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

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

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.

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

Stayed at Same Read-ing Level

14%, 4 StudentsImproved 1 Reading

Level25%, 7 Students

Improved 2 Reading Levels18%, 5 Students

Improved 3 Reading Levels7%, 2 Students

Improved 4 Reading Levels21%, 6 Students

Improved 5 Levels7%, 2 Students

Improved 8 Levels7%, 2 Students

28 Kindergarteners: Reading Level Improvement

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

Stayed at Same Reading Level5%, 1 Student

Improved 1 Reading Level

20%, 4 Students

Improved 2 Reading Levels

35%, 7 Students

Improved 3 Reading Levels

20%, 4 Students

4 Levels5%, 1 Student

5 Levels5%, 1 Student

Improved 6 Reading Levels10%, 2 Students

20 First Graders: Reading Level Improvement

MAKING SPARKS: IMPACT OF PROGRAMSECOND GRADE

• 12 Second Graders (6 FJE, 6 Larkmoor)

• 2 stayed at the same reading level

• 4 improved1 reading level

• 1 improved 3 reading levels

• 2 improved 4 reading levels

• 2 improved 6 reading levels

• 1 improved 7 reading levels

Stayed at Same Reading Level

17%, 2 Students

Improved 1 Reading Level33%, 4 Students

Improved 3 Reading Levels8%, 1 Student

Improved 4 Reading Levels17%, 2 Students

Improved 6 Reading Levels17%, 2 Students

Improved 7 Reading Levels8%, 1 Student

12 Second Graders: Reading Level Improvement

MAKING SPARKS: IMPACT OF PROGRAMTHIRD GRADE

• 18 Third Graders (6 FJE, 12 Larkmoor)

• 9 stayed 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.

20 Third Graders: Reading Level Improvement

Stayed at Same Read-ing Level

50%, 9 StudentsImproved 1 Reading Level

33%, 6 Students

2 Levels6%, 1 Student

3 Levels6%, 1 Student

4 Levels6%, 1 Student

18 THIRD GRADERS: Reading Level Improvement

Stayed at Same Read-

ing Level21%, 16 Students

Improved 1 Reading

Level27%, 21 StudentsImproved 2 Reading Levels

17%, 13 Students

Improved 3 Reading Levels

10%, 8 Stu-dents

Improved 4 Reading Levels

13%, 10 Students

Improved 5 Reading Levels

4%, 3 Stu-dents

Improved 6 Reading Levels

5%, 4 Stu-dents

Improved 7 Reading Levels1%, 1 Student Improved 8 Reading Levels

3%, 2 Students

78 Total Students: Reading Level Improvement

Stayed at

Same Level21%, 16

Stu-dents

Im-prove

d their read-ing

level79%, 62

Stu-dents

6 Month Improvement

Improved Reading by 1-2 Levels

55% 34 Students

Improved Reading by 3+ Levels

(Full Grade Level)

45%, 28 Students

How Much Im-provement?