Success for All is a cooperative-learning model that fosters a culture in which students work together to achieve at a high level and leaders collaborate to ensure effective outcomes.  This curriculum was adopted school-wide at Allison Elementary and in grades K-1 at New Manchester Elementary and K at Weirton Elementary School.

A Thematic Approach
KinderCorner is based on constructivist principles of developmentally appropriate practice-the understanding that children learn by constructing their own knowledge. By interacting with real, familiar objects and with the people around them, children build on and change their existing understandings. In KinderCorner, the principles of developmentally appropriate practice are interwoven through concrete, age-appropriate activities that target nine developmental domains.

KinderCorner development draws from various sources, including:

• Research on child development and early childhood education;

• The guidelines of the International Reading Association and the National Association for the Education of Young Children;

• National Council for teachers of Mathematics (NCTM) standards;

• The federal “No Child Left Behind” legislation and Reading First requirements

• Common Core State Standards and state curriculum standards; and

• Recommendations of the National Research Council.

Reading Roots
Reading Roots is a comprehensive reading program for beginning readers. It provides a strong base for students’ literacy and fosters a love for reading through systematic phonics instruction, rich literacy experiences, oral-language and vocabulary development, thematically focused writing instruction, and opportunities to read decodable stories.

The Reading Roots Teacher’s Manual consists of forty-eight engaging lessons that provide fun and interesting activities centered around literature and grade-level, decodable text. Each lesson contains instruction and practice in phonemic awareness and phonics (FastTrack Phonics), student story reading (Shared Story), interactions with children’s literature (Story Telling and Retelling), and writing (Adventures in Writing). The lesson components work together to help students develop their oral language and foster a genuine love for reading and writing.

Reading Wings
Imagine students in grades 2-6 working in four-member teams excitedly discussing literature, viewing background videos that lead into complex novels and texts, learning metacognitive skills, writing, and explaining ideas to one another.

Reading Wings provides research-based instructional processes and classroom materials for ninety-minute daily lessons and targets the needs of students reading on the second-through sixth-grade levels to build comprehension, vocabulary, and a love of reading.

To ensure that students become proficient readers, Reading Wings uses Success for All’s core instructional structures to target vocabulary development, reading comprehension, fluency, oral-language development, and written expression by providing students with rich experiences using both narrative and expository text.

Tutoring with Alphie
Imagine students working in small groups or 1-1 with tutors and computers to identify and solve their reading problems, proudly seeing themselves master reading skills.

In Success for All, students who demonstrate a need for additional help in reading receive targeted group or individual tutoring aligned to classroom instructional objectives. Regrouping for reading instruction meets many individual instructional needs and often is enough to support progress for on-level readers and accelerate below-level readers. However, some students still need focused or intensive support. Both small-group tutoring (RtI tier2) and individual, intensive tutoring (RtI tier 3) are available with highly engaging computer-assisted tools.

Team Alphie is a computer-assisted tutoring program, a targeted group intervention (Rtl tier 2) and enables one tutor to work with up to eight students at a time. Student partnerships work together on fun and engaging computer games to master specific objectives in phonemic awareness, fluency, vocabulary, and comprehension.