Presentation on theme: "Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide Introduce all coaches http://tinyurl.com/okc-rsa."— Presentation transcript:
1Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide Introduce all coaches
2OKCPS Literacy Support Team Dr. Wilbur HouseExecutive Director of Elementary Curriculum DevelopmentPam HibbsEarly Childhood Director- Pre-K and Kinder SupportGwyn Wert1st Grade Literacy CoordinatorDanielle Calvin2nd Grade Literacy CoordinatorAmy Walls3rd Grade Literacy CoordinatorJessika Hill4th Grade CoordinatorPassion Bradley5th and 6th Grade Coordinator
3Additional Curriculum Support Karie CarpenterElementary Math Curriculum CoordinatorPeter BrownK-12 Social Studies Curriculum CoordinatorKate ShannonElementary Science CoordinatorMaxine McNeilPayne Pilot CoordinatorBillie LarshKathleen Lienke and Andy JacksonLibrary Media Services
5It matters little what else they learn in elementary school if they do not learnto read at grade level.Fielding, L., Kerr, N., & Rosier, P. (2007).Annual growth for all students,catch-up growth for those who are behind.Kennewick, WA: The New Foundation Press, Inc.
6Percentage of 4th and 8th grade students scoring proficient or above on NAEP reading standard.
7OKCPS DIBELS 5 Year Trend data for 2007-2012 Beginning Of Year (BOY) and End Of Year (EOY)
8Reading Sufficiency Act The purpose of the Reading Sufficiency Act is to ensure that each child attains the necessary reading skills by completion of the third grade which will enable that student to continue development of reading skills and to succeed throughout school and life.A. The Legislature finds that it is essential for children in the public schools to read early and well in elementary school. The Legislature further finds that clear and visible goals, assessments to determine the reading level at each elementary school, annual measurements of elementary school reading improvement, and accountability in each level of the educational system will result in a significant increase in the number of children reading at or above grade level.B. The purpose of the Reading Sufficiency Act is to ensure that each child attains the necessary reading skills by completion of the third grade which will enable that student to continue development of reading skills and to succeed throughout school and life.70 O.S. § B(B)
9The Reading Sufficiency Act can be divided intofour key components:Early Identification of Reading DeficienciesClear, Consistent Parent CommunicationIncreased Time and Improved Literacy InstructionThird-Grade Graduation Requirements
10of Reading Deficiencies OKCPS has adoptedresearch-proven methods for focusing onEarly Identificationof Reading Deficiencies
11easyCBM Benchmark windows are: Check-Up ScheduleALL OKCPS students in kindergarten - sixth grade are assessed for early literacy benchmarks in August, January, and May.TheeasyCBM Benchmark windows are:August 18 – August 29January 5 –January 16May 4 – May 14Page 3
14Beta Do not print for parents easyCBM Parent ReportBetaDo not printfor parents
15easyCBM Benchmark Testing for Transfer Students Students who transfer to your school from within OKCPS will retain their previous easyCBM data. Assess incoming transfer students from outside the district with easyCBM Benchmark within first 5 days of attendance.Page 3
16Tracking ProgressIn addition to benchmark checkpoints, progress monitoring is used to determine if students are making adequate growth throughout the year.Students who score at or above grade-levelare progress monitored each month.Students who score in the strategic rangeare progress monitored every two weeks.Students who score in the intensiverange are progress monitored each week.Page 3
18Progress Monitoring Leads to Instructional Changes Discuss important role of assessment in instructional decision-making and planning.Note: Participants will attend a more comprehensive break-out session on assessment on Day 2 of the training.
22Progress Monitoring- Where Does it Fit… Breakfast in the classroomComputer lab timeAfter school tutoringThe first minutes of small group instructionThe last minutes of small group instruction
23OKCPS requires three summative benchmark assessments for grades 2-6. The Edusoft Benchmark windows are:August 11 – September 12November 10 – November 21February 5 – February 20These assessments provide valuable data regarding student proficiencyon grade-level reading objectives.Page 7
29Tiered Literacy Instruction to Meet the Needs of All Learners OKCPS Instructional Policies Emphasizethe Value ofTiered Literacy Instructionto Meet the Needs of All Learners
30The Academic Team Each OKCPS elementary student is supported by an Academic Team composed of:the student’s parent(s) and/or guardian(s)2. the student’s primary reading teacher3. a reading teacher in the subsequent grade level4. the school principal5. a certified reading specialist, when one is available6. additional instructional support providers:Remedial Specialists, Special Education teachers, English Language Development teachers, Social Workers, and Counselors. Coordinated instructional support from all members of an Academic Team is critical to each student’s successful development of early reading skills. Members of this team will meet throughout the year to review student data, develop an Academic Progress Plan, make instructional decisions, and determine placement that will provide maximum support for academic growth.Page 9
31Data Meetings/Conferences Fall Data Meetings Winter Data MeetingsSeptember 2 – September 5 January 20 – January 23Data Meeting CommitteePrincipal, Assistant Principal, Teacher,Special Education, Speech, ELD Teacher, Reading Specialistand Remedial Specialist, Library Media SpecialistStudent Data to Be included in AnalysisEasyCBM Benchmark and Progress Monitoring Data,Edusoft Student Performance Data,WIDA Assessment Results, Diagnostic Data (if available)Page 9
32Data Meetings/Conferences Data Analysis Meeting Goals:Establish student groups forTier I differentiated instruction,Tier II Intervention and Tier III Intervention GroupsDetermine which services andinstructional support providersare most appropriate to accelerateeach student’s reading progressPage 9
39Tiered Instruction All students are provided with a 90 minute reading block.Students who are determined to be at riskfor reading difficulties are provided with an additional30 minute strategic intervention block.Students who experience the greatest difficultylearning to read are also provided with a30 minute intensive intervention block.Page 10
40The READ InitiativeBeginning with the school year, each school district established a READ Initiative (Reading Enhancement Acceleration Development) to prevent the retention of third-grade students by offering intensive accelerated reading instruction to kindergarten through third grade students who exhibit a reading deficiency.Page 14
41The READ Initiative shall be provided: to all kindergarten through third-grade students at risk of retention as identified by easyCBMduring regular school hours in addition to regular reading instructionin collaboration with a state-approved reading curriculum4) through a Program of Reading Instruction (described in the student’s APP)Page 14
43TIER I and small group differentiation When: 90 Minute Uninterrupted* Reading Block* Students in K-3rd are required to have an uninterrupted blockWhat: - Whole Group grade level instruction,and small group differentiationWho: - ALL students proficient, strategic, and intensive… ELL, SPED…- Instruction is provided by the student’sprimary reading teacher (teacher of record)- “Push-In” support is encouragedPage 10
44TIER I Supplemental Resources (This is not an exhaustive list.)OKCPS Reading Block Instructional GuidesFlorida Center for Reading ResearchLeveled Literacy InterventionSRARigby BooksTruimphsExplicit Phonics ProgramsWest Virginia PhonicsReading HorizonsSaxon PhonicsWilson Fundations
47TIER II skills-based instruction to accelerate progress When: Minimum of an Additional Minutes(In Addition to Tier I)What: Direct, teacher-led, small group, targeted,skills-based instruction to accelerate progresstoward grade-level proficiencyWho: - Students identified as yellow & red on easyCBMand students who need support beyond Tier I- Instruction is provided by a trained professional- “Walk-to-Intervention” is encouragedPage 10
48(This is not an exhaustive list.) TIER II Resources(This is not an exhaustive list.)TriumphsVoyager PassportsStructured Language Basics (Payne Education Programs)Florida Center for Reading ResearchLeveled Literacy InterventionExplicit Phonics ProgramsWest Virginia PhonicsReading HorizonsSaxon PhonicsWilson Fundations
49TIER III (In Addition to Tier I & II) skills-based instruction When: Minimum of an Additional 30 Minutes(In Addition to Tier I & II)What: - Direct, teacher-led small group, intensive,skills-based instruction- More systematic and intensive than Tier IIWho: - Students identified as red on easyCBMand students who need support beyond Tier II- Instruction is provided by a trained professional- “Walk-to-Intervention” is strongly encouragedPage 10
50(This is not an exhaustive list.) TIER III Resources(This is not an exhaustive list.)Explicit Phonics ProgramsWest Virginia PhonicsReading HorizonsSaxon PhonicsWilson Fundations
53Language Essentials for Teachers of Reading and Spelling Tools for the TiersTeamwork within the TiersLanguage Essentials for Teachers of Reading and Spelling40 Reading Intervention Strategies
54Additional Instructional Requirements for RSA Retained 3rd Grade Students Supplemental after-hours tutoringthree hours per week provided by a qualified individual using a program from the OKCPS List of Approved ProgramsParent-guided “Read at Home” assistance planORAfter-hours mentor or tutorwith specialized reading trainingPage 15-16
55Supplemental Support Resources (This is not an exhaustive list.)Failure Free ReadingLexiaReading EggsSmarty AntsStudy IslandSuccessmaker
57Early Intervention Changes Reading Outcomes 55.2Low risk on early screening4.9With research-based core but with extra instructional intervention4With research-based core but without extra instructional intervention3.23Reading grade level (GE)2.5High risk on early screening2Here’s the most compelling reason for using RtI – results. Students who are identified in first grade as being at high risk on early screenings will continue to lag behind their low-risk peers, even with a research based comprehensive reading program. In order to reach their potential, these students must have BOTH a research based core reading program and extra intervention.Note that students who are on track achieve with the ongoing instruction provided to them in most classrooms. High risk students not only need a research based core program, but also need well targeted research-based interventions to succeed. Note to user of this Power Point: This slide is critical in that it reinforces Sopris’ intervention programs and products.1Grade level corresponding to ageReading First Assessment Committee (2000), based on Torgesen longitudinal studyReading First Assessment Committee 2000, based on Torgesen data
58OKCPS is Working Diligently Toward Clear, ConsistentParent Communication
59Parent & Community Meetings District leaders will host RSA Parent and Community meetings throughout the year, at the Administration Building.This year, each school site will be required to provide a session for parents.At these meetings parents will be:- Informed about the RSA instructional changes- Informed about the Third-Grade Graduation Requirements- Provided an opportunity to ask questions.Page 29
61Organized Student Data Every OKCPS K-4th grade studentis provided with an Academic Progress Folder.This folder documents each student’s literacy assessments, instruction, and academic growth.It is used throughout the year to guide conversations with parents regarding their student’s readingproficiency and instructional needs.Page 18
62Academic Progress Folder Each student’s Academic Progress Folder will be kept in a secure location in the primary reading teacher’s classroom. Folders should be updated throughout the year and should be available to building, district, or state administration upon request. The Academic Progress Folder will travel with the student grade-to-grade and school-to-school K-4.Page 18
63Academic Progress Folder for Transfer Students Students who transfer to your school from within OKCPS will retain their previous Academic Progress Folder. An Academic Progress for is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class.Page 18
64Academic Progress Folder for Transfer Students Students who transfer from outside OKCPS will not have a green Academic Progress Folder. Every “at-risk” K-3 student from a public school in Oklahoma should have an Academic Progress Plan with their records. An Academic Progress folder is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class.Page 18
65The Academic Progress Folder End of the YearAfter the completion of EOY assessments each Academic Progress Folder is organized and placed with the student’s cumulative folder in preparation for next school year.Page 18
66Planning for GrowthEach OKCPS K-4th student will have an individualized Academic Progress Plan (APP). The APP describes the child’s level of reading proficiency and the instructional supports and services used to help the child. The signature section of the APP notifies parents that their child must meet the Third-Grade Graduation Requirements in order to be promoted to fourth grade.Page 21
79Initial Notification letters must be certified mailed OKCPS Fall Parent-Teacher Conferencesare provided for all OKCPS familiesthe week of September 2.Conferences are scheduled after this timefor families who transfer after this timeor request additional meetings.Parents who are unable to attend the conferences will be notified by mail using the district-provided letter.Initial Notification letters must be certified mailedby the end of September.(Or within 35 days of enrollment for transfer students)
80Second Quarter Third-Grade Parent Notification The parent or guardian of any third grade studentwho is not reading at grade levelby the end of the second quarter shall be notified of:1. The reading level of the student2. The program of reading instruction for the student3. The potential need for the student to participatein OKCPS Summer Reading AcademyThe OKCPS Mid-Year Third-Grade Parent Letter isprovided to sites to send with second quarter report cards.Page 27
82Midyear Notification letters must be mailed OKCPS Midyear Parent-Teacher Conferencesare provided for all OKCPS familiesthe week of February 2.Conferences are scheduled after this timefor families who transfer after this timeor request additional meetings.Parents who are unable to attend the conferences will be notified by mail using the district-provided letter.Midyear Notification letters must be mailedby Valentine’s Dayfor students who already received initial notification.
83Parent Notification of Qualification for RSA Promotion A third-grade student whose composite risk level is low (white) for the Fall, Winter, or Spring easyCBM Benchmark has satisfied the RSA requirements for promotion to 4th grade. The student’s parents will be notified that their student will not be RSA retained at the end of 3rd grade. Notification will occur during the Parent Conference directly following the benchmark testing.Page 24
84Support for Building the Academic Team Saturday, January 17 Upper Elementary Monday, January 26 3:45pm - Lower Elementary Tuesday, January 27 3:45pm - Elementary Wednesday, January 28 3:45pm - Hills Elementary Thursday, January 29 3:45pm - Luther King Elementary
85EOY ConferencesEnd-of-Year Conferences are provided for all OKCPS 3rd grade families within the last 30 days of school. Fourth-grade students who received a conference-based “probationary promotion” are also provided an End-of-Year Conference.Page 28
86End of Year Trainings Training will be provided for all members of the Academic Teamregarding the EOY Conference requirements.The trainings will occur the first week in May-after the state testing window.Sessions will be offered morning, afternoon, and eveningFriday, May 1 - Saturday, May 9@Administration Building Room 400
88Graduation Requirements OKCPS Policies must be Followedto Ensure Compliance with theOklahoma Third-GradeGraduation Requirements
89OKCPS Retention RSA requires that a specific group of third-grade students be retained.It does not prevent the teacher or administratorfrom retaining any K-12 student.All OKCPS teachers will follow the district Safety Net Procedures for each student they believe may benefit from retention.
91OK Requirements for Third Grade Graduation The Reading Sufficiency Act now provides four methods through which third-grade students may satisfy the proficiency requirements for promotion to fourth grade.
92OK Requirements for Third Grade Graduation 1. Proficiency Demonstratedthrough a Reading Screener2. Score of Limited Knowledge (or higher)on the Reading OCCT3. Good-Cause Exemption4. Conference- Based Promotion** This promotion is only allowed forand school years.Page 30
93Proficiency Demonstrated through a Reading Screener The screening instrument used in OKCPS is easyCBM.A third-grade student whose composite risk level islow/white for the Fall, Winter, or Spring Benchmarkhas satisfied the requirements of the ReadingSufficiency Act for promotion to fourth grade.Page 30
94Proficiency Demonstrated through the OCCT The Oklahoma Criterion-Referenced Tests a.k.a the Oklahoma Core Curriculum Tests are designed to measure students’ progress on the Oklahoma Academic Standards. Students in Grade 3 (and above) take the Reading OCCT each spring.Page 30
95How Reading is Graded on the Oklahoma State Test AdvancedProficientLimited KnowledgeUnsatisfactorySB 346 does not require retention of studentswho score Limited Knowledge.Page 30
96Proficiency Demonstrated through the OCCT A student who scores Proficient or Advanced on the third-grade Reading OCCT has satisfied the requirements of the Reading Sufficiency Act for promotion to fourth grade.Page 30
97Proficiency Demonstrated through the OCCT A student who scores Limited Knowledgeon the third-grade Reading OCCTmay qualify for promotion to the fourth grade.In this situation parents are providedthe option of retaining their child.Page 30
98Proficiency Demonstrated through the OCCT A student who scores Unsatisfactory on the third-grade Reading OCCT are at-risk for RSA Retention.Page 30
99Promotion Through Good-Cause Exemption Some third graders who score Unsatisfactory on the Reading OCCT can be provided a Good-Cause Exemption and be promoted to fourth grade.Page 30
100Quick Reference for RSA Good-Cause Exemptions pertains to ELL studentsGood-Cause Exemption #2pertains to OAAP studentsGood-Cause Exemption #3involves the alternative assessment (ITBS)Good-Cause Exemption #4requires a 3rd grade mastery portfolioGood-Cause Exemption #5pertains to students who have an IEPand have been retained once (PreK-3)Good-Cause Exemption #6pertains to students whohave been retained twice (PreK-3)Good-Cause Exemption #7have a medical waiver from SDE.Page 32
101Good-Cause Exemption #1 Good-Cause Promotion is available to English Language Learners who have less than two years of instruction in an ELL program.Page 30
102Good-Cause Exemption #2 Good-Cause Promotion is available to students with disabilities who are assessed through the Oklahoma Alternative Assessment Program (OAAP).Page 30
103Good-Cause Exemption #3 Good-Cause Promotion is available to students who demonstrate proficiency on an alternative standardized reading assessment. All OKCPS students at-risk for RSA retention are provided multiple opportunities to take the Iowa Tests of Basic Skills.Page 30
104Promotion from third-grade does not depend on “one test, one day.”
105Good-Cause Exemption #4 Good-Cause Exemption is available to students who demonstrate mastery of third-grade state standards for reading through a student portfolio.Page 30
106Promotion from Third-Grade does not depend on passing a test.
107Good-Cause Exemption #5 Good-Cause Promotion is available to students with disabilities who take the OCCT, who have an Individualized Education Plan, who have received intensive remediation in reading for more than two years but still demonstrate a deficiency in reading; and who were previously retained or in a transitional grade during pre-kindergarten, kindergarten, first, second, or third grade.Page 30
108Good-Cause Exemption #6 Good-Cause Promotion is available to students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading; and who were previously retained or in a transitional class during pre-kindergarten, kindergarten, first, second, or third grade for a total of two years.Page 30
109Good-Cause Exemption #7 Good-Cause Promotion is available to students who have been granted an exemption for medical emergencies by the State Department of Education.Page 30
110Conference-Based Promotion by an Academic Team A student not otherwise qualified for promotionmay be evaluated for "probationary promotion" by the Academic Team.The student’s Academic Team is composed of:(1) the student’s parent(s) and/or guardian(s)(2) the student’s primary reading teacher(3) a teacher in reading who teaches in the subsequent grade level(4) the school principal(5) a certified reading specialistPage 30
111Conference-Based Promotion by an Academic TeamThe student will be promoted to the fourth grade if the Academic Team members unanimously recommend "probationary promotion."Page 30
112on an alternative assessment. Midyear PromotionRSA retained students may receive midyear promotion based on evidence of grade-level reading proficiencyon an alternative assessment.The fourth-grade ITBS will be offered for the purposes of midyear promotion August 8, August 15, August 22, August 29, September 5, September 12, and October 14, 2014.Page 34
114Schools will receive this information by the end of February. Completion / Verification is required prior to Spring Break.
115Teachers will use this information to guide their instruction, intervention, and parent communication throughout the spring semester. At the end of the school year, this document will also aid teachers in determining students for whom Good-Cause Requests should be submitted.
116Additionally, the information provided by this mid-year report will guide building and district leaders as decisions are made for next year’s instructional response.