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1
Reading First atOak Grove Elementary SchoolMedford School District 549C
Julie York – District PersonJulie Evans – Principal
Barbara Low – Reading Coach
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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?
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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
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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
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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