TRANSITIONAL KINDERGARTEN TASK FORCE SAN BERNARDINO COUNTY SUPERINTENDENT OF SCHOOLS

Welcome Socorro Barron – Director of Standards Based Curriculum and Instruction Suzanne Snider – Literacy Specialist

Introductions Name Position One hope you have for your work on this task force

Goals of this Task Force To bring together the county’s best expertise to Research and learn about Transitional Kindergarten. Discuss the varied facets and and aspects of its implementation. Prepare recommendations for districts as they embark on this undertaking.

Agenda for today Introductions and Goals Set working agreements Background on Transitional Kindergarten Brainstorm areas of focus Form work groups Plan next steps

Set working agreements 3 – 2 – 1 Individually brainstorm three factors that have made groups you have worked with in the past particularly successful. What were the features of working together that helped you become successful? What helped the work to go forward effortlessly What made you feel comfortable in the group? What was a factor or element within the group that supported the work you accomplished?

Set working agreements 3 – 2 – 1 Out of the three you recorded, choose the two that were the most important. In round robin fashion, share out at your table Prioritize the post-its, selecting the one most important to share with the group.

Just what is TRANSITIONAL KINDERGARTEN ?

California Education Code 8970: Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work” and a decreased emphasis on other essential age appropriate curricular elements such as language development; familiarity with stories, music and oral language experiences; artistic exploration; social interaction; and large muscle development.

History of SB 1381 California was one of four states with a cut-off date of 5 years of age by December 2. California kindergarten standards are among the most rigorous in the country. SB 1381 was introduced by Sen. Joe Simitian, Democrat from Palo Alto, to provide for California’s youngest and sometimes most struggling students.

Take 2 to share At your table, share our the “struggles” that immediately come to mind.

What does 1381 do? SB 1381 amends Ed Code Sections 46300, 48000, A child shall be admitted to K at the beginning of the school year if the child will have his/her birthday on or before one of the following dates – Nov 1 of school year – Oct 1 of school year – Sep 1 of school year and each year thereafter.

Overview of SB 1381 To receive apportionment for pupils, a district or charter school must ensure the following: In the school year, a child who will have his/her birthday between Nov 2 and Dec 2 is eligible for a Transitional Kindergarten. This program will be fully implemented by 2015 –Children shall be admitted to a Transitional K (TK) Program maintained by the district and paid for by ADA. –The TK Program will be taught by credentialed teachers. –The program must be age & developmentally appropriate.

Overview continued A TK Program will provide the youngest kindergarteners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional Kindergarten. Available to students whose birthdays fall between 9/2 and 12/2. Will become the first year of a two year kindergarten experience

What will this look like? When fully implemented, 120,000 more children will receive an additional year of preparation to boost K-12 success Includes 49,000 English Language Learners 74,000 children in Title I schools

SB 1381 Is of no cost to parents. May include cluster schools in districts. Students may return to neighborhood school for traditional kindergarten. Students participate in similar activities as traditional kindergarten (field trips, assemblies, etc.).

SB 1381 Enrollment is voluntary; children born between Sep 2 & Dec 2 can be admitted to K on case-by-case basis. Requires district to offer TK to any age-eligible child. Requires a “developmentally appropriate curriculum; aligned with Kindergarten standards; taught by credentialed teachers.”

Ten - Two Turn to an elbow partner and tell him/her two things you have learned so far about Transitional Kindergarten

Traditional vs. Transitional Traditional Mastery of content standards is expected. Is curriculum based. Majority of students move onto first grade. Transitional Content standards are introduced and mastery is encouraged. Is developmental needs based. Students continue on to traditional kindergarten, but may move to first grade.

Traditional vs. Transitional Traditional Lessons and/or activities are differentiated depending on students’ levels and needs. Parents are encouraged to participate. Transitional Lesson and/or activities are differentiated depending on students’ levels and needs. Parents are encouraged to participate.

SB 1381, a Win-Win-Win Children will be better prepared to succeed in kindergarten and beyond TK gives parents an additional option to help their children enter kindergarten with the maturity and skills needed to excel Schools will be able to do more with what they have because TK will help ensure children enter kindergarten more prepared to learn and succeed

Benefits Year of kindergarten readiness provides strong, early start to help children read proficiently in third grade—critical milestone predicts whether a student will graduate from high school Research shows that beginning kindergarten at an older age : Improves social, emotional, academic development Boosts test scores Increases likelihood of attending college and earning higher wages TK will save state money from reduced rates of grade retention and special education placement

At LAUSD

In Kingsburg SD in Fresno The rigor and expectations of today’s kindergarten curriculum does not match up to the younger students’ development. This is an optimal stage for learning that we don’t want to miss! We want to provide these children with a strong early learning foundation and the spark to learn.

Their focus is on Phonemic awareness Motor skills Oral language Listening skills Early number sense They are truly giving children the gift of time.

Some of Kingsburg’s successes Selecting a qualified teacher willing to be a pioneer with high expectations, but mindful of child development pedagogy. Parent support, involvement, approval, and advocacy. Students achieving socially, physically, cognitively and excited about attending school. A growing waiting list of students for entry to program.

A 7-11 speech Pretend you have just run into the 7-ll to pick up a Slurpee. You are in a hurry, but you bump into a colleague who heard you were on this task force. She wants to know what all the hype is about. Prepare what you would tell her as you are pumping out the Slurpee and paying for it. (P.S. there is no line in the store.)

Mandated considerations – Funding – Policies – Staffing and Professional Development – Standards, Curriculum, Materials – Program Structures – Assessment – Communication: Parents/Families – Partnerships

Please Pause Quietly consider the information on the last slide. What is the first question or concern that comes to your mind? On the signal, please share out at your table.

Now In that lies the work of this task force.

Check for understanding As a table group, discuss the three categories on the worksheet. We will post and share out the questions.

What is it we really need to work on in order to be able to provide guidance for districts? List – Sort – Label Individually brainstorm all the areas you foresee needing attention. What are questions we must be able to answer? Write each idea on a separate post-it

What is it we really need to work on in order to be able to provide guidance for districts? List – Sort – Label Taking turns as you go around the table, read one of your thoughts and then place it on the chart paper on your table. (It does not matter where or how you place the note on the paper.) After everyone has had the opportunity to read and place each note, look at them and organize them into like groups.

What is it we really need to work on in order to be able to provide guidance for districts? List – Sort – Label Discuss what each note in each particular group has in common and decide on a label for that group. We will share out our groups

Carousel Walk Walk around the room and read the post-it notes on each chart. If there is something you would like to add to any particular area, write on a post-it and add to the chart.

Choose your work group Using the labels on your table, place your name on the chart where you would most like to work.

Work Groups Get to know each other. Discuss what you each bring to the table for this area. Decide where you might start. Use the work sheet as a guide to steer your discussion. Be prepared to share out.