Early Reading Intervention Progress Update
What targeted actions did we take to address our school’s learning focus? | To address our school’s learning focus with an emphasis on early learners, our primary team, including classroom teachers and learning resource support staff, implemented a targeted assessment and intervention plan. In the fall of 2025, kindergarten and Grade 1 students were assessed using the district screener SPARK (Screener for Phonemic Awareness in Richmond Kindergarten), a district-developed tool designed to measure early literacy and phonemic awareness skills. The screener, typically administered in October and March, allowed staff to identify students requiring additional support. Based on the fall assessment data, the team provided targeted, small‑group interventions for identified students using structured literacy tools such as UFLI and Heggerty. In the spring, students were reassessed using SPARK to monitor progress and measure improvements in phonemic awareness, allowing staff to evaluate the effectiveness of the interventions and adjust instruction as needed. |
What gap or problem were these actions intended to address? Why was this particular strategy/action chosen? | The targeted actions were intended to address a significant gap in early phonemic awareness, specifically Grade 1 students’ difficulty with identifying the final letter sound in words. Fall SPARK assessment data revealed that many students struggled with this foundational literacy skill, which is critical for decoding, spelling, and overall reading development. This gap indicated a need for focused, early intervention to prevent ongoing literacy challenges as students progressed through the primary grades. The strategy of targeted, small‑group interventions using structured literacy programs such as UFLI and Heggerty was chosen because these tools explicitly and systematically support phonemic awareness development. By using assessment data to guide instruction, staff were able to tailor support to identified student needs. The effectiveness of this approach was evident in the spring reassessment, where nearly 60% of students demonstrated improvement and were able to successfully identify final letter sounds. This growth validated the choice of data‑informed, targeted instruction as an effective strategy for addressing the identified learning gap among early learners. |
What does the evidence tell us so far? | The evidence gathered through our fall and spring SPARK assessments indicates that targeted early literacy interventions are having a positive impact on student learning. Assessment data showed measurable growth in phonemic awareness skills, particularly among Grade 1 students. While fall data identified significant difficulty with identifying final letter sounds, spring reassessment results revealed notable improvement, with nearly 60% of students demonstrating proficiency in this skill. This growth suggests that the intentional use of data‑informed, targeted interventions—such as UFLI and Heggerty—has supported literacy development for our youngest learners. Overall, the evidence reinforces that early, focused intervention aligned to student needs is contributing to improved literacy outcomes and supporting our school’s learning focus. |
To what extent are the actions making a difference? | The actions are making a clear and positive difference in student learning. Assessment evidence shows meaningful improvement in phonemic awareness skills among early learners, particularly in students’ ability to identify final letter sounds. This progress indicates that targeted, early interventions using structured literacy tools are effectively supporting student growth and reinforcing our school’s learning focus, while also highlighting the importance of continuing and refining these practices. |
How will we move forward accordingly? | The evidence affirms that the actions we have been taking are effective in supporting early literacy development. Moving forward, we will continue to use these targeted, evidence‑based teaching practices with our students, including ongoing assessment and structured literacy interventions. We will also refine and adjust instruction as needed based on assessment data to ensure all early learners continue to make progress in their literacy skills. |
Updated:
Friday, April 10, 2026