mark ford , ph.d., superintendent mrs . shirley esau, principal mrs. ying lee, teacher
DESCRIPTION
Nuts and Bolts of Transitional Kindergarten - Senate Bill No. 1381: Kindergarten Readiness Act of 2010. Mark Ford , Ph.D., Superintendent Mrs . Shirley Esau, Principal Mrs. Ying Lee, Teacher Kingsburg, CA. . Transitional Kindergarten Rationale. - PowerPoint PPT PresentationTRANSCRIPT
Nuts and Bolts of Transitional Kindergarten - Senate Bill No.
1381: Kindergarten Readiness Act of 2010
Mark Ford, Ph.D., SuperintendentMrs. Shirley Esau, Principal
Mrs. Ying Lee, TeacherKingsburg, CA
Transitional Kindergarten Rationale
Challenge: Each year there are some parents that are not sure their child is ready for kindergarten, some have had preschool and are still not ready. Many of these students have fall birth dates.
Solution: Kindergarten Readiness Act 2010 changes the entry date for kindergarten and allows for Transitional Kindergarten – a two-year kindergarten program.
.
Transitional Kindergarten: A Two Prong LawProng 1 - SB 1381: Changes in age requirement for admission
Mandates age 5 for Kindergarten November 1 for the 2012-13 school
year. October 1 for the 2013-14 school year. September 1 for the 2014-15 school
year. (The Governor’s Proposal keeps the dates)
Transitional Kindergarten: A Two Prong Law Prong 2 - SB 1381:
Mandates a child whose admission to a traditional kindergarten is delayed by SB 1381 age requirements to be placed into a transitional kindergarten program
TK becomes the solution to the age changes for entrance to kindergarten AND…
“What do I do if my child is not ready for kindergarten?”
( The Governor’s proposal challenges this)
What is Transitional Kindergarten according to law? SB 1381 Ch. 705 § 3 (Section 4800 of the Education
Code is amended to read)(d) “For purposes of this section, "transitional
kindergarten” means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.”
(e) “A transitional kindergarten shall not be construed as a new program or higher level of service.”
What Transitional Kindergarten is not
Hybrid pre-school Watered-down kindergarten Retention Special education solution Program for students with behavior
challenges Based on assessment for entry
SB 1381 also dictates age 6 as a prerequisite for entry into 1st grade
Senate Bill No. 1381 Ch.705 § 5 - Regarding ADA
“The Legislature finds and declares that pupils participating in transitional kindergarten are to be included in computing the average daily attendance of a school district for purposes of calculating school district apportionments and the funding requirements of Section 8 Article XVI of the California Constitution.”
( This is being challenged with the Governor's proposal)
A Blueprint for Great Schools
“ The implementation of a recent reform of kindergarten education policy gives California a significant opportunity to expand access to kindergarten readiness. The Kindergarten Readiness Act of 2010 creates transitional kindergarten, the first year of a two year experience for students born between September and December.”
- Superintendent Torlakson
Washington School Implementation
Preschool/Kindergarten Articulation Plan
Quality Preschool Pre-K Assessment Parent Permission Form
Classroom Environment
Developmentally appropriate environment
Hands-on activities
Shorter periods of sitting time
Less paper pencil activities
Classroom Environment - Kingsburg
Classroom environment - LAUSD
Curriculum Bridging Preschool Foundations and California Common Core Standards
Preschool Foundations California Common Core Standards
Kindergarten curriculum
that is developmentally
appropriate
Differentiated instruction
One size does not fit all…
While published curriculum is an important resource……
the real value is in howwe approach it!
Instructional Focus for English Language Arts and English Language Development
• Early Literacy and Pre-reading Skills• Phonemic awareness• Oral language development
Instructional Focus for Mathematics
Number sense
Mrs. Lee
Pioneer teacher for Fresno County piloting Transitional Kindergarten
Developmentally Appropriate Practice
The age group Child development and learning
Their social/cultural background
These children as individuals Zone of proximal development
Social-Emotional Development
Leads to higher achievement in the latter years of schooling
Flexibility of TK allows for more time devoted to this social-emotional development.
Heavy focus explicitly taught integrated into content areas
Daily Schedule8:10 – 8:25 Opening8:25 – 9:50 Language Arts9:50 – 10:10 Recess10:10 – 10:55 Math10:55 – 11:20 Lunch11:20 – 11:45 Math Centers11:45 – 12:00 Phonemic Awareness12:00 – 12:30 Recess12:30 – 1:00 Writing/Social Studies/Science1:00 – 1:30 ELD/Free Play1:30 – 1:40 Pack up
Instructional Strategies Kinesthetic Activities
whole body movements Music
concept songs and chants Steve and Greg Dr. Jean
Puppets/Dramatic Play Readers’ theatre Math theatre Oral language usage
Instructional Strategies Hands on
promote critical thinking and problem solving math handwriting phonemic awareness concepts of print
Manipulatives/Realia math oral language
Carpet Time
Whole class Calendar Read Alouds Dialogical Reading Phonemic Awareness Phonics
ELA Groups Free-flow stations
teacher table art table seatwork literacy centers – more teacher directed
Children are allowed to work at their own pace and are given the opportunity to make choices
With high expectations and clearly defined boundaries in place, the children are able to take responsibility for their learning
Math Whole class shared experience
investigation of a concept
Centers – open ended activities cubes, counting bears, pattern blocks, sorting, etc.
Small group more practice with the concept taught at the carpet
Math Talk
Purposeful Play Benefits
development of motor skills expression of emotions development of social skills development of self-regulation
Unstructured and open-ended Requires cooperation Teacher is engaged in conversations with
children
Differentiated Instruction
Constantly scaffolding and modifying the level of support to meet the needs of the children
Create or add a challenge to allow children to continue growing once they’ve mastered a concept
What evidence is there to support TK?
Results after two years
Retention K only TK (2 yrs)
Percent of students 3% 0%
CELDT growth with one year of TK
0 level 1 level 2 levels
Number of students
2 3 2
Percentage 28.5% 42.8% 28.5%
These students are now in Kindergarten and will be assessed in first grade on CELDT. The indications are they will have growth more on CELDT than students without TK experience. The 2 students with 0 level growth also have special needs.
CELDT growth of students with one year Kindergarten – no TK
0 levels 1 level 2 levels
# of students 4 22 13
Percentage 8.6% 47.8% 28.2%
Transitional KindergartenPre-K Assessment for the first class
Fall: 2010-11 Fall: 2011-12Upper Case Letters
16% 42%
Sounds 0% 38%Numbers 1-10 55% 75%Shapes 55% 66%Colors 61% 75%
Comparison of End of year 2010-11 to Jan. 2012 of students in TK 2010-11 and K
2011-12
DIBELSNext
Letter Naming
Benchmark 2 Jan. 2011.
Core: 8+Strategic 2-7Intensive 0-1
Letter Naming
Benchmark 2 Jan. 2012
Core 27+Strategic
15-26Intensive 0-
14
First Sound Fluency
Benchmark 2Jan. 2011Core 8+
Strategic 4-7Intensive 0-3
First Sound Fluency
Benchmark 2
Jan. 2012Core 25+
Strategic 10-24
Intensive 0-9
Phonemic SegmentationBenchmark 3
May 2011 Core 18+
Strategic 7-17Intensive
Phonemic Segmentation Benchmark 2
Jan 2012Core 40-81
Strategic 25-39Intensive 0-24
CORE 73% 100% 64% 100% 53% 90.47%
Strategic 18% 23% 33% 9.52%
Intensive 9% 14%
Comparison of DIBELS results as of 1- 25-2013
DIBLES Next Composite Score Results K only With TK(2yr)
Core (on grade level) 67.70% 83.30%
Strategic ( below grade level) 20.60% 4.10%Intensive (far below grade level) (K has 2 special needs, TK has 3 special needs students) 11.60% 12.50%
Writing Sample from second year
37
On track for success…
38
39
Successes most likely if…
Selected qualified teachers that are willing to be pioneers with high expectations, but mindful of child development pedagogy
Parent support, involvement, approval, and advocacy
Inclusion and articulation with local private preschools & non-district public preschools
Successes
Students achieving socially, physically, cognitively and excited about attending school.
Seeing children benefit from this gift of time. The undeniable
academic progressexperienced by students!
Most important lessons learned this year
Work with the preschools and child care providers that feed into the school. Help them understand Transitional Kindergarten Talk about them using pre-assessments used by the district
Communicate, communicate, communicate with everyone. Then communicate some more!
And make sure you let people know what’s going on!
Be willing to take a risk to do what is right for children. Be an advocate for our children Success at the beginning reduces failure at the end!
Coming Events for Transitional Kindergarten Leap into TK Summit FCOE Feb. 28th
Fresno County Office of Education www.fcoe.org
Advocacy and Information for Transitional Kindergarten Preschool California: www.preschoolcalifornia.org Save Kindergarten
www.tkcalifornia.org Sponsored by the David and Lucille Packard
Foundation California Kindergarten Association:
www.californiakindergartenassociation.org State Senator Joe Simitian:
www.senatorsimitian.com
Resources
Washington School (599) 897-2955 www.kingsburg-elem.k12.ca.us
Dr. Mark Ford [email protected]
Mrs. Shirley Esau [email protected]
Mrs. Ying Lee [email protected]