STRATEGIC PLAN UPDATE KINDERGARTEN

OCTOBER 2, 2014 1

KINDERGARTEN AT THE ECC

Race to the Top Early Learning Challenge

New Jersey Kindergarten Entry Assessment

(NJKEA) Pilot

Professional Development Opportunities

Technical Assistance from both NJDOE and

Teaching Strategies

2

PURPOSE

Follow up to July Kindergarten Presentation

Answer questions proposed by members of the Board of Education and public

Are their alternative programs to FDK?

What are the benefits of FDK?

What districts have FDK? Why not?

What districts charge for FDK? How much?

What are the facilities challenges and how have

districts dealt with those challenges?

What is the time frame for moving ahead with FDK?

3

The output of the education system in kindergarten is the same, despite structural differences in how kindergarten is provided.

IMPLEMENTATION OF THE COMMON CORE

4

Solve addition and subtraction word problems, and

add and subtract within 10. (K.OA.1)

For any number from 1 to 9, find the number that

makes 10 when added to the given number. (K.OA.4)

Analyze and compare two- and three-dimensional

shapes, in different sizes and orientations, using

informal language to describe their similarities,

differences, parts and other attributes. (K.G4)

THE COMMON CORE

5

Identify basic similarities in and differences between

two texts on the same topic. (RI.K.9)

Participate in shared research and writing projects.

(W.K.7)

Distinguish shades of meaning among verbs describing

the same general action (e.g., walk, march, strut,

prance) by acting out the meanings. (L.K.5.d.)

6

WHY DOES IT MATTER?

In order to master these skills some children receive:

1,080 hours of instruction

AND some only

540 hours of instruction

78% 80% of New Jersey School Districts offer Full-day Kindergarten

7

3 Hour Half Day Kindergarten Schedule

8:45 -- 9:05 20 minutes Arrival and Morning Meeting

9:05 – 9:25 20 minutes Shared Reading

9:25 –10:25 60 minutes Choice Time (Literacy and Play-based Centers, Guided Reading) Ongoing Investigations and Project Work

10:25 – 10:55 30 minutes Snack, Outdoor Recess and/or Movement Activities

10:55 – 11:25 30 minutes Math Explorations alternated with Writing Workshop

11:25 – 11:45 20 minutes Sharing, Review, Closing, and Dismissal

8

Full Day Kindergarten Schedule 8:45 -- 9:00 15 minutes Arrival

9:00 – 9:15 15 minutes Morning Meeting

9:15 – 9:35 20 minutes Shared Reading

9:35 –10:35

60 minutes

Choice Time with Ongoing Investigations and Project Work and Guided Reading

10:35 – 10:50 15 minutes Cleanup and Sharing

10:50 – 11:20 30 minutes Snack and Outdoor Recess

11:20 – 12:10 50 minutes Math Instruction and Explorations

12:10 – 12:40 30 minutes Lunch

12:40 – 1:05 25 minutes Rest, Independent Reading, and Read Aloud

1:05 – 1:35 30 minutes Writer’s Workshop

1:35 – 2:15 40 minutes Choice Time with Ongoing Investigations and Project Work

2:15 – 2:50 40 minutes Specials

2:50 – 3:10 20 minutes Sharing, Review, Closing, and Dismissal

9

COMPARABLE DISTRICTS

Peer Group 41/53 offer FDK

IJ District Factor Group

Space Constraints

Expense – Associated costs

Availability of Private Programs within the community

10

PROPOSED COMMUNITY SURVEY

1. Which best describes you? Berkeley Heights resident whose children are of kindergarten age or

younger.

Berkeley Heights resident whose child/children are currently attending

district

schools.

Berkeley Heights resident whose school age child/children attend private

school.

Other Berkeley Heights resident.

Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree

2. I believe that the current half-day kindergarten program is preparing my child for the next academic year.

11

4. A full-day kindergarten program would contribute to greater

academic success in the content areas (mathematics,

language arts literacy, social studies, science) as compared

to half-day programs.

Yes, No, Undecided

5. If proposed, would you support a referendum to increase

property taxes for a full-day kindergarten program?

6. If a full-day kindergarten program was offered at the Early

Childhood Center, would you enroll your child?

6. If yes, would you be willing to pay a fee for a full-day

kindergarten? 12

OTHER CONSIDERATIONS

Extended Day Program

½ Year Full Day/Half Day

Redistricting Two PreK-2nd Schools

Two 3rd – 5th Schools

Loss of Neighborhood Schools

13

COST OF FULL DAY KINDERGARTEN

Berkeley Heights Certified Cost $ 10,365

Mountainside

Summit WRAP (additional ½ day) $ 5,500

St. Andrew’s (8:55-2:35) $ 8,700

Primrose School (inclusive of before/aftercare) $13,500

Our Lady of Peace $ 7,000

14

FINANCIAL CONSIDERATIONS

One-time Costs Referendum for building addition at MKM ECC and start up

costs.

On-going Costs Increase budget using banked cap for initial

implementation costs

Unanswered Questions How would this impact transportation?

o Reduce mid-day routes & add buses to beginning and end of day. Potential savings $20,000

o Do we continue courtesy busing?

What building renovations are required? 15

ONE TIME COSTS

Construction

Classroom Furniture

Technology Equipment

Estimated Cost: $3 – 3.5 Million

16

ON-GOING COSTS

Salaries and benefits $ 427,000

Teachers 5.5

Additional personnel $ 197,000

Special teachers 1.0

Custodian .5

Playground aides

and HELP 9 (PT)

Utility costs $ 7,800

Instructional supplies $ 5,400

TOTAL $637,200 17

OTHER CONSIDERATIONS

Unanswered Questions How would this impact transportation?

o Reduce mid-day routes & add buses to beginning and end of day. Potential savings $20,000

o Do we continue courtesy busing???

What building renovations are required?

18

LASTING BENEFITS?

In 2007, researchers followed students entering full

and half day kindergarten throughout their third

grade year. Students who were in the full day cohort

exceeded the national average on standardized tests

out performing their half day counterparts. The study

ended when the students completed third grade. At

the duration of the study, the students were still

exceling beyond the half day students.

Walstrom, K., Michlin, M., & Hansen, A. (2007). Full-Day Kindergarten. University of

Minnesota: Center for Applied Research and Educational Improvement.

19

FADE OUT

A meta-analysis by Harris Cooper and Associates indicates, Students in full-day programs did better on academic achievement tests at the end of the year than children who attended half-day programs. These academic differences fade out by the end of 3rd grade.

Cooper, H.; Allen, A. B.; Patall, E. A.; Dent, E.L. 2010.

20

TIMELINE

November, 2014 Conduct survey

December, 2014

Create a feasibility committee inclusive of board members, administration, teachers, and parents.

January-June, 2015

Conduct a review of buildings and grounds to accommodate full day Kindergarten.

Explore additional options including, moving preschool offsite, extended day for students considered “at-risk”, restructuring school configuration, (K-2, 3-5), a township referendum for addition to existing ECC.

21

Summer, 2015 Report findings to Board of Education

November, 2015 Referendum

April, 2016 County approves budget

Summer, 2016 Construction

September, 2016

Implementation

22

STRATEGIC PLAN UPDATE KINDERGARTEN

OCTOBER 2, 2014 23

STRATEGIC PLAN UPDATE KINDERGARTEN

JULY 24, 2014 24

BACKGROUND INFORMATION

25

CONSULTATION

New Jersey Principals and Supervisors Association Early Childhood Committee

Vincent J. Costanza, Ed.D. Executive Director Race to the Top Early Learning Challenge NJ DOE Division of Early Childhood

Kathleen Priestley Consultant to the National Institute for Early Education Research and Advocates for Children of New Jersey

26

EXCITING NEWS

Race to the Top Early Learning Challenge (RTT-ELC)

Pilot District for New Jersey Kindergarten Entry

Assessment (NJKEA)

Professional Development Opportunities

State Steering Committee charged with creating 1st

through 3rd Grade Guidelines

27

STRATEGIC PLAN GOAL

Consider what students need for 1st grade success.

To enhance “readiness” for first grade, consider

options including but not limited to, full day

kindergarten, “progressive” kindergarten (starts

with 1/2 day, ends with full day), extended day

kindergarten, transitional primary programs, putting

K/1st back in elementary schools.

28

Solve addition and subtraction word problems, and

add and subtract within 10. (K.OA.1)

For any number from 1 to 9, find the number that

makes 10 when added to the given number. (K.OA.4)

Analyze and compare two- and three-dimensional

shapes, in different sizes and orientations, using

informal language to describe their similarities,

differences, parts and other attributes. (K.G4)

THE CHANGING LANDSCAPE OF KINDERGARTEN

29

Identify basic similarities in and differences between

two texts on the same topic. (RI.K.9)

Participate in shared research and writing projects.

(W.K.7)

Distinguish shades of meaning among verbs describing

the same general action (e.g., walk, march, strut,

prance) by acting out the meanings. (L.K.5.d.)

30

WHY DOES IT MATTER?

In order to master these skills some children receive:

1,080 hours of instruction

AND some only

540 hours of instruction

78% of New Jersey School Districts offer Full-day Kindergarten

31

Researchers have found many connections

between cognitive competence and play,

particularly high-quality dramatic play.

The benefits of play include self-regulation;

memory development; divergent thinking; problem

solving; language development; and academic skill

development in literacy, math, social studies, and

science. Bergen, 2002; Bodrova & Leong, 2004; Charlesworth, 2007; Krafft & Berk, 1998; Fantuzzo & McWayne, 2002;

Howes & Matheson, 1992; Klein, Worth & Linas, 2004; Newman, 1990; Nourot & Van Hoorn, 1991

PLAY lS IMPORTANT FOR LEARNING

32

INVESTIGATIONS/ PROJECT WORK

Concepts are best taught through project-based learning,

a balance of child-initiated and teacher-guided learning

that starts with a central idea and is studied over an

extended period of time.

Heroman, C., & C. Copple. 2006. Teaching in the kindergarten year. In D. Gullo (ED.) K Today: Teaching and learning in the kindergarten year. Washington, D.C.: National Association for the Education of Young Children. 33

When children are in environments where learning is

occurring in a meaningful context, where they have

choices, and where they are encouraged to follow their

interests, learning takes place best.

Singer, D., Golinkoff, R., & Hirsch-Pasek, K. (Eds.) (2006). Play = learning: How play motivates and enhances children’s cognitive and social emotional growth. New York: Oxford University Press. 34

According to Developmentally Appropriate Practice in

Early Childhood Programs teachers should offer open-

ended art experiences and integrate the arts into other

areas of the curriculum.

Copple, C., & S. Bredekamp. Eds. 2009. Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children. 35

Weaving gross motor activity into indoor and outdoor

learning experiences addresses a kindergartner’s

developmentally appropriate need for movement while

facilitating large muscle development It also gives

children a break from academic learning, helping them

to better concentrate and self regulate for the duration

of the day. Kindergarten Implementation Guidelines NJDOE, 2011 p69 36

3 Hour Half Day Kindergarten Schedule

8:45 -- 9:05 20 minutes Arrival and Morning Meeting

9:05 – 9:25 20 minutes Shared Reading

9:25 –10:25 60 minutes Choice Time (Literacy and Play-based Centers, Guided Reading) Ongoing Investigations and Project Work

10:25 – 10:55 30 minutes Snack, Outdoor Recess and/or Movement Activities

10:55 – 11:25 30 minutes Math Explorations alternated with Writing Workshop

11:25 – 11:45 20 minutes Sharing, Review, Closing, and Dismissal

37

Full Day Kindergarten Schedule 8:45 -- 9:00 15 minutes Arrival

9:00 – 9:15 15 minutes Morning Meeting

9:15 – 9:35 20 minutes Shared Reading

9:35 –10:35

60 minutes

Choice Time with Ongoing Investigations and Project Work and Guided Reading

10:35 – 10:50 15 minutes Cleanup and Sharing

10:50 – 11:20 30 minutes Snack and Outdoor Recess

11:20 – 12:10 50 minutes Math Instruction and Explorations

12:10 – 12:40 30 minutes Lunch

12:40 – 1:05 25 minutes Rest, Independent Reading, and Read Aloud

1:05 – 1:35 30 minutes Writer’s Workshop

1:35 – 2:15 40 minutes Choice Time with Ongoing Investigations and Project Work

2:15 – 2:50 40 minutes Specials

2:50 – 3:10 20 minutes Sharing, Review, Closing, and Dismissal

38

Full-day kindergarten enrollment provides the

opportunity for greater student academic achievement

and social and behavioral development; and the full-day

kindergarten schedule gives teachers flexibility to devote

greater amounts of time to research-based instructional

methods. The Effects of Full-Day Versus Half-Day Kindergarten:

Review and Analysis of National and Indiana Data

The Effects of Full-Day Versus Half-Day Kindergarten

39

MKMSURVEYRESULTS StronglyAgree

Agree SomewhatAgree

SomewhatDisagree

StronglyDisagree

IbelievethattheEarlyChildhood

Centerispreparingmychildforhisorhernextacademicyear.

46%

23%

26%

5%

IamconfidentintheEarlyChildhoodCenter’sabilitytomeet

mychild'slearningneeds.

28%

23%

48%

1%

IwouldsupportmovingKindergartenand1stGradetothe

neighborhoodschools.

16%

13%

13%

34%

24%

Thecurrenthalf-daykindergartenprogramprovidesmychildwiththeskillsnecessaryforfuturelearning.

9%

14%

7%

37%

33%

Anextendeddaykindergartenwouldprovidemychildwiththe

skillsnecessaryforfuturelearning.

63%

13%

13%

8%

3%

40

MKMSURVEYRESULTSStronglyAgree

Agree SomewhatAgree

SomewhatDisagree

StronglyDisagree

Ifoffered,Iwouldbeinterestedin

anextendeddaykindergarten.

71% 11% 9% 3% 6%

Iwouldbewillingtopayafeeforanextendeddayprogram.

21% 15% 21% 17% 26%

Afulldaykindergartenprogramis

necessarytodeveloptheskillsessentialforfuturelearning.

54% 9% 20% 11% 6%

Ifoffered,Iwouldbeinterestedin

fulldaykindergarten

74% 7% 5% 7% 7%

Iwouldbewillingtopayafeeforafulldaykindergartenprogram.

21% 10% 20% 18% 31%

YES NO

Iwouldsupportatownship

referendumtosupporttheimplementationoffullday

kindergartenprogram.

85%

15%

41

LASTING BENEFITS

In 2007, researchers followed students entering full and

half day kindergarten throughout their third grade year.

Students who were in the full day cohort exceeded the

national average on standardized tests out performing

their half day counterparts. The study ended when the

students completed third grade. At the duration of the

study, the students were still exceling beyond the half day

students. Walstrom, K., Michlin, M., & Hansen, A. (2007). Full-Day Kindergarten. University of

Minnesota: Center for Applied Research and Educational Improvement. 42

RESEARCH

Full-day kindergarten is a necessary component of a

comprehensive early learning continuum and boosts

children’s cognitive learning, creative problem-solving

and social competence. ~Children’s Defense Fund: Full-Day Kindergarten in NJ

Washington, DC January 2013

A half-day program is inadequate to teach the

Common Core, let alone master it.

~Dr. Ellen Wolock, NJDOE

DECE

43

Opportunities to address standards in meaningful ways

Integration of content areas through investigations and sustained projects

Ample Choice/Center Time

Uninterrupted Instructional Block

Time to play, socialize, collaborate, and practice self-regulation

Reduced Stress

IMPACT

44

MOVING FORWARD

Create a feasibility committee inclusive of board members, administration, teachers, and parents.

Conduct a review of buildings and grounds to accommodate full day Kindergarten.

Conduct an audit of costs associated with full day Kindergarten.

Explore additional options including, moving preschool offsite, extended day for students considered “at-risk”, restructuring school configuration, (K-2, 3-5), a township referendum for addition to existing ECC.

After reviewing information from the NJKEA pilot, any additional research and budget impact make a final recommendation and develop an implementation plan by June 2015 regarding full day kindergarten.

45

STRATEGIC PLAN UPDATE KINDERGARTEN

46