Planning for Educational Change: Full-time Kindergarten

1. Planning for Educational Change: Full-time Kindergarten Barrington School District SAU #74

2. Agenda The purpose of the “Index Cards” Literature Review History/Description District Planning Action Plan Time-Line Potential Cost Evaluation Closing Comments References

3. Literature Review Longitudinal studies regarding the benefits of full-day Kindergarten are just beginning to yield results. The studies done in the 70’s, 80’s and 90’s had mixed results in terms of academic and long term benefits. However, there was consistency in its effectiveness for students from socio-economically disadvantaged homes. Current research indicates that all students from full-day Kindergarten programs score higher on academic achievement tests in Reading Comprehension and math on every item tested. Full day programming allowed for rich language development, higher thinking skills, in-depth study and exploration. (Votruba-Drzal, Li-Grining, Maldonado-Carreno, 2008) Current research indicates that schools who include full-day Kindergarten, and offer supplementary instruction produced high achieving students. (Zvoch, 2009) Current research indicates that school policies, procedures and culture play a role in student achievement. Students who participated in full day Kindergarten with small group instruction and individualized programming produced positive achievement results. (Wolgemuth, Cobb, Winikur, Leech, Ellerby, 2006) 1977-27% were full day 1992-43.7% were full day 2004-64.5% were full day(State Legislatures, 2006)

4. History/Description Full day Kindergarten is defined as “Students who are turning five years old on or before September 30th, will have the opportunity to participate in a developmentally, appropriate language rich, 5 day, 6 hour a day program, Monday through Friday”. (JEA Policy # 5111: Compulsory Attendance Age- Reviewed April 21, 2004) Full day Kindergarten is planned to be implemented in September 2012, with a timeline already completed. At the Deliberative Session on Saturday, February 12, 2011, the Citizen’s Petition Article: C-1 was PASSED: “Shall the school district raise and appropriate $392,000.00 to establish and operate a full-time Kindergarten program for the fall of 2011. The tax impact of this appropriation is 44 cents per thousand”. The voting took place on Tuesday, March 8, 2011 at the Barrington Middle School and was defeated by a substantial margin.

5. District Planning Questions, Discussion and Ideas have already been generated Examples of typical questions we have addressed: What does a typical day look like? What will be the student-teacher ratio? Who do we need to hire? When do we hire new personnel? Will there be common planning time? Is there ample parking for parents? The major components we are addressing: Staffing, Curriculum, Equipment, Facilities and Information to the parents.

6. Action Plan Review the DOE Draft Kindergarten “Essentials of Learning - Grade Level Expectations” that was released on January 20, 2011. ECLC Task Force continues its work, following the District Timeline Public Forums will take place to get input from community members

7. Time-line March 2011 - Facility review recommendations to Board - Review of all District use of available building spaces - Review Town’s options for present District Office Space - Awareness/Informational Program for full day Kindergarten April 2011 - Board reviews and makes decision(s) on future building space usage based on program usage noted in March 2011 June 2011/Summer 2011 - Program planning continues for full day kindergarten - Budget implications reviewed by Board

8. Time-line Continued September 2011 - Awareness/Informational Program for full day kindergarten continues October /November 2011 - Any budget implications for FY 2012 operational budget reviewed and included in 2012 budget; - Awareness/informational program for full day kindergarten outlining budget implications December 2011/March 2012 - Awareness/informational program for full day kindergarten continues - Program budget implications gain public approval - Implementation of the re-organization of programming space in the District - Full day kindergarten staffing and materials, equipment, and vehicle acquisition begins

9. Time-line Continued April/August 2012 - Organization of programming space in District planned/implemented; full day kindergarten staffing and materials, equipment, and vehicle acquired September 2012 - Program opens at the ECLC

10. Potential Costs Items Cost 3 (FTE) Teachers $198,000 3 FTE Paraprofessionals $ 96,000 3 Classrooms – Equipment* $ 10,500 3 Classrooms – Materials* $ 13,500 3 Classrooms – Furniture* $ 18,000 1 Food Service Van* $ 24,000 1 Food Service Equipment* $ 22,000 Additional Food Service Time $ 10,000 Total Estimated Cost $392,000 * One time purchase costs ($88,000)

11. Evaluation Were all items on timeline completed before the first day of school? Did students transition to full time Kindergarten smoothly? Does evaluation data show positive outcomes/upward growth for Kindergarten students compared to half-time data (Three-year study)? Will need to look at data for half-day and how they preformed in Grade 1 and Grade 2. Will need to look at data for full-day and how they preformed in Grade 1 and Grade 2.

12. Closing Comments Next Program: September 2011 at the Early Childhood Learning Center. Date and time to be determined.

13. References Barrington School District Deliberative Session Warrant Articles - 2011 Barrington School District Policy: JEA #5111 - Compulsory Attendance and Age, Reviewed April 21, 2004. Votruba-Drzal, E., Li-Grining, C., Maldonado-Carreno, C. “A Developmental Perspective on Full-Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade.” Child Development, 2008, 79, 957-978. Zvoch, K. “A Longitudinal Examination of the Academic Year and Summer Learning Rates of Full- and Half-Day Kindergartners.” Journal of Education for Students Placed at Risk, 2009, 14, 311-333. Wolgemuth, J., Winokur, R., Leech, N., Ellerby, D. “Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kindergarten Students.” Journal of Educational Research, 2006, 99, 260-269. State Legislatures. (March 2006). “State stats: Kindergarten: Full-time”.