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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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Transitional kindergarten a new step on the p 3 continuum

TransitionalKindergarten :

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
The Early Childhood Teacheras

Decision Maker


Transitional kindergarten a new step on the p 3 continuum
Developmentally Appropriate Practice is the Outcome of Teacher Decision Making Based on the Three Kinds of Information

1

2

3


Transitional kindergarten a new step on the p 3 continuum

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


Transitional kindergarten a new step on the p 3 continuum

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


Transitional kindergarten a new step on the p 3 continuum

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


Transitional kindergarten a new step on the p 3 continuum

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


Transitional kindergarten a new step on the p 3 continuum
Kindergarten teachers have faced great challenges in juggling all of the elements of a developmentally appropriate program


Transitional kindergarten a new step on the p 3 continuum

Issues Kindergarten Teachers Face juggling all of the elements of a developmentally appropriate program

  • 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”.


  • Transitional kindergarten a new step on the p 3 continuum

    Issue We Faced in LAUSD juggling all of the elements of a developmentally appropriate program

    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.


    Transitional kindergarten a new step on the p 3 continuum

    How We Responded in LAUSD juggling all of the elements of a developmentally appropriate program

    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


    Transitional kindergarten a new step on the p 3 continuum

    Statewide Change Was Coming juggling all of the elements of a developmentally appropriate program

    On September 30, 2010 the Governor signed

    SB 1381 (Simitian Bill)

    establishing Transitional Kindergarten throughout California and changing Kindergarten entry age


    Kindergarten readiness act of 2010 senate bill 1381

    Kindergarten Readiness Act of 2010 juggling all of the elements of a developmentally appropriate programSenate Bill 1381


    Transitional kindergarten a new step on the p 3 continuum

    Goal of Transitional Kindergarten: juggling all of the elements of a developmentally appropriate programProvide 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 juggling all of the elements of a developmentally appropriate program

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


    Transitional kindergarten a new step on the p 3 continuum

    California Education Code 8970: juggling all of the elements of a developmentally appropriate program

    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.


    Transitional kindergarten a new step on the p 3 continuum

    B juggling all of the elements of a developmentally appropriate program

    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 juggling all of the elements of a developmentally appropriate program

    Traditional Kindergarten

    Decoding

    and

    Language/Communication

    Social/Emotional

    Language/Communication

    Social /Emotional

    and

    Decoding


    This is a process

    This is a process… juggling all of the elements of a developmentally appropriate program


    Curricular approach guiding the process in lausd
    CURRICULAR APPROACH GUIDING THE PROCESS IN LAUSD juggling all of the elements of a developmentally appropriate program

    • 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 juggling all of the elements of a developmentally appropriate program

    “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 juggling all of the elements of a developmentally appropriate program

    1. Intentional message:

    • embedded with content vocabulary

    • this written message sets the purpose of each lesson


    Instructional support1
    Instructional Support juggling all of the elements of a developmentally appropriate program

    2. Songs/Chants:

    • Academic and content vocabulary are woven into familiar songs and chants to encourage repetition


    Instructional support2
    Instructional Support juggling all of the elements of a developmentally appropriate program

    3. Vocabulary Imprinting:

    • use of photographs and pictorials to introduce new concepts and frontload vocabulary


    Instructional support3
    Instructional Support juggling all of the elements of a developmentally appropriate program

    4. Visual Cues/Gestures:

    • physical movements and signals are

      repeated as specific content vocabulary is introduced to imprint meaning


    Instructional support4
    Instructional Support juggling all of the elements of a developmentally appropriate program

    5. Anchor Books:

    • picture books are selected intentionally and used repetitively to foster vocabulary and concept development


    Environmental supports visually rich
    Environmental Supports… juggling all of the elements of a developmentally appropriate programVisually Rich


    Environmental supports facilitate rich conversations
    Environmental Supports juggling all of the elements of a developmentally appropriate programFacilitate rich conversations


    Environmental supports provide visual information
    Environmental Supports juggling all of the elements of a developmentally appropriate programProvide visual information


    Purposeful planning
    Purposeful Planning… juggling all of the elements of a developmentally appropriate program


    Assessments capturing baseline data measuring ongoing progress
    Assessments: juggling all of the elements of a developmentally appropriate program 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


    Transitional kindergarten a new step on the p 3 continuum

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

    John Dewey


    Transitional kindergarten a new step on the p 3 continuum

    For further information please contact: that must be what the community wants for all its children.

    Whitcomb Hayslip

    818-795-7242

    whitcomb.hayslip@gmail.com