Early Literacy Committee

PARKLAND SCHOOL DISTRICT

School Board Presentation: September 15, 2015

Early Literacy Committee Members

• 10 Administrators • 2 Reading Specialists • 1 RTII Teacher • 1 Guidance Counselor • 1 Learning Support Teacher • 4 Kindergarten Teachers • 2 1st Grade Teachers • 2 2nd/3rd Grade Teachers

Goals of Committee Work

• Increase the reading proficiency of K – 3rd grade students. – 3rd grade is the transition

point between learning to read and reading to learn.

• Implement Full Day Kindergarten for ALL Parkland students.

Early Literacy Committee History • Fall 2014:

– Small committee of 8 began meeting to discuss the possibility of Full Day Kindergarten

– Visited 2 Kindergarten Centers

• Winter 2015: – Expansion of committee – Goal Setting/ Focused Discussions

• Spring 2015: – Full Day Kindergarten Visits – Full Day Kindergarten “Must Haves” Developed

• Summer 2015: – Analysis of the research regarding reading proficiency by

the end of Grade 3 – Planning for next steps

http://psdearlyliteracy.wikispaces.com

Allentown School District

Bethlehem School District

Nazareth School District

New Hope Solebury School District

Lessons Learned from Visits • The growth of Full Day Kindergarten

students is accelerated, evidenced by the students writing, reading, math and problem solving skills.

• Full Day Kindergarten students had time in the day for developmentally appropriate activities that encourage social skills, play and movement.

• Classrooms were set up for 21st Century learning, with furniture, structure and resources that foster collaboration and learning.

The Need for Full Day K

Half Day K Full Day K

PA Core Standards are “covered,” but often rushed to fit into the short day.

Time to explore and go deeper to fully meet the K PA Core Standards and prepare students for 1st Grade.

Little or no time for playful learning and character development.

Time to incorporate activities that promote social and emotional growth, fine and gross motor skills and other developmentally appropriate activities for 5 and 6 year olds.

Teachers meet with small groups, but have little time to diagnose individual needs and differentiate or personalize instruction.

Time to address areas of need with an individual student or small groups of students and “fill the gaps” while students are still in Kindergarten.

STAR Early Literacy Data

SCHOOL KINDERGARTEN END OF YEAR GROWTH RATE (13-14 SY)

KINDERGARTEN END OF YEAR GROWTH RATE (14-15 SY)

CETRONIA .86 .85

FOGELSVILLE .87 .88

IRONTON .86 .84

JAINDL .87 .84

KERNSVILLE .86 .84

KRATZER .85 .86

PARKWAY MANOR .84 .85

SCHNECKSVILLE .88 .87

Better Educational Outcomes

• Research comparing half day and full day Kindergarten suggests that children benefit more from a developmentally appropriate full-day kindergarten program.

• Early education is an essential building block to getting children started on the right track!

Full-Day Kindergarteners: • Are more prepared for school/ better

transition to 1st grade/ equipped with stronger learning skills.

• Have higher academic achievement in later grades.

• Have better attendance in K and through the primary grades.

• Show faster gains on literacy and language measures.

• Have enhanced social, emotional and behavior development.

• Have reduced retention and remediation rates.

Coming Soon…… • Full Day Kindergarten “Must

Haves:” What will a PSD Full Day Kindergarten day look like?

• Factors that impact reading proficiency and PSD plans to address these factors moving forward.

• Stantec Feasibility Study results. • Short term and long term

solutions to space issues in our southern schools.