Pre k or pre k: Preschool vs. Pre-Kindergarten: What’s the Difference?

Опубликовано: December 11, 2022 в 10:12 am

Автор: alexxlab

Категории: Miscellaneous

Universal Prekindergarten FAQs – Elementary (CA Dept of Education)

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Frequently asked questions (FAQs) regarding California state law relating to Universal Prekindergarten (UPK) and Transitional Kindergarten (TK).

The California Department of Education (CDE) and State Superintendent of Public Instruction fully support the Universal PreKindergarten (UPK) and Transitional Kindergarten (TK) program.

NOTE: The CDE is working to integrate earlier TK Frequently Asked Questions (FAQs) into the broader UPK FAQs. (Additional information coming soon)

UPK FAQs
UPK Grants Funding Logistics
Teacher Workforce
TK Admission Information
TK Funding and Reporting Information
TK Program Information
Instructional Minutes Information
Related Resources

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UPK FAQs

How is the CDE supporting inclusive practices, particularly supports for challenging behaviors in UPK? (New 06-May-2022)
- The revision of the California Preschool Learning Foundations, with a target release date of 2023, as well as the California Department of Education’s (CDE’s) Preschool through Third Grade (P-3) Alignment Initiative, seeks to address and potential for inequities, address bias, and promote equitable opportunity for all children.
- California has made significant strides by adopting legislation which sets forth specific steps that must be taken when a child exhibits serious challenging behaviors before a California State Preschool Program (CSPP) can expel or disenroll a child.
- The Inclusive Early Education Expansion Program (IEEEP) provides funding to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities.
- To support local educational agency (LEA) leaders in implementing UPK, particularly with regard to early education concepts, agencies, and structures, the CDE has developed Guidance for the California Prekindergarten Planning and Implementation Grant Program. This guidance is meant to support LEAs in the development of their UPK Plan for consideration by the LEA’s governing board or body at a public meeting on, or before, June 30, 2022. The guidance document can be found at the following link:
  - Universal PreKindergarten Planning and Implementation Guidance Volume 1 (DOCX)
  - Universal PreKindergarten Planning and Implementation Guidance Volume 2 (DOCX)

Do parents have a choice when it comes to UPK? (Updated 27-May-2022)

As part of UPK expansion, how are the California Preschool Learning Foundations being updated? (Updated 27-May-2022)
- The updates of the California Preschool Learning Foundations will incorporate recent research in the field, including best practices to support dual language learners (DLL), reduce racial bias, and better support the inclusion of children with disabilities. The California Department of Education (CDE) will engage with teachers, child development and equity, diversity, inclusion researchers, and constituency groups as primary sources of input into the review and development of the updated California Preschool Learning Foundations.
- Additionally, the CDE will be updating the California Preschool Learning Foundations to extend up through third grade, which aligns with the CDE’s Preschool through Third Grade (P-3) Alignment Initiative. The P-3 Alignment Initiative seeks to 1) elevate the importance of alignment and coherence across early grades and systems, and 2) support improved coordination of policies and practices in and across early childhood education settings, through transitions to preschool, Transitional Kindergarten (TK), Kindergarten, and across the early grades and beyond.
- The California Preschool Learning Foundations work is grounded in the principle that starting early matters. Ensuring children have high-quality early learning opportunities and making sure the positive outcomes of these experiences are sustained through the early elementary years is the best way to provide all children with a strong foundation from which to thrive in future years.

What is UPK and how is it related to Universal Transitional Kindergarten (UTK)? (Updated 27-May-2022)
- UPK is an umbrella term that includes the California State Preschool Program (CSPP), TK at the California Department of Education, as well as Head Start, district and local community-based preschool programs, early learning services for students with disabilities, private pay preschool, and expanded learning options to support access to a full day of services.
- While participation in UPK and choice of which program is optional, TK is the only option within the broader UPK frame that will be universally available, and free of cost, for all four-year old children as part of California’s public education system.
- California’s goal is to serve more children ages 3-to 4-years-old, statewide, in high-quality preschool programs. California intends to meet this goal through the implementation of universally available TK, as well as investments in other state-funded programs, such as funding to expand the CSPP and other state-subsidized programs that offer a preschool learning experience.
- In 2021, legislation was passed that requires any local educational agency (LEA) operating a Kindergarten to also provide a TK program for all 4-year-old children by 2025–26. UTK means that by 2025–26, regardless of background, race, zip code, immigration status, or income level, every child will have access to TK as a quality learning experience the year before Kindergarten.

Will there be a mixed delivery so private preschools can continue to be part of educating our young children and giving parents choices?
- Universal prekindergarten (UPK) is a mixed delivery system that also includes the California State Preschool Program (CSPP) which the California Department of Education (CDE) operates, along with other prekindergarten programs serving three- and four-year-old children, including the federal Head Start Program, subsidized programs that operate a preschool learning experience and are operated by community-based organizations (CBOs)–including family childcare–, and private preschool.

A district with a very robust preschool program would like to provide their four-year-old children with Universal Transitional Kindergarten (UTK) through their preschool program. Would this be permissible?
- Districts are required to offer transitional kindergarten (TK) to all children that are eligible (based on the year of universal transitional kindergarten [UTK] phase-in implementation) and wish to enroll. However, families are also allowed to choose other prekindergarten options, such as California State Preschool Program (CSPP) or Head Start, if they are eligible for those programs. If, for example, parents continue to choose the local educational agency’s (LEA’s) existing preschool programs instead of TK, the district TK enrollment may end up being relatively small.
- As part of LEA’s universal prekindergarten (UPK) plan due to their governing board or body by June 30, 2022, the LEA should conduct outreach to parents with children who will be eligible for UTK to determine whether they will want to enroll in UTK or in another preschool option. By better understanding parent needs, the LEA can plan how to meet the requirements around providing TK to all eligible children who are interested and also leveraging the benefits of their existing robust preschool programs.
- Additionally, any children enrolled in TK can also receive extended learning and care through the district’s existing CSPP program or Head Start, if eligible, or through other extended learning programs.

What does universally available Transitional Kindergarten (UTK) mean? (Updated 26-September-2022)
- Education Code section 48000(c) requires any school district operating a Kindergarten to also provide a TK program for all 4-year-old children by 2025–26. Universally available TK means that by 2025–26, regardless of background, race, zip code, immigration status, or income level, every child whose fourth birthday occurs by September 1 will have access to TK at a school district as a quality learning experience the year before Kindergarten.

What is Transitional Kindergarten (TK)? (Updated 26-September-2022)
- The Kindergarten Readiness Act of 2010 created transitional kindergarten, the first year of a two-year kindergarten experience, which initially was available for students born between September and December. The Act also gradually changed the kindergarten entry date from December 2 to September 1, so all children would enter kindergarten at age 5 by 2014. This historic legislation meant that more than 120,000 children would have access to an additional year of high-quality early learning and, as a result, be better prepared to succeed in kindergarten and beyond.
- In 2021, legislation was passed that requires any school district operating a kindergarten to also provide a TK program for all children who turn four years old by September 1 by the year 2025–26. TK uses a modified kindergarten curriculum that is age and developmentally appropriate and based on California’s Preschool Learning Foundations and Frameworks.
- The age at which children are eligible for TK changes from 2022–23 to 2025–26.

Can parents choose to enroll their transitional kindergarten (TK) eligible child into the California State Preschool Program (CSPP) instead of transitional kindergarten (TK)? (Updated 14-June-2022)
- Transitional kindergarten (TK), like kindergarten enrollment, is not compulsory. Parents will continue to have the choice to remain at their current program provided that they meet eligibility requirements. The 2021–22 California State Budget explicitly retained choice for parents whose children are enrolled in the California State Preschool Program (CSPP).

What role does the California State Preschool Program (CSPP) have in UPK? (Updated 14-June-2022)
- As Transitional Kindergarten (TK) will be fully funded by 2025–26 to provide access to early education for all children whose fourth birthday occurs by the first of September of the year they are enrolled, California State Preschool Programs (CSPPs) may have increased room in their contracts to expand the enrollment of three-year-old children so more children have access to two years of high-quality early education before kindergarten. Based on 2019–20 data, only 13 percent of three-year-old children eligible for CSPP were enrolled. Universal PreKindergarten (UPK) presents the opportunity to provide so many more children with early education opportunities.
  - CSPPs may also have opportunities to provide expanded learning and extended care opportunities (before-school, after-school and summer session) to children enrolled in TK and Kindergarten to address the needs of families while also providing extended learning opportunities.

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UPK Grants Funding Logistics

What is the UPK Planning and Implementation Grant? (New 06-May-2022)

California Education Code (EC) Section 8281.5, created the UPK Planning and Implementation (P&I) Grant Program, which provides a total of $200 million to support planning around access to classroom-based PreKindergarten programs. This grant is allocated in two parts:
1. UPK P&I Grant for local educational agencies (LEAs) (school districts, charter schools, and county offices of education) based on a formula specified in EC 8281.5(c)(1)(A) and (C). The link to this funding allocation page can be found at Universal Prekindergarten Planning & Implementation Grant.
  - These funds may be used for costs associated with creating or expanding California State Preschool Programs (CSPP) or TK programs, or to establish or strengthen partnerships with other providers of prekindergarten education within the local educational agency (LEA), including Head Start programs, to ensure that high-quality prekindergarten options are available for four-year-old children. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.
  - LEAs receiving these grant funds are required to develop a plan articulating how all children in their attendance area will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After-School Education and Safety Program, CSPP, Head Start programs, and other community-based early learning programs. This plan must be submitted for consideration by their governing board or body at a public meeting on or before June 30, 2022. Additional reporting requirements, including expenditure data, will be outlined in the future.
2. UPK P&I – Countywide Planning and Capacity Building funds with a minimum base grant of $15,000 for each LEA in their county that operates kindergarten programs specified in EC 8281.5(c)(1)(B). The link to this funding allocation page can be found at UPK Planning & Implementation – Countywide Planning and Capacity Grant.
  - These funds may be used for costs associated with providing countywide planning and capacity building to help LEAs in their county create or expand CSPP or TK programs, or to establish or strengthen partnerships with other providers of PreKindergarten education within the county, including Head Start programs, to ensure that high-quality options are available for four-year-old children countywide. Allowable costs include, but are not necessarily limited to, planning costs, hiring and recruitment costs, staff training and professional development, classroom materials, and supplies.
  - County offices of education (COEs) are required to develop and present a plan that describes how the COE is providing support for countywide planning and capacity building efforts for UPK planning and implementation (EC Section 8281.5). Additionally, COEs will be required to submit the required data questions outlined in the template. If a COE operates a TK and K program, it must also develop a UPK Plan and provide the CDE with required data as outlined in the LEA Planning Template. Additional requests for data, including expenditure data, will be outlined in the future.

What funding is available to expand the teacher workforce? (Updated 27-May-2022)

One notable grant is the Early Education Teacher Development Grant.
- The 2021–22 California State Budget appropriated $100 million for the CDE to issue a competitive grant, the Early Education Teacher Development Grant, for local educational agencies (LEAs) to address two key needs: (1) increase the number of credentialed teachers meeting the TK teaching requirements, and (2) increase the competencies of teachers in the California State Preschool Program (CSPP), TK, and Kindergarten To address the competencies, it will support teachers in providing instruction in inclusive classrooms, providing culturally-responsive instruction, supporting dual language learners (DLL), enhancing social-emotional learning, implementing trauma-informed and restorative practices, and mitigating implicit biases to eliminate exclusionary discipline. For more information about Request for Applications, please visit the Early Education Teacher Development Grant web page.
- The budget also includes funding to support the TK teacher pipeline by expanding access to existing programs, including:
  - The Teacher Residency Grant Program web page
  - The California Classified School Employee Teacher Credentialing Program web page
  - The Golden State Teacher Grant Program web page
  - Information for these and other funding opportunities are described in the Universal PreKindergarten Teacher Pipeline Compendium (PDF)

What is required to receive the UPK Planning and Implementation Grant funding? (New 06-May-2022)
- The 2021–22 California State Budget provided a formula to determine funding allocations for the UPK Planning and Implementation grant. Specifically, the CDE is required to allocate two hundred million dollars ($200,000,000) in the 2021–22 fiscal year (FY) to local educational agencies (LEAs) as follows:
  - A minimum base grant to all local educational agencies that operate kindergarten programs as determined using California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment from the 2020–21 certification, as follows:
    1. For LEAs with an enrollment of 1 to 23 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
    2. For LEAs with an enrollment of 24 to 99 pupils, inclusive, the minimum base grant shall be fifty thousand dollars ($50,000).
    3. For LEAs with an enrollment of 100 or more pupils, the minimum base grant shall be one hundred thousand dollars ($100,000).
  - A minimum base grant for each county office of education (COE) of fifteen thousand dollars ($15,000) for each local educational agency in their county that operates kindergarten programs to support countywide planning and capacity building.
  - Of the remaining funds after allocations:
    1. Sixty percent shall be available as enrollment grants. These grants shall be allocated based on the local educational agency’s proportional share of total California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment for the 2019–20 FY, as applied to the total amount of program funds available for the enrollment grant. For purposes of this clause, the total statewide kindergarten enrollment shall be calculated using the California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment minus the transitional kindergarten program enrollment for the 2019–20 FY for each LEA.
    2. Forty percent shall be available as supplemental grants. These grants shall be allocated based on the LEAs California Longitudinal Pupil Achievement Data System Fall 1 kindergarten enrollment minus the transitional kindergarten program enrollment for the 2019–20 FY, multiplied by the LEAs unduplicated pupil percentage, as calculated pursuant to subdivision (b) of Section 42238. 02 or subdivision (b) of Section 2574 certified as of the second principal apportionment. Funds for this purpose shall be distributed percent-to-total from funds available for the supplemental grant.
- The UPK P&I Grant will be allocated through an apportionment process. EC 8281.5(c)(3)(B) requires each LEA receiving these funds to develop a plan articulating how all children in the attendance area of the LEA will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After-School Education and Safety Program, CSPPs, Head Start programs, and other community-based early learning and care programs. LEAs must submit this plan for consideration by their governing board or body at a public meeting on or before June 30, 2022.
- In addition, EC 8281. 5(c)(3)(A) requires each LEA receiving this apportionment to provide program data to the CDE at the CDE’s request, including, but not limited to, recipient information, and to participate in overall program evaluation. Some of this data that LEAs will be required to submit is outlined on the planning template. Additional requests for data, including expenditure data, will be outlined in the future.

Does the UPK Planning Template need to be submitted to the CDE? (New 06-May-2022)
- While the plan itself does not need to be submitted to the CDE, certain elements of the plan will be required to be submitted to the CDE. The plan needs to be submitted for consideration to the governing board or body of the local educational agency (LEA) at a public meeting on or before June 30, 2022.
- LEAs
  1. The CDE will be collecting information on the answers to the required questions after July 30, 2022, in a survey. This will allow the CDE to learn about how LEAs are planning to implement UPK, and to identify what additional support may be needed to help LEAs as they move along the implementation process.
  2. The questions required for submission to the CDE should be answered based on what the LEA plans to implement in the 2022–23 school year. However, the CDE encourages that LEAs, when developing their UPK Plan for consideration by their local governing board, look beyond the first year of implementation and lay the foundation for the full implementation period. The CDE also encourages LEAs to look to their Local Control and Accountability Plans (LCAPs) to identify where their LCAPs already include relevant opportunities for alignment, and to consider the results of the UPK planning and implementation efforts as it pertains to future updates to their LCAPs.
- To help introduce LEA leaders to early education concepts, agencies, and structures. CDE has developed a Universal PreKindergarten Planning and Implementation Guidance document. This guidance is meant to support LEAs in the development of their Universal PreKindergarten (UPK) Plan for consideration by the LEAs governing board or body at a public meeting on or before June 30, 2022.
  - Universal PreKindergarten Planning and Implementation Guidance Volume 1 (DOCX)
  - Universal PreKindergarten Planning and Implementation Guidance Volume 2 (DOCX)
- County Offices of Education (COEs)
  - The CDE will be collecting information on the answers to the COE required questions after July 30, 2022, in a survey. This will allow the CDE to learn about how COEs are supporting LEAs as they move through the planning and implementation process.
  - The questions required for submission to the CDE should be answered based on how the COE supported LEAs in putting together their plan presentations to their respective local governing boards in advance of June 30, 2022, as well as how the COE plans to continue to support the LEAs implementation of UPK in the county through 2025–26.
  - Please follow the links below to access the UPK Templates:
    - UPK Planning and Implementation Grant Program – LEA Planning Template (DOCX)
    - Countywide Planning and Capacity Building Template (for County Offices of Education only)(DOCX)

How much funding will my agency get for the UPK Planning and Implementation Grant? (New 06-May-2022)
- The link to the estimated funding results are located at Funding Results: Universal Prekindergarten Planning & Implementation Grant.
- The 2021-2022 California state budget includes a minimum base grant to all Local Education Agencies (LEAs) that operate Kindergarten programs determined using the California Longitudinal Pupil Achievement Data System Fall 1 Kindergarten enrollment from the 2020–21 certification. Per Education Code (EC) Section 8281. 5 (c)(1)(A):
  1. For LEAs with an enrollment of 1 to 23 pupils, inclusive, the minimum base grant shall be twenty-five thousand dollars ($25,000).
  2. For LEAs with an enrollment of 24 to 99 pupils, inclusive, the minimum base grant shall be fifty thousand dollars ($50,000).
  3. For LEAs with an enrollment of 100 or more pupils, the minimum base grant shall be one hundred thousand dollars ($100,000).
- As provided by EC 8281.5, LEAs will receive additional funding based on the number of Kindergarten pupils they served in 2019-20, the total number of those students that were eligible for free- or reduced-price meals, English Learners, or youth in Foster Care.
- The budget also includes a minimum base grant for each county office of education of $15,000 for each LEA in the county receiving the UPK P&I grant funding to support countywide planning and capacity building. The UPK P&I Grant funding will be allocated to your district via apportionment. The estimated funding results for the UPK Planning & Implementation – Countywide Planning and Capacity grant are located on our web page at Funding Results: Universal Prekindergarten Planning & Implementation Grant.
- EC 8281.5
  outlines a specific formula for determining how much money goes to individual LEAs.
- Non-classroom-based charter schools with kindergarten enrollment in the years specified in EC Section 8281.5
  are eligible for funding as long as they offer TK.
- Please direct any questions regarding this grant to: [email protected]

Are non-classroom-based charters eligible for UPK planning and implementation grant (P&I) funding? (New 27-May-2022)
- Yes. Although the intent of the $200,000,000 in UPK Planning and Implementation funds is to expand access to classroom-based PreKindergarten programs, the legislation does not exclude non-classroom-based charter schools from funding. To the extent that a non-classroom- based charter does have Kindergarten enrollment that meets the statutory requirements set forth in Education Code (EC) 8281.5, they would receive UPK planning and implementation grant (P&I) funding in order to expand or start providing access to PreKindergarten programs.
- Any non-classroom-based charter schools that receive funding for UPK P&I grants must use the money to develop a plan articulating how all children will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the local educational agencies (LEAs) expanded learning offerings, the After-School Education and Safety Program, California State Preschool Programs (CSPPs), Head Start programs, and other community-based early learning and care programs.

Do non-classroom based charter schools need to create a plan for UPK? (New 21-July-2022)

With the adoption of UPK, any charter schools that received the UPK Planning and Implementation grant award notification and funding must use the money to develop a plan articulating how all children will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the local educational agencies expanded learning offerings, the After-School Education and Safety Program, California State Preschool Programs, Head Start Programs, and other community-based early learning and care programs.

Do charter schools not offering TK have to return UPK Planning & Implementation funds allocated pursuant to

Education Code (EC) 8281.5? (New 21-July-2022)
If charter schools are not offering TK and are not creating plans for Universal PreKindergarten implementation, they are required to return the UPK Planning & Implementation funding.

What is the process for charter schools to return Universal PreKindergarten (UPK) Planning & Implementation funds? (New 21-July-2022)

Charter schools must let the CDE know of their plans to return UPK Planning and Implementation funds by sending an email to the CDE at [email protected] and advising of this intent.

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Teacher Workforce

What is the California Department of Education’s (CDEs) role in supporting the workforce of early learning and care programs whose staff may be moving to teach transitional kindergarten (TK)?
- The CDE recognizes that recruitment and retention of high-quality staff can be challenging for early learning and care programs.
- Rate reform for the California State Preschool Program (CSPP) provides the opportunity for higher reimbursement rates and may allow some contractors to raise salaries and recruit and retain more qualified staff.

What is required to become a transitional kindergarten (TK) teacher? What are the different options in terms of credentials and permits?
- Transitional kindergarten (TK) is the first year of a two-year kindergarten experience. Therefore, the credential requirements for TK teachers are the same as those currently required of kindergarten teachers—a Multiple Subject Credential. Additionally, TK teachers must meet one of the following by August 1, 2023: (1) at least 24 units in early childhood education or child development, or both; (2) professional experience in a classroom setting with preschool-aged children that a local educational agency (LEA) deems comparable to 24 units; or (3) a Child Development Teacher Permit issued from the Commission on Teacher Credentialing (CTC):
  - Permit options: Child Development Teacher Permit, Child Development Master Teacher Permit, Child Development Site Supervisor Permit, or the Child Development Program Director Permit
  - Please see California Education Code (EC) Section 48000(g)(4) for more information.
- The 2021–22 California State Budget provides $20 million to relieve the burden of credentialing fees on prospective teachers and establishes a CTC-led TK credential workgroup to understand how current TK credentialing requirements are being implemented and aligned with California’s Master Plan for Early Learning and Care.
- At their September 2021 commission meeting, the CTC discussed several new pathways to credentialing, including revising and repurposing the existing Early Childhood Education (ECE) Specialist Credential to serve the function of a Preschool through Third Grade (P-3) Alignment Initiative credential. The California Department of Education (CDE) is partnering with the CTC in its work on this critical issue.

What is required to become an assistant teacher in a transitional kindergarten (TK) classroom?

The qualifications for assistant teachers (or paraprofessionals or instructional aides) vary based the school type. The qualifications are as follows:
- Paraprofessionals employed at non-Title I schools must do the following:
  - Have a high school diploma or the equivalent, and
  - Pass a local assessment of knowledge and skills in assisting in instruction (This is a locally approved assessment. Local educational agencies may develop their own assessment or use an existing assessment so long as it measures the knowledge and skills in assisting in instruction. Many districts use the California Basic Educational Skills Test [CBEST] for this purpose.) (California Education Code [EC] Section 45330, 20 United States Code [U.S.C.], Section 1112[c][6]). Local educational agencies may also have specific requirements for employment.
- Title I Schools Paraprofessional Requirements:
  
  Title I paraprofessionals whose duties include instructional support must have:
  - High school diploma or the equivalent, and
  - Two years of college (48 units), or
  - A. A. degree (or higher), or
  - Pass a local assessment of knowledge and skills in assisting in instruction.(This is a locally approved assessment. Local educational agencies may develop their own assessment or use an existing assessment so long as it measures the knowledge and skills in assisting in instruction. Many districts use the CBEST for this purpose).  Local educational agencies may also have specific requirements for employment.

Do transitional kindergarten (TK) teachers need to have a teaching credential? (Updated 14-June-2022)

Yes, in California, TK teachers need to have a teaching credential, just like kindergarten teachers. Credentials that authorize instruction in TK programs are provided below:

General:

Kindergarten-Primary (grades K-3)

Elementary (grades K-8)

Standard:

Early Childhood (grades preschool-3)

Elementary (grades K-9)

Ryan/Senate Bill (SB) 2042:

Multiple Subject (grades preschool, K-12 and adults)

Multiple Subject University Intern (grades preschool, K-12 and adults)

Multiple Subject District Intern (grades K-8)

Specialist Instruction Credential in Early Childhood Education

A Multiple Subject General Education Limited Assignment Permit (GELAP), Multiple Subject Short-Term Staff Permit (STSP) or Multiple Subject Provisional Internship Permit (PIP) authorizes the same service as a Multiple Subject Teaching Credential.

What is the impact of Senate Bill 876 (Statutes 2014, Chapter 687) –

EC 48000(g) – on transitional kindergarten (TK) requirements? (Updated 14-June-2022)
SB 876 added additional requirements for TK teachers. Pursuant to California 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, 2023, 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 education described in bullet 1.
3. A child development teacher permit issued by the California Commission on Teacher Credentialing (CTC). Permit options: Child Development Teacher Permit, Child Development Master Teacher Permit, Child Development Site Supervisor Permit, or the Child Development Program Director Permit
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. Any credentialed teacher assigned to teach TK, or a combination class of kindergarten and TK, after July 1, 2015, will have until August 1, 2023, to meet the above-mentioned education requirements.

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 department.”

In California

Education Code (EC) 48000(g), are the terms “assigned” and “taught” interchangeable? (Updated 14-June-2022)
The term “assigned” means that a credentialed teacher is directed or hired to teach transitional kindergarten (TK). This TK teacher may or may not have taught a TK student prior to July 1, 2015. Therefore, the terms assigned and taught are not necessarily interchangeable.

What specific courses must teachers take in order to meet the additional statutory requirements, specifically, the 24-unit requirement by August 1, 2023? (Updated 14-June-2022)
- Please note the May Revision to the Governor’s January budget for the 2022–23 fiscal year (FY) includes additional proposals regarding specific courses to meet the additional statutory requirements. The CDE will update this information after the 2022–23 budget is enacted.
- It is the intent of the Legislature to ensure Transitional Kindergarten (TK) teachers have the knowledge in early education and child development to effectively teach 4-year-old children. Any teacher who is assigned to teach TK on or after July 1, 2015, will have until August 1, 2023, to meet the education requirements stated in California Education Code (EC) 48000(g).
- Please refer to the UPK Planning and Implementation Guidance to find information of what CTC accredited courses are encouraged to meet the 24-unit requirement at these links:
  - Universal PreKindergarten Planning and Implementation Guidance Volume 1 (DOCX)
  - Universal PreKindergarten Planning and Implementation Guidance Volume 2 (DOCX)
- Local educational agencies and the Child Development Training Consortium (CDTC) can be resources regarding what classes are available in your community and online. (See contact information at the bottom of this web page.)

How should local educational agencies (LEAs) document credentialing/permitting for teachers assigned to teach Transitional Kindergarten (TK)? (Updated 26-September-2022)

LEAs are responsible for ensuring that TK teachers meet statutory requirements. The LEA of the credentialed teacher must follow the local process for personnel record keeping and ensure the new TK teacher requirements are being met. For more information about credentials/permits, please contact the California Commission on Teacher Credentialing (CTC)

.

Can transitional kindergarten (TK) teachers “loop” (remain) with their students into kindergarten? (Updated 14-June-2022)

The decision to have teachers move through the grades with their students from TK to kindergarten (and beyond) is a local decision.

What are the credential requirements for TK teachers providing independent study instruction? (Updated 21-July-2022)
- Independent study must be provided under the general supervision of an employee of the local educational agency (LEA) who possesses a valid certification document pursuant to Education Code (EC) sections 44865, 44300, or 47605(l).
- For traditional independent study, EC Section 51747.5(a) states: The independent study by each pupil shall be coordinated, evaluated, and, notwithstanding subdivision (a) of EC Section 46300, shall be under the general supervision of an employee of the LEA who possesses a valid certification document pursuant to EC Section 44865 or an emergency credential pursuant to EC Section 44300, registered as required by law.
- Course-based independent study (CBIS) courses are taught under the general supervision of certificated employees who hold the appropriate subject matter credential pursuant to EC sections 44300, 44865 or 47605(l). CBIS teachers shall be employed by the LEA at which the pupil is enrolled, or by a LEA that has a Memorandum of Understanding to provide the instruction. EC Section 51749.5(a)(3)
- As a condition of apportionment, existing law requires a credentialed teacher who is first assigned to a TK classroom after July 1, 2015, to have one of the following by August 1, 2023:
  - At least 24 units in early childhood education, childhood development, or both;
  - As determined by the LEA employing the teacher, professional experience in a classroom setting with preschool age children that is comparable to the 24 units of education described above; or
  - A child development teacher permit issued by the Commission on Teacher Credentialing.
    - Permit options: Child Development Teacher Permit, Child Development Master Teacher Permit, Child Development Site Supervisor Permit, or the Child Development Program Director Permit
- Please visit the Independent Study FAQ page for more information: Independent Study Frequently Asked Questions – Independent Study

Can a teacher with a single subject credential teach TK? (Updated 14-June-2022)
- Yes, Education Code (EC) 44263 does allow a single subject credential holder to be assigned to TK by this section or a multiple subject class if he or she holds at least 60 semester hours equally distributed among the 10 areas of a diversified major set forth in Section 44314. A three-semester-unit variance in any of the required 10 areas may be allowed.
- However, that means that the single subject teacher would need to have 60 semester hours in the 10 areas listed in 44314 to be authorized for the assignment and then the 24 ECE and CD units to be eligible for apportionment.
- All other requirements per EC 48000(g)(4) for a Transitional Kindergarten teacher will need to be met.
- Please visit the CTC website for additional information regarding credentials
  .
- Please note the May Revision to the Governor’s January budget for the 2022–23 fiscal year includes additional proposals regarding who else may teach in a TK classroom. The CDE will update this information after the 2022–23 budget is enacted.

Do substitute teachers need to meet the new Transitional Kindergarten teacher requirements? (Updated 14-June-2022)

No, a TK substitute teacher must meet the same requirements as a Kindergarten substitute teacher.

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TK Admission Information

Who is age-eligible for Transitional Kindergarten (TK)? (Updated 26-September-2022)
- In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
- In 2023–24, children are eligible for TK if they turn 5 between September 2 and April 2*,
- In 2024–25, children are eligible for TK if they turn 5 between September 2 and June 2*,
- In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
- *Inclusive of these dates
However, pursuant to EC Section 48000(c)(2)(A), a school district or charter school may, at any time during a school year (including at the beginning of the school year) admit a child to a TK program who will have his or her fifth birthday after the TK eligibility cut-off dates listed above, but during that same school year, with the approval of the parent or guardian, if 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 and the parent or guardian is given information regarding the advantages and disadvantages and any other explanatory information about the effect of this early admittance. Average Daily Attendance (ADA) can be claimed for these students once they attain the age of five (EC Section 48000(c)(2)(B)).

Must children attend Transitional Kindergarten (TK)? (Updated 26-September-2022)

No. Children are not required to attend TK.

Is Transitional Kindergarten (TK) considered a separate grade level? (Updated 21-July-2022)

No. TK is still officially considered in law the first year of a two-year kindergarten program. Operationally, with the expansion to include all children who are 4-years-old by September 1st by the 2025-26 school year, children in TK are enrolled in a PreKindergarten program the year before kindergarten. In addition, as described in Education Code (EC) Section 48000, pupil level data, inclusive of TK programs, shall be collected separately from kindergarten pupil data in elementary and secondary schools, including, but not limited to, juvenile court schools, alternative schools, continuation schools, special education schools, and adult educational programs offering a high school diploma or equivalency.

Can students who are age-eligible for kindergarten attend transitional kindergarten (TK)?

Although this is a local decision, the California Department of Education (CDE) recommends that districts establish criteria to determine selection requirements for kindergarten-eligible children who enroll in TK. Children who are age-eligible to attend kindergarten, but choose to enroll in TK will need a signed Kindergarten Continuance Form verifying that the parent/guardian agrees to have his/her child continue in kindergarten for one additional year. A sample form, in English and other languages, is available.

Kindergarten Continuance Form (English) (PDF)
Available Translations of the Kindergarten Continuance Form

The Kindergarten Continuance Form is used by school districts to verify that parents agree to have their child continue in kindergarten for one additional year.

Should students who are four-years-old receive their pre-kindergarten booster vaccines?

Yes. Under California’s kindergarten immunization requirements
, even four-year-old children need their pre-kindergarten immunizations prior to the first day of transitional kindergarten (TK) where they could potentially be exposed to vaccine preventable diseases. The federal Advisory Committee on Immunization Practices, American Academy of Pediatrics, and American Academy Family Physicians recommend pre-kindergarten immunizations

starting as young as four years of age.

What are the immunization requirements for a student enrolled in Transitional Kindergarten (TK)? (Updated 26-September-2022)

Under California’s Kindergarten immunization requirements, children need immunizations prior to the first day of Transitional Kindergarten (TK), which is considered the first-year of a two-year Kindergarten program.

Please visit the California Department of Public Health web page to view required immunizations for TK students.

Are waiting lists allowed for Transitional Kindergarten (TK) classes? (New 27-May-2022)

All school districts are required to provide TK to age-eligible children, which for 2022–23 are all children who will have their fifth birthday according to the mandated implementation schedule as found in Education Code (EC) Section 48000(c)(1).
- Although demographics and class size restrictions may prevent parents/guardians from enrolling their children in their neighborhood or other specific school within a school district, no age-eligible child may be denied access to TK by being placed on a waiting list. While local education officials may need a day or two to identify an available TK classroom, the district must provide the name(s) of available schools with a TK classroom. Parents or guardians may discuss school choice options with district officials.
- Note: Children are not required to attend Kindergarten or TK, however in California, children are subject to compulsory full-time education beginning at age six (EC Section 48200). Lastly, every county office of education, district, and charter school governing board is required to have established local complaint policies that describe the procedures that must be followed to resolve complaints. Copies of complaint policies and procedures are available at the local educational agency site. Complaints about TK against a district, school, principal, teacher, or school personnel are not within the jurisdiction of the California Department of Education. Each local district governing board has ultimate authority over general education processes.

Funding and Reporting Information

How does transitional kindergarten (TK) affect basic aid districts?

Regardless if a district receives state revenues through the Local Control Funding Formula or is a basic aid district, if it offers kindergarten, then the expectation is that it also offers TK as TK is the first year of a two-year kindergarten program. Most districts are embracing TK because early learning is the most effective strategy to close the socio-economic academic achievement gap and helps build a strong school community by connecting families to their local schools starting with 4-year-olds.

In addition, any basic aid school districts that received funding for UPK Planning & Implementation must use the money to develop a plan articulating how all children will have access to full-day learning programs the year before kindergarten that meet the needs of parents, including through partnerships with the LEA’s expanded learning offerings, the After-School Education and Safety Program, CSPPs, Head Start programs, and other community-based early learning and care programs.

How should a school report transitional kindergarten (TK) students for the kindergarten annual immunization assessment report?

For each year students attend TK or kindergarten, the school will report their immunization status. On the reporting form, there will be no differentiation between TK or kindergarten students. Reporting is available at the California Department of Health, Shots for School
.

If a transitional kindergarten (TK) student who turns five between September 2 and the TK eligibility cut-off date for the applicable school year starts school on the first day of the school year, can we only claim Average Daily Attendance (ADA) from the time the student turns five-years-old, or can we claim ADA from the first day of the school year? (Updated 26-September-2022)

Attendance for TK students turning five between September 2 and the applicable TK eligibility cut-off date (listed below) generate ADA for the purpose of funding beginning the first day of the school year.
- In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
- In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
- In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
- In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
- *Inclusive of these dates
- Can we claim Average Daily Attendance (ADA) for a student who turns five after the end date of the TK eligibility cut-off date (listed below) from the first day of the school year? (Updated 26-September-2022)
  
  No. According to EC Section 48000(c)(2)(B), attendance for students who turn five after the TK eligibility cut-off date, but are admitted to transitional kindergarten (TK) at the discretion of the LEA on or after the first day of the school year do not generate ADA until they reach their fifth birthday. To clarify, ADA may not be retroactively claimed from the start of the school year if the child’s birthday falls after the TK eligibility cut-off date, and local educational agencies (LEAs) may only begin claiming attendance for these students once they turn five.
  - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
  - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
  - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
  - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
  - *Inclusive of these dates
  - How is Average Daily Attendance (ADA) reported for transitional kindergarten (TK)? (Updated 26-September-2022)
    
    ADA for students who turn five during the applicable TK eligibility window (listed below) and attend TK should be reported with all other TK/K-3 ADA through the Principal Apportionment Data Collection. Students who turn five after the applicable TK eligibility window only begin generating ADA for funding purposes once they turn five. Once they reach five years of age, ADA for these students should be reported with all other TK/K-3 ADA through the Principal Apportionment Data Collection Software.
    - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
    - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
    - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
    - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
    - *Inclusive of these dates
    - Are districts required to report transitional kindergarten (TK) information via the California Longitudinal Pupil Achievement Data System (CALPADS)? (Updated 20-Oct-2021)
      
      For students whose fifth birthdays will occur between September 2 and December 2 (inclusive) of the academic year or whose fifth birthday occurs prior to September 2 of the academic year:
      
      Yes. Students whose fifth birthday will occur between September 2 and December 2 (inclusive) of the academic year, or whose fifth birthday occurs prior to September 2 of the academic year, must be reported via CALPADS with a TK program record. Districts are required to obtain Statewide Student Identifiers (SSIDs) for all kindergarten students, including TK students. Students participating in a TK program are enrolled in CALPADS with a grade level of kindergarten. The required CALPADS Education Program Code for TK is 185, which indicates participation in a TK program. LEAs and users with CALPADS-related questions should consult relevant CALPADS documentation on the CALPADS System Documentation Web page.
      
      For students whose fifth birthday occurs after December 2 and before the end of the school year (EC Section 48000(c)(2)):
      
      Yes. Students whose fifth birthday occurs after December 2 and before the end of the school year must be reported via CALPADS with a TK program record; however districts may not claim ADA for these students until their fifth birthdays. Additionally, even though they should be reported in CALPADS, these students will not be counted for the purposes of the Unduplicated Pupil Percentage (UPP) for the Local Control Funding Formula (LCFF).
      
      Districts are required to obtain SSIDs for all kindergarten students, including TK students. Students participating in a TK program are enrolled in CALPADS with a grade level of kindergarten. The required CALPADS Education Program Code for TK is 185, which indicates participation in a TK program. LEAs and users with CALPADS-related questions should consult relevant CALPADS documentation on the CDE CALPADS System Documentation web page.
    - Should a student who turns five after the applicable TK eligibility cut-off date (listed below) but is enrolled in transitional kindergarten (TK) prior to the fifth birthday be included in the active enrollment count for the purposes of calculating the average class enrollment for the K–3 Grade Span Adjustment or the Class Size Penalty Calculation under LCFF? (Updated 26-September-2022)
      
      Yes. If the TK student is enrolled in school and on the teacher’s roster, then the student should be included in the active enrollment count for the purposes of calculating the average class enrollment for the K-3 Grade Span Adjustment and Class Size Penalty Calculation under LCFF, even if not yet counted for ADA. (California Code of Regulations, Title 5 [5 CCR] 15498.1)
      - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
      - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
      - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
      - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
      - *Inclusive of these dates
    - How many years can a district claim apportionment for transitional kindergarten (TK ) and kindergarten?
      
      Pursuant to EC 46300(g)(2), districts may claim apportionment for a child for not more than two years in kindergarten or two years in a combination of TK and kindergarten.
    - Can a district claim apportionment for transitional kindergarten (TK) if it does not use a modified curriculum that is age and developmentally appropriate? (Updated 22-Jan-2016)
      
      In order to claim apportionment for TK, local education agencies (LEAs) must use a modified curriculum that is age and developmentally appropriate (EC 48000(d)).
    - Can the same federal funding source (Title 1, Title III, Economic Impact Aid [EIA], etc.) used for kindergarten be used for transitional kindergarten (TK) students who start school at the beginning of the school year and who turn five years of age after the applicable TK eligibility cut-off date (listed below)? (Updated 26-September-2022)
      
      Yes. The same funding source and compliance requirements associated with kindergarten apply to TK, including TK students for whom the school cannot collect Average Daily Attendance (ADA), as long as the activity is properly identified as a need, and referenced and evaluated in the Single Plan for Student Achievement (SPSA) and/or LEA plan.
      - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
      - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
      - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
      - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
      - *Inclusive of these dates
    - Do federal guidelines allow for free and reduced-price meals to be claimed for reimbursement for transitional kindergarten (TK) students with fifth birthdays after the applicable TK eligibility cut-off date (listed below)? (Updated 26-September-2022)
      
      Since students who attend school from the beginning of the school year are deemed to be enrolled students regardless of their age and whether ADA can be claimed for these students, districts may claim meals served to these students. The National School Lunch Program does not take into consideration age or ADA rules when serving students. For additional questions contact a CDE Nutrition Services Division Child and Adult Care Food Program specialist.
      - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
      - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
      - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
      - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
      - *Inclusive of these dates
    - Can local education agencies (LEAs) charge parents a fee for those students whose fifth birthday falls after the applicable Transitional Kindergarten (TK) eligibility cut-off date (listed below) but attend TK prior to turning five? (Updated 26-September-2022)
      
      According to 5 CCR Section 350, a pupil enrolled in a school, defined as a California public school, shall not be required to pay any fee, deposit, or other charge not specifically authorized by law. This regulation stems from Title IX of the California Constitution, which guarantees a system of free public schools.
      - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
      - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
      - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
      - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
      - *Inclusive of these dates
    - Can a district’s Afterschool Program credit attendance in the Afterschool Program for students who start school at the beginning of the year and who turn five years of age after the applicable Transitional Kindergarten (TK) eligibility cut-off date? (Updated 26-September-2022)
      
      Yes, a district’s Afterschool Program can credit attendance in the Afterschool Program for students who start school at the beginning of the year and who turn five years of age after the applicable TK eligibility cut-off date (listed below).
      - In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
      - In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
      - In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
      - In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
      - *Inclusive of these dates
    - Are transitional kindergarten (TK) programs included in a review when the California Department of Education (CDE) performs a Federal Program Monitoring (FPM) review of a local educational agency (LEA)? (Updated 14-June-2022)
      
      Transitional kindergarten (TK) will be monitored in the same way that kindergarten through twelfth grade (K-12) is monitored. If the LEA operating a TK program was identified for a FPM review, the CDE, as part of that review, would determine whether the LEA follows state TK program requirements.
    - Can a school district partner with a non-local educational agency (LEA) to provide their Transitional Kindergarten (TK) services? (New 21-July-2022)
      
      No. TK is the first year of a two-year Kindergarten program and cannot be provided by a non-LEA agency as statute requires that students must be under the immediate supervision and control of a certificated employee of the school district or county office of education.
    - Can district A enter into an interdistrict transfer agreement with district B so that district B can provide a Transitional Kindergarten (TK) program for district A’s TK-eligible children? (New 21-July-2022)
      
      No. Each local educational agency (LEA) must offer TK for the pupils residing in their district. Nevertheless, LEA’s may enter into interdistrict transfer agreements with each other in order to serve students who wish to be served in other districts. In interdistrict transfer agreement situations, the district serving the individual student claims the individual student’s attendance for apportionment.
    - Can an LEA meet the TK offering requirement through a vendor? (New 21-July-2022)
      
      No. Education Code establishes criteria that must be met in order for attendance for apportionment to generate average daily attendance (ADA). One criteria is the supervision of students by a certificated employee of the local educational agency. Below are the requirements for attendance generation in different instructional settings.
      
      Classroom-Instruction (School Districts and county offices of education [COEs])
      - For attendance generated through classroom-instruction, Education Code (EC) Section 46300(a) requires that a student must be under the immediate supervision and control of a certificated employee of a school district or a county office of education.
      Classroom-Instruction (Charter Schools)
      - For attendance generated through classroom-instruction, EC Section 47612.5(e) requires that a student must be under the immediate supervision and control of a certificated employee of the charter school.
      Independent Study (School districts, COEs, and Charter Schools)
      - For attendance generated through independent study instruction, EC Section 51747.5(a) requires that the supervising teacher coordinating and evaluating the work product be a certificated employee of a school district, charter school, or county office of education.
    - Can a school district contract or enter into an MOU with another LEA to operate its Transitional Kindergarten (TK) Program? (New 21-July-2022)
      
      Pursuant to Education Code (EC) Section 46300(a) a school district can contract with a county office of education to provide instruction to its students and the district can claim the average daily attendance (ADA). However, a school district cannot claim ADA by contracting with another school district or charter school.
    - Can a preschool program generate TK funding? (New 21-July-2022)
      
      No. Preschool programs are not eligible to generate funding for TK programs. TK funding is based on average daily attendance (ADA) which is funded through the Local Control Funding Formula (LCFF).

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Transitional Kindergarten (TK) Program Information

How are Transitional Kindergarten (TK) programs different than preschool or other child development programs offered by local education agencies (LEAs) for three- and four-year-old children? (Updated 27-May-2022)

TK is part of the K-12 public school system and is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.

Pursuant to Education Code (EC) Section 48000(f), TK programs are intended to be aligned to the California Preschool Learning Foundations developed by the California Department of Education. TK is not considered a preschool program and must be taught by an educator who holds an appropriate credential to teach TK. For a full listing of credentials that are allowed to teach TK, please visit the California Commission on Teacher Credentialing.

EC Section 48000(g) requires credentialed teachers who are first assigned to a TK classroom after July 1, 2015 to have one of the following by August 1, 2023:
- At least 24 units in early childhood education, or childhood development, or both
- Professional experience in a classroom setting with preschool age children comparable to the 24 units of education described in bullet 1 (comparability determined by the local employing agency)
- Child Development Teacher Permit issued by the Commission on Teacher Credentialing. Permit options: Child Development Teacher Permit, Child Development Master Teacher Permit, Child Development Site Supervisor Permit, or the Child Development Program Director Permit
Any teacher who is or was assigned to teach TK, or a combination of kindergarten and TK, on or before July 1, 2015, is “grandfathered in” to teach TK without having to meet the additional unit requirement for TK teachers set forth in EC section 48000(g).
- Preschool or other child development programs, offered by local educational agencies (LEAs) to prepare 3- and 4-year-old children for school, are not required to be taught by persons meeting teacher credential requirements. Instead, they must meet separate child development permit requirements.
- LEAs should ensure that parents understand the difference between various locally implemented preschool programs intended to support Kindergarten readiness and the transition to Kindergarten from the TK program delineated in statute.

Is a school district required to offer TK and Kindergarten programs? (Updated 27-May-2022)

A school district or county office of education operating a kindergarten program must offer TK for age-eligible children to attend. However, not every school site in a school district is required to offer TK. No age-eligible child may be denied access to TK by being placed on a waiting list.

The CDE strongly encourages local educational agencies (LEAs) to offer TK at all elementary school sites, with particular focus on neighborhoods where children are most in need of access to preschool education. Additionally, in high-impact neighborhoods, the CDE strongly encourages LEAs to consider pairing TK programs with access to Head Start and California State Preschool Programs (CSPP) for age- and income-eligible three- and four-year-old children to further bolster program quality, either through the LEA’s own Head Start or CSPP program or via a contract partnership with a community-based organization (CBO) that administers a Head Start or CSPP program.

Do charters have to offer Transitional Kindergarten (TK)? (New 21-July-2022)

No. Charter schools are not required to offer TK. The California Department of Education’s position was previously expressed differently.

Can transitional kindergarten (TK) and kindergarten students be enrolled in the same classroom?

Although the intent of the law is to provide separate and unique experiences for TK and kindergarten students, local education agencies (LEAs) have flexibility to determine how best to meet the curricular needs of each child.

What type of facility should be used for transitional kindergarten (TK)? (Updated 26-September-2022)
- Facility requirements for TK are the same as the requirements for Kindergarten.
- The state has established TK/K as a two year/single grade program. To that end, the classroom sizes should be comparable to each other, which allows greater flexibility as enrollment changes.
- Facilities funding specific to the TK implementation is available. LEAs can find information about applying for the California State Preschool, Transitional, Kindergarten and Full-Day Kindergarten Facilities Grant Program Funding by contacting the Department of General Services, Office of Public School Construction
.

Are transitional kindergarten (TK) students required to complete the entire two-year program?

This is a local decision.

Is a Kindergarten Continuance Form needed to continue a child from transitional kindergarten (TK) to kindergarten? (Updated 27-May-2022)

Children who are enrolled in TK do not need a signed Kindergarten Continuance Form to continue into Kindergarten. However, if a child is age-eligible to attend Kindergarten and chooses to enroll in TK, then they will need a signed Kindergarten Continuance Form.

Are the Williams requirements the same for Transitional Kindergarten (TK) and Kindergarten? (Updated 27-May-2022)

Yes, the Williams requirements are the same for both TK and Kindergarten. For more information please visit : Williams Case – Correspondence

How are the needs of English learners addressed in TK? (New 22-Jan-2016)

Just as for English learners in kindergarten, local education agencies (LEAs) have a dual obligation to English learners in TK: first, to provide a program designed to overcome language barriers, and second to provide meaningful access to the core curriculum (Castañeda v. Pickard 648 F. 2d 989, [5th Cir. 1981]).

Are parents of English learners required to fill out waivers to enroll their child in a language acquisition program?

No. The requirement that English learners waive placement in an English classroom was repealed. (EC 310, 311.)

For more information, visit the CDE Two-Way Immersion web page.

What are the regulations regarding transportation to and from school for our part-day TK programs? (New 22-Jan-2016)

Providing transportation is a local decision. Schools may, but are not required to, charge fees for transportation to and from school as long as:
1. The fee does not exceed the statewide average nonsubsidized cost per pupil on a publicaly-owned or operated transit system;
2. There is a waiver provision based on financial need; and
3. Fees are not charged to pupils with disabilities whose individualized education programs (IEPs) include transportation as a related service necessary for them to receive a free appropriate public education. (EC Section 39807.5)
The California Supreme Court has ruled that this statutorily-authorized fee does not violate the constitutional free school guarantee because home-to-school transportation is neither an educational activity nor an essential part of school activity. Arcadia School District v. State Department of Education, 2 Cal. 4th 251, 263-264 (1992).

Do non-classroom-based charter schools need to meet the new student/adult ratios or the independent study ratio? (New 21-July-2022)
- If offering an in-person Transitional Kindergarten (TK) program, the non-classroom-based charter school must meet the new student and adult ratio requirements as set forth in Education Code (EC) section 48000(g).
- If offering an independent study TK program, the non-classroom-based charter school must calculate an independent study ratio as set forth in EC sections 51745. 6 and 51749.5.
- For more information regarding the independent study ratio calculations and instruction for performing the calculations please refer to the California Department of Education’s Independent Study Ratio Calculations web page.

What is the ratio for TK during recess and lunch? (New 27-May-2022)

The statute requires that starting July 1, 2022, a school district or charter school shall maintain an average ratio of at least one adult (which may be the teacher) for every 12 pupils during instructional time, which for TK students at a school district includes recess if students are engaged in educational activities required of them and under the immediate control and supervision of a certificated employee (Education Code [EC] 46115). The law is silent with respect to whether the ratio must be maintained during lunch and recess that is not being counted towards instructional time.

Can a charter school offer TK as part of an independent study program? (New 27-May-2022)

Yes. However, the independent study program that the local educational agency (LEA) is providing would have to meet the requirements of independent study in order to be eligible for funding (Article 5.5 of Chapter 5 of Part 28 of the Education Code (EC), commencing with EC Section 51745).

What are the adult to child ratios for Transition Kindergarten (TK) classrooms? (New 27-May-2022)

Starting in school year 2022–23, adult-to-child ratios for TK classrooms are 1 adult to 12 children. Contingent on additional funding appropriated by the Legislature, this ratio may reduce to 1:10 starting in school year 2023–24 set forth in Education Code (EC) section 48000(g).

Can an age-eligible student who is not toilet trained be enrolled into TK? (Updated 14-June-2022)

A school district, county office of education, or charter school must offer TK and Kindergarten classes for all age-eligible children to attend. Addressing the needs of a non-toilet-trained age-eligible TK student is a local school district decision. If the child has an individualized education program (IEP), accommodations should be addressed in the IEP meeting.

What is the curriculum for Transitional Kindergarten (TK)? (Updated 14-June-2022)

California law (EC 48000) defines TK as “the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate.” While no state curriculum is mandated, pursuant to EC 48000(f), TK programs are intended to be aligned to the California Preschool Learning Foundations developed by the CDE.
- As TK expands to serve younger four-year-old children, it is imperative that programs offer developmentally informed educational opportunities by ensuring their curriculum is aligned to the PLF.
- The 2021–22 California State Budget included funding to update the PLF to incorporate recent research in the field, including best practices to support dual language learners (DLL), reduce racial bias, and better support the inclusion of children with disabilities.

What assessments are recommended in Transitional Kindergarten classrooms (TK)? (New 27-May-2022)

In 2021–22, TK classrooms are not required to use specific assessment tools, although best practice would include utilizing assessments to understand and intentionally support children’s development of key skills like math, language, literacy, and social-emotional skills (e.g., The Desired Results Developmental Profile [DRDP]).
- Local educational agencies (LEAs) need to ensure that developmentally informed practices, curricula, and assessments are used in these classrooms. At this time, the CDE does not have any specific recommendations for direct assessments of children’s skills; however, the CDE still encourages the use of screening and assessment tools if they are linguistically and culturally appropriate.
- If an LEA has a CSPP and TK combo class, the LEA will be required to use the DRDP assessment to measure the development of children enrolled in CSPP, along with other program requirements as specified in Education Code (EC) Section 48000(h).
- TK classrooms are not required to use the Classroom Assessment Scoring System (CLASS) or the Early Childhood Environment Rating Scale (ECERS). LEAs may choose to utilize classroom observation tools like the CLASS or ECERS to support responsive interactions and relationships between TK teachers and students and to support developmentally informed instruction. However, LEAs that have CSPP and TK combo classes are required to use the ECERS.

Will TK classrooms be required to use the Classroom Assessment Scoring System (CLASS) and the Early Childhood Environment Rating Scale (ECERS)? (Updated 14-June-2022)

Transitional kindergarten (TK) classrooms are not required to use Classroom Assessment Scoring System (CLASS) or the Early Childhood Environment Rating Scale (ECERS). Local educational agencies (LEAs) may choose to utilize classroom observation tools like the CLASS or ECERS to support nurturing relationships between TK teachers and students and developmentally-informed instruction; however, LEAs that place children enrolled in California State Preschool Programs (CSPPs) into a TK program classroom are required to use the ECERS.

Can Transitional Kindergarten (TK) be offered as a combination (hybrid) in-person or independent study option? (Updated 21-July-2022)

Yes. While students may participate in a TK program in which the student attends part of the day or week in-person and part of the day or week in independent study, the attendance accounting and instructional time requirements for both methods of instruction would have to be met in order to generate attendance for apportionment.

Note that the attendance accounting and instructional time requirements are extremely nuanced and failure to meet the requirements carry severe fiscal penalties. For more information regarding the attendance accounting and instructional time requirements for TK, please contact the Attendance Accounting Office at [email protected].

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Instructional Minutes Information

My son’s school has an extended-day schedule.

Since kindergarten and transitional kindergarten (TK) are not mandatory, if I pick up my child at part-day, is that all right?
Since TK and kindergarten are currently not mandated, it is a local decision whether you are permitted to pick up your child at part-day. Assuming the local education agency (LEA) does not allow you to pick up your child part way through the extended-day schedule, your child’s absence might be recorded as an unexcused absence and might be referred to the school attendance review board (SARB). A SARB meeting is recommended for any minor pupil, including a five-year-old, who is “irregular in attendance at school” pursuant to Education Code (EC) Section 48263.

SARB takes referrals in three situations:
- A minor pupil is a habitual truant (which requires the child to be between the ages of 6 and 18).
- A minor pupil is irregular in attendance at school.
- A minor pupil is habitually insubordinate or disorderly during attendance at school.
Therefore, SARB may discuss the problem of irregular attendance, discuss the importance of regular school attendance, and link the parent to any needed community resources.

Is there a specific number of instructional minutes required for Transitional Kindergarten (TK)? (Updated 21-July-2022)

Both school districts and charter schools have to meet the annual instructional minutes requirements. The annual instructional minutes requirement for TK is 36,000 minutes per year (Education Code [EC] Sections 46207; 47612.5).
- For school districts, the maximum school day in kindergarten is 4 hours (EC Section 46111). There are two exceptions to this statute which allow schools that have adopted an early primary program (extended-day kindergarten) (EC Section 8973), and schools in which students are participating in an Expanded Learning Opportunity Program (EC Section 46120), to exceed 4 hours. In general, the minimum length of instructional time that must be offered to constitute a school-day is 180 minutes (EC sections 46114 and 46117). Pursuant to EC Section 46208, school districts must offer 180 or more days of instruction per school-year unless a school operates on a multitrack year-round schedule, in which case it must offer at least 163 days.
  - With the exception of instances of school closures prompted by an emergency, EC Section 37202(a) requires that elementary school programs operated by a school district must be of equal length of day, and this would include any TK and kindergarten programs operated by the school district. EC Section 37202(b) provides an exception to this rule whereby a school district may operate TK and kindergarten classes, either within the district or at the same school site, for different lengths of time without a waiver if the school district is operating an Early Primary Program pursuant to EC Section 8973. For further information about Early Primary Programs please visit Kindergarten in California – Elementary.
- Charter schools do not have a minimum number of minutes that must be offered each school-day, although they do have to offer 175 days and a total of 36,000 instructional minutes to meet the annual days and minutes requirements for TK and kindergarten pursuant to EC sections 47612(d)(3), 47612.5, and 5 CCR § 11960.

Must a student admitted to transitional kindergarten (TK) at the start of the school year whose fifth birthday occurs after the applicable TK eligibility cut-off date (listed below) of that same school year be scheduled for and offered the required instructional minutes in California Education Code (EC) for TK/kindergarten? (Updated 26-September-2022)

Yes. If the student is enrolled in a TK classroom (even if not yet counted for ADA), the student should be scheduled for a minimum of 180 minutes per school day and offered the same number of annual instructional minutes offered other TK/kindergarten students enrolled at the same school site. For more information on claiming ADA, refer to the Funding and Reporting section.
- In 2022–23, children are eligible for TK if they turn 5 years old between September 2 and February 2*,
- In 2023–24, children are eligible for TK if they turn 5 years old between September 2 and April 2*,
- In 2024–25, children are eligible for TK if they turn 5 years old between September 2 and June 2*,
- In 2025–26, LEAs are required to make TK available to all children who will have their fourth birthday by September 1* of the school year.
- *Inclusive of these dates

Are instructional minutes for transitional kindergarten (TK) and Kindergarten inclusive of breakfast? (New 26-September-2022)

Recess may be included in the instructional time requirements provided that the students are in attendance under the immediate supervision and control of a certificated employee of the school district and engaged in educational activities required of them (EC Section 46300). Ratio requirements must be met if recess is being considered instructional time.

Are instructional minutes for transitional kindergarten (TK) and Kindergarten inclusive of breakfast? (New 26-September-2022)
- Breakfast in the classroom, as long as appropriate educational activities are taking place during meal services, is permissibile as instructional minutes.
- Letter from Jack O’Connell, State Superintendent of Public Instruction, on Instructional Minutes and Breakfast In the Classroom

Are instructional minutes for transitional kindergarten (TK) and Kindergarten inclusive of breakfast? (New 26-September-2022)

“Noon intermissions” (otherwise known as lunch time) may not be counted as instructional minutes pursuant to EC 46115.
- If nap time is built into the daily schedule for Transitional Kindergarten (TK), does this time count as instructional minutes? (New 26-September-2022)
  
  No. While nap time is a healthy activity for students of this young age, it would not count towards TK instructional minutes, as 180 minutes per day are required by Education Code 46117. In order to generate and claim attendance for apportionment, pursuant to Education Code section 46300, students must be engaged in educational activities while under the immediate supervision and control of a certificated employee of the school district for 180 minutes per day. If TK and CSPP are blended to create a full-day of UPK services (6 hours or more), a nap could be scheduled at any point during the program day, however, in order to meet the requirements for apportionment, the program would need to ensure that students are engaged in educational activities while under the immediate supervision and control of a certificated employee of the school district for no less than 180 minutes of the program day. For example, if the program provides 120 TK instructional minutes, then transitions to naptime, the program must still provide an additional 60 TK instructional minutes at some point during the remainder of the day in order to claim attendance for apportionment. Alternatively, the program may provide the full 180 TK instructional minutes prior to the scheduled naptime.

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Related Resources

Elementary Education Main page
Resources for those interested in the academic achievement of K-6 public school students; includes transition-to-school guidance.

Kindergarten Frequently Asked Questions

Frequently asked questions regarding California state law relating to kindergarten.

Kindergarten in California

California state law and information regarding admission to kindergarten.

State Advisory Council (SAC) Resources

Resources developed for the State Advisory Council on Early Learning and Care (SAC).

Local Planning Council Contacts

Contact information for local child care and development planning council (LPC) representatives in each California county.

Child Development Training Consortium

Promotes high quality early education to California’s children and families by providing financial and technical assistance to child development students and professionals.

Commission on Teacher Credentialing (CTC)

For further information regarding appropriate assignment and authorization, please contact the CTC at the following e-mail: assignments@ctc. ca.gov or at the CTC’s Assignment Unit: 916-322-5038.

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Universal PreKindergarten Support | [email protected]

Last Reviewed: Wednesday, September 28, 2022

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What’s The Difference Between Universal Pre-K and Pre-Kindergarten?

Kudos to you, parents and guardians, for
sifting through the Internet and the local community to compare and contrast

pre-kindergarten providers.

Exploring all options and opportunities
for your budding and bright toddler will help ensure a strong learning

foundation. A question that surfaces
often on this quest is, “what’s the difference between Universal Pre-K and pre-

kindergarten?”

“Every
teacher my child has had from special education, general teachers and aides to
his therapists have all been such champions for him!” – Holly M.

“The curriculum they use and the dedication
of the teachers to provide a great learning experience more than prepared my oldest
with the skills needed to enter kindergarten.” – Megan M.

“My 3-year-old looks forward to going to
school every day. Activities such as yoga and karate are built right into the
day. I’d recommend it to anyone!” – Melissa M.

Identifying the two programs’ different
strengths can help your family select the best fit for your child.

What
is Universal Pre-Kindergarten (UPK)?

It’s a nationwide, government-funded
effort to make pre-kindergarten education for 4-year-old children available at
no

cost. UPK requirements and offerings vary
from state to state. Note, UPK is different from Head Start, which is a

federally-funded program for economically
disadvantaged families. In Central New York, UPK is typically 2.5

hours with a choice of mornings or afternoon
classes and follow the school calendar for breaks.

Strengths:

– This option is free

– Most UPK runs five days per week from
September to June and follows the school calendar

– Stimulates creativity and
self-expression through the creative arts and creative play

– Develops critical thinking skills and
social maturity essential for school success

– Offers a caring and safe environment

– Encourages pre-reading, pre-math,
pre-science and pre-writing skills and concepts that are excellent preparation
for kindergarten

Areas to Consider:

– As of July 2018, 39 states plus the
District of Columbia offer some form of voluntary UPK, but not every child is
eligible.

In order to be considered for UPK, the
program must be offered to all children, no matter the circumstances.
Currently,

Florida, Georgia and Oklahoma are the
only states that offer UPK for all 4-year-old children

– Although some classroom instructors
hold teaching certifications, education standards vary from school to
school

– Due to a lack of funding, not every
county offers Universal Pre-Kindergarten for 3-year-olds yet

What
is preschool?

Private, certified centers that focus on
growing children’s social, physical, emotional and cognitive development
through

interactive lesson plans crafted by
trained and experienced educators.

Strengths:

– Teachers are certified in early
childhood education

– Encourages pre-reading, pre-math,
pre-science and pre-writing skills and concepts that are excellent preparation
for kindergarten

– Prekindergarten generates large
long-term benefits relative to its costs

– Monday through Friday full time and
half day options are available

– Stimulates creativity and
self-expression through the creative arts and creative play

– Develops critical thinking skills and
social maturity essential for school success

– Prekindergarten’s extracurricular
activities allow children to discover and build through yoga, theater
performance, dance, song and snowshoeing

– Meals are generally included

Areas to consider:

– Typically open during school vacation
weeks but are often closed on major holidays and weekends with a specific set
of hours

– Cost of center-based care (fees are
paid on a weekly reoccurring basis)

– Age groups in separate rooms split up
siblings for the day

– There may be a waiting list at top
Central NY State childcare centers

Choosing a pre-kindergarten or UPK provider for your child is a very
personal and challenging decision. Reach out to Little Lukes Preschool & Childcare
Center to use one of our caring and
experienced preschool experts as a sounding board for your child’s unique goals
and concerns by emailing [email protected]
or calling (315) 342-4600.

Little Lukes Preschool & Childcare
Center is a leading Syracuse daycare provider with five locations. The early
education program includes credentialed staff that specializes in comprehensive
infant, toddler and pre-kindergarten development. Additional services
include pediatric
speech therapy, pediatric physical therapy and pediatric occupational therapy.

Early Childhood Programs / 2022-23 Pre-K Program

Homepage

2022-23 Pre-K Program
- 2022-23 Prekindergarten Enrollment FAQs
- Preguntas frecuentes sobre prekínder para 2022-23

Early Childhood Special Education (ECSE)

Full-Day Prekindergarten and Kindergarten

<noscript><img loading='lazy' src='/800/600/http/i.pinimg.com/736x/54/7e/67/547e67e30a97aec1dd0e523a098971c8.jpg' /></noscript> youtube.com/embed/undNt4S7PFA?rel=0″ frameborder=”0″ allowfullscreen=”allowfullscreen”>

Video: Full Day Pre-K at Spring ISD

2022-23 Online Registration

Pre-K and Kindergarten Parents – Please click on the button below, for your preferred language, to register your children for Prekindergarten and Kindergarten in the 2022-23 school year.

Registration – English

Registration – Español

Registration – Tiếng Việt

Special Note

Spring ISD currently offers full-day Pre-K to any and all families across all 25 elementary campuses, and at the School for International Studies at Bammel located at Bammel Middle School.

In addition, the district’s pre-K program aims to meet the needs of more students by offering a tuition-free option for 4-year-olds who don’t meet state eligibility requirements. These seats will be awarded on a space-available basis.

Bell Schedule / Hours:

Pre-K at elementary campuses follow the elementary school bell schedule:
- 8:05 a. m. to 3:25 p.m. for the 2021-22 school year
Pre-K at the School for International Studies at Bammel follow the middle school bell schedule:
- 8:55 a.m. to 4:15 p.m. for the 2021-22 school year

2021-22 Online Registration

For 2021-22 Pre-K and Kindergarten registration, make sure to select New Student Registration 2021-2022 when starting the online enrollment form.

Pre-K and Kindergarten Parents – Please click on the button below, for your preferred language, to register your children for 2021-22 Prekindergarten and Kindergarten.

Registration – English

Registration – Español

Registration – Tiếng Việt

Does My Child Qualify?

Pre-K is for children who will be 4 years old on or before September 1 and meet Texas Education Agency eligibility requirements. Click here for the TEA’s eligibility requirements.

Children must be five years old on or before September 1 to enroll in Kindergarten.

In addition, the district is expanding its pre-K program to meet the needs of more students by offering a tuition-free option for 4-year-olds who don’t meet state eligibility requirements. These seats will be awarded on a space-available basis.

School Bus Transportation

Students in Pre-K and Kindergarten MUST be registered for bus service before they can begin riding the bus home from school. Click here to learn more.

Prekindergarten Curriculum

Spring ISD utilizes the Frog Street curriculum among other resources to provide a quality early childhood learning experience that follows the Texas Prekindergarten guidelines. The guidelines are organized into ten skills domains including: social/emotional, language and communication, emergent reading, emergent writing, math, science, social studies, fine arts, physical development, and technology.

Click here for more information on the Texas prekindergarten guidelines.

Family Engagement

Spring ISD recognizes that you are your child’s first teacher, so we are pleased to provide parents with a free subscription to access ReadyRosie, an online resource that emails daily activities for adults to do with their young children at home. The activities are quick and easy to do to help prepare your child for success in school.

Click here for more information on ReadyRosie.

School Locator

Use the School Zone Locator to find out which school you are zoned to attend if you do not know.

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Need help?

Call your zoned campus first. Should you need additional assistance, please call 281-891-6337.

State Access Pre-K | Greater Philadelphia YMCA

We are proud to offer Pre-K Counts and PHL Pre-K programs at select Y Locations. These programs offer free Pre-K to families who meet the requirements.

Pre-K Counts

Pennsylvania Pre-K Counts (Pre-K Counts) provides quality half-day and full-day pre-kindergarten to eligible 3 and 4-year-olds until the entry age for kindergarten.

The Pre-K Counts program is designed for kids at risk of school failure and living in families earning up to 300 percent of the federal income poverty level (eg: a family of four earning $72,900) who may also be English language learners or have special needs.

Learn More About Pre-K Counts

These children benefit from:

a small class size (20 students per one teacher and one aide) so that your child can have plenty of one-on-one time with the teachers
classroom teachers with the education and expertise to teach young children
a curriculum that helps each child grow, academically and socially
selected teaching and learning activities that are best for individual learning abilities
regular updates about their progress throughout the school year

Pre-K Counts is free to eligible families. The Y may charge for non-Pre-K Counts programming such as before and after school care. Financial assistance is available to help offset these costs for those who qualify.

Based on the quality components adopted for pre-kindergarten by the State Board of Education, the Y provides families with a choice of quality pre-kindergarten options in YMCA Early Learning Centers in the participating communities we serve.

Currently Offered at These Locations

Columbia North YMCA

1400 N. Broad St.
Philadelphia, PA 19121

Gilbertsville

144 Holly Road
Gilbertsville, PA 19525

Northeast YMCA

11088 Knights Road
Philadelphia, PA 19154

Phoenixville YMCA

400 E. Pothouse Road
Phoenixville, PA 19460

Pottstown YMCA

724 N. Adams Street
Pottstown, PA 19464

Rocky Run YMCA

1299 West Baltimore Pike
Media, PA 19063

Roxborough

7219 Ridge Ave
Philadelphia, PA 19128

PHL PreK

PHLpreK funds free, quality, pre-K at over 130 centers throughout Philadelphia. The Y is a participating partner of this program within the city!

PHLpreK is available to 3 and 4-year-olds who reside in the City of Philadelphia. You are likely eligible to enroll your child for the PHLpreK 2020-21 academic year if:

Your child has turned 3 or 4 by September of the next year.
You are a resident of Philadelphia.

There are no income or employment requirements.

Learn More about PHL Pre-K

Currently Offered at These Locations

Christian Street YMCA

1724 Christian Street
Philadelphia, PA 19146

Northeast Family YMCA

11088 Knights Road
Philadelphia, PA 19154

Roxborough

7219 Ridge Ave
Philadelphia, PA 19128

Private Pre-K

Through this program, families can have access to YMCA preschool programs that prepare children to enter kindergarten ready to learn and succeed. Our qualified teachers are skilled to provide your child with the tools they need for success in school and in life!

The Early Learning program uses a curriculum based on Pennsylvania’s quality early learning standards.

Preschool Program (3 – 4 Years)

The preschool program provides three-year-olds with opportunities to socialize and build a solid foundation for future education. Experienced teachers and aides incorporate child-centered activities to encourage attentive listening skills, pro-social behavior, and provide opportunities to increase self-awareness.

Pre-Kindergarten Program (4 – 5 Years)

At this age, your child will gain independence with a more structured environment and a curriculum to build the school readiness skills your child needs for a successful year as a kindergartner. Teachers will partner with you and the school district to ensure you and your child are ready to fully transition into the elementary school environment.

Currently Offered at These Locations

Christian Street YMCA

1724 Christian Street
Philadelphia, PA 19146

Columbia North YMCA

1400 N. Broad St.
Philadelphia, PA 19121

Gilbertsville

144 Holly Road
Gilbertsville, PA 19525

Mt. Laurel YMCA

59 Centerton Road
Mt. Laurel, NJ 08054

Northeast Family YMCA

11088 Knights Road
Philadelphia, PA 19154

Phoenixville YMCA

400 E. Pothouse Road
Phoenixville, PA 19460

Pottstown YMCA

724 N. Adams Street
Pottstown, PA 19464

Rocky Run YMCA

1299 West Baltimore Pike
Media, PA 19063

Roxborough

7219 Ridge Ave
Philadelphia, PA 19128

NYSED:SSS:Universal Pre K. and Experimental Kindergarten Programs

NYSED / P-12 / OSI / SSS /
Laws and Regulations
/ Universal Pre K. and Experimental Kindergarten Programs

Current through March 31, 2010.

Disclaimer

§ 151-1.1 Scope of Subpart

The purpose of this subpart is to provide four-year-old children with universal opportunity to access prekindergarten programs. This Subpart sets forth procedures and requirements for implementing such programs and making application to the Commissioner of Education.

§ 151-1.2 Definitions

As used in this Subpart:

Approved expenditures means any expenses for which grant funds may be used, such as, but not limited to, program components, professional salaries, professional development, support services, materials and supplies, administrative support services, transportation services, leasing expenses or other appropriate facilities expenses and other costs as approved by the commissioner. Pursuant to section 3202 of the Education Law, no parent and/or guardian of a child participating in a universal prekindergarten program should be subjected to a fee/charge for the instructional program.
Eligible agencies shall mean a provider of child care and early education, a day care provider, early childhood program or center or community-based organization including, but not limited to, approved preschool special education program, Head Start, nursery schools, libraries and museums which meet the standards and requirements of this Subpart.
Eligible child means a child who resides within the school district who is four years of age on or before December 1st of the year in which he or she is enrolled or who will otherwise be first eligible to enter public school kindergarten commencing with the following school year. For a summer only program provided in accordance with the provisions of section 151-1.4(d) of this Subpart, eligible child means a child who resides within the school district who is five years of age on or before December 1st of the year in which he or she is enrolled or who will otherwise be first eligible to enter public school kindergarten commencing with the current school year. Parents and/or guardians may choose, but are not required, to enroll their child(ren) in a universal prekindergarten program. However, upon enrollment, the school district’s attendance policy must be applied.
Universal prekindergarten program plan means a plan approved by the board of education or, in the case of a school district having a population of one million or more, by the community superintendent and chancellor, that is designed to effectively serve eligible children directly through the school district or through collaborative efforts between the school district and an eligible agency or agencies.

§ 151-1.3 Uniform quality standards for all universal prekindergarten classrooms, including both district-based and eligible agency-based classrooms.

(a) Curriculum.

(1) Each school district operating a prekindergarten program shall adopt and implement curricula, aligned with the State learning standards, that ensures continuity with instruction in the early elementary grades and is integrated with the district’s instructional program in kindergarten through grade 12.

(2) Each school district operating a prekindergarten program shall provide an early literacy and emergent reading instruction based on effective, evidence-based practices. Essential components of this program shall include:

(i) background knowledge;

(ii) phonological awareness;

(iii) expressive and receptive language;

(iv) vocabulary development; and

(v) phonemic awareness.

(3) Activities shall be learner-centered and shall be designed and provided in a way that promotes the child’s total growth and development, and ensures that:

(i) children are encouraged to be self-assured and independent through a balanced schedule of teacher-initiated and child-initiated learning activities;

(ii) instructional materials and equipment shall be arranged in learning centers that promote a balance of individual and small group activities; and

(iii) teachers shall use intentional planning to focus instruction to meet differentiated learning styles of students.

(b) Assessments, monitoring and reporting.

(1) School districts shall establish a process for assessing the developmental baseline and progress of all children participating in the program. Such process must at a minimum provide for on-going assessment of the development of language, cognitive and social skills, and ensure that:

(i) the instrument(s) used for assessment must be valid and reliable; and

(ii) assessment information must be used to inform classroom instruction and professional development.

(2) School districts shall use the results of such assessments to annually monitor and track prekindergarten program effectiveness. A program shall be considered effective if the enrolled children demonstrate significant gains, as determined by the commissioner, in language, cognitive and social skills.

(3) Beginning in the 2008-2009 school year, school districts shall report annually, in a manner and timeline prescribed by the commissioner, the percentage of prekindergarten children making significant gains, as determined by the commissioner, in language, cognitive and social skills. The data shall be made part of school performance reports to parents and/or guardians of preschool children and the public.

(1) All prekindergarten students shall be screened as new entrants as set forth in Part 117 of this Title.

(2) Prekindergarten programs that operate for less than three hours shall provide a nutritional meal and/or snack. Programs operating more than three hours shall provide appropriate meals and snacks to ensure that the nutritional needs of the children are met. Meals and snacks shall be provided in an environment conducive to interaction between staff and children and at a time appropriate to meet the children’s needs and provide sufficient time for eating and interaction.

(d) Class size. The maximum class size for a prekindergarten class is 20 children. For classes of up to 18 students, there must be one teacher and one paraprofessional assigned to each class. For classes of 19 or 20 students, there must be one teacher and two paraprofessionals assigned to each class.

(e) Staff qualifications.

(1) Prekindergarten teachers providing instruction through this Part shall possess:

(i) a teaching license or certificate valid for service in the early childhood grades pursuant to Part 80 of this Title; or

(ii) a teaching license or certificate for students with disabilities valid for service in early childhood grades pursuant to Part 80 of this Title; or

(iii) for eligible agencies collaborating with the district to provide prekindergarten services, a bachelor’s degree in early childhood education or a related field, or a teaching license or certificate valid for services in the childhood grades pursuant to Part 80 of this Title, and a written plan to obtain a certification valid for service in the early childhood grades within five years; or

(iv) eligible agencies collaborating with the district to provide prekindergarten services and licensed by an agency other than the State Education Department may employ staff who meet the standards of the licensing or registering agency, until the beginning of the 2008-2009 school year, at which time all prekindergarten teachers shall meet the qualifications set forth in subparagraphs (i)-(iii) of this paragraph.

(2) Until all universal prekindergarten teachers at an eligible agency site possess a teaching license or certificate valid for services in the early childhood or childhood grades, the agencies operating such programs shall employ an on-site education director during the hours that the prekindergarten program is in operation that will be responsible for program implementation. The on-site director shall possess a teaching license or certificate valid for services in the early childhood or childhood grades pursuant to Part 80 of this Title.

(3) A prekindergarten teaching assistant providing instructional support in a prekindergarten classroom shall meet qualifications pursuant to Part 80 of this Title.

(4) A prekindergarten teacher aide providing support in a prekindergarten classroom shall meet the requirements prescribed by the local board of education.

(f) Fiscal and program oversight. A school district shall monitor compliance by collaborating eligible agencies with all fiscal and program requirements, shall assess student progress in the prekindergarten program, and shall correct any identified deficiencies.

(g) Professional development. Professional development shall be based on the instructional needs of children and shall be provided to prekindergarten teachers and staff in district and agency settings in which prekindergarten services are provided under this Subpart.

(h) Parental involvement. Each school operating a prekindergarten program shall develop procedures to ensure active engagement of parents and/or guardians in the education of their children.

(i) Support services. School districts shall provide, either directly or through referral, support services to children and their families necessary to support the child’s participation in the prekindergarten program. Support services must be provided to the maximum extent practicable in the language or mode of communication which the parents and/or guardians and the child best understand. Whenever possible, such support services shall be provided in collaboration with other community organizations in a non-duplicative manner.

What does the Tennessee pre-K study really tell us about public preschool programs?

A new study of the effects of Tennessee’s Voluntary Pre-K (TNVPK) program has ignited debate about the benefits of preschool right at a time when the Build Back Better bill—which includes historic investments in children and families through early care and education (ECE)—is stalled in Congress. The study, which examines the program’s impact through sixth grade, confirms what we already knew: The Tennessee program as it existed in 2009 and 2010 led to worse academic and behavioral outcomes than the available alternatives. Critics are asking whether large-scale investments are justifiable in preschool, and in ECE programs more broadly, given the findings of this careful experimental study.

Professor of Psychology – Georgetown University

Professor Emeritus, Graduate School of Education – Stanford University

Our read of the very large existing literature on the effects of preschool and other public investments in children’s early years leads us to conclude: Substantial investments in ECE are well supported by research, make good policy sense, and are urgently needed. This new study doesn’t change that. It does, however, drive home just how critical it is to hold the line on quality in any ECE expansion, and to continue to learn how to design programs so they best serve children, families, and society.

Since the 1960s, over 70 reasonably well-conducted evaluations have examined the effects of preschool versus local alternatives, along with dozens of studies that compare different preschool models to each other. After the TNVPK findings through third grade were released, a group of ECE scholars (including three among our authorship team and Mark Lipsey from the TNVPK research team) came together to author a Brookings consensus statement that summarized decades of research. Five takeaways from this 2017 statement, and new findings from other preschool programs since, help to put these latest TNVPK findings into context:

On average, children who attend preschool enter kindergarten with stronger school readiness skills than if they had stayed home. Importantly, benefits are larger for children from families with low incomes, dual-language learners, and children of color. Without public programs, both economically marginalized and middle-class families often have trouble affording preschool and are left with lower-quality options than they would like.
Public preschool programs vary in how, and how well, they operate. Today’s public preschool programs are largely in good shape in terms of class size, teacher-child ratios, basic safety, classroom organization, and emotional warmth. However, teacher compensation lags K-12 in many systems—driving high teacher turnover and undermining quality—and instructional quality is barely adequate in most large-scale programs nationally. Moreover, harsh teacher-child interactions can occur even in state preschool programs that are reputed to be of high quality on average. Play- and evidence-based curricula with a specified scope and sequence and regular in-classroom coaching tied to curriculum implementation can be powerful levers for improving quality in large-scale programs, yet they are not used in most of today’s programs.
Some public preschool programs improve children’s learning outcomes more than others. Preschool programs differ widely in the experiences they provide, and so do their initial and longer-run effects. Some of the more effective programs have been implemented and evaluated on a large scale. Recent research suggests that universal public preschool programs move the needle on learning gains for children from families with low incomes more than income-targeted programs like the Tennessee program.
Children who didn’t attend preschool appear to catch up, partially or fully, to children who attended preschool on their early elementary school test scores. The reasons for this pattern are not yet well understood and are the subject of active research, including through the Institute of Education Sciences’ Early Learning Network. One possibility, also acknowledged by the Tennessee team, is that it may matter which skills are emphasized in programs and measured in studies. Broadband skills like vocabulary and problem-solving show less “catch up” than skills like basic numeracy and letter knowledge. There is also growing evidence that what happens after preschool matters for whether the preschool boost lasts into elementary school. Recent research from New York City, Boston, and the Head Start program shows that there are malleable factors in the early elementary years, including aligned instruction that builds on what children learned in preschool and higher-quality elementary school experiences that can help sustain the preschool boost.
Regardless of medium-term effects, most studies that follow preschool attenders into adulthood find positive effects on important outcomes like school attainment and earnings. This pattern holds both for smaller-scale studies from decades ago as well as in all three national datasets available for studying the long-term benefits of Head Start. Since the 2017 consensus report, the evidence base for public investment has grown stronger, with findings of lasting effects through high school in Tulsa, eight grade in North Carolina, 10^th grade in New Jersey, and early adulthood in Boston. Replication of findings across contexts with strong quasi-experimental designs is as much a gold standard in the field as is a single RCT study.

To be sure, the field needs to grapple with the TNVPK results given its rigorous study design. The findings should not be dismissed or waved away. But at a time when the vast majority of 3- to 5-year-olds are already in regular, out-of-home care—and the overall evidence on preschool clearly shows positive effects—the questions to prioritize no longer concern whether preschool works, but how can preschool work better. Indeed, we don’t ask whether we should invest in the elementary school years, we ask how well it is going and how could we do it better. Those are the right questions in ECE, too. For researchers, the task ahead is thus to continue to examine how to scale high-quality preschool programs, ideally in close partnership with practitioners, and which models work best for children, families, and teachers.

In terms of policy, most Americans want the government to have a hand in helping improve ECE access and quality. Families and children in this country need ECE options just as they need elementary schools. Public ECE investments are not just investments in children’s future. They ease the child care cost burden of families and can facilitate parental employment, making them investments in the U.S. economy as well. If the universal preschool component of Build Back Better passes as proposed, it would provide the resources needed nationally for critical quality supports like small child-teacher ratios, highly trained and qualified teachers, evidence-based and play-based curriculum, coaching for teachers, and a mixed-delivery approach with classrooms in public schools and community-based settings. We know this blueprint can work.

Especially in the wake of COVID-19, the main takeaway from the large body of research on ECE programs, which now includes this new study from Tennessee, is not that we should turn away from public investments in ECE. It’s that we need to finally build the high-quality system that our economy needs—and that our young children, their families, and educators deserve.

Brown Center Chalkboard

The Brown Center Chalkboard launched in January 2013 as a weekly series of new analyses of policy, research, and practice relevant to U.S. education.

In July 2015, the Chalkboard was re-launched as a Brookings blog in order to offer more frequent, timely, and diverse content. Contributors to both the original paper series and current blog are committed to bringing evidence to bear on the debates around education policy in America.

Read papers in the original Brown Center Chalkboard series »

China

The Reshuffling Report No. 20: The anticipated strong representation of foreign-educated returnees in Xi’s third term

Cheng Li

China-US FocusFriday, September 30, 2022

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90,000 track or musical trac

Content

1 How it is written correctly
2 What rule is 9000,
3 Examples of sentences

4 How to write

4. 1 MAKE Words better together

9000 4.2 Association for the word “track”

4.3 Synonyms for the word “track”
4.4 Sentences with the word “track”
4.5 Matches for the word “track”
4.6 What is the word “track”
4.7 Meaning of the word “track”
4.8 Send a comment
4.9 More
- 4.9.1 Meaning of the word “track”
- 4.9.2 Sentences with the word “track”:
- 4.9.3 Synonyms for the word “track”
- 4.9.5 Matching of the word “trek”
- 4.9.6 What is “trek” like
- 4.9.7 Morphology
4.10 Map of words and expressions of the Russian language

5 how to spell “track” or “track”, then you need to use a spelling dictionary or remember the general principles for spelling borrowed words. Let’s figure it out together in this simple case of spelling.

How to spell

In accordance with the rules, this noun must be written with the vowel “e” – track.

Which rule applies

The presented noun is a borrowing from English. In the original, the word is written like this – track. The sound “e”, which gives the English letter “a”, in Russian can be denoted by two letters – “e” or “e”.

In most cases, if the word does not begin with this sound, then it should be denoted by the letter “e”. Compare: brand, realtor, karate. Exceptions include a small number of words (mayor, sir, peer, etc.).

Our word is not an exceptional case, therefore it is written with the letter “e”, which is pronounced like “e”.

Sample sentences

Athletes were speeding down the racetrack.
I listen to a new track all day long.

How to write incorrectly

You cannot write the letter “e” in this noun – track.

Making the Word Map Better Together

Hello! My name is Lampobot, I am a computer program that helps to make a Word Map. I can count very well, but so far I have a poor understanding of how your world works. Help me figure it out!

Thank you! I will definitely learn to distinguish widely used words from highly specialized ones.

How clear is the meaning of the word rowing (adjective):

Associations to the word “track” racing track

When only the new track starts playing in the hall, the transition is completed.
The title track of the album is an airy and masterfully performed jazz poem about the variability of the sea, which has acquired the status of a classic.
(all offers)

Conjugation of the word «track»

What is «track»

Meaning of the word «track»

TRACK, -а, m. (Small Academic Dictionary, MAC)

Send a comment

Additional

Meaning of the word “track”

TRACK, -a, m. Training and competition facility for cycling and motorcycling.

Track sentences:

Remember that this is a public road and is not a racing track .

When only the new track starts playing in the hall, the transition is completed.

The title track of the album is an airy and masterfully performed jazz poem about the variability of the sea, which has acquired the status of a classic.

Synonyms for the word «track»

Associations for the word «track»

Associations of the word «trek»

What is «track»

Morphology

Map of words and expressions of the Russian language

, synonyms, contextual connections and examples of sentences for words and expressions of the Russian language.

Reference information on the declension of nouns and adjectives, verb conjugation, and the morphemic structure of words.

The site is equipped with a powerful search engine with support for Russian morphology.

Track

⇒ vowels in the Word:

Vowels are highlighted red

vowels are: E

The total number of vowels: 1 (one)

⇒ Consonant letters in the Word:

consonants are allocated green

Consistent are: t, r, k

total number of consonants: 3 (three)

voiced consonants are highlighted with a single underline “”

voiced consonants are: p

total number of voiced consonants: 1 (one)

voiceless consonants are underlined with a double underline ” ”

voiceless consonants are: m, k

total number of voiceless consonants: 2 (two)

⇒

Number of letters and syllables:

vowels: 1 (one)

consonants: 3 (three)

total letters: 4 (four)

total syllables: 1 (one)

Track – what does the word mean, its interpretation and meaning
definition and meaning, explanation of the meaning and meaning of the word
Track, -a, masculine Roundabout with curves ( .

Track for sliding doors Krona Koblenz K ART 1 080 2

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DESCRIPTION

CHARACTERISTICS

FILES

The Krona Koblenz K ART 1 080 2 guide track made of anodized aluminum ensures smooth and quiet sliding of platforms with rollers that move the door leaf.
Track length: 2 meters.

The track is compatible with the following sliding door kits from Krona Koblenz:
– K ART 040 0600 ABS;
– KART 040 1760 ABS;
– KART 040 ABS;
– KART 080 0600 ABS;
– KART 080 1760 ABS;
– KART 080 ABS.

Track mounting options:
to the ceiling;
to the wall.

To mount the track to the wall, fixing angles (art. 0500 4 080) are purchased separately at the rate of 1 angle per 30 cm of track length.

IMPORTANT:
Maximum track load – 80 kg.0215 or in any other ratio, but in such a way that the junction of the tracks is not in the path of the rollers, but falls at the point of contact of the door panels.
With a sawn track, the weight of the sheets is isolated from each other and does not exceed the permissible 80 kg. to the track.

Track made of anodized aluminium.
To prevent the creation of a galvanic couple, resulting in the formation of corrosion at the point of contact of the track and fasteners,
only galvanized or stainless steel fasteners should be used.

ANODISED ALUMINUM (anodised aluminum) – aluminum with a special protective coating obtained by electrolytic method.
As a result of anodizing, a dense protective film is formed on the surface of the product, which reliably protects the aluminum product from the oxidation process in air, as well as from minor mechanical damage.

NOTE:
Track mount to ceiling, brackets to mount track to wall not included.
Items listed above sold separately.

Track mounting options:

Ceiling / Wall

Track length (m):

2

Door closer:

No. Installation not possible

Maximum track load (kg):

080

Compatible with KART 040 0600 ABS:

Yes

Compatible with KART 040 1760 ABS:

Yes

Compatible with KART 040 ABS:

Yes

Compatible with KART 080 0600 ABS:

Yes

Compatible with KART 080 1760 ABS:

Yes

Compatible with KART 080 ABS:

Yes

Corner for fastening:

0500 4080

Name:

Track for sliding doors

Model:

KART 1 080 2

Material (main):

Aluminum anodized

Color:

Aluminum brushed

Brand:

Krona Koblenz

Brand country:

Italy

Country of Origin:

Italy

Official site:

www. kronakoblenz.com

Warehouse / On order

:

Warehouse program

Sale

:

No

Price for:

pcs

Installation instructions for sliding door mechanisms Krona Koblenz:

0500 50

0500 120

0500 050 ABS

0500 120 ABS

0550 2050

0550 3 120

0560 21 120

0830 3 175

K ART 40 0600 ABS

K ART 80 0600 ABS

TECHNOLIGHT – Corner track connectors for stretch ceiling

TECHNOLIGHT – Corner track connectors for stretch ceiling

Manufactured by Technolight®

Design Set of 4 inserts and socket head set screws.

Dimensions Length 50 mm, width 9 mm.

Packing type PAP (code 20)

Weight 0. 122 kg

Volume 0.00067 m³

Read the installation instructions for the track system4 in addition. Instructions are supplied with the product.

Choice of equipment

Article

Corps Color

Operating voltage

Power

Color temperature

Light flow

Color transmission Corners

brightness adjustment

Cost

Model

Corpus

Voltage

Power

Color temperature

Luminous flux

CRI

Angle of light

Dimming

Quantity

cost

Track connectors for stretch ceiling angled

83005-4-NI

nickel-plated

1190

Housing color nickel-plated

Operating voltage

Power

Color temperature

Luminous flux

Color rendering index

Light Angle

Brightness control

Full specification and downloads

1190

83005-4-NI

Track connectors for stretch ceiling angled

Metal plate that serves to rigidly connect the stretch ceiling track at a 90 degree angle. Provides ease of installation and structural integrity.

Supplied with 4 pcs.

Key benefits of PROFI 48V

One idea, endless possibilities

The PROFI 48V track system is low voltage, absolutely safe, easy to install and maintain. Fixtures are installed in any convenient place, which makes the system versatile and functional.

The length of the track can be any and is calculated to the nearest millimeter. The width of the final strip on the ceiling is 23 mm, which makes it the most compact of all presented today on the Russian lighting market.

PROFI 48V is a low voltage track system

Unlike standard lighting systems using 220V, the 48V low voltage system has a number of fundamental advantages, being not only easy to maintain, but also absolutely safe to use.

The track can be mounted on ceilings or walls where accidental physical contact is possible. Also, thanks to the new power system, the track and the fixtures themselves have become more compact in size.

No visible conductors

Conductive elements of the track are located on the sides, which makes the structure’s copper conductors invisible. It is aesthetic and safe at the same time.

Placing the track in the visibility zone, you will not notice anything superfluous, but only a black line, which can be the main or additional design element in interiors.

Auxiliary contacts for control

The track system has four copper conductors, two of which can be used to control lights. With these additional conductors, you can organize groups, set up lighting scenarios and adjust the brightness without interference and signal loss over the analog 1-10V protocol and digital DALI.

Any multiplicity of track cutting

To experiment with new shapes and geometries, the track was designed in such a way that it can be divided into parts of any length with millimeter accuracy. And additional connecting elements allow you to assemble any possible configuration from lines with transitions to the wall.

Planning has never been so simple and clear.

Magnetic mount

Magnets mounted on the connectors allow you to design your own lighting and move the lights to any point on the track. Various combinations of lamps are possible.

Thus, the issue of insufficient illumination, an excess of light, or simply a renewal of space is easily solved.

Additional mechanical locks

The high security of the system is achieved thanks to a unique technical solution. The fixtures are held in the track not only by magnets, but also by mechanical locks, which completely eliminates the possibility of their accidental fall.

This secure solution allows the track system to be used in demanding environments such as children’s rooms.

Modular concept

The basis of the system is the feed track. In addition to it, there are connecting corners and other accessories. The length of the lines is built without restrictions, the multiplicity of cutting is any.

After mounting the track, LED lights are installed in the system with the possibility of using additional accessories. The lighting scenario, as well as the position of the lamps, can be changed at any convenient time.

The track system can be part of the design – like the movement of a brush on a canvas, it forms and gives a special, individual character, sets accents and attracts attention with clear lines.

Easy repositioning of luminaires

Adding details and creating interesting lighting solutions just got a whole lot easier by moving the luminaire a few centimeters in any direction you want. The track design allows you to change the location of light sources along the entire length of the track system. Thus, a universal and multifunctional tool for lighting design appears in your hands.

Swivel mechanism

The fixture is designed in such a way that it allows the luminaire to rotate 355 degrees for individual lighting adjustment. The spot can be placed anywhere on the track and rotated by the required number of degrees. By properly setting the light, you can hide imperfections in finishing work, focus on furniture or accessories, create a certain mood, or completely change the perception of a room.

The 355-degree angle is specially chosen so as not to twist the power cable when making several 360-degree turns.

Clean design

The design of the track system is based on simple geometric shapes, thin lines and edges, neutral black and white colors, precision, aesthetics, modularity and functionality.

The absence of complex components and attachment to any style allows the system to be used both in classic interiors and modern minimalist ones.

Lighting is non-distracting, can highlight the materials and textures used in the interior, and create the atmosphere and mood you want.

High light quality

Luminance distribution is a quality characteristic that determines the comfort and aesthetics of a lighting environment. Luminaires illuminate the surface in a clear circle, without the appearance of additional rings and colored spots, the loss of luminous flux is eliminated, the colors of the illuminated objects are correctly displayed in comparison with an ideal or natural light source.

Low glare

Low glare and visual comfort is one of the main requirements for modern commercial and residential lighting.

The optical system of lenses and diffusers in track lights is designed in such a way that it eliminates the appearance of glare on surfaces. Soft diffused lighting creates the right atmosphere and is suitable for a wide range of spaces.

Invisible joints

In the standard set of linear luminaires, we added transparent plugs, which, when several luminaires are installed in a row, make the joints between them almost invisible and do not disturb the visual component of the system.

PROFI 48V offers endless lines of light and a unique design geometry.

Quality components

Properly selected components guarantee long and reliable operation of the product, make the product affordable for the end customer and environmentally friendly.

Our planners and designers are constantly working on new and unique lighting systems. We use components from well-known suppliers – Citizen, Osram, Luminus, and carry out quality control at every stage of production – from the receipt of components and spare parts to the warehouse, to the final assembly of the goods. All our products are certified and have supporting documents.

Additional light filters

In order to make the lighting setting as precise, flexible and functional as possible, additional light filters are available – Honeycomb and Spread.

Honeycomb mesh grille makes the light beam even more diffused and soft, and protects the eyes from direct light. In this case, losses in the luminous flux by about 20% are not excluded.

The Spread filter transforms a round beam of light into an oval and allows you to correctly illuminate objects of non-standard shapes and sizes.

Buy with this product

Track overhead or suspended

Angle on the plane built-in

New

Track mini overhead or suspended

Light filter Honeycomb for Spot 60

New

Spot Zoom 50

Globo 135 outboard

Spot 60

Darkline Turn 180

Light filter Spread for Spot 60

suspension

Do you have questions or need a personal consultation?

Call or write

+7 495-797-72-51

+7 495-747-05-64 (Whatsapp)

order@technolight. ru

Illumination calculation

Order a lighting project from specialists
our company and receive
professional advice.

Files for
downloads

Latest catalogs, technical specifications, IES files, and more
documentation.

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Track

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Hadrons

Alpha Decay

Alpha Particle

Annihilation

Antimatter

Antineutron

Antiproton

Antiparticles

Atom

Atomic mass unit

Nuclear Power Plant

baryon number

Baryons

Beta Decay

Betatron

Beta particles

Bose–Einstein statistics

Bosons

Large Hadron Collider

Big Bang

Bottom. Bottomonius

Breit-Wigner formula

Speed

Vector dominance

Grand Unification

Particle Interaction

cloud chamber

Virtual Particles

Hydrogen atom

Excited states
cores

Wave function

Wave Equation

De Broglie waves

Counter beams

Hamiltonian

Gamma Radiation

Gamma quantum

Gamma Spectrometer

Gamma Spectroscopy

Gaussian distribution

Geiger counter

Giant Dipole Resonance

Hyperkernels

Gluons

Hodoscope

Gravitational interaction

Deuteron

Nuclear fission

Particle Detectors

Dirac equation

Particle Diffraction

Radiation dose

Dosimeter

Doppler effect

Unified Field Theory

Charge interface

Mirror Cores

Mass excess (mass defect)

Isobars

Nuclear isomerism

Isospin

Isospin Multiplet

Isotope separation

Isotopes

Ionizing Radiation

Spark chamber

Quantum Mechanics

Quantum field theory

Quantum operators

Quantum numbers

Quantum Jump

Quantum of Light

Quark-Gluon Plasma

Quarks

Collider

Combined inversion

Compton effect

Compton wavelength

Conversion
internal

Communication constants

Confinement

Corpuscular wave
dualism

Cosmic rays

Critical Mass

Leptons

Linear accelerators

Lorenz transformation

Lorenz force

Magic cores

Magnetic dipole moment
kernel

Magnetic Spectrometer

Maxwell equations

Particle mass

Mass spectrometer

Mass number

Scale invariance

Mesons

Mössbauer effect

Labeled atoms

Microtron

Neutrino

Neutron

Neutron Star

Neutron physics

Ratio uncertainties

Radiation Safety Code

Nucleosynthesis

Nuclide

Nucleon

Time reversal

Orbital Moment

Oscillator

Rule selection

steam education

Half-life

Constant bar

Plank formula

Positron

Polarization

Vacuum Polarization

Potential well

Potential Barrier

Pauli principle

Superposition principle

Intermediate W-, Z-bosons

Propagator

Proportional counter

Spatial Inversion

Spatial parity

Proton

Poisson distribution

Bubble chamber

Radiation background

Radioactivity

Radioactive Families

Radiometry

Divergences

Rutherford experience

Resonances (resonant
particles)

Relic microwave
radiation

Accelerator Luminosity

Effective cross section

Strong interaction

Reaction synthesis

Synchrotron

Synchrophasotron

Synchrocyclotron

System of units

Weak interaction

Solar neutrinos

Conservation laws

Mating
effect

Spin

Spin-orbit interaction

Helicity

Standard Model

Statistics

Strange Particles

Hadron jets

Subatomic Particles

Supersymmetry

Spherical coordinate system

Dark Matter

Fusion Reactions

Fusion Reactor

Bremsstrahlung

Transuranic elements

Track

Tunnel effect

Particle Accelerators

Phasotron

Feynman diagrams

Fermions

Form factor

Foton

Photoelectric Effect

Fundamental length

Higgs boson

Color

Nuclear chain reactions

CNO cycle

Cyclic Accelerators

Cyclotron

Charm. Charmonium

Cherenkov counter

Cherenkov radiation

Black holes

Schrödinger equation

Electric quadrupole
kernel moment

Electromagnetic interference

Electron

Electroweak Force

Elementary particles

Nuclear Physics

Nuclear Energy

Nuclear Models

Nuclear Reactions

Nuclear explosion

Nuclear Reactor

Core Energy Link

Atomic nucleus

Nuclear Magnetic Resonance
(NMR)

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TRACK

_Track
Track – visible
trace left by a charged particle (or atomic nucleus) in the substance of the detector
particles and reproducing the trajectory of its movement.
Charged particle moving in the neutral medium of the detector (gas,
liquid, solid), causes ionization due to electromagnetic forces
(as well as excitation and polarization) of the atoms of the medium. However, along the path
particles appear free charges (electrons and ions). Under certain conditions
a path of free electrons and ions created by a passing charged particle,
can be made visible. This is done in so-called track detectors.
The way the particle track is formed depends on the type of the track detector. So
in developed nuclear photographic emulsions, the track is formed from the smallest
metallic silver grains grouped along the particle trajectory, where
ionized atoms of the emulsion are located, which are the centers of formation
photographic image. In the cloud chamber, the track is formed by the smallest
liquid droplets, and in the bubble chamber – the smallest vapor bubbles, centers
whose formations are also ions created by a passing particle.
In a spark chamber, a track is a sequence of local sparks
electrical breakdowns that occur in places where the particle caused the appearance
free charges. Track thickness in nuclear emulsion – thousandths
millimeter, in other track detectors – tenths of a millimeter.

Fig. Decay
→
¹ H + ¹ H + ² H + π ^– in flight (photo emulsion).

TRACK – What is TRACK?

The word consists of 4 letters:

first t,

second p,

third e,

last k,

Word track in English letters (transliterated) – trek

Letter t occurs 1 time. Words with 1 letter m

The letter р occurs 1 time. Words with 1 letter p

The letter e occurs 1 time. Words with 1 letter e

The letter to occurs 1 time. Words with 1 letter k

Meanings of the word track. What is a track?

Track

TRACK (English track – trail, path). Sports facility for cycling and motorsport competitions. Track T. closed with a hard surface (for a bicycle, as a rule, wooden or concrete), consists of two straight segments …

Olympic Encyclopedia. — 2006

TRACK (English track – track, path), a sports facility for training and competition in cycling and motorcycling. Track track (made of wood, concrete, asphalt, length 250 – 500 m, width 6 – 8 m) consists of two straight sections…

Modern encyclopedia. – 2000

TREK (English traсk) – a sports facility for training and competitions in cycling and motor sports. The track track (made of wood, concrete, asphalt) consists of two straight sections connected by oblique turns – bends.

Big Encyclopedic Dictionary

Hayashi Track

The Hayashi track is a near-vertical evolutionary track in the Hertzsprung-Russell diagram, passing towards the main sequence through phases when the star is mostly or completely in convective equilibrium.

en.wikipedia.org

Track (group)

Trek is a Russian rock band from Sverdlovsk (currently Yekaterinburg), founded in 1980. From the very beginning, the group was distinguished by a pronounced individuality. The track is one of the most important phenomena of Ural rock.

en.wikipedia.org

Annapurna Trek

The Annapurna Circuit or Annapurna Circuit is a hiking trail in Nepal that runs along the slopes of the Annapurna mountain range through the Annapurna National Park.

en.wikipedia.org

INNER TRACK

INTERNAL TRACK One of the four tracks of the Quadratic Zone Comparison Technique. In addition to the inner track, there are primary, secondary and outer tracks. The inner track includes 2 questions.

Dictionary of a polygraph examiner. – M., 2008

Pump Track

Pump track (pump track, from English pump – pump and English track – track) – a special cycling track, which is an alternation of pits, bumps and counterslopes and does not contain flat areas.

en.wikipedia.org

Sweet Track

Sweet Track is a prehistoric causeway on the swampy coastal plain of the Somerset Levels in Somerset, England, 51°N. sh. 2° W 51.163533° N. sh. 2.825129° W d. .

en.wikipedia.org

Short track

SHORT TRACK (Short track). The sport is a type of speed skating. It is held on a short oval closed track with a circle length of 111.12 m …

Olympic Encyclopedia. — 2006

SHORT TRACK (from the English short track – lit. – short track), a kind of speed skating: skating along a shortened track, which is usually marked on the hockey rink.

Big Encyclopedic Dictionary

Bizon Track Show

Bison track show (Eng. Bison track show) – annual tractor races, the only ones in Russia. They pass on the Don-25 highway, located 4 km to the right of the Rostov-Taganrog highway, between the Leninavan farm and the village of Chaltyr …

en.wikipedia.org

Great track

Great Trek (Afrikaans Die Groot Trek) – resettlement of the descendants of the Dutch colonists (Boers) in the central regions of South Africa, which led to the creation of two republics – the Republic of South Africa (Transvaal) and the Orange Free State.

en.wikipedia.org

Russian

Track/.

Morphemic spelling dictionary. — 2002

Usage examples for track

The track at Donington is narrow, difficult to overtake here, not many opportunities to do so.

Yes, this is the slowest track of the championship, yes, it is almost impossible to overtake here.

Earlier it was reported that as part of the performance, the musician will present another new track.

The track became the new single of the British band from the last album of the same name.

In the middle of the album is the track “Elbows”, which is now the pinnacle of my popularity.

Another factor, of course, is that the track in Barcelona is very aerobatic.

Earth + water + air = communications. The track is located near the airport of Barcelona and Girona.

Having left the track in an ambulance, he no longer competed in the remaining races.

The strangest thing about this is the very fact that this is an apparently harmless race track.

Words from the word “track”

Words starting with “t”

Words starting with “tr”

Words ending in “k”

Words with “ek” at the end

Words starting with tre

Words starting with track

Words ending with “rek”

Words ending with “track”

tray

damned

track

track

skived

skid

haulage

Track – OmniDoc

Download document

Track

The Track report allows the user to view the movement of one selected vehicle for a selected period of time.

Select vehicle

Select the time period for generating the report

Click the “Add Report” button and select “Track”

The program window will display a map with vehicle tracks for a period of time:

To display pop-up information, click on the vehicle icon.

The pop-up information on the vehicle contains:

“Date” – the date and time the vehicle was at the selected track location

“Registration number” – the name of the vehicle

“Speed” – the speed of the vehicle at the selected track location

“Address” – the address at which the vehicle is fixed at the selected track location

“Mileage” – vehicle mileage, starting from the beginning of the track

“Correction LLS 5, l” – the difference in the amount of fuel filled according to the results of correction

“Fuel volume in the main tank” – fuel volume in the main tank. It is not displayed if fuel level sensors are not connected or the number of sensors is set to “0” in the vehicle profile settings. Units of measurement of fuel parameters (liters or gallons) are specified depending on server settings

“Amount of fuel in the additional tank” – the amount of fuel in the additional tank (if any). It is not displayed if fuel level sensors are not connected and the number of sensors is set to “0” in the vehicle profile settings. Fuel parameters units (liters or gallons) are specified depending on server settings

“Ignition” – the position of the ignition key (on / off) at the selected location of the track

“GPS data” – correct or incorrect data. If the data is not correct, the date and time of receipt of the last correct data is displayed

“Total mileage by CAN” – total mileage of the vehicle according to data from the CAN bus

“Accessory current reading” – current value or status of the accessory

“Driver” – a driver registered on the vehicle

The address format and the content of pop-up information about the vehicle are configured in the object tree (see Configuring the Object Tree).

To customize the report, right-click and select “Report Settings”:

Customize the route display:

Disabled – when building a track, vehicle motion parameters and operation of additional equipment are not taken into account

Driving

Select a color to display the section of the track that has been driven in excess of the speed limit

Select a color to display the section of the track passed with the ignition off

equipment

Select a color to display the section of the track completed with the optional equipment turned on

Enter the name of the additional equipment specified in the vehicle profile in the “Universal input equipment name” field (see Administration Guide. Omnicomm Online. Section “Changing a profile” / “Settings of universal inputs”)

To auto-update a track, right-click and select Enable auto-update track. Track auto-update is performed with a frequency of 30 seconds and only when one vehicle is selected.

Measurement of parameters between track points

Hover over the track, right-click and select Track Detail

Select a track point to start measuring, press the right mouse button and select “Track section parameters”

Select the track point to end the measurement. To reset the selected points, click anywhere on the map (except for the track).

For a section of a track, the following information is displayed:

Vehicle name

Period

Mileage

Fuel consumption

Medium speed

Track 9 start address0003

Track section end address

Exit the parameter measurement mode by pressing Enter or Esc.

Pre k or pre k: Preschool vs. Pre-Kindergarten: What’s the Difference?

Universal Prekindergarten FAQs – Elementary (CA Dept of Education)

UPK FAQs

How is the CDE supporting inclusive practices, particularly supports for challenging behaviors in UPK? (New 06-May-2022)

Do parents have a choice when it comes to UPK? (Updated 27-May-2022)

As part of UPK expansion, how are the California Preschool Learning Foundations being updated? (Updated 27-May-2022)

What is UPK and how is it related to Universal Transitional Kindergarten (UTK)? (Updated 27-May-2022)

Will there be a mixed delivery so private preschools can continue to be part of educating our young children and giving parents choices?

A district with a very robust preschool program would like to provide their four-year-old children with Universal Transitional Kindergarten (UTK) through their preschool program. Would this be permissible?

What does universally available Transitional Kindergarten (UTK) mean? (Updated 26-September-2022)

What is Transitional Kindergarten (TK)? (Updated 26-September-2022)

Can parents choose to enroll their transitional kindergarten (TK) eligible child into the California State Preschool Program (CSPP) instead of transitional kindergarten (TK)? (Updated 14-June-2022)

What role does the California State Preschool Program (CSPP) have in UPK? (Updated 14-June-2022)

UPK Grants Funding Logistics

What is the UPK Planning and Implementation Grant? (New 06-May-2022)

What funding is available to expand the teacher workforce? (Updated 27-May-2022)

What is required to receive the UPK Planning and Implementation Grant funding? (New 06-May-2022)

Does the UPK Planning Template need to be submitted to the CDE? (New 06-May-2022)

How much funding will my agency get for the UPK Planning and Implementation Grant? (New 06-May-2022)

Are non-classroom-based charters eligible for UPK planning and implementation grant (P&I) funding? (New 27-May-2022)

Do non-classroom based charter schools need to create a plan for UPK? (New 21-July-2022)

Do charter schools not offering TK have to return UPK Planning & Implementation funds allocated pursuant to

What is the process for charter schools to return Universal PreKindergarten (UPK) Planning & Implementation funds? (New 21-July-2022)

Teacher Workforce

What is the California Department of Education’s (CDEs) role in supporting the workforce of early learning and care programs whose staff may be moving to teach transitional kindergarten (TK)?

What is required to become a transitional kindergarten (TK) teacher? What are the different options in terms of credentials and permits?

What is required to become an assistant teacher in a transitional kindergarten (TK) classroom?

Do transitional kindergarten (TK) teachers need to have a teaching credential? (Updated 14-June-2022)

What is the impact of Senate Bill 876 (Statutes 2014, Chapter 687) –

In California

What specific courses must teachers take in order to meet the additional statutory requirements, specifically, the 24-unit requirement by August 1, 2023? (Updated 14-June-2022)

How should local educational agencies (LEAs) document credentialing/permitting for teachers assigned to teach Transitional Kindergarten (TK)? (Updated 26-September-2022)

Can transitional kindergarten (TK) teachers “loop” (remain) with their students into kindergarten? (Updated 14-June-2022)

What are the credential requirements for TK teachers providing independent study instruction? (Updated 21-July-2022)

Can a teacher with a single subject credential teach TK? (Updated 14-June-2022)

Do substitute teachers need to meet the new Transitional Kindergarten teacher requirements? (Updated 14-June-2022)

TK Admission Information

Who is age-eligible for Transitional Kindergarten (TK)? (Updated 26-September-2022)

Must children attend Transitional Kindergarten (TK)? (Updated 26-September-2022)

Is Transitional Kindergarten (TK) considered a separate grade level? (Updated 21-July-2022)

Can students who are age-eligible for kindergarten attend transitional kindergarten (TK)?

Should students who are four-years-old receive their pre-kindergarten booster vaccines?

What are the immunization requirements for a student enrolled in Transitional Kindergarten (TK)? (Updated 26-September-2022)

Are waiting lists allowed for Transitional Kindergarten (TK) classes? (New 27-May-2022)

Funding and Reporting Information

How does transitional kindergarten (TK) affect basic aid districts?

How should a school report transitional kindergarten (TK) students for the kindergarten annual immunization assessment report?

Can we claim Average Daily Attendance (ADA) for a student who turns five after the end date of the TK eligibility cut-off date (listed below) from the first day of the school year? (Updated 26-September-2022)

How is Average Daily Attendance (ADA) reported for transitional kindergarten (TK)? (Updated 26-September-2022)

Are districts required to report transitional kindergarten (TK) information via the California Longitudinal Pupil Achievement Data System (CALPADS)? (Updated 20-Oct-2021)

How many years can a district claim apportionment for transitional kindergarten (TK ) and kindergarten?

Can a district claim apportionment for transitional kindergarten (TK) if it does not use a modified curriculum that is age and developmentally appropriate? (Updated 22-Jan-2016)

Do federal guidelines allow for free and reduced-price meals to be claimed for reimbursement for transitional kindergarten (TK) students with fifth birthdays after the applicable TK eligibility cut-off date (listed below)? (Updated 26-September-2022)

Can local education agencies (LEAs) charge parents a fee for those students whose fifth birthday falls after the applicable Transitional Kindergarten (TK) eligibility cut-off date (listed below) but attend TK prior to turning five? (Updated 26-September-2022)

Can a district’s Afterschool Program credit attendance in the Afterschool Program for students who start school at the beginning of the year and who turn five years of age after the applicable Transitional Kindergarten (TK) eligibility cut-off date? (Updated 26-September-2022)

Are transitional kindergarten (TK) programs included in a review when the California Department of Education (CDE) performs a Federal Program Monitoring (FPM) review of a local educational agency (LEA)? (Updated 14-June-2022)

Can a school district partner with a non-local educational agency (LEA) to provide their Transitional Kindergarten (TK) services? (New 21-July-2022)

Can district A enter into an interdistrict transfer agreement with district B so that district B can provide a Transitional Kindergarten (TK) program for district A’s TK-eligible children? (New 21-July-2022)

Can an LEA meet the TK offering requirement through a vendor? (New 21-July-2022)

Can a school district contract or enter into an MOU with another LEA to operate its Transitional Kindergarten (TK) Program? (New 21-July-2022)

Can a preschool program generate TK funding? (New 21-July-2022)

Transitional Kindergarten (TK) Program Information

How are Transitional Kindergarten (TK) programs different than preschool or other child development programs offered by local education agencies (LEAs) for three- and four-year-old children? (Updated 27-May-2022)

Is a school district required to offer TK and Kindergarten programs? (Updated 27-May-2022)

Do charters have to offer Transitional Kindergarten (TK)? (New 21-July-2022)

Can transitional kindergarten (TK) and kindergarten students be enrolled in the same classroom?

What type of facility should be used for transitional kindergarten (TK)? (Updated 26-September-2022)

Are transitional kindergarten (TK) students required to complete the entire two-year program?

Is a Kindergarten Continuance Form needed to continue a child from transitional kindergarten (TK) to kindergarten? (Updated 27-May-2022)

Are the Williams requirements the same for Transitional Kindergarten (TK) and Kindergarten? (Updated 27-May-2022)

How are the needs of English learners addressed in TK? (New 22-Jan-2016)

Are parents of English learners required to fill out waivers to enroll their child in a language acquisition program?

What are the regulations regarding transportation to and from school for our part-day TK programs? (New 22-Jan-2016)

Do non-classroom-based charter schools need to meet the new student/adult ratios or the independent study ratio? (New 21-July-2022)

What is the ratio for TK during recess and lunch? (New 27-May-2022)

Can a charter school offer TK as part of an independent study program? (New 27-May-2022)

What are the adult to child ratios for Transition Kindergarten (TK) classrooms? (New 27-May-2022)

Can an age-eligible student who is not toilet trained be enrolled into TK? (Updated 14-June-2022)

What is the curriculum for Transitional Kindergarten (TK)? (Updated 14-June-2022)

What assessments are recommended in Transitional Kindergarten classrooms (TK)? (New 27-May-2022)