1
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
2
Introduction
• History of Kindergarten
• Rationale for Transitional Kindergarten (TK)
3
Introduction
http://www.youtube.com/watch?v=QshX3j49Ny0&feature=youtu.be
4
Overview of the Transitional Kindergarten Guide
Organization
Section 1: Planning for Implementation
Section 2: Building a Comprehensive TK Program
5
Chapter 1: Program Structure and Design
6
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
7
Program Structure and Design
• Staffing Qualifications
• Classroom Configuration/Schedules
8
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
9
Supporting TK Students
• Special Education Services
• English Learners
10
Chapter 2: The Transitional Kindergarten Student
http://youtu.be/EhzGG9GhFYs
11
Social-Emotional Development is Foundational for Learning
Social-Emotional Competence Includes:
• Emotional regulation
• Social knowledge and understanding
• Social skills
• Social dispositions
12
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
13
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.
14
Chapter 3: Curriculum in a Transitional Kindergarten Program
http://www.youtube.com/watch?v=x36eY2bkZEI
15
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
16
TK Curriculum Content
• Social-Emotional Development • English Language Arts • Mathematics • Science • History-Social Science • Physical Education • Visual and Performing Arts
17
Integrated Learning
• Conceptual development does not occur in isolation
• Students learn best when teachers promote meaningful connections across subject matter
18
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.
19
Chapter 4: Effective Instruction in a Transitional Kindergarten Program
http://www.youtube.com/watch?v=-QLDEOKBzLE
20
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
21
Daily Routine
• Structuring the daily routine
• Facilitating understanding of routines and transitions
• Designing group learning experiences
22
Selected Cross-Curricular Instructional Strategies
• Develop and reinforce oral language
• Scaffold learning
• Use think-alouds to model alternative responses and strategies
23
Transitional Kindergarten/ Kindergarten Classrooms
• Differentiated instruction is key
• Combination TK/K class environment and routines
• Flexible grouping
• Communicating expectations to promote home-school partnerships
24
Supporting All Students in the TK Classroom
• Students with disabilities
• Students who are English learners
• Teacher-family-community engagement
25
Chapter 5: The Transitional Kindergarten Learning Environment
http://www.youtube.com/watch?v=ZWSRjZrDdHI
26
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
27
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
28
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.
29
Chapter 6: Assessment and Differentiated Instruction in the Transitional Kindergarten Classroom
http://www.youtube.com/watch?v=g_rYWLvw5Ds
30
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
31
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
32
Chapter 7: Involving Families and Community Partners in a Transitional Kindergarten Program
33
Engaging Partners in a TK Program
• Communicating about TK with family and community partners
• Engaging families with diverse backgrounds and experiences
34
Chapter 8: Supporting Transitional Kindergarten Implementation
http://www.youtube.com/watch?v=xCyNg5k0Q8I
35
Supporting TK Implementation
• Teacher Qualifications and Early Education Experiences
• Collaborative Partnerships
• Enlisting Staff Support
• Professional Learning
36
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
37
Transitional Kindergarten
Professional Development Modules to Support the Implementation of
Transitional Kindergarten
38
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
39
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
40
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
41
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.
42
Social-Emotional Development
In a Transitional Kindergarten (TK) Classroom
43
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.
44
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
45
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.
46
Overview of Social-Emotional
Source: The Alignment of the California Preschool Learning Founda:ons with Key Early Educa:on Resources, CDE, 2012.
47
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)
48
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
49
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
50
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
51
TK Supportive Environments
Clear Expectations Quiet Area
52
TK Supportive Environments
Large Group Area
53
Teach Through Use of Visual Schedules
54
TK Supportive Environments
Block Area Art and Sensory Area
55
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
56
What Do Children Do When They Don’t Develop These Skills?
56
¤ When children do not have healthy social and emo+onal skills, they oUen exhibit challenging behaviors
¤ We must focus on TEACHING the skills!
57
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
58
Teach Clear and Consistent Expectations
59
Teach About Feelings
Source: hYp://csefel.vanderbilt.edu/modules/2006/feelingchart-‐sp.pdf
60
Teach About Feelings
61
Teach How to Problem Solve
Source: hYp://csefel.vanderbilt.edu/resources/strategies.html
62
Solution Kit Choice Board (problem solving strategies)
Source: hYp://csefel.vanderbilt.edu/resources/strategies.html
63
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)
64
English Language Arts In a Transi4onal Kindergarten (TK) Classroom
65
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.
66
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.
67
Alignment between Preschool Learning Foundations and CCSS for ELA
68
Supporting Phonological Awareness
Allitera4on
Repe44ve-‐Cumula4ve
Play with Language/Rime
69 Source: The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, CDE, 2012.
Alignment Comparison (Cont.)
70
The TK Learning Environment: A Reflection of Languages, Cultures, and Community
71
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
72
The TK Learning Environment
73
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.
74
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
75
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
76
Resources
76
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
77
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/
78
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
79
Questions?
80
Contact Information
• Natalie Woods Andrews [email protected]
• Nancy Herota [email protected]
• Debbie Supple [email protected]