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Date: December 13, 2011
To: Dave Cash, Superintendent
From: Robin Sawaske, Associate SuperintendentCynthia White, Director of Curriculum and Categorical Programs
Re: Approval of Districts Plan For Implementation of Transitional Kindergarten
Background
Senate Bill (SB) 1381 (Chapter 705, Statues of 2010) amended California Education Code (Section 46300,48000, and 48010) to change the required birthday for admission to kindergarten and first grade and established
a transitional kindergarten program beginning in the 20122013 school year.
A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergartencurriculum that is age and developmentally appropriate. Pursuant to law, (EC 48000[c]), a child is eligible fortransitional kindergarten if a child will have his or her fifth birthday between:
For the 201213 school year November 2 and December 2For the 201314 school year October 2 and December 2
For the 201415 school year and each school year thereafter September 2 and December 2.
Transitional kindergarten (TK), which will be phased in throughout California starting in the fall of 2012, is anopportunity to provide the early foundations for school success for those children turning 5 years old betweenSeptember and December. The first year of a two-year kindergarten experience, TK provides a bridge betweenpreschool and traditional kindergarten. Some districts in California have had similar programs in place for anumber of years; others have started early implementation of these programs. TK provides an importantopportunity to give our youngest kindergarteners a better start in school. More information on TK can be found on
the California Department of Educations website, http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp#E1 and on thedistrict website at, www.sbsdk12.org/TK
PlanAfter careful consideration, the Elementary Principals Council would like to fully implement TK in the fall of 2012.Important considerations when determining whether to fully implement TK include that 1) The KindergartenReadiness Act of 2010 does not change the established procedures of early admittance for students who do notmeet the age eligibility requirement (EC 48000[b] for kindergarten and first grade, meaning that TK students canbe promoted to kindergarten or 1
stgrade if they are ready. 2) TK does not preclude the Kindergarten Continuance
statutes that allow students to continue for a second year of traditional kindergarten (EC 46300, 48011).
Fiscal Impact
There is no fiscal impact to the general fund if class size follows the contract (see fiscal impact insert).
The fiscal impact insert delineates how TK students generate Average Daily Attendance based on P2 reporting inApril.
RecommendationThe Board of Education approves the Districts plan for implementation of Transitional Kindergaten.
Attachment(s)? X Yes (if so, please attach) No
Consent Conference X Action Estimated Time
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SantaBarbaraUnifiedSchoolDistrictTransitionKindergarten
Preparedby:MegJett
October26,2011
Calculation:
Base
Revenue
Limit
per
ADA 7,636.72
Lessdeficit 1,508.48
RevisedBaseRevenueLimitperADA 6,128.24
AverageTeachersSalary86,730$
IncludesBenefits
20daysequalsonemonthofattendance
DaysAttending:100% 94.7%Attendance 5yearsby:15
Students
140
days:
69% 60,066
2
Nov15Students120days:54% 47,008
20Students140days:69% 80,088 2Nov
20Students120days:54% 62,677
25Students140days:69% 100,109 2Nov
25Students120days:54% 78,346
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TRANSITIONAL
KINDERGARTEN (TK)
PLANNING GUIDEA Resource for Administrators of
California Public School Districts
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Financial Support Provided By
The David and Lucile Packard Foundation
Edited by: Elizabeth Pinkerton, Nancy Herota, Natalie Woods Andrews, Joyce Wright
Written by: CCSESA School Readiness Writing Team
Prepared By:
2011 California County Superintendents Educational Services Association
Caliornia County SuperintendentsEducational Services Association
Angela Baxter
Ventura County Ofce o Education
Pansy Ceballos
Tulare County Ofce o Education
Pamela Comort
Contra Costa County o Education
Wilma Hashimoto
Fresno County Ofce o Education
Nancy Herota
Sacramento County Ofce o Education
Lisa KaumanSanta Clara County Ofce o Education
Vicky Kukuruda
Riverside County Ofce o Education
Lori Musso
San Mateo County Ofce o Education
Julie M. Parsons
Kern County Superintendent o Schools
Elizabeth Pinkerton
Sacramento County Ofce o Education
Judy Sanchez
Los Angeles County Ofce o Education
Lisa Sandberg
Tehama County Department o Education
Kathy Thompson
Shasta County Ofce o Education
Cathy WietstockOrange County Department o Education
Natalie Woods Andrews
Sacramento County Ofce o Education
Joyce Wright
Sacramento County Ofce o Education
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Trasitoal Kidrgarn (TK)Paig Gude
November 2011
A Resource for Administrators of
California Public School Districts
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Valerie Chrisman
Executive Director o Curriculum, Instruction
and Continuous ImprovementVentura County Oce o Education
Kristina Damon
Transitional Kindergarten Teacher Coach
Long Beach Unifed School District
Judy Flores
Assistant Superintendent, Instructional Services
Shasta County Oce o Education
Erika FranzonProject Specialist
Sacramento County Oce o Education
Catherine M. Goins
Executive Director, ECE
Placer County Oce o Education
Cory Jasperson
Principal Consultant to Caliornia Senator
Joseph Simitian
Todd Lindeman
Principal, Thomas Edison Elementary School
San Juan Unifed School District
AcknowledgementsThe development o this guide was made possible by the support rom the ollowing organizations:
The David and Lucile Packard Foundation
Caliornia County Superintendents Educational Services Association
Preschool Caliornia
Rescue Union School District photos rom Lakeview Elementary School
Thank you to the ollowing individuals who reviewed the document and provided
valuable eedback:
Doug McCreath
Assistant Superintendent
San Joaquin County Oce o Education
Carrie Murphy
Director, Early Childhood Programs
Ventura County Oce o Education
Danielle Ring
Kindergarten Teacher
Elk Grove Unifed School District
Gaye Smoot
Assistant Executive DirectorCaliornia County Superintendents Educational
Services Association
Suzanne Snider
Literacy Specialist
San Bernardino County Superintendent o Schools
David Swart
Superintendent
Rescue Union School District
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Table o Contents
A. Introduction 7
B. Section IGetting Started: Program Structure and Design
Communication ........................................................................................................................................ 12
Organizing the TK Program .............................................................................................................. 12
Funding ..................................................................................................................................................... .... 12
Facilities and Transportation ........................................................................................................... 13
Scheduling .................................................................................................................................................................. 13
Class Confguration ................................................................................................................................................... 13
The TK Teacher and Proessional Development ............................................................................ 13
District Articulation o TK with PreK and K-3 .................................................................................. 15
C. Section II
Efective Instruction, Curriculum, and Assessment
How to Teach in a TK Program The Instruction .......................................................................... 19
The TK Environment ............................................................................................................................................................... 19
Instruction in a TK Classroom .............................................................................................................................................. 20
IntegratedInstruction ..................................................................................................................................................... 21
DierentiatedInstruction .............................................................................................................................................. 22
Instruction in a TK/K Combination Classroom .............................................................................................................. 22
Students with Special Needs in a TK Classroom........................................................................................................... 23
StudentswithDisabilities ................................................................................................................................. 23
StudentswhoareEnglishLearners............................................................................................................... 23
What to Teach in a TK Program The Curriculum ......................................................................... 24
Social-Emotional Development ......................................................................................................................................... 24
LanguageArts .......................................................................................................................................................................... 24
Mathematics ............................................................................................................................................................................. 25
Science ........................................................................................................................................................................................ 26
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History/Social Science ........................................................................................................................................................... 26
Physical Education .................................................................................................................................................................. 26
Visual and Perorming Arts .................................................................................................................................................. 27
HowtoKnowifStudentsareLearningTheAssessments ...................................................... 27
D. Next Steps 31
E. Reerences 35
F. Appendices
Appendix A Senate Bill 1381 (Simitian) ................................................................................................................... 39
Appendix B Transitional Kindergarten FAQs .......................................................................................................... 44
Appendix C Kindergarten in Caliornia .................................................................................................................... 47
Appendix D Kindergarten Continuance Form ...................................................................................................... 53
Appendix E Online Resources ..................................................................................................................................... 54
Appendix F Commission on Teacher Credentialing Credential Alert ........................................................... 56
AppendixGTheTransitionalKindergartenLearningEnvironment .............................................................. 59
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AIntroduction
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This guide or a Transitional Kindergarten (TK) program is a resource to assist Caliornia school districts in the development
o the rst year o their two-year kindergarten programs. Various types and names or similar kindergarten programs
are not new to our state or nation, but the current emphasis on the importance o early education or students and the
passage o recent Caliornia legislation, The Kindergarten Readiness Act o 2010 (Senate Bill 1381), has catapulted the
topic to the high priority list or school districts.
Senate Bill 1381 changes Caliornias entry-age or kindergarten rom ve years o age, and or rst grade rom six years
o age, by December 2nd to September 1st. To allow local districts time to prepare or implementation, the new age
requirement will be phased-in over three years beginning in the 2012-13 school year (CDE, 2011b, 2011c).
For those young ves (children turning ve between September 2nd and December 2nd) the bill creates transitiona
kindergarten to build a bridge between early learning and kindergarten. Transitional kindergarten is dened as the rst
year o a two-year kindergarten program that uses a modied 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 ocuses on the rst kindergarten year, reerred to as TK. Specic inormation about the requirements
o The Kindergarten Readiness Act is included in the guide along with more general recommendations that apply to the
early years o schooling.
A review o the history o kindergarten in the United States demonstrates that educators have been working or years to
answer many o the questions that have been discussed recently. What ages o children should be included? How many
years should children spend in kindergarten? How can we best balance childrens development in all domains? How
should kindergarten be connected to preschool and to rst grade and beyond? What is an appropriate environment o
kindergarten? What are the most appropriate instructional approaches? What should be taught? How should student
readiness and learning be assessed?
Learning about the history o the kindergarten movement in the United States can contribute to our collective knowledge
as we plan and implement eective TK programs. Kindergarten began in the United States as an approach to address
social issues. However, a number o actors impacted the evolution o kindergarten as an integral part o the educationa
system. The kindergarten movement in the United States in the 1850s was based on a philosophy o learning introduced
by Friedrich Froebel in Germany. It was seen by many as a radical new approach to education. Froebels work, which he
reerred to as early childhood, resulted in a new social institution o education that served as a transition between inancy
and childhood. He created the term kindergarten or child garden to emphasize the idea o a sae, protective environment
where childrens development would be nurtured by teachers who had expertise in child development (Shapiro, 1983)
Early American programs ocused on general child development and socialization into school culture or children ages
three to six years. The programs were requently operated by private organizations (de Cos, 2001).
Kindergarten was eventually integrated into the public school system. However, in the early stages, there was tensionbetween the child-centered approach inspired by Froebels philosophy and new educational theories about childrens
learning, curricula, and teaching methods that were emerging (Ross, 1976). Approaches to integrate kindergarten into the
public elementary school system included changing the supervision o kindergarten teachers so that they would be under
the primary grade structure, increasing educational requirements or kindergarten teacher training programs that were
more aligned with elementary teachers, and aligning the curriculum between kindergarten and the primary grades (Cuban
1992). In the late 1950s, kindergarten was beginning to be viewed as an early opportunity to introduce academic concepts
Since the 1960s, a stronger ocus on developing academic skills emerged in kindergarten education (de Cos, 2001).
INTRODUCTION
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Because o these early eorts, kindergarten is now a well-established part o the educational system across the
nation. The importance o the early years was evident with the passage o Senate Bill 1381 (see Appendix A or SB
1381 text). The new law is generating renewed discussions about the need to balance an academic program with an
approach that is developmentally appropriate. The law requires that elementary and unied public school districts oe
transitional kindergarten programs (the rst year o two-year kindergarten) or children born between September 2nd
and December 2nd. The new age requirements and transitional kindergarten will be phased in throughout Caliornia
starting in the all o 2012. SB 1381 changes the kindergarten entry date rom December 2nd to September 1st, so that
children enter kindergarten at the age o ve and rst grade at age 6. The law phases in the new age requirement by
moving the cuto date back one month each year or three years to begin in the 2012 school year (see Appendix B orTransitional Kindergarten FAQs released by the Caliornia Department o Education).
Caliornia was one o only our states that had a December cuto date or kindergarten entry. According to Preschoo
Caliornia, the transitional kindergarten year is intended to be an opportunity to provide the early oundations or
school success or children who turn ve years old between September 2nd and December 2nd. The new law is an eort
to address school readiness or young ve year olds upon their entry to kindergarten. During the rst year o a two-yea
kindergarten program, the TK year will serve as a bridge between preschool and traditional kindergarten by oering a
modied kindergarten curriculum that is age and developmentally appropriate.
Research is clear that high-quality education or young learners is vitally important to assuring school success and closing
the present achievement gaps among groups o students. According to a study conducted by the RAND Corporation in
2007, the readiness gap mirrors the achievement gap o students in the primary grades. The RAND report demonstratesthat there are sizeable gaps in the extent to which children in Caliornia enter school ready to learn, gaps that persist
when student perormance is measured in kindergarten through third grade (Cannon & Karoly, 2007, p. 59).
Data synthesized by long-term preschool studies ound that children who participated in high-quality early childhood
programs tended to have higher scores on math and reading achievement tests, greater language abilities, and less
grade retention. These data show that there was less need or special education, childrens nutrition and health improved
remedial support lessened, and there were higher graduation and lower dropout rates. As students got older, they were
less likely to become teen parents, and when they became parents, there was less child abuse and neglect. As adults they
had higher employment and earnings and higher tax contributions. There was less dependency on welare, lower rates o
alcohol and other drug use, ewer criminal acts (both as juveniles and adults), and lower incarceration rates (Lynch, 2005).
A 2008 analysis by the Public Policy Institute o Caliornia (PPIC) o ourteen recent rigorous studies on how entranceage aects student outcomes in the short and long term ound that increasing Caliornias entry age will likely have a
number o benets, including boosting student achievement test scores (Cannon & Lipscomb, 2008, p. 1). Several studies
in the PPIC review also suggest that changing the kindergarten cut-o date would aect student outcomes including
grade retention, special education enrollment, high school completion rates, and higher wages as adults. Based on
these benets, the Legislative Analysts Ofce, the Caliornia Perormance Review, and the Governors Committee on
Education Excellence called or an earlier kindergarten cut-o date.
It is estimated that over 120,000 Caliornia children will be eligible or the TK program each year (once the September 1st
cut-o date or kindergarten enrollment is ully implemented). This includes 49,000 English learners and 74,000 who will
attend Title I schools. Caliornia has a unique opportunity to develop and provide quality two-year kindergarten programs
that help to jumpstart successul school careers and experiences or students who begin school as young learners. TheKindergarten Readiness Act o 2010 should be benecial or those children who would otherwise be attending traditional
kindergarten even though they were not academically, socially, emotionally, or developmentally ready.
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B Section IGetting Started:Program Structure and Design
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Senate Bill 1381 provides school districts with a great deal o exibility in how to implement the TK program to best meet
the needs o their students. It is important to note, though, that the regulations that apply to kindergarten also apply
to the TK program. Children are not mandated to attend TK as the existing statute does not require parents to enrol
children in kindergarten. But, elementary and unied public school districts must oer TK to children born between
September 2nd and December 2nd based on the phase-in schedule in SB 1381. TK is voluntary or children to attend
but mandatory or districts to provide (Education Code Section 48000).
Caliornia state law and inormation pertaining to admission to kindergarten (CDE, 2011b) can be ound at CDEs Web
site (see Appendix C or Kindergarten in Caliornia which describes state law and inormation regarding admission to
kindergarten). School districts should review current policies and procedures to see i revisions and/or new ones are
needed or TK and/or early admission o children to kindergarten.
CDEs Web site includes important inormation regarding the required use o the Kindergarten Continuance Form (see
Appendix D or continuance orm) or parents who agree that a child may continue in a second year o kindergarten
(CDE, 2009b). The use o this orm will not be required or age-eligible children, as dened in SB 1381, who are enrolled intransitional kindergarten once the law goes into eect in 2012. However, the use o the Kindergarten Continuance Form will
continue to be required or children whose birthdates do not meet the criteria or transitional kindergarten per SB 1381 and
who attend two years o kindergarten.
Also, in order to provide exibility or children with late birthdays who are ready or kindergarten, SB 1381 protects an
important provision in existing law which allows or a child born ater September 1st to be admitted into kindergarten
on a case-by-case basis, i the parent or guardian applies or early admission and the school district agrees that it would
be in the best interest o the child (Education Code Section 48000[b]). Furthermore, it is important to note that a district
can only claim ADA unds or children who are admitted under an early admission process ater the children have
attained the age o ve.
As districts develop their plans or implementation, there are key considerations that need to be addressed.Communication with stakeholders should take place within the district with district and school administrators, schoo
sta, and the board o education. Communication should also be initiated with parents and amily members, providers
o preschool and aterschool programs, and community-based organizations that serve young children.
Other important areas that districts will need to consider when planning include the organization and daily schedule
o a TK program, unding, acilities, transportation, teaching assignments, proessional development, and articulation
meetings. Board policies and district procedures may need to be updated to reect SB 1381. (The Caliornia School
Boards Association is developing a sample policy or SB 1381 scheduled to be released in late all 2011.)
While many school districts will begin implementing transitional kindergarten in the all o 2012 as required by SB 1381
some school districts are currently oering two-year kindergarten programs. Preschool Caliornia (2011) conducted a
series o conerence calls with a number o school districts oering this option. During these conerence calls, sta alsogathered eedback rom school districts about the planning and implementation o a two-year kindergarten program
Administrators and teachers representing large/small and rural/urban school districts throughout Caliornia provided
inormation regarding issues that a district should consider as they plan and prepare a TK program. Reections rom
these districts are highlighted throughout this planning guide.
GETTING STARTED:
PROGRAM STRUCTURE AND DESIGN
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Reectionsfrom Districts*
CommunicationCommunication about the TK program should include the rationale and the benets
that will result. The main message to the community should be that the two-year
program provides the opportunity or young children to be successul in school and
that it will build a solid academic oundation by providing developmentally appropriate
experiences. Regular communication with the community will be best accomplished
through a variety o events, meetings, and activities that enhance relationships among
preschool providers, parents, teachers, and the schools. The leadership o the siteprincipal is a key actor in helping to achieve successul and productive communication
within the school and between the school and the community. Resources are available
in a Transitional Kindergarten Parent Engagement Toolkit available on the Preschool
Caliornia Web Site (see Appendix E or online resources).
Teachers, principals, and support sta, who serve as the direct links to the education
system or parents and amilies, should be well inormed about SB 1381. Ideally, TK
provides a seamless transition rom preschool to the second year o kindergarten.
Inormation, resources, and related proessional development should be made available
to all district and site sta, board members, union representatives, teachers and
principals. Designated sta members, at the site and district levels, can address parents
questions, particularly during the height o school registration.
In order to ensure the success o the TK program, it is essential to develop an eective
communication plan to inorm parents about transitional kindergarten to elicit their
support and involvement. Family outreach activities can include convening small
group meetings, providing classroom tours, designating a parent help line, designating
a sta member to serve as school liaison, and providing a resource table at district
events such as Back-to-School Night, Open House, and orientation or kindergarten
registration. Other communication strategies include providing written materials
such as brochures, iers, banners and Web site links.
Providing the inormation in languages to meet community needs is essential. Using media to reach out to the community
is another eective approach highlighted in the Transitional Kindergarten Parent Engagement Toolkit developed by
Preschool Caliornia. Its Web site includes The Tranditional Kindergarten Library, which can be utilized or articles and
video ootage that showcase the benets o the TK program.
It is also very important to reach out to Early Care and Education (ECE) providers, who may ear that TK will encroach
upon their own programs. SB 1381, once it is ully implemented, provides TK or those children (born between
September 2nd and December 2nd) who are eligible or kindergarten now; it oers the youngest children an extra year
o a developmentally appropriate program. Implementation o TK could be seen as an opportunity or school districts
and ECE providers to communicate regularly regarding programs that are developmentally, culturally, and linguistically
appropriate or young children.
Organizing the TK ProgramFunding. Districts will receive the same Caliornia average daily attendance (ADA) rate o unding that is provided or
kindergarten, since TK is considered as the rst year o a two-year kindergarten program. ADA will be based on the
number o children enrolled in transitional kindergarten and kindergarten. On a case-by-case basis, a ve-year-old child
who does not meet the age requirement under Senate Bill 1381 may be enrolled in transitional kindergarten based on
CDE guidelines or kindergarten enrollment (see Appendix C). For children enrolled in a transitional kindergarten class
under these circumstances, districts must have parents sign the Kindergarten Continuance Form at the end o the yea
i they agree to have their child continue in kindergarten or an additional year (see Appendix D).
Reectionsfrom Districts*
A comprehensive
communication
plan that included
outreach to parents,
the preschoolcommunity and
elementary principals
was an important
component or eective
recruitment and
enrollment. Districts
shared the importance
o emphasizing the value
o parent involvement in
a communication plan.
Use o media to provideaccurate inormation
about the program was
an eective approach to
ensure broad outreach.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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Children participating in TK are also included in state and ederally unded programs
that districts receive or kindergarten such as K-3 Class Size Reduction, Title I
Economic Impact Aid and any other revenue that applies to kindergarten students
Districts may nd other unds to utilize with the TK program especially i ederal unds
or private grants become available or early learning.
Facilities and Transportation. School districts have exibility when planning or the
location, structure, and schedule or the implementation o the TK program. While the
law mandates that a TK program be oered by each elementary and unied schoo
district, it is not required to be oered at every elementary school site in a district.
The acilities or TK must be the same as what is required or kindergarten. According
to Title 5 o the Caliornia Building Codes (Article 4, 14030), play yard design must
provide a variety o activities or development o large motor skills and restrooms
need to be sel-contained within the classroom or within the kindergarten complex
Most districts will be able to use kindergarten classrooms or TK. The TK acilities
should be considered part o the schools K-3 program.
Districts may provide transportation, but it is not a requirement. According to Education
Code Section 39800(a), The governing board o any school district may provide or the
transportation o pupils to and rom school whenever in the judgment o the board thetransportation is advisable and good reasons exist thereore.
Scheduling. Transitional kindergarten, just like traditional kindergarten, must have a
required 36,000 instructional minutes per year. The minimum length o instructiona
time that must be oered to constitute a school day is 180 minutes (Education Code
Sections 46117 and 46201). By statute, the maximum school day in kindergarten is
our hours (Education Code Section 46110). An exception to this statute allows schools
that have adopted an early primary program (extended-day kindergarten) to exceed
our hours (Education Code Section 8973).
Class Confguration. A school site may consider a TK/kindergarten combination
classroom. It is challenging to teach any combination class and a two-year kindergarten class may be more demandingthan most. I a district implements combination classrooms, it must provide dierentiated instruction with a modied
kindergarten curriculum or the TK students to ensure that the individual needs o both groups o students are
academically and developmentally met. It must be remembered that the rst year, the TK program, is not a replication o
preschool, nor is it intended to be the same as the second year o kindergarten. Further discussion o this arrangemen
can be ound in Section II o this document.
The TK Teacher and Professional Development The TK teacher must meet the same credential requirements as are currently required o kindergarten teachers. The
Caliornia Commission on Teacher Credentialing (2011) recently released a Credential Inormation Alert (see Appendix
F or credential requirements) that species the credentials that authorize instruction in a TK classroom. In addition, inTK classrooms that serve students identied as English learners, the teacher must be authorized to provide appropriate
services, such as instruction in English Language Development (ELD) or Specially Designed Academic Instruction in
English (SDAIE). TK programs may include an instructional assistant and the use o parent/amily volunteers is encouraged
Furthermore, all sta, especially the classroom teachers, should have prior experience in early childhood education.
Proessional development needs or TK sta will vary depending on the teaching experience and knowledge necessary
or creating a developmentally appropriate approach that meets the academic, social, and emotional needs o each
child. Sta needs should rst be identied and then addressed through in-service workshops, institutes, and/or classes
oered by the district, county ofce o education, or other agency. Important areas or training could include how
Reectionsfrom Districts*
Districts currently oering
a two-year kindergarten
program expressed the
value o maintaining a
manageable class sizeo 20 students. District
representatives also
expressed the importance
o designing a program to
meet the developmental
needs o young learners and
claried that these classes
were not designed or
remediation or intervention.
Some districts experienced
higher rates o enrollmento male students in these
classes and cautioned
or the need to balance
enrollment by gender.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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to: utilize California Preschool Learning Foundations (2008b), Californias Common Core
State Standards for English/Language Arts and Mathematics (2010a), and the other
kindergarten Content Standards for California Public Schools when modiying the
kindergarten curricula; utilize developmentally appropriate instruction or young
students; dierentiate instruction to meet the needs o all students; support the
social-emotional development o young students; employ best practices or working
with English learners; and to assess and report student progress over time.
In spring 2011, the Curriculum and Instruction Steering Committee o the Caliornia
County Superintendents Educational Services Association sent out a survey to all
school districts in Caliornia that oer kindergarten programs. Based on eedback
rom the electronic survey, the ollowing is a list o the highest topic areas o interest
(CCSESA, 2011):
TKclassroommodels
Guidelinesforappropriatecurricula
Potentialprogrammodels
Samplefundingexamples
Sampleboardpolicies Samplecommunityoutreach/parentandfamilycommunications
Professionaldevelopmentforsta
Information about California Preschool Learning Foundations and Californias
Common Core State Standards
Stangqualications
Reectionsfrom Districts*
Districts emphasized that
selecting a credentialed
teacher who has a
background in child
development was a keyto the success o the
program. Also, it was
shared that it was very
important to select a
teacher who understands
the need to dierentiate
instruction or the range
o developmental abilities
and who understands the
essential skills that children
need to have in order tosuccessully transition
into the second year o
kindergarten.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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District Articulation of TK with PreK and K-3It is important or school districts to reach out and connect with local early childhood
education providers since they have direct access to and requent interaction with
amilies. The children who receive early care and education by private and/or other public
providers located in a districts neighborhood will likely become students o the district. It
is in the best interest o children i each group o adults that care or and educate them over
time communicates with each other to produce common goals and accurate inormation
about past and uture practices.
In districts that have morning and aternoon hal-day kindergarten, TK and
kindergarten teachers can support each other by team teaching. By working togethe
in TK and kindergarten classrooms, teachers can provide more individualized support
or students and gain better understanding o each program.
School districts should leverage the ocus on the TK program to enrich all o preschool
through grade three and increase opportunities or vertical articulation at school sites
and early education centers. Monthly, or at a minimum, quarterly articulation meetings
among these grade levels should be established in an eort to support this transition
In addition, regularly scheduled sta development that includes training in assessment
curriculum, and developmentally appropriate practices should be held to address theongoing needs o the two-year kindergarten program.
Reectionsfrom Districts*
District representatives also
emphasized the importance
o articulation. Some teachers
who taught the rst year o a
two-year kindergarten elt thatthey were isolated. The need to
build articulation opportunities
or these teachers to meet with
both traditional kindergarten
and preschool teachers was
a common theme. In school
districts that oered a two-
year kindergarten program
at multiple sites, the need or
the TK teachers to meet as a
team was an important systemo support. Administrators
recognized the possibility or
these teachers to be isolated
or marginalized i systems are
not established or vertical and
horizontal articulation. Besides
providing opportunities or
joint planning, articulation
meetings can help to establish
understanding o the
important contributions thatTK can have or the youngest
kindergarten students.
Furthermore, joint proessional
development and meetings
with TK and preschool teachers
helped promote a better
understanding o the role o
each in supporting childrens
development and resulted
in more successul outreach
and recruitment eorts thatwere coordinated between
preschool and elementary
school sta members.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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C Section IIEfective Instruction,Curriculum, and Assessment
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Learning experiences that occur in childrens early years are important to their lielong
success. Children can learn and acquire knowledge at a very ast pace. To support early
learning and in consideration o the diverse backgrounds o students, educationa
experiences must be high quality and individually and age appropriate. A TK program
provides children with extended opportunities to meet expectations outlined in the
Caliornia Preschool Learning Foundations, Caliornias Common Core State Standards
or English/Language Arts and Mathematics, and the other kindergarten Conten
Standards or Caliornia Public Schools.
The TK year should include a modied kindergarten program based upon evidence-based
practices, such as the ollowing (Caliornia Department o Education, 2008a, 2008b; Copple
& Bredekamp, 2009; National Association or the Education o Young Children, 2008):
EFFECTIVE INSTRUCTION,
CURRICULUM, AND ASSESSMENT
Refectionsfrom Districts*
District representatives
shared the importance
o developing a clear
vision and ocus
regarding programoutcomes to ensure that
the ocus and vision
drives the development
o curriculum. A key
recommendation was
to involve a variety o
stakeholders in the early
planning phase that
include kindergarten
teachers, principals, district
administrators, preschoolsta and parents. Many
districts emphasized the
importance o ocusing on
both social-emotional and
cognitive development in
the rst year o a two-year
kindergarten program.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
Teaching stawho actively facilitate social, emotional, physical, linguistic, and
cognitive development o all students; Building positive and meaningful relationships between teacher and student
student and student, and teacher and amily;
Teachingapproachesthatenhanceeachstudentslearninganddevelopmentand
the meeting o curricular goals;
High-quality learning environments that are dierent from the kindergarten
learning experience (or example, a modied curriculum or curriculum that is
dierent rom what is used in kindergarten, the rhythm and pacing o the day, the
integration and ocus on oral language and concept development, and exposure
while working towards mastery o kindergarten standards);
Programsthataredesignedtoincludechildrenwithspecialneedsaswellasthose
who have diverse cultural, ethnic, linguistic, and socioeconomic backgrounds;
Curriculum,instruction,andassessmentsthatareresearch-basedandthatareengaging,yetplayfulandappropriate
or young students;
Ongoingsystematic,formal,andinformalapproachesforgatheringdataaboutstudentslearninganddevelopment;and
Assessmentinformationthatguidesinstructionandissharedwithsupportstaandfamilies.
How to Teach in a TK Program The Instruction
A body o research has emerged in the past decade regarding not only what to teach the young learner, but howto teach it as well (CDE, 2008a, 2010b; Copple & Bredekamp, 2009; Epstein, 2007; NAEYC, 2008). Both are extremely
important in the TK classroom and it is critical that teachers increase their knowledge o eective instruction or all
learners. It is important that proessional development is supported in an on-going manner.
The TK Environment. TK teachers support the development o students by creating room environments that are
engaging, age appropriate, responsive to the diverse backgrounds and experiences o students, and accessible to
students with disabilities or special needs. Classroom environments should have clearly dened spaces and predictable
routines. Environmental planning may be necessary to address the special needs that some students may have and
to ensure accessibility to indoor and outdoor learning opportunities. Throughout the day, students should engage in
active, playul activities that are ocused and integrated.
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Within the TK classroom environment, routines and transitions should be structured to promote interaction,
communication, and learning. To acilitate smooth transitions rom one activity to another, visual or verbal cues may
be necessary or some children prior to transitions. Visual schedules are very helpul in assisting children with learning
and adhering to classroom routines. Along with a consistent routine, the use o consistent terminology or directions by
teaching sta will support the young learners success throughout the day. Such consistency will minimize conusion or
the child who relies on amiliar words.
Learning centers that subdivide the environment may be benecial in the TK classroom. Well-dened learning spaces
accommodate small groups o students where they can actively engage individually or with peers and adults. Centers
mayinclude,butnotbelimitedto(CDE,2000,2008a,2008b;Copple&Bredekap,2009;Dodge,Colker,&Heroman,2002):
art; dramatic play; language and literacy including listening, speaking, reading, and writing activities; mathematics and
manipulatives including puzzles and objects that encourage interactive play; science; and technology and compute
use. Rotations among centers can promote exploration and bring a balance between teacher-directed and child-
directed learning. Not all centers require the same pacing or timing to encourage a ocus on student accomplishment
(See Appendix G or examples o ideas and strategies appropriate or TK classrooms.)
Instruction in a TK Classroom. The TK program provides each student with learning experiences based on thei
individual needs. As described by Gregory and Chapman (2007) in Diferentiated Instructional Strategies One Size
Doesnt Fit All:
Eective teachers believe that all students can learn and be successul. Eective teachers consciouslycreate a climate in which all students eel included. Eective teachers believe that there is potential
in each learner and commit to nding the key that will unlock their potential.
Developmentally appropriate practices or the young student have been dened in many ways. Research (Copple
& Bredekamp, 2009; Epstein, 2007; NAEYC, 2008) suggests that teacher-planned and guided experiences that ocus
on areas such as oral language and vocabulary development, are appropriate and valuable. TK teachers must keep
in mind that a balanced approach o child-initiated experiences and teacher-guided experiences best promotes the
development o students. With balance, young learners can be highly engaged in learning experiences that incorporate
these three essentials: learning must be planned, purposeul, and it must be playul.
Awiderangeof teachingstrategies isessential fortheTKclassroom(Epstein,2007;Marzano,Pickering,&Pollock
2001; NAEYC, 2009). It is important or teachers to maintain high expectations as they engage students in instructionaactivities and connect the learning to their individual experiences. Teachers should:
Acknowledgewhatstudentsdoandsay,encouragetheirpersistenceandeort,andgivethemspecicfeedback;
Askthoughtfulquestionsanduseopen-endedquestions;
Usemultipleapproachestolearningandprovideopportunitiesforproblemsolvinganddecisionmaking;
Frequentlyprovide concrete and personalized recognition, and acknowledge and reinforce the eorts of the
students; and
ProvidemultipleopportunitiesforTKstudentstotalkandbeengagedinpracticesthatdeepentheirunderstanding
o skills and content.
It is valuable or teachers to know the amilies o all TK students and build warm positive relationships with them. Eachstudents home culture and language should be honored in the learning environment. Teachers should support the
diversity represented in the classroom and continually seek and plan ways that students can work and play together
collaboratively so that all are active participants (Copple & Bredekamp, 2009; NAEYC, 2008).
The TK teachers role is a critical actor in the classroom. Daily schedules and routines can oster childrens learning
and initiative; active exploration o materials and concepts; and sustained engagement with other children, adults
and activities (CDE, 1999, pg. 19). Teachers should also combine their understanding o grade-level standards and
learning expectations with their knowledge o child development principles, individual characteristics and experiences
o children, and social and cultural contexts.
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The domains o childrens development social-emotional, physical, and cognitive are interrelated; thereore, TK
learning experiences must help the young learner make meaningul connections across all subject areas. The daily
schedule should include opportunities or students to initiate, play, experiment, reason, collaborate socially, and have
predictable routines and patterns as well as to complete teacher-directed activities (CDE, 1999, pg. 19).
While active learning should be given priority, small group instruction and opportunities or the TK student to work in
interest learning areas or centers (see Appendix G) or TK learning environment ideas and strategies) should be long
enough or children to handle and observe materials, have in-depth intellectual experiences, negotiate problems, and
use language (CDE, 1999, pg. 9). Learning centers should be introduced to TK students or short periods o time at the
beginning o the school year and extended as the year progresses. The learning activities that occur throughout the day
should be balanced between active and quiet, large and small groups, teacher directed and child initiated, predictable
and exible, amiliar and novel, indoor and outdoor, and a reection o natural patterns o daily living (or example,
preparing snacks or caring or the environment).
In addition to this balanced approach, the teacher must determine the appropriate pacing or young learners while
working towards success with the kindergarten standards. Careul observations, exibility or extended learning
opportunities that occur in large blocks o time, and integrated content to teach important concepts will enhance
the overall development and unctioning o the TK student. Individualized support, dierentiated instruction, and on-
going communication with amilies are key elements or students success.
Eective TK classroom strategies include the development and use o specic, daily instructional plans, exible goals andobjectives to establish the direction o instruction and learning, specic eedback to enhance student achievement, and
theuseofexiblegroupingandcooperativelearningstrategies(Epstein,2007;Marzano,Pickering,&Pollock,2001).The
carefuluseofavarietyofquestioningstrategieshelpsstudentstothinkcritically.Useofeectivequestioningstrategies
creates an environment that supports student sharing o their thinking about what they are learning. They also provide
insight into the students level o understanding o the task at hand. Building a sae and risk-ree environment in a TK
classroom encourages students to reely participate in the learning that is taking place.
A classroom culture o acceptance and mutual respect is essential or all learners in a successul TK classroom. This
includes a ocused time or content instruction that provides high-quality experiences in a variety o instructional
approaches (Richardson, 1997).
Wholegroup instruction isappropriate for the followingactivities ina class setting: introductionorreviewofactivities, ongoing activities that are part o the daily routine, and shared experiences.
Independentworktimerequiresthatstudentsassumeresponsibilityfortheworktheydoandthattheyreceivethe
practice and experiences they need. These tasks can be assigned by the teacher or something the student chooses
rom a set o tasks centering on a common concept.
Smallgroupworktimeallowstheteachertoobserve,instruct,interact,andrespondtoindividualstudents.This
instructional model can be used to introduce activities that may be difcult to introduce to the whole group, to
closely observe and assess student needs and, to provide dierentiated opportunities or particular groups o students
Integrated instruction. Eective learning takes place when curriculum is integrated in a way that allows students
to build on their strengths, expand their interests, and participate in meaningul activities. Young learners use their
experiences to build knowledge and learn through exploration. Learning through an integrated program can increasemotivation o students and improve their learning since they are more likely to make connections to new knowledge
(CDE, 2000).
Providingstudentswithopportunitiestomakeconnectionsacrossthecurriculathroughexplorationmakeslearning
more meaningul. A curriculum that integrates science, art, social studies, the visual arts, technology, and math creates
opportunities or a high-quality instructional program. When the content areas are ully integrated into the instructional
program, students learn in an environment that is more likely to be based on real lie experiences.
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Diferentiated instruction. Eective rst teaching and learning are critical or all
students. In Caliornia, the recommended approach to meeting the unique needs o a
diverse group o students is Response to Instruction and Intervention (RtI2) a ramework
that ocuses on prevention, intervention with increased intensity, and enrichment to
support the success o every student. Integration o academic and behavioral systems
and resources rom general education, categorical programs, and special education,
supports a comprehensive three-tiered approach or every student: Tier 1 (80-90%
o students) that provides high-quality core and dierentiated instruction; Tier 2
(10-15% o students) that provides strategic support such as more time, more individualattention, and more requent progress monitoring; and Tier 3 (5-10% o students) that
provides additional intensive services and supports (CDE, 2009a).
Dierentiating the instruction o students in the TK program is critically important to the
short term and long term success o all the learners. All young learners are not alike, and
each one has his/her own experiences and understanding o the world. Each student
will learn at his/her own rate. A dierentiated classroom includes variations in learning,
content, assignments and tasks, and strategies that give students meaningul learning
experiences. Examples include exible grouping that considers the strengths and
weaknesses o all students; exploration/hands-on centers or stations where students
are responsible or their learning; directions that are short and concise; questioning
techniques that enable the teacher to ask questions based on each students readiness
and comprehension; and student as well as teacher initiated tasks and projects that
provide or hands-on learning. Teachers may need to look at varying the time or
individual students to complete tasks, varying the content and degree o support and
scaolding based on the students assessed need. At this age, sel help skills and social
skills may need to be taught directly to the students. It may also be useul to break skills
into small sequential steps to scaold learning (CDE, 2000).
Instruction in a TK/Kindergarten Combination Classroom. A school district may oer a TK/kindergarten combination
class to maximize the enrollment o students who are eligible or its two-year kindergarten program. In such cases
administrators and teachers must ocus on ensuring the TK and kindergarten educational programs are in act dierent
Children enter school with varying abilities. Mixed-age classrooms provide opportunities to address the individua
needs o each student; thus, the management o such a class is critical. Dierentiated instruction must serve as a means
or ensuring the educational needs o each student enrolled in the combination class are met and that appropriate
measures are taken to monitor each students progress and to modiy the instruction accordingly.
CombinationclassroomshavebeenimplementedthroughouttheUnitedStatesformanyyears.Studentsinmixed-age
settings have demonstrated academic achievement, leadership and organizational abilities, greater complex levels o
play, and longer sustained periods o peer interaction. These positive results (CDE, 1999) can occur with the modication
o the curriculum, learning experiences where students work together in small mixed group settings, and where each
student can contribute to the learning experience. Within this setting, students still receive the individualized suppor
to achieve basic skills required or their level. Although schools oten oer traditional mixed-age or multi-grade
combination classes, they may also consider looping practices in which the students remain with the same teacher ora consecutive year or years.
Successul implementation, as described by Bruce Miller, a researcher on multi-age education (Walser, 1998), should
include great orethought by doing the research beore implementation, intensive planning to determine the model to
be used, and inclusion o key stakeholders in the development process. Implementation should also include dedicated
teachers who have the support and teamwork rom the school principal, parents, and school sta. Teachers should be
knowledgeable about student abilities and their development, grade-level standards and expectations, and eective
teaching strategies (CDE, 1999).
Refectionsfrom Districts*
Districts also shared several
cautions when planning
and implementing
a two-year program
by emphasizing theimportance o developing
a distinct program or
each o the two years o
kindergarten. To meet the
range o developmental
needs, administrators and
teachers expressed the
value o adding aides or
additional sta members
in the classroom to
enhance individualizedsupport or children.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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Students with Special Needs in a TK Classroom. Because o the diverse population
o Caliornia, students in a TK program may include students with dierent cultura
experiences, dierent cognitive needs, specic disabilities, and a variety o languages
other than English. Meeting their social, emotional, and academic needs will be
critical to their success as they begin their K-12 education.
Students with Disabilities. All TK students can benet rom high-quality experiences
and may develop at dierent rates. School districts have the responsibility or utilizing
the states comprehensive child nd system (National Early Childhood Technica
Assistance Center, 2006) to actively identiy and assess students to determine their
eligibility for support services and individualized education plans (IEPs). For TK
students with specic disabilities, school districts need to provide the same services
as they do or students in kindergarten.
Students with disabilities must receive support and services within the least
restrictive environment and can be included in the general education TK curriculum
and classroom. It is possible that some students will require modications and
accommodations to meet their individualized needs and to support their access
to curriculum, participation, and ull involvement in learning opportunities. Each
studentsIEPshouldguidetheteachersplanforsupportasdevelopedthrougha
multidisciplinary team o general and special education sta. For example, a childwith disabilities who is not developing at the same rate as peers may need assistance
with sel-help skills. Direct support by prompting or modeling sel-care skills such
as hand washing, cleaning up or themselves, or assistance with toileting, dressing
or eeding may be required. Students may need closer supervision both in the classroom and on the playground
Programcomponentsthatareespeciallyimportantforstudentswithdisabilitiesincludeplayingwithotherchildrenand
participating in excursions and sensory experiences, interacting with typically developing peer role models, completing
tasks that have been broken into smaller steps with clearly dened scope and sequence, and immediate recognition o
successul small steps as a means o reinorcement.
Students who are English Learners. Research identies several key concepts that address the teaching o young English
learners. Students enter school with dierent degrees o knowledge and experiences. Students learn rom others, includingadults and other students. The environment most conducive to learning is one where students are social and engaged in
activities that allow them to explore. Early reading and writing experiences should be meaningul, concrete, and connected
to the experiences o students with consideration o their home language and cultural background.
Reading and writing instruction should be provided in a manner that is explicit and should ollow the developmenta
level o each student. A rich language environment is an essential building block or uture literacy, regardless o the
language spoken. Activities that provide students with opportunities to communicate with adults and other students
participate in read-alouds, and recite can help to ensure that English learners are interacting and engaged in learning
A print rich environment allows students to learn and interact rom dierent orms o print including labeled areas, wal
stories, word displays, labeled pictures, bulletin boards, and other printed materials. A students home culture should
be supported to ensure a partnership between parents and teachers. Eective communication between parents and
teachers engages parents in the education o their child.
Eective strategies or English learners should be based on several concepts: the student learns best through meaningul
experiences; the student learns best when instruction is experienced in dierent modalities; the student learns best in a
community o learners; and the student must be able to transer knowledge and skills learned in his/her primary language
TK students who speak a language in addition to English and/or who are learning English should be recognized as
contributing positively to their own development and enriching the classroom learning experience or other students.
Refectionsfrom Districts*
Teachers teaching in the
rst year o a two-year
kindergarten program
shared the importance o
developing benchmarks orlearning. Important aspects
o these classrooms were
the ability to slow down
and re-teach concepts as
needed, provide children
with extra support and
oer extended learning
opportunities or children.
*Feedback rom school districts
oering/piloting a two-yearkindergarten program.
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What to Teach in a TK Program The CurriculumTK, the rst year o a two-year kindergarten program, should have a curricular program that extends students learning
beyond preschool experiences. A modied kindergarten curriculum that is age and developmentally appropriate must
be used. TK students should not experience two years o a traditional kindergarten. They need to participate in an
educational experience based on the kindergarten standards with an extended opportunity to master them.
Caliornia Preschool Learning FoundationsandCaliornias Common Core State Standards or kindergarten are critical resources
to develop the TK curriculum and its learning expectations. Together, these sources provide the basis or a kindergarten
curriculum that prepares students to meet the expectations that are specied in the kindergarten standards.
Students achieve more with well-planned and coherent learning experiences and curricula that include a sequenced
progression and meaningul connections or students. Curriculum content should be presented in an integrated
manner and adapted to meet individualized needs. In the TK program, the teacher should ocus on the critical skills to
be developed or success in kindergarten.
Positiveearlyrelationshipsarevitaltothefoundationofhealthydevelopmentandgreatlyinuenceachildsabilityto
achievelaterinlife(Cohen,Onunaku,Clothier,&Poppe,2005).Asaconsequenceofearlyrelationships,youngchildren
seek to understand the eelings, thoughts and expectations o others and the importance o cooperation and sharing
The identity o young children is shaped by the interactions they have with others who are signicant in their lives
parents, amily members, child care providers, and teachers. Interacting with young children, communicating with
amilies, arranging the physical space in the learning environment, and planning and implementing curriculum canhave a positive inuence on social-emotional development o young children (Shonko, 2004).
Social-Emotional Development. This component includes childrens experiences, their expression, management o
emotions, and their ability to establish positive and rewarding relationships with others. Children are more likely to
succeed i they can: accurately identiy emotions in themselves and others; relate to teachers and peers in positive ways
and manage eelings o anger, rustration, and distress when aced with an emotionally charged situation. They are
more likely to enjoy learning and approach it enthusiastically, pay attention, and work independently and cooperatively
in a well organized classroom environment (Cohen et.al, 2005).
Language Arts. Children display an inherent interest in language arts and communication, which allows TK teachers
many opportunities to enrich and extend students language and literacy. The TK teacher should support students
language by showing an interest in their conversations, listening careully and responding to statements, extending
conversations, providing opportunities to read and discuss books, and introducing specic vocabulary on topics o
interest. The TK teacher needs to encourage students to generate ideas, solve problems, and predict outcomes. The
early years are a critical time when students develop and learn important skills or academic success. Learning to speak
read, and write is a gradual process that is developed over time. The TK program provides teachers with opportunities
to give students the additional instruction and support they may need that will continue to prepare them successully
or kindergarten. During this critical developmental time, TK teachers play an important role in observing the progress
o the young students and responding to them with encouragement, support, and guidance, along with systematic and
explicit instruction.
TheNationalEarlyLiteracyPanel(2008)releasedndingsbasedontheresultsofmorethan500researchstudiesthat
identied essential early abilities and skills that are correlated with reading achievement in later grades. Based onthe ndings in the report, teachers need to pay special attention to every students development in oral language,
phonological awareness, and print knowledge. The report identied important variables correlated with the development
o literacy skills. Similar areas o ocus are identied in the Caliornia Preschool Learning Foundations and the Caliornias
Common Core State Standards or kindergarten. These important variables include the ollowing:
Knowingthenamesofprintedletters
Knowingthesoundsassociatedwithprintedletters
Beingabletomanipulatethesoundsofspokenlanguage
Beingabletonameasequenceofletters,numbers,objects,orcolors
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Beingabletowriteonesownnameorisolatedletters
Being able to remember the content of spoken language for a short period
o time
Knowing how to put concepts, thoughts, and ideas into spoken words and
understand others when they talk
Beingabletoseesimilaritiesanddierencesbetweenvisualsymbols
The goal o an eective TK language arts program is to ensure that all students have
access to high-quality curriculum and instruction that enables them to be successu
during the second year o kindergarten. This must be balanced against the reality that
TK students vary in age and demonstrate a wide variety o skills. They will likely have
dierent language and lie experiences and develop at very dierent rates. TK teachers
must careully select resources with student age and development in mind, and they
must use dierentiated instructional approaches to make the content accessible to
every student.
In order to design an appropriate instructional plan or language arts, the ollowing
strategies may be useul:
Atthebeginningoftheyear,theTKteacherneedstoformallyassesstheliteracy
skills o letter naming, letter sound correspondence, segmenting and manipulating
sounds, and letter writing to determine i modications to the long- range learning
plans or each student are required.
TheTKteacherneedstokeepastrongfocusonorallanguagedevelopment,which
is critical in students early years. Teacher-to-student and student-to-student
interactions support the development o more complex language, thinking and
extend students vocabulary knowledge.
Atthe startofeach lesson and atkey intervals throughout the lesson, theTK
teacher needs to check or student understanding and adjust instruction as
needed. Teachers should utilize ongoing and requent ormative assessments
Data rom these assessments may result in required changes in the materials, in
how the materials are used, in the level o teacher support, or in the amount o
time spent practicing.
Creating a home/school partnership and amily support are essential parts o a successu
TK language arts program. When amilies and teachers work in partnership, the students
learning is supported in a number o ways. Family members can provide insight into
their childs learning and share expectations they have o their child, while teachers can
serve as a resource or extending the learning that has taken place at school into the
home environment (CDE, 2008a, 2008b).
Mathematics. Instruction in mathematics builds the solid oundation that students
need in order to become successul learners. Important aspects o a quality mathematicsprogram include consideration o the learning environment, the instructional time
and the inclusion o questioning strategies such as, Is there another way to show the
number10?orHowmanydierentwayscanyoumakethenumber8?Theuse
o number talks in which the teacher uses numbers in everyday speech is another
important strategy(Parrish, 2010). For example,a teachermight ask,Wehave 24
studentsheretoday.Howmanynapkinsdoweneedforoursnack?(seeAppendixG)
or TK learning environment ideas and strategies.)
Refectionsfrom Districts*
Districts emphasized the
importance o developing
a curriculum that is
distinctly dierent rom
traditional kindergarten.Sta emphasized the
importance o developing
a curriculum that considers
intersections between
the Caliornia Preschool
Learning Foundations with
the Caliornias Common
Core State Standards or
kindergarten. Teachers
and administrators also
emphasized the importanceo pacing lessons and
developing benchmarks or
learning. The opportunity
to individualize instruction
by providing more time or
the development o skills
and concepts and extended
learning opportunities were
also expressed. Another
important consideration
was to maintain a balancebetween structured
learning experiences and
opportunities or children
to learn through hands-on
activities that are playul and
purposeul. Dierentiating
instruction with an
emphasis on exposure to
kindergarten standards
rather than mastery was an
important theme expressedby districts.
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
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Instructionaltimeshouldfocusontwocriticalmathematicalareas.Oneareaisrepresenting,relating,andoperatingon
whole numbers. Young students work initially with sets o objects ocusing on the topics o subitizing (instantly seeing
how many objects are in a small group without counting) (Clements, 1999); counting and cardinality (knowing the
number names and the count sequence, understanding that the last number name said when counting a set o objects
tells the number o objects counted, and comparing numbers); and operations and algebraic thinking (understanding
addition as putting together and adding to, and subtraction as taking apart and taking rom). The second important
area is geometry with a ocus on identiying and describing shapes and space; and analyzing, comparing, creating,
and comparing shapes. These two areas are intricate and complex and build the oundation or uture learning in
mathematics. While both prepare the young learner or more ormal mathematics instruction, learning time should bedevoted to number sense more than any other topic in mathematics.
TheMathematical Practice Standards (CDE, 2010a) are focused onwhat educators should develop in students and
are a critical component o the Caliornias Common Core State Standards. They include: making sense o problems and
persevering in solving them, reasoning abstractly and quantitatively, constructing viable arguments and critiquing
the reasoning o others, modeling with mathematics, looking or and making use o structure, using appropriate tools
strategically, attending to precision, and looking or and expressing regularity in repeated reasoning. When introduced in
concert with content instruction, teachers can help students gain a deeper understanding o the concepts being taught.
Science. Including science in the TK classroom provides an opportunity to expose students to key primary science concepts
and skills in the areas o physical science, lie science, earth science, and investigation and experimentation. These our areas
o the Science Content Standards or Caliornia Public Schools or kindergarten (CDE, 1998b) ocus on: observing, measuringand predicting the properties o materials; knowing about and observing various types o plants and animals that inhabit
the earth; knowing the characteristics, changes, and resources o the earth, including the land, air, and water; and asking
meaningul questions and conducting experiments to understand the physical, lie, and earth sciences.*
Science or TK students helps develop their innate curiosity about their environment; broaden their critical thinking
skills to investigate, solve problems, and make decisions; and, increases their knowledge about physical, lie, and earth
sciences (CDE, 1999). Integrating science concepts with mathematics, language arts, history/social science, physica
development, and visual and perorming arts is an eective instructional approach or teaching science to the TK
student. Additionally, students should have access to simple science equipment and numerous books surrounding the
themes o science.
History/Social Science. Focusing on history/social science helps students understand themselves and their place in theworld(CDE,1998a,2005).PriortoenteringTK,younglearnerswillhavedevelopedimportantspace,time,andcausal
understandings rom their amilies and communities. These understandings help students develop a sense o place
within their world. To extend these understandings, TK teachers must recognize the critical role o previous learning that
is anchored in the students language, amily, and immediate world.
TK teachers should provide activities that ocus on each individuals uniquenesshome and amily, classroom
community, and neighborhood. Dramatic play allows children opportunities to explore and experiment with many
roles rom society. Additionally, a ocus on sel-help skills, being part o a group, and classroom responsibilities are
essential in helping children to become contributing members o society.
Physical Education. A critical component o the TK educational program to support students health and motor skil
developmentisphysicaleducation.Itisalsoimportantforcombatingchildhoodobesity,anationalconcern.Physical
education that supports students knowledge and skills will ultimately contribute to improved health outcomes and
promote physically active liestyles through adulthood (CDE, 2010b, 2011a).
* Recentlegislation(SenateBill300)thatwassignedbyGovernorBrowninOctober2011requiresnewsciencecontentstandardstobe
presented to the State Board o Education by March 30, 2013 and acted upon by July 30, 2013.
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Through physical education, TK students develop important physical skills while they also learn to engage with other
students, explore, play and learn. Research indicates that, without adult encouragement and intervention, many
students may not ully develop their physical skills. The early years are a critical time or physical development and
instruction is important or students to gain undamental movement skills that develop in an orderly sequence (CDE,
2010b). Besides gaining important physical skills, daily opportunities or physical activity also may help to improve
overall learning outcomes.
Visual and Perorming Arts. The arts oer opportunities or creative expression in the our domains o dance, music
theater, and visual arts (CDE, 2004). TK students learn the vocabulary o the media and orm while experimenting with
expression. It is essential that they are able to express their ideas creatively through verbal and nonverbal ways. Including
the arts in the TK curriculum does not take away rom developing students learning in language arts or mathematics
but it can add to that learning.
An eective TK program should include collaborative perormances such as retellings, tableaus, movements and music
Students need time to investigate and utilize a variety o materials such as clay, paint, instruments, and costumes. Learning
through play and opportunities to express learning through multiple ways opens doors to higher levels o sel-esteem and
lie-long creativity. Varied media and small group tasks support language development or all TK students especially those
who are English learners. Music, rhythm, singing, and chanting enhance language development.
Integrating the arts into the content areas allows or multiple pathways into learning. Connections can be built around
reading and writing in the disciplines when the arts are inused. Integrated instruction provides opportunities orstudentledinquiryandchoiceinlearningabouttopicsthataremotivatingandofinteresttotheearlylearner.Utilizing
a variety o materials and art objects give the TK student the opportunity to explore both the natural and human-made
worlds while developing an appreciation or the variations and variety in both.
How to Know if Students are Learning The AssessmentsPreparingforassessmentinaTKkindergartenprogramdemandsawell-denedplanandshouldbesupportedby
clearly dened principles, guidelines, and procedures or assessing students. The purpose o assessment is to monito
the progress o students and then to organize an eective instructional program that meets their needs. TK teachers
must make inormed instructional decisions regarding the teaching and learning o the students in a TK program.
In Principles and Recommendations or Early Childhood Assessments (Shepard, Kagan, & Wurtz, 1998), assessing young
children is based on specic principles regarding assessments. They should be developmentally appropriate, tailored
or a specic purpose, and they must be reliable, valid, and air. Assessments should be age appropriate in both content
and methodology, and they should be linguistically appropriate.
The National Association o Early Childhood (NAEYC, 2008) states that assessment should benet the student and
accomplish three purposes: plan instruction and communicate with parents; identiy young children with specic needs
and evaluate programs. Adherence to these principles provides a ocus on the teaching and learning o TK students.
Assessment in todays age of accountability is a critical component in teaching and learning. Using appropriate
assessments eectively enables the TK teacher to provide an instructional program that is aligned to the developmenta
needs o every student. The assessments must include all content areas and should utilize a variety o methods,procedures and tools in order to be in the best interest o all the students. I implemented properly, the teacher will
consistently have a clear picture o each learner and an identication o his/her needs.
A variety o assessments used by kindergarten teachers can be used with students in a TK classroom. District assessments
can determine what the student knows as he/she enters the TK classroom. Assessments should be used to monitor
development and learning and guide program and lesson planning and decision-making. They can also be used to
identiy students who need additional support, or other students who are ready to move onto another group or even
to the second year o kindergarten. Assessment inormation should help teachers to communicate with other teachers
and amily members.
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Refections
The need to incorporate
new assessment tools was
another underlying theme
based on eedback rom
districts. As each districtdeveloped its curriculum
that was unique to the
rst year o a two-year
kindergarten program,
sta discussed the need
to realign assessment tools
that were appropriate or
this age group. The addition
o new assessment tools that
includes social-emotional
development was alsosuggested
* Feedback rom school districts
oering/piloting a two-year
kindergarten program.
from Districts*
It is important to determine how and when assessments will be administered and
howtheresultswillbedocumented.Havingawell-denedassessmentplanprovides
direction or teachers in a TK program. The ollowing consideration should be given
to the assessment o students in a TK classroom:
Formativeassessmentsshouldbeusedregularlyforinstructionalplanning.
Assessmentsshouldsupportthestudentsdevelopmentalongallareasoflearning
Assessmentsshoulduseavarietyofmeasurementtoolsandapproachesincluding
analysis o student work, teacher observation, and records o individual progress.
Assessmentsshouldallowstudentsto showwhat theyknowsolanguage and
cultural biases must be avoided.
Assessmentresultsshouldidentifythestrengths,needs,andprogressofindividua
students and acilitate exible groupings.
Assessmentresultsshouldidentifystudentswhoneedmoreindividualattention
or assistance, as well as those who may need more challenging work.
AssessmentsshouldpreparestudentsformeetingtheCaliornias Common Core
State Standards or kindergarten.
Inormal or authentic assessments that are perormance based provide the teachewith inormation to use in tailoring the instructional program to meet individua
needs.Observationsandteacher-madeorpublishedchecklistscanprovidetheTK
teacher with inormation regarding the students abilities. They can be used inormally
as the teacher observes the students behavior. Setting up the environment so that
it supports observations o students should be implemented. Anecdotal records
in which the teacher makes brie notes about students as they learn, can provide
important inormation about learning. These records can be used to assess behavio
and social skills as well as development in content areas (CDE, 2000).
Student work/portolios are collections o actual student work that can provide meaningul inormation about the
progress o the student as well as planning