1. Kindergarten Study Team Report February 27, 2012

2. Objectives 1. To assess the current Kindergarten program in terms of best practices, strengths, and areas for improvement 2. To examine the suitability and implications of a Full Day Kindergarten model for the district.

3. Participants Kim Catalano- Assistant Director of Transportation Vince Di Grandi-Principal, Fishkill Plains Elementary Christine Flory-Parent, Fishkill Elementary Karen Meilleur-Director of Transportation Andy McNally-Principal, Fishkill Elementary Dawn Ortegas-PE Teacher, Oak Grove Elizabeth Rizzi-School Psychologist Tracy Sheremente-Kindergarten Teacher, Evans Elise Raffaele-Kindergarten Teacher, Brinckerhoff Meredith Stabe-Parent, Oak Grove Mary Turi-Kindergarten Teacher, Fishkill Elementary Gina Vilardi-1 st Grade Teacher, Brinckerhoff Janet Warden-Principal, Evans Elementary Gina White-Assistant Coordinator, Special Education Ellen Wild-Professor, Early Childhood at Dutchess Community College Dr. Kathleen Walsh-Assistant Superintendent for Curriculum and Instruction Marco Pochintesta-Assistant Superintendent for Administration

4. Process The Kindergarten Study Team participated in group discussions based on information derived from program observation through school visits, literature review, and review of focused reports submitted by Principals and Kindergarten Teachers.

5. Program Successes A majority of students leave Kindergarten reading at or above grade level. In 2009-2010 64.4% of students were at grade level and 19.3% of students were above grade level. Most students learn the critical principles of the writing process including the basics of conventions, spelling, and organization. Students are successfully introduced to school processes and classroom norms in Kindergarten. An interdisciplinary approach, common across all schools, allows for increased opportunities to stimulate intellectual curiosity and passion for learning.

6. Program Strengths High quality instruction and effective collaboration across schools establishes consistency in learning objectives. Daily exposure to quality resources and experiences support numeric and linguistic literacy

7. Areas for Improvement The ½ day model, because of the limited time available poses challenges to social problem solving, developing independent thinking, and those traditional activities that teach children listening and presenting skills. The December 1st cut-off date increases the possibility of students entering Kindergarten who may not be ready. The screening process lacks uniformity in administration and communication of results. Inconsistent communication from the home schools and district to families of incoming Kindergarteners. Lack of professional development opportunities for Kindergarten teachers. Higher class sizes increase the challenges posed by time constraints in the ½ day model. Time for physical activity and education need to be increased. There is a need for program planning and development by teachers and administrators.

8. Recommendations Change the Kindergarten cut-off date to September 1. Allocate additional social worker and school psychologist time for Kindergarteners. Establish screening process consistency. Create a summer newsletter for families with incoming Kindergarteners. Dedicate time for Kindergarten program planning and development during Superintendent’s Conference days. Contact in-service providers regarding the need for professional development opportunities for Kindergarten teachers and administrators.

9. Full Day Kindergarten Estimated Costs Estimated Staffing Costs using Masters 5 as a guideline for 14 additional Kindergarten Teachers, 3.5 FTE each Music and Art, and 1.0 FTE Physical Education. Additional monitor hours Estimated Curriculum and Staff Development Costs Furniture for New Kindergarten Classrooms(12 classrooms equipped with tables, chairs, teacher desks, teacher computer) Consumable Instructional materials for Art and Music Transportation Savings derived from elimination of mid-day runs, fuel and wear and tear on equipment. $1, 387, 000.00 $35,000.00 $15,000.00 $25,000.00 $5,000.00 Total: $1,467,000.00 $200,000.00

10. Full Day Kindergarten Aligns with Common Core Standards Best supports desired Kindergarten learning outcomes Represents the opportunity to comprehensively address the shortcomings linked to time constraints that have been identified in the current program Increases the opportunities to learn for all students, allowing for enrichment and remediation