Presentation on theme: "Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide"— Presentation transcript:
Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide
Dr. Wilbur House Executive Director of Elementary Curriculum Development Pam Hibbs Early Childhood Director- Pre-K and Kinder Support Gwyn Wert 1 st Grade Literacy Coordinator Danielle Calvin 2 nd Grade Literacy Coordinator Amy Walls 3 rd Grade Literacy Coordinator Jessika Hill 4 th Grade Coordinator Passion Bradley 5 th and 6 th Grade Coordinator 2 OKCPS Elementary Curriculum Team
Karie Carpenter Elementary Math Curriculum Coordinator Peter Brown K-12 Social Studies Curriculum Coordinator Kate Shannon Elementary Science Coordinator Maxine McNeil Payne Pilot Coordinator Billie Larsh Payne Pilot Coordinator Kathleen Lienke and Andy Jackson Library Media Services
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"To learn to read is to light a fire; every syllable that is spelled out is a spark.“ - Victor Hugo, Les Miserables
The Reading Sufficiency Act can be divided into four key components: 1)Early Identification of Reading Deficiencies 2)Clear, Consistent Parent Communication 3)Increased Time and Improved Literacy Instruction 4)Third-Grade Graduation Requirements 6
OKCPS has adopted research-proven methods for focusing on Early Identification of Reading Deficiencies 7
Check-Up Schedule ALL OKCPS students in kindergarten - sixth grade are assessed for early literacy benchmarks in August, January, and May. The easyCBM Benchmark windows are: August 18 – August 29 January 5 –January 16 May 4 – May 14 8 Page 3
9 Individual Measures Above Grade Level 76 – 100 Percentile At Grade Level40 – 75 Percentile Below Grade Level11 – 39 Percentile Far Below Grade Level0 – 10 Percentile Low Risk Some Risk High Risk Final “Composite” Risk Level
easyCBM Parent Report Beta Do not print for parents
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. easyCBM Benchmark Testing for Transfer Students Page 3
Tracking Progress In 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-level are progress monitored each month. Students who score in the strategic range are progress monitored every two weeks. Students who score in the intensive range are progress monitored each week. 13 Page 3
Progress Monitoring- Where Does it Fit… – Breakfast in the classroom – Computer lab time – After school tutoring – The first minutes of small group instruction – The last minutes of small group instruction
Progress Monitoring Leads to Instructional Changes
OKCPS requires three summative benchmark assessments for grades 2-6. The Edusoft Benchmark windows are: August 11 – September 12 November 10 – November 21 February 5 – February 20 These assessments provide valuable data regarding student proficiency on grade-level reading objectives. Page 7
Diagnostic Tools Elementary teachers will be provided diagnostic tools to help pinpoint the specific areas of reading deficiency for struggling readers. 24 Page 7
OKCPS is Working Diligently Toward Clear, Consistent Parent Communication 26
Organized Student Data Every OKCPS K-4 th grade student is 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 reading proficiency and instructional needs. Page 18
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. Academic Progress Folder for Transfer Students Page 18
After 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
Completing the OKCPS Academic Progress Folder
Academic Progress Plan Page 22-23
OKCPS Fall Parent-Teacher Conferences are provided for all OKCPS families the week of September 2. Conferences are scheduled after this time for families who transfer after this time or 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 mailed by the end of September. (Or within 35 days of enrollment for transfer students)
The parent or guardian of any third grade student who is not reading at grade level by the end of the second quarter shall be notified of: 1. The reading level of the student 2. The program of reading instruction for the student 3. The potential need for the student to participate in OKCPS Summer Reading Academy The OKCPS Mid-Year Third-Grade Parent Letter is provided to sites to send with second quarter report cards. Second Quarter Third-Grade Parent Notification Page 27
OKCPS Midyear Parent-Teacher Conferences are provided for all OKCPS families the week of February 2. Conferences are scheduled after this time for families who transfer after this time or 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 mailed by Valentine’s Day for students who already received initial notification.
Parent 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 4 th grade. The student’s parents will be notified that their student will not be RSA retained at the end of 3 rd grade. Notification will occur during the Parent Conference directly following the benchmark testing. Page 24
Support 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
EOY Conferences End-of-Year Conferences are provided for all OKCPS 3 rd 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. 42 Page 28
End of Year Trainings Training will be provided for all members of the Academic Team regarding 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 evening Friday, May 1 - Saturday, May Building Room 400
OKCPS Policies must be Followed to Ensure Compliance with the Oklahoma Third-Grade Graduation Requirements 45
RSA requires that a specific group of third-grade students be retained. It does not prevent the teacher or administrator from retaining any K-12 student. All OKCPS teachers will follow the district Safety Net Procedures for each student they believe may benefit from retention. OKCPS Retention
OK 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. 48
OK Requirements for Third Grade Graduation 1. Proficiency Demonstrated through a Reading Screener 2. Score of Limited Knowledge (or higher) on the Reading OCCT 3. Good-Cause Exemption 4. Conference- Based Promotion* * This promotion is only allowed for and school years. Page 30
Proficiency Demonstrated through a Reading Screener The screening instrument used in OKCPS is easyCBM. A third-grade student whose composite risk level is low/white for the Fall, Winter, or Spring Benchmark has satisfied the requirements of the Reading Sufficiency Act for promotion to fourth grade. 50 Page 30
51 SB 346 does not require retention of students who score Limited Knowledge. Page 30
Page 32 Quick Reference for RSA Good-Cause Exemptions Good-Cause Exemption #1 pertains to ELL students Good-Cause Exemption #2 pertains to OAAP students Good-Cause Exemption #3 involves the alternative assessment (ITBS) Good-Cause Exemption #4 requires a 3 rd grade mastery portfolio Good-Cause Exemption #5 pertains to students who have an IEP and have been retained once (PreK-3) Good-Cause Exemption #6 pertains to students who have been retained twice (PreK-3) Good-Cause Exemption #7 pertains to students who have a medical waiver from SDE.
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 specialist The student will be promoted to the fourth grade if the Academic Team members unanimously recommend "probationary promotion." 53 Page 30
Projected 3 rd Grade Reading Deficiency
Schools will receive this information by the end of February. Completion / Verification is required prior to Spring Break.
Teachers 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.
Additionally, the information provided by this mid-year report will guide building and district leaders as decisions are made for next year’s instructional response.
OKCPS Instructional Policies Emphasize the Value of Tiered Literacy Instruction to Meet the Needs of All Learners 58
The Academic Team Each OKCPS elementary student is supported by an Academic Team composed of: 1.the student’s parent(s) and/or guardian(s) 2. the student’s primary reading teacher 3. a reading teacher in the subsequent grade level 4. the school principal 5. a certified reading specialist, when one is available 6. additional instructional support providers: Remedial Specialists, Special Education teachers, English Language Development teachers, Social Workers, and Counselors. Page 9
Data Meetings/Conferences 60 Fall Data Meetings Winter Data Meetings September 2 – September 5 January 20 – January 23 Data Meeting Committee Principal, Assistant Principal, Teacher, Special Education, Speech, ELD Teacher, Reading Specialist and Remedial Specialist, Library Media Specialist Student Data to Be included in Analysis EasyCBM Benchmark and Progress Monitoring Data, Edusoft Student Performance Data, WIDA Assessment Results, Diagnostic Data (if available) Page 9
Data Meetings/Conferences 61 Data Analysis Meeting Goals: Establish student groups for Tier I differentiated instruction, Tier II Intervention and Tier III Intervention Groups Evaluate the success of the first semester’s Program of Reading Instruction Determine which services and instructional support providers are most appropriate to accelerate each student’s reading progress Page 9
Additional Support for Understanding OKCPS Literacy Support Team
The System of Tiered Support All students are provided with a 90 minute reading block. Students who are determined to be at risk for reading difficulties are provided with an additional 30 minute strategic intervention block. Students who experience the greatest difficulty learning to read are also provided with a 30 minute intensive intervention block. 70
Tiered Instruction is Provided to all students at risk for reading difficulties as identified by easyCBM or other measures during regular school hours using a state-approved reading curriculum as the student’s Program of Reading Instruction (described in the student’s APP)
TREASURES Glossary of Reading terms
Tier I is a 90 Minute Uninterrupted * Reading Block. * students in K-3 rd are required to have an uninterrupted block Tier I instruction is provided to ALL * OKCPS students. * proficient, strategic, and intensive… ELL, SPED… Tier I instruction is provided by the students’ Primary Reading Teacher. “Push-In” support is encouraged.
Tier I Instruction Whole Group Instruction Minutes Not necessarily all at once Small Group Instruction Minutes Minutes per Group Scaffolding for Students Reading Below Level Enrichment for Students Reading Above Level
Instructional Reading Block-Tier I
Tier I Instruction Tier I is designed to introduce and support student mastery of grade-level standards and objectives (PASS+) by the end of the year. Treasures- the Core Reading Series- is used in Tier I to provide the appropriate scope and sequence for acquisition of grade-level skills. Tier I instruction is delivered in an explicit “I Do, We Do, You Do” format.
Tier I Instruction Grammar Writing Research Handwriting Oral Language / PA Word Work / Phonics Comprehension Fluency Vocabulary
Sharpening Tier I Small Groups
The Relative Influence of the Components of Reading
OKCPS Reading Block Instructional Guides Florida Center for Reading Research Leveled Literacy Intervention Triumphs SRA Rigby Books Explicit Phonics Programs – West Virginia Phonics – Reading Horizons – Saxon Phonics – Wilson Fundations TIER I Supplemental Resources (This is not an exhaustive list.)
What are the Other Kids Doing While I Teach Tier I Small Groups? All students are actively engaged in developing key literacy skills. Phonological Awareness Phonics Word Study Fluency Vocabulary Oral Language Comprehension Writing Grammar Listening Independent Reading Informational Text
Love My Literacy Centers
Literacy Centers have Two Purposes: (1) to engage “the other” students while the teacher provides instruction for small reading groups (2) to reinforce literacy skills (vocabulary, reading, phonics, word study, mechanics)
Alternatives to Traditional Centers
Tier II is minutes of targeted instruction and guided practice on specific below-grade level skills. Tier II intervention is teacher-directed support for ALL OKCPS students who are reading below level. Tier II intervention is provided by a professional trained in intervention. “Walk to Intervention” is encouraged.
Tier II Intervention The ideal format for Tier II groups is 5-7 students who share a common skills deficit The entire intervention block should be spent with the same group of students The most critical element of Tier II intervention is the delivery of explicit, skill-focused instruction Walk-to-Intervention may be necessary to provide students’ with instruction that targets their specific needs
Tier II Intervention The goal of Tier II Intervention is to fill the gaps in critical areas of literacy Tier II Intervention should be intensive in order to accelerate progress to a rate that allows students to achieve grade-level proficiency
Tier II Intervention Assessment tools allow teachers to identify the students’ areas of greatest need. Intervention will focus on key sub-areas of the Big 5. Oral Language /PA Word Work / Phonics Comprehension Fluency Vocabulary
The Relative Influence of the Components of Reading
Triumphs Voyager Passports Structured Language Basics (Payne Education Programs) Florida Center for Reading Research Leveled Literacy Intervention Explicit Phonics Programs – West Virginia Phonics – Reading Horizons – Saxon Phonics – Wilson Fundations TIER II Resources (This is not an exhaustive list.)
What are the Other Kids Doing While I Teach Tier II Small Groups? All students are actively engaged in developing key academic skills. Literacy Centers Math Centers/Games Fluency Practice Writing Activities Technology Integration Science Activities Social Studies Activities
Tier III is 30 minutes of intensive instruction and guided practice on specific far below-grade level skills. Tier III intervention is teacher-directed support for ALL OKCPS students who are reading far below level. Tier III intervention is provided by a professional trained in intervention. “Walk to Intervention” is strongly encouraged.
Tier III Intervention The ideal format for Tier III groups is 2-4 students who share a common skills deficit The entire intervention block should be spent with the same group of students The most critical element of Tier III intervention is the delivery of explicit, skill-focused instruction Walk-to-Intervention may be necessary to provide students with instruction that targets their specific needs
Tier III Intervention The goal of Tier III Intervention is to establish missing foundational skills in in critical areas of literacy. Tier III Intervention should be intensive in order to accelerate progress to a rate that allows students to achieve grade-level proficiency in 2-3 years time.
Tier III Intervention Diagnostic assessments allow teachers to identify the students’ areas of greatest need. Intervention lessons will focus on foundational reading skills. Oral Language /PA Word Work / Phonics Tier III Intervention requires a different curriculum- delivered with increased intentionality and decreased pace.
The Relative Influence of the Components of Reading
Explicit Phonics Programs – West Virginia Phonics – Reading Horizons – Saxon Phonics – Wilson Fundations TIER III Resources (This is not an exhaustive list.)
What are the Other Kids Doing While I Teach Tier III Small Groups? All students are actively engaged in developing key academic skills. Literacy Centers Math Centers/Games Fluency Practice Writing Activities Technology Integration Science Activities Social Studies Activities
Types of Schedules for Intervention & Differentiated Instruction WV School Improvement Conference 2009
Delivering Intervention and Differentiated Instruction Extra Time Intervention Tier I, II, and III Writing Workstation Library Listening Computer Workstation Teacher with an intervention group WV School Improvement Conference 2009
Delivering Intervention and Differentiated Instruction Push-In Intervention Tier I, II, and III Writing Workstation Library Listening Computer Workstation Interventionist with an intervention group Teacher with an intervention group WV School Improvement Conference 2009
Delivering Intervention Instruction Pull-Out Intervention Only Tier II and III Writing Workstation Library Listening Computer Workstation Teacher with an intervention group Interventionist with an intervention group WV School Improvement Conference 2009
Delivering Intervention Instruction Walk-to-Intervention Only Tier II and III Benchmark Group 25 Students Classroom Teacher #4 Decoding Group Vowel Teams 6 Students Classroom Teacher #1 Fluency Group 25 Students Classroom Teacher #3 Decoding Group CVC 4 Students Reading Teacher Advanced Word Study Group Multisyllable Words 16 students Classroom Teacher #2 Decoding Group Silent e 4 Students Spec Ed. Teacher WV School Improvement Conference Classrooms- 94 Students- 6 Staff Members
Literacy Through Technology Schools have access to many, many computer programs that provide additional support for student learning. While use of these programs is encouraged to supplement, they may not be used to replace direct-teacher instruction during any of the Tiers.
Failure Free Reading Lexia Reading Eggs Smarty Ants Study Island Successmaker Supplemental Support Resources (This is not an exhaustive list.)
Tools for the Tiers Teamwork within the Tiers L anguage E ssentials for T eachers of R eading and S pelling 40 Reading Intervention Strategies
Early Intervention Changes Reading Outcomes Grade level corresponding to age Reading grade level (GE) With research- based core but without extra instructional intervention With research- based core but with extra instructional intervention 5.2 Low risk on early screening 2.5 High risk on early screening Reading First Assessment Committee (2000), based on Torgesen longitudinal study
OKCPS Literacy Requirements for ALL OKCPS K-4 students 1) Academic Progress Folder - Created and up-to-date prior to conferences and by the end of each quarter 2) Academic Progress Plan / Parent Notification - Initial Meeting (pgs. 3-4) signed within 35 days of enrollment - Midyear Update (pgs. 5-6) completed by Feb. Conferences 4) 90 Minute Reading Block - Uninterrupted block for K-3 - Based on the Core Reading Program 5) Additional Tiered Intervention - As required if reading below grade level 6) EasyCBM Benchmarks - BOY, MOY, and EOY 7) Progress Monitoring - According to district guidelines