Clark-Pleasant hopes to continue success of after-school reading camp

Third-grade students at Clark-Pleasant schools who struggled the most with reading comprehension get the boost they needed by way of an after-school reading camp.

Last year, 75 percent of those students passed the IREAD exam, said Brian Lovell, director of curriculum and instruction at Clark-Pleasant Community Schools.

This year will be the third for the reading camp, which kicks off Feb. 4, and will continue twice weekly for six weeks leading up to the annual state-run comprehensive exam. There will be a second reading camp that will run semi-weekly from April 28 to May 21, also in an attempt to help students close reading comprehension gaps, according to school board documents. 

By providing a more intimate teacher-to-student ratio, administrators hope to provide a more individualized learning experience for students, Lovell said.

 “It’s a proactive way to help kids," Lovell said. "Some kids may need extra support and we want to make sure we get them that extra support.”

The camp splits students into small groups targeting reading comprehension, phonics awareness and fluency skills. The district wants to staff 35 classroom teachers for 180 students, Lovell said, or about five students per teacher.

Last year, the first year Clark-Pleasant schools expanded the program beyond one school, the camp served 150 students.

“They’re teachers who have taught content on the IREAD in first, second and third grade, who have direct experience with that content,” Lovell said.

Students are given a snack and a break between the regular school day and the one-hour reading camp, he said.

The school district will cover the cost of the camp, which includes paying each teacher $30 per session. Clark-Pleasant schools will also pay about $12,500 out of its operations fund to transport students who miss the regularly scheduled school buses, according to school board documents.

While teachers in a standard classroom setting might not be able to focus on an individual student’s needs, this camp makes it easier for teachers to tailor instruction for children who may have a more difficult time grasping subject matter, he said.

“We’re trying to make it fun and we have quality feedback from teachers,” Lovell said. “The teachers (have) a group small enough to work on what the student needs. It may help with fluency, (or) kids’ reading comprehension may be an area they struggle with and there are so many different parts to that. It’s tailored to what the students need. Teachers may get three kids coming to them, but they’ve been grouped based on need.”