Our Early Primary Team worked pointedly to improve the reading outcomes for our students. 

Targeted Actions included: 

-whole-class literacy instruction continued daily with renewed focus and teacher collaboration

-small-group instruction by classroom teacher or Resource/ELL teacher reaching all students for 20 minutes four times per week
-targeted intervention for 20 minutes with specific students two-three times per week

What gap these actions intend to address:

Based on our Fall literacy data collection, we realized that many of our early primary students were not yet proficient in specific skills, such as phonemic awareness, fluency, and reading comprehension. This aligns with our focus to improve literacy/reading outcomes for our students.

What the evidence is telling us:

K/1 SPARK Data (% of students not yet able to complete the skill):

This data shows marked improvement in every area, but also that not all of our K/1 students have mastered each of these skills yet

Grade 1 Reading Assessment Data (% of students proficient at the skill):

This data shows improvement in every area (except Making Personal Connections), but also shows that not all our grade 1 students are proficient at all of these skills yet. Specifically, fluency will remain a large area of focus for the 2026/2027 school year, as well as Retelling/Summarizing and Making Personal Connections.

What difference the actions are making:

We can see that our actions are making a difference through our Spring K/1 SPARK data and Spring Grade 1 Reading Assessment data, with improvement (virtually) every category. The hard work of our teachers to work with our students is improving literacy outcomes for our students.

How we will move forward:

The goal is to have all of our grade 1 students to have mastery of these SPARK skills by the end of grade 1. We have not yet achieved this, and thus we will continue to work this at the beginning of next year. We will continue tracking the data for individual students so that individual targeted intervention can continue to support our students who receive ELL instruction or Resource support, or are part of a priority population of students.