Hodge Road Elementary School is a School-Wide Title I school. Our leadership team met during the 2004-05 school year to analyze our school data and conduct a comprehensive needs assessment. We concluded that collaboration and building a shared framework for best practices was necessary in order to provide quality classroom instruction K-5.

The leadership team, under the guidance of the Reading/Writing subcommittee, conducted research on effective classroom models to meet our identified needs, primarily focused on improving classroom instruction. The committee recommended implementation of a K-5 literacy model using the Reader's Workshop and Writer's Workshop framework. This research-based model was chosen based on our identified need for consistency and quality of classroom practices. In order to improve academic achievement among all students, our primary task is to develop skilled, motivated, independent learners who love to read, write, and discuss ideas. We need classroom environments and materials that stimulate ownership, independence, engagement, and motivation as well as providing rigor and relevance. We need an instructional approach that helps students to learn how to learn in order to prepare them for the information age and global economy.

The Reader's Workshop framework allows teachers to teach mini-lessons based on observations of student needs, personalize instruction, conference with individual students, and keep records of student progress. It provides a model that allows teachers to differentiate for the range of learner needs, from high-achieving students to struggling learners.

Research strongly supports the need for professional development to be "real time," ongoing, and classroom-focused in order to meet the requirements outlined in the No Child Left Behind Act of 2001. Professional development is conducted in an ongoing, job-embedded way using a "train the trainer" approach, and is conducted at least two half-days per month. In addition, collaborative planning and data analysis meetings are held monthly to assist teachers in using assessment data to drive instruction as well as identify students who are falling below benchmark standards. Student progress is monitored monthly, and quarterly rankings are used to determine which students need additional support or intervention. Intervention strategies are developed for each student based on assessed need and using a continuum of service model (ranging from in-class supplementary instruction, pull-out instruction for students needing dramatic acceleration, and/or after school services).

We are an affiliate school of the Teachers College Reading and Writing Project. A team of teachers attended the Reading and Writing Institutes during the summer of 2005, and we receive ongoing coaching support from a Teachers College staff developer.

To read more about the Reading and Writing Project, click here.