1. More Time to Learn… Experimental Instructional Response Models for Primary Literacy Serving Students at Risk, Grades 1 & 2 Mary Hogan Elementary School, 2008-2009

2. “It’s not a matter of what the teacher taught; it’s a matter of what the students learn.” Evelyn Chidsey, Reading consultant So, what do you do when students struggle with learning…?

3. What Literacy Skills Should Students Learn?

4. How Do We Package the Learning?

6. How Do We Use the Time? Students need additional time and support to successfully…  Develop language skills  Interact with print  Develop reading strategies Instruction should be…  Systematic and explicit  Engaging, motivating  Closely linked to data

7. First Grade Intervention

8. Getting Ready…   Fall Aimsweb assessments given.   Profiles of students with 2 or more scores below the 25% percentile were discussed by grade one teachers, learning specialists and principal; students’ early adjustment to first grade and previous POA data/former teacher performance ratings (1/2/3) were considered.   Twelve students were selected by this team for daily 60-minute grade one literacy intervention program. (Note: Four others were selected for Reading Recovery model.) Parents were contacted by administrator.

9. September-May 2009  8:00-8:15 First stop, room A-8! Attendance, Breakfast (lessen transitions)  8:00 – 8:25 Individualized: (1:1) Student reading practice with adult; Just right books & Fluency (January) with adult; Just right books & Fluency (January)  8:25 – 8:40 Whole group: phonology, songs/poems, vocabulary, read alouds, kinesthetic vocabulary, read alouds, kinesthetic integration, reading/writing strategies modeled integration, reading/writing strategies modeled  8:40 – 9:15 Small group instruction: (1:4) Phonics skills*, dictation/encoding, authentic writing experiences, dictation/encoding, authentic writing experiences, reading skills/comprehension (Wednesday/Friday: LEXIA—50 minutes wkly) (Wednesday/Friday: LEXIA—50 minutes wkly) *Free Reading, Reading A-Z, Fundations Reinforcement. *Free Reading, Reading A-Z, Fundations Reinforcement.

10. First Grade Teacher Observations Activation of Learning Behaviors: Effective Use of Student and Teacher Time:

11.  Aimsweb progress monitoring occurs every two weeks. Results help to better aim instruction in both regular classroom and intervention program. The discussion between assessor and Instructor provides rich opportunities for reflection.  Classroom teachers provide regular classroom updates, such as Fundations unit scores & text levels. Communication between both programs is key.

12. Data: September - January   Over a period of 17 weeks, the average gain on Nonsense Word Fluency was 26 correct sounds, which is the equivalent of 1.5 sounds per week (range: 1.1-2.4 sounds/wk). Seven students made the Winter benchmark score of 48 correct sounds (fall range 7-28; winter range 26-68).   Over a period of 17 weeks, the average gain on Reading Curriculum- Based Measurement (R-CBM) was 16.3 Words Correct Per Minute (WCPM), which is the equivalent of.96 words per week (score range: 3-33 WCPM; 0.18-1.7/words per week). Three students made the Winter benchmark score of 28 WCPM.

13.  Grouping should be considered at regular intervals. After January benchmark, team discussed recent grade one data and student access to intervention: 3 students discontinued intervention; began RR 3 students discontinued intervention; began RR 6 students discontinued intervention; 6 students discontinued intervention; progress monitoring continued progress monitoring continued 3 students continued in intervention program 3 students continued in intervention program 8 new students joined (3 fall RR students presenting 8 new students joined (3 fall RR students presenting some concerns; 5 other students with low fluency.) some concerns; 5 other students with low fluency.) 1 second grader joined (retention is a consideration). 1 student, working well below level, has modified program (though still in the room). program (though still in the room).  Some students may discontinue before Spring benchmark.

14. First Grade Fluency Practice (added in January) Weekly, students read a new fluency passage. 1 st Reading: With a teacher. Discuss passage content/vocabulary with the teacher. Put a check at the bottom of the page/teacher initial 2 nd through 4 th Readings: With a student fluency buddy. Using a stop watch, partner times the reader for one minute; partner records how far the reader gets in the text and puts a check on bottom of page. 5 th reading: With a teacher. Put a check at the bottom of the page/teacher initial. Note progress. COMPLETED 5 th READING=Trip to Prize Box !

15. Most Recent Data (February-March) Nonsense Word Fluency 26-68 sounds (Spring target: 62…FIVE have made it!) Reading-Curriculum-Based Measurement: 8-51 Words read correctly (FIVE near the Spring target of 59!) (FIVE near the Spring target of 59!)

16. Second Grade Intervention

17. Getting Ready…  October/November--Second Grade Teaching team and specialists/administration analyzed/discussed Aimsweb data, student text levels, and teacher evaluation/ratings of students’ performance (1/2/3).  Continued discussion of observed student skill deficits/needs and current program design. It was recognized that more instructional time/resources were needed to address literacy needs of students-at-risk.  10 children, the lowest 15% of the class, were selected to get additional literacy instruction and support. Team worked together to clarify design of the intervention.

18.  30 minute daily  15 minutes daily  45+ minutes wkly Small group instruction Explicit, systematic; phonological awareness activity, daily anchor task of phonics or vocabulary; reading and writing of trick words, fluency. Individualized Reading Support Individualized Lexia Skill Development December 2008 – Spring 2009

19. Second Grade Fluency Practice Second Grade Fluency Practice Each week, a different story is selected and taped at the AIMSWEB benchmark WPM rate. Each student has a target goal. Each week, a different story is selected and taped at the AIMSWEB benchmark WPM rate. Each student has a target goal. On Monday, a baseline 1 minute running record is taken on each student. Daily, each student listens to/reads along with the tape, then does a 1 minute reading with results graphed for the student. When they reach their goal, they move on to One minute books. A One minute book is a leveled text of approximately 100 words which they read independently against the clock. When they can read the book in one minute, they move onto another book.  Note: Vocabulary and comprehension skills are incorporated along with each weekly story. For each story, students complete an Aimweb Maze activity sheet.

20.   Over a period of 20 weeks, the average gain on AIMSWEB RCBM was 32 words, which is the equivalent of 1.61 words/week. Gains ranged from 0.74 to 2.58 words/week.   The average score at the beginning of the 20 week intervention was 21 WCPM (Range of 11-42).   The average score at the end of 20 weeks was 57 WCPM (Range of 27 – 88).   Spring Benchmark is 100 WCPM. Sample-Student’s Progress Monitoring Improvement Report

21. Thoughts about Second Grade Intervention Model… (Chocolate is available!)

22.  As in the first grade model, Aimsweb progress monitoring occurs every two weeks. Results help to better aim instruction in both regular and intervention program.  Classroom teachers provide regular classroom updates, such as Fundations unit scores & text levels. Communication between both programs is key.

23.  Ongoing discussion between kindergarten and first/second grade teachers is needed to create a seamless instructional design.  It’s important to retain developmentally appropriate practice in all primary classrooms. Early language and literacy experiences are essential building blocks for early reading competencies.  Remember, in addition to identifying skill deficiencies, we also identify student readiness and strengths.

24.  Using data to inform instruction across grade levels creates more effective instructional models. Administrative support of cross-team discussions positively impacts students.  What instructional design will effectively respond to all incoming students’ needs, as well as the learning goals of third grade?

25. Reflections, Questions, Directions

26. Many things can wait; children cannot. Now is the time bones form Now is the time bones form and minds develop. To them, we cannot say tomorrow; their name is today! ~Gabriel Mistral