Transcript Document

A NEW INITIATIVE FOR THE HPS
Fall 2015
Full Day Kindergarten for All
Agenda
• Benefits of Full Day Kindergarten
• Why Now?
• Current HPS Kindergarten Program and Enrollment
• Current State of Kindergarten Programs State Wide
• Full Day Kindergarten For All 2015-2016
• Challenges
• How do we get there?
Benefits of Full-Day Kindergarten
• Fewer transitions and a less hurried
environment for children
• More opportunity for a full range of specialist
lessons per cycle (art, music, PE, Spanish,
library/media, technology)
• Personalized support, individualized
interventions, and challenge opportunities
based on learning profiles (RTI)
• More time for theme-based learning and
application of skills
• More time to foster social-emotional growth
and development
Benefits of Full-Day Kindergarten, continued
• Establishment of critical numeracy understandings and early literacy skills
(phonemic awareness, phonics, fluency, vocabulary, and comprehension)
• More time for creative play, collaborative play, group problem solving,
independent learning, and self-initiated activities
• Increased time on task devoted to learning readiness skills , including
vocabulary, speech, and communication enhancement and small and large
motor skill development
• Strong home-school relationships with teachers who will be responsible for a
single cohort of children and families
Benefits of Full-Day Kindergarten, continued
Impact of Full-Day Kindergarten
What would this mean for the town of Hingham?
• A kindergarten – grade 12 learning continuum
• Equitable access to early learning for all children, regardless of socioeconomic status
• More time to implement learning support services and to personalize
instruction for all children
• Grade 1 classes with similar foundation levels of academic skill
development and social/emotional and behavioral readiness for formal
learning
• Restoration of learning experiences that formerly were part of the HPS
part day program (more child-centered instruction, collaborative play,
theme-based learning, etc.)
• Increased Chapter 70 (Foundation Budget) funding to the Town
• Potential of some savings to parents who pay for private full-day
kindergarten, HPS KIA, or other child care
Why Now?
Why Now?
• 1999-00 and 2008-09 Reports recommended extending the kindergarten
day (a shortage of elementary classroom space was the issue in 2000; the
floundering of the economy and the operating costs for the opening of a
fourth building sank the proposal in 2009).
• Other major space and facilities priorities have now been accomplished.
• Purpose-designed classroom space is available.
• Academic expectations have increased limiting time for other components
of a traditional kindergarten program.
• More time is needed for social development, specialist lessons,
developmental play, and personalizing learning.
• Hingham is behind most Benchmark Towns and most other Towns in State.
• There is no really “good time” for funding a major new initiative.
Increased Expectations
2000
2011
Understand that a sound is a
phoneme or one distinct sound
K.RF.2.b Count, pronounce, blend,
and segment syllables in spoken
words
No equivalent standard at this grade
level or below
K.RF.3.c Read common highfrequency words by sight (e.g., the,
of, to, you, she, my, is, are, do)
No equivalent standard at this grade
level or below
K.RF.4 Read “emergent reader” texts
with purpose and understanding
Increased Expectations, continued
2000
MA PreK-K R 8.1 Make predictions
using prior knowledge, pictures,
and text
No equivalent standard at this
grade level or below
2011
K.RL.7 With prompting and support
describe the relationship between
illustrations and the story in which
they appear (eg., what moment in a
story an illustration depicts)
K.RI.3. With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text
Increased Expectations, continued
2000
2011
K.N.1 Count by ones to at least 20.
K.CC.1 Count to 100 by ones and by
tens.
K.N.7 Use objects and drawings to
model and solve related addition
and subtraction problems to 10.
K.OA.3 Decompose numbers less
than or equal to 10 in more than one
way and record each decomposition
by a drawing or an equation.
K.N.2 Match quantities to at least
10 with numerals and words.
K.CC.3 Write numbers from 0 to 20.
Represent a number of objects with a
written numeral from 0 to 20.
Twenty Town Benchmark
• 18 towns with a full-day option – 5 days/wk. or 4 full days and 1 half
day/wk.
• 2 towns with a part day only option – Hingham and Needham
• “FDK For All” – 11 towns, FD lottery in 7 towns
• FDK tuition charged – 11 towns $2,600-$4,650; 1 town at $1800; 1 town
at $995 for 3 days/week; avg. tuition is $3,404.54
• FDK No Tuition – Concord/Carlisle, Lexington, Rockland, Wellesley,
Weston
*Additional tuition free FD K in North Andover, Medford, et al
Current HPS Kindergarten Program and
Enrollment
Current HPS Kindergarten Program
• 14 classrooms in four elementary schools (4,4,3,3)
• 12 part day classes (2 hrs,35 mins); two integrated* full-day classes (6 hrs,10
mins)
• 245 kindergarten students enrolled
• 32 full-day students*; 213 part-day students
• Both am and pm sessions exist for partial day program
• 20, or fewer, student average per classroom (varies by building)
• A teacher and limited paraeducator support in each part day class; greater
paraeducator support in integrated classrooms, as per needs of children with
IEPs
• Some specialist lessons in each cycle, but not all options for each classroom
Comparison of “Wrap-Around” KIA
2014-2015/2012-2015
This Year
Three Year Average
55.2%
56.4%
use “wrap-around” KIA
at all four school
137 of 248 children
Have used “wrap-around” KIA
at all four school
150 of 266 children
Per School Ranges
Per School Ranges
44.5% at South
44.7% at South
To
To
73.5% at Foster
70.2% at Foster
*Includes 2, 3 or 5 day options
Total K-12 In-District Enrollment
District has grown by 600
students in grades K-12
over past 10 years.
4300
4200
4100
4224
4087
4043
3992
4000
3881
3900
3781
3800
3700
4143
4178
3695
3724
3624
3600
3500
3400
3300
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2014-2015 not including Integrated PK (70+ students),Vocational students (4),
or out-of-district special education students for a current total of 4346 students.
All numbers as of October 1 of each year.
HPS Kindergarten Enrollments, 2006-2015
400
350
343
318
300
286
300
295
292
266
250
200
150
100
50
245
256
What do birth rates suggest, IF ANYTHING?
06-07 births= 221
07-08 births=239
08-09 births=220
09-10 births=192
10-11 births=216
12-13 K=256
13-14 K=295
14-15 K=245
15-16 K=TBD
16-17 K=TBD
13-14 grade 1=304
14-15 grade 1=356
15-16 grade 1=TBD
0
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
• What about next year?
• What impact would a full day program have on future K sizes?
2014-2015
Grade 1 Enrollments, 2007-08 to 2014-15
(prior year k (pink) as a portion of total grade 1 enrollment (pink + green))
400
33
350
38
343
300
11
286
19
300
50
61
67
318
48
292
266
250
256
295
K to 1 Bump
200
Prior year K
150
100
50
0
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
• What about next year?
• What does prior history of the size of the K to 1 “bump” suggest?
Current State of Kindergarten Programs
State Wide
Full Day Kindergarten For All
2015-2016
Proposed HPS Model for FD K For All
2015-2016
• Assumption of 300 students in 15 classrooms (4,4,4,3)
• 15 full day classes, available to all K children
• 20, or fewer, children per class, all taught in purpose-designed classrooms
• IEP-required services for children with special needs
• A teacher and full time paraeducator in each class, with other IEP-specified
para support as needed
• Lessons in all six specialist areas for each K class in each cycle (art, music,
PE, Spanish, computer, library/media)
• Consideration of accommodations for parents who do not want a full day
program for their child
Challenges
What are the Challenges?
• Many competing needs and priorities for public funding on both Town and
School sides
• Creating an initial funding plan and then sustaining ongoing support for
adequate funding of a full day K program over time
• Varying levels of parent and community awareness of and understanding
for educational needs in 2015: equity of access to early education;
changing academic standards at state and federal levels; the impact of
family issues and needs; providing for children’s learning; social/emotional,
and behavioral needs
• Out of sync timelines between local and state and municipal budget
processes (especially under a Town Meeting form of government) that may
impact grant availability
How can a HPS “FD K FOR ALL” be funded?
“Foundation” Budget
Increase
Annual Operating
Budget
Local Grants and/or
Fundraising
DESE Grants
Sliding Scale of Tuition
Some Combination of Above
DESE Grants – “Quality” Grant
Pros
• Could replace or reduce taxpayer
or individual parent contribution
Cons
• Requirement for use of DESEdetermined sliding scale and cap if
tuitions are charged
• Could be renewed annually as
state funds are available
• Commitment to pursuit of NAEYC
accreditation
• Competitive grant with annual
application needed and subject to
annual state budget appropriation
• Award unknown until after start of
each school year
• Uncertain future of state funding
for such a program
Increased Foundation Budget
Allocation for Added .5 to 1.0 FTEs
Pros
Cons
• Permanent increase in annual
Chapter 70 base funding to the
Town for eligible students
• Dollars go directly to Town as part
of Chapter 70 allocation; requires
annual allocation by Town to
schools
• No application or letter of
commitment/assurances required
• Added FTEs count only for
children who attend a full day
program as tuition free students
• Per child amount fixed by a
formula as part of the
Foundation Budget process
• Chapter 70 formula and funding
currently under review by a
Special Commission
“Quality Full-Day Kindergarten Grant”
Since FY 2000 the purpose of the DESE quality full-day kindergarten grant has
been to:
• Increase the number of districts that can offer high-quality full-day kindergarten
programs
• Support elements of high quality programs that provide children with optimal
learning experiences in their first formal year of public education
• Between 2000 and 2014, the percentage of children in MA attending public school fullday K programs grew from 27 to 88 percent.
• Several factors have contributed to the growth of full-day programs, but state
financial support provided by the kindergarten expansion grant program and the
commitment of districts to expand their early education opportunities are primary
among them.
Grant Requirements
• Develop/implement a full-day curriculum (five days per week for a
minimum of five hours per day) that is based on the revised 2011
Massachusetts Curriculum Frameworks
• Seek accreditation from the National Association for the Education of
Young Children (NAEYC) or an alternative to accreditation approved by the
Department
• Design an instructional model that provides developmentally appropriate
adult-child ratios and class sizes by providing paraeducator support for
each full-day classroom
• Utilize the DESE sliding scale for any tuitions that are charged and follow
DESE lottery guidelines if the full-day option is not available to all
What are the Unknowns?
• Number of potential K enrollees for September 2015
• Information about parent resources (ability and/or willingness to pay a
fee) if tuition is part of the funding plan
• Complete list of other Town and School funding initiatives and priorities to
be reviewed for inclusion in the FY 16 budget
• Degree of impact on HPS 2015 K enrollment if a FD K option is in place
• Future of DESE K competitive grants (dependent on annual appropriation)
• Future of Chapter 70 formula and funding (Foundation Budget under
special commission review)
Summary Next Steps
•
Ongoing efforts to socialize, inform citizens, develop awareness of education needs
and rationale for a full-day K program
•
Development of a funding model for inclusion in a specific, new initiative budget
proposal for FY 16
•
Concurrent collection and analysis of enrollment-related data and information about
parent willingness and/or ability to contribute a fee
•
Review of other FD K and other School Department budget proposals as part of the
typical budget process
•
Further planning on the details of the proposed K program by the Full-day K Working
Group
•
School Committee adoption of a FY 16 operating budget and BOS and Advisory
Committee budget recommendations for Town Meeting
•
Town Meeting action on the proposed budgets (operating and capital) for FY 16
•
Program implementation
Tentative Planning Timeline 2014-2015
Sept. 2014 FD K Exploration Report to SC, MA Transition Grant application
Oct.-Nov. Fostering awareness about need and rationale for FD K through parent and
wider community information sessions
Expansion of FD K Working Group to include community members
Dec. Development of initial funding proposal as part of annual Operating Budget
process
Dec. – June Development of program details by Working Group
Jan. • Pre-registration activities for 2015-2016 K class
• Budget refinement and exploration of other funding sources
• Parent Information sessions at each school and preschool parent
outreach
Feb. Formal registration for 2015-2016 K class
SC Adoption of and BOS and AdCom recommendations on FY 16 Operating
Budget
April-May Town Meeting and action on budgets
June K Orientation Sessions
July-Aug Hiring, bus orientation, class assignments
Sept. 2015 Specialist scheduling, classroom setups
Start of school