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Educating Children 

 

 

We 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 children children with disabilities.


Regulations & Policy

HS Performance Standard 1302.30 - 1302.35 & State Title 5 Section 18273

Programs are required to 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. To learn about the regulations watch the following lessons:

  • Head Start: HS Education Course (coming)
  • State: Education Program/Education Program   

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School Readiness

The School Readiness Plan will be used to guide efforts leading to positive child outcomes. Goals and objectives will be incorporated in program planning.  


Screening Tools

Identify potential developmental delays the Ages & Stages (ASQ) 3 Questionnaire & ASQ Social Emotional Tools are completed within 45 days of enrollment. If rescreen is needed, rescreen is completed 4-6 weeks later.

Share results with parents within 2 weeks if refer/rescreen or at parent conference if ok.

NOTE: See Master Teacher for quesionnaires

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Desired Results Developmental Profile

The Desired Results Developmental Profile (2015), also known as the DRDP is a Developmental Continuum from Early Infancy to Kindergarten Entry. The DRDP is a formative assessment instrument for young children and their families used to inform instruction and program development.


Activity Planning

Teachers implement well-organized learning environments with developmentally appropriate schedules, lesson plans & indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences.

Activity plans incorporate individual child goals developed based on DRDP data, social emotional strategies, supports for children with disabilities & dual language learners, along with extending the classroom through field trips. 

Companion tools to support activity planning are located below.


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Social Emotional Development

The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn – all in the context of family, community, and culture.” - CSEFEL Definition


Disabilities

We ensure enrolled children with disabilities receive all applicable program services delivered in the least restrictive possible environment & that they fully participate in all program activities.

Child Success Team (CST) meetings are held when the topic being discussed requires a multidisciplinary approach or child scores Refer or Rescreen (twice) on developmental or social emotional screenings & has not responded to individualized strategies to support areas of concern.

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Dual Language

Children who are Dual Language Learners acquire two or more languages simultaneously, as well as learn a second language while continuing to develop their first language. 


Field Trips

SCOE Child & Family Services owns a 26 passenger bus, which is equipped with 20 child safety seats.  Procedure for planning/supervising each field trip is as follows:

  • Request: Complete & email request form at least 7 weeks prior to requested date
  • Supplies: Sign-in/out binder, student roster, child emergency cards, water, lunches, snacks, first aid kit, child medications if needed at school, payment for admission if applicable, cell phone & camera
  • Departure: Bus monitor/center staff check permission slips signed by parent/guardian for ALL children, ID badges/name tags on each child, “Buddy System” assigned with designated chaperone,  final count of children & if first trip Bus Evacuation Drill 
  • Arrival: Children/Chaperones/Staff will review emergency & safety procedures including the action plan if someone is separated from the group, & checking off the name of each child on the roster as they disembark for a child count
  • Return Trip: Prior to leaving the field trip location, emergency & safety procedures will be reviewed & final child count
  • Field Trip Checklist: Must be kept for one year at Center
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School Readiness Binders

To ensure consistency with planning and gathering supporting school readiness documentation binders must be maintained for the classroom and per child. 


Monitoring 

A Grantee monitoring review will be held every program year. In addition, self-monitoring must be documented and occur as follows:

  • ERSEA: Within first 45 days 
  • FSPA Assessment: Within 60 days
  • FSPA Goals: Within 70 days
  • Case Conferencing: Quarterly

Companion Tools

These materials, trainings & organizations assist educators in planning strategies to support children.

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California Early Childhood Online (CECO)

CECO website training modules enable teachers to increase content knowledge & ability to provide developmentally appropriate experiences for children in their care. 

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The Program for Infant/Toddler Care (PITC)

PITC approach equates good care with trained teachers who are preparing themselves and the environment so that infants/toddlers can learn.

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Center on the Social & Emotional Foundations for Early Learning (CSEFEL)

ocused on promoting the social emotional development & school readiness of young children birth to age 5.

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Conscious Discipline (CD)

Moments are an opportunity to teach children the social emotional & communication skills necessary to manage themselves, resolve conflict, prevent bullying & develop pro-social behaviors.


 California's Foundations & Frameworks align with the DRDP observation tool & activity plan template.

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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.

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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.

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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.

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Preschool Curriculum Frameworks

Present strategies for early childhood educators that enrich learning and development opportunities for all of California’s preschool children.


Quick Links