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Leap Ahead for Literacy!

Click here to see a video about Project Leap Ahead 2010

Our literacy team created an intervention based professional development program to target at-risk readers in Kindergarten through 2nd grade in a summer program, “Leap Ahead.” Teachers used data acquired throughout the year on regular assessments made with Palm handhelds and the DIBELS program (Dynamic Indicators of Basic Early Literacy Skills), along with teacher observation.

The data identified an intensive need for over 300 students falling short of grade level expectations, with 120 students attending in 2009 and 127 in 2010. Leap Ahead students were transported by the district to the school for an intensive twelve days during each summer program.

Students were placed into groups of 3-5 with skilled staff members who targeted activities that matched each child’s specific learning needs. The small groups allowed teachers to build positive relationships with each student and place them into risk-free environments to guarantee success in moving to more advanced levels.

In addition to exercises in developing literacy and phonics skills using iTouch applications and Lexia software, theme-based science investigations infused literacy throughout the studies. Not only were the student’s literacy and science skills enhanced but their self-confidence grew as well. Social workers provided practice on friendship building and positive self talk every afternoon.

One goal was to prevent summer learning loss. Using DIBELS scores, teachers evaluated students in three categories: all students, students with disabilities, and English language learners. 89% of all students maintained or increased performance, as did 91% of students with disabilities and 100% of ELL.

The K-1 students that returned for the second year performed at higher levels than the prior year. An attendance rate of around 90% and large attendance numbers at family events indicated the positive impacts. Parents commented “this is the first time my son has picked up a book to read on his own,” and “please allow my child to come next summer.” Students said, “this is the best school ever,” and “whoever knew dirt had anything to do with dinner?”

Nearly 40 staff members participated in the summer activities. Staff included a speech language pathologist, ESL teacher, district translator, social workers, special education teachers, autisim specialist, literacy coaches, elementary teachers, middle schools teachers and a high school reading teacher. The strategies teachers learned provided the solutions for targeted interventions. Leap Ahead is unique because it is not just a summer program, it is a model for how to meet the needs of students year-round through new instructional strategies. Fayetteville has realized we must train our own teachers in the “act of doing the work.”