Ask any elementary school child what they learn in class and you’re guaranteed to get ‘reading’ as one of the first responses

New Literacy Program Aims to Make Better Readers, Students 11-06

Ask any elementary school child what he or she learns in class and you’re guaranteed to get ‘reading’ as one of the first responses. And while reading has always been a fundamental part of education, thousands of students across the country and in Corvallis walk into high schools every year lacking the necessary skills to succeed. But now, those students will have a better chance, as the Corvallis School District launches a new reading program for students in kindergarten through sixth grade. The goal? To make a reader out of every student.

According to 2006 OSAT standardized tests, 86 percent of fifth grade students in Corvallis meet or exceed state standards in reading. While this percentage is on par with the overall averages for Oregon, Corvallis teachers and officials say it’s not good enough.

“National and state trends show that as kids advance through grades, their reading skills decline,” said Jim Hogeboom, assistant superintendent for Corvallis School District 509J. “So in third grade the scores look great at almost 90 percent, but by the tenth grade, only 70 percent of kids meet standards. That’s not acceptable, and we’re going to do better here in Corvallis. Every single student should read at a level that allows him or her to thrive in high school.”

So in 2005, Hogeboom and other educators began to explore making a dramatic programmatic shift in how reading is taught in Corvallis. A District Literacy Team comprising teachers from every elementary school, principals, administrators and other educators spent hundreds of hours researching, evaluating and planning how to provide teachers and students with the most effective tools to learn.

What resulted is a comprehensive program that includes a research-based curriculum not only of textbooks, but of supporting tools such as CD-ROMs and workbooks as well as individual teaching tools geared for students of different levels within the same classroom. In addition, assessment measurements, professional development for teachers, literacy coaches and district-wide support complete the new program.

“I think people are surprised to learn that in the past there’s been no consistent or universal curriculum for teaching reading within our elementary schools. And actually, there has not even been a district-wide text book adoption since 1980,” said Hogeboom. “So, some schools have ordered different materials for certain grades or classrooms, and our teachers end up using a hodgepodge of materials for the most part. For some experienced teachers, it can work, but for others, especially new teachers, not having a guide or complete program can be challenging.”

New District Literacy Coordinator Carrie O’Bryan agrees. O’Bryan, who has been an educator for more than 25 years, mostly teaching reading and humanities, says this new program will offer a solid foundation for students and teachers alike.

“The wonderful thing about the new curriculum is that it’s based in proven research and geared for all students, from those who have fallen behind to our TAG population,” said O’Bryan. “And while the curriculum is comprehensive, it offers the flexibility for our teachers to incorporate their own materials, ideas and approaches to the learning process.”

O’Bryan emphasizes the benefits this program provides for students who may need additional help with reading and who are not meeting testing standards.

“When a student needs intervention now, there’s always a question if the curriculum could be one of the roadblocks to learning,” said O’Bryan. “With this reading program, there are research-based tactics teachers can use to assist those students. I believe we can make a real difference in the learning gaps that have been noticed among students.”

Hogeboom, who was named assistant superintendent two years ago, says of everything he’s worked on since starting at the school district office, the realization of this reading program is the one project he’s most proud of.

“People say, “don’t you always focus on literacy?’ said Hogeboom. “And yes, of course, reading has always been a priority. But this is different. It’s a fundamental shift in how we do things. It gives every single student the same chance to be a great reader and holds every classroom to the same standards. I am so eager to see the measurable improvement this program will make on our students.”

IN DETAIL

The district’s new reading program has five components:

Assessment

Just as with any new program or plan, school officials want to be able to measure the success of the reading program. Schools have agreed upon common assessments, in order to gauge the progress of students. Both the state sponsored OSAT testing and local MAP tests will provide quantitative, student-by-student data to ensure the success of the program for every child. The outcomes of the assessments will provide information to drive changes, goals and provide accountability.

Curriculum

Two text-based programs have been selected to pilot for the 2006-07 school year: “Trophies” published by Harcourt and Houghton Mifflin’s “The Nation’s Choice.” Every classroom, kindergarten through sixth grade, will test the two textbook versions. The total cost for all the materials, including accompanying technologies, workbooks and Spanish versions for the immersion schools is $400,000.

Instructional strategies

With the implementation of a universal reading program, teachers from around the district can share best practices and strategies for effective learning. Research has shown that there are specific sequences and learning experiences that are best for students to learn reading and comprehension.

Staff development

Teachers will have the opportunity to attend workshops, conferences and other educational resources for professional enhancement. In addition, recently hired literacy coaches will provide ongoing education for teachers. Once a reading program has been selected in January, all K-6 teachers will be given extensive training in how to use the new materials most effectively.

Systems and structure

The universal program will create a structure that allows every student the same access to reading tools and instruction. The reading program ensures that an appropriate amount of time is spend on the subject and provides sequential, research-based curricular materials. District-wide support and assessment will provide benchmarks and strong communication among schools.