Title

Closing The Gap: Impact of Instruction For Students Not Ready For Kindergarten

First Presenter's Institution

Crossroads Elementary School

Second Presenter's Institution

na

Third Presenter's Institution

na

Fourth Presenter's Institution

na

Fifth Presenter's Institution

na

Location

Plimsoll

Strand #1

Academic Achievement & School Leadership

Relevance

The proposal addresses how to use school data to impact reading instruction in reducing the achievement gap for students who enter kindergarten at risk of performing at a level that is not ready for kindergarten. School Leadership utilized the data to impact instruction so that the achievement gap is closing for students that have a diagnosis of a learning disability as well as working with students during the summer between kindergarten and first grade to help them maintain their growth in reading from their kindergarten year into their first grade year.

Brief Program Description

Data for research based reading intervention for students entering kindergarten not ready to learn indicated that the achievement gap for students not ready for kindergarten was closing they did not enter first grade ready. Summer intervention strategies and data will be shared demonstrating the importance of early intervention as well as continued intervention during the summer. Target audience is elementary teachers and administrators.

Summary

This program evaluation presentation examined students that entered kindergarten not ready on the Brigance screener and received research based reading interventions to determine if an elementary school was successful in closing the achievement gap so that they would have the literacy skills needed to be successful in first grade. Evidence of success was based on progress monitoring through Brigance and MAP testing. The researcher concluded that while 50% of the students were ready at the end of kindergarten only 7% returned to first grade ready. Other results indicated that the achievement gap was closing for students in special education but not low income students as well as gains for students receiving intervention and those not receiving intervention were equivalent. Implications for practice include the importance of preschool and full-day kindergarten as well as ensuring that summer learning is considered between kindergarten and first grade. Research regarding the summer learning for the 2016 summer presented as well.

Evidence

The evidence is an action research based dissertation that reviewed two years of Brigance data for students that entered kindergarten not ready who participated in a research based reading intervention was correlated with Measures of Academic Progress reading data for fall, winter and spring of kindergarten as well as fall of their first grade year. The evaluation study found that students that were at risk of not being ready for kindergarten who were ready for first grade at the end of their kindergarten year did not maintain their literacy skills over the summer between kindergarten and first grade. During the summer of 2016 twenty students were invited to participate in the same reading intervention program provided by their kindergarten teachers. Eleven students participated. This data will be shared during the presentation as well. Strategies regarding early intervention and closing the achievement gap for students that are at risk for not being ready for kindergarten will be shared.

Format

Individual Presentation

Biographical Sketch

Dr. Kim Visse completed her Ed.D. from Northern Kentucky University. She is in her tenth year as the principal of Crossroads Elementary School in Cold Spring Kentucky. She has worked in the Campbell County School System for 23 years as a teacher, counselor, assistant principal and principal.

Keyword Descriptors

Reading intervention, Closing the achievement gap, Summer slide, Kindergarten readiness

Presentation Year

2017

Start Date

3-7-2017 10:15 AM

End Date

3-7-2017 11:30 AM

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Mar 7th, 10:15 AM Mar 7th, 11:30 AM

Closing The Gap: Impact of Instruction For Students Not Ready For Kindergarten

Plimsoll

Data for research based reading intervention for students entering kindergarten not ready to learn indicated that the achievement gap for students not ready for kindergarten was closing they did not enter first grade ready. Summer intervention strategies and data will be shared demonstrating the importance of early intervention as well as continued intervention during the summer. Target audience is elementary teachers and administrators.