Transitional Kindergarten Planning and Implementation

Region 2 TK training for AdministratorsMarch 5, 2012

Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success

Transitional Kindergarten Planning Guide

Transitional Kindergarten Parent Engagement Toolkit

Various forms and resources

Materials you are being provided

SB 1381 is still in effect to be implemented in the fall of 2012 (unless and if the law changes)

The Governor’s January Budget Proposal intends for the elimination of the mandate and funding, but changes the entry date to November 1st in 2012

Trailer Bill Language has been introduced that would change a number of things...

What is the current status of TK as it relates to the law

On a case by case basis a student may be admitted to Kindergarten at the beginning of the school year having attained the age of 5 at any time during the school year, with the approval of the parent or guardian

◦ The Governing Board determines that admittance to Kindergarten is in the best interest of the student

◦ The Parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effects of early admittance

The entry dates will change (same as with SB1381)◦ November 1 for the 2012/13 school year◦ October 1 for the 2013/14 school year◦ September 1 for the 2014/15 school year and thereafter

What is in the Trailer Bill?

Rationale For TK

4 Basic Building Blocks of School Readiness

They believe Kindergarten students fall into 4 categories:◦ “All Stars” – Near Proficient across all skills◦ “Needs Prep” – Children are at the “not yet” and

“just beginning” level across all skills◦ “Social Stars” - Have strengths in social-

emotional skills, but they have needs in the area of Kindergarten academics

◦ “Focused-on-the-Facts” – these children are proficient in Kindergarten academic skills, but have needs in self-regulation and social expression

Santa Clara County School Readiness Longitudinal Study – What They Found

The “All Stars” started Kindergarten ahead, and remained ahead in their academic test scores through 3rd grade

“All Stars” are most likely to reach proficient or advanced levels in English at 3rd grade, although not all of them reach state targets

The “Needs Prep” students started behind their peers in Kindergarten and remained behind through 5th grade.

Just 6% of the “Needs Prep” children met targeted proficient or advanced levels in English at 3rd grade.

Longitudinal Studies of the Santa Clara Children Revealed:

Series1270

280

290

300

310

320

330

340

350

360

370

Low KA, Low Soc. ExpLow KA, High Soc. ExpHigh KA, Low Soc. ExpHigh KA, High Soc Exp

344

362

Third Grade English Scores for Children High and Low in Kindergarten Academics and Social Expression

304312

Santa Clara County Statistics

2008

(Needs Prep)

(Social Stars)

(Focused on the Facts)

(All Stars)

Series10

50

100

150

200

250

300

350

400

450

Low KA, Low Soc. ExpLow KA, High Soc. ExpHigh KA, Low Soc. ExpHigh KA, High Soc. Exp

330345

372399

Third Grade Math Scores for Children High and Low in Kindergarten Academics and Social Expression

Santa Clara County Statistics

2008

Preschool Makes a Difference Too

Information Provided by Applied Survey Research (ASR)

Lassen View State Preschool

Santa Clara Studies clearly were able to show that preschool gaps remain – children who attended preschool outscored the students who did not attend preschool at 3rd grade

Introduction Section I—Getting Started: Program

Structure & Design Section II—Effective Instruction, Curriculum

& Assessment References Appendices/Resources

Transitional Kindergarten Planning Guide Organization

The Kindergarten Readiness Act of 2010Senate Bill 1381 (Simitian)

History of kindergarten in the U.S. Rationale for TK

Introduction

Education Code Sections 48000-02 Changes entry-age for kindergarten (5

years) and for first grade (6 years) from December 2 to:

◦November 1 of the 2012-13 school year◦October 1 of the 2013-14 school year◦September 1 of the 2014-15 school year &

each year thereafter

The Kindergarten Readiness Act of 2010Senate Bill 1381 (Simitian

First year of a two-year kindergarten program Modified kindergarten curriculum that is age and

developmentally appropriate Flexibility provided for local school districts to

meet students’ needs Not a new program or higher level of service

Transitional Kindergarten:As Defined by SB 1381

Communication Organizing the TK Program The TK teacher and professional

development District articulation with PreK and K-3

Section IGetting Started:

Program Structure & Design

Between District/School & Community (Families & Preschool Providers)

◦Start early◦Communicate frequently

Within District and Schools◦District Boards◦Board Policies / Procedures◦District Administrators◦Bargaining Units◦Site Administrators◦TK, Kindergarten, & 1st-3rd grade teachers

◦Use multiple methods

Getting Started:Communication

TK provides children with the gift of time to learn skills that will help them build a strong foundation for success in elementary school.

• California’s kindergarten curriculum and standards have changed over the years, and many of the skills children were once taught in first grade are now taught in kindergarten. TK is the right program at the right time.

TK serves as a bridge between preschool and kindergarten, giving children more time for hands-on, interactive learning.

Effective TK Messaging for Parentsfrom the TK Parent Engagement

Toolkit

TK gives children the opportunity to spend time learning important social, emotional and academic skills that will help them succeed in kindergarten and beyond.

TK provides young learners with a high-quality early education at no cost to parents, to ensure that they have an opportunity to continue learning.

It helps children adjust to the school environment & develop strong learning skills.

TK provides young 5 year olds with an opportunity to start their kindergarten experience with children their own age, and with teachers that can tailor lesson plans to their needs.

Lessons Learned from Junction Elementary School…

Classroom Tours Family Night with Parent Testimonials Marketing Materials

◦ Brochures◦ Banners◦ School Newsletter◦ Website (even Facebook and Twitter reach many

families)◦ Media Advertising

Engaging Parents from the Beginning… Those Reluctant to Enroll

Teachers◦ Serve as most direct link to education system for most parents

Principals◦ Less direct contact with families, but still important messengers

in TK outreach efforts School staff

◦ Interact regularly with families (particularly front office staff) TIPS

◦ Make information and resources available to all elementary school staff, teachers and principals

◦ Offer communications training on new law and TK program to all elementary school staff

◦ Make sure teachers are accessible to parents to answer questions about TK, particularly during height of school registration

TK Messengers: Teachers, Principals and School Staff

•Consistent messaging is critical to successful outreach; develop messaging that articulates the benefits of TK

•Adapt messaging for use in outreach materials, staff trainings, talking points, brochures, etc.

•Provide talking points on benefits of TK to potential messengers, including front office staff at elementary school, school faculty, school administrators, school board members and district administrators

Parent Ambassadors ◦ Parents trust other parents when it comes to information about

their children’s education◦ Peer-to-peer perspective validates school information◦ Parents have been on of the strongest assets in recruitment

efforts across the state• TIPS

◦ Identify potential parent ambassadors, offer them personalized briefing with principal or teachers

◦ Provide materials and resources on TK to distribute to other parents

◦ Give them formal opportunities to be involved (e.g. participating in parent info meetings, providing quotes for parent bulletin endorsing TK)

◦ Involve them in planning and outreach efforts

TK Messengers: Parent Ambassadors

Same ADA rate of funding as kindergarten No other new funding ADA based on number of age-eligible

children TK age-eligible children don’t need CDE

Continuance Form to continue to 2nd year of kindergarten - However, If the Trailer Bill passes, children who are not 5 by November 1 in 2012 who attend kindergarten and will turn 5 during that school year (Parents will need to sign the Continuance Form)

Getting Started:Organizing the TK Program

Funding

TK must be offered by district for all age-eligible children, but need not be located at each elementary school

Combination classes are permissible Facilities requirements same as for kindergarten Transportation is local decision

Getting Started:Organizing the TK ProgramFacilities & Transportation

Credential requirements same as for kindergarten teachers

If teaching students identified as English Learners, teacher must be authorized

Early childhood experience desirable

Getting Started – Teacher qualifications and professional development

•Staff needs may vary•CA Preschool Learning Foundations•CA Common Core State Standards•Differentiation of instruction•Social-Emotional development of young children•Classroom environment•Assessment

Connect with local ECE providers Connect with kindergarten & grades 1-3

Regular common meetings Common professional development Share assessments of student learning

Getting Started:PreK-Grade 3 Articulation

How to Teach in a TK Program—The Instruction

What to Teach in a TK Program—The Curriculum

How to Know if Students are Learning—The Assessments

Section IIEffective Instruction, Curriculum, and

Assessment

Engaging, playful, and intentional Supportive of student diversity and special

needs Allows for whole group, small group, and

individual activities Includes learning centers

How to Teach in a TK Program: The Environment

Sample TK Environment

Sample TK Environment – Art Center

Sample TK Math Center

Sample TK – Writing Center

Supports individual student differences and needs

Can include variations in time, learning tasks, and teaching strategies

Scaffolding of supports Meets needs of students with disabilities Meets needs of students who are English

Learners

How to Teach in a TK Program: Differentiated Instruction

Different from preschool and second year of kindergarten

Modified kindergarten curriculum that is developmentally and age appropriate

Continue to prepare students for school success

Bridge between CA Preschool Learning Foundations and CA Content Standards and CA Common Core State Standards

What to Teach in a TK Program: The Curriculum

READING At around 48 months

At around 60 months Transitional Kindergarten

At the end of Kindergarten

Alphabetics, Decoding & Word Recognition

3.0 Children begin to recognize the letters ofthe alphabet3.1 Recognize the first letter of own name3.2 Match some letter names to their printedform

3.0 Children extend their recognition of lettersof the alphabet3.1 Recognize own name or other common words in print3.2 Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form3.3 Begin to recognize that letters have sounds

1.0 Students know about letters, words, and sounds. They apply this knowledge toread simple sentences1.6 (C) Recognize and name all uppercase and lowercase letters of the alphabet1.14 Match all consonant and short-vowel sounds to appropriate letters1.15 Read simple one-syllable and high frequency words (i.e. sight words)1.16 Understand that as letters of words change, so do the sounds (i.e. thealphabetic principle)

Sample of Worksheet we will be using to identify the TK standards for the April 16 Teacher Training

Social-emotional development Language Arts Mathematics Science History/Social Science Physical development Visual and performing arts

◦ Taught in age and developmentally appropriate manner for young children

What to Teach in a TK Program

Developmentally, age, and linguistically appropriate

Tailored for a specific purpose Reliable, valid, fair Utilize a variety of methods Useful for identifying students’ needs,

modifying instruction, and communicating with families◦ Example of Quality assessment tools: DRDP SR;

DIBELS,

Time Activity

8:00 – 8:30 Opening Activities (Calendar, Weather, Lunch Count, Story, Songs)

8:30 – 9:30 Literature (Pre Reading Activities, Phonics, Handwriting)

9:30 – 9:45 Morning Recess and Restroom Reminder

9:45 – 10:20 Centers

10:20 – 11:15 Math Centers

11:15 – 12:00 Lunch and Play

12:00 – 12:45 Science and Social Studies Development Activities

1:15 – 2:15 Snack, Storytime, and Dismissal Activities

Sample TK Daily Schedule (Approximate)

Senate Bill 1381 TK FAQs Kindergarten in California Kindergarten Continuance Form Online Resources CTC Credential Alert TK Learning Environment www.tkcalifornia.org

Resources

Additional Resources in your binder:

•Sample Report Card (English and Spanish)•Kindergarten Continuance Form•Credential Information Alert•CSBA Sample Board Policy•Customizable Parent and Family Brochure (In TK Parent Engagement Toolkit)

Implemented TK in fall of 2011 Superintendent Principal, Biff Barnes TK Teacher, Sherry Tuggle

◦ Their Story….

One School’s Story – Junction Elementary School in Redding, CA