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Elk Grove Unified outlines preschool and TK expansion, highlights inclusion and teacher residency
Summary
District staff presented an overview of preschool and transitional kindergarten growth, inclusion strategies, class‑size and staffing changes, and a residency program to build the TK teacher pipeline. Trustees sought additional facilities and licensing details; staff said they will pilot school‑day inclusion classes in 2026–27.
District staff presented a multi‑part update on preschool and transitional kindergarten (TK) during the June 9 board meeting, reviewing program history, enrollment growth and measures to expand inclusive early learning options.
Director M. Golden and other staff described how the district’s early‑learning landscape has evolved since the 1960s and noted that TK enrollment rose significantly after state expansions. Staff said the district moved toward a 20‑student target for TK classes (down from 24) to meet adult‑to‑student ratio guidelines, while allowing class size to expand if a student brings an additional adult support.
Courtney Charden, a transitional kindergarten teacher, described classroom practice and developmental gains: “TK students leave us with increased confidence and readiness for the academic rigor of kindergarten,” she said, explaining play‑based, guided and teacher‑directed activities that develop oral language and social skills.
Staff described inclusion seating set‑asides (four seats in certain Head Start/state part‑day classes), a plan to pilot school‑day inclusion classes in 2026–27, and commitments to a two‑to‑one paired educator model that supports a 1:10 adult‑to‑student ratio. The presentation also outlined a teacher residency partnership with the Sacramento County Office of Education: residents split time supporting a TK classroom and completing coursework; successful residents may be placed in TK or kindergarten classrooms the following year.
Trustees asked clarifying questions about licensing (California Department of Social Services restroom supervision and waiver rules), facilities constraints and how preschool spots are prioritized when campuses are impacted. Staff said they review site conditions and may relocate programs when a site becomes too full; CDS can grant waivers for specific classroom configurations. The district said it is actively recruiting to fill a small number of remaining TK openings and is expanding recruitment for the residency pipeline.
Staff framed the work as balancing inclusion, licensing requirements and fiscal stewardship; trustees thanked staff and parents for the presentation and asked for follow‑up communications on site prioritization and facilities planning.
