As prior installments of this series have shown, state and national standardized test scores in New Hampshire and Vermont don’t appear to support the current narrative that the COVID pandemic shutdown caused children to suffer “learning loss.” Instead, the data revealed two things: First, that the test scores have been dismal for more than two decades, and second, they were in decline well in advance of the pandemic shutdown.
As elementary schools are tasked with teaching children how to read, we’ve looked at several in our region to assess both their scores and how they teach reading. Our reports on the Croydon Village School and Killington Elementary School reveal that there’s little, if any, evidence of “pandemic learning loss.” Remember, it was statements made by Croydon Principal Nicole Lackey, who faulted the pandemic shutdown for poor test scores while also admitting schools didn’t know how to teach reading, that inspired this series.
We now look at Washington Elementary School in Washington, NH. Here, we see a similar pattern but also something different.
WES is a K-5 school with multi-grade classes for K-1, 2-3, and 4-5, balanced each year according to the numbers. They typically have 50 students, with enrollment ranging from 40 to 56 in recent years. They have three full-time teachers, one full-time special educator, and three full-time paraprofessionals, with some focusing on special education.
Kelli Colarusso has been the teaching principal of Washington Elementary School (WES) for three years. Before that, she served as the school’s associate principal for one year. As a teaching principal, Colarusso taught math and science to the upper grades. Last year, she switched to teaching physical education and music. Prior to being in the administration, she taught all subjects to grades 4 and 5.
Though Washington’s scores on the NH Student Assessment System (NHSAS) test declined dramatically from 2017 to 2018 and showed continued decline in 2019, it appears the decline accelerated following the pandemic shutdown (see chart below). The scores improved from 2021 to 2022. School scores for 2023 are not yet available.
Colarusso said she’s not really sure how to explain the drop in scores. She also said that the NHSAS is not the only measure they use to determine a student’s reading ability.
WES uses a data-driven approach to make instructional decisions that focus on the growth of individual students, which small schools have the luxury of doing. They use the iReady diagnostic test 3 times a year to track student progress. Younger grades use Phonological Awareness Literacy Screening (PALS), which measures phonics ability.
Colarusso and two other teachers have been taking the NH Department of Education LETRS training — Language Essentials for Teaching Reading and Spelling. LETRS helps teachers understand the science of reading in order to help them teach better. LETRS has made the WES teachers rethink how they teach reading and has driven some of their curriculum decisions.
The “science of reading” is based on decades of research about how students become proficient in reading and writing and why some of them have difficulty. Using brain scans and eye-tracking technology, they found that good readers process virtually every letter in every word as they read. Some children catch on quickly, but some need to be taught how to do it. Learning to read is not as natural as learning to talk. The science of reading research is summarized in an engaging podcast series called “Sold a Story,” produced by Emily Hanford, an investigative education journalist at American Public Media.
Historically, WES used Treasures (K-3) and Reading Street Common Core (4-5). Before they started the LETRS training, they had already felt those were not providing what their students needed. They have been using FUNdations for phonics at the K/1 level for as long as Colarusso can remember. This past year, the school added FUNdations instruction to grades 2 and 3. FUNdations is a structured literacy approach for grades PreK-3 grounded in the science of reading to make learning to read fun.
WES also started using the Fountas & Pinnell (F&P) Benchmark Assessment System (BAS) instead of the Rigby Reading Inventory. Colarusso said the school went to F&P because the staff felt that the Rigby system they had been using gave them data on fluency but not on comprehension. Teachers, she said, felt the BAS would give them more actionable information.
As explained in previous articles, the science of reading research has shown that Fountas & Pinnell’s BAS testing does not provide reliable scores for student performance and that the F&P “cueing” approach is not supported by the science of reading and can even harm students.
According to Colarusso, a lot of progress has been evidenced by FUNdations unit tests. The results of unit tests guide teachers to provide effective instruction to students. Since FUNdations is used for the lower grades, the improvement Colarusso mentions refers to students in grade 3 and below.
With all of this, it’s not clear why WES chose F&P after being trained in the science of reading. It will be interesting to see if reading will improve in the upper grades. It’s possible that if students build a good reading foundation through 3rd grade, F&P won’t confuse or harm many children.
WES takes a “station-based” approach to teaching. The stations include core instruction by the teacher based on student needs, review or practice led by a paraprofessional, and a station where students practice skills independently. Students are grouped according to need based on their diagnostic tests and teacher observations about their work.
The K/1 stations are focused on phonics, with some reading comprehension, and they integrate science and social studies. WES recently instituted dedicated phonics time for grades 2-3, something they had not done before. Grades 4-5 focus on reading comprehension and now have more dedicated time to what Colarusso calls “word work,” which includes things like Latin and Greek roots, prefixes, and suffixes.
Colarusso said that COVID changed the way WES teaches and learns. Since WES is very community-based, the most drastic change was not being able to invite community members into the school. Traditionally, the school has worked with local conservation commissions, had writing buddies in town who also visited the school, hosted a monthly program for students to eat with a local police officer, and had parents come in for performances and family nights. They are trying to bring these things back, opening their doors to their families and community members again.
They are now working with a consultant from WestEd to learn how to better use data to inform their instruction. A goal centered around literacy instruction for this school year has been set. Colarusso is hopeful that these changes will greatly help each student succeed.
This story was first published by the Eagle Times and is part of a series where we show how the pandemic shutdowns in Vermont and New Hampshire affected student performance on state and national standardized tests. We’re also taking a look at how some elementary schools in our area teach reading. Next, we’ll take a look at test scores and reading instruction at the Albert Bridge School in Vermont. Prior installments in this series were published in the Eagle Times on September 9, 12, 14, and 16 and can also be found on Jody Underwood’s Granite Grok page.
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