Our Journey to provide quality reading instruction to all students

Greenland Elementary SchoolOconomowoc, WI

Power Up!Meeting the Needs of Students and RtI

Greenland’s Team

Dianna Kresovic Principal

Katie Lindner Reading Specialist

Gail Willey First grade teacher

Jenny Laabs Fourth grade teacher

Kris Harper Special Education

Jenifer Melton Learning Resource

Suzanne Schauer Reading Specialist (Retired)

Essential Principles of RtI:

Universal Screening, early identification Intensive, research-based interventions Progress Monitoring, data based

documentation Fidelity of Intervention Progression of Tiers of Intervention

Research principles from Richard Allington’s What Really Matters in Response to Intervention

Reading volume and stamina Reader to Text match Very small intervention groups with expert

teacher Double dose of reading volume and

instruction Early intervention Best practice in the classroom at Tier One Support for ALL struggling readers

Critical Questions:

How will we increase the reading volume in our classrooms?

How will we provide the volume of independent level texts for our struggling readers to increase their volume?

How will we meet the needs of all of our readers who need a double dose?

How will we provide a double dose for our special education students?

Important Decisions: Where do we start?

Begin with Tier One: classroom instruction. Improving our knowledge and

implementation of best practice in reading instruction.

Create a data wall that provides information and opportunities for critical conversations.

Find a way to use current resources and time to provide intervention and support for all students.

Greenland’s “Power Up”

Research of the Intervention Block Looking at changes to the building schedule Creating opportunities for critical

conversations and building a PLC Using the data wall to make critical choices

about where to implement Power Up Building a staff commitment to Power Up

The Challenge Continues… Finding opportunities for continued staff

development. Finding resources in both people and

materials without additional funding. Making difficult choices regarding the

number of students who receive intervention.

Finding a way to move intervention beyond reading.

One of our main conclusions:The Importance of Effective Teachers and Teaching in Intervention

“No school with mediocre classroom instruction ever became effective just by adding a high quality remedial or resource room program. We have added more instructional aides, more specialist teachers, and more computers and software programs, while ignoring powerful evidence on the importance of high quality classroom teaching.”

Allington & Johnston, 2000; Bembry, et. al., 1998; Ferguson, 1991; Pressley, et. al., 2000

Workshops/Visitations ◦WSRA RtI Workshops ◦Washington School for Comprehensive

Literacy format, Sheboygan WI◦Grade level Data Meetings◦Create Data Wall

Year One Data Wall

Four columns 1. Exceeding 2. Meeting 3. Approaching 4. Below

5 Rows Color coded for each grade level

Create Data Wall

4th QuarterGRADE BELOW APPROACHING MEETING EXCEEDING

4 Q R S/T T3 N O P P+2 K L M N1 G H I J5K A B C D3rd QuarterGRADE BELOW APPROACHING MEETING EXCEEDING

4 P Q R S3 M/N O P P+2 J K K/L M1 E F G/H I5K <A A B C2nd QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 O P Q R3 M N O P2 I J J/K L1 D E E/F G5K <A <A A B1st QuarterGRADE BELOW APPROACHING MEETING EXCEEDING4 N O P/Q Q3 L M N O2 H I J K1 B C D/E F5K -- -- -- A

DATA WALL LEVELS - BY QUARTER - 2009-2010

Insert picture of data wall

Insert data codes picture

Insert picture of individual data card that is layered

Student Level Comp. Score (F&P)

Writing Score (F&P)

Fluency Rate (F&P)

Fluency Score (0-3)

Word Strategies Acc/SC

Enrich Rec. Level

Intervention notes…1st GradeCreating flexible groupsTeacher: Intervention Session:

Student Level

Comp.Strategies

Word solving

Word meaning

Fluency

Non-fiction

Extend

Intervention Notes… 4th gradeCreating flexible groupsTeacher: Session dates:

LLI - SusieRoom 110

LLI (5K) -KrisRoom 111

Fluency - DiannaRoom 112

GR + - GailRoom 113

3 students 2 students 11 students Levels B – E

5 studentsLevels C-D

Enrichment – JeniferRoom 114

Comprehension - LoriRoom 115

Extra ReadingConferencing- JudyRoom 116

11 students Levels J -M

12 students Levels E -G

12 students Levels E – J

Grade 1 demo group chart

FluencyLisaRoom 110

Retelling/ComprehensionSaraRoom 112

LLIKrisRoom 113 back

LLI-L&MSusieRoom 114

10 students Level P -R

13 Students Level R - T

3 students 4 students

Guided Reading Plus-O&PJenny Room 115

Guided Reading Plus-M&NTammy Room 116

8 Students 8 Students

Dianna/Jenifer Extension group – 30 studentsRoom 118

4th grade class #1 4th grade class #2 4th grade class #311 Students Levels R - U

10 Students Levels S – X

9 Students Levels P – R

Grade 4 demo group chart

Who, When, Where, What…??Who is available?

Classroom teachersReading SpecialistResource teachersSpecial Education teachers PrincipalLiteracy Coaches

Staffing Differences With title one funding Available staff

◦ 3-- 1st grade teachers ◦ 1-- reading specialist ◦ 3—title one part time intervention teachers◦ 2– Special Ed teachers ◦ 1—Learning resource ◦ 1 Principal ◦ 3- 3rd grade teachers◦ Total 14

Without funding Available staff 3– 1st grade teachers 1—reading specialist 1—special Ed teacher 1—Learning resource 1—Principal 3—4th grade teachers Total 10

When will this take place? Scheduling concerns (nightmare)

One half hour block of time 3, 4 or 5 times a week

IMPORTANTPlan from the very beginning.What are you willing to move around?What are you willing to give up?

Where?

What areas in your building are available for small groups and large groups?

What?

Decide what’s the best instruction to meet the needs of your individual group.

Student’s needs before Power Up Power Up—double dose Planned instruction—Extension of Reader’s Workshop Changes Successes… Increases in:

• Reading Volume • Stamina • Confidence • Less Stigma • Reading behavior and motivation • Students see themselves and others as readers

Views from Grade One - Gail

1st Thoughts Classroom Implications Needed changes Materials Small group guided reading plus Large group Classroom instruction Challenges Differences in children This year

Views from Grade Four - Jenny

Change in Philosophy Opportunity for Double or Triple Dose Sharing Responsibilities

Views from Special EducationKris …Special Education Perspective

Collect Data– Decide what information we needed.

Provide enough information in an easy to read manner.

Structure of graphs ◦ Include all students

Easy to follow the progress of any student over time.

Views from data analysis – Jenifer

Wonka, Willy

White, Snow

*Rabbit, Peter

Potter, Harry

Jones, Junie B.

Cullen, Edward

Bedelia, Amelia

0 1 2 3 4 5 6 7 8 9

Reading Gains after Power Up Session 1

EEN Tier 2 Tier 3 EEN

Number of F & P Levels Increased

Fir

st G

rade

Stu

dent

s R

ecei

ving

Int

erve

ntio

n

GR+

K

E H

B D

D H

B E

Tier 1 = Best practice classroom instruction; all students receive Tier 1.

Ending Benchmar

ksK – C1st – I2nd – L/M3rd – P/P+4th – S/T

F

Enrichment

ERE

Reading Extension

Comprehension

GR+

RTI Data Chart 2010 - 2011Greenland Elementary SchoolOconomowoc, WIDeveloped by Jenifer Melton

GR+

Wonka, Willy

White, Snow

*Rabbit, Peter

Potter, Harry

Jones, Junie B.

Cullen, Edward

Bedelia, Amelia

0 1 2 3 4 5 6 7 8 9

Reading Gains after Power Up Session 2

EEN Tier 2 Tier 3

EEN

Number of F & P Levels Increased

Fir

st G

rade

Stu

dent

s R

ecei

ving

Int

erve

ntio

n

Reading Extension

Reading Extension

G

Enrichment

RTI Data Chart 2010 - 2011Greenland Elementary SchoolOconomowoc, WIDeveloped by Jenifer Melton

G E

Tier 1 = Best practice classroom instruction; all students receive Tier 1.

Ending Benchma

rksK – C1st – I2nd – L/M3rd – P/P+4th – S/T

Enrichment

ERE

GR+

Fluency

D

Reading Extension

Insert Bibliography Bibliography of Professional Materials Books Allington, R. L (2009). What Really Matters in Response to Intervention: Research-Based Designs Boston, Allyn & Bacon. Allington, R.L (2006). What Really Matters for Struggling Readers: Designing research-based programs (2nd. Ed). Boston, Allyn & Bacon. Boushey, G. & Moser, J (2006) The Daily 5: Fostering Literacy Independence in the Elementary Schools, Portland, MA., Stenhouse. Boushey, G. & Moser, J (2009) The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction,Portland, MA., Stenhouse. Buffum, A., Mattos., M., Weber, C. (2009). Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. Bloomington, IN, Solution Tree.Dorn, L. & Soffos C. (2005). Teaching For Deep Comprehension: A Readers Workshop Approach , Portland, MA Stenhouse. Johnson, P. & Keier. K (2010). Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4, Portland, MA., StenhouseSerravallo, J., (2010), Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers, Portsmouth, NH., Heinemann.CHOICELITERACY.ORG

Bibliography cont.MaterialsDorn, L .& Soffos, C. (2009). Interventions That Work: Guided Reading Plus Groups, Boston, Allyn & Bacon. Fountas & Pinnell (2007). Leveled Literacy Intervention Systems. Portsmouth, NH, Heinemann. Fountas & Pinnell ( 2005) Benchmark Assessment Systems, Portsmouth, NH, Heinemann. Other Valuable Resources Washington Charter School, Sheboygan, WI.RtI Web Site READINGRESOURCE.NET

Greenland Elementary School: Contact Us

Phone: (262) 560-8105Website: http://www.oasd.k12.wi.us/

Presenters

Dianna Kresovic Principal

Katie Lindner Reading Specialist

Gail Willey First grade teacher

Jenny Laabs Fourth grade teacher

Kris Harper Special Education

Jenifer Melton Learning Resource

Suzanne Schauer Reading Specialist (Retired)

Thoughts from our students…

How does Power Up help with your reading?

(short video of 1st grade students presented)