FCCHEN/EHS CCP
Educating Children
Providers incorporate strategies to meet individual and group goals within weekly lesson plans. Providers implement well-organized learning environments with developmentally, linguistically & culturally appropriate schedules, lesson plans, & indoor/outdoor learning experiences. Adequate opportunities for choice, play, exploration, & experimentation among a variety of learning, sensory, & motor experiences are provided. The program is inclusive of children with special needs.
Regulations & Policy
HS Performance Standard 1302.30 - 1302.35 & State Title 5 Section 18273
Providers participating in the FCCHEN and EHS CCP programs provide high-quality early education and child development services that promote children’s cognitive, social, and emotional growth for later success in school, inclusive of serving children with disabilities.
Timelines
Complete age-appropriate DRDP for each child enrolled in the program
Complete for each child within 60 calendar days of the child's enrollment in the program
Completed at least once every 6 months thereafter
For EHS CCP children, in addition to the above, a mid-point is completed
Preparation/Assessment
The Desired Results Developmental Profile (DRDP) is a formative assessment instrument used to inform instruction and program development.
The DRDP is made up of eight domains that each focus on the acquisition of knowledge, skills, or behaviors that reflect each domain’s developmental constructs.
Before collecting assessment evidence, learn how to use the DRDP assessment instrument by clicking on the links below:
Observations
Since the DRDP focuses on the child's behavior, knowledge and skills; the first step is to capture a child's behavior through incorporating observation in natural settings.
Observations are completed and maintained in a paper portfolio OR an electronic child portfolio called Learning Genie.
Note: Parents receive a DRDP Questionnaire each month that may be incorporated into the observations.
Electronic Observation Record
Rate the Measures
Based on the supporting observation records, the provider, in collaboration with the Specialist will determine the latest developmental level for each measure the child has mastered & mark it appropriately on the paper OR electronic rating record.
Use Assessment Data for Goal Planning
Based on the results, DRDP outcomes are linked to individual, group and program level planning:
Individual Child: At the parent/specialist conference, the results are shared. In collaboration with the parent, goals and strategies to support the child are established for both the family and FCCH environment.
Family Child Care Home: Provider and Specialist will develop strategies based on DRDP group data. One School Readiness Goal will be selected to focus on from the SCOE SR Goals for intentional group planning at the FCCH level.
Program: After the last collection, DRDP data will be analyzed at the program and age group level. Data is used to develop an educational goal for the following program year.
Weekly Activity Planning
Providers incorporate strategies to meet individual and group goals within weekly lesson plans.
Providers implement well-organized learning environments with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences. Children are provided adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences.
Lesson Plan Templates:
Open Lesson Plan Template
Download & Save to Your Computer
Complete Lesson Plan for Week
Click on Save
Print & Post
Click-On SUBMIT Button to Send to SCOE
Weekly Lesson Plan (Eng & Span)
Tools/Samples/Strategies:
Companion Tools
These companion tools support providers with setting-up their environment & activity planning
School Readiness Plan
Guides efforts leading to positive child outcomes. Providers incorporate School Readiness Goals & Objectives into their group activity planning.
Disabilities
Providers are fully supported by Specialists to ensure EHS CCP children with disabilities receive program services delivered in the least restrictive possible environment.
Dual Language Learners
Children who are Dual Language Learners acquire two or more languages at the same time, as well as learn a second language while continuing to develop their first language.
Infant/Toddler Learning Foundations
Describe how children develop and what they learn, and are designed to illuminate the competencies that infants and toddlers need for later success in school.
Infant/Toddler Curriculum Framework
Supports early childhood educators working in programs serving children birth to three years of age in implementing high-quality curriculum practices.
Preschool Learning Foundations
Describes competencies—knowledge and skills—that most children can be expected to exhibit in a program as they complete their first or second year of preschool.
Preschool Curriculum Frameworks
Present strategies for early childhood educators that enrich learning and development opportunities for all of California’s preschool children.
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