P.S. 019 Marino Jeantet

P.S. 019 Marino Jeantet serves a large multilingual learner population, including students who entered the school year with little or no English proficiency. Faculty needed additional capacity to help students access classroom instruction while also developing the foundational English literacy skills that would support their long-term progress.

Student needs varied widely across grades K–5. Some students were learning English letter names and sounds for the first time, while others needed support with decoding, fluency, written responses, math concepts, and academic vocabulary.

Gracie, a fluent bilingual educator, provided targeted small-group instruction in ELA and math while also helping students engage with current classroom work. She used bilingual explanation and translation strategically so students could understand directions and content while continuing to build English proficiency.

Literacy instruction included phonological awareness, letter-name and letter-sound development, decodable texts, CVC words, blends, digraphs, vowel patterns, fluency, comprehension, and written responses. Gracie used tools such as the CORE Phonics Survey, phonological awareness inventories, and curriculum- aligned checks to identify needs and adjust instruction.

Across the school year, Gracie recorded goals, assessment checkpoints, progress, and next steps, and coordinated with grade-team leaders and classroom teachers so tutoring remained connected to the school's curriculum.

• 2024–25 school year
• Grades K–5
• Bilingual ENL support
• Small-group ELA + math instruction
• Classroom + translation support
• Ongoing progress monitoring

Among Gracie's assigned roster, 12 students made gains of at least 25 percentage points in one or more foundational word-reading skills. These gains appeared across CVC words, blends, digraphs, and more advanced vowel patterns.

One student moved from reading no CVC words correctly to 93% accuracy. Another progressed from 0% to 80% on blends, 0% to 73% on digraphs, and 0% to 100% on r-controlled vowels. Other students moved from 20% to 80% in CVC word reading and from 0% to 87% in digraph reading.

Alongside these measurable literacy gains, school leadership highlighted Gracie's professionalism, reliability, communication, and care for students. Her work gave teachers a responsive partner who could connect targeted intervention with what students were learning in class.