reading interventions board presentation september 13, 2012

Reading InterventionsBoard Presentation

September 13, 2012

SOL DataSchool Name Grade Test

2010-2011 Pass Rate

2011-2012 Pass Rate Difference

Booker T. Washington Grade 3 Reading 72 81 9

Creekside Grade 3 Reading 78 87 9

Driver Grade 3 Reading 76 85 9

Elephant's Fork Grade 3 Reading 68 71 3

Hillpoint Grade 3 Reading 80 77 -3

Kilby Shores Grade 3 Reading 74 90 16

Mack Benn Jr. Grade 3 Reading 73 88 15

Nansemond Parkway Grade 3 Reading 78 83 5

Northern Shores Grade 3 Reading 87 91 4

Oakland Grade 3 Reading 84 89 5

Southwestern Grade 3 Reading 81 90 9

District Grade 3 Reading 76 84 8

State Grade 3 Reading 83 86 3

SOL DATASchool Name Grade Test

2010-2011 Pass Rate

2011-2012 Pass Rate Difference

Booker T. Washington Grade 5 Reading 85 83 -2

Creekside Grade 5 Reading 88 90 2

Driver Grade 5 Reading 95 97 2

Elephant's Fork Grade 5 Reading 80 93 13

Hillpoint Grade 5 Reading 94 92 -2

Kilby Shores Grade 5 Reading 86 92 6

Mack Benn Jr. Grade 5 Reading 84 94 10Nansemond Parkway Grade 5 Reading 84 90 6

Northern Shores Grade 5 Reading 90 97 7

Oakland Grade 5 Reading 89 98 9

Southwestern Grade 5 Reading 90 90 0

District Grade 5 Reading 87 91 4

State Grade 5 Reading 89 89 0

Differentiated Instruction

A tiered intervention process is aligned to research based interventions which are aligned with individual needs of students. Strategies and interventions are documented in lesson plans and data notebooks.

Multiple StrategiesBalanced Literacy Plan

Small Group (Tier II)One – one (Tier I)

Extended learning opportunitiesFrequent assessments (local, PALS, STAR)Strategies Offered for Success Plan (SOS)Flexible scheduling504 PlanIndividualized Education Plan (IEP)

Guide to Reading and Writing Instruction

Teacher resource guides provide the “what is” and “how to” guide to guided reading.

Includes ninety (90) minutes of uninterrupted Reading each day in grades K-5.

Instruction is differentiated throughout the year which is aligned with student needs.

Extended Learning Opportunities

Master Schedules are designed to include daily intervention (remediation and enrichment) throughout the year.

Common teaching times support flexible teaching opportunities.

Title I and local paraprofessional support daily instruction.

Summer School and the STEP Summer Program occurs and includes transitional kindergarten.

Phonological Literacy Screening Instruction

(PALS) Administered three times a year in grades Pre-K through grade 2 and to students in grade 3 who did not meet the fall benchmark.

Quick checks

Electronic lesson Plans (K-5)

Phonological Awareness Literacy (PALS)Benchmarks

Grade Level Fall Spring Kindergarten 28 81 First 39 35 Second 35 54 Third 54 65

Student Report

Interventions

PALS – students who do not meet the benchmark receive 2 ½ hours of intervention weekly.

AR / STAR – weekly monitoring occurs and adjustments are made.

Assessments – monthly assessments are given and re-teaching occurs throughout the nine weeks.

Fundations / Wilson – intensive intervention is provided to Tier II and Tier III students in grades K-2.

System-wide Literacy Committee

A system-wide Literacy Committee is comprised of representatives from all elementary schools. Ongoing, extensive professional development is provided to include participation in the State and International Reading Conferences. Individuals present to paraprofessionals, teachers, and schools.

System-wide Literacy Review Team

A system-wide Literacy Review Team is comprised of internal reading experts that conduct school-wide reviews as needed as a follow-up to Academic Reviews. Feedback is given to schools that aligned with Essential Actions and Indistar Tasks.

“We shouldn’t teach great books; we should teach a love of reading”

B. F. Skinner

The ability to enjoy a good book is an

acquired skill that pays lifelong dividends.