Full Day Kindergarten Regular Budget Proposal for the … Day... · Full Day Kindergarten Regular...
Transcript of Full Day Kindergarten Regular Budget Proposal for the … Day... · Full Day Kindergarten Regular...
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.