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Like many schools around the country, Henderson Middle School in Jackson, GA, did not escape the pandemic’s impact on academic achievement. But during that trying time, we as a staff held our heads high at our rural Title I school and came up with a plan for how we were going to push through.

We knew that if we focused on reading, improvements would extend well beyond English language arts (ELA) classes and ultimately impact all content areas. To that end, we focused on our instructional tiers of teaching, selecting the best programs for reading, improving our library program and circulation, and hiring the right teacher to help us teach early literacy skills to our students who were reading several years below grade level.

The PLC Impact on Reading Instruction

Tier 1 is a critical point of instructional delivery. This is where the teacher is the sage on the stage, delivering new information, clearing up misconceptions, and enabling students to work together to practice using their new knowledge, and work independently to show their level of mastery. As a school, we had to pay close attention to what our ELA teachers did during their Tier 1 instruction. After all, we understood what was at stake if students did not receive quality Tier 1 instruction in reading.

Principal Suzan Harris with students at Henderson Middle School in Jackson, GA. PHOTOS COURTESY OF SUZAN HARRIS

During their Professional Learning Community (PLC), ELA teachers unpacked their upcoming standards, agreed on the intended outcome for learning, created assessments, and planned lessons that would help students master the learning. We knew that we had to be proactive in preparing Tier 2 interventions (e.g., guided reading, small group instruction based on reading skill gaps, etc.) for struggling readers as well. By planning such interventions ahead of time, teachers were able to respond quickly to students’ needs based on what the data showed.

For students who showed mastery, teachers not only engaged them at their reading level but also stretched them as readers and critical thinkers. Teachers lined up activities in advance to keep students progressing. This preparation allowed us to avoid stagnation and helped all our students grow in their reading skills.

To give more intentional time for Tier 2 and enrichment/acceleration, Principal Suzan Harris adjusted the schoolwide schedule to include a 40-minute Extended Learning Time (ELT) in the morning. This time enabled teachers to use their common formative assessment data to drive remediation and enrichment outside of the regular classroom schedule.

A unique approach Harris employed was the hiring of a first grade teacher to teach the reading support class. She recognized that most middle school ELA teachers were not equipped with the skills (e.g., the five pillars of reading instruction) to teach early literacy. By the end of year one, students enrolled in reading support classes were making gains of at least a year or more of improvement in their reading levels.

Choosing the Right Program

When considering a complementary program for reading, it is essential that teachers and building leaders pay attention to what the company offers in terms of professional learning. Since COVID-19, a lot of professional learning is virtual. Make sure this works for your staff. In addition, ensure that:

  • Technology has a teacher-led component. Avoid programs that do not require human contact to support student learning. We have found that if there is no teacher requirement to engage with the program and the student, then students in essence are left on their own and are at the mercy of the algorithm.
  • Teachers understand the program is an instructional tool. Remind teachers that they are the teachers and the program is simply a tool.
  • The program offers teachers and administrators easy-to-understand data. Ask the program’s sales representative hard questions. One in particular is whether teachers and/or administrators can analyze data based on the subgroups represented at the school or any other groupings as needed.
  • The program encourages student ownership. Ask how student data is displayed and shared with students. Student ownership of their performance is paramount. If teachers and administrators are the only ones with an understanding of the data, then students will not take ownership of their learning.

Differentiating Professional Learning

Effective differentiation is not only necessary for our students but also our teachers. Every educator arrives with a unique set of experiences and backgrounds, which necessitates providing tailored professional learning opportunities.

As part of our Tier 2 instruction in literacy, we wanted middle school teachers to adopt some elementary literacy instructional practices. One of these was guided reading and small group instruction.

A student at Henderson reads during lunch.

As part of our Tier 2 instruction in literacy, we wanted middle school teachers to adopt some elementary literacy instructional practices. One of these was guided reading and small group instruction. For the teachers at Henderson, these practices were foreign concepts unless they had spent time teaching at the elementary level. Through dedicated professional learning, modeling, and ongoing support, our teachers are becoming more comfortable with guided reading and small group instruction.

In the past, non-ELA teachers would be frustrated by attending literacy trainings that were in essence solely geared toward the ELA classroom. Often, they would not see how the strategies fit into their content. As a result, we have now ensured that all our teachers engage in literacy training grounded in their subject matter. For example, our science teachers participate in professional learning for literacy using their science texts and see how the strategies will look in their content. This approach has been impactful because all teachers now understand they are literacy teachers, too.

Engaging Students Through the Media Center

In achieving our reading goals, we did not want to lose sight of the media center, the epicenter of recreational reading and the place that connects to every student in our building. The media specialist, Alison Williams, has intentionally collaborated with teachers to assist with pulling resources to complement their lessons. She is committed to curating a diverse collection that engages all interests—from graphic novels and manga to award-winning young adult fiction.

Students must see themselves represented in our library collection, and Williams maintains a wish list based on student requests. In short, she is using her budget to be more responsive to what the students want to read. Engaging students in conversations about their reading interests not only empowers them but also fosters a sense of belonging within our school community.

Williams has established a token system to reward students who meet their individualized reading goals, and she has implemented monthly project-based learning activities. Our circulation has increased, and notable growth in our students’ reading abilities on state tests reflects the effectiveness of these initiatives.

Fostering Student Responsibility and Accountability

At Henderson Middle School, we prioritize understanding our motivations—the why behind our actions. Creating an environment where both educators and students grasp their purpose enhances accountability. Our administrators and teachers engage in PLCs to analyze assessment data, ensuring educators know precisely where their students stand academically.

Through regular data conversations, we empower students to articulate their progress and set goals for improvement. Every other Friday, during our ELT, students update their data folders with their performances on common formative assessments and exams, and the reading levels they’ve reached. This practice has led to a culture of accountability among students and teachers alike.

Incentives such as popsicles, slushies, and pizza also serve to motivate our students, pushing them to excel. We understand their potential, but sometimes a little incentive is necessary to help them realize it. By fostering relationships and providing clear pathways to success, we lay the groundwork for students to thrive.

Conclusion

Since implementing our plan to improve students’ literacy skills in the wake of COVID, we have been reaping the fruits of our labor. We have seen a significant increase in the performance of each cohort as we compare the percentage of students reading on or above grade level with their sixth and eighth grade years. Our library circulation has outperformed even the elementary schools in our district, and we see all teachers more intentionally including literacy practices in their classrooms.

Kendra Jenkins is an assistant principal, Suzan Harris, PhD, is the principal, Emily Marlowe is an instructional coach, and Alison Williams is the media specialist at Henderson Middle School in Jackson, GA.