This proposal outlines a plan to increase explicit phonics instruction across kindergarten classes at Kingsley Elementary School. The school has 128 kindergarten students across 6 classes with varying levels of phonics instruction and teacher training. The proposal aims to create a cohesive phonics program through teacher training, increased Dibels assessments in phonemic awareness, and the implementation of explicit phonics instruction. The timeline includes pre and post student assessments, teacher training, instruction, and parent workshops from January to May 2014 to prepare students to become successful readers.

1. Susan ramirez
Leadership Project Proposal
University of California, Los Angeles
Increasing explicit phonics
instruction

2. demographics
• Kingsley Elementary School
• 128 kindergarten students
• 6 kindergarten classes
• 3 Dual Language Kindergarten Classes, 1 Special
Education class, 1 Transitional Kindergarten Class, 1
Kindergarten Class

3. The problem
• Phonics instruction is not strong/cohesive across the
kindergarten classes
• Different instructional programs, new reading
program, new standards
• High teacher turnover.
• Lack of training not all teachers were given training
on language arts/phonics instruction

4. Dibels- boy
Items assessed: First Sound Fluency and Letter Recognition

5. Dibels –First sound fluency
• Items being assessed: First Sound Fluency (Phonemes)
• Way Below Benchmark 0-1 Phonemes
• Below Benchmark 11-20 Phonemes
• Benchmark 21+ Phonemes

6. Addressing the problem
• Create a cohesive phonics program across the
grade level
• Provide phonics training to the kindergarten
teachers
• Increase Dibels Assessment: phoneme
segmentation
• Prepare students to become successful readers

7. Learning cycle
• Plan professional development
• Dibels pre-assessment
• Provide training for phonics instruction
• Implement explicit phonics instruction in language arts
instruction.
• Record number days and strategies used in phonics
instruction.
• Dibels post assessment
• Review assessment results
• Make modifications to instruction.
• Assess
• Present parent workshops

8. Timeline
• January 2014- Plan/Present professional
development, administer pre-assessment
• February –March 2014 Implement phonics
instruction
• March 2014 administer post-assessment, review
data, conduct parent workshops
• April-May 2014 make modifications to instruction if
necessary,
• May 2014- re-assess, next steps

9. findings
• Limited training opportunities for teachers
• Lack of explicit phonics instruction in new reading
program
• Incoming kindergarten students, attended
preschool, day care, or no school

10. findings
• Limited training opportunities for teachers
• Lack of explicit phonics instruction in new reading
program
• Incoming kindergarten students, attended
preschool, day care, or no school