FULL DAY KINDERGARTEN PRESENTATION PHOENIXVILLE AREA SCHOOL DISTRICT – MARCH 5, 2019 IT ALL STARTS HERE…
WHAT DO WE KNOW? Increases Student Achievement Results in Healthier, Happier Children Better Prepares Students for First Grade Is Preferred by Teachers and Parents Can be Cost Effective in the Long-term
TIME COMPARISON – HALF DAY VS. FULL DAY Subject Half Day Full Day Fundations 20 30 Includes word study Math in Focus 30 60 includes differentiation, math small groups, math games Reading Workshop 45 minutes for either 45 every day Must alternate days Writing Workshop 45 every day Science * 30 hands-on, cross-curricular Social Studies T eam Time 30 30 Morning Meeting 5 10
SCHEDULING FOR FULL DAY KINDERGARTEN
SAMPLE SCHEDULE (WITH SCHOOL-WIDE FULL DAY) 11:40-12:10 Lunch 8:55-9:05 Welcome, Morning Meeting/Circle, Time 12:10-1:10 Math, Math Daily 4, Math Games 9:05-9:10 Interactive Writing/Poetry/Songs 1:10-1:40 Afternoon Outdoor Recess 9:10-9:40 Fundations 1:40-2:10 Team Time Literacy Intervention 9:40-10:25 Reading Workshop, Read Aloud, Reader’s 2:10-2:55 Kindergarten Specials Rotation Theater 2:55-3:35 Science/Social Studies/Cross-Curricular 10:25-10:55 Morning Outdoor Recess Projects 10:55-11:40 Writing Workshop with Art Projects 3:30-3:35 Pack-up & Reflections on the Day
PROPOSED SPECIALS FOR KINDERGARTEN Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Music & Nutrition Coding/ Kinder- Yoga/ Dance/ Move- /Health & T echnology Art Mindfulness/ Theatre ment Wellness Social Skills
UNIQUE LEARNING OPPORTUNITIES
DATA, DATA, DATA!
READING DATA
DYNAMIC INDICATOR OF BASIC EARLY LITERACY SKILLS (DIBELS)
2016-17 DIBELS - % AT OR ABOVE 16-17 DIBELS Fall 16-17 DIBELS Spring 88% 79% 78% 56% ALL OF K FULL DAY K
2017-18 DIBELS - % AT OR ABOVE DIBELS Fall DIBELS Spring 89% 79% 64% 52% ALL OF K FULL DAY K
2018-19 DIBELS - % AT OR ABOVE 100% 18-19 DIBELS Fall 18-19 DIBELS WINTER 75% 61% 55% ALL OF K FULL DAY K
DEVELOPMENTAL READING ASSESSMENT (DRA) FOUNTAS & PINNELL (F&P)
2016-17 DRA – % AT OR ABOVE 16-17 DRA Winter 16-17 DRA Spring 100% 100% 84% 74% ALL OF K FULL DAY K
2017-18 F&P – % AT OR ABOVE F&P Winter F&P Spring 89% 87% 84% 84% ALL OF K FULL DAY K
2018-19 WINTER F&P % AT OR ABOVE 95% 82% ALL OF K FULL DAY K
MATH DATA
MATH REPORT CARD DATA - MATH 2017-2018 All Other Kindergarten Math Averages Full Day Kindergarten Math Averages
MATH REPORT CARD DATA - MATH 2018-2019 All Other Kindergarten Math Averages Full Day Kindergarten Math Averages MP1 MP2 MP1 MP2 2.0 2.3 2.4 2.5
QUALITATIVE INFORMATION
BENEFITS FROM THE TEACHERS’ PERSPECTIVES Additional time for science and social studies (nonfiction exposure, hands-on experiments) Deep dive into curricula Fidelity in implementing recommended programming Fewer transitions for students More time to establish and practice expected behaviors More structured environment translates to fewer opportunities for behavior issues to arise Teacher reports knowing students better and can, therefore, better differentiate for more frequently Time allotted for in-class "Brain Breaks" and multi-sensory learning across all subjects Time allotted for project-based learning opportunities linking skills, strategies, and curriculum
STUDENT AFFECT Greater confidence in students noted by the teacher Students acclimate sooner to routines and expectations More opportunities to build sense of community; build relationships with peers Fewer transitions in the day increase sense of security and decreases sense of anxiety Consistency with same teacher improves consistency of expected behaviors and accountability for unexpected behaviors Stronger sense of classroom community and team work Students make friends more easily Students seem to greatly enjoy school, and love learning
ATTAINMENT AND RETENTION OF MATH CONCEPTS Math is one of the students’ most enjoyed subjects Increased automaticity with math concepts Strong number sense Teacher can complete all suggested activities in Math in Focus program More hands-on activities, independent practice, and math games Math Daily 4 provides opportunities for play-based learning, differentiated activities, technology-based Math lessons and games, solving story problems in Math Journals, and working with the teacher.
ATTAINMENT AND RETENTION OF ELA CONCEPTS Most notable differences can be seen here, according to teacher Letter-sound matching is better than at this time last year Volume of writing has increased, without teacher prompting. Able to dive into revision Daily Writing Workshop AND daily Reading Workshop instruction (compared to alternating 2-3 days per week for half day)
ATTAINMENT AND RETENTION OF FINE MOTOR SKILLS More time for activities which develop fine motor skills Ability to follow multi-step and step-by-step directions is increased Pencil gripping is comparable between this group and last year’s group
PARENT FEEDBACK Overwhelmingly positive, with few concerns expressed by parents Consistency in teacher and classmates has been helpful in an emotional and academic sense. One former Renaissance Charter student who had a tough preschool experience has made tremendous social and academic growth. One parent who was worried that there would not be enough time for play has expressed her amazement at her child’s growth. One parent, whose child does well with the routine of school, noted that her son seems “spent” from a long day. He is defiant at home, but the parent says she would choose the full-day program if she could pick again.
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