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A substantial portion of Tuesday night’s Dansville Central School board of education meeting focused on efforts to improve literacy among the district’s youngest students.
First grade teacher Michael Palotti said the data show the students are improving in their reading skills.
“It’s nice to see numbers, especially when they are improving in some areas,” Palotti said. “But I think it’s important to see what those mean.”
Dansville selected the Developmental Reading Assessment for the students. Three times each year, teachers make a one-on-one assessment of students in kindergarten through fifth grade. At early ages, the assessment includes an interview to understand the child’s reading involvement and influences as well as reading level and comprehension. At upper levels — beginning in second or third grade — the assessment also includes a writing component.
The assessments are coupled with 90 minutes dedicated to literacy instruction and personal reading time in the classroom. Students who need additional help participate in an intervention program that further builds their literacy.
“We’ve completed our second full year of using this,” Palotti said.
Over those two years, each grade level has increased the number of students who are reading on their level. At the same time, teachers have increased the level of expectation for each grade.
A substantial portion of Tuesday night’s Dansville Central School board of education meeting focused on efforts to improve literacy among the district’s youngest students.
First grade teacher Michael Palotti said the data show the students are improving in their reading skills.
“It’s nice to see numbers, especially when they are improving in some areas,” Palotti said. “But I think it’s important to see what those mean.”
Dansville selected the Developmental Reading Assessment for the students. Three times each year, teachers make a one-on-one assessment of students in kindergarten through fifth grade. At early ages, the assessment includes an interview to understand the child’s reading involvement and influences as well as reading level and comprehension. At upper levels — beginning in second or third grade — the assessment also includes a writing component.
The assessments are coupled with 90 minutes dedicated to literacy instruction and personal reading time in the classroom. Students who need additional help participate in an intervention program that further builds their literacy.
“We’ve completed our second full year of using this,” Palotti said.
Over those two years, each grade level has increased the number of students who are reading on their level. At the same time, teachers have increased the level of expectation for each grade.
