Nuts and Bolts of Transitional Kindergarten - Senate Bill No.

1381: Kindergarten Readiness Act of 2010

Mark Ford, Ph.D., SuperintendentMrs. Shirley Esau, Principal

Mrs. Ying Lee, TeacherKingsburg, CA

Transitional Kindergarten Rationale

Challenge: Each year there are some parents that are not sure their child is ready for kindergarten, some have had preschool and are still not ready. Many of these students have fall birth dates.

Solution: Kindergarten Readiness Act 2010 changes the entry date for kindergarten and allows for Transitional Kindergarten – a two-year kindergarten program.

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Transitional Kindergarten: A Two Prong LawProng 1 - SB 1381: Changes in age requirement for admission

Mandates age 5 for Kindergarten November 1 for the 2012-13 school

year. October 1 for the 2013-14 school year. September 1 for the 2014-15 school

year. (The Governor’s Proposal keeps the dates)

Transitional Kindergarten: A Two Prong Law Prong 2 - SB 1381:

Mandates a child whose admission to a traditional kindergarten is delayed by SB 1381 age requirements to be placed into a transitional kindergarten program

TK becomes the solution to the age changes for entrance to kindergarten AND…

“What do I do if my child is not ready for kindergarten?”

( The Governor’s proposal challenges this)

What is Transitional Kindergarten according to law? SB 1381 Ch. 705 § 3 (Section 4800 of the Education

Code is amended to read)(d) “For purposes of this section, "transitional

kindergarten” means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.”

(e) “A transitional kindergarten shall not be construed as a new program or higher level of service.”

What Transitional Kindergarten is not

Hybrid pre-school Watered-down kindergarten Retention Special education solution Program for students with behavior

challenges Based on assessment for entry

SB 1381 also dictates age 6 as a prerequisite for entry into 1st grade

Senate Bill No. 1381 Ch.705 § 5 - Regarding ADA

“The Legislature finds and declares that pupils participating in transitional kindergarten are to be included in computing the average daily attendance of a school district for purposes of calculating school district apportionments and the funding requirements of Section 8 Article XVI of the California Constitution.”

( This is being challenged with the Governor's proposal)

A Blueprint for Great Schools

“ The implementation of a recent reform of kindergarten education policy gives California a significant opportunity to expand access to kindergarten readiness. The Kindergarten Readiness Act of 2010 creates transitional kindergarten, the first year of a two year experience for students born between September and December.”

- Superintendent Torlakson

Washington School Implementation

Preschool/Kindergarten Articulation Plan

Quality Preschool Pre-K Assessment Parent Permission Form

Classroom Environment

Developmentally appropriate environment

Hands-on activities

Shorter periods of sitting time

Less paper pencil activities

Classroom Environment - Kingsburg

Classroom environment - LAUSD

Curriculum Bridging Preschool Foundations and California Common Core Standards

Preschool Foundations California Common Core Standards

Kindergarten curriculum

that is developmentally

appropriate

Differentiated instruction

One size does not fit all…

While published curriculum is an important resource……

the real value is in howwe approach it!

Instructional Focus for English Language Arts and English Language Development

• Early Literacy and Pre-reading Skills• Phonemic awareness• Oral language development

Instructional Focus for Mathematics

Number sense

Mrs. Lee

Pioneer teacher for Fresno County piloting Transitional Kindergarten

Developmentally Appropriate Practice

The age group Child development and learning

Their social/cultural background

These children as individuals Zone of proximal development

Social-Emotional Development

Leads to higher achievement in the latter years of schooling

Flexibility of TK allows for more time devoted to this social-emotional development.

Heavy focus explicitly taught integrated into content areas

Daily Schedule8:10 – 8:25 Opening8:25 – 9:50 Language Arts9:50 – 10:10 Recess10:10 – 10:55 Math10:55 – 11:20 Lunch11:20 – 11:45 Math Centers11:45 – 12:00 Phonemic Awareness12:00 – 12:30 Recess12:30 – 1:00 Writing/Social Studies/Science1:00 – 1:30 ELD/Free Play1:30 – 1:40 Pack up

Instructional Strategies Kinesthetic Activities

whole body movements Music

concept songs and chants Steve and Greg Dr. Jean

Puppets/Dramatic Play Readers’ theatre Math theatre Oral language usage

Instructional Strategies Hands on

promote critical thinking and problem solving math handwriting phonemic awareness concepts of print

Manipulatives/Realia math oral language

Carpet Time

Whole class Calendar Read Alouds Dialogical Reading Phonemic Awareness Phonics

ELA Groups Free-flow stations

teacher table art table seatwork literacy centers – more teacher directed

Children are allowed to work at their own pace and are given the opportunity to make choices

With high expectations and clearly defined boundaries in place, the children are able to take responsibility for their learning

Math Whole class shared experience

investigation of a concept

Centers – open ended activities cubes, counting bears, pattern blocks, sorting, etc.

Small group more practice with the concept taught at the carpet

Math Talk

Purposeful Play Benefits

development of motor skills expression of emotions development of social skills development of self-regulation

Unstructured and open-ended Requires cooperation Teacher is engaged in conversations with

children

Differentiated Instruction

Constantly scaffolding and modifying the level of support to meet the needs of the children

Create or add a challenge to allow children to continue growing once they’ve mastered a concept

What evidence is there to support TK?

Results after two years

Retention K only TK (2 yrs)

Percent of students 3% 0%

CELDT growth with one year of TK

0 level 1 level 2 levels

Number of students

2 3 2

Percentage 28.5% 42.8% 28.5%

These students are now in Kindergarten and will be assessed in first grade on CELDT. The indications are they will have growth more on CELDT than students without TK experience. The 2 students with 0 level growth also have special needs.

CELDT growth of students with one year Kindergarten – no TK

0 levels 1 level 2 levels

# of students 4 22 13

Percentage 8.6% 47.8% 28.2%

Transitional KindergartenPre-K Assessment for the first class

Fall: 2010-11 Fall: 2011-12Upper Case Letters

16% 42%

Sounds 0% 38%Numbers 1-10 55% 75%Shapes 55% 66%Colors 61% 75%

Comparison of End of year 2010-11 to Jan. 2012 of students in TK 2010-11 and K

2011-12

DIBELSNext

Letter Naming

Benchmark 2 Jan. 2011.

Core: 8+Strategic 2-7Intensive 0-1

Letter Naming

Benchmark 2 Jan. 2012

Core 27+Strategic

15-26Intensive 0-

14

First Sound Fluency

Benchmark 2Jan. 2011Core 8+

Strategic 4-7Intensive 0-3

First Sound Fluency

Benchmark 2

Jan. 2012Core 25+

Strategic 10-24

Intensive 0-9

Phonemic SegmentationBenchmark 3

May 2011 Core 18+

Strategic 7-17Intensive

Phonemic Segmentation Benchmark 2

Jan 2012Core 40-81

Strategic 25-39Intensive 0-24

CORE 73% 100% 64% 100% 53% 90.47%

Strategic 18% 23% 33% 9.52%

Intensive 9% 14%

Comparison of DIBELS results as of 1- 25-2013

DIBLES Next Composite Score Results K only With TK(2yr)

Core (on grade level) 67.70% 83.30%

Strategic ( below grade level) 20.60% 4.10%Intensive (far below grade level) (K has 2 special needs, TK has 3 special needs students) 11.60% 12.50%

Writing Sample from second year

37

On track for success…

38

39

Successes most likely if…

Selected qualified teachers that are willing to be pioneers with high expectations, but mindful of child development pedagogy

Parent support, involvement, approval, and advocacy

Inclusion and articulation with local private preschools & non-district public preschools

Successes

Students achieving socially, physically, cognitively and excited about attending school.

Seeing children benefit from this gift of time. The undeniable

academic progressexperienced by students!

Most important lessons learned this year

Work with the preschools and child care providers that feed into the school. Help them understand Transitional Kindergarten Talk about them using pre-assessments used by the district

Communicate, communicate, communicate with everyone. Then communicate some more!

And make sure you let people know what’s going on!

Be willing to take a risk to do what is right for children. Be an advocate for our children Success at the beginning reduces failure at the end!

Coming Events for Transitional Kindergarten Leap into TK Summit FCOE Feb. 28th

Fresno County Office of Education www.fcoe.org

Advocacy and Information for Transitional Kindergarten Preschool California: www.preschoolcalifornia.org Save Kindergarten

www.tkcalifornia.org Sponsored by the David and Lucille Packard

Foundation California Kindergarten Association:

www.californiakindergartenassociation.org State Senator Joe Simitian:

www.senatorsimitian.com

Resources

Washington School (599) 897-2955 www.kingsburg-elem.k12.ca.us

Dr. Mark Ford mford@kingsburg-elem.k12.ca.us

Mrs. Shirley Esau sesau@kingsburg-elem.k12.ca.us

Mrs. Ying Lee ylee@kingsburg-elem.k12.ca.us