The Program

Instruction occurs every minute of every day as children in our classrooms interact with teaching staff and one another. The DOORS curriculum identifies three key instructional settings that are used in the classroom daily. Center Time provides an opportunity for children to move about the room and engage in numerous activities related to the theme. It gives children an opportunity to be independent, self directed, and actively involved with “hands on” activities. Large Group Time provides an opportunity for the teacher to meet with the entire class at the same time. This is a great time for children to develop listening skills and build a sense of community. During Large Group Time the teacher might read a big book related to the theme to the class. She/he may introduce a letter of the alphabet connected to the theme and explain the activities for the day. Small Group Time finds the children moving from center to center to engage in explicit, intentional teacher-directed activities that are related to the theme and are specific to an instructional area. Numeracy, alphabet knowledge, early writing, phonological awareness development, and read alouds are all key instructional areas for small group.

State Preschool classrooms use a curriculum that is based on the newest research in the fields of early literacy and child development. Starting School, Transportation, Nutrition, Construction, Health, Community, Water, and Nature areas are our eight major themes. These eight themes are all part of the DOORS TO DISCOVERY Program which serves as the core of our curriculum. Our preschool classrooms come to life as children explore, play and learn about these themes. Our curriculum is based on Preschool Learning Foundations and addresses key areas of literacy development: phonological awareness, oral language development, print awareness, and alphabet knowledge. The curriculum develops a love of language and literature.

Are You Eligible?

The preschool program serves children 4 years old first, then 3 year olds, and families who are:

• Referred by CPS
• Within income guidelines
• Families who have a total gross income of less than 70% of the State median income at the time of the initial application.

Families in the program are placed according to school district boundaries. (Interdistrict transfers do not apply to State Preschool.)

Families may be enrolled and meet income guidelines up to 120 days before the first day of school.

CPS Eligibility: CPS placement for the preschool program is based on a referral from Child Protective Services which is defined as follows:
"A child is a CPS child only when the child has been referred by a county welfare department child welfare services worker because the child is receiving family preservation services pursuant to Welfare and Institutions Code Section 16500.5 or family maintenance services pursuant to Section 16506 and the family requires care as part of their family maintenance or family preservation case plan."

• The age limits for State Preschool apply.
• Income is not a factor for CPS referrals.
• A CPS-referred family becomes first on the eligibility list for the preschool program.

SCHEDULE OF INCOME CEILINGS FOR STATE PRESCHOOL PROGRAMS current as of 04/11

Application Procedure

Our preschool programs enroll students from the community during open enrollment every May and throughout the year as openings arise at each site.  Each site maintains a wait list based on income guidelines/rankings.  Contact the State Preschool office for more information at 530-528-7325.

Our Staff

State Preschool teaching staff are lifelong learners. Professional Development for our staff is on-going, intensive, and based upon best instructional practices. Staff members attend workshops, and a peer-coaching model is used effectively at our sites. Site Supervisors, teachers and assistants all hold current and valid child development permits in accordance with their education and training in early childhood education. Staff-student ratios required by licensing are maintained at all times.

Parent Involvement

Parents are welcome in State Preschool classrooms and are a key to student success. Parents partner with teaching staff to assure the best possible learning environment for students. Every minute counts. It is essential to have parents working in classrooms, talking with children, each and every day.

Families are encouraged to take advantage of Libros y Mas… Books And More. Libros y Mas has been developed specifically to meet the needs of our program. Parents are a child’s first, and best, teacher. Libros y Mas provides an opportunity for parents and preschool staff to partner together during Parent Meetings and have some fun. Each activity is developed around a specific topic of literacy or numeracy and presented as a game or activity. Each parent meeting includes time for partnership and learning together. Participants leave with the activities created and brand new books to add to their home collections. Childcare and snacks are provided. See our links and resources page for activities and related websites.

Bilingual Capabilities

Many of our staff members speak both English and Spanish. We find that this benefits not only the English language learner, but also the English speaking child, providing early exposure to another language. Some staff members also have training in American Sign Language, enabling them to converse with hearing-impaired children and caregivers.

Assessments

Assessments are important as they allow teaching staff to identify key areas of learning that have been mastered by each individual child and key areas of learning that need additional instruction. Teachers are continuously checking learning so that they know the best ways to help their young learners. Multiple assessments are used to help teaching staff provide appropriate instruction in the areas of oral language and vocabulary development, alphabet knowledge, phonological awareness, and concepts of print as well as other key areas identified in the Desired Results Developmental Profile.  The home school partnership is essential to children’s school success. Parents who are involved in their child’s education have children who do better in school. Teachers keep parents informed of their child’s progress through daily check-ins, observations, and conferences twice a year.  Click here for the newly developed California Preschool Early Learning Foundations.