Transitional Kindergarten Implementation SummitNovember 8, 2011

Sacramento, California

Panelists

Wilma Hashimoto, Fresno COE

Nancy Herota, Sacramento COE

David Swart, Rescue Union School District

Kathy Thompson, Shasta COE

Natalie Woods Andrews, Sacramento COE

Joyce Wright, Sacramento COE

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Organization Introduction

Getting Started: Program Structure and Design

Effective Instruction, Curriculum, and Assessment

Next Steps

References

Appendices

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Introduction The Kindergarten Readiness Act of 2010

Senate Bill 1381 (Simitian)

History of kindergarten in the U.S.

Rationale for Transitional Kindergarten (TK)

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The Kindergarten Readiness Act of 2010

Senate Bill 1381 (Simitian)

Changes entry-age for kindergarten (5 years) and for first grade (6 years)

Establishes TK for all age-eligible children

TK voluntary for children

TK mandatory for districts to offer

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Transitional Kindergarten:as Defined by SB 1381

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

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Communication

Organizing the TK program

The TK teacher and professional development

District articulation with PreK and K-3

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Getting Started: Program Structure & Design

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

Start early

Inform parents of the benefits

Communicate frequently

Use multiple methods

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Communication

Getting Started

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• Within District and Schools

District board members

District administrators

Union representatives

Site administrators

TK, kindergarten, and 1st-3rd grade teachers11/8/11

Communication

Getting Started

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Same ADA rate of funding as kindergarten

ADA based on children enrolled in TK and kindergarten

TK age-eligible children do not need Kindergarten Continuance Form to continue to second year of kindergarten

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Funding

Getting Started

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Facilities & Transportation

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

Facilities––same requirements as for kindergarten

Transportation is local decision

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Getting Started

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Scheduling &Class Configuration

TK half-day/full day––same requirements as for kindergarten

TK and kindergarten combination is permissible

TK is not replication of preschool nor the same as the second year of kindergarten

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Getting Started

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The TK Teacher

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Credential requirements are the same as for kindergarten teachers

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

Early childhood experience desirable

Getting Started

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Professional Development

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CA Preschool Learning Foundations

CA Common Core State Standards

CA Content Standards for Kindergarten

Differentiation of instruction

Classroom environment

Assessment

Getting Started

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Connect with local ECE providersConnect with kindergarten and grades 1-3Regular articulation meetingsJoint professional developmentShare assessments of student learning

PreK-Grade 3 Articulation

Getting Started

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Share ideas about how to design, organize, and structure TK programs.

How can districts support TK teachers with implementation, ongoing professional development, and articulation opportunities?

Discussion Topics

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How to teach in a TK program

What to teach in a TK program

How to know what students are learning

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Effective Instruction, Curriculum, and Assessment

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Engaging, playful, and intentional

Supportive of student diversity and needs

Opportunities for whole group, small group, and individual activities

Variety of learning centers

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The Environment

How to Teach in a TK Program

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Plan purposeful and playful activities

Facilitate a balance of teacher-guided and child-initiated activities

Connect to and build upon students’ knowledge and experience

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Instruction

How to Teach in a TK Program

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Make connections across content areas

Incorporate real life experiences

Support student motivation

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Integrated Instruction

How to Teach in a TK Program

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Support individual student differences and needs

Include variations in schedules, learning tasks, and teaching strategies

Meet needs of students with disabilities

Meet needs of students who are English learners

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Differentiated Instruction

How to Teach in a TK Program

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Different from preschool and second year of kindergarten

Modified kindergarten curriculum that is developmentally and age appropriate

CA Preschool Learning Foundations, CA Common Core State Standards, and CA Content Standards for Kindergarten

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What to Teach in a TK Program

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Social-emotional Development Language ArtsMathematicsScienceHistory/Social SciencePhysical EducationVisual and Performing Arts

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What to Teach in a TK Program

Discussion Topics

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How can districts ensure that the TK curricular program is distinctly different from kindergarten?

How can districts support TK teachers’ understanding of the connections among the CA Preschool Learning Foundations, the CA Common Core State Standards, and the CA Content Standards for Kindergarten?

Discussion Topics

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Identify students’ needs, modify instruction, and communicate with other teachers and families

Use a variety of measurement tools and approaches across all areas of learning

Identify students’ strengths, needs, and progress to facilitate flexible grouping

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How to Know What Students are Learning

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Getting Started

Effective Instruction, Curriculum, and Assessment

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Next Steps

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Senate Bill 1381

TK FAQs

Kindergarten in California

Kindergarten Continuance Form

Online Resources

CTC Credential Alert

TK Learning Environment

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Appendices

County Offices of Education

Preschool California

Districts currently implementing

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Technical Assistance

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Wilma Hashimoto, Fresno COE whashimoto@fcoe.org

Nancy Herota, Sacramento COE nherota@scoe.net

David Swart, Rescue Union School District dswart@rescue.k12.ca.us

Kathy Thompson, Shasta COE kthompson@shastacoe.org

Natalie Woods Andrews, Sacramento COE nwoodsandrews@scoe.net

Joyce Wright, Sacramento COE jwright@scoe.net

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Contact Information for Panelists