UPK Implementation Plan - Board Docs

Universal Prekindergarten Planning and Implementation Grant Program – Planning Template

UPK Planning Template

Self-Certification

In the data collection survey submitted to the CDE, LEAs must self-certify they developed a plan that waspresented 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 LEA will have access to full-day learningprograms the year before kindergarten that meet the needs of parents, including through partnershipswith the LEA’s expanding learning offerings, ASES, CSPP, Head Start programs, and othercommunity-based early learning and care programs.

1. Please complete the following table:

LEA Name Contact Nameand Title of the

IndividualSelf-Certifyingthe Statement

Above

Email Phone

Pajaro ValleyUnified SchoolDistrict

KaseyKlappenback

AssistantSuperintendent of

ElementaryEducation

[email protected] (831) 786-2100Ext 2133

2. Did the LEA develop a joint plan with multiple LEAs (for example, multiple small and rural LEAsserving similar communities or countywide plans developed with support of the COE for all LEAs inthe county)? [select one]

a. Yes

X b. No

3. If the LEA answered Yes to Question 2, what other LEAs are part of this joint plan? [openresponse]

ANSWER: NA


Projected Enrollment and Needs Assessment

Recommended Planning Questions

The CDE recommends LEAs prioritize these questions as part of their UPK Plan in addition to requiredquestions.

1. What do existing data sources indicate about parental needs and preferences related to earlylearning and care programs for three- and four-year-old children in the LEAs attendance area? (LEAs areencouraged to work with local early learning and care partners such as CSPP, Head Start programs,LPCs, R&Rs, and APPs, and utilize data sources such as LPC Needs Assessment data, Head StartNeeds Assessments, and so on)

ANSWER: Based on CSSP and Migrant Seasonal Headstart (MSHS) family surveys demonstratedthat parents are in need of full day early childhood programs in the vicinity of their homeneighborhoods. Current requests for preschool sites also indicate a need for programs in attendanceareas.

2. Using the projected TK enrollment for the LEA provided by the CDE, make modifications to theLEA’s TK student estimates and make cumulative facilities and staffing estimates needed each year fromschool year 2022–23 to 2025–26.[1] Complete the following tables.[2]

Table: Projected Student Enrollment

Type ofStudent

2019–20 Current(TK-eligiblechildrenturn fivebetweenSeptember2 andDecember2, inclusive)

2022–23(TK-eligiblechildrenturn fivebetweenSeptember 2andFebruary 2,inclusive)

2023–24(TK-eligiblechildrenturn fivebetweenSeptember2 and April2,inclusive)4

2024–25(TK-eligiblechildrenturn fivebetweenSeptember 2and June 2,inclusive)

2025–26(TK-eligiblechildren turnfour bySeptember1)

TK Students NA 112 225 247 274 336

CSPP (ifapplicable)

NA 27 68 31 19 TBD

20


Table: Facilities Estimates (Cumulative)

Type ofFacility

2019–20 Current 2022–23 2023–24 2024–25 2025–26

TKClassrooms

9 9 9 12 14 16

CSPPClassrooms

11 CSPPClassrooms

2 3-hourCSPPClassroomshared withSchool Site

4 8-hourCSPPClassrooms

5 3-hourdoublesessionCSPPClassrooms

10 CSPPClassrooms




11 CSPPClassrooms




10 CSPPClassrooms




9 CSPPClassrooms



9 CSPPClassrooms



Head Startor OtherEarlyLearningand CareClassrooms

10 Migrant& SeasonalHead Start

12 hours

(6 preschool

& 4 Infant/Toddler)

3 State

8 Migrant &Seasonal

Head Start

12 hours

(2 preschoolare closed forrenovation)

3 StateMigrant

10 Migrant &Seasonal

Head Start

12 hours

(1 preschoolis converting

to Infant/Toddler)3 StateMigrant


Head Start

12 hours

(5 preschool &5

Infant/Toddler)

3 StateMigrant


Head Start

12 hours

(5 preschool& 5

Infant/Toddler)

3 StateMigrant


Head Start

12 hours

(5 preschool

& 5Infant/Toddler)

3 State


Migrant

11.5 hours

1 preschool

1 toddler

1 infant

11.5 hours

1 preschool

1 toddler

1 infant

11.5 hours

1 preschool

1 toddler

1 infant

11.5 hours

1 preschool

1 toddler

1 infant

11.5 hours

1 preschool

1 toddler

1 infant

Migrant

11.5 hours

1 preschool

1 toddler

1 infant

Table: Staffing Estimates (Cumulative)

Type of Staff 2019–20 Current 2022–23 2023–24 2024–25 2025–26

TK 9 9 9 12 14 16

NotIncludesdependentcharters

TKTeacher’sAssistants

InstructionalAssistants -assigned bysite

InstructionalAssistants -assigned bysite

9InstructionalAssistants

Goal:AssociateTeachers(ECE)

(12 ECEunits +Permit)

Goal:

AssociateTeachers(ECE)


Goal:

AssociateTeachers(ECE)


CSPP (ifapplicable)

11 Teacher(TeacherPermit ECE)

13AssociateTeachers(AssociatePermit ECE)

10 Teachers(TeacherPermit ECE)

12 AssociateTeacher(AssociatePermit ECE)

9 Assistant



8 Assistant



6 Assistant



9 Teachers(TeacherPermitECE)

24AssociateTeacher(Associate


10 AssistantTeacher(AssistantPermit ECE)

Teacher(AssistantPermit ECE)



PermitECE)

Other CSPPClassroomStaff (ifapplicable)

NA NA NA NA NA NA

EarlyEducationDistrict-levelstaffing (ifapplicable)

MSHS

1 Director

4Coordinators

3Supervisors

11 FamilyServicesAdvocates

CD

1 Director

5Coordinators

2 MentalHealthClinicians

1 FamilyChild CareSpecialist

Adult Ed

MSHS

1 Director

4Coordinators

3Supervisors


CD

1 Director

5Coordinators



Adult Ed

1 Director

MSHS

1 Director

4Coordinators

3Supervisors


CD

1 Director

5Coordinators



Adult Ed

1 Director

MSHS

1 Director

4Coordinators

3Supervisors


CD

1 Director

5Coordinators



Adult Ed

1 Director

MSHS

1 Director

4Coordinators

3Supervisors


CD

1 Director

5Coordinators



Adult Ed

1 Director

MSHS

1 Director

4Coordinators

3Supervisors


CD

1 Director

5Coordinators



Adult Ed


1 Director

1 Teacher

Migrant Ed

Duncan

1 Teacher 1 Teacher 1 Teacher 1 Teacher 1 Director

1 Teacher

Table: Projected Number of TK Students Utilizing Extended Learning and Care

2019–20 Current 2022–23 2023–24 2024–25 2025–26

NA NA 50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

Table: Projected Number of Slots Available for TK Students

Slot Type 2019–20 Current 2022–23 2023–24 2024–25 2025–26

CSPP 294 294 294 270 246 246

Head Start 144 96 120 120 120 120

ASESProgram/ELO-P

NA NA 50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

50% ofenrolled TK

studentenrollment

Required Questions

Focus Area A: Vision and Coherence



The CDE recommends LEAs prioritize these questions as part of their UPK Plan in addition torequired questions.

1. What is the LEA’s vision for UPK? [open response]

ANSWER: Pajaro Valley Unified School District’s vision is to provide a robust offering of inclusive andculturally responsive early childhood learning program options, focused on meeting the diverse needsof Whole Child, Whole Family, and Whole Community in which we serve. Our programs will beconnected and integrated with our PK-3rd grade learning plan framework. UPK delivery models will bedirectly linked to the needs assessment of our students, families, and staff in which we serve. Deliverymodels will be a combination of TK and TK/K classrooms on elementary campuses, Part Day StatePreschool, MSHS, Head Start, and Family Home Child Care slots, along with both SEI and Bilingualoptions.

2. In addition to TK, what service delivery models will be integrated to offer UPK programming,including the nine hours of total extended learning and care programming around the TK instructionaltime for families that opt in? In developing this component of the plan, LEAs should include partners suchas CSPP, Head Start, and other early learning and care providers to ensure local services and fundingare maximized and coordinated in response to parental needs and choice. [open response]

ANSWER: PVUSD will explore options to integrate existing funding from ACES, CSPP, CCTR andHead Start, ELO-P to provide extended learning and care to TK and kindergarten students to supportfull day programming for children. In addition, PVUSD will survey families and partners in theattendance area to ensure their voices are heard during the planning process. For example, at oneelementary site, students will have access to attend TK in the morning and will also have an option toattend State Preschool in the afternoon when they meet eligibility requirements.

3. Describe the planned administrative structure that will support and monitor the UPK program andfacilitate connections with the ELO-P as well as non-LEA-administered early learning and care programsthat will support the extended learning components of UPK. [open response]

ANSWER: PVUSD will utilize the current administrative structure to support and monitor theimplementation of the UPK programs. Current Early Childhood Education administrators collaboratewith non-LEA ECE programs in the community and will continue to do so.

4. Identify and assign each individual that will be responsible for key functions pertaining toimplementing UPK (for example, academic or educational services, early childhood, facilities, humanresources and labor, special education, English learner or multilingual programs, partnerships, includingearly learning and care and ELO-P, assessment and data collection, professional learning, workforcerecruitment and preparation support, or others). [open response]


ANSWER: Assistant Superintendent of Elementary EducationChild Development Director-ECE/TKMSHS Director-MSHSEarly Literacy Coordinator and Math Director-AcademicsDirector OF Special Services and DH Principal-InclusionAssistant Superintendent of HR and/or Director of HRDirector of State & Federal Programs-Multilingual EducationCBO and/or Maintenance/Operations and Facilities DirectorCoordinator of Program Evaluation-Data & AssessmentFood Services Director-Food and NutritionTransportation Director-TransportationExtended Learning DirectorExecutive Director of Teaching and Learning-ELO-P

5. Identify how UPK leadership will be integrated in the decision-making process at the executive orcabinet level. [open response]

ANSWER: Staff from the UPK Planning Team will speak to items and present aspects of the planduring the development process and will participate in sharing the plan co-constructed with leadershipas well as taking into account feedback from surveys, enrollment data, and input from families andother stakeholders.The planning team will also support sites as TK expansion plan begins.

6. Describe how the LEA’s proposed UPK model will be integrated with the district’s LCAP. [openresponse]

ANSWER: PVUSD’s UPK plan will be integrated into our LCAP as well as have specific goals andmetrics for early learning such DRDP data around individual child development.

7. Describe how the LEA plans to ensure the inclusion of students with disabilities in UPKclassrooms and who will be involved in the process. [open response]

ANSWER: Members from our Special Services team have been serving on our UPK planning team.Early Childhood Education administrators and Elementary Education administration will continue towork closely with the Special Education administrators to ensure opportunities are available to childrenwith disabilities. The team has also been working closely for the past 3 years as an Early LearningTeam committed to the expansion of inclusive practices and learning environments in ECE classrooms.Professional development calendars, resources, and supports will be integrated to support allprograms as a team. As an example, this upcoming year, an inclusion model will expand to a site.

8. Describe how the LEA plans to support sites in building connections between them and ELO-P, aswell as early learning and care partners. [open response]

ANSWER: PVUSD will facilitate opportunities for growth between sites, extended learning and early


childhood education programs to ensure all children in the attendance area will have access to full daylearning programs as specified in education code (EC) 8281.5.. Our Superintendent has also createdan Early Learning Collaborative focused on equity and access in a close network of communitypartners. Our PVUSD ELO-P plan will provide access to before and after school program options as itis phased in the upcoming year. Community partners are included in the plan as well.

Required Questions

CDE will be requiring this information be completed after the plan is presented to the governingboard.

1. Which of the following model(s) of service delivery does the LEA plan to implement for UPK for allfour-year-old children, including classes fully inclusive of children with disabilities, to provide access tothe least restrictive environment for learning? [select all that apply]

X a. TK offered at all sites

X b. TK offered at some sites

c. TK stand-alone classes

X d. TK and kindergarten combination classes

X e. CSPP and TK combination classes (CSPP funding and ADA funding)

f. Locally-funded preschool and TK combination classes

X g. CSPP stand-alone classes

X h. Head Start stand-alone classes

X i. Other CCTR and CMIG classrooms.

2. Does the LEA plan to implement full-day TK, part-day TK, or both?[1] [select one]

a. Full Day TK


b. Part Day TK

X c. Both

3. Describe how the model(s) of service delivery selected in the preceding two questions will beimplemented across the LEA’s sites and why. [open response]

ANSWER: The service delivery model will be implemented across our District sites due to enrollmentprojections, student and family needs, with a goal of offering programs closest to neighborhood schoolor home schools. The model has also been developed to maximize options and programs that alreadyexist, providing high quality services and programs.

4. Does the LEA plan to begin operating a CSPP or expand its current CSPP contract? [select one]

a.Yes - the LEA applied to expand its existing CSPP contract in 2022–23

b. Yes - the LEA applied for a new CSPP contract in 2022–23

X c.Yes - the LEA will apply to expand its existing CSPP contract in future years (if funding isappropriated by the legislature)

d. Yes - the LEA plans to apply to administer a CSPP contract in future years (if funding isappropriated by the legislature)

e. No - the LEA has no plans to begin or expand a CSPP contract in future years

f. No - the LEA plans to relinquish or reduce CSPP services in future years

5. If the LEA answered yes in question four, what age of children does the LEA plan to serve througha CSPP contract? [select all that apply]

X a.Three-year-old children

X b. Four-year-old children who will not be enrolled in TK in the current school year

X c. Four-year-old children who will be enrolled in early admittance TK on their fifth birthday butwho are not yet enrolled because their birthday does not fall in the range for which LEAs arefully funded to support TK. (Note: children whose birthdays fall outside of this range can be


served in TK at LEA option from the beginning of the school year, but LEAs only generate ADAafter the child’s fifth birthday.)

X d. Four-year-old children who are enrolled in TK, including early admittance TK (CSPP wouldprovide extended learning and care in addition to the TK instructional day).

6. Please indicate if the LEA plans to serve students eligible for early admittance TK, for childrenwhose fifth birthday occurs after the enrollment date for the year of implementation (see implementationtimeline above)?

a. 2022–23 (Birthdays February 3 or after) [select one]

X i.Yes

ii.No

iii.Maybe

b. 2023–24 (Birthdays April 3 or after) [select one]

X i.Yes

ii.No

iii.Maybe

c. 2024–25 (Birthdays June 3 or after) [select one]

X i.Yes

ii.No

iii.Maybe

Focus Area B: Community Engagement and Partnerships


The CDE recommends LEAs prioritize these questions as part of their UPK Plan in addition torequired questions below.


1. How does the LEA’s UPK Plan prioritize parental needs and choices? [open response]

ANSWER: PVUSD will conduct the following activities to prioritize parental needs and choices:● Family Needs Surveys on existing preschool programs● Parent Surveys on existing preschool programs● Conduct informational sessions for other parents in the community● Complete an interest survey where parents can express needs and choices● Flyers, informational sessions at conferences, DLAC, ELAC, MSHS Committees

2. How does the LEA plan to meaningfully engage extended learning and care partners in thedevelopment of the LEA’s UPK Plan? [open response]

ANSWER: ECE leaders currently participate on the following committees and could utilize thesepartnerships to get input on the development of the plan:

● COE ECE Network● Cabrillo College ECE Advisory Committee● IEEEP Leadership Network● Quality Counts Santa Cruz County Consortium (also First 5 California)● Cabrillo College CTE Advisory

3. What actions does the LEA plan to take to partner with local R&Rs; LPCs; and existing earlyeducation, child care, and expanded learning providers within the LEA’s attendance boundary tosupport parents to access services across LEA-administered and non-LEA-administeredprograms for extended learning and care and other supports? [open response]

ANSWER:● Continue collaborations with Santa Cruz Raising A Reader and ECE programs, Explore

opportunities for collaborations with Monterey County Child Development programs, First 5Monterey County.

● Expand existing collaborations with Stanislaus County Office of Education (MSHS), CSPPfunding to supplement services, Family Child Care Home services through CCTR and CMIG.

4. How does the LEA plan to create or grow partnerships with early learning and care providersserving children with disabilities (including how the LEA plans to collaborate with their SELPA toenroll more children with disabilities in inclusive UPK opportunities)? [open response]

ANSWER: Special Education Programs are part of the LEA, an internal Early Learning Committee hasbeen created to align, standardize, and to ensure practices, including in preschool programs servingchildren with disabilities. This collaboration has already led to increased inclusion opportunities next


year. PVUSD is also currently a participant in IEEEP. Full Day Kindergarten students on 6 campuseswill attend an instructional day which matches that of a first grade classroom. Students will be offerednine hour through access to before school care, which will release students to their kindergartenclassroom. Afterschool, the students will have access to our Extended Learning Program throughELO-P funding. Below is an example:

ELO-P we will be able to help provide an extended day for TK/K students up to 9 hours based on sitesand students need

Hire or extend hours of Instructional Assistants to provide the Expanded Learning OpportunitiesProgram between the end of their instructional program to the start of After School Program for AMKindergarten students

YMCA or Parks and Recreation to support Before School needs for PM TK/Kindergarten and transportthem to schoolTK7:15-8:00 am ELO-P before school care8:00-11:45 pm TK Instructional DayELO-P-Instructional Assistants/Teachers 11:45am-2:15pm2:15-5:00 pm ELO-P Funded Extended Learning Program

Full Day TK/Kinder will follow 1-5/6 grade Expanded Learning Opportunities Program scheduleFull Day Kindergarten7:15-8:00 am ELO-P before school care8:00-2:15 pm Full Day Kindergarten Instructional Day2:15-5:00 pm ELO-P Funded Extended Learning Program

5. Develop sample program schedules that describe how the requirements of the ELO-P will be metfor UPK, including the use of ELO-P funds or other fund sources; how they will be combined withthe instructional day to offer a minimum of nine hours per day of programming (instructional dayplus ELO-P or other supports); and how they will offer a minimum nine-hour summer orintersession day. [open response]

ANSWER: Elementary school sites will utilize ELO-P funding to provide before and after schoolprograms, at sites where alternative programs are available, TK students for example will be able toattend TK in the morning and State Preschool in the afternoon. Summer programs will be offeredthrough Extended Learning Program in conjunction with the use of our ELO-P funding for beforeprogram care and after summer programming care.


Required Questions

CDE will be requiring this information be completed and submitted to the CDE after the plan ispresented to the governing board.

1. Identify which of the following opportunities the LEA implemented to obtain public input on theUPK Plan. [Select all that apply]

a. Parent Teacher Association Meetings 22-23 (Home and School Club)

X b. Family or parent surveys

X c. English Learner Advisory Committee (ELAC) 22-23

X d. District English Learner Advisory Committee (DELAC) 22-23

X e. Special Education Local Plan Area (SELPA) 22-23

f. School Site Council

g. District Advisory Committee

X h. LCAP educational partners input sessions

i. Tribal Community input session

j. Co-hosting events with community-based organizations (CBOs)

X k. Hosting meet and greets with the early learning and care community

l. LPC Meetings

X m. Local Quality Counts California (QCC) consortia meetings

X n. First 5 County Commission meetings

X o. Community Advisory Committee (CAC)

X p. Head Start Policy Council meetings

q. Collaboration with parent engagement centers (for example, Parent Training andInformation Center [PTIC], Community Parent Resource Center [CPRC], FamilyEmpowerment Centers [FEC])

X r. Other (Parent Meetings)

ANSWER: ECE and MSHS Parent Meetings


2. Select which programs the LEA plans to combine with the TK instructional day to offer a minimumof nine hours per day of programming (instructional day plus programming) for children whosefamilies opt in for extended learning and care. [select all that apply]

X a. Expanded learning programs on an LEA site (ASES, 21st Century Community LearningCenters [21st CCLC], ELO-P)

X b. Expanded learning programs at a CBO site (ASES, 21st CCLC, ELO-P)

X c. CSPP (on an LEA site)

d. CSPP (at a CBO site)

X e. LEA- or locally-funded preschool

X f. Head Start

g. LEA preschool funded with Title I of the Every Student Succeeds Act funds

h. Other CBO preschool

X i. State subsidized child care (not including CSPP)

j. Other [describe, open response]

ANSWER: NA

Focus Area C: Workforce Recruitment and Professional Learning


The CDE recommends LEAs prioritize these questions as part of their UPK Plan in addition torequired questions below.

1. How does the LEA plan to recruit the educators needed to implement its UPK Plan (includingCSPP teachers, assistant teachers, TK teachers, and TK teachers’ instructional aides andassistants)? [open response]

ANSWER: Partner with CSUMB● Partner with Cabrillo College● Apply for the Early Education Teacher Professional Development Program● Create a pathway for students from High School to College


● Fly positions● Post adds● Signing Bonuses● Possibly Advertisements at the movie theater● Link to the credentialing program

2. How does the LEA plan to partner with CSPP, Head Start, and other early learning and careproviders to offer joint professional learning opportunities? [open response]

ANSWER: In house PD is available on the following:○ SEL (CDD)○ DRDP (CDD & MSHS)○ Curriculum (Early Literacy Coordinator)○ UDL (NTSS)○ Raising a Reader (CDD)

● First Five offers the following PD opportunities:○ SEEDS○ Math○ Raising a Reader

● The Child Development Resource Center offers the following:○ Childcare updates○ Licensing webinars○ Trauma Informed Practices○ Workshops on Resilience

3. What is the LEA’s planned strategy for providing professional learning for educators across theLEA’s P–3 continuum? Plans might include the following: [open response]

ANSWER: To align a professional development delivery model through our PK-3rd Grade Frameworkand professional development plan focused on the Whole Child, Whole Family, and Whole Community.It will include SEL, Academic, and Behavioral areas which will be inclusive of UDL. This will includeofferings as follows: District and consultant-led professional development opportunities includingvirtual, in-person, and self-paced prior to the start of the school year as well as during the school year.Partner with community agencies to identify training topics. Provide different modalities of trainingopportunities including but not limited to pre-recorded webinars, access to virtual trainings, in persontraining opportunities, conferences, and job embedded coaching. Opportunities will be tracked throughour Kick-Up platform and will provide self-selected options, as well as program, site, and Districtspecific.

a. Who will receive this professional learning?


X i. By role (lead teachers, assistant teachers, administrators, coaches, and soforth)

X ii. By grade (TK staff, kindergarten through third grade staff, on-sitepreschool staff, off-site preschool staff, and so forth)

b. What content will professional learning opportunities cover?

X i. Effective adult-child interactions

X ii. Children’s literacy and language development (aligned with the CaliforniaPreschool Learning Foundations and the California Preschool CurriculumFrameworks)

X iii. Children’s developing math and science (aligned with the CaliforniaPreschool Learning Foundations and the California Preschool CurriculumFrameworks)

X iv. Children’s social-emotional development (aligned with the CaliforniaPreschool Learning Foundations and the California Preschool CurriculumFrameworks)

X v. Implicit bias and culturally- and linguistically-responsive practice

X vi. Adverse Childhood Experiences (ACEs) and trauma- andhealing-informed practice

X vii. Curriculum selection and implementation

X viii. Creating developmentally-informed environments

X ix. Administration and use of child assessments to inform instruction

X x. Support for multilingual learners, including home language developmentand strategies for a bilingual classroom

X xi. Serving children with disabilities in inclusive settings, including UniversalDesign for Learning

X xii. Engaging culturally- and linguistically-diverse families

c. How will professional learning be delivered?

X i. Coaching and mentoring


X ii. Classroom observations and demonstration lessons with colleagues

X iii. Workshops with external professional development providers

X iv. Internally-delivered professional learning workshops and trainings

v. Operating an induction program

X vi. Partnerships with local QCC professional learning in CSPP settings

X vii. In mixed groupings (for example, TK and CSPP teachers)

4. How does the LEA plan to facilitate the development of a district early education leadership team(across grade levels and departments) and promote site-based horizontal and vertical articulation(P–3) teams to support student transitions, share strategies, and collaboratively monitor studentprogress?

ANSWER: Currently, PVUSD has an Early Learning Team that meets bimonthly, which includesSpecial Services, Elementary Education, Migrant Seasonal Headstart, Early Childhood Education.Additional members will be joining our team from the Family and Parent Engagement and EnglishLearner Departments. Also, we will schedule specific meetings, which will focus directly on site needs.

Required Questions

CDE will be requiring this information to be completed after the plan is presented to thegoverning board.

1. Which of the following strategies does the LEA intend to use to support diverse and effectiveprospective TK teachers, including multilingual educators, to earn a Multiple Subject TeachingCredential? [select all that apply]

X a. Partner with one or more local Institutions of higher education (IHEs) or the COE to helpsupport teachers holding less than a full credential to complete requirements to earn apreliminary Multiple Subject Teaching Credential

X b. Apply for a California Classified School Employee Teacher Credentialing Program grant(https://www.ctc.ca.gov/educator-prep/grant-funded-programs/Classified-Sch-Empl-Teacher-Cred-Prog) on your own, with your COE, as part of a new collaborative, or by joining anexisting Classified grant program to recruit teachers

X c. Apply for a California Teacher Residency Grant Program(https://www.ctc.ca.gov/educator-prep/grant-funded-programs/teacher-residency-grant-program) on your own, as part of a new collaborative, or by joining an existing Teacher

https://www.ctc.ca.gov/educator-prep/grant-funded-programs/Classified-Sch-Empl-Teacher-Cred-Prog

https://www.ctc.ca.gov/educator-prep/grant-funded-programs/Classified-Sch-Empl-Teacher-Cred-Prog

https://www.ctc.ca.gov/educator-prep/grant-funded-programs/teacher-residency-grant-program

https://www.ctc.ca.gov/educator-prep/grant-funded-programs/teacher-residency-grant-program


Residency Grant Program to recruit and prepare individuals with a bachelor’s degree whowant to become teachers in your LEA

d. Join an existing intern preparation program to recruit and prepare teachers for your LEA

X e. Join an existing apprenticeship cohort program to recruit and prepare teachers for yourLEA

X f. Establish a relationship with other local LEAs to establish pathways for high schoolstudents interested in a career in CSPP or in P–3 teaching through clubs, registeredapprenticeships, or other such early recruitment opportunities

X g. Partner with the California Center on Careers to contact registrants who might beinterested in becoming teachers for your LEA

X. h. Provide information on scholarship and grant opportunities to CSPP and other staffinterested in providing extended learning and care services

X i. Apply for workforce development funding and competitive grant opportunities from theCDE

X j. Provide a stipend for tuition and fees for coursework leading to a Multiple SubjectTeaching Credential

X k. Provide advising on credential requirements and options for how to meet theserequirements

X l. Collaborate with IHEs to offer unit-bearing coursework at a local LEA site during timesthat work for teachers and other interested staff members [list IHEs, open response]ANSWER:

m. Partner with a local IHE to provide other services to candidates seeking to earn aMultiple Subject Teaching Credential

n. Partner with a COE to provide other services to candidates seeking to earn a multiplesubject credential

o. Other [describe, open response]ANSWER:

p. None of the above, the LEA currently has enough Multiple Subject Teaching Credentialholders to meet the need for TK educators

2. Which of the following strategies does the LEA intend to employ to support diverse and effectiveprospective TK teachers, including multilingual educators, to meet the requirements under ECSection 48000(g)(4)? [select all that apply]


X a. Partner with a local IHE offering eligible early childhood education or childhooddevelopment coursework

b. Partner with an IHE or COE to operate cohort models for LEA teachers earning 24 units

X c. Provide information on scholarship and grant opportunities

X d. Apply for workforce development funding and grant opportunitiesApply for workforcedevelopment funding and grant opportunities

X e. Provide a stipend for tuition, fees, and other programmatic costs associated withobtaining credit-based coursework or a degree

X f. Provide a stipend for tuition, fees, and other programmatic costs associated withobtaining a Child Development Teacher Permit

X g. Provide advising on requirements and how to meet the requirements

X h. Offer unit-bearing IHE coursework at a local LEA site during times that work forteachers

X i. Develop or work with an established mentorship program to support new TK teachers

X j. Other [describe, open response]ANSWER:

k. None of the above; the LEA currently has enough Multiple Subject Teaching Credentialholders who have at least 24 units in early childhood education, or childhooddevelopment, or both; professional experience in a classroom setting with preschool-agechildren that is comparable to the 24 units of education described in subparagraph (a); ora Child Development Teacher Permit issued by the CTC

3. Which of the following strategies does the LEA intend to employ to support diverse and effectiveprospective CSPP teachers, including multilingual educators, to obtain a Child DevelopmentTeacher Permit [select all that apply]

X a. Partner with a local IHE offering eligible early childhood education or childhooddevelopment coursework

X b. Partner with an IHE or COE to operate cohort models for educators working towards aChild Development Teacher Permit


X c. Provide information on scholarship and grant opportunities

X d. Apply for workforce development funding and grant opportunities

X e. Provide a stipend for tuition, fees, and other programmatic costs associated withobtaining credit-based coursework or a degree

X f. Provide a stipend for tuition, fees, and other programmatic costs associated withobtaining a Child Development Teacher Permit

X g Provide advising on requirements and planning for how to meet the Child DevelopmentTeacher Permit requirements

X h. Offer unit-bearing coursework at a local district site during times that work for teachers

i. Other [describe, open response]Other [describe, open response]ANSWER:

j. None of the above, the LEA is not planning to support prospective CSPP educators inobtaining a Child Development Teacher Permit

4. On which child observational assessments does the LEA intend to offer professional learning toTK, CSPP, and other early education teachers during the 2022–23 school year? [select all thatapply]

X a. Ages & Stages Questionnaire (ASQ)

b. BRIGANCE Early Childhood Screen

X c. Desired Results Developmental Profile (DRDP)

d. Developmental Reading Assessment (DRA)

X e. LEA-based, grade level benchmarks and a report card

f. Teaching Strategies GOLD (TS GOLD)

g. Work Sampling System (WSS)

X h. Other Kindergarten Student Entrance Profile [KSEP]ANSWER:

i. The LEA does not plan to offer professional learning on child observational


assessments

5. On what topics does the LEA intend to offer professional learning regarding early childhoodeducation to site leaders and principals? [select all that apply]On what topics does the LEA intendto offer professional learning regarding early childhood education to site leaders and principals?[select all that apply]

X a. Effective adult-child interactions

X b. Children’s literacy and language development (aligned with the Preschool LearningFoundations and Frameworks)

X c. Children’s developing math and science (aligned with the California PreschoolLearning Foundations and the California Preschool Curriculum Frameworks)

X d. Children’s social-emotional development (aligned with the California PreschoolLearning Foundations and the California Preschool Curriculum Frameworks)

X e. Implicit bias and culturally- and linguistically-responsive practice

X f. ACEs and trauma- and healing-informed practice

g. Curriculum selection and implementation

X h. Creating developmentally-informed environments

X i. Administration and use of child assessments to inform instruction

j. Support for multilingual learners, including home language development and strategiesfor a bilingual classroom

X k. Serving children with disabilities in inclusive settings, including Universal Design forLearning

X l. Engaging culturally- and linguistically-diverse familiesEngaging culturally- andlinguistically-diverse families

m. Other [describe, open response]ANSWER:

n. Site leaders and principals will not be offered professional learning on early childhoodeducation


Focus Area D: Curriculum, Instruction, and Assessment


The CDE recommends LEAs prioritize these questions as part of their UPK Plan in addition torequired questions.

1. Describe how the LEA will develop or select a curriculum for UPK classrooms that aligns with theCalifornia Preschool Learning Foundations and California Preschool Curriculum Frameworks.[open response]

ANSWER: PVUSD Early Childhood Education programs and educational services program will workwith the elementary education Assistant Superintendent to select an appropriate curriculum andsupplemental materials to utilize in the UPK classroom. Currently ECE, MSHS, and our SpecialServices Preschool utilize Creative Curriculum which is able to support our youngest children that weserve within PVUSD. We have begun looking at how Benchmark Advance/Adelante, which is our Coreadopted program for TK-5 aligns with Preschool Learning Foundations -”Ready to Advance” andCalifornia Curriculum Frameworks. The team has also been looking at areas of need where there arevisible gaps that will need to be addressed further..

2. Describe the intended timeline for curriculum implementation, including steps for piloting andgathering input from UPK teachers, and a process for ensuring curriculum fidelity. [open response]

ANSWER: TK is currently implementing Benchmark Advance/Adelante which is titled “Ready toAdvance.” It is a newer adoption. The Early Learning Team has been analyzing updated materials fromthe publisher to support the new younger group of students or to ensure alignment of the foundationsand framework to make sure that an additional math adoption is not necessary. The team will also beworking with the current TK teachers this year to gain input and feedback. A PD survey has also beenadministered with current TK teachers to help support future implementation and updates.

3. What actions does the LEA plan to take to support effective classroom organization practices andbehavior management strategies to ensure a positive learning environment for a diversepopulation of UPK students?

ANSWER: PVUSD will be combining and integrating resources across Elementary and EarlyChildhood Education resources to support teachers through professional development includingjob-embedded coaching. Several actions:

1. PD Trauma-informed practices2. Bias Training


3. Culturally and Linguistically responsive training4. SEL focus around the Teaching Pyramid5. Use of Mental Health Clinicians from ECE/MSHS to support practices provided feedback and

support

4. Describe how classroom practices for UPK (TK and other preschool programs the LEA operatesor has on site) will be integrated and aligned.

ANSWER: Integration of programs will occur through the planning of the Early Learning Team whichmeets bimonthly. Resources such as human capital expertise, and learning platforms, are being sharedand aligned to support all including, but not limited to English Learners, Students with disabilities, andHomeless-Foster Youth, and Migrant Ed.

5. What instructional practices does the LEA plan to implement to support children with disabilities inUPK (for example, implementing Universal Design for Learning, providing specialized services inthe classroom with peer models, implementing social-emotional strategies such as the PyramidModel)? [open response]

ANSWER: Students will be provided additional inclusion opportunities with typical peer models,Teaching Pyramid, UDL, and support provided by paraprofessionals within the general educationsetting.

6. What instructional practices does the LEA plan to implement to support the language and overalldevelopment of multilingual learners? [open response]

ANSWER: PVUSD has identified current TK sites that will shift from a bilingual program to a dualprogram as well as ensuring that SEI sites have been clearly identified and have fidelity to theiridentified program. Parents will have opportunities based on preference, expansion of languagemodels will be based on student/family need and our English Learner Master Plan.Instructional practices will resonate around identified structured language practice strategies,purposeful play, experiential learning opportunities. In addition, core program components that supportlanguage development in either English, Spanish, or Mixteco.

7. How does the LEA plan to assess dual language learners (DLLs) in areas other than Englishlanguage acquisition? [open response]


ANSWER: Curriculum based assessments in TK. -Kindergarten-3rd Fonetica, NWEA MAP Spanish,Writing through a language, IDEL, and Performance Tasks.

Required Questions


1. Does the LEA plan to provide any of the following language model(s) for TK students? [select allthat apply]

X a. Dual language program with a language allotment1 of 50/50 [open response forlanguage offered]Dual language program with a language allotment2 of 50/50 [openresponse for language offered]

X b. Dual language program with a language allotment of 90/10 [open response for languageoffered]

c. Dual language program with a language allotment of 80/20 [open response for languageoffered]

d. Dual language program with a language allotment of 70/30 [open response for languageoffered]

e. English-only instruction with home-language support

f. None

X g. Other [describe, open response]ANSWER:

2. If the LEA administers CSPP, does it plan to provide any of the following language model(s) forCSPP students? [select all that apply]

X a. Dual language program with a language allotment3 of 50/50 [open response forlanguage offered]

3 The percentage of instructional time spent on the target language and English (e.g., in a 50/50Spanish/English program, 50% of instructional time is spent on each language).




X b. Dual language program with a language allotment of 90/10 [open response forlanguage offered]

c. Dual language program with a language allotment of 80/20 [open response forlanguage offered]

d. Dual language program with a language allotment of 70/30 [open response forlanguage offered

X e. English-only instruction with home-language support

f. None

g. Other [describe, open response]ANSWER:

3. Identify methods the LEA plans to use to support the development of social-emotional learningand executive function skills through specific instruction in these areas and by embedding andreinforcing this instruction in all curriculum areas. [select all that apply]

X a. Provide training for staff on the Center on the Social Emotional Foundations for EarlyLearning (CSEFEL) Pyramid Model

X b. Implement the CSEFEL Pyramid Model in the classroom

X c. Designing developmentally-appropriate learning environments to allow for individualand group activities that promote social-emotional learning and executive function skills(for example, use students’ pictures or words in daily routines, feelings charts)

X d. Promote learning through play as a context for social and emotional development,including social play with teachers and peers in small or large group settings

X e. Use developmental observations to identify children’s emerging skills and support theirdevelopment through daily interactions

X f. Development of lesson plans or use of a curriculum that includes specific and targetedsocial-emotional learning and executive function activities throughout the day ofinstruction

X g. Staff development opportunities encouraging reflective practice and cross-level supportfor instruction specific to social-emotional learning and executive function skills

X h. Offer open-ended, self-directed learning opportunities that foster individual interestsand curiosity and new learning


4. What instructional practices does the LEA plan to implement to support children with disabilities inUPK programming? [select all that apply]

X a. Implement Universal Design for Learning

X b. Provide adaptations to instructional materials

X c. Provide specialized services (for example, occupational therapy, physiotherapy, speechand language pathology therapy) in the classroom with peer models

X d. Implement social-emotional strategies, such as the Pyramid Model, CSEFEL, andothersImplement social-emotional strategies, such as the Pyramid Model, CSEFEL, andothers

X e. Implement social-emotional strategies, such as the Pyramid Model, CSEFEL, andothers

f. Other [open response]ANSWER:

5. What assessments does the LEA plan to use in TK or kindergarten? [select all that apply]

X a. ASQ

b. BRIGANCE Early Childhood Screen

X c. DRDP

d. DRA

X e. LEA-based grade level benchmarks and a report card

f. TS GOLD

g. WSS

X h. Other [describe, open response]ANSWER: KSEP

i. The LEA does not plan to use a common TK assessment

j. Unsure


Focus Area E: LEA Facilities, Services, and Operations


The CDE recommends districts prioritize these questions as part of their UPK Plan in addition torequired questions.

1. What strategies does the LEA plan to employ to integrate younger children and older children onthe same campus and ensure safety and appropriate commingling? [open response]

ANSWER: Assist site administration in master scheduling playground use areas and ensuring thatseparate areas are identified whenever possible. Each campus is unique. At this time, PVUSD isupdating their Facilities Master Plan. Areas of need are being identified. At this time PVUSD isproviding TK at 9 out of 18 school sites, inclusive of dependent charters. Specific needs of each sitewill be addressed through our Facilities Master Plan.

2. Describe how the LEA plans to address transportation issues resulting from UPK implementation.[open response]

ANSWER: Presently, PVUSD provides transportation to all TK students in need. We will continue tooffer it based on site and need.

3. What strategies does the LEA intend to implement to ensure TK students have access to mealsand adequate time to eat (for example, adding additional meal services and time in the cafeteria,offering breakfast after the bell [students pick up a breakfast and bring it to the classroom])?(Note: The LEA must continue to comply with all health and safety, state, and federal ChildNutrition Program regulations while implementing meal service) [open response]

ANSWER: Currently our school sites have the capacity to feed additional students as services areexpanded.

Required Questions


1. To support an overall increase in UPK access, what efforts does the LEA plan to make to preventthe displacement of any early education programs on LEA campuses, including bothLEA-administered and non-LEA-administered programs? [open response]

ANSWER: The LEA administers the majority of the ECE programs on campuses, for any changes on


the current programs, we will be repurposing staff to support our District programs as needed. Forthose ECE programs that are not being currently administered by the LEA, we will continue to followour current renewal process.

2. Does the LEA have adequate classroom space to meet the Projected Enrollment of TK studentslisted in the Projected Enrollment and Needs Assessment section of this document, for therespective implementation year? [multiple choice]

X a. Yes

b. No

i. If no, how many more classrooms does the LEA need? [identify number, openresponse]

ANSWER: NA

ii. If no, how might the LEA provide classrooms in the timeframe needed? [describe,open response]

ANSWER: NA

3. Does the space meet the kindergarten standards described in California Code of Regulations,Title 5, Section 14030(h)(2)? [multiple choice]

X a. Yes

b. No

i. If no, what modifications need to be made? What resources are needed to makethem? (See Facilities Grant Program Funding athttps://www.dgs.ca.gov/OPSC/Services/Page-Content/Office-of-Public-School-Construction-Services-List-Folder/Access-Full-Day-Kindergarten-Facilities-Grant-Program-Funding) [describe, open response]

https://www.dgs.ca.gov/OPSC/Services/Page-Content/Office-of-Public-School-Construction-Services-List-Folder/Access-Full-Day-Kindergarten-Facilities-Grant-Program-Funding




ANSWER: NA

4. Does the space contain necessary adaptive equipment, assistive technology, or otheraccommodations to ensure children with disabilities have access to education in the least restrictiveenvironment? [multiple choice]

X a. Yes

b. No

i. If no, what modifications need to be made? What resources are needed to provideequipment or accommodations? [describe, open response]

ANSWER: NA

5. Does the LEA’s Facilities Master Plan adequately address the need for UPK programming?[multiple choice]

X a. Yes

b. No

ii. If no, what process will the LEA use to update the Facilities Master Plan toaccommodate future TK and early education programming? [describe, openresponse]

ANSWER: UPK is part of our Master Facilities Plan scope of work, which is currently being conductedDistrict-wide and updated. This may lead to revisions to our planned efforts.

6. In which of the following areas does the LEA intend to make updates to facilities? [select all thatapply]

a. Turfed area

b. Paved area

c. Apparatus area


d. Land required for buildings and grounds

e. Total square feet required (If needed from findings from Master Facilities Plan)

X f. None of the above

7. What transportation will the LEA offer to children enrolled in TK? [select all that apply]

X a. Transportation to and from the TK program

b. Transportation from the TK program to an extended learning and care opportunity onanother LEA site

c. Transportation from the TK program to an extended learning and care opportunity on anon-LEA site (for example, a CBO that operates a preschool program)

d. No transportation will be provided

8. Will the LEA offer transportation to transport TK children to extended learning and careopportunities that are at other sites than the one the child is enrolled at for TK?

ANSWER: Extended Learning and care opportunities may be provided on the site where TK childrenattend school. If not, transportation will be provided daily to and from the school site from the siteproviding extended learning opportunities.

Technical Assistance Questions

1. What technical assistance would be most helpful related to projecting enrollment and assessingneeds? [select all that apply]

a. Support for parent surveys to gauge interest in service delivery models

X b. Data analysis capacity building to support staff to refine enrollment projectionsbased on community context

c. Information on program eligibility requirements to project enrollment acrossprograms


2. What technical assistance would be most helpful related to the elements included in Focus AreaA: Vision and Coherence? [select all that apply]

a. Adjusting classroom practices to support the district’s UPK model (for example,mixed-age classrooms)

X b. Creating inclusive classrooms, including implementing Universal Design forLearning

c. Templates or framework for drafting a P–3 vision that partners and parentssupport

X d. Models for administrative structures that support effective UPK programs andfacilitate connections with the ELO-P and non-LEA-administered early learningand care programs

e. Support for developing and applying to administer a CSPP contract

f. Technical assistance on how to integrate UPK and P–3 in the district LCAP

g. Guidance on best practices for smooth transitions through the P–3 continuum

X h. Considerations for TK early admittance

3. What technical assistance would be most helpful related to the elements included in Focus AreaB: Community Engagement and Partnerships? [select all that apply]

a. Support for parent surveys and engagement activities to understand parent needs andsupport authentic choice

b. Support for community engagement activities including best practices for coordinationwith LPCs, Local QCC Consortia, First 5 County Commissions, Head Start PolicyCouncils and other early learning and care leadership tables

X c. Guidance on best practices for enrolling more children with disabilities in UPKclassrooms and providing services in inclusive settings

X d. Strategies for meeting the ELO-P requirements through different models of extendedlearning and care, including models of blending and layering funding to support thenine-hour day and ensuring developmentally-informed environments for young children

X e. Increasing UPK enrollment and parent awareness of programs

4. What technical assistance would be most helpful related to the elements included in Focus AreaC: Workforce Recruitment and Professional Learning? [select all that apply]


a. Additional guidance on UPK workforce requirements (TK, CSPP, and other earlylearning and care providers)

X b. Creating joint professional learning opportunities for preschool and elementaryschool teachers within LEAs or across LEA- and CBO-administered programs

X c. Strategies to support the teacher pipeline, including, but not limited to, recruitingmultilingual educators, cohort models, apprenticeships, or residency programs

d. Identifying the content, type, and frequency of professional learningopportunities given the needs of the community and the LEA’s P–3 vision

e. Creating professional learning opportunities to provide site leaders with moreearly childhood knowledge

f. Building partnerships with IHEs or COEs to support professional learningopportunities and degree attainment

X g. Support for communications to recruit prospective educators and share grantand scholarship opportunities to support degree attainmentSupport forcommunications to recruit prospective educators and share grant and scholarshipopportunities to support degree attainment

5. What technical assistance would be most helpful related to support for professional learningopportunities on specific topics? [select all that apply]

a. Effective adult-child interactions

b. Children’s literacy and language development (aligned with the CaliforniaPreschool Learning Foundations and the California Preschool CurriculumFrameworks)

X c. Children’s math and science development (aligned with the CaliforniaPreschool Learning Foundations and the California Preschool CurriculumFrameworks)

d. Children’s social-emotional development (aligned with the California PreschoolLearning Foundations and the California Preschool Curriculum Frameworks)

X e. Implicit bias and culturally- and linguistically-responsive practice

f. Trauma- and healing-informed practice

g. Curriculum selection and implementation

X h Creating developmentally-informed environments

X i. Administration and use of child assessments to inform instruction


j. Support for multilingual learners, including home language development andstrategies for a bilingual classroom

k. Serving children with disabilities in inclusive settings, including UniversalDesign for Learning

l. Engaging culturally- and linguistically-diverse families

6. What technical assistance would be most helpful related to support for specific professionallearning delivery mechanisms? [select all that apply]

X a. Coaching and mentoring

X b. Classroom observations and demonstration lessons with colleagues

c. Workshops with external professional development providers

d. Internally-delivered professional learning workshops and trainings

e. Operating an induction program

7. What technical assistance would be most helpful related to the elements included in Focus AreaD: Curriculum, Instruction, and Assessment [select all that apply]

X a. Guidance on how to adopt the California Preschool Learning Foundations and theCalifornia Preschool Curriculum Frameworks into a specific UPK setting (for example,mixed-age classrooms)

X b. Guidance on the selection, development, or integration of developmentally-informedcurricula and aligning curricula across the early grades

X c. Guidance and best practices on how to monitor and support curriculum fidelity in UPKsettings

d. Guidance on how to support effective classroom organization practices and behaviormanagement strategies to ensure a positive learning environment for a diversepopulation of UPK students

e. Guidance on instructional practices to support children with disabilities in UPK (forexample, implementing Universal Design for Learning, providing specialized services inthe classroom with peer models, and implementing social-emotional strategies such asthe Pyramid Model) and partnerships with early learning and care providers to supportservices for children with disabilities


f. Specific instructional strategies to support specific skills including, but not limited to,children’s social-emotional development and home language development

g. Guidance on appropriate assessment selection and utilization

h. Guidance on creating dual language immersion or bilingual programs

8. What technical assistance would be most helpful related to implementing hands-on, interactive,and developmentally-informed early education experiences for UPK students? [select all thatapply]

a. Using manipulatives to develop fine motor skills

X b. Incorporating a balanced approach to teaching and learning that includes bothchild-initiated and teacher-guided activities

X c. Facilitating the development of critical thinking skills through the inquiry process (forexample, the scientific method) to enhance children’s learning experiences

d. Using differentiated groups that include individual, small, and large group experiences

e. Considering the structure of the daily routine to enhance individual and group learningexperiences

X f. Encouraging purposeful play, choice, social interactions, and collaboration

g. Creating time and space for children to develop gross motor skills inside the classroomand in the outdoor environment

X h. Using child development knowledge to guide instructional approaches

i. Providing language- and literacy-rich environments

X j. Intentional planning of developmentally-informed practices and curriculum to meet theindividual needs of children in combination classrooms

X k. Facilitating development and exploration through artFacilitating development andexploration through art

X l. Incorporating inclusive practices

m. Supporting students’ home language and English language development

n. Incorporating materials and manipulatives that are culturally representative of thechildren served to support dramatic play that inspires engagement, communication, andunderstanding of diversity

X o. Universal Design for Learning


p. Integrated English language development

9. What technical assistance would be most helpful related to the elements included in Focus AreaE: LEA Facilities, Services, and Operations? [select all that apply]

a. Guidance on how to modify an elementary school classroom to serve young children

b. Strategies to address transportation issues related to UPK access and enrollment

c. Guidance to support strategies that ensure TK students have access to meals andadequate time to eat

X d. Making modifications to district data systems to support access to UPK assessmentdata and other relevant information across community and elementary school settings

X e. Best practices for preventing displacement of early learning education programsoperated by non-LEA administrators on LEA campuses and transitioning programs toserve younger children

UPK Implementation Plan - Board Docs

Documents

Transcript of UPK Implementation Plan - Board Docs