Local Planning Council
For Child Care Development
Nevada County
California Universal Meals Program
The Universal Meals Program (UMP) is a critical part of supporting students to reach their full academic potential.
State Meal Requirement Updated:
Starting in Transitional Kindergarten (TK), breakfast and lunch available to all students
Federal Meal Requirement:
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To receive State funds, districts/schools must be on the National School Lunch Program (NSLP) and School Breakfast Program (SBP) and comply with all requirements including collection of meal applications
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Requires schools that meet the federal definition of high poverty to apply for the Community Eligibility Provision (CEP) or another Provision
Greater access to nutritious school meals:
Decreases overall food insecurity and for many students the school meals are the healthiest meals of their day
Improves performance in school
Reduces absenteeism
Supports better concentration
Lowers obesity rates and promotes lifelong healthier habits
Providing nutritious school meals starting in Transitional Kindergarten (TK) means building healthy habits and healthier bodies from the start
Inclusion and the Least Restrictive Environment
Inclusion means students with disabilities are valued members of the school community. Including children with disabilities in early childhood programs with their peers without disabilities provides children with a sense of belonging, positive social relationships, and development to reach their full potential.
Inclusion of children with and without disabilities is a priority for transforming California's schools.
California State Preschool programs are now required to include children with disabilities and will be supported to do so with resources from the State.
Access, participation, and supports are defining features of inclusive, high-quality early learning programs.
The Individuals with Disabilities Act (IDEA) requires a free appropriate public educate (FAPE) in the least restrictive environment (LRE) be made available to children with disabilities by:
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To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.
Inclusion means students with disabilities are valued members of the school community. Including children with disabilities in early childhood programs with their peers without disabilities provides children with a sense of belonging, positive social relationships, and development to reach their full potential.
Inclusive early learning environments:
Reduce the need for future special education services
Decrease long-term special education costs
Increase the academic achievement for all students in the classroom
Provide children with disabilities significant developmental and learning progress
Produce positive development, social, and attitudinal outcomes in same-age peers without disabilities
Expanded Learning Opportunities Program
The Expanded Learning Opportunities Program provides $4 Billion in apportionments to all classroom based local education agencies in 2022-23 that have Transitional Kindergarten (TK) through sixth grade students.
In order to maintain funding, recipients must operate:
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On school days, in-person, with qualified staff
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Before School and/or After School and on non-school days
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No less than nine hours*
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Core Day + Expanded Learning = Nine Hours*
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Operate on at least 30 non-school days, in-person, for no less than nine hours*
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*Frontier Designated Geographical Locations only have an eight hour requirement
California's Expanded Learning programs are an integral part of young people's education. Expanded Learning programs, starting in Transitional Kindergarten (TK), support families' need to work and ensure students experience:
A safe and nurturing environment that supports the developmental, social-emotional and physical needs of all students
A culture of diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression
Opportunities to learn about and practice balanced nutrition, physical activity and other healthy choices in an environment that supports a healthy lifestyle
Activities that reflect active, meaningful and engaging learning methods, which promote collaboration and expand student horizons
California's Vision of Success for English Learners
Supporting multilingual learners is critically important as an estimated 60% of California’s children speak a language other than English at home. Additionally, young dual language learners and all multilingual learners can benefit from multilingual programs.
UPK is committed to supporting multilingual opportunities for children, where possible, and ensuring English learners thrive.
We are looking to create programs where multilingual learners "fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages."
The California Department of Education has developed an English Learner Roadmap to provide guidance to local education agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are dual language learners and English learners attending California public schools.
Multilingual programs are critical because they:
Increase students' ability to concentrate, solve problems, and focus, as well as improve students' academic outcomes
Encourage students' connection to their home language and culture
Enrich schools and communities with the cultural and linguistic assets that are shared by multilingual children and families
UPK will create more opportunities for multilingual learners to get the supports they need, earlier, to support a strong foundation in both English and their home language. Learn more on CDE’s Dual Language Learner (DLL) Support page.
