district logo

February, 2004

Full-day Kindergarten: Vital Signs of Success

Letter Recognition/Concepts of Print Data (Fall, 2003):

Nearly 70% (7 out of 10 students) of Fall, 2003 kindergarten students met or exceeded the standard for recognizing letters and the concepts of print pre-reading skills. This percentage marks a twenty percent increase and a five-year high with the past four years averaging just over 50% each year.

This year's kindergarten students in all four our kindergarten schools have demonstrated significantly higher scores on this Fall assessment than in previous years. For each school, this year's results represent an all-time high for the past five years.

This year, the Enumclaw School District assessed nearly thirty more kindergarten students than one year ago. This year's results show a gain of 18% MORE students meeting or exceeding our Fall standard for recognizing letters and understanding the pre-reading skills as measured by the Concepts of Print checklist.

Gains in our Fall kindergarten assessment results cut across gender/ethnic categories with significant improvements over last year's results reported for both boys and girls, regardless of ethnic category.

Fall, 2003 Report Card Data:

Kindergarten teachers report nearly 8 out of 10 students performing at or above grade level in Reading.

Kindergarten teachers report nearly 8 out of 10 students performing at or above grade level in Writing demonstrated by student writing that includes letters, occasional known words, spaces between words or word-like clusters, and the understanding of writing from left to right and top to bottom.

Traditional half-day kindergarten programs celebrated students recognizing most letters, writing a few words, or labeling pictures by the end of the kindergarten year. At the mid-point of this school year, many kindergarten students in the Enumclaw School District full-day program are currently producing writing that includes a clear understanding of many consonant letters at the beginning and ending of words, one or more complete sentences, and some correctly spelled high-frequency words.

We are very encouraged by these early data points of our full-day kindergarten program. The staff involved in working with our kindergarten students are continuing to further their professional skills and strategies as they strive to meet the needs of all of our students.