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Literacy Initiative at St. Stan's School Showing Results05:59PM / Friday, June 19, 2009
ADAMS, Mass. — The first year of the Literacy Initiative at St. Stanislaus' School is showing marked improvements in students' reading abilities.
The second-round assessments administered in January showed that students are making progress thanks to early identification, frequent monitoring and instructional interventions for the full range of learners.
"Our school's Literacy Initiative uses a prevention model to catch students before they fall behind rather than wait until they fail," said Felician Sister Jacqueline Kazanowski, principal.
In partnership with The Reading Institute of Williamstown, St. Stanislaus' School has established five long-term reading goals related to the five components of reading: beginning reading, phonemic awareness, phonics, fluency, vocabulary and comprehension.
The school also works closely with parents both to keep them abreast of their child's progress and to have them encourage their children to read.
"We are very pleased with the interest shown by the parents in both attending the update meetings and for supporting their children to read at home," said Kazanowski. "One of the parents who attended the information session said they have seen a lot of improvement in their son who is in the fifth grade. They said that his reading ability has improved and his grades have gone up from Cs and Bs to As and Bs. His attitude and work ethic have improved tremendously, which they attribute to his improved reading skills."
Student assessments called 'DIBELS' are administered three times a year for early identification and monitoring of students experiencing reading difficulties, said TRI President Janet Stratton. The third round of student literacy assessments will occur this month June.
The "Three Tier Model of Reading Instruction" provides a process for delivering comprehensive, quality reading instruction for all students, from kindergarten through Grade 6. The model is designed to provide research-based instruction and targeted interventions that lead to successful reading. The model consists of three tiers, or levels of instruction: Tier 1 – core classroom instruction, Tier 2 – supplemental instruction, and Tier 3 – intensive intervention.
Student movement through the three tiers is based on student assessment data and collaborative decisions. Instructional support may be necessary in any of the tiers to provide extra practice and support to help students maintain benchmark progress and ensure that all children will read at grade level or above by the end of Grade 3.
Outreach to parents and community is very important. For example, the school celebrated Read Across America this year and informational sessions for parents have been held throughout the year. In addition, parents attended a breakfast to learn about the program and materials. Second-grade students attended a Home and School Association meeting to share activities with parents and third-graders attended a meeting to share their writing with parents.
The school also works closely with parents through the use of a school newsletter and by instituting schoolwide homework in reading. Students are sent home with a reading log that helps prompt parental involvement in encouraging their child to read at home.
"Another parent said that her first-grader is reading well above her grade level and read the entire June B. Jones book all in one sitting," said Kazanowski. "She feels that the way reading taught is teaching her child that reading is fun."
Reading coach Jill Pompi meets with teachers for grade-level meetings to examine student assessment data and to develop instructional interventions. Benchmark assessment data and progress monitoring data are closely examined to ensure each child is getting the proper "instructional diet" to meet his or her needs.
Benchmark assessments are administered in September, January and June. Assessment data is entered into a DIBELS Web site that identifies students working at grade level or above, slightly below, or significantly below. Any child below grade level on the benchmark assessment is monitored weekly or bimonthly; data is added to their DIBELS results creating a progress-monitoring graph that shows the target goal for the child and his program toward that goal at regular intervals. This information allows teachers to make instructional modifications based on the data outcome.
St. Stanislaus' Literacy Initiative is a pilot program sponsored by TRI to address the needs of every learner at the school over a three-year period. The primary goal of the initiative is to ensure that all students at St. Stanislaus read at or above grade level by Grade 3. A secondary goal is to have all St. Stanislaus students continue to read above grade level with excellent comprehension in Grade 4 and beyond.
"St. Stanislaus school's administrators and teachers have given 100 percent commitment to the implementation of the Literacy Initiative," said Stratton.
Kazanowski said school has worked hard to maximize and protect teachers' instructional time.
"We are excited to share news about the progress St. Stanislaus' students are making with our stakeholders – parents and the community at large," she said. "In addition, a major benefit to improving our students' reading and comprehension skills is the overall positive influence it may have in other subject areas. The strong commitment being made by the teachers and administration at St. Stanislaus will ensure that the graduates of St. Stanislaus are achieving their highest potential."
For more information about the Literacy Initiative, visit the school's Web site or go to www.thereadinginstitute.net. |
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