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Prescott Elementary School Reading Program. Pam Brown Kindergarten Caren Haldeman Special Education. Prescott’s Diversity. Our school population is 420 students. 90% of our students receive free and reduced lunch. There are 15 different languages spoken by students attending Prescott.
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Prescott Elementary School Reading Program Pam BrownKindergarten Caren HaldemanSpecial Education
Prescott’s Diversity • Our school population is 420 students. • 90% of our students receive free and reduced lunch. • There are 15 different languages spoken by students attending Prescott. • 35% of our students are English Language Learners. • 18% of our students receive special education services.
School Wide Overview • Rigby - K-5 • Daily 5 - K-5 • Cafe • Running Records3 times a year - Fall, Winter, Springdecoding and comprehension • AimsWeb (benchmark)3 times a year - Fall, Winter, Springfluency of targeted skills • Oregon State Assessments – OAKS and ELPAGrades 3 – 5(ELPA K-5)
Classroom Overview • Small group, guided reading instruction • Concepts of Print • Letter names • Letter sounds • High frequency words • 1-minute fluency timing • Comprehension • Running Records – as needed in addition to 3x/year
Reading Interventions Struggling readers are identified by a review of the Prescott combined data spreadsheet at monthly grade level PLCs and placed into intervention groups. • Sidewalksphonological awareness, letters, sounds • Zoophonicsphonemic awareness, letters, sounds, blending • ReadWelldecoding, comprehension • Read Naturallyfluency • 1:1 target skill practice with Experience Corps volunteers • SMART reading program (581 hours from September 2009 – January 2010) • Corrective Reading (SPED) decoding, fluency, comprehension • Lindamood Bell LIPs (SPED)decoding (articulators to letter correspondence), sight words
Advantages • Flexible small groups and/or 1:1 instruction • Looking at a variety of data to gain information about reading levels and needs • Matching intervention to individual learning needs
Disadvantages • Not all testing provides information about instructional needs • Testing takes away from instructional time • Need additional resources- intervention curriculum and people to provide instruction • Despite our best efforts we still have students that make slow progress in reading– we need access to community resources to support family needs
School Success Rate How do we know if what we are doing is successful?Success is determined by: • % of students meeting Oregon State benchmarks at each grade level (3-5)reported weekly to staff by school principal • % of students making continued growth over timereported 3 times/year to staff by Literacy Coach (AimsWeb & RR) and reviewed at monthly PLCs by grade level teams • progress monitoring of intervention groupsreported monthly to staff by Literacy Coach
What would we change? Teachers surveyed said… • They would prefer to test their own students to get a better feel for individual instructional needs • Testing needs to inform instruction and intervention as well as provide a measurement of growth • We need consistency among testers for comprehension and fluency • We need specific curriculum/resources for intervention groups at each grade level
Discussion How could teachers better meet intervention needs for all readers (below, at, and above grade level)? How can assessment data be shared with students to motivate their learning? With parents to inform and enable them to assist with their child’s learning?
