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Titan Hill teachers tell board Fountas & Pinnell Classroom coaching raised student engagement in reading and writing
Summary
Titan Hill Intermediate staff and instructional coaches told the Lewis Central board that implementation of the Fountas & Pinnell Classroom resource, supported by consultant Christy Wright, has increased student engagement, with extended coaching, one‑on‑one sessions and new writing mini‑lessons cited as key supports.
Teachers and instructional coaches from Titan Hill Intermediate presented to the board on March 3 about the school’s recent adoption of Fountas & Pinnell Classroom, a literacy resource for reading and writing. Michelle Hoffman, associate principal at Titan Hill, and multiple classroom teachers described a year‑plus program rollout that included substantial professional development with consultant Christy Wright and one‑on‑one coaching sessions.
Nut graf: Presenters told the board the program’s components — interactive read‑aloud, reading mini‑lessons, shared reading, phonics and expanded writing mini‑lessons — combined with intensive coaching have led to increased student enthusiasm for reading and measurable classroom changes in instruction and student writing time.
Third‑grade, second‑grade and fifth‑grade teachers who addressed the board described practical effects in their classrooms: students seeking text sets on their own, excitement about read‑alouds and writers’ notebooks becoming a valued tool; one teacher reported second graders literally jumping from their seats in eagerness to write during mini‑lessons. Staff noted the district purchased additional text sets so classrooms can provide student access to multiple books in the same set.
Presenters also described the professional‑learning model: several full‑staff sessions from Christy Wright, multi‑day onsite coaching visits and 20‑minute observation/feedback conferences for each teacher. Instructional coaches said the work reinforced core instructional practices — clear learning goals, student talk and opportunities to write — that transfer across literacy programs.
Why it matters: District presenters tied the program to broader goals around building vocabulary, background knowledge and a culture of engaged readers and writers. Staff said they will continue to use coaching, walk‑throughs and evaluation feedback to sustain the work and measure student outcomes.
No formal board action was taken on this presentation; it was provided as an informational item.
