agenda 1. task force findings 3.professional development 2013-14 4.reach higher shasta action items...
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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.
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?
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
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