CLOSINGTHE GAPS

FROMCRADLE TO CAREER

AGENDA

1. Task Force Findings

3. Professional Development 2013-14

4. Reach Higher Shasta Action Items

5. Assessments, Interventions & Instruction

6. What Now? Table group conversations & sharing

DATA SUMMARY

Grade Level Below At or Above

2013 2014 2013 2014

K – Letter Sounds 33% 34% 66% 66%

1 - Fluency 52% 52% 49% 48%

2 - Fluency 53% 54% 47% 46%

3 - Fluency 57% 56% 43% 43%

2 - Comprehension 44-47% 50-70% 53-57% 30-50%

3 - Comprehension 66% 61% 35% 39%

2013/2014 LITERACY TASK FORCE FINDINGS

THE GOLD STANDARDAssessment Plans- All students are assessed three times a year

with either DIBELS or AIMS web. Students below grade level are also given a phonemic awareness assessment to see if intervention is needed. They are also progress monitored approximately every two weeks with a fluency assessment.

Interventions: Research based interventions are used with fidelity and progress monitoring provides information as to whether a specific intervention is working. (See next slide for list)

Classroom Instruction: Approximately two hours of ELA a day, plus 30-60 minutes extra for below grade level students. This is predominantly eyeball to eyeball instruction. When aides are assisting in groups, the classroom teacher works with the lowest students.

PROFESSIONAL DEVELOPMENT 2013-14

• K-3 Reading Research• K-5 ELA CC trainings• Task Force meetings

Plans within the K-8 Subcommittee for 2014-15:

Goal 1: K-3 ReadingContinue to provide a “trainer of trainers” session at the start of the

year for K-3 principals and instructional coaches that they can take back and use with staff.

K-3 Literacy Task Force Quarterly Meetings

Trauma informed teaching paired with Book Study from K-3 reading research resource used last school year

TRAUMA INFORMED TEACHING

• Matthew Reddam, LMFT

• Dr. Bruce Perry, M.D., Ph.D.

• El Dorado Elementary HEARTS Program (Healthy Environments and Response to Trauma in Schools)

• Massachusetts Advocates for Children- Helping Traumatized Children Learn

• Nurtured Hearts School-Wide Program

SCOE PROFESSIONAL DEVELOPMENT

1. K-3 Reading Instruction- This training will focus on the five key elements of reading instruction, using the book “Research-Based Methods of Reading Instruction.”

2/19/15, 3/5/15, 3/18/15, 4/15/15, 4/28/15

2. Literacy Task Force Meetings:

10/2/14, 2/17/15, 4/20/15

At your table groups, please assign a recorder and a reporter, then answer these questions:

Assessment Plan

Do you have one? What does

it look like?

InterventionsWhat do you use? How much

time? What does your schedule look like?Classroom Instruction

What does it look like? How many minutes of instruction a day?

THOUGHTS?

ASSESSMENT PLANP L A N• Identify assessments to

use Screeners Progress Monitoring Diagnostic

• Create a calendar that shows assessment window & dates for assessment collaboration• Determine how the data will

be collected• Determine beginning and

mid-year benchmark targets for assessments

R E S O U RC E S

• DIBELS (free K-6)

http://www.esu10.org/programs-services/teaching-learning/dibels

• AIMSweb (K-8)

• Sample Plans:• http://www.pps.k12.or.us/d

epartments/curriculum/8404.htm• http://www.lawndale.k12.ca

.us/stanassmnt• http://www.mpusd.k12.ca.u

s/assessment

INTERVENTIONPL AN• Differentiated

Instruction

• Cross grade level sharing

• Additional time

RESOURCESFCRR- Florida Center

for Reading Research

www.fcrr.org

Long Beach Intervention

• http://www.lbusd.k12.ca.us/Main_Offices/Curriculum/academic_interventions.cfm

RESEARCH BASED INTERVENTIONS:

• K PALS- Letter Sound, Letter Name & Decoding

• SIPPS- Phonemic Awareness, Phonics, Decoding & Site Words

• REWARDS- Phonics, decoding, Sight Words & Fluency

• Phonics for Reading- Decoding, Fluency, Comprehension & Vocabulary

• Quick Steps to Reading

• Six Minute Solution- Fluency

• Read Naturally- Fluency

• Various Phonemic Awareness Interventions- Sounds and Letters, Florida Center for Reading Research Activities, etc…

INTERVENTION INSTRUCTION “LOOK FORS”

• Researched-based• Following the protocols of the

program• Teachers working with lowest

performing students• 3 times per week, for at least

30 minutes per session

CLASSROOM INSTRUCTION

“LOOK FORS”Phonemic Awareness

(K-1)

Phonics

Fluency

Vocabulary

Comprehension

Engagement

Feedback

Targeted Instruction

RESOURCES• http://www.readingr

ockets.org/strategies/

• https://www.teachingchannel.org/videos?landing_page=General+Teacher+Videos+Landing+Page&gclid=CPev19HO-LgCFWQ6QgodhE4A3Q

• https://vimeo.com/tcrwp/videos

VIDEO CLIPSPhonemic Awareness

https://www.teachingchannel.org/videos/teach-phonemics

Vocabulary

http://www.scoe.org/pub/htdocs/archer-videos.html

Comprehension

http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strategies.shtml

#

This site offers a variety of videos on Comprehension and Vocabulary strategies

Phonics & Fluency

http://www.readingrockets.org/article/phonics-watch-learn

WHAT CAN YOU DO?

1. Develop school-wide assessment system

2. Align assessment data (students) to research-based interventions

3. Monitor the interventions (protocols)

4. Progress monitor student progress

5. Book Study

WHAT CAN YOU DO? POSSIBLE BOOK STUDYResearch Based Methods of Reading Instruction K-3 Focus Group

Sharon Vaughn & Sylvia Linan-ThompsonASCD

Chunk the book with staff•Staff meetings•PPTs with video links from Kelly posted on SCOE website

•Grade-level meetings

WHAT CAN YOU DO? ANOTHER BOOK STUDY OPTION

40 Reading Intervention Strategies for K-6 Students, research-based support for RTI

Elaine K. McEwan-Adkins

Solution Tree

Chunk the book with staff•Staff meetings•Grade-level meetings•Using study guide

SCOE SUPPORT

Site Support•Walk through classrooms•Staff meeting PD•Trauma informed teaching•Work with staff to create assessment system