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Reading Interventions at the High School Level

francis_howell_high_schoolFrancis Howell High School, (St. Charles, MO). Francis Howell High School values the learning and achievement of every student. This is evident through the implementation of researched-based instructional strategies, individualized student interventions, and high quality assessments used to monitor student learning.

All incoming freshmen students participate in a nationally normed reading assessment to inform tier 1 instruction, place students in a specific tier 2 reading intervention, and identify students in need of further evaluation. Based on the results of the assessments, the school identifies students reading below grade level and places them in the school’s Response to Intervention program. Ten years ago, Francis Howell High School created a new English course for students reading below grade level, pioneering this initiative at the high school level. The identified students are placed in a regular freshman English course with a teacher trained on incorporating reading strategies within the existing curriculum. The focus in this program for students is making reading gains throughout the year. The school monitors students’ progress bi-weekly through formative assessments. In addition, students track their own achievement, motivating them for success.