KINDERGARTEN OCTOBER 2, 2014 1 KINDERGARTEN AT THE ECC Race to the - - PowerPoint PPT Presentation
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
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New Jersey Kindergarten Entry Assessment
Professional Development Opportunities
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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?
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add and subtract within 10. (K.OA.1)
makes 10 when added to the given number. (K.OA.4)
shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. (K.G4)
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two texts on the same topic. (RI.K.9)
(W.K.7)
the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (L.K.5.d.)
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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
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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
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1.
Which best describes you?
younger.
district
Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree
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I believe that the current half-day kindergarten program is preparing my child for the next academic year.
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academic success in the content areas (mathematics, language arts literacy, social studies, science) as compared to half-day programs. Yes, No, Undecided
property taxes for a full-day kindergarten program?
Childhood Center, would you enroll your child?
kindergarten?
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Two PreK-2nd Schools Two 3rd – 5th Schools Loss of Neighborhood Schools
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Referendum for building addition at MKM ECC and start up
costs.
Increase budget using banked cap for initial
implementation costs
How would this impact transportation?
Potential savings $20,000
What building renovations are required?
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$ 427,000
Teachers
5.5
$ 197,000
Special teachers
1.0
Custodian
.5
Playground aides
and HELP 9 (PT)
$ 7,800
$ 5,400 TOTAL $637,200
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How would this impact transportation?
end of day. Potential savings $20,000
What building renovations are required?
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Walstrom, K., Michlin, M., & Hansen, A. (2007). Full-Day Kindergarten. University of Minnesota: Center for Applied Research and Educational Improvement. 19
Cooper, H.; Allen, A. B.; Patall, E. A.; Dent, E.L. 2010. 20
Conduct survey
Create a feasibility committee inclusive of board members,
administration, teachers, and parents.
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.
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Report findings to Board of Education
Referendum
County approves budget
Construction
Implementation
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Pilot District for New Jersey Kindergarten Entry
Assessment (NJKEA)
Professional Development Opportunities
through 3rd Grade Guidelines
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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.
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add and subtract within 10. (K.OA.1)
makes 10 when added to the given number. (K.OA.4)
shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. (K.G4)
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two texts on the same topic. (RI.K.9)
(W.K.7)
the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (L.K.5.d.)
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AND some only 540 hours of instruction
Kindergarten
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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
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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
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When children are in environments where learning is
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
Kindergarten Implementation Guidelines NJDOE, 2011 p69 36
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
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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
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Full-day kindergarten enrollment provides the
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
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SURVEY RESULTS
Strongly Agree Agree Somewhat Agree Somewhat Disagree Strongly Disagree
I believe that the Early Childhood Center is preparing my child for his
her next academic year.
am confident in the Early Childhood Center’s ability to meet my child's learning needs.
would support moving Kindergarten and 1st Grade to the neighborhood schools.
The current half-day kindergarten program provides my child with the skills necessary for future learning.
An extended day kindergarten would provide my child with the skills necessary for future learning.
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SURVEY RESULTS
Strongly Agree Agree Somewhat Agree Somewhat Disagree Strongly Disagree
If
I would be interested in an extended day kindergarten. 71% 11% 9% 3% 6% I would be willing to pay a fee for an extended day program. 21% 15% 21% 17% 26% A full day kindergarten program is necessary to develop the skills essential for future learning. 54% 9% 20% 11% 6% If
I would be interested in full day kindergarten 74% 7% 5% 7% 7% I would be willing to pay a fee for a full day kindergarten program.
20% 18% 31%
NO
would support a township referendum to support the implementation
full day kindergarten program.
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
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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meaningful ways
and sustained projects
and practice self-regulation
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administration, teachers, and parents.
Kindergarten.
extended day for students considered “at-risk”, restructuring school configuration, (K-2, 3-5), a township referendum for addition to existing ECC.
research and budget impact make a final recommendation and develop an implementation plan by June 2015 regarding full day kindergarten.
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