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South Fayette Elementary School

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Title: South Fayette Elementary School


1
South Fayette Elementary School
  • We Knew We Could -
  • Our Schools Journey to Improving Student Reading
    Achievement
  • Title I Improving Schools Conference

2
PowerPoint
  • On our website at
  • www.southfayette.org/elem

3
PresentersSouth Fayette School
Districtwww.southfayette.org/elem
  • Laurie Gray - Primary School Principal/Reading
    Specialist Coach
  • Lindsay Glaid Reading Specialist Reading
    Coach Kdg.
  • Jessica Lapinski Reading Specialist Reading
    Coach grade 1
  • Peggy Clayton - Reading Specialist Reading
    Coach grade 2
  • Jayne Miley IST Teacher Reading Coach, grades
    3 4
  • Denise Beverina Moore Intermediate School
    Principal and Federal Programs Coordinator

4
Denise Beverina Moore
  • 412 221-4542, extension 336
  • moore_at_southfayette.org

5
Demographics South Fayette
  • Located about 20 minutes outside of Pittsburgh in
    Southwestern PA
  • Growing school district
  • One elementary school K-4 with an enrollment of
    914 students
  • District on one campus
  • Free-reduced lunch 11 in bldg.
  • Shrinking Title I funds - look at how you use
    your resources

6
Research Indicates
  • If a child is not reading on level by grade 3,
    and there is no intervention, the child has only
    a 1 in 8 chance of ever becoming a proficient
    reader!

7
Board Resolution
  • In 2002, the South Fayette Board of School
    Directors passed a resolution that by the age 10,
    all students would be reading on grade level.

8
Brutal Facts!
  • In elementary schools, we spend the most
    instructional time in reading (about ½ of the
    day)
  • We spend the most money on reading each year
    including all Title I funds
  • We have the most support staff for reading
  • Most IST and MDT referrals are because of a
    childs lack of reading achievement

9
NCLB
  • All students need to be proficient or advanced on
    the reading and mathematics PSSA by 2014
  • We need to gradually improve student achievement
    in order to move toward this goal

10
Reading PSSA 2003
  • 78 of the 3rd grade students scored proficient
    or advanced on the reading PSSA

11
Goal - Increase Student Achievement HOW?
  • All faculty members who teach reading will
    implement explicit, research based reading
    instruction, focus on the grade level eligible
    content, use data to drive instruction, meet
    weekly to focus on reading achievement within
    their grade level

12
K-3 Reading Initiative2002-2003 School
YearBuilding a Foundation
  • 80 hours on-line modules that taught research
    based reading strategies
  • Teachers did this before and after school
  • Good foundation
  • 20 elementary teachers participated
  • Laurie Gray, Primary Principal

13
2003-2004 School YearTime and Money Commitment
  • Reading Specialists received ongoing intense
    training through the AIU Reading Achievement
    Center to become reading coaches
  • Intensive training on research based techniques
    for teaching reading
  • Trained for 3 weeks in the fall, monthly meetings
    during the year and a week long training in
    spring
  • Reading Coach visited our building once a week

14
2004-2005 School YearReading Achievement Center
  • AIU Reading Achievement Center provide us with
    training modules for our teachers
  • IST Teacher is trained to become a reading coach
  • Continue with staff development at the Reading
    Achievement Center
  • All elementary teachers received eight hours of
    language arts staff development

15
Improving Our Language Arts Program Spring 2004
  • Revised language arts curriculum
  • Adopted new materials
  • Changed the sequence of skills
  • Rewrote assessments
  • Ongoing, focused training for faculty
  • 1 reading coach/reading specialist for each grade
    kindergarten-third

16
2005-2006
  • Harcourt Trophies used in all classrooms (K-4)
  • Ongoing staff development
  • Weekly team meetings
  • Monthly two hours of staff development that
    focused on decoding and Word Building

17
2006-2007
  • Ongoing reading staff development once a month
    for two hours
  • Team meetings once a week for 30 minutes
  • Ongoing Assessment

18
2008-2009
  • Maintaining and building capacity by training the
    new reading specialist and our learning support
    teacher at the AIU Reading Achievement center
  • Providing training for new faculty
  • Writing explicit lesson plans

19
Laurie Gray
  • 412 221-4542, extension 612
  • gray_at_southfayette.org

20
Characteristics of Good Reading Instruction
  • Move students to independence as soon as
    possible
  • Engage kindergarten students in academic
    activities that facilitate early reading
  • Decoding instruction is essential

21
Characteristics ofGood Reading
InstructionContinued
  • Comprehension should be addressed along with
    decoding
  • Students should have opportunities to read a lot
    of meaningful texts in rich, literate classrooms

22
Phonemic Awareness
  • Understanding that the sounds of spoken language
    work together to make words.
  • Ability to hear, identify, and manipulate
    individual sounds in words.

23
Phonemic Awareness
  • Phoneme Isolation recognize individual
    sounds /v/ van
  • Phoneme Identity recognize the same sound
    /f/ fox, fan, fall
  • Phoneme Categorization recognize the odd
    word bus, bun, rug
  • Phoneme Blending cat
  • /c/ /a/ /ca/ /t/ cat

24
Phonemic Awareness (continued)
  • Phoneme Segmentation break word into separate
    sounds
    cat /c/ /a/ /t/
  • Phoneme Deletion recognize that a word
    remains when a phoneme is removed
    smile becomes
    mile without the /s/

25
Phonemic Awareness (continued)
  • Phoneme Addition make a new word by adding a
    phoneme mile becomes smile by adding
    /s/
  • Phoneme Substitution substitute one phoneme
    for another bug change /g/ to /n/ becomes bun

26
A Phonics Program Should Include
  • Explicit instruction
  • Sounds are produced in isolation and connected
    with printed letters
  • Systematic instruction
  • Research shows that letters and sounds should be
    introduced according to a definite sequence

27
A Phonics ProgramShould IncludeContinued
  • Strategies that require decoding from the
    beginning through the end of the word
  • Use of decodable texts to reinforce

28
Word Building
  • Supports decoding
  • Cumulative blending
  • Students focus attention on every letter
  • Students attend to letter sound correspondence

29
Word Building
  • Students build and read the word
  • Sequences are systematically introduced
  • Sequences developed to discriminate between
    vowels
  • Sequences are cumulative and repetitive

30
Word Building Activity
  • Build and read the words
  • Speed Round
  • Silly Questions
  • Dictation
  • Reinforce by reading decodable text

31
Vocabulary
  • Vocabulary knowledge refers to the range and
    depth of word meanings known and recognized in
    print
  • Vocabulary knowledge is highly correlated with
    reading comprehension

32
The Goal of Vocabulary Instruction
  • Expose students to words that
  • Are sophisticated and otherwise unknown
  • Are vigorously expressive
  • Are conceptually universal
  • Enhance the thematic and conceptual understanding
    of the text

33
Vocabulary Instruction
  • Choose words that are above, not below the
    students
  • Use imagery
  • Give multiple examples
  • Provide many different contexts
  • Model enthusiasm and passion for rich words

34
Fluency
  • Ability to read smoothly, easily, and readily
    with freedom from word recognition problems.
  • Decoding print accurately and effortlessly
    enables students to read for meaning.

35
Fluency (continued)
  • Fluent readers focus their attention on making
    connections among ideas in text.
  • Less fluent readers must focus their attention on
    decoding and assessing the meaning of individual
    words.

36
Ways to Develop Fluency
  • Model fluent reading
  • Choral reading
  • Echo reading
  • Repeated readings of text
  • Tracking

37
Fluency Rates
  • Fluency rates at the end of the year
  • First grade 70 wpm
  • Second grade 90 wpm
  • Third Grade 120 wpm
  • Fourth Grade 150 wpm

38
Comprehension
  • There is a high correlation between words known
    and comprehension success
  • Children must be fluent readers to comprehend
  • Many students have difficulty constructing
    meaning from text

39
Understanding Involves
  • Making connections between and among ideas
  • Deciding what is important and what isnt
  • Infer what the author is doing and why
  • Paraphrase and summarize
  • Reconciling prior knowledge to what is newly
    learned

40
Better Questioning
  • Whats the author trying to say?
  • Whats this all about?
  • How does that connect to what we already know?
  • What does the author want us to know from this?
  • What do we know about the character, place, time,
    etc.?

41
Curriculum
  • Harcourt Trophies Reading Series
  • Phonemic Awareness
  • Decoding
  • Spelling
  • Vocabulary
  • Fluency
  • Comprehension

42
  • Kindergarten Express Program

43
Lindsay Glaid
  • 412 221-4542, extension 715
  • lglaid_at_southfayette.org

44
Training
  • Currently being trained at the Reading
    Achievement Center
  • I also received training at the University of
    Pittsburgh, through my graduate program
  • Focus of training explicit and systematic
    instruction in the 5 domains of reading

45
History
  • Began 17 years ago (1992)
  • ½ day program with 12 children and reading
    specialist
  • Primary focus on letters, sounds and writing
  • Little exposure to blending and explicit phonics
    instruction

46
History
  • Second year of program (1993)
  • 2 classes of 12 children (a.m. and p.m.)
  • Part time para-educator
  • Fifth year of program (1996)
  • 2 classes of 15 children (a.m. and p.m.)
  • Full time para-educator

47
History
  • Twelfth year of Program (2003)
  • Training at the Reading Achievement Center
  • Incorporated RAC training strategies such as Word
    Building and Text Talk

48
RAC Training
  • Year-long process
  • 3 weeks of training at the AIU
  • Meetings throughout the year
  • Continual support through on-site demonstration
    and observation
  • Commitment of South Fayette SD

49
Screening
  • American Guidance Service Early Screening
    Profile
  • Cognitive
  • Fine Motor
  • Letter / Sound Identification

50
Screening
  • Takes place in March, prior to the start of
    kindergarten
  • 3 days of screening
  • Assessed by
  • Reading Specialists
  • Kindergarten teachers
  • Enrichment, Guidance and Speech teachers

51
Selection
  • Selection is based on
  • Cognitive screening results score below age
    level
  • Parent questionnaire
  • Fine motor significantly low
  • DART program recommendations
  • Recommendations from Kindergarten teachers
    throughout school year
  • Parents must agree to child participation in
    program

52
Arrangement of the Room
  • Group 1 Phonemic Awareness, Phonics, Fluency
  • 25 minutes with Reading Specialist
  • Small group of 4 or 5 children
  • Phonemic Awareness activities
  • Phonics Word Building, Pseudo- Words, Decodable
    text and Sentences, Dictation
  • Decoding and Encoding
  • Fluency- Fluency Phrases and Echo Reading

53
Arrangement of the Room
  • Group 2 Phonemic Awareness, Phonics, Fluency,
    Comprehension, Vocabulary
  • 25 minutes with Para-educator
  • Small group of 4 or 5 children
  • Harcourt Intervention Program
  • Sight Word Exposure
  • Flashcards
  • Sentences
  • Games

54
Arrangement of the Room
  • Group 3 Phonemic Awareness, Phonics, Fluency,
    Vocabulary
  • 25 minutes at an independent group
  • Small group of 4 or 5 children
  • ABC Word Book
  • Sight Word Pages
  • Letter / Sound Identification Games
  • Independent Reading

55
Arrangement of the Room
  • Whole Group Comprehension and Vocabulary
  • Text Talk 2 robust vocabulary words a week
  • Selected from weekly Text Talk story
  • Read aloud from Text Talk Lesson
  • Day 1 Read story with Text Talk notes
  • Day 2 Reread story with Text Talk notes
  • Day 3 Explicitly introduce and develop
    understanding of vocabulary words from story
  • Day 4 Review vocabulary words and encourage use
    of words from story
  • Day 5 Assessment of words and book review

56
Assessment
  • Harcourt Theme Tests
  • Text Talk Robust Vocabulary Assessments
  • Progress Monitoring throughout the year
  • RAC Assessments
  • Beginning, middle and end of the year
  • Letter / Sound identification
  • Phonemic Awareness
  • Auditory Discrimination
  • Blending
  • Segmenting
  • Deletion
  • Pseudo- Words
  • Sight-Words

57
  • First Grade Reading Program

58
Jessica Lapinski
  • 412 221-4542, extension 606
  • jlapinski_at_southfayette.org

59
Training
  • I had 3 years of working at the Allegheny
    Intermediate Unit with the Power4Kids Program and
    RAC before coming to South Fayette as a Reading
    Specialist.

60
History
  • Before 2003-2004
  • Reading specialist pushed into the classroom
    every other day for 60 minutes
  • 2003-2004
  • 1st grade below basic students were pulled out
    every day in groups of 6 for 45 minutes of word
    building instruction by the reading specialist

61
History
  • 2004-2005
  • AM Reading Achievement Classroom (below
  • basic)
  • 18 students grouped into 3 groups with a
  • classroom teacher, reading specialist and
  • paraeducator
  • PM Pull-Out Program (basic)
  • 2005- present
  • AM and PM Reading Achievement Classrooms

62
Screening
  • Start second day of school test all 1st grade
    students in the following
  • Letter and Sound Recognition
  • Pseudo-words
  • Sight words

63
Selection Based On
  • Screening test results
  • Conversations with current 1st grade teacher
  • Recommendations from Kindergarten teachers
  • Parents must agree to their childs participation
    in the reading program
  •  

64
Group 1Reading Specialist
  • 40 minutes
  • Phonics - Word Building, Pseudo-Words, Harcourt
    decodable text and sentences
  • Fluency Read Naturally, Fluency Phrases and
    Harcourt passages

65
Group 2Paraeducator
  • 40 minutes
  • Encoding Review Spelling Words via Word
    Building
  • Vocabulary Words Review via flashcards, reading
    the words in sentences and games
  •  

66
Group 3Classroom Teacher
  • Comprehension Harcourt stories
  • Vocabulary Introduce and review words

67
Grammar
  • 30 minutes large group
  • Phonemic Awareness Activities
  • Sentence Structure punctuation, capital letter,
    etc.
  • Writing

68
Assessments
  • Harcourt Unit Tests
  • Harcourt Selection Tests
  • Harcourt Fluency Checks
  • Spelling Tests
  • Vocabulary, Decodable Word and Pseudo Word Tests
  • Monitoring throughout the year

69
End of Year Testing
  • Last two weeks of school all 1st graders
  • Pseudo Words
  • Sight Words
  • Fluency passage
  • Scores are used to track progress and also as a
    placement tool for second grade.

70
Second Grade Reading Program
71
Peggy Clayton
  • 412 221-4542, extension 731
  • clayton_at_southfayette.org

72
History
  • Pull-Out Program for 1 year
  • 2003-04
  • Reading Room/Pull-Out
  • 2004-05 through 2007-08
  • 2 Reading Rooms
  • 2008-09

73
Screening/Selection Process
  • Assessments
  • Fluency
  • Pseudo-Words
  • High Frequency Words
  • Parents are contacted by phone and permission
    letters are sent.

74
Groups
  • Classroom Teacher Vocabulary, Comprehension and
    Writing
  • Reading Specialist Phonemic Awareness, Phonics,
    Vocabulary and Comprehension
  • Paraeducator Spelling, Vocabulary and Fluency

75
Instruction
  • Phonemic Awareness Word Building
  • Phonics Word Building
  • Fluency Fluency Phrases
  • Harcourt Fluency Builder
  • Vocabulary Harcourt Series and Text
    Talk Strategies
  • Comprehension Harcourt Series and
    Questioning the Author Techniques -
    Isabel Beck

76
Assessment
  • Harcourt Selection and Theme Tests
  • Pseudo-Word Assessments
  • High Frequency Word Assessments
  • Fluency Assessments
  • Teacher Observation

77
End of Year
  • All students in grade are assessed in following
    areas
  • Fluency
  • Pseudo Words
  • High Frequency Words
  • This information is used for Third Grade
    Placement.

78
Parental Contact
  • Conferences in Fall and Spring
  • E-Mail
  • Telephone
  • Additional Parent Conferences as needed

79
Third and Fourth GradesReading Program
80
Jayne Miley
  • 412 221-4542, extension 337
  • miley_at_southfayette.org

81
History
  • 2004-2005 IST trained as a reading coach for
    interventions in K 4
  • 2005-2006 3rd grade reading room in the a.m.
    and IST in the p.m.
  • 2006-2007 4th grade reading room added in p.m.
  • 2007- present continued reading rooms in 3rd
    and 4th grades

82
Screening/Selection Process
  • All 3rd and 4th grade students assessed
  • Fluency
  • Pseudo words
  • High frequency words
  • Additional comprehension screening for targeted
    students

83
Targeted Student Screening
  • Scoring below 50tile on 2nd grade Terra Nova
  • Basic or below basic on the PSSA
  • New students
  • Former reading room students integrated into the
    regular reading room

84
Instruction
  • Phonics Syllasearch, Decoding, Word Building
  • Fluency Harcourt Fluency Builders, Intervention
    Readers, and Read Naturally
  • Vocabulary Harcourt Series, Skills PowerPoint

85
Instruction
  • Comprehension Harcourt Series
  • Basal stories read independently used as a
    springboard to teach targeted comprehension
    strategies (ex. Sequencing, main idea, narrative
    elements, etc.)

86
Writing
  • To a reading prompt
  • Personal narratives
  • Research
  • Expository

87
Groups
  • Maximum class size 18 students
  • 3 groups of 6 students
  • 3 rotations per day
  • 40 minute sessions in grade 3
  • 35 minute sessions in grade 4

88
Groups
  • Classroom teacher Vocabulary, Comprehension,
    Grammar Writing
  • Reading Specialist/Coach Phonics, Decoding,
    Spelling, Fluency, Vocabulary
  • Independent Group
  • Writing assignment and independent practice
  • Computer Study Island
  • Accelerated Reader
  • Writing
  • Fluency Practice

89
Parental Contact
  • Initial group conference
  • Conference in fall and spring
  • E-mail
  • Telephone calls
  • Interim progress reports
  • Report Cards
  • Additional contact as needed

90
Formative Assessments
  • Harcourt Weekly Selection Tests
  • Harcourt Intervention Reader Tests
  • Weekly cold readings
  • Weekly writing prompts
  • Weekly fluency assessments
  • Fluency Benchmarks at the end of each theme
  • 4-Sight Benchmark testing 3x/year

91
4-Sight Results Gr. 3
92
4-Sight Results Gr. 4
93
Reading PSSA 2008
  • Significant Growth!
  • 95 of 3rd grade students scored proficient or
    advanced on the reading PSSA
  • 96 of 4th grade students scored proficient or
    advanced on the reading PSSA.
  • 4th grade 1st in reading in the state and
    Allegheny County.

94
Making Progress!
  • Transformation comes incrementally
  • Easy to take progress for granted
  • Celebrate milestones
  • Progress is not just about moving forward, it is
    about growing and evolving
  • The small things you do can have a large effect

95
Our Future
  • We need to stick with what we have learned about
    reading instruction to get results!
  • Remember that no matter how dramatic the end
    result, the good-to-great transformations never
    happen in one fell swoop.
  • We will continue to refine the path to student
    achievement with the brutal facts of reality
  • Continue to put our best people on our biggest
    opportunities not our biggest problem

96
(No Transcript)
97
Margaret Mead 
  • Never doubt that a small group of thoughtful,
    committed citizens can change the world. Indeed,
    it is the only thing that ever has.

98
  • 212 Degrees...One Degree Makes a Difference

99
  • Questions and Answer Session
  • www.southfayette.org/elem
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