A NEW INITIATIVE FOR THE HPSFall 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

• 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

Benefits of Full-Day Kindergarten, continued

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 socio-

economic 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

Impact of Full-Day Kindergarten

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.

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 high-frequency 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

Increased Expectations, continued

2000 2011MA PreK-K R 8.1 Make predictions using prior knowledge, pictures, and text

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)

No equivalent standard at this grade level or below

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 2011K.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

Note:

Integrated* classrooms accommodate special needs students whose IEPs require a full day program.

Typical students in integrated classrooms pay tuition for second half of day ($3,075).

Comparison of “Wrap-Around” KIA 2014-2015/2012-2015

*Includes 2, 3 or 5 day options

This Year Three Year Average

55.2% use “wrap-around” KIA

at all four school137 of 248 children

56.4% Have used “wrap-around” KIA

at all four school150 of 266 children

Per School Ranges

44.5% at SouthTo

73.5% at Foster

Per School Ranges

44.7% at SouthTo

70.2% at Foster

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-20153300

3400

3500

3600

3700

3800

3900

4000

4100

4200

4300

3624

36953724

3781

3881

39924043

40874143

41784224

Total K-12 In-District Enrollment

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.

District has grown by 600 students in grades K-12 over past 10 years.

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

50

100

150

200

250

300

350

400

286300

343

318

292

266256

295

What do birth rates suggest, IF ANYTHING?

06-07 births= 221 12-13 K=256 13-14 grade 1=30407-08 births=239 13-14 K=295 14-15 grade 1=356 08-09 births=220 14-15 K=245 15-16 grade 1=TBD09-10 births=192 15-16 K=TBD 10-11 births=216 16-17 K=TBD

245

• What about next year?• What impact would a full day program have on future K sizes?

HPS Kindergarten Enrollments, 2006-2015

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

50

100

150

200

250

300

350

400

286300

343

318

292

266256

11

19

33

3850

67

48

61

K to 1 BumpPrior year K

295

• What about next year?• What does prior history of the size of the K to 1 “bump” suggest?

Grade 1 Enrollments, 2007-08 to 2014-15(prior year k (pink) as a portion of total grade 1 enrollment (pink + green))

Current State of Kindergarten Programs State Wide

Full Day Kindergarten For All2015-2016

Proposed HPS Model for FD K For All2015-2016

• 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?

Local Grants and/or Fundraising

“Foundation” Budget Increase

Annual Operating Budget DESE Grants

Sliding Scale of Tuition

Some Combination of Above

DESE Grants – “Quality” Grant

Pros

• Could replace or reduce taxpayer or individual parent contribution

• Could be renewed annually as state funds are available

Cons• Requirement for use of DESE-

determined sliding scale and cap if tuitions are charged

• 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 BudgetAllocation for Added .5 to 1.0 FTEs

• Permanent increase in annual Chapter 70 base funding to the Town for eligible students

• No application or letter of commitment/assurances required

• Per child amount fixed by a formula as part of the Foundation Budget process

• Dollars go directly to Town as part of Chapter 70 allocation; requires annual allocation by Town to schools

• Added FTEs count only for children who attend a full day program as tuition free students

• Chapter 70 formula and funding currently under review by a Special Commission

Pros Cons

“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 full-day 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)

• 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

Summary Next Steps

Tentative Planning Timeline 2014-2015

Sept. 2014 Oct.-Nov.

Dec.

Dec. – JuneJan.

Feb.

April-May

JuneJuly-Aug

Sept. 2015

FD K Exploration Report to SC, MA Transition Grant applicationFostering awareness about need and rationale for FD K through parent and wider community information sessionsExpansion of FD K Working Group to include community membersDevelopment of initial funding proposal as part of annual Operating Budget processDevelopment of program details by Working Group • 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

outreachFormal registration for 2015-2016 K classSC Adoption of and BOS and AdCom recommendations on FY 16 Operating BudgetTown Meeting and action on budgetsK Orientation SessionsHiring, bus orientation, class assignmentsSpecialist scheduling, classroom setups Start of school