Presentation on theme: "Transitional Kindergarten : A New Step on the P-3 Continuum Transitional Kindergarten Conference San Mateo County Office of Education October 10, 2011."— Presentation transcript:
Transitional Kindergarten : A New Step on the P-3 Continuum Transitional Kindergarten Conference San Mateo County Office of Education October 10, 2011
The Early Childhood Teacher as Decision Maker
Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information 1 2 3
What is known about child development and learning Permits general predictions within an age range about activities, materials, interactions, experiences that will be: safe healthy Knowledge of age-related human characteristics interesting achievable challenging
What is known about the strengths, interests and needs of each individual child in the group This knowledge allows teachers to adapt for and be responsive to inevitable individual variation
Knowledge of the social and cultural contexts in which children live 3 Enables teachers to provide learning experiences that are meaningful relevant respectful of the child and family
1 2 3 Age characteristics Individual variation Culture and family Early Childhood Educators Must Juggle All Three Components At the Same Time
Kindergarten teachers have faced great challenges in juggling all of the elements of a developmentally appropriate program
Issues Kindergarten Teachers Face 1.California is one of only four states with a required kindergarten admission birthday as late as December. Most states have moved to an August or September cut-off. 2.California’s Kindergarten Standards are among the most rigorous in the country. 3.Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”.
Issue We Faced in LAUSD The 2 nd Grade California Standards Test (CST) English Language Arts scores raised concerns about the current Preschool through 2 nd Grade continuum, particularly for English Learners.
How We Responded in LAUSD 1.Superintendent and Chief Academic Officer proposed new Transitional Kindergarten Program for the youngest kindergartners 2.Title I funds allocated to support initial program implementation and professional development 3.36 schools selected for initial Fall 2010 implementation with an additional 90 schools added for Fall 2011
On September 30, 2010 the Governor signed SB 1381 (Simitian Bill) establishing Transitional Kindergarten throughout California and changing Kindergarten entry age Statewide Change Was Coming
Kindergarten Readiness Act of 2010 Senate Bill 1381
Goal of Transitional Kindergarten: Provide the youngest kindergartners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional kindergarten.
Kindergarten Readiness Act Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”
California Education Code 8970: It is recommended that an appropriate, integrated experiential curriculum should be provided for children in preschool, kindergarten, and grades 1-3, inclusive. Transitional Kindergarten is an important link in providing that appropriate enriched P-3 program.
Transition Kindergarten Families and Staff… B California Early Learning Foundations (Birth – 5) California Kindergarten Standards Building the Bridge for Parent and Teachers Understanding the Connection
Traditional Kindergarten Transitional Kindergarten Decoding and Language/Communication Social/Emotional Language/Communication Social /Emotional and Decoding
This is a process…
CURRICULAR APPROACH GUIDING THE PROCESS IN LAUSD Promote oral language & communication Personalize instruction Provide focused enhancements for English Language Learners Value and support home language Assess to inform instruction
Oral Language Development “The rate of children’s early language growth and later language outcomes is directly related to the verbal input that children receive when communicating with adults and other children.” California Preschool Learning Foundations, Volume I, CDE Press, 2008
Instructional Support 1. Intentional message: embedded with content vocabulary this written message sets the purpose of each lesson
Instructional Support 2. Songs/Chants: Academic and content vocabulary are woven into familiar songs and chants to encourage repetition
Instructional Support 3. Vocabulary Imprinting: use of photographs and pictorials to introduce new concepts and frontload vocabulary
Instructional Support 4. Visual Cues/Gestures: physical movements and signals are repeated as specific content vocabulary is introduced to imprint meaning
Instructional Support 5. Anchor Books: picture books are selected intentionally and used repetitively to foster vocabulary and concept development