As schools continue to wrestle with how to effectively match academic interventions with student needs, the Highlander-Dunn Institute and Cumberland Public Schools have partnered to develop an extended learning time model to raise the literacy proficiency of struggling readers.
The model, which blends research-based literacy interventions with a strong emphasis on data analysis, was launched in two Cumberland elementary schools during the 2009-2010 school year. The catalyst for the initiative was concern over state assessment scores in the district’s higher need schools—and a sense of urgency around increasing intervention time for at-risk students.
