Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Literacy topic
No spam. Unsubscribe anytime.
Saint Michael’s Elementary credits targeted literacy work as K–3 benchmark rates climb
Summary
Saint Michael’s Elementary reported large gains in early literacy after implementing an evidence-based, schoolwide approach including UFLI Foundations, a daily 'What I Need' intervention block, coaching and progress monitoring; presenters said K–3 students below benchmark fell from 73% to 41% in two years and district K–2 benchmark results rose 35% this year.
Saint Michael’s Elementary School administrators told the Talbot County Board of Education on June 17 that targeted, evidence-based literacy work produced measurable gains at the school and contributed to district progress on K–2 benchmarks.
"Through strong instruction, targeted intervention, collaboration, and a culture that celebrates reading, writing and reasoning, we have seen meaningful growth in student outcomes," said Dr. Indra Bullock, principal of Saint Michael’s Elementary, who presented the school’s multi-year literacy effort. The school implemented UFLI Foundations, increased coaching and introduced a daily "What I Need" (WIN) block to provide targeted intervention and enrichment.
Presenters said the percentage of K–3 students below benchmark on the DIBELS screener decreased from 73% to 41% after two years of implementation. Dr. Bullock said the school continued to refine supports and monitor progress to ensure interventions matched student needs.
"This multi layered approach extends beyond the classroom teacher and includes reading specialists, math coaches, interventionists, special educators and related arts teachers," Dr. Bullock said, noting the school dedicates two days per week to math intervention and three days per week to reading intervention in the WIN schedule.
School staff described complementary strategies that supported the gains: benchmarking and progress monitoring, mentoring and coaching for teachers, schoolwide reading initiatives such as a one-school-one-book program, and family and community engagement events tied to literacy.
Board members praised the presentation and asked questions about sustaining support for students who remain below benchmark. A board member asked how interventions carry forward when a student advances grades; school leaders said interventions continue as needed and are guided by teacher data and progress monitoring.
The presentation also tied into broader district results: in a later report, district staff said K–2 students at-or-above benchmark rose from 379 to 512—an increase district staff characterized as roughly 35%—surpassing the board’s 5% target for the year. The superintendent and school team credited coordinated school improvement planning and district support for the gains.
The board thanked the Saint Michael’s team for the report. The district said it will continue to examine results and consider additional supports where students remain below benchmark.
