Nancy Guzman pp k-2

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Meeting the Needs of Struggling Learners K-2:

Meeting the Needs of Struggling Learners K-2 Jefferson Parish Turnaround Schools

Teaching ALL Children to Read:

Teaching ALL Children to Read For reading interventions to succeed, all children at risk for reading failure need to be identified and helped well before age 9 (Lyon, 1995) Without interventions, 88% of children who have difficulty reading in first grade will have difficulty reading at the end of fourth grade (Juel, 1988) Without intervention, 75% of children who are poor readers at the end of third grade will remain poor readers in high school (Shaywitz, et al., 1997 ) With appropriate intervention, two-thirds of reading disabled children can become average/above average if they are identified early (Vellutino et al., 1996)

Accelerated Learning for below grade level students!:

Accelerated Learning for below grade level students! Ensure all students make expected yearly growth Provide strong core reading instruction for all Enough time spent to meet the needs of many students who do not typically receive powerful support at home Enough quality so that the increased instruction time is spent effectively { Time + Quality Instruction = GROWTH} Ensure students who are behind make expected growth PLUS catch-up growth Effective differentiated instruction by classroom teachers Effective school level systems and resources to provide additional intensive interventions in small enough groups for enough time and with enough skill

Student Needs (Reading):

Student Needs (Reading) Proxima l=YEARS WORTH OF GROWTH What supports needed to help students with current grade-level learning targets (Common Core Grade Level Learning Targets) Distal =ACCELERATED GROWTH FOR BELOW-GRADE LEVEL STUDENTS What supports needed to address the learning gaps in basic skills so students have the skills needed to master grade-level learning targets (Foundational Reading Skills)

PowerPoint Presentation:

The best intervention is effective instruction. T

Data-Driven Instruction:

Data-Driven Instruction Step 1: What should students in each grade know and be able to do by the end of the year? (Establish Grade-Level L earning Targets) Step 2: How will we know if they know it? DATA-DRIVEN INSTRUCTION DIBELS, Formative Assessments, Short-Cycle Assessments, ANet, Quarterly Assessments Step 3: What will we do for students who do not know it? (Skills-Based Intervention Groups)

Where do you find grade-level learning targets?:

Where do you find grade-level learning targets? Common Core Standards “I Can” Statements NC Department of Public Instruction Unpacked CCS

Step 1: What should students know and be able to do? :

Step 1: What should students know and be able to do? Literacy Learning Targets for K-2 are Common Core State Standards Foundational Reading Standards Literacy Standards

At the beginning of each quarter teachers need a whole day to::

At the beginning of each quarter teachers need a whole day to: to write grade-level l earning targets for 3 rd quarter to analyze quarterly data determine skill-based intervention groups TSI Assign students to TSI s et up TSI groups

Foundational Reading Skills:

Phonemic Awareness- - ability to hear and manipulate individual sounds in oral language Phonics -- understanding and connecting letters of written language with sounds of oral language Fluency– reading text accurately and quickly Vocabulary --oral or reading language needed for effective communication’ Text Comprehension- - purposeful and active strategies for understanding written language (National Reading Panel, 2000) Foundational Reading Skills Literacy Learning Targets for K-2 are Foundational Reading Standards Literacy Standards

Foundational Reading CCS Skills (5 Components) Explicit Instruction in These Areas:

Foundational Reading CCS Skills (5 Components) Explicit Instruction in These Areas Phonemic Awareness Phonics Vocabulary Fluency Comprehension Kindergarten Phonological Awareness and Print Concepts Phonics Word Recognition Sight Words First Phonological Awareness and Print Concepts Phonics and Word Recognition S ight words & Phrases ____________ Timed Passages Second Phonics And Word Recognition Timed Passages Third Timed Passages DAZE PASSAGES Fourth Timed Passages DAZE PASSAGES Fifth Timed Passages DAZE PASSAGES

Handout- Sight Words:

Handout- Sight Words Pre-Primer Primer First Second Third Fourth and Fifth- 220 Sight Words

How important is Phonemic Awareness?:

How important is Phonemic Awareness? Students in high school who had difficulty reading were identified as having no/very little instruction In phonemic awareness!

Phonological Awareness Teaching Progression:

Phonological Awareness Teaching Progression Difficult Phoneme Deletion and Manipulation Blending and Segmenting Onset-Rime Blending and Segmentation Syllable Segmentation and Blending Sentence Segmentation Rhyming Word Comparison Easy

Handout:

Handout How To Teach Phonemic Awareness “Gingerbread Baby” Read and discuss with a partner.

WEBSITE: FLORIDA CENTER FOR READING RESEARCH Foundational Reading Skill Activities for Teachers :

WEBSITE: FLORIDA CENTER FOR READING RESEARCH Foundational Reading Skill Activities for Teachers Student Center Activities During 2004-2007, a team of teachers at FCRR collected ideas and created Student Center Activities for use in kindergarten through fifth grade classrooms. Accompanying these Student Center Activities is a Teacher Resource Guide and Professional Development DVD that offers important insights on differentiated instruction and how to use the student center materials. Frequently Asked Questions about Student Center Activities Grades K-1 Student Center Activities (2005) Grades K-1 Student Center Activities (Revised, 2008) Grades 2-3 Student Center Activities (2006) Grades 4-5 Student Center Activities (2007)

Kindergarten Literacy Instruction:

Kindergarten Literacy Instruction Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension 2) Common Core Literacy Standards

Common Core Literacy Skills 2013:

Common Core Literacy Skills 2013 Kindergarten Reading Literature Informational Text Writing Speaking L istening Language First Grade Reading Literature Informational Text Writing Speaking Listening Language Second Grade Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum Third Grade GLE Calendar : Skills Taught and Tested 2013 Fourth Grade GLE Calendar: Skills Taught and Tested 2013 Fifth Grade GLE Calendar: Skills Taught and Tested 2013

WEBSITE: Florida Center for Reading Research http://www.fcrr.org:

WEBSITE: Florida Center for Reading Research http:// www.fcrr.org Use these charts to access Student Center Activities aligned to each of the Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center On Instruction document listing the standards addressed by each Student Center Activity can be accessed here . Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2 | Grades 3 through 5 Reading Literary Text: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Reading for Information: Grades K and 1 | Grades 2 and 3 Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Writing and Speaking & Listening: Grades K through 5

Handout:

Handout Curriculum Maps University of Oregon North Carolina Department of Public Instruction Website

PowerPoint Presentation:

Literacy Block Lesson Plan Format

Literacy Block :

Literacy Block ACTIVITY Minimum Minutes Read Aloud – CCSS Reading Literature/Informational Text 30 Shared Reading/Guided Reading (read with) 20 Guided Reading Groups Reader’s Workshop- Daily Five 60 (determined by # of groups) Phonemic Awareness Activity 20 Phonics 20 Sight Words 10 Morning Message (write to) 5 Predictable Chart (write with) 20 Writer’s Workshop (write by) 35 Intervention/Progress Monitoring 20 ( 240 min)

3-5 Lesson Plan:

3-5 Lesson Plan

PowerPoint Presentation:

NOW WE HAVE ADDRESSED STEP 1: Learning Targets Curriculum Maps Lesson Plans Move to Step 2

Step 2: How do we know they know it? :

Step 2: How do we know they know it? Data-Driven Literacy Instruction Assessments: DIBLES, FORMATIVE, RUNNING RECORDS , ETC. Analyze Data Make Feedback and Develop Strategies Act Assess Again Repeat

Create Teacher-Made Assessments As Rigorous As The State Test :

Create Teacher-Made Assessments As Rigorous As T he State Test Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end . In an open-ended question, the rubric defines the rigor. In a multiple choice question, the options define the rigor.

Data-Team Meeting:

Data-Team Meeting Review all individual student data (Formative Assessments, Short Cycle Assessment, Benchmark Assessment, ANet) Determine who needs additional assessments (Cool Tools, DRA, DAR, Phonics Screener)

PowerPoint Presentation:

Discuss DIBELS data on next page and make Feedback 1) Which students are ready to read? 2) Which students have made no/little progress? 3) Which students are Intensive, Strategic, Core in each sub skill? 4) What strategies would you use to move students to a higher level 5) Could there be problems with core instruction

DIBELS:

DIBELS Is instruction taking place between each progress monitoring period? Is the instruction explicit? Are your red students being progress monitored every week? If so, the data should be used to plan instruction and this instruction should move red students to green! If the answer to these questions is yes, and the student is still red, t hen the student/s should be given a diagnostic test such as DRA , DAR, Scholastic Reading Inventory, COOL TOOLS mini assessments, Phonics Screener

Handout:

Handout Diagnostic Assessments Administer to dig deeper to determine skill deficits and create a plan to remediate deficits!

PowerPoint Presentation:

Ready for Step 3 Step 3: Now that we know the skill deficits for each student, what are we going to do about it?

Regroup by ability for literacy instruction:

Regroup by ability for l iteracy instruction Intensive Class Strategic Class Average Class Above Class Discuss the pros and cons of ability grouping

Ability Grouping:

Ability Grouping “The idea that lower ability students will look up to brighter students as role models is highly questionable. Children typically model their behavior after the behavior of other children of similar ability who are coping well with school. Children of low ability do not model themselves on fast learners. It appears by “watching someone of similar ability succeed at a task raises the observer’s feelings of efficiency and motivates them to try the task.” Students gain more from watching someone of similar ability “cope” (that is gradually improve their performance after some effort), rather than watching someone who has attained “mastery” (that is, can demonstrate perfect performance from the outset).”

Advantages of Ability Grouping:

Advantages of Ability Grouping Teachers are able to focus more instruction at the level of all the students in the group Time is not wasted as lower ability students wait for explanations to be given to higher ability students Lower ability students require more remediation, repetition, and review Provides increased teacher-led ( face-to-face) instructional time and less “down time” for struggling students Reduced seatwork increases students’ progress in developing reading skills Slower student will not become complacent by comparing themselves with higher-level students

Data-Team Meeting:

Data-Team Meeting After Data Review and Administering Additional Assessments (if needed) We Now: Create skill groups Assign students to groups Decide push-in or pull-out Decide how students be progress monitored

Intervention Groups Targeted Skills Intervention (TSI):

Intervention Groups Targeted Skills Intervention (TSI) Targeted-Skills Groups Skills- Based Small Flexible Lesson plans Progress Monitor

DIBELS- Kindergarten Groups Teacher:___________ :

DIBELS- Kindergarten Groups Teacher:___________

DIBELS Interventions :

DIBELS Interventions Students Skills Teacher/Room Grade:_____________ SKILL____________________________ Dates:____________to_______________ Time:________________

DATA TEAM MEETINGS:

DATA TEAM MEETINGS Review data Group students based on skill deficits Decide who will teach the skill/s Decide when during the school day the TSI group will be taught Decide how students will be assessed to determine mastery of skill Regroup and follow the same procedure till all students have no skill deficits

When Programs are Used for Interventions:

When Programs are Used for Interventions Interventions should be skills-based and not program-based. Programs should not be used “whole class” nor should students be placed in “programs” for interventions unless the “program” is designed to teach students’ specific skill deficit!!! Programs such a Lexia, IReady, etc. could be used for skills-based interventions? Yes or No Often these programs are not used for the purpose for which they were created, and are often only used as an means for checking off the “compliance” box. Often these programs waste valuable teaching time when students are placed in these programs when they do not need remediation. Often these programs are used as a “baby sitting” block, or to provide teachers with a free period. DISCUSS

Now we have addressed Step 3 by providing additional time and support for struggling students:

Now we have addressed Step 3 by providing additional time and support for struggling students NOW We need to monitor the progress of students in interventions to determine: Are students appropriately place? Is the intervention working? Does the student need additional intervention time? Does the student need to be tested for learning problems? (first check attendance, behavior referrals, medical issues)

Progress Monitoring- K-2:

Progress Monitoring- K-2 Foundational Reading Skills Common Core Reading Standards

PowerPoint Presentation:

Foundational Reading Skills PROGRESS MONITOR

PowerPoint Presentation:

Beginning Of Year Benchmark September 1 st Quarter October Middle of Year Benchmark December 2 nd Quarter 3 rd Quarter 4 th Quarter May End of Year Benchmark GOAL June NWF Goal 17 Goal 28 FSF Goal 10 Goal 30 Goal 30 Sight Word ID Goal 92 PSF Goal 20 Goal 40 LNF Kindergarten Benchmarks (Foundational Reading Skills) Name:_____________

PowerPoint Presentation:

Beginning Of Year Benchmark September 1 st Quarter October Middle of Year Benchmark December 2 nd Quarter 3 rd Quarter 4 th Quarter May End of Year Benchmark GOAL June NWF Goal : 27 Goal 43 Goal 58 ORF Goal 23 (78%) Goal 47 (90%) Sight Word ID Goal 92 Goal 133 LNF (Not tested) Goal 48 Goal 48 Retell Goal 15 FIRST Grade Benchmarks Student____________________

Individual Progress Monitoring Sample:

Name: Nicole Quarter 1 Language Arts Fluency 43 78 92 66 92 87 106 99 120 96 117 128 Maze 1/36 8/32 10/33 15/36 10/33 15/33 15/32 AR 100% Spelling Level Within Word Pattern Early B (2nd) 2nd Grade Spelling Words (AIMS) 11/12 9/12 10/12 10/12 10/12 Weekly Spelling 100 100 92 88 100 96 100 Comprehension 100 100 100 86 70 80 88 Mid-term 75 DIBELS NWF 86 ORF 90 STAR 2.1 2.2 Individual Progress Monitoring Sample

PowerPoint Presentation:

How to Progress Monitor Common Core Literacy Skills Create an assessment for each skill to determine mastery (Assessments should be as rigorous as the State Test. The assessment should drive the instruction.) Checklists, ANet , Formative Assessments, Short Cycle Assessments, Benchmark Assessments

PowerPoint Presentation:

Guided Reading Administer Running Record

PowerPoint Presentation:

State Test Items What is the main idea? 2. This story is mostly about: A. Two boys fighting B. Little Red Riding Hood’s adventures with a wolf C. A wolf in the forest D. A girl playing in the woods Common Core Test Questions 3. Which source of dialogue supports the book’s main theme? A. “Oh why I am so afraid? I usually like it at Grandmother’s.” B. “Come Little Red Riding Hood. Here is a piece of cake. Take it to your grandmother. She is sick and this will do her well.” C. “Oh grandmother, what big eyes you have.” “All the better to see you with!” 4. This story is mostly about: A. Little Red Riding Hood’s journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves

PowerPoint Presentation:

It matters little what else they learn in elementary school if they do not learn to read at grade level.

PowerPoint Presentation:

Math Instruction Follow the same 3 Step Process STEP 1: What do we want students to know and be able to do in math STEP 2: How will we know if they do/do not know it? STEP 3: What are we going to do for those students who do not know it?

Meeting Student Needs to Accelerate Learning:

Meeting Student Needs to Accelerate Learning Proximal- Support needed to master grade-level math learning targets Distal- Support needed remediate skill deficits such as math facts, number sense, etc.

Step 1: What do we want students to know and be able to do?:

Step 1: What do we want students to know and be able to do? Determine Grade-Level Learning Targets: Kindergarten: Common Core and LCC First Grade: Common Core and LCC Second Grade: Common Core, ANet, LCC

Math Learning Targets Jefferson Parish 2013 :

Math Learning Targets Jefferson Parish 2013 Kindergarten - Follow activities in Louisiana Comprehensive Curriculum in the order written starting with Unit 1 and continuing through Unit 7. This is available on Louisiana State Department website under Library . You should be using this for math instruction. Blackline masters are also available on the website. First Grade- Same as Kindergarten

:

Second Grade: ANet tests do not follow the order of the LCC, so ANet Plans have been created to help teachers know where they can find activities for each skill.

AND:

AND Determine grade-level basic skill requirements needed to be successful at EACH grade level. Screen students and provide daily practice until skills are mastered! 2 nd grade – addition and subtraction 3 rd grade- multiplication 4 th grade- division 5 th - fractions, decimals

IXL Common Core Math Practices:

IXL Common Core Math Practices

Create Grade-Level Math Curriculum Maps:

Create Grade-Level Math Curriculum Maps Based on Common Core and LCC (You can find these on the North Carolina Department of Public Instruction Website)

Step 2: How do we know they know it?:

Step 2: How do we know they know it? Identify assessments to be used at each grade level. Daily Formative Assessments ANet Screeners (AimsWeb, Scholastic Math Inventory)

PowerPoint Presentation:

Step 3: What are we going to do for those who do not know it?

Identify Struggling Students Provide Additional Time and Support:

Identify Struggling Students Provide Additional Time and Support Assess students to determine skill deficits, then group students for targeted-skills instruction in small fluid groups. During grade-level data meetings teachers review data and place students in skills-based groups for 30-minutes of additional intensive instruction OUTSIDE THE MATH BLOCK! All staff (counselor, librarian, social worker, etc.) have a TSI math group so groups are small. Decide on push-in or pull-out model. Students are progressed monitored and every three weeks assigned to a new skills-based intervention group!

Grade-Level Data Team Meetings:

Grade-Level Data Team Meetings Review all data Make feedback Complete chart Determine time for grade-level interventions Determine who will teach at that time and where Assign staff to skill groups Write lesson plans for each skill group Progress Monitor Change groups every 3 weeks

Sterling Elementary Test Scores:

Sterling Elementary Test Scores 3 rd Grade 4 th Grade 5 th Grade ALL ’08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 Reading 26 65 66 75 41 62 68 72 36 49 63 74 34 59 66 74 Math 41 86 86 82 52 88 86 94 62 77 73 83 52 84 82 86

Additional Instructional Time:

Additional Instructional Time The amount of instructional time makes a huge difference in students’ progress! Also, the amount of instructional time at each individual’s level is critical- being able to provide students the time they need to improve! We make the time. We are determined to get all the instructional time we can. We test the first week of school. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the instructional day and year. We tweak more time for instruction by changing transitions. We are committed to getting the time our kids need. We keep looking at our schedule and making adjustments to increase teaching and learning time!

Mike found during instructional time::

Mike found during instructional time:

Resources:

Resources www.fcrr.org www.interventioncentral.com www.idonline.org www.studentprogress.org www.k8accesscenter.org http://kc.vander bilt.edu/pals http://reading.uoregon.edu http://readingcomp.mathmatica-mpr.com

SHARE!:

SHARE!

With your grade-level team answer the following questions?:

With your grade-level team answer the following questions? What are we going to do immediately (now) How are we going to do it What resources are we going to use How will we know if we are successful