Reading Intervention Research Project

1. Reading Intervention Research Project By Crystal Epps Intervention Teacher at Charles White ES

2. Percentage of Students Proficient or Advanced on the CST in 2009-2012

3. Defining the Problem: The 540 Day Rule by Kame’enui, 2001 • If a child is not a fluent and skillful reader by the end of third grade, the likelihood that he or she will be a fluent and skillful reader after third grade is practically nil. Therefore, early prevention in beginning reading is extremely more effective, more efficient, less costly, and more cognitively engaging than remediation or intervention in later years. • Good first teaching is essential.

4. RtI2 Differentiation PM Tier 3 3:1 PM Tier 2 5:1 PM Tier 1 Core Grade Level + IWT

5. Overarching Project Question • How can we ensure that our intensive readers (whose reading fluency is below the 25th percentile for their grade level) reach the strategic level (25th-49th percentile) or above by the end of the school year, and that all of our students move to higher proficiency levels in English Language Arts?

6. Feedback from Last Presentation • Research RTI and Intervention Pedagogies • Build a team, trust, and collaboration to shape the work • Define my role • Develop school-wide vision and expectation • Build professional learning community

7. Action Steps 1. Researched intervention: Torgesen, Moats, Models of Teaching, RTI Framework, District Experts, Gratts ES, Differentiated Instruction 2. Shared research with teachers: defined my role and asked for their feedback 3. Built team with 2nd grade 4. Discussed vision, trust, and collaboration as faculty. 5. Discussed non-negotiables for intervention, and effective reading instruction for core and differentiation 6. Analyzed data using the problem solving process to set SMART goals, action plans, and plan for differentiated instruction

8. Roadblocks • There is a lack of consistency in instructional practices across classrooms: i.e. some teachers teach small groups of students and progress monitor them and some do not. • I have been working with small groups of teachers, so not all of them hear the message, have a voice in the work, or buy in.

9. Current Dilemmas • There is a need to build common knowledge, language, and practice regarding ELA and intervention instruction. • There is still a need for authentic dialogue, reflective practice, trust, and collaboration amongst teachers. • There is a need to know how to build capacity and a learning community that will continue to grow and sustain the progress we have made in ELA instruction and intervention.

10. Critical Leadership Question • As an instructional leader/ Intervention Teacher, how can I collaboratively support the teachers in the Response to Intervention Framework and build the capacity of teachers to move students to higher proficiency levels in English Language Arts?

11. Percentage of Students at CST Performance Levels in English Language Arts

12. Epps’ Intensive Readers’ Fluency Levels on DIBELS Middle of Year (MOY) Assessment

13. Number of Fluency Intensive Readers on the DIBELS Assessment at the Beginning of the Year (BOY) and Middle of the Year (MOY)

14. Next Steps • We need to strategically plan for each group together, so that each group will show growth.