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Early Literacy Intervention

The Joel School core reading/language arts program is a comprehensive approach to the literacy development of all children.  Students in the Joel School are monitored very carefully in regard to early literacy.  Developmental Reading Assessment (DRA2) is given to students three times a year.  This information, reviewed with additional assessment data, is used to identify the students most critically in need of literacy intervention.  As part of the core program, the needs of at-risk readers are addressed through the implementation of Teaching for Literacy Competence (TLC) and Title I Support.

Joel Literacy Team

Veronica Casey                Kindergarten Literacy Specialist

Dana Pallotto                    First Grade Literacy Specialist

Kristin Rock                     Second Grade Literacy Specialist

Holly Kennedy-Levy        Third Grade Literacy Specialist

The Joel Literacy Team provides leadership and coordination of the Language Arts curriculum to the school.  This team offers a variety of services to fit the context and needs of the teachers and students.  The Literacy Team assists in the design and delivery of ongoing, job-embedded professional development focused on the areas in need of improvement to enable teachers to offer powerful reading instruction to meet the literacy needs of every child.

Kindergarten Reading Intervention (Title I)

In the beginning of the school year students are given assessments to identify students who are in need of additional early literacy support.  The Phonological and Graphophonic Awareness Assessment (PGA), including letter identification and Concepts About Print (CAP), are employed as an instrument designed to measure students acquisition of critical early literacy skills.   

Key Components:

Ø Intervention provided by literacy specialist

Ø Small group instruction

 

 

First Grade Reading Intervention (CARE)

Children Are Reading Everyday is a short term early intervention program designed to support struggling first grade readers.  Students build confidence as they view themselves as readers and writers based on their own achievement.  Exiting from the program occurs when the student can perform as an average reader in the classroom setting.

Key Components:

Ø Intervention provided by a trained paraprofessional monitored and supervised by literacy specialist

Ø Daily one-on-one 40 minute instruction until exit level is achieved

Ø Strategy based instruction necessary to show improvement in the ability to read, write and comprehend

 

 

Second and Third Grade Reading Intervention (Title I)

In the beginning of the school year, assessments are given to identify students who are in need of additional reading support.  The results from the Developmental Reading Assessment (DRA2), Degrees of Reading Power (DRP) and Dynamic Indicators of Basic Early Literacy (DIBELS) are used for Title I criteria.

The Title I program may be taught in a small group within the classroom or in a pull-out group in the reading room.  Each child works with a trained paraprofessional in conjunction with a certified literacy specialist.  Specific reading strategies and comprehension skills are reinforced through explicit teaching during small group lessons.

Key Components:

Ø Intervention provided by a trained paraprofessional monitored and supervised by literacy specialist

Ø Small group instruction

Ø Needs based instruction

Ø 30-40 minute instruction 3-5 times a week

 

 

ESL

The English as a Second Language Program addresses the social and academic language needs of students who speak another language at home.  The four components of language are studied—listening, speaking, reading, and writing through literature and activities that promote proficiency.

                                                       

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