partners? it went up to 184 this year. some of 80's have today. some of its is full year. give an -- sumome is half a day. some is the full day.

we will start with l.a. in l.a. started with 36 stand alone, but as they tried to move it out, they have gone sugato ak model. title 1 was not available this year. he actually recommends that model, and he had many reasons why. what did we learn about demographics in enrollment? the program mostly served boy a spirit of -- always. remember that people volunteered -- the program mostly serves boys.

remember that people volunteered. the people who decided to opt into these programs varied based on the school district, and i will talk about certain districts and what happened, who decided to go into them and who did not, and some programs are ell, and that happened in ocean view. goas far as special ed, they fod approximately 12% of the kids were identified as having special needs, so not too far off to the norm. what are the special demographics behind enrollment? last year san diego ruled out of their program, and they decided the most fiscally sound model to

try this on were kids who had at least for kindergarten classrooms, because they could make it 3 kindergarten and one tk. what they found is in some of the schools they did not have enough tkers enrolled. in one situation and they decided at one site they would try a satellite site where one school would serve multiple schools, because these were under unrolled. gooparents did not opt to put te children in a different school, so if i wanted to put my child in school a but you have a satellite at sea b, i would opt.

they found it was hard for t.jk. to get started, that parents would opt to keep their kids in preschool, but as time has gone on, they are finding more people are opting in to it, and in los angeles, there are certain communities said did not except the idea of their children would do a two-year program in kindergarten, so they could not get the enrollment with certain communities, so what do we learn from that? we are not nuclear and once it becomes -- not clear once it becomes mandatory. they had to learn as they went along.

until you do it, you will not snow. you will not know who will off in and who will decide to do something different, so what about the curriculum? most of the program focused on math and early and literacy. these are the different types of curriculum people used. they modified curriculum's already in the system. nobody we spoke to went out and bought a brand new curriculum, so in a ballel, they slow down e sequence for tk classrooms, so

they did not adopt a new curriculum, and some programs had some specific programs around ell, but these were already used within the district, and no new curriculums, and the other area we learned was funding. other districts found standalone classrooms cost more and did not generate what they had to stan pend, so you actually end of spending more money. they started out with funds for title 1. they now have donthe tkk model. they did not have as many people who wanted to go in, and they did not have the funds anymore. one thing that was an unintended consequence, because of the

training l.a. did, and they did five days in the summer, and they were the only ones that did this kind of training, the tk ers perform just as well as kindergarteners, so you have these young children you would think would be behind. that was an unintended consequence. they did just as well as their peers, and the reason they talk about training, and development and appropriate practice the teachers got commo, it was very intense, and they thought this would be good to be done with vinegar and teachers as well, so putting them together -- this

would be good to be done with kindergarten teachers as well. what do we learn from our partners? differentiated instruction is coulgood, and the tkk model fors us into that, that we have to have an appropriate model for our teachers, that you cannot do this separate program. you have to have this progress, and we have to be careful not to add an additional budgetary strains as we put this together. i am going to turn it over to nancy. >> we talked about all these different things we have learned from other districts and places where we were gaining some of our knowledge and thought about how we are going to apply it, so

we came up with a number of considerations, and the first one was around enrollment. it is mandatory to do traditional kindergarten's starting next year, but it is not mandatory for parents to send their children and now to transitional kindergarten. they are welcome to do that if their kid is torn between november and december, so we do not know what the numbers watney -- the numbers will be. it could vary significantly from school to school. you see the charts to the right, and that has a number of students that would be eligible if we look at this year's enrollment by schools, so we have about three elementary

schools where there are zero kids that fall in that range, so in those schools, there would not be any eligible kids, and then we have to attend schools where there are seven students who would fall in that range region we have 10 schools -- then we have 10 schools that would fall in that range. it depends on the number of classrooms. next we started thinking about space availability. we know to have the additional space available for kindergarten or transitional kindergarten, we would need a classroom, and they have maximize the number of classrooms in recent years to accommodate our growing number of students. without knowing exactly where these kids would come, it is

hard to know where we would put a classroom if we were thinking about a separate class room, so we know we will have to work within the existing space we have, and lastly, we want to look at student assignment. we want whatever we do to be consistent with existing policies. we know the staff works hard to make sure we have policies but work for each of our students, and we do not want people to go through a process for transitional kindergarten and change for kindergarten. that seems like an added complication no one would welcome. moving on to curriculum and learning environments, some of the lessons learned were to modify the existing curriculum to be developmentally appropriate, to be sure we have alignment, and that we are working hard to implement, to

use the existing literacy framework so we are moving into the core curriculum in elementary schools and enhance the kindergarten learning environment to create more appropriate classrooms, so we have the ability to differentiate common on and then thinking about professional development, we want to develop model classrooms and then provide foundational training to at least one kindergarten teacher in each strand in the schools so they will be ready for next year. one thing we are thinking a lot about is the flexibility we will need to have. because we do not know exactly what this will look like, we want to be able to study the

implications year won a ratings, and regional -- year one brings and make adjustments going forward. we want to be able to learn for each year and make adjustments as we go, and finally, we know if we can make sure we have full classrooms that will minimize the additional costs for the extension of tk, either way, we want to make sure our classrooms have the maximum number of students we discussed for kindergarten. the next slide gives a little more detail. and we are in the early stages of thinking about how this will come to be common -- will come

to be, so we know this is a work in progress. do you want to add anything about principal training? >> we are actually -- i will explain this. we received an additional money to work with the principles and to sign a visit to see -- to do side who visits and see, because in first grade we are going to have children who have been in kindergarten for two years, so we want to make sure we are looking ahead, so we received a little money to do some visits in programs that have been doing this for a while. >> making sure our teachers and

principals are ready to take on this challenge will be an important part of the process, so we want to think about how we will do that over the spring and summer and into next year. we believe we will need an additional instructional material in those classrooms to make them appropriate learning environments, and we know we will need funds to out reached to our families to make sure they understand what is going on and that they can take the advantage if they would like to. we have been supported by the packard foundation. they have supported us this year and some of our principal training, so looking into the rest of this year and into the following year, we are in of

progress of thinking about program development right now, and you can see some of the activities associated with that process. we will have information waiting for paris. -- for parents. we will move to program execution. we want to take this year as a learning opportunity and see how we can better integrate this as something that enhances our program. if any of you have questions, we are happy to answer them.

>> thanks for the presentation. i have a couple of questions. first, can parents' shoes to be in of program even if their children are born after the window, because a lot of parents' shoes to enroll a year later if they think their kids cannot sit still. i am wondering if parents have the option to do that. >> we know they can enroll based on age. students who qualify will enroll into the program. once they are in our schools, we have a process where they can

choose to accelerate or detain them based on individual needs. that is a difficult thing. to retain a child is different, so i think the message is different, so i am wondering if we are able to expand that. it looks like there has been not an off -- not enough to fill questions. i know a lot of people do a pre- k at their preschool because they know their children are not ready for the rigor of a kindergarten class, so i would

like that to be explored a little bit. kindergarten is compulsory in california? they did not really have to go to kindergarten. i am wondering how we do with that issue that we know if a child had some previous introduction before they go to first grade about protocols in school that they probably do better academically, but a lot of people choose for the children not to go to kindergarten, so this is all about options. we are talking about whether or not parents -- correct me if i am wrong.

call saying about kindergarten is an option about whether to send your children or not. i have a question about what is our statement and what is our policy, but we would tell parents about a program when parents come in to address that issue. and we did go to that program mainly because of costs and? by costas was really one of the drivers, but it was clear it worked. good the classes work, and they

worked because what you had was a curriculum, and the cost of the developmental and training the teachers received turned into a good model, so if you think about it, the 36 classes they started with, 36 turned out to be tk, and those children and teachers and did very well, so the ones but were combined, they worked. it was $1.5 million to do the first model. they did not have the money, so that is one of the reasons, but the other part was, this works.

>> l.a. unified had 13 days for professional development, so when we look at our schedule, i think that is huge. i think that is going to be the breaking point about whether or not that is going to be successful. i would say if cost is a factor, to make in tht a tkk program, i think they are telling us they attribute much of the success to 13 days of solid development, so this recommended for days i have an issue with, because i think if we are going to roll something out to be very successful -- this is not just another program that is not a profound. this is the foundation under

which your children will be successful, so i think putting a little more money into professional development could be well worth it. also, do we have a need that done on how this affects overall academic success? how does this program? what are the stats around behavior? we are talking about disciplined issues. was it helpful to have this program combined? today's see a benefit around student behavior, -- do they see a benefit around student behavior, what about rgi?

l.a. unified has stunned the lot of money into -- sunk a lot of money into rgi, and we are looking at new curriculum, and we are looking to maybe adopt a new curriculum, so how is this going to be introduced when we are also switching of our core curriculum. we do not want to confuse the kid, so would be in san francisco, would we encourage more parents to go from our early education programs to this program? and what is our policy? what would our state mindy. -- what would our statements

the. would we say we encourage you to do it? i think they brought up a good question about the placement of the program, so if you are enrolled in a program in school a, and you want your kids to go to school b, are they able to transition to another school? what does that look like bond? i am assuming you are only offering id at some schools. is that correct? >> every school. >> every school. >> they are already there, so these children are already sitting in a school, so all we are doing is saying individuals

born in these terms, we are going to highlight you are younger than the typical child in your classroom. we have already had children at this time. >> you are not looking -- we are looking at all classrooms. gooi am thinking when the septer 2 state kicks in, that is the 90 day kind of sustained -- thing, so what you're looking at is that every classroom has the potential to be a tkk, because we will have some kids in the classroom. is that correct?

>> every classroom has the potential. i think most kids would determine whether or not all those kids would be in one class. if it is a situation where there are three or four or five kids, that looks different from a fair are -- if there are 20 kids. >> when we do enrollment, do we differentiate when we set up the seats? what is the balance? that is a question i have. i guess i cannot visualize, and maybe we have not figured that out. how would that not process look? i do not want to add another level of confusion.

i am already confused. >> because we are starting another enrollment deal, and we keep changing a little, so may be at a later date we can hear how this will smoothly transition and be easy for parents to comprehend, because that is where i do not get its, how we are going to do enrollment, and i am not thinking of this first phase, but really, later on when we looked at that. the most important thing i would like to find out is what is the date on academic outcomes further on it? we have the districts that isn't hopefully going to -- that

is hopefully going to invest districtwide, so how does that affect academic achievement overall bowman -- overall? did we hear back about further teachers? did they do any kind of survey or questionnaire on teachers to assess whether or not they felt this was a successful program? did they get any feedback from parents who felt this was beneficial for their children? >> i am going to try to tease out the questions. >> i know i have a lot of them. if you want to respond in an you know, i am happy to do