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Journal Title
Readers/Advisors
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1995-05-01
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Abstract
In 1984 a pre-first program was initiated at Chestnut Ridge Elementary School
in the Churchville-Chili School District. Administrators and kindergarten and first
grade teachers were concerned with the number of retentions (approximately 2006)
of students at those levels as well as the number of children being labeled Learning
Disabled. In an attempt to lower these numbers, kindergarten teachers were asked
to identify students they felt would be at a high risk for retention or L.D. labelling by the end of first grade.
Kindergarten students who were recognized by their teachers as being weak in
areas such as attention span, language development, fine or gross motor control,
worki habits. emotional or social development, or auditory or visual skills were
recommended for placement in the pre-first program. From 1984 to 1993 a
sufficient number of students were recommended to justify the pre-first classroom