EARLY CHILDHOOD EDUCATION PROGRAM 2013/2014 San Diego Unified School District EH rev

Vision Statement PHYSICAL Students successfully use fine and gross motor skills in manipulating the tools and navigating the structures and processes of school. HEALTHY/WELL BEING Students receive physical and mental health supports and resources to assure their well-being. Students practice safe and healthy behaviors. SOCIAL / EMOTIONAL Students self-regulate their behavior to interact successfully with all peers, adults, and their environment. COGNITIVE Students have the necessary foundational concepts and strategies to confidently and enthusiastically approach new learning tasks. HOME/SCHOOL Parents have the tools and confidence to support their child’s success in partnership with all school staff and the community. LANGUAGE Students competently use and understand conventional language in a variety of social and school contexts. Mission Statement: The Early Childhood Education Program experience provides children with the critical foundational skills, strategies, and experiences that promote success in school and beyond. EH rev

Department Organization Chart EH rev

Early Childhood Education Program Organizational Chart EH rev

ECE Management Acting Director- Virginia Eves Operations – Margie VelaBusiness – Andrea O’HaraProgram – Carol Berridge Day-to day operations Increase efficiency Q.A. Monitoring Health File Reviews Health & Safety Review (QPI) Plan, organize, directs registration and enrollment process Plan and develop short and long range enrollments at sites to maximize funding sources Provide direction for department members on eligibility & enrollment, Human Recourses, labor, facilities & department maintenance.  Oversee ECE program contracts, implementation and completion.  Ensure compliance with funding agencies, contract requirements and ensure adherence with contract terms and conditions.  Assists in building program budgets; manage program budgets, cost controls & position control functions.  Provide information and confer with ECE administration on staffing formulas and allocations.  Monitors changes to positions assignment, payroll and timekeeping are reconciled with funding sources.  Manages accounts payable invoices and receivables processing within the department.  Manages QuickBooks financial data and processing.  Develop and implement internal and external processes.  Track and report attendance and enrollment data.  Designs professional development models for systemic improvement of the instructional program for administrators and instructional staff  Directs and implements the Quality Preschool Initiative. Develops budget, monitors grant and program requirements  Directs the resource teachers in providing professional development and nurses and counselors in providing health and behavioral support  Supervises the licensing liaison to ensure classrooms are compliant with licensing regulations  “Responsible for oversight of the Head Start Performance Standards and the educational components of the Quality Assurance Reviews  Collaborate and assist district administrators and teachers in the implementation of the Transitional Kindergarten Program EH rev

Early Childhood Education Program Background State Preschool Program Description State preschool program provides a 3-hour academic program. The State requires 175 minimum days of operation. State preschool serves children ages 3-4. Families qualify for services based on income eligibility. State preschools operate on a modified traditional or year-round calendar Most state preschool classrooms are housed on elementary campuses. EH rev

Early Childhood Education Program Background Continued………. Most state preschools operate two sessions per classroom; one a.m. session and one p.m. session. Children receive either breakfast or lunch depending on the session they attend. State preschools are licensed by the State of CA and must maintain an 8 – 1 child to staff ratio. Ratios are maintained by having one state preschool teacher and two child development assistants in the classroom at all times. Principals serve as the site supervisor, the elementary custodial staff provides custodial services and the school cafeteria provides food services. EH rev

Early Childhood Education Program Background Child Development Center Program Description Child Development Centers are licensed facilities that serve preschool aged children ages 2-5. Families qualify for services based on family income and qualifying need (i.e., child at risk of abuse/neglect, working, attending school, or parent incapacitation). Service hours range between hours/day depending on family need. State contract requires a minimum of 237 days of operation. CDCs operate July 1 - June 30 with the exception of winter, spring, and Thanksgiving breaks. EH rev

Early Childhood Education Program Background Continued………. Most CDCs are near or adjacent to elementary campuses independent of the school site. CDCs are licensed facilities and must maintain an 8 – 1 child to staff ratio for children ages 3-5 and a child to staff for children age 2. CDCs provide breakfast, lunch, and p.m. snack to children for classrooms open more than 7 hours. Child Development Center Administrators serve as the site supervisor. Custodial support and food services are provided by a Child Development Center Attendant with food preparation provided by Food Services. Each CDC is assigned a part-time Child Development Center Clerk to record child attendance, maintain financial records of fee paying parents, and record staff payroll. EH rev

Preschool and Child Development Center Sites EH rev

Head Start Expectations Head Start provides the health and social services supports in the State Preschool classroom. (Extended Day Services.) State Preschool Extended Day: Provides additional 3.5 hours of service each day. Head Start provides wrap around health and social services at the child development centers. Child Development Centers: Provides health, social, and supportive services to CDC children. EH rev

Quality Preschool Initiative (QPI) Expectations Funding through First 5 San Diego, QPI provides: Stipends for teachers and assistants who complete professional development requirements Educational support staff to work with individual teachers to improve instructional techniques Developmental screenings for all children in QPI classrooms Supplemental funding to qualified sessions to improve instructional materials, health and safety to the classroom environment EH rev

Special Education Early Childhood (SEEC) Expectations Through the collaboration with the San Diego Unified SEEC Department, children with special needs are included in 13 Early Childhood Education classrooms. These classrooms include:  Early Childhood Education teacher  Special Education Teacher  Early Childhood Education Assistants  Special Education Assistants All children receive a developmentally appropriate instructional program and children with special needs are provided the supports identified in their IEPs. EH rev

California School Age Families Education (Cal-SAFE) Expectations Cal-SAFE provides: Support services to expectant and parenting students which includes:  Academic support  Counseling and guidance  Career planning  Case management  Pre-natal education  Parenting education  Life skills  Child Development career pathways Childcare services Transportation (compass cards) to students who qualify under our attendance requirements on a monthly basis Health and safety education Second pregnancy prevention-depending on student needs We assess and refer to according agencies to meet their needs EH rev

Estimated 2013/2014 ECE Program Funding CCTR (2 year olds) – California Department of Education $908,501  Provides service to 34 children and working families.  Full-day service that ranges from 4 to 7 hours depending on need. CSPP (3 &4 year olds) – California Department of Education$18,019,341  Provides service to approximately 3,700 children and working families.  3 hours/day in the State Preschools & 4+ hours at the Child Development Centers. NHA (Wraparound) – Head Start$4,480,000  Provides Head Start services for 1,600 children.  Extends the day by 3.5 hours in state preschools classrooms.  Provides materials, curriculum, health, nutrition, and emotional support to CDC children. Cal-Safe (Pregnant & Teen Minors) – District and County Funds$986,652  Drop-out prevention program to support pregnant and parenting minors that includes parenting skills, counseling support and day care for 48 babies of parenting students who attend high school classes. Quality Preschool Initiative (QPI)$399,560  Provides grant funds for professional development and enhancement of classroom environment. 2013/2014 Estimated Program Total $25,177,737 Estimated 2013/14 Funding Reduction from 2012/2013 $1,704,360 EH rev

“A Window of Opportunity” Quality Early Learning is a Proven Investment in School Success Early childhood education gets kids ready to learn during their most formative years. National research shows that children who attend high quality preschool programs: Perform better on standardized tests in reading and math. Are less likely to be placed in special education: 14% for preschool participants 25% for non-preschool participants Are less likely to be held back a grade: 23% for preschool participants 38% for non-preschool participants Are more likely to graduate from high school and attend college: 50% for preschool participants 39% for non-preschool participants Source: Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest (2001) EH rev

Transitional Kindergarten Transitional Kindergarten classrooms are located on elementary school sites. Not every elementary school has opted to offer the program. First year of a two-year kindergarten to age-eligible children. Will be offered at 74 elementary sites in the school year. EH rev

Transitional Kindergarten EH rev

Transitional Kindergarten EH rev

Transitional Kindergarten Curriculum EH rev May not be a preschool or kindergarten curriculum for Year 1 of the program Developmentally appropriate Children in Year 1 (TK) would be exposed to the Kindergarten Standards Focus on:  developing kindergarten readiness skills  language development, social-emotional, and other foundation skills (fine motor skills, etc.) Year 2 curriculum will be the traditional kindergarten curriculum.  children in Year 2 (Traditional Kinder) would be expected to master the Kindergarten Standards

Transitional Kindergarten EH rev “Students should engage in active, playful activities that are focused and integrated.” Instruction should include:  Social-Emotional Development  Language & Literacy  Mathematics & Manipulatives  History/Social Science  Science  Physical Education  Visual & Performing Arts  Technology & Computer Use “Transitional kindergarten (TK) Planning Guide: A Resource for Administrators of California Public School District”, California County Superintendents Educational Services Association

Transitional Kindergarten Additional Materials EH rev Dramatic Play Furniture & Materials (dress-up clothing, theme-based props, real-life objects that represent diverse ethnic groups, etc.) Creative Arts Materials (easels, paints, markers, assortment of papers, etc.) Hardwood Unit Blocks & Accessories (community vehicles, play people, animal collections, etc.

Transitional Kindergarten Desired Outcomes EH rev “Young fives” will have a developmentally appropriate curriculum in Year 1 Students will be ready for a rigorous kindergarten curriculum in Year 2 Students enrolled in traditional, one year kindergarten programs will be older, and more prepared to meet rigorous kindergarten standards

EH rev * Parents may request Transitional Kindergarten, instead, if they feel that their children would benefit from an additional readiness year. Preschool, Transitional Kindergarten, & Kindergarten Where do children go next fall, 2013?

Transitional Kindergarten Sites EH rev