We know that middle school is a time of tremendous growth, not only physically as students enter into adolescence, but also socially and emotionally as their personalities develop and they seek to define their identities, and last but not least, academically as they dive into a schedule full of different content areas and teachers and are able to choose electives that align with their personal interests and abilities.  Our students are all growing, but they are growing in different ways and at different rates and in order to meet those diverse needs, different instructional options are needed.  This year it was clear from multiple data sources including STAR and iReady diagnostic reports, student grades, and teacher feedback that many of our students needed additional support with reading.   Check out how Gable literacy coach, Mandy Irick, ELA teacher, Carina LaFleur as well as their administrative team including Mr. Talley and Dr. Jurek collaborated to create an innovative approach to intervention that provided students with just enough reading support that came just in time to meet their needs.  

Take a look at the video clip to the right of the first ten minutes of direct instruction that literacy coach, Mandy Irick and ELA teacher, Carina LaFleur provide in a co-teaching model.  From the video you will notice reference to the writing component from the beginning of the class, student discussion of the text read in the Read 180 curriculum, intentional scaffolding using teacher facilitated discussion around the key skills taught from the passage.  What I noticed the most from this video was student engagement.  When I asked Ms. LaFleur about how she and Ms. Irick fostered student engagement she shared several intentional strategies they use to build a positive classroom environment and to promote student engagement.  Click on the video link to the left to view her response.

One of the effective components of Gable's intervention program is data-driven instruction.  In the video Ms. Irick explains how she and Ms. LaFleur create a pre and post test to provide to students prior to each instructional unit that help determine student strengths and areas to target.  Ms. Irick explains how the main goal of this intervention time is for students to be able to transfer skills learned to their independent reading and writing and how in addition to the pre and post test she provides them with an opportunity to apply the skills taught in each unit in an independent on grade level passage of text.  

While we have just started our journey towards innovative intervention at Gable, we are proud of the gains students have made because of the intentional foundation that the team at GMS has worked together to build.  This year, we knew our students needed additional support to grow as readers and it is clear from their engagement, their effort, and their responses that students are making the most of this opportunity.  If you have an innovative strategy or practice that you would like to share, please send me an email at mitchelld@spart6.org   We are in this together!