10 Early Learning Intervention Strategies
Ongoing diagnostic assessments given throughout the year help us identify individual strengths and weaknesses in each student. In reading, for example, we can identify if a student has mastered or needs work on comprehension, understanding the sounds of language, or fluency. We can then focus on delivering instruction tailored to helping each student grow and master specific areas.
English Language Learners
Last year, KSD spent time evaluating our programs that intentionally teach students in two languages, our Bilingual programs at Amistad and Eastgate and our Dual Language programs at Hawthorne and Edison. The goal was to review and adjust our practices based on the latest research. As a result, the district is moving from sequential to simultaneous literacy instruction. The reasons are twofold. Today, 75% of students who are English Language Learners are exposed to both English and Spanish. These students use both languages to learn and they are often misidentified as not having a dominant language. The research shows our students are multilingual, not mono-lingual. They are mixing languages at home and this approach mirrors this. Second, we’ve come to understand that bilingual students benefit by learning what is the same and what is different between their two languages. By keeping the instruction separated, we missed opportunities to use strategies such as teaching cognates. The new approach allows students to build their literacy skills in both languages simultaneously.
Third Grade Reading Goal
Our signature goal in our elementary schools is to have 90 percent of our third graders reading at
grade level. We know that learning to read opens doors to many other academic areas and also affects brain development. Students who learn to read fluently and with good comprehension in the primary grades are typically successful students in all academic areas in the years that follow. In order for our instruction to be as effective as possible, our teachers and administrators are highly trained in the use of a variety of assessments and instructional strategies. Students are assessed frequently to measure the development of their reading skills throughout each school year. The results of these assessments are used to assign students to the instructional programs that will best meet their needs. The result is a highly successful reading program that has drawn attention from school districts across the nation for its ability to develop young readers and young minds.
Third Grade Reading Goal Percentage of Third Grade Percentage of Third Grade Students Reading at Grade Level Students Meeting Annual Growth
2011
2012
2013
2011
2012
2013
90%
88%
86%
78%
76%
77%
Kennewick School District 2012 Family Survey - Elementary School I feel welcome at this school.
I am treated with respect by the staff at this school.
I feel like I can talk to the school principal and assistant principals. I have a high regard for staff at this school.
Strongly Disagree
Disagree
Agree
1% 1%
5%
1%
5%
34%
5%
34%
1% 1%
My student feels safe and comfortable at school. My student is challenged to be successful.
My student believes that teachers and staff care about him or her at this school.
1%
5% 5% 5%
34% 34% 34% 34%
Strongly Agree
60% 60% 60% 60% 60% 60%
1%
5%
34%
60%
My student understands the reason for doing work in his or her classes.
1%
5%
34%
60%
My student’s teachers communicate with me as needed.
The school’s environment is positive and supportive of students.
1% 1%
5%
33%
61%
The school makes it easy for our families to communicate with teachers.
1%
5%
34%
60%
5%
34%
60%
Answers based on 390 responses from the 2012 Kennewick School District Family Survey- High School