Addressing. Our Shortcomings

School Administrator, Sept, 1997 by Tom Heineman, Gerrie Dunphy

* training in the use of diagnostic and evaluative tools to assess students' learning needs;

* providing all teachers with quality reference materials to implement the reading program;

* planning with each school site for follow-up support during the second year; and

* assisting in the selection of reading materials to reinforce the teaching strategies.

Looking Back

As we begin our third year we believe the CORE staff development program is making a significant difference in the way our teachers provide reading instruction. CORE's presenters shared their knowledge and excitement for learning. Virtually all of the district's K-3 teachers and two-thirds of the teachers in grades 4 and 5 have completed their training.

Changes in student reading abilities are already evident. The principals and teachers who participated in the training report that:

* children are learning to read earlier than before;

* fewer children are being referred to resource personnel;

* the teachers are better prepared for reading instruction;

* fewer students are having difficulty becoming fluent readers, according to diagnostic instruments; and

* teachers have refined their spelling and comprehension strategies.

The second-year follow-up meeting with the leadership team at each site was important. Each site team reviewed and adjusted its instructional program and the subsequent training for the teachers. The second year of training by CORE had to be modified because the first group of participating teachers shared the good ideas they acquired with teachers who had yet to be trained. That meant the teachers in the second year knew more than the first set of teachers. We hoped this would happen. Positive change was occurring.

Summer Remediation

Teachers and principals have asked that ongoing reading support be provided for K-3 students throughout the year. As a result, a remedial reading program was established for students as a part of the summer school program in Livermore. The program is called the "Reading House."

The program, which was offered this summer, was limited to 20 students, who were referred by their teachers; was taught only by CORE-trained teachers; focused for three hours daily on reading and language activities; and provided parent training and read-at-home materials. We expect this fall to see continued improvement in our students' oral language and reading skills as a result of their participation in the "Reading House."

The overall success of our staff development program in reading was based upon some important elements: the training was systemic, dynamic and based on research. Schools alone cannot easily make such change. It requires an entire family of schools and the school district working together to make improvements in student learning a reality.

Tom Heineman is director of instruction and technology and Gerrie Dunphy is coordinator of the instructional materials center in the Livermore Valley, Calif., Joint Unified School District 685 E. Jack London Blvd., Livermore, Calif. 94550. E-mail: Heinemant@snmail.lvjusd.k12.ca.us