Browsing by Author "Hornbacher, Judy"

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    Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational Improvement
    The Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight
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    Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report
    (Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel
    The Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.
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    Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year I Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2005) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational Improvement
    The purpose of this report is to summarize evaluation results for Year I of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Public Schools in Minnesota. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade.
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    Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year II Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational Improvement
    The purpose of this report is to summarize results for Year II of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Minnesota Public Schools. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade. The Bloomington/Richfield Get Ready program evolved because of a nation wide concern with the achievement gap, beginning in Kindergarten, between children at risk, i.e.., students of color, English language learners, students in poverty and those children without those risk factors. The questions raised by the project are these: “What kind of academic, social and emotional intervention is needed for children at risk to make them ready for kindergarten? To keep them on track throughout their schooling? What classroom circumstances, teacher training, amount of time and staffing ratios are optimal? When should interventions begin?