)

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This statement's primary focus is on the decisions early childhood educators make that result in developmentally appropriate practice.