Our Literacy Support Program is designed to provide intervention with the reading and writing processes for students in need of additional support. This is delivered through small-group instruction focused on reading and writing strategies and thinking processes. The goal is to accelerate each child's progress in order to become an independent reader and writer. The Literacy Support teacher is also to serve as a resource to the classroom teachers as well as to parents.
Students are selected for participation in the Literacy Support Program on the basis of multi-criteria. Our goal is that all students qualifying will be served in a capacity appropriate to the student’s needs.
In Centerville, five schools will be served this year with Title I services -- Cline, Driscoll, Normandy, Primary Village North and Primary Village South. Title I programs are open to all students attending those schools. All other schools are provided support through local funding.
The Literacy Support Program is staffed with 16 literacy teachers. Many of these teachers have received Reading Recovery Training. Most others hold a master's degree and/or other specialist degrees in reading instruction.
Each full-time elementary literacy teacher meets with approximately 30 students per day, in small groups or individually as needed. The amount of time spent with each student varies based on specific needs.
Materials are determined by the individual needs of each student and may include such things as children’s literature, leveled readers, textbooks, magazines, student-made books, teacher-made activities, educational software and multi-sensory equipment.
Families of students in the Literacy Support Program have the opportunity to participate in the design and implementation of the program and are involved in a variety of ways; individual conferences, parent information meetings, class visitations, Family Literacy Workshops, and end-of-year program evaluation. Families are important partners in our work with your children.
Impact on Literacy Instruction
Each year the effectiveness of the Literacy Support Program is evaluated and adapted to continually better meet student needs. The district uses a variety of assessments to measure progress including, but not limited to the Fountas and Pinnell Benchmark Assessment in Reading, MAP-Measures of Academic Progress and Ohio’s Reading Test. Students’ retention rates, classroom teachers’ recommendations, student progress reports and student competency reports are also a measure of student success. A significant portion of individual student gains can be attributed to classroom teachers’ instruction with the additional support by the literacy teacher.
Some gains of the Literacy Support Program, however, are not measurable by standardized tests. Growth in self-confidence, an increased interest in reading and writing, choosing to read or write for enjoyment and sharing books with friends are also important outcomes of the intervention.
Centerville’s Literacy Support Program is jointly funded by local and federal funds. The federal funds come from the Title I. Not all of Centerville’s schools qualify for these funds. Selection of schools within the district is determined on the basis of the number of students receiving free or reduced priced lunches. This year the Title I schools are Cline, Driscoll, Normandy, Primary Village North and Primary Village South. In all buildings, additional support is provided by local funds. There is at least one Literacy Support Teacher in every elementary school.
Parent’s Right to Know
As part of the requirements of the Every Student Succeeds Act (Public Law 114-95), Section 112 (e)(1)(A), any school district receiving Title I funds must notify the parents of each student attending any school receiving Title I funds that they may request, and the district will provide information regarding the professional qualifications of the student’s classroom teachers, including:
- Whether the teachers has met state qualifications for the grade levels and subject areas in which the teacher provides instruction;
- Whether the teacher is teaching under emergency or other professional status that the state has waived;
- The degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree; and
- Whether the child is provided services by paraprofessionals and if so their qualifications.
- A school that receives Title I funds must provide to each individual parent
- Information on the level of achievement the child has made on all state assessments; and
- Timely notice that the parent’s child has been assigned or taught for four or more consecutive weeks by a teacher who is not highly qualified.
You may request the information by emailing Cherie Colopy, Elementary Curriculum Coordinator. Please include the full name of your child, your full name, address, contact phone number, and the name of your child’s teacher with your request.
For further information on the Literacy Support Program, Title I or any of the information above, please contact:
Elementary Curriculum Coordinator
Email Ms. Colopy
District Literacy Instructional Coach
Email Ms. Foust