Text choice helped boost this district’s literacy success—and empower students edsurge news gas 2 chainz

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Amalia Lopez became a high school English teacher because she thinks functional English is one of the greatest gifts you can give anyone trying to navigate life in the United States. So it may have been fate that she landed a job in the low-income, heavily immigrant California Central Valley community of Lindsay in 2009. That year, after decades as one of the most underperforming districts in the Valley, the Lindsay Unified School District was embarking on a bold and pioneering project to switch from a traditional education system to its own community-sourced, performance-based learning system. Out went A-F grading, social promotion and even the terms “student” and “teacher.” In came competency-based npower electricity power cut structures, student empowerment, and terms like “learner” and “learning facilitator.” Literacy for us is the gateway to equitable access to literally every other subject.

EdSurge recently asked Lopez to share insights into Lindsay’s transformation from a chronic underachiever to a nationally recognized model of competency-based education whose four-year college entrance rate is twice the national average for low-income communities. She discussed the role that Reading Plus, an adaptive reading intervention program, has played in her district’s literacy success. And she emphasized the impact of text choice on reading motivation and why that is especially powerful in a community where 75% of the residents are both English learners and living below the poverty line.

We do senior exit interviews every year where the seniors stand up in front of a community panel and talk about the future and the challenges. I remember my last year at the high school I had a learner who stood up and gas pump heaven said, “I was an English learner. I came here from Mexico at eight, and I never thought I’d be able to stand up here and speak in English and read in English like I do.”

I think of Reading Plus as a vitamin. It doesn’t replace good instruction from a teacher. It’s meant to give every single learner personalized reading support, and that completely matches our model. The program gives students that daily dose—sometimes two—if they want it. They are reading at a level that is instructionally challenging but is in line with their development, so the vocabulary is leveled to them, the reading passages that they choose are leveled to them, and there is a fluency rate that they are working electricity usage by appliance towards.

We’ve tried to teach kids to be advocates for their own learning. Reading is a really good example. They know their reading goals. They know why they are trying to become better readers. They know they have different avenues to improve their reading: They can check out books, they can work with a teacher, they can do Reading Plus. The motivation comes when they really start to get into the stuff they read. Some of the librarians tell me that the kids will come in and say, “I read this thing on Reading bad gas 6 weeks pregnant Plus. Is that a book? Can I check that out?”

When we first started the program at the high school, I had the struggling readers who were 10th and 11th graders but reading at about the fourth or fifth grade level. One of the first things I noticed with Reading Plus was that the kids wanted to go on to the next lesson because it’s the next part of the story. I think that’s one of the scaffolds that the program does really well.

We see the confidence in lots of areas, but we see it particularly with Reading Plus because the learner will tell you, “Wow, I’ve already gotten two Combos this week—I’m on fire!” (To earn a Combo, a learner has to achieve 80% or better on two lessons in a row.) They tell you because they are empowered to know their data. They are empowered to make decisions about their learning. Reading Plus is an extension of this idea that confidence comes when you let kids have a voice in what’s happening to them for six or seven hours a day.

It quickly became a powerful tool for us, especially gas or electricity more expensive in our six third- through eighth-grade classrooms, because it does a couple of things very well. It’s structured with high-interest choice texts that learners can pick from at their own level. Also, the analytics you get from the assessments kids take for placement are really comprehensive. For example, a sixth grader taking the reading placement test might have a third-grade vocabulary and a fifth-grade comprehension, and he might be reading way too fast from a fluency standpoint. You get a reading profile for each learner.

Last year we had four or five eighth graders go all the way through the program, get to the 12th-grade level and basically exit out of the program. When we looked at their district data, we saw this massive increase in reading ability and reading confidence because the learners had really engaged in the program and found a way gas symptoms they liked to read—which then lent itself to success in other areas.

Amalia Lopez became a high school English teacher because she thinks functional English is one of the greatest gifts you can give anyone trying to navigate life in the United States. So it may have been fate that she landed a job in the low-income, heavily immigrant California Central Valley community of Lindsay in 2009. That year, after decades as one of the most underperforming districts in the Valley, the Lindsay Unified School District was embarking on a bold and pioneering project to switch from a traditional education system to its own community-sourced, performance-based learning system. Out went A-F grading, social promotion and even the terms “student” and “teacher.” In came competency-based structures, student empowerment, and terms like “learner” and “learning facilitator.” Literacy for us is the gateway to equitable access to literally every other subject.

EdSurge recently asked Lopez to share insights into Lindsay’s transformation from a chronic underachiever to a nationally recognized model of competency-based education whose four-year college entrance rate is twice the national average for low-income communities. She discussed the role that Reading Plus, an adaptive reading intervention program, has played in her district’s literacy success. And she emphasized the b games virus impact of text choice on reading motivation and why that is especially powerful in a community where 75% of the residents are both English learners and living below the poverty line.

We do senior exit interviews every year where the seniors stand up in front of a community panel and talk about the future and the challenges. I remember my last year at the high school I had a learner who stood up and said, “I was an English learner. I came here from Mexico at eight, and I never thought I’d be able to stand up here and speak in English and read in English like I do.”

I think of Reading Plus as a vitamin. It doesn’t replace good instruction from a teacher. It’s meant to give every single learner personalized reading support, and that completely matches our model. The program gives students that daily dose—sometimes two—if they want electricity symbols and meanings it. They are reading at a level that is instructionally challenging but is in line with their development, so the vocabulary is leveled to them, the reading passages that they choose are leveled to them, and there is a fluency rate that they are working towards.

We’ve tried to teach kids to be advocates for their own learning. Reading is a really good example. They know their reading goals. They know why they are trying to become better readers. They know they have different avenues to improve their reading: They can check out books, they can work with a teacher, they can do Reading Plus. The motivation comes when they really start to get into the stuff they read. Some of the librarians tell me that the kids will come in and say, “I read this thing on Reading Plus. Is that a book? Can I check that out?”

When we first started the program at the high school, I had the struggling readers who were 10th and 11th graders but reading at about the fourth electricity laws physics or fifth grade level. One of the first things I noticed with Reading Plus was that the kids wanted to go on to the next lesson because it’s the next part of the story. I think that’s one of the scaffolds that the program does really well.

We see the confidence in lots of areas, but we see it particularly with Reading Plus because the learner will tell you, “Wow, I’ve already gotten two Combos this week—I’m on fire!” (To earn a Combo, a learner has to achieve 80% or better on two lessons in a row.) They tell you because they are empowered to know their data gas near me app. They are empowered to make decisions about their learning. Reading Plus is an extension of this idea that confidence comes when you let kids have a voice in what’s happening to them for six or seven hours a day.

It quickly became a powerful tool for us, especially in our six third- through eighth-grade classrooms, because it does a couple of things very well. It’s structured with high-interest choice texts that learners can pick from at their own level. Also, the analytics you get from the assessments kids take for placement are really comprehensive. For example gas weed, a sixth grader taking the reading placement test might have a third-grade vocabulary and a fifth-grade comprehension, and he might be reading way too fast from a fluency standpoint. You get a reading profile for each learner.

Last year we had four or five eighth graders go all the way through the program, get to the 12th-grade level and basically exit out of the program. When we looked at their district data, we saw this massive increase in reading ability and reading confidence because the learners had really engaged in the program and found a way they liked to read—which then lent itself to success in other areas.