UPK Technical Assistance Session:�Facilities, Services, and Operations

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March 30, 2022

Presented By:

Michelle Lucero, Senior Director

Kimberly Nelms, Program Manager

Child Development Programs and Services

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WHERE STUDENTS COME FIRST

Ensure that facilities, services and operations are thoughtfully aligned to support the implementation of UPK and movement towards a P-3 continuum. It is also critical for early education programs currently operating to continue to be a part of California’s mixed-delivery system by creating shared space, blending funding and coordinating service delivery.

Specific to Facilities: Objectives of this section are to identify the availability of space for UPK, adequacy of available space to meet the kindergarten facility standards and if needed to update the Facilities Master Plan to address any unmet need for developmentally-appropriate space.�

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Focus Area E:

Facilities, Services, and Operations

WHERE STUDENTS COME FIRST

Planning for TK Expansion

Simple Age Through

Assumes 100% cohort survival-each grade level transfers the same number of kids to the following year’s enrollment

Linear Regression

Looks at historical enrollment data and assumes a linear trend moving forward- similar to plotting a “best-fit” line

Cohort Survival

Looks at historical enrollment and measures the actual cohort survival rate (%) - applied for projecting future cohort enrollment

Step 1: Projecting Enrollment- Three Projection Methods

CDE has provided enrollment projection information for the following LEAs: Manzanita, Paradise, Durham, Gridley, Palermo, Pioneer, Thermalito, Golden Feather, Chico, Biggs, Oroville City

WHERE STUDENTS COME FIRST

TK Facility Requirements

TK is legally considered kindergarten, so TK classrooms must comply with all laws that govern kindergarten classrooms, including:

• Title 24 Building Code
• Field Act requirements
• Title 5 regulations for new schools and kindergarten classrooms. California Code of Regulations (Article 4, § 14030):
• Kindergarten classroom size for new structures is not less than 1,350 square feet, including restrooms, storage, teacher preparation, wet and dry areas.
• Kindergarten classrooms are designed to allow supervision of play yards (unless prevented by site shape or size) and all areas of the classroom.
• Play yard design provides a variety of activities for development of large motor skills.
• Classrooms are located close to parent drop-off and bus loading areas.
• Storage, casework, and learning stations are functionally designed for use in free play and structured activities (e.g., shelves are deep and open for frequent use of manipulative materials).
• Windows, marking boards, sinks, drinking fountains, and furniture are appropriate heights for Kindergarten-age students.
• Restrooms are self-contained within the classroom or within the Kindergarten complex.

WHERE STUDENTS COME FIRST

Facilities Funding

Preschool, TK, and Full-Day Kindergarten Facilities Grant Program

The 2021-22 state budget included $448 million in one-time funding to help schools fund facilities projects for preschool, TK, and full-day Kindergarten programs. Half of the funds will be allocated in April 2022 with the remainder in April 2023. Funds may be used to retrofit existing facilities or construct new facilities. Funds may not be used for the purchase of portable classrooms. These funds require a local match, unless the district can demonstrate financial hardship.

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Pre-Kindergarten Planning and Implementation Grant Program

The $200 million Pre-Kindergarten Planning and Implementation Grant program funding can be used for costs associated with expanding TK enrollment, including for retrofitting or constructing facilities.

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WHERE STUDENTS COME FIRST

What challenges are you encountering in terms of facilities planning?

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What types of support would be helpful?

WHERE STUDENTS COME FIRST

TK Classroom Space Design- Example for 24 students

Learning centers offer young learners the opportunity to engage in child-initiated learning and explore various interests when rotating through various centers.¹

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Ideas for Learning Center Themes

• Art, music and movement, and dramatic play
• Language and literacy including listening, speaking, reading, and writing
• Mathematics and manipulatives, including puzzles and objects that encourage interactive play
• Science and technology and computer use

California County Superintendents Educational Services Association (2011). Transitional Kindergarten Planning Guide: A Resource for Administrators of California Public School Districts. p. 59.

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WHERE STUDENTS COME FIRST

Outdoor Learning Environment

Considerations

Outdoor environments need to be as thoughtfully and intentionally planned and arranged as indoor environments.

• Play equipment
• Loose parts (balls, jump ropes, hula hoops, recycled materials like boxes, cardboard tubes
• Options for active play: swinging, riding tricycles, playing with plays
• Options for sedentary play: digging in sand, talking with friends, drawing with chalk

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Teachers should provide guidance for children’s outdoor play with the same level of intentionality as they do inside the classroom.

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Preschool age children (ages 3-5) should have access to 60 minutes or more of strenuous or moderate physical activity and should have opportunity to be physically active throughout the day.

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WHERE STUDENTS COME FIRST

Food Service/Meal Time

• Transitions are hard for young children and meal-time may take longer
• Child size table and chairs for meal-time
• Ensures safety and allows children to be comfortable, engaged, and successful during mealtimes
• Younger children will need additional support and monitoring for handwashing and supports teaching self-care
• Family-style meal service is ideal for young children and also supports development of fine motor skills
• Younger children require a different level of supervision during meal time than older children
• Meal time provides a great opportunity for additional learning and conversation about healthy food choices
• Younger children are developing healthy eating habits and staff can encourage children to try new and less favorite foods

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Bathrooms

• Supervision during outside time for bathroom use
• Addressing the needs of a non-toilet-trained age-eligible TK student is a local school district decision. If the child has an individualized education program (IEP), accommodations should be addressed in the IEP meeting.
• Size and height of sinks and toilets

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WHERE STUDENTS COME FIRST

Questions?

What else would be helpful in terms of support from the County Office?

Resources

WHERE STUDENTS COME FIRST

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Sales Rep Contacts:

Lakeshore Learning: Jon Bell- Lakeshore Learning jbell@lakeshorelearning.com

Kaplan Co: Bryan Hanna- BHanna@kaplanco.com

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Other Quality Vendors for Early Learning Materials:

• Constructive Playthings
• Discount School Supply
• Discovery Source
• Kodo Kids

TK Implementaion Guide https://www.cde.ca.gov/ci/gs/em/documents/tkguide.pdf

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Building Standard Codes

https://www.dgs.ca.gov/BSC/Codes

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California Preschool, Transitional, Kindergarten and Full-Day Kindergarten Facilities Grant Program Funding

Title 24 Overview Building Standards Code

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