kindergarten school readiness 1 action research proposal rhonda hill edd/581 instructor elizabeth...
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Kindergarten School Readiness
1Action Research Proposal
Rhonda Hill
EDD/581
Instructor Elizabeth Ashley
March 25, 2013
Problem Statement
Action Research Proposal
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Problem StatementThe problem is students entering Kindergarten are below
proficiency in school readiness. Upon narrowing of the problem and intervention will be implemented.
Problem Description
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Problem Description
Students entering Kindergarten are struggling in school readiness. Many students need help in reading and writing. The reason for this problem or that it may not have been addressed is because at this level many teachers do no initiate differentiated instruction and techniques to meet the need of the student. I have selected this action research project because students who do not receive the necessary learning skills needed to meet proficiency at this level end up lagging behind in later years.
Purpose of the Project
Action Research Proposal
Purpose of the Project
The purpose of this project is to make sure all students entering Kindergarten upon completion meets proficiency in school readiness.
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Effective Curriculum Program
Use of Differentiated Instruction
Improve Reading and Writing Skills
Writer’s Role
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Writer’s Role Teacher Researcher Graduate Student Stakeholder
Problem Documentation
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Reasons: Disadvantage students (poverty, English
language learners, no prior schooling). Assessments Curriculum and Instruction
Solutions: Focus Groups Survey
10-Item Survey
Program Evaluation:
1. Are our programs producing the results in student learning desired?
2. How well do students actually perform?
3. How well should students perform? Instructional Leadership:
4. Are teachers and instructional strategies in given areas producing results?
5. What do the teachers need to ensure student competence?
6. What kinds of professional development would help? Classroom Instruction:
7. Are the teaching instructions working?
8. What do the students already understand and what can they already apply?
Instruction and Diagnosis:
9. What does the student need help with?
10. What misconceptions and or strengths does the student have?Action Research Proposal
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Participants of Survey
Participants: Administration Teachers Parents
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Literature Review Focus
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Literature Review
Author(s) of the Study
Title of the Study
Purpose of the Study
Pertinent findings that support the Study
Shelly Brown Poverty and Pre-K: Does Head Start Really Help Students
Many students are not ready to read when they enter school.
“A fairly large research base shows individuals from poverty and historically disadvantaged minority groups (Brooks-Gunn & Duncan, 1997; Jencks & Phillips, 1998) are at significant risk for poor school performance.”
Amanda M. VanDerHeyden, Joseph C. Witt, Gale Naquin, and George, Noell
The Reliability and Validity of Curriculum-based Measurement Readiness Probes for Kindergarten Students
Is to create a series of reliable and valid curriculum-based measurement probes useful as screening tools in the identification of kindergarten students in need of academic intervention.
“Recognition of beginning letter sounds is a phonemic skill that kindergarten students are expected to master early in kindergarten (Good & Kaminski, 1996).”
Sara Daily, Mary Burkhauser, and Tamara Halle
School Readiness Practices in the United States
To examine the readiness of U.S. students beginning kindergarten and the disproportion between low income students and more wealthy students.
Early Learning Guidelines (ELA), created by U.S. states in order to define skills and abilities necessary for a student's successful start in kindergarten.
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Literature Review Cont’d
Author(s) of the Study
Title of the Study
Purpose of the Study
Pertinent findings that support the Study
Sandraluz Lara-Cinisomo, Allison Fuligni, Sharon Ritchie, Carollee Howes, and Lynn Karoly
Getting Ready for School: An Examination of Early Childhood Educators’ Belief Systems
To examine early childhood educators’ beliefs about what children need before entering kindergarten.
Focus group interviews conducted with early childhood educators from three learning settings: public center-based programs, private center-based programs, and family child care centers.
Maria Cahill Getting Ready for School: An Examination of Early Childhood Educators’ Belief Systems
To focus on meeting the early literacy needs of children through Preschool using outreach story time programs.
Shell Point Elementary School in Beaufort, South Carolina, a rural school has seen continued decline in the readiness skills of entering kindergartners
Adam Winsler, Lindsey A. Hutchinson, Jessica De Feyter, Charles Bleiker, Louis Manfra, Suzanne C. Hartmann, and Jerome Levitt
Child, Family, and Childcare Predictors of Delayed School Entry and Kindergarten Retention Among Linguistically and Ethnically Diverse Children
With kindergarten retention is on the rise within the current climate of high-stakes testing and escalating. This research focus on the various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status, and male gender.
The present study examines the prevalence and predictors of delayed school entry and kindergarten retention using data from the Miami School Readiness Project (Winsler et al., 2008).
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Literature Review Cont’d
Author(s) of the Study
Title of the Study
Purpose of the Study Pertinent findings that support the Study
Renee P. Pavelski-Pyle Best Practices in Assessing Kindergarten Readiness
Focus on the numerous challenges that have developed in response to the first national education goal that states, "All children in American will start school ready to learn."
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Action Goal
The goal of the intervention is to increase effectiveness of teachers in implementing school readiness for kindergarten students. An intervention implementation to meet this goal
includes evidence-based curriculum , professional development, and differentiated instruction.
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Action Research Proposal
Proceeding
Forward
Time to take ACTION!
Selected Solutions
Fundamental Instruction Curriculum Professional Development Differentiated Instruction (see Appendix A)
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Calendar Plan
Week OneAugust 26 – August 30 Initial Reflection.
Week Two – Week FiveSeptember 2 – September 27 Review of Literature.
Week SixOctober 7 – October 11
Contact Principal, School District, and University Review Board to secure permission for study.
Week Six – Week NineOctober 7 – October 30
Gather baseline data (student work examples and observational notes). Conference with students and parents on October 29 (collect permission forms)
Week Eight – Week NineOctober 14 – October 25
Phone parents to discuss action research study. Send home permission forms. Make follow-up calls to parents.
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Calendar Plan
Week 10 – Week 13November 4 – November 29
First Phase:
Week 10November 4 – November 7
Discuss goals with students and work with students to create a rubric for grading.
Week 12November 18 – November 22
Conference with parents to discuss student goals and progress.
Week 13November 25 – November 29
Student work examples (artifacts)Conference with parents to discuss student accomplishments toward goals.
Week 14January 20– January 24
Interim Data Analysis
Week 15 January 27 – January 31
Discuss goals with students and work with students to create a rubric for grading.
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Calendar Plan
Week 16February 3 – February 7
Conference with parents to discuss student goals and progress.
Week 17February 10 – February 14
Student work examples (artifacts)Conference with parents to discuss student accomplishments toward goals.
Weeks 18 & 19February 17 – 28
Data Analysis (observation notes in journal, transcripts from student and parent conferences, rubrics, and artifacts).
Weeks 20 & 21March 3 – March 14
Writing results and putting the action research study paper together.
Weeks 22 & 23March 17 - 28
Revisions of paper.
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Expected Outcomes
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1. Kindergarten graduates will demonstrate knowledge of school readiness. Specifically, the student will be able to demonstrate understanding of areas in reading and writing.
2. Teachers attending professional development will demonstrate competence and the ability to apply education strategies.
3. Teachers should be able to recognize student learning styles and differentiate instruction appropriately.
Measurement of Outcomes
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Anecdotal Notes Portfolios Checklists (see Appendix B)
Assessments (see Appendix C)
Evaluations
Analysis of Results
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Finding of Results: Core Observation Record Early Learning Literacy Skills Assessment Dynamic Indicator of Basic Early Literacy
Skills Targeted Audience:
Administration
Teachers
Parents
References
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Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Bing.com. Picture of Activity Packets. Retrieved from http://www.bing.com/images/search?
q=pictures+of+primary+students+working+in+centers&qs=n&form=QBIR&pq=pictures+of+primary+students+working+in+c
enters&sc=0-28&sp=-1&sk=#view=detail&id=EB0BDA900934E2CD5BE86857EE8C4585A9D59AB8&selectedIndex=37.
Bing.com. Picture of Classroom Centers. Retrieved from http://www.bing.com/images/search?
q=Classroom+Centers&FORM=RESTAB#view=detail&id=B21D11CDBBCFC4F1F97833FCAC49E2A61175F05F&selected
Index=17.
Bing.com. Picture of Man on Books. Retrieved from http://www.bing.com/images/search?
q=pictures+of+literature+reviews&id=709EAC5F1AEF38170B45F7EAA456F06C4C108067&FORM=IQFRBA#view=detail&
id=709EAC5F1AEF38170B45F7EAA456F06C4C108067&selectedIndex=0.
.
References
Bing.com. Picture of preschool portfolio. Retrieved from http://3.bp.blogspot.com/preschool-portfolio.jpg.
Bing.com. Picture of problem documentation. Retrieved from http://www.bing.com/images/search?
q=pictures+of+problem+documentation&qpvt=pictures+of+problem+documentation&FORM=IGRE#view=detail&id=0F71B3
0638E0A45F1D8DEB3FBC646542DE3EAEF5&selectedIndex=50.
Bing.com. Picture of School Readiness. Retrieved from http://childhood101.com/wp-content/uploads/2012/01/school-
readiness1.jpg.
Bing.com. Picture of Solution Puzzle Piece. Retrieved from
http://www.bing.com/images/search?q=pictures+of+solutions&qpvt=pictures+of+
solutions&FORM=IQFRML#view=detail&id=CDBC48B323A94327F712B80C002FF42D24133109&selectedIndex=7.
Bing.com. Picture of Survey. Retrieved from http://www.bing.com/images/search?
q=pictures+of+participants+in+surveys&go=&qs=ds&form=QBIR#view=detail&id=26EA8F66829B1739FB93F3A6F9DBF1E
E8BECDCB3&selectedIndex=407.
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References
Bing.com. Picture of Teachers. Retrieved from http://www.bing.com/images/search?q=teachers&qs=n&form=QBIR&pq=teachers&sc=8-
8&sp=-1&sk=#view=detail&id=EF53AFB77B737AF3569391C257403B677706A060&selectedIndex=128.
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71.
Brown, S. (2004). Poverty and Pre-K: Does Head Start Really Help Students?. Conference Papers -- American Sociological Association,
1-19.
Cahill, M. (2004). Meeting the Early Literacy Needs of Children through Preschool Outreach Storytime Programs. Knowledge Quest,
33(2), 61-62.
Daily, S., Burkhauser, M., & Halle, T. (2011). School readiness practices in the United States. National Civic Review, 100(4), 21-24.
doi:10.1002/ncr.20080.
Differentiated Instruction Overview. Retrieved from http://www.efdlrs.com/~crown/di.
.
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References
Good, R. H., III, & Kaminski, R. A. (1996). Assessment for instructional decisions: Toward a proactive/prevention model of
decision-making for early literacy skills. School Psychology Quarterly, 11, 326-336.
Google.com. Picture of assembly. Retrieved from http://www.google.com/unitycharterschools.org.
Hendricks, C. (2009). Improving schools through action research: A comprehensive guide for
educators. (2nd ed.). Upper Saddle River, NJ: Pearson.
High Scope Educational Research Foundation (2013). Retrieved from http://www.highscope.org.
Improving Teaching and Learning with Data-based Decisions. Retrieved from www.lesn.appstate.edu/.../Pruthero
%20Improving_teaching_and_learning_with_databased_decisions.pdf.
Jencks, C. S., & Phillips, M. (1998). The black-white test score gap. Washington, DC: Brookings.
JuiceInc.com. Picture of checklist. Retrieved from http://www.juiceinc.com/images/uploads/Checklist_image_CMYK.jpg.
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References
Kindergarten Reading / Language Arts Curriculum. Retrieved from http://www.sightwordsgame.com/
kindergarten/kindergarten-reading.
Pavelski-Pyle, R. (2002). Best Practices in Assessing Kindergarten Readiness. California School Psychologist, 763-73.
Stevenson, H. W., Parker, W., Wilkinson, A., Hegion, A., & Fish, E. (1976). Longitudinal study of individual differences in
cognitive development and scholastic achievement. Journal of Educational Psychology, 68(4), 377-400.
VanDerHeyden, A. M., Witt, J. C., Naquin, G., & Noell, G. (2001). The Reliability and Validity of Curriculum-based Measurement
Readiness Probes for Kindergarten Students. School Psychology Review, 30(3), 363.
Winsler, A., Hutchison, L. A., De Feyter, J. J., Bleiker, C., Manfra, L., Hartman, S. C., & Levitt, J. (2012). Child, Family, and
Childcare Predictors of Delayed School Entry and Kindergarten Retention Among Linguistically and Ethnically Diverse
Children. Developmental Psychology, 48(5), 1299-1314.
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Appendix A
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The Principles of Differentiated InstructionPlanning is based on individual learnersStudents participate in respectful workMultiple learning strategies are usedIndividual and group norms are in placeAssessment occurs in a variety of waysA synonym for good teaching for every childTeaching concepts provide focus and a foundationTeachers and students form a learning partnershipFlexible grouping is essential for student movement
Appendix B
Student Name:
Reading Observational Checklist
Level of Concern: Little or No Concern
12 3
Great Concern
4
Knowledge verbally an visually of alphabet
Word Identification one, two, and three letters
Clapping out the number of syllables in a word.
Interest in reading activity. Knowledge of parts of book.
Reading from left to right, top to bottom.
Appendix C
Early Literacy
Skills Assessments Comprehension
Phonological
Awareness
Alphabetic
Principles
Concepts about Print
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