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

2. The Early Childhood Teacher as
Decision Maker

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

4. 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

5. 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

6. 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

7. 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

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

9. 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”.

10. 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.

11. 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

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

13. Kindergarten Readiness Act of 2010 Senate Bill 1381

14. 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.

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

16. 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.

17. 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

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

19. This is a process…

20. 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

21. 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

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

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

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

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

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

28. Environmental Supports… Visually Rich

29. Environmental Supports Facilitate rich conversations

30. Environmental Supports Provide visual information

34. 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.

35. Purposeful Planning…

36. Assessments: Capturing Baseline Data & Measuring Ongoing Progress
Pre-LAS® 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

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

39. For further information please contact:
Whitcomb Hayslip