Transitional Kindergarten Planning and Implementation Region 2 TK

Transitional Kindergarten Planning and Implementation Region 2 TK training for Administrators March 5, 2012

Materials you are being provided � Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success � Transitional Kindergarten Planning Guide � Transitional Kindergarten Parent Engagement Toolkit � Various forms and resources

What is the current status of TK as it relates to the law � 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 1 st in 2012 � Trailer Bill Language has been introduced that would change a number of things. . .

What is in the Trailer Bill? � 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 SB 1381) ◦ 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

Rationale For TK

4 Basic Building Blocks of School Readiness

Santa Clara County School Readiness Longitudinal Study – What They Found � 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

Longitudinal Studies of the Santa Clara Children Revealed: � The “All Stars” started Kindergarten ahead, and remained ahead in their academic test scores through 3 rd grade � “All Stars” are most likely to reach proficient or advanced levels in English at 3 rd grade, although not all of them reach state targets � The “Needs Prep” students started behind their peers in Kindergarten and remained behind through 5 th grade. � Just 6% of the “Needs Prep” children met targeted proficient or advanced levels in English at 3 rd grade.

Third Grade English Scores for Children High and Low in Kindergarten Academics and Social Expression 370 360 350 340 330 362 320 344 310 300 290 280 270 304 312 Low KA, (Needs Low Soc. Prep) Exp Low KA, High Soc. (Social Stars) Exp High KA, Low Soc. (Focused on the Exp Facts) High KA, High Soc Exp (All Stars) Santa Clara County Statistics 2008

Third Grade Math Scores for Children High and Low in Kindergarten Academics and Social Expression 450 400 350 Low KA, Low Soc. Exp 300 250 399 200 150 100 50 330 345 372 Low KA, High Soc. Exp High KA, Low Soc. Exp High KA, High Soc. Exp 0 Santa Clara County Statistics 2008

Preschool Makes a Difference Too � 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 3 rd grade Information Provided by Applied Survey Research (ASR) Lassen View State Preschool

Transitional Kindergarten Planning Guide Organization � Introduction � Section I—Getting Started: Program Structure & Design � Section II—Effective Instruction, Curriculum & Assessment � References � Appendices/Resources

Introduction � The Kindergarten Readiness Act of 2010 Senate Bill 1381 (Simitian) � History of kindergarten in the U. S. � Rationale for TK

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

� First Transitional Kindergarten: As Defined by SB 1381 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

Section I Getting Started: Program Structure & Design � Communication � Organizing the TK Program � The TK teacher and professional development � District articulation with Pre. K and K-3

� Between Getting Started: Communication 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, & 1 st-3 rd grade teachers ◦ Use multiple methods

Effective TK Messaging for Parents from the TK Parent Engagement Toolkit � 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.

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.

Engaging Parents from the Beginning… Those Reluctant to Enroll � 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 ◦ ◦

TK Messengers: Teachers, Principals and School Staff � � 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

• 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

TK Messengers: Parent Ambassadors � • 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

� Same Getting Started: Organizing the TK Program Funding 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 2 nd 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 Facilities & Transportation � 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 – Teacher qualifications and professional development � Credential requirements same as for kindergarten teachers � If teaching students identified as English Learners, teacher must be authorized � Early childhood experience desirable • 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

Getting Started: Pre. K-Grade 3 Articulation �Connect with local ECE providers �Connect with kindergarten & grades 1 -3 �Regular common meetings �Common professional development �Share assessments of student learning

Section II Effective Instruction, Curriculum, and Assessment � 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

How to Teach in a TK Program: The Environment � Engaging, playful, and intentional � Supportive of student diversity and special needs � Allows for whole group, small group, and individual activities � Includes learning centers

Sample TK Environment

Sample TK Environment – Art Center

Sample TK Math Center

Sample TK – Writing Center

How to Teach in a TK Program: Differentiated Instruction � 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

What to Teach in a TK Program: The Curriculum � 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

Sample of Worksheet we will be using to identify the TK standards for the April 16 Teacher Training READING At around 48 months Alphabetics, 3. 0 Children begin to Decoding & Word recognize the letters of Recognition the alphabet 3. 1 Recognize the first letter of own name 3. 2 Match some letter names to their printed form At around 60 months 3. 0 Children extend their recognition of letters of the alphabet 3. 1 Recognize own name or other common words in print 3. 2 Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form 3. 3 Begin to recognize that letters have sounds Transitional Kindergarten At the end of Kindergarten 1. 0 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences 1. 6 (C) Recognize and name all uppercase and lowercase letters of the alphabet 1. 14 Match all consonant and short-vowel sounds to appropriate letters 1. 15 Read simple onesyllable and high frequency words (i. e. sight words) 1. 16 Understand that as letters of words change, so do the sounds (i. e. the alphabetic principle)

What to Teach in a TK Program � Social-emotional � Language development Arts � Mathematics � Science � History/Social Science � Physical development � Visual and performing arts ◦ Taught in age and developmentally appropriate manner for young children

� 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,

Sample TK Daily Schedule (Approximate) 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

Resources � Senate Bill 1381 � TK FAQs � Kindergarten in California � Kindergarten Continuance Form � Online Resources Additional Resources in your binder: � CTC Credential Alert � TK Learning Environment • Sample Report Card (English and Spanish) � www. tkcalifornia. org • Kindergarten Continuance Form • Credential Information Alert • CSBA Sample Board Policy • Customizable Parent and Family Brochure (In TK Parent Engagement Toolkit)

One School’s Story – Junction Elementary School in Redding, CA � Implemented TK in fall of 2011 � Superintendent Principal, Biff Barnes � TK Teacher, Sherry Tuggle ◦ Their Story….