All Day Kindergarten (ADK) Program: extra half day of individualized language-based instruction for underachieving kindergartners¶

Element · All elements
Evidence · no claims cited

Description¶

The ADK Program, instituted in Columbus Public Schools in January 1972, provides underachieving kindergarten pupils "an extra half day of instruction in addition to the half day of instruction provided in the regular kindergarten classroom." In 1992-93 an equivalent of 14.5 program teachers served 18 high-priority schools, each teacher instructing two groups limited to 12 pupils, serving 405 pupils for an average of 10.8 hours of instruction per week. The program operates on the philosophy that additional help and attention will better prepare pupils for first grade.

Design Implications¶

Context¶

Requirements¶

• Serves underachieving kindergarten pupils selected by rank-ordered scores on the Early Development Checklist and Letter Identification instruments

Constraints¶

• Groups limited to 12 pupils each; pupils not immediately served were placed on a waiting list

Target Learners¶

• Underachieving kindergarten pupils in high-priority elementary schools

Target Learning Goals¶

• Early concepts about print and language development to prepare for first grade

Claims¶

Related Elements¶

• Balloons: A Concepts About Print Assessment, a criterion-referenced 17-item measure from the Kindergarten Assessment Portfolio

Examples¶

• Continue ADK with more teacher inservices, maintained recordkeeping documents, and increased evaluator classroom visitations

Key Sources¶

• Johnson, Jessie; And Others. (1994). Language Development Component: All Day Kindergarten Program 1992-1993. Ohio Disadvantaged Pupil Program Fund. Final Evaluation Report. https://eric.ed.gov/?id=ED379098