Transitional Kindergarten : A New Step on the P-3 Continuum Transitional Kindergarten Conference San Mateo County Office of Education October 10, 2011

The Early Childhood Teacher as Decision Maker

Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information 1 2 3

1 What is known about child development and learning --- Permits general predictions within an age range about activities, materials, interactions, experiences that will be: safe healthy Knowledge of age-related human characteristics interesting achievable challenging

What is known about the strengths, interests and needs of each individual child in the group --- 2 This knowledge allows teachers to adapt for and be responsive to inevitable individual variation

Knowledge of the social and cultural contexts in which children live 3 Enables teachers to provide learning experiences that are meaningful relevant respectful of the child and family

Early Childhood Educators Must Juggle All Three Components 2 2 Age characteristics 3 3 1 1 Individual variation Culture and family Early Childhood Educators Must Juggle All Three Components At the Same Time

Kindergarten teachers have faced great challenges in juggling all of the elements of a developmentally appropriate program

Issues Kindergarten Teachers Face California is one of only four states with a required kindergarten admission birthday as late as December. Most states have moved to an August or September cut-off. California’s Kindergarten Standards are among the most rigorous in the country. Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”.

Issue We Faced in LAUSD The 2nd Grade California Standards Test (CST) English Language Arts scores raised concerns about the current Preschool through 2nd Grade continuum, particularly for English Learners.

How We Responded in LAUSD Superintendent and Chief Academic Officer proposed new Transitional Kindergarten Program for the youngest kindergartners Title I funds allocated to support initial program implementation and professional development 36 schools selected for initial Fall 2010 implementation with an additional 90 schools added for Fall 2011

Statewide Change Was Coming On September 30, 2010 the Governor signed SB 1381 (Simitian Bill) establishing Transitional Kindergarten throughout California and changing Kindergarten entry age

Kindergarten Readiness Act of 2010 Senate Bill 1381

Goal of Transitional Kindergarten: Provide the youngest kindergartners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional kindergarten.

Kindergarten Readiness Act Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”

California Education Code 8970: It is recommended that an appropriate, integrated experiential curriculum should be provided for children in preschool, kindergarten, and grades 1-3, inclusive. Transitional Kindergarten is an important link in providing that appropriate enriched P-3 program.

Transition Kindergarten Families and Staff… B Transition Kindergarten Families and Staff… Building the Bridge for Parent and Teachers California Early Learning Foundations (Birth – 5) California Kindergarten Standards Understanding the Connection

Traditional Kindergarten Transitional Kindergarten Decoding and Language/Communication Social/Emotional Language/Communication Social /Emotional and Decoding

This is a process…

CURRICULAR APPROACH GUIDING THE PROCESS IN LAUSD Promote oral language & communication Personalize instruction Provide focused enhancements for English Language Learners Value and support home language Assess to inform instruction

Oral Language Development “The rate of children’s early language growth and later language outcomes is directly related to the verbal input that children receive when communicating with adults and other children.” California Preschool Learning Foundations, Volume I, CDE Press, 2008

Instructional Support 1. Intentional message: embedded with content vocabulary this written message sets the purpose of each lesson

Instructional Support 2. Songs/Chants: Academic and content vocabulary are woven into familiar songs and chants to encourage repetition  

Instructional Support 3. Vocabulary Imprinting: use of photographs and pictorials to introduce new concepts and frontload vocabulary

Instructional Support 4. Visual Cues/Gestures: physical movements and signals are repeated as specific content vocabulary is introduced to imprint meaning

Instructional Support 5. Anchor Books: picture books are selected intentionally and used repetitively to foster vocabulary and concept development

Environmental Supports… Visually Rich

Environmental Supports Facilitate rich conversations

Environmental Supports Provide visual information

Mr. Luis Alba is uses many repetitive cues and gestures to imprint vocabulary and meaning. Children use movement and cues throughout the day to recall key content vocabulary.

Purposeful Planning…

Assessments: Capturing Baseline Data & Measuring Ongoing Progress Pre-LAS® 2000 English/Spanish: -Receptive and expressive language – pre/post Children’s Progress Academic Assessment(CPAA) -Interactive Computer Software -English/Spanish -Literacy and Mathematics Desired Results Developmental Profile (DRDP-SR) -Observational tool -Social/Emotional -ELD -Language and Literacy -Mathematics

What the best and wisest parent wants for his own child, that must be what the community wants for all its children. John Dewey

For further information please contact: Whitcomb Hayslip 818-795-7242 whitcomb.hayslip@gmail.com