Part II Project PLUS (Promoting Literacy in Urban Schools) Michelle Windmueller, Ph.D.

1. Part IIProject PLUS(Promoting Literacy in Urban Schools)Michelle Windmueller, Ph.D.

2. Overview of Project PLUS(Promoting Literacy in Urban Schools) • Personnel Preparation Grant • OSEP funded (H325P990019) • Partnership between University and K-12 (CSULA and LAUSD) • Specific focus: early reading intervention for at risk students who are EL and may be identified as having LD

3. Components of Project PLUS • Partnership • Early Reading • ELD • Assessment • Intervention • Prevention and Early Identification • Special Education Inclusion Program • Professional Development • Family Literacy Support

4. Goal: Prevention and Early Identification Through Intervention Prevention • of reading failure • of need for special education services Early identification • of learning problems • of learning disabilities Intervention • specific to student needs • based on diagnostic assessment

5. The Building Blocks of Early Reading • Language Development • Phonological awareness • Language experience • Writing • Function of written language • Reading • Experience with literature • Concepts of print • Alphabetic Principle

6. Essential Components of Effective Reading Instruction • Phonological Awareness • Alphabetic Principle • Fluency and comprehension • Oral language development • Intensive, instruction for those who need it most Taken from the California Reading/ Language Arts Framework

7. BIG IDEAS in Early Literacy Skills • Phonological Awareness. • The awareness and understanding of the sound structure of our language, that “cat” is composed of the sounds /k/ /a/ /t/. • Alphabetic Principle. Based on two parts: • Alphabetic Understanding. Words are composed of sounds that are represented by letters, and • Phonological Recoding. Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell. • Accuracy and Fluency with Connected Text. • Readers who are not fluent at decoding are not able to focus their attentional resources on comprehension.

8. Big Ideas Drive the TrainBig ideas of early literacy should drive the curriculum and instruction. And,Big ideas should drive the measures we use.

9. DIBELS Steppingstones to Literacy Initial Sound Fluency

10. What is DIBELS and what does it do for us? • Assessment of basic early literacy skills • Prediction: What is likely reading outcome? • Look for growth: Systematic ongoing monitoring • Data drives instruction: Use DIBELS to make instructional decisions • Who? • What? • How much?

11. Big Idea: Phonological Awareness • Initial Sound Fluency • Goal: Reach benchmark by mid-K • Phoneme Segmentation Fluency • Goal: Reach benchmark by end-K

12. The Odds of reaching Phonological Awareness Predicting Phonemic Segmentation Fluency in Spring of Kindergartenfrom Initial Sound Fluency in Winter of Kindergarten

13. Big Idea: Alphabetic Principle • Initial Sound Fluency • Goal: Reach benchmark by mid-K • Phoneme Segmentation Fluency • Goal: Reach benchmark by end-K • Nonsense Word Fluency • Goal: Reach benchmark by mid-1st grade

14. The Odds of Reaching Alphabetic Principle Predicting NWF in Winter of First Grade from PSF in Spring of Kindergarten.

15. Big Idea: Accuracy and Fluency with Connected Text • Initial Sound Fluency • Goal: Reach benchmark by mid-K • Phoneme Segmentation Fluency • Goal: Reach benchmark by end-K • Nonsense Word Fluency • Goal: Reach benchmark by mid-1st grade • Fluency • Goal: Reach benchmark by end-1st grade

16. The Odds of Reading Outcomes Predicting ORF in Spring of First Grade from Nonsense Word Fluency in Winter of First Grade

17. 40 on ORF in spring of first grade establishes a trajectory of growth and progress toward reading and academic success. (Good, Simmons, & Smith, 1998)

18. A Three-Tiered Model of Intervention Tier 3: Special Education Project PLUS Tier 2: Classroom Intervention Tier 1: Primary Instruction

19. Project PLUS Model DIBELS Assessment Benchmark 1 Benchmark 2 Benchmark 3 Instruction Whole Group Small Group Individual Lessons Reteach/Preteach Instruction Whole Group Small Group Individual Lessons Reteach/Preteach Instruction Whole Group Small Group Individual Lessons Reteach/Preteach Classroom Teacher IWT Teacher provides Small Group Individual Lessons Project PLUS Intensive •Phonological Awareness •Alphabetic Principle •Oral Reading Fluency •English Language Development Referral Student Study Team Intervention

20. Kindergarten End of Year DIBELS Results

21. First Grade End of Year DIBELS Results

22. Second Grade End of Year DIBELS Results

23. Professional Development • Project Schools • Summer Institute • Grade Level Meetings • Staff Meetings • District Level Meetings • Paraprofessional Training • Special Education Assistant Principals

24. Project Schools 3 Saturdays Session 1: DIBELS Training Session 2: Intervention in PA & AP Session 3: Intervention in Fluency & ELD

25. Grade Level Meetings • Structured Topics Directives from Principal Directives from Literacy Coach Teachers’ Questions and Concerns

26. Lunch Meetings • Interpreted DIBELS Data to: Determined who needed intervention Determined intervention groups Determined type of intervention

27. Staff Meetings • K- 3 teachers • Case Studies • Integrating Interventions with Open Court • Independent Work Time

28. District Level Meetings • Assistant Superintendent of Special Education • Local District Superintendent

29. Paraprofessional Training • Big Ideas • Project PLUS • Intervention training • How to work with small groups

30. Special Education Assistant Principals • Interactive Workshops Offered Districtwide Data driven instruction Data management Data interpretation Follow-up with teachers

31. Data Management • 3 Benchmarks • Excel Spreadsheets used with Conditional Formatting *Important to have a data entry person at each school site

32. Linking Assessment and Instruction: Three Types of Instruction • Benchmark Students are meeting benchmarks and move through the regular program • Strategic Students are approaching benchmark and may need strategic, focused instruction • Intervention Students are at great risk of reading failure and need specific, individualized, intensive intervention

33. Focus on Students in Need of Intervention: Attitude is Important • These are “students for whom we have not yet found the right intervention.” • Roland H. Good, Author of DIBELS • Don’t “blame the victim.” It is a school’s responsibility to ensure learning for all. We don’t get angry with a student because he/she does not learn. We determine how to teach him/her.

34. Observations • Areas of student need • Who provided the intervention • Activities: Focused Student response Student engagement Duration

35. Student Outcomes - Year 3

40. Comparing At-risk, No-risk, LD Students

41. Comparing At-risk, No-risk, LD Students

42. Comparing At-risk, No-risk, LD Students

43. Comparing At-risk, No-risk, LD Students

44. Comparing At-risk, No-risk, LD Students

45. Comparing At-risk, No-risk, LD Students

46. Comparing At-risk, No-risk, LD Students

47. Comparing At-risk, No-risk, LD Students

48. Comparing At-risk, No-risk, LD Students

49. Comparing At-risk, No-risk, LD Students

50. Comparing At-risk, No-risk, LD Students