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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.
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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.
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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
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STRATEGIC PLAN UPDATE KINDERGARTEN
OCTOBER 2, 2014 23
STRATEGIC PLAN UPDATE KINDERGARTEN
JULY 24, 2014 24
BACKGROUND INFORMATION
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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
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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
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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
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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
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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%
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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
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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
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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