Our mission is to provide a high quality early education program to maximize school readiness. It begins by enrolling your child into one of our programs.
- Early Education Centers
Early Education Centers are high quality developmentally appropriate preschool programs that address the social-emotional, physical and cognitive needs of the population served. The mission and beliefs of ECED outlines a commitment and responsibility to the diverse cultural and linguistic needs of children and families.
For a list of Early Education Centers, click here: EEC Locations
Hours of Operation
Usually 6:00 a.m. to 6:00 p.m., Monday - Friday. Centers operate 246 days per year.
Families at or below 70% of state median income, family or child must have a qualifying need such as employment, training, seeking employment, etc. Fees may be required, based on gross family income.
Children ages 2 through 4 are served at most centers.
Parent Education and Outreach
Parent advisory council, two parent-teacher conferences per year, parent survey, parent education.
- California State Preschool Program (CSPP)
The California State Preschool Program Part-Day (CSPP Part-Day) is a three-hour educational program for children ages three and four years old, with priority given to four year olds. These programs are located at elementary schools. The CSPP Part-Day Program provides personalized learning experiences before children enter kindergarten.
For a list of CSPP Part-Day sites, click here: CSPP Locations
Hours of Operation
Monday through Friday during the 180 day school year, two sessions offered daily (A.M. or P.M.), 3 hours each session.
Families at or below 70% of state median income. Fees are not required.
Children ages three and four as of September 1 of the school year, with priority given to four year olds.
A family must complete an application and provide supporting documentation demonstrating gross family income.
The professional development for all teachers and aides are in alignment with the California's Pre-kindergarten Learning and Development Guidelines, State mandates for Desired Results and the Early Childhood Education Branch's Early Education Improvement Plan approved by the Board of Education in February 2001.
Curricula and Literature
The core and essential documents of the Early Childhood Education Division are explicit and intentional in supporting improved student achievement. These documents are aligned to the California Kindergarten Standards in Language Arts and Mathematics. The Early Literacy Program, adopted by the District in March 2004, Developmental Learning Materials (DLM Express). DLM Express is aligned to the Open Court Kindergarten Reading Program. A variety of carefully selected books of various genres are consistently available to children. Criteria for selection of books include attention to positive depictions of cultural diversity. Teachers use a variety of strategies to encompass the diverse needs of children. The core documents utilized in all ECE Branch programs are carefully aligned to the California Standard for Language Arts and Mathematics. Recognizing the importance of what research reveals about the foundations for early learning, the ECE Branch instructional programs support maximizing school readiness in early literacy and mathematics through developmentally appropriate activities.
State and District regulations promote inclusion of parents in early education programs in meaningful ways. The Early Childhood Education Division is implementing the Parent Leadership Institute to train all parents of preschool age students in the following components: Parents as their child's leader, parents as school leaders and parents as policy leaders.
The California School Age Families Education (Cal-SAFE) Program is a comprehensive, integrated, community-linked, school-based program that serves expectant and parenting students and their infants and toddlers. The program is designed to improve the educational experience, increase the availability of support services for enrolled teen parents, and provide child care and development services for their children.
Female and male students age 18 and younger who have not graduated from high school, if they are an expectant parent, a custodial parent, or a parent taking an active role in the care and supervision of their child.
Ages six weeks to 2 and a half years.
Cal-SAFE is currently offered at these locations:
Cleveland Infant Center
19031 W. Strathern Street
Reseda, CA 91335
Phone: (818) 349-8410
Fax: (818) 727-0964
Locke Infant Center
320 E 111TH Street
Los Angeles, CA 90061
Phone: (323) 755-0102
Ramona Infant Center
231 S. Alma Avene.
Los Angeles, CA 90063
Phone: (323) 266-7650
Fax: (323) 266-7698
Roosevelt Infant Center
456 S. Matthews Street
Los Angeles, CA90033
Phone: (323) 780-6635
Fax: (323) 780-6636
Hours and Days of Operation
The program is offered during the high school's instructional time, usually six hours per day for 180 days per year.
Nurse, School Mental Health Consultant, Pupil Services and Attendance Counselor
The district is required by the California Department of Education to provide professional development to all Cal-SAFE staff. The division provides professional development in curriculum, instruction and assessment.
- Transitional Kindergarten (TK) & Expanded TK
Transitional Kindergarten, or TK, is year one of a two year Kindergarten program. TK provides an early childhood education program that builds a bridge between preschool years and traditional Kindergarten. With increasing academic demands and structure in Kindergarten, some parents are aware that their child may not be ready for the traditional Kindergarten program. In addition, beginning in the 2015-2016 school year, a Transitional Kindergarten Expansion Program (TK-Ex) for younger children will be offered at selected schools.
More information visit the California Department of Education website.
Hours of Operation
The Transitional Kindergarten programs follows the full day schedule of Traditional Kindergarten with a 6 hour daily program Monday through Friday during the 180 day school year.
Transitional Kindergarten is designed for, but not restricted to, students who turn 5 years old between September 2 and December 2 and who may benefit from an enriched foundational early childhood education program to prepare them for success in traditional Kindergarten. TK-Ex students must meet different requirements. For more details about TK-Ex, see: Transitional Kindergarten Expansion Plan
Parents must complete a standard LAUSD elementary enrollment packet, sign the Parent of Eligible Student Requesting Transitional Kindergarten form and complete and sign the CDE Kindergarten Continuance Form.
This program provides children with a well-planned classroom program to build necessary social and academic skills for success throughout their school careers. The program is based on the California Kindergarten Common Core State Standards with focused instruction in literacy and numeracy along with strong emphasis on self-regulation and social engagement. The daily schedule includes whole group instruction and activities, small group instruction and independent and “hands-on” learning. The Transitional Kindergartners enjoy lunch and recess with their fellow Kindergarten friends and participate in all Kindergarten activities such as music, art, and motor skills development throughout the year.
Communication between home and school is essential in helping children succeed. Parents are encouraged to actively participate in their child’s learning journey at home and at school. A variety of activities and workshops support parents and children in Transitional Kindergarten.
The child’s teacher will meet with parents on a regular basis to discuss the child’s progress and ways the parent can support him/her at home. Assessments, along with teacher observations, will be used to monitor each child’s growth and progress throughout the year. Staff members will use this information to guide instruction, individualized to meet every child’s needs.
- Dual Language Programs
Dual Language Early Learning Pilot Programs
A 50:50 Dual Language early education pilot program implemented in ten sites last year will continue through 2019-2020 school year. The program is a split day model (50% Spanish or Korean; 50% English – mornings all Spanish or Korean, afternoons all English) or vice versa. The teachers maintain the target language following the 50/50 model and “switch” at half day. There will be a thematic connection across the Spanish/Korean and English portions of the curriculum, with intentional planning about what will be done in which language. Other defining characteristics for successful dual language preschool programs include:
- Young children’s choice of language is allowed so they can express themselves
- Children’s “code-switching” is not a problem
- A language based environment that is fun and developmentally appropriate for very young children
- Thematically related but different material is covered in each language
- Scaffolding comprehension, use of visuals and movement to support comprehension.
- Positive climate/culture affirming the value of bilingualism and celebrating children’s developing skills
- Parents are encouraged about the importance of developing the home language, using their strongest language with their children, actively engaging in supporting home language development through talking, storytelling, singing, asking questions and eliciting their children’s “voices” in the home language.
Eastman Elementary School
Local District: EAST
Gates Early Education Center
Local District: EAST
Nevada Elementary School
Local District: NORTHWEST
Grand View Elementary School
Local District: WEST
Montara Elementary School
Local District: EAST
Vista Del Valle Elementary School
Local District: NORTHEAST
Grades: CSPP & TK
Denker Elementary School
Local District: SOUTH