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S.P.A.R.K 2013-2014

S.P.A.R.K 2013-2014. Sphere Of Personal Achievement In Reading For Kids. S.P.A.R.K Overview. Reading Literacy Program for K-3 rd Graders January 2014 – June 2014 2 Sites – Frank Jacinto Elementary and Larkmoor Elementary 8 0 Students – 40 at each site (identified by PALS scores)

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S.P.A.R.K 2013-2014

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  1. S.P.A.R.K 2013-2014 Sphere Of Personal Achievement In Reading For Kids

  2. S.P.A.R.K Overview • Reading Literacy Program for K-3rd Graders • January 2014 – June 2014 • 2 Sites – Frank Jacinto Elementary and Larkmoor Elementary • 80 Students – 40 at each site (identified by PALS scores) • 2 Program Managers, 16 Tutors, 1 Parent Literacy Partner • 1-on-1, ½-hour tutoring sessions multiple times each week • Home Visits to supply reading materials in home, conduct child’s progress meetings, discuss parent participation, etc. • Themed Parent Nights once a month to keep parents informed, involved and engaged

  3. PALS ASSESSMENTPhonological Awareness Literacy Screening • A comprehensive assessment of young children’s knowledge of the important literacy fundamentals that are predictive of future reading success. • Used by schools in all 50 states and several foreign countries • PALS consists of three instruments, PALS Pre-K(for preschool students), PALS-K(for kindergartners), and PALS 1-3 (for students in Grades 1-3). PALS assessments are designed to identify students in need of additional reading instruction beyond that provided to typically developing readers. • PALS also informs teachers’ instruction by providing them with explicit information about their students’ knowledge of literacy fundamentals. • Reading Levels are measured in Letter Grades with A as the level they should be at entering Kindergarten and P being the level they should be at when they leave 3rd grade. • To improve a reading level, the student must show mastery of each book at that level. Books progress in difficulty and length, eventually becoming chapter books of more than 100 pages.

  4. MAKING Sparks: Impact of ProgramKindergarten • 28 Kindergarteners (19 FJE, 9 Larkmoor) • 4 stayed at the same reading level • 7 improved 1 reading level • 5 improved 2 reading levels • 2 improved 3 reading levels • 6 improved 4 reading levels • 2 improved 5 reading levels • 2 improved 8 reading levels

  5. MAKING Sparks: Impact of ProgramFirst Grade • 20 First Graders (8 FJE, 13 Larkmoor) • 1 stayed at the same reading level • 4 improved 1 reading level • 7 improved 2 reading levels • 4 improved 3 reading levels • 1 improved 4 reading levels • 1 improved 5 reading levels • 2 improved 6 reading levels

  6. MAKING Sparks: Impact of ProgramSecond Grade • 12 Second Graders (6 FJE, 6 Larkmoor) • 2 stayed at the same reading level • 4 improved1 reading level • 1improved 3 reading levels • 2 improved 4 reading levels • 2 improved 6 reading levels • 1 improved 7 reading levels

  7. MAKING Sparks: Impact of ProgramThird Grade • 18 Third Graders (6 FJE, 12 Larkmoor) • 9stayed at the same reading level • 6 improved 1 reading level • 1 improved 2 reading levels • 1 improved 3 reading levels • 1 improved 4 reading levels • NOTE:10 Started Program Late because of scheduling conflicts. Of Those: • 9 didn’t start the program until February. • 3 remained at same level, 5 improved 1 level, and 1 improved 4 levels. • 1 didn’t start the program until April (replaced a child who moved) and remained at the same reading level.

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