Core Program Review of Reading: The Nuts Bolts of an Effective Schoolwide Intervention Model

1. Core Program Review of Reading:The Nuts & Bolts of an Effective Schoolwide Intervention Model RtI Summit CESA #10 Stanley-Boyd School District

2. Why Core Program Review?

3. Follow the Yellow Brick Road�

4. We�ve got RtI!

5. REMEDIATION As we have known it over the years, Does not work! J. David Cooper Literacy Consultant, Florida Wisconsin Title I Association Conference, Spring 2008 How about adding some music during the activity?How about adding some music during the activity?

6. Accountability IDEA requires that ALL students� especially struggling students� be provided appropriate classroom instruction� and intervention instruction� before the process of consideration of special education can begin. -Allington, What Really Matters in Response to Intervention

7. Basically, the law says: A child shall not be determined to be a child with a disability if the determinant factor for that determination is- Lack of appropriate instruction in reading, including the essential components of reading instruction of the Elementary and Secondary Education act of 1965; Lack of instruction in math; or Limited English proficiency.

8. Core Program Review (CPR)

9. What did we DO At Core Program Review?

10. CPR and Response to Intervention High Quality Instructional Practice Differentiated instruction Intervention / Additional services Continuous Review of Student Progress Balanced assessment system Collaboration

11. 16 Leadership Teams Principals School Psychologists Reading Specialists Classroom teachers Title I teachers Special education teachers

12. Build Capacity Engage ALL members in shared learning Build shared responsibility for student success Make decisions based on information and data Focus on measurable, observable results Building capacity for all teachers on staff.Building capacity for all teachers on staff.

13. Collective Inquiry �Do you really want to maintain the status quo?� Question the status quo Seek new methods Test those methods Reflect on the results in a joint effort Being in a leadership role isn�t easy and you will get people who don�t want to change. Being in a leadership role isn�t easy and you will get people who don�t want to change.

14. Can we start telling it like it is? Every teacher believes that what they are doing is the right thing for children. This isn�t easy. Noone is doing anything wrong, it�s about improving. This isn�t easy. Noone is doing anything wrong, it�s about improving.

15. Preparing for Implementation of Response to Intervention Core instruction/Tier 1 is the BEST prevention Core instruction is for ALL students 80% of our students should be successful in the core reading program 20% may need additional time and support <80% consider improvement of core program� Curriculum Instruction

16. Tier I: The Universal orCore Literacy Program Intensity � 90 minutes a day of reading instruction K-2nd, 60 minutes daily for grades 3-6 Benchmark assessments/screenings Variety of flexible grouping options Differentiated small group instruction for strugglers Classroom teacher provides additional support to lowest group Year of growth for year of instruction Different tiers � Core Instruction and Intervention -Time, essential skills & strategies, not solely whole group, using variety of texts students can actually read Different tiers � Core Instruction and Intervention -Time, essential skills & strategies, not solely whole group, using variety of texts students can actually read

17. Tier II: Intensive Supplemental Intervention In or out of the classroom PLUS core instruction Small groups Additional time and support � 30-40 min. Connected to core curriculum Ongoing formative assessment ACCELERATION Not a life sentence!

18. Struggling Readers� Catch up ONLY when they make more than a year�s progress in a year�s time.

19. Tier III: Most Intensive Intervention Typically 1:1 or no more than 1:3 Intensity Expertise More diagnostic � ongoing formative assessments Return to core asap

20. Consistent Schedule of Classroom instruction that includes� Direct teaching of key strategies and skills Teacher modeled reading and writing Teacher-guided small group reading practice in leveled texts Time for independent reading and writing

21. We Need to ANALYZE Data! DRIP, DRIP, DRIP!

22. Data Analysis Task Sequence Data table Graphic representation Observations, discussion and documentation Hypotheses Classroom connections Dr. Judy Sargent, Comprehensive Data Retreat Workbook, pg. 37 Data Analysis section Data is best analyzed when it is quantified � illuminate patterns in the data � observe, discuss info � come to group interpretation of findings- indentifying primary concerns for improvement and shape direction of the improvement planData is best analyzed when it is quantified � illuminate patterns in the data � observe, discuss info � come to group interpretation of findings- indentifying primary concerns for improvement and shape direction of the improvement plan

23. A Look at Data Core Program Self-Assessment for RtI Needs Assessment WKCE Student Achievement Data Literacy Practices Survey Judy Sargent, CESA #7 Local Assessment Data

24. Essential Components of Reading: �The Big Five� Phonemic Awareness Phonics Fluency Vocabulary Comprehension

25. A Look at Curriculum and Instruction: Identify desired results Determine acceptable evidence Plan learning experience and instruction

26. Break-out sessions Principals/Leadership Consistency in instruction Clear definition of effective teaching Balancing need for consistency with need for differentiation Elements of school improvement K-2 teachers & Grades 3-6 teachers Evidenced-based strategies and interventions

27. It�s Not what you buy� It�s what you DO! Critical Elements of the Curriculum

28. Leadership Team Responsibilities Communication Build Capacity (Resource binder) Response to Intervention Professional articles Data analysis Instructional strategies Literacy plan

29. What effect did CPR have on our schools? Ask Stanley-Boyd!

30. Purpose of Core Program Review Develop a literacy action plan to improve student achievement in reading

31. A New Way of Analyzing Data What is the data REALLY telling us? Form Hypotheses Classroom Connections

32. A New Way of Analyzing Data Core Program Self-Analysis for RtI Effectively teach ALL children Monitor student progress to inform instruction Intervene early Use a multi-tiered model of service delivery Use a collaborative, problem-solving method to make instructional decisions

33. A New Way of Analyzing Data Critical Elements of the Curriculum Literacy Practices Survey Assessment, Environment, Resources, Teaching Practices, Expertise WKCE Needs Assessment Data Local Assessment Data

34. WSRA Successful Response to Intervention: How and Why Brian Reindl Washington School for Comprehensive Literacy

35. Intervention WallQuarter 1 September 2008

36. Local AssessmentsWinter (January)

37. Scheduled Team MeetingsCard Placement

38. Scheduled Team Meetings Adequate ProgressGuided Reading -Independent Levels

39. Scheduled Team Meetings  Student Progress review previous interventions review current assessment data Intervention Plan intervention menu progress monitoring

40. Intervention Menu Tier 1 Classroom Interventions Phonics Lessons Gr. K-3 by Fountas & Pinnell First Steps Fry Words/Phrases Repeated readings partner/adult reading reading strategies (visualizing, inferring, questioning, etc.) graphic organizers Earobics

41. Intervention Menu Tier 2 Reading Support Leveled Literacy Intervention Early Success (K-2) Soar to Success (Gr. 3-6) Jolly Phonics Program

42. Progress Monitoring Every 2-3 weeks Retelling rubrics DIBELS progress monitoring materials Reading records Fry word lists

43. Documenting the Intervention Plan

44. Intervention WallQuarter 2January 2009

45. Grade 2

46. Grade 5

47. Writing the Literacy Action Plan

49. �We will�� statements We will analyze comprehension assessments in grades 3-6th to determine areas of need We will investigate best practices in vocabulary development and instructional strategies We will consistently administer running record assessments in grades K-3

51. Stanley-Boyd�sLiteracy Action Plan Objective for Comprehension (we will analyze comprehension assessments in grades 3-6th to determine areas of need) Tasks Item analysis of Scholastic Reading Inventory Determine areas of need/concern as based upon item analysis Examine current core program curriculum to determine if weaknesses/concerns are addressed Determine what types of professional development and resources are needed Provide professional development and materials � including a book study of What Really Matters in Response to Intervention (2009) by Richard L. Allington

52. Stanley-Boyd�s Literacy Action Plan Objective for Vocabulary (We will investigate best practices in vocabulary development and instructional strategies) Tasks Item analysis of WKCE Compile a list of challenging vocabulary Examine current core program curriculum to determine if challenging vocabulary is being introduced and used Determine what types of professional development and resources are needed Develop ways to increase the number of vocabulary words being introduced Implement instructional changes in vocabulary development

53. Stanley-Boyd�sLiteracy Action Plan Objective for Running Records (We will consistently administer running record assessments in grades K-3) Tasks Purchase Fountas and Pinnell Benchmark Assessment Kits K-3 Provide initial training to K-3 staff on administration of the Benchmark Assessment materials Peer coaching of test administration Implement instructional changes in reading instruction based on Benchmark Assessment results Evaluate fidelity of test administration

54. Professional Development Plans Facilitation of literacy plans Math Core Program Review K-12 Core Program Review for SPED

55. Heartbeat of RtI ��is a responsive teacher who understands change over time in literacy processing and is able to adjust instruction to accommodate student learning.�

56. Contact Information: Carolyn Melville, Reading Resource Teacher cmelvil@stanleyboyd.k12.wi.us Bryce DeRoos, School Psychologist bderoos@stanleyboyd.k12.wi.us Yvonne Harness, CESA #10 Educational Consultant yharness@cesa10.k12.wi.us