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Transitional Kindergarten : A New Step on the P-3 Continuum. Transitional Kindergarten Conference San Mateo County Office of Education October 10, 2011. The Early Childhood Teacher as. Decision Maker.

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Presentation Transcript
slide1

TransitionalKindergarten :

A New Step

on the

P-3 Continuum

Transitional Kindergarten Conference San Mateo County Office of Education October 10, 2011

slide3
Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information

1

2

3

slide4

1

What is known about child

development and learning ---

  • Permits general predictions within an age range about activities, materials, interactions, experiences that will be:
    • safe
    • healthy
  • Knowledge of age-related human characteristics
    • interesting
    • achievable
    • challenging
slide5

2

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

This knowledge allows teachers to adapt for and be responsive to inevitable individual variation

slide6

3

Knowledge of the social and cultural contexts in which children live

  • Enables teachers to provide learning experiences that are
    • meaningful
    • relevant
    • respectful of the child and family
slide7

2

2

Age characteristics

3

3

1

1

Individual variation

Culture and family

Early Childhood Educators Must Juggle

All Three Components

At the Same Time

slide8
Kindergarten teachers have faced great challenges in juggling all of the elements of a developmentally appropriate program
slide9

Issues Kindergarten Teachers Face

    • California is one of only four states with a required kindergarten admission birthday as late as December. Most states have moved to an August or September cut-off.
    • California’s Kindergarten Standards are among the most rigorous in the country.
    • Kindergarten programs have become more
  • academically oriented with an emphasis on
  • paper and pencil “seat work”.
slide10

Issue We Faced in LAUSD

The 2nd Grade California Standards Test (CST) English Language Arts scores raised concerns about the current Preschool through 2nd Grade continuum, particularly for English Learners.

slide11

How We Responded in LAUSD

Superintendent and Chief Academic Officer proposed new Transitional Kindergarten Program for the youngest kindergartners

Title I funds allocated to support initial program implementation and professional development

36 schools selected for initial Fall 2010 implementation with an additional 90 schools added for Fall 2011

slide12

Statewide Change Was Coming

On September 30, 2010 the Governor signed

SB 1381 (Simitian Bill)

establishing Transitional Kindergarten throughout California and changing Kindergarten entry age

slide14

Goal of Transitional Kindergarten:Provide the youngest kindergartners with a readiness year that is developmentally appropriate and will better prepare them for success once they enter traditional kindergarten.

kindergarten readiness act
Kindergarten Readiness Act

Requires a “developmentally appropriate curriculum; aligned with K standards; taught by credentialed teachers.”

slide16

California Education Code 8970:

It is recommended that an appropriate, integrated experiential curriculum should be provided for children in preschool, kindergarten, and grades 1-3, inclusive.

Transitional Kindergarten is an important link in providing that appropriate enriched P-3 program.

slide17

B

Transition Kindergarten Families and Staff…

Building the Bridge

for Parent and Teachers

California

Early Learning

Foundations

(Birth – 5)

California

Kindergarten

Standards

Understanding the Connection

traditional kindergarten

Transitional Kindergarten

Traditional Kindergarten

Decoding

and

Language/Communication

Social/Emotional

Language/Communication

Social /Emotional

and

Decoding

curricular approach guiding the process in lausd
CURRICULAR APPROACH GUIDING THE PROCESS IN LAUSD
  • Promote oral language & communication
  • Personalize instruction
  • Provide focused enhancements for English Language Learners
  • Value and support home language
  • Assess to inform instruction
oral language development
Oral Language Development

“The rate of children’s early language

growth and later language outcomes is

directly related to the verbal input that

children receive when communicating with adults and other children.”

California Preschool Learning Foundations, Volume I, CDE Press, 2008

instructional support
Instructional Support

1. Intentional message:

  • embedded with content vocabulary
  • this written message sets the purpose of each lesson
instructional support1
Instructional Support

2. Songs/Chants:

  • Academic and content vocabulary are woven into familiar songs and chants to encourage repetition
instructional support2
Instructional Support

3. Vocabulary Imprinting:

  • use of photographs and pictorials to introduce new concepts and frontload vocabulary
instructional support3
Instructional Support

4. Visual Cues/Gestures:

  • physical movements and signals are

repeated as specific content vocabulary is introduced to imprint meaning

instructional support4
Instructional Support

5. Anchor Books:

  • picture books are selected intentionally and used repetitively to foster vocabulary and concept development
assessments capturing baseline data measuring ongoing progress
Assessments: Capturing Baseline Data& Measuring Ongoing Progress
  • Pre-LAS® 2000 English/Spanish:

-Receptive and expressive language – pre/post

  • Children’s Progress Academic Assessment(CPAA)

-Interactive Computer Software

-English/Spanish

-Literacy and Mathematics

  • Desired Results Developmental Profile (DRDP-SR)

-Observational tool

-Social/Emotional

-ELD

-Language and Literacy

-Mathematics

slide38

What the best and wisest parent wants for his own child, that must be what the community wants for all its children.

John Dewey

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