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Staffing for All Day Kindergarten

In January 2014, a committee was formed to explore the shift to All-Day Kindergarten (ADK) with a focus on continuous progress from PreK-1. This initiative involved key components like aligned transition, early interventions, and differentiated instruction. Funding and facility adjustments were made, along with personnel changes and curriculum enhancements. The process included considerations for communication, professional development, and curriculum alignment. A think tank format supported by work teams shaped the successful implementation.

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Staffing for All Day Kindergarten

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  1. Staffing for All Day Kindergarten January 2014

  2. A Committee is formed… • What if? Think Tank format • Concepts • Readings/Discussions • Calling/Visits • Conferences Over one year of dialogue! History/Relevance

  3. Where did we land? • It grew… • All Day Kindergarten • Boundaries • Continuous Progress PreK-1 Boundaries a ADK built around PreK-1 History/Relevance

  4. ADK with the Prek-1 Concept • Key Components/Definition • Work Teams • Graduated Roll Out… taking the time to make it workwell. What

  5. Key components/definition • Aligned transition from Birth to 2nd Grade to give kids a solid foundation of basic skills • Early interventions • Extended learning • Innovative and research based with a rigor & relevance focus • Differentiated and student centered • Focus on Literacy • Gender concept friendly • Multi-age flex grouping • Continuous progress with standards based reporting • Parent partnerships What

  6. Funding & Facilities • Hire 7 new Kindergarten teachers • Fill 3 vacant Library Media Specialist positions Total cost $450,000 • Provide initial set-up for new classrooms: desks, chairs, materials Total cost $14,000/classroom Work teams Personnel • Transfer process in place per Negotiated Agreement • Interview protocol established for new positions How Much & Who

  7. scheduling • Principals met to discuss considerations on the building schedule including lunch and specials (PE, Music, Technology, and Library) needs Work teams Communication & Marketing • Marketing this concept • Communication plan so parents are informed How

  8. Professional development • Determined possible calendar dates for training • Identified training priorities for veteran staff • Identified training priorities for new staff • Brainstormed possible district presenters • Brainstormed topics for additional trainings • Two-year training plan that aligns with the graduated roll out Work teams How

  9. Curriculum • Identified materials/resource needs as well as equipment • Enhance PBIS to align management signals • Determined grouping criteria, testing windows, para support, and flexing schedule • Defined continuous progress as well as identifying areas of need: to align with the PreK (4 year old) and Kindergarten grade cards, the teachers would like a 3 year old and 1st grade standards based grade card. • Identified instructional strategies tailored to these classrooms – “Busy Hands, Busy Brains” Building bridges to learning Helps connect process and application Begins with active participation Benefits critical thinking skills Work teams How

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