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Elementary principals credit targeted instruction for district iRead gains
Summary
Principals from LaPorte Community School Corp told the board that coordinated small-group instruction, progress monitoring and summer programs helped raise iRead results to roughly 91% districtwide; principals cited phonics, books-in-hand and data-driven interventions as drivers of improvement.
Principals from LaPorte Community School Corp on Oct. 14 told the school board that targeted, data-driven instruction and extra supports helped drive a districtwide improvement in iRead results.
"One of the things that we focus on at Critchfield is having books in hand," said Tirissa Schapel, principal at Critchfield, describing a balanced literacy approach that pairs printed texts with online practice to build fluency and test confidence. Pam Muff, principal at Hanley Elementary School, highlighted a focused instructional block she called "fit group time," in which grade-level teams, instructional assistants and Title I and ELL staff collaborate to provide flexible, data-based groupings.
Kristen Dobie, Riley Elementary principal, described a cohort that moved from about 68% passing on early checks to roughly 86% by March after regrouping students for additional instruction and offering summer programming. "We're gonna regroup," she said, describing progress-monitoring cycles and targeted interventions that helped students meet grade-level expectations.
Principals also pointed to weekly professional learning communities and a common elementary curriculum that eases transitions when students move between buildings. Lisa Marks, principal at Indian Trail, emphasized early phonics instruction and preschool interventions as important components of that work.
The presentations followed a district summary reporting about a 91% rate across the district; board members praised teachers and staff for their work. The presentations were framed as snapshots of school-level practices the district intends to build on as it continues monitoring and responding to assessment results.
