Title: Reading%20First%20at%20Oak%20Grove%20Elementary%20School%20Medford%20School%20District%20549C
1Reading First atOak Grove Elementary
SchoolMedford School District 549C
- Julie York District Person
- Julie Evans Principal
- Barbara Low Reading Coach
2Medford District Support
- DIBELS School Assessment Team
- Substitutes paid for
- ERI
- Already in place
- ERI Assistants
- Mandatory for all kindergarteners
- Full Day Kindergarten
3Medford District Support
- Collaborative and supportive
- Attended all IBRs
- Been a resource to help clarify
- Rules
- Procedures
- Testing
- Funding
4School Support
- School Demographics
- Educational Assistant Allocation and Assignment
- Classroom Literacy Assistants
- Title I Teacher/Program
- Resource Teacher/Program
- ELL Teacher/Program
5Oak Grove Demographics2003-2004
409 Students, 16 Teachers, Grade K-6
Ethnic Summary White Hispanic Other
69 27 4
SES Free Reduced
Summary 59 15
6School 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
7Kindergarten 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
8Kindergarten 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
9Kindergarten 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
101st 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
111st 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
121st 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
13Kindergarten 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
141st Grade participation in the supplemental/interv
ention 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
15DIBELS Assessment and Use of Data
- School Wide Assessment Team
- Early Reading Team
- Grade Level Teams
16Assessment 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
17Other 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
18Grade 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, LPRs
19Core 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?
20Theme 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?
21Lesson Progress Reports(LPRs)
- 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
didnt pass a particular section of the test?
22Analyzing Student Data
- Leading teachers through the process of analyzing
data - DIBELS Benchmark and Progress Monitoring,
SAT-10s , OSATs, 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?
23Providing 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
24Early 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
25Early Reading Team
- Extremely collaborative
- Discuss each students 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
26DIBELS Benchmark Data for Strategic and Intensive
27Double 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
28Double 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
29Double Dose
- Supplemental Programs used
- ERI
- Read Naturally
- Touchphonics
- Language of Learning/Thinking
- Extra Support from Houghton Mifflin
- Phonics for Reading
30Double Dose Schedule
31Teacher Observations
- Types
- Fidelity Checklists
- Focus
- 5-Minute
- How are they introduced?
- How are they used?
32Fidelity 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
33Focus 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
345-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
35Developing, 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