WEBVTT

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My name is Nadine Hoover, and
I am the literacy coach here

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at Tri-Community Elementary.

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I am responsible

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for implementing
the reading program,

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modeling for the
teachers, coaching.

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Progress monitoring
occurs according

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to the needs of the students.

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A benchmark student is a student
who is reading at grade level.

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At benchmark, normally
those students are

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progress-monitored monthly.

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However, on occasion when
I am looking at the data,

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if I see a student's data going
down, I will ask a teacher

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to progress-monitor
more frequently

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to see what is happening, and
we can look at what the needs

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of that student are or what we
need to change instructionally.

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A strategic student is a student
who is below grade level.

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Strategic students, they
are progress-monitored every

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other week.

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And again, looking at the
data, I closely follow it

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and there are times we may have

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to progress-monitor them also
more frequently according

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to their needs.

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Intensive students are students

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who are working well
below their grade level.

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A student who is intensive
is progress-monitored weekly.

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There are times when I am
watching a particular skills

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group; I can watch the data,
and there are times I see trends

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in the data that perhaps the
classroom teacher does not see.

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And we can meet and go over that
data, and we just maybe have

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to add some additional
instruction in an area

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to strengthen that area to make
the gains that we need to see.

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Sometimes within a group I
will have a subset of students

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who are not making gains;
however, it's not time

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to move them from the group.

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So what I do is we will
differentiate within that group.

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For example, if we see that
there is a fluency issue,

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we may pull that small group
and do some extra instruction

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with fluency within that skills
group for those students.

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Part of my role is to
head a reading team,

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and with the reading team
we had to devise a way

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to inform parents of what
the children are doing

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within their skills group.

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So the reading team itself,
we came up with a form

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that gives an indication of
where the child is reading,

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and it's a narrative-type
report and checklist-type report

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that helps the communication

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between the skills group
teacher and the parent.

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The students, for the most
part, are very motivated

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for their progress monitoring.

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They enjoy seeing their data,
and that's the thing-you need

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to communicate with the child
where their progress is, too.

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When they see they
are making progress,

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they are feeling
good about it also.

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I think one of the biggest
ways the teachers demonstrate

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to the children the growth
they are making is by a graph

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that they see themselves
growing on,

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the growth on the
aimline on the graph.

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The aimline is the target

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of where the student
started drawn straight

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to where the student
should be on target.

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When teachers see the growth
the students are making,

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the impact that they make
by following their data

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and changing their
instruction to meet the needs

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of the students to show the
growth, is the biggest impact.