Family Selection Criteria

Recruitment and Priority

10% of CSPP funded enrollment is set aside for Children with Exceptional Needs

All families will be ranked based on the following Admission Priorities list, as mandated by the State:

Enrollment Priorities:

• First: The child is the recipient of Child Protective Services (CPS) or At-risk of being neglected, abused, or exploited

• Second: Once the set-aside is filled, children with exceptional needs are from income-eligible families. Prioritize based on income ranking order.

• Third: Eligible 4-year-old not enrolled in Transitional Kindergarten. Prioritize children enrolled in CSPP as a 3-year-old, then prioritize dual language learners within each ranking based on the earliest waitlist date.

• Fourth: Eligible 3-year-old. Within each ranking, prioritize dual language learners based on the earliest wait list date.

• Fifth: Family income is not more than 15% above the income threshold. Prioritize exceptional needs children, then 4-year-olds, then 3-year-olds. (limited to 10% of funded enrollment)

• Sixth: Family resides in approved neighborhood school boundaries. Prioritize based on income ranking order. 

California State Preschool Program Sites

An eligibility wait list will be maintained throughout the year to ensure enrollment according to state eligibility guidelines. This wait list will be utilized to fill vacancies that occur throughout the school year.

Eligibility Form

CSPP AGE ELIGIBILITY 

• Children who will turn 3 years old on or before Dec.1 of the current school year.

• Children who turn 3 on or after December 2 may be enrolled after their 3rd birthday.
  
  

• Children who are 4 years old.
  
  

• Children who turn 5 on or after September 2nd of the current school year.

The child's age must be verified by documentation such as a birth certificate or other state-approved records.

Preschool Enrollment Packet English

Student Emergency Card 

*please print one-sided 

Preschool Enrollment Packet  Spanish

Student Emergency Card

*please print one-sided 

Co-teaching is when two certified teachers are present in the classroom, and they work together through the teaching process: planning, teaching, and assessing progress. Students frequently have different learning styles and preferences. Co-teaching allows fully qualified teachers to meet those diverse needs in the classroom. 

The teaching might look different based on the activity, needs, and purpose. We might also split the class into two groups, with each teacher teaching one of the groups; this allows for a smaller teacher-to-student ratio for more complex topics. Occasionally, one teacher will pull a small group for additional instruction, while the other teacher will assist students during their classroom experiences. This way, students receive extra help where needed, and teachers can provide meaningful classroom learning experiences.

Inclusion means teaching all children together regardless of their ability level.  Preschoolers in the inclusive program will learn side-by-side, celebrating their similarities and their different abilities and cultures. In this classroom, children with special needs take part in the general education curriculum. Language and beginning literacy skills, including phonological awareness and alphabet knowledge, are emphasized. Teachers foster social-emotional and independence through direct teaching and cooperative play. The program’s goal is for all students to achieve kindergarten readiness skills in the most natural and inclusive setting and to prepare all learners for a successful kindergarten experience.