LISTEN TO A RADIO INTERVIEW "Early Literacy and Waterford," with guest Darlynn Bosley, principal of Dunbar Elementary School in St. Louis.
A Principal’s Perspective… Darlynn
Cunningham-Bosley "Our students have made wonderful progress as a result of the successful implementation of the Waterford Early Reading Program." "We developed a Waterford Reading lab, facilitated by Michelle Henderson-Drake. The lab approach allows for a more structured and consistent delivery to effectively implement, monitor and evaluate results. Another rationale for this approach was to provide professional development to teachers on how to effectively teach reading, analyze the reports to assess individual strengths and weaknesses and develop strategies needed to address these areas." "It was not long before we began to see students grow in their enthusiasm to read and develop the skills needed to become independent readers. Our students are excited about their new form of empowerment and are ready to share these abilities with classmates, parents, visitors and administrators. Our students are proud of their accomplishments and love attending the Waterford Reading Lab!"
Thoughts from the Program Manager… Michelle Henderson-Drake "After the Waterford Early Reading Program was in my classroom for our summer school session, I realized that the Waterford Early Reading Program was drastically improving my students’ reading skills. It was then I realized this program was something different from any other supplemental program I had seen. It soon became the core of my curriculum." "The best thing about the Waterford Early Reading Program is the positive changes I have seen in the students. The children are excited about school and are eager to learn to read. Waterford makes them feel successful and this builds their self-esteem. The children who have entered the reading lab with no letter identification skills or letter sound knowledge, leave the lab with reading fluency and accuracy." "I truly believe Waterford is a program that individualizes instruction, gives the children one on one attention, and makes sure that no one is left behind. This program helps every child be the best he or she can be!"
A Parent’s Point of View… Michelle Webster "When my son was four, he had tubes put in his ears. Because of that, he was experiencing difficulty speaking clearly and being understood. When he started with the Waterford program, I noticed his progress immediately. He became eager to learn where before he was scared. My son is proud of himself! He can read, write and participate in class just like all the other children. Waterford is a great teaching tool! Ms. Henderson-Drake is an angel. And my son is a wonderful reader!"
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Student Population Demographics
Challenges Presented
Dunbar Elementary School kindergarten and first grade students have gained 1.6 grade levels per school year with the support of Waterford as measured by the Gates-McGinitie and Dynamic Indicators of Basic Early Literacy Skills (DIBELS™) reading assessments as depicted in the graph below. As a result, children who entered kindergarten half a grade level behind, leave first grade half a grade level ahead of their district peers. The graph on the left below shows kindergarten students have increased 22% in reading gains by using the Waterford Program in the 2003–2004 school year. The graph on the right below shows first grade students have also increased by 22% in reading gains in the 2004–2005 school year. These graphs were measured by Gates-McGinitie Reading Test.
The chart below reflects the proportion of kindergarten and first grade students scoring as "Established" Readers. Those students that have shown an average of 38% increase during the 2004–2005 school year as measured by DIBELS.
Dunbar Elementary School was selected from 13,000 Waterford installations around the country as a "2005 National Best Practice Site Winner".
Students at Dunbar Elementary School are experiencing the benefits of using Waterford, and their achievements are just beginning. |
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Find
a Success Story 
After years of languishing student achievement, Dunbar began a major transformation in 2003. It implemented the Waterford Early Reading Program as the cornerstone of its redesigned primary grades literacy program helping to change the way that students were taught and how they learn. There are 21 reading stations in the Waterford lab that are utilized by all students in kindergarten and first grade. At-risk students in grades two through four also spend time in the lab. Kindergarten students spend an average of 12-15 minutes per day on the program. First grade students spend an average of 22 minutes per day and the rest of the students vary using it an average of 22-50 minutes per session depending on their individual needs. 
Dunbar Elementary met the highest standard with quality research, implementation, and results. Their applications provided evidence of unique implementations and strong evaluation design. The longitudinal results from this school show a measurable impact on student achievement. They use effective curriculum integration and strong long-term parent involvement along with administrative support.
