Nancy Guzman 3-5 pp

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Next Steps: ALL 3-5 Students Will Master Reading and Math Learning Targets :

Next Steps: ALL 3-5 Students Will Master Reading and Math Learning Targets 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 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)

Data-Driven Instruction:

Data-Driven Instruction Step 1: What should students know and be able to do? (Establish Grade-Level Learning 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? (Interventions)

1) What should students know and be able to do by the end of the year?:

1) What should students know and be able to do by the end of the year?

Learning Targets 3-5 :

Learning Targets 3-5 Struggling Readers 3-5 Foundational Reading Skills All 3-5 Students Learning Targets for 3-5 are Common Core State Standards Literacy Skills

Where do you find grade-level learning targets?:

Where do you find grade-level learning targets? Common Core Standards North Carolina Department of Public Instruction Anet GLE’s

Common Core: Foundational Reading Skills :

Common Core: Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension Kindergarten Phonological Awareness and Print Concepts Phonics and 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

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

WEBSITE: FLORIDA CENTER FOR READING RESEARCH Foundational Reading Skill Activities for Struggling Readers 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)

Struggling Readers:

Struggling Readers Discuss What % of students in your class are struggling readers? Struggling readers do not have the skills to read fluently and therefore, cannot read complex text.

3-5 Struggling Readers and Foundational Reading Skills:

3-5 Struggling Readers and Foundational Reading Skills Look at: Fluency Score DAZE Score Sight Words

Struggling Readers and Fluency Rates MOY:

Struggling Readers and Fluency Rates MOY Grade WCPM Accuracy Cut Score Accuracy 3 85 96% 68 92% 4 103 97% 79 94% 5 120 98% 101 96%

Struggling Readers and DAZE score MOY:

Struggling Readers and DAZE score MOY Grade 3 11 Cut Score 7 Grade 4 17 Cut Score 12 Grade 5 20 Cut Score 13

When you don’t have a fluency score (4-5):

When you don’t have a fluency score (4-5) Administer 3 grade-level fluency passages Average the Scores Score= Below/At/Above Cut Score Below Cut Score: Administer a Phonics Screener Conduct a Data Analysis to identify students’ deficit/s in foundational reading skills (PA, Phonics) Administer a Sight Word Inventory to determine specific words that students do not know Group students and provide skills-based intervention OUTSIDE the reading block!!!!

Struggling Students Sight Word Assessment:

Struggling Students Sight Word Assessment Sight Words Pre-Primer Primer First Second Third Fourth and Fifth 220 Sight Words

Phonics Screener:

Phonics Screener Administer a phonics screener to identify specific foundational skill deficits.

Student__________:

Student__________ Fluency Score_________ DAZE Score_________ Sight Word Score______ Administer Phonics Screener Yes No Instruction: PA, Phonics Specific Skills______________________

Struggling Student Intervention Groups:

Struggling Student Intervention Groups Name PA Phonics Fluency Foundational Skills

Review: Remediating Foundational Reading Skill Deficits:

Review: Remediating Foundational Reading Skill Deficits Identify struggling students Administer screeners Determine specific skill deficits Group students according to skill deficit Provide additional instruction OUTSIDE the reading block Decide which students need additional time and support and provide the time and support to support their learning

PowerPoint Presentation:

Teaching Strategies for Struggling Readers

Common Core Literacy Skills:

Common Core Literacy Skills 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

3-5 Literacy Instruction:

3-5 Literacy Instruction Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension 2) Common Core Literacy Standards and GLE

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

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 Reader’s Workshop – Daily Five- Teacher Guided Reading 60 (determined by # of groups) Daily Fluency Daily MAZE 20 Phonics 20 Sight Words 10 Morning Message (write to) 5 Model Writing 20 Writer’s Workshop (write by) 35 Intervention/Progress Monitoring 20 ( 240 min)

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: ANet, DIBLES, FORMATIVE, RUNNING RECORDS , ETC. Analyze Data Make Feedback and Develop Strategies Act Assess Again Repeat

Create Teacher-Made Assessments to the Rigor of the State Test:

Create Teacher-Made Assessments to the Rigor of the 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 individual student data Formative Assessments, Short Cycle Assessments, Quarterly Assessments (Anet), Teacher Created Assessments Determine who needs additional assessments (Cool Tools, DRA, DAR, Phonics Screener)

Look at next slide DIBELS MOY 3rd Grade :

Look at next slide DIBELS MOY 3 rd Grade What do you see? What would you do about it? Remember third grade ORF cut score is 68 WCPM 92% Accuracy

DIBELS DATA:

DIBELS DATA Answer questions What does the data tell you? Are students making adequate progress? How do you know? What would you do about it?

ANet Assessment:

Student Mark – if incorrect 1.02- Key Vocabulary 2.02- Interact with Text 2.05- Evaluate & provide evidence by referencing the text 3.01- Evaluate & provide evidence by referencing the text 17 18 19 20 21 22 1 2 5 9 10 11 12 13 14 15 16 3 4 6 7 8 Jacobin - - - - - - - - - - - - Brandon - - - - - Justine - - - - - - Ciera - - - - - - - - - Uriel - - - - - - - - - - - Jerrayah - - - - - - - - - Adolfo - - - - - - - - - - Denise - - - - - - - - - - Jene - - - - - - - - - - - - Donzavius - - - - - - - - - - Taemus - - - - - - - Mikayla - - - - - - - - - - Dion - - - - - - Khala - - - - - - - Snowi - - - - - - - - Sedaiah - - - - - - - - - - - - Keonte - - - - - - - - - Shadaia - - - - - - - - - - Jaydin - - - - - - - - - Jonathan - - - - - - - - - - - - Jeffrey - - - - - - - - - - - - Michael - - - - - - - - - Mastery 18-23 21 21 19 20 23 PartialMastery 12-17 14 13 14 13 15 14 16 17 Non Mastery -11 5 11 1 9 4 9 10 9 9 ANet Assessment

PowerPoint Presentation:

Ready for Step 3 Step 3: Now that we know who doesn’t know it, what are we going to do about it?

A Model For Helping ALL Students!:

A Model For Helping ALL Students! Group all students by ability! INTENSIVE STRATEGIC

3-5 Ability Grouping:

3-5 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

PowerPoint Presentation:

Step 3: What are we going to do when they don’t know CCSS and/or GLE’S?

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

3-5 Interventions :

3-5 Interventions Students Skills Teacher/Room Grade:_____________ SKILL____________________________ Dates:____________to_______________ Time:________________

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 programed for their 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 who do not need them are placed in these program. Often these programs are used for a “baby sitting” block, or to provide teachers with a free period.

Review: DATA TEAM MEETINGS:

Review: DATA TEAM MEETINGS Review data Group students based on skill deficits Decide who will provide re-teaching Decide when re-teach Decide how students will be assessed to determine mastery of skill Regroup and follow the same procedure till all students have no skill deficits

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 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)

PowerPoint Presentation:

PROGRESS MONITOR STUDENT PROGRESS

Progress Monitor Sheet 3-5:

Progress Monitor Sheet 3-5

Progress Monitoring TSI Groups:

Progress Monitoring TSI Groups Foundational Reading Skills Common Core Reading Standards

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

Another model for progress monitoring:

Another model for progress monitoring Create an assessment for each standard Assessment is at the rigor of the state test Assess each skill to determine mastery Checklists

PowerPoint Presentation:

State Test Items Little Red Riding Hood 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:

Guided Reading Administer Running Record Determine Students’ Level Teach Guided Reading Groups Daily Assess Often

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 Third Grade: Common Core and GLE’s Fourth Grade: Common Core and GLE’s Fifth Grade: Common Core and GLE’s

AND:

AND Determine grade-level basic skill requirements needed to be successful at EACH grade level: 2 nd grade – addition and subtraction 3 rd grade- multiplication 4 th grade- division 5 th fractions, decimals

Common Core Grade-Level Skills:

Common Core Grade-Level Skills Website: Third Grade- Fourth Grade- Fifth Grade-

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)

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

Class Intervention Plan:

Class Intervention Plan

Practice LEAP and ILEAP Reading and Math Tests:

Practice LEAP and ILEAP Reading and Math Tests DISCUSS

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:

State Test Item:

State Test Item

Common Core Test Item:

Common Core Test Item

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

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

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