1 Reading First at Oak Grove Elementary School Medford School District 549C Julie York – District...

1

Reading First atOak Grove Elementary SchoolMedford School District 549C

Julie York – District PersonJulie Evans – Principal

Barbara Low – Reading Coach

2

Medford District Support

DIBELS School Assessment Team Substitutes paid for

ERI Already in place ERI Assistants Mandatory for all kindergarteners

Full Day Kindergarten

3

Medford District Support

Collaborative and supportive Attended all IBR’s Been a resource to help clarify

Rules Procedures Testing Funding

4

School Support

School Demographics Educational Assistant Allocation

and Assignment Classroom Literacy Assistants Title I Teacher/Program Resource Teacher/Program ELL Teacher/Program

5

Oak Grove Demographics2003-2004

EthnicSummary

White Hispanic

Other

69% 27% 4%

SES Free Reduced

Summary

59% 15%

409 Students, 16 Teachers, Grade K-6

6

School Support Between Reading First staff and the rest

of the school staff Keeping all staff updated on our Reading First

progress Celebrating our successes with the entire staff Sharing our professional development that we

receive from Oregon Reading First Making intermediate grades aware of the

benefits and what they have to look forward to – more students at benchmark and with better reading skills

7

Kindergarten participation in the core reading program

We have 2 teachers. Each class has 24 students Each class has 3-4 adults in it.

Teacher ERI assistant Volunteer Foster Grandparent Title I Support teacher

8

Kindergarten participation in the core reading program

Reading Block consists of 1 hour 45 minutes - 2 hours 20 minutes

Activities covered with whole group Opening Routines Big Books/Teacher Read Aloud

9

Kindergarten participation in the core reading program

Small Group Instruction Group size is 4-6 depending on the

group Approximately 20 minutes in length Activities covered during this time

Specific phonics skills ERI Phonics Library

10

1st Grade participation in the core reading program

We have 3 teachers. Each class has 24 students Each class has 2-3 adults in it.

Teacher Classroom Literacy Assistant Volunteer Title I Support Teacher

11

1st Grade participation in the core reading program

Reading Block consists of approximately 2 hours 20 minutes

Activities covered with whole group Opening Routines Teacher Read Aloud High Frequency

12

1st Grade participation in the core reading program Small Group Instruction

Group size is 4-7 depending on the group

Approximately 30 minutes in length Activities covered during this time

Specific phonics skills Level Readers/On My Way Readers Phonics Library Fluency Comprehension Vocabulary

13

Kindergarten participation in the supplemental/intervention programs

Teacher enhance the core as needed to meet students’ needs

Supplemental Programs used ERI provided by ERI assistant Touchphonics provided by teacher Used within the reading block – as a

rotation

14

1st Grade participation in the supplemental/intervention programs

Teacher enhance the core as needed to meet students’ needs

Supplemental Programs used Road to the Code Touchphonics provided by teacher Read Naturally Used within the reading block – as a

rotation

15

DIBELS Assessment and Use of Data

School Wide Assessment Team

Early Reading Team

Grade Level Teams

16

Assessment Team

Consists of Principal, Resource teacher, Title I Support teacher, Title I School Coordinator, and Reading Coach

Does DIBELS Benchmark assessments three times a year

Use palm pilots Reading Coach enters data to

DIBELS web site

17

Other Assessments Teachers are Progress Monitoring 5

of their students. Used paper booklets – now using

Palm Pilots Reading Coach and Title I Support

teacher Progress Monitor rest of students

Theme Skills tests given every 3-4 weeks

18

Grade Level Team

We meet monthly for approximately 2-2 1/2 hours.

We provide a safe and collaborative environment for honest discussion to take place.

Our focus includes – Celebrating our successes and discussing our

challenges Analyzing student data and progress Discussing types of assessment Reviewing CSI Maps, Pacing Calendars, LPR’s

19

Core Reading ProgramTheme Skills Tests

Results are used to assess students’ progress along with other data

Important to review tests before teaching the theme/unit Are the tests assessing what is being

taught? Are the tests assessing the way it is

being taught? Do we want to make changes?

20

Theme Skills Test Summary

Record student test scores for each subtest

Look for a trend in the data Is there a particular area that

several students are not passing? What do we need to do next?

21

Lesson Progress Reports(LPR’s)

Way of reporting where each class is in the reading curriculum

Used as a tool at Grade Level Meetings to lead discussion on how students are doing with theme skills tests

Are there areas that we need more support? What are we going to do for those students that

didn’t pass a particular section of the test?

22

Analyzing Student Data

Leading teachers through the process of analyzing data DIBELS Benchmark and Progress

Monitoring, SAT-10’s , OSAT’s, Theme Skills Tests, etc.

Any test is a picture in time What do the reports tell us? What do we do with the data?

How do we better meet the needs of our students?

23

Providing Emotional, Academic and Material Support Being available to discuss concerns

with teachers individually Building on what teachers know Valuing their input and concerns Developing professional vocabulary

and knowledge regarding the teaching of reading

Making sure that teachers have what they need to teach reading

24

Early Reading Team

The ERT is made up of our principal, resource teacher, ELL teacher, Title I school coordinator, Title I support teacher, and reading coach.

We meet monthly for approximately 3 hours. Our key responsibilities are:

analyze DIBELS Benchmark and Progress Monitoring data along with input from the classroom teacher and the Double Dose teacher

Create Double Dose schedule based on data Refine the Double Dose schedule as needed

25

Early Reading Team

Extremely collaborative Discuss each student’s progress –

who is identified as strategic or intensive

Work together to find the way to best meet the needs of our students What is working and what needs to be

changed

26

DIBELS Benchmark Data for Strategic and Intensive

27

Double Dose

Is done in the afternoon Most groups meet 5 days a week

for a 30 minute session Groups range in size from 5-7 Instructors are our ELL teacher,

Resource teacher, Title I Support teacher, and Title I School Coordinator

28

Double Dose Instructional focus is based on

students’ needs Information from the Double Dose

groups is communicated to teachers at grade level meetings

Reading Coach is familiar with the programs used – in varying degrees

Reading Coach does formally and informally observe Double Dose instruction

29

Double Dose

Supplemental Programs used ERI Read Naturally Touchphonics Language of Learning/Thinking Extra Support from Houghton Mifflin Phonics for Reading

30

Double Dose Schedule

31

Teacher Observations

How are they introduced?

How are they used?

Types: Fidelity

Checklists

Focus

5-Minute

32

Fidelity Checklists

Introduce form before doing observation

Explain the layout of the form, how it is used and what happens to the data Information kept confidential

Teacher chooses the day Pre-observation and post observation

meetings

33

Focus Observations Introduce form before doing

observation Explain the layout of the form, how it is

used and what happens to the data Information kept confidential

Teacher chooses the day and time Pre-observation done at a grade level

meeting Post observation meeting

34

5-Minute Observation Introduce form before doing

observation Ask for teacher input on how to improve

the form Explain the layout of the form, how it is

used and what happens to the data Information kept confidential Unplanned weekly visits

Build on positive and implement change slowly and deliberately

35

Developing, Nurturing and Maintaining Trust and Communication

With and between Reading First staff Setting parameters and a line of communication Keeping information confidential Building on positive Implementing change slowly and deliberately Having staff involved in the planning as well as

the implementation of RAP and PET Valuing staff input Giving them my weekly schedule Monthly grade level meetings Open door policy