1. Our Future: Kindergarten Readiness Study for the Le Sueur-Henderson School District Layne Wilbright Minnesota State University, Mankato November 15, 2014 Capstone Project

2. Fall Kindergarten Readiness Case Study Concerns: In just the last 3 years, a considerable amount of Fall test scores of incoming Kindergarteners have been categorized in the Low percentile (< 33%) or deficient. Classes with over 25% of the students testing at the Low category is cause for concern for the school district. A high percentage of Kindergarten students each Fall are behind statistically, need additional assistance and typically receive an assortment of future interventions. (Not necessarily due to physical or mental concerns). Statistically, these students are behind by 3 rd grade Test score data is not provided until late fall. School district staff adjusts learning after receiving the data. Data provided earlier allows the proper allocation of resources. Objective: By utilizing the Le Sueur-Henderson School District Fall 2012 and 2013 NWEA Kindergarten Reading test scores; differentiate between students who have previously attended a preschool program compared to those student who have no preschool experience. Based on those findings, conduct further analysis of Free and Reduced Lunch population and its significance on the NWEA test results. Identified Dataset: Measures of Academic Progress (MAP) by Northwest Evaluation Association (NWEA) Described Dataset: Fall 2012 and 2013 Kindergarten Reading Data Le Sueur-Henderson School District Viewpoint Data Software Northwest Evaluation Association (NWEA) Standard Reading Test Goals Intended Analysis: Differentiate between students attending a preschool setting vs no preschool using the Le Sueur-Henderson Fall 2012 and 2013 NWEA Kindergarten Reading Test Scores including the effects of the Free and Reduced Lunch program. Procedure: Disseminate Fall data to identify students who are below grade level or at risk Develop a hypothesis as to why and develop a plan of action to continuing closing the achievement gap.

3. References: Freeman, N., & Brown M. (2008). An Authentic Approach to Assessing Pre-Kindergarten Programes: Redefining Readiness, Childhood Education, 84:5, 267-273 Experts in early childhood education focus on how we should address school readiness issues for entering Kindergarten. Rather than asking, “Is this child ready for school?,” the real question of school readiness should be asking, ”Is this school ready for all children?” Goldstein, P., Warde, B., & Peluso, P. (2013). Children’s Readiness Gains in Publically Funded, Community Based Pre- Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds, Child Care Youth Forum, 42:507-523 Children attending the publicly supported community based pre-K programs make notable gains in school readiness The research suggests that pre-K programs located at public elementary schools have better outcomes than those located in the community Magnuson, K.A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in Preschool Education and School Readiness, American Educational Research Journal, Vol. 41, No. 1, 115-157 Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Differences in children's early childhood experiences play a formative role in shaping school readiness and largely explain the skill gaps at school entry Raver, C. C., Gershoff, E. T. and Aber, J. L. (2007). Testing Equivalence of Mediating Models of Income, Parenting, and School Readiness for White, Black, and Hispanic Children in a National Sample. Child Development, 78: 96–115. Large disparities involving inequalities remain for minority students which leads to the “achievement gap”. Socio-economical issues, income, hardship, language barriers, parenting stress and parenting behavior are all contributing factors Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis, Journal of Educational Psychology, Vol. 96, No. 2, 265-282 Measures of general oral language have also been repeatedly found to be strongly related to early reading achievement, especially in the domain of reading comprehension. Preschool assessments and emphasis of phonological awareness is strongly related to word recognition, and assessments of oral language and vocabulary may be more strongly related to reading comprehension Voegler-Lee, M. E., Kupersmidt, J. B., Field, S., Willoughby M. T., (2012). Student Characteristics as Predictors of Teachers’ Implementation of a Kindergarten Readiness Program, Prevention Science Journal, 13:472-482 Children whose early years are characterized by poverty, limited resources, and a lack of exposure to learning opportunities typically enter school much less skilled than their peers across many areas of functioning Recent years have seen increasing numbers of classroom-based interventions designed to enhance the school readiness of at-risk preschoolers

4. 2012 Kindergarten Class 47 Kindergarten Students Attended Preschool 11 Kindergarten Students Did Not Attend a Preschool Program within the School District 2013 Kindergarten Class 39 Kindergarten Students Attended Preschool within the School District 12 Kindergarten Students Did Not Attend a Preschool Program within the School District Kindergarten Readiness Data Results Test Results: No significant statistical difference in attending preschool vs non- preschool in either school year Le Sueur-Henderson Kindergarten Fall NWEA Test Scores 2012 Mean Test Scores 143.4 vs 140.2 2013 Mean Test Score 140.4 vs 139.3

5. Free and Reduced Lunch Population Data 2012 Kindergarten Class: Attended Preschool: 18 of 47 (38%) identified Free and Reduced Lunch Students Non-Preschool: 7 of 11 (63%) identified Free and Reduced Lunch Students 2013 Kindergarten Class: Attended Preschool: 21 of 39 (51%) identified Free and Reduced Lunch Students Non-Preschool: 8 of 12 (67%) identified Free and Reduced Lunch Students Preschool vs Non-Preschool Free and Reduced Lunch Comparison

6. Interpretation of Data Free and Reduced Lunch status plays a significant factor in student tests scores. The higher percentage of Free and Reduce Lunch in each category results in lower test score achievement averages per group. Students able to attend a preschool setting receive educational support to have increased Fall NWEA test scores. How can the Le Sueur-Henderson Community Education Department make a difference? Implement a Kindergarten Readiness Screening program each Spring for incoming Kindergarten Students Students testing Low would be identified prior to the Fall of each school year and resources allocated accordingly Use gathered data to assist the Le Sueur-Henderson School District to develop a Kindergarten Readiness instrument scale. Scale would be above and beyond preschool screening. Offer Summer programming as necessary Increase awareness of importance of Early Childhood and school readiness programming prior to Kindergarten

7. Key Learnings for Capstone Project Competencies: Curriculum Planning and Development for all learners : After determining the findings from the initial Kindergarten Readiness Study, I reviewed our curriculum for our preschool program to evaluate the effectiveness of the material with our staff. Instructional Management for the success of all learners: In consideration of the data findings, all staff participate in an on-line webinar workshop to be educated on how to properly utilize the Creative Curriculum material. Judgment and Problem Analysis: With the inclusion of the Free and Reduce Lunch data, it is determined that the preschool program increased learning capabilities for the students who attend to close achievement gaps. Community Education Concepts: By identifying concerns within the preschool program, assessments needed to be conducted to determine educational objectives for the integration of our youngest learners into the K- 12 system.