A K8 school district in Southern California was focusing efforts on increasing the proficiency of its English language learners, a population that makes up 32 percent of its students. It also sought to reclassify as many ELLs as possible before middle school—a time when the defeatist mindset usually sets in.
Without the right intervention tools, it’s nearly impossible to turn a struggling reader into a grade-level success. But with the right program in place, combined with effective teaching strategies, extensive gains for struggling readers in comprehension, fluency and spelling are attainable in any district.
Attend this web seminar to learn some best practices for fostering the literacy skills of your struggling readers, as well as what to look for to ensure that a reading intervention program will take your struggling readers to new levels of literacy success.
When it comes to professional development, Regina Teat believes building the instructional capacity of every instructor and classroom teacher is the most effective use of time and money of any program, especially using grant funding.
“When the money goes away, the capacity and knowledge through good professional development for the teacher remains,” says Teat, Director of Elementary Education and Title I & II for Dorchester County Public Schools, a rural district located on Maryland’s eastern shore.
We are entrusted with creating opportunities for all students to achieve their highest potential. Anyone can relate to this basic need: to be understood for our abilities, not categorized by our challenges. Let’s defy the stereotypes and see students for their potential, not their inability to read; let’s empower each teacher to change lives; let’s recognize each district for its ability to build a better literacy program.
What is the most effective way to teach educators effective literacy instruction?
We define effective professional development as that which leads to changes in teaching behavior that in turn lead to optimizing student outcomes. Most teachers are not taught any of the finer points of language structure that have to be taught explicitly to students learning how to read. Teachers also need to be introduced to credible scientific guidance about teaching activities, methods and approaches that are going to work best for certain kinds of students.
ducators in Bradley County Schools in Cleveland, Tennessee, were faced with some staggering numbers: 48 percent of third-grade students were reading on grade level. That meant five out of every 10 were not.
“We were above the state average of 43 percent,” says Terri Murray, supervisor of Federal Programs/Media Services for the district where 10 of 11 K-5 schools are Title I. “But still, 48 was not good enough for us.”
When students can make sense of words, then they learn, grow and succeed. But getting to this point can be a struggle when students need to overcome reading challenges. Studies have shown that if students learn strategies for unlocking multisyllabic words and academic vocabulary with fluency and confidence, then they will achieve long-term results.