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English Language Arts Department Program Review
· · ·

and Nielsen, 2016).
● High quality studies involving providing students with text generation and self-regulation strategies
resulted in improvements in writing composition (McMaster, 2018).
● It is beneficial for teachers to employ statements attributing students’ successes or failures in literacy
tasks to effort. Internal attributional statements are especially important when working with students who
struggle with literacy tasks by helping them to understand their ability to control their performance
(Wilson and Trainin, 2007).
● The critical components of a tier 2 and 3 intervention are: program fidelity, time dedicated to intervention,
Sonday-Wilson (Morelli - PBIDA, 2019).
● Accomodations for dual diagnosed students include the use of technology for written expression (Morelli
- PBIDA, 2019).
● Use of universal and secondary screeners are recommended, leveraging technological solutions as the
assessment platform, such as Accadience (new DIEBELS), CTOPP, and TOWRE (Morelli - PBIDA,
2019).
● Identify and utilize research-based instructional methods for struggling writers such as the cognitive
strategies approach, which addresses both the content of the instruction as well as how it is delivered
(Santangelo and Olinghouse, 2009).

Implementation Timeline (Anticipated Start/Finish): August 20, 2020 - on-going

Key Personnel: ​K-12 ELA Teachers, Special Education Teachers, Reading Specialists, School Psychologist,
Intervention Specialists, Assistant Superintendents for Elementary and Secondary Education, Intermediate Unit
consultants, University partners

Major Action Steps: ​(1) Evaluate the current Tier II and III intervention options and explore other resources and
evaluate the impact of the recommended interventions on scheduling and staffing; (2) Establish professional
development for resource integration and differentiation; (3) Ongoing support for staff through professional
development with internal and external personnel; and (4) Modify secondary course and/or develop new
intervention course options.

Estimated Budget/Resources​: Costs would include on-going professional development (including travel and
training), intervention and curriculum program materials, consultation

Potential Implications (Short-Term and Long-Term): ​(1) Scheduling and staff implications K-12; (2) K-12
MTSS Decision Tree revision; (3) Student academic achievement and growth; (4) Increased training and
professional development impacts on personnel and budget; (5) Curriculum revision to middle school and high
school courses; (6) Time for teachers and staff to research and make recommendations for curriculum and
interventions; (7) Consider revision to Program of Studies (including co-taught classes) and graduation
requirements and communicate those changes with parents and students.

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