Next Steps: ALL 3-5 Students Will Master Reading and Math Learning Targets

Jefferson Parish Turnaround Schools

Teaching ALL Children to Read

For reading interventions to succeed, all children at risk for reading failure need to be identified and helped well before age 9 (Lyon, 1995) Without interventions, 88% of children who have difficulty reading in first grade will have difficulty at the end of fourth grade (Juel, 1988) Without intervention 75% of children who are poor readers at the end of third grade will remain poor readers in high school (Shaywitz, et al., 1997) With appropriate intervention, two-thirds of reading disabled children can become average/above average if they are identified early (Vellutino et al., 1996)

Accelerated Learning for below grade level students!

1. Ensure all students make expected yearly growth Provide strong core reading instruction for all Enough time spent to meet the needs of many students who do not typically receive powerful support at home Enough quality so that the increased instruction time is spent effectively { Time + Quality Instruction = GROWTH} Ensure students who are behind make expected growth PLUS catch-up growth Effective differentiated instruction by classroom teachers Effective school level systems and resources to provide additional intensive interventions in small enough groups for enough time and with enough skill

2.

Student Needs (Reading)

Proximal=YEARS WORTH OF GROWTH What supports needed to help students with current grade-level learning targets (Common Core Grade Level Learning Targets)

Distal=ACCELERATED GROWTH FOR BELOW-GRADE LEVEL STUDENTS What supports needed to address the learning gaps in basic skills so students have the skills needed to master grade-level learning targets (Foundational Reading Skills)

Data-Driven Instruction
Step 1: What should students know and be able to do? (Establish Grade-Level Learning Targets) Step 2: How will we know if they know it?
DATA-DRIVEN INSTRUCTION
DIBELS, Formative Assessments, Short-Cycle Assessments, ANet,

Quarterly Assessments Step 3: What will we do for students who do not know it? (Interventions)

1) What should students know and be able to do by the end of the year?

Learning Targets 3-5

Struggling Readers 3-5
Foundational Reading Skills All 3-5 Students

Learning Targets for 3-5 are

Common Core State Standards

Literacy Skills

Where do you find grade-level learning targets?

Common Core Standards North Carolina Department of Public Instruction Anet GLEs

Common Core: Foundational Reading Skills

Phonemic Awareness Phonics Vocabulary Fluency Comprehension

Kindergarten

Phonological Awareness and Print Concepts

Phonics and Word Recognition

Sight Words

First

Phonological Awareness and Print Concepts

Phonics and Word Recognition Phonics And Word Recognition

Sight words & Phrases

____________

Timed Passages

Second

Timed Passages

Third

Timed Passages

DAZE PASSAGES

Fourth

Timed Passages

DAZE PASSAGES

Fifth

Timed Passages

DAZE PASSAGES

Phonemic Awareness
~Shared Reading

~Read Alouds
~Nursery Rhymes

Comprehension
~Guided Reading ~MAZE

Phonics
Strengthen The Core Literacy Curriculum
~Orton Gillingham ~Word Study: "Words Their Way"

~AR

Vocabulary
~Academic Vocab. ~Marzano's 6 Step Process ~PWIM

Fluency
~Sight Word ID ~Phrases ~Timed passages

FLORIDA CENTER FOR READING RESEARCH Foundational Reading Skill Activities for Struggling Readers
WEBSITE:

Student Center Activities

During 2004-2007, a team of teachers at FCRR collected ideas and created Student Center Activities for use in kindergarten through fifth grade classrooms. Accompanying these Student Center Activities is a Teacher Resource Guide and Professional Development DVD that offers important insights on differentiated instruction and how to use the student center materials. Frequently Asked Questions about Student Center Activities Grades K-1 Student Center Activities (2005) Grades K-1 Student Center Activities (Revised, 2008) Grades 2-3 Student Center Activities (2006) Grades 4-5 Student Center Activities (2007)

Struggling Readers
Discuss What % of students in your class are struggling readers? Struggling readers do not have the skills to read fluently and therefore, cannot read complex text.

3-5 Struggling Readers and Foundational Reading Skills

Look at: Fluency Score DAZE Score Sight Words

Struggling Readers and Fluency Rates MOY

Grade
3
4 5

WCPM
85
103 120

Accuracy Cut Score

96%
97% 98%

Accuracy
92%
94% 96%

68
79 101

Struggling Readers and DAZE score MOY

Grade 3 Grade 4 Grade 5 11 17 20 Cut Score 7 Cut Score 12 Cut Score 13

When you dont have a fluency score (4-5)

Administer 3 grade-level fluency passages Average the Scores Score= Below/At/Above Cut Score Below Cut Score: Administer a Phonics Screener Conduct a Data Analysis to identify students deficit/s in foundational reading skills (PA, Phonics) Administer a Sight Word Inventory to determine specific words that students do not know Group students and provide skills-based intervention OUTSIDE the reading block!!!!

Struggling Students Sight Word Assessment

Sight Words Pre-Primer Primer First Second Third Fourth and Fifth 220 Sight Words

Phonics Screener

Administer a phonics screener to identify specific foundational skill deficits.

Results of Phonics Screener Student

Date Word Recognition OR R E A A L D Accuracy Fluency

P A HW OA NR E N E S S L&S E O T U T N E D R S S WA O N R A D L Y S I S

Silent Reading Comp Spelling Word Meaning Print Awareness Rhyming Words Segmenting Words Initial Consonant Sound Final Consonant Sound Auditory Blending

Naming Capital Letters Naming Lowercase Matching Letters Matching Words Writing Words Consonant Sounds Consonant Blends Short Vowels Sounds Rule of Silent E Vowel Digraphs Diphthongs Vowels with R Two-Syllable Words Polysyllabic Words

Student__________
Fluency Score_________ DAZE Score_________ Sight Word Score______ Administer Phonics Screener Yes No Instruction: PA, Phonics Specific Skills______________________

Struggling Student Intervention Groups

Name PA Phonics Fluency Foundational Skills

Review: Remediating Foundational Reading Skill Deficits

Identify struggling students Administer screeners Determine specific skill deficits Group students according to skill deficit Provide additional instruction OUTSIDE the reading block Decide which students need additional time and support and provide the time and support to support their learning

Teaching Strategies for Struggling Readers

Common Core Literacy Skills

Kindergarten

Reading Literature

Informational Text

Writing

Speaking Listening

Language

First Grade

Reading Literature

Informational Text

Writing

Speaking Listening

Language

Second Grade
Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum

Third Grade

GLE
Calendar : Skills Taught and Tested 2013

GLE
Fourth Grade

Calendar: Skills Taught and Tested 2013

Fifth Grade

GLE
Calendar: Skills Taught and Tested 2013

3-5 Literacy Instruction

1) Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension

2) Common Core Literacy Standards and GLE

WEBSITE:

Florida Center for Reading Research

http://www.fcrr.org

Use these charts to access Student Center Activities aligned to each of the Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center on Instruction document listing the standards addressed by each Student Center Activity can be accessed here .

Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2 | Grades 3 through 5 Reading Literary Text: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Reading for Information: Grades K and 1 | Grades 2 and 3 Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Writing and Speaking & Listening: Grades K through 5

Literacy Block Lesson Plan Format

Literacy Block
ACTIVITY
Read Aloud CCSS Reading Literature/Informational Text Shared Reading/Guided Reading (read with) Readers Workshop Daily Five- Teacher Guided Reading Daily Fluency Daily MAZE Phonics Sight Words Morning Message (write to) Model Writing
Writers Workshop (write by)

Minimum Minutes
30 20 60 (determined by # of groups)

20

20 10 5 20 35 20 (240 min)

Intervention/Progress Monitoring

NOW WE HAVE ADDRESSED STEP 1: Learning Targets Curriculum Maps Lesson Plans Move to Step 2

Step 2: How do we know they know it?

Data-Driven Literacy Instruction
Assessments: ANet, DIBLES, FORMATIVE, RUNNING RECORDS, ETC. Analyze Data Make Feedback and Develop Strategies Act Assess Again Repeat

Common Core State Standards Classroom Assessments

W Th

W Th

W Th

W Th

W Th

W Th

FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT BENCHMARK TESTING (ANET TESTING) SHORT CYCLE ASSESSMENT

FA FORMATIVE ASSESSMENT

Create Teacher-Made Assessments to the Rigor of the State Test

Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end. In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor.

Data-Team Meeting
Review individual student data Formative Assessments, Short Cycle Assessments, Quarterly Assessments (Anet), Teacher Created Assessments Determine who needs additional assessments (Cool Tools, DRA, DAR, Phonics Screener)

Look at next slide DIBELS MOY 3rd Grade

What do you see? What would you do about it?

Remember third grade ORF cut score is 68 WCPM 92% Accuracy

DIBELS DATA
Answer questions What does the data tell you? Are students making adequate progress? How do you know? What would you do about it?

ANet Assessment
Student Mark if incorrect 1.02- Key Vocabulary 2.02- Interact with Text 2.05- Evaluate & provide evidence by referencing the text 3.01- Evaluate & provide evidence by referencing the text 17 Jacobin Brandon Justine Ciera Uriel Jerrayah Adolfo Denise Jene Donzavius Taemus Mikayla Dion Khala Snowi Sedaiah Keonte Shadaia Jaydin Jonathan Jeffrey Michael Mastery PartialMastery Non Mastery 18-23 12-17 -11 14 5 13 14 13 11 1 9 21 18 21 19 15 4 20 14 9 10 16 9 9 23 17 19 20 21 22 1 2 5 9 10 11 12 13 14 15 16 3 4 6 7 8 -

Ready for Step 3 Step 3: Now that we know who doesnt know it, what are we going to do about it?

A Model For Helping ALL Students!

Group all students by ability! INTENSIVE STRATEGIC

3-5 Ability Grouping

St er l in g E l emen t a r y 3 -5 R ea d in g M o d el
Al l s t u d en t s ma y r ec eiv e:
Imagine It! Novel Studies Guided Reading AR STAR Test Fluency Maze Passages Lets Go Learn ClassScapes Study Island DIBELS SRA Specific Skills SRA Reading Lab FCRR

F o r c l a s s r o o m in s t r u c t io n , in t er v en t io n & en r ic h men t 2 0 1 0 -2 0 1 1
Four t h g r ade 12:20-1:10 Novels/Imagine It! 1:10-1:40 Specific Skills,
Reading Lab, FCRR Activities, Reading Navigator, Reading Mastery, Corrective Reading, Thinking Maps, Navigator

Th ir d g r a d e
9:55-10:55 Novels/AR/Imagine It! 11:45-12:15 BELS, Nifty Fifty, DIBELS, Kaleidoscope, Specific Skills, Word Study, FCRR Activities, Reading Mastery, Corrective Reading, Thinking Maps, Navigator 12:45-1:05 AR 9:55-10:55 Novels/AR/Imagine It! 11:45-12:15 BELS, Nifty Fifty, DIBELS, Kaleidoscope, Specific Skills, Reading Lab, FCRR Activities, Guided Reading, Thinking Maps 12:45-1:05 AR 9:55-10:55 Novels/AR/Imagine It!/William & Mary/Jr. Great Books 11:45-12:15 Specific Skills, Reading Lab, FCRR Extension Activities, Strategy/Skill Practice, Thinking Maps 12:45-1:05 AR

F if t h g r a d e 8:30-9:30 Novels/Imagine It! 1:50-2:20 Specific Skills,

Reading Lab, FCRR Activities, Reading Navigator, Reading Mastery, Corrective Reading, Thinking Maps, Navigator

In t en s iv e

2:15-2:45 AR 12:20-1:10 Novels/AR/Imagine It! 1:10-1:40 Specific Skills,

Reading Lab, FCRR Activities, Reading Navigator, Strategy/Skill Practice, Guided Reading, Thinking Maps

2:20-2:45 AR 8:30-9:30 Novels/Imagine It! 1:50-2:20 Specific Skills,

Reading Lab, FCRR Activities, Reading Navigator, Strategy/Skill Practice, Guided Reading, Thinking Maps

St r a t eg ic

2:15-2:45 AR 12:20-1:10 Novels/AR/Imagine It! 1:10-1:40 Specific Skills,

Reading Lab, FCRR Activities, William & Mary, Jr. Great Books, FCRR Extension Activities, Strategy/Skill Practice, Thinking Maps

2:20-2:45 AR 8:30-9:30 Novels/Imagine It! 1:50-2:20 Specific Skills,

Reading Lab, FCRR Extension Activities, Strategy/Skill Practice, Thinking Maps, William & Mary, Jr. Great Books, FCRR Extension Activities

Above a v er a g e

2:15-2:45 AR

2:20-2:45 AR

The idea that lower ability students will look up to brighter students as role models is highly questionable. Children typically model their behavior after the behavior of other children of similar ability who are coping well with school. Children of low ability do not model themselves on fast learners. It appears by watching someone of similar ability succeed at a task raises the observers feelings of efficiency and motivates them to try the task. Students gain more from watching someone of similar ability cope (that is gradually improve their performance after some effort), rather than watching someone who has attained mastery (that is, can demonstrate perfect performance from the outset).

Ability Grouping

Advantages of Ability Grouping

Teachers are able to focus more instruction at the level of all the students in the group Time is not wasted as lower ability students wait for explanations to be given to higher ability students Lower ability students require more remediation, repetition, and review Provides increased teacher-led (face-to-face) instructional time and less down time for struggling students Reduced seatwork increases students progress in developing reading skills Slower student will not become complacent by comparing themselves with higher-level students

Step 3: What are we going to do when they dont know CCSS and/or GLES?

Data-Team Meeting
After Data Review and Administering Additional Assessments (if needed) We Now: Create skill groups Assign students to groups Decide push-in or pull-out Decide how students be progress monitored

Intervention Groups Targeted Skills Intervention (TSI)

Targeted-Skills Groups

Skills- Based Small Flexible Lesson plans Progress Monitor

CLASS INTERVENTION PLAN For 1st TEACHER: Skill 1 DATES From: To: From: To:

2nd

3rd

4th

Quarter (circle quarter)

Students:

Skill 2 DATES From: To:

Skill 3 DATES From: To:

Skill 4 DATES

3-5 Interventions Grade:_____________ Dates:____________to_______________ Time:________________

Students Skills

SKILL____________________________

Teacher/Room

should not be used whole class nor should students be placed in programs for interventions, unless the program is programed for their specific skill deficit!!! Programs such a Lexia, IReady, etc. could be used for skills-based interventions? Yes or No Often these programs are not used for the purpose for which they were created, and are often only used as an means for checking off the compliance box. Often these programs waste valuable teaching time when students who do not need them are placed in these program. Often these programs are used for a baby sitting block, or to provide teachers with a free period.

When Programs are Used for Interventions Interventions should be skills-based and not program-based. Programs

Review: DATA TEAM MEETINGS

Review data Group students based on skill deficits Decide who will provide re-teaching Decide when re-teach Decide how students will be assessed to determine mastery of skill Regroup and follow the same procedure till all students have no skill deficits

Now we have addressed Step 3 by providing additional time and support for struggling students
NOW We need to monitor the progress of students to determine: Are students appropriately place? Is the intervention working Does the student need additional intervention time? Does the student need to be tested for learning problems? (first check attendance, behavior referrals, medical issues)

PROGRESS MONITOR STUDENT PROGRESS

Progress Monitor Sheet 3-5

Progress Monitoring TSI Groups

Foundational Reading Skills
Common Core Reading Standards

Individual Progress Monitoring Sample

Name: Nicole
Language Arts Fluency Maze AR Spelling Level
43 78
1/36 100% Within Word Pattern Early B (2nd) 11/12 9/12 10/12 10/12 10/12

Quarter 1

92

66 92 87 106
8/32

99 120
10/33

96 117 128
15/36 10/33 15/33 15/32

2nd Grade Spelling Words (AIMS)

Weekly Spelling Comprehension

100 100

100 100

92 100

88 86

100 70

96 80

100 88

Mid-term 75

NWF 86

ORF 90

DIBELS
2.1 2.2

STAR

Another model for progress monitoring

Create an assessment for each standard Assessment is at the rigor of the state test Assess each skill to determine mastery Checklists

State Test Items

Little Red Riding Hood

1. What is the main idea? 2. This story is mostly about: A. Two boys fighting B. Little Red Riding Hoods adventures with a wolf C. A wolf in the forest D. A girl playing in the woods

Common Core Test Questions

3. Which source of dialogue supports the books main theme? A. Oh why I am so afraid? I usually like it at Grandmothers. B. Come Little Red Riding Hood. Here is a piece of cake. Take it to your grandmother. She is sick and this will do her well. C. Oh grandmother, what big eyes you have. All the better to see you with! 4. This story is mostly about: A. Little Red Riding Hoods journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves

Guided Reading Administer Running Record Determine Students Level Teach Guided Reading Groups Daily Assess Often

It matters little what else they learn in elementary school if they do not learn to read at grade level.

Math Instruction Follow the same 3 Step Process

STEP 1: What do we want students to know and be able to do in math STEP 2: How will we know if they do/do not know it? STEP 3: What are we going to do for those students who do not know it?

Meeting Student Needs to Accelerate Learning

Proximal- Support needed to master grade-level math learning targets Distal- Support needed remediate skill deficits such as math facts, number sense, etc.

Step 1: What do we want students to know and be able to do?

Determine Grade-Level Learning Targets Third Grade: Common Core and GLEs

Fourth Grade: Common Core and GLEs

Fifth Grade: Common Core and GLEs

AND
Determine grade-level basic skill requirements needed to be successful at EACH grade level: 2nd grade addition and subtraction 3rd grade- multiplication 4th grade- division 5th fractions, decimals

Common Core Grade-Level Skills

Website: Third GradeFourth GradeFifth Grade-

Create Grade-Level Math Curriculum Maps

Based on Common Core and LCC (You can find these on the North Carolina Department of Public Instruction Website)

Step 3: What are we going to do for those who do not know it?

Identify Struggling Students Provide Additional Time and Support

Assess students to determine skill deficits, then group students for targeted-skills instruction in small fluid groups. During grade-level data meetings teachers review data and place students in skills-based groups for 30minutes of additional intensive instruction OUTSIDE THE MATH BLOCK! All staff (counselor, librarian, social worker, etc.) have a TSI math group so groups are small. Decide on push-in or pull-out model. Students are progressed monitored and every three weeks assigned to a new skills-based intervention group!

Grade-Level Data Team Meetings

Review all data Make feedback Complete chart Determine time for grade-level interventions Determine who will teach at that time and where Assign staff to skill groups Write lesson plans for each skill group Progress Monitor Change groups every 3 weeks

Class Intervention Plan

CLASS INTERVENTION PLAN For 1st TEACHER: Skill 1 DATES From: To: From: To: Skill 2 DATES From: To: Skill 3 DATES From: To: Skill 4 DATES 2nd 3rd 4th Quarter (circle quarter) Students:

Practice LEAP and ILEAP Reading and Math Tests

DISCUSS

Additional Instructional Time

The amount of instructional time makes a huge difference in students progress! Also, the amount of instructional time at each individuals level is critical- being able to provide students the time they need to improve! We make the time. We are determined to get all the instructional time we can. We test the first week of school. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the instructional day and year. We tweak more time for instruction by changing transitions. We are committed to getting the time our kids need. We keep looking at our schedule and making adjustments to increase teaching and learning time!

Mike found during instructional time:

State Test Item

Common Core Test Item

Resources
www.fcrr.org www.interventioncentral.com www.idonline.org www.studentprogress.org www.k8accesscenter.org http://kc.vander bilt.edu/pals http://reading.uoregon.edu http://readingcomp.mathmatica-mpr.com

With your grade-level team answer the following questions?

1) 2) 3) 4) What are we going to do immediately (now) How are we going to do it What resources are we going to use How will we know if we are successful