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The Herald
Hoboken Public School District - ELA Program
Dear Parents and Guardians,
We are honored to share this Special Edition of The Herald with you which highlights the intentional literacy work that is taking place in the Hoboken Public School District. Our journey to develop strong, confident readers and writers begins at the earliest grade level and continues through grade twelve. We strive to provide powerful teaching tools and effective programs that raise literacy achievement, while simultaneously close any gaps that exist.
We have noticed that parents have asked questions about our curriculum and adoption processes. Some have asked about reading specialists and the Orton-Gillingham Methodology. Others have asked about interventions and accommodations associated with special education, I&RS process, Individualized Learning Period, and after school and summer programs. This Special Edition of The Herald should serve as a comprehensive resource for all families. There is a lot of information. Take your time reading through it. Set aside some quiet time, grab a cup of coffee or tea, and begin your own journey to better understand the Hoboken Public School District's literacy work. We are here to answer any questions that you may have.
When reading through this resource, you will find:
- District's Recent Honors and Recognitions
- Visits from 5 local districts
- "Viewpoints" documentary
- District Administration Magazine article
- Hoboken Patch articles
- IMSE Journal article
- TAP into Hoboken article
- Comprehensive Curriculum at the K-12 Level
- The Science of Reading
- Wonders Reading Instruction: A Research-Based Approach to Foundational Skills
- Wonders Writing Instruction: Developing Strong, Confident Writers
- District Partnership with the Institute of Multi-Sensory Education
- Orton-Gillingham Methodology to Teaching Reading
- Foundational Skills: Intentional Phonics Focus
- Additional Information with Helpful Links
District Literacy Tools to Challenge & Support Students
Individualized Learning Pathways Period
Johns Hopkins Center for Talented Youth Fall Verbal Pathway
Response to Intervention Reading Pathway
District Reading Specialists
The Reading Specialist Corner
Developmental Reading Assessment (DRA3)
Dyslexia Screening
LinkIt!
IXL ELA Skills Plans
Fast ForWord
Passport to Learning Reading Academy
Splash into Literacy Summer Program via LEAP
Jumpstart to Literacy Summer Program
- Family Literacy Resources
- GK - G5 English Language Arts Curriculum Guides
- G6 - G8 English Language Arts Curriculum Guides
- G9 - G12 English Language Arts Curriculum Guides
- GK - 12 Learning Outcome Guides
- GK - 12 Literacy Guides
- GK - G2 DRA3 Correlation Chart/Reading Benchmark Levels
- GK - G2 DRA3 Level Descriptors Website
- Fast ForWord Parent Resource
- The Reading Specialist Corner
We hope that you find this Special Edition of The Herald beneficial and that it serves not only as a resource, but also a tool for communication at home and with your child's school.
Sincerely,
Dr. Christine Johnson, Superintendent of Schools
Ms. Sandra Rodriguez-Gomez, Assistant Superintendent of Schools
Ms. Christy Gaudio, Supervisor of English Language Arts
Recent Honors & Recognitions
We are excited to share some honors and recognitions:
- The Hoboken Public School District is outperforming the State of New Jersey at all tested grade levels in English Language Arts on the New Jersey Student Learning Assessments
- Hosted visits from 4 local districts to learn about our literacy journey
- "Viewpoints" documentary to highligh our work in partnership with The Institute of Multi-Sensory Education (IMSE) in the K-5 space, to be released in Spring 2024
- Article in District Administration Magazine regarding our work in alignment with the Science of Reading;
- Hoboken Patch article, "Learning Acceleration not Learning Loss"
- Hoboken Patch article, "Literacy Tool Boxes are Being Filled in the HobokenPublic School District"
- IMSE Journal article, Learning Acceleration not Learning Loss"
- TAP into Hoboken article, "Hoboken Teachers Advance Literacy Training Skills"
Comprehensive Curriculum at the K-12 Level
The Science of Reading
The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.
The Simple View of Reading has been empirically validated by over 150 scientific studies. It shows us that reading comprehension is not the sum, but the product of two components - word recognition and language comprehension - such that if either one is weak, reading comprehension is diminished. No amount of skill in one component can compensate for a lack of skill in the other. While it is a simple view of a developmental process, skilled reading development is NOT simplistic. For a more in-depth understanding of the subcomponents within word recognition (WR) and language comprehension (LC), we turn next to Scarborough’s Reading Rope. Scarborough’s Rope is a visual metaphor for the development of skills over time (represented by the strands of the rope) that lead to skilled reading.
What guidance does the science of reading offer?
Research is clear about what matters to teach in early literacy instruction: phonological awareness, phonics and word recognition, fluency, vocabulary and oral language comprehension, and text comprehension. For each of these, a convergence of evidence tells us what works, in practice.
Phonological awareness: Students are taught to recognize and manipulate the sounds within words.
Phonics and word recognition: Students are taught letter sounds and sound-spelling patterns explicitly and systematically. Practices that include both reading and writing of words in isolation and in text are most supportive of taught phonics.
Fluency: Students are provided with frequent chances to read and re-read orally from connected text—sentences, paragraphs, and passages. Instruction focuses on the development of both automatic word recognition and fluent expression, keeping understanding of the text as the central goal.
Vocabulary and oral language comprehension: Instruction includes high-quality, language-rich interactions between teacher and students. opportunities to unpack academic and inferential language through read-aloud texts, and explicitly building students’ recognition of shared morphemes (e.g., root words, affixes) across words, both in oral and written language.
Text comprehension: Even before young students can read on their own, instruction includes teaching from rich texts via read-alouds and scaffolded reading. Instruction includes teacher modeling and student application of metacognitive strategies like setting a purpose, monitoring for meaning, building inferences while reading, and determining text and organizational structures.
Wonders Reading Instruction: Developing Confident Readers in Grades K-5
After a very thoughtful and intensive curricular review guided by both the What Works Clearinghouse Standards and EdReports, the Hoboken Public School District ELA Curriculum committee adopted Wonders ©2023 as our core English Language Arts curriculum in the K-5 space. It was implemented with full fidelity for the first time last academic school year.
The EdReports.org evaluation in which Wonders ©2023 was highly rated across the three gateways: Text Quality and Complexity, Building Knowledge and Usability further cemented our decision to adopt. It was critical for us to find high-quality materials that meet local, state and national standards and are at the same time aligned with the science of teaching reading. The design of Wonders ©2023 is closely aligned with the findings of a substantial body of strong research evidence drawn from both educational and cognitive science.
By drawing upon decades of literacy research and the expertise of preeminent reading researchers, including Dr. Doug Fisher and Dr. Tim Shanahan, Wonders ©2023 was built to deliver high-quality literacy instruction. It provides a comprehensive, integrated plan for meeting the needs of all students and offers support for instruction in all key areas of learning identified by research and The National Reading Panel as essential for reading development, including phonological/phonemic awareness, phonics, spelling, structural analysis, high-frequency words, fluency and comprehension.
Furthermore, Wonders ©2023:
- Builds knowledge though meaningful authentic literature;
- Provides students with many opportunities to engage with thought-provoking and informative texts that invite them to expand the world through literacy and become civic-minded members of our community;
- Invites students to explore the world through diverse experiences and perspectives across cultures, across borders and across time;
- Incorporates a 50/50 balance between literary and informational text to enhance content area learning;
- Includes both classic and contemporary works in various genres that reflect the full diversity of your classroom;
- Places a focus on social emotional learning and student empowerment with texts that model social justice and examples of how students can impact their communities.
Foundational Reading Skills: Intentional Phonics Focus in Grades K-2
Daily in grades K-2, the beginning portion of the 90-minute ELA block offers a thorough foundation in developing critical beginning reading skills, including phonological/phonemic awareness, phonics, spelling, structural analysis, high-frequency words and fluency. Explicit, systematic instruction is built from research-based routines grounded in the Orton-Gillingham methodology and features a variety of multimodal learning opportunities:
- Phonological/Phonemic Awareness: This component of the literacy block will be devoted to strengthening students’ awareness of the sounds in spoken words, as well as the ability to manipulate those sounds. Phonological awareness facilitates later mastery of the alphabetic writing system and orthographic mapping (Ehri & Roberts, 2013) and is necessary for learning and using the alphabetic code. Therefore, grades K - 2 teachers will follow the grade level appropriate Wonders’ scope and sequence of teaching phonological/phonemic awareness skills utilizing activities from both Reading Wonders and the Institute for Multi-Sensory Education.
- Phonics and Word Analysis: This component of the literacy block will be devoted to strengthening students' knowledge of letter sounds and the ability to apply that knowledge in decoding. Well-designed phonics instruction is a necessary component of effective reading programs (NICHD, 2000; Slavin et al., 2011). Therefore, grades K-2 teachers will follow the grade level appropriate Wonders’ scope and sequence of teaching phonics skills utilizing the Orton-Gillingham approach via the Institute for Multi-Sensory Education’s Three-Part Drill routine. Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. Its direct, sequential, systematic, multi-sensory instruction is not only effective for all students but essential for teaching students with dyslexia. In grade 2, students will be introduced to more advanced phonics instruction, including structural analysis and morphology in order to support decoding and spelling of multisyllable words.
- High-Frequency Words: This component of the literacy block will be devoted to strengthening students’ orthographic mapping skills. Orthographic mapping is the mental process we use to store words for immediate retrieval and can be used for words with both regular and irregular sound-spellings. Words are anchored into permanent memory when the string of phonemes in word pronunciations is associated with the letter order in the written word (Ehri & Roberts, 2013). Therefore, grades K-2 teachers will follow the grade level appropriate Wonders’ scope of sequence of teaching high-frequency words utilizing the Orton-Gillingham approach via the Institute for Multi-Sensory Education’s Red Word Drill routine.
StudySync in Grades 6-8
After a very thoughtful and intensive curricular review guided by the Reading League’s Curriculum Evaluation Tool, the What Works Clearinghouse Standards, and EdReports, the Hoboken Public School District ELA Curriculum committee adopted StudySync ©as our core English Language Arts curriculum in Grades 6 - 8.
The EdReports.org evaluation in which StudySync © was highly rated across the three gateways: Text Quality and Complexity, Building Knowledge, and Usability further cemented our decision to adopt. It was critical for us to find high-quality materials that meet local, state and national standards and are at the same time aligned with the science of teaching reading. The design of StudySync is closely aligned with the findings of a substantial body of strong research evidence drawn from both educational and cognitive science. Committed to fostering an equitable learning environment and bringing literature to life for every learner, StudySync is designed to captivate with an unparalleled selection of culturally diverse literature, elevate with instruction tailored to specific learning needs, and provide flexibility to create the ideal classroom experience.
StudySync’s core English Language Arts and Reading curriculum centers on six units of instruction at each grade level. Each of the six units of instruction is united by a single theme and essential question. Multi-faceted exploration of this theme and essential question allows students to engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice. In addition to the theme and essential question, each unit component, and each lesson therein, shares an integrated approach that blends instruction across listening, speaking, reading, writing, and thinking; guiding students in their journey to become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
McGraw Hill and StudySync are proud to work with world-class researchers and practitioners in education to assemble an expert authorship team:
Dr. Douglas Fisher is a prolific researcher and author, including Visual Learning for Literacy and Rigorous Reading. StudySync’s close reading routine is built upon Dr. Fisher’s approach to text complexity and transfer of learning. Through a series of rereads, students learn to comprehend and respond to rich and meaningful complex text. Independent Reads, combined with StudySync’s reading routine, promote the transfer of learning as students learn to grapple with complex text on their own.
Dr. Timothy Shanahan is the author/editor of more than 200 publications and books, and his research emphasizes the connections between learning to read and learning to write, literacy in the disciplines, and improvement of reading achievement. StudySync’s process of First Read, Skill Lessons, and Close Read reflects Dr. Shanahan’s work by creating distinct access points for intensive text analysis to support students’ growing knowledge of the text.
Dr. Michelle H. Martin, the Beverly Cleary Professor for Children and Youth Services, at University of Washington’s iSchool, has long been an advocate for diversity and representation in youth literature. Working in partnership with Dr. Martin, StudySync developed a truly diverse table of contents, with more Black authors and authors of color than any major publisher.
- Dr. Catlin Tucker, author of Balance of Blended Learning, Power Up Blended Learning, and Blended Learning in Action, shares that StudySync promotes flexible implementation and an easy-to-navigate digital interface with rigorous, English Language Arts instruction at its core.
Wonders & StudySync Writing Instruction: Developing Confident Writers in Grades 3-8
Reading and writing are reciprocal, intertwining skills that strengthen one another and that students must develop to be college and career ready. Wonders and StudySync emphasize the importance of reading and writing every day, in every grade, to ensure that all learners have opportunities to observe mentor writing and strengthen their craft as evolving writers.
Both Wonders and StudySync provide explicit instruction for each of the following areas:
- Analytical Writing Lessons - Students write about what they read. They read texts closely and use text evidence to support their ideas and conclusions. Wonders provides scaffolded instruction to help children grow as writers.
- Writing Process Lessons - Students write using a six-step writing process: Expert Model, Plan, Draft, Revise, Edit and Proofread, and Publish. The steps of the writing process can be applied to all types of writing.
- Grammar Lessons - Grammar lessons are explicitly and systematically taught each week, and scaffolded instruction allows every student to then practice applying these skills to their own writing.
Hoboken Public Schools further develops the writer's craft via Monthly Writing Tasks which align to both the New Jersey Student Learning Standards as well as our core literacy program. Our focus in K-2, is in opinion, informative, and narrative writing.
Additionally, in Grades 3 - 8 these tasks allow our students to increase the complexity of their writing as they develop the skills to inform or explain, critically analyze literary text, persuade others with opinions and evidence, and convey experiences using narrative. We also celebrate writing as a joyous activity by showcasing what students’ have learned, celebrating their growth, and providing ongoing opportunities to develop their passion for writing.
Core Novel Study in Grades 3-12
Students in the intermediate grades read to learn by developing, practicing and strengthening their independent use of reading comprehension strategies in both literary and informational texts. In an effort to continue raising the level of academic rigor in our classrooms we have implemented a core novel initiative. Using a core novel as the main text of each unit, students engage in the purposeful reading, discussions and detailed analyses of the novel. Students have multiple opportunities to respond to what they read through strategies such as talking with peers in discussion groups, conferencing individually with the teacher and using written expression. Through thoughtfully paired literature and informational texts from the core literacy programs' reading companions, students read to build background knowledge, increase and improve their writing and academic vocabulary and formulate critical understandings of the world around them.
Our core novel program of study in G3 - 12 fosters joyful, independent reading and allows our students an opportunity to read authentic literature deeply while applying skills learned during the English Language Arts block.
The benefits of incorporating novel studies into our curriculum include:
Improved Reading Skills: By reading and analyzing a novel, students develop and improve their reading skills, including comprehension, critical thinking and vocabulary.
Cultural Awareness: Novels often reflect the culture and values of a specific time and place, allowing students to gain a better understanding of different perspectives and worldviews.
Enhance Writing Skills: By writing essays and participating in class discussions about the novels, students improve their writing and speaking skills.
- Encourage Empathy: By reading about and analyzing characters, students develop empathy and learn to understand and relate to the experiences and perspectives of others.
Literacy Program in Grades 9-12 - myPerspectives
As a community, we all have an important role in preparing students to be global leaders of tomorrow. The way in which we drive the progressions of teaching literacy and the tools available to instructional teams must be meaningful and effective learning experiences. In HHS, our ELA Department utilizes myPerspectives, a comprehensive literacy program. This program offers a print and digital blended learning environment that allows students in 9-12 the ability to read texts and engage in meaningful activities designed to inspire thoughtful conversations, high level socratic seminars and lively, respectable debate. It is designed with an emphasis on a connected approach to learning. It is through this approach that students are exposed to various perspectives uniquely presented by authors through high-quality literature that spans time periods, cultures, and distinct writing styles. The students are exposed to both classic and contemporary fiction and non-fiction texts. Additionally, each unit integrates a visual/audio media selection that promotes additional technology-based learning opportunities. This instructional model is based on scientific research that constitutes best practices for delivering the skills and independent learning habits needed for future success in whichever pathways our students select.
EdReports, and independent, non-profit committed to ensuring all students have access to high-quality instructional materials, shares that this program meets the expectations of alignment, building knowledge, and usability to ensure a high-level of literacy success for our high-schoolers.
English I - V
These courses will expose students to a wide array of literary concepts, themes, and genres while exploring a variety of short stories, poetry, drama, novels, and historical speeches/essays. They will have ample opportunities to respond to literature through both written and oral presentations, employing informative, argumentative, expository, and narrative formats. Writing instruction emphasizes content quality and enhances students' proficiency in grammar, mechanics, and usage. Through active engagement in listening, speaking, critical thinking, and writing, students draw connections between literature and various academic disciplines, as well as their own life experiences.
Pre-AP English I and II
AP Literature and Composition
This course delves deep into major literary topics and themes in the history of the United States, from pre-colonial times to the present day. Students will focus on key literary forms of our nation's literary heritage, analyzing themes, trends, and literary works. They will undertake research projects and produce papers, speeches, and presentations, employing a variety of discourse forms.
AP Language and Composition
Creative Writing
This course places a strong emphasis on discussion, revision, peer critique, and experimentation across multiple writing genres. Writing across many genres enriches life, serving as a means to clarify thoughts, heal emotional wounds, ignite passion, inspire others, and make the world a better place. Creative Writing is a foundational step for students aspiring to become poets, freelance writers, storytellers, scriptwriters, and non-fiction authors.
District Partnership with the Institute for Multi-Sensory Education
The Institute for Multi-Sensory Education’s (IMSE) mission is to empower districts, schools, teachers and parents to be agents of change toward equitable literacy instruction for all learners that is driven by research. Over the past three years with the generous funding of the Hoboken Public Education Foundation (HPEF), we have worked in partnership with IMSE to ensure 100% of our kindergarten through second grade teachers have been trained in the Orton-Gillingham methodology to teaching reading. In addition to this, we have identified key staff members in Grades 3-8 and in Special Education to receive this impactful training. We are proud to share that district-wide we have trained over 100 educators through the Institute. This partnership and the teaching and learning associated with it has become our framework for the explicit teaching of foundation skills to be applied in partnership with our core reading program Wonders ©2023. Please visit this incredible site created by IMSE to help support you and your growing reader.
Teachers unpacking their IMSE Training boxes.
Teachers reflecting on key take-aways
Teachers learning about the Red Word Books
Orton-Gillingham Methodology to Teaching Reading
Orton-Gillingham (OG) is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. It was the first approach to use explicit, direct, sequential, systematic, multi-sensory instruction to teach reading, which is not only effective for all students but essential for teaching students with dyslexia.
Critical Components of the IMSE OG Approach:
- Multi-Sensory: The teaching of new concepts incorporates visual, auditory and kinesthetic pathways. With this approach, students learn language by ear (listening), mouth (speaking), eyes (seeing) and hand (writing);
- Structure, sequential and cumulative: Through direct, explicit instruction, it progresses logically at the primary level and progress to more advanced concepts that build upon the previous skill learned, with practice and review;
- Flexible: Through assessment, differentiation and grouping, teachers can instruct students based on their needs;
- Language-based: Directly teaches the fundamental structure of language, starting with sound/symbol relationships and progressing to more complex concepts such as higher-level spelling rules and Greek and Latin Bases.
Additional Information with Helpful Links:
- HPS's 5 Pillars of Literacy
- Developmental Writing
- Reading Wonders: A Research-Based Approach to Foundational Skills
- What EdReports Says About Reading Wonders
- Wonders K-5: All Green Ratings from EdReports
- What EdReports Says About StudySync in Grades 6-8
- What EdReports Says About myPerspectives in Grades 9-12
District Literacy Tools to Challenge & Support Students
Individualized Learning Pathways Period
Individualized Learning Pathways (ILP) are defined by progressive and rigorous standards-based programming and take place during the ILP Period. The purpose of the ILP Period is to provide all children with an opportunity to engage in independent and customized learning that best support their unique learning journey. Each marking period, based on district assessments in the areas of English Language Arts, students will be flex-grouped in alignment to identified priority standards.
This academic school year, literacy is the instructional focus of the ILP period, which means students will receive an additional 45-minutes of literacy instruction in addition to their 90-minute English Language Arts block on their designated ILP period days:
- In K-2, this flexible and student-centered learning approach takes place one period a day, Monday - Friday during the ILP Period and will be instrumental in supporting students along their independent literacy learning journeys;
- In 3 - 5, the ILP Period takes place on Monday - Wednesday. On Thursday - Friday, all students are immersed in semester-long Project-Based Learning (PBL) modules. Each grade level is assigned two Mini PGP modules per year and has a report out metric in which students will share their completed projects with the larger educational community;
- In 6 - 8, we provide two ILP periods a week, which are built into their individual school schedules.
Johns Hopkins Center for Talented Youth Fall Verbal Pathway in Grades 2-8
During the Individualized Learning Pathway (ILP) period, students in Grades 2 - 8 who have qualified to participate in the Johns Hopkins Center for Talented Youth (CTY) English Language Arts programming engage in a wide array of verbal course offerings that address their specific strengths and interests. Johns Hopkins CTY believes in researching and advancing ways to identify and nurture academically talented learners. CTY furthers research, guides educators and families and inspires students from diverse communities and backgrounds to pursue their intellectual passions and create the world of tomorrow.
Response to Intervention Reading Pathway
RTI requires a systematic plan for responding to the struggles that children may be having in the classroom. Students are identified, problematic areas are targeted, and specific interventions are put in place to help the student BEFORE the problematic skill areas begin to negatively affect a child’s performance in the classroom. If RTI is implemented early, and is executed correctly, a child’s area of need should be lessened or corrected before losing academic ground.
The purpose of the RTI instructional framework is to support students in literacy, as well as to encourage behaviors and habits necessary for success. Both classroom teachers and district Reading Specialists are partners in ensuring that identified students receive the support and resources that they need. It is a fluid approach, rooted in consistent reflection and data analysis as data reveals which students may need support and for how long.
District Reading Specialists
The Hoboken Public School District is proud to have a certified Reading Specialist in each of our three elementary schools and Hoboken Middle School. Teaching children to read requires that every child receives excellent reading instruction and that children who are experiencing reading difficulties receive early intervention and additional instruction from professionals specifically prepared to teach them. The role of the district Reading Specialist is to provide research-based, small group reading instruction using the Institute for Multi-Sensory Education’s (IMSE) Orton-Gillingham (OG) methodology. In order to continue to improve classroom and school-wide literacy, our Reading Specialist Team also supports teacher professional development opportunities and facilitates literacy program efforts.
Allison Petrone, Brandt Elementary School
Kelly Cofrancesco, Connors Elementary School
Denise Vallejo-Rodriguez, Wallace Elementary School
The Reading Specialist Corner
In order to ensure strong home-school partnerships, the Reading Specialist team shares important at-home literacy tips in their school Smores each week under the Reading Specialist Corner. Please use this link to view their past submissions.
Developmental Reading Assessment (DRA3) in Grades K-2
The Developmental Reading Assessment (DRA3) is an individually administered criterion-based benchmark assessment of a child’s reading capabilities. It is a tool to be used by instructors to identify a student's independent reading level by assessing concepts about print, accuracy, fluency and comprehension.
- What is concepts about print?: Children learn how print is organized (i.e., top to bottom, left to right), the purpose of the spaces between letters and punctuation and the relationship of graphics and text.
- What is accuracy?: Fluent readers have automatic word recognition and the skills to sound out, or decode, unfamiliar words.
- What is fluency?: Research indicates that oral reading fluency is the ability to read text accurately, with sufficient speed, prosody and expression. It is an essential component of reading because it permits the reader to focus on constructing meaning from the text rather than on decoding words.
- What is comprehension?: Making meaning of what is viewed, read or heard. Comprehension includes understanding what is expressed outright or implied as well as interpreting what is viewed, read or heard by drawing on one's knowledge and experiences.
In order to monitor student progress closely and intervene earlier rather than later, the DRA3 is administered four times per year, by marking period. Once reading levels are identified, a teacher can use this information for instructional planning purposes and to make book recommendations for independent reading practice.
The DRA3 Correlation Chart and Reading Benchmark Levels provides the independent reading benchmark levels for each grade level. To gain a better understanding about what your child’s reading level means, use our DRA3 Level Descriptor Website to learn more.
Dyslexia Screening
The New Jersey Administrative Code includes the definition of dyslexia adopted by the International Dyslexia Association (IDA) Board of Directors on Nov. 12, 2002:
(N.J.A.C. 6A:14-1.3) Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
Universal reading screening provides the data needed to predict which students may be “at-risk” for future reading difficulties and/or the early warning signs of developmental reading disabilities, such as dyslexia. It is important to note that universal screeners do not diagnose reading disabilities, including dyslexia; rather, they are intended to help educators and administrators make informed and research-based decisions when considering making a referral to the child study team for a formal, comprehensive evaluation.
Universal reading screening measures, by definition,
are brief assessments of a particular skill or ability that is highly predictive of a later outcome;
focus on specific skills that correlate with broader measures of reading achievement; and
provide data that exhibits positive or negative indicators of developmental reading disabilities, including dyslexia (IDA, 2020), .
In addition to reviewing data from teacher observations, formative assessments, standardized assessments, and DRA3 data, the Hoboken Public Schools will screen students for positive indicators of dyslexia via the DIBELS 8th Edition. This screening will follow as needed and in alignment to the below flowchart which was adapted from the NJDOE's Dyslexia Handbook.
DIBELS 8th Edition offers six, grade-appropriate subtests designed to assess component skills and key domains involved in reading: Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Word Reading Fluency, Oral Reading Fluency (ORF), and Maze. The DIBELS subtests are aligned to the “Big Ideas” in reading identified by the National Reading Panel Report (NICHD, 2000), and include a developmental continuum of assessments in the areas of phonological awareness, phonics (or the alphabetic principle), fluency, and comprehension (Riedel, 2007).
The Process in Grades K-2:
Tier 1 - Core Literacy Instruction with Classroom Teacher
If a student is at or above benchmark, as determined by the marking period 1 DRA-3 benchmark results, and average progress is observed in the classroom, then the classroom teacher should continue evidence-based core instruction during the English Language Arts block (Tier 1). Further, the teacher should continue with both formative and summative literacy data review.
Tier 2 - Structured Literacy Interventions with Classroom Teacher
If a student is at or above benchmark, as determined by the marking period 1 DRA-3 benchmark results, but has below average performance in the classroom, then the classroom teacher should implement structured literacy interventions during the Individualized Learning Pathways Period (Tier 2) and differentiate evidence-based core instruction during the English Language Arts block (Tier 1). Additionally, the teacher should progress monitor to determine the rate of improvement. The teacher will re-evaluate progress after the marking period 2 administration of the DRA-3 to consider the effectiveness of the intervention and should consider an alternative intervention.
Tier 3 - Structured Literacy Interventions with Classroom Teacher and Reading Specialist
If a student is below benchmark, as determined by marking period 1 DRA-3 benchmark results, implement structured literacy interventions with increased intensity either with the classroom teacher during the Individualized Learning Pathways Period (Tier 2) or a reading specialist (Tier 3) and differentiate evidence-based core instruction during the English Language Arts block (Tier 1). Additionally, the teacher or reading specialist will progress monitor once a month (Tier 2) or every two weeks (Tier 3) to determine the rate of improvement.
If after the marking period 2 administration of the DRA-3, the data confirms an appropriate rate of improvement, then the teacher or reading specialist should continue to implement structured literacy interventions, progress monitor, and differentiate core instruction.
If after the marking period 2 administration of the DRA-3, the data confirms little or no growth, the classroom teacher will initiate the I&RS Process and a Reading Specialist will screen the student for positive indicators of dyslexia using the grade-appropriate dyslexia screener tool. If the dyslexia screener tool displays positive indicators of dyslexia, then the Reading Specialist will work alongside the classroom teacher to craft a more tailored and intensive intervention. If after two weeks, the classroom teacher notes an appropriate rate of improvement then the interventions will continue to be applied. However, if after four-six weeks, the classroom teacher does not note an appropriate rate of improvement then a referral to the child study team (CST) for a formal, comprehensive evaluation is appropriate. Structured literacy interventions should continue during the CST referral and evaluation process.
The CST referral should include:
Marking period 1 and 2 DRA-3 benchmark data;
Structured literacy interventions progress monitoring notes (once a month Tier 2 or every two weeks Tier 3);
NJDOE Potential Indicators of Dyslexia Checklist; and
Grade appropriate dyslexia screener tool which exhibits positive indicators of dyslexia.
The Process in 3-12:
Tier 1 - Core Literacy Instruction with Classroom Teacher
If a student is at or above benchmark, as determined by teacher observations, formative assessments and standardized assessments (LinkIt!) and average progress is observed in the classroom, then the classroom teacher should continue evidence-based core instruction during the English Language Arts block (Tier 1). Further, the teacher should continue with both formative and summative literacy data review.
Tier 2 - Structured Literacy Interventions with Classroom Teacher
If a student is at or above benchmark, as determined by the fall assessment window via teacher observations, formative assessments and standardized assessments (LinkIt!), but below average performance is noted in the classroom, then the classroom teacher should implement structured literacy interventions during the Individualized Learning Pathways Period (Tier 2) and differentiate evidence-based core instruction during the English Language Arts block (Tier 1). Additionally, the teacher should progress monitor to determine the rate of improvement. The teacher will re-evaluate progress after the administration of the Winter LinkIt! assessment to consider the effectiveness of the intervention and should consider an alternative intervention.
Tier 3 - Structured Literacy Interventions with Classroom Teacher and Reading Specialist
If a student is below benchmark, as determined by the fall assessment window via teacher observations, formative assessments and standardized assessments (LinkIt!), structured literacy interventions will be implemented with increased intensity either with the classroom teacher during the Individualized Learning Pathways Period (Tier 2) or a reading specialist (Tier 3) and differentiate evidence-based core instruction during the English Language Arts block (Tier 1). Additionally, the teacher or reading specialist will progress monitor once a month (Tier 2) or every two weeks (Tier 3) to determine the rate of improvement.
If after the winter assessment window the data confirms an appropriate rate of improvement, then the teacher or reading specialist should continue to implement structured literacy interventions, progress monitor, and differentiate core instruction;
If after the winter assessment window the data confirms little or no growth, the classroom teacher will initiate the I&RS Process and a Reading Specialist will screen the student for positive indicators of dyslexia using the grade-appropriate dyslexia screener tool. If the dyslexia screener tool displays positive indicators of dyslexia, then the Reading Specialist will work alongside the classroom teacher to craft a more tailored and intensive intervention. If after two weeks, the classroom teacher notes an appropriate rate of improvement then the interventions will continue to be applied. However, if after four-six weeks, the classroom teacher does not note an appropriate rate of improvement then a referral to the child study team (CST) for a formal, comprehensive evaluation is appropriate. Structured literacy interventions should continue during the CST referral and evaluation process.
The CST referral should include:
Fall and Winter assessment data;
Structured literacy interventions progress monitoring notes (once a month Tier 2 or every two weeks Tier 3);
NJDOE Potential Indicators of Dyslexia Checklist; and
Grade appropriate dyslexia screener tool which exhibits positive indicators of dyslexia
LinkIt! in Grades K-12
Students in Grades K-12 participate in the LinkIt! New Jersey Student Learning Standards Benchmark. Students will engage with this assessment in the Fall, Winter, and in the Spring. Unlike traditional tests that measure mastery of concepts and skills after students have received instruction, the LinkIt! Benchmarks provide immediate feedback and serve as an assessment FOR learning, not OF learning. After each of the three administrations, parents/guardians will receive an Individual Student Report detailing your child's current progress on reaching the end-of-year expectations for select New Jersey Student Learning Standards.
We ask that families/guardians not be alarmed by low scores on the initial baseline assessment. The family, the student, the teacher, and the school administration, will continue to receive additional feedback from the winter and spring benchmark administrations.
Benchmark results, combined with other information about a child's academic performance, inform individual student goals and help teachers strategically differentiate instruction and measure growth on specific standards and the overall curriculum. When reviewing the LinkIt Benchmark scores you will see that there are 6 achievement levels including Exceeding, Meeting, Approaching, Partially Meeting, and Not Meeting as found on the state assessment. Each level is correlated to be predictive of students’ actual performance on the NJSLA. LinkIt! Benchmarks also include a sixth achievement level called Bubble. A student who scores in the Bubble range has a score that is mathematically correlated with a Meeting level of achievement, but is at the bottom 10% of that meeting cohort. Therefore, this additional achievement level helps ensure that students who may be at risk of not maintaining a Meeting score are supported appropriately and can be provided the additional support they may need to ensure that they are in the meeting category for the following administration.
IXL ELA Skill Plans in Grades K-12
IXL is a fantastic tool being implemented in our Grades K-12 classrooms. Our students utilize this learning platform to grow their acumen in a variety of areas from phonics, to reading comprehension, to writing strategies and more.
Moreover, in Grades 2-12 is that IXL also aligns their skill plans to both our core curricular literacy programs and the New Jersey State Learning Standards.
Please see the links below:
Fast ForWord
Fast ForWord helps readers achieve their full learning potential. This adaptive online program uses the science of reading to fast-track learning recovery. It is an evidence-based, adaptive reading and language program that targets the five key components of literacy instruction including the reading skills of phonemic awareness, phonics, vocabulary, fluency and comprehension. When used with fidelity, the program can deliver 1-2 years gain in 40-60 hours of use. No other reading and language intervention program has been as thoroughly researched and reviewed as Fast ForWord, with more than 55 patents in neuroscience and education and more than 300 research studies verifying its effectiveness.
Passport to Learning Reading Academy in Grades K - 5
The Passport to Learning Reading Academy provides any struggling student with intensive reading instruction when enrolled in this afterschool program. The academy is led by a Orton-Gillingham trained teacher with the goal of growing reading grade level proficiency as dictated by the DRA3 reading levels. There will be a phonics component (IMSE/OG), a fluency component (Reading Wonders 2023), and a comprehension component (Reading Wonders 2023).
Splash Into Literacy Summer Program via LEAP in Grades K - 5
Our Splash into Literacy and Math Camp will combine differentiated literacy and math instruction via IXL and explicit instruction with an hour of fun swim time for all participants. Lunch is available for purchase for students participating in full day camps or a combination of AM & PM camps. After care is also available for an additional cost until 6:00 PM for all students enrolled in our full day and PM camps.
Jumpstart to Literacy Summer Program for Rising Third Graders
The Jumpstart to Literacy Program provides G2 students/rising G3 students with intensive reading instruction over the summer by a certified reading specialist with the goal of growing reading grade level proficiency as dictated by the DRA3 reading levels. The intent is to support students as they shift from learning to read to reading to learn in G3 and beyond. There will be a phonics component (IMSE/OG), a fluency component (Reading Wonders 2023), and a comprehension component (Reading Wonders 2023).
G2 students who did not meet exiting benchmark on the DRA3 during the Marking Period 3 administration will be notified of their invitation to the Jumpstart to Literacy Summer Program after a final review of the data in April. We will be inviting those that were either one, two or three levels below the expectation.