A model for utilization of readiness data

One function of education is to provide a means for children to make progress at various levels and rates of growth. The achievement of this function is contingent upon an organizational development system which enables all participants to implement change necessary for this accomplishment. More directly, this accomplishment is dependent upon the administrator-supervisor to facilitate such a system because of a prior and concomitant need to assist the classroom teacher in the improvement of instruction. It was the purpose of this study to formulate a model to provide the first grade teacher with additional readiness data which would hopefully assist in assessing pupil progress and rates of growth to ensue the improvement of instruction by enhancing pupil learning.

A review of the literature in the areas of perspectives on and examples of uses of readiness tests and to administration and supervision as it relates to its responsibility to the classroom teacher in assisting in the development of curricular and instructional systems was outlined into a methodology carefully woven into a strategy for implementation which involved all participants concerned.

A series of steps were formulated and followed in conducting the study to develop a model for utilization of readiness data, consisting of: data collection from four elementary schools by the administration of MRT and SRA tests to 217 first grade pupils, the analysis of test data generated by the use of programs BMD-08M (Dixon, 1973) and a cluster analysis program (Baker, 1972), the development of a preliminary framework for implementation of the model, and the development of a framework for implementation. Critical appraisal by four different groups of professionals was employed. A multi-level group of practitioners from the school division reviewed the preliminary model as well as the findings generated by analysis of test scores and pupil profiles and other findings of the research project before developing the full-scale model for implementation.

Finally, conclusions and implications of the findings were formulated. To the extent that this study was successful, a model for utilization of readiness data was developed which provided a systematic approach to the process of individualization of instruction at the first grade level.