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

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Presentation on theme: "2012 Tracy Wilson SMCOE Transitional Kindergarten Coordinator Early Learning Institute Transitional Kindergarten Day 1."— Presentation transcript:

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

2 : 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 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 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 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 MedicineArchives of Pediatrics & Adolescent Medicine Curiosity, creativity, and imagination are like muscles: if you don’t use them, you lose them. Tufts University child development expert David ElkindDavid Elkind Vocabulary Experience AGE 3 Low Socio-economic: 525 words Middle Socio-economic: 749 words High Socio-economic: 1,116 words D.A. Sousa, “How the brain learns to read”

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 3

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

5 Introduction To Transitional Kindergarten SB- 1381

6 Background In most states children must turn five by September 1 st 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

8 NOV 2012/2013 OCT 2013/2014 SEP >

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

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 3 rd grade ELA and Math CST scores with Kindergarten readiness data of 1,543 students

16 Does Preschool Matter? Less than half of the children attended a preschool (46%).

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

18 Does Readiness Matter?

19 Percentage Scoring Proficient or Advanced at 3 rd grade, by Specific Readiness Pattern

20

21 We did not close the readiness gap for 79% of the students.

22 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

24

25 How is TK different than Preschool and Kindergarten? 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 California Academic Content Standards Common Core State Standards for English Language Art and Mathematics for kindergarten. Common Core State Standards for English Language Art and Mathematics

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

28 Preschool Foundations: Initiative in Learning 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

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.” 2009/2009/05/nparticle 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).

31 Thoughtful Print Environment

32 Enhanced Language Environment Theme based

33 Supported Language

34 Hands-on Experiences

35 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) 20 Minutes: Centers and Small Group Work * 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 48/60Social- 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) 38 ACTIVITY

39 Preschool Frameworks hop and plop! Social Emotional Development 39

40 Break!

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

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

43 Describe the essentials for crafting developmentally appropriate learning… 43

44 Lunch Break!

45 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 45

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


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