Chapter 1: Program Structure and Design - Transitional Kindergarten Implementation Guide

Summary

The script discusses the implementation of a Transitional Kindergarten (TK) program, emphasizing its significance for early childhood development. It highlights the need for administrators to advocate for children, ensuring an appropriate environment, curriculum, and teacher placement. The program aims to be distinct from traditional kindergarten, with a focus on community outreach and education. Challenges such as funding, facilities, and teacher selection are addressed, with solutions like creative financing and the importance of experienced educators. The program's success is measured by parental feedback and student engagement, with the ultimate goal of creating a positive learning environment tailored to young children's needs.

Takeaways

• 👨‍🏫 The program emphasizes the importance of early childhood development and the need for administrators to understand the unique requirements of young children.
• 🏫 Administrators are encouraged to be advocates for children, ensuring the right environment, curriculum, and teachers are in place for a successful learning experience.
• 🔗 The script highlights the significance of collaboration with preschools that feed into the school system to understand the children's backgrounds and facilitate parent engagement.
• 📚 The development of a distinct curriculum for transitional kindergarten is discussed, aiming to avoid repetition and provide a unique educational experience.
• 💼 Early engagement with the board of trustees is crucial to educate them on the value of preschool experiences and their long-term impact on students.
• 👩‍🏫 The script underscores the need for community outreach and education to inform stakeholders about the benefits of Transitional Kindergarten.
• 🏛️ The district's proactive approach to funding and resource allocation for Transitional Kindergarten is highlighted, ensuring the program's sustainability without burdening the general fund.
• 🛠️ The necessity of specialized furniture and instructional materials tailored for early learning is discussed, along with creative financing strategies to acquire them.
• 👩‍🎓 The selection of the right teachers for Transitional Kindergarten is emphasized, requiring a willingness to innovate and a background in kindergarten education.
• 🏡 The script describes the process of identifying and preparing suitable facilities for Transitional Kindergarten, prioritizing features like in-room bathrooms for young students.
• 📈 Feedback from parents and student assessments are used to validate the effectiveness of the program, with an emphasis on student happiness and learning outcomes.

Q & A

What is the primary focus of the program discussed in the script?

The primary focus of the program is on early childhood development and creating a transitional kindergarten (TK) program that is distinct from traditional kindergarten, catering to children who are not quite ready for a standard kindergarten curriculum.

Why is it important for administrators to learn about early childhood development?

Administrators need to learn about early childhood development to better understand the needs of young children, advocate for them, and ensure the right environment, curriculum, and teachers are in place for their educational success.

How does the transitional kindergarten program differ from a traditional kindergarten?

The transitional kindergarten program is designed to be a stand-alone program, not just an extension of kindergarten. It is tailored to meet the unique needs of children who are not ready for a standard kindergarten curriculum, focusing on a different set of learning experiences.

What role do preschools play in the transitional kindergarten program?

Preschool programs feed into the transitional kindergarten, providing valuable information about the children and helping to make connections with parents, which is crucial for a positive educational experience.

How did the district involve the board of trustees in the transitional kindergarten program?

The district involved the board of trustees early in the process by providing them with information about the importance of preschool experiences and their impact on future educational success.

What was the community's role in the implementation of the transitional kindergarten program?

The community was involved through outreach programs aimed at educating them about the benefits of the transitional kindergarten program, garnering support and understanding for its implementation.

What unique program was already in place in Long Beach before the implementation of the transitional kindergarten?

The 'Preppy Kindergarten' program was already in place in Long Beach, serving the needs of students whose parents felt they were not ready for the standard kindergarten program.

How did the district ensure the quality of the transitional kindergarten program?

The district ensured quality by involving educators, administrators, and teachers with experience in Preppy Kindergarten and preschool, and by providing initial funding for furniture, materials, curriculum, and staff development.

What was the funding model for the transitional kindergarten program?

The program was funded through a combination of categorical funds, lottery funds, and district funds for initial setup, with ongoing costs covered by Average Daily Attendance, making it a self-funded program without outlay from the general fund.

What considerations were made regarding the physical setup of the transitional kindergarten classrooms?

The district considered the need for specialized furniture, instructional materials, and classroom environments tailored for early learning. They worked with various vendors to creatively finance these requirements.

Why is it important to have teachers with kindergarten experience in the transitional kindergarten program?

Teachers with kindergarten experience are beneficial because they are familiar with kindergarten standards and can effectively bridge the gap between preschool foundations and kindergarten expectations.

How did the district approach the selection of teachers for the transitional kindergarten program?

The district emphasized the importance of finding the right teachers by having interested teachers interview for the program, focusing on those willing to be pioneers in developing the curriculum and teaching approach.

What was the feedback from parents regarding the transitional kindergarten program?

Parents provided positive feedback within the first two weeks of school, expressing that their children were happy and loved attending school, indicating a successful implementation of the program.

How did the district assess the effectiveness of the transitional kindergarten program?

The district assessed the program's effectiveness by observing the children's progress and happiness, as well as by conducting assessments during the last trimester to confirm that the program was indeed working well.

Outlines

00:00

📚 Implementing Transitional Kindergarten

The paragraph discusses the implementation of a transitional kindergarten program aimed at early childhood development. It emphasizes the need for administrators to advocate for children and create an appropriate environment, curriculum, and teacher placement. The program is designed to be distinct from traditional kindergarten, with a focus on collaboration with preschools and community outreach to educate about its benefits. The district provided initial funding for resources and materials, and the program is self-funded through Average Daily Attendance. The process of curriculum development and teacher selection is highlighted, with an emphasis on finding pioneering teachers who can bridge the gap between preschool and kindergarten standards.

05:05

🏫 Creating the Ideal Learning Environment for TK

This paragraph focuses on the creation of an optimal learning environment for Transitional Kindergarten (TK). It discusses the importance of letting go of traditional classroom control and ensuring that the classroom setup is different from a typical kindergarten. The paragraph highlights the need for classrooms with facilities like an indoor bathroom and the flexibility of seating arrangements to accommodate various learning activities. Feedback from parents and assessments of students are mentioned as crucial for validating the effectiveness of the TK program. The narrative also touches on the role of site leaders in identifying facility needs and ensuring that the classrooms are functional and conducive to the unique requirements of TK students.

Keywords

💡Early Childhood Development

Early Childhood Development refers to the growth and acquisition of skills that occur during the first eight years of life. It is a critical period for cognitive, social, emotional, and physical development. In the context of the video, it is emphasized as an area where administrators often lack training. The script mentions the need for administrators to learn about the developmental needs of young children to better support them, which is central to the theme of creating effective early education programs.

💡Administrator

An administrator in the context of the video refers to a school or district official responsible for overseeing educational programs. They play a crucial role in advocating for children's needs, ensuring the right curriculum, and creating a conducive learning environment. The script discusses how administrators need to be advocates for children and work towards establishing the correct environment and curriculum for early learning.

💡Transitional Kindergarten

Transitional Kindergarten is a program designed for children who are between the ages of four and five, bridging the gap between preschool and traditional kindergarten. It is mentioned in the script as a stand-alone program that is distinct from a two-year kindergarten model. The video emphasizes the importance of this program in preparing children for future academic success.

💡Curriculum Development

Curriculum Development is the process of creating educational programs, including selecting content and designing learning activities. The script highlights the collaborative effort of teachers and administrators in developing a unique curriculum for Transitional Kindergarten that is different from traditional kindergarten, emphasizing the need for a specialized approach to early learning.

💡Community Outreach

Community Outreach involves engaging with the local community to inform, educate, and involve them in educational initiatives. The video discusses the efforts made to educate the community about the benefits of Transitional Kindergarten, showcasing the importance of community involvement in the success of educational programs.

💡Preschool Foundations

Preschool Foundations refer to the basic skills and knowledge that young children acquire before entering kindergarten. The script mentions the need for teachers to understand these foundations and connect them with kindergarten standards, indicating the importance of a smooth educational transition for young learners.

💡Professional Development

Professional Development for teachers involves ongoing training and education to enhance their skills and knowledge. In the script, it is mentioned that the district provided funding for staff development, which is crucial for teachers to effectively implement new programs like Transitional Kindergarten.

💡Common Core Standards

Common Core Standards are a set of educational guidelines that outline what K-12 students should know at the end of each grade level. The script discusses the importance of aligning curriculum with these standards, particularly for the age level of Transitional Kindergarten, to ensure students are prepared for future academic challenges.

💡Facility Needs

Facility Needs refer to the physical requirements necessary for a learning environment to function effectively. The video script describes considerations for creating an optimal classroom setting for Transitional Kindergarten, such as having a bathroom inside the classroom, which is crucial for the youngest students.

💡Funding

Funding in the context of the video refers to the financial resources allocated to support educational programs. It is mentioned that the district provided initial funding for materials, curriculum, and staff development, and that the program became self-funded through Average Daily Attendance, indicating the financial sustainability of the program.

💡Educational Environment

An Educational Environment is the setting in which learning takes place, including physical space, resources, and social dynamics. The script describes the need to create an environment that is conducive to early learning, with specialized furniture and materials, and a layout that supports various learning activities.

Highlights

The program is beneficial for children and families, focusing on early childhood development.

Administrators often lack training in early childhood development needs.

The environment, curriculum, and teacher placement are crucial for a successful program.

Preschool communication is key for understanding children's backgrounds and connecting with parents.

Developing a curriculum that avoids repetition and provides a distinct experience from traditional kindergarten.

Engaging the board of trustees early to understand the importance of preschool experiences.

Community outreach programs were utilized to educate about the benefits of Transitional Kindergarten.

In Long Beach, a unique 'Preppy Kindergarten' program was implemented to serve students not ready for traditional kindergarten.

A diverse group of educators and administrators collaborated to prepare for the district-wide implementation of Transitional Kindergarten.

The opportunity to write curriculum with consideration of Common Core Standards for early age levels.

Funding for Transitional Kindergarten comes from the same sources as regular kindergarten.

Initial funding for furniture, materials, and staff development was provided by the district.

The program is self-funded through Average Daily Attendance, without outlay from the general fund.

Extra funding was secured for specialized early learning environments and materials.

Specialized furniture and instructional materials were identified as necessary for the program.

Creative financing strategies were employed, combining categorical, lottery, and district funds.

The selection process for Transitional Kindergarten teachers emphasized quality and willingness to develop the program.

Experienced kindergarten teachers were valuable for understanding standards and connecting preschool foundations.

Hiring staff required a willingness to adapt and combine the best of preschool and kindergarten practices.

Facility needs were assessed to ensure functional and appropriate classrooms for the youngest students.

Classroom setup differed from traditional classes, with a focus on varied learning spaces and fewer desks.

Parent feedback was positive, with children expressing happiness and love for school.

Assessments in the last trimester confirmed the effectiveness of the program.

Transcripts

It's a great program. It's great for kids and great for families. Learn about early

childhood development. I think that is an area that we as administrators do not have training

in for the most part; and so learn about what their needs are. It's going to look a whole

lot different than your more traditional classroom setting.

The administrator really needs to be as advocate for their children and they're willing to

get the environment correct, the curriculum correct, the right teacher in place, the communication

with those preschools around them that feed into their schools because those preschools

are the ones who can tell you, who the children are, make that connection with the parents

so it'll be very positive.

We worked with our teachers to develop curriculum. We didn't want to just have two years of kindergarten.

We wanted our transitional kindergarten to be a stand-alone program where it was not

two years of the same, but very much a different program for our students.

As we saw our implementation path we started working with our board of trustees very early

on in the process to make sure they had the information about the importance of preschool

experiences and how they affect the future years in kindergarten and beyond.

They were very supportive about the idea. So we embarked on a program to educate our community,

our teachers, our administrators about the benefits of Transitional Kindergarten.

And started working with community outreach programs and made a big effort to educate our community

about the benefits of this program.

In Long Beach, we had already implemented a program, Preppy Kindergarten and that was

a unique program that served the needs of students whose parents thought they weren't

quite ready for the kindergarten program. In anticipating Transitional Kindergarten

being implemented in our district system wide, we brought together a group of educators and

administrators who represented teachers who had been teaching in Preppy Kindergarten,

and we also brought in teachers who had been teaching pre-school, elementary principals

and district administrators.

Professionally, the opportunity to write curriculum, to sit down and really look at where we're

going as a nation with Common Core Standards and to consider what that means for this particular age level.

So I think that the whole idea is wonderful.

We weren't sure how many classes we would have available, what the facilities' needs

would be. Do we have teachers? Do we have interest? What do we have?

As far as funding goes, we receive all the same funding as any kindergarten would receive.

The district really took a hard look and felt like, they needed to support the sites.

So they provided the initial funding, through categorical funds for the furniture, for materials,

for curriculum, and, any of the staff development. So really, the Average Daily Attendance makes

it a self-funded program. So there's no outlay or cost to the general fund.

We've been very successful in garnering some few extra dollars to build environments

within our classroom that specialize in early learning, curriculum materials and also professional development.

But for this age student, some of the pieces we were putting in place were not things that

teachers would typically own or be able to get. For instance: the science, we wanted

them to have a low table that the students could be on either side of, they needed to

be able to, you know, hands on, they needed to manipulate whatever it was the science

focus. We have a list of the furniture, that we need to provide to set up a room; we have

a list of the instructional materials that go in the "centers,"

we have a cost for that. So when the superintendent said, "What does it cost

to set up a transitional kindergarten classroom?" I can tell him, "In our district, it cost this amount of dollars."

So we worked with various vendors, and we were very creative,

I think, in our financing. We were able to combine some categorical funds, some lottery funds,

some district funds but not a lot because there just wasn't money to be had.

We went through an application process. We believe that finding the right teacher for

our Transitional Kindergarten was very important. And so our teachers stepped up and interviewed

if they wanted to be part of this program.

We've been fortunate to find a really quality teachers that are willing not only to teach in the

classroom but spend time after/before to help develop our program. We really need a pioneer

group that wants to be on the journey together and develop this with us because it's not

going to be done by one person. It's a real team model.

And we have found that our teachers having kindergarten experience has been a real benefit

because they know the kindergarten standards, they just had to learn the preschool foundations,

and the connection between the two.

Really look at the staff before you hire someone in that position. It has to be someone who

is willing to make a change, to look at what's the best from preschool, what's the

best from kinder and how to put it together.

If you don't believe this is the right place for these children, then it's not the right

place for you to be teaching. I know, for me, it was letting go of my control and there's

not a lot of control, especially at the beginning off the year. If these kids were going home

happy and I was ready to come the next day and do it again, that something right was happening.

We then began working with our site leaders to find out what facility needs we would need:

what would be the perfect room for a 'preppy-k?' What are the requirements, and did we have

the facilities to meet those needs?

So our role here was really just to make sure that we had functional TK classrooms.

But we felt we wanted to have rooms that had a bathroom inside, because these were our youngest students.

It's supposed to look different. It's not supposed to look like your average, you know,

first grade class or kindergarten class.

Some students would be at their seats, some students would be at centers, some students

would be at my table, so we really didn't need all the desks and all the chairs that

we had in kindergartens, because we didn't have as much direct instruction in their seats.

And I know for us the feedback we got from our parents within the first two weeks of

school was really helpful. Parents said, "Oh, my gosh, my kid is so happy. He loves school."

It took us to our last trimester, when we assessed our kids, to fully believe that what

we were doing was really, really working.