Reports & Useful Documents

• En Español (In Spanish) (PDF)

Updated with new information and is an essential guide for anyone providing child care for children from birth to twelve years old. It offers guidance for providers of child care programs and highlights resources and strategies that promote inclusion and belonging for all children. This online-only publication has a companion video series.

• Further documentation, training PowerPoints, and resources for Inclusion Works!

• FAQ
• Subscription Pricing (PDF)

• 2014 Issue: California Collaborative on the Social & Emotional Foundations for Early Learning (CSEFEL) (PDF)
• 2016 Issue: Race to the Top Early Learning Challenge Grant (RTT-ELC) (PDF)

• Further documentation and videos for the California Early Childhood Educator Competencies

• Further documentation for the California Infant/Toddler Curriculum Framework

• Download the updated page 303 correction to print edition (PDF)
• Marco de currículo preescolar de California, Volumen 1 (PDF) Spanish translation of the California Preschool Curriculum Framework, Volume 1
• Further documentation and ordering information for the California Preschool Curriculum Framework, Volume 1

• Further documentation and ordering information for the California Preschool Curriculum Framework, Volume 2

• Further documentation and ordering information for the California Preschool Curriculum Framework, Volume 3

• Niños de edad preescolar que aprenden inglés: Principios y prácticas que fomentan el lenguaje, la lecto-escritura y el aprendizaje: Guía de Recursos (PDF)
  Spanish translation of the California Preschool English Learners

• Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF) Spanish translation of the California Preschool Learning Foundations, Volume 1
• Further documentation and ordering information for the California Preschool Learning Foundations, Volume 1

• Further documentation and ordering information for the California Preschool Learning Foundations, Volume 2

• Further documentation and ordering information for the California Preschool Learning Foundations, Volume 3

The California Department of Education Early Education Division (EED) has released a new online publication titled Creating Equitable Early Learning Environments for Young Boys of Color. This free publication was written primarily for child care and early education providers and program and school leaders.

"Early childhood educators are uniquely positioned to influence positive change for Boys of Color. This book provides teachers and program leaders with a helpful roadmap for improving racial equity through strengthening racial awareness, addressing implicit bias, and creating culturally responsive environments that are safe, affirming, and engaging for Boys of Color and their families." — Tony Thurmond, State Superintendent of Public Instruction

• Marco de Compromiso Familiar (PDF)
  Spanish translation of the Family Engagement Framework
• Further information on the Family Engagement Framework

• Fundamentos del aprendizaje y el desarrollo infantil de California (PDF)
  Spanish translation of the California Infant/Toddler Learning & Development Foundations
• Further documentation and ordering information for the California Infant/Toddler Learning & Development Foundations

• Guias para programas de aprendizaje y desarrollo infantil (PDF)
  Spanish translation of the Infant/Toddler Learning and Development Program Guidelines

• Further documentation for The Integrated Nature of Learning

This publication, part of the Best Practices for Planning Curriculum for Young Children series, discusses the critical role of play for children, particularly in early childhood. Play is an important context in which children learn, experiment with new ideas, and make sense of the world around them.

This brochure is a collaborative effort between the Department of Developmental Services and the California Department of Education. The brochure is designed to facilitate finding and identifying young children who may benefit from early intervention or specialized education services and to encourage appropriate referrals regarding these children to Early Start and special education preschool services. It can be ordered through the Publications Order Form.

Also available in:

• Chinese (PDF)
• Hmong (PDF)
• Korean (PDF)
• Spanish (PDF)
• Vietnamese (PDF)

• Further documentation for the Early Learning and Education Technology Policy Brief

• Further documentation on the Early Childhood Career Pathways
• Early Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field (PDF) Published: June 2016

• Further documentation on the Expulsion and Suspension Policy Statement
• Dear Colleague Letter on Preventing Racial Discrimination in Special Education Published: Dec 2016 The Office for Civil Rights (OCR) at the U.S. Department of Education issued a 25-page Dear Colleague Letter on Preventing Racial Discrimination in Special Education on December 12, 2016, to help ensure that all students, regardless of race, color, or national origin, have equitable access to high-quality general and special education instruction.
• Preventing Racial Discrimination in Special Education. Fact Sheet (PDF) Published: Dec 2016

• Download the Executive Summary (PDF)
• Further documentation on the Policy Statement on Family Engagement

• Further documentation on the Policy Statement on Inclusion for Children with Disabilities in Early Childhood
• Dear Colleague Letter-Preschool Least Restrictive Environments Published: January 2017 The letter provides updated guidance and clarification on: Key Statutory and Regulatory Requirements, Preschool Placement Options, Reporting Educational Environments Data for Preschool Children with Disabilities, and Use of IDEA Part B Funds for Preschool Children with Disabilities.
  • OSEP Memos, Dear Colleague Letters and FAQs
  • Table of OSEP Policy Letters of Clarification Related to Part C and Section 619 Chronologically by Topic
• Preschool Inclusion Finance Tool Kit 2017 (PDF)
  Provides an update of ECTA center's resource that addresses updated guidance in the Dear Colleague Letter on Preschool Least Restrictive Environments published in January 2017.

• Further documentation on the Policy Statement on Supporting the Development of Children Who are Dual Language Learners in Early Childhood Programs

This statement provides policy and program recommendations from HHS and ED to improve young children’s access to needed services and transform delivery systems to improve health and early learning outcomes for all children.  Coordination and alignment between health systems and early learning systems has the potential to ensure that each child’s needs are identified, referrals to needed services are made and completed, services are not duplicated, and the messages families hear are clear, aligned, and consistently reinforced to ensure that children and families thrive.

This statement:

• Highlights the importance of establishing a solid foundation for school-readiness as well as long-term health for all children
• Provides recommendations and guidance to States and communities to promote the alignment and coordination of health and early learning system
• Identifies resources and shares promising practices that inform and support States, communities and families in collaborative efforts to support healthy development and well-being in early childhood.

• Further documentation and resources on the Supporting the Development of Young Children in American Indian and Alaska Native Communities Who Are Affected by Alcohol and Substance Exposure

The COVID-19 pandemic has swiftly and substantially affected the social and emotional health of children, especially those experiencing multiple hardships. As the pandemic has spread across the United States, many children are experiencing widespread disruptions in daily life. Young children are reacting to stress as their parent and caregiver routines change. Children may have strong feelings of fear, worry, sadness, and anger about the pandemic and related issues that impact behavior at home and in child care.

To address these issues, the Office of Child Care (OCC) has a new initiative to further integrate social and emotional support strategies in child care's mixed delivery system. A Resource Guide for Developing Integrated Strategies to Support the Social and Emotional Wellness of Children highlights promising strategies and provides information about how some CCDF grantees have already leveraged partnerships and funding to support implementation success.

• Resources Specific to Early Childhood Programs
• Resources Specific to People with Disabilities

• Further resources and documentation “Ensuring Education for All Children”
• Fact Sheet for Families and School Staff: Limitations on DHS Immigration Enforcement Actions at Sensitive Locations (PDF)

The U.S. Department of Education and U.S. Department of Health and Human Services released an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion.

The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs updated November 2023 includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.

• Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs (PDF)

Purpose

All young children with disabilities^[1] should have access to high-quality inclusive early childhood programs^[2] that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities, meet high expectations, and achieve their full potential. The responsibility to ensure that young children with disabilities and their families are included in high-quality early childhood programs is shared by federal, State, and local governments, early childhood systems, early childhood programs and providers, local educational agencies (LEAs), and schools.

This policy statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments) builds upon our earlier 2015 policy statement with renewed commitment and urgency as children with disabilities continue to face significant barriers accessing and participating in inclusive early childhood programs. This updated joint ED and HHS policy statement for States,^[3] LEAs, schools, early intervention (EIS) providers, and early childhood programs advances the Departments’ position by:

• Reiterating the expectation for inclusion^[4] in high-quality early childhood programs;
• Setting the expectation that inclusion continues as children transition into elementary school;
• Continuing to increase public awareness and understanding of the latest science that supports inclusion of children with disabilities in early childhood programs from the earliest ages;
• Reinforcing the legal foundations supporting inclusion in early childhood;
• Reiterating and updating recommendations for State and local agencies that implement Individuals with Disabilities Education Act (IDEA) programs, Head Start, child care, home visiting, preschools, and public schools for increasing inclusive early learning opportunities for all children;
• Updating models and exemplars of inclusion; and
• Identifying and sharing resources for States, LEAs, EIS providers, early childhood programs, schools, early childhood personnel,^[5] and families to support high-quality individualized programming and inclusion of children with disabilities in early childhood programs.

The 2023 edition of Multicultural Principles for Early Childhood Leaders builds on growing research about how race, ethnicity, ability, gender, and socio-economic status influence young children’s learning. These influences can impact the practices, policies, and systems of early learning programs and the parent-child relationship.

In the 15 years since the last publication, research literature in child development, equity, and inclusion has grown significantly. This edition builds on the time-tested strength of the original principles, updating the language and organizational structure to support and use the principles in daily practice.

An equity-focused mindset and culturally sustaining practices are integrated throughout the Multicultural Principles. An equity-focused mindset includes both an awareness of the historical and current injustices, discrimination, and barriers faced by disproportionately marginalized communities. It also requires a commitment to respond in ways that disrupt these inequities.

Find out about the three action categories: Explore, Nurture, and Grow. These three actions describe what Head Start leaders and staff can do to ensure program services embrace and use the principles in everyday practice. The actions encourage:

• Learning from and about one another
• Building understanding and appreciation of the culture, traditions, and values of others
• Supporting inclusive and equitable practice

The IEP process includes requirements and actions that ensure IEP teams have the information needed to discuss and consider access to and participation in high-quality inclusive settings for every young child with a disability during IEP placement discussions. This document lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.

Included in this document are Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability. To aid in planning for inclusion within the district as well as with other state and community partners to ensure placements are available throughout the year for each child  Personnel Development Tools are provided that align to the Actions within an Effective IEP Process. The tools help to create a common vision for inclusion.

• See the article by Kathy Snow, The Case Against “Special Needs” for a discussion about how those terms have been used and why we might not want to use them in the futures.
• People First Language (PDF) That old "sticks and stones" saying is wrong: words are powerful and they can hurt! Other civil rights movements generated changes toward more respectful and accurate language and attitudes; the Disability Rights Movement is doing the same, beginning with People First Language. (This is the 4-page version, with examples.)
  • Español (Spanish) (PDF)
  • Português (Portugese) (PDF)
  • Русский язык (Russian) (PDF)

This position statement replaces the 2013 Frameworks for Response to Intervention in Early Childhood: Description and Implications.

The purpose of the revised statement is to define an early childhood multitiered system of support (MTSS) framework and to promote a broader understanding and discussion of the implications for young children, their families, and those who serve them.

The guidelines provided in this position statement are useful to programs seeking to implement the broad principles and elements of an MTSS framework. Specifically, programs can ensure that young children are being universally screened, authentically assessed, and differentially supported in ways that are developmentally appropriate and address their unique needs across both curricular and developmental outcomes.

• Early Childhood Programs Comparison Worksheet (DOC)
• Determining Costs Inclusive Worksheet (DOC)

1. What are the effects of inclusive preschool on children's early learning and development?
2. What is known about the quality of inclusive preschool programs?
3. What is known about how to improve the quality of inclusive preschool?

This pamphlet is intended for early childhood care providers who want to learn more about how to promote neurodiversity in early childhood. This could include early interventionists, developmental specialists, speech and language pathologists, occupational therapists, behavior analysts, preschool teachers, and anyone else who provides services to young autistic children and children with developmental disabilities.

• Further documentation on the Quality Indicators of Inclusive Early Childhood Programs/Practices

• 2018 Version in Spanish