> Improving Reading Performance: Key Practices from the 2004 No Child
> Left Behind - Blue Ribbon Schools
>
> Exemplary schools, such as the NCLB-Blue Ribbon Schools, manage the
> complex task of weaving the essential elements of good education into
> coherent, sustained learning experiences for their students. This year
> we have grouped the schools' descriptions of how they improved student
> reading performance into four themes:

-   Organizational Support

-   Teaching

-   Assessment

-   Student Support

    ![](media/image1.jpeg){width="4.951388888888889in"
    height="3.70625in"}

![](media/image2.jpeg){width="3.392361111111111in"
height="2.723611111111111in"}**Organizational Support**

-   Staff/teamwork

-   Professional Development

-   Practice/cross curricula

-   Expectations

No Child Left Behind - Blue Ribbon Schools organize themselves to ensure
student success. Staff members collaborate to implement literacy
curricula and integrate reading across subject areas. Teachers have high
expectations for students. Schools provide teachers with professional
development opportunities, helping the entire school perform at its
best.

*McNeil Canyon Elementary School Homer, AK*

We work as a complete team, making instructional and intervention
decisions as a team. Those decisions are than followed through with all
available resources including Special Services and other programs. Early
intervention based on current assessment data is the key to improvement
of students' reading performance.

*Highland High School Gilbert, AZ*

Practice, practice, practice. Reading and understanding is encouraged in
every class. Teachers collaborate with each department on teaching
techniques and strategies.

*Midway Elementary School Lexington, SC*

Our students are immersed in a literature-rich environment. We encourage
reading in a variety of settings. Students read every morning as soon as
they arrive at school. Teachers instruct students using a balanced
literacy approach. Teachers teach phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Our media specialist supports our
balanced literacy program by providing a flexible scheduling, purchasing
books, and inviting guest authors. She plans activities in conjunction
with our county library. Students are encouraged to have library cards
and to use the county library.

*Conners Emerson School Bar Harbor, ME*

Professional development in the area of literacy is strongly supported.
Teachers are trained in literacy theory and practice. The primary
teachers have taken coursework to support best practices in literacy, as
well as attending the Teachers College Reading and Writing Project at
Columbia University. Teachers are encouraged to attend workshops,
conferences, and seminars to stay abreast of best literacy practices.
There is an expectation of sharing knowledge. . . teachers become
instructional leaders for fellow staff members.

The development of specific standards and strategies to be used during
the literacy block has given teachers a clear understanding of the
literacy continuum. They are able to address the varying levels of their
students with confidence and expertise.

*Stoddard Elementary School Beatrice, NE*

We allow the time necessary for uninterrupted reading instruction \[and
instruction is\] direct, highly structured, sequential, and provided at
the appropriate level for the students. Children cannot learn to read
unless we as educators provide them with the necessary skills. The time
has been set aside building-wide. Everyone has reading together in
grades two through five. This allows the staff to performance-group the
children so that all students are being instructed at the appropriate
level. Classroom teachers, paras, and specialists work together.

*Suncrest Middle School Morgantown, WV*

![](media/image3.jpeg){width="4.050694444444445in"
height="2.464583333333333in"}Horizontal and vertical teaming provides a
variety of opportunities to support reading and reading skill
improvement at Suncrest. \[We use\] a strong independent reading program
in the 6th grade \[that\] carries over to the 7th and 8th grades. Having
an in-house reading specialist who is part of the academic teams allows
collaboration and cross-curricular modifications in reading instruction.
Multiple strategies are used to enhance reading skills for targeted
groups with special needs.

**Teaching**

-   ![](media/image4.jpeg){width="2.216666666666667in"
    height="2.9680555555555554in"}Reading program

-   Small groups/selective grouping

-   Literacy coach/reading specialist

-   Multiple strategies

Balanced literacy forms the core of many Blue Ribbon Schools' reading
strategies. Teachers use many techniques, such as shared and guided
reading, with a variety of materials to engage students and induce a
love of reading. Students' skill levels are identified and addressed in
small group instruction. Literacy coaches and specialists work with
students and teachers to improve performance.

*Eagle Rock Elementary School Los Angeles, CA*

\[We have\] a full time Literacy Coach. In the 2000-01 School Year the
Los Angeles Unified School District instituted a common reading program
across the district. . . .The superintendent recommended that our board
fund Literacy Coaches for all elementary schools. The coach does not
evaluate teachers but rather facilitates the implementation of the
reading program. Coaches may simply visit classrooms and give feedback
to teachers or present a demonstration lesson to the class while the
teacher observes. In addition, the coach meets with individual teachers
to go over periodic assessment results and with grade level dialogue
groups to help create \"action plans\" for student improvement.

*Washington Elementary School Quincy, IL*

Guided reading \[is\] the heart of our reading instruction. . . . Our
students have greatly benefited from experiencing print-rich and
language-rich classrooms every day. Teachers routinely take and analyze
running records -- as well as assessment for fluency, retelling and
comprehension -- using the results to plan the next instructional steps
(including guided reading prompts and clues) for each

student. . . . Because guided reading utilizes authentic trade books
(not basals), our students are very engaged readers. Another factor has
\[been\] the conscious balance of fiction and nonfiction made available
to every reader\--whether at the Emergent, Early, Transitional, or
Fluent stage. Students are also involved in daily writing experiences,
and reading and writing are considered complementary processes.

*Claxton Elementary School Asheville, NC*

![](media/image5.jpeg){width="3.5375in"
height="2.623611111111111in"}Guided reading \[is\] one of five
components of our Balanced Reading program. At each grade level,
students are placed. . . into flexible reading groups based on their
instructional level. A specific time is allocated daily for each grade
for guided reading instruction. Additional school personnel such as
reading teachers, special education teachers, Advanced Learner teachers,
and paraprofessionals are used during the grade level guided reading
block to help reduce group sizes. Having smaller groups for students
reading below grade level is especially helpful to. . . to target
students' reading deficiencies to help bring students up to grade level.
During this block of time, students receive focused instruction at their
instructional level. Ongoing assessments like running records help
teachers monitor students' progress, providing information for teachers
to adjust instruction and adjust reading groups. Staff training and
modeling by the school's curriculum facilitator provide teachers' with
tools to meet the reading needs of students in the various reading
groups. A book room with leveled readers provides adequate books for all
grades at all reading levels.

*C. Hunter Ritchie Elementary School New Baltimore, VA*

Most important \[is having\] teachers who truly know and understand
their craft and are determined and willing to commit to the work that is
required to develop a thoughtfully planned, research-based, and
well-balanced reading program. The \"teacher factor\" is the one
critical element \[in\] a balanced diet of sound quality instruction,
including the direct, indirect, explicit, and implicit components for
creating and maintaining a successful learning environment. A determined
and persistent teacher. . . never gives up on any student and justly
believes that all children can learn.

*West Louisville Elementary School Owensboro, KY*

There is a Master Teacher in every classroom who believes that every
child can achieve at high reading levels. The skills of that teacher are
more important than the square footage of the classroom, the type of
basal reader used, the availability of supplemental materials or the
degree of technology available. Nothing surpasses the dynamics of a
qualified, caring individual

*Corral Drive Elementary School Rapid City, SD*

\[We use\] a research-based learning approach, including a balanced
literacy framework. Finding children's "just right" reading levels and
scaffolding their learning from a "strength perspective" has enabled
teachers to have a high percentage of students reading in the proficient
or advanced range. Instructional practices include shared reading,
guided reading, and literature circles. Assessment profile sheets are
kept on each student which track children's progress in fluency (timed
reading probes), concepts about print, text reading level, including
comprehension, STAR (which gives an approximate independent reading
zone) and writing. We also do a dictation assessment which checks
phoneme awareness and conventional spelling in grades K-3.

*James L. Wright Elementary School Perryton, TX*

![](media/image6.jpeg){width="3.467361111111111in"
height="2.0006944444444446in"}Students at Wright Elementary are
instructed in flexible \[reading\] groups. . . a portion of each school
day. Frequent assessment (with instruments aligned to the reading
curriculum) of students to determine skill levels is essential to the
flexible grouping format. After skill levels are determined, a variety
of intervention models are used: 1:1 with the teacher, 1:1 with a
paraprofessional, small group instruction with the teacher or
paraprofessional, as well as drill and practice using technology. At
each grade level, students are assessed at a minimum of each six weeks
in order to group them according to skill acquisition. The primary
reading class in third grade is grouped by skill acquisition each six
weeks, and students may be moved to different groups more frequently if
the need arises. Assessment and flexible grouping provides targeted
reading instruction that helps provide the greatest improvement
possible.

![](media/image7.jpeg){width="2.5743055555555556in"
height="2.147222222222222in"}**Assessment**

-   Continuous evaluation

-   Assessment informs planning

-   Targeting skill and developmental levels

Blue Ribbon Schools believe in ongoing formative and evaluative
assessments. Teachers use data to plan lessons and target appropriate
skill and developmental levels.

*St. Anne School Laguna Niguel, CA*

The single most important factor is determining student benchmarks.
Quality instruction cannot take place until the needs of each child are
identified and addressed. St. Anne teachers go to great efforts to
determine where each child is in terms of his or her reading
performance. On a daily basis, teachers use a variety of assessment
tools to gauge their students' performance. These include, but are not
limited to, quizzes, tests, reports, and teacher-created rubrics
designed to evaluate each student's reading performance.

Teachers use this assessment data to: (1) tailor their curriculum to
address any specific individual needs of their students; (2) home in on
areas of strength and areas in need of improvement within their
curriculum, and (3) share data with staff to determine if the curricular
programs are aligned across the grade levels.

*Lafayette Elementary School Washington, DC*

\[We conduct\] continuous assessment of student progress and
implementation of enrichment or remediation activities using that
information. Each first grade student is evaluated three times during
his or her year at Lafayette by the reading specialist to determine
progress. This is in addition to the assessments the classroom teacher
does as a matter of course. Our oldest students are provided copies of
their testing histories to allow them to become full partners in
improving achievement. Students who fall on the edges of different
performance ranges are carefully monitored to make sure they do not fall
back while other students are encouraged to stretch themselves and reach
a higher level.

*Stanley Elementary School Overland Park, KS*

\[We\] identif\[y\] each child\'s instructional level and provid\[e\]
books and materials at that level for children to work with each day.
This is accomplished by teachers administering authentic assessments
often and then planning both skill lessons and activities using
materials appropriate for the various student levels. The principal,
classroom teachers, and specialists work together to meet each child\'s
needs. We keep sight of the fact that we are teaching children not just
programs.

*Smith Valley Elementary School Kalispell, MT*

\[We ensure that a\] high level of individualized support \[is\] given
students. Students are regularly assessed and then provided with high
quality, rigorous instructional support tailored to their individual
needs. This individualization is particularly evident in the lower
primary grades of kindergarten through second.

*Meadow Drive Elementary School Albertson, NY*

![](media/image8.jpeg){width="3.3604166666666666in"
height="2.5131944444444443in"}\[We\] use. . . disaggregated data from
various assessments to plan instruction. The assessment data is analyzed
and examined systematically in order to provide valuable information for
decision-making, establishing priorities, and comprehensive planning
that will result in improving student achievement and school
performance. Using data that reflect the strengths and weaknesses of
each student enables teachers to implement strategies and best practices
to strengthen skills and concepts and/or to intervene with successful
research based techniques.

*Carolina Forest Elementary School Myrtle Beach, SC*

The single biggest factor. . . is disaggregating data and
differentiating instruction based on the data. We use our state
assessment, Measures of Academic Progress (MAP) data, and
standards-based assessments to pinpoint the areas of strength and
weakness for every student. Once we have identified these areas we are
able to differentiate our instruction to meet the needs of all children
in our school. By using these data sources throughout the year we can be
proactive and forward-thinking. Our teachers meet weekly with our two
curriculum specialists to study trends in the data and make adjustments
in our instruction and practices.

*Arlington Traditional School Arlington, VA*

ATS has focused on reading as the key to acquiring knowledge. We firmly
believe that all students must learn to read, so that they can read to
learn. We feel that daily assessment, formal and/or informal, should
drive instruction in our comprehensive, balanced program. Because each
student's developmental needs are assessed throughout the reading
process, we are able to provide the appropriate teacher-directed
instruction necessary to further each individual's learning. Specialists
and classroom teachers work collaboratively to implement instruction
that meets student needs. We focus on early phonemic awareness and
teacher-directed phonics instruction.

![](media/image9.jpeg){width="4.423611111111111in"
height="2.9430555555555555in"}

**Student Support**

-   ![](media/image10.jpeg){width="2.890972222222222in"
    height="2.36875in"}Additional support

-   Early identification

-   Parental support

Blue Ribbon Schools support all students. Early intervention is key and
additional programs help students during and after school. Parental
involvement is encouraged. Students are expected to read at home.

*Esparto Middle School Esparto, CA*

We know the reading scores/level of each and every student and develop a
program of instruction AND support for every student. Seventy two
percent of our 6th graders enter EMS reading below grade level (over 1/2
of them read 3 or more years below). As a result, every 6th grader has a
\"reading\" support class within his/her regular school days in addition
to his/her regular language arts class. This is done without sacrificing
any other subjects or without pulling students out of a class due to our
\"block schedule.\"

All migrant students and EL learners receive additional assistance
during the regular school day in the reading lab where they are taught
reading and language English by a bilingual teacher. All Title 1
students receive pull-out assistance (without sacrificing class
\[time\]). They are also invited to an after-school intervention reading
class at least once during the school year. Over 69% of our students
attend some type of after-school class. Classes are offered 4 days a
week.

*Northwood Elementary School San Jose, CA*

\[We use\] individual student test data from district literacy tests K
thru 3rd and STAR Testing results to immediately tag those children who
need supplemental instruction and individual tutoring. All Northwood
students scoring below 30% on standardized tests, showing specific
weaknesses in K-3 literacy testing, or through teacher recommendation
are by the end of September in supplemental instructional support
programs before or after school. In addition, those students scoring
below 30% receive an additional 15 minutes daily of individual tutoring
in reading with a Title 1 reading tutor trained in remedial reading
support. We believe that children struggling academically need more
academic instruction. . . not

less. . . early rather than later. . . and for as long as testing shows
it is needed.

*Handley Elementary School LaPorte, IN*

Early interventions in grades Kindergarten through third support the
students from grade level to grade level so that \[entering\] the
intermediate grades they are able to read to learn rather than learn to
read. . . Kindergarten teachers plan and teach 30 minute literacy groups
using parent volunteers and support personnel to keep the groups no
larger than six students per adult. At the first grade level, small
groups of students in the lowest quartile are in a pull-out program with
the Title I teacher. The first grade teacher and the Title I teachers
also co-teach reading lessons. In the second and third grade levels,
students in the second quartile benefit from the research-based HOSTS
(Helping One Student To Succeed) mentoring program with support from the
Title I reading teacher. Those in the lowest quartile work directly with
the Title I teacher.

*Eagle Valley Elementary School Clarissa, MN*

Students are asked to read 20 minutes each night at home and parents are
asked to sign the assignment notebook saying that this has been
accomplished. The reading takes place regularly with topics the children
choose so they are interested in what they are reading. Most of the
reading is done at their grade level, and with the help of our "Star
Reading" and "Accelerated Reading" programs, we can help students find
books that are at their reading level. Reading is the key to becoming a
good reader, so anything one can do to get students to read more will
help their reading.

*Highland Acres Elementary School Bismarck, ND*

\[Our\] teachers use a core reading curriculum with a concentrated
approach of direct, intensive and systematic instruction. There are many
efforts made to diversify the materials used for supplementing the basal
series in order to offer what is needed by each of the students. Parents
and families are an integral support to the enrichment of reading
instruction by lending a hand with at-home practice in such endeavors as
reading aloud, spelling, and written reports. Both for home use and
classroom use, there is marvelous involvement in "real" reading through
high circulation of library and technology resources.

*Yeshiva of North Jersey River Edge, NJ*

Our Special Needs Resource Room \[has been\] most important. The staff
tests the children, engages in early intervention, offers support in
small group settings and consistently monitors the children\'s progress.
They advise the mainstream classroom teachers and help them design
modifications to meet individual needs. The Resource Room\'s vigilance
and efforts are the main contributing factors in preventing student
failure and improving student performance.

In addition, the Yeshiva also provides self-contained classes for
students who are not yet ready for a traditional classroom setting.
Specially trained teachers utilize varied educational techniques to
provide for the individual needs of the students. Class size is limited
to eight students, who are supervised by at least two staff members.
Many of these pupils are able to successfully participate in a variety
of mainstream classroom activities.

*Perrysville Elementary School Pittsburgh, PA*

Collaboration and teamwork \[are\] the biggest factor\[s\]. Perrysville
School has a full day kindergarten program that stresses the basic
skills necessary for reading. In addition, each student K-3 is assessed
using the DIBELS to monitor skill acquisition. Students who are having
difficulty are given intervention and assistance immediately. The school
is fortunate to have a remedial reading teacher available to work with
students individually or in small groups. In addition, the District has
an Instructional Support Team headed by an instructional support
teacher. The parent is included in this team, and as children have
difficulties they are referred to this team for intervention and
assistance.

![](media/image11.jpeg){width="4.072916666666667in"
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