'Transition to Kindergarten' Shows Great Outcomes for Students

In Kathy Noblat’s Transition to Kindergarten classroom at Newcastle Elementary, students are busily engaged at eight different stations, some quietly, others talking and even humming as they play and learn together and individually. During “choice time,” the students get to pick what they’d like to do, and can move from one activity to the next. 

Transition to Kindergarten (TK) is a free pre-kindergarten program that focuses on social-emotional skills and foundational academics to help students be successful in kindergarten and beyond, said Lori Shimizu, the district’s teacher on special assignment for elementary special programs. Shimizu was the first TK teacher in the district when the program was introduced at Issaquah Valley Elementary in January of 2021. After seeing the kind of growth that happens when preschool students have a continuous year of full-day learning with peers from a highly trained teacher, the district has continued to invest in TK. 

“The evidence is tremendous that the students are entering TK as learners and entering kindergarten as leaders,” said Dana Bailey, the district’s Chief Academic and Student Success Officer. "They’re learning preschool-appropriate curriculum, and their growth in both academics and social skills is clear.” 

As part of her role assessing student learning, Bailey said she has been studying the program's measurable results. While the students show growth and learning in all areas, one of the most obvious improvements is in math (numeracy). 

Aside from the clear supporting data, Bailey said the thing she loves most about Transition to Kindergarten is that students go from needing extra support – falling asleep on the carpet, some potty issues, trouble zipping coats – to being completely ready and being able to help lead other incoming kindergarten students.  

“I am sold that it is a strong program, with great outcomes for kids,” Bailey said. “Without a doubt, this investment shows results in changing the trajectory of early learning and beyond. Being ready for kindergarten sets you up for a more successful kindergarten experience and everything that comes after.” 

District Expands Access to TK

After a pilot TK class at Issaquah Valley Elementary, the district established the program at Newcastle, Discovery and Clark elementary schools, then, this year, added classes at Apollo and Briarwood.   

Curriculum and lessons focus on literacy and letter recognition; math and counting; communicating needs and “wants;” gross motor play such as standing, hopping and skipping; fine motor skills and more. Students in TK also have recess, lunch in the lunchroom, library, P.E. and music. Specialist classes play an important role in helping students build relationships and be inspired to want to keep coming to school, said district MTSS (Multi-Tiered Systems of Support) Specialist Stephanie Wright. 

“Access to specialist classes can be a huge factor in connection and motivation,” Wright said, describing a scene she observed recently. “Seeing this student participate in music almost made me cry because the joy on her face was so evident. She was so feeling it – just dancing around and singing and totally engaged,” she said. “This was something she did not have access to previously, and music class is another school environment where she can see herself in a positive way. She sure looked like she was having fun.” 

In Noblat’s classroom on the day we visited, the class talked about similarities and differences between things they do at home and at school. They also recently learned about routines and schedules. Both Noblat and the class paraprofessional, Connie Ahrens, remind the students of those lessons during choice time, weaving pieces of their learning back into what the students are doing independently and in small groups. 

“What I love about Transition to Kindergarten is watching their social skills develop,” Ahrens said, while helping a small group of four students with a paper craft involving practice cutting with scissors, gluing and creating art. “Making friends, taking turns, fair play and cooperative play.” 

As the end of choice time nears, Noblat and Ahrens help the class get ready to move on to the next activity, reminding them that there are five minutes left, then asking them to work together to help clean up. Gathering on the carpet at the front of the room, Noblat leads them in a song about a rocket ship, with matching motions. “Zoom, zoom, zoom! We’re going to the moon!” At the end, the students ask to repeat the song. 

“You want to do it again? I do, too!” she exclaims. The class “blasts off” for a second round of the song, then take some calming breaths and take turns sharing as a way to get ready to go to lunch. 

“Our teachers are incredible,” Shimizu said, noting that the students’ progress is a testament to the teachers and staff in the program. “They have the heart and passion for early learners. They collaborate and have a problem-solving mindset. They meet kids where they’re at, celebrate their strengths and continuously support them in meeting new goals.” 

Not only is TK focused on helping students become kindergarten-ready, but they also sometimes help students and families in ways that stretch outside of the classroom walls. 

Above, a student shows her artwork while teacher Kathy Noblat and classmates tell her what they like about the artwork.

 

Building Community in Transition to Kindergarten

Clark Elementary TK teacher Tiffany Holland shared that one year, a student arrived for class speaking and understanding only his home language. The student used gestures to communicate and was reserved even with people who spoke his language.   

“He slowly became more comfortable and opened up throughout the year with peers and adults. Throughout his days in TK, he absorbed language and information through stories, songs, visuals, play, and multi-sensory activities,” Holland recalled. The student also received reading support through Title/Learning Assistance Program. Together, Holland and the reading assistance teacher provided comprehensive and effective literacy support, while Clark’s social worker partnered with the family to help secure housing, jobs, and clothing. The family also received weekly power packs organized by Clark staff and provided by the Issaquah Food Bank.   

“By the end of the year, he understood English, was communicating in both English and (his home language), and knew all his letters and sounds! Today I can see him happy, engaged, and thriving in kindergarten,” Holland said. “This is an example of how an enriching early learning environment and community resources work to provide a positive start to a child’s educational journey.” 

In Bella Perkin’s TK class at Discovery Elementary, students start their day with a few minutes of outside playtime. Bubbles drift past the students, some of whom pause to pop the iridescent globes, while others play tag. They move indoors, where they stow their backpacks in their cubbies and then tackle an entry task of tracing their names. The morning proceeds, with a deviation from their usual schedule for picture day, followed by circle time with a kindness lesson from Counselor Denise Darnell, a dance break, a phonics (literacy) lesson, and recess. 

“One of the most wonderful aspects of Transition to Kindergarten (TK) is witnessing the growth of our students' confidence as they settle into routines and build a sense of safety at school. It’s heartwarming to see them form friendships, ask questions, and engage in learning with such enthusiasm,” Perkin said.  

A student in Bella Perkin's Transition to Kindergarten class works on tracing her name during the morning entry task.

 

Parents Say TK Boosts Skills, Confidence, Love of School

We talked with several parents of current and former TK students, to hear what they valued most about the program.  

Melissa Erickson, whose son attended Newcastle TK last year, said that she and her husband chose to enroll him in TK because they had been disappointed in a prior preschool he attended. The difference once he started at Newcastle was very clear, Erickson said. 

“We noticed a lot of learning improvements right away. Being able to be familiar with the alphabet and even counting was such an improvement from the previous year he had spent in preschool. Being interested in reading and trying to read was something we noticed as well. Putting words together with arm movements and clapping. Seeing the work he brought home from school also really helped us physically see that there were improvements with his writing and fine motor skills as well,” Erickson said.  

The program boosted her son’s confidence, and helped him enjoy school so much that he cried on weekends when he couldn’t be there. “Without a doubt, TK helped our son be a successful kindergartner. He was thrilled to start kindergarten. He felt confident in making friends, knowing the flow of school, excited to check books out at library, and was off on a really great spot for reading and writing. I truly think our son would have had a hard time getting into the swing of things without TK,” Erickson said. 

Parents Rachael Cox and Cara Castner, whose students attended Issaquah Valley and Discovery TK classes, respectively, echoed Erickson’s sentiments about what their students learned while in the program.  

Castner said that she was grateful for the structured day and the bus transportation, as well as the friendly classroom environment, the social skills and the curriculum. “I volunteered in the classroom, so I was grateful to have that experience seeing her firsthand learning and growing,” she said. “I loved seeing my daughter and all of the TK students enjoying their day outside playing, working hard on tracing letters, numbers or having so much fun with the sweetest art projects.” 

Learn more about Transition to Kindergarten and our early learning programs on our website.