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San Diego Unified School District. Early Childhood Education Program 2013/2014. COGNITIVE Students have the necessary foundational concepts and strategies to confidently and enthusiastically approach new learning tasks. PHYSICAL

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san diego unified school district

San Diego Unified School District

Early Childhood Education Program


EH rev. 8.15.13

vision statement

Students have the necessary

foundational concepts and strategies to confidently and enthusiastically

approach new learning tasks.


Students successfully use fine and gross motor skills in manipulating the tools and navigating the structures and

processes of school.


Students self-regulate their behavior to interact successfully with all peers, adults, and their environment.


Students competently use and

understand conventional language in a variety of social and school contexts.


Students receive physical and mental health

supports and resources to assure their well-being.

Students practice safe and healthy behaviors.


Parents have the tools and confidence to support their child’s success in

partnership with all school staff and the community.

Vision Statement

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. 8.15.13

ece management
ECE Management

Acting Director- Virginia Eves

EH rev. 8.15.13

early childhood education program background
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. 8.15.13

early childhood education program background1
Early Childhood Education Program Background


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. 8.15.13

early childhood education program background2
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 4.0 -10.5 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. 8.15.13

early childhood education program background3
Early Childhood Education Program Background


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 4 - 1 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. 8.15.13

head start expectations
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. 8.15.13

quality preschool initiative qpi expectations
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. 8.15.13

special education early childhood seec expectations
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. 8.15.13

california school age families education cal safe expectations
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. 8.15.13

estimated 2013 2014 ece program funding
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. 8.15.13

a window of opportunity
“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. 8.15.13

transitional kindergarten
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 13-14 school year.

EH rev. 8.15.13

transitional kindergarten curriculum
Transitional KindergartenCurriculum
  • 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

EH rev. 8.15.13

transitional kindergarten3
Transitional Kindergarten
  • “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

EH rev. 8.15.13

transitional kindergarten additional materials
Transitional KindergartenAdditional Materials
  • 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.

EH rev. 8.15.13

transitional kindergarten desired outcomes
Transitional KindergartenDesired Outcomes

“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. 8.15.13

Preschool, Transitional Kindergarten, & Kindergarten

Where do children go next fall, 2013?

* Parents may request Transitional Kindergarten, instead,

if they feel that their children would benefit from an additional readiness year.

EH rev. 8.15.13