optimizing time and resources 4.1.08 · optimizing time and resources instructional...
TRANSCRIPT
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Optimizing Time and Resources
Power Point Developed by Work Group August 30 – 31, 2007
Revised 10-22-07, 1-18-08, 2-11-08, & 2-22-08
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Outline for Optimizing Timed Rand Resources
Organizing for Reading Instructiong g gSchedulesAdditional TimePrioritiesResourcesResourcesProfessional Development
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Optimizing Time and ResourcesInstructional GroupingInstructional Grouping
“Grouping is one of the alterable instructional factors that can powerfully influence positively or negatively the levels of
individual student engagement and hence academic progress ”academic progress.
Maheady, L. (1997). Preparing teachers for instructing multiple ability groups. Teacher Education and
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Special Education, 20(4), p. 325.
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Organizing for Reading Instruction
School Level Classroom LevelSchool LevelDetermine School Organization Plan for
Classroom LevelWhole Group Instructiong
Reading InstructionDetermine
i ti
InstructionTeacher-led small groupcommunication
system within and across grade levels
small group InstructionIndependentacross grade levels Independent literacy centers
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School Organization for Instruction Options
OptionsWithin Classroom Flexible Grouping by Skill Level All Students in Homeroom using comprehensive learning s stem along ith Instr ctional Le el Materials forsystem along with Instructional Level Materials for Intervention
Between Classrooms Flexible Grouping by Skill LevelAll Students Divided Across Classrooms by Skill Level using comprehensive learning system along with Instructional Level Materials for Intervention
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Commonalities Between Organizational Systems:Systems:
All students must cover and master grade level critical skills Ti ll tt d f t f thTime allotted for segments of the comprehensive learning system follow the suggestions in the CLS and are adjustedsuggestions in the CLS and are adjusted based on individual needsBoth teacher led instruction and independent practice are provided as appropriate
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Factors to be Considered WhenFactors to be Considered When Selecting an Option:
• Number of classroom teachers per grade level
• Number of non-classroom teachers and aidesNumber of non classroom teachers and aides available during instructional time
• Amount of grade level planning time requiredAmount of grade level planning time required
• Amount of classroom planning time required
Amount of time lost in transitions within classrooms• Amount of time lost in transitions within classrooms and between classrooms
• Proportion of teacher directed and independent
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• Proportion of teacher directed and independent instruction
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Intervention Classroom
Can be used both within and between l iclass groupingWithin Classroom Flexible Grouping -highest risk students are served in a different classroom during the reading blockblock Between Classroom Flexible Grouping -highest risk students along with manyhighest risk students, along with many other students, change classrooms during the reading block
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A Detailed Look at EachA Detailed Look at Each Organizational System
Within Classroom Flexible Grouping by Skill LevelGrouping by Skill Level
Between Classrooms FlexibleBetween Classrooms Flexible Grouping by Skill Level
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Within Classroom Flexible GroupingFlexible Grouping
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Within Class Flexible GroupinggK – 1 Reading Block
Possible Schedule: Whole group comprehension (read aloud)g p p ( )Whole group vocabulary Whole group phonemic awarenessgSmall group teacher led phonic instruction (groups are based on student needs) Student directed literacy centers (application of previously mastered skills)
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Within Classroom Flexible Groupingp g2 - 3 Reading Block
Possible Schedule:whole group comprehension (read aloud)
h l b lwhole group vocabulary whole group and small group phonics instructioninstructionSmall group teacher led fluency/comprehension instruction (groups are b d t d t d )based on student needs) Student directed literacy centers (Application of previously mastered skills)
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of previously mastered skills)
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Range of Time
READING BLOCK INSTRUCTIONAL PROGRAM
TheTheTOTAL TIME:TOTAL TIME:
Whole GroupWhole GroupResource:Resource:
The The Reading Reading
BlockBlock90 minutes
minimum daily
?? mindaily
Whole GroupWhole Group
TOTAL TOTAL ROTATIONROTATION
Differentiated Instruction:Differentiated Instruction: Resources:Resources:
TOTAL TIME:TOTAL TIME:?? minutes scheduled
ROTATION ROTATION TIME:TIME:
?? minDaily
Small Group Instruction: Groups 1, 2, & 3
?? min M T W Th Fdaily pergroup
Group Instructional Focus
Session 1 Group 1:
Session 2 Group 2:
Session 3 Group 3:
Classroom Classroom InterventionIntervention
TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:InterventionIntervention
?? min daily M T W Th F
Intervention Session
Instructional Focus:Instructional Focus:
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Range of Time
READING BLOCK INSTRUCTIONAL PROGRAM
TOTAL TIME:TOTAL TIME:
Whole GroupWhole GroupResource:Resource: comprehensive core programSegment sounds (PA)
The The Reading Reading
BlockBlock
20-60 mindaily
Whole GroupWhole Group Sound-letter correspondences (Phonics)Partner reading (Fluency)Prereading Lesson: Tier 2 words (Vocab)Reciprocal Teaching (Comprehension)
TOTAL TIME:TOTAL TIME:90 minutes
minimum daily
TOTAL TOTAL ROTATION ROTATION
TIME:TIME:
30-70 minDaily
Differentiated Instruction:Differentiated Instruction:Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:
- comprehensive core program- supplementary program- targeted intervention program
10-25 min M T W Th Fdaily per
DailyGroup Instructional Focus
group
Session 1 1 2 3 1 2 Group 1: segment soundsw/Elkonin boxes
Session 2 2 3 1 2 3 Group 2: word sorts w/common syllable spelling patterns
Session 3 3 1 2 3 1 Group 3: reread decodable books
ClassroomClassroom TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:Classroom Classroom InterventionIntervention
TIME:TIME:
10-45 min daily
Differentiated Intervention:Differentiated Intervention: 3 5 students Resources:Resources:Supplementary & Intervention Programs
M T W Th F
Intervention Instructional Focus:Instructional Focus:
Phonemic segmentation w/ mirrors
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Session X X X X X Word building w/letter & pocket charts Word-level fluency card activity
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Range of Time
READING BLOCK INSTRUCTIONAL PROGRAM
TOTAL TIME:TOTAL TIME:
Whole GroupWhole GroupResource:Resource: comprehensive core programSegment sounds (PA)
The The Reading Reading
BlockBlock
20-60 mindaily
Whole GroupWhole Group Sound-letter correspondences (Phonics)Partner reading (Fluency)Prereading Lesson: Tier 2 words (Vocab)Reciprocal Teaching (Comprehension)
TOTAL TIME:TOTAL TIME:90 minutes
minimum daily
TOTAL TOTAL ROTATION ROTATION
TIME:TIME:
30-70 minDaily
Differentiated Instruction:Differentiated Instruction:Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:
- comprehensive core program- supplementary program- targeted intervention program
10-25 min M T W Th Fdaily per
DailyGroup Instructional Focus
group
Session 1 1 2 3 1 2 Group 1: segment soundsw/Elkonin boxes
Session 2 2 3 1 2 3 Group 2: word sorts w/common syllable spelling patterns
Session 3 3 1 2 3 1 Group 3: reread decodable books
ClassroomClassroom TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:Classroom Classroom InterventionIntervention
TIME:TIME:
10-45 min daily
Differentiated Intervention:Differentiated Intervention: 3 5 students Resources:Resources:Supplementary & Intervention Programs
M T W Th F
Intervention Instructional Focus:Instructional Focus:
Phonemic segmentation w/ mirrors
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Session X X X X X Word building w/letter & pocket charts Word-level fluency card activity
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School Organization for Instruction Options
OptionsWithin Classroom Flexible Grouping by Skill LevelWithin Classroom Flexible Grouping by Skill Level All Students in Homeroom using comprehensive learning system along with Instructional Level Materials for y gInterventionBetween Classrooms Flexible Grouping by Skill LevelAll Students Divided Across Classrooms by Skill Level using comprehensive learning system along with Instructional Level Materials for InterventionInstructional Level Materials for InterventionIntervention Classrooms that can be used in combination with either of the above options.
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Within Classroom Flexible Grouping - with an Intervention Classroom - A
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Within Classroom Flexible Grouping:With Intervention Classroom BWith Intervention Classroom – B
Classroom 1 Classroom 2
Classroom 3
18Student at Grade Level Student at Some Risk Student at High Risk
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Between ClassroomsFlexible GroupingFlexible Grouping
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Reading Block Schedules for Between Classrooms Flexible Grouping
See the set of handouts labeled Handout 3 for examples of reading block schedules p gfor grades K, 1, and 2 in which students are in classrooms according to skill level.
These schedules are from RF schools in which the highest risk students arewhich the highest risk students are taught with Intervention Core materials.
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Three Ways to Provide IntensiveInterventions to Struggling Readers K-3gg g
Small Groups during the Reading BlockIntervention outside of the Reading BlockIntervention outside of the Reading BlockIntervention Classroom during the Reading Block and/or additionalReading Block and/or additional instruction outside the Reading Block
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8:00
School Schedule for Within Classroom with Intervention Classroom(Title 1 School-wide Program)
K 1st 1st I Class
2nd 2nd I Class
3rd 3rd I Class
8:00
8:30
9:00
9:30Para (PT)
Para (PT)
Sped T
Title I TG1 TK T Para
9:30
10:00
10:30
11 00
Para (I)Sped T
Para (I)G3 T Title I T
11:00
11:30
12:00
Sped TPara (PT)
12:30
1:00
1:30
Para (PT) Sped T
G2 T Title I T
Sped T
Para (I)
2:00
2:30
3:00
Sped TPara (I)
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3:30 KT = Kindergarten Teacher
G1 T= Grade 1 Teacher, etc.
Sped T = Special Ed. Teacher
Title I T = Title I Teacher
Para = Paraprofessional
I Class= Intervention Class
(I)=Intervention
(PT) = Pre-teach
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8:00
School Schedule for Within Classroom with Intervention ClassroomTitle I Targeted Assistance Program
K 1st 1st I Class
2nd 2nd I Class
3rd 3rd I Class
8:00
8:30
9:00
9:30Para (PT)
Para (PT)
Title I T
Sped TG1 TK T Para
9:30
10:00
10:30
11 00
Para (I)Sped T
Para (I)G3 T Sped T
11:00
11:30
12:00
Title I TPara (PT)
12:30
1:00
1:30
Para (PT) Title I T
G2 T Sped T
Sped T
Para (I)
2:00
2:30
3:00
Sped TPara (I)
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3:30 KT = Kindergarten Teacher
G1 T= Grade 1 Teacher, etc.
Sped T = Special Ed. Teacher
Title I T = Title I Teacher
Para = Paraprofessional
I Class= Intervention Class
(I)=Intervention
(PT) = Pre-teach
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School Schedule for Between Classrooms with Intervention ClassroomTitle I Schoolwide Program
Kindergarten 1st Grade 2nd Grade 3rd GradeK K K K K
IC1st 1st 1st 1st
IC1stIC
2nd 2nd 2nd 2ndIC
2ndIC
3rd 3rd 3rd 3rdIC
3rdIC
8:00
8:30
9:00
P1 P2 P5 P7
GKT GKT GKT GKT T125 20 20 20 15
P5 P7
G2T G2T G2T G2T SE25 20 20 20 15
P3 P6
IC IC IC IC IC IC IC
9:30
10:00
10:30
P5 P7
G3T G3T G3T G3T SEG1T G1T G1T G1T T1
P1 P2 P3 P6
P3 P6
P1 P2 P5 P7
11:00
11:30
12:00
P1 P2 P3 P6
G3T G3T G3T G3T SE25 20 20 20 15
P3 P6
G1T G1T G1T G1T T125 20 20 20 15
P5 P7
12:30
1:00
1:30
P1 P2 P5 P7
P3 P6
P1 P2 P5 P7 P3 P6
2:00
2:30
3:00
P1 P2 P3 P6
P1 P2 P3 P6
P5 P7
P5 P7
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3:30 IC = InterventionClassroom
G1T = 1st Grade Teacher, etc.
SE = Special Ed Teacher
T1 = Title I teacher
Number below teacher = Number of students in that
class
P1-P5 = Title I Paraprofessionals
P6-P7 = Special Ed Paraprofessionals
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Considerations – Group Size
The number of students in an instructional group should depend on the instructional sophistication of the studentsof the students.
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Carnine, Silbert, Kame’enui, Tarver, & Junghohann, 2006
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Considerations – Group Size
Students provided intervention in either a 1:1 or 1:3 setting outperformed students taught in groups of 1:10.
Vaughn, Linan-Thompson, 2003
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Additional Time Schoolwide Schedule
Schedule needs to reflect three types ofSchedule needs to reflect three types of time for reading instruction:
1 Initial Instruction1. Initial Instruction2. Pre-teaching/re-teaching of grade level
content for below grade level students 3. Intervention time for below grade level
students on skills they have not mastered from previous gradesfrom previous grades
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Considerations – Additional Time
Annual Growth vs. Catch Up Growth
Annual Growth for all students, Catch-up Growth f th h b hi d K i k WAfor those who are behind. Kennewick, WA: Fielding, L., Kerr, N., Rosier, P. (2007 The New Foundation Press, Inc.
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Proportional Increases
Question: How many minutes of direct instructional time should a principal p pschedule for a student in second and thrid grade to reasonably assure that he makes annual growth plus enough catch-up growth to move from the 12th to the 50th percentile by the end of fourth grade?
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Proportional IncreasesProportional Increases
Each unit of 13 percentile points from the 50th percentile equals a year of growth.
State standard in percentiles is………………. ………..50th
Student’s second grade status in percentiles is ………..12thStudent s second grade status in percentiles is ………..12
The difference is…………………………………… 38 points
Percentile point difference divided by 13 is............... 2.9 years
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Content to Cover to Reach/Maintain Grade Level PerformanceContent to Cover to Reach/Maintain Grade Level Performance
K.0 K.5 1.0 1.5 2.0 2.5 3.0 3.5Content to
Grade Content to
Cover
GL 1st grader
SR 1st grader
HR 1st grader
GL 2nd grader
SR 2nd grader
HR 2nd grader
HR 2nd grader
SR 2nd grader
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g
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Daily Instructional Minutes
Daily min required for annual G2 growth: 80Daily min required for annual G4 growth: 80Daily min required for annual G4 growth: 80Additional daily min to make 3 yrs of additional growth: 240growth: 240
Total G2 and G3 daily minutes: 400
So, 200 min of direct reading instruction in G2 and in G3 is needed to reach the 50th %ile by the end
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yof G3.
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Defining PriorityDEFINING PRIORITY
priority does not mean importantp y p
i it d f i tpriority = order of importance
69% of teachers identified reading as the gmost important skill for children to learn.
1994 poll of teachers by Research Associates for AFT
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Resources
Analyze resources in relation to student yassessment data:Prioritize staffing (highest risk with most highly kill d l)skilled personnel).
Use student achievement data to establish a grouping plangrouping plan.Ensure sufficient space for small group instruction.st uct oSupply adequate curricular materials for all students.
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Professional Development
Professional development may be needed in:
Administering assessmentsAdministering assessmentsAnalyzing and using student assessment dataComprehensive and intervention programsp p gEvidence based strategiesInstructional deliveryClassroom management
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Professional Development
Identify and scaffold assistance to teachers:Identify and scaffold assistance to teachers:Combine in-service and in-class coaching.P id ti l i t t t h hProvide timely assistance to teachers when student outcomes are not at an acceptable levellevel.Incorporate professional development into grade level team meetings.grade level team meetings.
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Prioritizing Improvement
Shared commitmentDistributed leadershipCollective approach to problem solvingAli t f t tAlignment of resources to support identified prioritiesRegular review of assessment dataRegular review of assessment data
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“Quality is never an accident; it is always the result of highit is always the result of high
intention, sincere effort, intelligent direction, and
skillful execution; it represents the wise choice of
many alternatives.”many alternatives.Willa Foster
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