Charlotte Mecklenburg Schools Instructional Support Staff Behavior and Reading Improvement Center Fl

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Charlotte Mecklenburg SchoolsInstructional
Support Staff Behavior and Reading Improvement
CenterFluency Partner Practice Program Mary
Beth MarrBob AlgozzineRebecca KavelUniversity
of North Carolina at CharlotteKaren FallsRob
FelkerTina McClanahanCharlotte Mecklenburg
SchoolsApril 6, 2006Charlotte, NC
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Promising PracticesCMS/UNCC PartnershipU. S.
Department of EducationOffice of Special
Education and Rehabilitative ServicesResearch to
Practice DivisionCFDA 84-324XReading Center
University of Oregon Reading Center University
of TexasBehavior Center University of Oregon
Behavior Center University of Nebraska Reading
and Behavior Center University of
KansasReading and Behavior Center UNC
Charlottehttp//education.uncc.edu/bric
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Goal To identify, implement, and evaluate
primary, secondary, and tertiary interventions
designed to prevent children from experiencing
behavior and reading problems in
school (building the capacity of school
personnel to function as a professional
instructional team for teaching behavior and
reading...)
Promising PracticesCMS/UNCC Partnership
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ObjectiveTo provide ongoing professional
development and support that emphasizes the
importance of coherent, intense, content-focused
experiences (i.e., not one-day generic workshops)
and provide ample opportunities for peer
collaboration and structured induction
experiences for new teachers
Promising Practices CMS/UNCC Partnership
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Fluency Partner Practice Program Second Grade
Superstars Im a second-grade superstar! Im a
success! Im going far! I can read many books
that are long. I learn every time I get something
wrong. I try to study hard for each test. I focus
on always doing my best! I try to be patient and
I share. I try to be responsible and I care. Im
a second-grade superstar! Watch me! I will really
go far! (Creative Teaching Press, 2003
Scholastic Publications)
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This program has been piloted and expanded
over the past three years to currently include
over 250 CMS students in 7 CMS schools.
Fluency Partner Practice Program
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Characteristics of Our Fluency Partner Practice
Program

• Repeated readings of familiar passages (Samuels,
  1979)
• Modeling fluent reading for the students
  (Therrien, 2004)
• Partner coaching and support (Fuchs,Fuchs
  Burnish, 2000)
• Charting progress (Therrien, 2004)
• Practice reading text at the students
  independent reading level (Rasinski, 2003)

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Fluency Partner Practice Program Participating
Schools Ablemarle Road Walter G.
ByersDruid Hills Idlewild MontclairePiney
Grove Thomasboro
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What kind of progress do the students make?
August 2005 to January 2006 Struggling Readers

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Fluency Partner Practice.. How does it look in
the classroom?

• Pairing of Students
• Fluency Folders
• Practice Begins

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Pairing of Students

• Strong readerStruggling reader

• Use DIBELS ORF scores as a guide

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• Fluency Folders
• Progress Chart (pg 6)
• Coach Rules (pg 7)
• Leveled Passages (pgs 12-56)

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• Practice begins with Coach Rules
• Teacher guided
• Overhead
• Guide students through steps
• 1 through 4
• (choral reading, modeling, repeated reading)

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• Teacher does a one minute time check
• reader marks stopping
• point in passage
• reader and coach record
• WPM

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Teacher ends with a Folder check 90 WPM
move to next story (STAR STICKER!) Less
than 90 WPM, repeat same passage again
(next day) Stickers motivation and praise
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How can Literacy Facilitators support Fluency
Practice?

• Modeling
• Fidelity Checks
• Motivating (teachers and students)
• Setting High Expectations

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• Modeling Allows the Teacher to ..
• Observe correct implementation
• Monitor readers, coaches, and
• other students ( non- participants)
• Ask questions
• Reconfirm partnerships

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• Fidelity Checks.
• Observe Teachers, Readers, and Coaches
• Check folder data

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• Fidelity Checks
• What is the quality of instruction?
• Are teachers directing students through the
• steps using an overhead?
• How well are students coaching and supporting
• the readers?

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FOLDER DATA..

• Frequency ? (4 times per week)
• Passage Number (shows progress)
• WPM

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• After Fidelity check.
• Provide Feedback
• Answer questions
• Make suggestions

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Expectations

• Monthly updates which remind teachers of.
• Target goals
• Accurate Placement
• Fluency Monitoring

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• Happy Notes Treats
• Praise
• Celebrate Status of readers
• Celebrate Progress (certificates pgs. 61-62)