Have a very Viking Holiday!!

2015 School of Distinction!!

The former Robert Lince Elementary has been recognized as a School of Distinction! Here is the link to the ESD press release. This award is given to schools who show considerable growth in reading and math over 5 years. RLE was one of 51 elementary schools in the state receiving the award, and was one of the 5% highest improving elementary schools in Washington.

This recognition can be directly attributed to the work and dedications of teachers who recognize how valuable it is to work as a team, of parents who sit and work/read with their kiddos, showing them the value of learning, and of your students who actually did all of the work! Way to go and keep it up! Our next goal is to show such an amazing amount of growth from last year to this year that they need to invent a new award, just for us.

60,056 reading minutes in Mo-vember

You can't tell too well from this angle, but my beard now has several designs in it, including a V for Viking and P for PRIDE. Mr. LaTour's beard consists of two brown antlers and a bright red nose, designed by Mrs. Roberts and Mrs. Munson's classes, respectively. Roberts' class read 5277 after-school minutes in November and Munson's read 5021 minutes. All together, we had 22 of 42 classes participate in this event, reporting a total of 60,056 minutes read. If you were to figure out how many words this is, assuming that the kinder parents did most of the reading at this point in the year, these classes read over 5,000,000 words in Mo-vember. We'll be sporting these beards all day, even when I head to the district office this afternoon for my meeting with our Superintendent and Assnt. Sup.

Why put so much emphasis on reading? According to Hattie (2009)* exposing kids to reading has an overall effect of .63 on oral language and .41 on reading. Parent-preschooler joint book reading has a .67 effect on language growth, .58 effect on emergent literacy, and .55 effect on reading achievement. THIS WAS CONSISTENT ACROSS ALL SOCIOECONOMIC GROUPS. (sorry for yelling, it's just really important!) Reading with your kiddos trumps so many other environmental issues that hinder learning. 

Once we get students to read, and maybe even like reading, we can instruct them. Visual perception programs (the process of organizing and interpreting letters on a page) = .55. Vocabulary programs = .67. Phonics instruction = .60 with an overall effect size on phonological outcomes of .86, reading outcomes of .53 and spelling of .59. Repeated reading, re-reading a short and meaningful passage until reading a satisfactory fluency level = .67.

Do I need to continue? Do you see the importance? Do you see why we are willing to look so silly in the name of reading?

*Reminder: Hattie's research identified a .40 effect size as being equal to an average year's growth for a student. Anything greater than .40 is more than a year's academic growth.