This article is the second in a series looking at the experience of James John Elementary in Portland, Oregon as its staff implements Reading Success Network, a standards-based approach to improving literacy instruction through peer coaching, analysis of classroom and evaluation data, and use of intervention strategies. As the 1999-2000 school year draws to a close, a planning committee from James John Elementary meets to look ahead to the fall.
Ideas fill the air and fill the long sheets of paper that cover the conference room walls.
During this first year with RSN, James John staff attended trainings on topics such as using assessment data to inform instruction. Today they discuss proposed changes and additions to the program such as a book room for multiple copies of books arranged by reading level, a reorganized daily schedule with more time for reading and planning, new peer coaching arrangements, and additional professional development focusing on topics such as guided reading. They've worked really hard to define as a school the contents of guided reading. They've made quantum leaps in understanding the usefulness of assessment driving instruction. They've collected data quarterly, analyzed it, and made interim benchmark goals for each grade level.