Heidi Stoeck

Heidi expressed strong satisfaction with the progress her DRI group students have made. She noted that, given the disjointed nature of the most recent round of interventions, their success exceeded her expectations. She attributes much of this growth to the use of authentic text, which allowed students to apply their skills in meaningful ways.

Heidi observed growth not only in students’ reading abilities, but also in their self-perception and independence. She was particularly impressed with the gains in fluency demonstrated by all four students. While one student did not meet the final goal, that student still made measurable progress and is on track to receive summer tutoring to maintain her upward trajectory.

A key takeaway for Heidi was the effectiveness of the instructional toolkit. She recognized the value of this scaffold in supporting students as they moved toward greater independence in applying target skills. She and her teaching partner have already discussed implementing the toolkit at the beginning of the school year to establish strong supports from day one. Additionally, Heidi found it beneficial to gain experience with the DRI process ahead of its district-wide implementation next year.

Heidi has communicated student successes with families via email, providing updates on the process while celebrating growth and improvement. She has also taken proactive steps to secure additional summer support for the student who did not meet the goal.

Looking ahead, Heidi plans to focus on creating meaningful application opportunities for students, particularly during every fourth week of the intervention rounds. She is considering making this planning part of her next goal. She would also like to place an emphasis on incorporating authentic texts so students are consistently engaged in real reading experiences.