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Interventions 101:Planning and SchedulingPlanning and Scheduling
Elizabeth Crawford, MS, CCC-SLP, ,Director of Interventions
Florida Center for Reading Research
AgendaReading First Plan for Success
Classroom InstructionAssessmentAssessmentInterventions (3 F’s and 1 S)
FrequencyFFocusFormatSize
ResourcesResourcesKennewick, WA Success StoryConcluding Thoughts and Questions
2
Concluding Thoughts and Questions
The Reading First Plan for Success
Increase the quality, consistency, and reach of classroom instructionreach of classroom instruction
Administer timely and valid assessments to identify students lagging behind and monitor progress
Provide intensive interventions for students who are lagging behind in
3
students who are lagging behind in development of critical reading skills
Why must we work at the school level to provide effectivelevel to provide effective interventions?
Children enter school with very diverse instructional needs
Some children may require instruction that is 4 5 ti f l th th t f4 or 5 times more powerful than the rest of the students
The classroom teacher, alone, may not be able to provide sufficiently powerful instruction to
4
p y pmeet the needs of all students
Children have diverse needs in 3 main areas:
Accurate and fluent word reading skillsOral Language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledgeKnowledge and skill in use of cognitive strategiesKnowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks downR i d i f ti l killReasoning and inferential skills
Motivation to understand and interest in task and materials
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and materials
We know that poor, and minority children often come to school unprepared in theseoften come to school unprepared in these areas:
They have had less exposure to print and the alphabetThey are behind in the development ofThey are behind in the development of phonemic sensitivityTheir vocabulary is usually less well y ydeveloped – ½ size in poor childrenTheir range of experience and conceptual knowledge is often limited or differentknowledge is often limited or different compared to other studentsThey sometimes do not have good models of
di t f d i i th i6
reading or support for academics in their homes
child Language ExperienceLanguage Experience
ssed
to c
Professional
ds a
ddre
s
W ki l
tive
wor
d Working-class
cum
ulat
Welfare
stim
ated
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Es Age of child in monthsHart & Risley, 1995
Hart and Risley ResourcesMeaningful Differences in the Everyday Experience of Young American Children (Hardcover)by Betty Hart and Todd Risley - $ 23.07
The Social World of Children Learning to Talk (Paperback)by Betty Hart and Todd Risley - $29.95
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y y y
The Reading First Plan for Success
Increase the quality, consistency, and reach of classroom instructionreach of classroom instruction
9
Increase the quality, consistency,Increase the quality, consistency, and reach of classroom instruction
Insuring teachers have excellent professional development, including p p , gstrong training in use of core program to guide instruction as well as how to use data to drive instruction.Monitor and support classroom instruction ppthrough principal walkthroughsEffectively utilizing resources during
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y g gsmall group instruction
Explicit InstructionIs Instruction Explicit Enough?
(Adapted from Arrasmith, 2003)
Characteristic Evaluation Question Well Met Somewhat Met
Not Met
Clear Instructional Are the purpose and outcomes of instruction Targets clearly evident in the lesson plans?
Clear Purpose for Learning
Does the student understand the purpose for learning the skills and strategies taught?
Clear and Are directions clear, straightforward, Understandable Directions and Explanations
unequivocal without vagueness, need for implication, or ambiguity?
Adequate Modeling Are the skills and strategies included in instruction clearly demonstrated for theinstruction clearly demonstrated for the student?
Guided Practice and Corrective Feedback
Do students have sufficient opportunities to practice new skills and strategies with corrective instruction offered as necessary?
Instructionally Embedded Assessments
Are instructionally embedded assessments used to monitor student’s mastery of skills and strategies and to pace student’s learning?
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Summative Assessments
Are summative assessments used to monitor student’s retention and reinforcement of skills and strategies following instruction?
Systematic Instruction Is The Sequence Systematic Enough?Is The Sequence Systematic Enough?
(Adapted from Arrasmith, 2003)
Characteristic Evaluation Question Well Met Somewhat Not MetQMet
Instructional Scope Does the curriculum include all key instructional content necessary to achieve the goals of instruction?
Instructional Sequence
Is the curriculum sequenced in a logical order that builds skills from prior skills and extends skills in order to move students to independent mastery?y
Consistent Instructional Format
Are the instructional strategies consistent from lesson to lesson?
Addresses Multimodality Instruction
Are a variety of instructional methods used to provide the student with auditory, visual, and hands-on learning activities?
12Arrasmith, D. (2003). Definition of explicit instruction and systematic curriculum.
Retrieved April 19, 2004 from http://www.studydog.com/
Organization of a classroom during small group instruction
Classroom teacher and group of 4
Are these students working productively on appropriate practice activities?group of 4
ResourceSomething that might be helpful: FCRR has
practice activities?
I d d t
Resource teacher and group of 3
helpful: FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 –
Independent L i
Independent Learning Activity (4)Independent
L i
This only works with a classroom b h i
13
Learning Activity (4)
Learning Activity (3)
behavior management system in place.
A source for high quality independentA source for high quality independentA source for high quality independent A source for high quality independent student learning activitiesstudent learning activities
To download over 400 independent student learning activities for grades K-5, go to www.fcrr.org and there is a link on the right hand column on the home page.
There is also a teacher resource manual idi di i f lproviding directions for classroom
management during small group instruction and approximately 70 minutes of video
14
and approximately 70 minutes of video training.
A mistake we often make in education is to plan theeducation is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to ourschool, and then find to our dismay that they’ve sent us the wrong kids.
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The Reading First Plan for Success
Increase the quality, consistency, and reach of classroom instructionreach of classroom instruction
Administer timely and valid assessments to identify students lagging behind and monitor progress
16
Administer timely and valid assessments to identify students lagging behind and monitoridentify students lagging behind and monitor progress
Beginning of the year screening testsProgress monitoring test through theProgress monitoring test through the yearDiagnostics testsDiagnostics testsEnd of year outcome tests
See Assessment Chart
17
18
Guidance on how to establish a comprehensive assessment plan forassessment plan for grades K-3
Go www.fcrr.org and then go to the section for gadministrators then look under assessment programsprograms
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Assessment PlanIdentify ‘at risk’ studentsMonitor ‘at risk’ studentsC ll t i f ti t l i t tiCollect information to plan instructionAssess whether instruction was powerful enoughenough
Formative assessment – progress i i k h ‘ id ’monitoring – make changes ‘mid-course’
Summative assessment – outcome measures
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measures
The Reading First Plan for Success
Increase the quality, consistency, and reach of classroom instructionreach of classroom instruction
Administer timely and valid assessments to identify students lagging behind and monitor progress
Provide intensive interventions for students who are lagging behind in
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students who are lagging behind in development of critical reading skills
Provide intensive interventions for students who are lagging behind in development of criticalare lagging behind in development of critical reading skills
Some things school leadership can do:Developing a school schedule that allows sufficient time for interventionIdentifying or providing sufficient personnel to deliver intervention instructiondeliver intervention instructionProviding appropriate programs and material to support the intervention instruction ppOversight, energy, follow-up – use data meetings to ask about students, make decisions to increase support etc
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increase support, etc.
What do we know about the characteristics of effectivecharacteristics of effective interventions?
They always increase the intensity of instruction - they accelerate learning
They always provide many more t iti f i i dopportunities for preview, review, and
practice.
They are focused carefully on the most essential learning needs of the students.
23
g
Ways that instruction must be made more powerful for students “at-risk” for readingpowerful for students at risk for reading difficulties.
More powerful instruction involves:
More instructional timeSmaller instructional groups
resources
Clearer and more detailed explanations
More precisely targeted at right levelskill
More systematic instructional sequencesMore extensive opportunities for guided practice
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More opportunities for error correction and feedback
Three F’s and One S to increase intensity and reach of instruction
Frequency and duration of meeting in small groups – every day, three times a week, etc.Focus of instruction – work in phonemic awareness, phonics, comprehension, etc.Format of lesson – guided reading vs. skills focused lessonSize of instructional group – 3 students, 6 students, 8 students, etc.
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FocusFrequency
Interventio
Frequency
InterventionIntervention
Intervention
FormatSize
DATA
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Professional l Development
Powerful Instruction
Frequency - ResourcesFocus – Skill (the WHAT)Focus – Skill (the WHAT)Format – Skill (the HOW)Size – Resources
Use data to help determine these characteristics
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characteristics
Frequency and SizeUsing personnel effectivelyThinking ‘outside of the box’Making reading a priorityRefer back to slide on organization of l d i ll i iclassroom during small group instruction
SchedulingThe next few slides were scheduling ideas foundThe next few slides were scheduling ideas found in Reading First schools in Florida demonstrating effective intervention programs
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Effective SchedulingTeachers wanted, “More Time!”
An efficient schedule allows for:An efficient schedule allows for:An uninterrupted period of time for reading instruction (90 minutes or more)Specific times when intensive reading interventionsSpecific times when intensive reading interventions will be providedThe most efficient use of support staff to help provide intensive interventionsprovide intensive interventionsA common planning time to facilitate grade-level meetings
29
Examples of Effective Schedules
i iIntensive InterventionsThe 2 most popular ways of scheduling intensive interventions at the successful schools were:
1. A 90 minute reading block and then 30-45 minutes of time scheduled outside of that block to deliver the interventions In almost all these cases theinterventions. In almost all these cases, the interventions were provided by support personnel other than the regular classroom teacher.
2. An extended reading block of 105-120 minutes in which2. An extended reading block of 105 120 minutes in which intensive intervention was included in the block of time designated for reading instruction. In these schedules, the interventions were sometimes provided by the regular classroom teacher and sometimes by
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regular classroom teacher, and sometimes by instructional support personnel.
One principal’s comments about scheduling interventions during the small-scheduling interventions during the smallgroup time of the reading block
reduced student travel time to intervention classesincreased coordination between the regular classroom and intervention teacherprovided additional learning opportunities for the regular classroom teacher who is able to
i ll b h i i hoccasionally observe the intervention teacher working with a group of struggling readers (and vice versa)
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(and vice versa)
Scheduling Video
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Example of Staggered ReadingExample of Staggered Reading Blocks with “Walk and Read”T R di W iti M th S i S i l L hTeam Reading Writing Math Science
/SSSpecialArea
Lunch
K 8:45-10:30
10:30-11:30
1:35-2:35
12:15-12:50
12:50-1:35
11:30-12:1510:30 11:30 2:35 12:50 1:35 12:15
1 8:45-10:30
12-1 1-2 2-2:30 11:15-12
10:30-11:15
2 10:30-12:15
9:45-10:30
8:45-9:45
1:15-1:40
1:40-2:25
12:30-1:15
3 10:30- 9:30- 1-2 2-2:30 8:45- 12:15-112:15 10:30 9:30
4 12:45-2:30
8:45-9:35 10:20-11:20
11:20-11:55
9:35-10:20
11:55-12:40
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2:30 11:20 11:55 10:20 12:40
5 12:45-2:30
9:45-10:25
8:45-9:45
11:50-12:35
10:25-11:10
11:10-11:50
This document will h l ith id thelp with ideas to increase FREQUENCY of groups and decrease SIZE of groupgroup.
Obtain copy at: f dwww.fcrr.org under
the Interventions page
http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadComplete.pdf
34
Focus and Format
Focus – Skill (the WHAT)Format – Skill (the HOW)Format – Skill (the HOW)
d h l d hUse data to help determine these characteristics
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FOCUS – The WHAT
Remember to always use data to help drive the question ofdrive the question of
“WHAT will I teach in my intervention group?”g p
36
FOCUS: Four good, books for instructional ideas
Making Sense of Phonics:The Hows and WhysMaking Sense of Phonics:The Hows and WhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)
From Phonics To Fluency: Effective TeachingFrom Phonics To Fluency: Effective Teachingof Decoding and Reading Fluencyof Decoding and Reading Fluencyg g yg g yin the Elementary Schoolin the Elementary School
Rasinski and Padak: Prentice Hall (2008)Rasinski and Padak: Prentice Hall (2008)
Bringing Words to Life:Robust Vocabulary Bringing Words to Life:Robust Vocabulary InstructionInstructionBeck, McKeown, & Kucan: Guilford (2002)Beck, McKeown, & Kucan: Guilford (2002)
Comprehension Process Instruction:Comprehension Process Instruction:C ti S i G d KC ti S i G d K 33
ec , c eo , & uca Gu o d ( 00 )ec , c eo , & uca Gu o d ( 00 )
37
Creating Success in Grades KCreating Success in Grades K--33Block, Rogers, & Johnson (2004)Block, Rogers, & Johnson (2004)
A source for high quality independentA source for high quality independentA source for high quality independent A source for high quality independent student learning activitiesstudent learning activities
To download over 400 independent student learning activities for grades K-5, go to www.fcrr.org and there is a link on the right hand column on the home page.
There is also a teacher resource manual idi di i f lproviding directions for classroom
management during small group instruction and approximately 70 minutes of video
38
and approximately 70 minutes of video training.
39
Advanced PhonicsAdvanced Phonics
41
42
43
44
45
Intervention Group VideoIntervention Group Video
46
ComprehensionComprehension
48
49
50
51
52
Scientifically Based yIntervention Programs
Published Intervention ProgramsMaterials drawn from several sourcesMaterials drawn from several sourcesComputer-based programs
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Examples of Intervention Programs
i bli h d i iUsing published intervention programsPros
h d d lhaving ready made materialsprofessional development in the implementation of the program a predetermined scope and sequence research to support the use of the program (in some cases)
Consthe cost
54
a single program may not meet every child’s needs -several different programs may be required
Examples of Intervention ProgramsUsing a variety of sources for intervention
materialsProsPros
the ability to match the materials to the child
ConsConstakes a great deal of time to gather materialsteachers need to have a very solid understanding of what the data means at the student levelwhat the data means at the student level not one set scope and sequencechildren may be taught the same skill in several
55
different, conflicting ways
Examples of Computer Based Intervention Programs
Programs used in schools targeted:One reading component (i.e. fluency)Multiple reading components (i.e. phonemic awareness and phonics)ESOL l tiESOL population
Were used during center rotation or throughout the day on a rotating basisthroughout the day on a rotating basisSome programs generated reports daily or weekly
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weekly
FORMAT – The HOW
Remember to always use data to help drive the question ofdrive the question of
“HOW will I teach my intervention group?”
57
For Guidance onFor Guidance on the FORMAT of the lesson
Download at:fwww.fcrr.org
Go to Curriculum and Instructionand Instruction and then look for the title of the document.http://www.fcrr.org/assessment/pdf/smallGroupAlternativeLessonStructures.pdf
58
The need for differentiated reading instruction
Overall, the data suggest that students in Reading First schools are consistently “losing ground” relative to grade level expectations in word-level reading skills (accuracy and fluency) between the beginning of first grade and theand fluency) between the beginning of first grade and the beginning of third grade.
In contrast the percentage of students that meet gradeIn contrast, the percentage of students that meet grade level expectations in oral language vocabulary actually increases from the end of kindergarten (39%) to the end of third grade (47%).
Information from student reading outcomes and observations of classroom practices during the first two years of implementation of Florida’s Reading First program (2003-2004 & 2004-2005).
59
Guided Reading FormatAs outlined in the work of Fountas and Pinnell, “Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3). g g y ( p )
The structure of a typical Guided Reading lesson roughly follows the following pattern:
Selecting the textgIntroducing the textReading the textDiscussing the textTeaching for strategic activitiesg gExtending meaning (optional)Word Work (optional)
Fountas I., & Pinnell G.S. (1996). Guided reading: Good first teaching for all h ld h d l
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children. Portsmouth, NH: Heinemann Educational.
Skills-focused FormatSkills-Focused Lessons are teacher-planned lessons that provide the opportunity for more systematic and focused practice on a relatively small number of critical elements at a time (e.g., unknown consonant digraphs vowel teams r-controlled vowelsunknown consonant digraphs, vowel teams, r controlled vowels, etc.).
They would also provide the opportunity for sustained, systematic, d i t ti “ d k” ( B k 2006) i d t b ildand interesting “word work” (e.g., Beck, 2006) in order to build
fluency and confidence in the application of these skills to reading words.
Skills-Focused Lessons will be successful to the extent that they are fast-paced, interactive, and targeted appropriately on critical skills for each reading group.
61
Skills-focused FormatThere is not one set format that a Skills Focused Lesson followsThere is not one set format that a Skills-Focused Lesson follows.
These lessons could be closely aligned with results from the DIBELS® progress monitoring measures (particularly for letter knowledge, phonemic awareness, phonemic decoding, and reading fluency) as well as other assessment data.
Resources that may be utilized to implement Skills-Focused Lessons include:
curriculum maps from University of Oregon website Core Reading Program activities Just Read, Florida! K-3 Reading Academy Guideactivities drawn from Supplemental or Intervention reading programsK-3 Student Center Activities like the ones just seen on slides 40-53Empowering TeachersEmpowering Teachers
Another source for developing Skills-Focused Lessons would be teacher oriented books that provide examples of how to deliver explicit instruction and practice in early reading skills such as the books shown
62
instruction and practice in early reading skills such as the books shown on slide 38.
63
64
65
66
67
68
Add Image of RoutineAdd Image of Routine
69
70
A few resources for teachers onA few resources for teachers on Differentiated Instruction
Differentiated Instruction: Grouping for Success Gibson and Hasbrouck: McGraw-Hill Higher EducationMcGraw Hill Higher Education (2008)
71
How are you really spending your teaching time?
BET observation for 20 minutes
Behavior Environment Teaching
Are you spending your time on behavior, environment/materials or onenvironment/materials or on teaching?
Taken from the bookTaken from the book “Differentiated Instruction: Grouping for Success by Vicki Gibson, Ph.D. and Jan
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Hasbrouck, Ph.D.
Differentiated Reading Instruction: Strategies for the Primary Grades by Sharon Walpole and MichaelPrimary Grades by Sharon Walpole and Michael McKenna: Guilford (2007)
The Differentiated Classroom : Responding to the Needs of All Learners
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by Carol Ann Tomlinson: ASCD (1999)
Guidance onGuidance on essential procedures for implementing ff ti i t tieffective interventions
with young children
Download at www fcrr org go to thewww.fcrr.org, go to the section for administrators, and th t th tithen to the section on Interventions for struggling readers
74
gg g
75
76
77
78
The Kennewick Success StoryThe Kennewick Success StoryKennewick, WA
1995 20061995-2006
Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-UP Growth forGrowth for all students, Catch UP Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.
To Order:
Visit The National Children’s Foundation website:http://www.readingfoundation.org/
Click on Publications and it is listed as one of the books there.
Quantity Price1-10 $17.9511-50 $14.95$51-100 $12.95
80
The Kennewick Success StoryIn Spring, 1995, the Kennewick, WA school board set goal that 90% of third graders would read at or above grade level in 3 yrs. In 2006 they made it!
It took ELEVEN years – the next slides share some of the lessons learned, quotes from principals, and ideas of how to increase both the quantity and
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how to increase both the quantity and quality of instructional time.
“In the United States, public schools deliver 85% or more of their curriculum by reading textbooks, whiteboards, worksheets, and computer screens. Students must read well to do well. It matters littleStudents must read well to do well. It matters little what else they learn in elementary school if they do not learn to read at grade level. Even math depends on reading There are far more words thandepends on reading. There are far more words than numbers in math books. As the math concepts become more complicated, the verbal descriptions become more involved as well. As Kennewick has focused on reading, our math scores have improved at a rate similar to our reading scores. The reading problemsimilar to our reading scores. The reading problem becomes more obvious in middle school where students who cannot read well struggle to absorb content in all other subjects ” P 49
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content in all other subjects. P. 49
In Kennewick, Reading Improvement Requires:
Data: good assessments—benchmark and normative—and expert use of the datanormative and expert use of the dataIncreased direct instructional time; additional time for those behindadditional time for those behindQuality instruction in small, fluid, skill groupsgroups
TAG processes; knowledgeable reading
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TAG processes; knowledgeable reading specialists
Targeted Accelerated Growth (TAG) Loop
Diagnostic testing to determine deficient sub-skills of those behindProportional increases in direct instructional timest uct o a t eTeaching to the deficient sub-skillRetesting to assure that adequateRetesting to assure that adequate catch-up growth actually occurred
84Kennewick, WA School District Strategic Plan
C t h G thCatch-up Growth
Catch-up growth is so difficult to achieve that it can be the product only of quality p y q yinstruction in great quantity.”
[p. 62, Fielding, Kerr, & Rosier (2007)]
85
ExampleExample
Roughly each unit of 13 %ile pts from the 50th %ile equals a year of growth:
State standard in percentiles: 50th %ileS d X’ G2 i il 12th %ilStudent X’s G2 status in percentiles: 12th %ileThe difference (in %ile) is: 38 pts
l d ff d d d bPercentile pt. diff. divided by 13: 2.9 yrs.
86
Daily Instructional MinutesDaily Instructional Minutes
Daily min required for annual G3 growth: 80Daily min required for annual G4 growth: 80Daily min required for annual G4 growth: 80Additional daily min to make 3 yrs of additional growth: 240growth: 240
Total G3 and G4 daily minutes: 400So 200 min of direct reading instruction in G3 andSo, 200 min of direct reading instruction in G3 and
in G4 is needed to reach the 50th %ile by the end of G4
87
of G4.
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Growth in % of 3rd grade studentsGrowth in % of 3 grade students meeting grade level standards
School YearSchool Year
9595 9696 9797 9898 9999 0000 0101 0202 0303 0404 0505 0606
School YearSchool Year
5757 7272 7272 6868 7878 9494 9696 9999 9494 9898 9999 9898
Percent at Grade levelPercent at Grade level
Working harder and Working harder and
Began providing intensive interventions in Began providing intensive interventions in the afternoon to many studentsthe afternoon to many studentsgg
more effectively at more effectively at 33rdrd gradegrade Result of improvement at both 2Result of improvement at both 2ndnd and 3and 3rdrd
GradeGrade
B liB li
89
Began testing in 2Began testing in 2ndnd
grade and focusing on grade and focusing on earlier improvementearlier improvement
Baseline yearBaseline year
Teacher quality x time = q ygrowth
“Quantity of instructional time can be doubled or tripled in a semester Quality ofdoubled or tripled in a semester. Quality of instructional time cannot. Improving quality occurs over extended periods of time atoccurs over extended periods of time, at different rates for different teachers in the same school as a constant process ofsame school, as a constant process of arduous, intelligent labor.”
90
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SchoolCanyon V. 38 90 195 25 135 24 150 32Westgate 80 76 120 79 120 55 120 67
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Blo
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Blo 3r In
Westgate 80 76 120 79 120 55 120 67Cascade 35 96 120 51 120 55 120 55Hawthorne 60 92 120 56 120 33 120 51Amistad 76 65 120 25 140 27 125 33Ridge View 23 90 120 51 120 34 90 42Southgate 20 93 120 34 120 29 120 33Southgate 20 93 120 34 120 29 120 33Washington 54 94 120 24 120 28 120 43
Vista 50 95 120 10 120 25 120 40
91Lincoln 41 99 120 17 120 27 120 30Sunset View 9 95 74 45 105 27 73 23
Examples of Reading FirstSchools in Florida withSchools in Florida with successful intervention
programs
92
Strong LeadershipCharacterized by extensive knowledge of:
ChildrenReading programsReading programs Data SchedulesTeachers’ needs
Involved in every aspect of their school’s reading programreading programLeadership was provided by principals, reading coaches and/or literacy teams
93
Examples of Strong Leadership
“Our leader not only has a mission for our school which is what we want to do, but she has a vision of how we are going to do it.”has a vision of how we are going to do it.“This is no longer a desk job. We are their instructional leaders.” “Budget allocation reflects needs of students ”“Budget allocation reflects needs of students.”High expectations of teachers and students and accountability for meeting expectations y g pMutual respect between teachers and principalPrincipal seen as “Captain” of the team working toward a common goal
94
toward a common goal Video
Strong Leadership Video
95
Positive Belief and Teacher Dedication
Despite… teachers at successful schools believed ALL their students could read
language barrierslimited support at homelow socioeconomic statuslow socioeconomic status
Teachers raised the bar, not lowered itTeachers committed to extra hours (planning,Teachers committed to extra hours (planning, workshops, after school programs, etc.) to meet the needs of ALL of their students
96
Examples of Positive Belief and Teacher Dedication
“We expect a lot of our students and of ourselves.”“You need to let your children know that youYou need to let your children know that you believe in them and believe in their success.”“We speak success to them, we expect p , psuccess from them and they rise to that.”We have a saying, ‘Act, talk and walk like scholars ’ The immediate message theyscholars. The immediate message they receive is that they are scholars.Video
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A new resource supporting “the pp gpower of believing in a child.”
Is Literacy Enough?Pathways to Academic Success f Ad l tfor AdolescentsBy Catherine E. Snow, Ph.D., Michelle V. Porche, Ed.D., P tt O T b Ed D &Patton O. Tabors, Ed.D., & Stephanie R. Harris, M.A.(2007)
98
Positive Belief Video
99
www.centeroninstruction.org
R diReading
Special Education
ELL
Math
Science
Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., &T J K (2007)
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Torgesen, J. K. (2007).
Summary of Research
No single intervention program was identified as significantly more effective, but all of the effective interventions included training in phonological awareness, decoding, and
d t d id d d i d d tword study; guided and independent reading of progressively more difficult texts; writing exercises; and engagingtexts; writing exercises; and engaging students in practicing comprehension strategies while reading text.
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g g
The very best teachers of children who struggle in learning to read arestruggle in learning to read are
R l tlRelentlessin their pursuit of every child
A d th tAnd they accept
NO EXCUSES!!102
NO EXCUSES!!
No Excuses
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R fReferences
Elmore, R. (2004). School reform from the inside out: Policy practice and performanceinside out: Policy, practice, and performance. Cambridge, MA: Harvard University Press.
ld ( ) lFielding, L., Kerr, N., Rosier, P. (2007). Annual Growth for all students, Catch-up Growth for h h b h d k hthose who are behind. Kennewick, WA: The
New Foundation Press, Inc.
104
www.fcrr.org
Remember…
“Improvement is a process, not an event.” (Elmore, 2004, p.254)event. (Elmore, 2004, p.254)
“It matters little what else they“It matters little what else they learn in elementary school if they do not le n to e d t g de le el ”do not learn to read at grade level.” (Fielding et al., 2007, p.49)
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PROCESS TO PLAN FOR FOLLOW-UP
FOCUS ROLES
School-based Non-school Based
Principal Reading Coach
Teachers District RFPD CoordinatorGrade-level Leader Classroom Teacher
Instructional Content
Explicit Delivery
Assessment
Professional Development
A) Resources1.Human resources2.Materials
B) Time1. Master schedule 2 Planning period
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2. Planning period
C) Services1.Workshops 2.Follow-up
Thank You!Thank You!Liz Crawford, MS, CCC-SLPDirector of InterventionsFlorida Center for Reading [email protected]
This presentation can be found on www.fcrr.org under my name on the
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www.fcrr.org under my name on the Presentations and Publications section.
