Transitional Kindergarten Update for Business Managers

1. Transitional Kindergarten Update for Business Managers Tracy Wilson SMCOE Reading Language Arts Coordinator twilson@smcoe.k12.ca.us SMCOE Transitional Kindergarten Link http://www.smcoe.k12.ca.us/instructionalservicesdivisionisd/curriculumServices/tk/Pages/default.aspx

2. Background • In most states children must turn five by September 1st in order to start kindergarten. • In response to rigorous Kindergarten standards and No Child Left Behind… Kindergarten programs have become more academically oriented with an emphasis on paper and pencil “seat work”. • On average about 50%of San Mateo children arrive “ready” for kindergarten • Research indicates that beginning kindergarten at an older age improves children’s social and academic development.

3. Kindergarten Readiness Act • Senate Bill (SB) 1381 (Chapter 705, Statues of 2010)amended California Education Code (Section 46300, 48000, and 48010) to change: • The required birthday for admission to kindergarten and first grade and • To established a transitional kindergarten program beginning the 2012–2013 school year http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

4. SEP 2014 -> OCT 2013/2014 NOV 2012/2013

5. Kindergarten Readiness Act • A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. • Although the intent of the law is to provide separate and unique experiences for transitional kindergarten and kindergarten students, districts have flexibility to determine how best to meet the curricular needs of each • If a district implements combination classrooms, it needs to provide differentiated instruction with a modified kindergarten curriculum for the TK students to ensure that the individual needs of both groups of students are academically and developmentally met.

6. Kindergarten Readiness Act • ($) Early implementers indicate that is costs $5,000-8,000 to supply a TK class with material. • The governing board of a school district determines standards-aligned instructional materials and how those materials are to be modified and age-appropriate for transitional kindergarten. Education Code 60119 states "’sufficient textbooks or instructional materials’ means that each pupil, including English learners, has a standards-aligned textbook, instructional materials, or both, to use in class and to take home. Purchasing of “texts” is not required. • (?) Does your district have a policy that instructional materials need to be Board approved? • If your District has policies or procedures which require a Board adoption of curriculum materials, then TK materials may need to be presented to your Board or the default for TK may be whatever was designated for K and those materials will need to be available for Williams validation visits. * Mefula Fairley: mfairley@smcoe.k12.ca.us

7. Bottom Line? It is a Kindergarten Preparatory Classroom • No new money to reduce class size or re-design classrooms • Credential requirements are the same K-TK • If teaching ELLs, teacher must be authorized • Current Kindergarten classroom and yard • Current Kindergarten class size (33 maximum) • Comparable length of day, minimum of 4 hours An exception to this statute allows schools that have adopted an early primary program (extended-day kindergarten) to exceed four hours (Education Code Section 8973). • Voluntary for families, not voluntary for districts

8. TK-K Nuances • Are transitional kindergarten students required to complete the entire two year program? This is a local decision (CDE FAQ). • Transitional kindergarten and kindergarten should have the same amount of instructional minutes at each school site, a maximum of 4 hours per day. • If a district has adopted an extended day program, schools within the district can have different programs; they can have extended day programs or half day programs • If a school has an extended day kindergarten program, then, the school must have an extended day transitional kindergarten program. • If a school has a half day kindergarten program, then, the school must have a half day transitional kindergarten program. • A school cannot have an extended day kindergarten program and a half day transitional kindergarten program

9. TK-K Nuances • Children eligible to enroll in transitional kindergarten do not need a signed parental permission form to continue in kindergarten. • But, children who are age-eligible to attend kindergarten but enroll in transitional kindergarten instead will need a signed parental permission form to continue in kindergarten for one additional year. • Districts are required to report transitional kindergarten enrollment via CALPADS • Charter schools are obligated to offer TK

10. Legislative Update April 12: California State Senate Budget and Fiscal Review Subcommittee on Education voted to reject the governor’s budget proposal to eliminate transitional kindergarten. SB1381 stands. March 15: The Assembly’s Subcommittee on Education Finance voted to reject the elimination of transitional kindergarten. SB131 stands. March 01: Governor Brown’s trailer bill language, allows for a TK option, not a mandate. SB1381 supported • Districts who elect to offer TK will need to employ the Continuance Form. • An Early Admissions Waiver [EDC section 48000(b)] necessary to allow TK children to be admitted prior to being age-eligible. • ADA funding would be available for both years of kindergarten via the continuance form.  Funding would not be available for the months before a child turns 5. January: Governor Brown’s budget proposal eliminates the mandate. SB1381 stands, pending legislative process

11. Legislative Update “The California Department of Education (CDE) and State Superintendent of Public Instruction Tom Torlakson fully support the transitional kindergarten program. Unless current law changes, the CDE continues to move forward with the transitional kindergarten implementation plan for the 2012-13 school year.” March 2012: Mary Murray Autry, Professional Learning Support Division, CDE, mautry@cde.ca.gov

12. Research provides critical background for TK curriculum and design What do local data suggest? Silicon Valley Community Foundation Santa Clara Partnership for School Readiness and Applied Survey Research Compared 3rd grade ELA and Math CST scores with Kindergarten readiness data of 1,543 students

13. 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESS www.siliconvalleycf.org

14. Does Preschool Matter?Less than half of the children attended a preschool (46%).

15. Does Readiness Matter?

16. Percentage Scoring Proficient or Advanced at 3rd grade, by Specific Readiness Pattern

18. We did not close the readiness gap for 79% of the students.

19. What happened to the 32% who were ready when they entered?

20. Students who were ready to succeed at Kindergarten but were struggling in third grade include: • The youngest kindergarteners born between Sep. 1 and Dec. 1 • English language learners • Students from lower-income families

22. How is TK different than Preschool and Kindergarten? Kindergarten • Kindergarten is academic (standards-based) Preschool • Include learning through play, doing, interacting (experiential) • Plan the learning within a child’s zone of proximal success (developmental) • Based upon student interests (emerging)

23. What are the standards for TK? Blend between Preschool -and- Kindergarten “Recommended standards at all grade levels are not mandatory but voluntary. Local Education Agencies will make the decision of what standards or learning foundations are to be part of the local course of study.” Resources may include • California’s Preschool Learning Foundations • California Preschool Curriculum Frameworks • California Academic Content Standards for Kindergarten • Common Core State Standards for English Language Art and Mathematics for kindergarten.

24. Based on: 4 BASIC BUILDING BLOCKS For KINDERGARTEN READINESSA Preparatory Perspective

25. Great News!The Heising-Simons Foundation awarded the SMCOE $194,000to support The Early Learning Initiative THE SMCOE submitted a grant proposal to support district efforts to better meet the needs of our young learners. The Early Learning Initiative will enable the SMCOE to provide professional development, coaching and consulting. Tracy Wilson will oversee the Grant.

26. Heising-Simons FoundationEarly Learning Grant Award See: Business Letter, attachment Goal 1: Early Learning Institute Teachers and leaders from every District will be invited to participate in an intensive institute to elevate the awareness of the unique needs of early learners, support for follow up coaching and consulting, and start-up funding for materials. District funding (release time/sub pay/ stipends will be based upon kindergarten enrollment. ($119,020.75). Goal 2: PK-3 Program Alignment Specialist Grant funds will be used to aid district leaders in their development of a cohesive learning path from preschool through grade three including curriculum development ($40,828.00). Goal 3: Learning Circles Grant funds will be used to support teachers and district leaders in a collaborative environment ($12,175). Goal 4: Research Assessment Tools Grant funds will be used to research and select tools to screen students for readiness and provide baseline data for comparative analysis ($5,175).

27. Question and Curiosities