1. A BUILDING APPROACH WITH PRIMARY
Primary planning and program change will be on an elementary school-by-school
basis. Primary accountability is with building principals. An annual
report to the School Board will be provided by all schools in the
2. PLANNED, INCREMENTAL, AND CONTINUOUS
The district expects planned, incremental, and continuous improvement
at kindergarten through third grade from each school's baseline
to the goal over the next four years. We will continue to expect
90% reading at grades 2 to 10 with yearly reports on the progress.
|Season and Year
| Spring 2006
|3. INCREASED RESOURCES:
Each elementary school should identify and alter decade-old paradigms
that limit the existing resources that are spent on reading.
|4. CHANGES K-3:
Our primary approach is intervention at grades K-3, not remediation
commencing in the fourth grade.
|5. RESULTS ORIENTED:
Programs will be evaluated on the basis of whether they work.
We expect all children, including those from low socioeconomic backgrounds,
to reach the reading goal.
7. COMMUNITY INVOLVEMENT:
The need to increase community awareness and support for the reading
goal and reading improvement is evident all areas of research and
practice within Rochester.
|Children Seldom Catch Up "More than eight of 10 children with severe word reading
problems at the end of first grade performed below the average range
at the beginning of third grade."
J. K. Torgesen, R. K. Wagner, and C. A. Rashotte, "Prevention
and Remediation of Severe Reading Disabilities: Keeping the End
in Mind," Scientific Studies of Reading 1 (1997): 217-34.
"Children who fall behind in first grade have a one in eight
chance of ever catching up to grade level without extraordinary
C. Juel, Learning to Read and Write in One Elementary School (New
York: Springer-Verlag, 1994).437-447
"Eighty-eight percent of children who were deficient
in word recognition skills in the first grade were poor readers
in fourth grade."
C. Juel, "Learning to Read and Write: A Longitudinal Study
of 54 Children from First Through Fourth Grades," Journal of
Educational Psychology 80, no. 4 (1988): 437-47.
"In school lore, second grade is broadly viewed as
children's last chance. Those who are not on track by third grade
have little chance of ever catching up."
Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds., Preventing
Reading Difficulties in Young Children (Washington, DC: National
Research Council/Academy Press, 1998), 212.
"Seventy-four percent of children who are poor readers
in the third grade remain poor readers in the ninth grade."
D. J. Francis, S. E. Shaywitz, K. K. Stuebing, B. A. Shaywitz, and
J. M. Fletcher, “Developmental Lag Versus Deficit Models of
Reading Disability: A Longitudinal, Individual Growth Curves Analysis”,
Journal of Educational Psychology 88, no.1(1996):