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2012 PASA-PSBA SCHOOL LEADERSHIP CONFERENCE HERSHEY, PENNSYLVANIA Wednesday, October 17, 2012 The Goal: Can A School Building Be An Intervention To Reading Instruction
2012 PASA-PSBASCHOOL LEADERSHIP CONFERENCE
HERSHEY, PENNSYLVANIA
Wednesday, October 17, 2012
The Goal: Can A School Building Be An Intervention
To Reading Instruction
PRESENTERS:
Dr. James P. CapolupoSuperintendent of Schools
Mr. Donald A. CadgeSchool Board Director
Mr. Douglas E. Carney, AIA, LEED APSchool Board Director/Treasurer
PRESENTATION OUTLINE:
1. District overview2. The need for change (zero defects)3. Core team (Board, Superintendent,
thought leaders)4. Literacy Goal (Visioning)5. Motivation (the burning platform)6. Communicate the vision7. Implementation (Do & Measure)8. Consolidate (institutionalize process)
Yes – intuitively we followed the Kotter Change model!
SPRINGFIELD DISTRICT OVERVIEW• Suburban Philadelphia – Delaware Cty.
– 3821 students– $66M budget– 27,128 population (Springfield & Morton)– 100% post-secondary acceptance– Aid ratio 14% (86% local funding)
• Five Buildings – HS (1198), MS (846), Sabold ES (617),
Scenic ES (597), Literacy Center (563)
THE NEED FOR CHANGE – why do it?
Collins – good to great and we were very good – but complacent
We had no metrics – 60, 70, 80% success rates – who knew???
Smart kids failed to succeed If they passed 4th grade the
academic gap compounded logarithmically
What is the acceptable “failure rate”?
Who volunteers to tell this kid he will be the one who can’t read?
BUILDING THE CORE TEAM – building support for insurrection
• School Board
• Superintendent
• Key building leaders
• Key faculty thought leaders
THE LITERACY GOAL - defining the vision
• LITERACY GOAL - 2000Every Child MUST
Read On Grade Level by the End of
Fourth Grade5th grade is the gateway where literacy is required for other subject area learning
MOTIVATING THE ENTERPRISE creating the burning platform
• Claiming the moral high ground for change
• Appealing to faculty professionalism• Enlist the entire enterprise • Strategic leadership changes• Announce the Goal publicly• Educate the public• Instill confidence it can be done!
COMMUNICATING THE VISION – aligning expectations
• Everyone became a stakeholder in achieving the Goal
• Superintendent provided visible support for the achievement of the Goal
• Focus• Accountability: Principal Goal Matrix• “Good to Great” Thinking• Business Cards• Banners in Schools• District Boulevard Banners• All Staff Invested
IMPLEMENTING THE REINVENTIONdo – measure - improve
http://www.princeton.edu/futureofchildren/publications/docs/05_02_08.pdf
Reinvention of educational processes More effective literacy instruction Culture change (sea change) Zero defects – be as good as Honda What the available research?
Tennessee Star Study Mass customization – the Toyota Production
system applied to education (resources, IEP’s, nimbleness)
Systematic & statistically based customizations Create more space – allow 5th grade restacking
THE BEGINNING – K to 4
1950’s assembly line mentality towards education
Dump in content and throw kids over the fence – on a two decade journey to “find” the Mooney River
Look at the data – works for ~85% but what about the others?
Challenge all stakeholders to look beyond the “norm”
School is a system not a building – think beyond the building
Take calculated risks Same thinking = the same results!
CHANGING THE CULTURE
Status Quo is not acceptable IT CAN BE DONE! Have a SINGLE MINDED focus Walk the walk – class size matters act on the
STAR STUDY! Leadership – fix the people & structure Focus on each student – customize! What gets measured gets done! – 1) assess,
2) customize, 3) measure and 4) repeat Mentor your people with the core group Accountability – resources go away if there
are no results
15 -17 Students per class in First
Grade– 90% benefit– 8% of the
resources– We can do this
Tennessee STAR study
IMPLEMENTING THE REINVENTIONclass size matters
• Board• Superintendent• Directors of Teaching and
Learning• District Literacy Coordinators• Literacy Specialists• Title I Coordinators• Curriculum Coordinators• Teachers on Administrative
Assignment
15
IMPLEMENTING THE REINVENTIONLeadership is essential
IMPLEMENTING THE REINVENTIONMass customization – THREE TIERS
IMPLEMENTING THE REINVENTION
Customized instruction based on specific needs
AssessmentsStudents are assessed to determine level of performance using data
collected through daily classroom experiences and the assessments as described on the district assessment map.
For students who experience difficulty in reaching the proficient level, the following plan is in place.
BasicA student is missing some of
the prerequisite strategies/skills and content knowledge needed
to demonstrate the expected level of performance for the grade at the time of the year
assessed.
Below BasicA student is missing many of the key strategies/skills and
content knowledge needed to demonstrate the expected level of performance for the grade at the time of the year assessed.
• Every student is assessed continuously• A customized education plan is prepared
for every child – an IEP for all!• Nimble resources applied based on
specific student need• Three tiered plan used to ensure
consistency and best value approach
IMPLEMENTING THE REINVENTIONMass customizations – statically based
Tier One Tier Two Tier ThreeAll Students 15% - 20% Approximately 3% - 7% Approximately
Research Shows Approximately 80% - 85% Student Success
Will Require Tier 1 & Tier 2 Will Require Tiers 1, 2, & 3
Core Program Core Program Plus Interventions Core Program Plus Intensive Alternative Interventions
There is no “silver bullet” cure!
TIER 1 EXAMPLES• Strategic Reading Development• Comprehension Program• Balanced Literacy• Social & Emotional Curriculum-
Responsive Classroom• Phonics/Phonemic Awareness Program-
Wilson Fundations• Literacy Stations• Community Outreach• High Frequency Word Program• Vocabulary Development• Word Study Program (Ganske)• Core Program (Trade Books-Anthology)• Shared Reading• Guided Reading(Leveled Texts)• Independent Reading• Interactive Read Alouds• Reading Workshop• Writing Workshop• Writing Program• Reading & Writing in the Content Areas• Integration of all Curricular Areas• Fluency Program-100 Book Challenge
Program• Cougar Crossing (RTI for K and 1) with Aimsweb Progress Monitoring• Planned spaces for daily targeted
instruction
IMPLEMENTING THE REINVENTIONMass Customizations – Tier Details
TIER 2 EXAMPLES All of Tier 1 Plus…
• Extended Kindergarten• Booker’s Buddies Program-
before/after school tutoring• Individualized targeted small
group instruction with reading specialist
• Earobics• Push in Support with Learning
Assistants• ELL/ESL Program• Waterford ELL site license• 504 Plan• Homework Club• Wilson Fundations Double
Dose Program• Child Study Team (CST) Goal
Based Individualized Plan Implementation
TIER 3 EXAMPLES All of Tier 1 & 2 Plus…
• Child Study Team (CST) Second Implementation
• MDE-Special Education-Learning Support-Related Services
Q4
Q3
Q2
Q1
0
10
20
30
40
50
60
70
80
90
100
% On Grade Level% Advanced
% Proficient% Basic
% Below Basic
99
45 47
71
97
4546
63
92
48
108
92
52
9 8
Springfield School District2004-2005, Grade 4 Cohort, 168 Total Students
18 Total IEP Students
Q4
Q3
Q2
Q1
0
10
20
30
40
50
60
70
80
90
100
% On Grade Level% Advanced
% Proficient% Basic
% Below Basic
98
58
2614
2
95
56
26
13
5
84
42
28
14 16
85
4330
12 15
Sabold Elementary School: 2004-2005Title I School, Grade 4 Cohort, 78 Students
12 IEP Students
Q4
Q3
Q2
Q1
0
10
20
30
40
50
60
70
80
90
100
% On Grade Level% Advanced
% Proficient% Basic
% Below Basic
100
33
67
00
100
36
63
10
100
65
80
99
72
71
Scenic Hills Elementary School2004-2005, Grade 4 Cohort, 90 Students
SIMPLE GOALS• Meet spaces needs
for K-5 grades• Eliminate temporary
trailers at Sabold & Scenic
• Move 5th grade from ETR to Elementary setting
• 50 year minimum useful life
CAN A BUILDING BE AN INTERVENTION?and could it teach future teachers too . . .
COMPLEX GOALS• Build a purpose built
Literacy Center – “a reading machine”
• Make every space count - learning must happen in EVERYWHERE! …blur the line between learning environment and everything else – it shouldn’t just be about classrooms
• Capture the pedagogy in architecture – reinvent learning
• Make teaching this program intuitive
DESIGN GOALS• Sustainable building• Clings to the hillside
like a tree tucked into the woods
• Bring outside in and inside out & be FUN!
• Provide many convenient learning spaces
• Blur the edges of the classroom
• Integrate all curriculum areas into literacy instruction
• Blur the line between instruction and recess
We all read
Springfield Literacy Center
Springfield Literacy Center– 52,000 square feet (new construction)– $14.9 million building budget (single prime
contract)– $5 million site work construction– Planning 2 years, construction 18 months
• Project Team– A/E Stantec (Butler office) – architect & engineer– CID Group (Berwick PA) – Owner’s Representative– GC E. P. Guidi, Inc. (Ambler PA) – General
Contractor– Facilities Committee, administration, faculty –
Building committeeSpringfield Literacy Center - CARNEY
Page 25“we believe every student can read”
THE BASICS
SLC
ETR
LAND PURCHASED
PARK
Green House
Kindergarten Entry
Demonstration Ecology Gardens
Alphabet Walk
Recycling Station
Outdoor Amphitheater
Tree House Classroom
Visitor Parking
Biofiltration Area
Sculpture Garden
Geothermal Wells
Interactive Word Walls
Outdoor Classroom
Board Walk
Main Entry
Existing Grove of Trees
EDUCATIONAL CAMPUS
Springfield Literacy Center
1. Kindergarten2. Extended instructional environment /
collaborative learning3. Outdoor learning environment4. Music5. Library 6. Front porch / entry7. First grade8. Intervention9. Kitchen10. Multi-purpose11. Administration12. Special education13. To existing Middle School14. Small group Instruction / literacy
intervention
Ground Floor Plan
Springfield Literacy Center
1SR GRADE CLASSROOM
CORRIDOR
CLASS CLASS CLASS CLASS
SGI SGI
SGI SGI
STO. STO. STO. STO.
SCHEME 2
READINGNOOK
SEATING
SEATING
READINGNOOK
BOOKS
S.G.I. S.G.I.
CLASSROOMEXTENSION
SEATING
CLASS
S.G.I.
CLASS
CLASS
CLASS
COMMON SGI
SGI
SGI
SGI
STO.
STO.
STO.
STO.
T.
T.STO.
SCHEME 1READINGNOOK
BOOKS
SEATING SEATINGCORRIDOR
REINVENTING THE CLASSROOMthe right sized duplex room set
• Smaller• More flexible• Rich authentic resources• Scalable small group
instruction spaces
INSERT MOCK UP PHOTO
REINVENTING THE CLASSROOMthe right sized duplex room set
• Full sized plywood mock-ups of the classrooms and support spaces
• Study the “barn doors” and SGI spaces – look at lines of sight
• Plan the storage and light switches!
Classroom Detail Floor plan
Extended instructional environment / collaborative learning
Sliding barn door with writing surface and windows
Sliding Glass Door
Classroom
Small group instruction / literacy intervention
Classroom
Marker board / movable partition
Recycling center Extended instructional environment / collaborative learning
REINVENTING THE CLASSROOMthe right sized duplex room set
Enlarged Floor Plan
1. Extended Instructional Environment/Collaborative Learning
2. Folding Glass Partition
3. Classroom
4. Small Group Instruction/Literacy Intervention
5. Recycling Center
6. Barn Door w/ Marker Board and Glass
7. Folding Writing Wall
8. Large Group Instruction
9. Flexible Furniture
1
1 2
3
3
3
4
5
8
4
Literacy Intervention
4
7
3
6
4
7
6
6
3
6
Springfield Literacy Center
The classroom extends into the single-loaded circulation system to maximize educational utilization. The separation is transparent to allow the teacher to monitor activity. Small group instruction areas are located between classrooms for literacy intervention. They are separated by sliding barn doors.
Transparency is used to blur the lines between interior and exterior educational space to make a strong link with the natural environment allowing natural light and views to the interior spaces.
The driving vision is displayed at the building entry porch/outdoor classroom.
The Library takes the place of a lobby and is the first interior space experienced by students and visitors.
The Green roof classroom provides an alternative learning environment supporting variety, connection to nature, and environmental stewardship.
The two story library is designed for informal collaborative learning environments. These spaces are tailored for flexible team teaching or as an extension of the main floor library. This space is very inspiring due to the abundant daylighting, views, and adjacent green roof classroom.
Play is incorporated into the literacy curriculum via the
alphabet walk and carefully selected play equipment. Rain chains convey stormwater from the roof to a bioswale to provide an educational experience.
The natural drainage of the is maintained with the design of a bio-filtration swale that runs under a bridge of the building. Rain water from the roof is drained into the swale and displayed for the students so they may begin to understand storm water management.
The tree house classroom promotes discovery as students are able to experience the tree canopy overlooking a natural gorge. It also supports differentiated instruction for students who require variety.
COMMUNITY BOOK
CONSOLIDATE THE GAINSinstitutionalize the processes
• Celebrate success – victory luncheon
• Institutionalize process• Keep measuring and reporting
results• Keep learning – continuous
improvement• Extend success throughout the
enterprise
NEW READER LEGACY BOOK
UNEXPECTED CUSTOMIZATIONS
UNEXPECTED CUSTOMIZATIONS
UNEXPECTED CUSTOMIZATIONS
UNEXPECTED CUSTOMIZATIONS
UNEXPECTED CUSTOMIZATIONS
UNEXPECTED CUSTOMIZATIONS
The buildings natural palette is complementary to the adjacent woodlands. Exploring ways to integrate literacy into the building design, each floor was expressed as a season. A final layer of infusing literacy into the building was driven by the natural context of the site.
QUESTIONS?
SUSTAINABILITY
Geo-thermal system – example• Significant concerns with continued use
of fossil fuels for heating & cooling• Desire to control utility expenses• Desire to act sustainably• Cost benefit analysis determined a 10-
12 year simple payback at a 5% cost of capital compared to water source HP heating only
• Bid as an add alternate - $500,000 premium
Geo-thermal system – exampleSpringfield Literacy Center 4-24-09
Ground exchange geo-thermal field - 16 wells added to the 88 original design for a total of 104 wells resulting in ~20% spare capacity – depth is 400’ soil is mica-schist to solid granite
Geo-thermal system – exampleSchool as a teaching tool – ground loop manifolds visually accessible to students to “feel” the heat and measure with their hands the delta t
Geo-thermal system – example
Green Roof – example• Phased in alternate
– Structural steel, railings, stone & plant materials
– Future – rain chains, rain barrels, herb garden
• $90,000 premium• Limited area• Teaching tool• Teaching space• Semi-intensive system Springfield Literacy Center 4-24-09
Green Roof – example
Green Roof
Connect children with outdoors & nature
OLD GROWTH COURTYARD
Natural daylight & transparency
Rain chains, rain garden & bio-filtration swale
Tree house classroom (our LAST add alternate)
Courtyard & amphitheater
Sustainable materials
Building as a Teaching toolBuilding equipment operation
Geothermal system operation
Building temperature status
The Washington Post - Top High Schools (Public & Private) – Springfield High School – #2 in Delaware County, PA & #20 in Pennsylvania – 2011
PSBA – Awards of Excellence – 2010 & 2011 – Ready Set Know Our Green School & My New School Publications
PSBA – Honorable Mention 2011 – Highlights Publication
Learning by Design Magazine – Grand Prize – New Construction – Entire Building/Campus Building -Springfield Literacy Center – 2011
WIB – Excellence in Youth Award – Turkey Fund Program – 2011
Newsweek Magazine – America’s Best High Schools 2010 & 2012
CEFPI – Exhibition of School Planning & Architecture – Project of Distinction 2010 – Springfield Literacy Center
GBCA Construction Excellence Awards – Best Green Building Project – Springfield Literacy Center -
2010
AWARDS & RECOGNITIONS
Best of Philly Schools – Schools - Fundraising – Springfield High School - 2009
Philadelphia Magazine – Best Public High School - 2008 & 2009 International Reading
Association – Sabold & Scenic Hills Elementary Schools – Exemplary Reading Program –
2008 – 2009 American Cancer Society –
Relay for Life – Outstanding Contribution – 2008
NAMM Foundation – Best Communities for Music Education in America – 2007
2007 CEFPI International Concept Design Award
2010 CEFPI Northeast Regional Edward Kirkbride Award for Excellence in Educational Planning and Design AIA Committee on
Architecture for Education (CAE) Project of Merit - 2011
2011 AIA Honor Award - Green Design Citation
2011 AASA First Featured Success Story in the United States & First Success Story in Pennsylvania -- 2011
AWARDS & RECOGNITIONS
AWARDS & RECOGNITIONS
The Washington Post—Top High Schools (Public & Private) – 2012#3 in Delaware County, PA#28 in Pennsylvania
District Administration May 2012— SustainabilityGreen Literacy K-1 School Supports Reading Success
The White House – Springfield School District, One of Three School District Superintendents Representing Pennsylvania, in a Delegation at an Education Forum with Senior Officials for the White House Administration on August 30, 2012
Dr. James P. CapolupoSuperintendent of Schools
111 W. Leamy AvenueSpringfield, PA 19064
Tel: 610.938.6050 Cell: 610.476.8367
Mr. Donald A. Cadge1025 Westwood DriveSpringfield, PA 19064
Tel: [email protected]
Mr. Douglas E. Carney, AIA, LEED AP474 Granite Terrace
Springfield, PA 19064Tel: 610.328.6816
APPENDIX INFORMATION
• Planning Process:• Three groups were charged with working with the architects to develop the educational
program and the design for the new Springfield Literacy Center. These were as follows:
• The Facilities Committee. This committee consisted of two school board members and approximately 15 community leaders that had practical construction related experience. This committee met monthly to review and discuss any facility related items to ensure that the district’s educational and financial goals were being met. Upon invitation, the design team and district administrators would attend this meeting to discuss the Literacy Center project. This group made recommendations to the school board concerning facility issues.
• The Literacy Center Core Group. This group consisted of district administrators and educators. They were responsible for the development of the literacy curriculum and worked with the design team during the development of the educational doctrine report and facility design. Meetings were held as needed to ensure that the design would support the educational vision. During the design, a full scale mock up of the classroom, intervention, and collaborative learning spaces was constructed. Faculty members were invited to tour the mock up and to make comments and suggestions for improvement.
• Planning Process Continued:• K-1 Community Group. This group consisted of parents and community members
who were interested in taking part in the Literacy Center design. The design team facilitated the meetings, and 22 community members participated. During the first meeting, the group defined nine focus points for the design team:
– Library is the hub– Community focus– Opportunity to speak, read, and write– Places for hands-on learning– Using information– Ecology– Storytelling– Technology and multi-media– Play as opportunity for learning– Participants divided into subgroups to further define these focus points and to convey the ideas
to the design team.
Subsequent meetings were held during the design process to ensure that the intent was incorporated.
• Community Environment:• Springfield School District’s community engagement process for the literacy program
started long before planning began for the new facility. A description of this project would be that it is a successful educational program in search of a supportive environment. The educational program was the vision of School Board member, Doug Carney. Doug’s son could not read proficiently at the completion of fourth grade. Finding this unacceptable, Doug decided to be a part of the solution and became a Board member. Based on data indicating that achieving literacy proficiency during primary grades improves lifelong learning skills, Doug, with the consensus of the Board, challenged the District administrators and educators to meet a goal of 100% proficiency in literacy by completion of fourth grade. The District developed a curriculum that included an individual literacy plan for each student. The curriculum was implemented in 2002. The program achieved sustained success. In 2005, the District achieved 99.2% literacy proficiency.
• The curriculum had been implemented for many years in the District’s existing double loaded corridor elementary schools. The Springfield community has been very supportive of the District because of the results of this program, and there has been an increase in enrollment from young families moving into the area. This growth in enrollment created an opportunity to plan and design a new facility that would uniquely support the Literacy program for grades K-1. The goals for this new facility were:
– Use every penny of investment and every inch of development to support the literacy program.– Create a learning environment that will be the Jewel of the community.– Create a strong link between the outdoor and indoor learning environments.– Create outdoor learning environments tied to the natural environment that could be enjoyed and
utilized by the community.
• Learning Environment:
• Springfield School District developed a “mass customization” model of literacy education tailored to provide the level of education needed for each student. Each student is tested as they enter the school system to determine their level of literacy proficiency and their learning style. Based upon this information, the district developed an individual literacy program (ILP) for each student. These ILPs required spaces for specialized activities such as: undistracted short or long duration one on one instruction, collaborative small group instruction in traditional environment, collaborative small group instruction in varietal environments, etc.
• The design response for the new Literacy Center is singularly focused on enhancing literacy instruction and providing spaces to support the ILPs. Students approach the building through the front porch, which doubles as a covered outdoor classroom. Students are encouraged to write on the slate chalkboard or on the sidewalk to experience the different tactile surfaces and to display their progress as visitors approach the building. Rain chains convey stormwater from the roof to a bioswale to provide an educational experience during a rainy day. The traditional lobby is replaced by the library so that students and visitors are immediately immersed into the literacy program.
• Learning Environment Continued:
• The kindergarten and first grade classroom wings are separated and are located around a grove of natural trees. They are in a single-loaded arrangement in order to maximize the connection to the natural environment and to maximize the educational function of the circulation space as an extension of the classroom environment for collaborative instruction. A series of flexible, small group instruction spaces are located between classrooms. These are separated from the main classroom by sliding barn doors that include writing surfaces, as well as windows that allow a teacher to monitor students, while providing individualized instruction. Based upon the Tennessee STAR study, the District established a policy reducing class size in first grade. The goal is a maximum of 15 students per classroom.
• Diverse student learning styles are supported through non-traditional learning elements such as the extended classrooms, the tree house classroom, the outdoor amphitheater, the green roof classroom, and the front porch. Play is incorporated into the literacy curriculum via the alphabet walk and carefully selected play equipment.
• Physical Environment:• The 51,000-square-foot facility includes 6 kindergarten classrooms, 18 first grade
classrooms, 3 special education classrooms, an intervention space, collaborative learning environments, a library, a multipurpose room, a kitchen, large group instruction spaces, a “front porch”/outdoor classroom, a green roof/outdoor classroom, a tree house classroom, an alphabet walk, and an outdoor amphitheater.
• The Literacy Center shares a 25.1 acre site with the District’s existing middle school and athletic fields. The site is an oasis of nature in the midst of a densely developed suburb. The design team used transparency to enhance the visual link with this natural environment and to blur the lines that traditionally divide teaching and learning spaces. The entire site and building are designed to support literacy education, and these spaces are on display through the use of transparency.
• The design solution provides maximum flexibility by incorporating folding glass partitions that link classrooms with collaborative learning spaces. Small group instruction spaces between each first grade classroom support the literacy intervention curriculum. Sliding barn doors allow a teacher to monitor students, while providing individualized instruction. This level of flexibility was originally problematic during the pursuit of LEED certification. The design team believed that the prerequisite was too prescriptive in defining a closed classroom for education and worked with USGBC to develop an alternative path for the LEED for Schools prerequisite EQ 3 related to classroom acoustics. The alternative path provided a solution for schools that desire a flexible learning environment.
• Physical Environment Continued:• Springfield School District mandated that the building design support its literacy
program, provide a healthy indoor environment, and reduce energy consumption. These goals served as guidelines during the design process, and as a result, the project is seeking a LEED Gold rating from the USGBC.
• The design response was driven by analysis of data throughout the process. The following analysis informed the development: day lighting to evaluate shading and the effects of glazing; the building shell to identify thermal properties of different construction materials and systems; and natural ventilation to determine the best placement of fenestration. Implementing building information modeling helped to inform the design team during analysis. Appropriate orientation was crucial to maximize the views and day lighting, while designing for optimum natural ventilation. The mechanical system consists of geothermal wells that are used to heat and cool the building. Combining the geothermal system with heat pumps that are positioned in the building optimizes the efficiency and reduces the operational costs of the facility.
Entry Level Floor plan1. Kindergarten2. Extended instructional
environment / collaborative learning
3. Outdoor learning environment
4. Music5. Library 6. Front porch / entry7. First grade8. Intervention9. Kitchen10. Multi-purpose11. Administration12. Special education13. To existing Middle School14. Small group Instruction /
literacy intervention
Upper Level Floor plan
1. First Grade2. Extended instructional
environment / collaborative learning
3. Special Education4. Green roof / outdoor
classroom5. Small group instruction /
literacy intervention6. Roof below7. Open to below
Lower Level Floor plan1. First Grade2. Extended instructional
environment / collaborative learning
3. Special Education4. Work room5. MEP6. Existing Middle School7. Small group instruction /
literacy intervention8. Tree house classroom
