Transitional Kindergarten IMPLEMENTATION GUIDE
Transitional KindergartenIMPLEMENTATION GUIDEA Resource for California Public School DistrictAdministrators and TeachersGovernor’s State Advisory Council on Early Learning and CareSacramento t 2013
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Transitional KindergartenIMPLEMENTATION GUIDEA Resource for California Public School DistrictAdministrators and TeachersGovernor’s State Advisory Council on Early Learning and CareSacramento 2013
Publishing InformationThe Transitional Kindergarten Implementation Guide: A Resourcefor California Public School District Administrators and Teachers wasdeveloped by the Child Development Division of the CaliforniaDepartment of Education (CDE), under contract with the SacramentoCounty Office of Education. The document was edited by John McLeanand Faye Ong, working in cooperation with Erin Dubey, Consultant,Child Development Division. It was published by the CaliforniaDepartment of Education, 1430 N Street, Sacramento, CA 95814-5901,and was distributed under the provisions of the Library DistributionAct and Government Code Section 11096. 2013 by the State Advisory Council on Early Learning and CareAll rights reservedISBN: 978-0-8011-1744-2CDE Publications and Educational ResourcesFor information about publications and educational resourcesavailable from the California Department of Education (CDE), visithttp://www.cde.ca.gov/re/pn/rc/ or call the CDE Press sales office at1-800-995-4099.NoticeThe guidance in the Transitional Kindergarten Implementation Guide: AResource for California Public School District Administrators and Teachersis not binding on local educational agencies or other entities. Exceptfor statutes, regulations, and court decisions referenced herein, thedocument is exemplary, and compliance with it is not mandatory. (SeeEducation Code Section 33308.5.)
ContentsA Message from the State Advisory Council on Early Learning and Care . . . . . . . . . . . . . .vList of Members: State Advisory Council on Early Learning and Care . . . . . . . . . . . . . . . .viAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Rationale for Transitional Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . .3Overview of the Transitional Kindergarten Implementation Guide . . . . . . . . . . . . .3Chapter 1: Program Structure and Design . . . . . . . . . . . . . . . . . . . . . . . . . . .5Policy Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Staffing Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Class Configuration/Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Universal Design for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Special Education Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Chapter 2: The Transitional Kindergarten Student . . . . . . . . . . . . . . . . . . . . . . .13Social–Emotional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Transitional Kindergarten: An Extended Opportunity to Build a Strong Foundationfor School Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Preparing the Transitional Kindergarten Student for Kindergarten . . . . . . . . . . . . .20Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Chapter 3: Curriculum in a Transitional Kindergarten Program . . . . . . . . . . . . . . . . .23The Transitional Kindergarten Curriculum . . . . . . . . . . . . . . . . . . . . . . . . .24Transitional Kindergarten Curriculum Content: Bridging Preschool and Kindergarten . . . .28Integrated Transitional Kindergarten Curriculum . . . . . . . . . . . . . . . . . . . . . .32Guidelines for Selecting and Modifying Curriculum Materials . . . . . . . . . . . . . . . .36Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Chapter 4: Effective Instruction in a Transitional Kindergarten Program . . . . . . . . . . . .37Using Knowledge of Child Development to Guide Instructional Strategy Decisions . . . . .38iii
Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42An Overview of Selected Transitional Kindergarten Instructional Strategies . . . . . . . . .45Transitional Kindergarten/Kindergarten Combination Classrooms . . . . . . . . . . . . .48Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Students Who Are English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Teacher–Family–Community Engagement: A Key to Effective TransitionalKindergarten Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Chapter 5: The Transitional Kindergarten Learning Environment . . . . . . . . . . . . . . .61The Transitional Kindergarten Classroom. . . . . . . . . . . . . . . . . . . . . . . . . .63Extending Learning from the Classroom to the Outdoor Environment . . . . . . . . . . . .77Chapter 6: Assessment and Differentied Instruction in theTransitional Kindergarten Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83An Overview of Transitional Kindergarten Assessment . . . . . . . . . . . . . . . . . . .84Response to Instruction and Intervention in the Transitional Kindergarten Program . . . . .90Using Evidence from Assessment to Differentiate Instruction . . . . . . . . . . . . . . . .94Communicating with Families About Student Learning . . . . . . . . . . . . . . . . . . .98Chapter 7: Involving Families and Community Partners in aTransitional Kindergarten Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Communicating About Transitional Kindergarten with Family and Community Partners . . . 102Engaging Families in the Transitional Kindergarten Classroom . . . . . . . . . . . . . . . 103Diverse Backgrounds and Experiences of Families . . . . . . . . . . . . . . . . . . . . . 105Engagement of Community Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Chapter 8: Supporting Transitional Kindergarten Implementation . . . . . . . . . . . . . . 107Teacher Qualifications and Early Education Experiences . . . . . . . . . . . . . . . . . . 108Staffing Patterns to Support Transitional Kindergarten Students . . . . . . . . . . . . . . 109Professional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119iv
A Message from theState Advisory Council onEarly Learning and CareWe are pleased to present the Transitional Kindergarten Implementation Guide:A Resource for California Public School District Administrators and Teachers, apublication we believe will be valuable to local educational agencies as theyimplement transitional kindergarten (TK) programs. Building upon the TransitionalKindergarten (TK) Planning Guide published in 2011 by the California CountySuperintendents Educational Services Association, this publication providesresources and guidance in the areas of program design, curriculum, instruction,assessment, and family/community partnerships.The TK implementation guide focuses on the essential components for schooldistrict administrators and teachers to consider as they develop comprehensive TKprograms. The first chapter of the guide focuses on considerations for the structureand design of TK programs. Chapters 2–8 provide a more in-depth discussion ofeffective instructional and curricular approaches, including the importance of familyand community partnerships and systems of support for transitional kindergarten.We express our gratitude to teachers, administrators, and early care and educationexperts who provided extensive feedback on the development of the TransitionalKindergarten Implementation Guide. We also extend our appreciation to theteachers who served on the TK/K Advisory Committee to share their expertise in thedevelopment of the guide and the video illustrations that accompany it. In addition,we thank the local educational agency representatives and parents who shared theirexperiences through interviews and provided access for videotaping TK classroomsand activities. We are especially grateful to the Sacramento County Office ofEducation and its subcontractors for coordinating and leading the effort to provideCalifornia’s public school district administrators and teachers with these valuableTK resources.PETE CERVINKACalifornia Department of Social ServicesCo-Chair, State Advisory Council onEarly Learning and CareLUPITA CORTEZ ALCALÁCalifornia Department of EducationCo-Chair, State Advisory Council onEarly Learning and Carev
List of Members:State Advisory Council onEarly Learning and CareCo-ChairsPete Cervinka, Program Deputy Director of Benefits and ServicesCalifornia Department of Social ServicesLupita Cortez Alcalá, Deputy Superintendent of Public InstructionCalifornia Department of EducationCamille Maben, Executive DirectorFirst 5 California (former Co-Chair)MembersNancy Bargmann, Deputy Director, Community Operations DivisionCalifornia Department of Developmental ServicesMagdalena Carrasco, CommissionerFirst 5 CaliforniaJulian Crocker, Superintendent of SchoolsSan Luis Obispo CountySydney Fisher Larson, Professor, Early Childhood EducationCollege of the RedwoodsMark Friedman, Executive DirectorFirst 5 Alameda CountyLinda James Perry, Head Start DirectorLong Beach Unified School DistrictKatie Johnson, Assistant SecretaryCalifornia Health and Human Services AgencyNancy Remley, DirectorHead Start State Collaboration OfficeRyan Storm, Assistant Program Budget ManagerCalifornia Department of FinanceNatalie Woods Andrews, Director, School Readiness DepartmentSacramento County Office of Educationvi
AcknowledgmentsThe Transitional Kindergarten ImplementationGuide was developed with contributions frommany people and organizations. We gratefullyacknowledge the efforts of the individuals andentities named below.Project LeadersNatalie Woods Andrews, EdD, Director,School Readiness Department,Sacramento County Office of EducationNancy Herota, Director,School Readiness Department,Sacramento County Office of EducationLocal Educational AgenciesThe following local educational agencies arerecognized for their contributions, which includedallowing interviews of transitional kindergartenstaff members and video illustrations of transitionalkindergarten classrooms:Clovis Unified School DistrictFresno Unified School DistrictGilroy Unified School DistrictJunction Elementary School DistrictKingsburg Elementary Charter School DistrictLivingston Union School DistrictWriters (Staff Members and Consultantsfrom the Sacramento County Officeof Education)Jennifer Gonzalez, Key WriterKelly Twibell Sanchez, Key WriterElizabeth Pinkerton, Editing AssistanceNatalie Woods Andrews, EdDKaren HayashiNancy HerotaJan Mayer, EdDKathleen Sadao, EdDTransitional Kindergarten / KindergartenTeacher Advisory CommitteeBarbara Blakely, Retired TransitionalKindergarten/Kindergarten TeacherElizabeth Magruder, TransitionalKindergarten ConsultantLisa Peterson, Transitional KindergartenTeacher, Clovis Unified School DistrictLong Beach Unified School DistrictMariposa County Unified School DistrictMerced City School DistrictMerced County Office of EducationPasadena Unified School DistrictPlacentia–Yorba Linda Unified School DistrictRescue Union School DistrictSacramento City Unified School DistrictCalifornia Department of EducationCecelia Fisher-Dahms, Administrator,Quality Improvement Office,Child Development DivisionErin Dubey, Consultant,Child Development DivisionCarrie Roberts, Administrator,Professional Learning Support DivisionKathleen Halvorson, Consultant,Professional Learning Support DivisionVera Refnes, Retired Kindergarten TeacherErin Koepke, Consultant,Professional Learning Support DivisionVara Tanner-Palmero, Transitional KindergartenTeacher, Rescue Union School DistrictMeredith Cathcart, Administrator,Special Education DivisionHeather Wright, Kindergarten Teacher,Elk Grove Unified School DistrictSpecial thanks are extended to the crew of IronMountain Films, Inc., for video production.Note: The names, titles, and affiliations of the individuals listed in these acknowledgments were current at the timethe publication was developed.vii
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INTRODUCTIONIntroduction Interviews and Classroom Video (YouTube with Captions)http://www.youtube.com/watch?v wiqY8cbqfj01
INTRODUCTIONThe California Kindergarten Readiness Act of 2010,authored as Senate Bill (SB) 1381 by State SenatorJoseph Simitian, will have a significant impact onchildren who have the opportunity to enroll intransitional kindergarten (TK) programs. SB 1381implemented a gradual, phased-in conversion ofthe month and day by which a child must turn fiveyears of age in order to be eligible for kindergarten,changing that date from December 2 to September1 over a three-year period. Beginning in 2012–13,school districts were required to offer a TK programfor children whose fifth birthday fell betweenNovember 2 and December 2. The kindergartenage entry requirement moves back one monthover a three-year period, so that by 2014–15 andeach year thereafter, children must be five yearsof age on or before September 1 to be eligible forkindergarten. The law also required school districtsto develop a transitional kindergarten programfor children who will no longer be age-eligiblefor kindergarten. Transitional kindergarten is thefirst year of a two-year program that provides a“modified kindergarten curriculum that is age anddevelopmentally appropriate” (Education CodeSection 48000).History of KindergartenEarly childhood education policies in California hadtheir roots in the kindergarten movement of thenineteenth century. The first private kindergartenin California was developed in San Francisco onSeptember 10, 1863, during a time when very fewkindergarten programs existed in the United States.By 1888, 40 kindergarten programs were operatingin San Francisco with approximately 4,500 childrenattending the classes—a reality that gained theattention of policymakers and other communityadvocates (de Cos 2001).Along with the expansion of kindergartenprograms during this era, the evolution ofkindergarten teacher training programs wasanother important development in the history ofthe kindergarten reform movement. A key stepto professionalize the field was the establishment2Transitional Kindergarten Implementation Guide September 2013in 1896 of a department for training kindergartenteachers at the State Normal School in Los Angeles,which eventually became the University ofCalifornia, Los Angeles. In 1900–01, state legislationwas passed to provide kindergarten primarycertification for graduates of the State NormalSchool in Los Angeles and other kindergartentraining institutions approved by the State Boardof Education. Following this legislation, the NormalSchool of California established a teacher trainingprogram in 1920 that combined kindergarten andthe primary grades, thus allowing teachers to workin any of these grade levels and advancing themovement for kindergarten to become integratedinto the public schools (de Cos 2001).Beyond the development of teacher trainingprograms, other critical policy issues thatsupported the expansion of public kindergartenwere legislation and funding. In 1913, at atime when only 14 counties in California hadkindergarten in place, the California Legislaturepassed a law to allow local school boards to createkindergarten for children between the ages offour years and six and a half years (Ross 1976). Thelaw was amended in 1915 to allow school districtsto impose a local tax to support the expansion ofkindergarten. By 1918, California was leading theother states, ranking ninth in the nation in thenumber of children between the ages of four andsix who were enrolled in public kindergarten.In November 1946, California voters approved aconstitutional amendment to make kindergartena part of the elementary school system throughstate funding. Although kindergarten remainedvoluntary for parents, the Legislature made achange in 1967 to require school districts toincorporate kindergarten programs for childrenwho were eligible for enrollment. Currently, whileenrollment in kindergarten remains voluntary,between 91 percent and 95 percent of age-eligiblechildren in California attend private or publickindergarten (de Cos 2001). Additionally, althoughschool districts are required to offer transitional
INTRODUCTIONkindergarten programs, attendance in theseprograms is also voluntary. However, in accordancewith Education Code Section 48200, children mustbe enrolled in school by age six.Prior to the passage of SB 1381, there were severallegislative attempts to move back the date forkindergarten entry, as California was one of onlyfour states with kindergarten-entry birthdatesin December. Though previous attempts topass legislation failed, Assembly Bill (AB) 25 wasenacted into law in 2000 to allow school districtsto pilot the effectiveness of changing the cutoffdate for kindergarten to September 1. AB 25 hadlittle impact on this policy issue, as the legislationdid not provide funding for school districtsto test the approach. A report from GovernorSchwarzenegger’s Committee on EducationExcellence (2007) also made a recommendation tochange the kindergarten cutoff date to September1. However, no immediate actions resulted fromthis recommendation until the passage of SB 1381.Rationale forTransitional KindergartenResearch indicates that SB 1381 will have apositive effect on preparing California’s childrenfor kindergarten readiness and success beyond theprimary grades. Entering kindergarten at an olderage is one early predictor for student success. AsCannon and Lipscomb have stated, “Students whoare older when they enter kindergarten have betterelementary math and reading scores . . . Theseeffects appear to persist into eighth grade, albeitwith smaller magnitudes” (Cannon and Lipscomb2008, 1).Starting kindergarten at an older age will alsoallow children to further develop their social andemotional skills and be ready to actively engagein academics at the kindergarten level. Becauseof the increasing academic demands placed onkindergarten students, there is less and less timeto nurture social and emotional skills. Deficienciesin these areas tend to inhibit learning in youngerkindergarten students, which causes them tofall behind academically. Joseph Durlak and hiscolleagues (2011) state, “Emotions can facilitateor impede children’s academic engagement, workethic, commitment, and ultimate school success”(Durlak et al. 2011, 405). As a result, by the timethese same students enter first grade, they aremore likely to be considered for retention,receive interventions, or be referred for specialeducation testing.Overview of the TransitionalKindergarten Implementation GuideThis guide is organized into two sections. Thefirst section focuses on recommendations for thedesign and structure of TK programs that schooldistricts might consider when planning for fullimplementation. This information is coveredin chapter 1. The second section, chapters 2through 8, covers the following topics: (a) TheTransitional Kindergarten Student, (b) Curriculumin a Transitional Kindergarten Program, (c) EffectiveInstruction in a Transitional Kinde
Transitional Kindergarten Implementation Guide: A Resource for California Public School District Administrators and Teachers, a publication we believe will be valuable to local educational agencies as they implement transitional kindergarten (TK) programs. Building upon the . Transitional Kindergarten (TK) Planning Guide
year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate” (Education Code Section 48000[d]). School districts are required to begin phasing in transitional kindergarten in the 2012-13 school year. This planning guide focuses on the first kindergarten year, referred to as TK.
Transitional Kindergarten is the first of a two year kindergarten program. The marks below are ratings to describe how well the student is making progress towards meeting the end of kindergarten standards. Strength: Strong progress toward meeti
benefit from starting a kindergarten program later. Where can I get advice on the best time to start kindergarten? If you are unsure about the best time for your child to start a kindergarten program, ask a kindergarten educator for advice. Find out how the kindergarten program can support your child. Meet with the principal or a teacher at the
teachers; classroom observations; case study interviews; and parent focus groups. This summary highlights key findings from the study. Key Findings In the first year of transitional kindergarten implementation, California school districts overcame challenges and learned important lessons that can be applied in future years of the program.
Kindergarten Handbook for Parents 2 PHILOSOPHY The kindergarten program in the Plano Independent School District has been developed within Texas Education Agency guidelines. The program is uniquely adapted to meet the needs and interests of the kindergarten child. The kindergarten program is designed to promote children's knowledge and skills
district preschool program as measured by kindergarten progress reports completed by their kindergarten teachers at the conclusion of the first semester. Definition of Terms The terms listed below will clarify any misunderstandings within the study: Full-time kindergarten- children attend kindergarten in an elementary
kindergarten skills including science, phonics, reading and math. Kindergarten Welcome to Carnival Marvel! Step right up to play 6 learning games that teach over 45 essential reading and math skills for kindergarten. Dora the Explorer ¡Hola! Help Dora and Boots rescue animals and learn 45 pre-kindergarten and kindergarten skills! ¡Vamonos .
You need to check your peak flow: every day, twice a day to get a useful pattern of scores at the same times of day, in the morning and in the evening before you take your asthma medicine otherwise it will change the score using your best effort each time you blow into the meter so you’re comparing like with like using the same peak flow meter each time.
