1. TRANSITIONAL KINDERGARTEN PROGRAM PARENT MEETING Dr
TRANSITIONAL KINDERGARTEN PROGRAM PARENT MEETING Dr. Laurel Bear, Assistant Superintendent Lindsey Ma, Director-Student Employee Welfare Christa Van Orden, Director-Preschool/Elementary Education Jim Schofield- Direction ELD

2. Welcome!
Let’s see who we are

3. Our Current TK Teachers
Mrs. Ibsen
Park School
Ms. Hua
Ramona School
Ms. Suarez
Monterey Highlands
Ms. Li
Marguerita DI
Ms. Caddel
Repetto School
Mrs. Mendoza
Ynez School
Ms. McQuay
Baldwin School
Mrs. Mendoza
Northrup School
Ms. Jule
Fremont DI
Ms. Eng
Marguerita School

4. General Overview of TK Program
Currently available to students whose birthdays fall between 9/2 and 12/2.
Students will return to neighborhood school for kindergarten.
Parents are not required to enroll their age-eligible children in TK, but these children will not be age-eligible for K until the following school year.

5. The Year after Transitional Kindergarten
Children who enroll in TK have one year in TK and one year in K.
After their year in Kindergarten, these children move on to first grade.

6. Philosophy for TK Program
A TK Program provides the youngest kindergarteners with the first year of a two year Kindergarten that is developmentally appropriate, and will better prepare them for success once they enter Kindergarten.
Children will be better prepared to succeed in kindergarten and beyond.
Children enter K with the maturity and skills needed to excel.
Instead of always being the youngest children in the grade all the way through their school years, TK students will be some of the older children, which will help them be more prepared to learn and succeed.

7. California Kindergarten Association’s Guidance on the Four E’s of a TK Program*
Exploration
Exposure
Experience
Expression
*Adapted from Conejo Valley USD Junior Kindergarten
Developed by the California Kindergarten Association

8. Developed by the California Kindergarten Association
Kindergarten vs. TK
Mastery of content
standards is expected.
Is curriculum based.
Majority of students move on
to first grade.
Lessons and/or activities are differentiated depending on students’ levels and needs.
Parents are encouraged to participate.
Content standards are introduced and mastery is encouraged.
Is developmental needs based.
Lesson and/or activities are differentiated depending on students’ levels and needs.
Parents are encouraged to participate.
* Source – Adapted from Conejo Valley USD Junior Kindergarten
Developed by the California Kindergarten Association 8

9. Curriculum Focus of our TK Program
Kindergarten standards are addressed in TK Programs
Integrated across subject areas, including
Physical-motor development (includes fine and gross motor and sensory experiences)
Cognitive development (includes mathematical & early literacy knowledge and general knowledge of the world)
Social-emotional development
Oral Language development
English Language Development (ELD)

10. Children Learn through Exploration, Exposure, Experiences10

11. Developed by the California Kindergarten Association
Curriculum, cont.
Experiential curriculum that is Teacher-Directed
Developmental approach
Hands-on exploration
Building on children’s prior experiences
Individually & culturally appropriate
Extending children’s interests and choices
Facilitated learning
Inclusive of children with disabilities or other special needs.
Standards-based
Teachers are responsive to children’s concepts, skills, dispositions, and feelings.
Teachers reflect on their observations of children’s activities to intentionally plan curriculum.
Developed by the California Kindergarten Association 11

12. Experiential Activities

13. Developed by the California Kindergarten Association
Curriculum, con’t
Emergent Curriculum
that is Child-Directed
Big ideas/Themes/Projects
Enhanced learning centers
Emergent curriculum arises out of children’s interests and events in their lives. Child-selected activities and projects are based on his/her developmental levels. The younger the child, the more child-selected activities are needed. Enhanced learning centers allow investigation, invention, and experimenting. They use more complex language, practicing oral expression and English language use.
Developed by the California Kindergarten Association 13

14. Emergent Skill Activities

15. Emergent Skill Activities

16. Curriculum, cont. Purposeful & Constructive play
Teachers set up environments, encourage and build upon children’s self-initiated play, select materials, and plan implement teacher-guided learning activities. Play is not peripheral or trivial but is an integral part of the curriculum. Children practice standards through self-selected activities. This “play” is the child’s work! 16

17. Purposeful and Constructive Play

18. Transitional Kindergarten18

19. Developed by the California Kindergarten Association
Communication
Traditional parent/teacher communication will take place (newsletters, s, informal conferences).
Students will receive report cards and progress reports during school year.
Families are encouraged to participate in class events and in conferences to discuss
child’s progress.
Developed by the California Kindergarten Association

20. School Information
Fremont School: Dr. Ignacio Muníz, Principal (626) Iris Jule, Spanish Dual Immersion Marguerita School: Teresa Johnson, Principal (626) Jennifer Eng, Teacher Cindy Li, Mandarin Dual Immersion Martha Baldwin: Florence Goh, Principal (626) Robin McQuay, Teacher Monterey Highlands: Dr. Debbie Kotani, Principal (626) Lydia Suarez, Teacher Northrup School: Dr. Rosa Northcott, Principal (626) Lisa Mendoza, Teacher Park School Dr. Lesette Molina-Solis, Principal (626) Marie Ibsen, Teacher Ramona School Dr. Steven Suttle, Principal (626) Tam Hua, Teacher Repetto School Carin Gasca, Principal (626) Karen Caddel, Teacher Ynez School Carla Danner-Powell, Principal (626) Adriana Mendoza, Teacher

21. Developed by the California Kindergarten Association
Resources
Developmentally Appropriate Practice in Early Childhood Programs, 3rd edition C. Copple & S. Bredekamp, Editors. Washington, DC: NAEYC.
Helm, J.H. & L. Katz Young Investigators: The Project Approach in the Early Years, 2nd edition. Washington, DC: NAEYC.
Schwartz, S.L. & S.M. Copeland Connecting Emergent Curriculum and Standards in the Early Childhood Classroom. New York: Teachers College Press
Gronlund, G Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines. St. Paul, MN: Redleaf Press & NAEYC.
Developed by the California Kindergarten Association