Tk stands for school: Universal Transitional Kindergarten | Quick Guide

Transitional Kindergarten Basics • TKCalifornia

Transitional Kindergarten Basics • TKCalifornia

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Basics to help design your TK program

Below you’ll find some helpful information on the basics to help design your Transitional Kindergarten (TK) program as it is expanded to all 4-year-olds in California.

CDE Guidance

The California Department of Education (CDE) is regularly releasing guidance to inform the expansion of TK. You can explore their Transitional Kindergarten page to access the latest TK information and resources or contact their TK support team at [email protected].

Additional TK resources from the CDE:

• TK Implementation Guide (PDF)
• TK Implementation Video
• TK Frequently Asked Questions (FAQs) (frequently updated)

Implementation Timeline

The expansion of TK will occur over a 4 year period, beginning in the 2022-23 school year. A summary of the implementation schedule is pictured and described below.

Download a PDF Version

Implementation Schedule Summary

2021-22: Planning Year

• TK serves children born between September 2nd and December 1st (current eligibility).
• State funding is available for districts for the purposes of planning, professional development, and building or renovating facilities to prepare for implementation.

2022-23: Implementation Begins

• TK eligibility extended to children born between September 2nd and February 2nd.
• New class size maximum of 24 with a 12:1 student to adult ratio is implemented for all TK classrooms.
• School districts can receive approval from the Commission on Teacher Credentialing to grant emergency teaching permits to educators who possess a baccalaureate degree and a Child Development Permit to serve as a lead teacher in a TK classroom.

2023-24: Implementation Continues

• TK eligibility extended to children born between September 2nd and April 2nd.
• Student to adult ratio reduced to 10:1 (contingent on available funding).
• All TK teachers must possess a teaching credential plus additional training or experience in early childhood education.

2024-25: Implementation Continues

• TK eligibility extended to children born between September 2nd and June 2nd.

2025-26: Implementation Complete

• All children who turn 4 by September 1st can enroll in TK!

Class Sizes and Ratios

TK is described as the first year in a two-year Kindergarten program. However, one crucial way that TK differs from Kindergarten is in lower adult-child ratio requirements.

Beginning in the 2022 school year, TK classes must have a 12:1 student to adult ratio, with a maximum average of 24 children in the classroom at each school site. One of the two adults in the classroom must be a fully certificated TK teacher. In 2023, the ratio may be reduced further to 10:1, if the Legislature appropriates additional funding.

Length of Day for TK

Like Kindergarten, TK can be offered as either a full-day or a half-day program. While many districts prefer full-day schedules in order to support working families and provide more opportunities for learning for students, some districts may find it more feasible to implement the lower ratios required by TK using a half-day program.

Instructional Minutes

With regards to required minutes of instruction, TK follows the same requirements that apply to Kindergarten: 36,000 minutes per year, and 180 minutes is the minimum length of instructional time that must be offered to constitute a school day.¹

Full-Day Schedules

For districts that are interested in offering full-day Kindergarten and TK, the Education Code authorizes extended-day Kindergarten / full-day Kindergarten if the local school board adopts a policy establishing an Early Primary Program. Schools may offer extended or full-day Kindergarten if both of the following conditions are met:

1. The TK or Kindergarten program does not exceed the length of the primary school day; and
2. The extended-day TK or Kindergarten program takes into account ample opportunity for both active and quiet activities with an integrated, experiential, and developmentally appropriate educational program. ²

Organizing TK Classrooms in Your District

In your school district, you have the flexibility to offer TK in a configuration that best meets the needs of your student population. The following are some of the class configuration models districts have considered:

Stand-Alone TK Classroom

Many districts recognize that stand alone TK classrooms are the preferred program design, as a full classroom of 4-year-old children allows teachers to really build out a comprehensive TK program.

TK Hub

For districts that do not have a large enough TK population for every elementary school, but still want to offer stand-alone TK classrooms, some districts are taking a set of locally adjacent elementary schools and having one TK classroom at one of the schools, drawing from the adjacent catchment areas. Oftentimes, the TK student will return to their home school for the Kindergarten year or perhaps first grade.

TK / Kindergarten Combos

While combination classes are not ideal, they can be helpful in districts that are struggling with meeting the staffing and facilities needed to expand TK. Districts or schools are permitted to create TK/Kindergarten combo classes under the following guidelines:

• The teacher of record must hold full TK certification requirements.
• Classroom ratios and curriculum must adhere to TK requirements.

California State Preschool Program (CSPP) / TK Combos

This configuration may also help districts manage staffing and facilities needs while serving all TK-eligible children. As with TK/Kindergarten combination classes, the more stringent classroom requirements apply. This means that a CSPP/TK combination class would be required to follow Title 5 regulations, including an 8:1 student to adult ratio, bi-annual assessments using the Desired Results Developmental Profile (DRDP), and CSPP facilities standards unless exempted.

Head Start / TK Combos

As with TK/Kindergarten and CSPP/TK combination classes, the more stringent classroom requirements apply. School districts combining TK and Head Start classrooms would need to meet Head Start requirements which include child-teacher ratios of 10:1, maximum class sizes of 20, use of the Classroom Assessment Scoring System (CLASS) assessment tool, and family engagement requirements.

Regardless of how TK classrooms are designed in your district, it is important for school staff to talk with parents about the TK approach in your district, and the ways in which that approach will meet the needs of their young learners.

Enrollment & Registration

It is currently optional for parents and guardians to decide whether they wish to enroll their children in Kindergarten and TK.³ Parents are not required to enroll their children in school until age six, which school districts usually interpret as first grade. It is, however, required for “each elementary or unified school district to offer Transitional Kindergarten and Kindergarten classes for all children eligible to attend,” according to the CDE’s Universal Prekindergarten FAQs.

Recruitment & Enrollment

Districts generally begin recruitment for TK when they begin their outreach for Kindergarten enrollment. As TK expands to serve younger children, districts may wish to partner with media and community partners to ensure that information on expanded TK eligibility reaches parents in the neighborhood.

Enrollment packets for TK generally include information similar to that of Kindergarten, and are augmented with materials such as:

• Family recruitment letter
• TK brochure
• TK enrollment form
• Information on the difference between TK and Kindergarten
• An expanded home survey that helps TK teachers learn more about each child and the assets of the family

Enrollment Projections

School districts will need to determine the likely enrollment of their elementary school population over the next several years, as TK gradually expands to serve all 4-year-olds. Projected enrollment figures will be needed in order to plan for staffing and facilities needs. Overall, the number of 4-year-olds in California is projected to decline; however, some areas may see increases as families move inland from higher-cost coastal areas. Local considerations, such as new planned housing developments or major new employers, proximity to possible natural disasters (such as wildfires), and cost of housing in your district will impact whether your district sees an increase or decrease in potential TK students in the upcoming years.

Three common forms of enrollment projections are:⁴

• Simple Age Through: Assumes 100% of each grade cohort transfers to the next grade, with no additional enrollment or loss of students.
• Linear Regression: Looks at historical enrollment data and assumes that the same linear trend or line of best fit will continue into the future.
• Cohort Survival: Looks at historical enrollment and measures the actual cohort survival rate i.e. how many students leave or how many additional students enroll in each subsequent grade.

Different methodologies will produce different enrollment projections. Schools should assess their risk tolerance level and if a particular funding source requires a particular enrollment projection when they decide which methodology to employ.

Note: Information on this page was provided by School Services of California Inc.

1	California State Education Code sections 46117 and 46201.
2	California State Education Code sections 8970-8974.
3	California Education Code Section 48200.
4	School Services of California Inc. Implementing Universal TK–The Nuts and Bolts. Webinar (November 9, 2021).

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Universal transitional kindergarten could bring relief to parents, but threatens child care providers

Speaker 1: (00:00)

Soon California public schools will offer free transitional kindergarten for all four year olds. It will be a big help to working parents, but K PBS reporter Tanya thorn tells us it may have unintended consequences for childcare providers.

Speaker 2: (00:16)

Pamela causes four year old goes to an in-home daycare. It costs her about $700 a month, but by 2025 kids’ age could go to free transitional kindergarten at their public schools. But Casa doesn’t know what she will do. I

Speaker 3: (00:33)

Worry that there’s not enough, um, one-on-one attention. So in that aspect, I consider staying, um, where I am at now

Speaker 2: (00:42)

At some parents told KPBS the cost of their childcare exceeds their mortgage payment CASAA is payment. Isn’t that high, but she says she would continue paying out of pocket. That’s if she doesn’t like what is being offered at the public school

Speaker 3: (00:56)

And is it gonna be equitable across all districts? Because we already know the, the districts the way they are in California. Like there there’s a lot of disparities even in that,

Speaker 2: (01:06)

But not all parents have the luxury of choice.

Speaker 3: (01:10)

I think it, it will be a good thing for some families because at least it’ll decrease the cost. But even though there’s a cost benefit analysis, is, is it still the right choice?

Speaker 2: (01:25)

Mac is a countywide organization that helps low income families with resources like full day childcare CEO at man says while universal TK is free, it will have a shorter schedule which may not work for some families.

Speaker 4: (01:40)

The majority of our population don’t have the structure are of work. Uh, they are essential workers and they have to be on site for the most part. Uh, so that would, that that’s something that was very concerning for us. Needless to say, there’s a huge need for it,

Speaker 2: (01:54)

But he says, if it’s run well, it will help prepare kids for the classroom environment in kindergarten. Still there may be unintended consequences to try old care providers

Speaker 5: (02:04)

In mid August. I lost about a third of my enrollment, very unexpectedly because the local elementary schools in our community had suddenly opened up a late threes, early four year old

Speaker 2: (02:15)

Program. Holly Weber, the owner of magic hours, preschool lost some kids to a new TK program in Mira Mesa. Now she has had to a apply for a license to care for younger children to make up the loss, but changes to her business. Aren’t her biggest concern. There

Speaker 5: (02:31)

Were children that still had frequent accidents throughout the day, uh, that that couldn’t hardly express themselves to communicate and articulate their needs. Those are very, very critical components in a child’s. We could talk about how this is gonna affect businesses all day long, but what we need to really, really focus on is the developmental concerns and the generation of children that will stem

Speaker 2: (02:57)

From this Weber fears that school districts will be burdened with a new set of responsibilities.

Speaker 5: (03:02)

You know, there’s a reason why childcare centers have staff with very specialized education under for children, uh, birth through five years, as well as elementary staff have specialized credentials for teaching above five years of age and how it’s proposed to, to fix those models. I, I don’t know already

Speaker 2: (03:24)

Kids born between September and December get free TK. One teacher for that age group says for the program to work schools need the proper resources. She asks that K PS not use her name to protect her job.

Speaker 6: (03:38)

I am concerned about how the district is going to implement this and whether or not they have the staffing to provide the adequate support for all the students that will be coming in, um, with the added extra students for all the four year olds. Um, they would definitely need to get a lot more staff that have both the teaching credential and the early childhood education units

Speaker 2: (04:03)

That despite school districts across the region facing massive staffing shortages, public schools have told the 2025 school year to figure it out.

Speaker 1: (04:13)

Joining me as KPBS, north county reporter Tanya thorn, Tony. Welcome.

Speaker 7: (04:18)

Thank you, Maureen.

Speaker 1: (04:20)

Now, many parents and educators have been pushing for programs like this for years. So before we start discussing the problems that you brought up, why has transitional kindergarten been such a popular idea?

Speaker 7: (04:33)

You know, Maureen, it’s due to the times we’re living in, right? I mean, especially here in California, the cost of living is expensive. Childcare is expensive. So a free TK program for younger children is in demand primarily for childcare, you know, but also for preparation TK ultimately prepares children to enter the public school system with an idea of what to expect the classroom environment, basic skills, and just that socialization with other

Speaker 1: (05:02)

Do many school districts in San Diego already offer some form of transitional kindergarten.

Speaker 7: (05:08)

You know, most schools in San Diego do offer some sort of TK, but it is only for children who turn five between September 2nd and December 2nd. So many parents are left with no TK spot for their child in a public school and have to resort to looking for a private childcare. I mean, if, you know, if your child turned five, October 31st or September 1st, you don’t make that, that cutoff. In some cases, some families qualify for government programs that assist with placement in some private preschools, but this is all income based. So there are certain bracket it’s where if a family earns, let’s say a thousand dollars over that income limit, they don’t qualify for the program and need to find something within their means. San Diego unified rolled out a pilot TK program this year, and that program only had a thousand spots and 2,500 families applied. So, I mean, that really paints a picture of the demand in one of our local districts here.

Speaker 1: (06:04)

A and you said that some parents are paying more than their mortgage for childcare as it stands now, is there an average cost that families are paying?

Speaker 7: (06:13)

Isn’t that crazy? I mean, I, I don’t think there’s an, because it really varies on the type of childcare a family has, but I did hear from various families that because of their childcare exceeds their mortgage. And although I believe it, it’s, it’s still a hard pill to swallow, right? And so the parent in my story takes hers son to an in-home daycare with a handful of children. I think it was a group of maybe five to 10 and kids, and she’s only going part-time. So she does three half days out of the week and she’s paying $700 a month. And now let’s say she wanted to take her son full-time her price would double. And so, you know, another option or many families like myself rely on grandparents or nearby families to help, but not everyone has that. So it really looks, you know, very different across the board, depending on what type of care a family has access to.

Speaker 1: (07:04)

Now, the parent you spoke with in your report has concerns about the one to one attention that might be lacking in public school, transitional kindergarten, but kids almost as young go to kindergarten and public schools. And for the most part, they get plenty of attention. So what’s the concern,

Speaker 7: (07:22)

You know, like I said, the parent I interviewed in the story takes her sent to an in-home daycare where it’s, it’s a smaller group of children. So ratios are a bit concern for her. And for many parents that are already used to a center like this. So her son has gotten used to that. And she’s gotten to the fact that let’s say maybe it’s a ratio of five children per adult. And that’s just something that we’re not gonna see in the universal TK program. Schools are already facing staffing shortages. So how will that demand be met? Parents are concerned about how the ratios will, will work. Are we talking about 15 to 20 younger children per adults? And also we need to think about, you know, younger children have different needs. Some children aren’t fully potty trained. Some children still need to work on their communication skills, socialization skills. So schools really need to work on how this will be rolled out,

Speaker 1: (08:15)

Right? How are they preparing to offer TK?

Speaker 7: (08:18)

You know, we’re still in the very, very early stages of this. So we haven’t gotten a clear picture of how the schools are gonna be implementing this. But I think it’s gonna be really interesting to see how each school district runs their TK programs and just how universal they will be. You know, one teacher we spoke to said, her district is remodeling her school and they are already keeping the TK programs in mind. They haven’t done much planning as far as the classrooms and teachers, but she told me that they have started to purchase smaller furniture, you know, adequate for these younger children,

Speaker 1: (08:50)

Childcare providers of course seem to be caught in the middle of this. And as a group they’ve been through a lot since the pandemic. Can you remind us about the struggles that they’ve already faced?

Speaker 7: (09:01)

Yeah. I mean, childcare providers are barely recovering after the pandemic. You know, some centers had to close during the pandemic and when they did come back, they had to reduce the number of kids that, that they can accept. You know, they had to enforce new rules like masking and safety protocols, or, you know, some centers even shut down. They didn’t make it out of the pandemic. So, so this program really comes at a time when the rules have eased up and parents are going back to the office and the centers are back in demand. A lot of them with wait lists of children waiting for a spot. But now that is all being threatened because of this universal TK program. You know, if childcare costs are as high as a second mortgage and the state now offers a free program at their local public school. And oftentimes where an older sibling is already going, what route do you think parents are going to take? It’s a tough situation. Although, you know, I will add that some parents express think about staying with their current private childcare provider, if they don’t like what the public schools are offering. So again, we’re talking about the ratios and the curriculum. So I think it’s gonna be really interesting to see how it all plays out.

Speaker 1: (10:08)

I’ve been speaking with KPBS, north county reporter, Tanya thorn, Tanya. Thank you very much.

Speaker 7: (10:13)

Thank you.

Early Learning

Solano County Office of Education’s (SCOE) Early Learning system is a collaboration of stakeholders including educators, community agencies, parents, and other professionals working with children from the age of infancy to 5 years old. Early Learning is focused on supporting the educational community, connecting parents and providers with resources, and increasing the quality of early learning throughout Solano County. The overall goal of SCOE’s Early Learning programs and services is to ensure that each child has access to high-quality educational experiences and the resources they need to succeed in school and thrive throughout their lives.

SCOE provides support for early learning professionals in all settings, including Transitional Kindergarten, state-funded preschool programs, center-based childcare, and home-based family childcare. Through Quality Counts, Solano’s Quality Rating and Improvement System (QRIS), early childhood education professionals may participate in on-site coaching and training, as well as professional development and program rating.

COVID-19 Guidance for Child Care Providers

Solano County has a need for emergency pop-up child care during the COVID-19 pandemic. View current information and resources for Solano County. 

Early Education Teacher Development Pathways

The Solano Early Education Teacher Development Pathways Program is a stipend program open to those teaching young children, including:  TK-3^rd teachers, preschool teachers and assistants, para-educators, family child care, and family, friend, and neighbor caregivers in Solano County.  Applicants may be eligible for a stipend in one of the following areas: professional development, college coursework, attainment of Associate or Bachelor’s degree, Multiple-Subject Teaching Credential or Child Development Permit.  Click HERE to learn more.

Early Learning Inclusion

The SCOE Early Learning Inclusion program enhances how Early Learning and Special Education teams work together to build high-quality classrooms and expands opportunities for children of all abilities to have equal access to and participate meaningfully in childcare programs. When children are together as part of the group, their development is enhanced and positive social attitudes are fostered. Click HERE to learn more.

Early Learning Professional Development

In collaboration with Solano County school districts, First 5 Solano, Solano Family & Children’s Services and other partners, Solano County Office of Education (SCOE) offers specialized training for early learning professionals. Workshops offered by SCOE are open to Transitional Kindergarten and state-funded preschool teachers, as well as family child care and center-based preschool and child care staff. Trainings focus on a wide range of programs that support teaching and learning for our youngest learners, including infants, toddlers, and preschool-age children.

Early Learning workshops cover a broad variety of topics, including preschool and Transitional Kindergarten modules of the California Preschool Learning Foundations and Curriculum Framework, special needs and inclusion practices, trauma-informed care, social-emotional development, language and literacy, STEAM-inspired sessions, etc. Specialized training is also provided by the Region 4 California Preschool Instructional Network (CPIN), the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), and the Program for Infant and Toddler Care (PITC). Click HERE for the Early Learning Professional Development page. 

SCOE Early Learning Professional Development Opportunities for 2021-2022

Thank you for your interest in learning more about the Solano County Office of Education Early Learning Professional Development programming. 

Until further notice, Early Learning workshops and training will be designed to be delivered in virtual format (i.e. Zoom, Webinars) in response to the COVID-19 directives for large group gatherings from Solano County Public Health. The professional development calendar is in the process of being established for this program year and we look forward to offering a wide variety of topics related to the early learning and care profession. 

Please click HERE to visit the Early Learning Professional Development page for ongoing updates.  

Early Learning Professional Resources

Solano County Office of Education maintains a list of early learning professional resources. Explore and learn what supports are available in Solano County.

Early Learning Special Education Programs

Transition from Early Childhood Special Education Programs

Early intervention programs and specialized preschool services are extraordinarily effective in helping young children with special needs acquire the skills and support necessary to be successful in school and in later life. California has long recognized its responsibilities and the importance of providing programs and services designed for children with disabilities and other special needs as part of its comprehensive educational system for all students.

The Handbook on Transition from Early Childhood Special Education Programs provides specific information and resources to assist families, early intervention professionals, and school district personnel to navigate the move from services for infants and toddlers to special education services and programs for preschool-aged children in a seamless and efficient manner. The handbook offers timely information to those supporting children in a range of environments, including the regular preschool classroom.  Click HERE to visit the Early Learning Special Education Programs page.

Quality Counts Solano

Solano County Office of Education is a partner in the Quality Counts in Solano Early Care and Education program. Quality Counts helps to enhance the quality of early learning and care environments for young children. Early learning programs that participate in Quality Counts can get assistance in improving outcomes for children through system-wide approaches to enhancing programs. Click HERE to learn more.

Solano Child Care Planning Council (LPC)

The primary mission of the Solano County Child Care Planning Council (Solano LPC) is to plan for child care and child development services based on the needs of families in the local community and to ensure that all families and children in Solano County have access to quality and affordable child care and child development services. Click HERE to learn more.

Transitional Kindergarten (TK) & Kindergarten

Transitional Kindergarten, often referred to as TK, is a free public school program for 4-year-olds who turn 5 between Sept. 2 and Dec. 2. It is essentially designed to be a bridge between preschool and kindergarten. Transitional Kindergarten is intended to help build a strong learning foundation and prepare children for kindergarten with literacy skills, such as identifying letters and sounds, and more advanced math skills, such as counting objects and completing word problems. TK also helps develop skills like remembering the rules and controlling impulses. 

Triple P : Positive Parenting Program

Triple P stands for “Positive Parenting Program.” It is a research-based parenting program that has benefited tens of thousands of parents worldwide, for more than 30 years. Triple P is a parenting program, but it does not tell you how to be a parent. It is more like a toolbox of ideas. You choose the strategies you need. You choose the way you want to use them. It is all about making Triple P work for you. In Solano County, Triple P is delivered by a group of partners who are committed to providing you with the resources you need to become a more confident, effective parent. Click HERE for information.

SCOE Early Learning IEEEP Series: Roadmap to Inclusion

SCOE Release Early Education Teacher Development

SCOE Opens Registration for 2022 Quality Counts Solano Early Childhood Education Conference

Expansion of Universal Transitional Kindergarten and Prekindergarten in Solano County

Lisa Eckhoff

Senior Director, Early Learning

[email protected]; (707) 399-4407

Michelle Burhorn

Early Learning Liaison, Quality and Innovation

[email protected]; (707) 399-4470

Breana Marino

Early Learning Liaison, Inclusion

[email protected]; (707) 399-4471

Bronwyn Kennedy

Early Learning Liaison, Child Care Planning and Policy

bkennedy@solanocoe. net; (707) 399-4452

Special Education Acronyms and Glossary of Terms and Definitions

Special Education Acronyms from Support for Families of Children with Disabilities

Key Definitions in IDEA | A Reference List from Center for Parent Information & Resources

Spanish Glossary of Common Terms Related to IDEA from the Office of Special Education Programs (OSEP) 

Special Education Definitions in Spanish and Cantonese from Support for Families of Children with Disabilities

Abeyance

An abeyance is a temporary halt to something, with the emphasis on “temporary.” 

Accessibility

Accessibility is the “ability to access” the functionality and benefit of some system or entity. This term is used to describe the degree to which a product (such as a device, a service, or an environment) is accessible by as many people as possible.

Accommodations

Accommodations are adaptations made for specific individuals with disabilities (as defined by law) when a product or service isn’t accessible.  These techniques and materials don’t change the basic curriculum but do make learning a little easier and help students communicate what they know.

Achievement Tests

Measures of acquired knowledge in academic skills, such as reading, math, writing, and science.

Adaptive Software

Adaptive software is any software or program that builds a model of the preferences, goals, and knowledge of each individual student and uses that model throughout the interaction with the student in order to adapt to that student’s assessed needs.

Advocacy

Recognizing and communicating needs, rights, and interests on behalf of a child; making informed choices. 

Alternative Dispute Resolution (ADR)

Alternative Dispute Resolution (ADR) is a mediation for the resolution of complaints between parents and school district personnel in a cooperative forum of problem- solving conducted by skilled neutral facilitators who are not SFUSD employees.

Americans with Disabilities Act (ADA)

The ADA is a federal civil rights law that provides legal protections for individuals with disabilities from discrimination in employment, state and local government, public accommodations, commercial facilities, telecommunications, and transportation. Title II of the ADA requires schools to make educational opportunities, extracurricular activities, and facilities open and accessible to all students. These provisions apply to brick-and-mortar and online schooling.

Assessment

Process of identifying strengths and needs to assist in educational planning; includes observation, record review, interviews, and tests to develop appropriate educational programs, and to monitor progress

Assessment Plan

The description of the battery of tests (psychological, achievement, language, etc.) to be used in a particular student’s assessment.

Assistive Technology

Assistive technology (AT) is any item, piece of equipment, product or system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

Asynchronous vs. Synchronous instruction 

Asynchronous instruction is teaching that is offered at a different place or time than when or where the actual instruction is being provided (e.g., video modules that students can access without being connected to an instructor or peers in real time). In contrast, synchronous instruction can happen in different locations, but it occurs at the same time that the instruction is being delivered. It’s delivered through methods such as real-time chats and videoconferencing.

Attention-Deficit/Hyperactivity Disorder (ADHD)

ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.

Auditory Discrimination

Ability to identify differences between words and sounds that are similar.

Auditory Processing

Ability to interpret auditory information

Collaboration

Working in partnership on behalf of a child, e.g., parent and teacher, or special education teacher and general education teacher.

Community Advisory Council for Special Education (CAC)

A group of parents of children with disabilities, members of the community, students and special education professionals who advise the school board and school district administration about special education programs.

Compliance Complaint

Complaint filed with the state department of education or local school district by a person who feels that an educational law has been broken.

Designated Instruction and Services (DIS)

Sometimes called related services; specialized instructional, and/or support services identified through an assessment and written on an IEP as necessary for a child to benefit from special education (e. g. speech/language therapy, vision services, etc.)

Discrepancy

Difference between two tests, such as between measures of a child’s intellectual ability and their academic achievement

Distance Learning

Distance learning involves how students engage in learning and make academic progress when they are not physically present in schools. This is accomplished using a variety of digital and print resources, and differentiated modes of interaction with teachers and peers, when possible. How teachers engage students in distance learning is informed by the student’s access to technology and the internet.

Due Process

Procedural safeguards to protect the rights of the parent/guardian and the child under federal and state laws and regulations for special education; includes voluntary mediation or a due process hearing to resolve differences with the school.

Dysarthria

Difficult or unclear articulation of speech usually occurs when the muscles you use for speech are weak or you have difficulty controlling them; affects ability to pronounce sounds correctly.

Dyscalculia

Difficulty in understanding numbers which can impact basic math skills; trouble calculating.

Dysgraphia

Difficulty writing legibly with age-appropriate speed.

Dyslexia

Difficulty in learning to read or interpret words, letters, and other symbols. Can make reading, writing, spelling, listening, speaking, and math challenging.

Dysnomia

Difficulty remembering names or recalling specific words; word-finding problems.

Dyspraxia

Difficulty performing and sequencing fine motor movements, such as buttoning.

Every Student Succeeds Act (ESSA)

The nation’s main law governing K–12 education, ESSA calls for states, districts, and schools to provide students access to challenging academic standards and holds schools accountable for the success of students, including students with disabilities and other subgroups. 

Free Appropriate Public Education (FAPE)

Free Appropriate Public Education (FAPE), a cornerstone of the IDEA, our nation’s special education law, is that each eligible child with a disability is entitled to a FAPE that emphasizes special education and related services designed to meet the child’s unique needs and that prepares the child for further education, employment, and independent living.

Individuals with Disabilities Education Act (IDEA)

The nation’s main law governing specific rights of K–12 students with disabilities (and a civil rights law), IDEA entitles all public school students to a free appropriate public education (FAPE). Students suspected of having a disability have the right to a free evaluation, and students deemed eligible for special education have the right to special education and related services.

Individualized Education Program (IEP)

An IEP is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. 

Informed Consent

Agreement in writing from parents that they have been informed and understand implications of special education evaluation and program decisions; permission is voluntary and may be withdrawn.

Least restrictive environment (LRE)

A term meaning that children with disabilities must be educated (to the maximum extent appropriate) with children without disabilities.

Modification

Modifications are changes in the delivery, content, or instructional level of a subject or test. They result in changed or lowered expectations and create a different standard for kids with disabilities than for those without disabilities.

Multidisciplinary Team

Professionals with different training and expertise; may include, but is not limited to, any combination of the following public school personnel — general education teacher, special education teacher, administrator, school psychologist, speech and language therapist, counselor — and the parent.

Non-public school (NPS)

A private placement under contract with the district and certified by the state, to service pupils with disabilities whose needs can not be served by the special education programs offered within the SFUSD.

Out-of-level Testing

When a student who is in one grade is assessed using a level of a test developed for students in another grade. Below-grade-level testing is generally what is meant when the term “out-of-level testing” is used.

Primary Language

Language that the child first learned, or the language that’s spoken in the home.

Prior Written Notice (PWN)

A Prior Written Notice (PWN) is a document that informs (provides notice to) a parent/guardian/education rights holder of actions that the school intends to take in regard to their child’s Individualized Education Program. It is important that parents understand what the school plans to do (or not do) for their child

Procedural Safeguards

Legal requirements that ensure parents and kids will be treated fairly and equally in the decision-making process about special education.

Progress Reports

Progress Reports must, at a minimum: inform parents of their child’s progress toward each annual goal; determine whether progress is sufficient for their child to achieve the goals by the annual IEP due date; must be reported on when report cards are sent out ( a copy must be sent home to parent/guardian)

Pupil Records

Personal information about the child that is kept by the school system and is available for review by legal guardians and others directly involved in their education. Related Services

Related Services

Related services is the term for those services a disabled child needs in order to benefit from special education. Related services include speech therapy, occupational therapy, physical therapy, and rehabilitation counseling are related services. Transportation to school is a related service.

Resiliency

Ability to pursue personal goals and bounce back from challenges.

Resource Specialist Program (RSP)

Students who can participate in regular education may also receive special education instruction in the RSP. These students can receive services within the classroom, or can be “pulled out” of the regular education classroom for special assistance during specific periods of the day or week and are taught by credentialed teachers with resource specialist authorization.

Retention

The practice of having a student repeat a certain grade-level (year) in school; also called grade retention.

SB 117

SB-117 is emergency legislation signed by Governor Newsom on March 17, 2020. SB-117 waived certain special education timelines in California, such as sending an assessment plan or responding to records requests.

Section 504 of the Rehabilitation Act

Section 504 of the Rehabilitation Act prohibits discrimination in the education of children and youth with disabilities; vocational education; college and other post-secondary programs; employment; health, welfare and other social programs; and other programs and activities that receive federal funds

Self-Advocacy

Child’s ability to explain specific learning needs and seek necessary assistance or accommodations.

SOAR Academy

SOAR is a special education setting that is designed to support students whose disabilities significantly impact their emotional regulation, social skills, and behaviors. SOAR stands for Success, Opportunity, Achievement and Resilience.

Special Day Class (SDC)

Students in Special Day Classes (SDC) are enrolled in self-contained special education classes. They are assigned to these classes by their IEP eligibility and receive support from the Special Day Class teacher and the support staff

Special Education (SPED)

Specially designed instruction to meet the unique needs of eligible kids whose educational needs can’t be met through modification of the regular instructional program; provides for a range of options for services, such as pull out programs, special day classes; available to kids enrolled in public schools.

Special Education Local Plan Area (SELPA)

The county office from which some special education services are funded; SFUSD is both a local school district and the county office for San Francisco.

Specialized Academic Instruction (SAI)

Specialized academic instruction (SAI) is determined by the IEP team and is derived from assessment information, data collected, and goals/objectives developed in the student’s area(s) of need. Each student’s educational needs are unique; thus, SAI and services may vary greatly between students.

Student Success Team (SST)

A regular education process designed to make preliminary modifications within the regular education program of a student not succeeding in class. Each SST is to meet on a weekly basis.

Transition

Process of preparing kids to function in future environments and emphasizing movement from one educational program to another, such as from elementary school to middle school, or from school to work.

Universal Design for Learning (UDL)

UDL is a way to optimize teaching to effectively instruct a diverse group of learners. The approach is based on insights from the science of how people learn. It emphasizes accessibility in how students access material, engage with it, and show what they have learned. UDL can be applied to in-person or virtual educational settings.

Visual Processing

Ability to interpret visual information

Transitional Kindergarten Could Be a Great Equalizer.

In Its Current Form, it Drives Inequality.

Posted inOpinion

by
Kinsee Morlan
September 18, 2017March 15, 2022

Image via Shutterstock

My husband and I did not procreate at the right time.

Now, my kid will start kindergarten with an extreme disadvantage compared with his peers whose birthdays qualify them for a free extra year of school through transitional kindergarten.

With the Kindergarten Readiness Act of 2010, the state introduced transitional kindergarten, or TK, and changed the Dec. 2 cutoff date for kindergarten, requiring eligible kids to turn 5 by Sept. 1. Parents whose 4-year-olds with fall birthdays no longer qualified for kindergarten were offered TK as a consolation prize.

Many education advocates saw the program as a first step toward eventually establishing a more equitable, publicly funded program for all 4-year-olds, but that hasn’t happened. Instead, the program only serves students who happen to turn 5 between Sept. 2 and Dec. 2.

Those lucky kids effectively get an extra year of public school at no cost, and start kindergarten with a huge, unfair advantage.

The program is brazen age discrimination and provides inequitable opportunities.

My oldest kid is a good head taller than most of the kids in his North Park preschool, and he’s emotionally mature. He whines sometimes when I tell him it’s a preschool day because he dreads naptime – he’s been over the napping thing for almost a year now. He’s also obsessed with numbers. He’ll often ask us to help him solve math problems while we’re driving in the car. Recently, he’s also taken an interest in letters and reading. The other day, he asked me what O-P-E-N spells, and now it’s among the dozens of words he’s sight-reading.

In short, my son is ready for transitional kindergarten this year. His preschool teacher has told me this many times. But because my son was born on Dec. 26, he misses the transitional kindergarten cutoff by just 24 days. Now those two-dozen days stand between my son and a beneficial early start to the public school system. It boggles my mind that if my husband and I had sex just a few weeks earlier, my son would right now be learning to read with his friends in a transitional kindergarten classroom. We also wouldn’t be stuck paying $10,000 for another year of preschool.

Studies show that transitional kindergarten students are better prepared for school than other kids, yet only those born in that three-month period get to take advantage of it. Under the current system, the kids who qualify for TK are already at an advantage, since they’ll also be the oldest kids in their kindergarten classes. Giving these kids an extra year of school to prepare for kindergarten doesn’t make sense.

I’m not a helicopter mom; I’m more of a bulldozer. So, over the last two years, I’ve worked hard to get my son into TK despite those pesky 24 days standing in our way.

I was thrilled, for just a moment, when I learned that schools can allow kids whose birthdays fall after Dec. 2 into TK. Schools that let younger 4-year-olds in start getting the funding that follows around each student as soon as he or she turns 5. I’ve watched closely and jumped on every opportunity I’ve found where I see schools advertising open TK seats. So far, none has been willing to let my son in.

My home school district of Lemon Grove doesn’t have many TK programs, but representatives told me they weren’t willing to budge. A few charter schools were more open to the idea, but ultimately passed on letting my son in. A spokeswoman from the San Diego Unified School District’s enrollment office told me there’s a strict policy against letting kids into TK early.

San Diego Unified is already experimenting with expanded TK in its Henry Cluster, the group of schools that feed into Patrick Henry High School in San Carlos. Elementary schools there offer TK to children who live in the neighborhood and turn 5 between Dec. 3 and March 2. Other nearby school districts like La Mesa and El Cajon offer early admission kindergarten programs, and students who miss the TK cutoff can start a TK-like program in January.

Kindergarten can be a slap in the face for kids who aren’t prepared or ready. I’ve watched my friends who did happen to get pregnant at the right time as they’ve sent their kids to TK. For some, it’s been the miracle that got their kids ready for big-kid school. For others, it’s been too much, too soon. Yet so many parents just can’t afford to leave the offer of free education on the table, so they put their kids in TK whether they’re ready or not.

I’m not pushing to kill the transitional kindergarten program. Expand it. The districts that are letting more 4-year-olds into the program understand the benefits of early childhood education are so great, it’s worth the investment. Plus, the districts get money when those kids turn 5. They’re only floating 4-year-old kids for a few months before the funding kicks in.

Expanding these types of TK programs to other schools should be a priority for all local school districts.

I’m not the only person with an extreme distaste for TK. Last year, Gov. Jerry Brown tried unsuccessfully to eliminate the program. Politicians will continue to threaten to kill it so long as it stands in its current state of serving just one-fourth of 4-year-olds every year.

I’m surprised nobody has sued.

All 4-year-olds who are ready should be allowed to take advantage of transitional kindergarten.

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Tagged: preschool, transitional kindergarten

Kinsee Morlan was formerly the Engagement Editor at Voice of San Diego and author of the Culture…
More by Kinsee Morlan

Universal Pre-K: What does it mean and who provides it?

January 6, 2016
Topic: Early Childhood, Early Education, Preschool, Quality Early Childhood Programs, Universal

Inquiring minds often want to know which states offer “universal pre-K. ” As states vary in what they define as universal pre-K (UPK) and in how far they have progressed toward fully implementing a universal program as intended, the answer is somewhat complicated.

Regarding definition, the term UPK can mean simply that the sole eligibility criterion is age, in contrast to “targeted” programs in which eligibility is limited by child or family characteristics, most commonly income. This need not mean that the program is available to all applicants, as there may be caps on spending or enrollment that limit the number of children who can be served. The other common definition–and what universal means in most other developed countries–is that every child can (and very nearly all do) enroll, just as children in the US do in first grade.

A further complication is that when states launch UPK, they often cannot simply enroll all children who might want to attend immediately. It takes some time to create capacity, and states vary in how quickly they increase enrollment. Perhaps more importantly, states that express the intent to enroll all children all too often lose the political will to do so before they reach that goal, and fail to increase funding to keep enrollment expanding until it serves all who wish to enroll. An added wrinkle is that states often provide funding that incentivizes school districts to offer UPK (directly or through private providers), but they do not require school districts to do so (though districts must accept all who wish to enroll if they do offer UPK). In such a situation, not every location in the state may make pre-K available.

State examples help clarify the variations in definition and intent to implement. At present, only in Vermont; Washington, DC; and Florida can pre-K be considered fully universal, in the sense that every child can enroll and virtually all do, though in Florida, Head Start offers such a superior service that many families choose that over the state’s pre-K program. Oklahoma offers UPK in all but a few districts. West Virginia has been in the process of expansion, but may have reached ‘universal’ in 2015. Enrollment in these states varies from 99 percent, to as low as 70 percent in West Virginia which is still expanding (Barnett, Carolan, Squires, Clarke Brown, & Horowitz, 2015).

Five states–Georgia, Illinois (Preschool for All), Iowa, New York, and Wisconsin have policies that they and others call UPK for 4-year-olds, but which fall short of allowing all children to be served. Wisconsin is the only state with a specific constitutional provision for 4K, and will fund school districts to serve all children but does not require all districts to participate. Although the policy is quite similar to that in Oklahoma, fewer districts participate and enrollment remains considerably lower at 66 percent. In Georgia, enrollment is limited by the amount of funding available year to year, and enrollment has plateaued at about 60 percent. Iowa similarly serves about 60 percent at age 4, but it is less clear why it does not continue to expand. In New York, limited funding restricted enrollment and continues to do so, though New York City’s push to enroll all children led to implementing long-delayed increases in state funding to allow for expansion. Enrollment in New York is expected to reach 50% percent in 2015. Illinois is the most egregious example of the gap between intent or ambition and implementation. Designed to serve all 3- and 4-year-olds, the program has never enrolled even a third of age-eligible children. Illinois prioritizes low-income families for services, and currently serves just 27 percent at age four and 19 percent at age three (Barnett et al., 2014)

Finally, two states have unique policies that could be considered UPK of a sort. In California, Transitional K (TK) serves children who turn five between September 2 and December 2 of the school year. As these children then attend kindergarten the following year, TK is effectively pre-K. TK is available to all children who meet the age cutoff. In New Jersey, a state Supreme Court order mandated universal pre-K in 31 high poverty districts serving about one-quarter of the state’s children. Within these districts the only eligibility criteria are residency and age–enrollment varies by district but ranges from 80 percent to 100 percent.

Considerations regarding access, enrollment, and quality

When evaluating policies, it is also important to understand that UPK programs vary in quality as well as actual enrollment. Schedules, standards, funding, and teaching practices vary widely across the “universal” programs described above. Some require as little as 10 hours per week. Others offer a full school day with before- and after-school care, potentially reaching 10 hours per day. Some leave virtually all policy choices and guidance up to the local school district or program. Florida requires little more than a high school diploma of teachers in school-year programs. Others, like New Jersey, set high standards that every classroom must meet, and provide extensive support and guidance. State funding ranges from $2,200 per child to $15,000 per child. Observations of teaching practices in statewide evaluations indicate that some programs are overwhelming good to excellent, while others are mostly poor to mediocre. States differ in their choices regarding how much to invest in quality versus quantity, though it is clear that there need not be a trade-off if states can muster sufficient political will (Minervino, 2014). Indeed, some have argued that programs that do not reach most of the population may have difficulty obtaining support for adequate quality (Barnett, 2011).

–Steve Barnett and Rebecca Gomez, NIEER

 Barnett, W. S. (2011). Four reasons the United States should offer every child a preschool education.  In E. Zigler, W. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 34-39). Baltimore: Brookes Publishing.

access early childhood early childhood education early education New York Preschool quality state programs state-funded programs Universal universal pre-K

School No.

401 of St. Petersburg – Alekseeva

is it legal to demand a uniform, can you wear piercings and bright makeup, how to protect the rights of a child

Is it possible to come to school with colored hair or facial piercings? Does the management have the right to remove a child from lessons or force a student to wash off the paint and remove the earrings?

Julia Knats

lawyer

Teachers and administration cannot require a child to make adjustments to their appearance: remove makeup, remove piercings or dye their hair natural. It’s illegal. The exception is a school uniform: for its absence, a student may receive a remark or reprimand.

In rare cases, a student may be expelled for refusing to wear a school uniform, but it is impossible to remove a child from lessons under any circumstances – this is a violation of his right to education.

I’ll tell you in more detail what the law says about this and how parents should behave if the school administration continues to insist on their own.

Is it legal to require school uniforms

Any school has the right to make school uniforms mandatory for students. The administration can set the type of clothing for schoolchildren: for example, require girls to sit in sarafans in class, and boys in trouser suits. And even prescribe specific styles, set the desired color of the uniform and oblige students to wear insignia – usually these are badges or stripes with the logo of an educational institution.

part 1, 2 st. 38 of the Law “On Education in the Russian Federation”

To make it easier for schools to set requirements for students’ clothing, the Ministry of Education has issued a document with recommendations for school uniforms – a model act. Here are the features of the clothes they are talking about:

1. It is desirable that the clothes comply with the generally accepted standards of business style and be of a secular nature. If this is not the case, parents may request that the school rules be revised to comply with the recommendations of the Ministry of Education and Science.
2. Students are not recommended to wear clothes with traumatic fittings, symbols of asocial informal youth associations, as well as those promoting psychoactive substances and illegal behavior to school: for this, the school may announce a reprimand or reprimand to the student.
3. Clothing must be chosen according to the weather, room temperature, and location. If the school insists that children continue to wear woolen jackets in the heat, this is illegal. The uniform can be divided into everyday, dress and sports so that students do not have to pass the standards in ironed shirts.
4. The school must take into account the interests of low-income families. It is not possible to require students to wear a uniform made of elite fabric or decorate it only with gold badges.

Model Act of the Ministry of Education and Science of Russia

In addition, the school is not entitled to tell parents which seller or manufacturer to purchase the uniform from. Parents can buy clothes in any store, order from a tailor shop or sew them on their own – the main thing is to take into account all the requirements set by the school.

FAS Opinion on School UniformPDF, 88 KB

For the rules to take effect, the school administration must first discuss them with students and parents. The law does not guarantee that their opinion will be decisive, but it is still impossible to oblige students to wear a school uniform without meeting with the advice of students and parents. And if the school management has adopted the regulation on the school uniform without consulting anyone, you can demand the cancellation or revision of the document.

What happens if a student refuses to wear uniform

The Education Law obliges students to comply with the requirements of the school’s internal documents, including the local act, which describes the rules on school uniforms.

p. 2, part 1, part 4, part 5, part 8, art. 43 of the Law “On Education in the Russian Federation”

A school can punish a student for refusing to wear a uniform: announce a remark or reprimand and even expel him from school. There are no other sanctions for this violation: for example, a teacher has no right not to let a student go to class if he came without a uniform.

But there are exceptions. For example, a school cannot punish a student if only recommendations for the form, and not requirements, are fixed in the local act. The law also prohibits the use of any disciplinary measures against elementary school students and children with mental retardation and intellectual development disorders, even if they are in high school. In fact, a uniform for elementary school students is always a recommendation: no consequences are provided for by law for its absence.

Expulsion is the most extreme measure. It can be used only in special cases, for this several conditions must match:

1. A student over 15 years old.
2. Previously, a student was given both a reprimand and a reprimand.
3. The presence of such a student in the school has a negative impact on other students, violates their rights and the rights of teachers, and also interferes with the normal functioning of the school. It will not be easy to prove that the absence of a school uniform is to blame for all this, if there are no other claims against the student.

/prava/prava-deti/

Rights of children under 18

Thus, expelling a student from school for refusing to wear a school uniform is almost impossible . On the other hand, the school can organize an endless series of remarks and reprimands for students in grades 5-11: in fact, this will not affect anything, but it will create a situation of constant conflict – studying in such conditions can be difficult.

Is it okay to go to school with piercings or bright makeup

School uniforms are just clothes that children wear to school. Hair color, hairstyle, manicure or piercing are not school uniforms. If the administration prescribes requirements for the entire appearance of students, this violates the law.

Part 1 38 of the Law “On Education in the Russian Federation”

For example, a school cannot prohibit:

1. Use of cosmetics. It is also impossible to limit makeup to daytime or natural.
2. Come to class with extravagant or dyed hair.
3. Wear jewelry, including piercings. It is illegal to require students not to wear more than one pair of earrings, more than one ring, or that boys not wear earrings.
4. Come with a manicure, paint your nails in bright colors or decorate with rhinestones.

It is also forbidden to include such provisions in the education agreement that parents enter into with the school before enrolling a student. And even if they are there, they are simply considered invalid – it is not necessary to follow them.

Part 6 54 of the Law “On Education in the Russian Federation”

Gymnasiums and lyceums do not have any privileges: like other schools, they cannot impose requirements on the appearance of students.

How to protect children’s rights

If a school insists that students cannot come to class with colored hair or brightly colored nails, parents may demand that the illegal rules be changed.

You can try to resolve the issue within the school. To do this, you need to gather a council of students and parents, discuss the problem, record the decision and submit an application to the administration.

/prava/school/

Parents’ rights at school

Sometimes conflicts cannot be resolved peacefully. In this case, I advise you to file complaints with all higher authorities: for example, the education committee of the local administration, the regional department of education, the commissioner for human or child rights. And also apply to the prosecutor’s office or to the court. It works.

For example, in 2018, students from a Perm gymnasium were suspended from classes because of pink hair. Then the mother of one of the girls wrote a statement to the prosecutor’s office and demanded to look into the situation.

Prosecutors came to the conclusion that the school exceeded its authority and illegally restricted the girl’s right to education, and took the case to court. As a result, the school was fined 50,000 R, and the director another 30,000 R.

Another story happened in 2019 in the Krasnoyarsk Territory. The teachers did not like the hairstyle of a 4th grade student: the boy bleached his hair and wore a ponytail, like his idol, a famous football player. At school, parents were offered to choose: to give the boy a classic haircut or to transfer to home schooling.

The conflict received public outcry, and the prosecutor’s office and the regional Ministry of Education joined the case. Both departments sided with the child and explained to the school administration and the head of the local education department that such requirements limit the child’s freedom of expression.

In 2015, the case of a school act that prohibited decorative manicure, bright makeup, piercings and unnatural hair color reached the Supreme Court of Udmurtia. The court sided with the students and canceled the act: the document violated the right of schoolchildren to preserve their individuality and did not contribute to the creation of conditions that respect human dignity – all this is guaranteed to children by the law on education.

In this case, the court also considered the paragraph of the Model Act of the Ministry of Education and Science, which, in addition to the uniform, also mentions the correspondence of the student’s appearance to the business style. The court concluded that this was just a general recommendation, and not a requirement that allows the school to control the appearance of students.

Appellate ruling in case No. 33-2102/2015PDF, 126 KB

p. 9 part 1 art. 34 of the Law “On Education in the Russian Federation”

The requirements for the height of the heel and the size of the bags are also illegal: the Prosecutor’s Office of the Republic of Karelia drew attention to this. And in Novosibirsk, prosecutors secured the abolition of rules that forbade college students from wearing mustaches, beards, piercings, and getting tattoos.

/guide/zhaloba/

How to properly file a complaint with any agency

What is the result

Any school has the right to introduce a compulsory school uniform. The requirements for students’ clothing should be spelled out in the local school act. To accept it, the school administration must discuss this issue with students and their parents.

Make-up, hairstyle, piercing and manicure are not included in the school uniform. If the administration or teachers demand to wash off the make-up or cut the child’s hair, this is illegal.

You can’t be suspended from classes even for not wearing a school uniform. As long as the child is listed as a student, he must be admitted to school in any form.

/perevod/

How to transfer a child to another school

The rights of the child are above school regulations and the opinions of teachers. Illegal school acts can be canceled, and officials brought to justice – the prosecutor’s office will help parents with this.

What to do? Readers ask, experts answer

Ask your question

2nd grade online learning | Home School InternetLesson

at Home School “Internet Lesson”

Switching to distance learning is easy with the Home School “InternetUrok”! You can apply to one of our partner schools at any time of the year.

Home school “InternetUrok” allows you to study from anywhere and at any time , because all lessons are held remotely and without reference to the general schedule.

How is it going

learning process?

The standard schedule of the Home School “Internet Lesson” provides 1-2 lessons per day , no more than 1 lesson per week for each subject. On average, a student needs about 3 hours of lessons per day to master the materials and do homework.

However, he can follow an individual schedule and master topics at a comfortable pace, study more or less material per day, and devote more time to favorite subjects. It is only important to complete tasks until the end of the corresponding quarter.

At the same time, the program fully complies with the Federal State Educational Standard of the Russian Federation and does not miss anything. This is possible due to the fact that the student is not distracted by classmates, and the teacher does not waste time discussing disciplinary issues. Study time is spent more productively, and knowledge is given in a more concentrated manner.

How each topic is studied:

View video tutorials

the student watches the video lesson and the recommended materials for it

Consultations with a teacher

the student watches the video of the consultation and, together with the parents, learns to ask questions to the teacher in an active chat

Individual chat with the teacher

you can ask a question in an individual chat with a teacher and get an answer within 15 minutes

Interactive simulators

you can work out the acquired knowledge on interactive simulators

Tests

interactive testing with automatic check serves to test knowledge

Hometasks

independent implementation of various DZ

Feedback

teachers check homework, grade and leave detailed recommendations

What subjects are studied

in 2nd grade

In accordance with the requirements of the Federal State Educational Standard, the following subjects are studied in grade 2:

Russian

literary reading

mathematics

environment

English

ISO

music

technology

physical education

Do parents participate in studies

In the second grade, the participation of parents in the educational process is necessary. It is required both to adapt the child to school and get used to daily activities, and to study computer technology and complete school assignments.

During classes, it is worth helping, supporting and supervising the student in their implementation. In the future, the student will acquire more and more independence, and less and less participation will be required from the parent.

Q&A

How do consultations work and how do they differ from video tutorials?

The consultations are videos that explain in detail the points that cause the most questions. Consultations are a constructive addition to video tutorials. They are formed on the basis of a deep analysis of the development of the topic by schoolchildren. At the same time, the student can ask questions to the teacher in the chat and get answers promptly.

How are physical education and music classes going?

Lessons in non-academic subjects, including physical education, music, fine arts and technology, are held once a quarter – remotely, like all other lessons. The task of the teacher is not to control every step of the student, but to instill interest and an individual approach to the subject, the desire to improve and lead a healthy lifestyle.

In physical education, the student records a video on which he performs the standards and uploads it for the teacher to check. Clear goals are set for the student, and their implementation is recorded.

If a child attends circles and sections, can he not complete homework in non-academic subjects?

Receipt of a certificate instead of completing a homework assignment is possible in some cases in the following subjects: physical education, music, fine arts, technology. Read more here.

If the student has an exemption from physical education, you must send a certificate to [email protected], and you will be provided with topics for written work.

How does the study of school subjects at the Internet Lesson Home School differ from their study at a regular school?

The standard schedule of the “Internet Lesson” home school provides for 1-2 lessons per day, no more than 1 lesson per week for each subject. On average, a student needs about 3 hours of lessons per day to master the materials and do homework. At the same time, the program is fully consistent with the Federal State Educational Standard of the Russian Federation and does not miss anything. This is possible due to the fact that the student is not distracted by classmates, and the teacher does not waste time discussing disciplinary issues. Study time is spent more productively, and knowledge is given in a more concentrated manner.

Why do you need a mentor? Does it replace the participation of parents in the educational process?

The mentor does not replace the parents in the learning process, but helps the student to organize the lessons effectively. A mentor can be a senior friend and helper. He instills in the student the skills of self-organization, perseverance and commitment, and provides parents with an accurate analysis of their success in mastering the school curriculum with recommendations on what to pay attention to in the first place. More details – see here.

How to move to the next class?

To move to the next grade, a second grade student of the Internet Lesson Home School must complete the minimum number of homework assignments for certification in each quarter in each subject. Works that are part of the mandatory minimum are marked in the homework section with the phrase: “Important! Completion of this work is mandatory for the final grade for the quarter. Compulsory homework assignments are additionally highlighted in journals and in the schedule with an exclamation mark.

Is a student file kept?

Any student who has a personal file with information about his progress in the previous educational institution and a mark of transfer to the 2nd grade can take the second grade program at the Internet Lesson Home School in the “With Enrollment” format. In the absence of a personal file or the required mark in it, the situation with enrollment is considered individually.

What textbooks do you need?

For a complete list of required textbooks, see the link.

Online learning makes it possible:

to understand what subjects are most interesting for the child, how quickly he is able to absorb information and in what form he understands the subject better;

view lessons and videos of online consultations with a teacher several times as needed;

avoid getting up early every day, conflicts with teachers and classmates, wasting time on disciplinary questions and explanations for lagging behind;

decide on hobbies and conveniently allocate time for activities outside of school;

adapt to learning and new workloads without the stress of starting school;

choose an individual approach to learning, the most convenient for a first grader.

More than 19,000 schoolchildren study with us

My son is in second grade. The first one went well. In addition to new knowledge, visits to sports sections at a convenient time, the son fell in love with the subject “the world around him” so much that in the morning he already had a book about nature, animals, new countries. We are from Kazakhstan, Nur-Sultan (Astana).

We have a creative family in a free schedule) I am an actress and have been with your school since the first grade! With you, it is ideal to achieve success in your field and at the same time gain knowledge at a time when it is convenient for me?

I have two children here – 2nd and 4th grade. They left school with the elder, as the child, being quite capable, already in the first grade lost motivation for learning, anxiety increased, his health condition worsened, tantrums and refusal to attend school became frequent, as classmates are aggressive and stupid, according to him. It was a little scary to switch to remote control, but even before the transition I had to explain new topics, because he came from school with an empty head, because after the teacher’s 20-minute yell at naughty varmints, my child with a fine mental organization could not collect his thoughts and get into the lesson. Anxiety was growing every day, my patience was also bursting. I will not say that everything is smooth with us at a distance. We face difficulties and unwillingness to perform this or that task or frankly boring lessons and uninteresting tasks. But there are more advantages for us. The youngest son at the age of 6 decided that he was ready to start studying at school. After the first grade, the motivation to study became only stronger, his eyes burn, he is eager to fight, he wants to know the world more and more, but the math is simple according to Moreau – it upsets him, but he happily completes tasks around the world around him, where he needs to search on the Internet more information, make messages. Learning for joy.

My Mikhailina enrolled in the first grade in March of this year at the age of six. It flew by us very quickly and richly (three months and done)? Yes, is it possible here?? We moved to the second grade and now we are looking forward to September 1✨ It was difficult to get her to study in the summer. Street, friends, happy childhood ☀️ Do we live in Irkutsk (outside the city)? To carry to school far and to be honest – too lazy to get up early)))? Therefore, we learn from you ✨ I really like how everything is arranged here, and especially our beloved Raisa Ivanovna ❤️ It warms my heart that we will fly the exams ✈️ to pass the exams in St. Petersburg and get a certificate from the school of St. Petersburg✅

Dismissal by transfer to another organization: when possible, procedure

Dismissal by transfer to another organization: what is regulated 72.1 of the Labor Code of the Russian Federation. According to Part 2 of Art. 72.1 transfer is possible in two situations:

• at the initiative of the employee – in this case, the consent of the organization’s management is not required;
• at the initiative of the organization, but only with the consent of the employee.

According to sub. 5 h. 1 tbsp. 77 of the Labor Code of the Russian Federation in the event of an employee being transferred to another organization, the contract with him is subject to termination. That is, a transfer to another organization without dismissal is not allowed.

Dismissing an employee in this situation is required on the basis of subpara. 5 h. 1 tbsp. 77 of the Labor Code of the Russian Federation – the transfer of an employee, and not at their own request or by agreement of the parties. Moreover, this moment has not only a formal meaning, but also makes it possible to quit without prior notice to the organization’s management 2 weeks before the termination of the contract, which is necessary upon dismissal of one’s own free will.

Dismissal through transfer: legal grounds for the procedure

To start the transfer procedure to another company, the employee must confirm the fact that it is a transfer. In practice, such a document is a letter (invitation), which indicates the consent of the new employer to accept the transferred employee. The letter is written in free form. It may look like this:

General Director of Start LLC

Drozdov A. I.

Dear Alexander Ivanovich!

Iris LLC is ready to hire Nadezhda Grigorievna Petrova, an accountant currently working for you, as a chief accountant from ___________. In this connection, we ask you to issue a dismissal by transferring this employee.

General Director of LLC “Iris” _________________ Fedorov I. P.

In addition to the letter from the organization accepting the employee, a statement is required about the dismissal of the employee himself. The presence of these two documents is required to start the dismissal procedure.

If the transfer is initiated by the organization in which the employee works, then his consent can be noted on the transfer letter itself – then it is not required to write a letter of resignation.

Important! The transfer letter subsequently obliges the new employer to conclude an employment contract with the transferred employee and hire him in the position indicated in the letter. That is, the presence of such a letter is a guarantee for the employee that the host organization will not refuse him employment.

As for the transfer date, it is indicative. Practice proceeds from the fact that an employee must be employed in a new company within a reasonable time after dismissal. This is considered to be 1 month.

Application for dismissal by transfer to another organization – sample

Another question that arises in practice is about the correct wording of the request for dismissal in the application. Let us give an exemplary sample with the correct wording, written in accordance with subpara. 5 h. 1 tbsp. 77 of the Labor Code of the Russian Federation.

General Director Start LLC

A. I.

from the accountant Start LLC

N. the position held by the accountant of Start LLC in accordance with subpara. 5 h. 1 tbsp. 77 of the Labor Code of the Russian Federation in connection with the transfer to work at Iris LLC from ________ ____.

__ __ ____

Accountant of Start LLC _____________________________ Petrova N. G.

One of the key questions when writing an application is the date of transfer. Since the norms of the Labor Code of the Russian Federation do not indicate how to determine it, the date indicated in the transfer letter can serve as a guideline.

However, for technical reasons, the current employer may not be ready to release the employee within the specified period. For example, due to the need to transfer material assets, conduct an audit, hand over cases, etc. Therefore, the date in the transfer letter should be indicated, taking into account the provision of a sufficient period for such events.

Accordingly, an application for a transfer by an employee is submitted in advance.

When deciding how long is sufficient to carry out all dismissal measures, it is logical to use, by analogy, the provisions of Part 1 of Art. 80 Labor Code of the Russian Federation. That is, such a period should be considered 2 weeks.

All documents that must be executed when transferring an employee to another organization are given in the ConsultantPlus. Get a trial access to the system for free and proceed to the samples.

Dismissal due to transfer to another job – step-by-step procedure

After the administration of the organization receives the employee’s application and the letter of transfer, the dismissal procedure begins. It is carried out according to the general rules provided for by Art. 84.1 of the Labor Code of the Russian Federation.

Issue of order

According to part 1 of Art. 84.1 of the Labor Code of the Russian Federation, the dismissal of an employee is carried out on the basis of an order signed by the head of the organization. The employee must be notified of the contents of the order against receipt. In addition, the administration of the organization may issue a certified copy of the order to the employee. In the event that the employee insists on this, the organization is obliged to give him such a copy.

To issue an order, the administration of the organization can use the unified form T-8 (approved by the Decree of the State Statistics Committee of the Russian Federation “On Approval …” dated 01/05/2004 No. 1). It is not necessary to use this form, so the organization can develop its own version of the order. You can download the form T-8 for free by clicking on the picture below:

Order of dismissal in the form of T-8

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The wording in the order must exactly match the sub. 5 h. 1 tbsp. 77 of the Labor Code of the Russian Federation. That is, in the column “Basis for dismissal” the following phrase should be indicated: “transfer at the request of the employee to work with another employer” with a link to this subparagraph.

Download a sample order for the dismissal of an employee in the order of transfer to another organization in ConsultantPlus. To do this, get a trial access to the system for free.

Dismissal in the order of transfer – entry in the work book

On the last working day, the employee must be given a completed work book with a corresponding record of dismissal. Entries in the work book are made in accordance with the order of the Ministry of Labor of Russia dated May 19, 2021 No. 320n. That is, the record of dismissal must exactly repeat the wording of the order and the norm of the Labor Code of the Russian Federation, on the basis of which the contract is terminated. The entry is made without any abbreviations.

IMPORTANT! Not later than the next day after the dismissal, it is necessary to submit the SZV-TD form, and the employee must issue the STD-R form.

For a sample entry in the work book on dismissal in the order of transfer, see ConsultantPlus. Get a trial access to the system for free.

In addition to the work book, exactly the same entry must be made in the employee’s personal card. The employee gets acquainted with its content under the signature.

In practice, situations are possible when an employee personally cannot pick up a work book. Then the administration of the organization is obliged to send a notification to the employee by mail about the need to pick up the document. After sending such a notice, the responsibility for the late issuance of the book from the employer is removed.

Dismissal payments

On the day of dismissal, the employee must be paid in full the salary, vacation compensation and other amounts due to him.

In order to avoid disputes about the amount of payments, compensation, deductions, etc., the accountant of the company, together with a personnel employee, can draw up a note-calculation in the form No. You can download the form T-61 for free by clicking on the picture below:

Form of a unified form No. T-61

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This document consists of two parts: front and back.

The front side of the note contains information about the employee, as well as the number of unused vacation days. On the reverse side, in the relevant columns, compensation for vacation, as well as other payments due to the employee, is calculated.

Form No. T-61 is not mandatory, so the organization can develop such a document on its own. The advantage of issuing it to an employee is that the entire mechanism for calculating all amounts due upon dismissal is shown.

We wrote more about the T-61 form in the article.

Results

The procedure for dismissal upon transfer resembles the procedure for dismissal at will. However, the essential features are, firstly, the need to provide the old employer with confirmation of further employment, secondly, to agree on the date of dismissal, thirdly, the absence of the employee’s obligation to work for 2 weeks with the old employer, and, fourthly, an indication in the order and labor book (or ETK) of another reason for dismissal (subparagraph 5, part 1, article 77 of the Labor Code of the Russian Federation).

how to conclude profitably and avoid problems

As a general rule, an employer is obliged to conclude open-ended employment contracts with employees. An employee needs stability to support a family, pay a mortgage, and grow professionally in one job. They hired a person, and he works until retirement or successful headhunting of competitors. But in organizations, there is often a reasonable commercial need to hire a temporary employee. The Labor Code of the Russian Federation takes into account this need: in specific cases, fixed-term employment contracts can be concluded with employees.

In this article, we explained why employers have the right to hire and fire temporary workers. The bonus is how not to make popular mistakes that cause entrepreneurs to lose money on fines and employee benefits.

In what cases is it allowed to conclude a fixed-term employment contract

A fixed-term employment contract is concluded for a period of up to five years – art. 58 of the Labor Code of the Russian Federation.

Here are two groups of grounds for a fixed-term contract in a small business. You can’t invent your own. The entire list of reasons is spelled out in Art. 59TK RF.

Signed without the consent of the employee:

– To temporarily replace another employee until he returns to work.

Most often, for this reason, employees are taken to the places of maternity leave. But it is also suitable for other cases of a long absence of the main employee. For example, when a young person goes to the army or to an alternative service.

— For a temporary project up to two months: a developer for a specific program, a waiter for a series of catering events.

— For seasonal work: snow removal.

— When a graduate is hired for an internship.

Sign with the consent of the employee:

– Small businesses with up to 35 employees, and for trade and personal services – up to 20, can enter into fixed-term contracts with all staff.

– With retirees and people who, for health reasons, are only allowed to work temporarily.

— With directors, chief accountants and their deputies.

— When an employee is studying full-time.

— With part-timers.

Important. With the consent of the employee, it means that it is also convenient and profitable for the applicant to get a temporary job. If the employer offers to conclude a contract for six months or nothing, this is an ultimatum, not consent. There is no universal recommendation here, but you need to be more careful with registration by agreement with a person.

In a fixed-term contract, the reason for its conclusion and the validity period must be written. Otherwise, the employment relationship will become permanent.

Fines

The Labor Inspectorate fines for issuing a fixed-term contract for no reason under paragraph 1 of Art. 5.27 of the Code of Administrative Offenses of the Russian Federation. The reasons are clear – complaints from employees who are dissatisfied with the unstable work. Penalties: individual entrepreneurs – up to 5,000 ₽, companies – up to 50,000 ₽.

How to hire an employee for an individual entrepreneur

How to hire an employee in an organization

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