slides - Early Edge California

Overview of California
State Preschool
Program Request for
Applications
Webinar
November 4, 2015
1
Welcome
Araceli Sandoval Gonzalez
Statewide Field Director, Early
Edge California
Please e-mail questions to
asandoval@earlyedgecalifornia.org
2
Thank You to Our
Partners, Presenters and Participants
• Lupe Romo-Zendejas, FSO Administrator,
California Department of Education
• Kelley Sherlock, FSO Consultant, California
Department of Education
• Leah Welch, Early Education and Care Direct
Services Program Coordinator, Central Valley
Children’s Services Network
• And you, the participants!
3
Today’s Agenda
• Welcome & Goals
• California State Preschool Program
Request for Application Process
• Best & Promising Practices
• Close & Thank you!
If you have questions during the webinar, please send
them to asandoval@earlyedgecalifornia.org
4
Webinar Goals
• Provide clarity about the timeline and
expectations for CSPP applications
• Review the quality elements of the
recently released RFA
• Share best and promising practices used
to deliver quality instruction by an existing
CSPP provider
5
California State Preschool Program
Request for Application Process
Presenters:
Lupe Romo-Zendejas, FSO Administrator
Kelley Sherlock, FSO Consultant
CALIFORNIA DEPARTMENT OF EDUCATION
TOM TORLAKSON, State Superintendent of Public Instruction
History and Definitions
TOM TORLAKSON
State Superintendent
of Public Instruction
• The California State Preschool Program
(CSPP) was established in 1965.
• Provides eligible families with children
ages three and four years old, with CSPP
services in safe, healthy, ageappropriate, and quality educational
environments
7
History and Definitions
CSPP age eligible definition:
TOM TORLAKSON
State Superintendent
of Public Instruction
“Three-year-old children” are children who
will have their third birthday on or before
September 1, of the fiscal year they are
being served.
“Four-year-old children” are children who
will have their fourth birthday on or before
September 1, of the fiscal year they are
being served.
Families must meet eligibility & need criteria described in California
Code of Regulations, Title 5 (5 CCR) Section 18078.
8
History and Definitions
TOM TORLAKSON
State Superintendent
of Public Instruction
• LEAs are School Districts, County Offices
of Education, Community College
Districts, or Direct Funded Charter
Schools.
• Non-LEAs are private non-profit
agencies, recognized tribal entities, or
community based organizations.
9
Overview
TOM TORLAKSON
State Superintendent
of Public Instruction
California State Preschool Program (CSPP)
expansion funds are now available to
provide subsidized early education services
to age-eligible three and four year olds in
eligible families.
10
Overview
TOM TORLAKSON
State Superintendent
of Public Instruction
What Funding Is Available?
• Full-day/full-year CSPP slots
• 5830 slots for Local Education
Agencies (LEAs)
• 1200 slots for Non-LEAs
11
Funding Priorities
TOM TORLAKSON
State Superintendent
of Public Instruction
• By Local Planning Council (LPC) priorities
within each county
• By order of scores for eligible applications
• Unused funds allocated to counties will be
redistributed to successful unfunded
applicants in priority order as stated
above.
• Full-day/full-year applicants will be funded
before part-day/part-year applicants.
12
Who May Apply?
TOM TORLAKSON
State Superintendent
of Public Instruction
• Legally qualified to do business in
California*
• New and existing CDE contractors
• Licensed or legally exempt from licensure
• California Code of Regulations,
Title 5, Section 18001
*EVERYONE ENCOURAGED TO APPLY
13
Family Child Care Home
Education Network (FCCHEN)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Applicants may apply for CSPP funding
to operate via a FCCHEN
• EC defines FCCHENs as entities
organized under law to operate FCCHEN
that support educational objectives for
children in licensed family child care
homes.
14
Family Child Care Home
Education Network (FCCHEN)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Applicants proposing to provide CSPP
services via a FCCHEN are responsible for
compliance to EC Section 8246 including
but not limited to:
• Staffing qualifications
• Staffing ratios
• Maintaining programmatic and fiscal
compliance with CSPP program requirements
• Recruiting, training, supporting and
reimbursing licensed family home providers
15
Family Child Care Home
Education Network (FCCHEN)
(continued)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Collecting family fees
• Assuring a developmental profile is
completed for each child
• Ensuring basic health & nutrition
requirements are met
• Providing data and report according to
contract requirements
• Recruiting, enrolling, and certifying eligible
families
16
Application Submission
TOM TORLAKSON
State Superintendent
of Public Instruction
Applications must be received at or
before 6:00 p.m. on November 24, 2015
at the following address:
California Department of Education
Early Education and Support Division
Attn: Funding and Agency Support Unit
1430 N Street, Suite 3410
Sacramento, CA 95814-5901
17
Application Submission
TOM TORLAKSON
State Superintendent
of Public Instruction
Applications must be completed and
submitted in accordance with the
instructions in the RFA:
• Applicants must submit all required
information and forms requested in the
RFA
• One (1) original and four (4) copies of the
entire application
• Incomplete applications will be
disqualified
18
Application Review Process
TOM TORLAKSON
State Superintendent
of Public Instruction
•
•
•
•
Preliminary Screening
Evaluation and Scoring
Appeal Process
Final Awards
19
Early Education and Support
Division
Program Narrative Information
Section XIII of the Application
CALIFORNIA DEPARTMENT OF EDUCATION
TOM TORLAKSON, State Superintendent of Public Instruction
Program Narrative
TOM TORLAKSON
State Superintendent
of Public Instruction
Characteristics of High-Quality Early
Education Environments (EC, Section
8203)
• Age-appropriate physical environments
that meet applicable licensing standards
and DRDP system requirements 5 CCR,
Section 18272
• Safe settings offering adult-to-child ratios
encouraging the best opportunities for
development with low staff turnover
• Age appropriate program activities and
services that meet the developmental
21
needs of each child
Program Narrative
TOM TORLAKSON
State Superintendent
of Public Instruction
• Program activities, learning materials,
teaching methods, and services that
meet the cultural and linguistic needs of
children and families
• Learning opportunities promoting
children’s success in school
• Parent education
• Family and community and involvement
• Efficient and effective program
administration
• Provision for the nutritional needs of
children
22
Program Narrative
TOM TORLAKSON
State Superintendent
of Public Instruction
• Social & health services including
identification of child and family needs
and referrals to appropriate agencies
according to their needs
• Staff possessing the appropriate and
required qualifications or experience and
reflect the diverse linguistic and cultural
makeup of the children and families
enrolled in the program
23
Program Narrative
Staffing Requirements
TOM TORLAKSON
State Superintendent
of Public Instruction
• Teachers must have a valid Associate
Teacher permit, or higher, issued by the
Commission on Teacher Credentialing
(CTC).
• Site Supervisors (may only supervise one
site) must have a valid Site Supervisor
permit issued by CTC .
Specific information on permit requirements is located at:
http://www.ctc.ca.gov/credentials/creds/child-devpermits.html
24
Program Narrative
Staffing Requirements
TOM TORLAKSON
State Superintendent
of Public Instruction
• Program Directors (may supervise
multiple sites) must have a valid
Program Director Permit issued by
CTC.
Specific information on permit requirements is located
at: http://www.ctc.ca.gov/credentials/creds/child-devpermits.html
25
Program Narrative
Staffing Ratios Requirement
TOM TORLAKSON
State Superintendent
of Public Instruction
• Contractors must comply with staffing ratio
requirements specified in 5CCR, Section
18290.
• 5CCR requirements are more stringent
than Community Care Licensing (22CCR)
requirements.
26
Program Narrative
Staffing Crosswalk (22CCR vs. 5CCR)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Place Holder for Title 22 and Title 5
crosswalk form
27
Program Narrative
Desired Results System, What is it?
TOM TORLAKSON
State Superintendent
of Public Instruction
• Desired Results (DR) for Children and
Families is a system designed to
improve the quality of programs and
services for children.
• California designed the Desired Results
System to measure child progress
toward six desired developmental
outcomes.
28
Program Narrative
The Six Desired Outcomes
TOM TORLAKSON
State Superintendent
of Public Instruction
• Children are personally and socially
competent
• Children are effective learners
• Children show physical and motor
competence
• Children are safe and healthy
• Families achieve their goals
• Families support children’s learning and
development
29
Program Narrative
TOM TORLAKSON
The Four Components of the Desired
Results System
State Superintendent
of Public Instruction
• Desired Results Developmental Profile
• Desired Results Parent Survey
• Environment Rating Scale
• Program Self Evaluation
More information and training regarding the DR System can be
found at:
https://desiredresults.us/content/about-desired-results
30
DESIRED RESULTS SYSTEM
TOM TORLAKSON
State Superintendent
of Public Instruction
31
Desired Results Assessment
System
TOM TORLAKSON
State Superintendent
of Public Instruction
32
Learning Foundations
What Children Know and Are Able to Do
TOM TORLAKSON
State Superintendent
of Public Instruction
33
Curriculum Frameworks
TOM TORLAKSON
State Superintendent
of Public Instruction
34
34
Program Guidelines
TOM TORLAKSON
State Superintendent
of Public Instruction
35
Professional Development
Supports & Competencies
TOM TORLAKSON
State Superintendent
of Public Instruction
36
Program Narrative
Completing Section XIII
TOM TORLAKSON
State Superintendent
of Public Instruction
• Applicants must complete a written
narrative for program components 1
through 5.
• Follow preparation instructions carefully
for Section XIII of the RFA.
• Must adhere to the page limitations,
paper size, font type and size, and line
per inch limits described on pages 2728 of the RFA Program Overview and
Instructions
37
Program Narrative
Completing Section XIII
TOM TORLAKSON
State Superintendent
of Public Instruction
• This is the only section of RFA that is
scored.
• The Preschool Program Guidelines
should be used as your guide to
complete this section.
• Demonstrate how your program will
meet the educational needs of children
and families.
• Aligns with the scoring rubric
38
Program Narrative
Completing Section XIII
TOM TORLAKSON
State Superintendent
of Public Instruction
There are five components to the Program
Narrative. Three components are scored:
• Agency Philosophy and Introduction
• Children and Families
• Program Administration*
• Meeting the Development Needs of
Children*
• Parent and Community Partnerships*
* These components are scored
39
Component # 1 - Agency
Philosophy and Introduction
TOM TORLAKSON
State Superintendent
of Public Instruction
Explain services provided
• How are services delivered?
• When are services delivered?
• What services are provided?
• Are special programs utilized?
• What is the program’s philosophy?
• Any unique features used?
40
Component # - 1 Agency
Philosophy and Introduction
TOM TORLAKSON
State Superintendent
of Public Instruction
Example
The Perfect Preschool Program is located
in Vibrant Valley, CA., is a primarily
Hispanic and Asian community. Vibrant
Valley is a primarily agriculture and
service industry economy with an
unemployment rate of 20%. We offer
CSPP services for eligible three and four
year old children from 6:00 a.m. to 6:00
p.m. Monday through Friday. We provide
children with nutritious meals and snacks.
41
Component # - 1 Agency
Philosophy and Introduction
TOM TORLAKSON
State Superintendent
of Public Instruction
Example (continued)
The Perfect Preschool Program
philosophy is children learn best through
hands on experiences with teacher
facilitated and community guest facilitated
activities. We use a combination of XYZ
curriculum and 123 curriculum which
aligns with the California Preschool
Curriculum Frameworks.
42
Component # - 1 Agency
Philosophy and Introduction
TOM TORLAKSON
State Superintendent
of Public Instruction
Example (continued)
We believe in community collaboration
and invite community members into the
classroom to enhance our educational
curriculum (parents, farmers, business
owners, city officials, school district staff,
etc.) and to create important partnerships
to further our hands-on education for
children and parents.
43
Component # 2 –
Children and Families
TOM TORLAKSON
State Superintendent
of Public Instruction
Describe who will be served
• Demographics (ethnicity, economic
levels, languages spoken, types of work
in the service area, and any special
needs of families served)
• How will hours and days of operation
meet children and family needs in the
service area?
44
Component # 2 Children and Families
TOM TORLAKSON
State Superintendent
of Public Instruction
Example
According to the latest census data from
2010, the Vibrant Valley population of 37,000
people is comprised of 60% Hispanic, 30%
Asian, and the remaining 10% various
ethnicities. The primary languages are
English, Spanish, Mandarin, and Cantonese.
45
Component # 2 Children and Families
TOM TORLAKSON
State Superintendent
of Public Instruction
Example (continued)
Many of our families work as farm laborers.
Vibrant Valley’s top industry is agriculture
(grapes and alfalfa). Parents also work in the
service industry, and often work multiple
jobs.
Our CSPP service delivery hours of 6:00
a.m. to 6:00 p.m. assist those parents
working extended hours and multiple jobs
especially during harvesting season.
46
TOM TORLAKSON
State Superintendent
of Public Instruction
Component # 3 Program Administration
Component #3 is your strategic plan, it
is used to communicate the
organization’s goals, the actions
needed to achieve those goals and all
of the other critical elements developed
during the planning exercise. It will
include:
•
•
•
•
Goals
Action steps
Timelines
Method for assessing progress
47
Component # 3 Program Administration
TOM TORLAKSON
State Superintendent
of Public Instruction
Include one goal for each of the
following:
• Learning activity and program design
• Recruitment and retention of qualified
staff
• Staff development/professional learning
• Administrative responsibilities
• Fiscal accountability
• Facilities management
48
Component # 3 Program Administration
TOM TORLAKSON
State Superintendent
of Public Instruction
Each goal must have:
• A comprehensive description of each
action step that is planned to reach the
goal
• Answer the questions how, who, what,
and when
• Include due dates/timelines
49
Component # 3 Program Administration
TOM TORLAKSON
State Superintendent
of Public Instruction
Assessment process
• How will it be determined that the
goal/action steps have been met?
• How will success be determined or
measured?
• Who is involved in assessment
process?
• When is assessment completed?
50
Component # 3 Program Administration
TOM TORLAKSON
State Superintendent
of Public Instruction
Example
Goal Six – Facilities Management
• Goal
• License existing building/classroom at
Perfect Preschool Program to increase
capacity and serve additional families
• Action Steps
• Create a plan, including budget,
November 2015
• Upon receipt of RFA proposed award letter,
complete and submit application for
licensure to CCL, April 2016
51
Component # 3 Program Administration
TOM TORLAKSON
Example
Goal Six – Facilities Management
State Superintendent
of Public Instruction
• Action Steps (continued)
• Based on licensing assessment, apply for
CRRL, as necessary, June 2016
• Upon approval of CRRL application, make
modifications to insure suitability for
licensure, July 2016
• Receive license and begin serving families,
September 2016
52
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• This component includes three parts:
• Written Narrative
• Weekly Activity Plan
• Weekly Menu Plan
53
TOM TORLAKSON
State Superintendent
of Public Instruction
Component # 4 Meeting the Developmental Needs
of Children
Written Narrative
• Using the DRDP system including
Preschool Foundations, Curriculum
Frameworks, and Program Guidelines,
applicants must demonstrate a
comprehensive and clearly defined
rationale for the selection of curricular
activities to support children’s
developmental growth.
54
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Desired Results (DR) defines an overall
outcome in a developmental area or
“Domain”
55
TOM TORLAKSON
State Superintendent
of Public Instruction
Component # 4 Meeting the Developmental Needs
of Children
Written Narrative (continued)
• The following eight domains must be
addressed when completing this
section:
•
•
•
•
•
•
•
Approaches to Learning-Self Regulation
Language and Literacy Development
Social and Emotional Development
Cognition, including Math and Science
Physical Development –Health
History-Social Science
Visual and Performing Arts
56
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Weekly Activity Plan
• Complete Form G (page 16 of 17 of RFA
forms)
• Using the findings included in Desired
Results Group Developmental Profile by
Domain, Attachment A, create a Weekly
Activity plan for one class of children
• Evaluate and address the needs of the
group of children in Attachment A, based on
the findings listed by Domain
57
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Weekly Activity Plan (continued)
• Establish learning objectives and create and
incorporate experience based learning
activities
• Demonstrate how the identified strategies
and curriculum are delivered to children and
families to achieve the desired result
• Provide activities that are age and
linguistically appropriate
• Be culturally supportive
58
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Weekly Activity Plan (continued)
• Accommodate variations in rates of
development of children
• Demonstrate individualization and diverse
learning styles and abilities of each child
• Be comprehensive, integrated, and
experience based
• Include nutrition education activities
59
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Refer to Attachment A for Group
Development Profile by Domain
60
Component # 4 Meeting the Developmental Needs
of Children
TOM TORLAKSON
State Superintendent
of Public Instruction
• Weekly Menu Plan
• Complete Form H (page 17 of 17 of RFA
forms)
• Provide a description of the meal service
method, setting, and interactions
• Indicate food items and portions of each
snack/meal
• Meals/snacks must be culturally and
developmentally appropriate
• Must meet the federal Child and Adult Care
Food or the National School Nutrition Program
61
standards
Component # 5 Parent and Community
Partnerships
TOM TORLAKSON
State Superintendent
of Public Instruction
Describe how the agency plans to:
• Assess parent’s interests and needs
• Identify community resources and refer parents
to community resources based on assessment
results
• Create and maintain linkages between home,
providers, and community
• Develop strategic partnerships with parents,
providers, the community and local school
districts
62
Component # 5 Parent and Community
Partnerships
TOM TORLAKSON
State Superintendent
of Public Instruction
Describe how the agency plans to
(continued):
• Establish ongoing communication and
interaction between providers and local
schools
• Ensure information on Kindergarten
readiness is provided to parents, including
joint provider and Kindergarten visits for
orientation
63
Applicant Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
2015-16 CSPP Expansion Fund Request
for Application Webpage
http://www.cde.ca.gov/fg/fo/r2/cspp15rfa.asp
64
Questions?
TOM TORLAKSON
State Superintendent
of Public Instruction
If you have any questions regarding the RFA,
please submit your questions by e-mail
to CSPPRFA_FY1516@cde.ca.gov.
137
Central Valley
Children’s Services Network
CSN Early Education Center
CSN Early Education Preschool
CSN Early Education Preschool 2
CSN FIRM Preschool
Parent Involvement
Parent Involvement is an IMPORTANT component when providing quality care and
education services. It can also be a challenge due to the diversity of family dynamics.
Here are a few ways that CSN Center and Preschools encourage and receive Parent
Involvement outside the Parent Meetings and Parent/Teacher Conferences. This
component also enhances the children’s daily interactions with teachers and peers.
 Arrival and Dismissal – Conversation
 Family Pictures/Family Books
 Journals
 Parent of Relative Volunteers
 Center or Preschool Newsletters
 Family Participation Calendars
 Home School Collaboration Folders
Family Pictures & Books
November 2015 CSN FIRM Preschool Newsletter
November Curriculum
Theme: “Colors All Around”
Shape: Arch
Preschool News
The first parent meeting was a success. I
am looking forward to sharing more
information about your child
development in the future.
Exploring
Parenting Tips: Be a Good Role Model
From an early age, children learn to emulate
authority. The younger the child, the more
they watch their parent. Some studies
indicate children who are aggressive often
have a negative role model at home. If your
child is with you at the store, teach them
politeness by showing courtesy to the
customer service specialist who is helping
you. Children most often learn to say “please”
and “thank you” by watching their parents do
it. If your children are behaving
inappropriately, stop and demonstrate the
behavior that you want them to emulate.
Above all, teach them compassion and
understanding by “acting” the behavior that
you want them to model.
Nutrition Tips –
Literacy Tips
in preparing this meal.
Reading Tip for Parents: Card Tricks Do you
think effective reading only takes place at
libraries and book stores? Think again! There
are reading opportunities everywhere. Go to a
greeting card store with your child and read
the greeting cards together. Later, vote for
the ones whose words convey the best birthday
wish or get-well sentiment.
Ingredients
Reading Tip for Parents: Labels of Love Word
recognition and vocabulary are important parts
of reading. On a rainy day, get some paper and
tape and start labeling everything in your
home -- from furniture to small knick-knacks.
Reading these labels repeatedly will build your
child’s mental word bank. If your family is
bilingual, create labels in both languages.
This Month’s Highlights
Happy Birthday To Ms. Berenisse & Genesis C.
Letters: Kk, Ll and Mm
Numbers: 9, 10 and 11
Color(s): Yellow
Sight Words: Can/Like/With
Upcoming Events
How was your Day? Ask your child to tell
you what they are looking forward to at
school tomorrow.
No School – Wednesday, November 11, 2015 in
Observance of Veterans Day
No School – Thursday, November 26, 2015 in
Observance of Thanksgiving
Include your child
Kale, Quinoa, and Cherry Salad
3 tablespoons extra-virgin olive oil
3 tablespoons cider vinegar
1 tablespoon honey
2 teaspoons Dijon mustard
1/4 teaspoon black pepper
1/4 teaspoon Kosher salt
1 1/2 packages baby kale (6-ounce)
1 1/2 packages precooked quinoa and brown rice blend
(8.5 ounce)
3/4 cup fresh sweet cherries (pitted and halved)
2/3 cup chopped fresh flat-leaf parsley
1/3 cup thinly sliced shallots
1 can 15-ounce unsalted chickpeas (rinsed and drained)
2 ounces goat cheese (crumbled, about 1/2 cup)
Directions: Combine first 6 ingredients in a medium bowl.
Combine 1 1/2 teaspoons oil mixture and kale. Place kale
mixture on a platter. Stir quinoa blend, cherries, parsley,
shallots, and chickpeas into remaining oil mixture. Top
kale mixture with quinoa mixture and cheese.
Reminders to Parents
1. Please sign children in/out daily
with legible signatures.
2. Please remember to call if your
child is absent.
3. Family Fees are due by the 5th of
each month.
4. Please bring your child’s rest time
blanket on Mondays and take it
home on Fridays to be laundered.
5. Check your child’s cubby to
ensure they have the needed
changes of clothes, diapers, pullups, wipes etc.
ATTNETION PARENTS!!!!!!!!!!!!
Please get the family book completed. The family
book is a comfort for your child when he/she is
having a hard day. If you need help, please ask the
Site Supervisor Berenisse. Once completed they
will get laminated by the CSN FIRM Preschool.
Thank You
Thank you, Stephanie M. for letting me borrow
your laminating machine. The family books are
looking amazing after getting laminated.
Thank you to the families that have already
turned in their family books. They are looking
amazing and the kids are having a good time
sharing them with their friends.
CSN Center/Preschools’ Family Participation Calendar
November 2015
Monday
2
9
Show & Tell
Tuesday
3
10
Wednesday
4
Yellow Day
Wear Yellow
11
Friday
6
Read A Book About Fall
12
Rainbow Day
Wear All Sorts of Colors
13
18
Red Day
Wear Red
19
20
Blue Day
Wear Blue
25
Green Day
Wear Green
26
CENTER CLOSED
In Observance
of Veteran’s Day
Bring A Yellow Item To Share
Thursday
5
No Bake Activity
Wheat Toast+Raisins+Bananas
16
Show & Tell
17
Give Someone a
Handshake
Bring An Item That Begins With
The Letter “Kk” To Share
23
Show & Tell
Bring An Item That Is A Arch
Shape To Share
30
Show & Tell
Bring An Item That Begins With
The Letter “Ll” To Share
24
27
CENTER CLOSED
In Observance of
Thanksgiving
CENTER CLOSED
In Observance of
Thanksgiving
Materials and Activities
Materials and Activities
 CSN Early Education Center
CSN Early Education Preschool
CSN Early Education Preschool 2
 CSN FIRM Preschool
Questions?
Please send all questions to
asandoval@earlyedgecalifornia.org
74
THANK YOU!
Sign up for email updates at
www.earlyedgecalifornia.org
75