Rescue Union School District Full Day Kindergarten Presentation to Parents Green Valley Elementary School David Swart, Superintendent March 2, 2017

What the Direct Experience and Research about Full Day K Really Says: Many Years of Research: National Education Association University of Nevada, Las Vegas Child Trends Data Bank “Indicators on Children and Youth” (Feb. 2015) Children’s Defense Fund

In a study of over 17,000 students, researchers found that “by the time they reached the third and fourth grades, former full day kindergartners were more that twice as likely as children without any kindergarten experiences and 26% more likely than graduates of half day programs – to have made it there without repeated a grade” (Education Week Magazine)

Some Quotes: National Education Association: “Attempting to repair reading skills in fourth grade is far more expensive and risky than guaranteeing good reading skills in kindergarten” (President, NEA)

“The practice of scheduling kindergarten students to only half-day has been more a function of economics (less expensive to schedule two groups of children for half-day each) than early childhood education concerns” (Kansas State Department of Education)

“Rhianna Wilson was worried that her son, Timothy, would be overwhelmed in an all-day program. He wasn’t. “He just learns more quickly,” she said. “The other day he announced that he wanted to be a paleontologist.” (Tara Manthey, “What a Difference a Day Makes”, The News Tribune, Tacoma, Washington)

What the Latest Research Says about Full Day Kindergarten Full Day K Boosts Student Achievement Full Day K Improves Students’ Social and Emotional Skills Full Day K is a Sound Educational Investment Teachers Prefer Full-Day Kindergarten Full Day Kindergarten is Optimal for Parents

Full Day K Boosts Student Achievement 60% of students in the US are currently in Full Day K programs (57% of all public schools) Students if FDK get an average of twice as much instructional time as half day K’s Teachers in FDK spend more time on academic activities and students spend more time on self-selected activities (which promote greater long term learning outcomes)

Full Day K Boosts Student Achievement (continued) 68% of FDK classes spent more than an hour per day on reading instruction as compared to 37% of half-day classes (Nat. Center for Ed. Statistics) Children who attend FDK end up with more than one month of extra literacy learning compared with children who attend half-day. In math the advantage is slightly less than one month.

Full Day classes were more likely than half-day classes to spend time every day on math, social studies and science Watson and West (2004) found that about 80% of full-day kindergarten programs spend more than 30 minutes a day on mathematics whereas only 50% of half day programs devote more the 30 minutes to math (60 % of FDKs read for at least 60 minutes each day, while only 37% of half day Ks spend at least 60 minutes reading each day In addition to more daily reading aloud (all critical to reading readiness).

Short Term Academic Outcomes Children enrolled in FDK performed better in math and reading than their half day counterparts Lee et all (2006) found that favorable findings for kindergarten are not confined to disadvantaged children or to low-income urban schools – all children benefit in terms of learning more in FDK (better report cards, learning skills, literacy and math, greater language abilities)

Early studies indicated that FDK was most beneficial academically for low income children, recent findings confirm that FDK is “equally effective” and “advantageous” academically for children from ALL social and economic backgrounds. Moreover, participation in FDK produces the largest academic effects when classes are under 17 (TK/K class sizes) (Studies from Indiana, Pennsylvania, Alaska, Minnesota, Iowa, etc.)

Teachers and Parent Perceptions Both teachers and parents feel there are numerous benefits for children both academically and socially More opportunity to get to know students, engage in more individualized instruction, and expand the curriculum (***) More positive views emerged after implementation in years two and three

Most teachers perceived FDK as superior to half-day (more time for to develop listening and language skills) Less boredom, students experienced more in-depth learning and were creating better social bonds with their peers Pace more appropriate and relaxed Parents favored FDK because it eliminated child care (and transportation) problems and provided children with a more comprehensive, developmentally appropriate program

Short Term Social and Behavioral Effects Full Day K students: Developed Better work habits Were more independent Learned more More self control More social, self-confident Better listeners, following directions Learned to enjoy music, better handwriting, cutting and coloring skills, better prepared for reading and math, better body coordination and home-school relationships (FDK – better attendance = +40 hours)

Long Term Social and Behavior Effects Teachers rated students in FDK higher on the dimensions of classroom adaptive behaviors than half-day (students perceived as more original, more independent in learning, more involved in classroom activities, more productive with peers, less intellectually dependent, less prone to failure anxiety, less unreflective, less withdrawn, less blaming, and more willing to approach the teacher (more prosocial). Also, FDK fostered more long term “engagement” in school.

2 year study in Wisconsin – FDK students initiated more learning activities and received more one-on-one instruction, greater active engagement 22% more likely to be promoted through gr. 4 Entering First Grade – Equal number of “Satisfactory” marks, but less “unsatisfactory” marks than half day. By third they FDK group received more “Satisfactory” marks

Retention and Special Ed. Placement 17% - 55% fewer retentions in FDK group Less likely to repeat first grade 8 year study – less special ed. referrals and grade retention levels, lower rates of sp. ed. placement Less retentions in FDK than half-day Less retentions save 2 million for every 1000 kindergarteners (fiscal discussion later)

Improved Outcome for Specific Groups Achievement Gap (Math and Language Arts) Low Socio-economic (benefited most) English Language Learners It is a way to equalize the economic divide Small Class Sizes (when larger than 25) Appropriate instruction, individualization

So What’s the Plan? Implementation in 2017 2 – 3 years in discussion In negotiations with Collective Bargaining Units on IMPACTS (Teachers and Support Staff) First priority – SAFETY and SUPERVISION, QUALITY of Program (Staff Development) Discussion: Levels of Support, PHASED IN Implementation, materials, facilities (Phase One and Phase Two) Fiscal Impacts : Transportation, Food Services, Supervision Curriculum Committees, Teacher Grade Level Groups, Visitations, Schedule prototypes, SITE LEVEL Preparation with teachers and principals

Make FDK available to ALL kindergarteners Fully-fund Full Day K Provide flexibility within programs (TK / K) Ensure K classes are kept small Ensure K programs are taught by qualified teachers and support professional and led by quality administrators Ensure that young learners are supervised and supported in the classroom

Offer educators professional development opportunities Align K standards with early learning standards and first grade standards Develop assessments that address all areas of child development Implement a curriculum that addresses all areas of child development MAKE PARENT INVOLVEMENT A PRIORITY

In Summary Children in full-day kindergarten classes show greater reading and mathematics gains than those in half-day classes. Full-day kindergarten can produce long-term educational gains, especially for low-income and minority students. Full-day kindergarten offers social, emotional and intellectual benefits to kindergartners. Five-year-olds are more than ready for the longer school day, and do better in a setting that allows them to learn and explore activities in depth. Investments in quality early childhood programs generate returns of 3-to-1 or even higher. Full-day kindergarten provides an essential bridge between prekindergarten programs and more structure learning in first grade. In full-day kindergarten classrooms, teachers have more time to get to know kids and identify and address their learning challenges early. Teachers prefer full-day kindergarten. Parents prefer full-day kindergarten. lasses. Full-day kindergarten can produce long-term educational gains, especially for low-income and minority students. Full-day kindergarten offers social, emotional and intellectual benefits to kindergartners. Five-year-olds are more than ready for the longer school day, and do better in a setting that allows them to learn and explore activities in depth. Research shows that: Children in full-Research shows that: Children in full-day kindergarten classes show greater reading and mathematics gains than those in half-day classes. Five-year-olds are more than ready for the longer Research shows that: school day, and do better in a setting that allows them to learn and explore activities in depth. day kindergarten classes show greater reading and mathematics gains than those in half-day classes.

Questions Thank you. David Swart (530) 677-4461 dswart@rescueusd.org