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Hillcrest, La Porte, Martin Walker, McDade share the spotlight as 3-Tier model schools

Applause filled a packed room Jan. 24 in the Hyatt Regency Austin as the Vaughn Gross Center’s Christie Cavanaugh and Jeanne Wanzek did their best Vanna White impersonation, unveiling the names of the four elementary schools selected to participate in the 3-Tier Spotlight project.

And that applause came from a cross-section of Texas elementary educators — representatives from 18 of the 20 Educational Service Centers, strong delegations of faculty members, and top administration officials — a turnout that Cavanaugh called “a show of commitment to reading education in our state.”

“This is probably the most practical thing our teachers have done thus far.”
— Joanne Kolius, La Porte Elementary School principal

The four schools will serve as examples throughout the state for the 3-Tier Reading Model, which identifies and provides early intervention for struggling readers by moving students through three graduated levels of instruction. The schools have committed to implementing the model and will receive ongoing support from the 3-Tier Spotlight facilitators and the Center.

The schools:

Diversity was important in the selection process, according to Cavanaugh.

“We explored multiple databases and considered many variables,” she said. “We wanted to profile four schools that represent diversity in student population, school type, and levels of implementation. Having varied profiles will allow other schools in Texas to align with the Spotlight school that most closely matches their school.”

Nuts and bolts

After the unveiling, two days of training in the 3-Tier Reading Model began with Wanzek presenting an overview and stressing the importance of using educational materials that draw upon scientifically based reading research. “Most publishers do not even test the effectiveness of their basals,” Wanzek said, explaining that market forces reward quick turnover, not thorough research.

Later that day, a focus group comprising nine parents was held to get input on the 3-Tier parents’ guide, a work in progress. “The parents voiced issues that appear to be common among those with children struggling in reading: where to turn for help, too much homework that’s too difficult, not enough homework, no guidance, lack of communication, some good teachers, some not so good, etc.,” Cavanaugh said.

Maria Elena Arguelles led the second day of training, which focused on Tier II and Tier III intervention. Mark Luetzelschwab of Edvance shared the results of measures of cost and time associated with the training, as reported by participants. He also discussed the Web site that will serve as the main site for schools to access information about implementing the 3-Tier Reading Model. It is still under development.

More than the teachers benefited from Day 2, according to Cavanaugh. “The ESC representatives gained a clearer understanding of their role in the whole process: to inform and support schools interested in implementing the 3-Tier model and to stay informed about Spotlight school progress.”

Administrators also expressed enthusiasm as they came away from the training. “We are eager and ready to improve reading,” said Duncan, Martin Walker’s principal. “We have all the pieces in place, but there’s always room to improve.”

Concept to classroom

A significant challenge education researchers face is to translate academic theory to practical information with relevance to the day-to-day school environment. According to several in the audience, the Center’s presenters did just that.

“The material is very easy to digest,” said Kolius, La Porte’s principal. “They are able to relate to the teachers. They’ve done the dance.”

Grisel Wallace, a bilingual facilitator at La Porte, agreed. “I keep having these light bulb moments. You know, when you say, ‘Oh, yeah, that makes sense.’”

In fact, Kolius said, the training was anything but quixotic. “This is probably the most practical thing our teachers have done thus far.”