AGENDA 1. Task Force Findings 3.Professional Development Reach Higher Shasta Action Items 5.Assessments, Interventions & Instruction 6.What Now? Table group conversations & sharing

DATA SUMMARY Grade LevelBelowAt or Above K – Letter Sounds33%34%66% 1 - Fluency52% 49%48% 2 - Fluency53%54%47%46% 3 - Fluency57%56%43% 2 - Comprehension44-47%50-70%53-57%30-50% 3 - Comprehension66%61%35%39%

2013/2014 LITERACY TASK FORCE FINDINGS THE GOLD STANDARD Assessment Plans- All students are assessed three times a year with either DIBELS or AIMS web. Students below grade level are also given a phonemic awareness assessment to see if intervention is needed. They are also progress monitored approximately every two weeks with a fluency assessment. Interventions: Research based interventions are used with fidelity and progress monitoring provides information as to whether a specific intervention is working. (See next slide for list) Classroom Instruction: Approximately two hours of ELA a day, plus minutes extra for below grade level students. This is predominantly eyeball to eyeball instruction. When aides are assisting in groups, the classroom teacher works with the lowest students.

PROFESSIONAL DEVELOPMENT K-3 Reading Research K-5 ELA CC trainings Task Force meetings

Plans within the K-8 Subcommittee for : Goal 1: K-3 Reading Continue to provide a “trainer of trainers” session at the start of the year for K-3 principals and instructional coaches that they can take back and use with staff. K-3 Literacy Task Force Quarterly Meetings Trauma informed teaching paired with Book Study from K-3 reading research resource used last school year

TRAUMA INFORMED TEACHING Matthew Reddam, LMFT Dr. Bruce Perry, M.D., Ph.D. El Dorado Elementary HEARTS Program (Healthy Environments and Response to Trauma in Schools) Massachusetts Advocates for Children- Helping Traumatized Children Learn Nurtured Hearts School-Wide Program

SCOE PROFESSIONAL DEVELOPMENT 1. K-3 Reading Instruction- This training will focus on the five key elements of reading instruction, using the book “Research-Based Methods of Reading Instruction.” 2/19/15, 3/5/15, 3/18/15, 4/15/15, 4/28/15 2. Literacy Task Force Meetings: 10/2/14, 2/17/15, 4/20/15

At your table groups, please assign a recorder and a reporter, then answer these questions: Assessment Plan  Do you have one? What does it look like? Interventions  What do you use? How much time? What does your schedule look like? Classroom Instruction  What does it look like? How many minutes of instruction a day?

THOUGHTS?

ASSESSMENT PLAN PLAN Identify assessments to use  Screeners  Progress Monitoring  Diagnostic Create a calendar that shows assessment window & dates for assessment collaboration Determine how the data will be collected Determine beginning and mid- year benchmark targets for assessments RESOURCES DIBELS (free K-6) services/teaching-learning/dibels AIMSweb (K-8) Sample Plans: tments/curriculum/8404.htm tments/curriculum/8404.htm stanassmnt stanassmnt sessment sessment

INTERVENTION PLAN Differentiated Instruction Cross grade level sharing Additional time RESOURCES FCRR- Florida Center for Reading Research Long Beach Intervention a.us/Main_Offices/Curr iculum/academic_inter ventions.cfm a.us/Main_Offices/Curr iculum/academic_inter ventions.cfm

RESEARCH BASED INTERVENTIONS: K PALS- Letter Sound, Letter Name & Decoding SIPPS- Phonemic Awareness, Phonics, Decoding & Site Words REWARDS- Phonics, decoding, Sight Words & Fluency Phonics for Reading- Decoding, Fluency, Comprehension & Vocabulary Quick Steps to Reading Six Minute Solution- Fluency Read Naturally- Fluency Various Phonemic Awareness Interventions- Sounds and Letters, Florida Center for Reading Research Activities, etc…

INTERVENTION INSTRUCTION “LOOK FORS” Researched-based Following the protocols of the program Teachers working with lowest performing students 3 times per week, for at least 30 minutes per session

CLASSROOM INSTRUCTION “LOOK FORS” Phonemic Awareness (K-1) Phonics Fluency Vocabulary Comprehension Engagement Feedback Targeted Instruction RESOURCES org/strategies/ org/strategies/ el.org/videos?landing_page =General+Teacher+Videos+ Landing+Page&gclid=CPev 19HO- LgCFWQ6QgodhE4A3Q el.org/videos?landing_page =General+Teacher+Videos+ Landing+Page&gclid=CPev 19HO- LgCFWQ6QgodhE4A3Q deos deos org/strategies/ org/strategies/ el.org/videos?landing_page =General+Teacher+Videos+ Landing+Page&gclid=CPev 19HO- LgCFWQ6QgodhE4A3Q el.org/videos?landing_page =General+Teacher+Videos+ Landing+Page&gclid=CPev 19HO- LgCFWQ6QgodhE4A3Q deos deos

VIDEO CLIPS Phonemic Awareness Vocabulary Comprehension egies.shtml# This site offers a variety of videos on Comprehension and Vocabulary strategies Phonics & Fluency

WHAT CAN YOU DO? 1. Develop school-wide assessment system 2. Align assessment data (students) to research-based interventions 3. Monitor the interventions (protocols) 4. Progress monitor student progress 5. Book Study

WHAT CAN YOU DO? POSSIBLE BOOK STUDY Research Based Methods of Reading Instruction K-3 Focus Group Sharon Vaughn & Sylvia Linan- Thompson ASCD Chunk the book with staff Staff meetings PPTs with video links from Kelly posted on SCOE website Grade-level meetings

WHAT CAN YOU DO? ANOTHER BOOK STUDY OPTION 40 Reading Intervention Strategies for K-6 Students, research-based support for RTI Elaine K. McEwan-Adkins Solution Tree Chunk the book with staff Staff meetings Grade-level meetings Using study guide

SCOE SUPPORT Site Support Walk through classrooms Staff meeting PD Trauma informed teaching Work with staff to create assessment system