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Transcript of Debbie Schroer & Erin Tellman Title I Reading Teachers ... · PDF fileDebbie Schroer &...

  • Debbie Schroer & Erin Tellman

    Title I Reading Teachers

    Cole R-1 Elementary

    Russellville, Missouri

  • Please take 3 post-it notes from the table

    Write your name, school name, and email on 2 post-its

    Leave the third note blank

  • 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

    10:159:45

    Math

    10:45

    9:55

    Specials

    10:40

    10:00

    10:15

    10:15

    10:30

    10:30

    10:45

    10:40

    Lunch

    11:0510:45

    11:00

    10:45

    Lunch

    11:1010:50

    Lunch

    11:1511:00

    11:15

    10:55

    Lunch

    11:2011:05

    Lunch

    11:3011:15

    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

    1:151:05

    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- MathBlue- Recess

    Specials/Plan

    Grey LunchGreen W.I.N.

    time

  • Grade-level or position/title

    PrioritizeScreening 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.

  • KindergartenPhonemic 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

    https://www.google.com/

  • 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

    http://www.readinga-z.com/

  • Second-Fifth GradesScholastic Reading Inventory (SRI)Teacher Rating Scale

    Fourth-Fifth GradesGrade-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. Rasinskiand Nancy Padak, Scholastic Teaching Resources, 2005.

    Beginning Decoding Survey, 2009, Really Great Reading Company, www.ReallyGreatReading.com

    Sight Word List

    http://www.reallygreatreading.com/

  • 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)

    http://www.reallygreatreading.com/

  • Fourth-Fifth GradesBeginning Decoding Survey & Advanced Decoding Survey 2009, Really Great Reading Company, www.ReallyGreatReading.com

    Grade-level Non-fiction Passage from Analytical Reading Inventory, MaryLynnWoods and Alden J. Moe, 2011, Pearson Education, Inc.

    http://www.reallygreatreading.com/

  • Title I Teachers Score Screenings

    RTI teams review and discussNeeds

    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

    en

    t A

    Stud

    en

    t B

    Stud

    en

    t D

    Stud

    en

    t F

    Stud

    en

    t H

    Stud

    en

    t I

    Stud

    ent J

    Stud

    en

    t M

    Stud

    en

    t N

    Stud

    en

    t 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

  • Students in red were selected for intervention. Student in greeen was marked for monitoring. Alphabet scores were also

    considered, although not shown here.

    Stud

    en

    t A

    Stud

    en

    t B

    Stud

    en

    t D

    Stud

    en

    t F

    Stud

    en

    t H

    Stud

    en

    t I

    Stud

    en

    t J

    Stud

    en

    t M

    Stud

    en

    t N

    Stud

    en

    t 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%

  • ***Areas in red indicate area of concern

    STUDENTSIGHT

    WORDSPHONEMIC

    AWARENESS STORYTEACHER

    RECOMMENDATIONNEEDS 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

    Sight Words Only -classroom

    Sight Words Only -classroom

    Sight Words Only -classroom

    Sight Words Only -classroom

    YES loss over summer

    YES loss over summer

    YES watch for progress to dismiss

    YES all areas concern

    YES all areas concern

    YES all areas concern

  • STUDENTTEACHER 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.

    Fluency

    Phonics

    Phonics

    Phonics

    Phonics

    Phonics+Fluency

    Phonics

    Phonics+Fluency

  • STUDENTTEACHER 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?

    Weak in decoding; Wilson--watch for dismissal

    Weak in decoding; Wilson

    All areas a concern; Wilson--Tier III (already identified in 1st grade)

  • Te

    ac

    he

    r F

    orm

    Fa

    ll S

    RI L

    ex

    ile

    Fa

    ll S