Debbie Schroer & Erin Tellman Title I Reading Teachers Cole … · · 2014-01-15Debbie Schroer &...
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Debbie Schroer & Erin Tellman Title I Reading Teachers Cole R-1 Elementary Russellville, Missouri
Transcript of Debbie Schroer & Erin Tellman Title I Reading Teachers Cole … · · 2014-01-15Debbie Schroer &...
Debbie Schroer & Erin Tellman
Title I Reading Teachers
Cole R-1 Elementary
Russellville, Missouri
MAP scores for Elementary Communication Arts put us into “School Improvement”
Bottom 100 of Missouri schools
OUT of school improvement
In the top 40 Missouri schools
Implemented a 4-Tier Response to Intervention (RTI) model ◦ High-quality Tier I instruction for all students
◦ Tier II interventions for students beginning to struggle
◦ Tier III interventions for students falling far below expectations
◦ Tier IV interventions for students qualifying for special education services
We began the PLC process 4 years ago
Highly committed staff and administration
W. I. N. (What I Need) time scheduled for each grade-level
Staggered times to allow both Title I teachers to be available for each grade-level
30 minutes for grades K and 1
45 minutes for grades 2-5
K 1 2 3 4 5
8:00
8:15
8:10
Math
9:00
8:15
8:30
8:30
8:45
8:45
9:00
9:00
9:15
9:00
Math
9:50
9:15
9:30
Recess
9:30
9:45
Recess
9:45
10:00
9:45
W.I.N
10:15
9:45
Math
10:45
9:55
Specials
10:40
10:00
10:15
10:15
10:30
10:30
10:45
10:40
Lunch
11:05
10:45
11:00
10:45
Lunch
11:10
10:50
Lunch
11:15
11:00
11:15
10:55
Lunch
11:20
11:05
Lunch
11:30 11:15
11:30
11:15
W.I.N
11:45
11:10
Lunch
11:35
11:30
11:45
11:30
Math
12:30
11:40
Recess
12:05
11:45
12:00
11:45
W.I.N.
12:30
12:00
12:15
12:15
12:30
12:30
12:45
12:30
W.I.N.
1:15
12:45
1:00
1:00
1:15
1:05
Specials
1:50
1:15
1:30
1:15
W.I.N.
2:00
1:30
1:45
Recess
1:45
2:00
2:00
2:15
Recess 2:00
Specials
2:45
2:00
W.I.N.
2:45
2:15
2:30
2:30
2:45
2:45
3:00
3:00
3:20
Key: Pink- Math Blue- Recess
– Specials/Plan Grey – Lunch Green – W.I.N. time
Grade-level or position/title
Prioritize ◦Screening Tools Used
◦Analyzing Data & Determining Needs
◦ Intervention Strategy Ideas
Not all struggling readers have the same needs.
Effective interventions must be matched to student needs.
Not all screening tools are designed to identify individual needs.
Kindergarten ◦Phonemic Awareness Assessment – Kindergarten (Adapted) from National Center on
Education and the Economy and the University of Pittsburgh (1998) Reading and Writing Grade by Grade: New Standards. Found on-line at www.pps.k12.or.us/curriculum/literacy/.../assessments/k-phonemic.pdf
◦Alphabet Naming Assessment
First Grade ◦ Sight Word Recognition – First 60 Fry Instant Word List originally taken from Dr. Fry's 1000 Instant Words: The Most Common Words for Teaching Reading, Writing, and Spelling. Edward Fry, Ph.D. Teacher Created Materials, Inc. 2000.
◦ Phonological Awareness Skills Test (PAST) from Sounds in Action: Phonological Awareness Activities and Assessments. Yvette Zgonc, Crystal Springs Books, 2000.
◦ Level C Fluency Passage (www.readinga-z.com – by subscription)
◦ Teacher Rating Scale
Second-Fifth Grades ◦Scholastic Reading Inventory (SRI) ◦Teacher Rating Scale
Fourth-Fifth Grades ◦Grade-level spelling list from Diagnosis and
Correction of Reading Problems, Darrell Morris, The Guilford Press, 2008.
◦MAP scores
Individually administered
Title I Reading Teachers
Used to determine what each struggling student needs
Kindergarten ◦ Use data from the universal screening tools
First Grade ◦ Use data from universal screening tools plus the Developmental Reading Assessment, 2nd Edition (DRA2), Pearson Learning Company, 2005.
Second Grade ◦ 3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension. Grades 1-4. Timothy V. Rasinski
and Nancy Padak, Scholastic Teaching Resources, 2005.
◦ Beginning Decoding Survey, 2009, Really Great
Reading Company, www.ReallyGreatReading.com
◦ Sight Word List
Third Grade ◦ 3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension. Grades 1-4. Timothy V. Rasinski and Nancy Padak, Scholastic Teaching Resources, 2005.
◦ Beginning Decoding Survey, 2009, Really Great Reading Company, www.ReallyGreatReading.com
◦Wilson Assessment of Decoding and Encoding (WADE, 1998, Barbara Wilson)
Fourth-Fifth Grades ◦Beginning Decoding Survey & Advanced Decoding Survey 2009, Really
Great Reading Company, www.ReallyGreatReading.com
◦Grade-level Non-fiction Passage from Analytical Reading Inventory, MaryLynn
Woods and Alden J. Moe, 2011, Pearson Education, Inc.
Title I Teachers Score Screenings
RTI teams review and discuss ◦Needs
◦Behavior
◦Teacher-Student relationship/personalities
◦Regular Classroom division
Primary Grades
Area of Concern Inter-mediate Grades
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness Screener
Stud
ent A
Stud
ent B
Stud
ent D
Stud
en
t F
Stud
en
t H
Stud
en
t I
Stud
en
t J
Stud
ent M
Stud
ent N
Stud
ent Q
Stud
en
t R
Stud
en
t S
Kin
dergarten
A
verage
Rhyme 4 1 5 5 4 4 0 0 4 3 0 2
In Cons 0 5 0 0 3 3 0 0 4 1 0 2
Fi Cons 0 5 0 0 0 0 0 0 1 0 0 1
blend o/r 2 2 0 3 0 3 2 0 2 2 0 2
blend ph 2 1 0 1 0 3 0 0 0 0 0 0
Total 8 14 5 9 7 13 2 0 11 6 0 7 12.3
% 32% 56% 20% 36% 28% 52% 8% 0% 44% 24% 0% 28% 49%
8
14
11
5
21
9
19
7
13
2
23 23
0
11
16
11
6
0
7
0
5
10
15
20
25
Phonemic Awareness Screener
Class B
September 2013
Rhyme
Initial Consonant
Total
CLASS AVERAGE
***Areas in red indicate area of concern
STUDENT SIGHT
WORDS PHONEMIC
AWARENESS STORY TEACHER
RECOMMENDATION NEEDS INTERVENTION?
A 27% 47% 76% 1
B 8% 44% 7% 4
C 15% 79% 92% 1
D 20% 83% 78% 0
E 10% 32% 5% 4
F 22% 64% 80% 0
G 15% 78% 16% 0
H 8% 38% 11% 5
I 15% 78% 80% 3
J 15% 53% 24% 0
STUDENT TEACHER FORM ACCURACY WCPM
FLUENCY-EXPRESSION COMPREHENSION
SIGHT WORDS
BEGINNNG DECODING SURVEY
#ERRORS DECODING
TYPE OF INTERVENTION NEEDED?
A 3 81% 26 6 5 83% 42 11
B 4 66% 21 6 4 55% 22 55
C 5 89% 42 7 4 55% 35 28
D 5 78% 14 4 2 58% 23 47
E 5 81% 22 4 3 75% 22 50
F 5 87% 20 6 2 50% 31 25
G new 100% 24 5 3 62% 26 35
H 3 91% 49 12 6 98% 39 18
***All of these students scored BR (0) on SRI at beginning of second grade so I did not include that data in chart.
***Red areas indicate area of concern.
STUDENT TEACHER FORM ACCURACY WCPM
FLUENCY-EXPRESSION
COMPREHENSION
SIGHT WORDS
BEGINNNG DECODING SURVEY
#ERRORS DECODING
H 3 91% 49 12 6 98% 39 18
C 5 89% 42 7 4 55% 35 28
D 5 78% 14 4 2 58% 23 47
TYPE OF INTERVENTION NEEDED?
Te
ac
he
r F
orm
Fa
ll S
RI L
ex
ile
Fa
ll S
RI %
tile
Sp
ellin
g %
MA
P 2
01
3
Po
ints
fro
m P
rofi
cie
nt
Be
gin
nin
g D
ec
od
ing
Su
rve
y
Ad
va
nc
ed
De
co
din
g S
urv
ey
Ra
te:
WC
PM
Ac
cu
rac
y
Co
mp
reh
en
sio
n
Expectations 0-2 600 50 50% 648 48/50 26/30 70+ 97% 75%
Student 1 New 529 28 17% 610 B -38 38 7 36 91% 56%
Student 2 4 468 22 33% 630 B -18 49 28 63 97% 44%
These students have similar comprehension scores on Universal Screenings, but do they need the same
Intervention strategies?
Florida Center for Reading Research center activities – fcrr.org
Teacher-created Interactive Whiteboard activities for blending onset/rime and phonemes
Center activities and file folder games
I-pad apps like ◦Reading Eggs “Tap the Cat” ◦ABC Magic3
◦ABC Magic 6 Sound Beginnings
◦Hideout
◦Phonics Fun
◦Little Match-ups ABC Alphabet
Teacher-created letter name chants
Center activities and file folder games
Teacher-created Interactive Whiteboard activities
Flashcards and matching games
www.abcmouse.com games and activities
www.starfall.com games and activities
www.readingeggs.com (by subscription)
Ipad apps like ◦Alphabet Dots
◦ABC Order
◦PhotoTouch ABC
◦Eggy Alphabet
◦Endless ABC
◦Bubble School
◦Writing Wizard
“Wilson Reading System” and Wilson “Just Words” for systematic, sequential, multi-sensory phonics and phonemic awareness instruction (Barbara Wilson, Wilson Language Training Corporation, 2008) www.wilsonlanguage.com
www.readingeggs.com (by subscription)
www.starfall.com
iPad apps like ◦ Tic Tac Toe Phonics
◦ Phonics Fun
◦ Little Speller Three Letter Words
Read Live by Read Naturally - online program by subscription
Repeated Readings/Timings
Reader’s Theater
Poetry Readings
Echo and/or Choral Reading
Ready-to-use Center Activities from Florida Center for Reading Research website: www.fcrr.org
Ipad apps for sight words: Word Wizard
Brainscape
Nifty Thrifty 50 words (most common roots and affixes) Month-by-Month Phonics and Vocabulary, Karen L. Loman, Amanda B. Arens, Patricia Cunningham, Carson-Dellosa Publishing Co., 2007.
Explicit instruction during reading
Cloze Reading Strategy from Now I Get It! Teaching Struggling Readers to Make Sense of What They Read, Joan Lazar and Christine Vogel, Scholastic, 2010.
iPad Apps like ◦ Endless ABC
◦ Synonyms Pro
Infer – Scattered Clues Strategy from Now I Get It!, www.fcrr.org activities
Self-Monitor –Click or Clunk Strategy
Visualize – teacher-led sketching during read-aloud
Activate & Connect – teacher-directed with questions, think-aloud modeling
Summarize – “Somebody Wanted … But … So … Then” frame
Main Idea Activities
Teacher-created assessments, fluency passages, SRI and DRA scores
Reviewed regularly to make decisions about Tier placements and intervention strategies
Debbie Schroer
Erin Tellman
Cole R-1 Elementary
Russellville, Missouri
