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What effect does text-leveled Guided Reading have on reading student proficiency?

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What impact does Voyager Passport intervention program have on students early literacy?

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Does ELA teacher use of student feedback on teacher clarity via VERSO check-in improve student meeting growth targets on MAP Reading?

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Will targeted small group instruction, using leveled text and activities, increase student's DRA reading levels?

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Within my school, 26/52 third grade students were required to attend the 2022 summer reading intervention program. Therefore, this became a focus group of concern for me, which helped clarify my problem of practice. My Problem of Practice will be Tier II interventions within the 3 rd grade classes at Elloree Elementary School.  Will the practice of providing targeted, small group instruction, with clear expectations, cause an increase of growth (as evidenced by both iReady data and DIBELS benchmark data) on the target group?

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Tanya Peckham                                                                                    What impact does our "Excellence Academy 101" PD for newer/less experienced teachers have on teacher effectiveness and confidence?    

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Tanya Peckham                                                                                    What impact does our "Excellence Academy 101" PD for newer/less experienced teachers have on teacher effectiveness and confidence?    

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Can explicit whole group instruction increase first grade student achievement in foundational skills based on the iReady diagnostic in phonological awareness and phonics?

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Can explicit TDA writing instruction (in small group) utilizing the RACES strategy have a positive impact on writing scores?

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What happens to student writing scores in grades 3-6 when we implement the RACES strategy consistently for Text Dependent Analysis writing?

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Does ELA teacher use of student feedback on teacher clarity via VERSO check-in improve student meeting growth targets on MAP Reading?

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Does ELA teacher use of student feedback on teacher clarity via VERSO check-in improve student meeting growth targets on MAP Reading?

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How can we, as a school, create a shared definition of a leader to nurture more leaders within our school?

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Will using the Next Step Forward in Word  Study and Phonics during our second grade intervention time help move students forward in the areas of phonics and phonemic awareness and measured by the tests included with the curriculum?

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Can kidwatching and student led conferences increase student performance? Possibilities: Uses tracking chart to track conferring schedule and utilize data points BOY, MOY, EOY to track progress. Need to figure out how I would measure this goal?

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Will an increased focus on individual student feedback through conferring and rubric based written responses increase student performance on reading performance.

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Can using the Orton-Gillingham Approach (3 Part Drill, Vowel Intensive and Syllable Division) at least three times per week, increase student achievement in reading?
Can providing teachers detailed feedback and opportunities for reflection increase teaching practices and impact student growth?

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Can explicit Open Court phonics/phonemic awareness instruction increase second grade student achievement on the iReady screener in phonics?

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Will the combined use of F&P and HMH work to increase student achievement in Reading?

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Will small group intervention using targeted iReady lessons have an impact on reading scores?

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Will using i-Ready move students who are 2 or 3 grades below?

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Can F&P LLI move studnts 2 reading levels in 18 - 20 weeks?

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How can I most effectively get my first and second year teachers to use small group and differentiated instruction in their instruction? 

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How can I most effectively get my first and second year teachers to use small group and differentiated instruction in their instruction? 

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How can I motivate students at my school to read more?

Can creating intervention plans as an MTSS team create greater gains for students during schoolwide intervention block?

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How can my 3rd teachers use data to become more intentional with their planning of instruction for Tier II and Tier III students to increase their reading achievement?

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Will using LLI on a daily basis increase 1st-3rd grade STAR results?

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I wonder how many teachers we have to work with for the action research? A grade Level? A few? One?

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Will implementing leveled literacy groups using guided reading binders affect the growth rate for high proficiency students?

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Will explicit, text embedded grammar lessons using Patterns of Power make an positive impact on student writing in third grade?

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Will implementing curriculum and LETRS training with fidelity help 1st grade students show one year growth in iReady?

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What research based interventions and teaching strategies connected to the Science of Reading will make a positive impact on our MAP Reading Fluency scores in phonological and phonemic awareness/phonics and word recognition.

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What happens to our third-grade student writing scores when we implement explicit and intensive writing instruction for text-dependent analysis?

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Will Increased use of Engagement Structures and the PIES principles decrease behavior incidents and increase academic performance in 2nd grade?

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Does focusing on phonics and phonemic awareness increase student reading/writing abilities?

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What happens to third grade writing scores when we implement intensive and explicit instruction for text dependent analysis?

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Can Kagan structures help increase our ML ACCESS scores as well as build oracy skills for all students in the classroom?
Can a school - wide reading intervention block positively impact reading scores?

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What impact does our new "Academic Enrichment" class (Gifted & Talented prep) in K-2 have on student achievement?

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What impact does our new "Academic Enrichment" class (Gifted & Talented prep) in K-2 have on student achievement?

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Can a Tier II MTSS program with curriculum based (Letterland) interventions and progress monitoring have an impact on 3rd grade student test scores?