November 5th, 2013

Northern California Transitional Kindergarten Conference

Jane Danbold - Transitional Kindergarten Coordinator, San Mateo County Office of Education

Whitcomb Hayslip - Early Childhood Education Consultant Alicia Heneghan - Principal on Special Assignment , San

Mateo-Foster City School District Mary Murray Autry - Education Programs Consultant, Child

Development Division, California Department of Education Carrie Roberts - Administrator, Literacy, History, and Arts

Leadership Office, California Department of Education

Matching Instruction in Transitional Kindergarten

to the Developmental Needs of

4 and 5 Year Olds

Whit Hayslip

Northern California Transitional Kindergarten Conference Tuesday , November 5, 2013South San Francisco,

California

Kindergarten Readiness Act of 2010

Senate Bill 1381 (Simitian Bill)

Kindergarten Readiness Act

Requires a “developmentally appropriate curriculum; aligned with K standards;

taught by credentialed teachers.”

What is the meaning of

Developmentally

Appropriate

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 ---

1

ite

What is known about the strengths, interests and needs of each individual child in the group ---

2

Knowledge of the social and cultural contexts in which children live

3

Age characteristics

Individual variation

Culture and family

1

3

Early Childhood Educators Must Juggle All Three Components At the Same Time

2

Age characteristics 1

Early Childhood Educators Must Juggle All Three Components At the Same Time

Are We Ready?

Here They Come!

Who are these kids that are coming?

1. What are their developmental characteristics?

1. How do we match our instructional programs to these characteristics?

1. How do we use these characteristics in addressing California’s Early Learning Foundations and the Common Core.

Oh, Johnny

Who are these kids that are coming?

• Why do 4 and 5 year old children

like this song?

• What does that tell us about their development and learning?

Oh, Johnny

Oh, Johnny Oh, Johnny Will you wash your face,

face, face?

Speak a little louder Mom, I

really didn’t hear you.

Oh, Johnny Oh, Johnny Will you brush your teeth,

teeth, teeth?

Speak a little louder Mom, I

really didn’t hear you.

Oh, Johnny Oh, Johnny Will you comb your hair,

hair, hair?

Speak a little louder Mom, I

really didn’t hear you.

Oh, Johnny Oh, Johnny

Would you like an ice cream cone?

Yes, Mommy, Yes, Mommy

Now, I really hear you!

Juanito

Juanito, Juanito,

lavate tu carita

Hablame más alto mami, que yo no

te oigo

Juanito, Juanito, lavate tus dientes

Hablame más alto mami, que yo no

te oigo

Juanito, Juanito, peinate tu pelo

Hablame más alto mami, que yo no

te oigo

Juanito, Juanito, ¿quieres un helado?

Si mami, Si mami,

ahora yo te oigo

Who are these kids that are coming?

• Why do 4 and 5 year old children

like this song?

• What does that tell us about their development and learning?

Who are these kids?

The Developmental Themes

• Active: Bodies in Motion

• Concrete Thinkers : Real/Relevant

• Need for Repetition, Predictability and Routine

• Use of Play to Make Sense of the World

• Drive towards Mastery

How do teachers address these developmental themes in classroom instruction?

• Active: Bodies in Motion

• Concrete Thinkers : Real/Relevant

• Need for Repetition, Predictability and Routine

• Use of Play to Make Sense of the World

• Drive towards Mastery

Scenes from Barbara Blakely’s Transitional Kindergarten Classroom

What are some of the ways that Barbara’s classroom activities address the developmental characteristics of

4 and 5 year olds?

Developmental Themes

How is this developmental theme addressed in Barbara’s classroom?

Active

Concrete

Repetition

Play

Mastery

VIDEO

Let’s Get Ready!

Here They Come!

TOM TORLAKSON State Superintendent

of Public Instruction

Transitional Kindergarten

IMPLEMENTATION GUIDE

A Resource for California Public School District

Administrators and Teachers

Carrie Roberts, Administrator Mary Murray Autry, Consultant

Professional Learning Support Division Child Development Division

TOM TORLAKSON State Superintendent

of Public Instruction

Introduction

• History of Kindergarten

• Rationale for Transitional Kindergarten (TK)

43

TOM TORLAKSON State Superintendent

of Public Instruction

Overview of the Transitional Kindergarten Guide

Organization

Section 1: Planning for Implementation

Section 2: Building a Comprehensive TK

Program

44

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 1: Program Structure and Design

45

TOM TORLAKSON State Superintendent

of Public Instruction

Policy Development

School districts have flexibility to design transitional

kindergarten programs to meet local needs

Funding

A variety of funding sources can support TK

classrooms:

Title I

Title II

Title III

Program Structure and Design

46

TOM TORLAKSON State Superintendent

of Public Instruction

Program Structure and Design

• Staffing Qualifications

• Classroom Configuration/Schedules

47

TOM TORLAKSON State Superintendent

of Public Instruction

Universal Design For Learning (UDL)

• Goal:

– Create accessible environments and experiences for all students.

• The UDL model considers three principles for learning opportunities:

– Multiple means of engagement

– Multiple means of representation

– Multiple means of expression

48

TOM TORLAKSON State Superintendent

of Public Instruction

Supporting TK Students

• Special Education Services

• English Learners

49

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 2: The Transitional Kindergarten Student

http://youtu.be/EhzGG9GhFYs

50

TOM TORLAKSON State Superintendent

of Public Instruction

Social-Emotional Development is

Foundational for Learning

Social-Emotional Competence Includes:

• Emotional regulation

• Social knowledge and understanding

• Social skills

• Social dispositions

51

TOM TORLAKSON State Superintendent

of Public Instruction

Making Essential Connections

• Establish positive teacher-student

relationships

• Promote a sense of classroom community

through collaborative work and group decision

making

• Consider implementation of curriculum to

develop social-emotional competencies

52

TOM TORLAKSON State Superintendent

of Public Instruction

Building a Strong Foundation for

School Success

• TK students benefit from additional time,

support, and experiences.

• A comprehensive and differentiated

educational approach is critical and includes

individualized support for all learners.

53

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 3: Curriculum in a

Transitional Kindergarten Program

http://www.youtube.com/watch?v=x36eY2bkZEI

TOM TORLAKSON State Superintendent

of Public Instruction

Resources to Inform Practice

• California Preschool Learning Foundations

• California’s Common Core State Standards

• Content Standards for California Public Schools

• The Alignment of the California Preschool

Learning Foundations with Key Early Education

Resources

55

TOM TORLAKSON State Superintendent

of Public Instruction

TK Curriculum Content

• Social-Emotional Development

• English Language Arts

• Mathematics

• Science

• History-Social Science

• Physical Education

• Visual and Performing Arts

56

TOM TORLAKSON State Superintendent

of Public Instruction

Integrated Learning

• Conceptual development does not occur in

isolation

• Students learn best when teachers promote

meaningful connections across subject matter

57

TOM TORLAKSON State Superintendent

of Public Instruction

Guidelines for Selecting and/or

Modifying Curriculum Materials

• Include experiential and hands-on activities in

real contexts.

• Adapt curriculum to meet individual and group

learning needs.

• Actively engage students by rotating

instructional materials over time to meet

emerging abilities and interests.

58

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 4: Effective Instruction in a

Transitional Kindergarten Program

http://www.youtube.com/watch?v=-QLDEOKBzLE

59

TOM TORLAKSON State Superintendent

of Public Instruction

How to Teach in a TK Program

• Knowledge of child development as a

foundation for instruction

• Developmentally appropriate practice

• Balanced approach to teaching and learning

60

TOM TORLAKSON State Superintendent

of Public Instruction

Daily Routine

• Structuring the daily routine

• Facilitating understanding of routines and

transitions

• Designing group learning experiences

61

TOM TORLAKSON State Superintendent

of Public Instruction

Selected Cross-Curricular

Instructional Strategies

• Develop and reinforce oral language

• Scaffold learning

• Use think-alouds to model alternative

responses and strategies

62

TOM TORLAKSON State Superintendent

of Public Instruction

Transitional Kindergarten/

Kindergarten Classrooms

• Differentiated instruction is key

• Combination TK/K class environment and

routines

• Flexible grouping

• Communicating expectations to promote

home-school partnerships

63

TOM TORLAKSON State Superintendent

of Public Instruction

Supporting All Students in the TK

Classroom

• Students with disabilities

• Students who are English learners

• Teacher-family-community engagement

64

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 5: The Transitional Kindergarten

Learning Environment

http://www.youtube.com/watch?v=ZWSRjZrDdHI

65

TOM TORLAKSON State Superintendent

of Public Instruction

The TK Classroom

• Designated spaces for large and small group

learning and individual exploration.

– Principles of design

– Materials for learning areas

– Space for families

– Displaying student work

66

TOM TORLAKSON State Superintendent

of Public Instruction

Creating Learning Areas

• Construction Area

• Reading Area

• Language and Literacy Area

• Art Area

• Computer Area

• Science and Discovery Area

• Math and Manipulatives Area

• Sensory Area

• Dramatic Play Area

67

TOM TORLAKSON State Superintendent

of Public Instruction

Extending the Learning from the TK

Classroom to the Outdoor Environment

• TK students benefit from regular time and exposure to

the open-ended context of the outdoor play yard.

• Many activities that originate in the indoor classroom

can be extended into the outdoor environment.

• The nature of outdoor play, both unstructured and

structured, promotes the development of gross motor

skills and enhances students’ positive peer

interactions. 68

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 6 : Assessment and Differentiated

Instruction in the Transitional Kindergarten

Classroom

http://www.youtube.com/watch?v=g_rYWLvw5Ds

69

TOM TORLAKSON State Superintendent

of Public Instruction

Use of Assessments in TK

• Developmentally Appropriate Assessments

• Assessments with Specific Purposes

• Assessments are Administered Over Time and

in a Variety of Contexts

• Systems to Collect, Organize, and Review

Assessment Data

70

TOM TORLAKSON State Superintendent

of Public Instruction

Using Assessment Data to

Differentiate Instruction

• Response to Instruction and Intervention in the

TK Program

• Using Evidence from Assessments to

Differentiate Instruction

• Communicating with Families about Student

Learning

71

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 7: Involving Families and

Community Partners in a Transitional

Kindergarten Program

72

TOM TORLAKSON State Superintendent

of Public Instruction

Engaging Partners in a TK

Program

• Communicating about TK with family and

community partners

• Engaging families with diverse backgrounds

and experiences

73

TOM TORLAKSON State Superintendent

of Public Instruction

Chapter 8: Supporting Transitional

Kindergarten Implementation

http://www.youtube.com/watch?v=xCyNg5k0Q8I

74

TOM TORLAKSON State Superintendent

of Public Instruction

Supporting TK Implementation

• Teacher Qualifications and Early Education

Experiences

• Collaborative Partnerships

• Enlisting Staff Support

• Professional Learning

75

TOM TORLAKSON State Superintendent

of Public Instruction

Transitional Kindergarten

Professional Development Modules

to Support the Implementation of Transitional

Kindergarten

76

TOM TORLAKSON State Superintendent

of Public Instruction

TK Professional Development

Modules TK Module County Office of Education

Physical Development/Health Shasta County Office of Education

History Social-Science/Science Sacramento County Office of

Education

Mathematics Orange County Department of

Education

Social-Emotional Development Santa Clara County Office of

Education

Visual and Performing Arts Humboldt County Office of

Education

English Language Arts Contra Costa County Office of

Education

English Language Development Sacramento County Office of

Education 77

TOM TORLAKSON State Superintendent

of Public Instruction

Resources TK Online Resources

The Alignment of the California Preschool Learning

Foundations with Key Early Education Resources http://www.cde.ca.gov/sp/cd/re/documents/psali

gnment.pdf

California County Superintendents Educational

Service Association (CCSESA)

Transitional Kindergarten (TK) Planning Guide

http://www.ccsesa.org/index/sp_prek.cfm

http://www.ccsesa.org/index/documents/Transiti

onalKindergartenGuide-webversion.pdf

California Department of Education (CDE)

http://www.cde.ca.gov/ci/gs/em/kinderinfo.asp

http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

California Kindergarten Association

http://www.californiakindergartenassociation.org

/transitional-kindergarten/

California Preschool Instructional Network

(CPIN)

http://www.cpin.us

Changing the Kindergarten Cutoff Date: Effects

on California Students and Schools

www.ppic.org/content/pubs/op/OP_508JCOP.pdf

78

TOM TORLAKSON State Superintendent

of Public Instruction

Resources TK Online Resources

National Association for the Education of

Young Children

www.naeyc.org/DAP

Preschool Curriculum Framework, Volume

1, 2, and 3

http://www.cde.ca.gov/sp/cd/re/documents/psf

rameworkkvol1.pdf

http://www.cde.ca.gov/sp/cd/re/documents/psf

rameworkvol2.pdf

http://www.cde.ca.gov/sp/cd/re/documents/pre

schoolframeworkvol3.pdf

Preschool English Learners: Principles

and Practices to Promote Language,

Literacy, and Learning

http://www.cde.ca.gov/sp/cd/re/documents/ps

englearnersed2.pdf

Preschool Learning Foundations, Volume

1, 2, and 3

http://www.cde.ca.gov/sp/cd/re/documents/pre

schoollf.pdf

http://www.cde.ca.gov/sp/cd/re/documents/psf

oundationsvol2.pdf

http://www.cde.ca.gov/sp/cd/re/documents/pre

schoolfoundationsvol3.pdf

Transitional Kindergarten (TK) California http://www.tkcalifornia.org/

79

TOM TORLAKSON State Superintendent

of Public Instruction

For more information, contact:

Kathleen Halvorson, Consultant

California Department of Education

khalvorson@cde.ca.gov

916-323-4629

Kindergarten in California

http://www.cde.ca.gov/ci/gs/em/kinderinfo.asp

Transitional Kindergarten FAQs

http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

80

Supporting Developmentally

Appropriate Instruction in Transitional Kindergarten

Whit Hayslip

Northern California Transitional Kindergarten Conference Tuesday , November 5, 2013South San Francisco,

California

Away Up in the Sky

Away up in the sky, The little birdies fly.

Way down in the nest, The little birdies rest.

With a wing on the left And a wing on the right,

We’ll let the little birdies Sleep all through the night.

Shhh, they’re sleeping!

The bright sun comes up.

The dew falls away. “Good morning, good morning,”

The little birds say.

Together We’re Better

Transitional Kindergarten teachers and administrators

must support one another in providing a developmentally appropriate program

Developmentally Appropriate Practices result from making decisions about the

well-being and education of children teachers

The TK Teacher as

Decision Maker

The Essential Questions for Teachers

• What is the child learning?

• What am I teaching?

From Presentation by Sue Bredekamp, Author Developmentally Appropriate Practice in Early Childhood Programs

California Early Learning Foundations

(Birth – 5)

Common Core

Standards

Decision Making for Children Along the Continuum

Key Principles of Learning

that

Inform TK Teacher

Decision Making and Instructional Planning

1. Children learn in the context of relationships.

Dr. Jack Shonkoff, Director Harvard Center for the Developing Child

“Every child-adult interaction

matters for young children.”

“…care and education cannot be thought of as separate entities in dealing with young children…”

-Eager to Learn (2000)

2. Domains of children’s development are interrelated.

Social Emotional

Language Cognition

Early childhood educators should use these interrelationships to organize children’s

learning experiences.

3. Children are active learners.

Are we applying these principals in our

classrooms?

Vital Connection

Nurturing and Responsive

Relationships

Interactive Language

To Build Developmentally Appropriate TK Classrooms Research Is Telling Us

IS THE FOUNDATION OF

LITERACY

LANGUAGE

LANGUAGE IS THE FOUNDATION OF

LITERACY

INTERACTIVE

WARM,RESPONSIVE

Research Is Telling Us

Transitional Kindergarten Classroom Observations

Administrator Institute

Northern California TK Conference

November 2013 Jane Danbold, TK Coordinator,

San Mateo County Office of Education

Alicia Heneghan, TK Administrator,

San Mateo-Foster City School District

The role of the principal as an early learning instructional leader

Choose your best K teacher to teach TK

But TK is not “the old Kindergarten”

Influence your K team

Nurture a teacher leader

TK is a new grade level - support the teacher

Supplies, materials, furniture, time to learn

Use TK as a way to reach your instructional goals in K-2

Focus on differentiation

Focus on formative assessment

Focus on vertical articulation as you implement CCSS

What to look for in the TK classroom

Two areas of focus for today -

Learning environment

Building foundations for academic growth

What does it look like?

Why is it important?

Learning environment

A well-designed, organized learning environment supports children’s social-emotional development

Interest areas and centers are clearly defined

Materials are developmentally appropriate and high interest

Learning is extended from the classroom to the outdoor environment

Learning environment TK Implementation Guide

Chapter 5: The TK Learning Environment (p.61)

The TK Classroom

Extending learning from the classroom to the outdoor environment

Learning environment

What does it look like?

Clearly defined, engaging interest areas or centers

Why is it important?

Sufficient personal space helps TK students develop impulse control and self-regulation

Learning environment

What does it look like?

Plentiful, varied, easily accessible and well-maintained materials and equipment

Why is it important?

Appropriate materials and activities challenge TK students at the right level to build success

Observation Guide

Watch the video

Take notes on your observation: what do you see/not see?

Turn and talk to a partner about your thoughts. What might you say to this teacher after

the walkthrough?

Building foundations for academic growth: TK Implementation Guide

Chapter 3: Curriculum in the TK Program

Chapter 4: Effective Instruction in a TK Program

Chapter 6: Assessment and Differentiated Instruction in the TK Classroom

Building foundations for academic growth

Mounting evidence about the importance of early learning

TK is an opportunity to strengthen preschool academic foundations

TK is the first year of a 2-year Kindergarten program

“Developmentally appropriate” – understanding what this really means

Interactive, individualized instruction is good for all learners but crucial for TK/K learners

Building foundations for academic growth

What does it look like?

Instruction is developmentally appropriate: it will vary throughout the year and from child to child

Why is it important?

TK students develop at their own pace and so the TK curriculum needs to be ready when they are ready to learn

Building foundations for academic growth

What does it look like?

There is a good balance between teacher directed whole group instruction, small group instruction and individual instruction throughout the day

Why is it important?

Instructional goals for different children are met in different ways

Observation Guide

Skim the Building foundations for academic growth descriptors on the Observation Guide

Watch the video

Take notes on your observation

Turn and talk to a partner about your thoughts

TK walkthroughs

Ensure the TK class is an integral part of your walkthroughs

Use your TK teacher as a learning partner. Ask, “Why are the students doing this and what do expect them to learn?”

Leverage your TK classroom

PK-TK-K articulation and alignment

Parent education and involvement