Full Day Kindergarten - Pomfret Community School

Report
Full-Day
Kindergarten
2013-2014
Proposal
Where Students Dare to be Remarkable
Committee Members
Richard Packman, Superintendent
Jane Dion, Principal
Lynda Joly, Director of Pupil Services
Carolyn Otto, Kindergarten teacher
Judy Kendall, Grade One teacher
Kate Bars, Grade One teacher
Goal
To implement a research-based
developmentally appropriate
kindergarten program in order to
meet students’ needs; and for PCS to
remain at a competitive level with
other districts in the region and
state.
Need for Full-Day Kindergarten
• Consistent with research that demonstrates early
intervention with literacy-rich and numeracy-rich
programs resulting in long-lasting improvement in
student achievement
• Common Core State Standards are written for fullday kindergarten
• Affords more time to reinforce and enrich the
kindergarten curriculum and State Standards
• Allows for more hands-on, discovery learning
opportunities and time for exploration through
spontaneous play
Need (con’t)
• Prepares kindergarten students for a more robust
first grade program
• Offers greater opportunities of reducing long-term
and costly special education and remedial education
placement in the future
• Allows the teacher to have a longer “uninterrupted”
period of time for instructional activities
• Allows more time to continually assess achievement in
all areas of child development and offer multiple
learning opportunities
Need (con’t)
• Enables teachers to better address the individual
needs of students through differentiated
instruction
• Supports and enhances SRBI
• Is consistent with the Connecticut State
Department of Education’s encouragement that
districts develop full-day kindergarten programs
• To be competitive with the developing trend for fullday kindergarten in Connecticut school districts
Recent Research
Research on kindergarten programs
supports the need for a full-day program.
Children who have attended full-day
programs are better prepared for first
grade. Participation in full-day
kindergarten relates positively to
subsequent school performance. Full-day
allows both teachers and students to work
in an unhurried setting.
Common Core State Standards
The new Common Core State
Standards are written for full-day
kindergarten. This means that our
kindergarten students will enter first
grade unprepared for the rigors of
first grade and will always be playing
“catch-up.” This was evident in our
Fall 2012 benchmark assessment data.
Connecticut Kindergarteners
The following information is derived from the
October 1, 2011 student census data
submitted to the State Department of
Education.
•63% of all kindergarteners are enrolled in
full-day programs
•7% of all kindergarteners are enrolled in
extended-day programs
•30% of all kindergarteners are enrolled in
half-day programs
Full-Day vs. Half-Day
Minutes/Day
ACTIVITY
Core Content
Specials
Morning Meeting
Lunch
Snack
Recess
Quiet Time
Dismissal
Preparation
TOTAL
Half-day
Full-day
105
30
15
0
10
0
0
10
240
40
25
25
20
25
20
10
170
405
Full-Day Schedule
•
•
•
•
•
•
•
•
•
8:30 – 8:55 – Morning Meeting
8:55-10:30 – Learning Centers
10:30-10:50 – Snack and morning break
10:50-11:45 – Literacy Instruction
11:45-12:35 – Lunch and Recess
12:35-12:55 – Quiet time
12:55-1:55 – Math Instruction
1:55-2:35 – Specials
2:35-3:00 – Developmental Centers
• 3:00-3:10 – Afternoon Meeting
Half-Day Schedule
•
•
•
•
•
8:30 – 8:45 – Morning Meeting
8:45-10:00 – Curriculum Instruction
10:00-10:30 – Specials
10:30-10:40 – Snacks
10:40-11:10 – Curriculum Instruction
• 11:10-11:20 - Get ready for dismissal
Enrollment Projections
Based on the present enrollment and
the 2012-2013 NESDEC projected
enrollment, the program will include
two FTE classroom teachers and two
FTE teaching assistants.
Staffing and Training
A full day kindergarten program will
not require additional staff from the
present 2012-2013 school year.
Kindergarten staff will receive
additional training through workshops,
conferences and visitations to other
schools related to the transition to a
full-day program.
Space
In 2013-2014, due to decreased
enrollment, one section of second grade
will be eliminated. This offers the
opportunity to utilize available
classrooms for full-day kindergarten.
Cost of Program
•There are no additional increases in the
2013-2014 staffing levels or salary costs as
a result of adding a full-day program.
•Instructional materials for Math will need
to be purchased at an estimated cost of
$1,100.
Community Input
The committee recommends that the
BOE seeks feedback from parents and
community members on the opportunity
for full-day kindergarten. The BOE
will also need to make presentations to
other Pomfret boards and community
groups.
Pros
Pros and Cons
•More consistent academic growth for all children
•Participation in all-day kindergarten relates
positively to subsequent school performance
•Greater academic progress in kindergarten and
higher levels of first-grade readiness
•Greater progress for all-day kindergarten children
in literacy, math, and general learning skills
•Children who attend all-day kindergarten score
higher on standardized tests
•Support and enhancement of SRBI
•Reduction of long-term and costly special education
and remedial education placement
•Promotes more hands-on, discovery learning
opportunities
•Closer ties and information sharing between
parents and teachers
•Retention of present staff
•PCS will be competitive with area schools and
schools within the State
Cons
•Inability to fully implement the kindergarten
Common Core State Standards
•Possible growth of kindergarten enrollment in the
future
•Minimal financial implications for the 2013-2014
budget
Summary
Research and practice indicates fullday kindergarten will have a positive
impact on students’ social, emotional
and academic learning not only in
kindergarten but also in the
subsequent years of their education.

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