supporting third grade struggling readers mary strawderman april 18, 2015 a race to the top...

Supporting Third Grade Struggling Readers

Mary Strawderman

April 18, 2015

http://gtnpd189.ncdpi.wikispaces.netA Race to the Top Initiative

NC Department of Public InstructionEducator Effectiveness Division

WelcomeMary Strawderman

[email protected] Academic Facilitator

Elon Park Elementary

Accessing the Internet:Irwin Guest Network

Session Materials are here:http://gtnpd189.ncdpi.wikispaces.net

mailto:[email protected]


Norms for Participation

•Please put your phones on silent or vibrate.

•Your participation is important to the presentation. Please feel free to ask questions or share comments throughout our time today.

•If you have not labeled the chart with a dot sticker, please do so now.

Outcomes

Participants will be learn about:

• the Governor’s Teacher Network.

• one method of triangulating student data.

• a plan for developing a network of support for struggling readers.

The Governor’s Teacher Networkand

Action Research

What is the Governor’s Teacher Network (GTN)?

• A group of 450 teachers were selected from 1400 applicants for 2014-15 school year.

• Participants identified instructional needs, created innovative digital instructional resources and designed professional development to support key Race to the Top initiatives in Home Base.

• Network Teachers continued their current educator roles in their schools and districts and served in one of two pathways.

What is Pathway 1 of GTN?

Pathway 1 Teachers: Professional Development

• Identify problems of practice and conduct action research projects in their schools.

• Investigate and analyze the effectiveness of strategies and practices on student learning.

• Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

What is Action Research?

Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Action Research:

•Positively impacts student outcomes

•Identifies and promotes effective instructional practices

•Creates opportunities for reflective practice

•Shares research results with other educators

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What problems of practice would you consider for action research?

Please turn and talk to a neighbor about a current problem of practice. (5 min)

Identifying a Problem of Practice

Action Research Plan:

Problem of Practice

Third grade students are the children most affected by the NC Read to Achieve Law.

How do we best support them, and their teachers, in order for them to be successful?

How much do you know about the NC Read to Achieve Law?

Please use the provided link and/or QR Code to access the

NC Read to Achieve Guide.

http://www.ncpublicschools.org/docs/k-3literacy/resources/guidebook.pdf

Focus on pages 3-7 and use the provided note paper to record new information you learn about the law

as well as any questions that come to mind. (10 min)



NC Read to Achieve Law





Student is retained after 3rd grade

3rd/4th transition class (classroom designed to meet 4th grade performance standard while continuing to remediate areas of reading deficiency) –within class

Accelerated reading class (instructional supports provided to increase a student's reading level at least two grade levels) - pull out

Opportunity for Mid-Year promotion by passing the Read to Achieve test of reading comprehension or Student Reading Portfolio by November 1.

Proficient?

Retention Label remains – intensive reading support continues and teacher begins grade 4 portfolio (school based team may consider placement options)

Retention Label removed – student continues in 4th grade curriculum with intensive reading support

4th grade Student Portfolio is used to show proficiency and have retention label removed; and then completes 4th grade EOG

Completes 4th grade EOG

Principal Authority on Proficiency

Retention/Promotion based on Principal's decision Student promoted to 5th grade

Process of Retention

NO

NO

YES

YES

OR





What does this really mean for third grade students in

North Carolina?

My Action Research:

Supporting Third Grade Struggling Readers

Scope of Work

Why is this important?

Students with a history of reading difficulties need systematic, measurable, and consistent interventions to reach the goals set by the Read to Achieve Law. Classroom teachers and parents need help to support these students.

Levels of Intervention

Tier 3: smaller ratio, even 1:1, more time, more days

Tier 2: small group, 2-3 sessions a week

Tier 1: regular gradelevel instruction

Reflect on the Interventions in Place in Your Setting (5-10 min)

What is already working well?What needs improvement?

How can it be accomplished?

My Action Research Plan:

Research ParticipantsTeacher Assistants and Third Grade Teachers worked with 27 selected third grade students. Our Leadership Team looked at data to determine students with a historical need for interventions during their years in K-3. Parents of the selected students were offered support for their efforts at home.

Anticipate and plan for the variables…

•Expertise of the Teacher Assistants/TutorsSchool-based and district-based trainings

•Quality of the classroom instructionRegular support (data & planning meetings)


•Support from home A parent information session

•Attendance of studentsMonitor attendance in the tutoring schedule


•Consistency of the tutoring scheduleAvoid pulling tutors from their schedule

•Depth of the materials used in the tutoring sessions

District-provided literacy intervention kits

My Action Research Plan:

Research Questions

(1)What is the most effective way to identify third grade students with reading difficulties?

(2)How can instructional support be provided and/or improved to benefit these students?

(3)In what ways will I know that the support is benefiting the students?

Research Question 1:

What is the most effective way to identify third grade students with a history of

reading difficulties?

ScenarioYou have 13 spots in a

reading intervention program. Which

students do you choose based on this sample

chart?

Please record your thinking on a sticky note for HOW you might go

about this task. Put your note on the chart when

you are done.

Student NameBOY TRC Level Fall MAP BOG

Score

N 207 438

A M 202 436

B M 198 432

C N 205 430

D M 187 429

E N 203 438

F H 185 421

G K 196 436

H H 194 430

I M 199 435

J T 194 438

K L 196 431

L M 198 432

M H 187 422

N M 205 436

O K 166 420

P M 204 436

Q M 202 423

R O 200 432

S P 205 435

T L 198 435

U P 217 437

V O 207 438

W M 198 426

X L 182 423

Y I 165 425

Z M 167 422

AA N 198 436

Triangulation of the Data

Reading 3D-TRC

MAP Scores BOG Scores

3rd Grade TRC Growth

Projection Chart

Goal: at least 1 year of growth for every child

BOY Goal MOY Goal EOY GoalPC D GRB D HB E IC F JD G JE G KF I KG J LH J LI K MJ L MK L NL M O

M N PN O QO P RP Q SQ R SR S TS T UT T/U UU U/V VV V/W WW W/X XX X/Y YY Y/Z Z

Third Grade Goal Setting

The original chart now gives new information for

choosing students.

BOY TRC Level

EOY TRC Goal

Fall MAP BOGScore

N P 207 438A M P 202 436B M P 198 432C N Q 205 430D M P 187 429E N Q 203 438F H L 185 421G K N 196 436H H L 194 430I M P 199 435J T U 194 438K L O 196 431L M P 198 432M H L 187 422N M P 205 436O K N 166 420P M P 204 436Q M P 202 423R O R 200 432S P S 205 435T L O 198 435U P S 217 437V O R 207 438W M P 198 426X L O 182 423Y I M 165 425Z M P 167 422

AA N Q 198 436

Student Name

My next step was to look at Fall MAP and

BOG data.

BOY TRC Level

EOY TRC Goal

Fall MAP BOGScore

N P 207 438A M P 202 436B M P 198 432C N Q 205 430D M P 187 429E N Q 203 438F H L 185 421G K N 196 436H H L 194 430I M P 199 435J T U 194 438K L O 196 431L M P 198 432M H L 187 422N M P 205 436O K N 166 420P M P 204 436Q M P 202 423R O R 200 432S P S 205 435T L O 198 435U P S 217 437V O R 207 438W M P 198 426X L O 182 423Y I M 165 425Z M P 167 422

AA N Q 198 436

Student Name

A final analysis of the data narrowed the numbers down

again. Then, I looked at students with a history of

documented school interventions. Finally, teacher

input was taken.

BOY TRC Level

EOY TRC Goal

Fall MAP BOGScore

N P 207 438A M P 202 436 638B M P 198 432 630C N Q 205 430 635D M P 187 429 616E N Q 203 438 641F H L 185 421 606G K N 196 436 632H H L 194 430 624I M P 199 435 634J T U 194 438 632K L O 196 431 627L M P 198 432 630M H L 187 422 609N M P 205 436 641O K N 166 420 586P M P 204 436 640Q M P 202 423 625R O R 200 432 632S P S 205 435 640T L O 198 435 633U P S 217 437 654V O R 207 438 645W M P 198 426 624X L O 182 423 605Y I M 165 425 590Z M P 167 422 589

AA N Q 198 436 634

Student Name MAP + BOG

In summary, data we used:

•BOG Scores (below 439)•MAP Test (below 207)•Reading 3D TRC (below Level P)•School Intervention Team Referral History•Teacher Input

We identified the WHO, but what is the WHEN?

Discussion

What part of the day can these struggling students be pulled from classroom instruction for 30 – 40

minutes?


How can instructional support be provided and/or improved to benefit

these students?

A. Training for the Teacher Assistants/Tutors

B. Dialogue

C. Strategies for practice at home

D. Quality instruction in every classroom

(A) Training for the Teacher Assistant/Tutors

•Professional development sessions offered by the district and the school

•Templates were created for the tutors to use for planning, note-taking and communicating with teachers

•Weekly opportunities to meet with the facilitator for planning and/or questions about their students

Templates that were provided to tutors:

•Tutor Summary Form

•Tutor/Classroom Teacher Communication Form

•Sample Lesson Plan Forms

(B) Dialogue

•Tutor-to-teacher

•Tutor-to-facilitator

•Classroom teacher-to-facilitator

•Tutor/Classroom teacher/Facilitator-to-parent

(C) Strategies for Practice at Home

•Facilitator-led Parent Information Session

•Home-School Fluency and Comprehension Folders

•Monthly progress reports from classroom teachers called Personal Education Plans (PEPs)

Data from Parent Session Evaluations

Help M

y Chil

d

Strateg

ies

Hopefu

l

Schoo

l Sup

port

Answere

d ?s

0

20

40

60

80

100

120

Yes %

Yes %

(D) Quality Classroom Instruction

•Twice-a-month data meetings, data trackers, P.I.T. Folders and Reviews

•Balanced Literacy Professional Development

•Short- and long-range team planning

•Pre- and post-assessment planning strategies

Data TrackersStudent's Name

*Indicate an active PEP, EC, TD, LEP, 504, pertinent info

MAP Fall MAP Wint

MAP Sprg

Data Source BOY

BaselMOY

BchmkEOY

Bchmk BOG

PM 1 PM 2 PM 3

Math DORF

Goal Retell

Met Goal? TRC

Reading DAZE

Goal DSA Met Goal? AIMS Math

Grades Qtr 1 Qtr 2 Qtr 3 AIMS Rdg

Reading Prob Solv

Writing Math Facts

Math Writing

Science Work Completion

Soc Stud Behavior

P.I.T. Folder Review Template

Student Target Skill Intervention PM Tool Showing Growth? Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No

Long-range Planning Guide Sample

Week Unit and Objectives

Knowledge-what do the

students need to know for this

unit/obj at this point of the year?

Skills-what do the students need

to demonstrate for this unit/objective at this point

of the year? Formal Assessments

Informal Assessments

Anchor Chart Suggestions

and/or Vocabulary

Pre- and Post-Assessment Planning

•Analysis of student results by objective

•Determination of students who mastered, partially mastered, and did not master the objective

•Plan for reteach, continued practice or enrichment

Sample Pre-Assessment DataObjective 3.1 Objective 3.2 Objective 3.3

Not Mastered Partially Mastered Mastered Not Mastered Partially

Mastered Mastered Not Mastered Partially Mastered Mastered

Jim Dave Sara Jim Bill Sara Jim Shea Bill

Bill Jane Holly Shea Jane Eric Holly Phil

Shea Eric Phil Dave Sara

Phil Dave Bob Jane

Holly Bob

Eric

Bob

Sample Post-Assessment DataObjective 3.1 Objective 3.2 Objective 3.3

Not Mastered Partially Mastered Mastered Not Mastered Partially

Mastered Mastered Not Mastered Partially Mastered Mastered

Jim Dave Sara Jim Bill Sara Shea Bill

Bill Jane Shea Holly Shea Jane Eric Holly Phil

Shea Jim Phil Eric Phil Jim Bob Dave Sara

Phil Eric Holly Dave Holly Bob Jane

Holly Dave Bob Bill Jane Jim

Eric Jane Eric Shea Dave

Bob Phil Shea

In Summary:How can instructional support be provided and/or improved to benefit these students?

A. Training for the Teacher Assistants/Tutors

B. Dialogue

C. Strategies for practice at home

D. Quality instruction in every classroom

Stop and Jot

What systems of support could be developed or expanded at your own school?


In what ways will I know that the support is benefiting the students?

Types of Data Used

1. Ongoing progress monitoring by classroom teachers using data trackers

2. Comments and notes from Tutors

3. Discussions at weekly data meetings

4. Results on formal assessments including Reading 3D and MAP

Logistics

Using our data, we determined which 27 third grade students could participate in this action research during the time from October through December.

They met in small groups with their tutors two times a week for 30-40 minutes each session.

My Results

Reading 3D-TRC Growth,October to December

Up Levels

Same Level

Down Level19%

12%

31% of these students made a whole year’s

worth of growth in this time!

69%

My Results

MAP Reading Growth, October to December

Higher ScoreSame ScoreLower Score

4% 8%

88%

My Results

62% of our most struggling readers in third grade went up in

BOTH Reading 3D-TRC and MAP Reading!

As a result of the success of these students…

•The current schedule for this program now includes additional 3rd graders as well as 4th and 5th graders.

•18 additional staff members working with student groups.

•Groups meet either 3 or 5 times a week (up from 2x).

•Nearly 100 students receiving this support.

Successby: Ralph Waldo Emerson

To laugh often and much; To win the respect of intelligent people and the affection of children; To earn the appreciation of honest critics and endure the betrayal of false friends; To appreciate beauty, To find the best in others, To leave the world a bit better, whether by a healthy child, A garden patch or a redeemed social condition; To know even one life has breathed easier because you have lived. This is to have succeeded.

References

“Success” by Ralph Waldo Emersonhttp://beyondthequote.com/motivational-poems.html

NC Read to Achieve Guidebookhttp://www.ncpublicschools.org/docs/k-3literacy/resources/guidebook.pdf

http://beyondthequote.com/motivational-poems.html








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Conclusion of Presentation

Thank you for your participation!

Contact Information:

Name: Mary Strawderman

School/District: Elon Park Elementary/Charlotte Mecklenburg Schools

Phone: 980-343-1440

Email: [email protected]

Website: http://gtnpd189.ncdpi.wikispaces.net


supporting third grade struggling readers mary strawderman april 18, 2015 a race to the top...

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