Full Day Kindergarten Regular Budget Proposal for the 2016-2017 School Year

Talking Points

We view the adoption and implementation of full day kindergarten as our greatest priority at the Clark-

Wilkins School

Why do we need to implement full day kindergarten?

Curriculum and expectations for 21st century learning have changed and require full day

programing for all students.

In order to ensure equity for all students and access to programing, we must offer full day

kindergarten for all students.

How will the budget be impacted with the implementation of full day kindergarten?

We will include all costs in the regular budget.

No warrant article will be proposed.

We will strive for a 0% increase in the Clark-Wilkins budget.

In order to implement full day kindergarten we will shift staffing from other areas.

Much of the curriculum and professional development work for full day kindergarten has

already been created. Additional work will be covered under a grant.

What curriculum work has already been completed?

A sample schedule has been created that outlines a full day kindergarten experience. It

illustrates that full day kindergarten provides more than double the instructional time of a half

day program.

Our sample schedule includes integration of special subject areas and an expansion of social skill

development.

Curriculum scope and sequences have been developed for both math and literacy.

A draft proposal for evaluating the impact of full day kindergarten has been developed and will

be implemented this year. This proposal includes multiple data points in both academic areas

and social/emotional.

SAU 39 Early Childhood Program

Vision Statement

We envision a learning environment where all children emerge as confident, curious, life-long learners. This environment is cultivated by

highly skilled educators in collaboration with families and the community, who nurture, support, and integrate elements of play while

honoring the individual milestones of each child. The early childhood program supports the growth of all children while establishing

challenging yet developmentally appropriate expectations in the following areas:

o Approaches to Learning (promoting student engagement, motivation and participation)

o Social Emotional Development (fostering student self-direction and self-regulation)

o Health, Wellness and Physical Development

o Creative Arts, Expression, and Play-based Learning (explore and discover)

o Literacy, Mathematics, and Scientific Thinking Experiences (an integrated, inquiry-based, multi-disciplinary approach)

The learning environment will be highly engaging and will foster perseverance and deeply value student choice and voice. Students will

engage in a variety of hands on cooperative learning experiences balanced between whole class direct instruction, guided small group

instruction, and independent learning time. Learning experiences will be multi-disciplinary, fostering the natural curiosity of young

children and building life-long learners.

Kindergarten Instructional Hours

Comparison of Current Half-Day Schedule and Proposed Full Day Schedule

Half Day Sample Schedule (approximately 450 hours of instruction per year):

8:25 – 8:45 Attendance, morning meeting, calendar, sharing

8:45 – 9:15 Literacy Instruction

Phonics (Fundations)

9:15 – 10:00 Reading and Writing integrated with Science and Social Studies

10:00 – 10:15 Snack

10:15 – 11:00 Math

11:05 – 11: 20 AM Dismissal / Recess

Full Day Sample Schedule (approximately 935 hours of instruction per year):

8:10-8:25 Arrival / Recess

8:25-8:55 Morning Meeting (calendar, morning message, music and movement)

8:55-9:45 Math

9:45-10:00 Snack

10:00-10:15 Recess

10:15-10:45 Literacy (Phonics instruction- Fundations)

10:45-11:30 Literacy

11:30-12:00 Lunch

12:00-12:25 Recess

12:25-1:00 Writing / Science / Social Studies

1:00-1:15 Brain Rest / Quiet Time / Reflection / Read Aloud

1:15-1:55 Specials

1:55-2:50 Play Based Learning – Plan, Do, Review

2:50-3:05 End of Day Wrap up

3:05 Dismissal

Movement and technology integrated throughout all parts of the day.

Please see next page for schedule details.SA

MPLE

Detailed Schedule

Literacy Experiences – 75 minutes (might include any of these)

Morning message

Classroom Jobs

Phonics (Fundations)

Handwriting

Centers (listening center, sight word games, shared / partner work)

Writing (reading response) pictures, draw

Small group reading instruction

Read aloud

Shared reading

Independent reading

Songs and poems

Buddy reading

Math Experiences – 60 minutes (might include any of these)

Calendar

Math in Focus

Sharma (cluster cards, rods, addition strategies)

Centers (games, numeracy activities, math journal)

Problem of the day / week

Big 3 (number of the day, oral counting, number line)

Math word wall

Math song

Writing / Science / Social Studies – 40 minutes

Writing o Journals o Creative writing o Poetry writing o Imagining o Personal narrative o Interactive writing o Shared writing o Peer work

Science / Social Studies o Exploration and

discovery activities o Hands-on learning o Experiments o Inquiry tasks o Curriculum

enrichment

Play Based Learning (Curriculum emerges) Experiences – 60 minutes

Legos

Blocks

Trains / cars

Sensory table

Natural material

Puzzles

Easel activities

Art materials

Dramatic play

Student / interest driven

Math manipulatives

Plan – do – review

Teacher assessment and observation (or possible facilitation of social / emotional skills and problem solving)

Documenting via photo and anecdotal note taking

Specials Experiences – 40 minutes

PE

Art

Music

Guidance

Library

Computers

World Language

Movement Experiences – 15 minutes

Yoga

Brain breaks

Go Noodle

Songs and dancing

Musical instruments

Scarves, bean bags, rhythm sticks

Take a walk

Scavenger hunt

Nature walk

Lunch / Recess / Snack – 80 Minutes

Unstructured social time

Independent skills used

Independent choice time

Social skills practice

Facilitated play opportunities and materials provided

SAM

PLE

SAU 39 Curricular Framework Overview- Literacy

Grade K Literacy

Unit Title Essential Question Complex Text

Being Independent Ourselves How do kindergarteners build independence? How are students independent in different settings (home, school)?

The Little Red School Bus by Carol Roth Elephants Can Paint Too

Developing Relationships How do kindergarteners work and play together? How are communication skills developing through speaking and listening?

Stellaluna by Janelle Cannon Boats by Gail Gibbons Too Many Tamales

Celebrating Differences How are families the same or different? Where do families live (people and animals)? What difference exist in nature (animal habitats)? What differences exist in regions around the world?

Abuela How My Family Lives in America If You Could Go to Antarctica Here is the African Savanna A Bed for Winter Homes Around the World Jackrabbit Cactus Hotel

Exploring Environments How are unique difference in various environments important to survival for people, plants, and animals?

The Tortilla Factory On the Same Day in March Gilberto and the Wind The Year at Maple Hill Farm

Discovering and Sharing Changes How do we recognize change? Commotion in the Ocean Hello Ocean From Seed to Plant

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Math in Focus Chapter Days Notes/Other resources

Common Routines

4

Beg of Yr. 1:1 Student Math Record Assessment/ Introduce Cluster Cards/

Begin Calendar/ Begin to teach games/activities to integrate in centers throughout the year

(also card games & commercial games)/ Exploration with manipulatives (unifix cubes,

pattern blocks, legos, blocks, puzzles, etc.) / Refer to Mahesh K Pacing Guide throughout the

year and SAU 39 Calendar / Introduce right & left “Raise your right hand.”/ Introduce the

idea of “Math Talk” to pave the way for the linguistic component of math throughout the

year.

Ch. 1- Numbers to 5

12

Prerequisite Skills for Mathematical Learning: fluency of number (phonemic/symbolic/cluster),

sequencing, 1:1 correspondence, pattern recognition, spatial orientation/space organization, sorting

and classifying and visualization/ 5 Frame/ beginning vocab/ Number writing using multi-modalities

(sand, clay, paint bags, shaving cream, etc.)/ use Number Writing Book/ cluster cards/ Play Trash

card game- (for sequencing)/ Use MIF virtual manipulatives for counting (so many cute things to

choose!)

Ch. 2- Numbers to 10

15

Oral Counting/ Focus on numbers 6-9/ One more/one less/ Play “Say One More” Play card

game “War” for comparing numerals/ number words zero-nine/number writing

Ch. 3 – Order by Size, Length, Or Weight 5

Focus on VOCABULARY/ Have students using rulers and balances/ Begin to connect

measurement to SCIENCE

Ch. 4. – Counting and Numbers 0 to 10 15

Continue centers that focus on pre-requisite skills / Play “Shake Those Beans” / Begin

composition/decomposition of number with the number 5/ Number line/ Oral Counting/

MORE/FEWER/ in all/ how many left?

Ch. 5 – Size and Position

5

Big, small, concept of fitting in (capacity), positional vocabulary (under, over, inside,

outside, next to, behind, between, etc.), ordering of events- before, next, after

Ch. 6- Numbers 0-20

12

Concept of 10/ Ten Frames/ Ten frames of MIF virtual manipulatives/ compare and

sequence numbers 0-20/ greater than, less than/ number words ten-twenty/ begin concept of

place value (a ten and some “loosies”)/ “crazy teenagers!” / continue number writing/

Play More or Less with number cards 1-20/ Try Numberless cards to 10 now. Discuss how

to decompose. (Ex: the 7 could be 6 and 1, 5 and 2, or 3 and 4)

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Full Day Mathematics Kindergarten Scope and Sequence 2015-2016

Math in Focus Chapter Days Notes/Other resources

**Integrate Cuisenaire Rods

5 and

integrate

Time to “transcend” from ten frames to rods as a more efficient manipulative. (Can go back

to ten frame for those who need it- and also will have to as future chapters reference these)

Build staircase, develop number/color relationship/ integrate vocabulary (size/comparison

vocab)/ use rods to create patterns/ Teach Commutative Property with objects and words

(green and yellow is the same as yellow and green) and relate one more to N + 1 (although

not yet using + symbol)/ Use rods to build teen numbers (a ten orange rod and another- write

the number to match the rod model)/ Virtual Cuisenaire Rods on mathplayground.com

Ch. 7 – Solid and Flat Shapes

8

MiF manipulatives - 2 and 3 D shapes /Continue Number sense activities in centers/

Vocabulary face, edge, corner/ Compose and decompose shapes, shapes of real life objects,

shape patterns/ Incorporate Art/ Shape walk around school

Ch. 8 – Numbers to 100

17

100 Chart/Smartboard dice game with 100 chart/ Sequence numbers 0-100/ Tallies and pairs

NOTE: Counting by 2s, 5s is just exposure. By 10s is the k expectation/ Number words

twenty, thirty…hundred/ Continue to practice # writing; particularly the teen numbers.

Build 2 digit numbers with c. rods and write the number that matches/ Give numbers orally

and have students write. Have children identify place value of ones and tens (exposure to

“place value”) / COUNTING ON from a number/ EMPTY number line: Try an Empty

Number Line 0-10. Give students 4 numbers to place where they think. Discuss. Ch. 9 – Comparing Sets

6

Vocab FEWER/GREATER / Language: “5 is 2 more than 3” ,“How can we count on 4

from 6?”, “How many fewer buttons does Dan’s coat have than Amy’s coat?”, “10 and 5 is

15.” / Use #line (on board AND on the floor for jumping.)

Ch. 10 – Ordinal Numbers

5

Relate to literature/ Relate to sequencing of events in a day/ Pull in science, social studies,

literature, etc. topics for other applications of PICTURE GRAPHS.

Ch. 11 – Calendar Patterns

4

Yesterday, today, tomorrow/ Days of the week/ Months of the year/ More Picture Graphs/ Warmer, Cooler

Ch. 12 – Counting on and

Counting Back 5

Number line, MIF technology, visualization of a number line/ PART-PART-WHOLE

situations/ How many MORE?

Math in Focus Performance Task:

Chapter 12: Counting On & Back To go in individual Math Folders

2

Give in small groups. The 4 part task focuses on ten frames, decomposing 10, and the

vocabulary “more” and “fewer.”

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Full Day Mathematics Kindergarten Scope and Sequence 2015-2016

Math in Focus Chapter Days Notes/Other resources

Ch. 13 - Patterns

2

Patterns with rods, what is a “pattern unit”, copy cat patterns with body– clapping or

jumping/ AABB, etc./ Shape and color patterns

Ch. 14 – Number Facts

10

Focus on language such as “9 is ____ and ___” Begin exposure to +, -, = symbols/ More of

decomposing ten/ Teach “Ten Buddies” (not yet using +, = symbols)/ Use rods to make the

“Ten Sandwich”/ Ten Speed card game/ Play solider marching game (“When I say 8, you

say 2!”…)/ MISSING PART of a sum

Ch. 15 – Length and Height 5 HANDS – ON/ Science and real life connections/ long, short, tall

Ch. 16 – Classifying and Sorting 5

Identify, sort, and classify objects by attributes/ Sorting buttons/ Science, Social Studies and

Literacy connections

Exemplar: Hats and Scarves

To go in individual Math Folders 2

Provide picture of scarves and hats of each color. The problem focuses on combinations.

Have students draw pictures to respond.

To be Integrated into Chapters 17

and 18 Below: First 4 Addition

Strategies from M. Sharma as

Equations

2 and integrate

Introduce the last strategy of N + 10. Review other 3, now as equations using symbols/ Use

staircase and an extra 10 rod to show the pattern of N + 10

Rods, Jen’s lesson plans on pcmacshare: Commutative Property

N + 1, 10 Buddies, N + 10

Q:\Math Central\Lesson Plans\Addition Strategies

Use Invicta Balance and focus on saying and writing equations multiple ways (5 = 2 + 3, etc)

Ch. 17 – Addition Stories

5

Focus on symbols of +, -, = / Relate to addition strategies taught / Relate to IMAGINATION

AND WRITING AND ART/ Have students come up with their own stories, draw picture/

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Full Day Mathematics Kindergarten Scope and Sequence 2015-2016

Math in Focus Chapter Days Notes/Other resources

Ch. 18 – Subtraction Stories

5 Focus on the meaning of subtraction/ take away/minus/ Play “Say One Less”/ Count by 1s

and by 10s backwards/

Ch. 19 – Measurement 5 Hands-on, use balance scales, compare weight, capacity, events by duration/ Science and

Literacy connections/ Outside recess activities in a backpack? Sandbox or sand table?

Ch. 20 – Money 4 Coin values, combinations, coins for purchasing/ Integrate into dramatic play centers, ie:

Restaurant, store, etc./ Connect penny/nickel/dime to rods white/yellow/orange

Total Days on Scope and Sequence = 165 DAYS

Math Coach’s Favorite Pages! Ch. 3 – Order by Size Length and Weight Ch. 18 – Subtraction Stories Extra Practice A – pages 35-37, 39-40; Enrichment A – pages 15-17 Workbook B2 – page 36; Extra Practice B – pages 84-90 Ch. 5 – Size and Position Extra Practice A – page 61; Enrichment A – pages 27-28 Ch. 11 – Calendar Patterns (use the Everyday Counts Calendar Lessons) Ch. 19 – Measurement

Make blank calendars each month – have students fill in numbers Workbook B2 – pages 38-40, 42-43 and important dates/events Enrichment B – pages 80, 83 Extra Practice B – pages 43-45 (writing number sentences) Enrichment B – pages 28-30

Ch. 15 – Length and Height Workbook B2 – pages 6-7; Extra Practice B – pages 68-70, 72; Enrichment B – page 54 Ch. 20 – Money Ch. 16 – Classifying and Sorting Workbook B2 – pages 47, 48, 50, 51

Workbook B2 – page 17 Extra Practice B – pages 97, 100 Extra Practice B – pages 75, 77, 78 Enrichment B – pages 88-89

Enrichment B – page 65; game “Make it Different” (writing number sentences) Ch. 17 – Addition Stories Workbook B2 – pages 24-25; Extra Practice B – pages 79-83

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Full Day Mathematics Kindergarten Scope and Sequence 2015-2016

Full Day Kindergarten Program Evaluation Proposal Clark-Wilkins

Objective:

The primary aim of the present proposal is to offer a methodology for collecting data to assess the relationship between

full-day versus half day Kindergarten on student achievement. Student achievement will be defined as performance on

standardized tests of Reading Achievement, Mathematical Achievement, and scale rating levels of social-emotional

functioning in both the school and home environment. Data will be collected for cohorts over the span of 5 consecutive

years.

Secondary aims of this proposal are to investigate the relationship between full day Kindergarten and special education.

Full day Kindergarten will provide sufficient time to deliver interventions to students deemed “at risk” or Tier II in an RTI

model. It is hypothesized that the implementation of these classroom wide interventions at the kindergarten level will

result in lower referral rates for special education at the elementary school level. In addition, it is hypothesized that access

to various interventions will correlate to a decrease in the need for special education services as children progress from

Kindergarten through 6th grade.

Tertiary aims of this proposal include utilizing collected data to investigate potential relationships between exposure to a

full day kindergarten model with Tier I and Tier II services and student outcomes. Student outcomes will be defined as

attendance, discipline, grades, and student attitudes. The current proposed data collection methods would allow for the

investigation as to whether exposure to full day Kindergarten would correlate with lower absence rates, higher grades, less

disciplinary actions and more positive student attitudes over the course of a student’s academic career.

Methodology:

Due to the possible implementation of full day Kindergarten for the 2016-2017 academic year, data should be actively

collected during the 2015-2016 academic year while the half day Kindergarten model is in place. This will allow for an

ideal comparison group of students who were exposed to half day kindergarten to students exposed to full day

kindergarten in subsequent years. In addition, it is proposed that students entering the 1st grade who had exposure to the

half day Kindergarten model the previous year also serve as an additional comparison group. The first cohort of students

will be Year 1 of full day Kindergarten. The second cohort of students will be Year 2 of full day Kindergarten. This will

continue until there are a minimum of 5 cohorts. It is suggested that data collection continue beyond 5 cohorts to support

the ongoing evaluation of the full day Kindergarten model. For each cohort, data regarding reading achievement, math

achievement, and social emotional functioning will be collected for a minimum of 9 years, to include a student’s academic

career from kindergarten through 8th grade. Additional data related to grades, absences, and discipline will be collected to

represent student outcomes.

Data Collection:

The following instruments will be used to collect data for each domain.

Reading Achievement:

Fountas and Pinnell Benchmark Assessment - Spring

NWEA MPG (MAP for Primary Grades) – Fall, Winter, Spring

Additional: TBA (discuss with teachers)

Math Achievement:

NWEA MPG (MAP for Primary Grades) – Fall, Winter, Spring

Additional: TBA (discuss with teachers)

Social-Emotional Functioning:

Behavior Intervention Monitoring Assessment System, Teacher Form – Fall, Spring

Behavior Intervention Monitoring Assessment System, Parent Form – Fall, Spring

Student Outcomes:

Report Card Grades

Yearly Absences

Yearly Discipline Actions

Student attitude survey

Future Considerations:

As part of an initiative to collect more meaningful data and streamline resources, Amherst Middle School will also be

assessing students on reading and math achievement with the NWEA no less than 2 times per academic year. This will

allow for the investigation of longitudinal data over the course of the student’s academic career from kindergarten through

8th grade, thus providing data for all three aims of the current proposal.