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"The Rochester New Hampshire School District provides a personalized experience for all students to be, responsible, and contributing citizens, who can read, write, communicate, problem solve and calculate with clarity.  The learning environment includes present day instructional practices, innovative thinking, collaboration with families, lifelong learning for all and a meaningful relationship for all students."
How to Reach the 90% Reading Goal
Introduction
Reasons for the goal
How to reach the 90% reading goal
Increased Resources
Each elementary school shall identify and alter decade-old paradigms that limit the existing resources that are spent on reading. Each school as part of their improvement plan will identify existing resources, reallocate resources, and request additional resources based on proven research in instructional practices. Each elementary school shall review the time spent on reading at all grade levels, practice sound instructional techniques in reading, and report on these practices to the Instruction Committee on a annual basis.
1. Parents as a resource in the classroom or supporting academics First Father
Dr. Donald Fekete, retired superintendent of Finley School District, tells this story. When he keynoted the "Partnership for Learning" breakfast attended by community members from local school districts, he stressed the need for parents to spend twenty minutes a day reading aloud with children and helping their children with homework in the evenings.
After the presentation, a disgruntled listener came up and asked in a hostile tone, "What are we paying teachers for? I shouldn't be expected to help my child at home. Are you going to pay me?'
Don replied, "No, I thought it would be something you would want to do as a parent."
"No way," snapped the man. "That's what I send 'em to school for. I send them to school to learn."
Don explained: "Students who do well in kindergarten and first grade have parents who read to them. They see their parents reading at home- showing them that reading and learning are lifelong behaviors. You don't wait until you get to school to start reading to them, and you don't stop when the school bell rings at the end of the day."
The man was listening. Don concluded, "We don't advocate that parents sit down and formally instruct their preschoolers in reading. The idea is just to read to them. As a byproduct, the children learn a love of reading. They develop a desire to learn to read themselves. And then, at some future wonderful moment they will read to you instead of you reading to them.'
2. After school academic programs for at-risk grade 1-3 students
3. Training for paraprofessionals and a shift in the service delivery model of paraprofessionals
4. Funding for training for professional development, including differentiated instruction
5. Funding for supplemental materials to teach reading in addition to Houghton-Mifflin to meet the needs of the students
6. Using in-district teachers as resources for professional development
7. Reduce Class sizes equitably
8. Identify an appropriate district-wide early childhood assessment and purchase it for consistent implementation for grades K-1
9. Add Curriculum Personnel for professional development focused on reading instruction
10. Allocate funds to mobilize community involvement
Kathy Blasdel's family had been busy all moaning with Saturday yard work, laundry, house cleaning, and packing a picnic so hay could spend the afternoon at the river on their ski boat. When the jobs were done, Kathy said, We can go now! Everybody go get your swimsuits on!"Her eight-year-old cried, "We can't go yet. We haven't read for twenty minutes."Kathy reflected, "I don't know what's going on nationwide, but I can tell you that everyone around here knows that you read twenty minutes a day with your children."-Kathy Blasdel, Kennewick Washington
11. Increase Reading Specialists to focus on K-3
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