Bridget Vaughan, Coordinator of ELA Programs
Quincy Public Schools
34 Coddington Street
Quincy, MA 02169
The Literacy Program was developed to identify and support students who struggle to acquire foundational literacy skills. Literacy students are selected by the Integrated Learning Team (ILT) based on test assessment results and overall reading performance.
Literacy teachers provide intervention, utilizing scientifically- based, research-reviewed programs (SBRR), to struggling readers in grades kindergarten through grade three. The focus of this intervention is to develop and support students’ working knowledge of concepts of print, the alphabetic principle, academic and content specific vocabulary, reading comprehension strategies, and essential elements of the English writing system. Student success rate is monitored through formative and summative assessments.
These foundational skills are a crucial component of a comprehensive literacy program and are designed to develop proficient readers with the ability to read, comprehend, and respond to texts across all disciplines.
The Literacy Team continues to update current practices through active participation in professional development and further extends their knowledge by providing learning opportunities to QPS staff system-wide.
Literacy Coordinator’s Message:
Reading ability is a critical component to a child’s overall academic development. Foundational reading skills are established during early learning years. As the student advances in grade level, the reading performance expectation increases. Today’s college and career ready learner is required to effectively communicate in terms of: listening, speaking, reading, and writing in relation to varying academic domains, genres, and settings.
Success in advanced learning hinges upon the stability of accomplished early reading foundation. Current research notes a positive correlation between early reading intervention and reading development. Therefore, it is imperative that students in need of additional reading support be identified at the earliest of formative years. Literacy team members, in collaboration with the Integrated Learning Team members (ILT), must analyze data through a holistic approach and create a balanced literacy plan tailored to meet specific student needs.
Supporting struggling readers at early stages of development will better position students to attain high functioning reading independence and further promote academic success leading to lifelong learning.