Early Childhood Education PLC
Year 1, Cohort 1, Session I
May 18, 2012
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
Jacqueline Lopez, Consultant II i s f unded by Fi r st 5 LA and Los
A ngel es U ver sal Pr eschool
Los Angeles County Office of Education
Who’s in the Room?
So, what brings you here?
Clearly define the goals of the ECEPLC project.
Build commitment for Early Childhood Education and
collaboration by establishing a shared vision for early childhood
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
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.
ECEPLC Project Goals
Support principals and teachers in the implementation of high
quality, developmentally appropriate transitional kindergarten
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.
Support continuous learning and improvement
Promote spirit of collaboration
Strengthenand retain professionals in early
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.”
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
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.”
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
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”
Consider the following:
1. Key Features of PreK – 3rd Grade Aligned
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.
Key Features of PreK-3rd
Early Education Programs
High-quality, voluntary universal pre-K for all 3- and 4-year olds
Qualified teachers with both a bachelor’s degree and specialized training in how young
Opportunities for teachers to share data, planning, and professional development across
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.
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
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
Preschool and kindergarten teachers meet regularly (monthly
or every two months) to plan activities and discuss curriculum
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
the planning and implementation of PreK and
beyond continuum of learning?
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.
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
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.
Transitional TK Planning Guide
Program Structure and Design – Overview
Effective Instruction, Curriculum
and Assessment (Day 2-4)
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
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
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
Media Outreach – Parent Help Line, Web site links
Brochures, fliers, banners
Training on TK for central office enrollment and school
Small group/one-on-one conversations
Testimonies from TK parent ambassadors/champions
Resource table at district/school events
Districts will receive the same California average daily
attendance (ADA) rate of funding that is provided for
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)
Staffing and Professional
TK Teacher Selection:
Ideally has early learning experience
Understands child development and developmentally appropriate
Builds trust, responsive, encourages and challenges children
Refines his/her practices through ongoing professional development
Willing to serve as mentor or lead teacher who supports new
teachers and provides helpful feedback
Top Quality Teachers
• ECE Knowledgeable
To work in Transitional
Facilities & Materials
TK facilities must be the same as what is required for
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
Classroom materials reflect all cultures, families and
communities of students.
Organization and Structure
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
Rich oral language experience is provided
Balance between student- and teacher-directed activities
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
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
Please complete training evaluation form.
Sharewith table partners two things that you
learned from today’s session.
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
Notas del editor
Welcome ParticipantsIntroduce Ourselves
Introduce yourself: NameTitleSchool, DistrictWhy did you choose to participate in ECEPLC project?Have Map of LA County and all participating districts and schools highlighted.
An Ounce of Prevention Organization videoWhile our project, ECEPLC, is not funded by An Ounce of Prevention Organization, our mission is aligned to that of An Ounce of Prevention, First 5 LAUP and many other Early Childhood Education advocates. Background Information – An Ounce of Prevention
1. Explain that some of the training outcomes will apply to overall project outcomes. Agenda Review
Shared Vision Activity –Provide participants a handout to record their brainstorm.Respond: What is your vision for educating young children? How do they learn best? What does the environment look and feel like? How do educators collaborate to create the strongest program? What do children obtain academically and emotionally?Record at least 20 thoughts on handout.Compare with table partners and highlight all items that are in common. Write aReflect: How does shared vision statement compare to district’s or school’s vision for students? How can TK support this vision?Post Training: Identify commonalities across all shared vision statements and create a WORDLE Poster with key terms.
Jigsaw Article: Early brain development research review and update by Pam Schiller
The PEW Center on the States (Vision grounded on rigorous research and informed by interviews with education experts, as well as lessons from PEW’s decade-long initiative to identify the knowledge and skills students need to succeed in school. Preschool and ECE, an approach to support school reform, close the achievement gap, and raise positive student outcomes.
Even though CA has experienced serious reductions over the last few budget cycles, it is critical that we maintain the basic infrastructure of the early learning and development programs that serve our youngest learners, including high-quality preschool programs, so that the system can expand when funds are available.
Resource:California School Boards Association: Expanding Access to High-Quality Preschool Programs
Resources:California School Boards Association: Expanding Access to High-Quality Preschool Programs http://fcd-us.org/our-work/prek-3rd-education
Resource: On the Cusp in California:Historically, different perceptions have existed about and among the k-12 and early childhood care/preschool systems. These systems have been viewed as operating separately. However, Leaders from early childhood education and K-12 now agree that both systems can learn from each other and need to work to understand and appreciate each other’s strengths.Sample policies to support Preschool/Early Childhood Education On the Cusp in California:“California, however, might be more ready than other states to implement more comprehensive systems because of its experience with First 5.”Moving away from a preschool-centric model to a broader view of early childhood. California is moving towards building integrated preschool-early-elementary – or PreK-3rd – early learning experiences.
Add comment about other districts
On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden State
Report submitted to State Superintendent of Public Instruction Tom Torlakson on August 9, 2011Provide participants excerpt from report highlighting ECE key recommendationsECE Key Recommendations:Develop a comprehensive system of supports for childrenPreserve First Five Commission and County Commission fundingImplement a Quality Rating and Improvement SystemDesign and fund early learning programs and professional development systemsBuild support for innovative funding models
On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden StateSeveral districts throughout Los Angeles county have established strong collaboration and articulation between preschool and early elementary grades. Preschool Options at HLPUSD: Head Start, state preschool, general child care and LAUP preschool
Discussion: What road sign best represents your school in terms of planning and implementing a prek and beyond continuum of learning?
TK Planning GuideBlueprintOpportunity to expand access to kindergarten readiness, access to an additional year of high-quality early learning and as a result, be better prepared to succeed in kindergarten and beyond. On the Cusp in CAKindergarten is a particularly important link in the PreK – 3rd continuum, because it bridges preschool and the early elementary grades. Transitional Kindergarten offers even a greater opportunity to build stronger connections between early childhood education and elementary.
Preschool CaliforniaCritical reform that bridges the path from preschool to K-12.Supports children’s love of learning and gives children the gift of time to help them develop the social, emotional and academic skills they need to succeed in kindergarten TK will offer children developmentally appropriate curriculum that is aligned to preschool foundations and kindergarten standards.TK will be taught by credentialed teachers with early learning experience.TK will be part of the public school system.
Activity: In small groups, using Frayer Model, chart definition, facts/characteristics and provide examples and non-examples of transitional kindergarten.
Day 2-4Assess TK Classroom EnvironmentDetermine how to teach in a TK classroomDecide what to teach in a TK classroomDetermine how to know if students are learning.
TK Planning Guide
Transitional Kindergarten Parent Engagement Toolkit available on www.preschoolcalifornia.orgTransitional Kindergarten Llibrarywww.tkcalifornia.orgDevelop a communication plan.Reaching out to ECE providers is important, because they may fear that TK will encroach upon their programs. However, once SB1381 is fully implemented, TK offers the youngest children who are eligible for kindergarten an extra year of a developmentally appropriate program. Implementation of TK could be seen as an opportunity for school districts and ECE providers to communicate regularly regarding programs that are developmentally, culturally, and linguistically appropriate for young children.
TK Planning GuideOutreach to parent is CRITICAL.Parent involvement and Engagement – Parent Toolkit Available - Future Training Module- - Preschool California WebsiteProvide information in multiple languages
Click on link to Preschool California and explore site.Customizable Parent BrochureParent Engagement ToolkitLink to TK Library --- www.tkcalifornia.orgVideo Segments
LAUSD – Funded materials, trainings and TK coacheswww/DonorsChoice.org and First 5 (matches funds)Submit proposal, up to 2 per teacherCan request up to $2,000 in materials
LAUSD’s ExperienceSelect Top Teachers:Teachers must be flexible, not follow a script, willing to work extra, energetic.
Your picture belongs here. You were selected by your school site principals because you exemplify these qualities.
The law mandates that a TK program be offered at each elementary and unified school district, but not required at every elementary school site in district.
Nurturing environment: warm, welcoming, and inclusiveScheduling and class configurations (combo classes) should also be considered.
TK Planning GuideSchool districts should leverage the focus on the TK program to enrich all preschool through grade three and increase opportunities for vertical articulation at school sites and early education centers. (Monthly, or at minimum, quarterly articulation meetings)Table Discussion:Brainstorm possible articulation activities, for example, vertical articulation meetings, staff development, etc.
Encourage participants to be part of afternoon planning session. Customize “Building a Transitional Kindergarten” template from TKCalifornia website.