Meeting Students’ Diverse Learning Needs: Full Implementation of HM Core Reading K-6 Part 2:

1. Meeting Students’ Diverse Learning Needs: Full Implementation of HM Core Reading K-6 Part 2: Universal Access Time and Beyond Lodi Unified School District Board of Education Study Session March 11, 2008 6:30pm

2. Presenters • Kenneth Rugg: Educational Psychologist, Houston, Julia Morgan, Woodbridge Schools • Ann Sullivan: 1st grade teacher, Manlio Silva School • Pam Deines: 6th grade teacher, Needham School • Martina Ruiz: 5th grade teacher, Needham School • Nanci Webber: Title I Support Teacher, Beckman School • Leigh Daniels: Vice Principal, Manlio Silva School • Louise Roachford-Gould: Vice Principal, Beckman, Westwood Schools • Lisa Hayes – Director, Educational Support Services

3. The Importance of our Work “There has been no previous time in history when the success, indeed the survival, of nations and people has been so tightly tied to their ability to learn. Today’s society has little room for those who cannot read and write proficiently…The economy of high paying jobs for low skilled workers is fast disappearing.” National Commission on Teaching and America’s Future 1997

4. From the The Reading/Language Arts Framework for California Public Schools. KindergartenThrough Grade Twelve Chapter 7: Universal Access “The ultimate goal of Language Arts programs in California is to ensure access to high quality curriculum and instruction for all students in order to meet or exceed the State’s English-language arts content standards.” The way teachers meet this ultimate goal is by implementing: Universal Access Time

5. What is Universal Access Time? A designated time in the core program when teachers can ensure access to the curriculum for : • Students working below grade level • Grade Level & Advanced Learners • English Language Learners …through assessment and differentiation of instruction. HM Universal Access is a State Adopted K-3 Intervention

6. The Purpose of Universal Access Time • To differentiate instruction through teacher led groups • To provide time for practice to build mastery • To reinforce and extend learning Differentiate: Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs can understand and use essential skills and concepts.

7. Universal Access

8. When Does Universal Access Time Occur? • Whole-Group Lesson—Direct Instruction for all Students at Grade Level - 1-2.5 hours core instructional time 2. Universal Access – Based on the whole group lesson: • Pre-teaching, re-teaching & review • Focus on students who need practice and enrichment in the core skills • Extra practice - At least 30 mins. within core instructional time

9. Universal Access—Meeting Students’ Needs with Flexible Grouping for Differentiated Instruction In order to provide access to the core curriculum for all students, teachers need to: • Assess and Plan 2. Use grouping strategies and differentiated instruction

10. 1. Assessing for UA Instruction The 3 kinds of assessment crucial to students achieving the English-Language Arts Contents Standards: • entry level assessment, • monitoring of progress, and • summative assessment

11. Planning for UA Instruction Teachers use formal, informal assessments and evaluation of student learning to plan activities for students that: • Review • Preview • Intervene • Drill • Practice • Enrichment

12. Assessing for Universal Access

13. Assessing For Universal Access

14. Planning for Universal Access

15. Planning for Universal Access

16. 2. GroupingStrategies for UA Instruction FLEXIBLE GROUPING • Advanced • Extending student depth of grade-level skills • Benchmark (grade level) • Extending student learning at grade level • Strategic (1-2 years below grade level) • Pre-teaching/front-loading, re-teaching, reviewing, EL strategies

17. What It Is Teacher-led groups based on formal/informal assessment Preview, review, reinforcement of core skills Flexible groups/flexible time Students working independently and/or collaboratively Language Arts based practice Activities Differentiated assignments Extensions of learning What It Is Not Students rotating through groups Groupings based on activity, instead of need Activities & approaches other than core ELA All students doing all assignments Centers Differentiating UA Instruction

18. Grouping for Universal Access

19. Grouping For Universal Access

20. Differentiating UA Instruction

21. Differentiating UA Instruction

22. Differentiating UA Instruction

23. Teacher Support for Universal Access Universal Access is a challenging, yet, important, vital part of the core curriculum How can teachers be supported in developing and implementing UNIVERSAL ACCESS TIME? • Professional Development • Classroom Support: Intervention Teachers • Instructional Coaching

24. Professional Development • SB 472 Years 1+ • Making It Work for ELs • HM Mini Modules • Universal Access Study Groups • Grade Level Meetings • Assessment; Data Management

25. InterventionTeachers • Assisting with student assessment • Small group work in the classroom • Platooning in a grade level • Targeting students with similar needs

26. Universal Access with Support

27. Instructional Coaching • Assessment and student identification support • Observation of effective technique • Ideas for differentiation and grouping • Support at grade level meetings • Fidelity to core and standards

28. Resources to Provide Teacher and Student Support Title I Title II State Compensatory Education

29. Intensive Support Beyond HMR/Universal AccessThe Elementary Pyramid • Extra Support for Strategic/Intensive students • Reading skills needs determined by diagnostic assessment • Intensive lessons based on reading skill needs • Decoding • Fluency • Comprehension • Academic language; vocabulary, writing • Lessons given by intervention teachers • More time during day, extended day

30. From the Reading/Language Arts Framework for California Public Schools(Page 17) “Differentiated instruction aims to optimize learning opportunities and outcomes for all students by tailoring instruction to meet their current level of knowledge and pre-requisite skills.”