Core Program Review of Reading: The Nuts

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Core Program Review of ReadingThe Nuts
Bolts of an Effective Schoolwide Intervention
Model

• RtI Summit
• CESA 10
• Stanley-Boyd School District

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• Why
• Core Program Review?

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Follow the Yellow Brick Road
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Weve got RtI!
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REMEDIATION

• As we have known it over the years,
• Does not work!
• J. David Cooper
• Literacy Consultant, Florida
• Wisconsin Title I Association Conference, Spring
  2008

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Accountability

• IDEA requires that ALL students
• especially struggling students
• be provided appropriate classroom instruction
• and intervention instruction
• before the process of consideration of
• special education can begin.
• -Allington, What Really Matters in Response to
  Intervention

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Basically, the law says

• A child shall not be determined to be a child
  with a disability if the determinant factor for
  that determination is-
• Lack of appropriate instruction in reading,
  including the essential components of reading
  instruction of the Elementary and Secondary
  Education act of 1965
• Lack of instruction in math or
• Limited English proficiency.

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Core Program Review (CPR)
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• What did we DO
• At
• Core Program Review?

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CPR and Response to Intervention

• High Quality Instructional Practice
• Differentiated instruction
• Intervention / Additional services
• Continuous Review of Student Progress
• Balanced assessment system
• Collaboration

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16 Leadership Teams

• Principals
• School Psychologists
• Reading Specialists
• Classroom teachers
• Title I teachers
• Special education teachers

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Build Capacity

• Engage ALL members in shared learning
• Build shared responsibility for student success
• Make decisions based on information and data
• Focus on measurable, observable results

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Collective Inquiry

• Do you really want to maintain the status quo?
• Question the status quo
• Seek new methods
• Test those methods
• Reflect on the results in a joint effort

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Can we start telling it like it is?

• Every teacher believes that what they are doing
  is the right thing for children.

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Preparing for Implementation of Response to
Intervention

• Core instruction/Tier 1 is the BEST prevention
• Core instruction is for ALL students
• 80 of our students should be successful in the
  core reading program
• 20 may need additional time and support
• lt80 consider improvement of core program
• Curriculum
• Instruction

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Tier I The Universal orCore Literacy Program

• Intensity 90 minutes a day of reading
  instruction K-2nd, 60 minutes daily for grades
  3-6
• Benchmark assessments/screenings
• Variety of flexible grouping options
• Differentiated small group instruction for
  strugglers
• Classroom teacher provides additional support to
  lowest group
• Year of growth for year of instruction

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Tier II Intensive Supplemental Intervention

• In or out of the classroom PLUS core instruction
• Small groups
• Additional time and support 30-40 min.
• Connected to core curriculum
• Ongoing formative assessment
• ACCELERATION
• Not a life sentence!

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Struggling Readers

• Catch up
• ONLY
• when they make
• more than a years progress
• in a years time.

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Tier III Most Intensive Intervention

• Typically 11 or no more than 13
• Intensity
• Expertise
• More diagnostic ongoing formative assessments
• Return to core asap

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Consistent Schedule of Classroom instruction that
includes

• Direct teaching of key strategies and skills
• Teacher modeled reading and writing
• Teacher-guided small group reading practice in
  leveled texts
• Time for independent reading and writing

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We Need to ANALYZE Data!

• DRIP,
• DRIP,
• DRIP!

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Data Analysis Task Sequence

• Data table
• Graphic representation
• Observations, discussion and documentation
• Hypotheses
• Classroom connections
• Dr. Judy Sargent, Comprehensive Data Retreat
  Workbook, pg. 37 Data Analysis section

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A Look at Data

• Core Program Self-Assessment for RtI
• Needs Assessment
• WKCE Student Achievement Data
• Literacy Practices Survey
• Judy Sargent, CESA 7
• Local Assessment Data

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Essential Components of Reading The Big Five

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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A Look at Curriculum and Instruction

• Identify desired results
• Determine acceptable evidence
• Plan learning experience and instruction

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Break-out sessions

• Principals/Leadership
• Consistency in instruction
• Clear definition of effective teaching
• Balancing need for consistency with need for
  differentiation
• Elements of school improvement
• K-2 teachers Grades 3-6 teachers
• Evidenced-based strategies and interventions

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Its Not what you buy

• Its what you DO!
• Critical Elements of the Curriculum

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Leadership Team Responsibilities

• Communication
• Build Capacity (Resource binder)
• Response to Intervention
• Professional articles
• Data analysis
• Instructional strategies
• Literacy plan

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• What effect did CPR have on our schools?
• Ask Stanley-Boyd!

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Purpose of Core Program Review

• Develop a literacy action plan to improve student
  achievement in reading

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A New Way of Analyzing Data

• What is the data REALLY telling us?
• Form Hypotheses
• Classroom Connections

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A New Way of Analyzing Data

• Core Program Self-Analysis for RtI
• Effectively teach ALL children
• Monitor student progress to inform instruction
• Intervene early
• Use a multi-tiered model of service delivery
• Use a collaborative, problem-solving method to
  make instructional decisions

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A New Way of Analyzing Data

• Critical Elements of the Curriculum
• Literacy Practices Survey
• Assessment, Environment, Resources, Teaching
  Practices, Expertise
• WKCE
• Needs Assessment Data
• Local Assessment Data

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WSRA Successful Response to Intervention How and
Why

• Brian Reindl
• Washington School for Comprehensive Literacy

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Intervention WallQuarter 1 September 2008
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Local AssessmentsWinter (January)
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Rhyming (7/8) Rhyming (7/8) Fry List (80) Fry List (80) Fry List (80) Fluency 124 wcpm (DIBELS)
Syllable Segmentation (4/5) Syllable Segmentation (4/5) Spelling/Phonics Assessment (WordsTheir Way) Fluency 110 wcpm (DIBELS) Fluency 118 wcpm (DIBELS) Writing Sample (Six Traits)
Blending Onset Rime (7/8) Blending Onset Rime (7/8) Fluency 90 wcpm (DIBELS) Writing Sample (Six Traits) Writing Sample (Six Traits) Scholastic Reading Inventory (75) Form A
Segmenting Onset Rime(7/8) Segmenting Onset Rime (7/8) Writing Sample (Six Traits) DRA Assessment Qtr 2 Qtr 3 Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Phoneme Blending (7/8) Phoneme Blending (7/8) DRA Assessment Qtr 2 Qtr 3 Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Phoneme Seg. (7/8) Phoneme Segmentation (7/8) Add Sub to 18 (80) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Writing (Stages of Develop Rubric) Letter-Name ID (28/28) Tell time to nearest 5 min. (80) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
High Frequency Word List (20/25) Letter Sound ID (26/26) Use coins to show amounts (80) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Concepts of Print (7/8) Concepts of Print (7/8) Count by 2, 5, 10 (80) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
DRA Assessment Writing Sample (Six Traits) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Letter-Name ID (23/28) Sentence Dictation (33/37) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Letter-Sound ID (21/26) Fry List (80/100) Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Print first last name DRA Assessment Qtr 2 Qtr 3 Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
Recognize a pattern Read numerals to 50 Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A Scholastic Reading Inventory (75) Form A
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Scheduled Team MeetingsCard Placement
Kindergarten (letter sounds) Below 0-10
Kindergarten (letter sounds) Approaching 11-20
Kindergarten (letter sounds) Meeting 21
Kindergarten (letter sounds) Exceeding 22-26
Grade 1 (Developmental Reading Assessment-DRA) Below A
Grade 1 (Developmental Reading Assessment-DRA) Approaching B-G
Grade 1 (Developmental Reading Assessment-DRA) Meeting H
Grade 1 (Developmental Reading Assessment-DRA) Exceeding Above H
Grade 2 (Developmental Reading Assessment-DRA) Below Below H
Grade 2 (Developmental Reading Assessment-DRA) Approaching H-K
Grade 2 (Developmental Reading Assessment-DRA) Meeting L
Grade 2 (Developmental Reading Assessment-DRA) Exceeding Above L
Grade 3 (Developmental Reading Assessment-DRA) Below Below L
Grade 3 (Developmental Reading Assessment-DRA) Approaching L-N
Grade 3 (Developmental Reading Assessment-DRA) Meeting O
Grade 3 (Developmental Reading Assessment-DRA) Exceeding Above O
Grades 4 5 (Scholastic Reading Inventory-SRI) Below Below 60
Grades 4 5 (Scholastic Reading Inventory-SRI) Approaching 60-74
Grades 4 5 (Scholastic Reading Inventory-SRI) Meeting 75-89
Grades 4 5 (Scholastic Reading Inventory-SRI) Exceeding 90-100
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Scheduled Team Meetings Adequate ProgressGuided
Reading -Independent Levels
Gr. Oct. Jan. Mar. June
1 C E F H
2 I J K L
3 M N N O
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Scheduled Team Meetings

• Student Progress
• review previous interventions
• review current assessment data
• Intervention Plan
• intervention menu
• progress monitoring

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Intervention Menu

• Tier 1 Classroom Interventions
• Phonics Lessons Gr. K-3 by Fountas Pinnell
• First Steps
• Fry Words/Phrases
• Repeated readings
• partner/adult reading
• reading strategies (visualizing, inferring,
  questioning, etc.)
• graphic organizers
• Earobics

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Intervention Menu

• Tier 2 Reading Support
• Leveled Literacy Intervention
• Early Success (K-2)
• Soar to Success (Gr. 3-6)
• Jolly Phonics Program

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Progress Monitoring

• Every 2-3 weeks
• Retelling rubrics
• DIBELS progress monitoring materials
• Reading records
• Fry word lists

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Documenting the Intervention Plan
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Intervention WallQuarter 2January 2009
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Grade 2
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Grade 5
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• Writing the
• Literacy Action Plan

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School Principal Date Plan Completed Team Members Additional Information Needed
Step 1. Using the data analysis forms, identify those key areas you are most concerned about Step 3. Prioritize your concerns 1. 2. 3. 4. 5. Step 4. Write We will statements for the top 3 concerns 1. 2. 3.
Step 2. List any other concerns that can be supported with evidence Step 3. Prioritize your concerns 1. 2. 3. 4. 5. Team notes/comments
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We will statements

• We will analyze comprehension assessments in
  grades 3-6th to determine areas of need
• We will investigate best practices in vocabulary
  development and instructional strategies
• We will consistently administer running record
  assessments in grades K-3

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Step 5. Goal - 80 of K-6 students will succeed in the core reading program as measured by local assessments Step 5. Goal - 80 of K-6 students will succeed in the core reading program as measured by local assessments Step 5. Goal - 80 of K-6 students will succeed in the core reading program as measured by local assessments Step 5. Goal - 80 of K-6 students will succeed in the core reading program as measured by local assessments Step 5. Goal - 80 of K-6 students will succeed in the core reading program as measured by local assessments
Step 6. Objective - We will Step 6. Objective - We will Step 6. Objective - We will Step 6. Objective - We will Step 6. Objective - We will
Step 7. Questions to consider What do we want to do? What data shows that we need to do this? What will happen if we do this? Why is this important? Step 7. Questions to consider What do we want to do? What data shows that we need to do this? What will happen if we do this? Why is this important? Step 7. Questions to consider What do we want to do? What data shows that we need to do this? What will happen if we do this? Why is this important? Step 7. Questions to consider What do we want to do? What data shows that we need to do this? What will happen if we do this? Why is this important? Step 7. Questions to consider What do we want to do? What data shows that we need to do this? What will happen if we do this? Why is this important?
Step 8. Tasks Resources Timeline Who is fully responsible Evidence of success



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Stanley-BoydsLiteracy Action Plan

• Objective for Comprehension (we will analyze
  comprehension assessments in grades 3-6th to
  determine areas of need)
• Tasks
• Item analysis of Scholastic Reading Inventory
• Determine areas of need/concern as based upon
  item analysis
• Examine current core program curriculum to
  determine if weaknesses/concerns are addressed
• Determine what types of professional development
  and resources are needed
• Provide professional development and materials
  including a book study of What Really Matters in
  Response to Intervention (2009) by Richard L.
  Allington

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Stanley-Boyds Literacy Action Plan

• Objective for Vocabulary (We will investigate
  best practices in vocabulary development and
  instructional strategies)
• Tasks
• Item analysis of WKCE
• Compile a list of challenging vocabulary
• Examine current core program curriculum to
  determine if challenging vocabulary is being
  introduced and used
• Determine what types of professional development
  and resources are needed
• Develop ways to increase the number of
  vocabulary words being introduced
• Implement instructional changes in vocabulary
  development

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Stanley-BoydsLiteracy Action Plan

• Objective for Running Records (We will
  consistently administer running record
  assessments in grades K-3)
• Tasks
• Purchase Fountas and Pinnell Benchmark Assessment
  Kits K-3
• Provide initial training to K-3 staff on
  administration of the Benchmark Assessment
  materials
• Peer coaching of test administration
• Implement instructional changes in reading
  instruction based on Benchmark Assessment results
• Evaluate fidelity of test administration

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Professional Development Plans

• Facilitation of literacy plans
• Math Core Program Review K-12
• Core Program Review for SPED

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Heartbeat of RtI

• is a responsive teacher who understands change
  over time in literacy processing and is able to
  adjust instruction to accommodate student
  learning.

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Contact Information

• Carolyn Melville, Reading Resource Teacher
• cmelvil_at_stanleyboyd.k12.wi.us
• Bryce DeRoos, School Psychologist
• bderoos_at_stanleyboyd.k12.wi.us
• Yvonne Harness, CESA 10 Educational Consultant
• yharness_at_cesa10.k12.wi.us