Reading fluency interventions that work in high-poverty schools

This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year to see if the intervention had a lasting impact on their overall reading fluency ability. Statistical analysis using a paired samples t-test revealed that reading fluency ability increases with the use of targeted intervention among second-grade students. A statistically significant relationship was discovered through the use of a paired samples t-test for students who receive targeted intervention in second grade and their third-grade IRI scores. This verifies that targeted reading fluency interventions are successful among students from high-poverty backgrounds. Individual and focus-group interviews were completed with teachers, para-professionals, and instructional coaches who provided reading fluency interventions to students. Themes emerged indicating a need for targeted intervention, meaningful practice, and instructional strategies in order for students to become fluent readers. Further analysis determined that schools that utilize classroom teachers rather than para-professionals to provide reading fluency intervention to struggling, high-poverty students achieved the most overall growth on the IRI. Another contributing factor to overall growth on the IRI was the amount of time students received intervention. Students that received at least forty-five minutes a day of additional intervention exhibited higher levels of growth. Lastly, several different reading curricula were used in the present study, revealing that instructional strategies and targeted intervention leads to greater acquisition of reading fluency skills regardless of the prescribed curriculum

7. Section 15835 Electric Heat: Electric Heating Coils in Ductwork.

a. Except where special design requirements might dictate, coils shall have copper tubes with aluminum fins, permanently bonded. b. Provide access areas on inlet and discharge sides of coils for maintenance purposes. JULY 2008 UCB STANDARDS 157901c. Provide for coil pull space and specify full track support for easy installation and service. d. Specify all water coils to be drainable type. e. Provide drain piping and air venting at all water coils. f. Specify all coil ratings to be ARI Standard 410 certified. g. Specify fin spacing to be 12 fins per inch or less unless otherwise indicated. h. As a measure to improve indoor air quality as per ASHRAE 621989: Coil drain pans and drip troughs at the bottom of coils should be designed to slope to drain to minimize standing water in the air handling unit, plenum, etc. (Stagnant water is prime habitat for microorganisms.) i. Specify working pressures and temperatures for coils. Be sure to allow for th

2. Steam Coils.

a. Except where special design requirements might dictate, coils shall have copper tubes with aluminum fins, permanently bonded. b. Provide access areas on inlet and discharge sides of coils for maintenance purposes. c. Provide for coil pull space and specify full track support for easy installation and service. AUGUST 2011 UCB STANDARDS 15790-1d. Specify all water coils to be drainable type. e. Provide drain piping and air venting at all water coils. f. Specify all coil ratings to be ARI Standard 410 certified. g. Specify fin spacing to be 12 fins per inch or less unless otherwise indicated. h. As a measure to improve indoor air quality as per ASHRAE 62-1989: Coil drain pans and drip troughs at the bottom of coils should be designed to slope to drain to minimize standing water in the air handling unit, plenum, etc. (Stagnant water is prime habitat for microorganisms.) i. Specify working pressures and temperatures for coils. Be sure to allow for th