Intensive Summer Literacy Program Kindergarten - Third Grade Davenport Community School District

Introductions Shaney Ford- Out of School Time Program Manager and Stepping Stones Beth Evans- District Reading Specialist Tarrah Parrish- District Data Team and RTI Specialist

Testimonials ●“I really enjoyed working with the students and staff and feel that we made a difference for these kiddos to start a little stronger in reading for the year.” Amy Skinner ●“I have learned a lot and I LOVED being able to work with younger grade levels for the summer!” Cheryl Butz

Components ●Timeline ●Funding ●Student identification ●Assessment ●Staffing ●Professional Development ●Curriculum

Timeline SeptemberSummer data review October - DecemberInitial Planning JanuaryFinalize plans FebruaryStudent identification March - MayRegistration, staffing, curriculum preparations JuneProfessional development and program start (6 week program)

Funding ●No program fee ●Braided funding streams ●Accessing community partners o Field trips o YMCA Wrap care ●Breakfast and lunch

Student identification ●District level data pull with winter benchmark data o Invitations went out to any students that were Well Below or Below on the winter DIBELS benchmark o Buildings were also provided opportunities to invite students that may not have been identified in the initial data pull ●Kick-off Putnam/IMAX

Assessment ●DIBELS spring score compare to DIBELS fall score ●Progress Monitoring with 95 Percent Group-matched to student intervention ●Data Team formative assessment in writing ●Lexia Core5 - ongoing assessment without testing ●DORA

Staffing ●Teacher coordinator - monitoring instruction and student progress at the site ●Classroom teachers - teaching whole group and small group reading, writing, and high-frequency or vocabulary. ●Intervention teachers - pushing in to teach small group PA or Phonics ●Literacy para - supporting classroom teachers and monitoring Lexia rotation ●PE teacher or para - providing time for physical education ●Enrichment teacher - working with students in extension activities

Staffing Visual

Professional Development for Literacy Components ●1 ½ days with curriculum specialists and curricular resources o Training on resources o Organization of resources ●½ day of teacher time in classroom o organizing resources o planning for first day

Curriculum Used ●95% group intervention at student deficit skill ●Whole group read alouds with high frequency words/vocabulary and comprehension practice ●PWIM writing cycle ●Lexia ●Enrichment ●PE ●Reading homework

How curriculum was used ❖ Literacy paras were used to support whole group writing and Lexia (during their PE block) Classroom A 18 students max Classroom B 18 students max 30 minute 95% Small Group 6 students per group max 1 Classroom Teacher 2 Interventionists 30 minute Whole Group – PWIM writing 30 minute 95% Small Group 6 students per group max 1 Classroom Teacher 2 Interventionists 30 minute 95% Small Group 6 students per group max 1 Classroom Teacher 2 Interventionists 30 minute Whole Group – Reading Smart Notebook 30 minute Whole Group – Reading Smart Notebooks 30 minute 95% Small Group 6 students per group max 1 Classroom Teacher 2 Interventionists

Challenges ●Attendance o Students o Teachers ●Timely and accurate data collection ●Home Connections ●Student identification

Q & A