90-Minute Reading Block Scheduling Cohort B August 23, 2005

1. 90-Minute Reading Block SchedulingCohort BAugust 23, 2005 Examples from William Walker tonifisher@beavton.k12.or.us

2. Overview • Reading Block schedules for Kindergarten through 3rd grade • Benchmark and Progress Monitoring Assessments • Priorities

3. Sample Reading Block Organization: William Walker Kindergarten (4 sessions of kindergarten) • Reading Block is 75 minutes (half day for all) • Teacher teaches all aspects of Houghton Mifflin to all learners (mostly whole class instruction, 20/75 minutes is working in small groups) Kindergarten (4 sessions of KIIP, Kindergarten Intensive Intervention Program, Title 1 Funds) • 48/83 Intensive/Low Strategic children stay for an additional session of KIIP • Ratio: 1 teacher, 12 students • Materials used: ERI, Language for Learning and Pre/Reteaching of Houghton Mifflin

4. Sample Reading Block Organization: William Walker 1st Grade (4 classroom teachers, 1 ESL teacher, 2 Instructional Assistants) High Strategic/Benchmark Students (22 students per class) • Reading Block is 2 ½ hours in length (45 minutes of writing) • 3 Houghton Mifflin Classrooms (utilize all aspects of HM) • 30 minute small group instruction (1 teacher, 2 Instructional Assistants in room, use data to determine instructional focus) • Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Intensive/Low Strategic (23 students) • 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) • 1 Classroom Teacher and 1ESL teacher team teach Houghton Mifflin for 100 minutes (11/12 students) * Read Naturally in the afternoon for intensive and strategic students

5. Sample Reading Block Organization: William Walker 2nd Grade (4 classroom teachers, 1 ESL teacher, 1 Instructional Assistant) High Benchmark Class (25 students), Low Benchmark Class (23 students), High Strategic Class (22 students), • Reading Block is 2 ½ hours in length (45 minutes of writing) • 3 Houghton Mifflin Classrooms (utilize all aspects of HM) • Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Low Strategic/Intensive Students (18 students) • 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) • 1 Classroom Teacher and 1 ESL teacher team teach Houghton Mifflin for 100 minutes (9/9 students) * Read Naturally in and outside of reading block for intensive/strategic students monitored by IA

6. Sample Reading Block Organization: William Walker 3rd Grade (3 classroom teachers, 1 ESL teacher, 1 Instructional Assistant) High Benchmark Class (25 students), Low Benchmark Class (24 students), High Strategic Class (15 students), • Reading Block is 2 hours in length (30 minutes of writing) • 3 Houghton Mifflin Classrooms (utilize all aspects of HM) • Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Low Strategic/Intensive Students (12 students) • 1 Hour of Corrective Reading, ESL teacher and IA • 30 Minutes of HM (vocabulary and comprehension) * Read Naturally in and outside of reading block for intensive/strategic students monitored by IA

7. Assessments • Classroom teachers administer all DIBELS benchmark assessments • The teacher/IA who delivers intervention is responsible for progress monitoring • All data is reviewed at monthly collaboration meetings and instructional groups are reformed

8. Priorities • Building Leadership must create common, uninterrupted reading blocks for grade level teams • After analyzing the data, staffing/resource decisions must be made from a building perspective • Coach, principal, teachers and instructional assistants must meet to analyze data and make decisions that will guide instruction

9. Questions