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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
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