1. The Role of the Literacy Coach In a Primary School: A Collaborative Model International Reading Association Annual Conference Atlanta, 2008 Presenters Debra Gurvitz, Ed. D National- Louis University debra.gurvitz@nl.edu Deborah Shefren Lyon Elementary School dshefren@glenview34.org

2. Reading Specialist Literacy Coach Framework

3. Collaborative Model To provide effective reading instruction for all students, the reading specialist/literacy coach works collaboratively with all stakeholders in the system. Reading Specialist Literacy Coach Parents Classroom Teachers StudentsAssociatesPrincipal Central Administration

4. Roles of the Literacy Coach/Reading Specialist Leadership Building Reading/Language Arts Specialist Building/District Professional Development Study Groups Parent Programs Member of Problem Solving Team/Pupil Service Team Instruction Supervise Reading Intervention Program Model and Co-Teach District Reading Strategies Flexible coaching model Demonstrate, co-teach, observe and support Learning Labs Pull out instruction/ flexible scheduling Tier 2 Intervention Enrichment Differentiate materials and instruction to support classroom instruction and district Reading/Language Arts Curriculum

5. Roles of the Literacy Coach/Reading Specialist Assessment Work with Building Principal Disaggregate assessment data Summative Assessment Determine trends Assessment to Inform Instruction Oversee Reading Intervention Program Selection criteria Progress monitoring Delivery system Collaborate with classroom teacher, pupil service team, problem solving team

6. Reading Intervention for First and Second Grade Struggling Readers Within Three Tier Model Lyon Elementary School Reading Support Program Supervised by Literacy Coach

7. Reading Support Program Additional instruction to build skills and strategies for students to become proficient readers First and Second Grade Students Kindergarten Tier 2 (2 nd semester) Instructed by Reading Support Associates (Tier 2) Instructed by Reading Support Associates and/or Reading specialist/literacy coach Supervised by Building Reading Specialist Aligns to Classroom instruction Aligns to District Reading/Language Arts Curriculum

8. Overview Response to Intervention Three Tier Model Role of the Reading Specialist Literacy Coach

9. Role of Reading Specialist Literacy Coach Response to Intervention (RTI) The reading teacher/specialist literacy coach must be involved with providing and guiding RTI services because they are the best prepared to help make a real difference for the students who are struggling

10. IL Regulation adopted 6-2007 Each district shallimplement the use of a process that determines how the student responds to scientific-based interventions as part of the evaluation procedure

11. Three Tier Intervention System RTI Model Tier One All Students Preventive Universal Interventions Tier Two Targeted Group Intervention Tier Three Intensive Intervention

12. Tier One (>25%) Universal Intervention Delivery of Based Core Program with Fidelity Intensity Passion Reasonable Accommodations Expect to meet the needs of most Some will need additional intervention Literacy Coach/Reading Specialist Model, push in support If done wellexpectation is to meet the needs of MOSTsome will need more

13. Reading Intervention Tier One Within Classroom Reading specialist/literacy coach Collaborates with classroom teacher Supports classroom teachers New teacher orientation Locates materials Coaching cycle Four to six weeks Model, co-teach, observe, support

14. Tier Two (10 – 25%) Targeted (Strategic) Intervention ( More) Time (More) Explicit Teacher-Led Instruction (More) Scaffolded Instruction (More) Opportunities to Respond to Corrective Feedback (More) Language Support Frequent Progress Monitoring

15. Tier Two (10 – 25%) Targeted (Strategic) Intervention Focused and unified instruction Core plus supplemental Small group Core Instructional time +25% small group targeted strategic instruction Explicit teacher-led instruction with explicit language support Literacy coach/reading specialist supervises reading support associates Progress monitoring weekly/2 times per month to ensure intervention is working Literacy coach/reading specialist oversees the intervention and plan If notchange the intervention Instructional focus Materials/Direct Instruction Delivery Amount of time Size of group

16. First semester Second grade students scored between 10th and 25% Second semester K,1, 2 who scored in 10 to 25% range May have been enrolled in reading support first semester Meeting goals Need additional intervention Delivery Individual or small group Reading support associates under guidance of reading specialist/literacy coach Pull out service Instruction supports classroom Modification of materials Reading Support Intervention Program TIER 2

17. Reading Support Program Tier Two Additional instruction to build skills and strategies for students to become proficient readers Aligns to Classroom instruction Aligns to District Reading/Language Arts Curriculum Progress Monitoring Ongoing formative assessment that matches the targeted intervention Summative assessment weekly (6 to 12 weeks) To determine Exit Change of intervention Change of Tier Identified goals within problem solving model

18. Tier Three (<10%) Intensive Intervention ( Most) Time (Most) Explicit Teacher-Led Instruction by reading specialist/literacy coach/ literacy associate/special education teacher (Most) Scaffolded Instruction (Most) Opportunities to Respond to Corrective Feedback (Most) Language Support Weekly Progressive Monitoring

19. Tier Three (<10%) Intensive Intervention Focused and unified instruction Core plus supplemental plus/or intensive Matched small group Core Instructional time and/or flexible services + 50% small group intensive intervention Explicit teacher-led instruction with explicit language support Progress monitoring weekly to ensure intervention is working If notchange the intervention Instructional focus Materials Delivery Possible move to case study/special education

20. Reading Support Program Tier Three Separate, intensive, direct instruction Identified goals within problem solving model Often differs from classroom instruction/program Progress Monitoring Ongoing formative assessment that matches the targeted intervention Summative assessment (weekly) Identified goals within problem solving model

21. Reading Intervention Program for First and Second Grade Struggling Readers Tier 2 Lyon Elementary School Reading Support Program Supervised by Reading Specialist Instructed by Reading Associates

22. First Grade Reading Support Program

23. One on One Tutoring Reading Associates (3) 5 days a week for 25 minutes In Reading Support Classroom Collaborate with classroom teacher Support classroom instruction Reading Support Intervention Program Bottom Quartile

24. Selection First Semester- 1 st Grade ISEL Illinois Snapshot Early Literacy Watch Scores Alphabet Recognition Phonemic Awareness Beginning Sounds Concept of Word Enrolled in Early Intervention Kindergarten Classroom Teacher Input May be receiving additional support services not identified as special education

25. First semester First Grade--Target Goals Build Phonemic Awareness Differentiate sounds Build Phonic Skills Beginning/ending sounds Build Concept of Word Reread pattern books

26. Sample of Daily Reading Support 1 st Grade Students1 st Semester Reread familiar books Formative Assessment: Running Record Word Study Phonemic Awareness Beginning/Ending Consonant Sounds Word cards Word wall words-build sight words Sentence Writing Introduction to a new book Picture walk Integrate phonics Pattern Predictable

27. Selection Second Semester First Grade District CBM Dibels (Dynamic Indicators of Basic Early Literacy Success) one minute reading Scored in bottom 25% locally Darrel Morris Spelling Inventory Early Reading Screening Phoneme Segmentation (Yopp & Yopp) Sight Words (BRI Johns) Oral Reading Passages (BRI Johns Preprimer, primer, 1 st grade) Teacher Input Previously enrolled in Reading Support Early Intervention Kindergarten

28. Reading Support Targeted Goals Second Semester--First Grade Build Phonics Skills (Phongraphonemic) Word SortsChunking sounds Blends/Digraphs Short Vowels Emphasis on pattern of language (Syntax) Reread pattern books Build vocabulary to support comprehension Automatic Recall of Sight Words (Fluency) Strategies to read unfamiliar words Skip and read to end of the sentence Look for chunks in the word as opposed to individual sounds Use picture clues

29. Sample of Daily Reading Support 1 st Grade Students2nd Semester Reread familiar books Word Study Phonics Differentiated Phoneme segmentation Beginning/Ending Consonant Sounds Short Vowels Word Sorts Word cards Word wall words-build sight words Sentence Writing Introduction to a new book Picture walk Integrate phonics Pattern Predictable

30. Second Grade Reading Support Program

31. Reading Support Second Grade Students Second Grade Students One on One Tutoring or small group (2 to 3 students) Associates Instruct Reading Specialist Supervises In Reading Support Classroom Collaborate with classroom teacher Support classroom instruction

32. Second Grade Selection ISEL 2 Watch Scores Fluency Reading Passage and Comprehension District CBM One minute Dibels selections Bottom quartile (district norms) Johns BRI Instructional level Pre primer and primer receive one on one tutoring 1 st Gradereceive one on two tutoring Received First Grade Reading Support Classroom Teacher Input ELL students (where applicable)

33. Second Grade Focus Build Fluency Automatic Recall of Sight Words Strategies to read unfamiliar words Comprehension Aligned to classroom instruction

34. Second Grade Sample Lesson Plan Reread familiar books Chart fluency Retell/comprehension Word Study Support phonics/spelling Word Bank Automatic recall of sight words Introduction to a new book

35. Chart Fluency Read unfamiliar book passage at instructional reading level Record words per minute and miscues Instruction and Practice Reading Second Reading Record words per minute and miscues If meet fluency goal then move to next book

37. Reading Support Program Parent Component Attend Parent Information Meeting Read with child nightly Reread books from reading support Keep reading log Return folder daily Continue same procedure during holiday vacations Conference with Reading Specialist

38. The Role of the Classroom Teacher

39. Reading Support Pull Out Program Supporting instruction in our classroom Phonics Instruction Leveled books Student Learning Plan Sight words Word Wall words Strategies DLTA KWL LEA Visualization Assessments ISEL CBM on Fluency IRI-Jerry Johns

40. Reading Support Pull out program Individually reinforced Remediateslow down whats happening in the classroom Positive Results Students self esteem improves Improve reading/writing/spelling skills

41. Reading Specialist Literacy Coach Role in the Classroom To Help Differentiate Instruction Service both ends of the spectrum Push in model Classroom Research Book club Writing Workshop Modeling strategies Comprehension strategies of the month

42. Administrators Perspective

43. Principals Role Coordinate the collection and organization of data Develop and maintain a comprehensive understanding of balanced literacy Maintain and support reading intervention program Facilitate parent meetings with reading specialist Facilitate/coordinate professional development opportunities with reading specialist Budget funding to support intervention and differentiation Associates, materials Encourage collaboration of reading specialist/classroom teacher

44. Setting Goals

45. Progress Monitoring Student Improvement Plan Specific goals identified Stake holder responsibilities Classroom Teacher Parent Student Reading Specialist Reading Tutor Evaluation of plan Continue with service Discontinue service Modify service Refer to Special Services

46. LYON SCHOOL STUDENT LEARNING PLAN STEPS TO INTERVENTIONLEVELS ONE AND TWO Name: __ ________________________________Grade: __________Date: __________________ Teacher/Team Members: __________________________________________________________ List areas of concern: Select a primary area of concern: Target Goal: LEVEL 1 INTERVENTION Intervention Plan: Who is responsible? (Signature Required) What is the intervention?Where, when, how often will it happen? Start Date: Teacher Parent Student Benchmark: 2 nd Week: 4 th Week: 6 th Week: Result: 2 nd Week: 4 th Week: 6 th Week:

47. Identify and Narrow Concerns Set Target Goal List areas of concern: Reading at the primer level at the beginning of 2 nd grade, poor fluency, District CBM 23 wpm district median 77 wpm, Watch Scores on all subtests of ISEL 2. Was noted as a Watch following one full year of Reading Support, inconsistent progress in reading. Select a primary area of concern: Reading fluency, recognition of sight words, miscues Target Goal: reading fluency will increase 2.5 words per week on first reading of unfamiliar text at her instructional level and initial miscues will decrease by 1 words per week. After instruction reading fluency on the repeated reading will increase 30+ wpm and miscues will be >4 words.

48. Level One Intervention Plan Intervention Plan: Who is responsible? (Signature Required) What is the intervention?Where, when, how often will it happen? Reading Support Tutor Reading Specialist Classroom Teacher In Reading Support Repeated reading Word study alignment to class Instruction Chart Fluency with student In the classroom Repeated Reading Guided reading at instructional level Reading Support Individual reading support 5 times per week for 30 minutes per session ---------------------------- 3 times per week Parent Reread reading support book and review sight words nightly Attend Reading Support Meeting Read nightly Student Read nightly, review sight word cards, bring signed reading log and folder back daily Chart fluency Each night at home

49. Students Benchmark-Formative Assessment Baseline reading 39 wpm/ 20 miscuesRepeated reading 64 wpm/ 3 miscues 2nd Week: Initial reading 30.5 wds per minute >20 miscues 3rd week: Initial reading 33 wds per minute >19 miscues 4th Week: Initial reading 35.5 wpm >18 miscues 5th Week: Initial reading 38 wpm >17 miscues 6th Week: Initial reading 41 wpm >16 miscues

51. Progress Monitoring AIMS Web Achievement Improvement Monitoring System Summative Assessment Curriculum Based Measurement Letter Sounds-(non readers) 1 Minute Reading Probes (based on Instructional Reading Level) Graph results Set trend line Set aim line Determines instructional plan

54. Success of Program

55. Increased Learning For All Students Recipient United States Department of Education Blue Ribbon November 2004 Data Support CBM ISEL Reading Support Number of students successfully serviced

56. Second Grade Student Completed Reading Support January

57. Second Grade ISEL 2 Reading Support Growth

58. Growth of 2nd Graders In Reading Support