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October 2009 Brown Bag: Lincoln Street

October 2009 Brown Bag: Lincoln Street. Lincoln Street Opens Fall 2008. Three different elementary schools become one with boundary changes 86-90% free and reduced 70% Hispanic and 50% ELL 42% of First grade students met the DIBELS benchmark goals in the fall … 73% by spring!. WOW!.

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October 2009 Brown Bag: Lincoln Street

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  1. October 2009Brown Bag:Lincoln Street

  2. Lincoln Street OpensFall 2008 • Three different elementary schools become one with boundary changes • 86-90% free and reduced • 70% Hispanic and 50% ELL • 42% of First grade students met the DIBELS benchmark goals in the fall … 73% by spring!

  3. WOW! Let’s take a look at how you did that …

  4. What does the instructional time look like? • Wanted to maintain a 120 minute reading block in the morning AND another 30 minutes in the afternoon for ALL students. • A Walk to Read model is used with 3 first grade classrooms. • Core Program + enhancements classroom • 2 classrooms using Replacement Core • Most support goes into the classrooms using the Replacement Core.

  5. 120 Minute Reading Block - 1 Classroom teacher and 1 Instructional Assistant (18 students) Recess Break

  6. 30 additional minutesin the afternoon Classroom teacher pulls small groups that have either not passed mastery assessments, or are struggling in the morning lesson for additional small group targeted re-teaching of those skills. The rest of the students not working with teacher are engaged in independent practice.

  7. What are you decision rules for placing kids into programs? • There is a district protocol with 4 quadrants • Advanced • Benchmark • Strategic • Intensive • Lincoln Street is an at risk school … high poverty.

  8. We look at the fall DIBELS data first. • Then we look at the instruction they received in kindergarten. • We know how much intervention it takes to get the kindergarten kids to benchmark. • 42% in the Fall to 87% in the Spring • Teacher’s provide input about behavior. • We take a look at the pace of acquisition of skills.

  9. After they are placed, groups remain fluid. • In-program assessments determine what needs to happen next with a student. • Students move between Replacement Core rooms often … but RARELY do Replacement Core students move into Core. • In-program assessments determine if students can stay in the group with a little tutoring … • or we “double group” them so that they go in a lower group and remain with their group, • or they move to another group.

  10. The classroom with the most intensive needs has the least amount of students and the most support. • The SPED teacher is wholly integrated into the reading program and has the same schedule as everyone else.

  11. How do you address pacing? • Targets are set up by each reading teacher at the beginning of the year. • A chart is used with projected pacing targets to complete program by the end of the year. • Each week they fill in the actual pace.

  12. What Happens if a Group is Not on Pace? • WHATEVER IT TAKES!!!! • Our staff has a whatever it takes attitude to figure out a way to get these kids another dose. • Migrant staff, 10 minutes of extra instructional assistant time that might be in the schedule, practicum students from college, community members, peer tutors

  13. What about those kids that are on the fence? Replacement Core To Benchmark Core Benchmark Core To Replacement Core In other words, preventing failure instead of waiting for it to happen.

  14. What does the 30 minutes in the afternoon look like? • We call this reteach/enrichment time. • All students receive another 30 min • It is another Walk to Read time • Benchmark students get enrichment with HM • Read Well kids get another dose of RW • It might be the next lesson or the same lesson if they are not at mastery. • A focus on phonemic awareness skills, sound/spelling fluency, blending and word reading skills.

  15. What Does the Grade Level Collaboration Time Look Like? • One hour every 3 weeks. • Teachers know to come prepared • Names of students and concerns they have for them • Data: what programs students have been in and the in program assessments as well as DIBELS progress monitoring, phonics screener and prior collaboration notes.

  16. Sam 10/22 ProgM NWF 35, 44; behavior plan started 10/19; RW1 unit 8 passing assessments 12/3 doing well w/ Norma in Read Well group and is hitting NWF benchmark. Toni P suggests after one more trimester may be able to join the classroom. 2/24 moved to quicker 4 day pace Read Well group w/ Kim 3/19 doing well in Read Well unit 24

  17. Closing Thoughts …

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