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LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 1 of 12 April 29, 2021

TITLE:

Transitional Kindergarten Implementation

ROUTING

Local District

Superintendents

Community of Schools

Administrators

Directors

Principals, Elementary

Early Childhood

Educations

Administrators

NUMBER:

REF-5777.6

ISSUER:

Alison Yoshimoto-Towery

Chief Academic Officer

Division of Instruction

Dean Tagawa

Executive Director

Early Childhood Education Division

Carlen Powell

Administrator, Elementary Instruction

Division of Instruction

DATE:

April 29, 2021

PURPOSE

The purpose of this reference guide is to provide guidance for Transitional

Kindergarten (TK) program implementation and clarify enrollment policies.

MAJOR

CHANGES:

BACKGROUND:

GUIDELINES:

This reference guide replaces REF-5777.5. The reference guide has been

revised to include information regarding curriculum, English Language

Development instruction, the new TK progress report and assessments, and

updated enrollment policies and teacher requirements.

On September 30, 2010, Governor Arnold Schwarzenegger signed Senate Bill

1381 requiring the kindergarten (K) entry date to change from five years old on

or before December 2 to five years old on or before September 1. The new

entry date was phased in one month at a time over three years beginning in Fall

2012. The bill created an on-going TK program for students impacted by the

change of the kindergarten entry date.

To comply with Education Code section 48000, TK classrooms or combination

classes of kindergarten and TK must be made available at all elementary

schools that have kindergarten students enrolled.

Local District Superintendents with their Community of Schools Administrators

and Directors may devise a plan to cluster TK students when necessary due to

space or program limitations at certain school sites. This plan must be

communicated to families and the Division of Instruction, Elementary

Instruction in order support coherent communication with parents and

principals.

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GUIDELINES:

Enrollment in TK must be available to families throughout the school year. The

TK program is not an optional program offering. TK students must be enrolled in

their school of residence, subject to the space and program limitations as noted

above, just as it is required for kindergarten students. If a TK student who meets

the age requirement seeks to enroll after the school year begins, the school of

residence has an obligation to enroll the student. It is not permissible for schools

to carry waiting lists for TK space. The TK class is year one of a two-year

kindergarten program.

The TK program is for eligible students with birth dates on and after September

through, and including, December 2

I. TEACHER QUALIFICATIONS

Pursuant to Education Code (EC) 48000(g), a school district or charter school

shall ensure that credentialed teachers who are first assigned to a TK

classroom after July 1, 2015, have, by August 1, 2020, one of the following:

1. At least 24 units in early childhood education, or childhood development,

or both.

2. As determined by the Local Educational Agency employing the teacher,

professional experience in a classroom setting with preschool age children

that is comparable to the 24 units of early childhood education, or

childhood development, or both.

3. A child development teacher permit issued by the California Commission

on Teacher Credentialing (CTC).

Any current credentialed teacher who is or was assigned to teach TK, or a

combination class of kindergarten and TK, on or before July 1, 2015, is

“grandfathered in” to teach TK without having to meet additional requirements.

Please contact the personnel specialist assigned to the local district if there are any

questions about teacher qualifications.

Any teacher assigned to teach TK, or a combination class of kindergarten and TK,

after July 1, 2015, must complete one of the following no later than June 30 of the

academic year prior to being assigned to a TK or TK/K class: either 24 semester

units in early

childhood education and/or childhood development OR obtain a Child

Development Teacher Permit issued by the CTC

(ex. to be eligible for a TK/K class

during the 2021-2022 academic year, the teacher must be compliant by June 30,

2021).

In addition to addressing teacher requirements, EC 48000(f) states: “It is the

intent of the Legislature that transitional kindergarten curriculum be aligned to

the California Preschool Learning Foundations developed by the California

Department of Education.”

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Teacher Selection: Following the posting of the matrix, teachers will submit

their preference forms during the matrix selection process. Permanent

teachers shall be allowed to make their requests before the site administrator

assigns a non-permanent teacher. The only exception shall occur when the

site administrator reasonably determines that any specific assignment is not

in the best interest of the program.

II.

ELIGIBLE STUDENTS TK AGE

Pursuant to law, (EC 48000[c]), children who have their fifth birthday from

September 2 and on or before December 2 shall be admitted to a TK program.

Children born after December 2 do not qualify for TK; they may be enrolled

in Pre-K or Expanded Transitional Kindergarten (ETK) where available.

III.

KINDERGARTEN AGE ELIGIBLE STUDENTS

Children who meet the age eligibility for kindergarten (five years of age on or

before September 1) may be enrolled in the TK program upon parent request

when space is available at the school.

A. The TK program is a general education program. For students who are

eligible to receive special education services, TK is considered a general

education placement. Any additional supports and services shall be based

upon the individualized education plan (IEP).

B. TK eligible students requiring the supports of a Special Day Program to

access the general curriculum will be offered placement in a Primary

Special Day Program.

IV.

RECRUITMENT OF TRANSITIONAL KINDERGARTEN STUDENTS

Schools are encouraged to begin recruitment for TK as soon as possible. With

knowledge of this public-

school option, parents can make an informed decision

whether or not to pay for a future private preschool seat prior to the

November/December private school registration deadline.

Los Angeles Unified (L.A. Unified) schools may use, as they would for

kindergarten, the following resources to assist parents, staff, and community:

 TK brochure, English and Spanish (Attachment A)

 ConnectED messages, school newsletters

 Informational meetings in the fall and spring

 Flyers in the main office and high visibility areas

 Announcements at various school site meetings and committees

 Notices at local businesses, childcare facilities, and community

organizations

 Local print and news media

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

Articulation with local Early Education Centers and other preschool

programs

V. ENROLLMENT PROCEDURES

A. To enroll an age-eligible student in TK, the parent/guardian must:

1. Complete the standard L.A. Unified elementary enrollment packet

a. Submit all required immunization records (see BUL-1660.9,

Immunization Guidelines for School Admission, dated August 11,

2020).

2. Sign the Transitional Kindergarten Age-eligible Student Placement

Form (Attachment B). This form shall be placed in the student’s

cumulative folder.

3. School staff must explain to the parent of a TK age-eligible child that

the TK program is year one of a two-year kindergarten program.

B. Kindergarten age-eligible students may be considered for TK enrollment

with parent consent.

1. To enroll a Kindergarten age-eligible student in the TK program the

parent/guardian must:

a. Complete the standard L.A. Unified elementary enrollment packet

b. Submit all required immunization records (see BUL-1660.9,

Immunization Guidelines for School Admission, dated August 11,

2020).

c. Sign the Parent of Kindergarten Eligible Student Requesting

Transitional Kindergarten form, (Attachment C). Note: it should be

made clear to parents that the submission of the Parent of

Kindergarten Eligible Student requesting Transitional Kindergarten

form does not ensure placement.

d. Complete, sign, and date the CDE Kindergarten Continuance Form

(Attachment D). This form is to be placed in the student cumulative

file.

NOTE: Without a signed California Department of Education

Kindergarten

Continuance Form (Attachment D), a kindergarten-age-eligible student

may not be enrolled in the TK program. The District will not receive

Average Daily Attendance funds for Kindergarten-age-eligible children who do

not have a signed Kindergarten Continuance Form. The school administrator is

responsible for working with his/her office staff to ensure that the appropriate

steps are implemented to enroll a student in TK. Please refer to the MiSiS

manual for training materials on enrollment of new students.

C. Instructional Program

The TK program follows the requirements of Education Code section

48000 in providing a modified kindergarten curriculum that is both age

and developmentally appropriate. Emphasis is placed on developing

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oral language skills and providing integrated experiences in language

and literacy, English Language Development (ELD), social-emotional

development, mathematics, physical development, the arts, science,

and social sciences.

TK students who are learning English as a second language, receive 60

minutes of Designated English Language Development (dELD) over

the course of the school day. Teachers work with small groups based

on proficiency levels to provide targeted dELD instruction. During

Integrated English Language Development (iELD), students are

heterogeneously grouped to ensure that ELs interact with peers who

have a more advanced mastery of the English language and who also

serve as age-appropriate language models.

D. Standards for TK

Pursuant to EC 48000(f), Transitional Kindergarten instruction is

aligned to the California Preschool Learning Foundations (PLF),

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

E. Curriculum and Materials

The TK program uses the TK district adopted core curricula and

developmentally appropriate materials, as guided by the CA Preschool

Curriculum Framework. Kindergarten materials and/or curricula may

be used in a TK/K combination classroom, however, teachers must

make curricular modifications to ensure instruction aligns to the

Preschool Learning Foundations (the standards for TK), addresses the

Preschool Curriculum Framework, and the instructional practices for

four- and five-year-olds. Curricular modifications must meet each TK

student where they are in their developmental learning progression and

will allow the student to meet the Kindergarten California Content

Standards (CCS) at the end of the kindergarten year. TK/K teachers

may also choose to use the TK adopted curriculum and modify up to

ensure kindergarten instruction meets the kindergarten California

standards. Teachers use the L.A. UNIFIED TK-K Standards

Alignment Document, extracted from the Alignment of the CA

Preschool Learning Foundations with Key Early Education Resources

(CDE, 2012), to inform curricula modifications.

F. TK District Assessment Tools

TK students are working towards kindergarten readiness and are

expected to demonstrate proficiency in all of the Preschool Learning

Foundations by the end of the TK school year. Teachers use a

combination of observational and curricula assessments to monitor

student development and inform instruction.

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The L.A. Unified TK-K Standards Alignment Document is a valuable

resource to guide instruction and monitor how students are developing

along the learning continuum from the Preschool Learning

Foundations towards beginning kindergarten content standards. This

document aligns the developmental benchmarks for children at 48

months, 60 months, and end of year kindergarten.

The California Preschool Learning Foundations vol. 1, 2, and 3

provide bulleted examples of what students are able to demonstrate

when proficient at the 48- and 60-month expectations and within the 3

ELD PLF levels, Beginning, Middle, Later. The Desired Results

Developmental Profile (DRDP-2015) paper pencil format is a

developmental assessment tool that teachers can use to monitor skills

development from pre-kindergarten to kindergarten.

TK students are not expected to meet kindergarten standards until the

end of their kindergarten year. Kindergarten assessments are not

required of TK students. For grading guidance and progress

monitoring support, see the Elementary Grading Supports and

Resources website: https://achieve.L.A. Unified.net/Page/13782.

VI. PROGRESS REPORTING

The objective of TK is to assure that each student is strong in all content

areas of the Preschool Learning Foundations, thus ensuring a strong

foundation for a successful school career K-12. The Transitional

Kindergarten (TK) Progress Report is aligned to the California Preschool

Learning Foundations (PLF). A student’s mark is based on how she or he

is progressing along the continuum from E = Exploring (48 months), B =

Building (60 months), D = Developing (emerging kindergarten skills), and

I = Integrating (kindergarten skills).

Academic Scores Key

E = Exploring

(48 months)

B = Building

(60 months)

D = Developing

(emerging kinder skills)

I = Integrating

(kinder skills)

Kindergarten standards are not expected to be mastered until the end of the

kindergarten year. TK students are working towards meeting all PLF.

N/A is not an option for any academic subject, including social emotional

development, on the TK report card. The TK progress report is designed to

note a student's developmental level at the time of grading. Teachers should

consider the following questions when assigning a mark:

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 What skills is the student already coming to school with?

 Where does the student fall in their developmental abilities based

on the learning experiences they have had, whether teacher directed

or student initiated?

Social Emotional Development is reflected separately in

Characteristics and

Behaviors of a College-Prepared and Career-Ready Learner.

The ELD marks in the TK progress report align to the ELD Preschool

Learning Foundations and its levels: Beginning, Middle, and Later. For a

complete description of the stages of bilingual language development, see

PLF volume 1, pages 105-108.

(See table below.)

English Language Development Key

B = Beginning

Beginning to develop

English especially

with signals and

stimuli.

M = Middle

Repeats familiar phrases and

uses formulaic speech. Code

switches. Comprehension is

developing.

L = Later

Beginning to use English

to learn in all content

areas.

Use of age-appropriate

English is improving.

The Preschool Learning Foundations vol. 1, 2, and 3 provide bulleted

examples of what students are able to demonstrate when proficient at the 48

and 60-month expectations and within the three ELD PLF levels

, Beginning

Middle, Later. The intention for TK is not mastery of kindergarten or early

kindergarten skills.

The L.A. UNIFIED TK-K Standards Alignment Document indicates the

developmental progression from 48 months to the end of kindergarten.

Teachers may wish to reference this document and some of its descriptors

in parent-teacher conferences.

For a sample of the TK progress report format and additional information

and marking guidance regarding TK, please see the Elementary California

Content Standards Progress Report: www.tinyurl.com/newreportcard.

VII. PROMOTION AND RETENTION

Students in the TK program participate in a two-year kindergarten

experience. TK is the first year and K is the second year.

Kindergarten age-eligible children enrolled in TK will promote to

traditional kindergarten at the end of the school year. The CDE

Kindergarten Continuance Form, Attachment D, must be filled out and

placed in the student’s cumulative folder otherwise the District will not

receive ADA funds. The option to promote to first grade is also available

for these students (birthdates prior to September 2) provided they meet the

criteria outlined in this Reference Guide, see attachments E, F, and G.

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Students may not be retained in TK.

VIII.

STUDENTS TRANSFERRING INTO TK/K FROM OUTSIDE

L.A. UNIFIED

Some school districts in California may grant waivers to students entering

TK/K. These districts may have a process in place that assesses students

prior to school entry and place TK age-eligible students into Kindergarten

based on approval of their local school board. L.A. UNIFIED does not

have this waiver process in place. Should a parent/guardian attempt to

enroll a TK age-eligible student in an L.A. UNIFIED school having already

been enrolled for at least one semester in kindergarten in another public

school district, based on this process, the child is to be enrolled in

kindergarten should the parent request it. All pertinent documentation,

including testing protocols used in the other district and transfer paperwork

from the other district, must be included in the child’s cumulative record. It

is also strongly recommended that the L.A. UNIFIED school request a

letter from the parent requesting K placement for their TK-aged student.

IX. ACCELERATION TO GRADE ONE

A few TK students may, at the end of the TK year, demonstrate the highest

level of mastery of the Kindergarten CCS in both English Language Arts

and Mathematics. Some of these students’ parents may request acceleration

to grade 1, despite their child being younger than the Kindergarten age

eligibility. For these few students, presumably in the top 5% of the entire

population, the procedure outlined below is to be followed prior to

accelerating the student.

This acceleration is for the very few students whose parent/guardian

request it and all acceleration criteria are met. A conference with the

parent/guardian and teacher to discuss the criteria would be appropriate.

Students in the TK program may be accelerated to grade 1 if s/he is able to

demonstrate proficiency in kindergarten and 1

grade readiness by meeting

the following criteria on or before the end of the school year. These

following criteria should be discussed:

1. Parent request and acknowledgement (Attachment E, Transitional

Kindergarten Acceleration to Grade One)

2. Teacher recommendation based on student’s ability to meet all of the

California content standards for kindergarten. including the literacy and

mathematics standards listed on Attachment G.

3. Above-benchmark scores in the following kindergarten assessments:

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a. Above-Benchmark scores on Dynamic Indicators of Basic

Early Literacy Skills Next (DIBELS Next) Middle of Year

and End of Year

b. Spanish Dual Language Education Program Students,

Newcomers and other English Learners, as applicable, may use

the following assessment in lieu of DIBELS:

i. Above-Benchmark scores on Indicadores Dinámicos del

Éxito en la Lectura (IDEL) Middle of Year and End of

Year or

ii. Above- Benchmark proficiency level on the Text Reading

Comprehension (TRC) Español Middle of Year (level c)

and End of Year (level E)

*For DIBELS or IDEL,

student must have benchmark scores in all

component (sub-measure) scores and Above-

Benchmark on the composite

score.

4. Students in Dual Language education programs other than Spanish

may be assessed by a locally designed foundational literacy

assessment in the target language. This assessment must be reviewed

and approved by the Dual Language Education Program office prior

to administration, and students must score at the exceeds standard

level on the assessment. A copy of the assessment must be filed in the

student’s cumulative record. These assessments may be used for

newcomers and other English learners, as applicable.

5. District Interim Assessment Kindergarten Writing Task or a

Curriculum Embedded Writing Task in English or Spanish as

applicable.

a. Score writing sample selected from the options above with the

District Interim Assessment Writing Task rubric appropriate to

the genre of the task used.

b. For grade K-2 the L.A. UNIFIED Interim Assessments can be

accessed at https://achieve.LAUSD.net/Page/6428 after signing

on with an LAUSD Teacher Single Sign On. Located immediately

after the elementary ELA interim assessments, teachers can

access their grade specific Assessment Bank by selecting the

appropriate grade level(s).

c. The student must score 4 in each of the components, Writing

Standards, Text Types & Purposes and Concepts of Print and

Language Standards 1 and 2. Copies of the Assessment rubric must

be maintained in the student’s cumulative record attached to student

writing.

d. Students may be assigned the District Interim Writing Task or

Curriculum Embedded Writing Task via Schoology, Google

Classroom, or another digital platform being used. The assessment

may be administered in person or during regular communication

with the student (phone call, web conference, etc.).

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6. District Common Formative Math Assessments (CFAs): Edulastic

a. The student must score Above-Standard on the Kindergarten

Edulastic CFA#2 or CFA#3. It may be administrated in English or

Spanish as applicable.

b. Teachers may also continue to use Kindergarten Assessment

Recording Form for eligibility for TK acceleration to 1

grade.

Student must meet ALL Kindergarten CSS in mathematics as

reflected on the recording form. Copies of the Recording Form

must be maintained in the student’s cumulative record. It may be

administrated in English or Spanish as applicable.

 English Kindergarten Assessment Instructions and

Recording Form

 Spanish Kindergarten Assessment Instructions and

Recording Form

7. The physical development and social maturity of the child are

consistent with the child's advanced mental ability as demonstrated by

Attachment G.

a. The Desired Results Developmental Profile (DRDP)-

Kindergarten, developed by the California Department of

Education, provides specific guidance on distinguishing between

the learning and developmental milestones of TK and K students.

b. The DRDP-Kindergarten developmental levels (Earlier, Middle

and Later) are organized under two categories (Building and

Integrating) that reflect a developmental continuum for the

transitional kindergarten and kindergarten year.

c. Based on teacher observation, student performance on the

specific DRDP-Kindergarten measures below should be used to

complete the physical development and social maturity elements

on Attachment G.

d. To complete the Health Education portion of Attachment G, refer

to DRDP-Kindergarten Social Emotional Development 4.

e. To complete the History Social Studies portion of Attachment G,

refer to DRDP-Kindergarten History/Social Science 5.

f. To complete the Speaking and Listening portion of Attachment

G, refer to DRDP-Kindergarten Language and Literacy

Development 4.

g. In order to receive a rating of “Met” standard, students should

consistently display conduct and ability described as Integrating

(Middle and Later) on the DRDP-Kindergarten.

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X. PRINCIPAL RECOMMENDATION

Principal must conduct an acceleration conference, which outlines future

consequences of accelerating a child who is younger than the peer group.

The focus of this conference will be on the child’s social/emotional/athletic

needs in middle school and senior high school. Points that should be

discussed in this conference should include, but not be limited to:

 Social/ emotional impact of being amongst the youngest

students in a middle school or senior high school environment

 Physical growth and development compared to grade level

counterparts

 Impact on athletic competitiveness when amongst the youngest

students

 Transition to college at age 17

Attachments E, F, and G must be filed in the student cumulative record.

RESOURCES:

ATTACHMENTS:



MEM-6860.3 Chronological Age Calculator, 2020-2021

 BUL-5708.2, Transitional Kindergarten, Kindergarten, and First Grade

Entrance Age Requirements, Verification of Birth and Placement Forms

 BUL-1660.9, Immunization Guidelines for School Admission

 BUL-2332.7 Elementary School Progress Report Marking Practices and

Procedures

 REF-5951.1, Instructional Minutes for English Learners in Designated

English Language Development (ELD) and Integrated English Language

Arts/ELD in Elementary Schools

 Attachment A – TK Brochure in English and Spanish

 Attachment B – Transitional Kindergarten Age-eligible Student

Placement Form

 Attachment C – Parent of Kindergarten Eligible Student Requesting TK

 Attachment D – California Department of Education Kindergarten

Continuance Form

 Attachment E – Transitional Kindergarten Acceleration to Grade One,

Parent Request and Acknowledgement

 Attachment F – Transitional Kindergarten Acceleration to Grade One,

Signature Form

 Attachment G – Transitional Kindergarten Acceleration to Grade One,

Summary of Progress

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ASSISTANCE:

For general assistance contact Division of Instruction: Carlen Powell, Director,

Elementary Instruction or the Elementary Instruction Transitional Kindergarten

website, https://achieve.LAUSD.net/Page/6503

For TK building space limitations contact Early Childhood Education Division:

Dean Tagawa, Executive Director or the Local District ECE Directors at

(213) 241-0415.

 Local District South - Ifetayo Ewing (iewing1@lausd.net)

 Local District Central - Dr. Patricia Yeldell (patricia.yeldell@lausd.net)

 Local District West - Tracey Washington (tracey.washington@lausd.net)

 Local District East - Ranae Amezquita (ramezqui@lausd.net)

 Local District Northwest- Desiree DeBond Vargas (desiree.debond@lausd.net)

 Local District Northeast - Martha Borquez (mlb6470@lausd.net)

Early Childhood Education Transitional and Expanded Transitional Kindergarten,

website: https://achieve.LAUSD.net/Page/2822

For TK teacher qualifications contact Human Resources - Certificated

Recruitment, Selection and Credential Services: (213) 241-5300

 Qualifying Units: Brenda Neblett (brenda.neblett@lausd.net)

 Child Development Permit: Rosalind Cook (rosalind.cook@lausd.net)

 Previous Experience: Luz Ortega (luz.ortega@lausd.net)

 Resources or Courses: Dr. Cherise Roper (cherise.roper@lausd.net)

What is Transitional

Kindergarten?

Transitional Kindergarten is a program that

builds a bridge between early learning years

and traditional kindergarten.

Transitional Kindergarten is the first year of a

two-year kindergarten program. It is designed

for students who turn five years old after

September 1 and on or before December 2.

This program will give our children an

opportunity to learn important academic and

social skills in a hands-on manner that

supports their development.

What is the Transitional Kindergarten

classroom program?

This program provides children

with a well-planned classroom

program to build necessary

social and academic skills

for success throughout their

school careers. The

program is based on

the California

Preschool

Foundations with

focused

instruction in

literacy and

numeracy along

with a strong

emphasis on self-

regulation and

social engagement.

Transitional Kindergarten

The Transitional Kindergarten program

follows the full day schedule of Traditional

Kindergarten.

Assessments, along with teacher

observations, will be used to monitor your

child’s growth and progress throughout the

year. Staff members will use this information

to guide instruction, individualized to meet

your child’s needs.

How can families be involved in

Transitional Kindergarten?

Communication between home

and school is essential in

helping your child succeed.

Your child’s teacher will meet

with you on a regular basis to

discuss your child’s progress

and ways you will be able to

support him/her at home.

Working together

will help you stay

connected!

ATTACHMENT A

How to Enroll:

The following documents are required

for enrollment:

•

Proof of Age (Birth Certificate,

Baptismal Certificate,

Statement from Local

Registrar or County

Recorder)

•

Proof of Residency (Utility

Bill, Property Taxes,

Rental or Lease

Agreement, Official

Government Mail)

•

Current up-to-date

Immunization Records

• Valid Identification for

Parent/Guardian

We look forward to welcoming you to

Transitional Kindergarten!

Los Angeles Unified

School Name

School Address

School Phone Number

School Website Address

¿Qué es el Kínder

Transicional?

El kinder transicional es un programa educativo que

establece la conexión entre los años de aprendizaje

preescolar y el kínder tradicional.

El kinder transicional es el primer año de un

programa de kínder de dos años y se ha diseñado

para alumnos que cumplen 5 años entre el 2 de

septiembre y el 2 de diciembre. Este programa

ofrecerá a nuestros niños la oportunidad de

aprender destrezas importantes, tanto en lo social

como en lo académico, mediante actividades

prácticas para apoyar su desarrollo.

¿Cómo es el programa en el salón de

clases del kinder transicional?

Este programa brinda a los niños un

programa dentro del salón de clases

bien planeado para fomentar las

destrezas, tanto en lo académico

como en lo social, a fin de alcanzar

el éxito a lo largo de su trayectoria

educativa. El programa se basa en

las ‘Normas estatales básicas

y comunes para el kínder en

California’ Preschool

Learning

Foundations

cuya instrucción se

enfoca en la

‘capacidad para leer

y escribir’ [literacy] y

en los ‘conocimientos

básicos de aritmética’

[numeracy], haciendo

mucho hincapié

también en el

autocontrol (self-

regulation) y en la

participación social.

Kínder Transicional

El programa kinder transicional sigue el horario del

kínder tradicional, con jornada completa de seis

horas y media, diariamente.

Las evaluaciones de los maestros conjuntamente

con sus observaciones serán utilizadas para

monitorear el progreso creciente de sus hijos a lo

largo del año escolar. Los miembros del personal se

valdrán de esta información para guiar la instrucción

individualizada a fin de atender las necesidades de

los hijos de ustedes.

¿Cómo pueden participar las familias en el

kínder transicional?

La comunicación entre el hogar y la

escuela es esencial para que sus

hijos tengan éxito. Los maestros

de sus hijos se reunirán con

ustedes regularmente para hablar

sobre el progreso de sus hijos y

acerca de las formas en que

ustedes activamente los

apoyarán en casa.

Colaborando con

ellos conjuntamente

les ayudará a que

continúe entre ustedes

una mutua conexión.

ANEXO A

Cómo inscribirse:

Se requieren los siguientes documentos

para inscribirse:

• prueba de edad (acta de

nacimiento, acta de bautismo,

pasaporte, declaración del

‘secretario del registro civil’[Local

Registrar] o del registrador del

condado [County Recorder];

• prueba de residencia (‘recibo

de luz y agua’ [Utility Bill],

impuestos prediales [Property

Taxes],

• contrato de renta o de

arrendamiento [Rental or

Lease Agreement], correo

official del gobierno [Official

Government Mail].

•

documentos actuales de

inmunización [Current

Immunization Records];

•

identificación válida como padre,

madre, tutor o tutora.

Esperamos darles la bienvenida al kínder

transicional.

Distrito Escolar Unificado

de Los Ángeles

Nombre de la escuela

Domicilio de la escuela

Teléfono de la escuela

Domicilio del sitio Web de la escuela

ATTACHMENT B

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 1 of 2 March 29, 2021

TRANSITIONAL KINDERGARTEN AGE ELIGIBLE STUDENT PLACEMENT FORM

I have been informed that my Transitional Kindergarten (TK) age-eligible* child

will be enrolled in a TK program at

Name of Child Birthdate

Name of School

for the school year. Transitional kindergarten is the first year of a two year

Kindergarten program as established by the Kindergarten Readiness Act of 2010 (SB 1381;

Education Code section 48000).

School Official Date Provided to Parent

Name of Parent/Guardian Parent Signature Date

This Transitional Kindergarten Age-eligible Student Placement Form must be placed in

student’s cumulative folder.

*Below is the TK age eligibility:



Children who will have their fifth birthday on or after September 2 and on or before December 2

shall be admitted to a transitional kindergarten program.

April 29, 2021

ANEXO B

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 2 of 2 March 29, 2021

FORMULARIO DE COLOCACIÓN PARA ALUMNOS CON LOS REQUISITOS DE EDAD

PARA EL KINDER DE TRANSICIÓN

Se me informó que mi hijo reúne los requisitos de edad* para el Kínder de Transición, y

estará inscrito en un programa TK en

Nombre del Niño Fecha de Nacimiento

Nombre de la Escuela

para el año escolar . El Kínder de Transición constituye el primer año de un programa de

Kindergarten de dos años que establece la ley de Preparación para el Kínder de 2010 (SB 1381).

Funcionario Escolar Fecha Que se Proporcionó a Los Padres

Nombre del Padre/Tutor Firma del Padre Fecha

Formulario de Colocación para Alumnos con los Requisitos de Edad para el Kínder de

Transición

deberá incluirse en el expediente general.

*A continuación la clasificación de TK:



Los niños que cumplan los cinco años entre el 2 de septiembre y el 2 de diciembre deberán recibir

admisión al programa de transición de kindergarten

April 29, 2021

ATTACHMENT C

LOS ANGELES UNIFIED SCHOOL DISTRICT

PARENT OF KINDERGARTEN ELIGIBLE STUDENT REQUESTING TRANSITIONAL

KINDERGARTEN

Child’s Name: _____________________________________________________________________________________

(Please Print) First Middle Last

Birth Date:

_____/_____/________

Sex:

M F

Month Day Year

Home Address: ____________________________________________________________________________________

Street City State

Zip Code

Home Telephone:

__________________________

Father’s Name:

___________________________

Mother’s Name:

_____________________________________

Work/Cell Number:

_______________________

Work/Cell Number:

__________________________________

Siblings: (Names/Ages) _____________________________________________________________________________

_____________________________________________________________________________________________

Has your child attended preschool?

Y N

How many years?

__________

Name of preschool(s) attended: ______________________________________________________________________

List reasons why you think your child would benefit from the Transitional Kindergarten program:

___________________________________________________________________________________________________

______________________________________________________________________________________________

Please submit this form with your registration packet to the school office. You will be notified by school staff regarding

your child’s placement.

______________________________________________

School Site Name

______________________________________________

School Address

______________________________________________

School Phone Number / School Website

Date Received:

Time Received:

am / pm

FOR OFFICE USE ONLY

ANEXO C

LOS ANGELES UNIFIED SCHOOL DISTRICT

CON NINO/A ELIGIBLE POR KINDER PIDIENDO KINDER TRANSICIONAL

Nombre del Estudiante:

(Por favor escribe en letra de molde) Primer Inicial Apellido

Fecha de Nacimiento: / /

Mes Día Año

Sexo: M F

Domicilio: ______________________________________________________________________________

Calle Ciudad Estado Zona Postal

Número de teléfono del hogar:

Nombre del padre: Nombre de la madre:

Número del trabajo/celular: Número del trabajo/celular:

Hermanos/as: (Nombre/Edad)

¿Ha asistido su hijo/a a un programa preescolar?: Si No ¿Cuantos años? ____________________

Nombre del programa preescolar:

Escriba las razones por la cuales usted piensa que a su hijo/a le beneficiará el programa de Kínder

Transicional:

___________________________________________________________________________________________________

______________________________________________________________________________________________

Por favor entregue esta solicitud con su paquete de inscripción a la oficina de la escuela. El personal de la

escuela le informará sobre la asignación de su hijo/a.

Nombre De Escuela

Domicilio de Escuela

Teléfono De Escuela/Escuela De Dirección De Pagina De Web

Date Received:

Time Received:

am / pm

FOR OFFICE USE ONLY

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 1 of 3 March 29, 2021

ATTACHMENT D

California Department of Education Instructions Kindergarten Continuance Form

Parental Agreement for Pupil to Continue in Kindergarten

Instructions for completing the Kindergarten Continuance form (Attachment D) are as follows:

1. Print name of student enrolling in the TK program.

2. Print the kindergarten attendance anniversary date. This is the first instructional day

of the next school year, presumed to be August 2021.

3. Name of school official approving for the District: [print school principal’s name]

4. Print the last instructional date of the next school year following this statement, for

school year 2021-2022 presumed to be June 2022

5. Parent must complete and sign the bottom section and submit the form.

6. Make a copy of the California Department of Education Kindergarten Continuance

form (Attachment D) for the parent and place the original in the child’s cumulative

record.

NOTE: Without a signed California Department of Education Kindergarten Continuance form

(Attachment D), a kindergarten-age student may not be enrolled in the TK program. The District

will not receive average daily attendance funds for children who do not have a signed

Kindergarten Continuance form.

For the California Kindergarten Continuance form in other languages, go to

http://inet2.cde.ca.gov/cmd/translatedparentaldoc.aspx?docid=240,5701-5728,5797-5806

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 2 of 3 March 29, 2021

ATTACHMENT D

California Department of Education

Kindergarten Continuance Form

Parental Agreement for Pupil to Continue in Kindergarten

Reflects amendments to California Education Code sections 46300 and 48011, effective Jan. 1, 1992

Name of School:

Name of Pupil:

Kindergarten Attendance Anniversary Date:

Name of School Official Approving for District:

Information for parent or guardian

California law provides that after a child has been lawfully admitted to Kindergarten and has

attended for a year, the child shall be promoted to the first grade unless the school district and the

child’s parent/guardian agree to have the child continue to attend Kindergarten for not longer than

one additional year. This rule applies whether a child begins kindergarten at the beginning of a

school year or at some later date. Because kindergarten-age children often do not develop at steady or

predictable rates, the California Department of Education recommends that approval for a child to

continue not be given until near the anniversary of a child’s admittance to kindergarten.

I agree to having my child (named above) continue in kindergarten until __________________ (may

not be more than one year beyond anniversary).

Signature of Parent/Guardian: ______________________________________ Date: ______________

Printed/Typed Name of Parent/ Guardian:

Address:

Telephone Number:

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 3 of 3 March 29, 2021

ANEXO D

Departamento de Educación de California

Formulario de acuerdo de los padres

Acuerdo para que los estudiantes continúen en el jardín infantil

Refleja las enmiendas realizadas a las secciones 46300 y 48011

del Código de Educación, vigentes desde el 1 de enero de 1992

Nombre de la escuela: ____________________________________________________________

Nombre del estudiante: __

Fecha del aniversario de asistencia al jardín infantil: _______________________

Nombre del directivo de la escuela que realiza la aprobación en nombre del distrito:

________________________________________________________________________________

Información para los padres o el tutor

La ley de California establece que después de que un niño o niña ha ingresado a un jardín infantil y

ha asistido durante un año, debe ser promovido a primer grado a menos que el distrito escolar y los

padres o el tutor acuerden que el niño continúe asistiendo al jardín infantil por un año más como

máximo. Esta regla se aplica ya sea que el niño comience el jardín infantil al comienzo del año

escolar o en una fecha posterior. Debido a que los niños en edad de asistir al jardín infantil

generalmente no se desarrollan a un ritmo constante o predecible, el Departamento de Educación de

California recomienda que la aprobación para que un niño continúe no debe proporcionarse hasta que

no se aproxime la fecha del aniversario de admisión del niño al jardín infantil.

Acepto que mi hijo/a (nombrado anteriormente) continúe asistiendo al jardín infantil hasta

_________________________ (por no más de un año después de la fecha de aniversario)

Firma del padre/madre o tutor ________________________________Fecha: ______________

Nombre del padre/madre o tutor escrito a máquina/en letra de imprenta:

Dirección:

Número de teléfono:

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

ATTACHMENT E

TRANSITIONAL KINDERGARTEN ACCELERATION TO GRADE ONE

Parent Request and Acknowledgement

I am requesting that my child

_________________________________ ___________________ having completed one year of

Name of Child Birthdate

Transitional Kindergarten, be accelerated to Grade One at _______________________________

Name of School

for the __________________ school year.

Parent/Guardian Signature: _____________________________________

Date: _____________________________

Page 1 of 2

REF-5777.6

Division of Instruction

March 29, 2021

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 2 of 2 March 29, 2021

ANEXO E

KINDER DE TRANSICIÓN CON PASE ACELERADO AL PRIMER GRADO

Solicito que mi hijo (a):

_________________________________ ___________________, que ha completado un año de

Nombre del niño (a) Fecha de nacimiento

Kindergarten de Transición, pase al primer grado en: ___________________________________

Nombre de la escuela

para el año escolar __________________.

Firma del Padre de Familia/Tutor: _____________________________________

Fecha: _____________________________

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 1 of 3 March 29, 2021

ATTACHMENT F

TRANSITIONAL KINDERGARTEN ACCELERATION TO GRADE ONE

Student Name: Student Birthdate: ____________________

School Name:

The above-named student is recommended for acceleration to Grade One based on the following

requirements having been met prior to the completion of the TK academic year.

Teacher recommendation based on student’s ability to meet all of the CA Content Standards for

Kindergarten and the CA Content Standards for Literacy listed on Attachment G.

Principal recommendation including verification that an Acceleration Conference was conducted with the

parent or guardian. Principal must conduct an Acceleration Conference which outlines future

consequences of accelerating a child who is younger than the peer group. The focus of this conference

will be on the child’s social/emotional/athletic needs in Middle School and Senior High School. Points that

should be discussed in this conference should include, but not be limited to:



Social emotional impact of being among the youngest students in a Middle School

or High School environment



Physical growth and development compared to grade level counterparts

 Impact on athletic competitiveness when among the youngest students



Transition to college at age 17 and Attachments H, I, and J must be filed in student’s

cumulative record

The above-named child is in the upper five percent of the child's age group in terms of general mental ability

as demonstrated by attaining proficiency in the following first grade readiness measures on or before the end

of the TK school year:

Foundational Literacy Skills Assessment

1. Above-Benchmark scores on Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS

Next) Middle of Year and End of Year

2. Spanish Dual Language Education Program Students, Newcomers and other English Learners,

as applicable, may use the following assessment in lieu of DIBELS:

a. Above-Benchmark scores on Indicadores Dinámicos del Éxito en la Lectura

(IDEL) End of Year (EOY) or

b. Above- Benchmark proficiency level (Level E) on the Text Reading Comprehension

(TRC) Español End of Year (EOY)

*For DIBELS or IDEL, student must have benchmark scores in all component (sub-measure) scores

and Above-Benchmark on the composite score.

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 2 of 3 March 29, 2021

ATTACHMENT F

3. Students in Dual Language education programs other than Spanish may be assessed by a

locally designed foundational literacy assessment in the target language. This

assessment must be reviewed and approved by the Dual Language Education Program

office prior to administration, and students must score at the exceeds standard level on

the assessment. A copy of the assessment must be filed in the student’s cumulative

record. These assessment may be used for newcomers and other English learners, as

applicable



California Content Standards (CCS) Writing Assessment

4. District Interim Assessment Kindergarten Writing Task or a Curriculum Embedded

Writing Task in English or Spanish as applicable.

a. Score writing sample selected from the options above with the District Interim

Assessment Writing Task rubric appropriate to the genre of the task used.

For grade K-2 the L.A. UNIFIED Interim Assessments can be accessed at

https://achieve.lausd.net/Page/6428 after signing on with an L.A. UNIFIED

Teacher Single Sign On. Located immediately after the elementary ELA

interim assessments, teachers can access their grade specific Assessment

Bank by selecting the appropriate grade level(s).

c. The student must score 4 in each of the components, Writing Standards, Text Types &

Purposes and Concepts of Print and Language Standards 1 and 2. Copies of the

Assessment rubric must be maintained in the student’s cumulative record attached to

student writing.

d. Students may be assigned the District Interim Writing Task or Curriculum Embedded

Writing Task via Schoology, Google Classroom, or another digital platform being

used. The assessment may be administered in person or during regular

communication with the student (phone call, web conference, etc.).

Mathematics Assessment

5. District common formative math assessments (CFAs): Edulastic

The student must score Above-Standard on the Kindergarten Edulastic CFA #2 or CFA#3.

It may be administrated in English or Spanish as applicable.

6. Teachers may also continue to use Kindergarten Assessment Recording Form for

eligibility for TK acceleration to 1

grade. Student must meet ALL Kindergarten CSS

in mathematics as reflected on the recording form. Copies of the Recording Form must

be maintained in the student’s cumulative record. It may be administrated in English or

Spanish as applicable.

 English Kindergarten Assessment Instructions and Recording Form

 Spanish Kindergarten Assessment Instructions and Recording Form

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 3 of 3 March 29, 2021

ATTACHMENT F

Physical Growth and Social Maturity

7. The physical development and social maturity of the child are consistent with the child's

advanced mental ability as demonstrated by Attachment G.

a. The Desired Results Developmental Profile (DRDP)-Kindergarten, developed by the

California Department of Education, provides specific guidance on distinguishing

between the learning and developmental milestones of TK and K students.

b. The DRDP-Kindergarten developmental levels (Earlier, Middle and Later) are

organized under two categories (Building and Integrating) that reflect a developmental

continuum for the transitional kindergarten and kindergarten year.

c. Based on teacher observation, student performance on the specific DRDP-

Kindergarten measures below should be used to complete the physical development

and social maturity elements on Attachment G.

d. To complete the Health Education portion of Attachment G, refer to

DRDP-

Kindergarten Social Emotional Development 4.

e. To complete the History Social Studies portion of Attachment G, refer to DRDP-

Kindergarten History/Social Science 5.

f. To complete the Speaking and Listening portion of Attachment G, refer to DRDP-

Kindergarten Language and Literacy Development 4.

g. In order to receive a rating of “Met” standard, students should consistently display

conduct and ability described as Integrating (Middle and Later) on the DRDP-

Kindergarten.

The signatures below indicate that the teacher and principals verify that the student meets all of the

criteria above for acceleration to first grade.

_____________________________ _______________________________ ________________

Name of Teacher Signature Date

_____________________________ _______________________________ ________________

Name of Teacher Signature Date

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 1 of 3 March 29, 2021

ATTACHMENT G

A Transitional Kindergarten (TK) student must meet all of the CA State Standards for Kindergarten

listed below to accelerate to Grade One. You may refer to the L.A. UNIFIED TK-K Alignment

Document for additional information. This form must be retained in the student’s cumulative record.

School Name: __________________________________

Student Name: Date of Birth: _____________________

Domain:

Content Area:

Health Education

Mental, Emotional, and Social Health

1.5 Describe and practice situations when it is appropriate to use “Please”,

“Thank you, “Excuse me”, and “I’m sorry”.

Met

Not Met

4.2 Cooperate and share with others.

Met

Not Met

History/ Social Science

Responsible Conduct

1. Follow rules such as sharing and taking turns and know the consequences of

breaking them.

Met

Not met

Speaking and Listening

Comprehension and Collaboration

1. Participate in collaborative conversation with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussion

Met

Not Met

b. Continue a conversation through multiple exchanges

Met

Not Met

Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

f. Produce and expand complete sentences in shared language activities.

Met

Not Met

Reading

Key Ideas and Details

RL2. With prompting and support, retell familiar stories, including key details.

Met

Not Met

RI2. With prompting and support, identify the main topic to retell key details of

a text.

Met

Not Met

Reading

Craft and Structure

RL5. Recognize common types of texts (e.g., storybooks, poems, fantasy,

realistic text)

Met

Not Met

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 2 of 3 March 29, 2021

ATTACHMENT G

Reading, Foundational Skills

Print Concepts

Demonstrate understanding of the organization and basic features of print,

a. Follow words from left to right, top to bottom, and page by page.

Met

Not Met

b. Recognize that spoken words are represented in written language specific

sequences of letters.

Met

Not Met

c. Understand that words are separated by spaces in print.

Met

Not Met

Reading, Foundational Skills

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words both in

isolation and in text.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary or many of the most frequent sounds for each consonant.

Met

Not Met

b. Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, Uu)

and know the long and short sound of each vowel.

Met

Not Met

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my,

is, are, do, does)

Met

Not met

d. Distinguish between similarly spelled words by identifying the sounds of the

letters that differ.

Met

Not met

Mathematics, Counting and Cardinality

A. Count to tell the number of objects.

4. Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in the standard

order, pairing each object with one and only one number name and each number

name with one and only one object.

Met

Not Met

b. Understand that the last number name said tells the number of objects

counted. The number of objects is the same regardless of their arrangement or

the order in which they were counted.

Met

Not Met

c. Understand that each successive number name refers to a

quantity that is one larger.

Met

Not Met

5. Count to answer "how many?" questions about as many as 20 things arranged

in a line, a rectangular array, or a circle, or as many as 10 things in a scattered

configuration; given a number from 1-20, count out that many objects.

Met

Not Met

April 29, 2021

LOS ANGELES UNIFIED SCHOOL DISTRICT

REFERENCE GUIDE

REF-5777.6

Division of Instruction Page 3 of 3 March 29, 2021

ATTACHMENT G

A. Compare Numbers

6. Identify whether the number of objects in one group is greater than, less

than, or equal to the number of objects in another group, e.g., by using

matching and counting strategies. (Includes groups with up to ten objects)

Met

Not Met

7. Compare two numbers between 1 and 10 presented as written numerals.

Met

Not Met

Mathematics, Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking

apart and taking from.

1. Represent addition and subtraction with objects, fingers, mental images,

drawings, sounds (e.g., claps), acting out situations, verbal explanations,

expressions, or equations

Met

Not Met

2. Solve addition and subtraction word problems, and add and subtract within

10, e.g., by using objects or drawings to represent the problem.

Met

Not Met

3. Fluently add and subtract within 5.

Met

Not Met

I certify that this information is accurate and is the result of my professional assessment of the

progress made by _______________________________________ during Transitional Kindergarten.

Child’s Name

_____________________________ _____________________________ ________________

Name of Teacher Signature Date

_____________________________ _____________________________ ________________

Name of Teacher Signature Date

April 29, 2021

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