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Click here to add text Click here to add text. Click here to add text. Click here to add text. Click here to add text. Click here to add text. Click here to add text. Instructional Focus Groups Narrowing the Focus of Intervention Lynna Butler & Anna McMullen “It is not the strongest of the species that survive, or the most intelligent, but the one most responsive to change.” -Charles Darwin

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Instructional Focus Groups

Narrowing the Focus of Intervention

Lynna Butler & Anna McMullen

“It is not the strongest of the species that survive, or the most intelligent,

but the one most responsive to change.” -Charles Darwin

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Many times we have students enter our classrooms reading like this:

http://www.youtube.com/watch?v=O8VAUxeQX9I

Create a video link here

But sometimes they come in reading more like this…

http://www.youtube.com/watch?v=O8VAUxeQX9I
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Vocabulary Activity

Using the following word:

Dysgraphia

Rate your knowledge of the word on the index card.

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Vocabulary Activity:

Dysgraphia a deficiency in the ability to write primarily in terms of handwriting but also in terms of coherence.

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Objectives:

Content: We will be introduced to a systematic way for determining a student’s instructional focus group during a Tier II intervention that is provided in addition to the Tier I comprehensive reading program.

Language: We will develop a plan for implementation of instructional focus groups within grade-level teams throughout our schools.

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Sacajawea’s Story:

6,200 students in the Caldwell School District — CSD, 2010

480 students attend Sacajawea Elementary

60 percent are Latino

86.9 percent live below the poverty line

Our students follow a strict dress code

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2007 2008 2009 2010 20110102030405060708090100

WhiteLatinoF&RLEP

Reading ISAT

3rd Grade Piloted IFG

School-Wide Implementation

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Language ISAT

2007 2008 2009 2010 20110

10

20

30

40

50

60

70

80

90

Overall

White

Latino

SES

LEP

3rd Grade Piloted IFG

School-Wide Implementation

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3rd Grade Successes:

• Created Team Agenda• Collaboration Sign-Up• Student Name Cards (color-coded)• Student Folders (color-coded)• Team Norms

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What are Instructional Focus Groups?

Instructional Focus Groups are aimed at moving students through mastery of the scope and sequence of the Mechanical Skills and Mental Schema of Reading.

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Comprehension of Text

Mental Schema

Vocabulary Skills &

Knowledge

Comprehen

sion

Skills &

Prior

Knowledge

Mechanical Skills

Phonemic

Awareness

Phonics

Fluency

Mental Schema vs. Mechanical Skills

Source: National Reading First Regional Technical Assistance Center

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Why are Instructional Focus Groups Important?

Teachers: • Become a master at one focus group • Time-management• Lesson planning• Provides a Tier-II Intervention before RTI Initial

meetings• Knowledge of students’ needs

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Students: • Clear focus of instruction at their level

• Not intimidated, pressured, or frustrated by peers at different levels

• Feeling successes of skill mastery

Why are Instructional Focus Groups Important?

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What is needed to implement IFG in your school?

Focus Group 1 = AdvancedFocus Group 2 = BenchmarkFocus Group 3 = StrategicFocus Group 4 = Intensive (still in Core Program)Focus Group 5 = Intensive (Replacement Core Program)Focus Group 6 = Intensive (SPED)

Knowledge of Focus Groups:

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What is needed to implement IFG in your school?

• Weekly Collaboration Time• Positive Collaboration Team• Clear and Concise IFG Plan• EA Placement• Support Staff “Buy-In”• Assessment Guide

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Outcome Measures from Previous School Year

Screening Data from Current School Year

Significantly Exceeding

Grade Level

Some Risk

High Risk

Group #1 Extension

of CRP

In-Program Assessments

Group #2 Thorough

CRP Instruction

Group #3 Thorough

CRP Instruction

plus re-teach skills not

mastered in program

No Pass Pass Phonics Screener

Pass No Pass

Group #4 Thorough

CRP Instruction

plus fluency

instruction

Group #5 Thorough

CRP Instruction, instruction of missing

phonics skills, and

fluency practice at

90%+ accuracy

level

Group #6 Substantial Intervention with CRP

Group #7 Substantial Intervention

with Intervention

Core

Intervention Core Assessments

Flow Chart for Placement

Source: National Reading First Regional Technical Assistance Center

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What are the benefits?• Protocol for groupings

• Students will have a fair and due process for receiving intervention

• Interventions that can be used for RTI qualification forms

• Less Lesson Planning time required for teacher• More knowledgeable of grade-level instruction

and student growth• Targets advanced and grade-level movement to

benefit STAR rating system per school• Instructional level teaching meets students’

needs

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After Break:

Work time for planning FG implementation

• How to break students up into Focus Groups using Data Driven Analysis

• Dive into Focus Groups• Ideas of skills to be taught in each group• Ideas for the use of Aides• Assessment and fluidity• Work time for planning FG implementation

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Steps of Implementation:

1st Step: Set up Focus Group Descriptors2nd Step: Student Screening3rd Step: Sort students according to focus group descriptors

When we sorted we had a priority grid:Priority 1: FluencyPriority 2: SIPPS Challenge/Extension Placement Priority 3: Lesson/Unit AssessmentsPriority 4: Accommodations

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Relax…we understand…

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IFG Activities:

• SIPPS Challenge Systematic Instruction In Phoneme Awareness, Phonics, and Sight Words• Novel Units (with a focus on vocabulary development)• Reciprocal Teaching (handouts available upon request)• Research Projects• Inquiry based writing activities• Nonfiction skills and strategies

*Aide not required for any of FG 1 instruction*Highest Number of Students

Focus Group 1:

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IFG Activities:

• SIPPS Challenge Systematic Instruction In Phoneme Awareness, Phonics, and Sight Words• Novel Units (with a focus on vocabulary development)• Reciprocal Teaching (handouts available upon request)• Research Projects• Inquiry based writing activities• Nonfiction skills and strategies

*Aide not required for any of FG 1 instruction*Highest Number of Students

Focus Group 1:

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IFG Activities:

• SIPPS Challenge/Extension 26+• Read Naturally• Fluency Practice (Fry Phrases, Reader’s Theatre, Poetry, Rapid

Word Wall, Sight Words, Reread of weekly story)• Discussion Circles for weekly comprehension checks• Vocabulary/Word Work• Mid-End of year, based on placement in FG, add writing

activities

*Aides are great for Read Naturally/fluency/vocabulary groups, but not required or needed for this FG *Next Highest Number of Students

Focus Group 2:

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IFG Activities:

• SIPPS Extension• Read/Spell/Read of sight words, Fry Phrases, High Frequency

Words• Pre-teach/Re-teach of current story, skills, and strategies

within Reading Program• Dictation• Making Words• 1 grade level below instruction of: read naturally, poetry,

reader’s theatre, fluency passages

*With an Aide, this is the best fit for the use of their skills*Without an Aide, whole group instruction can be done if numbers permit *No more than 3 groups/21 students

Focus Group 3: (AKA Movers & Shakers)

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IFG Activities:

• SIPPS Extension• Dictation• Blending Boards• Making Words• Read/Spell/Read of sight words, Fry Phrases, High Frequency

Words

*With an Aide, students can receive pre-teach/re-teach of current story, skills, and strategies within Reading Program*Without an Aide, whole group instruction can be done easily *No more than 15-18 students

Focus Group 4:

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IFG Activities:

To be discussed with school specialists as FG 5 is a pull-out group for a Core Reading Program Replacement

Focus Group 5:

Students receiving SPED services

Focus Group 6:

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point

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Title:

• Point• Point• Point• Point


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