Santa Ana Unified details expansion and TK alignment in comprehensive early-learning plan

Santa Ana Unified School District officials presented a comprehensive overview of early-learning programs and a plan to align transitional kindergarten under the district's early childhood division beginning summer 2026.

Key Orlando, director of early childhood education, said the district currently operates 56 classrooms across 32 sites with program models that include part-day, full-day, inclusion and dual-immersion classrooms. Orlando said the district serves children ages two to five, prioritizing families experiencing homelessness and students with disabilities, and that enrollment is year-round and not contingent on potty-training.

The presentation emphasized three district priorities — literacy by grade three, accelerated English-learner progress and college-and-career readiness — and described classroom practices that support those outcomes: play-based literacy, language-rich environments and social-emotional learning. Orlando and staff outlined four core pillars for TK classrooms: environmental design, play-centered instructional design, relationship-focused adult practice and predictable routines.

Orlando cited the Early Development Index (EDI) as a key population-level measure. "Our 2025 snapshot shows that 39% of Santa Ana Unified kindergarten students are considered on track across all developmental domains, compared with 53% in Orange County," she said, and noted incremental improvements since 2022. Board members asked about professional learning and enrollment outreach; Orlando said the plan includes an initial two-day PD kickoff followed by regular in-year trainings and expanded community outreach via billboards, bus ads and a recruitment event.

Dr. Perez told the board the TK realignment was driven by classroom observations and data showing inconsistent implementation and high student dysregulation in some settings. She said consolidating TK under early childhood education is an instructional and operational shift intended to create more consistent, developmentally appropriate experiences.

District leaders also described supports for families, including developmental screenings, parent education classes and a "parent-and-me" Learning Link program that offers family learning and referral services.

The board signaled support for the plan and requested more detail on measurable outcomes and how the district will track effectiveness of family-engagement strategies and early-identification processes for children who may need special education services. The superintendent and early-childhood staff said they will return with additional metrics and a rollout plan for the upcoming school year.