RE: Question 2: Alignment-Early Education & K-12

First, thank you for seeking public input on this important document.  It allows many of us who work in related fields to express our opinions.  I direct state-funded and community based preschools, many with parent participation and education as integral program components.  Our District's philosophy has always recognized the necessity of partnering Preschool Standards with Kindergarten entry expectations.  We work together with Early Literacy specialists, kindergarten teachers, elementary administrators, educational technology specialists, special education teachers, parents, and community members in developing and revising Preschool Standards.  These Curriculum and Performance Standards help prepare children for kindergarten.  We include all developmental components--cognitive, social-emotional, language, physical.  

Developmental Profiles and Progress Reports support the Standards.  Our District philosophy includes education from Preschool - Adult Education.  There are natural and seamless efforts to foster smooth transitions between levels and to work collabortively.  For instance, at one school, a kindergarten teacher works along side a preschool teacher four days per week.  This extends and improves preschool for the children, and validates all efforts to prepare children for kindergarten.

None of this work or these expectations are used to interfere with kindergarten entry.  We use Fall assessments as prescriptive measures, and with parent conferencing or referrals.  Spring assessments are used to give feedback to parents, teachers, and kindergarten teacher.

I want discuss another part of this question--expertise in the field of early education.  I believe that there is a misconception about public school expertise.  The CTC issues elementary teaching credentials with preschool authorization.  I hope this means there is consideration of the expectations for educating children prior to formal school entry during teacher training.  Public schools have not traditionally conducted preschool or readiness programs.  I believe this is in some what related to funding opportunities.  When the CDE has made funding available, schools have readily joined the ranks of those who have traditionally educated and cared for preschool children.

This Master Plan should be seen as a bridge between the child care, education, and health communities.  Expertise and experience is not limited to higher education or traditional program providers.  Collaborative efforts will improve student readiness.