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Building and Sustaining Capacity for Evidence-Based Literacy Instruction Leads to Improved Student
By: James L. Montanari|Published: February 14, 2013
Salisbury Elementary School is part of the Triton Regional School District in Massachusetts. It is a Title 1 school with 575 students from pre-K through grade 6. Students with disabilities make up 12% of the population.
The Goal and the Process
Inspired by the philosophy of the DuFours, the school embarked on the following process:
Implementing a Multi-tiered System of Support
Developed a Standard Tier 1 Literacy Block:
Developed a Master Schedule to Meet Student Needs:
Identified Students Scoring Below Benchmark:
Data Meetings/Progress Monitoring:
The entire school is now organized around student success. Teachers continually address the individual needs of students using evidence-based practices. Data meetings are dynamic and focused with staff comfortable reviewing data and making data-based instructional decisions. Student outcomes have improved.
The 2011-2012 school year was the second full year of implementation for kindergarten, first and second grades. The DIBELS (core) data showed that at the beginning of kindergarten 50% of students were at or above benchmark. The year ended with 82% of the students meeting benchmark. There was even more growth in first grade as the grade began with only 39% at/above benchmark and ended with 83%. Second grade showed adequate results with 70% meeting benchmark at the end of the year. The first full year implementation of Level 3 yielded 84% of students meeting benchmark.
Keys to Success: