Literacy, Belonging, and Early Identification Stand Out The strongest areas of impact were clear and consistent. Teachers reported high levels of agreement that students are: • More ready for structured literacy instruction (79 per cent) • Adapting more quickly to Grade 1 expectations (77 per cent) • Demonstrating clearer learning needs earlier (77 per cent) • Showing a stronger sense of belonging (76 per cent) • Bringing identifiable strengths into the classroom sooner (76 per cent) “The strongest message from teachers is that Full Day Kindergarten is helping students arrive in Grade 1 more ready, not only academically, but also socially and organizationally,” said Kelly. “Teachers are seeing smoother transitions, stronger foundations for literacy, and earlier clarity about how to support learners.” These findings align directly with divisional priorities, particularly in structured literacy and early intervention. Teachers emphasized that earlier identification of student needs allows for more responsive and effective support from the start of the school year. As the first full cohort of students who experienced FDK completed Grade 1, the division gathered insight from those best positioned to observe its impact: Grade 1 teachers. Their perspective offers a "downstream" view, what students arrive with on the first day of school after a full year of early learning. “Grade 1 teachers are in a unique position,” said Nicholas Kelly, director of school and classroom supports. “They see firsthand how students transition into formal schooling—both academically and developmentally—and what they’re noticing is a positive shift.” A Strong Signal from the Classroom Sixty-six Grade 1 teachers responded to the Spring 2026 survey, representing both English and French Immersion programs across the division. Of those, 58 teachers had sufficient prior experience to compare this year's students with previous half-day Kindergarten cohorts. Among those comparable responses, 71 per cent reported a positive overall impact of FDK on their Grade 1 teaching experience—a consistent trend across both program types. “This gives us a strong and balanced data set,” said Kelly. “It reflects a range of experiences but overall shows a clear positive trend.” Teachers described students arriving in Grade 1 more prepared. Many noted smoother transitions into the school year, stronger familiarity with routines, and an increased sense of confidence among learners. Strengthening Student Readiness Full Day, Every Day Kindergarten (FDK) is making a meaningful difference for students entering Grade 1 in the Louis Riel School Division (LRSD), according to feedback from teachers across the division. 44 FULL DAY, EVERY DAY KINDERGARTEN
View this content as a flipbook by clicking here.