BILL ANALYSIS Ó
SENATE COMMITTEE ON EDUCATION
Carol Liu, Chair
2013-2014 Regular Session
BILL NO: SB 837
AUTHOR: Steinberg
AMENDED: April 2, 2014
FISCAL COMM: Yes HEARING DATE: April 9, 2014
URGENCY: No CONSULTANT:Lynn Lorber
SUBJECT : Transitional kindergarten.
SUMMARY
This bill expands eligibility for transitional kindergarten to
all four-year olds, phased in over a four year period
beginning in the 2015-16 school year.
BACKGROUND
Transitional Kindergarten
Current law:
1) Establishes compulsory education, requiring children to
attend school from age 6-18. (Education Code § 48200)
2) Requires a child to be admitted to kindergarten if the
child will have his or her fifth birthday on or before
one of the following dates:
a) December 2 of the 2011-12 school year.
b) November 1 of the 2012-13 school year.
c) October 1 of the 2013-14 school year.
d) September 1 of the 2014-15 school year and each
year thereafter.
(EC § 48000)
3) Defines "transitional kindergarten" as the first year of
a two-year kindergarten program that uses a modified
kindergarten curriculum that is age and developmentally
appropriate. (EC § 48000(d))
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4) Requires schools, as a condition of receiving
apportionments for transitional kindergarten, to:
a) Admit to transitional kindergarten in the
2012-13 school year a child who will have his or her
fifth birthday between November 2 and December 2.
b) Admit to transitional kindergarten in the
2013-14 school year a child who will have his or her
fifth birthday between October 2 and
December 2.
c) Admit to transitional kindergarten in the
2014-15 school year, and each year thereafter, a
child who will have his or her fifth birthday
between September 2 and December 2.
State Preschool
Current law:
1) Establishes the California State Preschool Program for
purposes of providing part-day and full-day
developmentally appropriate programs designed to
facilitate the transition to kindergarten for three- and
four-year old children in educational development, health
services, social services, nutritional services, parent
education and participation, evaluation, and staff
development.
(EC § 8235)
2) Provides that three- and four-year old children are
eligible for State Preschool if the family meets one of
the following:
a) Current CalWORKs recipient.
b) Income eligible.
c) Children are recipients of protective services
(abused, neglected or exploited or at risk of being
abused, neglected or exploited).
(EC § 8235)
3) Provides that three- and four-year olds are eligible for
wraparound child care services to supplement part-day
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State Preschool if the family is eligible for State
Preschool and the parents need care for at least one of
the following reasons:
a) The child is a recipient of protective
services, or at risk.
b) The parents are engaged in vocational training,
as specified, employed or seeking employment,
seeking permanent housing, or are incapacitated. (EC
§ 8239)
Other state-funded programs for four-year olds
--------------------------------------------------------------------------------------------------------
| |License-Exempt |Title 22 |Title 22 |Title 5 |
| |Providers |FCCHs |Centers |Centersb |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Staff |None. |15 hours of health |Child Development |Child Development |
|Qualifications | |and safety |Associate |Teacher Permit (24 |
| | |training. |Credential or 12 |units of ECE/CD |
| | | |units in ECE/CD.c |plus 16 general |
| | | | |education units).d |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Staffing Ratios |None. |1:6 adult-child |1:12 teacher-child |1:24 teacher-child |
| | |ratio. |ratio or 1 teacher |and 1:8 adult-child |
| | | |and 1 aide per 15 |ratio. |
| | | |children. | |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Health and Safety |Criminal background |Staff and |Same as Title 22 |Same as Title 22 |
|Standards |check. |volunteers are |FCCHs. |FCCHs. |
| |Self-certification |finger printed. | | |
| |of certain health |Subject to health | | |
| |and safety |and safety | | |
| |standards. |standards. | | |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Content Standards |None. |None. |None. |Requires |
| | | | |developmentally |
| | | | |appropriate |
| | | | |activities. |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Monitoring |None. |Unannounced visits |Same as Title 22 |Same as Title 22 |
| | |by CCL every five |FCCHs. |FCCHs, but also |
| | |years or more | |onsite reviews by |
| | |frequently under | |CDE every three |
| | |special | |years (or as |
| | |circumstances. | |resources allow) |
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| | | | |and annual outcome |
| | | | |reports. |
|--------------------+--------------------+--------------------+--------------------+--------------------|
|Applicable Programs |CalWORKs, AP |CalWORKs, AP |CalWORKs, AP |General Child Care, |
| |Program |Program |Program |Migrant Child Care, |
| | | | |State Preschool |
--------------------------------------------------------------------------------------------------------
---------------------------------------------------------------
|a Standards for children of other ages similar to those |
|displayed here. |
| |
| |
|b Same standards apply to Title 5 family child care network |
|homes. |
| |
| |
|c The Child Development Associate Credential is issued by the |
|National Credentialing Program of the Council for Professional |
|Recognition. |
| |
| |
|d The Child Development Teacher Permit is issued by |
|California's Commission on Teacher Credentialing. |
| |
| |
|FCCHs = family child care homes; ECE/CD = Early Childhood |
|Education/Child Development; CCL = Community Care Licensing; |
|CDE = California Department of Education; and AP = Alternative |
|Payment. |
---------------------------------------------------------------
ANALYSIS
This bill expands eligibility for transitional kindergarten to
all four-year olds, phased in over a four year period
beginning in the 2015-16 school year. Specifically, this
bill:
1) Requires a school district or charter school that offers
kindergarten to make transitional kindergarten available
to all eligible children and allow, to the greatest
extent possible, a parent of an eligible child to choose
the transitional kindergarten that the child attends.
Age
2) Expands eligibility for transitional kindergarten to
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include children who have their fifth birthday after the
existing September 1 cutoff:
a) September 2, 2015, to February 1,
2016, for the 2015-16 school year.
b) September 2, 2016, to April 1, 2017,
for the 2016-17 school year.
c) September 2, 2017, to June 1, 2018,
for the 2017-18 school year.
d) September 2, 2018, to August 2, 2019,
for the 2018-19 school year.
3) Requires a child to be admitted to a transitional
kindergarten class if the child willhave his or her
fourth birthday on or before September 1 of the 2019-20
school year and each school year thereafter.
Curriculum
4) This bill requires the Superintendent of Public
Instruction to develop, and the State Board of Education
(SBE) to adopt, by January 30, 2016, transitional
kindergarten standards that include but are not limited
to the nine developmental domains that are included in
the California Preschool Learning Foundations.
5) Requires the SBE, after adopting the transitional
kindergarten standards, to review the curriculum
frameworks in English language arts (including English
language development), mathematics, science, and
history-social science for conformity with the
transitional kindergarten standards. This bill requires
the SBE, by January 30, 2017, to modify the frameworks,
if appropriate, to align them with the transitional
kindergarten standards and ensure that those standards
are incorporated into the frameworks.
6) Authorizes the SBE to adopt instructional materials
aligned with the transitional kindergarten standards in
English language arts (including English language
development), mathematics, science, and history-social
science by September 30, 2017.
7)Requires the SBE, during the next revision of frameworks for
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subject areas
not included in #5 above, to modify those frameworks, if
appropriate, to align them with the transitional
kindergarten standards and ensure that those standards
are incorporated into the frameworks.
Program components
8) Requires transitional kindergarten to include all of the
following elements to promote integration and alignment
with the early learning and child care system and the
elementary education system:
a) Until statewide transitional
kindergarten standards are adopted, use of the
California Preschool Learning Foundations adopted by
the California Department of Education.
b) Use and implementation of curriculum
frameworks, instructional materials and
developmental assessment tools that are aligned with
the California Preschool Learning Foundations.
c) Inclusion in the single school plan
for pupil achievement and the local control and
accountability plan.
d) Participation in the California
Longitudinal Pupil Achievement Data System and the
California School Information Services.
e) Coordination with other providers of
services to young children, including but not
limited to, providers of health insurance, health
services including mental and behavioral health,
developmental screening and assessment, parent
literacy and education, and social services,
especially through systems of care provided by First
5 California programs, preschool, and school health
services and clinics.
f) Coordination of services with
full-day, full-year early learning and child care
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programs.
Charter schools
9) This bill adds charter schools to the current requirement
that school districts offer transitional kindergarten.
Contracting
10) Authorizes a school district or charter school to
contract with a public local agency including but not
limited to a county office of education, or a private
local provider, or both, to provide transitional
kindergarten, if both of the following are satisfied:
a) The school district or charter school
is responsible for oversight and administration of
transitional kindergarten in the same manner as if
transitional kindergarten were located on a
schoolsite. This bill requires the school district
or charter school to have mechanisms and controls in
place that ensure transitional kindergarten adheres
to all applicable requirements.
b) Transitional kindergarten provided by
a public agency or private provider must be under
the exclusive management and control of the
governing board of the school district or governing
body of the charter school that administers the
contract.
11) For purposes of transitional kindergarten operated by a
private provider, defines "immediate supervision" as
being under the immediate supervision of an employee of
the private local provider who satisfies the educational
requirements for transitional kindergarten teachers or
paraprofessional.
12) Defines "private local provider" as a licensed child care
provider, business, city, county or city and county that
satisfies all applicable requirements.
Teacher qualifications
13) Requires, by July 1, 2015, all transitional kindergarten
classes to be taught by a teacher who possesses one of
the following permits or credentials issued by the
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Commission on Teacher Credentialing:
a) A teacher permit, or higher,
authorizing service in the care, development, and
instruction in child care development programs.
This bill requires teachers with this permit to have
a professional learning plan to obtain a
baccalaureate degree with at least 24 units in early
childhood education or child development, or a
combination of both, and a multiple subject teaching
credential by July 1, 2019.
b) A multiple subject credential with an
authorization to teach prekindergarten to grade 12.
c) An elementary (multiple subject)
credential.
d) A single subject credential in home
economics.
14) Requires, by July 1, 2019, all transitional kindergarten
classes to be taught by a teacher who holds a
baccalaureate degree with at least 24 units in early
childhood education or child development, or a
combination of both, and a teaching credential.
Paraprofessional qualifications
15) Requires, by July 1, 2015, all transitional kindergarten
to include a paraprofessional who possess an assistant
permit, or higher, issued by the Commission on Teacher
Credentialing (CTC), authorizing service in the care,
development, and instruction in child care and
development programs. This bill requires
paraprofessionals with this permit to have a professional
learning plan to obtain a teacher permit issued by the
CTC by July 1, 2019.
16) Requires, by July 1, 2019, all transitional kindergarten
paraprofessionals to have a teacher permit with at least
24 units in early childhood education or child
development, or a combination of both.
Collective bargaining
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17) Authorizes employees of a private provider have the
ability to establish collective bargaining rights.
18) Requires all transitional kindergarten paraprofessionals
to be considered classified employees, except for child
development personnel who are part of a certificated
bargaining unit on January 1, 2015.
Class size and staffing
19) Beginning with the 2015-16 school year, requires
transitional kindergarten to be taught by at least one
teacher and one paraprofessional.
20) Caps class sizes at 20 children (with two adults, as
described above).
21) Requires, beginning with the 2015-16 school year,
transitional kindergarten teachers and paraprofessionals
to be considered full-time employees (for purposes of
compensation, including salary and benefits). This bill
excludes a collectively bargained agreement entered into
by December 30, 2014, from this requirement. This bill
authorizes a school district or charter school to use
part-time transitional kindergarten teachers and
paraprofessionals if authorized by a collectively
bargained agreement.
Facilities
22) Provides that transitional kindergarten programs operated
by a school district or a charter school are eligible for
school facilities funding, authorizes schools to use
joint use funds for transitional kindergarten.
23) Encourages public agencies and private providers to seek
shared use agreements with a broad array of public and
private entities. This bill states legislative intent
that any future statewide public education facilities
bond include aid for the construction and modernization
of school-based facilities for transitional kindergarten.
24) Defines "public facility" and "private facility" as a
public or private facility that either has a child care
license for age-eligible children or is exempt from
licensure.
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Professional learning
25) States legislative intent that school districts and
charter schools offering transitional kindergarten
provide high-quality professional learning to the staff
of the school district, charter school, public local
agency or private provider, that is aligned to
transitional kindergarten standards adopted by the State
Board of Education and designed to improve child learning
and development. This bill further states intent that
professional learning for transitional kindergarten
teachers and paraprofessionals supports both of the
following:
a) Teacher-child interactions that
promote child engagement and learning.
b) The use of child-level and
class-level data to inform instructional strategies.
26) Requires professional learning for transitional
kindergarten teachers and paraprofessionals to be aligned
with the professional learning provided to
teachers and administrative staff in K-3, and provided to
preschool teachers and staff that may include the
California Early Childhood Education competencies
developed by the California Department of Education.
Funding
27) Requires, beginning with the 2015-16 school year,
transitional kindergarten programs to receive 2/3 of the
per student base grant per unit of average daily
attendance, as adjusted for inflation, plus an additional
adjustment of 10.4%, and a supplemental grant add-on.
28) Requires federal funding for preschool and state funding
annually appropriated for state preschool programs to be
used to provide services for eligible three-, four-, and
five-year old children, including augmenting transitional
kindergarten to provide full-day, full-year learning and
child care services for participants. This bill requires
transitional kindergarten funds to supplement, and not
supplant, federal and state funding for existing child
care and development programs.
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Review current access to high-quality programs
29) Requires, by July 1, 2015, each county superintendent of
schools to conduct a review of the level of access to
transitional kindergarten, state preschool, and Head
Start provided to eligible children within the county.
This bill requires the review to include but not be
limited to a description of the plans of the school
districts and charter schools to make transitional
kindergarten available to all eligible children by the
2019-20 school year. This bill requires the county
superintendent to post the results of the review on the
county office of education's website.
Workforce development plan
30) Requires, by July 1, 2015, the Commission on Teacher
Credentialing, in collaboration with the Superintendent,
the California Community Colleges, the California State
University, private postsecondary educational
institutions, and the University of California (if it
chooses to participate) to establish a workforce
development plan for transitional kindergarten teachers
and paraprofessionals, and the administrators who
supervise them, that recommends the steps necessary to
provide adequate opportunities for existing early
childhood educators to obtain the necessary
qualifications by July 1, 2019.
Miscellaneous
31) Requires the Superintendent of Public Instruction to
develop, by July 31, 2016, regulations necessary to
implement transitional kindergarten, and incorporate
existing regulations and guidelines as appropriate. This
bill authorizes the State Board of Education (SBE) to
adopt emergency regulations.
32) Requires the SBE to revise, by January 31, 2017, the
local control and accountability plan template to include
any changes necessary to reflect the provision of
transitional kindergarten.
33) Establishes transitional kindergarten to do all of the
following:
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a) Support all children in developing
the skills needed to build a strong foundation for
success in school and life. This bill requires
these skills to be based on developmental domains
outlined in the California Preschool Learning
Foundations, and include but not be limited to, all
of the following:
i) Cognitive skills such as
language, early literacy, and numeracy.
ii) Social-emotional skills such as
perseverance, self-control, self-esteem,
motivation and conscientiousness.
iii) Physical skills such as gross and
fine motor development, and healthy eating
habits.
b) Be age and developmentally appropriate.
c) Build on high-quality early learning
and child care programs, including federal Head
Start programs, to sustain and support the
cognitive, social-emotional, and physical
development that children achieve attending those
programs.
34) Requires a school district or charter school offering
transitional kindergarten to provide public notice of the
availability of transitional kindergarten using a variety
of strategies to reach and inform families living in
areas of poverty or high linguistic diversity, including
but not limited to providing information through
schoolsite councils, school advisory groups, community
organizations and parent meetings.
35) Modifies the existing definition of "transitional
kindergarten" to strike reference to being the first year
of a two-year kindergarten program using a modified
kindergarten curriculum, to instead define it as a
school-year long kindergarten readiness grade level for
children who will be four years old before September 1 of
the year in which he or she enrolls in transitional
kindergarten.
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36) States legislative findings and declarations relative to
a comprehensive and adequately funded early learning and
educational support system for children from birth to
five years of age, and states legislative intent that the
expansion of transitional kindergarten does not adversely
impact access to early care and education opportunities
for infants and toddlers.
STAFF COMMENTS
1) Existing programs for four-year olds . Transitional
kindergarten currently serves "older" four-year olds and
"young" five-year olds who have their fifth birthday
after the cut-off date for kindergarten (between October
2 and December 2 for the current school year, and between
September 2 and December 2 beginning with the 2014-15
school year). Eligibility for transitional kindergarten
is limited to this cohort of students because they would
have been eligible for kindergarten under the previous
entry-age.
The California Longitudinal Pupil Achievement Data System has
not included data specific to enrollment in transitional
kindergarten; it could not distinguish between students
who attend kindergarten and students who attend
transitional kindergarten. However, it is possible to
determine how many students are eligible for transitional
kindergarten by examining birth dates. Using population
projections issued by the Department of Finance, and the
assumption that 70% of eligible students enroll in
transitional kindergarten, is it estimated that 125,000
children (who turn five between September 1 and December
2) will be eligible to enroll in transitional
kindergarten in the 2014-15 school year. This bill does
not affect eligibility for the 2014-15 school year.
This bill would extend eligibility for transitional
kindergarten to children who may be currently attending
programs described in the Background section of this
analysis. Will programs currently serving these children
lose funding by serving fewer four-year olds? How will
loss of funding affect those programs?
2) Teacher and paraprofessional qualifications . This bill
requires transitional kindergarten teachers to hold at
least a child development teacher permit, and by July 1,
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2019, requires transitional kindergarten teachers to have
a baccalaureate degree and a teaching credential.
Existing law does not address qualifications for
transitional kindergarten teachers; these classes are
currently taught by teachers who hold a multiple subject
credential.
Possession of a baccalaureate degree is currently one of the
requirements to obtain a teaching credential. This bill
requires teachers with a multiple subject credential to
also have 24 units in early childhood education or child
development (by July 1, 2019), which is not currently a
requirement for a multiple subject credential.
Existing requirements for a child development teacher permit
include 24 units in early childhood education or child
development. This bill does not preclude those 24 units
from "counting" toward the requirements for transitional
kindergarten teachers.
This bill requires transitional kindergarten paraprofessionals
to hold at least a child development assistant permit,
and by July 1, 2019, requires paraprofessionals to have a
child development teacher permit. Assistant permits
require completion of six units in early childhood
education or child development, while the teacher permit
requires completion of 24 units plus 16 units in general
education.
It is not clear where staff will complete this coursework
(presumably at community colleges). Will the necessary
coursework be available and accessible, particularly for
the workforce in areas that are not near a community
college? How much will it cost, and how will it be paid
for? Is the July 1, 2019, deadline sufficient time for
the workforce to complete these requirements?
3) Contracting . This bill authorizes transitional
kindergarten to be operated using available classroom
space at a public schoolsite meeting kindergarten
classroom requirements, or at any public or private
facility that has a child care license. Granting the
authority to contract with private providers is meant to
alleviate some of the problems encountered when the State
implemented Class Size Reduction, such as the lack of
available teachers and facilities.
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This bill requires school districts or charter schools to be
responsible for oversight and administration of
transitional kindergarten in the same manner as if
transitional kindergarten were located on a schoolsite,
and requires transitional kindergarten to be under the
exclusive management and control of the governing board
of the school district or governing body of the charter
school that administers the contract.
For purposes of transitional kindergarten operated by a
private provider, this bill defines "immediate
supervision" as serving students under the immediate
supervision of an employee of the private local provider
who satisfies the educational requirements for
transitional kindergarten teachers or paraprofessional.
Staff recommends an amendment to clarify that this
provision relates to the supervision of students, rather
than the supervision of employees of a private provider.
("Immediate supervision" in Section 46300(g)(3) is within
the context of supervising students pursuant to Section
46300(a)).
This bill requires contractors to meet Title 22 health and
safety requirements, and have a child care license, yet
defines "public facility" and "private facility" as a
public or private facility that either has a child care
license for age-eligible children or is exempt from
licensure. It appears that this bill requires the
contractor to hold a child care license yet the delivery
of transitional kindergarten instruction may be provided
in a facility that is not licensed.
Will school districts and charter schools choose to contract
with private providers, who may be serving these children
currently? Will private providers be forced to provide
fewer opportunities for four-year olds? Will school
districts and charters that contract out ensure the
private provider meets all requirements and provide
proper oversight? Is it appropriate to contract out for
instruction that is part of the K-12 public school
system?
4) Full-day . This bill requires funding for preschool to be
used to provide services for eligible children, including
augmenting transitional kindergarten to provide full-day,
full-year learning and child care services for
participants.
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This bill requires transitional kindergarten funds to
supplement, and not supplant, federal and state funding
for existing child care and development programs.
This bill requires transitional kindergarten to include
elements to promote integration and alignment with the
early learning and child care system and the elementary
education system, including coordination with other
providers of services to young children, and coordination
of services with full-day, full-year early learning and
child care programs.
This bill requires, beginning with the 2015-16 school
year, transitional kindergarten to be taught by at least
one teacher and one paraprofessional. Pursuant to this
bill, providers of transitional kindergarten will have a
paraprofessional on staff that may be available to
provide full-day wraparound services more
cost-effectively than if a teacher were to provide those
services.
This bill does not require transitional kindergarten to
provide a full-day program, nor does this bill ensure
that students who attend transitional kindergarten will
have access to full-day programs. Will providers of
transitional kindergarten also provide full-day programs
or services? Will low-income four-year olds continue to
be eligible for State Preschool or Head Start, even if
only for wraparound services provided through State
Preschool or Head Start? Will students who are not
eligible for subsidized programs have access to early
learning or care programs for the portion of the day
those students are not attending transitional
kindergarten? Will families find it difficult to piece
together part-day transitional kindergarten and part-day
wraparound services, particularly since transitional
kindergarten is not required to be offered on every
schoolsite?
5) Class size and staffing . This bill requires, beginning
with the 2015-16 school year, transitional kindergarten
to be taught by at least one teacher and one
paraprofessional. This bill also caps class sizes at 20
children, thereby establishing a student-to-adult ratio
of 10:1. The ratios for State Preschool are 8:1
child-to-adult, and 24:1 child-to-teacher. The ratio for
kindergarten is 24:1. The ratio for Head Start is 10:1.
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It is unclear how different ratios will affect the
ability of programs to offer a blended full-day program.
6) Curriculum . Current law requires transitional
kindergarten to use a modified kindergarten curriculum
that is age and developmentally appropriate. This bill
requires, until statewide transitional kindergarten
standards are adopted, use of the California Preschool
Learning Foundations.
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
This bill requires the Superintendent of Public Instruction
(SPI) to develop, and the State Board of Education (SBE)
to adopt, by January 30, 2016, transitional kindergarten
standards that include but are not limited to the nine
developmental domains that are included in the California
Preschool Learning Foundations.
This bill requires the SBE, after adopting the
transitional kindergarten standards, to review the
curriculum frameworks in English language arts (including
English language development), mathematics, science, and
history-social science for conformity with the
transitional kindergarten standards. This bill requires
the SBE, by January 30, 2017, to modify the frameworks,
if appropriate, to align them with the transitional
kindergarten standards and ensure that those standards
are incorporated into the frameworks.
Staff recommends amendments to delete the requirement
that the SPI develop standards, and SBE review and modify
frameworks, to instead require the Instructional Quality
Commission to undertake these activities.
7) Fiscal impact . This bill requires, beginning with the
2015-16 school year, transitional kindergarten programs
to receive 2/3 of the per student base grant per unit of
average daily attendance, as adjusted for inflation, plus
an additional adjustment of 10.4%, and a supplemental
grant add-on. This is the local control funding formula
(LCFF), minus the concentration grants. It appears this
results in the generation of full per-average daily
attendance funding amount, rather than being factored
into the LCFF target which provides a portion of funding
until full implementation of the LCFF is reached.
According to estimates provided by the author's office,
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assuming a 70% rate of enrollment in transitional
kindergarten, this bill could cost an additional $1.46
billion upon full implementation in the 2019-20 school
year. These funds would be added to the Proposition 98
base.
8) Related legislation . SB 1123 (Liu) establishes Strong
Start early learning and care services for infants and
toddlers that, among other things, modifies staffing
ratios and requires, by July 1, 2019, providers to have
at least one teacher in each classroom that holds a child
development teacher permit.
SUPPORT
Advancement Project
Alpaugh Unified School District
Bay Area First 5 Executive Directors
California State PTA
Children Now
Common Sense Media
Compton Unified School District
County of Santa Clara Supervisor, District Three
East Bay Community Foundation
Families in Schools
Family Engagement Institute
Fight Crime: Invest in Kids
First 5 Association of California
First 5 Fresno County
InnerCity Struggle
Junior Leagues of California State Public Affairs Committee
League of Women Voters of California
Los Angeles Chamber of Commerce
Mission: Readiness Military Leaders for Kids
Oak Grove School District
Parent Institute for Quality Education
Placentia-Yorba Linda Unified School District
Planned Parenthood Mar Monte
Santa Clara County Office of Education
Superintendent of the Los Angeles Unified School District
United Way of California
Zero To Three Western Office
OPPOSITION
None on file.
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