Know Every Child to Teach Every Child: Vulnerable Children Becoming Thriving Primary Readers

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Know Every Child to Teach Every Child
Vulnerable Children Becoming Thriving Primary
Readers An Intervention Success Story in SD 23

• Clara Sulz, Director of Instruction
• Donna Kozak, Early Learning and Literacy
  Coordinator
• School District No. 23 Central Okanagan,
  Kelowna, BC,
• When Vulnerable Readers Thrive- Dreams Come True,
• Vancouver, October 7 8, 2013

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SD No. 23 (Central Okanagan)K-3 Early Learning
Profile

• v Knowing What They Knowv Knowing What They
  Needv Knowing What We Need to Teach

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• In-depth summary of our 12 years of Innovation
  in Student Literacy Growth,
• An Early Learning (Birth to 8) Program Review
  Vulnerable Children Becoming Thriving Primary
  Readers
• Program Review by Dr. Janet Mort, (August, 2012)

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Why does our district focus on the at-risk
learner in the early years?

• One of the most compelling findings from recent
  reading research is that children who get off to
  a poor start in reading rarely catch up.
• The poor 1st grade reader almost invariably
  continues to be a poor reader.
• We realize the sense of urgency that exists for
  young learners and have an early identification
  system in place to support their development.
• (Francis, Shaywitz, Stuebing, Shaywitz
  Fletcher, 1996 Torgenson Burgess, 1998)

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We understand where to beginvKnowing What They
Knowv Knowing What They Needv Knowing What We
Need to Teach

• At-Risk students are those who begin school with
  less verbal skills, less phonological awareness
  skills, less letter knowledge and less
  familiarity with the basic purpose and mechanics
  of reading.
• (Preventing Reading Difficulties in Young
  Children, Snow, et.al., 1998)

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The place to start is not with the curriculum,
but with the child. Anne McGill-Franzen, 2006
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The highway to Literacy..
Concepts of Print
Oral Language
Phonological Awareness
Reading Comprehension
Alphabetic Principle
Understanding of Genre
Letter-Sound Knowledge
World Knowledge
Motivation to Engage with Text
Word Recognition
Early Writing
Home-School Partnerships
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Ten minutes that may change a life. (Know the
child to teach the child). To know one child is
to know all children better. (Anne
McGill-Franzen, 2006)
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Connections
Pause, reflect, and connect
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THE UNSETTLING TRUTH

• ?Students who dont learn to read by grade 3

?have a 75 chance of never acquiring the
necessary skills to become literate and
successfully graduate from high school.
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? It is a tragedy of the first order that while
we know clearly the costs of waiting too long,
few school districts have in place a mechanism to
identify and help children before failure takes
hold. Indeed, in the majority of cases,
there is no systematic identification until 3rd
grade, by which time successful remediation is
more difficult and typically too costly to
effectively implement. (Torgenson, 1998)
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District Level Collection of Year End Early
Learning Profile (ELP) Data in SD No. 23

• All primary teachers submit the students
  year-end ELP to the district director who
  oversees literacy and early learning.
• The data is collated and returned to the schools
  in September with grade level summaries
  identifying students who have determined to be
  at-risk in one or more of the Profiles
  assessments.

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Five Year Trend 2012 - 2013
K
1
2 3 2005/2006 to 2008/2009 22
252/1143 23 262/1226
15 196/1308 16 212/1324 2006/2007
to 2009/2010 24 272/1134 26
314/1208 17 212/1249 15
195/1297 2007/2008 to 2010/2011 20
236/1181 30 358/1193 17
208/1226 12 154/1282 2008/2009 to
2011/2012 22 260/1181 23
285/1238 16 206/1288 11
143/1296 2009/2010 to 2012/2013 20
240/1201 24 297/1239 17
216/1226 11 140/1271 2011 2012
Data 17 208/1226 23 275/1196
17 216/1268 11
143/1296 2012 2013 Data 12 155/1289
23 285/1237 14
171/1219 11 140/1271
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Why use data to track student progress in early
literacy learning?

• The benchmarks and standards provide
• invaluable guidance to school personnel,
  curriculum planners and district decision-makers
  
• for purposes including designing and
  evaluating intervention efforts,
• monitoring progress over time against a constant
  standard,
• and developing more sensitive and informative
  assessments.
• (Snow, et. al, 1998)

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Connections
Pause, reflect, and connect
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A Crucial Window of Opportunity Exists from K-2
Literacy Foundations
Pre-K - K
Grade One
Grade Two
Grade 3
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Kindergarten
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Grade 1
19
Grade 2
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Grade 3
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SD No. 23 Early Literacy (K-3)Profile Items

• Oral language
• expressive,
• receptive,
• phonological awareness
• Alphabet recognition
• Concepts of print print text awareness
• Developmental Spelling Writing sample
• Word Recognition

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• Identification is only the beginning. Effective
  and intensive intervention must be offered
  immediately. (Hall, 2008)
• Teachers need to understand the knowledge base
  and make it part of their schema of teaching.
• They need to understand the theory and the
  rationale for the new content or practice.
  (Learning First Alliance, 2000)

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What? So What? Now What?

• Need to focus on classroom instruction as the
  centerpiece of literacy learning (Tier 1)
• In SD 23 in-service has been focused on building
  the capacity of the classroom teacher in the area
  of literacy for the past 12 years.

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• If resources are provided to teachers,
  professional development must also accompany
  them.
• Professional development that develops
  teachers expertise in early literacy matters
  much more than just materials alone.
• (McGill-Franzen, 2006)

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• Teachers must know their students in
• order to teach them well.
• 2. The impact of the teacher is the single-most
  powerful variable in effect on student literacy
  achievement.
• 3. In designing promising literacy success for
  all students, far more attention must be paid to
  ensuring every teacher is an expert in reading
  instruction. (Allington, 2009)

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• Literacy instruction that is not based on careful
  observation of individual development will not
  help all children gain the ground they need to
  reach their potential.
• Children learn to read and write successfully if
  their teachers accommodate their instruction to
  the childrens individual needs. If they do not,
  children will struggle.
• (McGill-Franzen, 2006)

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Connections
Pause, reflect, and connect
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The 3 Tiers of Instruction and InterventionRespo
nse to Instruction/Intervention or RTII

• Teaching to diversity through the Tier model
• Universal early screening to inform instruction
• Just-right and timely EARLY interventions based
  on current research of best practice
• Student needs drive planning

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Pyramid of Intervention
Tier 3 Intensive, Individual Interventions Typic
ally Designated Students
1-5
10-15 will require more instruction practice.
Tier 2 Targeted Group Interventions Targets
small groups of students (at-risk) High
probability interventions Increased time and/or
focus More frequent progress monitoring
80-90 of students will learn through effective
classroom instruction.
Tier 1 Universal Interventions Targets all
students Universal screenings Preventive,
proactive
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The Three Tiers of Instruction and Intervention
for Literacy Learning

• Sense of urgency exists at the school level
  regarding catching the at-risk learners during
  the Window of Literacy Learning Opportunity
• School-wide planning reflects this sense of
  urgency

K 3 Early Literacy Profile
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What Really Matters for Struggling Readers,
Allington, 2012

• Instructional support programs must work to
  enhance the likelihood that participating
  students receive larger amounts of appropriate
  instruction across the school day.
• Students need appropriate texts in their hands
  all day long, not just in support programs.
• Schools must enhance classroom instruction so
  that the number of struggling readers is
  minimized and then put into place an
  organizational strategy that ensures effective
  and timely intervention.

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Classroom Teachers Must Become Experts of
Teaching Reading And Writing

• If instructional expertise available in any
  school does not improve the classroom
  instruction, then it is typically uneconomical.
• We do not need experts who just fix kids and
  return them to ineffective or inefficient
  classrooms.
• Sending a fixed student back into broken
  classrooms just means that the student will
  likely need fixing again. Allington, 2012

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Focusing on developing the instructional
expertise of teachers

• Too many reform efforts have targeted peripheral
  issues like curriculum frameworks or
  instructional materials which may have some
  impact on teaching, but do not develop
  instructional expertise.
• Most teachers seem to teach as best as they know
  how. Some are teaching in the way they were
  taught. Allington,
  2007

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The Continual Spiral of Building Teacher Capacity

• SD No. 23 in-service has continually been focused
  on building the capacity of the classroom teacher
  in the area of early literacy for the past 12
  years.
• 1. ELP training every September for new teachers
  (2002 2013) Resources provided

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• ECE/K summer institutes (2008 2013)
• Dr. Janet Mort Celebrating ECEs!
• Dr. Susan Bennett-Armistead
• Bev Bos http//www.turnthepage.com/servlet/StoreF
  ront
• Dr. Jean Feldman
• http//www.drjean.org/
• - Dr. Kim Schonert-Reichl Social Emotional
  Development

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• First Friday in September
• Kindergarten Teacher full day sessions
  (2010-2013)
• 1. Oral language
• 2. Make and Take Mini Sessions offered by K
  Teachers
• 3. Explorations with 4 follow-up sessions
• 4. Read, Write, Play, Learn (Lori Jamison Rog)

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• Book Clubs for ECE, K and Gr. 1 Teachers
• Learning to Write and Loving It,
• Miriam Trehearne
• Read, Write, Play, Learn, Lori Jamison Rog
• (Sept. 6, 2013 for all K
  teachers)
• K-1 Learning Community and Inquiry Group
• The Daily 5 in the K-1 Classroom

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District Literacy Focus (2010-13)

• Daily 5 and CAFÉ by Boushey and Moser
• Words Their Way, Bear and Templeton
• 61 Traits, Culham and Spandel
• Literature Circles
• Books and letter manipulatives for all K and K-1
  Classrooms
• Letter and Sound Time Kit, Road to Reading Kit,
  primary PM leveled book collections for each
  school

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Early Learning For Families - ELFF

• Ready, Set, Learn
• Locally written 6 themes alphabet, numbers,
  singing, talking, playing and feelings.
• Each elementary school facilitates at least one
  session per year.

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Collaborative Model of Support 10 Literacy
Support Teacher Sessions over 2 Years

• RTI creating a common language and
  understanding around the 3 Tiers of Intervention
  for Literacy translation of theory to practice
• Specific training in reading assessment including
  the ELP.
• Case study approach to learn about how to meet
  the needs of diverse learners in reading.
• Effective Instructional strategies that transcend
  all tiers.
• Understanding the literacy support teacher roles
  (teacher, collaborator, coordinator, resource)

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• Plan A Submitted to the Ministry July 2012
• SD 23 K 3 Early Reading Plan for 2012 2013
• Board Motion Develop a new collaborative Model
  of Support that includes the investigation of
  differentiated interventions strategies to meet
  the needs of all vulnerable students in all
  elementary schools.
• Our District has been focusing on "Changing the
  Results for Young Readers" for the past 12
  years.
• (2012-2013 Approximately 1,948,000 allocated
  to support the Districts initiative to meet the
  needs of vulnerable students)

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Sampling of 26/30 Elementary School Spring Reading Intervention Results (4/30 reported using alternate measures). Sampling of 26/30 Elementary School Spring Reading Intervention Results (4/30 reported using alternate measures). Sampling of 26/30 Elementary School Spring Reading Intervention Results (4/30 reported using alternate measures). Sampling of 26/30 Elementary School Spring Reading Intervention Results (4/30 reported using alternate measures).
Tier 2 Intervention January April, 2013 Pre Intervention Post-Intervention  
Tier 2 Intervention January April, 2013 PM Levels 0 - 19 PM Levels 1 - 23  
Average growth 8.5 PM Benchmark levels Average growth 8.5 PM Benchmark levels Average growth 8.5 PM Benchmark levels Average growth 8.5 PM Benchmark levels
       
Tier 2 Intervention September, 2012- March, 2013 Pre - Intervention Post - Intervention  
Tier 2 Intervention September, 2012- March, 2013 PM Levels 1 - 16 PM Levels 6 - 26  
       
Average growth 9 PM Benchmark levels Average growth 9 PM Benchmark levels Average growth 9 PM Benchmark levels Average growth 9 PM Benchmark levels
Tier 2 Intervention September, 2012- March, 2013 Pre Intervention Post - Intervention  
Tier 2 Intervention September, 2012- March, 2013 PM Levels 4 - 22 PM Levels 12 - 30  
Average growth 7.3 PM Benchmark levels Average growth 7.3 PM Benchmark levels Average growth 7.3 PM Benchmark levels Average growth 7.3 PM Benchmark levels
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SD No. 23 - K 3 Early Reading Plan (12-13) Tier 2 Strategies - most commonly cited to least
Team teaching, co-teaching with support teacher and classroom teacher fluid combination of in class and pull out dependent on students' changing learning needs. (50)   2. Pull out leveled intervention groups facilitated by support teachers. (Group size from 1 5). (36)   3. 'Early Learning Profile' skill specific groups. (30)   4. Before and after school supervised reading activities. (26)   Cross-grade leveled guided reading groups or platooning. (23) Home reading programs. (17)
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Literacy Focused Instructional Approaches that
Foster Differentiation and Inclusion of All
Learners
2012-2013 School Case Study Results 2012-2013 School Case Study Results
61 Writing Traits 47 - Cited in 14 school stories.
Words Their Way Word Study 43 - Cited in 13 school stories.
Guided Reading Groups using leveled text 37 - Cited in 11 school stories.
Leveled Reading Book Bins Classroom - based 33 - Cited in 10 school stories.
Daily 5 Classroom Structure 33 - Cited in 10 school stories.
Literature Circles 20 - Cited in 6 school stories.
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Investment in Classroom Teachers Who Can Teach
Reading Effectively

• Researchers now suggest that the most promising
  solution to creating successful schools is to
  focus primarily on enhancing the expertise of
  classroom teachers.
• Individual teacher effects on student learning
  are larger than school effects.
• 
  
• (Allington, 2007)

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• In order to create schools where all children
  learn to read and write, school districts must
  develop plans that support and sustain the
  development of teacher expertise and
  effectiveness.
• Changes in classrooms matter most good schools
  are collections of good classrooms.

Allington, 2007
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6 Culture Shifts in School ChangeWhen Students
Fail to Learn Protocols for a Schoolwide
ResponseCatherine Glaude, Ph.D., 2011

• From individual teachers determining their
  responses when students fail to learn
• ..........to a school wide response that
  guarantees each student will receive timely
  support to become proficient.

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• From teacher-determined assessments used to
  identify which students meet or fail to meet
  learning expectations
• .. To a combination of common school-wide and
  subject-area assessments along with teacher
  informal assessments.
• From remediation after learning
• . To just-in time interventions when a student
  begins to demonstrate challenges in learning.

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• From privatization of practice
• .. To sharing and exchanging of results,
  practices, and resources.
• 5. From reporting each students progress
  half-way or at the end of a marking period
• . To ongoing monitoring and communication of
  progress that each student makes.
• From my and your students..
• . To our students.

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The National Strategy for Early Literacy in
Canada 2009

• Most literacy challenges can be prevented through
  an appropriate mix of
• 1) effective instruction
• 2) early learning experiences
• 3) systematic assessments to identify any
  children who experience difficulty at an early
  age and,
• 4) appropriate intervention." (p.6)

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• Literacy is not something you add to an already
  overcrowded plate literacy is the plate.
• Irvin, J., Meltzer, J, and Dukes, M. (2007)
  Taking the lead on adolescent literacy.
  Alexandria, VA Association for Supervision and
  Curriculum Development.

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