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The When, What, How & Whys of Literacy Interventions at Michael Collins School Priscilla Piecyk- 5/6 teacher Erin Tosch – Literacy Coach.

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Presentation on theme: "The When, What, How & Whys of Literacy Interventions at Michael Collins School Priscilla Piecyk- 5/6 teacher Erin Tosch – Literacy Coach."— Presentation transcript:

1 The When, What, How & Whys of Literacy Interventions at Michael Collins School Priscilla Piecyk- 5/6 teacher Erin Tosch – Literacy Coach

2 Purpose of Interventions 45 minute block on each grade level teams master schedule where: –All NEW INSTRUCTION stops. –Students are regrouped by need across the grade level team. –Student Support Teams (special services teachers, literacy coach, bilingual resource teacher, reading instructional assistant, gifted resource teacher) flood the grade level team with support. –Students below 40 th %ile (Tier 2 and Tier 3) on MAP- Measure of Academic Progress- are grouped in intervention small group settings that never exceed the 1 to 8 ratio –Proficient students receive enrichment and extension instruction in a whole-class setting.

3 WHEN Scheduling Support Staff Common Plan Time

4 Master Schedule Our master schedule is designed in a way that provides teams with: –Common blocks of instruction time for interventions (parallel block) –Common planning time with intervention teams or grade level teams –Uninterrupted blocks of core instruction in literacy (shared and guided reading, and writing) and math

5 Parallel Block Schedule 8:45-9:30 3/4 Team A 9:30-10:15 3/4 Team B 10:15-11:00 5/6 Team A 11:00-11:45 5/6 Team B 12:30-1:10 1/2 Team A 1:10-1:50 1/2 Team B 2:15-2:45 Kindergarten

6 3/4 Parallel Block 8:45-9:30 Rochelle Doty Mary Getty Agnes Chmielewski Marla Garman Eric Wiklund Rhonda Starr Jen Dietmeyer Erin Tosch Julie Quinn Allison Yucius Marie Taraszka 3/4 Parallel Block 9:30-10:15 Cassie Zingler Shannon Farris Kim Feck Mary Getty Karen Mueller Erin Tosch Rochelle Doty 5/6 Parallel Block 10:15- 11:00 Rochelle Doty Mary Getty Gina Wirth Patty Kazeos Priscilla Piecyk Emily Thielen Janna Howard 5/6 Parallel Block 11:00- 11:45 Rochelle Doty Brittany Abruzzo Kim Savino Kelly Boynton Agnes Chmielewski Myndi Casey 1/2 Parallel Block 1:10-1:50 Agnes Chmielewski Mariann Hyrcko Kelly Boynton Jenene Serafini Kelly Phillips Lisa Bochat/ Tricia Kaszewicz Erin Tosch Sue Graw 1/2 Parallel Block 12:30-1:10 Natalie Snow/ Jenny Abraham Beth Carrion Diana Cooper/ Nancy Lurquin Rochelle Doty Sue Graw Myndi Casey Kindergarten Parallel Block 2:15-2:45 Kelly Boynton Melissa Beuchel Cheryl Mills Allison Yucius Erin Tosch Michelle Shanahan Myndi Casey Agnes Chmielewski Sue Graw Parallel Block Support

7 Scheduling- Common Plan Time TeamIntervention Team Planning Hours per Week Grade Level Team Planning Hours per Week 3/4 A4 hours 3/4 B4 hours 5/6 A4 hours 5/6 B3 hours1 hour 1/2 A3 hours1 hour 1/2 B4 hours Twice a month Wednesday staff development is also designated as additional grade level team common plan time (2 hour and 30 minutes total)

8 WHAT Structure of Common Planning Time

9 What does Common Plan Time look like? Discuss and determine exactly what ALL students need to learn What interventions do our students need to attain proficiency? What enrichment activities will further develop the skills of our proficient students? Create a Common Assessment Group students based on MAP data Who is in need of intervention and who is in need of enrichment? Divide support staff for effective instruction Who will deliver the instruction? Plan for instruction based on data from Common Assessment

10 HOW Instructional Practices What does it look like?

11 Guiding Questions for Instruction (Intervention Team Checklist) Does Your Intervention… Meet the needs of all students? Group students appropriately based upon MAP data? Utilize support staff effectively to best meet the needs of the students in the group? Follow guidelines for Tiered students? Follow a balanced literacy model, having students engaged in all the components: guided, shared and independent reading and writing as well as vocabulary and word study activities? Directly align with the same skills and concepts being addressed during core literacy instruction? Use district approved and appropriate materials to meet the needs of all students? Use best practices that were shared as a PLC? Utilize the information from common assessments when planning with your PLC? These points were created based upon district guidelines and suggestions for creating effective intervention practices.

12 Balanced Literacy Framework Time is flexible based on the needs of the students. 5 mins. Vocabulary/Word Work 5-10 mins. Shared Reading (teacher models) 15-20mins. Guided Reading (student application) 10-15mins. Writing/Written Response to Reading 35-45min Intervention Period A Balanced Literacy Framework within Intervention Time

13 Interventions for Tier 1 Enrichment activities from our core literacy series. Literature circles using on-level texts and novels. Extension lessons led by our Gifted Resource Teacher. Independent research projects.

14 Interventions for Tier 2 Mirrors the Balanced Literacy Model: shared reading, guided reading, word work, writing Instruction in groups 8 or less Highly structured environments Extra dose of instruction aligned with the core curriculum Re-teaching concepts not mastered on grade level common assessments.

15 Interventions for Tier 3 Mirrors the Balanced Literacy Model: shared reading, guided reading, word work, writing Instruction in groups 4 or less Highly structured environments Extra dose of instruction aligned with the core curriculum Re-teaching concepts not mastered on grade level common assessments.

16 WHY Transparency Data

17 Transparency All teachers have access to student data through the use of the school share folders Intervention teams and support staff meet to discuss student data –Results are reported out by the intervention group leader Collaboration meetings to discuss student data with Principal and Literacy Coach Kelly/Miller – 64%, 7 out of 11 students Beth/Sidra – 100%, 1 went down in score, 2 stayed the same out of 18 students Diana Cooper – 80%, 1 out of 5 students Erin – 100%, out of 3 students Rochelle – 100%, 2 went down in score, 1 stayed the same out of 8 students Suzanne – 100%, out of 2 students

18 Grad e level Total # of Students Total # of Students in 40%ile or lower on Fall MAP % of students above 40 th %ile on Fall MAP Total # of Students in 40%ile or lower on Winter MAP % of students above 40 th %ile on Winter MAP Total # of Students in 40%ile or lower on Spring MAP % of students above 40 th %ile on Spring MAP K %14(0)68%34493% %10(1)80%54890% 1/ %18(9)65%185467% %10(0)80%85084% %8(1)81%104779% 3/451982%10(1)80%65288% %3(0)92%43990% %8(0)82%34493% 5/ %13(3)75%85385% %13(1)75%115179%

19 Sample Reflection Questions What percent of the students met the standard on the pre-test? What percent of the students met the standard on the post- test? What conclusions can you draw from the data the common assessment offers? How did you feel about the common assessment you designed/used? Was it an accurate reflection of student learning for the essential outcome? Describe the success of your grade level plans for intervention/enrichment. How did each group perform? What was the impact of your interventions? How does this work contribute to the students overall academic success? What will you do differently? How can we (Laura, Erin Hall, or Erin Tosch) support you better?

20

21 Comparison of READING MAP % of students above the 40th%ile

22 Reading Over Time ISAT Total % of Students Meet/Exceed

23 Why is it all worth it?

24 Sometimes in the big group I cant concentrate. I hear papers rustling and all that stuff. I wish this could be my classroom. (In response to working in a small group) Do you remember last year? I was all mushy. Then you met with me in the mornings and straightened me out. (In response to working together and building a relationship) Wow! That is a lot of checks. I didnt use to get all those checks. (In response to a running record, where checks mean he is reading the words correctly)


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