1. Early Learning Institute Transitional Kindergarten Day 1
2012
Tracy Wilson
SMCOE Transitional Kindergarten Coordinator

2. Vocabulary Experience Free-play time for children fell 25% between
The ability to perceive patterns is the foundation for effective learning.
Child Development Policy Institute Education Fund: Promoting School Success: Closing the Gap Between Research and Practice, Pg. 10
: 3-6 year olds not in kindergarten watched an average of 2.6 hours of television or videos in a typical day.
The School Readiness Survey (SR) of the 2007 NHES
Curiosity, creativity, and imagination are like muscles: if you don’t use them, you lose them.
Tufts University child development expert David Elkind
Vocabulary Experience
AGE 3
Low Socio-economic: words
Middle Socio-economic: 749 words
High Socio-economic: 1,116 words
D.A. Sousa, “How the brain learns to read”
Children are wired for sound, but print is an optional accessory that must be bolted on.
Pinker, S. (1999). Foreword. In D. McGuinness (Ed.), Why our children can’t read and what we can do about it
Brain development takes place in stages, but the pace is not steady. Young children literally learn in leaps and bounds.
Child Development Policy Institute Education Fund: Promoting School Success: Closing the Gap Between Research and Practice, Pg.11
Free-play time for children fell 25% between
1981 and 1997
A paper published in 2005 in the Archives of Pediatrics & Adolescent Medicine

3. May 15 Agenda
8:00am - 3:30pm
Social: Interactive Explorations- How is a math center also a language development
opportunity?
Intro to SB1381, The Kindergarten Readiness Act and the DRDP-SR
What does the data tells us? Review the longitudinal data, Silicon Valley Foundation
Introduction to the Preschool Foundations, Matching Activity: 48/60 months
Break
Choice Time: Research in early learning: What is different between PK/TK –and- K
What does a young 5 year old need? Jigsaw Gesell Institute: 4 and 5 Year Old
Morning Wrap Up, describe the essentials for crafting developmentally appropriate learning
Lunch
Introduction to the Preschool Foundations and Frameworks, workshop rotations
- Family Engagement Strategies: Pauahi McGinn, Director San Bruno Park and State Preschool Program and Sheryl Chan, Director SSFUSD Children's Center
- Interactive Learning Environment: Kim Bambou, SMCOE STEM
- Promoting Language Development: Soodi Ansari, SMCOE CYFS
Wrap up: What is different between PK/TK and K, Jack and Jill rendition or other nursery rhyme

4. Social: Interactive Explorations How is a math center also a language development opportunity?

5. Introduction To Transitional Kindergarten SB- 1381

6. Background
In most states children must turn five by September 1st in order to start kindergarten.
In response to rigorous Kindergarten standards and No Child Left Behind… Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”.
On average about 50% of San Mateo children arrive “ready” for kindergarten
Research indicates that beginning kindergarten at an older age improves children’s social and academic development.

7. Kindergarten Readiness Act
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
To established a transitional kindergarten program beginning the 2012–2013 school year
CDE Transitional Kindergarten FAQs
2. What is the minimum age for admittance to kindergarten in California? A child shall be admitted to a kindergarten maintained by the school district at the beginning of a school year, or at a later time in the same year if the child will have his or her fifth birthday on or before one of the following dates (EC 48000[a]): For the 2010–11 school year the date is December 2 For the 2011–12 school year the date is December 2 For the 2012–13 school year the date is November 1 For the 2013–14 school year the date is October 1 For the 2014–15 school year and each school year thereafter the date is September 1.

8. SEP
2014 ->
OCT
2013/2014
NOV
2012/2013

9. Kindergarten Readiness Act
A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.
Although the intent of the law is to provide separate and unique experiences for transitional kindergarten and kindergarten students, districts have flexibility to determine how best to meet the curricular needs of each
CDE Transitional Kindergarten FAQs
3. What is transitional kindergarten? A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate
7. Can transitional kindergarten and kindergarten students be enrolled in the same classroom? Although the intent of the law is to provide separate and unique experiences for transitional kindergarten and kindergarten students, districts have flexibility to determine how best to meet the curricular needs of each child.

10. Bottom Line? It is a Kindergarten Preparatory Classroom
No new money to reduce class size or re-design classrooms
Follows the same rules/regulations as Kindergarten
Current Kindergarten classroom and yard
Current Kindergarten class size (22, 25, 30+??)
Same length of day
Voluntary for families, can wait until K or G1
Not voluntary for districts

11. TK-K Nuances
Are transitional kindergarten students required to complete the entire two year program? This is a local decision (CDE FAQ).
Transitional kindergarten and kindergarten should have the same amount of instructional minutes at each school site, a maximum of 4 hours per day.
If a district has adopted an extended day program, schools within the district can have different programs; they can have extended day programs or half day programs
If a school has an extended day kindergarten program, then, the school must have an extended day transitional kindergarten program.
If a school has a half day kindergarten program, then, the school must have a half day transitional kindergarten program.
A school cannot have an extended day kindergarten program and a half day transitional kindergarten program

12. TK-K Nuances
Children eligible to enroll in transitional kindergarten do not need a signed parental permission form to continue in kindergarten.
But, children who are age-eligible to attend kindergarten but enroll in transitional kindergarten instead will need a signed parental permission form to continue in kindergarten for one additional year.
Districts are required to report transitional kindergarten enrollment via CALPADS
Charter schools are obligated to offer TK

13. Legislative Update
April 12: California State Senate Budget and Fiscal Review Subcommittee on Education voted to reject the governor’s budget proposal to eliminate transitional kindergarten. SB1381 stands.
March 15: The Assembly’s Subcommittee on Education Finance voted to reject the elimination of transitional kindergarten. SB131 stands.
March 01: Governor Brown’s trailer bill language, allows for a TK option, not a mandate. SB1381 supported
Districts who elect to offer TK will need to employ the Continuance Form.
An Early Admissions Waiver [EDC section 48000(b)] necessary to allow TK children to be admitted prior to being age-eligible.
ADA funding would be available for both years of kindergarten via the continuance form.  Funding would not be available for the months before a child turns 5.
January: Governor Brown’s budget proposal eliminates the mandate. SB1381 stands, pending legislative process

14. Legislative Update
“The California Department of Education (CDE) and State Superintendent of Public Instruction Tom Torlakson fully support the transitional kindergarten program. Unless current law changes, the CDE continues to move forward with the transitional kindergarten implementation plan for the school year.” March 2012: Mary Murray Autry, Professional Learning Support Division, CDE,

15. Research provides critical background for TK curriculum and design What do local data suggest?
Silicon Valley Community Foundation Santa Clara Partnership for School Readiness and Applied Survey Research
Compared 3rd grade ELA and Math CST scores with Kindergarten readiness data of
1,543 students
“School Readiness and Student Achievement: A Longitudinal Analysis for Santa Clara and San Mateo County Students”

16. Does Preschool Matter? Less than half of the children attended a preschool (46%).
A Data Report, April 2008: Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success
Santa Clara County Partnership for School Readiness Applied Survey Research
Typically, children who have had a preschool experience prior to kindergarten are more proficient across many readiness skills than are children who have not had a preschool experience. In our sample, less than half of the children attended a preschool (46%).
This chart is based on children with preschool experience and children with no preschool experience.
The difference between children with and without preschool experience is significant for overall readiness,
ELA, and math scores.

17. 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS
Academics
Recognizes letters
Recognizes shapes
Recognizes colors
Counts 10 objects
Engages with books
Writes own first name
Recognizes rhyming words
Self-Regulation
Comforts self
Pays attention
Controls impulses
Follows directions
Negotiates solutions
Plays cooperatively
Handles frustration well
Social Expression
Expresses empathy
Relates well to adults
Has expressive abilities
Is curious & eager to learn
Expresses needs & wants
Engages in symbolic play
Motor Skills
Uses small manipulatives
Has general coordination
Self-Care
Performs basic self-help
Performs self-care tasks
A Data Report, April 2008: Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success
Santa Clara County Partnership for School Readiness Applied Survey Research
The next couple of slides are a refresher from the SR presentation I did last year, but many of you were not here at the time and well, last year was a long time ago…
So really quickly:
List the building blocks and provide a few examples
It’s important to note that a child does not need to be proficient in ALL 24 skills but have a balance of proficiency in the 4 building blocks

18. Does Readiness Matter?
A Data Report, April 2008: Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success
Santa Clara County Partnership for School Readiness Applied Survey Research
Based on their pattern of readiness scores across the key readiness dimensions, children are sorted into one of four possible Readiness Portraits:
All‐Stars, Needs‐Prep students, Social‐Stars, and Focused‐on‐the‐Facts students.
Each portrait is characterized by a specific pattern of readiness.
All‐Stars are near‐proficient across all of the readiness skills
Needs‐Prep children are at the “not yet” and “just beginning” levels across all skills.
Social‐Stars do particularly well on social/emotional dimensions
Focused‐on‐the‐Facts children are proficient on Kindergarten Academics but have needs in Self‐Regulation and Social Expression skills

19. Percentage Scoring Proficient or Advanced at 3rd grade, by Specific Readiness Pattern
A Longitudinal Analysis of Santa Clara and San Mateo County Students, December, 2010
Executive Summary School Readiness and Student Achievement
Source: Kindergarten Observation Form and individual school district data.
Note: Sample sizes = , , , , respectively. Students were divided into high and low levels of Kindergarten Academics and Self-Regulation based on whether they were above or below the mean score on each.

20. High academics and high self regulation: 38% of all students in the data pool (516 students)
Low academic and low self regulation: 28% of all students in the data pool (371 students)
The Importance of Having Skills in Both Kindergarten Academics and Self-Regulation
Follow-up analyses looking at students with different combinations of Kindergarten Academics and Self-Regulation skills show that it is important to be strong in both of these readiness domains in order to increase a student’s likelihood of third grade academic success.1
As the next two figures show, students who had strong skills in both Kindergarten Academics and Self-Regulation as they began school were almost three times more likely to be “Proficient” or “Advanced” on their English-Language Arts CSTs than students who had poor skills in these areas, and they were almost twice as likely to be “Proficient” or “Advanced” on their Math CSTs. Conversely, students with low skill levels in both Kindergarten Academics and Self-Regulation were more than five times as likely to score at the lowest levels on their English and Math CSTs – “Far Below Basic” or “Below Basic” – as students who had strong skills in both of these areas at kindergarten entry.

21. We did not close the readiness gap for
High academics and high self regulation: 38% of all students in the data pool (516 students)
Low academic and low self regulation: 28% of all students in the data pool (371 students)
And what the data from this longitudinal study shows us is that these readiness gaps persist….
We did not close the readiness gap for
79% of the students.

22. What happened to the 32% who were ready when they entered?
High academics and high self regulation: 38% of all students in the data pool (516 students)
Low academic and low self regulation: 28% of all students in the data pool (371 students)
And what the data from this longitudinal study shows us is that these readiness gaps persist….
What happened to the 32% who were ready when they entered?

23. Students who were ready to succeed at Kindergarten
but were struggling in third grade include:
The youngest kindergarteners born between Sep. 1 and Dec. 1
English language learners
Students from lower-income families
High academics and high self regulation: 38% of all students in the data pool (516 students)
Low academic and low self regulation: 28% of all students in the data pool (371 students)
A Longitudinal Analysis of Santa Clara and San Mateo County Students , December, 2010
Executive Summary, School Readiness and, Student Achievement
And what the data from this longitudinal study shows us is that these readiness gaps persist….
When you look at the 68% of All Stars that are proficient or advanced at 3rd grade, there is still 32% of the kids who enter K ready but are not successful in 3rd grade, so the question we ask is, “WHAT IS HAPPENING BETWEEN K, 1st, 2nd and 3rd grade that is causing these kids who are thriving upon K entry to no longer be successful in 3rd grade?”

24. Source: Teacher Survey on Importance of Readiness Skills (2008).
Note: Ratings were based on teachers.
Almost two‐thirds of participating teachers (64%) were Caucasian, and the majority of them were bilingual in Spanish, as compared to one‐third of county‐wide teachers who were bilingual.
The teachers were an experienced group − they had taught elementary school for an average of years, eight of which were in kindergarten specifically.
All had their full teaching credential
The majority (between 82 percent and 96 percent) had taken classes, workshops or trainings in early childhood education, and on working with English Learners and children with special needs.

25. How is TK different than Preschool and Kindergarten?
Kindergarten is academic (standards-based)
Preschool
Include learning through play, doing, interacting (experiential)
Plan the learning within a child’s zone of proximal success (developmental)
Based upon student interests (emerging)

26. What are the standards for TK?
Blend between Preschool -and- Kindergarten
“Recommended standards at all grade levels are not mandatory but voluntary. Local Education Agencies will make the decision of what standards or learning foundations are to be part of the local course of study.”
Resources may include
California’s Preschool Learning Foundations
California Preschool Curriculum Frameworks
California Academic Content Standards for Kindergarten
Common Core State Standards for English Language Art and Mathematics for kindergarten.
For further details refer to the CDE FAQS for Transitional Kindergarten

27. Preschool -> TK -> K
Social-Emotional Development
Language and Literacy
English-Language Development
for English learners
Mathematics TK
Possibilities
Kindergarten

28. Preschool Foundations: Initiative in Learning
48 Months
Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems
60 Months
Take greater initiative in making new
discoveries, identifying new solutions, and
persisting in trying to figure things out
Possible TK Objectives
Children can…
Suggest other ways of doing things
Offer information known or discovered
Ask to learn more about a subject, event, or experience, demonstrating curiosity
Make connections, sees similarities between new learning and prior learning or experience
Ask relative questions

29. Based on: 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS A Preparatory Perspective
ACADEMICS
Engages with books
Writes own first name
Recognizes rhyming words
Recognizes letters
Letter sound correspondence for half of the letters
Recognizes shapes
Recognizes colors
Uses a variety of words with increasing specificity
Use information from NF texts
Blend onsets and rimes
Counts and recognizes 10 objects
Compares quantities, more, less, some
Number sense: 1=1 object (+/-), sum up to 10
Sort and classify objects by one or more attributes
Duplicate simple repeating patterns
Solve math problems in more than one way
INITIATIVE IN LEARNING
Suggest other ways of doing things
Offer information known or discovered
Ask to learn more, demonstrating curiosity
Make connections
Ask relative questions
SELF CARE
Performs basic self-help skills
Performs self-care tasks
SELF REGULATION
Comforts self
Pays attention
Controls impulses
Follows directions
Negotiates solutions and plays cooperatively
Handles frustration well
Anticipate the schedule, routines
SELF EXPRESSION
Expresses empathy
Relates well to adults
Expresses needs & wants
Engages in symbolic play
MOTOR SKILLS
Uses small manipulatives
Has general bodily coordination
SELF AWARENESS
Describe their own physical characteristics
Name similarities/differences in people
Name basic body parts and their functions
Describe the five senses
Identify personal feelings
Ask for help when confused or after several attempts to solve a problem
Build from the Readiness skills considered critical for Grade 3 proficiency
then
Use the Preschool Foundations to extend the benchmarks for kindergarten readiness

30. Plan learning around big ideas, themes Enhance with interest areas and learning centers
Prepare!
Build background knowledge for kindergarten academic themes
When adults read words they learned when they were younger, they recognize them faster and more accurately than those they learned later in life.”
Dr. Tessa Webb, School of Psychology, University of Leicester
Prior knowledge has a large influence on student performance,
explaining up to 81% of the variance in post test scores.
(Dochy, Segers & Buehl, 1999).
PK preps for TK; TK preps for K; K preps for G1
PK is foundation based (standards) and K is standards based with domains
PK- organized around big ideas, themes; enhanced with interest areas and learning centers// K is not
PK is social emotional development…. (K has limited mental health standards associated with social emotional development)
PK Language and Literacy Foundations (K) English-Language Arts Kindergarten Content Standards (oral language development and vocabulary are much more specific in PK; no literacy interest/engagement standard for K)
PK English Language Development Foundations (K) English-Language Arts Content Standards (Intermediate ELD K-2)
PK Mathematics Foundations (K) Mathematics Kindergarten Content Standards

31. Thoughtful Print Environment

32. Enhanced Language Environment
Theme based

33. Supported Language

34. Hands-on Experiences

35. Summary Schedule of 5 Summary Schedule of 5 Kindy Classrooms
Half Day
10 Minutes: Journal Writing, Familiar Reading, Decoding or Math worksheet, or Homework make-up
10 Minutes: Morning Message, Daily News, Calendar. Quick write
15 Minutes: Shared Reading/Re-reading (Big Book) to demonstrate Phonemic Awareness, Decoding or Comprehension Strategy
40 Minutes: Reading Work Time: Teacher guided reading and running records, Worksheets (letters, name, spelling, sight words), Independent reading practice (decodable text); when finished- independent reading or writing
40 Minutes: Math Work Time: Learning Centers & Small Groups w/Teacher
30 Minutes: Read Aloud and Writing Workshop
5 Minutes: Clean-up: Book Bags, Homework
Summary Schedule of 5
PK Classrooms
Half Day
15 Minutes: Morning Circle- Greeting, song/Chant, Dance, Calendar, Attendance, Math, Phonemic Awareness
20 Minutes: Read Aloud- Big Book with lesson
20 Minutes: Centers and Small Group Work *
20 Minutes: Snack and Social Time
20 Minutes: Math hands-on Activity, lesson
20 Minutes: Gross Motor Time (outdoors or indoors)
15 Minutes: Closing Circle- Farewell song, Pack-up, Read Aloud, Sharing
* science table, block area, library/ reading area, writing and drawing area, play dough letters and numbers, geo boards, legos, computer, Big Books, Name Books, Painting Center, drama area, fish tank, nature area (seedlings)

36. DRDP-SR Michelle Sioson Hyman Initiative Officer, School Readiness Silicon Valley Community Foundation 2440 West El Camino Real, Suite 300 | Mountain View, California Direct: | Main: | Fax:

37. Introduction to the Preschool Foundations

38. Preschool Foundations 48 or 60 Months
ACTIVITY
48/60
Social- Emotional developmental markers
Regulate their attention, thought feelings, and impulses more con consistently, although adult guidance is sometimes necessary. (Self- Regulation)
Describe their physical characteristics, behavior, and abilities positively. (Self- Aware)
Demonstrate concern for the needs of others and people in distress. (Empathy and Caring)
Interact with familiar adults comfortably and competently, especially in familiar settings. (Interactions with Familiar Adults)
Participate positively and cooperatively as group members. (Group Participation)

39. Preschool Frameworks hop and plop! Social Emotional Development

40. Break!

41. Choice Time Research in Early Learning What is different between PK/TK -and- K

42. What Does a Young 5 Year old Need
What Does a Young 5 Year old Need? Jigsaw Gesell Institute: 4 and 5 Year Old

43. Describe the essentials for crafting developmentally appropriate learning…

44. Lunch Break!

45. Introduction to the Preschool Foundations and Frameworks Workshop
Introduction to the Preschool Foundations and Frameworks Workshop Family Engagement Strategies Pauahi McGinn, Director San Bruno Park and State Preschool Program and Sheryl Chan, Director SSFUSD Children's Center Interactive Learning Environment Kim Bambou, SMCOE STEM Promoting Language Development Soodi Ansari, SMCOE CYFS

46. Great News! The Heising-Simons Foundation awarded the SMCOE $194,000 to support The Early Learning Initiative
THE SMCOE submitted a grant proposal to support district efforts to better meet the needs of our young learners. The Early Learning Initiative will enable the SMCOE to provide professional development, coaching and consulting. Tracy Wilson will oversee the Grant.

47. Heising-Simons Foundation Early Learning Grant Award
Goal 1: Early Learning Institute
Teachers and leaders from every District will be invited to participate in an intensive institute to elevate the awareness of the unique needs of early learners, support for follow up coaching and consulting, and start-up funding for materials. District funding (release time/sub pay/ stipends will be based upon kindergarten enrollment. ($119,020.75).
Goal 2: PK-3 Program Alignment
Grant funds will be used to aid district leaders in their development of a cohesive learning path from preschool through grade three including curriculum development ($40,828.00).
Goal 3: Learning Circles
Grant funds will be used to support teachers and district leaders in a collaborative environment ($12,175).
Goal 4: Assessment Tools
Grant funds will be used to research and select tools to screen students for readiness and provide baseline data for comparative analysis ($5,175).

48. Question and Curiosities
Evaluation
Agreement