Collaborative program boosts Sonoma Valley elementary students … – Sonoma Index-Tribune

A collaborative program to improve elementary school students’ reading skills in Sonoma Valley Unified School District has achieved some notable successes, according to recent assessments.

The Walk to Read program consists of a team at each of the district’s four elementary schools — including teachers, principals, educational specialists, instructional aids and interventionists — that proctors, collects and evaluates multiple assessments for each kindergarten through fifth grade student, as appropriate.

“We have experienced success with this all-hands-on-deck approach,” said Dawn Mawhinney, the district’s director of educational services. “Wherever the student is on the learning continuum, they are being served. Struggling students are making progress and students that are advancing are challenged.”

Recent data from the second set of assessments in the 2023-24 school year shows some significant improvement, she said.

“With multiple assessments and data points, we see that although some students may remain below expectations, they may have made tremendous progress,” Mawhinney said.

She noted that at the beginning of the 2023-24 school year, 57 third grade students did not reach the benchmark as assessed by the Core Phonics screener.

“After the first session of Walk to Read, 11 of those students are now at the benchmark and 18 have doubled their scores from August,” she said.

Stefanie Jordan, principal of Sassarini Elementary School, said that the school has seen significant gains in the number of K-2 students reaching the end-of-year benchmarks on the Core Phonics screener.

In spring 2022, 54% of the school’s kindergartners, 14% of first graders and 30% of second graders achieved the benchmark, and in spring 2023, 93% of kindergartners, 59% of first graders and 48% of second graders reached them.

Mawhinney said that at one school, half the students in third grade doubled their reading score since the start of the school year.

“Some students were still below the benchmark, but the growth was notable,” she said. “The beginning of the year benchmark was met by 38% of students at that school in August. The number rose to 65% of students at the benchmark by October.”

She said that benchmarks of achievement shift as students advance through the year and for each grade level.

“Because we use multiple measures and have grade-specific benchmarks, really looking closely at each grade-level class and school is very important,” Mawhinney said. “During meetings, the teams look at many areas of the students and their literacy needs.

“It’s important to remember that each assessment and observation is about a unique student. Each student advances through core instruction with their teachers and Walk to Read is an extra push to meet the student’s specific area of need.”

So, the tools used vary, depending upon each student’s needs.

“Some students need phonemic awareness, so SIPPS (an accelerative foundational skills program) may be used, for example,” Mawhinney said. “Other programs that may be used across the district during this time to support the learner are Read Naturally and Orton Gillingham.”

Jordan said that Sassarini teachers see the benefits of the program.

“Students benefit in that they receive targeted, small group reading instruction at their precise reading level,” she said. “It’s an opportunity for all students, including those reading below, at or above grade level, to receive differentiated instruction so that they can progress.”

In Sonoma Valley Unified School District, the Walk to Read program is called Focus Learning at El Verano Elementary School and Love of Literacy at Sassarini Elementary School — but the concept is basically the same at all the district’s elementary schools.

“The only school that is slightly different is Flowery,” Mawhinney said. “Because they are a dual immersion school, their curriculum — the Spanish version of Wonders, Maravillas — and walk to Read tools vary from the other schools.”

Each school’s team looks to see if each student has met or exceeded grade level expectations and where they can target instruction. These assessments may include a phonics assessment, fluency assessment and/or the Renaissance STAR assessment for English language arts.

“The assessment for each student depends upon earlier assessments and their grade level,” Mawhinney said. “The students are then grouped into small instructional cohorts for differentiated learning outside the core English language arts curriculum.

“This way, all students receive targeted support for their specific learning journey. The process is repeated four times per year.”

The small groups include areas within phonemic awareness, fluency, comprehension and challenge, depending on the grade level.

Boosting student reading skills has been a top priority for Sonoma Valley Unified School District. Students in grades 3-12 meeting or exceeding proficiency in Standardized Testing and Reporting (STAR) reading tests fell to 33.9% in fall 2022 from 39.9% in 2021.

Sonoma Valley Unified School District implemented the Walk to Read program shortly before the pandemic.

“Distance learning stopped our ability to continue until we were all back in person,” Mawhinney said. “Walk to Read was implemented to offer extra support to all early readers.

“Students have varying needs when it comes to learning to read. We want all readers to meet grade-level benchmarks, and targeting instruction supports students on that journey.”

Reach the reporter, Dan Johnson, at daniel.johnson@sonomanews.com.