August and September 2015 Newsletter

Resources, Referrals, and Support / Recursos, Referencias, y Apoyo
August/AGosto & September/Septiembre
Early Learning and Latino Children:
The Foundation for California’s Future
Children who attend high-quality early education
programs are more likely to perform better in reading
and math and less likely to be held back a grade or placed
in special education.
Latino children account for more than half of all
children under age 5 in California.
Our state’s future depends on ensuring young Latino
children are ready to excel in school and get the skills
they need to succeed in college and careers. Learning
begins at birth, and research shows early experiences
shape whether a child’s brain develops strong skills for
future learning, behavior and success. Without that
strong foundation, children – especially low-income
children – will be behind from the start.
Putting Latino Children on the Path to Opportunity
Early childhood education instills a love of learning
and encourages children’s natural curiosity. It helps
kids continue positive behavior and social skills such
as cooperating, sharing, making friends and resolving
conflicts. High-quality preschool programs also promote
higher-order thinking and build early literacy skills
through singing, storytelling and rhyming.
Preparing for success in school
• Latino children enrolled in a model preschool program
showed the largest improvements of any group in early
reading and math skills that predict later achievement
in school.
• After going to preschool, Latino children’s test scores
increased 79% in letter and word recognition, 39% in
spelling and 54% in applied problems.
• Latino students whose parents speak Spanish at home
showed the greatest gains in early language, literacy and
math in a high-quality preschool.
• By the time they are 3 years old, children who experience
language-rich environments have a vocabulary of nearly
1100 words; children without these experiences possess
2015
only about 500 words.
• However, there are barriers that prevent Latino children
from accessing high-quality preschool, including high costs;
lack of availability, information and full day programs; and
long waiting lists.
• Two-thirds of Latino and African-American 4 year olds
live in areas that do not have enough preschool spaces for
them, compared to half all 4 year olds.
90% of Latino parents with children under age 5 say
preschool is very important for later success, and they say
it pays to invest in preschool.
Only 14% of Latino children are in high-quality preschool
programs that prepare them for success in school.
Strengthening the foundation of California’s future
Preparing for success in life
• Children who attend early learning programs are more
likely to graduate from high school, attend college and own
a home, and less likely to be involved in crime.
• For every dollar spent on high-quality early learning,
there is a more than a $7 return to society in reduced
crime, education and public assistance costs.
Providing a Solid Foundation for Dual Language
High-quality early education provides a language-rich
environment for young children and lays the foundation for
learning to read.
•About 40% of preschool-age children in California are
English learners.
• 85% of English learners in California speak Spanish.
• Using children’s home language supports them in learning
a second language.
• Research shows that children who learn two or more
languages do better in both reading and math.
Closing the Achievement Gap
• English-proficient Latino children are about three months
behind white children at age five in their pre-reading skills.
This early gap – already wide at kindergarten entry – is
equivalent to over 80% of the gap observed in reading skills
among Latino children at fourth grade.
(This article continues on page four.)
Nuestra misión es cultivar el desarrollo saludable de los niños y familias en nuestra comunidad. Ofrecemos recursos, referencias, apoyo
y oportunidades a los proveedores de cuidado de niños, familias y comunidades en el Oeste de Condado de Sonoma
“Our mission is to nurture the healthy development of children and families in our community. We offer resources, referrals,
support and opportunities to child care providers, families and communities in western Sonoma County”.
Niños Latinos y una Temprana
Educación: la Fundación del
Futuro de California
Más de la mitad de los niños menores de cinco años en
California son latinos. El futuro de nuestro estado depende de asegurarnos
que nuestros hijos están preparados para salir adelante con su educación obteniendo las
cualidades necesarias para vivir una vida exitosa en sus estudios universitarios y dentro
de sus carreras. El aprendizaje comienza desde el nacimiento y estudios demuestran que
experiencias tempranas de aprendizaje ayudan a determinar si el cerebro de un niño se
desarrolla con gran capacidad para retener enseñanzas para el futuro además de un buen
comportamiento y éxito. Sin esa fuerte fundación, los niños especialmente los de bajos
recursos se encontrarán atrasados del resto de los demás.
Compartieron sus historias
Los niños que asisten a programas de
educación temprana de alta calidad realizan
un mejor desempeño en materias de lectura
y matemáticas y es menos común que sean
atrasados un grado o puestos en clases de
educación especial.
Niños latinos en camino hacia la oportunidad
Durante la niñez la educación inculca amor a el aprendizaje y promueve la curiosidad natural
de los niños. Esto ayuda a los niños a crear un comportamiento positivo y de la misma
manera ponen en practica actitudes tan positivas como son compartir, cooperar, hacer
amigos y resolver conflictos. Programas preescolares de alta calidad también promueven
el uso de pensamientos de ordenes mayores y la creación de habilidades tempranas con
respecto a literatura utilizando el canto, cuentos y rimas.
Preparándose para el éxito en la escuela
• 90% de padres
latinos con niños
menores de cinco
años opinan que la
educación preescolar
es muy importante
para un futuro
exitoso y comentan
que de verdad vale la
pena invertir en una
educación preescolar.
• Los niños latinos inscritos en un programa modelo
preescolar demostraron grandes mejoras en comparación
a otros grupos en materias de lectura y matemáticas lo
cual se ha convertido en todo un éxito en la escuela.
Flor disfruta leer para otros niños. Su
maestra de preescolar, Miss Teresa, dice que
ella es un modelo a seguir.
• Después de terminar preescolar, las calificaciones de
niños latinos mejoraron un 79% en reconocimiento de
letras y palabras, 39% en ortografía y 54% en problemas
aplicados en clase.
• Aquellos estudiantes cuyos padres que hablan español
en casa mostraron los mejores resultados en aprendizaje
de un nuevo lenguaje, literatura y matemáticas en una
preescolar de alta calidad.
• Para los tres años, niños que tuvieron experiencias
enriquecidas con un ambiente de lenguajes diversos
tendrán un vocabulario de hasta 1100 palabras en cual niños que no han tenido este tipo
de experiencias conocen aproximadamente solo 500 palabras.
• Sin embargo, existen barreras que impiden a los niños latinos formar parte
de preescolares de alta calidad, incluyendo el alto costo de estas escuelas,
falta de disponibilidad, información y programas de días completos, y largas
listas de espera.
• Dos tercios de niños latinos y afro-americanos de 4 años de edad viven
en áreas que no cuentan con suficiente espacio en preescolares para ellos,
comparados con la mitad de todos los niños de cuatro años.
• Rachel Acosta comenzó a trabajar
con niños hace 30 años como asistente en
preescolar. Sus amigos la alentaron a regresar
a la escuela y ahora cuenta con un permiso
en temprana educación infantil del Colegio de
la Ciudad de Fresno.
•Solo 14 % de niños latinos
forman parte de programas
preescolares de alta calidad los
cuales les preparan para ser
exitosos en su educación..
Para más información, visite www.preschoolcalifornia.org/latino-children
Reforzando la fundación para el futuro de California
Preparándose para una vida exitosa
Jesus
asistió a la
Preescolar
Mar Vista
cuando
tenia 3
años.
Continuó
hasta
que terminó su carrera en la Universidad de
California de Berkeley. Ahora está de regreso
en Vista Mar, sirviendo como consejero de
preparación universitaria.
Miguel era muy
tímido cuando
comenzó su
educación preescolar.
Ahora cuando llega
a la clase le dice a
la maestra, “Estoy
contento de estar
aquí. ¿Que vamos a
hacer hoy”?
La hija de Judith
asistió a una
preescolar
gratuita en el
Centro Familiar
de la Calle Hope
y su orgullosa
madre está
decidida a ver a
su hija llegar hasta
su educación
universitaria. Judith también tomo clases de
educación para adultos ahí. Ella pasó su GED
y ahora es una fuerte madre partidaria de la
educación preescolar.
• Niños que asisten a programas de aprendizaje temprano comúnmente se gradúan
de secundaria, asisten a la universidad y son dueños de sus propias casas y es
menos común verlos envueltos en crímenes.
• Una educación preescolar de alta calidad ofrece una de las mayores ganancias
de cualquier otro tipo de inversión público equivalente a más de $7 por cada
dólar invertido. Como resultado de altas ganancias, existe un ahorro en gastos
gubernamentales en educación de grados K-12, en asistencia pública y en el sistema de
justicia criminal.
Proveyendo una sólida fundación para estudiantes
aprendiendo dos lenguas y continuando con el desarrollo
de su idioma natal
La educación temprana de alta calidad provee un ambiente de lenguaje más avanzado
para niños y jóvenes colocando fundamentos de aprendizaje al leer.
• Aproximadamente 40% de los niños que cursan preescolar en California están
aprendiendo inglés.
• 85% de niños que están aprendiendo inglés en California hablan español.
• Utilizando el idioma que
los niños hablan en casa les
ayuda a que aprender mejor
un segundo idioma.
• Estudios demuestran que
aquellos niños que aprenden
dos o más idiomas obtienen
mejores calificaciones en
lectura y matemáticas.
Más de 60% de niños latinos viven en hogares con
ingresos menores de $44,100 para una familia
de cuatro miembros en comparación con 23% de
familias blancas. Los latinos también tienden a
formar parte de altas tasas de desempleo y ganar
menos dinero. Estás desventajas económicas han
impactado directamente el éxito en la educación
de la comunidad hispana.
Intentando solucionar el problema educacional
• Niños latinos que dominan el lenguaje inglés están atrasados casi tres meses
en comparación con niños blancos entre los cinco años en técnicas de lectura
preescolar. Está deficiencia, que comienza desde su entrada a preescolar, es
equivalente a más de 80% de la deficiencia observada en las habilidades de lectura
entre niños latinos del cuarto grado de primaria.
“Si los niños latinos no salen adelante en sus
escuelas, entonces los sistemas educacionales de
California tampoco salen adelante. Una manera
de mejorar este tipo de problemas educacionales
es un sistema preescolar que funcione para
todos los niños. Los niños latinos aprenden y
aprovechan los programas preescolares que son
efectivos cuando tienen acceso a ellos”.
— Janet Murguía, Presidente y Directora del Consejo
Nacional de La Raza
Sources for all research cited in this document are available at www.preschoolcalifornia.org/latino-childrenchildren
• En California la tasa de estudiantes latinos que abandonan
sus estudios de enseñanza secundaria es 27% comparado
con 21.5% del resto de los estudiantes.
• La educación y atención temprana de alta calidad es
una manera de intervención demostrada en que se debe
aprovechar desde nacimiento a los 5 años para mejorar las
oportunidades escolares.
Para el 2025, los latinos serán casi la mitad de la fuerza
laboral de nuestro estado. California debe mejorar las
oportunidades educacionales para la comunidad latina y
así asegurar un mejor futuro para todos lo cual comienza
con una temprana educación infantil.
Early Learning and Latino Children (Continued from the front page.)
• The high school dropout rate for Latino students in California is 27%, compared to 21.5% overall.
• High-quality early care and education is a proven intervention that takes advantage of the window of opportunity
from birth to age 5 to level the playing field.
By 2025, Latinos will make up almost half of the new labor force in our state. California must improve educational
opportunities for Latinos to ensure a brighter future for us all, and that begins with early childhood education.
More than 60% of Latino children live in households with incomes below $44,100 for a family of four, compared to 23% of
white families. Latinos also tend to have higher rates of unemployment and to earn less. Such economic disadvantages
have been shown to directly impact educational success.
“If Latino kids are not succeeding in school, then the school system in California is not succeeding. One key to reversing
the achievement gap is a pre-kindergarten system that works for all children. Latino children make great gains in
effective preschool programs - when they have access. — Janet Murguia, President & CEO, National Council of La Raza
Sources for all research cited in this document are available at www.preschoolcalifornia.org/latino-children.
For more information or to get involved, visit www.preschoolcalifornia.org/latino-children
Calendar August 2015 Agosto Calendario
‹‹ 8/3 & 4: Kindergym in Guerneville
‹‹ 8/5: Kindergym in Forestville
‹‹ 8/11: Padres Abriendo Caminos (PAC) se reúne a las 6:00 PM en RCCS. Por favor llamar a Soledad al
707-869-3613 x 107
‹‹ 8/10 & 11: Kindergym in Guerneville
‹‹ 8/12: Kindergym in Forestville
‹‹ 8/17 & 18: Kindergym in Guerneville
‹‹ 8/18: Provider payday Dia de pago de los proveedores
‹‹ 8/19: Kindergym in Forestville
‹‹ 8/24 & 25: Kindergym in Guerneville
‹‹ 8/26: Kindergym in Forestville
‹‹ 8/26: Board of Directors meetingMesa Directiva de RCCS se reúne, 6:00 PM at RCCS
‹‹ 8/31: Kindergym in Guerneville
Calendar September 2015 Septiembre Calendario
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9/1: Kindergym in Guerneville
9/2: Kindergym in Forestville
9/7: Labor Day, Office Closed/oficina cerrada
9/7 &8: NO Kindergym in Guerneville
9/8: Padres Abriendo Caminos (PAC) se reúne a las 6:00 PM en RCCS. Por favor llamar a Soledad al
707-869-3613 x 107
9/14 & 15: Kindergym in Guerneville
9/16: Kindergym in Forestville
9/18: Provider payday Dia de pago de los proveedores
9/21 & 22: Kindergym in Guerneville
9/23: Kindergym in Forestville
9/23: Board of Directors meetingMesa Directiva de RCCS se reúne, 6:00 PM at RCCS
9/28 & 29: Kindergym in Guerneville
Save the Dates!!
October 6, 2015: Give Back Tuesday at the Rainbow Cattle Company in
9/30: Kindergym in Forestville
Guerneville starting at 6PM
October 30, 2015: Fall Festival at the Guerneville Vets Hall , 10AM to
Noon
Thank you
REFB Summer Lunch Programs
in Guerneville and Sebastopol
Mentesactivas Fabricar libros con los niflos
Por Mendy Behrens
Se presentan a continuacion algunas reflexiones respecto de
la lectura en nifios pequenos:
Los nifios necesitan muchas oportunidades para familiarizarse
con los libros y su manejo. Para lograr mantener la atencion
de los nifios en los cuentos, es muy importante leerles en
forma frecuente, hacerles preguntas acerca de 10 que se esta
leyendo y hablarles de las imagenes. Si al principio los ninos
mas pequenos (0 los bebes) no parecen interesados, no se de
por vencido y continue leyendoles. Muchas veces a esta edad
simplemente no son capaces de mantener la atencion en la
historia por perfodos muy prolongados. En el caso de nifios
pequenos, centrese en cuentos interesantes, simples y cortos.
Los ninos deben desarrollar la capacidad de seguir el texto
escrito en una pagina de izquierda a derecha. Para ayudarlos
con esto, cuando usted les lea, siga con su dedo las palabras
que va leyendo de la pagina.
Los ninos disfrutan y requieren de la repeticion. Posiblemente
Ie pidan que lea el mismo cuento una y otra vez. Muchas veces
se daran cuentasi se saltea alguna pagina. Esto Ie brinda la
oportunidad de hacerles mas preguntas acerca de la historia,
para que resulte interesante tanto para usted como para los
nifios. Este atento a oportunidades que se presenten para
contar objetos en las paginas, asf como para identificar
colores, formas y sentimientos.
Fabricar Iibros con nifios pequenos les brindala oportunidad de
aprender como funciona un Iibro. Pueden hacer que escriben,
dibujarse a sf mismos y a sus familias, y tambien se les puede
preguntar siquieren escribir algo en particular en ellibro. Lo
que usted escriba debe siempre reflejar 10 que ellos expresan.
Utilice correctamente letras mayusculas y minusculas, y deje
que ellos 10 yean escribir. Muestreles como comienza en una
punta del papel y termina en la otra. Fabricar
libros es una herramienta de gran valor para
fomentar el habito litera rio en ninos pequenos.
Tambien estos Iibros se convierten en preciados
recuerdos para el futuro. Espero que se diviertan
mucho al hacerlo.
Community
Foundation Sonoma
County for your
generous donation
of $5000 to our
Basic Human Needs/
Emergency Resources
Program and to
AT&T (via United
Way) for $3000
towards our many
support programs
for West County
children.
Active minds… Children making books
Mendy Behrens
Some thoughts on literacy with young children:
Children need many opportunities to become familiar with
books and how they work. Frequent reading to children
is the most important literacy tool we have. During the
reading we have the opportunity to engage children in
the process by asking questions about the content of the
story, talk about the pictures, invite children to identify
colors, shapes, animals, feelings, count things on the
page, and other things of interest to them. The more
they participate, the more interesting it is for them.
Do not give up on reading to babies and toddlers. Young
children frequently do not have the attention span to
stay with a story very long. Keep the stories interesting,
simple, and short.
Children need to develop the ability to follow the written
text on a page with a left to right progression. When you
read, use your finger to track the words on the page to
help them with this.
Children like and need repetition. They may ask you to
read the same story over and over. They will often know
if you skip a page.
Making books with young children offers the opportunity
for the children to see how a book works. The process
can be as simple as folding a piece of construction
paper over some “picture story newsprint” and stapling
one side. The children may do pretend writing, and
draw pictures of themselves and family. You can ask
them if they want you to write something in the book.
Your writing should always be a statement of what they
are saying. Use correct upper and lower case and let
them see you writing. Show the children how you start
at one end of the paper and end up on the
other end. Making books is a powerful tool
towards literacy for young children. The
books become precious family keepsakes in
the years to come. Have fun with this.
River to Coast Children’s
Services
Staff and their phone number
extensions.
(707) 869-3613
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•
•
•
•
•
•
•
•
•
•
•
•
Soledad Cardona (Executive Director) 111
Agnese Daniel (Fiscal Director) 106
Paige Allen (Fiscal Specialist) 110
Ana Martinez (Family Case Manager) 109
Faviola Ledezma (Lead Case Manager) 114
Julian Villarreal (Family Case Manager) 155
Julie Feingold (Child Development Program
Director) 105
Kari Wilson (Child Development Resource
Specialist) 112
Lupita Dominguez (Child Development
Resource Specialist) 118
Olga King (CDRS: Kindergym) 117
Elaina Boyce (Community Resources &
Referral Coordinator, Newsletter Editor) 104
Anahi Flores (R&R Counselor, Office Manager)
101
Sabrina Dannels, Psy.D., Registered
Psychologist RPS2012411 (Call 869-3613 for
appointment information)
ALGUNOS PUNTOS DE NUESTRA POLIZA DE
REFERENCIAS
La poliza de referencias de RIVER TO COAST CHILDREN’S SERVICES
respeta la preferencia de los padres. La responsabilidad de
escoger el cuidado de niños es de los padres. Asistimos a los
padres a encontrar la variedad más amplia de cuidado de niños
que se ofrece y ofrecemos información para evaluar el cuidado
de niños. Una recomendación de RCCS no significa una garantía
de calidad. Les pedimos a los padres que hagan una entrevista
cuidadosa y que examinen las recomendaciones antes de que
dejen un niño al cuidado de otra persona.
Padres que están buscando información acerca de quejas
previas de una casa o centro con licencia para cuidar niños,
pueden llamar a Community Care Licensing tel. 588-5026.
Para registrar una queja llamen al mismo numero al River to
Coast Children’s Services. 707.869-3613.
our referral policy
River to coast children’s services’ referral policy is based on
respecting parental choice. Responsibility for selecting child
care rests with each parent. RCCS assists parents in finding the
widest range of available child care and offers information to
help families evaluate available child care options. A RIVER TO
COAST CHILDREN’S SERVICES referral is not a recommendation
or a guarantee of quality care. Parents should carefully interview
and check references of potential child care providers before
leaving a child in their care.
For Information on all licensed family child care homes and
centers call Community Care Licensing at 707.588.5026
River to Coast Children’s Services. 707.869-3613. info@
rccservices.org / www.rccservices.org
Programs Service Areas
Our Resource and Referral Program Service Delivery Area: RCCS’ R &R service area includes the
West Sonoma County Union High School, Monte Rio, Guerneville, Harmony, Fort Ross, Oak Grove,
Montgomery, Sonoma County portion of Shoreline Unified School and the Kashia Reservation School
Districts .
For AP funding: For families in the Alternative Payment Programs, either the care must be used in, OR
the family must live in, the service area described above.
For CFCC Funding: For families in the Family Child Care (CFCC) programs, child care must be provided
by our contracted providers in the RCCS Family Child Care Network. Your case manager will share
network providers with you.
Serving west Sonoma County with:
•
Helppayingforchildcareforeligiblefamilies
•
Referralsforchildcare&communityresources
•
Supportandresourcesforchildcareproviders
•
Kindergymprogram
•
Lowcostcarsafetyseats
•
Emergencyresourcesprogram
Resources, Referrals, and Support / Recursos, Referencias, y Apoyo
707.869.3613
[email protected]/www.rccservices.org
Sirviendo el oeste del Condado de Sonoma con:
•
ReferenciasparaelCuidadodeNiños
•
RecursosparalosNiñosysusFamilias
•
ApoyoparalosProveedoresdelCuidadodeNiños
•
AyudaMonetariaparaelCuidadodeNiños
•
ProgramadeMaterialesdeEmergencia
•
GimnasioparaNiños
•
ProgramadeAsientosdeSeguridad
Legislation regarding Immunization Requirements:
SB 277 (Pan & Allen):
Approved by Governor June 30, 2015
Would eliminate the exemption existing specified
immunization requirements based upon personal beliefs
for purposes of a admitting a child into a private or public
elementary or secondary school, child care center or
family child care home, but allow certain exemptions.
Would exempt pupils in a home based private school or
students enrolled in independent study who do not receive
classroom based instruction. Pupils who submitted letter
or affidavit on file prior to 1/1/16 at a school, child care
and development program stating beliefs opposed to
immunization allowed to remain enrolled until pupil enrolls
in next grade span. Would allow for temporary exclusion
from above referenced programs if child exposed to a
disease and documentation exists showing lack of proof of
immunization until local health officer satisfied that child
no longer at risk of contracting or transmitting disease.
Family medical history added as circumstance for physician
to not recommend immunization.
Proposed legislation regarding Family Child Care
Homes:
SB 548 (De Leon)(Co-author: Assembly Speaker Atkins
Would authorize family child care providers to form, join, and
participate in the activities of provider organizations and to seek
the certification of a provider organization to act as the exclusive
representative for family child care providers on matters related
to state-funded child care programs. Specifies requirements for
certification of provider organization, rules for adding providers
to an existing unit, and creates limit of one statewide bargaining
unit for family child care providers. In addition, would require
an unspecified entity to perform a study of best practices for
engaging families in their children’s early care and education in
family child care settings, and would require a certified provider
organization and the state to form a Joint Committee on Child
Care Training, Education, and Quality Improvement to identify
gaps in the training available to family child care providers
and barriers that prevent them from gaining greater skills and
accessing postsecondary education, and issue recommendations
annually to improve the quality of care offered by licensed and
licensed-exempt family child care providers. Would require CDE
and CDSS to remove at their request family child care provider’s
home address and telephone number from collective bargaining
unit mailing list.
In Assembly Committee on Labor and Employment
Hearing: 7/8/1
SB 792 (Mendoza)
Would, beginning 9/1/16, prohibit a child development center or
a family child care home from employing any person who has not
been immunized against influenza, pertussis, and measles. Would
require annual vaccination between August 1 and December 1.
Specifies circumstances under which a person would exempt
from the immunization requirement based on medical safety,
current immunity or a written statement declining the influenza
vaccination .Deletes language pertaining to including statement
on probable duration of the medical condition or circumstances
that contraindicate immunization.
In Assembly Committee on Health and Human Services
Hearing: 7/14/15
Una Pequeña Platica Acerca de la Preparación
Escolar
Mendy Behrens
Este es un término general que incluye muchas áreas
de crecimiento para niños pequeños. Es importante
recordar que el nivel y ritmo de crecimiento es
diferente para cada niño. Debemos tener cuidado
cuando consideramos ciertos parámetros de crecimiento como “normales” para todos los niños. Con
esto dicho, también es importante tener alguna escala para evaluar el crecimiento físico, cognitivo,
y social/emocional) para que podamos identificar y
evaluar a niños que necesiten ayuda.
¿Cuál es la definición de preparación para la escuela? El Panel Nacional de Metas Educativas (NEGP)
;a define de esta manera: “La preparación para la
escuela es una combinación de preparación es cinco dimensiones claves del desarrollo y aprendizaje
temprano de un niño así como la preparación en
apoyo escolar familiar y comunitario”.
El NEGP continúa para identificar las cinco dimensiones de desarrollo y aprendizaje temprano que son
importantes para la preparación para la escuela.
1. Bienestar físico y desarrollo motor 2. Desarrollo
social y emocional 3. Enfoques al aprendizaje 4.
Desarrollo del lenguaje 5. Conocimiento cognitivo
general.
Nosotros, como Proveedores del Cuidado Infantil Familiar, tenemos la oportunidad de tratar estas áreas
de desarrollo. Nosotros podemos impactar las vidas
de niños a nuestro cuidado como quizás nadie más
puede. Tenemos una obligación con los niños y sus
familias de proveer un nivel tan alto como sea posible de oportunidades de aprendizaje con plan de
estudios, ambiente y ejemplo de comportamiento.
Cuando ganamos conocimiento del aprendizaje basado en el juego apropiado para la edad de niños
pequeños, hemos preparado el escenario para enviar a estos niños a la escuela con la idea de aprender
es divertido. Cuando logramos eso hemos servido a
nuestros niños y familias.
Sonoma CARES Plus
2015-2016 Now Enrolling! ¡Inscripciones Comienzan Ahora! If you work in Early Care and Educa�on, you ¡Si usted trabaja en la Educación Temprana (ECE) can earn nancial incen�ves as you gain y Cuidado Infan�l, puede ganar incen�vos nancieros mientras ob�ene habilidades valiosas y educación! valuable skills and educa�on! Opciones: Op�ons: 

 CORE Solamente (Entrenamientos en Línea) CORE Only (Online Trainings) Para nuevos par�cipantes solamente* For new par�cipants only* ‐ Receive $500 Component B (Coursework): Receive up to $4,000 ‐ Reciba $500
by comple�ng:  Componente B (Clases en el Colegio): Reciba hasta

A minimum of 6 units of s�pend eligible $4,000 al completar:
* New CARES Plus par�cipants may choose to complete
 Un mínimo de 6 unidades en clases
elegibles para es�pendios
 Tener, o aplicar para un Permiso del
Desarrollo de Niños de California
* Nuevos par�cipantes de CARES Plus pueden elegir a
CORE along with Component B.
completar CORE con el Componente B.
classes 
Hold or apply for a California Child Development Permit Applica�ons will be accepted between May 1 ‐ September 25, 2015 (4:30 pm) Se acepta las solicitudes entre 1 de Mayo ‐ 25 de Sep�embre, 2015 (4:30 pm) www.scoe.org/cares (707) 524‐2639 Mini-Grants from First 5 Sonoma County
GATEWAY TO QUALITY MINI-GRANT PROGRAM
1. Are you a licensed child care provider who has previously
received a mini-grant from First Sonoma County?
2. Have you successfully passed an Environment Rating Scale
course and completed an Environment Rating Scale selfassessment of your child care environment?
3. Are you interested in improving the quality of your early
care and education environment?
4. Would you like to make those quality improvements a
reality?
First 5 Sonoma County’s Mini-Grant Program provides small
grants up to $5,000. There are two mini-grant application
periods: June 1 - July 15 and December 1 - January 15. There is
no minimum request. If you receive a mini-grant, you will have
approximately one year to complete your mini-grant project.
First 5 Sonoma County’s Gateway to Quality Mini-Grant
Program is available to child care providers and early childhood
educators seeking to improve the quality of their child care
environments. It is the required track for childcare providers
who have previously received a mini-grant from First 5 Sonoma
County. Applicants must first submit a Letter of Intent form
to First 5 Sonoma County and be accepted into the Gateway
to Quality Program. Once accepted, the Child Care Planning
Council (which is contracted with First 5) will assign a Quality
Improvement Validator to work with you to determine suitable
requests for your mini-grant application.
ELIGIBLE APPLICANTS
 Are located in Sonoma County;
 Have submitted a Letter of Intent (form follows) to First
5 and received acceptance into the Gateway to Quality MiniGrant Program;
 Have not received any type of First 5 Mini-Grant in the last
24 months;
 Have successfully passed an Environment Rating Scale course
(SRJC’s Child 200.4 or equivalent); and
 Have completed an Environment Rating Scale self-assessment
within the past twelve months, and updated it as necessary to
reflect later improvements.
 Will meet with a Quality Improvement Validator to determine
mini-grant requests;
 Serve families with children from birth to age 5 who reside
in Sonoma County (at least 75% of children served);
 Possess a valid child care license from the State of California
Community Care Licensing
ELIGIBLE USES
 Equipment, materials, and toy purchases;
 Facility improvements primarily benefiting the child care
program (home improvements are not eligible)
 Outdoor play area improvements; and
 Additional uses that may be identified in conjunction with
the Gateway to Quality Improvement Validator.
APPLICATION PROCESS
 Submit a Letter of Intent to First 5 Sonoma County
(form follows) by April 15 or October 15, depending on the
application period in which you are applying (see Section E
below).
 First 5 will screen your Letter of Intent for acceptance
into the Gateway to Quality Program.
 Once accepted, the Child Care Planning Council (which
is contracted with First 5) will assign a Quality Improvement
Validator to meet with you to determine suitable requests
for your mini-grant application. The Quality Improvement
Validator will provide a mini-grant application form to you.
 Complete the mini-grant application and have the
budget signed off by your Quality Improvement Validator.
 Submit your mini-grant application to First 5 Sonoma
County within the application period you stated in your
Letter of Intent
SUBMISSION DEADLINES
Letters of Intent must be received at least 6 weeks prior to
the first day of a mini-grant application period in order to be
considered for that period.
1. There are two mini-grant application periods each
year: June 1 – July 15 (Letter of Intent must be
submitted by April 15)
2. December 1 – January 15 (Letter of Intent must be
submitted by October 15)
 Mini-grant applications must be submitted no later than
5:00 p.m. on the last day of each application period. If
the 15th falls on a weekend or holiday, applications will be
accepted until 5:00 p.m. on the next business day.
 Late applications will not be accepted to ensure a fair
process for all applicants.
 Applications must be submitted by mail or in person.
Faxed or e-mailed applications will not be accepted.
Applications without an original signature on the cover
sheet will not be accepted.
Mail or deliver applications to:
First 5 Sonoma County
490 Mendocino Avenue, Suite 203
Santa Rosa, CA 95401
Attention: Gateway to Quality Mini-Grant Program
Note:
Child care providers who have previously received a minigrant from First 5 Sonoma County must apply in this track.
This track is also open to all child care providers who meet
the eligibility requirements.
First 5 mini-grant Frequently Asked Questions can be found
at:
http://www.first5sonomacounty.org/content.
aspx?sid=1058&id=2862
For agencies and individuals who are not child care
providers. Agency mini-grant application:
http://www.first5sonomacounty.org/documents/agency_
mini-grant_app.pdf
For child care providers who have not previously received a
mini-grant. Mini-grant Application:
http://www.first5sonomacounty.org/documents/minigrant_app.pdf
For child care providers who have previously received a
mini-grant. Gateway to Quality Intent to Apply:
http://www.first5sonomacounty.org/documents/g2q_minigrant_loi.pdf
For questions about Mini-grant applications, call (707)
565-6612. To request an electronic application in a fillable
format contact [email protected] or
call (707) 565-6612. This information and all other minigrant related documents are available in Spanish at: www.
first5sonomacounty.org
SCHOOL READINESS INDICATORS
As children approach kindergarten, there are
certain ndicators used to determine how well they
might do. In this article, we discuss guidelines
for typical 4 year olds, and what parents can
do to help the child get ready for school. As a
childcare provider, you play an important role in
bserving the child’s development, and providing
parents with information to help the children get
ready for kindergarten. Remember, all children
develop at different rates and in different ways,
the following are just guidelines that may point
out some developmental problems, delays, or
differences.
SOCIAL SKILLS
• Shares and takes turns
• Asks and answers simple questions
• Asks adults for help when needed
• Participates in group activities
• Solves problems
• Makes decisions with other children
• Leans to play with friends
• Willing to try new tasks
• Can focus attention on activities for at least
ten minutes
MATH SKILLS
• Counts from 1 to 10
• Recognizes (names) some numerals from 1 to
10
• Groups objects that are alike (animals, foods,
toys)
• Knows what is the same and what is different
• When asked, he/she is able to give you: one
object, two objects and three objects
• Is able to identity a circle, a square, a
rectangle, and a triangle
COMMUNICATION
• Uses 5-7 word sentences
• Speaks intelligibly to strangers ( almost 100%
of the time)
• Uses past tense
• Talks with friends
• Asks for help
• Looks at pictures in a book
• May pretend to read
• Tells simple stories
• Names colors (red, blue, green, yellow,
orange, and purple)
• States first and last name
• Recognizes first name in print
• Draws a picture of self
PHYSICAL DEVELOPMENT
• Is able to use scissors
• Cuts on line
• Walks, climbs, runs
• Balances one foot
• Hops on one foot
• Catches ball
The following are things parents and childcare
providers can do to help prepare children for
school.
WHAT CAN PARENTS DO?
• Teach your child the safe way to school of the
bus stop
• Bring your child to the school campus before
school starts
• Teach you child his/her name
• Have a definite time for meals, rest, play,
bedtimes, and to wake-up
• Make sure your child arrives to school on time
• Label all clothing, books and other articles
brought to school
• Dress your child comfortable to allow
movement for active play
• Leave your child at the classroom door upon
arrival
• Keep the school informed about any changes
such as new telephone number,
mailing address, home address, etc.
• Every time you visit your child’s classroom,
you first need to notify the school
office
• Give your child praise for achievement
• Be consistent about structure, privileges,
consequences, responsibilities, and
expectations
• Tell you child every day that you love him/her.
SAFETY
• Keep home and care smoke free.
• Have children ride in the back seat, using seat
belts and correct car seat.
• Keep guns unloaded and locked or remove
from home.
• Teach your child emergency phone numbers.
• Bike helmets and protective gear for bikes,
skateboards.
• Teach your child pedestrian and neighborhood
safety schools
• Teach the child safety rules regarding
strangers.
PERSONAL AND HEALTH CARE
• Adequate sleep-Kindergarten children need
from 10-12 hours of sleep every
night
• Nourishing food-All children need bodybuilding nutritious meals and snacks.
Limit high- fat or low-nutrient foods and
beverages such as candy, chips or soft
drinks.
A healthy breakfast is a must for every child.
• Cleanliness-Please help your child to develop
a responsible attitude to maintain a
clean body, clean teeth, and clean clothes
• Clothing-School clothing should be simple,
comfortable, washable, and weather
appropriate
• Regular check-ups-Since all first grade
children must show evidence of a health
screening examination within 18 months of
entering the first grade, it is not too
early to fulfill this requirement during the
Kindergarten year.
• Immunizations-Children must have up-to-date
immunization records
when they
register for Kindergarten.
• Oral health- Ensure that
the child brushes his teeth
twice a day with a peasize
amount of fluoridated
toothpaste. Regularly
supervise tooth brushing.
Give your child fluoride supplements as
recommended by your health provider.
Schedule a dental appointment for your child.
MENTAL HEALTH AWARENESS
• Encourage your child to talk about thoughts
and feelings; listen carefully to your
child.
• Model and teach about apologies,
cooperation, patience, forgiveness and
consideration for others.
• Remember, discipline is a form of teaching,
not physical punishment. Try to
be fair and consistent.
• Get help if you are worried about your child’s
feelings or behaviors.
• Remember that parenting is a difficult job.
Source: Next Step, Kindergarten, Public School
Transition. Published by: SCPEO/Head, Start/
Early Head Start.
Ongoing Children's Activities from RCCS:
Kindergym:
;;
;;
River to Coast Children's Services brings Kindergym
to Forestville on Wednesday 9:30 AM to 12:30 PM.
Held at the Forestville United Methodist Church,
6550 Covey Road in downtown Forestville, features
activities for children 0 to 6 years (accompanied by
their care givers)
River to Coast Children’s Services offers Kindergym
Monday and Tuesday mornings 9:45 AM to 12:20 PM
in Guerneville at the Guerneville Vets’ Hall, located
on the corner of 1st and Church Streets in downtown
Guerneville. Features activities for children 0 to 6
years (accompanied by their care givers).
Kindergyms are FREE, but donations are accepted, Call
707.869.3613 for current schedule, or check the current
RCCS newsletter online at www.rccservices.org
Upcoming United Way Schools of Hope
volunteer tutor orientations for Forestville/
Guerneville schools: Wednesday, August
26th 1:00 p.m. – 2:00 p.m., at Guerneville
Regional Library. Learn more and sign up
visiting the following page:
www.unitedwaywinecountry.org/our-work/
education/schools-of-hope/
U.S. POSTAGE
NON-PROFIT
GUERNEVILLE, CA 95446
PERMIT #18
P.O. Box 16
Guerneville, CA 95446
RETURN SERVICE REQUESTED
Enchanted Wine Country Evening
join us for this winemaker dinner
fantastic auction and music.
starting at 3:00 PM
Agricultural Public House at Dawn Ranch
A great time for a great benefit: River to Coast Children’s Services!
for more details & to purchase tickets call River to Coast Children’s Services at (707) 869-3613
oR Visit website & purchase tickets online at: www. rccservices.org
Printed with funds provided by the California Department of Education/EESD
Coast-Childrens-Services/229456943781488
October 18, 2015
10thual
Ann
http://www.facebook.com/pages/River-to-
Save the Date
LIKE US! ..... Visit us on Facebook:
Save the Dates!!
October 6, 2015: Give Back Tuesday at the Rainbow Cattle Company in Guerneville starting at 6PM
October 30, 2015: Fall Festival at the Guerneville Vets Hall , 10AM to Noon