Reading%20First%20at%20Oak%20Grove%20Elementary%20School%20Medford%20School%20District%20549C - PowerPoint PPT Presentation

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Reading%20First%20at%20Oak%20Grove%20Elementary%20School%20Medford%20School%20District%20549C

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Reading Coach enters data to DIBELS web site. 17. Other Assessments ... DIBELS Benchmark and Progress Monitoring, SAT-10's , OSAT's, Theme Skills Tests, etc. ... – PowerPoint PPT presentation

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Title: Reading%20First%20at%20Oak%20Grove%20Elementary%20School%20Medford%20School%20District%20549C


1
Reading First atOak Grove Elementary
SchoolMedford School District 549C
  • Julie York District Person
  • Julie Evans Principal
  • Barbara Low Reading Coach

2
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 IBRs
  • 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
409 Students, 16 Teachers, Grade K-6
Ethnic Summary White Hispanic Other
69 27 4
SES Free Reduced
Summary 59 15
6
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

8
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

9
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

10
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

11
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

12
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

13
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

14
1st 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

15
DIBELS Assessment and Use of Data
  • School Wide Assessment Team
  • Early Reading Team
  • Grade Level Teams

16
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

17
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

18
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, LPRs

19
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?

21
Lesson 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?

22
Analyzing 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?

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 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

26
DIBELS Benchmark Data for Strategic and Intensive
27
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

28
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
  • Types
  • Fidelity Checklists
  • Focus
  • 5-Minute
  • How are they introduced?
  • How are they used?

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
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