1. Training for Teachers April 16, 2012 Transitional Kindergarten

2. An Overview of TK In this section: What is TK? Rational for TK Daily Structure and Environmental Planning Sample Daily Schedules Differentiation in a stand alone TK class or a combination class Lessons Learned from Junction Elementary Time to discuss your thoughts

3. History of 2 Year Kindergarten Programs Palo Alto Preppy K Other Early Adopters The Passage of SB 1381 Governor’s January Budget Proposal Trailer Bill Language that is awaiting action from the legislature

4. 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

5. The entry dates will change (same as with SB1381) November 1 for the 2012/13 school year October 1 for the 2013/14 school year September 1 for the 2014/15 school year and thereafter

6. 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.

7. 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.

8. Structuring The Day Options to consider: Part day stand alone program Full day stand alone program Combination classes where 1 st year students leave half day and 2 nd year students stay full day Combination full day programs for both

9. Things To Keep in Mind when determining the length of your day After School Programs Transportation Fatigue for some children

10. Sample of a TK enviroment

11. Sample TK Writing Center

12. Sample Math Center for TK

13. Sample Art Center

14. Sample 3 hour day schedule 35 MinutesIndividual Time/ Learning Centers Dramatic Plan Center Creative Art Center Music Center Building Center Discovery Center Pre-Reading / Pre Writing Center Story Listening Centers Additional Centers Cognitive Sensory Manipulatives 25 MinuteLarge Group Time Pledge of Allegiance Calendar Weather Thematic Reading and Music 15 MinutesSnack 15 MinutesLanguage Arts/Phonetics/Sight Words/Letters

15. 30 MinutesOutside Time 25 MinutesSmall Group Table Time Cognitive Activities 20 MinutesSpecial Activities Computer Movement Cooking Gardening 10 MinutesTransition Time

16. Sample Full Day Schedule 8:00 – 8:30Opening Activities (Calendar, Weather, Lunch Count, Story, Songs 8:30 – 9:30Literature (pre reading activities, phonics, handwriting 9:45 – 10:20Centers 10:20 – 11:15Math Centers 11:15 – 12:00Lunch and Play 12:00 – 12:45Science and Social Studies Development 1:15 – 2:15Snack, Storytime, and Dismissal Activities

17. Differentiation 4-6 year age span in many cases Consider attention spans, self regulation, environment Assessment for Grouping Schedules for effective small and large group lessons Expectations for TK vs. K students: Determining what to teach to year 1 students Stand alone TK vs. Combination classes How will play based elements be incorporated for year 1 students?

18. 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.

19. Lessons Learned from Junction Elementary School  Parent misunderstandings  Length of day  Discipline  Parent Nights  Volunteers/Aides  Routine  Differentiation  Structured Play  Socialization  Contact Information Sherry Tuggle: stuggle@junctionesd.netstuggle@junctionesd.net 530-515-4106

20. 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?

21. Standards and Curriculum In 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

22. Standards Alignment Pre-K through Kindergarten

23. 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

24. Curriculum Find ways to differentiate using the same curriculum Using Curriculum Guides: Identify which lesson are exposure lessons Identify which lessons are essential Create a beginning of the year plan

25. 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

26. Pacing Guide WORKTIME: This document is available for you to use to create a more consolidated plan

27. Standards and Curriculum In 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

28. Standards Alignment Pre-K through Kindergarten

29. 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

30. Curriculum Find ways to differentiate using the same curriculum Using Curriculum Guides: Identify which lesson are exposure lessons Identify which lessons are essential Create a beginning of the year plan

31. 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

32. Pacing Guide WORKTIME: This document is available for you to use to create a more consolidated plan

33. Assessing Students in TK Assessing student’s skills upon entry – Parent Surveys Sample assessment tools Teacher Developed – Debbie Keeler’s Sample Desired Results Developmental Profile – SR Domains, Outcomes and Benchmarks – Debbie Keelers Sample Ongoing curriculum embedded assessments Discussion time to consider what you have used, and what might be useful with TK students Sample Report Card

34. Social Emotional Standard for TK In 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 Curriculum CCSEFEL Discussion Time to focus on Social Emotional Components within the TK classroom

35. 4 Basic Building Blocks of School Readiness

36. 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

37. Third Grade English Scores for Children High and Low in Kindergarten Academics and Social Expression 304 312 Santa Clara County Statistics 2008 All Stars Social Stars

38. Third Grade Math Scores for Children High and Low in Kindergarten Academics and Social Expression Santa Clara County Statistics 2008 Needs Prep

39. 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 3 rd grade

40. Second Step Social Emotional Curriculum EVIDENCE BASED PROGRAM How Sherry is using it in Her TK Classroom

41. S OCIAL -E MOTIONAL G ROWTH & D EVELOPMENT At around 48 monthsAt 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 with those of others and display a growing awareness of their psychological characteristics, such as thoughts and feelings 1.1 (G) Explain that living things grow and mature 1.2 (G) Describe their own physical characteristics 1.3 (G) Name ways in which people are similar and ways in which they are different 1.5 (G) Name body parts and their functions 1.6 (G) Name and describe the five senses 1.4 (M) Describe characteristics that make each individual unique Self-Regulation2.1 (SE) Need adult guidance in managing their attention, feelings, and impulses and show some 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 appropriately 7.1 (M) Express emotions appropriately 7.1 (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