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Full-Day Kindergarten

Pomfret Community School. Full-Day Kindergarten. 2013-2014 Proposal. Where Students Dare to be Remarkable. Committee Members. Goal.

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Full-Day Kindergarten

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  1. Pomfret Community School Full-Day Kindergarten 2013-2014 Proposal Where Students Dare to be Remarkable

  2. Committee Members

  3. Goal To implement a research-based developmentally appropriate kindergarten program in order to meet students’ needs; and for PCS to remain at a competitive level with other districts in the region and state.

  4. Need for Full-Day Kindergarten • Consistent with research that demonstrates early intervention with literacy-rich and numeracy-rich programs resulting in long-lasting improvement in student achievement • Common Core State Standards are written for full-day kindergarten • Affords more time to reinforce and enrich the kindergarten curriculum and State Standards • Allows for more hands-on, discovery learning opportunities and time for exploration through spontaneous play

  5. Need (con’t) • Prepares kindergarten students for a more robust first grade program • Offers greater opportunities of reducing long-term and costly special education and remedial education placement in the future • Allows the teacher to have a longer “uninterrupted” period of time for instructional activities • Allows more time to continually assess achievement in all areas of child development and offer multiple learning opportunities

  6. Need (con’t) • Enables teachers to better address the individual needs of students through differentiated instruction • Supports and enhances SRBI • Is consistent with the Connecticut State Department of Education’s encouragement that districts develop full-day kindergarten programs • To be competitive with the developing trend for full-day kindergarten in Connecticut school districts

  7. Recent Research Research on kindergarten programs supports the need for a full-day program. Children who have attended full-day programs are better prepared for first grade. Participation in full-day kindergarten relates positively to subsequent school performance. Full-day allows both teachers and students to work in an unhurried setting.

  8. Common Core State Standards The new Common Core State Standards are written for full-day kindergarten. This means that our kindergarten students will enter first grade unprepared for the rigors of first grade and will always be playing “catch-up.” This was evident in our Fall 2012 benchmark assessment data.

  9. Connecticut Kindergarteners • The following information is derived from the October 1, 2011 student census data submitted to the State Department of Education. • 63% of all kindergarteners are enrolled in full-day programs • 7% of all kindergarteners are enrolled in extended-day programs • 30% of all kindergarteners are enrolled in half-day programs

  10. Full-Day vs. Half-Day

  11. Full-Day Schedule • 8:30 – 8:55 – Morning Meeting • 8:55-10:30 – Learning Centers • 10:30-10:50 – Snack and morning break • 10:50-11:45 – Literacy Instruction • 11:45-12:35 – Lunch and Recess • 12:35-12:55 – Quiet time • 12:55-1:55 – Math Instruction • 1:55-2:35 – Specials • 2:35-3:00 – Developmental Centers • 3:00-3:10 – Afternoon Meeting

  12. Half-Day Schedule • 8:30 – 8:45 – Morning Meeting • 8:45-10:00 – Curriculum Instruction • 10:00-10:30 – Specials • 10:30-10:40 – Snacks • 10:40-11:10 – Curriculum Instruction • 11:10-11:20 - Get ready for dismissal

  13. Enrollment Projections Based on the present enrollment and the 2012-2013 NESDEC projected enrollment, the program will include two FTE classroom teachers and two FTE teaching assistants.

  14. Staffing and Training A full day kindergarten program will not require additional staff from the present 2012-2013 school year. Kindergarten staff will receive additional training through workshops, conferences and visitations to other schools related to the transition to a full-day program.

  15. Space In 2013-2014, due to decreased enrollment, one section of second grade will be eliminated. This offers the opportunity to utilize available classrooms for full-day kindergarten.

  16. Cost of Program • There are no additional increases in the 2013-2014 staffing levels or salary costs as a result of adding a full-day program. • Instructional materials for Math will need to be purchased at an estimated cost of $1,100.

  17. Community Input The committee recommends that the BOE seeks feedback from parents and community members on the opportunity for full-day kindergarten. The BOE will also need to make presentations to other Pomfret boards and community groups.

  18. Pros and Cons

  19. Summary Research and practice indicates full-day kindergarten will have a positive impact on students’ social, emotional and academic learning not only in kindergarten but also in the subsequent years of their education.

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