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Transitional Kindergarten Program Parent Meeting

Join us for an informative meeting about our Transitional Kindergarten program, its curriculum, and the benefits for your child's development. Get to know our TK teachers and learn about the philosophy and goals of the program. Open to parents of children born between 9/2 and 12/2.

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Transitional Kindergarten Program Parent Meeting

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  1. TRANSITIONAL KINDERGARTEN PROGRAMPARENT MEETINGDr. Laurel Bear, Assistant SuperintendentLindsey Ma, Director-Student Employee WelfareChrista Van Orden, Director-Preschool/Elementary EducationJim Schofield- Direction ELD

  2. Welcome! Let’s see who we are

  3. Our Current TK Teachers Ms. Suarez Monterey Highlands Ms. Li Marguerita DI Ms. Hua Ramona School Ms. Caddel Repetto School Mrs. Ibsen Park School Mrs. Mendoza Ynez School Ms. McQuay Baldwin School Ms. Eng Marguerita School Ms. Jule Fremont DI Mrs. Mendoza Northrup School

  4. General Overview of TK Program • Currently available to students whose birthdays fall between 9/2 and 12/2. • Students will return to neighborhood school for kindergarten. • Parents are not required to enroll their age-eligible children in TK, but these children will not be age-eligible for K until the following school year.

  5. The Year after Transitional Kindergarten • Children who enroll in TK have one year in TK and one year in K. • After their year in Kindergarten, these children move on to first grade.

  6. Philosophy for TK Program A TK Program provides the youngest kindergarteners with the first year of a two year Kindergarten that is developmentally appropriate, and will better prepare them for success once they enter Kindergarten.

  7. California Kindergarten Association’s Guidance on the Four E’s of a TK Program* • Exploration • Exposure • Experience • Expression *Adapted from Conejo Valley USD Junior Kindergarten Developed by the California Kindergarten Association

  8. Kindergarten vs. TK • Mastery of content standards is expected. • Is curriculum based. • Majority of students move on to first grade. • Lessons and/or activities are differentiated depending on students’ levels and needs. • Parents are encouraged to participate. • Content standards are introduced and mastery is encouraged. • Is developmental needs based. • Lesson and/or activities are differentiated depending on students’ levels and needs. • Parents are encouraged to participate. * Source – Adapted from Conejo Valley USD Junior Kindergarten Developed by the California Kindergarten Association 8

  9. Curriculum Focus of our TK Program Kindergarten standards are addressed in TK Programs Integrated across subject areas, including Physical-motor development (includes fine and gross motor and sensory experiences) Cognitive development (includes mathematical & early literacy knowledge and general knowledge of the world) • Social-emotional development • Oral Language development • English Language Development (ELD)

  10. Children Learn through Exploration, Exposure, Experiences 10

  11. Curriculum, cont. Experiential curriculum that is Teacher-Directed • Developmental approach • Hands-on exploration • Building on children’s prior experiences • Individually & culturally appropriate • Extending children’s interests and choices • Facilitated learning • Inclusive of children with disabilities or other special needs. • Standards-based • Teachers are responsive to children’s concepts, skills, dispositions, and feelings. • Teachers reflect on their observations of children’s activities to intentionally plan curriculum. Developed by the California Kindergarten Association 11

  12. Experiential Activities

  13. Curriculum, con’t Emergent Curriculum that is Child-Directed • Big ideas/Themes/Projects • Enhanced learning centers Emergent curriculum arises out of children’s interests and events in their lives. Child-selected activities and projects are based on his/her developmental levels. The younger the child, the more child-selected activities are needed. Enhanced learning centers allow investigation, invention, and experimenting. They use more complex language, practicing oral expression and English language use. Developed by the California Kindergarten Association 13

  14. Emergent Skill Activities

  15. Emergent Skill Activities

  16. Curriculum, cont. Purposeful & Constructive play Teachers set up environments, encourage and build upon children’s self-initiated play, select materials, and plan implement teacher-guided learning activities. Play is not peripheral or trivial but is an integral part of the curriculum. Children practice standards through self-selected activities. This “play”is the child’s work! 16

  17. Purposeful and Constructive Play

  18. Transitional Kindergarten 18

  19. Communication • Traditional parent/teacher communication will take place (newsletters, emails, informal conferences). • Students will receive report cards and progress reports during school year. • Families are encouraged to participate in class events and in conferences to discuss • child’s progress. Developed by the California Kindergarten Association

  20. School Information Fremont School: Dr. Ignacio Muníz, Principal (626) 943-3360 Iris Jule, Spanish Dual Immersion Marguerita School: Teresa Johnson, Principal (626) 943-3620 Jennifer Eng, Teacher Cindy Li, Mandarin Dual Immersion Martha Baldwin: Florence Goh, Principal (626) 9437-3400 Robin McQuay, Teacher Monterey Highlands: Dr. Debbie Kotani, Principal (626) 570-6220 Lydia Suarez, Teacher Northrup School: Dr. Rosa Northcott, Principal (626) 943-6620 Lisa Mendoza, Teacher Park School Dr. Lesette Molina-Solis, Principal (626) 943-3640 Marie Ibsen, Teacher Ramona School Dr. Steven Suttle, Principal (626) 943-3660 Tam Hua, Teacher Repetto School Carin Gasca, Principal (626) 943-6240 Karen Caddel, Teacher Ynez School Carla Danner-Powell, Principal (626) 570-6260 Adriana Mendoza, Teacher

  21. Resources • Developmentally Appropriate Practice in Early Childhood Programs, 3rd edition. 2009. C. Copple & S. Bredekamp, Editors. Washington, DC: NAEYC. • Helm, J.H. & L. Katz. 2011. Young Investigators: The Project Approach in the Early Years, 2nd edition. Washington, DC: NAEYC. • Schwartz, S.L. & S.M. Copeland. 2010. Connecting Emergent Curriculum and Standards in the Early Childhood Classroom. New York: Teachers College Press • Gronlund, G. 2006. Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines. St. Paul, MN: Redleaf Press & NAEYC. Developed by the California Kindergarten Association

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