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GMS principal outlines data-driven school improvement; short TAP interventions produce measurable gains
Summary
Graham/Sanborn (GMS) leaders described a district-linked school improvement process and a TAP (Targeted Assisted Practice) five-minute reading-fluency intervention that moved many students from at-risk to proficient and translated into MAP growth.
Graham/Sanborn School leaders told the Palatine CCSD 15 Board that a consistent, data-driven approach anchored in the district strategic plan is yielding measurable improvements in student reading.
Angela Giggles, principal at Graham/Sanborn, described a school process that aligns building goals with district targets, uses monthly Continuous Improvement Team (CIT) data reviews, and relies on teacher collaboration to make instructional decisions. “Our staff spend a tremendous amount of time reviewing student progress, reflecting on what’s working for students, and making changes to instruction based on the data we’re collecting,” Giggles said.
Teacher Debbie Good explained the classroom practice behind the TAP program: brief, five-minute fluency reads three times per week for selected students, combined with color-coded tracking (green/yellow/red). Good said that after implementing these practices, the school surpassed a kindergarten reading target (reaching 77% proficiency versus a previous SIP goal of 62%) and set a new goal of 80% proficiency for the year. She added that 76% of TAP participants in grades 2–5 made expected MAP growth, compared with a nationwide average of about 50%.
Giggles and staff described operational steps to scale TAP across the district: using paraprofessionals, retired staff and volunteers to run brief practice sessions, systematizing data collection so teachers can group and re-teach efficiently, and expanding the model into math. The school also described the 'WIN' (What I Need) block, a flexible instructional time used for targeted practice.
Why it matters: The presentation showed concrete, low-cost interventions (short fluency sessions, regular data reviews, teacher collaboration) that can be scaled districtwide to accelerate literacy gains. School leaders emphasized balancing teacher workload with the potential for volunteers and a coordinated volunteer program next year.
Next steps: The district will explore systemizing volunteer support and sharing the GMS model across buildings through PLC time and institute-day professional development.
Sources: GMS presentation and classroom teacher remarks (SEG 937–SEG 1570).
