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Early Literacy Committee Members
- 10 Administrators
- 2 Reading Specialists
- 1 RTII Teacher
- 1 Guidance Counselor
- 1 Learning Support Teacher
- 4 Kindergarten Teachers
- 2 1st Grade Teachers
- 2 2nd/3rd Grade Teachers
Early Literacy Committee PARKLAND SCHOOL DISTRICT School Board - - PowerPoint PPT Presentation
Early Literacy Committee PARKLAND SCHOOL DISTRICT School Board - - PowerPoint PPT Presentation
Early Literacy Committee PARKLAND SCHOOL DISTRICT School Board Presentation: September 15, 2015 Early Literacy Committee Members 10 Administrators 2 Reading Specialists 1 RTII Teacher 1 Guidance Counselor 1 Learning
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Goals of Committee Work
- Increase the reading
proficiency of K – 3rd grade students.
– 3rd grade is the transition
point between learning to read and reading to learn.
- Implement Full Day
Kindergarten for ALL Parkland students.
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Early Literacy Committee History
- Fall 2014:
– Small committee of 8 began meeting to discuss the possibility of Full Day Kindergarten – Visited 2 Kindergarten Centers
- Winter 2015:
– Expansion of committee – Goal Setting/ Focused Discussions
- Spring 2015:
– Full Day Kindergarten Visits – Full Day Kindergarten “Must Haves” Developed
- Summer 2015:
– Analysis of the research regarding reading proficiency by the end of Grade 3 – Planning for next steps
http://psdearlyliteracy.wikispaces.com
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Allentown School District
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Bethlehem School District
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Nazareth School District
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New Hope Solebury School District
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Lessons Learned from Visits
- The growth of Full Day Kindergarten
students is accelerated, evidenced by the students writing, reading, math and problem solving skills.
- Full Day Kindergarten students had
time in the day for developmentally appropriate activities that encourage social skills, play and movement.
- Classrooms were set up for 21st
Century learning, with furniture, structure and resources that foster collaboration and learning.
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The Need for Full Day K
Half Day K Full Day K
PA Core Standards are “covered,” but often rushed to fit into the short day. Time to explore and go deeper to fully meet the K PA Core Standards and prepare students for 1st Grade. Little or no time for playful learning and character development. Time to incorporate activities that promote social and emotional growth, fine and gross motor skills and other developmentally appropriate activities for 5 and 6 year olds. Teachers meet with small groups, but have little time to diagnose individual needs and differentiate or personalize instruction. Time to address areas of need with an individual student or small groups of students and “fill the gaps” while students are still in Kindergarten.
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STAR Early Literacy Data
SCHOOL KI NDERGARTEN END OF YEAR GROWTH RATE (13-14 SY) KI NDERGARTEN END OF YEAR GROWTH RATE (14-15 SY)
CETRONIA .86 .85 FOGELSVILLE .87 .88 IRONTON .86 .84 JAINDL .87 .84 KERNSVILLE .86 .84 KRATZER .85 .86 PARKWAY MANOR .84 .85 SCHNECKSVILLE .88 .87
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Better Educational Outcomes
- Research comparing half day and
full day Kindergarten suggests that children benefit more from a developmentally appropriate full- day kindergarten program.
- Early education is an essential
building block to getting children started on the right track!
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Full-Day Kindergarteners:
- Are more prepared for school/ better
transition to 1st grade/ equipped with stronger learning skills.
- Have higher academic achievement in later
grades.
- Have better attendance in K and through the
primary grades.
- Show faster gains on literacy and language
measures.
- Have enhanced social, emotional and behavior
development.
- Have reduced retention and remediation
rates.
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Coming Soon……
- Full Day Kindergarten “Must
Haves:” What will a PSD Full Day Kindergarten day look like?
- Factors that impact reading
proficiency and PSD plans to address these factors moving forward.
- Stantec Feasibility Study results.
- Short term and long term