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Transitional Kindergarten IMPLEMENTATION GUIDE
A Resource for California Public School District Administrators
and Teachers
Governor’s State Advisory Council on Early Learning and Care
Sacramento • 2013
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Introduction
• History of Kindergarten
• Rationale for Transitional Kindergarten (TK)
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Introduction
http://www.youtube.com/watch?v=QshX3j49Ny0&feature=youtu.be
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Overview of the Transitional Kindergarten Guide
Organization
Section 1: Planning for Implementation
Section 2: Building a Comprehensive TK Program
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Chapter 1: Program Structure and Design
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Program Structure and Design
Policy Development School districts have flexibility to design
transitional kindergarten programs to meet local needs
Funding A variety of funding sources can support TK
classrooms:
§ Title I § Title II § Title III
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Program Structure and Design
• Staffing Qualifications
• Classroom Configuration/Schedules
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Universal Design For Learning (UDL)
• Goal: – Create accessible environments and experiences
for
all students. • The UDL model considers three principles
for
learning opportunities: – Multiple means of engagement
– Multiple means of representation – Multiple means of
expression
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Supporting TK Students
• Special Education Services
• English Learners
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Chapter 2: The Transitional Kindergarten Student
http://youtu.be/EhzGG9GhFYs
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Social-Emotional Development is Foundational for Learning
Social-Emotional Competence Includes:
• Emotional regulation
• Social knowledge and understanding
• Social skills
• Social dispositions
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Making Essential Connections
• Establish positive teacher-student relationships
• Promote a sense of classroom community through collaborative
work and group decision making
• Consider implementation of curriculum to develop
social-emotional competencies
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Building a Strong Foundation for School Success
• TK students benefit from additional time, support, and
experiences.
• A comprehensive and differentiated educational approach is
critical and includes individualized support for all learners.
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Chapter 3: Curriculum in a Transitional Kindergarten Program
http://www.youtube.com/watch?v=x36eY2bkZEI
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Resources to Inform Practice
• California Preschool Learning Foundations
• California’s Common Core State Standards
• Content Standards for California Public Schools
• The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources
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TK Curriculum Content
• Social-Emotional Development • English Language Arts •
Mathematics • Science • History-Social Science • Physical
Education • Visual and Performing Arts
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Integrated Learning
• Conceptual development does not occur in isolation
• Students learn best when teachers promote meaningful
connections across subject matter
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Guidelines for Selecting and/or Modifying Curriculum
Materials
• Include experiential and hands-on activities in real
contexts.
• Adapt curriculum to meet individual and group learning
needs.
• Actively engage students by rotating instructional materials
over time to meet emerging abilities and interests.
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Chapter 4: Effective Instruction in a Transitional Kindergarten
Program
http://www.youtube.com/watch?v=-QLDEOKBzLE
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How to Teach in a TK Program
• Knowledge of child development as a foundation for
instruction
• Developmentally appropriate practice
• Balanced approach to teaching and learning
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Daily Routine
• Structuring the daily routine
• Facilitating understanding of routines and transitions
• Designing group learning experiences
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Selected Cross-Curricular Instructional Strategies
• Develop and reinforce oral language
• Scaffold learning
• Use think-alouds to model alternative responses and
strategies
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Transitional Kindergarten/ Kindergarten Classrooms
• Differentiated instruction is key
• Combination TK/K class environment and routines
• Flexible grouping
• Communicating expectations to promote home-school
partnerships
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Supporting All Students in the TK Classroom
• Students with disabilities
• Students who are English learners
• Teacher-family-community engagement
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Chapter 5: The Transitional Kindergarten Learning
Environment
http://www.youtube.com/watch?v=ZWSRjZrDdHI
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The TK Classroom
• Designated spaces for large and small group learning and
individual exploration. – Principles of design – Materials for
learning areas – Space for families – Displaying student work
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Creating Learning Areas
• Construction Area • Reading Area • Language and Literacy
Area • Art Area • Computer Area • Science and Discovery Area •
Math and Manipulatives Area • Sensory Area • Dramatic Play
Area
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Extending the Learning from the TK Classroom to the Outdoor
Environment
• TK students benefit from regular time and exposure to the
open-ended context of the outdoor play yard.
• Many activities that originate in the indoor classroom can be
extended into the outdoor environment.
• The nature of outdoor play, both unstructured and structured,
promotes the development of gross motor skills and enhances
students’ positive peer interactions.
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Chapter 6: Assessment and Differentiated Instruction in the
Transitional Kindergarten Classroom
http://www.youtube.com/watch?v=g_rYWLvw5Ds
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Use of Assessments in TK
• Developmentally Appropriate Assessments
• Assessments with Specific Purposes
• Assessments are Administered Over Time and in a Variety of
Contexts
• Systems to Collect, Organize, and Review Assessment Data
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Using Assessment Data to Differentiate Instruction
• Response to Instruction and Intervention in the TK
Program
• Using Evidence from Assessments to Differentiate
Instruction
• Communicating with Families about Student Learning
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Chapter 7: Involving Families and Community Partners in a
Transitional Kindergarten Program
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Engaging Partners in a TK Program
• Communicating about TK with family and community partners
• Engaging families with diverse backgrounds and
experiences
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Chapter 8: Supporting Transitional Kindergarten
Implementation
http://www.youtube.com/watch?v=xCyNg5k0Q8I
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Supporting TK Implementation
• Teacher Qualifications and Early Education Experiences
• Collaborative Partnerships
• Enlisting Staff Support
• Professional Learning
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For more information, contact: California Department of
Education
Kindergarten in California
http://www.cde.ca.gov/ci/gs/em/kinderinfo.asp
Transitional Kindergarten FAQs
http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp
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Transitional Kindergarten
Professional Development Modules to Support the Implementation
of
Transitional Kindergarten
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TK Professional Development Modules
TK Module County Office of Education Physical Development/Health
Shasta County Office of Education
History Social-Science/Science Sacramento County Office of
Education
Mathematics Orange County Department of Education
Social-Emotional Development Santa Clara County Office of
Education
Visual and Performing Arts Humboldt County Office of
Education
English Language Arts Contra Costa County Office of
Education
English Language Development Sacramento County Office of
Education
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Key Elements of the TK Modules
• The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources: California
Infant/Toddler Learning and Development Foundations, California
Content Standards, the Common Core State Standards, Head Start
Child Development and Early Learning Framework (CDE, 2012)
• Classroom Environment • Instructional Strategies •
Resources
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Overview of the Alignment Document Background
• All domains of the Preschool Learning Foundations correspond
to the California Kindergarten Content Standards
• Preschool language and literacy domain aligns with the
California Common Core State Standards (CCSS) for English language
arts
• Preschool mathematics domain aligns with the CCSS for
mathematics
• New standards adopted since release of Alignment Document –
English Language Development – Science
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Overview of Alignment
California Preschool Learning Founda4ons
California Kindergarten Content Standards
Common Core State Standards
Social-‐Emo+onal Development Health, Educa+on
Mental, Emo+onal, and Social Health
Language and Literacy English-‐Language
Arts English-‐Language Arts
English-‐Language Development English-‐Language
Development
Mathema+cs Mathema+cs Mathema+cs
Visual and Performing Arts Visual
and Performing Arts
Physical Development Physical Educa+on
Health Health Educa+on
History-‐Social Science History-‐Social
Science
Science Science
Source: The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources, CDE, 2012.
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Social-Emotional Development
In a Transitional Kindergarten (TK) Classroom
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Principles of Child Development and Learning-
Developmentally Appropriate Practice
• All the domains of development and learning are
interrelated
• Learning follows a sequence and builds on previously acquired
skills
• Early experiences impact development
• Social and cultural contexts influence learning
• Secure, consistent relationships are critical to healthy
development
Copple, C., & S. Bredekamp.
(Eds.). (2009). Developmentally Appropriate
Prac+ce in Early Childhood Programs
Serving Children from Birth Through
Age 8. 3d ed. Washington, DC:
Na+onal Associa+on for the Educa+on
of Young Children p. 10-‐15.
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Video: The Science of Early Childhood Development
• This video from the Center on the Developing Child at Harvard
University (developingchild.harvard.edu) features center director
Jack P. Shonkoff, M.D., professor at the Harvard Graduate School of
Education, the Harvard School of Public Health, and Harvard Medical
School.
http://www.youtube.com/watch?v=tLiP4b-TPCA
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Overview of Social-Emotional Alignment
Table 1.1
and the California Content Standards
California Infant/Toddler Learning California Preschool Learning
California Content Standards Kindergarten
Self
Self-Awareness
Source: The Alignment of the
California Preschool Learning Founda:ons
with Key Early Educa:on Resources,
CDE, 2012.
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Overview of Social-Emotional
Source: The Alignment of the
California Preschool Learning Founda:ons
with Key Early Educa:on Resources,
CDE, 2012.
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Self-Regulation
The growth of self-regulation is a cornerstone of early
childhood development that cuts across all domains of behavior.
Source: Neurons to Neighborhoods (2000, pg. 3)
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Self-Regulation Includes the Skills to:
• Anticipate routines • Cooperate • Focus attention on the
task at hand • Manage transitions • Regulate feelings and
impulses Adapted from the California Preschool Learning
Foundations, Volume 1, p. 7
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Strategies for Supporting Healthy Social-Emotional
Development
• Building Positive Relationships • Effective Classroom
Environments • Predictable Daily Schedule • Expectations,
Rituals, and Routines
Source: “Preventing Challenging Behavior in Young Children:
Effective Practices” by P. Alter & M. Conroy, Center for
Evidence-Based Practice: Young Children with Challenging
Behavior.
Retrieved from:
http://www.challengingbehavior.org/do/resources/documents/rph_preventing_
challenging_behavior.pdf
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Effective Classroom Environments for Social Emotional
Development
• Strategies to structure the classroom environment include
arranging:
– The classroom to ensure visual monitoring of children –
Activity centers to support children’s appropriate behaviors –
Materials in the classroom to promote engagement, independence,
and
smooth transitions
Source: “Preventing Challenging Behavior in Young Children:
Effective Practices” by P. Alter & M. Conroy, Center for
Evidence-Based Practice: Young Children with Challenging
Behavior
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TK Supportive Environments
Clear Expectations Quiet Area
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TK Supportive Environments
Large Group Area
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Teach Through Use of Visual Schedules
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TK Supportive Environments
Block Area Art and Sensory Area
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We Need to Teach!
“If a child doesn’t know how
to read, we teach.
If a child doesn’t
know how to swim, we teach.
If a child
doesn’t know how to spell, we
teach.
If a child
doesn’t know how to write, we
teach.
If a child
doesn’t know how to behave,
we…….....
…….teach?
.……punish?
Why can’t we finish
the last sentence as automa4cally
as we do the others?”
Modified from Tom Herner (NASDE
President) Counterpoint 1998, p.2
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What Do Children Do When They Don’t Develop These Skills?
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¤ When children do not have
healthy social and emo+onal skills,
they oUen exhibit challenging
behaviors
¤ We must focus on TEACHING
the skills!
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Teaching Pyramid
High-Quality Supportive Environments
Nurturing and Responsive Relationships
Intensive Individualized Interventions
Children at-risk
Children with persistent challenges
High-quality Early Education
Targeted Social Skills Curricula
Positive Behavior Support
Effective Work Force
All children
Source: hYp://cainclusion.org/camap/cacsefel.html
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Teach Clear and Consistent Expectations
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Teach About Feelings
Source:
hYp://csefel.vanderbilt.edu/modules/2006/feelingchart-‐sp.pdf
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Teach About Feelings
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Teach How to Problem Solve
Source:
hYp://csefel.vanderbilt.edu/resources/strategies.html
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Solution Kit Choice Board (problem solving strategies)
Source:
hYp://csefel.vanderbilt.edu/resources/strategies.html
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Brain Research Supports the Foundations of Social-Emotional
Development
• This developing brain architecture is rooted in the context
of experience and is the foundation for cognitive, social and
emotional development
• Brain development is dependent on experience • Brain
development is rapid in the early years and
continuous throughout adulthood • Child-adult relationships
provide a foundation for many of
the social-emotional qualities that underlie school
readiness
Source: Neurons to Neighborhoods (2000)
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English Language Arts In a Transi4onal
Kindergarten (TK) Classroom
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Overview of Language and Literacy
Table 1.3 Overview of the Alignment Between the Language and
Literacy Domain and the Common Core State Standards
Language and Literacy California Infant/Toddler Learning
California Preschool Learning Common Core State Standards
Kindergarten
Language Development Language and Literacy English Language Arts
& Literacy in History/Social Studies, Science, and Technical
Subjects
Listening and Speaking Speaking and Listening Standards
Language Standards
Reading Standards for Literature
Reading
Speaking and Listening Standards
Source: The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources, CDE, 2012.
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Overview of Language and Literacy
Table 1.3
Language and Literacy California Infant/Toddler Learning
California Preschool Learning Common Core State Standards
Kindergarten
Language Development Language and Literacy English Language Arts
& Literacy in History/Social Studies, Science, and Technical
Subjects
Reading Standards for Literature
Reading
Speaking and Listening Standards
Source: The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources, CDE, 2012.
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Alignment between Preschool Learning Foundations and CCSS for
ELA
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Supporting Phonological Awareness
Allitera4on
Repe44ve-‐Cumula4ve
Play with Language/Rime
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Foundations with Key Early Education Resources, CDE, 2012.
Alignment Comparison (Cont.)
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The TK Learning Environment: A Reflection of Languages,
Cultures, and Community
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The TK Learning Environment Sample Learning Areas
Reading Area (Books displayed at eye level): • A variety of
fiction & informational books with engaging illustrations and
simple text,
including books in home languages representative of classroom
population
• Simple alliteration books so students can learn beginning
sounds while playing with language
• Photo albums & class books made by the students to help
them connect reading to their own lives and also support language
development as children discuss the photos and compose captions
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The TK Learning Environment
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The TK Learning Environment
Sample Learning Area Dramatic Play Area: ¤ Costumes and
theme-based props to engage children in hands-
on, social interactions that support language and literacy
development
¤ Dramatic play areas are intentionally designed to: § Support
the development of oral language and vocabulary § Provide
opportunities for purposeful and playful encounters with
peers and adults § Contribute to the print-rich environment. §
Provide sheltered opportunities for English
learners to practice their English.
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The TK Learning Environment
Children learn best when instruc+on
is relevant and meaningful to
them. When children can apply
language and literacy learning to
their everyday interests and
ac+vi+es, that learning will be
genuine, deep, and las+ng.
Source: Epstein, Inten+onal Teacher,
2007, p. 24
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ELA - Early Literacy Strategies
• Promote oral language and vocabulary development – Extend
conversations and use open-ended questions to expand students’
language development and comprehension – Introduce new
vocabulary words using realia or concrete examples – Provide
multiple opportunities for students to express their ideas and
use
new vocabulary words in small- and large-group settings “Young
children need to be exposed to a rich and varied vocabulary and
the
rules of discourse in order to develop the language facility
that underlies the late acquisition of literacy, interpersonal
problem-solving skills, and other cognitive and social
abilities.”
Source: Epstein, The Intentional Teacher, 2007, p.15
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Resources
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TK Online Resources
The Alignment of the California
Preschool Learning FoundaBons with
Key Early EducaBon Resources
hYp://www.cde.ca.gov/sp/cd/re/documents/psalignment.pdf
California County Superintendents Educa4onal
Service Associa4on (CCSESA) Informa+on
and resources for early educa+on
are posted on the CCSESA Web
site under School Readiness
Transi:onal Kindergarten (TK) Planning
Guide – A Resource for
Administrators of California Public
School Districts
hYp://www.ccsesa.org/index/sp_prek.cfm
hYp://www.ccsesa.org/index/documents/Transi+onalKindergartenGuide-‐webversion.pdf
California Department of Educa4on (CDE)
Kindergarten in California
Transi+onal Kindergarten FAQs
Transi+onal Kindergarten Implementa+on Guide
hYp://www.cde.ca.gov/ci/gs/em/
California Kindergarten Associa4on An
associa+on to support kindergarten
teachers
hYp://www.californiakindergartenassocia+on.org/transi+onal-‐kindergarten/
California Preschool Instruc4onal Network
(CPIN) CPIN, funded by CDE,
conducts professional development on
CDE publica+ons such as the
Preschool Learning Founda:ons, Preschool
Curriculum Framework and Preschool
English Learners Guide
hYp://www.cpin.us
Changing the Kindergarten Cutoff Date:
Effects on California Students and
Schools Cannon, J. S. and
Lipscomb, S.
www.ppic.org/content/pubs/op/OP_508JCOP.pdf
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Resources TK Online Resources
Na4onal Associa4on for the Educa4on
of Young Children Resources to
promote Developmentally Appropriate Prac+ce
(DAP)
www.naeyc.org/DAP
Preschool Curriculum Framework, Volume
1, 2, and 3 Aligned with
the founda+ons, the curriculum
framework provides guidance on
planning learning environments and
experiences for young children
hYp://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf
hYp://www.cde.ca.gov/sp/cd/re/documents/psframeworkvol2.pdf
hYp://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.pdf
Preschool English Learners: Principles
and PracBces to Promote Language,
Literacy, and Learning A resource
guide to educate preschool English
learners
hYp://www.cde.ca.gov/sp/cd/re/documents/psenglearnersed2.pdf
Preschool Learning FoundaBons, Volume 1,
2, and 3 The founda+ons for
preschool-‐age children iden+fy key
domains of learning and guide
instruc+onal prac+ce
hYp://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
hYp://www.cde.ca.gov/sp/cd/re/documents/psfounda+onsvol2.pdf
hYp://www.cde.ca.gov/sp/cd/re/documents/preschoolfounda+onsvol3.pdf
Transi4onal Kindergarten (TK) California
Online resources to support the
successful implementa+on of transi+onal
kindergarten
hYp://www.tkcalifornia.org/
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Resources TK Online Resources for
Social-‐Emo4onal Development
California Collabora4ve on the Social
& Emo4onal Founda4ons for Early
Learning
hYp://www.cainclusion.org/teachingpyramid/index.html or
hYp://www.cainclusion.org/
California Preschool Instruc4onal Network
(CPIN) www.cpin.us
Center on the Social and Emo4onal
Founda4ons for Early Learning
http://csefel.vanderbilt.edu or
http://csefel.vanderbilt.edu/resources/strategies.html
Inclusion Collabora4ve
www.inclusioncollabora+ve.org
Technical Assistance Center on Social
Emo4onal Interven4on for Young
Children (TACSEI) www.challengingbehavior.org
TK California-‐Teaching Tools
hYp://www.tkcalifornia.org/teaching-‐tools/social-‐emo+onal/teaching-‐strategies/#socialemo+onalsegies
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Questions?
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Contact Information
• Natalie Woods Andrews [email protected]
• Nancy Herota [email protected]
• Debbie Supple [email protected]
