Melvina Austin

Anayeli Avelar is so happy, she lets out a small scream and jumps up and down. She has just passed her phonics test. She's given three colored beads as a reward.

 

Equally ecstatic is Eduardo Citalan, who shouts, "I got it! I got it!" and throws his arms up in the classic victory pose. "Oh yeah," he says proudly, accepting his beads.

 

Welcome to Melvina Austin's "transitional first grade" at McGrath Elementary in Newhall (Los Angeles County). Her students are part of an experiment designed to increase confidence, academic achievement and enthusiasm among 5- and 6-year-olds. Judging by the eagerness of the youngsters, the program seems to be working quite well.

 

"Some days are unbelievable," says Austin, who is surrounded by enthusiastic children sitting in a semi-circle awaiting their tests. "My children really enjoy learning."

 

You'd never know transitional first grade is actually a form of repeating kindergarten. It is much more. Rather than just have students repeat an entire year's worth of curriculum in a class with younger children, students are treated as firstgraders and introduced to first-grade curriculum.

 

"They go to first-grade lunch and first-grade recess," says Austin, a member of the Newhall Teachers Association. "It's no big deal. I don't even mention kindergarten. There is no stigma."

 

Some call it a "tweener" curriculum because the first few months are spent reviewing kindergarten skills. In January, students move into the beginning of first-grade material. By the year's end, students will have been introduced to at least a third of first-grade curriculum.

 

Students can move at their own pace. Those who are not ready for first-grade curriculum can remain focused on kindergarten skills. And it's possible that some students may do so well, they can move into second grade the following year.

 

"Some kids take longer to grasp the basics than other kids. And we want them to feel like they are a success and not feel like they are stupid, because they aren't. These days it's hard to master all the standards that are needed to pass kindergarten."

 

Throughout the state, school districts are grappling with tougher standards for kindergarten and first grade, and deciding what to do with young children who are not able to keep up with the increased expectations.

 

 

In 1989, it became illegal to force a child to repeat kindergarten since kindergarten is not mandatory. The law was changed because parents complained that school districts were forcing kindergarten retention —  or else placing some students in programs for "slow children" that practically ensured they would have to repeat kindergarten. Now the state will only pay ADA funding for one year of kindergarten unless parents sign a "continuance letter" allowing their child to continue another year. This pretty much abolished "junior" kindergartens and two-year kindergarten programs in California.

 

In more affluent communities, the practice of "red shirting" is common, where parents may decide to keep a child in preschool for an extra year so that he or she won't be the smallest or youngest child in kindergarten. However, in less affluent communities, this option can be too expensive for parents.

 

The children in Melvina Austin's class tend to be disadvantaged second-language learners. Their parents may work two to three jobs. Most of the children have not attended preschool and may be on the young side for kindergarten. While English proficiency can play a role in deciding which children will attend transitional first grade, it is not the main factor: Most of the regular first-grade classrooms throughout the district are filled with second-language learners as well.

 

"We look at whether children can benefit from more time with the basics, regardless of language," says Austin, who volunteered to teach the program and helped design the class structure and curriculum when the school opened three years ago. "After teaching first grade for 15 years, I knew how important the basics were and jumped at the chance to do it."

 

But even if students need more time with the basics, another full year of kindergarten may not suit their needs. "They are at a higher level than that," explains Austin. "They may need some review of kindergarten skills, but not a full year and not all of the skills. So I pick up the pace a bit. Also, in this class, they are not so structured and pushed to master every standard, so I can add music and art."

 

"I'm having a ball teaching this class," adds Austin. "The kids really feel successful and have a lot of self-confidence about what they can do. And teachers who have my kids the next year say they are so thrilled with the level the kids are at. My kids are some of the strongest kids in first grade."

 

Cody Okazaki constructs an engineering marvel.

First-grade teacher Jeri McCurdy can attest to that. "I had four children from transitional first grade last year, and they came in being able to write complete sentences. They have strong self-esteem and are willing to try things that are harder and more challenging. If they don't understand something, they know how to ask for help, which is a big thing in first grade. They know the rules and how they are supposed to behave."

 

The Rio Linda Unified School District near Sacramento offers "mid-year kindergarten" for students turning 5 years old after Dec. 2. The class begins in January at four school sites and gives students a few months of kindergarten before they enroll in regular kindergarten. Occasionally a student goes from midyear kindergarten directly into first grade, but that's the exception rather than the rule.

 

The program resembles regular kindergarten but without the pressure. And there's time for music, the arts, hands-on learning and other fun activities that many kindergarten programs have had to cut back on.

 

"I think I'm the envy of all the kindergarten teachers," says Michelle Telles, a member of the Rio Linda Education Association. "I bring in pollywogs, have a garden and do lots of things that kindergarten doesn't have time for anymore. I used to be a music teacher, so we have that, too."

 

Fewer children are repeating kindergarten than in the past, says Superintendent Frank Porter. "I don't know if you can attribute this to the midyear kindergarten program, but it's certainly helping."

 

In Torrance, children with questionable kindergarten-readiness skills are placed in the "Preppy K" program. It is acknowledged from the outset that students entering the program may require a second year of kindergarten. However, at the end of the first year, parents have the choice of sending their child directly into first grade or signing a "continuance" for kindergarten with the same teacher. In most cases a continuance is recommended by teachers, and parents agree with the decision. Many of the children are on the young side, turning 5 just before the December cutoff.

 

A visit to Laura Giannecchini's Preppy K classroom is like visiting the kindergarten classrooms of 10 years ago. Even though it is a full-day session, the pace is slowed down and more relaxed than many other kindergartens today. As a result, Preppy K students enjoy themselves and don't feel overwhelmed.

 

When they arrive in the morning, children play with crayons, Lego bricks, modeling clay and blocks. Then it's circle time for the "Thankful" song, after which students break into small groups. Some work on patterns that meet algebraic standards. Others are told to work "independently" in an effort to foster a cando attitude. Another group works with Giannecchini to make pumpkin bread.

 

The class covers most of the kindergarten standards. Although mastery is certainly encouraged, the goal is to "expose" children to standards rather than pressure them to master each and every one. "Some do master the skills, but we don't worry if they don't," says Giannecchini, a member of the Torrance Teachers Association. "That's what next year is for."

 

While mixing dough for the pumpkin bread, the students measure ingredients, crack eggs and stir. They also take time to smell the spices and ask questions.

 

"In a class like this, they can take time to enjoy themselves," says Giannecchini. "This is not a fast-moving train."

 

"We feel like we hit the lottery with this class," says parent Carolyn Bohney. "We felt like Ryan might need extra time because of what kindergarten has become these days. He loves it here and is starting to read."

 

There are six Preppy K classrooms in Torrance Unified's 17 elementary schools. A "Kindergarten Roundup" is held at the start of school to give kindergarten teachers a chance to observe incoming students and determine whether they're prepared for fullblown academic kindergarten. Teachers select possible candidates for Preppy K and make recommendations to parents, who have a couple of options: They can send their children into a regular kindergarten, or they can choose Preppy K; if they are unsure, they may request that teachers use the Gesell Readiness Assessment to judge a child's overall developmental maturity.

 

"It's completely up to the parents, but most parents recognize when their child isn't ready," says Giannecchini. "I've been teaching 28 years and every single thing that was taught in first grade is now taught in kindergarten. When parents learn that their child is expected to be reading, writing, adding and subtracting at the end of kindergarten, they are often surprised. Preppy K gives children the gift of time. And if they make a quantum leap, they can go ahead and enter first grade. It does happen."

 

It's sad, she says, that so much pressure is put on young children today. "Children are different from test scores. And what's best for test scores isn't synonymous with what's best for children."