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Early Childhood Education PLC
Year 1, Cohort 1, Session I
May 18, 2012
Presented by:
Judy Sanchez, Project Director III The Los A ngel es Count y Ear l y Car e
and Educat i on W kf or ce Consor t i um
or
Jacqueline Lopez, Consultant II i s f unded by Fi r st 5 LA and Los
A ngel es U ver sal Pr eschool
ni
Los Angeles County Office of Education

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Who’s in the Room?
 Introductions
 So, what brings you here?

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Video
 Early Learning Matters

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Outcomes
 Clearly define the goals of the ECEPLC project.
 Build commitment for Early Childhood Education and
collaboration by establishing a shared vision for early childhood
education.
 Provide rationale for establishing high quality early childhood
programs and strong articulation from preschool to transitional
kindergarten and beyond.
 Examine key issues and considerations in planning a quality
transitional program.

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Mission of ECEPLC Project
 Thisis a multi-year professional development
opportunity supporting elementary principals and
transitional kindergarten (TK) teachers with the
implementation of developmentally appropriate TK
programs and the development of Early Childhood
Education Professional Learning Communities. It
offers a model for collaboration among preschool
educators and transitional kindergarten teachers to
support the articulation and alignment of preschool
through transitional kindergarten and beyond.

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Shared Vision Activity

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ECEPLC Project Goals
 Support principals and teachers in the implementation of high
quality, developmentally appropriate transitional kindergarten
programs.
 Promote quality early learning practice among preschool and
transitional kindergarten teachers.
 Increase collaboration among preschool and transitional
kindergarten teachers through the implementation of a site-
based ECE Professional Learning Community.

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Guiding Principles
 Support continuous learning and improvement
 Promote spirit of collaboration
 Strengthenand retain professionals in early
childhood education.

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Take a Look at
Early Brain Development Research

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Emerging Trends in
Early Care and Education

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Pathway to Student Success
“To ensure that all children fulfill their potential as individuals and
citizens, we must re-imagine public education as a system that
begins not with kindergarten, but with quality pre-k, and builds on
that foundation to raise performance in later grades.”

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Blueprint for Great Schools
“The California Early Learning Advisory
Council has been established to develop a
comprehensive system and policy plan for
early learning and preschool services in
California, begin coordination of standards and
an early childhood data system that connects
with K-12, and work toward developing a
coherent preparation, training and professional
development system.”

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Smooth Transitions to Kindergarten
“Districts must consider what strategies can be
put in place to encourage communication and
partnerships between preschool and
kindergarten staff. Research also indicates
even greater value in developing strategies
that link preschool not only to kindergarten but
through third grade.”

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Preschool – Grade 3 Alignment
“Adopt a more expansive view of the first
stage of education as a period extending
from pre-kindergarten through third
grade…Experts are building a growing
body of evidence that shows children reach
higher achievement levels in programs with
PK-3 components.”

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ECE = Student Achievement
“More and more school districts are viewing
early childhood education and preschool as a
critical component in their overall plans to
raise student achievement”

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Activity
 Consider the following:
1. Key Features of PreK – 3rd Grade Aligned
Programs
2. Early Childhood Education Recommendations
(Blue Print for Great Schools)
3. Best Practices of Hacienda-La Puente USD
 Determine what features or practices are
already in place at your school/district site.

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Key Features of PreK-3rd
Early Education Programs
 High-quality, voluntary universal pre-K for all 3- and 4-year olds
 Full-day kindergarten
 Qualified teachers with both a bachelor’s degree and specialized training in how young
children learn
 Opportunities for teachers to share data, planning, and professional development across
grade levels
 Strong leadership committed to providing children with a seamless educational experience
 Opportunities for parent and community engagement
 Quality, developmentally appropriate curriculum and standards that are aligned from pre-K
through third grade.
 Shared accountability, between preschools, public schools, parents, communities, for
ensuring that all children read and do math on grade level by the end of 3rd grade.

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A Blueprint For Great Schools
ECE Key Recommendations:
 Develop an infrastructure for birth to grade three system
 Develop an early childhood data system linked to K-12 system
 Improve pre- and in-service training for early childhood
teachers and classified staff
 Design and fund universal transitional kindergarten programs

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Local Efforts Lead the Way
Snapshot: Hacienda-La Puente USD
 Integrated preschool classrooms into 22 elementary schools
 Serves 1,100 preschoolers through a combination of options
 Preschool portable trailers located next to kindergarten
classrooms
 Preschool and kindergarten teachers meet regularly (monthly
or every two months) to plan activities and discuss curriculum
alignment
 Shared or cooperative activities: vegetable garden, field trips
and other joint projects, such as pairing 2nd/3rd grade students
with preschool students for reading activities.

What road sign best represents your school in
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the planning and implementation of PreK and
beyond continuum of learning?

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Kindergarten Readiness Act of 2010
Senate Bill 1381 changes California’s entry-age
for kindergarten from five years of age, and for
first grade from six years of age, by December 2nd
to September 1st. The new age requirement will
be phased-in over three years beginning in the
2012-2013 school year.

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What is Transitional Kindergarten?
 Critical reform that bridges the path from preschool to K-12.
 Gives children the gift of time to fully develop and succeed in
kindergarten.
 Offer developmentally appropriate curriculum that is aligned to
preschool foundations and kindergarten standards.
 Taught by credentialed teachers with early learning experience.
 Part of the public school system.

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Transitional Kindergarten

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Planning for TK Program
How to get started?

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Transitional TK Planning Guide
 Program Structure and Design – Overview
 Planning
Effective Instruction, Curriculum
and Assessment (Day 2-4)

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Program Structure and Design
 Create a TK communication team
 Define the TK message for the district
 Determine what funds are available for TK
 Identify the facilities that are available for TK classrooms
 Design the organization and structure of the TK program
 Determine staffing and professional development needs.
 Plan for articulation for PreK – Transitional Kindergarten and
Beyond.

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Communication
 Set up a multiple stakeholders group and meet regularly as TK
programs are being developed and implemented.
 Meet with preschool programs to establish mutual
understanding of Transitional Kindergarten.
 Create and identify a variety of ways to communicate with
parents, teachers, school staff, board members, union
representatives and other community members.
 Draft a variety of letters: information letters, TK enrollment
forms, acceptance form, withdrawal form, continuance form

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TK Message – Outreach Material
“Main message to the community should be
that the two-year program provides the
opportunity for young children to be successful
in school and that it will build a solid academic
foundation by providing developmentally
appropriate experiences.”

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Outreach Strategies
 Parent Orientations
 Media Outreach – Parent Help Line, Web site links
 Brochures, fliers, banners
 Training on TK for central office enrollment and school
staff
 Small group/one-on-one conversations
 Testimonies from TK parent ambassadors/champions
 Classroom tours
 Resource table at district/school events
 http://www.preschoolcalifornia.org/get-
involved/events/2011/save-the-date-transitional.html

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Funding
 Districts will receive the same California average daily
attendance (ADA) rate of funding that is provided for
kindergarten.
 ADA will be based on the number of children enrolled in
transitional kindergarten and kindergarten.
 Children participating in TK are also included in state and
federally funded programs that districts receive for kindergarten
such as K-3 Class Size Reduction, Title I, Economic Impact Aid
and any other revenue that applies to kindergarten students.
 Private grants for early learning (www.donorschoice.org)

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Staffing and Professional
Development Needs
TK Teacher Selection:
 Ideally has early learning experience
 Understands child development and developmentally appropriate
practices.
 Builds trust, responsive, encourages and challenges children
cognitively
 Refines his/her practices through ongoing professional development
 Willing to serve as mentor or lead teacher who supports new
teachers and provides helpful feedback

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Top Quality Teachers
• Caring
• Nurturing
• Flexible
• Hard-Working
• Energetic
• ECE Knowledgeable
To work in Transitional
Kindergarten classrooms.

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Facilities & Materials
 TK facilities must be the same as what is required for
kindergarten.
 Play yard design must provide a variety of activities for
development of large motor skills and restrooms need to be
self-contained within classroom or kindergarten complex.
 Outdoor areas are extensions of the classroom.
 Developmentally appropriate materials easily accessible to
students.
 Classroom materials reflect all cultures, families and
communities of students.

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Organization and Structure
Classroom Environment
 Environment is nurturing and engaging
 Well established classroom routines and structure
 Small and large group activities
 Students actively engaged in learning; creative, imaginative,
and challenging learning tasks
 Learning centers and lessons activities encourage inquiry and
exploration
 Rich oral language experience is provided
 Balance between student- and teacher-directed activities

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Plan for Articulation
“It is in the best interest of children if each
group of adults (private/public ECE providers
and transitional kindergarten) that care for and
educate them over time communicates with
each other to produce common goals and
accurate information about past and future
practices.”

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Resources
 Transitional Kindergarten (TK) Planning Guide
 TK digital library (www.tkcalifornia.org)
 Preschool California (www.preschoolcalifornia.org)
 TK statewide monthly calls - Every third Tuesday 3:00 – 4:00 p.m.
 Preschool Learning Foundations & Frameworks, Volume I & II
 K-Content Standards & Common Core Content Standards
 NAEYC: Development Appropriate Practices
 http://fcd-us.org/our-work/prek-3rd-education

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Training Evaluation
 Please complete training evaluation form.
 Sharewith table partners two things that you
learned from today’s session.

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Operational Issues
 Attendance is Important.
 Review Training Dates (May-June 2012)
 Make-up Sessions (Summer or Webinar)
 Identify Training Dates for Year 2
 Define key roles & responsibilities of ECEPLC consultants
 Discuss Reimbursement Process for Sub-Pay
 Identify best mode of communication.
 Verify and authorize distribution of Cohort 1 Directory
 Complete Release Form