1	Master Planning Kindergarten Committee Initial Report 2/25/04 Marjorie Variano Reva Cowan Deborah Weisel Christina Hoff Cindy Hayton Joe Simoni Laura Bannon
2	Full Day Kindergarten The Research
3	What do they do all day? Comprehensive evaluation of full day Kindergarten (1997) - Elicker & Mathur Early Childhood Research Quarterly- 5-year olds may become overly tired during a full day of instruction Possibility of increased stress to students from an already difficult curriculum Students ability to cope with academic expectation (attention, approach to teacher, taking responsibly) were higher for students in half day programs More time on independent work and one to one time with teacher and relatively less time in teacher-directed large groups Kindergarten report cards and readiness for 1st grade were rated as significantly higher for full day children Increase time spent on in-depth explorations and learning
4	Full Day Kindergarten a plus, Welsh (2002) Full day Kindergarten students made significant gains in literacy achievement compared with their peers in half day programs. Increased ability to identify and address student needs leading to reduction in Special Education referrals Reduction in grade retention Accelerated performance seen in: vocabulary rhyming onset phonemes oral comprehension letter sounds print concepts
5	A Longitudinal Study of the Consequences of Full-Day Kindergarten through Grade Eight - 1988 Evansville-Vanderburgh School Corporation There is no significant difference in the attendance of the full- and half-day kindergarten students. Children who attend full-day kindergarten have positive feelings about their kindergarten experience. There is no difference in the school attitudes of self-concept of children who attend full- or half-day kindergarten. Children who attend full-day kindergarten have higher conduct marks on report cards in the primary grades than do children who attend for a half day. Full-day kindergarten has no significant impact on promotion of children. Higher achievement test scores in all areas tested except handwriting. The children who attend half-day kindergarten have significantly higher handwriting test scores. All other areas have significantly higher total test scores in favor of full-day kindergarten, including readiness tests at the end of kindergarten; reading tests in grades one, two and three; and a battery of standardized tests in grades three, five, and seven. Children who attend full-day kindergarten have higher report card academic marks in both the primary and middle school years.
6	Summary of Research: Full-Day Kindergarten Martinez and Snider-Kansas State Department of Education(2001) Early researchers found that disadvantaged children did reap greater short-term benefits from full-day programs than from traditional half-day kindergarten. Students in half day programs show less dependency and failure anxiety A few longitudinal studies involving at-risk students show that gains made during the kindergarten year are lost by the end of the first grade year (Martinez, 1991).
7	Summary positive aspects of Full Day Kindergarten Higher achievement and accelerated performance in academic areas Increase positive conduct one to one teacher time Greatest benefit for economically disadvantaged students Teachers are better able to spot problems and address them early Reduction in retention remedial services required special educational referrals Possible reduction in transportation cost Makes district more attractive to prospective homeowners
8	Summary consideration of Full Day Kindergarten Increase costs facilities materials and supplies capital equipment Some 5 year olds are not developmental ready for full day and tire easily Students ability to cope with academic expectation were higher for students in half day programs Students in half day programs show less dependency and failure anxiety Possibility of increased stress
9	Considerations/Questions What will the extra hours be used for? Average additional time = 2.5 hours from which nap, lunch, recess and other non-academic time is used Content and quality review of current Kindergarten (quality outweighs quantity) Review extended day program in combination with early intervention and staff development leadership Consider Kindergarten/Grade 1 - loop Full Day Kindergarten in Wappingers would require an additional school Early Intervention, quality programming, curriculum and staff development has shown to be the most effective in improving student achievement In district with half day Kindergarten, developing a relationship with private pre-schools and private Kindergarten and their families has a positive impact on school readiness and therefore school success.
10	Full Day Kindergarten and Class Size Reduction Based on the initial proposals it does not seem likely to accommodate full day Kindergarten and class size reduction.
11	Class Size Reduction The Research
12	Student/Teacher Achievement Ratio (STAR)-Tennessee (1985-1995) Study Group K-3 students Small class size 13-17 Control Group size (22-25) Students in class size reduction classes significantly outperformed control group in math and reading
13	Student Achievement Guarantee in Education Program (SAGE) University of Wisconsin-Milwaukee - 1997 Target Group = students living in poverty Study Group K-3 students Small Class size = 15 Positive effect on student achievement Most significant positive effect on economically disadvantaged students
14	When Money Matters Educational Testing Service - 1997 National cross sectional data Small Class size = 20 4th graders in small classes progressed 33% faster 8th graders in small classes progressed 12.5% faster Inner City students in grade 4 progressed 75% faster
15	Class Size Reduction: Lessons Learned from Experience Research suggests, reduction in special education referrals, remedial programs, grade retention and disciplinary measures Increase likelihood of high school graduation
16	Summary effects of Class Size Reduction Positive effect on student achievement Most significant positive effect on economically disadvantaged students Research suggests reduction in special education referrals remedial programs grade retention disciplinary measures Increase likelihood of high school graduation Increase cost staffing facilities materials and supplies
17	Considerations/Questions Studies are primarily in K-3 and show greatest impact on K-1 Greatest impact seen in minority, urban and low income students Can some class size reduction be accomplished through creative scheduling? Not a panacea only a small piece in improving student achievement (AFT) What number is considered small 15, 17 or 20? Is there any difference between 15 and 20? How much? Continual monitoring of class size reduction is key High quality instruction with continual professional development is crucial to success of class size reduction
18	Recommendation I Consider developing research project based on Pilot Full Day and Extended Day with 1/2 day control groups At this point in time we do not have the space to fully implement full or extended day Kindergarten. Since it will take time to implement the master plan we have the opportunity to pilot full or extended day Kindergarten programs with research controls. A Wappingers research project would enable us to fully determine the benefits and cost effectiveness of full day or extended day Kindergarten in Wappingers. There is the possibility of looking for grants to support such a research project.
19	Recommendation II - Continue 1/2 day Kindergarten program, reduce Kindergarten class size to 18 and implement extended day program for at risk Kindergarten students Based on our assessment of the research if we can not accommodate both class size reduction and full day or extended day K programs the committee is recommending the following: Class size reduction K @18 1st and 2nd grade @20 3rd -5th grade @ 23 Implementing extended day program for at risk students Implement early intervention program for primary students
20	Recommendation III Consider developing extended day program in combination with early intervention program K-2 and professional development program in primary literacy In order to address concerns in regards to full day Kindergarten, the need for early intervention staff and the positive effects of staff development in regards to literacy acquisition the following scenario is proposed: Extend the Kindergarten day by 1 1/2 hours Utilize the remaining time for the Kindergarten teacher to implement early intervention programs for grade 1 and 2 Kindergarten teachers become master literacy teachers and serve as mentors
21	Recommendation IV Review and update current Kindergarten program Review the current Kindergarten and early intervention programs to determine how to build on the strengths of our current program, ensure constancy across the district, utilize differentiated instructional techniques, provide students with literacy acquisition skills and further preparation for future school success.
22	Recommendation V Consider implementing looping programs in primary grades (K-1, 1-2) Looping enables students to stay with the same teacher for more than one year. The following are benefits of a looping program: Students know teacher’s style and expectations which reduces stress related transitions from one grade to the next Teachers understand student learning styles, strengths and weakness and effective methods of instruction for each student prior to the start of the second year. Eliminates the “getting to know you period” Builds student, teacher and family rapport and bond
23	Recommendation VI Review the date for Kindergarten entrance and possibility implementation of readiness assessment tools Current cut off date for students eligible to enter Kindergarten in December 1st. Some students are beginning Kindergarten as 4 year olds and may not be developmental ready. The only method currently used to determine if it is the child’s best interest to start Kindergarten is the child’s birth date.