GETTING STUDENTS KINDERGARTEN READY: EXPANDED TRANSITIONAL KINDERGARTEN

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1 GETTING STUDENTS KINDERGARTEN READY: EXPANDED TRANSITIONAL KINDERGARTEN An additional local option for school districts to serve more 4 year olds in TK JUNE 2015

2 Expanded TK: A flexible and cost-effective way for school districts to offer school readiness opportunities to children who otherwise would not be able to enroll in TK, and who might not have access to any other prekindergarten programs in their community ABOUT THIS BRIEF Transitional kindergarten (TK) provides a valuable opportunity to prepare children for success in school, offer additional early learning choices for families, and start narrowing achievement gaps in school districts. This brief explores an additional local option, known as Expanded TK, to prepare more 4 year olds for kindergarten. Specifically, it discusses ways in which school districts can make use of state funding for TK to support school readiness for children whose 5 th birthdays fall after the TK eligibility window (birthdays between Sept. 2 and Dec. 2), under newly approved statutory language. The Expanded TK approach described here is a flexible and cost-effective way for school districts to use a combination of local and Average Daily Attendance (ADA) funding to offer school readiness opportunities to children who might not otherwise benefit from a quality preschool program. Research shows such programs can significantly enhance the likelihood that children will succeed in K-12. As a first point of entry to the K-12 system, TK is also an opportune moment for districts to engage families and communities early in the education of their children and the life of a school. TK was first established as a state-funded program in 2012 as a way of providing a more developmentally appropriate program for younger children with fall birthdays who, under prior law, had attended kindergarten. 1 As school districts and families saw the value in TK, many began asking for the same opportunity to be provided to children with birthdays outside the eligibility window. Some school districts had been enrolling children in TK in the middle of the year, after they turned 5, and succeeded in claiming ADA from the state to cover the cost. However, the law was not totally clear on this practice and needed clarification. In a budget trailer bill, the Legislature and Governor Brown have made explicit that school districts can receive ADA funding for children enrolled in TK at any point in the year, once they turn 5. 2 At least one district has launched a plan to offer Expanded TK to students at the beginning of the school year, using local funding until a student turns 5, and drawing down ADA after that. This brief details the varied approaches used by several school districts from large urban to small rural ones that are pioneering the use of Expanded TK to help children get the best possible start in school. Our goal is to help other districts consider Expanded TK as an additional local school readiness strategy, and is based on research and interviews with the early adopters. 2

3 IN THIS BRIEF INTRODUCTION 4 BACKGROUND 5 Key Education Code and Compliance BASIC STRUCTURE OF 7 EXISTING PROGRAMS Target Population Start Dates School District-Preschool Provider Partnership Curriculum and Instruction оо оо оо TK Curriculum Alignment with Preschool Learning Foundations Serving Dual Language Learners Standalone TK and Expanded TK Classes Ensuring Programs are Developmentally Appropriate оо оо оо Requirements for Staff Working in TK Programs Professional Development Class Size and Staff-Student Ratios Involving Staff for Expanded TK CONCLUSION 10 DISTRICT PROFILES AT A GLANCE 11 ADDITIONAL RESOURCES 12 ACKNOWLEDGEMENTS 12 REFERENCES 13 3

4 INTRODUCTION A compelling body of evidence, compiled by respected experts over decades, confirms that high-quality early learning can substantially improve children s readiness to succeed in K-12, setting them on a path to college and careers. 3 In California, however, many children do not have access to these early learning opportunities, particularly those who need them most. Our K-12 schools struggle to close achievement gaps that exist and are better addressed before children start kindergarten. In addition to providing the California State Preschool Program, Head Start, and TK for a quarter of 4 year olds, some districts have used an additional option to support school readiness: Expanded TK. Expanded TK is a flexible and cost-effective way for school districts to offer school readiness opportunities to children who otherwise would not be able to enroll in TK, and who might not have access to any other prekindergarten programs in their community. I believe the foundation of language and literacy for young children begins with a structured, developmentally appropriate, high-quality early childhood education program. This is particularly true for our low-income students who might not have had access to early education in the past. These programs play a fundamental role in long-term success of our students and it is imperative we continue to make them available to our highest-need students. Ramon C. Cortines Superintendent Los Angeles Unified School District While we have a strong preschool program, we started our Early Admission to Kindergarten (EAK) [a type of Expanded TK program] several years ago to support school readiness in our high need communities for students that did not have access to early childhood education. We are working to reach as many children as we can to provide our students with a strong foundation for school success and our EAK program is essential in that effort. Brian Marshall Superintendent La Mesa-Spring Valley School District 4

5 BACKGROUND The Kindergarten Readiness Act of 2010 changed the kindergarten entry date, requiring students to be 5 years old by Sept. 1 to be enrolled in kindergarten. It also created transitional kindergarten (TK), a bridge between preschool and kindergarten for those children born in the period between Sept. 2 and Dec Transitional kindergarten gives young learners an opportunity to learn and grow in an environment tailored to meet their early academic and social emotional needs, providing them with the strong educational foundation they need to be confident learners in kindergarten and beyond. The concept of Expanded TK grew out of a need to support families that did not have access to high-quality early childhood education for a variety of reasons limited preschool spaces, cost prohibitive fees, or lack of availability altogether. For example, the short- and long-term goals identified in one Expanded TK program are to 5 : Provide quality preschool seats for low-income children who turn 5 after Dec. 2 Provide structured and unstructured opportunities for children to build socialization and communication skills with other children and with adults Lower the dropout rate and increase high school graduation rates by cultivating at a very young age, personal qualities that improve children s resilience, confidence and persistence to a task Improve student success in college preparatory requirements by setting a strong language and literacy foundation for the youngest students Such programs go by names like Expanded TK, Early Admission to Kindergarten, Preparatory Kindergarten, Spring Kindergarten, Early Kindergarten, and Mid-Year Kindergarten, and have been implemented in areas across California including the Bay Area, the greater Sacramento area, and San Diego counties. Some of these programs are in rural areas or located in the outer rim of the urban areas in communities that have some of the biggest challenges in providing access to early education. Others are in large urban districts like Los Angeles Unified School District, where Expanded TK is helping fill a void created by the phasing out of another early learning program district leaders decided they could no longer afford. For the purposes of this brief, this type of program will be referred to as Expanded TK. KEY EDUCATION CODE AND COMPLIANCE Expanded TK programs are operated with a combination of funds from district local general funds, such as Local Control Funding Formula (LCFF) and ADA. Recent amendments to state statute clarify that school districts can receive ADA funding for children enrolled in TK at any point in the year, once they turn 5. According to the education omnibus budget trailer bill AB 104 (2015) 6 : SECTION 28. Amending California Education Code Section (c) (B) (i) For the school year and each school year thereafter, a school district or charter school may, at any time during a school year, admit a child to a transitional kindergarten program who will have his or her fifth birthday after December 2 but during that same school year, with the approval of the parent or guardian, subject to the following conditions: (I) The governing board of the school district or the governing body of the charter school determines that the admittance is in the best interests of the child. (II) The parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance. (ii) Notwithstanding any other law, a pupil admitted to a transitional kindergarten program pursuant to clause (i) shall not generate average daily attendance for purposes of Section 46300, or be included in the enrollment or unduplicated pupil count pursuant to Section , until the pupil has attained his or her fifth birthday, regardless of when the pupil was admitted during the school year. These statutory changes are explained by the California State Superintendent of Public Instruction in a July 17 letter to the field. 7 The amended statute does not change the basic statutory requirements for instructional minutes, which for TK and Expanded TK remain the same as kindergarten. Kindergarten is not compulsory, and the Education Code allows for halfand full-day schedules. Once children complete their Expanded TK program, they begin their full year of kindergarten in the following academic year. 5

6 Kindergarten continuance forms are needed for Expanded TK programs but do not impact retention rates. 8 The continuance forms can be included in the enrollment process to ensure they are signed and the onset of the program and student participation in Expanded TK should be reflected in the student cumulative folders. In addition, per Education Code 8972, school districts are free to establish integrated and developmentally appropriate early primary programs, or early learning programs, that address the needs of young children in state preschool through 3 rd grade. Expanded TK is in alignment with this policy. 9 BASIC STRUCTURE OF EXISTING PROGRAMS TARGET POPULATION Expanded TK programs serve children who turn 5 years old after Dec. 2, whose parents chose to enroll them. The birthday range varies by district, depending on student population, enrollment trends and revenue generated by ADA. Some districts offer Expanded TK to all children whose parents want to enroll them in the year before kindergarten, while others target certain school sites for Expanded TK-based criteria including preschool scarcity in the neighborhood, priority for English learners or children with special needs, or sites with particular achievement challenges. Others target the program to low-income students who qualify for free- and reduced-price meals. START DATES Expanded TK programs can be administered in a number of ways, depending on district capacity and desire. The following are two approaches to start dates: Beginning of School Year (Recommended): Districts enroll children with post-dec. 2 birthdays at the beginning of the school year, along with fall birthday children who qualify for ADA funding for a full year. The district covers the cost (using district general fund dollars, supplemental or concentration LCFF funds, or other local sources) of the program for children with post-dec. 2 birthdays until those children turn 5, when they can begin collecting ADA from the state. Districts could use this approach in a universal way for all children whose parents want to enroll them in the year before kindergarten. Or, they could target certain school sites or student populations, e.g., low-income students. Mid-Year: Districts enroll children with post-dec. 2 birthdays at mid-year (typically in January, after winter break) and run a partial year program through the end of the academic year, and begin claiming ADA for children once they turn 5. In either case, programs can be run as full-day, half-day, or double half-day sessions (one half-day program in the morning, and a second program in the afternoon). In general, it s recommended that students begin on a single start date where all Expanded TK students can start together. A number of districts that began with rolling enrollment moved to a single start date when they were able to, and strongly recommend that for others. Some school districts have found that enrolling students as they turned 5 (rolling enrollment) can be very difficult and disruptive, and supporting teachers and students during this transition period is key. For districts that need to use rolling enrollment, ensuring an additional teacher aide (e.g., teacher assistants, paraprofessionals, etc.) is in the classroom during this transition time is highly recommended to enable quality differentiated instruction with this classroom growth. School districts should also explore other strategies to ease students into the school environment and prepare students for having new classmates. We learned our open enrollment policy was very disruptive to the kids. It was difficult to bring the new kids up to speed and it was hard on the teachers. We were able to make it work when we moved to a single start date. Drew Woodall Director of Educational Services Black Oak Mine Unified School District 6

7 SCHOOL DISTRICT PRESCHOOL PROVIDER PARTNERSHIP Expanded TK creates opportunities for school districts to engage families before their children enter kindergarten. District leadership should work with local early childhood education providers to understand how Expanded TK recruitment might fit with other programs offered to 4 year olds in the community. Together, district and early education providers can explore possible partnerships that serve to maximize the number of children benefitting from some form of quality pre-kindergarten experience whether that be TK, the California State Preschool Program, Head Start or other available early learning programs especially in areas with limited access to early childhood education. Districts that now have contracts with the California Department of Education to operate the California State Preschool Program (CSPP), which also serves 4 year olds, will need to consider how expanded TK can best be incorporated in their local context to promote optimal outcomes for children they serve. By way of example, as LAUSD moves to expand TK by offering a full-year program to children with post-dec. 2 birthdays (using local dollars to cover the portion of the year not covered by state ADA), it has chosen to continue running the CSPP at 13 school sites, and to use that program to serve low-income 3 year olds. Education Code allows CSPP contractors to serve 3 year olds if demand to serve 4 year olds does not exist. These are choices that will need to be made with local context and priorities in mind. School districts will also want to partner with their local County Office of Education, local First 5 Commission, center-based and family child care home providers, and other early learning providers to identify access gaps, the number of children eligible for subsidized preschool, those being served, and the number of children on waiting lists. Districts have employed various strategies to reach children who need school readiness support, including recruiting students from waiting lists for early childhood education programs and strategically placing Expanded TK programs in high-need communities. Lisa Zimiga, Preschool Director at Jefferson Elementary School District, underscored the benefits of a highly collaborative relationship, saying, The district has opened its doors to a strong partnership with our preschool program to focus on what s good for kids. We are constantly collaborating to understand students needs and working to maximize the number of children we serve and prepare for long-term school success. Our State Preschool promotes [ExpandedTK] because we have placed it in one of our highest need regions which only have 96 State Preschool slots. We re collaborating with our preschool partners and recruit off the State Preschool waiting list. Sandy Mikulik Director of Curriculum and Instruction/Student Services Jefferson Elementary School District 7

8 CURRICULUM AND INSTRUCTION TK Curriculum Alignment with Preschool Learning Foundations TK curriculum is to be aligned to the California Preschool Learning Foundations. This alignment was clarified in 2014 by amendments to Education Code Section 48000(f). The California Preschool Learning Foundations and the companion Preschool Curriculum Frameworks offer valuable tools and strategies to support differentiated and integrated instruction that meet the developmental needs of these young learners. 10 As noted on the CDE website, the California Preschool Curriculum Frameworks include ideas for how to intentionally integrate learning into children s play; implement child-directed and teacher-guided activities; plan environments, interactions, routines, and materials that engage children in learning; and individualize curriculum based on children s knowledge, skills, needs, and interests. Serving Dual Language Learners in TK The California Department of Education is revising preschool guidelines describing how to best support young children who are simultaneously learning English and a home language. Its Preschool English Learners (PEL) Resource Guide reinforces information in the introduction to the preschool English Language Development foundations, and includes additional material about family and community language practices, simultaneous second language acquisition, and supporting the English-language learner with special needs. 11 In 2013, the Governor s State Advisory Council on Early Learning and Care published a research overview paper with information on current research on development of young Dual Language Learners that is a valuable resource. 12 Standalone TK and Expanded TK Classes Expanded TK may offer the opportunity to reduce or eliminate the need for combination TK Kindergarten classes and support standalone TK and Expanded TK classes. In its Report on the First Year of Implementation of California s TK Program, American Institutes of Research (AIR) noted a prevalence of combination TK-Kindergarten classes because districts had too few eligible students. AIR described these classrooms as resembling kindergarten more closely than they did standalone TK classroom. 13 With Expanded TK, more children will be eligible for enrollment and standalone TK classes may become more prevalent, enhancing opportunities to provide a program that is qualitatively different from kindergarten. AIR s study also noted the likely need for increased mentoring and ongoing professional development to support combination classes. In its review of the results on the Classroom Assessment Scoring System (CLASS) for the quality of teacher-child interactions, AIR found that standalone TK classrooms were more likely than combination classes to earn higher scores on a number of dimensions. 14 The TKCalifornia website also offers many resources that teachers and administrators can use to support differentiated instruction in an Expanded TK classroom and the California Preschool Instructional Network provides a variety of professional development resources. 15 ENSURING PROGRAMS ARE DEVELOPMENTALLY APPROPRIATE Below are key considerations in Program Elements and Professional Development as districts consider expanded TK implementation: Requirements for Staff Working in TK Programs In 2014, new requirements were enacted to require that teachers who are first assigned to a TK classroom after July 1, 2015, must have by Aug. 1, 2020 one of the following: at least 24 units in early childhood education or childhood development, or both, or comparable experience as determined by their employer, or a child development permit from the Commission on Teacher Credentialing. Credentialed teachers who were first assigned to teach TK on or before July 1, 2015 are grandfathered in to teach TK without having to meet these additional requirements. In the budget, the state appropriated $15 million for teacher stipends to help TK teachers meet the new requirements for educational units. Local Planning Councils (LPCs) are administering these funds. 8

9 Local educational agency employers are responsible for keeping records to demonstrate that TK teachers have met applicable requirements. Districts are encouraged to contact LPCs and County Offices of Education to obtain information and to help teachers access funds for stipends. More information on the stipend programs is available at TKCalifornia.org. 16 Professional Development Districts should plan for providing professional development prior to and throughout the school year to teachers, teacher assistants and administrators to build capacity and ensure programs are developmentally appropriate. As one district plan outlined, comprehensive professional development includes elements of program structure, instruction, assessment, curriculum and environment. 17 Elementary principals may need professional development to better understand the TK program, the Preschool Learning Foundations, what the elements of a quality preschool program are and how to support staff capacity. County Offices of Education, especially those that are part of a Quality Rating and Improvement System (QRIS) Consortia, may be able to provide valuable materials and information on elements of quality programs serving 4 year olds that can build administrator and teacher capacity for Expanded TK. 18 Research on effective professional development points to the importance of ensuring that training programs provide educators with the required skills and competencies to be successful in their work with young children, and that the work environment provides the needed supports to allow practitioners to be effective in their practice. 19 Preparation programs, training, mentoring and coaching, and in-service professional development are all critical direct mechanisms for developing and sustaining the knowledge and competencies of professionals. 20 Syntheses of the larger body of research suggest that early learning professional development programs are more likely to be effective when (1) there are specific and articulated objectives; (2) there is an explicit link between knowledge and practice; (3) professional development occurs collectively, with teachers in the same classrooms or schools participating together; (4) the intensity and duration of the professional development activities are consistent with the content; (5) educators know how to use child assessments and interpret the findings to guide their professional practice; and (6) the professional development activities are aligned with the organizational context and with existing state or local early learning standard. 21 Class Size and Staff-Student Ratios The ratio of teachers and assistant teachers to children in Expanded TK classrooms is a significant element in ensuring programs are developmentally appropriate. Smaller classes and ratios allow better teacher-child interactions. The state s Race to the Top-Early Learning Challenge Grant QRIS quality continuum framework provides the highest number of points to preschool programs with ratios of 1: 8 children and a group size of no more than 20; second highest is a group size of 2:20 or 3:24. A 1:8 adult-child ratio is required in Title 5 programs, which California State Preschool and General Child Care providers must meet. 22 Other national standards recommend adult to child ratios of 1:10. Districts should consider budgeting for a teacher aide in TK classrooms to achieve the smaller staff-student ratios that are particularly beneficial to this young student population. Using the ADA we earn for our Early Admission to Kindergarten (EAK) program [Expanded TK] students, we have been able to make the numbers work. It s been a priority of the district to offer the program, even in extremely tight economic times, because we know the value our EAK program has been providing our students for several years. Robyn Adams Director of Fiscal Services La Mesa Spring Valley School District 9

10 INVOLVING STAFF FOR EXPANDED TK For districts contemplating Expanded TK for their community, it is important to involve staff who can provide information and insight in areas like enrollment, demographics, budget and finance, human resources, facilities, curriculum, child development and early education, and local early childhood education programs. This staff will be instrumental in the key data collection needed as well as the revenue and cost projections that will determine the type of program each district could offer. Expanded TK programs can provide additional teaching positions for certificated and classified staff. As with TK, teaching credentials are those required for kindergarten teachers. Training and prior experience in early childhood education is critical, and recent changes to the Education Code require that teachers have either formally studied the developmental needs of younger children or have equivalent experience in a preschool setting. See credential requirements for more information. 23 CONCLUSION As California continues its transition to Common Core State Standards and greater alignment of expectations for children and young people in the K-12 system, it is more important than ever that children have a strong educational foundation before kindergarten. Given the inequities in access to early education across California, Expanded TK offers the option for local school districts to address that opportunity gap by expanding school readiness opportunities for the children who need it most. Bolstered by a powerful body of research, increasing public support and a stronger economy, more parents, educators, and policymakers are asking how we can ensure all children benefit from early learning and school readiness programs. With a growing number of leaders at the state and national levels calling for greater investment in early learning, California has an opportunity to lead by maximizing local and state resources to provide early childhood education. Expanded TK can provide these young students developmentally appropriate classrooms and instruction that support their social-emotional and academic growth, with interactive and engaging learning and high expectations that will ensure these young children thrive at the onset of their educational journey. For those that are lucky enough to get TK, Mid-Year TK, or high quality early childhood education, we have provided them with a great foundation and we see how much it makes a difference in their educational success. But there are so many more children outside of our reach who really need support. All children deserve a strong start and we need to build school readiness opportunities for all of our children. Jon Ray Former Administrator Bonsall Union School District 10

11 DISTRICT PROFILES AT A GLANCE Los Angeles Unified School District Program Title TK Expansion Program Program Schedule Phase 1: August 18, 2015 June 10, 2016 Phase 2: School Year Number of Classes 117 sites in ; additional 173 sites in Daily Schedule 6-hour, 180 school day program La Mesa-Spring Valley School District Program Title Program Schedule Early Admission to Kindergarten (EAK) Early January - end of school year Number of Classes 8 classrooms in classrooms in Daily Schedule Full-day Black Oak Mine Unified School District through Beginning in Program Title Preparatory Kindergarten Transitional Kindergarten Program Schedule Early January end of August 20 June 5 (now folded into TK, school year students enrolled mid-year when age-eligible) Number of Classes 1 classroom 4 classrooms in Daily Schedule Full-day Full-day Jefferson Elementary School District Program Title Mid-Year Kindergarten Program Schedule December 3 - June 7 Number of Classes 1 classroom in classroom in Daily Schedule Half-day program, with Extended Day Care available 11

12 ADDITIONAL RESOURCES For additional information on Transitional Kindergarten, please visit TKCalifornia.org and the California Department of Education s Transitional Kindergarten page at Early Edge California stands ready to act as a resource for districts that choose to implement Expanded TK, providing support to ensure a developmentally appropriate, high-quality experience, as we have done since TK was created in We view Expanded TK as one more option to ensure more 4 year olds arrive at the kindergarten door with the social-emotional, pre-literacy and early math skills they need to succeed in school and in life. Given the high numbers of children who do not have access to these kindergarten readiness opportunities, it is critical we provide families with more options. Recognizing the importance of meeting the needs of local communities, we will continue to advocate for more access to programs in diverse settings that offer families choices that meet their diverse needs. We will be updating this brief as we gather more information from districts launching Expanded TK, and stakeholders. Please contact State Director of Policy and Practice Vickie Ramos Harris at (323) x22 or vramos@earlyedgecalifornia.org for more information. ACKNOWLEDGEMENTS We thank the many education leaders across California who supported our research and informed our understanding of how Expanded TK can be implemented for maximum benefit. They include county, district and school administrators, school finance staff, teachers and early childhood education providers and family outreach specialists. Special thanks to pioneers in this arena Black Oak Mine Unified School District, Bonsall Union School District, Jefferson Elementary School District, La Mesa Spring Valley School District, and Los Angeles Unified School District for generously giving of their time, experience and expertise. We are especially grateful to the following individuals for their extended time, guidance, and support: Drew Woodall, Black Oak Mine Unified School District Edgar Zazueta, Los Angeles Unified School District Jan Hopkins, Jefferson Elementary School District Dr. Jill Baker, Long Beach Unified School District Jon Ray, (formerly with) Bonsall Union School District Julie Kessler, Jefferson Elementary School District Leilani Aguinaldo-Yee, Los Angeles Unified School District Dr. Lisa Kaufman, Santa Clara County Office of Education Lisa Zimiga, Jefferson Elementary School District Maureen S. Diekmann, Los Angeles Unified School District Nora Guerra, Oak Grove School District Rita Schwartz, La Mesa-Spring Valley School District Robyn Adams, La Mesa-Spring Valley School District Sandy Mikulik, Jefferson Elementary School District Tanya Harris, Oakland Unified School District Whitcomb Hayslip, Independent Consultant for Early Education Wilma Hashimoto, Fresno County Office of Education 12

13 REFERENCES 1. California Education Code Budget Trailer Bill. AB Amending California Education Code (c) (2015). 3. Please see for additional information. 4. California Education Code (c )(3) (see SB 1381 (Simitian) 2010). 5. Los Angeles Unified School District. (2015). LAUSD Announces New Transitional Kindergarten Expansion Plan [Press release]. Retrieved from 6. Education Omibus Trailer Bill, Cal. Assemb. B. 104 (2015). 7. (Tom Torlakson, letter, July 17, 2015). Retrieved from 8. California Department of Education (2009). Kindergarten Continuance Form: Parental Agreement for Pupil to Continue in Kindergarten. Retrieved from resource-library/resources/files/parentagreeform. pdf 9. California Education Code California Department of Education (2012). California Preschool Learning Foundations. Retrieved from psfoundations.asp 11. California Department of Education (2009). Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning. Retrieved from cd/re/documents/psenglearnersed2.pdf 12. State Advisory Council on Early Learning and Care (2013). California s Best Practices for Young Dual Language Learners: Research Overview Papers. Retrieved from documents/dllresearchpapers.pdf 13. American Institutes of Research (AIR) (2014). Study of California s Transitional Kindergarten Program: Report on the First Year of Implementation, p Retrieved from default/files/downloads/report/transitional%20 Kindergarten%20Implementation%20Study%20 Report.pdf 14. American Institutes of Research (AIR) (2014). Study of California s Transitional Kindergarten Program: Report on the First Year of Implementation, p 10. Retrieved from default/files/downloads/report/transitional%20 Kindergarten%20Implementation%20Study%20 Report.pdf 15. Early Edge California (2015). Differentiated Instruction. Retrieved from org/teaching-tools/classroom-instructionalplanning/differentiated.html 16. Early Edge California (2015). California TK Stipend Webinar. Retrieved from learn-with-us/california-tk-stipend-webinar.html 17. Los Angeles Unified School District (June 2015). 18. The California First 5 Commission IMPACT initiative may also provide opportunity for district collaboration with local First 5 consortia to support teacher and administrator professional learning and quality improvement efforts. IMPACT is expected to launch in second half of RAND Corporation (2012). A Golden Opportunity: Advancing California s Early Care and Education Workforce Professional Development System. Retrieved from rand/pubs/monographs/2012/rand_mg1188.pdf 20. Institute of Medicine and National Research Council (2015). Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. Retrieved from Reports/2015/Birth-To-Eight.aspx 21. RAND Corporation (2012). A Golden Opportunity: Advancing California s Early Care and Education Workforce Professional Development System. Retrieved from rand/pubs/monographs/2012/rand_mg1188.pdf 22. Legislative Analyst s Office (2014). Restructuring California s Child Care and Development System. Retrieved from education/child-care/restructuring-child-caresystem pdf 23. Education Omnibus Budget Trailer Bill, Cal. S. B 848, 33 Amending California Education Code (2013). 13