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Friendship Village teachers report early reading progress while supplementing SAVIS curriculum
Summary
Teachers at Friendship Village described their implementation of the SAVIS reading curriculum, reported early decoding and writing gains in some classes, and outlined supplements (phonemic-awareness curriculum and decodable readers) used to address gaps.
Friendship Village School staff told the board they support the SAVIS reading curriculum but have supplemented it to address gaps in text volume and phonics practice.
"We started out last year saying that we are going to do this with 100% fidelity," a teacher said, describing a full roll-out of SAVIS followed by classroom-level adjustments. Staff reported supplementing SAVIS with a phonemic-awareness program used widely in the district and building a decodable-reader library where SAVIS had limited texts.
Teachers said one first-grade student who receives intervention is decoding and reading more confidently after targeted supports. "I had a student who... was decoding, sounding it out, reading with confidence," a teacher said. Presenters also described SAVIS performance tasks (research and informational writing) and daily intervention/enrichment blocks (WIN time) that allow students to read chapter books in small groups.
Board members asked whether SAVIS implementation was consistent across classrooms and schools; presenters said fidelity varied and some teachers used additional programs (example: UFly) to build foundational skills before workbook practice. Staff noted district coaching and vendor training supported quicker uptake and that pilot teachers reported usable training outcomes.
The presentation did not include district-level, standardized outcome data for SAVIS across all sites. Teachers asked the board to consider the program in the context of curriculum alignment and to support ongoing decodable-reader purchases and coaching.
