Utilizing Networked Improvement Communities to Improve Literacy Practices and Outcomes Across Pre-K–2 Band

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Impacts of Data Use in Early Childhood Settings

Abstract

This paper reports on the first year of a two-year project that aims to improve and align Pre-K to 2nd grade teachers’ literacy instructional practices in a mid-sized, high needs urban district. This study provided the opportunity to build cohesive teams of PreK-2 teachers who examined existing curricula and instruction, identify areas of need within those grade bands, and develop action plans at the building level to address the identified needs. Given recent studies of preschool and/or Kindergarten ‘fade out’, the district is working to prevent the fadeout of academic and social/emotional gains garnered by low-income children served in high quality Pre-K programs.

Authors

• Amy Allen, Toledo Public Schools

• Katherine Kresin Delaney, University of Toledo