ACTION 100 is a 12-step Response to Intervention (RtI) school transformation model designed to aggressively transform school cultures for sustainable student achievement. This framework, built on the architecture of the Common Core Standards, jump-starts low-performing schools in their move toward accelerated and continuous reading improvement with high levels of accountability for all stakeholders.
Learn more about each step by clicking on any of the panels below.
Focus on a small number of ambitious goals. Create conditions for teacher success. Use actionable data regularly to improve practice and provide accountability.
Adults open their minds and hearts to the possibility (and likelihood) that they are, unintentionally, reinforcing entrenched inequalities. Educators commit to examining and improving their own practice using shared, validated student growth data.
Students determine their current reading levels, where they should be, and what skills and behaviors lie in between. Teachers become diagnostic practitioners able to respond expertly to the needs of each student.
Entire school community understands the Reading=Access=Power=Freedom equation and organizes to ensure every student becomes an avid reader documenting at least one hour a day of adult-supervised independent reading practice.
Schools take responsibility for teaching college-bound home habits to all families. These habits are made explicit and required of all students.
Every student participates in daily rigorous Grade-Level Instruction, regardless of reading level or language background. The class works together using exemplary models of reading, writing, and thinking at grade level to explore topics of interest to the whole group.
Educators use data to confront unconscious assumptions about their own effectiveness and biases around who can and can’t learn and how quickly. Administrators regularly review student growth data with teacher teams to determine which current institutional practices to keep, alter, or abandon, maintaining only those practices that demonstrate a direct effect on accelerated student growth.
Every student has a personal learning plan. Plans include both social and academic supports as necessary. Teachers become diagnostic practitioners, learning from their everyday practice and able to respond expertly to the needs of every student at every reading level, regardless of age.
Targeted, monitored, effective interventions are in place for struggling students. If a given intervention isn’t working, a new one is put in place. Below-level readers should be trending towards a minimum of 1.5 years’ progress each year.
Students learn to read, write, research, and support opinions using Science, Social Studies, and Language Arts content. Curriculum is multicultural, multisource, and multi-perspective, integrating the history of underrepresented groups into all units. Instructional practice builds student agency and college-ready literacy skills.
Teachers work together to learn how to learn from the daily work of teaching. Transparency of results, access to each other’s practice, and continuous purposeful peer interaction build teacher capacity and leadership.
Students who are below level in reading, or who are at risk of being below level in reading, must continue reading over the summer. Students who don’t read over the summer lose an average of 3-4 months of reading proficiency. Don’t spend a third of the year catching students back up to where they were when they left you last year. Ensure summer reading practice.
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