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Pershing Elementary demonstrates UFLI phonics program as reading-plan rates decline
Summary
Pershing Elementary staff showcased a UFLI Foundations phonics lesson to the West Allis–West Milwaukee School Board, reporting district-cohort reductions in students on reading plans and outlining instructional strategies for differentiation and progress monitoring.
Pershing Elementary teachers and leaders demonstrated a classroom UFLI (University of Florida Literacy Institute) phonics lesson at the West Allis–West Milwaukee School Board meeting, and presented data the school said show modest declines in students requiring reading plans.
Alyssa Johnson, principal of Pershing Elementary, said the school’s theory of action centers on ‘‘high quality universal instruction’’ supported by structured co-planning, a clearly defined learning framework and systems for data-driven progress monitoring. Instructional coordinator Nicole Elman said Pershing has adopted UFLI Foundations across kindergarten through second grade for Tier 1 instruction and for interventions in higher grades.
Elman presented cohort figures she said show a reduction in the share of students on reading plans from 42% in the fall to 37% at present. She also cited cohort changes: a group that had 70% of first graders on reading plans is now 50% as that cohort advanced to second grade; another cohort moved from 76% to 51% and a third from 75% to 58%.
Teacher Heather Rosenbaum led a third-grade UFLI lesson with students reading, blending and mapping words that contain the ‘‘sh’’ digraph. The demonstration included phonemic awareness drills, visual and auditory mapping, and independent practice on whiteboards. Rosenbaum described how Seesaw assignments and recordings let staff monitor students’ progress and adjust instruction for students who need more time or who are ready for higher-level work.
Board members asked about lesson pacing and differentiation. Rosenbaum said the fast pacing is intentional for the targeted cohort and that independent practice and recorded work let teachers decide whether to move a student to a more advanced lesson.
The board did not take formal action on instruction during the meeting. The Pershing presentation concluded with board members praising the students’ engagement and asking staff to continue sharing progress updates.
