Ocean Township presents data-driven early literacy work; officials cite gains in K–3 benchmarks – citizenportal.ai

Report on Early-Literacy Instruction Improvements in Township of Ocean School District

Introduction

Michelle Shapiro, the district staff member supervising early-literacy instruction in the Township of Ocean School District, presented to the Board of Education on the district’s initiatives to enhance early-reading outcomes. The district’s approach integrates its adopted core curriculum with multisensory teaching methods, universal screening, and coaching, aligning with Sustainable Development Goal (SDG) 4: Quality Education.

Curriculum and Instructional Strategies

• The district adopted the McGraw Hill WONDERS literacy program in the 2016–17 academic year.
• Multisensory training based on IMSE Orton-Gillingham methods has been implemented for Kindergarten through Grade 3 teachers.
• DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is utilized as a universal screening tool.
• Assessment data is stored and analyzed using the LinkIt platform to guide instruction and interventions.

Partnerships and Support Systems

The district has collaborated with Rutgers University and the New Jersey Department of Education on tiered reading supports and a Data Driven Instructional Coaching Model (DDICM) grant. These partnerships have provided:

1. Assessment protocols
2. Coaching structures
3. Targeted intervention routines

These resources are employed by school-based coaches and interventionists to support student literacy development.

Benchmark Data and Outcomes

Significant improvements have been observed since pre-pandemic benchmarks, demonstrating progress towards SDG 4 targets:

• Kindergarten: Winter benchmark performance increased from approximately 41.1% (2019–20) to about 60% at or above benchmark; average letter-sound scores rose from 24 to 32.
• First Grade: Benchmark rates improved from 45.8% to 74.3% at or above benchmark.
• Second Grade: Benchmark rates reported near 76.7%.
• Third Grade: Phonics benchmark rates increased to approximately 78.1%.

Instructional and Intervention Practices

Shapiro attributed these gains to multiple factors supporting inclusive and equitable education (SDG 10):

• Classroom instruction enhancements
• Daily small-group differentiation
• Job-embedded coaching for educators
• Continuous progress monitoring

The intervention cycle includes:

1. Data review at district, school, and classroom levels
2. Diagnostic assessments for students identified by universal screening
3. Targeted interventions lasting six to eight weeks
4. Ongoing progress monitoring with necessary instructional adjustments

Community Engagement and Policy Alignment

• Board members praised the data-driven approach and recognized district coaches Brittney Brannigan, Janice McDowell, and Megan Haines for their contributions.
• In response to parental inquiries, Shapiro clarified that the WONDERS program provides the district’s scope and sequence, while multisensory methods such as IMSE/Orton-Gillingham complement and enhance instruction.
• Two state bills signed in August 2024 mandate statewide literacy screeners and parent notifications starting in the 2025–26 school year; the district already adheres to these protocols, supporting SDG 16: Peace, Justice, and Strong Institutions through transparent communication.
• The district is concluding a multi-year grant period and plans to continue applying screening and coaching protocols to sustain progress.

Next Steps

The Board requested follow-up on several questions raised during the Q&A and public comment sessions. Michelle Shapiro committed to providing further clarifications post-meeting to ensure ongoing stakeholder engagement and accountability.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improving early literacy outcomes through curriculum adoption, multisensory teaching methods, universal screening, and coaching, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 3: Good Health and Well-being
   • While not explicitly mentioned, the focus on early childhood development and intervention can be linked to promoting well-being and cognitive development in children.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. The article’s focus on early literacy benchmarks and improving reading skills aligns with this target.
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. The early literacy interventions and screening protocols support readiness for primary education.
   • Target 4.c: Increase the supply of qualified teachers, including through training and professional development. The article mentions multisensory training for K–3 teachers and job-embedded coaching, which corresponds to this target.

3. Indicators Mentioned or Implied to Measure Progress

1. Literacy Benchmark Performance Indicators:
   • Percentage of students at or above benchmark in kindergarten, first, second, and third grades (e.g., kindergarten winter benchmark performance rising from 41.1% to 60%).
   • Average letter-sound scores improvement (from 24 to 32).
   • Phonics benchmark rates for third grade (78.1%).
2. Screening and Assessment Tools:
   • Use of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) as a universal screener.
   • Diagnostic assessments for students flagged by screening.
   • Progress monitoring data stored in the LinkIt platform to guide instruction and interventions.
3. Teacher Training and Coaching Indicators:
   • Implementation of multisensory training based on IMSE Orton-Gillingham methods.
   • Use of Data Driven Instructional Coaching Model (DDICM) grant-supported coaching structures.

4. Table of SDGs, Targets and Indicators

Source: citizenportal.ai