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Reading Interventions Board Presentation September 13, 2012

Reading Interventions Board Presentation September 13, 2012. SOL Data. SOL DATA. Differentiated Instruction.

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Reading Interventions Board Presentation September 13, 2012

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  1. Reading Interventions Board Presentation September 13, 2012

  2. SOL Data

  3. SOL DATA

  4. Differentiated Instruction A tiered intervention process is aligned to research based interventions which are aligned with individual needs of students. Strategies and interventions are documented in lesson plans and data notebooks.

  5. Multiple Strategies • Balanced Literacy Plan • Small Group (Tier II) • One – one (Tier I) • Extended learning opportunities • Frequent assessments (local, PALS, STAR) • Strategies Offered for Success Plan (SOS) • Flexible scheduling • 504 Plan • Individualized Education Plan (IEP)

  6. Guide to Reading and Writing Instruction Teacher resource guides provide the “what is” and “how to” guide to guided reading. Includes ninety (90) minutes of uninterrupted Reading each day in grades K-5. Instruction is differentiated throughout the year which is aligned with student needs.

  7. Extended Learning Opportunities Master Schedules are designed to include daily intervention (remediation and enrichment) throughout the year. Common teaching times support flexible teaching opportunities. Title I and local paraprofessional support daily instruction. Summer School and the STEP Summer Program occurs and includes transitional kindergarten.

  8. Phonological Literacy Screening Instruction (PALS) Administered three times a year in grades Pre-K through grade 2 and to students in grade 3 who did not meet the fall benchmark. Quick checks Electronic lesson Plans (K-5)

  9. Phonological Awareness Literacy (PALS) Benchmarks

  10. Student Report

  11. Interventions PALS – students who do not meet the benchmark receive 2 ½ hours of intervention weekly. AR / STAR – weekly monitoring occurs and adjustments are made. Assessments – monthly assessments are given and re-teaching occurs throughout the nine weeks. Fundations / Wilson – intensive intervention is provided to Tier II and Tier III students in grades K-2.

  12. System-wide Literacy Committee A system-wide Literacy Committee is comprised of representatives from all elementary schools. Ongoing, extensive professional development is provided to include participation in the State and International Reading Conferences. Individuals present to paraprofessionals, teachers, and schools.

  13. System-wide Literacy Review Team A system-wide Literacy Review Team is comprised of internal reading experts that conduct school-wide reviews as needed as a follow-up to Academic Reviews. Feedback is given to schools that aligned with Essential Actions and Indistar Tasks.

  14. “We shouldn’t teach great books; we should teach a love of reading” B. F. Skinner The ability to enjoy a good book is an acquired skill that pays lifelong dividends.

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