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ParticipantsPreschool students in a Fayetteville, NC Head Start program ages four years-old will be assessed, with a classroom size of 18 students. These focus families come from a rural county and even though the public school is in the city on the northeast side of town; most of the families are low-income to middle-income. Twenty percent of the families are single parent households. The community is predominantly African American. The cultural breakdown of the community is 50% African American, 20% Hispanic, 20% Arabic, and 10% Caucasian. The number of words heard by the children varies by age and economic level. Data Collection MethodsIn the Head Start program I plan on using several types of learning assessment tools. The Ages and Stages Questionnaire and the Ages and Stages Social Emotional Questionnaire will be done upon the student’s arrival. This gives the opportunity for parents to fill out and assess the students, the teachers then take the information and score it to see where the student stands before starting the class. The next forms of assessment include the Early Learning Accomplishment Profile (ELAP). This is a form of assessment that is done in the classroom, but parents are given activities from their child’s individual lesson plans and works on the skills at home. The teachers follow up with each student by doing anecdotal notes on a weekly basis and
15daily experience sheets. This information is all collected into each of the children’s portfolios. Each assessment skill that needs working on is put in the lesson plan. This is an individual plan for each student. They are all learning at their own chronological age level and skill level. This information also is documented when they achieve a skill and when they do not achieve the skill.This is done in the beginning, mid-year and end of the school year. The parent and teachers will be able to see the child’s growth through the results from the Redelearner database.Using interviews will be a great way to gather qualitative data. This information will provide information as to how well the parents understand emergent literacy and how their parental involvement can improve their child’s literacy skills. A number of questions can be asked and answered at this time, in regards to pre and post information about literacy and the family. Surveys may be provided to the parents at the beginning, mid and end of school year to answer a number of questions dealing with parental involvement. Why does each fit the problem: “There is not “single method” with action research, and, in fact, in many studies using multiple or “mixed” methods is the preferred approach (Hansen & Brody, 1995, 83).” Combining each method will help determine what the needs are for each individual child and how we can help each student and their families become successful. Other strategies are reading logs and take activities for home literacy skill building. The purpose of