East View Kindergarten Center
Early Learning Center
Brokaw Early Learning Center
Oswego Community Unit School District
ABOUT DISTRICT 308
About District 308 Home
District Building Information
Early Dismissal Times & School Hours
FY14 Approved Budget
Contracts Exceeding $25,000 (FY2013)
Annual Financial Report (FY 2011)
Audited Financial Report (FY 2011)
Frequently Asked Questions
Board of Education
Board Agendas & Minutes
Board Committee Members
TEACHING & LEARNING
Teaching & Learning Home
Early Learning (preschool)
District Improvement Plan
Junior High Honors Program
Oswego Works for Literacy
Speech and Language
District Student Services
Hands on Science
Student Experiential Education Development
Speech and Language
Testing at 308
English Language Learners Program
Kindergarten Full Day Program
English Language Learners Services
State Report Cards
Teachers - National Board Certification
Family Information Home
Alert Notification System
Calendar - School Year
Fee Waiver Application
Food Service by Aramark
Free and Reduced Meals Application
Health Services Home
All Kids Healthcare
American Academy of Pediatrics
Authorization for Emergency Medical Treatment
Centers for Disease Control
Illinois Department of Public Health
Kendall County Department of Health
Medication Form - English
Medication Form - Spanish
Physician Request for Self-Administration
Self-Administration Medication Form
Self-Administration Medication Form - Spanish
Junior High & High School Honor Rolls
Pay School Fees
Questions or Concerns?
School Closing Information
Human Resources Home
Community Resources Home
Character Counts! Coalition
Delta Public Aquatics Program
Flier Distribution Form
Freedom of Information Act Request
Illinois Sex Offender Information
OEHS Performing Arts Center
Oswego Foundation for Educational Excellence
from the Superintendent
Welcome to one of America’s most outstanding educational organizations. I especially welcome our district's citizens and parents to this website, and I urge you to frequently utilize it as a primary source for information.
Elementary Reading Program Intervention Services
How does my child qualify for reading intervention services?
All Kindergarten students are administered research-based assessments at the beginning of the year, focusing on letters and sounds. Students that fall below National norms are considered for a reading intervention program. Classroom assessments and teacher recommendations are also collected. Based on this data as a whole, students are selected and placed in programs that will best meet their needs. This process is continuous throughout the school year. All parents will be notified if their child qualifies for an intervention program.
All first grade students are administered research-based assessments at the beginning of the year, including text leveling, developmental spelling test, and high frequency word assessment. Classroom assessments and teacher recommendations are also collected. Based on this data as a whole, students are selected and placed in programs that best meet their needs. This process is continuous throughout the year. All parents will be notified if their child qualifies for an intervention program.
Second, Third, Fourth and Fifth Grade:
MAP testing and a fluency snapshot are given to all second, third, fourth and fifth grade students. Second and third grade students are also administered a developmental spelling test. If a child scores below National expectations, they are considered for a reading intervention program. Classroom assessments and teacher recommendations are also collected at this time. Based on this data as a whole, students are selected and placed in programs that will best meet their needs. This process is continuous throughout the year. All parents will be notified if their child qualifies for an intervention program.
What reading intervention programs are available to support my child’s reading success?
Kindergarten students are taught one-on-one in this K-Leap reading intervention program by a trained reading assistant. The sessions are designed to be 15 minutes in length and to be offered five times each week. Each week a new letter is introduced, and the previous week’s letter is reviewed. Each lesson includes several components: reading the ABC book, letter writing, targeted-letter booklet reading, picture sorting by beginning sound, work with Elkonin boxes and journaling.
Lily Pad Groups
Kindergarten students are put in small groups focusing on targeted skill deficits. These groups meet once a week for fifteen minutes and are led by a trained reading assistant.
“This intervention is taught daily in small groups four or five times a week. It is a systematic phonics program that uses multi-sensory strategies and materials, and is delivered through direct concept teaching. The lesson components include: Direct teaching, word building for decoding and encoding, spelling, and reading practice.” Click on ‘Oswego Orton’ to learn more about the training Oswego teachers completed.
“Reading Recovery is a highly effective short-term intervention of one-on-one lessons for low-achieving first graders. In Reading Recovery, individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students reach grade-level literacy expectations and demonstrate that they can continue to learn through their own efforts, their lessons are discontinued, and new students begin individualized instruction.” Click on’ Reading Recovery’ to learn more.
Leveled Literacy Intervention (Piloted at selected schools)
“The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention program designed to help teachers provide powerful, daily, small-group instruction for the lowest achieving children in the early grades.
Lessons across the three systems progress from beginning reading in Kindergarten or Grade 1 (Level A) to beginning reading for Grade 3 (Level N).” Click on ‘Leveled Literacy Intervention’ to learn more.
Early Success is a research-based reading intervention program for students in grades one and two who need extra support to become proficient, grade-level readers. It is a small group model that provides thirty minutes of daily instruction that is in addition to the core-reading program taught in the classroom. The daily lesson plan provides explicit, direct instruction in a three-part lesson plan: rereading for fluency, reading the book of the week, and working with words and writing sentences.
“Read Naturally is a supplemental reading program designed to enable students to improve reading fluency (comprehension, accuracy, speech and expression). Students, who read fluently, read smoothly and easily without pausing to figure out words. These students identify words automatically. As a result, they can focus on meaning rather than word recognition when they read. As a rule, fluent readers comprehend better than non-fluent readers. Consequently, improving reading fluency is important for developing readers.”
Read Naturally is a research-based program that enables students to become fluent readers. It has three components: teacher modeling, repeated reading and progress monitoring.
Soar to Success
“Soar to Success is a research-based reading intervention program for students in grades three through five who are reading below grade level. It is a small group model that uses motivational literature, reciprocal teaching, and graphic organizers in fast-paced lessons to help these students accelerate their reading growth.” Click on ‘Soar to Success’ to learn more.
System 44 (Piloted at selected schools)
“System 44 is a foundational reading and phonics program designed for our most challenged, struggling readers in Grades 3–12+. Many of these students are demotivated and disenfranchised from school as the result of years of academic failure. Intentionally metacognitive, System 44 helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. The program invites students to “crack the code” and join the community of readers, and provides educators with a comprehensive set of tools to meet this challenge.” Click on ‘System 44’ to learn more.
(Piloted at selected schools)
“READ 180 is an intensive reading intervention program that helps educators confront the problem of adolescent illiteracy on multiple fronts, using technology, print, and professional development. READ 180 is proven to meet the needs of students whose reading achievement is below proficient level as determined by a READ 180 computer-generated test. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Built on more than a decade of scientific research and best practices, READ 180 is a proven solution that produces quantifiable learning gains among struggling readers whose reading achievement is below the proficient level.” Click on ‘READ180’ to learn more.
Terms & Conditions
District Administration Center | 4175 Route 71 | Oswego, IL 60543 | Phone: 630.636.3080 | Fax: 630.636.3688