صفحه 1:
Full Day Kindergarten
A Proposal by:
VCS Teachers and Administrators
Made to
Valparaiso Community Schools Board of
Education
For implementation in the 2011-2012
school year
صفحه 2:
i Valparaiso Community Schools
Mission: Valparaiso Community Schools
provides a safe and supportive
educational environment maximizing
the learning potential of each student.
Vision: Valparaiso Community Schools
will be at the forefront of education
innovation driving from excellence
to preeminence.
2۵
صفحه 3:
i Backgreund in Kindergarten
Kindergarten is not required in the
State of Indiana
School systems are required to
provide a kindergarten program
In 2003, 25% of students in Indiana
attended full day kindergarten
In 2010, schools reported that 81%
of students in Indiana attended full
day kindergarten (Dana Jones, IDOE)
Aggy
صفحه 4:
i Porter County Statistics
Offers Full Day Kindergarten .
No Full Day Option
+ Union Township * Valparaiso
* Duneland
+ Portage
* Hebron
* East Porter
* St. Paul’s
* Immanuel
* Porter Township
2۵
صفحه 5:
۰... ۲29 10 Districts in Indiana
Offer Full Day Kindergarten No Full Day Option
+ West Lafayette * Zionsville
* Carmel Clay * Hamilton
* Adams Central Southeastern
+ North West Hendricks
٠ Northwest Allen
County
+ North Spencer County
+ Westfield-Washington
* Center Grove
2۵
صفحه 6:
i Indiana Reading Plan
* 90 Minute Block for Reading Instruction
* 3 graders not reading on grade level (as
determined by a State test) will be
retained
* Starting in the 2011-2012 school year
these retentions will be mandatory unless
exemption is met
— Previously retained twice
— Case conference determination
— LEP score of Level 3 or less in the Reading
Domain
2۵
صفحه 7:
i Research about Full Bay Kindergarten
* Mrs. Erin Utesch
— Assistant to the Principal, Flint Lake
Elementary School
—Title | Teacher
2۵
صفحه 8:
0 Age-Arprepriateness
5-year olds ready for longer day
Structured environment
Less frustration/stress
Immersed in language
—Read aloud
= Reading instruction
~Self-directed activities for long-term learning
tou nea oralassetldocsimf PBI? FullDavK pdt
hitpy/nieer orairesources/poicyrenortireportd.paf
httosimww nea oralassetsidocsimf P81? FulldayK pat
صفحه 9:
8 Betention. وا | & Special Education
5-9% fewer retentions
— Carried through primary grades
— Better use of resources
* 19% FDK start-up costs recovered through
decreased retentions
Fewer Title | & Special Education
placements
http://www.doe.in.gov/primetime/fulldaykbenefits.htm|
8 h
۲25
A
ag
ittp://nieer.org/resources/policyreports/report4.pdf
صفحه 10:
Bi Behavioral. Emetional & Secial Benefits
* 14 dimensions of classroom behavior
— Students in FDK rated higher in 9 areas, equal in
others
8 Improved: independent learning, originality, classroom
involvement, productivity in work with peers,
reflectiveness, attendance and willingness to approach the
teacher
* Decreased: withdrawal, anger, shyness, and blaming
behavior
http://www.wested.org/online_pubs/po-05-01.pdf
http://www .doe.in.gov/primetime/fulldaykbenefits.html
http://www.education.com/reference/article/Ref Recent Research All/
2 2 http://www.kidsource.com/kidsource/content3/full.day.kinder.p.k12.3.html#What
4
صفحه 11:
i Diverse Learners
High Ability Students
*More in-depth instruction
*Long-term projects
*Development of student interests
*Academic challenges
http://www.edina.k12.mn.us/district/registration/pdfs/AllDayK/AllDayKResearch
1
al, ۳ http://www.nea.org/assets/docs/mf_PB12_FullDayK.pdf
4
صفحه 12:
i Diyerse Learners
At-Risk and Disadvantaged Learners
“Proven to surpass ¥%2 day counterparts by
end of a FDK year
*ECLS-K data: Full-day kindergartners showed a 22
percent advantage in their math score gains and a 32
percent advantage in their reading score gains. (controlling
for poverty status and their initial abilities)
*Close achievement gap before fully exists
http://voices.washingtonpost.com/answer-sheet/quest-bloagers/-
the-answer-sheets-guest.html
http://nieer.org/resources/policyreports/report4.pdf
9 J http://www.doe.in.gov/primetime/docs/fulldaykreport.pdf
صفحه 13:
i Academic Benefits
* 23 studies: significantly greater achievement than students who
attend % day
- FDK accounted for 60% of the variance in outcome measures related to student achievement.
* 17 percentile point advantage on cognitive achievement tests
while in Kdg
+ 15 percentile point advantage remains in grades 1 and 2
+ Advantage still indicated in grades 3, 5, 7, 11
oraresources/polcvreportsiceoorts pt اهاط
tsp doe in gov/orimetimefuldavkbenefts html
ttpuwww ceep indiana eduprojecs/POF/PB Spring 2008 Full Day Kindergarten pat
ip ww education comireference/anice/Ref Recent Research All
قدا 0067
kg
صفحه 14:
i Carmel Clay Findings
+ Skills mastered by May in the full-time program
exceeded those in the alternating day program by
an average of 6.6%. Math composite gains affected
75% of full-time students vs. 37% of part-time
students.
+ The earlier mastery of letters and sounds seemed to
positively impact reading and writing skills in the
full-time program.
٠ Teacher observations noted increased confidence
levels, creativity, and interaction with peers in the
full-time program.
٠ Arandom selection of parent surveys reflected
100% parent satisfaction.
http://www 1.ccs.k12.in.us/district/kindergarten/exploring-options
ao)
رآ
صفحه 15:
i Kindergarten screening and Survey
* Mrs. Beth Krutz
—Principal, Central Elementary School
— Leader of the Kindergarten Team
2۵
صفحه 16:
i Pre-KIDS Assessment
Pre-Kindergarten Inventory of
Demonstrated Skills (Pre-KIDS)
+ At Round-Up all future students were
given this assessment.
* Purpose: insight on skills of incoming
students
* Skills: following directions,
_mathematics, language, and reading
Gly
صفحه 17:
i Pre-Kids Assessment Data
صفحه 18:
i Survey Results 2011
* 108 completed surveys (as of 5/9/11 at 7
PM)
٠ Survey of in-coming kindergarten parents
* Would you support a mandatory full day
kindergarten program?
* Support strongly 67.3%
* Support somewhat 12.1%
* Oppose somewhat 7.5%
>." Oppose strongly 13.1%
Ogg
صفحه 19:
i Survey Results
* If a full-day and half-day
kindergarten is offered next year,
which would you most likely choose
for your child?
* Full-day 80.2%
* Half-day 19.8%
Aggy
صفحه 20:
i Survey Results
* If half-day kindergarten is offered at a
school other than your home school and
you were required to provide
transportation, would you still choose
this option?
* Yes, | would transport my child to half-
day kindergarten. 12.3%
* No, | would have my child attend full-
day kindergarten. 87.7%
2۵
صفحه 21:
i Funding Qptiens
District Expenditure (ADM + Grant)
— Challenge: Stress to the General Fund if needed
Title | Expenditure (ADM + Grant + Title 1)
— Challenge: Decreases in Title funding and not all
students qualify for Title | funding
Parent Tuition (ADM + Grant + Tuition)
— Challenge: Not an equal education for all
Combination (ADM + Grant + Title | +
Tuition)
— Lessens General Fund/Title | Stress
= Provides equal access to a high quality education
2g
صفحه 22:
i Proposal for 2011-2012
٠ District Funded (ADM + Grant—no
additional cost to the General Fund)
* FDK for all Valparaiso Community
Schools students at their home school
۰ 4 Sections of FDK at Flint
* 3 Sections of FDK at Central (due to
enrollment size)
* 2 Sections of FDK at:
— Cooks, Hayes, Memorial, Northview,
a arkview, TJE
4
صفحه 23:
i Locations to Consider
Central: Divide Kindergarten Room into 2
(1871 Sq/Ft Total), Music Room (658 Sq/Ft),
Music and Art share space
Cooks: Kindergarten Room (1357 Sq/Ft) and
Computer Lab (959 Sq/Ft)
Flint: 4 Rooms in the Kindergarten Pod
(1147 Sq/Ft, 1121 Sq/Ft, 1137 Sq/Ft, 913
Sq/Ft)
Hayes Leonard: Kindergarten Room (1157
Sq/Ft) and Computer Lab (948 Sq/Ft)
2۵
صفحه 24:
i Locations to Consider
Memorial: Kindergarten Room (1129 Sq/Ft) and
Art Room (1003 Sq/Ft), Music and Art Share
Space
Northview: Kindergarten Room (1158 Sq/Ft),
current 3 grade room (943 Sq/Ft)
Parkview: Kindergarten Room (1250 Sq/Ft),
Art/Music Room (1227 Sq/Ft), Art and Music
move to the computer lab
Thomas Jefferson Elementary: Kindergarten
Room (1247 Sq/Ft) and 5 grade room (981
Sq/Ft)—rooms moved and conversion of the
computer lab
528
صفحه 25:
i Alternate Locations Considered
Portable Classrooms vs. Computer Lab
— Cooks Corners
— Hayes Leonard
— Northview
— Parkview
— Thomas Jefferson Elementary
Cost for portable vs. Cost for computer lab
2۵
صفحه 26:
i Staffing
* Currently 8.5 Full Time Equivalent (FTE)
teachers
* Proposal is for 19 FTE teachers for
kindergarten
* Increase of 10.5 FTE teachers
٠ 2.5 FTE Reallocated from Secondary Level
* 8.0 FTE increase staffing from General
Fund
2۵
صفحه 27:
i Staffing Solutions
* Need 8.0 FTE
* Kindergarten Grant potential of $1049.46
per student in addition to ADM
* 425 students generate $446,020.50
* $55,752.56 for each of 8 teachers from
the grant dollars
* Cost for 1 teacher at a Bachelor’s Degree
with zero years of experience is about
$45,000-$50,000 with benefits included
2۵
صفحه 28:
i Curriculum
* Written by the FDK teachers
* Common Core Standards only
* Specials scheduled like grades 1-5
* Donna Battista, Kindergarten Teacher
at Parkview Elementary
۰ Elaina Miller, Kindergarten Teacher at
TJE
¢ Laura Van Houten, Kindergarten
asa at Hayes Leonard Elementary
ag
صفحه 29:
Ray Kindergarten Sample Schedule اد
* Morning Schedule
* 8:30-8:50: Arrival (school starts at 8:45)
— Teacher greets students
— Students unpack and hang up belongings
— Table Tasks (activity related to previous
learning)
— Students choose a book to read or a puzzle
= to solve
aA
Alp
صفحه 30:
i sample Schedule
* 8:50-9:10: Opening Exercises
— Pledge of Allegiance
— Good morning song
— Math Calendar Activities
— Weather (Math)
— Morning Message (English/Language
Arts)
2۵
صفحه 31:
i 90 Minute Reading Block
+ Next year, the State of Indiana will require a mandatory
90 minute uninterrupted English/Language Arts Block. It
must be comprised of these 5 scientifically based
components of reading:
* Phonemic Awareness
— Sensitivity to sounds in spoken words
* Phonics
— The relationship between sounds and letters
+ Fluency
— Automaticity in reading letter names, letter sounds and reading
words
* Vocabulary
— Understanding the meaning of words
+ Comprehension
aga” the text being read
ong
صفحه 32:
i 90 Minute Reading Block
* The framework models both whole
class and small group instruction.
Whole class instruction provides an
efficient and equitable way to initiate
instruction.
* Small group instruction enables
teachers to focus on specific skill
needs and intensifies instruction
alsa: on student progress.
8
صفحه 33:
i Sample Schedule
* 9:10-10:40: 90 Minute Reading Block (as
required by the IDOE)
— Large Group and Small Group (Leveled
Learning)
— Comprehension Activity
— Word Work
— Vocabulary Development
— Phonemic Awareness and Phonics Lesson
— Guided Reading Lesson/Language Experience
— Writing
at Fluency
AQg
صفحه 34:
i Sample Schedule
* 10:40-11: Sensorimotor
Activities/Physical Activities
— Activities connected to English Language
Arts and Math
2۵
صفحه 35:
i Sample Schedule
* 11-11:30: Math Block (part 1)
—Large Group Math Instruction
2۵
صفحه 36:
i Sample Schedule
٠ 11:30-12:30: Lunch and Recess
* 12:30-1:00: Read Aloud
* 1:00-1:10: Snack Time
— Connected learning to English Language
Arts/Math
* 1:10-1:40: Math Block (Part 2)
ale mall, leveled group instruction
agg
صفحه 37:
i sample Schedule
* 1:40-2:40: Inquiry Based Learning
—Small, leveled groups
—Child’s choice and teacher’s choice
—Teacher choice would be a lead Social
Studies, Health, or Science project
2۵
صفحه 38:
i Inquiry Based Learning
Inquiry based learning is an in-depth
investigation of a real world topic
worthy of kindergartners’ attention
and effort. It is the application of
skills and standards acquired earlier.
Inquiry based learning is carried out
by both large and small groups of
students.
Aggy
صفحه 39:
i Inquiry Based Learning
It offers first hand research and
documentation of findings in a variety of
ways. Kindergartners have an opportunity
to apply math, language skills and
knowledge, increasing their curriculum
connections between the subjects. The
inquiry is not unstructured. There is a
beginning, middle, and end. The teacher
is an organizer and consultant guided by
kindergartner’s thoughts and questions.
Aggy
صفحه 40:
i Inquiry Based Learning
Throughout the inquiry, kindergartners
may draw, discuss, write, collect data,
count, and measure, calculate, predict,
construct models, draw diagrams,
make graphs, record observations,
read for information, sing songs, or
share plays. The topics of study have
direct connections to local, people,
places and events.
2۵
صفحه 41:
i Inquiry Based Learning
There are five structural features to
inquiry based learning: discussion,
fieldwork, representation,
investigation, and display.
2۵
صفحه 42:
0 ۱09۷۷ 89590 9
Phase 1: Phase 2: تلایا
Beginning ومامرماع برعم Concluding
Discussion Prior experience, Prepare /review Prepare to share
current knowledge, _ field work, the story of the
word web questions for inquiry. Assess
specialist, learn and evaluate
from other
sources
Field Work — Talk about Going out to Evaluate the
experiences with investigate, work with others
others interview outside the
experts classroom
Representati Draw, write, Field sketches, Summarize the
on construct models, notes, math story of the
drama to share prior diagrams, maps study to share
experience or to represent new with others
knowledge learning
\ Investigation Create questions Investigate, Think about new
based on current research, ask questions
knowledge further questions e
صفحه 43:
i Inquiry Based Learning
Some concluding documentation might be
a book, bulletin board display,
celebration, models, demonstrations,
drama, environmental project to school
grounds, interviews, museum, news
report, video presentation, parade,
service project, photo gallery, report,
presentation, thematic door, puppet
show, digital story, Skype interview,
Information station.
2۵
صفحه 44:
i Sample Schedule
* 2:40-3:10: Special
— Art, Music, PE
— Computer Lab
— Library
Aggy
صفحه 45:
i sample Schedule
* 3:10-3:15: Dismissal Prep
— End of the day song/evaluation of the day
— Bags packed
—Lines formed
— Sharing time
— Dismissal
2۵
صفحه 46:
i Timeline
May 17th presentation to the board
Pending board approval:
— May 18—post Full Day Kindergarten
positions
— Week of May 24t—order kindergarten
furniture
— Week of May 24'\—create a facility work plan
to adjust existing space
— May-June-July—revision of curriculum
—June—delivery of furniture to buildings
—June—hire new FDK teachers
۳
4
صفحه 47:
i Financial Impact
* Curriculum Costs (Rainy Day)
— Approximately $9000 per additional
classroom for materials, supplies, and the
curriculum used
— $9000 x 9 = $81,000
* Purchase of furniture (Qualified School
Construction Bond--QSCB $1.2 million)
— Approximately $8,300 per classroom
- 9 classrooms of furniture
— $74,700 total cost in furniture
2۵
صفحه 48:
i Financial Impact
* Payment for teachers to write full
day curriculum (Title IIA)
—19 teachers x $60 per day = $1140
— Divide teachers by subject area to work
—10 days of work to cost $11,400
2۵
صفحه 49:
i Financial Impact
* Computer Lab (QSCB of $1.2 million)
—Rolling Computer Lab: $39,000
— Additional Electrical Outlets to charge: $8,000
— Additional Network ISTEP+ needs: $10,000
— Additional Outlets for ISTEP+: $12,000
— Misc. Parts for spare laptops: $8,000
—Cost per classroom: $77,000
—Needed at Cooks, Hayes, Northview, Parkview,
TJE
-— $77,000 x 5 = $385,000
2۵
صفحه 50:
i Financial Impact
+ Portable Classrooms
— Needed at Cooks, Hayes, Northview, Parkview, TJE
— Innovative Modular Solutions:
* Cost for modular building with restrooms, delivery,
foundations, set-up, deck assembly and utility connections:
— Budget Series: $84/sq.ft
— Value Series: $97/sq.ft
—These would be turn key and ready for occupancy
inspections
— Cost for 1 at 1100 Sq/Ft is $92,400 for the Budget
Series and $106,700 for the Value Series
2۵
صفحه 51:
i Valparaiso Community Schools
Mission: Valparaiso Community Schools
provides a safe and supportive
educational environment maximizing
the learning potential of each student.
Vision: Valparaiso Community Schools
will be at the forefront of education
innovation driving from excellence
alee reeminence.
6
صفحه 52:
i Concluding Remarks
+ It’s not about having a full day of kindergarten,
it’s about what our teachers can make happen
during that full day
٠ It’s about having time to address the standards
more effectively while meeting the diverse
learning needs of students with differing abilities
+ It’s about providing every opportunity for
Valparaiso learners to be successful from the
moment they enter our doors
+ It’s about EACH student
2۵
صفحه 53:
صفحه 54:
i Resources
http://www.ceep.indiana.edu/projects/PDF/PB Spring 2005 Full Day Kinderg
arten.pdf
http://www.doe.in.gov/primetimeyfulldaykbenefits.htm|
http://www.doe.in.gov/primetime/docs/fulldaykreport.pdf
http://www 1.ccs.k12.in.us/district/kindergarten/exploring-options
Project-based Inquiry for Young Children: First steps To Research for Grades
Pre-K-2, Colleen MacDonell.
http://www.nea.org/assets/docs/mf PB12 FullDayK.pdf
http://nieer.org/resources/policyreports/report4.pdf
http://www.wested.ora/online_pubs/po-05-01.pdf
http://www .education.com/reference/article/Ref Recent Research All
http://www.kidsource.com/kidsource/content3/
full.day.kinder.p.k12.3.html#What
http://www.edina.k12.mn.us/district/registration/pdfs/AllDayK/
AllDayKResearch.pdf
http://voices. washingtonpost.com/answer-sheet/quest-bloggers/-the-answer-
sheets-quest.html
www L.ccs.k12.in.us/district/kindergarten/explorin
uiuc.edu/v6n1/bellous.htm|
-options