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History
 
The Local Planning Council for Childcare Development for Nevada County (“LPC”) was formed in 1991 in accordance with state law established by AB 2141 and AB 1542 that provided for the formation of county level local planning councils to support the overall coordination of early and school age learning and care system. The formation of LPCs in each county was a clear recognition by the State of California that increasing access to early learning and care for children under 12 is among the smartest investments Californians can make.
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Services

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The LPC promotes quality early care and education services through community assessment, county-wide partnerships and advocacy to meet the needs of children, families, and early care and school age educators, including:

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  • OPERATING the Quality Counts California (QCC) program, a statewide effort to raise the quality of early learning and care systems and provide coaching, professional development activities and grants to support a continuum of settings where children learn, including licensed child care providers, informal caregivers and TK/K programs.

 

  • DIRECTING the Preschool Development Grant (PDG) to strengthen transitions and aligned learning from early childhood to early elementary grades so that young children will have a smoother and more successful experience in kindergarten and across the early elementary grades.

 

  • COLLABORATING with partner agencies and key stakeholders to meet local child care needs, identify emerging issues, develop strategies, and implement solutions for staff retention and high-quality child care and education services.

 

  • MOBILIZING public and private resources to support early care educators and Transitional Kindergarten teachers in advancing their early childhood education and professional development through research-based trainings and professional development stipends/grants to positively impact children and support child care workforce retention. This matters because young children thrive when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and responsive to their individual progress.  

 

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