Bremerton School District All Day Kindergarten Lighthouse. Top Ten Areas of ...
How to relate to other schools in .... $60,000. Annual cost savings ... PowerPoint.
All Day Kindergarten: Hurdles, Help, and Hope
Bremerton School District Dr. Bette Hyde, Superintendent Linda Jenkins, Assistant Superintendent Linda Sullivan-Dudzic, Director, Special Programs and School Support
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Bremerton School District All Day Kindergarten Lighthouse
Top Ten Areas of Concern/ Components that Require Careful Planning
What do you teach? How do you structure your day? How to measure/maximize results? What happens in 1st grade? How do you get collegial support?
What about administrative support? What about transportation? How to relate to other schools in your district? Do you accept out-of-district transfer students? How to handle logistics such as lunch, playground supervision, specialized services (e.g., library)?
Bremerton School District All Day Kindergarten Lighthouse
Top Ten Areas of Concern/ Components that Require Careful Planning
What do you teach? How do you structure your day? How do you measure results? What happens in 1st grade? How do you get collegial support?
What about administrative support? What about transportation? How to relate to other schools in your district? Do you accept out-of-district transfer students? How to handle logistics such as lunch, playground supervision, specialized services (e.g., library)?
THE NEED We offered All Day Kindergarten because: 1. There was a great need among our families. In 2001, only 4% of Bremerton Schools’ entering kindergarteners had the knowledge and skills ready to read.
Children Entering Kindergarten 5%come to school with knowledge and skills ready to read
20-35% find learning to read fairly easy
Source: National Educational Service
60% find learning to read challenging. Success depends on the programs you use, how you teach and the knowledge of the
We offered Early Childhood Education because: 2. There are great data that it works!
Estimated Effect Sizes of Major Recommendations Effect sizes greater than 0.25 are significant and greater than 0.50 are substantial.
Full Day Kindergarten
0.77
Class Size of 15 in Grades K-3 Overall Low income and Minority Students
0.25 0.50
Multi-age classrooms Multi-grade Classrooms Multi-age Classrooms
-0.1 to 0.0 0.0 to 0.50
Professional Development with Classroom Instructional Coaches
1.25 to 2.70
Tutoring, 1-1
0.4 to 2.5
English Language Learners
0.45
Extended-Day Programs
Mixed
Structured Academic Focused Summer School
0.45
Embedded Technology
0.30 to 0.38
Gifted and Talented Accelerated Instruction or Grade Skipping Enrichment Programs
0.5 to 1.0 0.4 to 0.7 Source: Picus and Associates
The brain has the most plasticity the younger the child.
Source: The Brain – Considerate Classroom of the Future. Wesson, K. Learning and the Brain Conference. San Francisco, CA. Feb. 15-17, 2007. LETRS, Dr. Louisa Moats Language is Essential to Reading and Spelling
Bremerton School District Early Childhood Partnership DIBELS Results May 2009
All Day Kindergarten
Benchmark 94.4%
Strategic 3.6%
Intensive 1.9%
May 2008
All Day Kindergarten
93.6%
4.4%
2.1%
May 2007
All Day Kindergarten
92.3%
5.9%
1.8%
May 2006
Extended Kindergarten
79.1%
15.3%
5.6%
May 2005
Extended Kindergarten
70.0%
23.7%
6.3%
May 2002
Early Childhood Partnerships
55.9%
31.5%
12.6%
Benefits of monthly Learning Walks • Emphasis on students • Builds a Professional Learning Community • Exchange of Ideas
Science in Full Day Kindergarten
From the Board’s perspective, we offered Early Childhood Education because … 3. It was a smart investment. For every $1.00 spent in preschool, $8.00 is saved in the cost of not needed remedial education, Special Education, abuse and neglect, health care, dropout rates, crimes, and incarceration. (Perry Preschool Study) Back row left to right: Dr. DeWayne Boyd, Cynthia Galloway, Louis Mitchell. Front row: Vicki Collins, Pat Jones (President)
In fact … The League of Education Voters has calculated that for each student who starts school ready to learn, the District saves $3,000 per student per year. This savings is based on the reduced need for Special Education and other remedial work.
The Bremerton School District estimates that its preschool and kindergarten interventions have saved the District more than $800,000 per year. 2007 Citizens’ Report Card on Washington State Education, Turning Promise Into Practice.
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Our Early Childhood Care and Education Partnership with our community’s preschools and childcare centers costs approximately $35,000 per year plus the initial cost of curriculum or about $117 per student. This small investment has yielded an almost doubling of the reading readiness skills they bring to kindergarten.
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Consequently, early childhood education is a cost-effective, instructionally efficient, research-driven practice.
Cost Savings from Pre-Kindergarten Strategy Total no. entering kindergartners
413
% entering kindergartners as established or low-risk in Initial Sound Fluency and not requiring full-day kindergarten
58%
Number of children not needing full-day kindergarten
240
Cost of full-day kindergarten (above and beyond half-day cost)
$2,000+/child
Total avoided full-day kindergarten costs
$480,000
Total cost of pre-kindergarten strategy § .5 FTE Literacy Coach § Curriculum and materials
Annual cost savings
$60,000
$420,000
Cost Savings from Full-Day Kindergarten Strategy Total no. full-day kindergarten students
93
Number of students meeting DIBELS benchmark at end of kindergarten and not requiring remedial resource room services in first grade
50
Cost of resource room services
$3,000+/child
Total avoided resource room costs: First grade
$150,000
Total avoided resource room costs for first grade cohort: second through fifth grade
$600,000
Total cost of full-day kindergarten (above and beyond half-day cost): § 3. FTE certificated teachers § 1.5 hrs/wk instructional assistant
$200,000
Annual cost savings
$400,000
The Early Childhood Care and Education Partnership – All Day Kindergarten
For the 2006-2007 school year, we implemented free All Day Kindergarten for all. The program attracted an additional 100 kindergarten students to the District, who brought with them approximately 90 full-time older siblings.
LESSONS LEARNED 1. The Importance of Building Relationships • Partnerships must be ongoing and nurtured (e.g., monthly meetings) • Relationships must be respectful/reciprocal
Relationships Continued… • Shared common language among all partners • Building schools that are family friendly AND community preschool friendly. • Respectful review of data.
2. The Importance of Being Structured and Intentional • Research-driven, consistent curriculum • Ongoing staff development (e.g., learning walks, TOSA) • Providing an assessment loop so preschools/ teachers get feedback (“endorsement” posted)
Structured (continued)… • Providing pre-K primary/focus • P-3 Alignment • Walk to Read (Flexible Groupings) • Revise and Adjust • Looking at fade out Accelerating the learning “Pass the Baton”
What does the day look like? Revised June 2006 • • • • • • • • • •
10 minutes Opening Calendar 30 minutes Whole Group RWK 30-45 minutes Math 40 minutes Small group Rotation (Walk to Read)*(20 minutes each) 30 minutes Lunch/Recess 30 minutes Planning (Specialist) 10 minutes Phonemic Awareness Activities* 10-15 minutes Read Aloud with vocabulary building* Elements of Reading: Vocabulary 60 minutes (20 minutes each) small group rotation (Walk to Read)* with Centers for Literacy and Math • 20-30 minutes Foss Science/SS (Literacy embedded) Additional Writing • 10 minutes Review and Closing *Time for intensive instruction that target student needs and increase practice opportunities 4.5 hours for Para Educator time at each building. This schedule includes time for the kindergarten teacher to build in and supervise additional movement and an additional recess as needed for students.
3. The Importance of Accountability • District HOPE goals • Monthly in-depth Comprehensive School Improvement Plan (CSIP) presentations/ Program Evaluation presentations/ discussion • Fiscal accountability (e.g., $800,000 savings per year)
Copies of this PowerPoint presentation are available on the Bremerton School District web site at
www. bremertonschools.org
District’s Positive Reputation
• Recognized for PK-3 Efforts by Foundation for Child Development (one out of 11 in the nation) • All Day Kindergarten Light House Designation (one in the State) • National MAGNA Award Winner • Recognized by the City of Bremerton as an essential partner in the revitalization of Bremerton
