Rob Messenheimer, Director of Elementary Education, presented an encouraging update to the Worthington Board of Education on October 27th about the implementation of universal, no-cost, all-day kindergarten—just over a year after initially presenting the board with considerations for making the transition.
Staffing: On Target and Efficient
Last fall, the district predicted it would need to add between 3.5 and 4.5 full-time equivalent (FTE) teachers to staff the expanded program. The district was able to implement the program by adding exactly 3.5 teachers, falling at the lower end of the projected range.
The new positions filled gaps created when half-day kindergarten teachers, who previously split time between two schools, became full-day teachers at one building. Additionally, one teacher who had worked half-time was expanded to a full-time position.
Enrollment: A 10% Increase
Kindergarten enrollment is up significantly compared to last year—71 more students, representing about a 10% increase district-wide. The increase is attributed to two main factors:
- Eliminating financial barriers: Parents no longer have to choose between paying for daycare or paying for all-day kindergarten.
- Keeping families in district: Many parents who previously chose private kindergarten to ensure full-day programming have now enrolled their children in Worthington Schools.
The enrollment increase has resulted in higher class sizes at some schools. Five schools are currently at capacity for kindergarten: Brookside, Liberty, Slate Hill, Wilson Hill, and Worthington Estates. To help manage larger classes, kindergarten teachers receive 10 hours per week of assistant support once a classroom reaches 22 students. The district caps kindergarten classes at 26 students.
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The Half-Day Question Answered
One uncertainty heading into the year was how many families would request half-day programming, which the district is legally required to offer for families who want only the state-mandated minimum hours. The answer: just one family. Messenheimer noted this demonstrates the change to universal all-day kindergarten aligns with what the community wanted.
Instructional Benefits
The expanded schedule has enabled several important improvements:
Deeper Curriculum Engagement: Teachers now have time to go deeper into curriculum standards and allow students to apply what they're learning, rather than rushing through material just to cover it.
New ELA Curriculum Implementation: The district's new Core Knowledge Language Arts (CKLA) curriculum recommends 120 minutes per day of ELA instruction for grades K-2. This simply would not have been possible in a half-day model but is now achievable in the full-day schedule, providing students with a stronger foundation in early literacy skills.
WIN Time Access: All elementary buildings have "What I Need" (WIN) periods built into schedules—a structured time for intervention and extension. In the full-day model, kindergarteners can now participate in WIN time, meaning students who need special education services, English Language support, or other interventions can receive them without missing core content instruction. This addresses recommendations from the district's special education audit.
School Readiness: A Temporary Challenge
Messenheimer acknowledged that kindergarten teachers report some students lack school readiness at the start of the year, and the half-day timeframe might have been easier for these students initially. However, the district believes most students will build stamina throughout the year and will be better prepared for first grade as a result of the full-day experience.
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Teacher Impact: Feeling More Connected
Messenheimer spoke with previous half-day kindergarten teachers about their experience transitioning to full-day. Two consistent themes emerged:
Stronger school connections: Teachers feel more connected to their school community, as they're no longer split between two buildings. This allows them to fully participate in staff meetings, serve on committees, and be part of one cohesive staff with consistent building expectations.
Improved planning collaboration: Teachers' planning periods now align with kindergarten colleagues, which is especially valuable during a year when they're implementing a new ELA curriculum. This collaborative planning time strengthens instruction.
The Equity Factor
Perhaps most importantly, Messenheimer emphasized that universal all-day kindergarten brings equity to families by eliminating financial hurdles that previously forced some families to choose half-day programming when they would have preferred full-day.
Board Response
Board members expressed enthusiasm about the update. Board member Stephanie Harless highlighted the importance of WIN time and expressed excitement about the potential for earlier identification of intervention needs. Board President Kelli Davis requested follow-up later in the year about how teachers are experiencing the pace of instruction and whether they feel less rushed compared to the half-day model. Board member Nikki Hudson asked the district to examine when the 10-hour assistant support threshold was established and whether current curriculum demands warrant revisiting that support level.
Superintendent Dr. Trent Bowers thanked Messenheimer and Assistant Superintendent Angie Adrean for leading what he called "a really big transition and a really smooth transition."
The board will continue monitoring the program's progress and looks forward to seeing how this year's kindergarteners transition to first grade next year, providing additional data on the full-day model's long-term impact.
See more about registering for Kindergarten at the Worthington K-12 welcome page - registration begins November 3, 2025