Strategies: Vista View Middle School

At Vista View, student literacy needs are systematically identified using multiple measures, which yield a literacy profile for every student. Student program placement is tightly linked to assessment data to ensure proper support and rigor.

The California Framework for Reading/Language Arts defines our instructional program; we utilize a three-tiered approach to program placement and instruction based on the results of multiple measures. Students performing at benchmark and advanced levels (Tier 1) receive 72 minutes of daily instruction in the basic program (Holt). Advanced students take accelerated honors-level classes to promote continued academic success.

Strategic learners (Tier 2) performing within two years of grade level are instructed using the basic program with universal access resources to differentiate instruction. Strategic level students also participate in research-proven supplemental programs during the day and after school according to identified need, such as decoding (Rewards), fluency (Read Naturally), and comprehension (Soar to Success).

Students performing more than two years below grade level require intensive intervention programs (Tier 3) in lieu of the basic program. These programs include High Point to support English language acquisition; Language! to build decoding and phonological skills; and Read 180 to build grade level vocabulary and reading comprehension required for success in the basic program.

In further support of our school focus of increasing student literacy, we utilize a variety of schoolwide programs. Step Up to Writing is used in all language arts and intervention classes to augment instruction and improve writing skills. Six Minute Solution enhances reading fluency for all students, intensive to advanced, during our enrichment period. Regardless of reading level, all students participate in the Accelerated Reader Program. While not a reading intervention program, AR promotes independent reading, increases the number of words read annually, builds vocabulary, and supports improved reading performance.

In terms of conceptual, theoretical research, we apply the following: California Reading Initiative and Special Education in California: Critical Ideas in Focusing on Meaningful Reform; Critical Elements of Classroom and Small Group Instruction Promote Reading Success in All Children; National Reading Panel: Teaching Children to Read; and Designing Instructional Strategies: The Prevention of Academic Learning Problems.