Gtn presentation

Effective Time Management Strategies for K-3 Reading

Ruth P. MillarPamlico County Primary School

March 31, 2015link to your presentation/wiki here

A Race to the Top InitiativeNC Department of Public Instruction

Educator Effectiveness Division

Ground Rules

• Limit sidebar conversations.

• Be attentive and participate in all activities.

• Share your ideas with colleagues.

• Please unplug your personal devices.

Outcomes

• Review of GTN Initiative.

• Presentation of time on task classroom management stratgies that encourage student engagement.

• Review of student data.

• Q and A

Effective Time Management Strategies for K-3 ReadingPresenter: Ruth P. Millar

District: Pamlico County School: PCPS

Internet Log in information

Link to your presentation/wiki

What is the Governor’s Teacher Network?

• A talented group of 450 outstanding teachers were selected from 1400 applicants for 2014-15.

• Teachers identify novative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base.

• Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is theGovernor’s Teacher Network?

Pathway 1 Teachers: Professional Development

• Identify problems of practice around instructional needs and conduct action research projects in their schools.

• Investigate and analyze the effectiveness of strategies and practices on student learning.

• Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

What is Pathway 2?

Pathway 2 Teachers : Instructional Resources

– Create instructional sequences for Home Base aligned to the NC Standard Course of Study (unit plans, lesson plans, assessment components).

– Produce resources available to all NC teachers through Schoolnet in Home Base.

Action Research

Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Pathway 1: Action ResearchClassroom and school research conducted by teachers to:

•Positively impact student outcomes.

•Identify problems of practice and promote effective instructional strategies.

•Create opportunities for teachers to become reflective practitioners.

•Share research results with other educators.

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Problems of Practice

•Discuss with your table partners hinderances that you encounter within your classroom situation that detour student engagement.

•As a table comprise a list of these hinderances.

•Display your list on the wall.

•Take a gallery walk. Notice lists from other groups, are there similar hinderances?

Action Research Focus

My action research focuses on structuring thereading block for successful studentengagement that:

Captures the student’s interest, Teaches student-led managment of time on

task behaviors and Encourages and promotes mastery of skills.

Action Research Plan

Created a collaborative learning enviroment that is:

student friendly allows for student conversation and

movement scaffolded for success includes time for leveled instruction and progress monitoring of student growth

Data

43%

14%

14%

29%

BOYTRC red

BOYTRC yellow

BOYTRC green

BOYTRC Blue

52%

14%

24%

10%

MOYTRC red

MOYTRC yellow

MOYTRC green

MOYTRC Blue

10%

14%

76%

BOYNWF(CLS) red

BOYNWF(CLS) yellow

BOYNWF(CLS) green

14%

9%

77%

MOYNWF(CLS) red

MOYNWF(CLS) yellow

MOYNWF(CLS) green

0%

24%

76%

BOYNWF(WWR) red

BOYNWF(WWR) yellow

BOYNWF(WWR) green

0%

24%

76%

BOYNWF(WWR) red

BOYNWF(WWR) yellow

BOYNWF(WWR) green

Student Number One NWF (WWR)* Male

Student Number One TRC* Male

Student Number Two NWF (WWR)* Female

Student Number Two TRC* Female

Student Number Three NWF (WWR)* Male ESL

Student Number Three TRC* Male ESL

As a result of benchmark data a system of progressing monitoring

was put into place.Groups Students Dibels TRC Focus areas based on benchmark assessments.

Group 1 B

S

A

RB

RB

C

phonemic awareness, phonics, vocabulary, fluency, comprehension

(use activity suggestions from Florida Center for Reading Research)

Group 2 M

C

A

D

D

D

E

E

vocabulary, fluency, comprehension


Group 3 N

K

A

J

M

E

E

E

E

E

vocabulary, fluency, comprehension


Group 4 Y

W

K

F

F

F

fluency, comprehension


Group 5 K

M

A

A

M

G

G

G

G

G

comprehension


Group 6 M

M

M

I

H

J

comprehension


Monday Tuesday Wednesday Thursday Friday

2

Progress Monitor Grps 2, 3,

4

3


4

4


4

5

Progress Monitor Grp 1

6


9 10 Early Dismissal 11 12 13

16 St. Patrick’s day 17 18 19


20


23


4

24


4

25


4

End of Marking 26

Period

Progress Monitor Grps 5, 6

Optional Workday27

30 31

Monday Tuesday Wednesday Thursday Friday

Prog Monit Grps 2, 3, 4 2

Grp 1:

letter/sound fluency

Grp 2:

leveled readers

vocabulary, comprehension Skills

Grps 3,4,5,6:

leveled readers

comprehension skills


Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers



Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


Progress Monitor Grp 1 5

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers



Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


9

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


10

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


Early Dismissal 11 12

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


13

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


16

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


St. Patrick’s day 17

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers


18

Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers



Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers



Grp 1:


Grp 2:

leveled readers


Grps 3,4,5,6:

leveled readers



Same as above

Prog Monitor Grps 2, 3, 4 4

Same as above


Same as above

End of Marking Period 26

Progress Monitor Grps 5, 6

Optional Workday27

30

Same as above

31

Same as above

Scope of Work•Problem: lack of time for leveled instruction and progress

monitoring.

•Progress monitoring is the key to meeting students where they are and taking them to where they need to be for success.

•All teachers benefit from implementation these strategies and structures. The overall result is student growth mastery of skills, and student engagement.

•Students benefit from cooperative grouping with confidence, collaboration, and 21st century skills that lead to success in the work place.

Nonnegotiables

•Classroom rules that are student originated.

•A classroom management system that is clearly

understood and visible.

•A rotation chart that is clearly understood,

visible, and user friendly.

•Activities that lead to student success and self

management.

•Consistency in routine and consequences for

noncompliance.

Examples: Classroom Management

Student

generated

classroom

rules.

Student

choice

and

consequences

system

Clearly

defined

and

posted

daily

schedule

Example of a rotation chart

All supplies are common property. Every two

students share a tool basket with everything

needed for engagement. All centers have all

necessary supplies provided.

Students have a specific work areas and separate

whole group areas within the classroom.

For every task there is a process that is pre-taught and

held to expectations.

Activity

•Participants will engage in following the rotation chart for five center activities.

•These activity centers will last for five minutes each. During this time participants will comprise a list of questions, comments, and ideas for implementation.

•As participants rotate between the centers grade levels will be pulled to meet with the presenter to simulate leveled groups. During this time participants may share questions the presenter.

How is HomeBase/Schoolnet used?

Data on student progress and achievement.Lesson plansUnit plansGrade BookComparisons across the district and state

References• Assessment and progress monitoring data NC Reading 3D program.

• Watts-Taffe, Susan; Laster,B.P.; Broach,Laura; Marinak,Barbara; Connor, Carol

MacDonald; Walker-Dalhouse,Doris (2012). Differentiated Instruction: Making

Informed Teacher Decisions, The Reading Teacher, 66(4), 303-314. Doi:

10.1002/TRTR.1126.

• Kamps, Debra; Abbott, Mary; Greenwood, Charles; Wills, Howard; Veerkamp, Mary;

Kaufman, Jorun (2008). Effects of Small-Group Reading Instruction and Curriculum

Differences for Students Most At Risk In Kindergarten: Two-Year Results for

Secondary and Tertiary-Level Interventions. Journal of Learning Disabilities, v41 n2

p101-114., ERIC EJ796780.

• Denton, Carolyn A. (2000) Classroom Reading Instruction That Supports Struggling

Readers: Key Components for Effective Teaching. RTI Action Network,

http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching.

• Kosanovich, Marcia; Ladinsky, Karen; Nelson, Luanne; Torgesen, Joseph (2007).

Differentiated Reading Instruction: Small Group Alternative Lesson Structures for All

Students. Guidance Document for Florida “Reading First” Schools, Florida Center for

Reading Research. 11pp., ERIC ED498777.

• Kosanovich, Marcia (2012). Using “Instructional Routines” to Differentiate Instruction”

A Guide for Teachers, Center on Instruction. 54pp. Eric ED531909

• Collaboration, educational discussions and conversations with colleagues at Pamlico

County Schools, Bayboro, NC.

http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching

Feedback

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Conclusion of Presentation

•Thank you for your participation.

Contact Information:

Name: Ruth P. Millar

School/District: Pamlico County Primary School

Pamlico County

Phone: (252)414-0757

Email: [email protected]

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