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 Elementary Curriculum 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
3Elementary Math Curriculum Coordinator Peter Brown Kate Shannon Karie CarpenterElementary Math Curriculum CoordinatorPeter BrownK-12 Social Studies Curriculum CoordinatorKate ShannonElementary Science CoordinatorMaxine McNeilPayne Pilot CoordinatorBillie LarshKathleen Lienke and Andy JacksonLibrary Media Services
5- Victor Hugo, Les Miserables "To learn to readis to light a fire;every syllablethat is spelled outis a spark.“- Victor Hugo, Les Miserables
6The 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
7of Reading Deficiencies OKCPS has adoptedresearch-proven methods for focusing onEarly Identificationof Reading Deficiencies
8easyCBM 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
11Beta Do not print for parents easyCBM Parent ReportBetaDo not printfor parents
12easyCBM 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
13Tracking 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
17Progress 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
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.
20OKCPS 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
26OKCPS is Working Diligently Toward Clear, ConsistentParent Communication
27Organized 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
28Academic 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
29The 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
34Initial 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)
35Second 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
38Midyear 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.
39Parent 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
41Support 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
42EOY 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
43Friday, May 1 - Saturday, May 9 End of Year TrainingsTraining will be providedfor 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
45Graduation Requirements OKCPS Policies must be Followedto Ensure Compliance with theOklahoma Third-GradeGraduation Requirements
46OKCPS 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.
48OK 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.
49OK 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
50Proficiency 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
51Proficiency Demonstrated through the OCCT AdvancedProficientLimited KnowledgeUnsatisfactorySB 346 does not require retention of studentswho score Limited Knowledge.Page 30
52Quick 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
53Conference-Based Promotion by an 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 specialistThe student will be promoted to the fourth gradeif the Academic Team members unanimously recommend "probationary promotion."Page 30
55Schools will receive this information by the end of February. Completion / Verification is required prior to Spring Break.
56Teachers 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.
57Additionally, the information provided by this mid-year report will guide building and district leaders as decisions are made for next year’s instructional response.
58Tiered Literacy Instruction to Meet the Needs of All Learners OKCPS Instructional Policies Emphasizethe Value ofTiered Literacy Instructionto Meet the Needs of All Learners
59The 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
60Data 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
61Data Meetings/Conferences Data Analysis Meeting Goals:Establish student groups forTier I differentiated instruction,Tier II Intervention and Tier III Intervention GroupsEvaluate the success of the first semester’sProgram of Reading InstructionDetermine which services andinstructional support providersare most appropriate to accelerateeach student’s reading progressPage 9
70The System of Tiered Support All students are provided with a90 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.
72Tiered Instruction is Provided to all students at risk for reading difficulties as identified by easyCBM or other measuresduring regular school hoursusing a state-approved reading curriculumas the student’s Program of Reading Instruction (described in the student’s APP)
75TREASURES Glossary of Reading terms Activity with hard copy of glossary:5 terms you want to know better: shared reading, shared writing—whatever is on the instructional guide…represent your concept
76Tier I is a 90 Minute Uninterrupted* Reading Block. * students in K-3rd are required to have an uninterrupted blockTier 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.
77Tier I Instruction Whole Group Instruction Small Group Instruction 30-45 MinutesNot necessarily all at onceSmall Group Instruction45-60 Minutes15-20 Minutes per GroupScaffolding for Students Reading Below LevelEnrichment for Students Reading Above Level
79Tier I InstructionTier 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.
84The Relative Influence of the Components of Reading The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school
85TIER I Supplemental Resources (This is not an exhaustive list.)OKCPS Reading Block Instructional GuidesFlorida Center for Reading ResearchLeveled Literacy InterventionTriumphsSRARigby BooksExplicit Phonics ProgramsWest Virginia PhonicsReading HorizonsSaxon PhonicsWilson Fundations
89What are the Other Kids Doing While I Teach Tier I Small Groups? All students are actively engagedin developing key literacy skills.Phonological AwarenessVocabularyWord StudyPhonicsInstructional focusStudent ApplicationFluencyGrammarComprehensionIndependent ReadingInformational TextListeningOral LanguageWriting
92Literacy Centers have Two Purposes: to engage “the other” studentswhile the teacher provides instructionfor small reading groups(2) to reinforce literacy skills(vocabulary, reading, phonics, word study, mechanics)
94Tier II is 30-45 minutes of targeted instruction and guided practice on specific below-grade level skills.Tier II intervention is teacher-directed supportfor ALL OKCPS students who are reading below level.Tier II intervention is provided bya professional trained in intervention.“Walk to Intervention” is encouraged.
95Tier II InterventionThe ideal format for Tier II groups is students who share a common skills deficitThe entire intervention block should be spent with the same group of studentsThe most critical element of Tier II intervention is the delivery of explicit, skill-focused instructionWalk-to-Intervention may be necessary to provide students’ with instruction that targets their specific needs
96Tier II InterventionThe goal of Tier II Intervention is to fill the gapsin critical areas of literacyTier II Intervention should be intensive in order to accelerate progress to a rate that allows students to achieve grade-level proficiency
97Tier II InterventionAssessment tools allow teachers to identify the students’ areas of greatest need.Intervention will focus on key sub-areas of the Big 5.Oral Language /PAWord Work / PhonicsComprehensionFluencyVocabulary
98The Relative Influence of the Components of Reading The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school
99(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
100What are the Other Kids Doing While I Teach Tier II Small Groups? All students are actively engagedin developing key academic skills.Fluency PracticeWriting ActivitiesLiteracy CentersInstructional focusStudent ApplicationMath Centers/GamesTechnology IntegrationSocial Studies ActivitiesScience Activities
101Tier III is 30 minutes of intensive instruction and guided practice on specific far below-grade level skills.Tier III intervention is teacher-directed supportfor ALL OKCPS students who are reading far below level.Tier III intervention is provided bya professional trained in intervention.“Walk to Intervention” is strongly encouraged.
102Tier III InterventionThe ideal format for Tier III groups is students who share a common skills deficitThe entire intervention block should be spent with the same group of studentsThe most critical element of Tier III intervention is the delivery of explicit, skill-focused instructionWalk-to-Intervention may be necessary to provide students with instruction that targets their specific needs
103Tier III InterventionThe 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.
104Tier III InterventionDiagnostic assessments allow teachers to identify the students’ areas of greatest need.Intervention lessons will focus on foundational reading skills.Oral Language /PAWord Work / PhonicsTier III Intervention requires a different curriculum- delivered with increased intentionality and decreased pace.
105The Relative Influence of the Components of Reading The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school
106(This is not an exhaustive list.) TIER III Resources(This is not an exhaustive list.)Explicit Phonics ProgramsWest Virginia PhonicsReading HorizonsSaxon PhonicsWilson Fundations
107What are the Other Kids Doing While I Teach Tier III Small Groups? All students are actively engagedin developing key academic skills.Fluency PracticeWriting ActivitiesLiteracy CentersInstructional focusStudent ApplicationMath Centers/GamesTechnology IntegrationSocial Studies ActivitiesScience Activities
108Types of Schedules for Intervention & Differentiated Instruction WV School Improvement Conference 2009
109Teacher with an intervention group Delivering Intervention and Differentiated Instruction Extra Time Intervention Tier I, II, and IIIWriting WorkstationListeningLibraryThis is completed outside of the 90 minute block. This model can be used in a school that does not have Title 1 support.Teacher with an intervention groupComputer WorkstationWV School Improvement Conference 2009
110Delivering Intervention and Differentiated Instruction Push-In Intervention Tier I, II, and III Writing WorkstationListeningLibraryTier II is completed outside of the 90 minute block and a teacher pushes in. It can also be used within the core time for differentiation.Teacher with an intervention groupInterventionist with an intervention groupComputer WorkstationWV School Improvement Conference 2009
111Delivering Intervention Instruction Pull-Out Intervention Only Tier II and III Writing WorkstationListeningLibraryInterventionist with an intervention groupTier II is completed outside of the 90 minute block. It can also be used for differentiation if it is within the core. If you like the pull-out model you do not permit teachers to pull-out by classrooms, but by skills.Teacher with an intervention groupComputer WorkstationWV School Improvement Conference 2009
112Advanced Word Study Group Delivering Intervention Instruction Walk-to-Intervention Only Tier II and IIIBenchmark Group25 StudentsClassroom Teacher #4Decoding GroupVowel Teams6 StudentsClassroom Teacher #1Fluency Group25StudentsClassroom Teacher #3CVC4 StudentsReading TeacherAdvanced Word Study GroupMultisyllable Words16 studentsClassroom Teacher #2Silent eSpec Ed. Teacher4 Classrooms-94 Students-6 Staff Members; It is Tier II when it is additional time. It can be used for differentiation with the core. This does not work without collaboration. To do this you must know your staff and they must be willing to admit their strengths and weaknesses. While all student are reading receiving extra instruction all students are not tier 2 students. The tier students are probably in the 3 decoding groups. These groups would be progress monitoring.4 Classrooms- 94 Students- 6 Staff MembersWV School Improvement Conference 2009
113Literacy 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.
114Supplemental Support Resources (This is not an exhaustive list.)Failure Free ReadingLexiaReading EggsSmarty AntsStudy IslandSuccessmaker
116Language Essentials for Teachers of Reading and Spelling Tools for the TiersTeamwork within the TiersLanguage Essentials for Teachers of Reading and Spelling40 Reading Intervention StrategiesProfessional Development series provided during the school year to support the implementation of effective tiered instruction.
117Early 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
118OKCPS 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. Conferences4) 90 Minute Reading Block- Uninterrupted block for K-3- Based on the Core Reading Program5) Additional Tiered Intervention- As required if reading below grade level6) EasyCBM Benchmarks- BOY, MOY, and EOY7) Progress Monitoring- According to district guidelines