Spotlight Reading School D

School D is the only elementary school in the small, rural district and is located approximately 30 miles east of Austin. At the time School D was being considered for a Spotlight school, the district superintendent served also as the principal until the newly hired principal started in January 2005. The superintendent expressed much enthusiasm about beginning the process of implementation as the district became aware of the need to strengthen reading instruction in the classroom and in programs to support struggling readers in kindergarten through at least grade 3.

The superintendent remained involved in the implementation process after the principal began in his new role and the campus leadership team was selected. An action plan was developed with specific steps identified; however, with several changes occurring within the spring semester, much of the professional development activity occurred toward the end of spring. One of the steps identified was to examine the existing assessment data collected by K-3 teachers and determine how the data could be used to inform the 3-tier implementation process. In addition, the team identified the need to explore the use of additional assessment tools upon realizing that they needed more data to inform instruction. Another identified step was to focus on improving core instruction, which included an examination of existing curriculum and the ways in which it was being implemented.

Another change occurred for School D at the end of the 2004-2005 school year: a new principal. The previous principal relocated and another one was hired. A plan was developed immediately to provide the necessary training and knowledge about a 3-tier reading model to the new principal. The campus leadership team members continue to serve in their roles as School D moves further toward implementation.

2006-2007 saw a new principal, as the previous principal assumed the role of superintendent.  Again, the newly hired principal was trained on a 3-tier reading model and worked diligently to lead his campus in implementation.

The 2007-2008 school year brought no changes in personnel and the campus began focusing on strengthening its small-group instruction in Tier I.  In an effort to ensure strong Tier II and Tier III intervention, a new interventionist position has been created.