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2013 Northern California Transitional Kindergarten Conference
Early Edge California and the San Mateo County Office of Education (SMCOE) are proud to have hosted the Northern California Transitional Kindergarten Conference on Nov. 5, 2013 at the South San Francisco Conference Center.
This free event was an exciting opportunity to learn innovative, promising transitional kindergarten practices from education leaders across the state and TK experts from the field. A sold out crowd 400 enthusiastic teachers, coaches, principals and administrators joined us for an interactive, hands-on conference that will give you practical strategies and resources to take back to their district.
Presentations and materials for the conference are available below. Please find videos, presentations and materials for the February 2013 TK Conference in Los Angeles, here.
Main Plenary Session
UC Davis Distinguished Professor of Psychology Dr. Ross Thompson's Presentation: Social Emotional Foundations of Transitional Kindergarten
Principal Researcher, Education Program, American Insitute for Research, Heather Quick's Presentation: Transitional Kindergarten Implementation Study
Institutes and Workshops
As instructional leaders, administrators play a critical role in driving successful implementation of developmentally appropriate, high-quality practices in transitional kindergarten across their schools. In this institute, administrators will learn from experts on how to best develop their aligned system for TK, incorporating key concepts such as social-emotional learning and developmentally appropriate practices.
Jane Danbold, Transitional Kindergarten Coordinator, San Mateo County Office of Education
Whitcomb Hayslip, Early Childhood Education Consultant
Alicia Heneghan, Principal on Special Assignment, San Mateo-Foster City School District
Mary Murray Autry, Education Programs Consultant, Child Development Division, California Department of Education
Carrie Roberts, Administrator, Literacy, History, and Arts Leadership Office, California Department of Education
Building TK Connections to PreK and Early Elementary
The critical window for developing the cognitive, social and academic foundation that helps children thrive in later learning is between birth and age eight. This session will provide an overview of PreK-3rd as well as an engaging panel discussion with district leaders sharing innovative approaches to PreK, TK to 3rd implementation. Participants will come away from the session with concrete examples of promising practices to build a more aligned and articulated PreK-3rd grade connection.
Christina Bath Collosi, Managing Partner, VIVA Strategy + Communications
Carla Bryant, Chief of Early Childhood Development, San Francisco Unified School District
Lynne Martin, Director, Early Childhood Education, Oakland Unified School District
Susan Stanchfield, Transitional Kidnergarten Teacher, Taft Community School, Redwood City School District
|Presentation:||Building TK Connections to PreK and Early Elementary|
|Materials:||B-3 Project Overview | B-3 Project Graphic | K Readiness Tip Sheet English | K Readiness Tip Sheet Spanish | Resource Guide|
Engaging Dual Language Learners and Their Families in Linguistically and Culturally Responsive Learning Environments
Join us to discuss stages of second language acquisition and common myths associated with this process; strategies for supporting children's home cultures and languages as well as learning of English; and ways we can partner with families from diverse backgrounds to support language-rich and culturally inclusive learning environments for all children.
Soodie Ansari, Coordinator, Early Childhood Language Development Institute, San Mateo County Office of Education
Carola Matera, Assistant Professor in Early Childhood Studies, CSU Channel Islands
|Presentation:||Engaging Dual Language Learners and Their Families in Linguistically and Culturally Responsive Learning Environments|
English Language Arts and Oral Language Development in the TK Classroom
This session will explore instructional strategies that promote oral language development in all young learners. Together, participants will examine effective instruction that incorporates experiential learning across the literacy domains and makes programs meaningful and engaging to young children.
Barbara Blakley, Early Childhood Consultant, Los Angeles Unified School District
Elizabeth Magruder, E4 Coordinator, Center for Child and Family Studies, WestEd
|Presentation:||English Language Arts and Oral Language Development in the TK Classroom : Matching Instruction to Developmental Needs|
|Materials:||Developmental Themes | Planning for Experiential Opportunities
Family Engagement: A Partnership Among Families, Schools and Communities
Research continues to demonstrate that meaningful engagement of families in their children's education positively impacts their school readiness and later academic success. To further the goal of supporting families to be active participants in their child's education, join us to discuss ways we can create opportunities that promote authentic collaboration between schools and homes.
Pedro Carbajal O'Limon, Intern, Family Engagement Institute, Foothill College
Betsy Nikolchev, Executive Director, Family Engagement Institute, Foothill College
Carmen Ponce, Director of Stretch to Kindergarten and Early Learning Programs, Family Engagement Institute, Foothill College
Ernesto Saldaña, Vice President of Partnerships and Local Engagement, Early Edge California
Ruth Yoon, Administrator, Program Development and Evaluation, Los Angeles Unified School District - Parent/Community Services Branch
|Materials:||Family Engagement Lead Principles | From Pinciples to Action | Family Engagement Institute Overview, English | Family Engagement Institute Overview, Spanish | Community Cultural Wealth Guidelines | Article: Whose culture has capital? A critical race theory discussion of community cultural wealth|
Formative Assessment in the Transitional Kindergarten Classroom
Embedded formative assessment is tied to daily instruction. The implementation of TK creates opportunities to chart new paths in formative assessment by aligning teaching with student response. Participants will explore strategies for linking assessment and differentiated instruction.
Karen Hayashi, Education Consultant
Melanie LaGory, TK Teacher, Burlingame School District
|Presentation:||Using Formative Assessment to Differentiate Instruction in Transitional Kindergarten
Mathematics in the TK Classroom
Explore ways to support students’ mathematical development in your classroom. This interactive session will include topics such as developmentally appropriate instruction, assessment, integrating support for social emotional development, mathematical vocabulary, and scaffolding learning opportunities through hands-on activities.
Kim Bambao, STEM Early Learning Coordinator, San Mateo County Office of Education
Martha Drinkwater, STEM Early Learning Project Specialist, San Mateo County Office of Education
Gail Oshima, Transitional Kindergarten Teacher, San Mateo-Foster City School District
Linda Platas, Program Officer in Early Math, Heising-Simons Foundation
|Presentation:||Mathematics in the TK Classroom
Transitional Kindergarten Implementation Resources
Presenters will highlight new resources to support transitional kindergarten implementation. Highlighted resources include: CDE's Transitional Kindergarten Implementation Guide; videos that include illustrations of TK classrooms and interviews with administrators, teachers, and parents; and six professional development modules based on the CDE Alignment Document and focused in the areas of Social-Emotional Development, English Language Arts, Mathematics, History-Social Science, Visual and Performing Arts, and Physical Education.
Nancy Herota, School Readiness Director, Sacramento County Office of Education
Debbie Supple, Transitional Kindergarten Support
Natalie Woods Andrews, School Readiness Director, Sacramento County Office of Education
Using the Preschool Learning Foundations to Understand the Social Emotional Needs of Young Learners
This workshop will help you become familiar with effective social emotional strategies that build positive relationships and support the development of self-regulation skills. It will also help you understand the importance of teaching social emotional skills and self-regulation in Transitional Kindergarten and Preschool.
Linda Cochran, California Preschool Instructional Network (CPIN) Program Specialist
Elia García, Transitional Kindergarten Program Specialist
|Presentation:||Understanding the Social Emotional Needs of Young Learners|
|Materials:||Building Postitive Relationships | Foundations Map | PLF Social Emotional Chapter | Positive Feedback and Encouragement | Recommended Practices | Stressors and Buffers
This event is co-sponsored by