Jump Start is a 4 hours-a-day, 4 days a
week program that is designed for at risk learners entering Kindergarten. As
Melissa Boire, academic interventionist explained, “This program is literacy
focused. Through the use of visuals children are taught to name letters by
sound while reading them aloud.”
Using diverse methods the learning
experience is more than educational. “The classes were also designed to be fun
and provide activities so students are not just sitting around. They are taught
to make and recognize letters using modeling clay and even using their bodies
to make letters, either while they are standing or lying on the floor,” she continued.
A child’s need is determined by a
prescreening process for eligibility established by Developmental Indicator for
the Assessment of Learning (DIAL), a norm-referenced screening instrument. It
is meant to identify young children (ages 3 to 6 years, 11 months) at-risk or
with delays in one or more of the following five developmental areas: Cognitive/basic
concepts, language, motor, self-help and social-emotional. Tasks are
individually administered, and a parent questionnaire is also completed at the time
of the screening.
Nine behaviors are also observed during
the testing session, including how willingly the child participates in testing
and how well the child pays attention to the tasks. This instrument can be
administered in a variety of settings, including schools, pediatric offices and
homes. Administration time is approximately 30 minutes. A condensed version,
the Speed DIAL, can be administered in 15 minutes.
The importance of individualized
learning is evident. “This year we have two classes of 15 students each. There
are always two teachers per class, all certified and working within the
district, along with a floating teacher. Additionally there is one AmeriCorps
volunteer per class so there can at one given time be 4 adults per class of 15,”
explained Boire.
Jump Start results showed that when it
came to letter naming fluency, on day one 33 percent met the benchmark followed
by 83 percent on day 19, those of which 9 percent exceeded the benchmark. For
letter sound fluency on day one 11 percent met benchmark followed by 100
percent on day 19, which of those 50 percent exceeded the benchmark.
So far there has been a lot of positive
feedback. The task is not an easy one as presently there are 11 kindergarten
classes at Windham Primary School and 3 in Raymond.
“The only negative received was from a
parent who wished that numbers were included in the program,” Boire shared.
There is a supplemental district program
in place that follows up to, and based on, the Jump Start program where reading,
spelling and a writing workshop is incorporated. “New for 2016, Boost was designed as a part of
a team endeavor to provide summer programming for students entering first grade
who, as a part of the 90 percent goal, are not yet demonstrating that they have
solidly developed skills to be prepared for an entering first grade literacy
standard. The catalyst for Boost is that we know from analysis of student data
that for 88% of students, those who attain a certain benchmark prior to
entering first grade will meet the end of first and end of second grade
benchmarks,” explained education consultant Carrie Thurston.
Students are invited to participate
based on Spring Developmental Reading Assessment (DRA) performance and teachers
input. Currently there is one class of 15 students with a program director
always on site. According to Thurston, “We have a 90 percent proficiency and
growth goal.” What does this mean for those students? “It sets the target of 90
percent of all kindergarten students to be reading at a benchmark DRA level 4
prior to entering first grade. The Department of Education has recently
mandated that all students be screened for dyslexia. The 90 percent benchmark
meets those criteria.”
The fall benchmark for students is determined
by districts. “There is consistent evidence that certain benchmarks will enable
students to continue to remain on level. Benchmarks are a part of universal
screening and typically take place three times a year in schools, fall, winter
and spring. In its first year results are favorable and encouraging. Results
for Boost on day one revealed that 25 percent met the end of year kindergarten
benchmark. On day 19 that percentage increased to 92 percent of which 23
percent exceeded the benchmark,” continued Thurston.
Thurston has consulted with a number of
Southern Maine School Districts that have a 90 percent goal of having 90
percent or more of their kindergarten students enter the first grade at a
reading level that meets the benchmark. With 25 years in education and having
been a special education teacher, as well as a director of pupil services with
experience both in Maine and International schools, she said, “My goal with the work is to have students
reach a level of literacy success by the end of their kindergarten year so that
they will not require literacy intervention.” To this she added, “In order for
a child to access and benefit from their educational experience, it is
paramount that they are capable readers. We know that when we attain this
standard prior to a child entering first grade, they have the skill sets to be
successful.”
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