Training for TeachersApril 16, 2012

Transitional Kindergarten

An Overview of TKIn this section:

What is TK? Rational for TKDaily Structure and Environmental PlanningSample Daily SchedulesDifferentiation in a stand alone TK class or a

combination classLessons Learned from Junction ElementaryTime to discuss your thoughts

History of 2 Year Kindergarten ProgramsPalo Alto Preppy KOther Early AdoptersThe Passage of SB 1381Governor’s January Budget ProposalTrailer Bill Language that is awaiting action

from the legislature

What is in the Trailer Bill?

On a case by case basis a student may be admitted to Kindergarten at the beginning of the school year having attained the age of 5 at any time during the school year, with the approval of the parent or guardian

The Governing Board determines that admittance to Kindergarten is in the best interest of the student

The Parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effects of early admittance

The entry dates will change (same as with SB1381)

November 1 for the 2012/13 school yearOctober 1 for the 2013/14 school yearSeptember 1 for the 2014/15 school year and thereafter

Rationale for TK – You Are The Ambassador

TK provides children with the gift of time to learn skills that will help them build a strong foundation for success in elementary school.

• California’s kindergarten curriculum and standards have changed over the years, and many of the skills children were once taught in first grade are now taught in kindergarten. TK is the right program at the right time.

TK serves as a bridge between preschool and kindergarten, giving children more time for hands-on, interactive learning.

What do parents need to know?TK gives children the opportunity to spend time

learning important social, emotional and academic skills that will help them succeed in kindergarten and beyond.

TK provides young learners with a high-quality early education at no cost to parents, to ensure that they have an opportunity to continue learning.

It helps children adjust to the school environment & develop strong learning skills.

TK provides young 5 year olds with an opportunity to start their kindergarten experience with children their own age, and with teachers that can tailor lesson plans to their needs.

Structuring The DayOptions to consider:

Part day stand alone programFull day stand alone programCombination classes where 1st year students

leave half day and 2nd year students stay full day

Combination full day programs for both

Things To Keep in Mind when determining the length of your

dayAfter School ProgramsTransportationFatigue for some children

Sample of a TK enviroment

Sample TK Writing Center

Sample Math Center for TK

Sample Art Center

Sample 3 hour day schedule

35 Minutes Individual Time/ Learning CentersDramatic Plan CenterCreative Art CenterMusic CenterBuilding CenterDiscovery CenterPre-Reading / Pre Writing CenterStory Listening CentersAdditional Centers

CognitiveSensory Manipulatives

25 Minute Large Group TimePledge of AllegianceCalendarWeatherThematic Reading and Music

15 Minutes Snack

15 Minutes Language Arts/Phonetics/Sight Words/Letters

30 Minutes Outside Time

25 Minutes Small Group Table TimeCognitive Activities

20 Minutes Special ActivitiesComputerMovementCookingGardening

10 Minutes Transition Time

Sample Full Day Schedule

8:00 – 8:30 Opening Activities (Calendar, Weather, Lunch Count, Story, Songs

8:30 – 9:30 Literature (pre reading activities, phonics, handwriting

9:45 – 10:20 Centers

10:20 – 11:15 Math Centers

11:15 – 12:00 Lunch and Play

12:00 – 12:45 Science and Social Studies Development

1:15 – 2:15 Snack, Storytime, and Dismissal Activities

Differentiation4-6 year age span in many casesConsider attention spans, self regulation,

environmentAssessment for GroupingSchedules for effective small and large

group lessonsExpectations for TK vs. K students:

Determining what to teach to year 1 studentsStand alone TK vs. Combination classes

How will play based elements be incorporated for year 1 students?

TK Vs. Traditional Kindergarten - Differentiation

TK – Students will be prepared to enter kindergarten with the skills they will need for the Traditional Kindergarten Year.

Curriculum should be designed to prepare student to have their readiness skills for Kindergarten by the end of the year

Kindergarten – Children will be expected to meet the California Content Standards by the end of that year of Kindergarten

Kindergarten children are expected to enter with the self help skills; social-emotional skills, and pre-academic skills necessary to meet the standards by the end of that year.

Lessons Learned from Junction Elementary School

Parent misunderstandingsLength of dayDisciplineParent NightsVolunteers/AidesRoutineDifferentiationStructured PlaySocializationContact Information

Sherry Tuggle: stuggle@junctionesd.net

530-515-4106

Table Discussions – Please consider how you might plan to address the following:What is the length of

day your school is considering for TK?

What type of program are you planning for- Stand alone or Combination?

How do you see the flow or schedule of your day working best based on the above?

If you are planning a combination TK classroom what would be your strategy for differentiating without having the kids repeat the same two years of curriculum?

Standards and CurriculumIn this section:

Review the alignment of ELA standards from Pre-k through Kindergarten

Define end-of-year standards for ELA for Transitional K

Review the beginning of the year ELA theme and/or unit and identify where standards essential for Transition K are taught

Review the alignment of Math standards from Pre-k through Kindergarten

Define end-of-year standards for Math for Transitional K

Review the beginning of the year Math theme and/or unit and identify where standards essential for Transition K are taught

Standards Alignment Pre-K through Kindergarten

Standards Alignment Pre-K through Kindergarten

WORKTTIME:

With a partner, or in table groups:•Read through each strand.•Determine which standards and/or portions of standards are essential for Transitional K students to master.

45 Minutes

CurriculumFind ways to differentiate using the same

curriculumUsing Curriculum Guides:

Identify which lesson are exposure lessonsIdentify which lessons are essential

Create a beginning of the year plan

Curriculum Review

WORKTIME:

With a partner, or in table groups:•Using pacing guides and your standards alignment document identify essential lessons•AND/OR using standards alignment document highlight essential lessons in your Teacher’s Edition

60 Minutes

Pacing Guide

WORKTIME:•This document is available for you to use to create a more consolidated plan

Standards and CurriculumIn this section:

Review the alignment of ELA standards from Pre-k through Kindergarten

Define end-of-year standards for ELA for Transitional KReview the beginning of the year ELA theme and/or unit

and identify where standards essential for Transition K are taught

Review the alignment of Math standards from Pre-k through Kindergarten

Define end-of-year standards for Math for Transitional K

Review the beginning of the year Math theme and/or unit and identify where standards essential for Transition K are taught

Standards Alignment Pre-K through Kindergarten

WORKTTIME:

With a partner, or in table groups:•Read through each strand.•Determine which standards and/or portions of standards are essential for Transitional K students to master.

45 Minutes

Standards Alignment Pre-K through Kindergarten

CurriculumFind ways to differentiate using the same

curriculumUsing Curriculum Guides:

Identify which lesson are exposure lessonsIdentify which lessons are essential

Create a beginning of the year plan

Curriculum Review

WORKTIME:

With a partner, or in table groups:•Using pacing guides and your standards alignment document identify essential lessons•AND/OR using standards alignment document highlight essential lessons in your Teacher’s Edition

45 Minutes

Pacing Guide

WORKTIME:•This document is available for you to use to create a more consolidated plan

Assessing Students in TKAssessing student’s skills upon entry – Parent

SurveysSample assessment tools

Teacher Developed – Debbie Keeler’s SampleDesired Results Developmental Profile – SR

Domains, Outcomes and Benchmarks – Debbie Keelers Sample

Ongoing curriculum embedded assessmentsDiscussion time to consider what you have

used, and what might be useful with TK students

Sample Report Card

Social Emotional Standard for TKIn this section we will focus on:

Santa Clara Studies, what they found as they looked at incoming Kindergarten students

Preschool Learning foundations and State Standards

Second Step CurriculumCCSEFELDiscussion Time to focus on Social Emotional

Components within the TK classroom

4 Basic Building Blocks of School Readiness

Santa Clara Longitudinal Studies

They believe Kindergarten students fall into 4 categories:“All Stars” – Near Proficient across all skills“Needs Prep” – Children are at the “not yet”

and “just beginning” level across all skills“Social Stars” - Have strengths in social-

emotional skills, but they have needs in the area of Kindergarten academics

“Focused-on-the-Facts” – these children are proficient in Kindergarten academic skills, but have needs in self-regulation and social expression

Third Grade English Scores for Children High and Low in Kindergarten Academics and Social Expression

304312

Santa Clara County Statistics 2008

AllStars

SocialStars

Third Grade Math Scores for Children High and Low in Kindergarten Academics and Social Expression

Santa Clara County Statistics 2008

Needs Prep

Preschool Makes a Difference Too

Information Provided by Applied Survey Research (ASR)

Lassen View State Preschool

Santa Clara Studies clearly were able to show that preschool gaps remain – children who attended preschool outscored the students who did not attend preschool at 3rd grade

Second Step Social Emotional Curriculum

EVIDENCEBASED

PROGRAM

How Sherry is

using it inHerTK

Classroom

SOCIAL-EMOTIONAL

GROWTH & DEVELOPMENT

At around 48 months At around 60 months Transitional Kindergarten

At the end of Kindergarten

Self- Awareness 1.1 (SE) Describe their physical characteristics,behavior, and abilities positively

1.1 (SE) Compare their characteristics withthose of others and display a growing awareness of their psychologicalcharacteristics, such as thoughts and feelings

1.1 (G) Explain that living things grow and mature1.2 (G) Describe their own physical characteristics1.3 (G) Name ways in which people are similar and ways in which they are different1.5 (G) Name body parts and their functions1.6 (G) Name and describe the five senses1.4 (M) Describe characteristics that makeeach individual unique

Self-Regulation 2.1 (SE) Need adult guidance in managing theirattention, feelings, and impulses and showsome effort at self-control

2.1 (SE) Regulate their attention, thoughts,feelings, and impulses more consistently,although adult guidance is sometimes necessary

4.1 (M) Show how to express personal needs and wants appropriately7.1 (M) Express emotions appropriately7.1 (S) Follow rules for safe play and safety routines

Standards Alignment Pre-K through Kindergarten

WORKTTIME:With a partner, or in table groups:•Read through each strand.•Determine which standards and/or portions of standards are essential for Transitional K students to master.

California’s Social-Emotional Development Preschool Learning Foundations to Health Education Kindergarten Content Standards