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This report analyzes alignment and access challenges within California’s mixed-delivery model and highlights four promising practices observed in 2022–23: coordinating across providers, establishing aligned PK–3 expectations, monitoring student learning to guide decisions, and developing coherent professional learning to build instructional capacity across early grades.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promising-practices-for-preschool-and-transitional-kindergarten-how-california-districts-create-access-and-coherent-systems-january-2024/586924/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promising-practices-for-preschool-and-transitional-kindergarten-how-california-districts-create-access-and-coherent-systems-january-2024/586924.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge does this report address regarding UTK implementation in California districts?","Question",{"text":112,"@type":113},"It addresses how districts align the new Transitional Kindergarten (TK) grade coherently with existing grade levels and prekindergarten (PK) options under the mixed-delivery model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which four promising practices are highlighted to support access and coherence?",{"text":117,"@type":113},"The report highlights coordinating across providers, establishing clear aligned PK–3 expectations, monitoring PK–3 student learning and progress, and developing coherent professional learning systems.",{"name":119,"@type":110,"acceptedAnswer":120},"How do districts use information to guide decision-making across PK–3?",{"text":121,"@type":113},"The report describes implementing data-use systems and administering assessments to track growth from TK through third grade, using local data to inform system improvements and identify needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586924,1792209488,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Promising Practices for Preschool and Transitional Kindergarten  \nHow California Districts Create Access and Coherent Systems  \nBenjamin W. Cottingham  \nH. Alix Gallagher Leah Faw  \nJanuary 2024  \nPromising Practices for Preschool and Transitional Kindergarten  \nHow California Districts Create Access and Coherent Systems  \nBenjamin W. Cottingham, Alix Gallagher, and Leah Faw Policy Analysis for California Education (PACE)  \nAcknowledgements  \nPACE would like to acknowledge the contributions made by each of the districts named in this study—San Rafael City Schools, Santa Paula Unified School District, Arvin Union School District, Monterey Peninsula Unified School District, and Dinuba Unified School District—as well as by districts participating in California Education Partners Pre-K through third grade coherence collaborations for sharing their ongoing work around UPK and UTK so that others in the state may learn.  \nThis report, like all PACE publications, has been thoroughly reviewed for factual accuracy and research integrity. The authors assume full responsibility for the accuracy of the report’s contents.  \nSuggested Citation  \nCottingham, B. W. , Gallagher, A. , & Faw, L. (2024, January) . Promising practices for preschool and transitional kindergarten: How California districts create access and coherent systems [Report] . Policy Analysis for California [Education. edpolicyinca.org/publications/promising-practices-preschool-and-transitional-kindergarten](Education. edpolicyinca.org/publications/promising-practices-preschool-and-transitional-kindergarten)  \nPolicy Analysis for California  \nEducation  \n[edpolicyinca.org](edpolicyinca.org)  \nContents  \nExecutive Summary 2  \nIntroduction 3  \nPromising Practices 6  \nCoordinate Across Providers Within the Mixed-Delivery Model to Provide Universal Access and Vertically Align PK and TK Offerings ......................................... 6  \nEstablish Clear and Aligned Expectations for PK–3 Standards and Instruction Across Providers and School Sites ...................................................... 9  \nMonitor PK–3 Student Learning and Progress to Guide Decision-Making ................... 11  \nDevelop a Coherent Professional Learning System That Builds Capacity for High-Quality Teaching and Learning in the Early Grades ......................................... 13  \nDistrict Practice Recommendations 17  \nConclusion 18  \nReferences 19  \nAuthor Biographies 19  \n1 Promising Practices for Preschool and Transitional Kindergarten  \nExecutive Summary  \nCalifornia’s ambitious investment in Universal Transitional Kindergarten (UTK) reflects a commitment to providing access to UTK for all 4-year-olds in public schools by the 2025–26 academic year. However, the implementation of transitional kindergarten (TK) presents challenges for districts in aligning this new grade coherently with existing grade levels and prekindergarten (PK) options within the context of the mixed-delivery model. This model adds complexity to achieving coherence as students transition from PK or TK to the existing district system. This report from PACE identifies four promising practices observed during the 2022–23 school year to support access and coherence in early childhood education:  \nCoordinate across providers within the mixed-delivery model, aiming to ensure universal access and vertical alignment of PK and TK offerings. San Rafael City Schools and Santa Paula Unified School District have coordinated with local and regional early education stakeholders respectively to provide universal access to PK and TK programs that are aligned with community needs. These collaborative efforts have helped families navigate options for early care and education and have increased the available seats in PK and TK.  \nEstablish clear and aligned expectations for PK–3 standards and instruction across providers and school sites Arvin Union School District (AUSD) aligned math learning  \nprogressions in PK–3, ensuring a unified vi","cbCaijbWmsJpJvIP","https://ap.wps.com/l/cbCaijbWmsJpJvIP","pdf",663796,22,"English","# Executive Summary\n# Introduction\n# Promising Practices\n## Coordinate Across Providers Within the Mixed-Delivery Model to Provide Universal Access and Vertically Align PK and TK Offerings\n## Establish Clear and Aligned Expectations for PK–3 Standards and Instruction Across Providers and School Sites\n## Monitor PK–3 Student Learning and Progress to Guide Decision-Making\n## Develop a Coherent Professional Learning System That Builds Capacity for High-Quality Teaching and Learning in the Early Grades\n# District Practice Recommendations\n# Conclusion\n# References\n# Author Biographies","[{\"question\":\"What challenge does this report address regarding UTK implementation in California districts?\",\"answer\":\"It addresses how districts align the new Transitional Kindergarten (TK) grade coherently with existing grade levels and prekindergarten (PK) options under the mixed-delivery model.\"},{\"question\":\"Which four promising practices are highlighted to support access and coherence?\",\"answer\":\"The report highlights coordinating across providers, establishing clear aligned PK–3 expectations, monitoring PK–3 student learning and progress, and developing coherent professional learning systems.\"},{\"question\":\"How do districts use information to guide decision-making across PK–3?\",\"answer\":\"The report describes implementing data-use systems and administering assessments to track growth from TK through third grade, using local data to inform system improvements and identify needs.\"}]","Promising Practices for Preschool and Transitional Kindergarten - How California Districts Create Access and Coherent Systems - January 2024 | PDF",1792060014,55]