Meeting the Needs ofStruggling Learners

K-2

Jefferson Parish Turnaround Schools

Teaching ALL Children to Read• For reading interventions to succeed, all children at risk

for reading failure need to be identified and helped well before age 9 (Lyon, 1995)

• Without interventions, 88% of children who have difficulty reading in first grade will have difficulty reading at the end of fourth grade (Juel, 1988)

• Without intervention, 75% of children who are poor readers at the end of third grade will remain poor readers in high school (Shaywitz, et al., 1997)

• With appropriate intervention, two-thirds of reading disabled children can become average/above average if they are identified early (Vellutino et al., 1996)

Accelerated Learning for below grade level students!

1. Ensure all students make expected yearly growthProvide strong core reading instruction for allEnough time spent to meet the needs of many students who do not typically receive powerful support at homeEnough quality so that the increased instruction time is spent effectively { Time + Quality Instruction = GROWTH}

2. Ensure students who are behind make expected growth PLUS catch-up growth

Effective differentiated instruction by classroom teachersEffective school level systems and resources to provide additional intensive interventions in small enough groups for enough time and with enough skill

Student Needs (Reading)Proximal=YEARS WORTH OF GROWTH What supports needed to help students with current grade-level learning targets (Common Core Grade Level Learning Targets)

Distal=ACCELERATED GROWTH FOR BELOW-GRADE LEVEL STUDENTSWhat supports needed to address the learning gaps in basic skills so students have the skills needed to master grade-level learning targets (Foundational Reading Skills)

The best intervention is

effective instruction.

 T

Data-Driven Instruction

Step 1: What should students in each grade know and be able to do by the end of the year? (Establish Grade-Level

Learning Targets)

Step 2: How will we know if they know it? DATA-DRIVEN INSTRUCTION

DIBELS, Formative Assessments, Short-Cycle Assessments, ANet, Quarterly Assessments

Step 3: What will we do for students who do not know it? (Skills-Based Intervention Groups)

Where do you find grade-level learning targets?

•Common Core Standards•“I Can” Statements

•NC Department of Public Instruction Unpacked CCS

Step 1: What should students know and be able to do?

Literacy Learning Targets for K-2are

Common Core State Standards

Foundational Reading Standards Literacy Standards

At the beginning of each quarter teachers need a whole day to:

to write grade-levellearning targets for 3rd quarter

to analyze quarterly datadetermine skill-based intervention groups TSI

Assign students to TSIset up TSI groups

Phonemic Awareness-- ability to hear and manipulate individual sounds in oral languagePhonics-- understanding and connecting letters of written language with sounds of oral languageFluency– reading text accurately and quicklyVocabulary--oral or reading language needed for effective communication’Text Comprehension-- purposeful and active strategies for understanding written language (National Reading Panel, 2000)

Foundational Reading Skills

Literacy Learning Targets for K-2are

Foundational Reading Standards Literacy Standards

Foundational Reading CCS Skills (5 Components)Explicit Instruction in These Areas

Phonemic Awareness Phonics Vocabulary Fluency Comprehension

Kindergarten

Phonological Awareness and Print Concepts

Phonics Word

Recognition

Sight Words

First

Phonological Awareness and Print

Concepts

Phonics and

Word Recognition

Sight words & Phrases

____________

Timed Passages

Second

PhonicsAnd

Word Recognition

Timed Passages

Third

Timed Passages DAZE PASSAGES

Fourth

Timed Passages DAZE PASSAGES

Fifth

Timed Passages DAZE PASSAGES

Phonemic Awareness~Shared Reading

~Read Alouds

~Nursery Rhymes

Phonics~Orton Gillingham

~Word Study:

"Words Their Way"

Fluency~Sight Word ID

~Phrases

~Timed passages

Vocabulary~Academic Vocab.

~Marzano's 6 Step Process

~PWIM

Comprehension~Guided Reading

~MAZE~AR

Strengthen The Core

Literacy

Curriculum

Handout- Sight Words

Pre-PrimerPrimer

FirstSecondThird

Fourth and Fifth- 220 Sight Words

How important is Phonemic Awareness?

Students in high school who had difficulty reading were identified as having

no/very littleinstruction

Inphonemic awareness!

Phonological Awareness Teaching Progression

DifficultPhoneme Deletion and Manipulation

Blending and Segmenting

Onset-Rime Blending and Segmentation

Syllable Segmentation and Blending

Sentence Segmentation

Rhyming

Word Comparison Easy

Handout

How To Teach Phonemic Awareness

“Gingerbread Baby”Read and discuss with a partner.

WEBSITE: FLORIDA CENTER FOR READING RESEARCHFoundational Reading Skill Activities for Teachers

Student Center ActivitiesDuring 2004-2007, a team of teachers at FCRR collected ideas and

created Student Center Activities for use in kindergarten through fifth grade classrooms. Accompanying these Student Center Activities is a

Teacher Resource Guide and Professional Development DVD that offers important insights on differentiated instruction and how to use

the student center materials.

Frequently Asked Questions about Student Center Activities Grades K-1 Student Center Activities (2005)

Grades K-1 Student Center Activities (Revised, 2008) Grades 2-3 Student Center Activities (2006)Grades 4-5 Student Center Activities (2007)

Kindergarten Literacy Instruction1) Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension

2) Common Core Literacy Standards

Common Core Literacy Skills 2013

Kindergarten Reading Literature

Informational Text

Writing

Speaking Listening

Language

First Grade Reading Literature

Informational Text

Writing Speaking

Listening

Language

Second Grade

Transitional Curriculum

Transitional Curriculum

TransitionalCurriculum

TransitionalCurriculum

Transitional Curriculum

Third Grade

GLECalendar : Skills Taught and Tested 2013

Fourth Grade

GLECalendar: Skills Taught

and Tested 2013

Fifth Grade GLE

Calendar: Skills Taught and Tested 2013

WEBSITE: Florida Center for Reading Research http://www.fcrr.org

Use these charts to access Student Center Activities aligned to each of the Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center On Instruction document listing the standards addressed by each Student Center Activity can be accessed here .

Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2 | Grades 3 through 5Reading Literary Text: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5Reading for Information: Grades K and 1 | Grades 2 and 3 Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5Writing and Speaking & Listening: Grades K through 5

Handout

Curriculum Maps•University of Oregon

•North Carolina Department of Public Instruction Website

Literacy BlockLesson Plan Format

Literacy Block ACTIVITY Minimum Minutes

Read Aloud – CCSS Reading Literature/Informational Text 30

Shared Reading/Guided Reading (read with) 20

Guided Reading Groups

Reader’s Workshop- Daily Five

60 (determined by # of groups)

Phonemic Awareness Activity 20

Phonics 20

Sight Words 10

Morning Message (write to) 5

Predictable Chart (write with) 20

Writer’s Workshop (write by) 35

Intervention/Progress Monitoring 20

(240 min)

Second Grade Daily Lesson Plan

Date: Teacher:

Phonemic Awareness (20 minutes)

Phonics (20 minutes)

Sight Words (5 minutes)

Fluency (5 minutes)

Vocabulary (5 minutes)

CCSS/GLE: Reading Literature / Informational Text

(circle one)

CCSS/GLE: Writing / Speaking and Listening / Language

(circle one) I CAN Statement: Teacher Directed: Model: Guided Practice: Independent Practice: Formative Assessment: Intervention-Students: Progress Monitor-Students:

I CAN Statement: Teacher Directed: Model: Guided Practice: Independent Practice Formative Assessment: Skill:

3-5 Lesson Plan

NOW WE HAVE ADDRESSED STEP 1:

Learning TargetsCurriculum Maps

Lesson Plans

Move to Step 2

Step 2: How do we know they know it?

Data-Driven Literacy Instruction

Assessments: DIBLES, FORMATIVE, RUNNING RECORDS, ETC. Analyze Data Make Feedback and Develop Strategies ActAssess Again Repeat

Common Core State Standards Classroom Assessments

M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F

FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA

SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT

BENCHMARK TESTING (ANET TESTING)

FA – FORMATIVE ASSESSMENT

Create Teacher-Made AssessmentsAs Rigorous As The State Test

Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.

In an open-ended question, the rubric defines the rigor.

In a multiple choice question, the options define the rigor.

Data-Team Meeting

Review all individual student data(Formative Assessments, Short Cycle

Assessment, Benchmark Assessment, ANet)Determine who needs additional assessments

(Cool Tools, DRA, DAR, Phonics Screener)

Discuss DIBELS data on next page and make Feedback

1) Which students are ready to read? 2) Which students have made no/little progress? 3) Which students are Intensive, Strategic, Core in each sub skill? 4) What strategies would you use to move students to a higher level 5) Could there be problems with core instruction

DIBELS• Is instruction taking place between each progress

monitoring period?• Is the instruction explicit?• Are your red students being progress monitored every

week? If so, the data should be used to plan instruction and this instruction should move red students to green!

• If the answer to these questions is yes, and the student is still red, then the student/s should be given a diagnostic test such as DRA, DAR, Scholastic Reading Inventory, COOL TOOLS mini assessments, Phonics Screener

Handout

Diagnostic Assessments

Administer to dig deeper to determine skill deficits and create a plan to remediate

deficits!

Results of Phonics Screener Student

Date

Word Recognition

O R R E A A L D

Accuracy Fluency

Silent Reading Comp Spelling Word Meaning Print Awareness

P A H W O A N R E N E S S

Rhyming Words Segmenting Words

Initial Consonant Sound Final Consonant Sound

Auditory Blending

L&S E O T U T N E D R S S

Naming Capital Letters Naming Lowercase

Matching Letters Matching Words

Writing Words

W A O N R A D L Y S I S

Consonant Sounds Consonant Blends

Short Vowels Sounds Rule of Silent E Vowel Digraphs

Diphthongs Vowels with R

Two-Syllable Words Polysyllabic Words

Ready for Step 3

Step 3:Now that we know the skill deficits for each student, what are we going to do about it?

Regroup by ability for literacy instruction

Intensive ClassStrategic ClassAverage ClassAbove Class

Discuss the pros and cons of ability grouping

*Kaleidoscope

ALL STUDENTS Kindergarten First Grade Second Grade RECEIVE: 8:30-9:45 Imagine It/AR 8:30(MWF) Orton-Gillingham 8:30-9:15 AR/Imagine It Imagine It! Intensive 9:45-10:20 Word Work 10:10-11:00 Imagine It 9:15-10:15 Word Work Curriculum Guided Reading (LLI) 11:00-11:50 Word Work Guided Reading(LLI) 10:20-11:50 Orton-Gill. (WThF) Guided Reading (LLI) 11:00(MTTh) Orton-Gillingham Guided 2:00-2:45 FCRR Activities 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities Reading 8:30-9:45 Imagine It/AR 10:10-11:00 Imagine It 8:30-9:15 AR/Imagine It Spelling Strategic (Word Study) 9:45-10:50 Word Study 11:00-11:50 Word Study 9:15-10:15 Word Study Guided Reading (LLI) Guided Reading (LLI) Guided Reading(LLI) AR 2:00-2:45 FCRR Activities 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities Fluency 8:30-9:45 Imagine It/AR 10:10-10:30 AR 8:30-9:15 AR/Imagine It STAR Test 10:30-11:00 Imagine It Novel Studies Average 9:45-10:20 Word Study Book Studies (FVC) 9:15-10:15 Word Study DIBELS Guided Reading 11:00-11:50 Word Study Guided Reading Guided Reading Maze Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 8:30-9:45 Imagine It 10:10-10:30 AR 8:30-9:15 AR/Imagine It Above AR (independent) 10:30-11:00 Imagine It Novel Studies Average Book Studies (FVC) Book/Novel Studies 9:15-10:15 Word Study 9:45-10:20 Word Study 11:00-11:50 Word Study Guided Reading Guided Reading Guided Reading Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50

For Classroom Instruction, Intervention & Enrichment

2010-2011

Ability Grouping“The idea that lower ability students will look up to brighter students as role models is highly questionable. Children typically model their behavior after the behavior of other children of similar ability who are coping well with school. Children of low ability do not model themselves on fast learners. It appears by “watching someone of similar ability succeed at a task raises the observer’s feelings of efficiency and motivates them to try the task.” Students gain more from watching someone of similar ability “cope” (that is gradually improve their performance after some effort), rather than watching someone who has attained “mastery” (that is, can demonstrate perfect performance from the outset).”

Advantages of Ability Grouping Teachers are able to focus more instruction at the

level of all the students in the group Time is not wasted as lower ability students wait for

explanations to be given to higher ability students Lower ability students require more remediation,

repetition, and review Provides increased teacher-led (face-to-face)

instructional time and less “down time” for struggling students

Reduced seatwork increases students’ progress in developing reading skills

Slower student will not become complacent by comparing themselves with higher-level students

Data-Team Meeting

After Data Review and Administering Additional Assessments (if needed)

We Now:

Create skill groupsAssign students to groups Decide push-in or pull-out

Decide how students be progress monitored

Intervention GroupsTargeted Skills Intervention (TSI)

Targeted-Skills Groups

Skills- Based Small

Flexible Lesson plans

Progress Monitor

List the names of students in each category: First Sound Fluency

RED

YELLOW GREEN

Letter Name Fluency RED

YELLOW GREEN

Phoneme Segmentation RED

YELLOW GREEN

DIBELS- Kindergarten GroupsTeacher:___________

DIBELS Interventions

Students Skills Teacher/Room  

 

   

  

 

   

   

   

   

   

   

   

   

   

   

   

   

   

    

   

Grade:_____________ SKILL____________________________Dates:____________to_______________Time:________________

DATA TEAM MEETINGS

• Review data• Group students based on skill deficits• Decide who will teach the skill/s• Decide when during the school day the TSI group

will be taught• Decide how students will be assessed to

determine mastery of skill• Regroup and follow the same procedure till all

students have no skill deficits

When Programs are Used for Interventions

Interventions should be skills-based and not program-based. Programs should not be used “whole class” nor should students be placed in “programs” for interventions unless the “program” is designed to teach students’ specific skill deficit!!!

Programs such a Lexia, IReady, etc. could be used for skills-based interventions? Yes or No

Often these programs are not used for the purpose for which they were created, and are often only used as an means for checking off the “compliance” box.

Often these programs waste valuable teaching time when students are placed in these programs when they do not need remediation.

Often these programs are used as a “baby sitting” block, or to provide teachers with a free period. DISCUSS

Now we have addressed Step 3 by providing additional time and

support for struggling studentsNOW

We need to monitor the progress of students in interventions to determine:

Are students appropriately place?Is the intervention working?

Does the student need additional intervention time?

Does the student need to be tested for learning problems? (first check attendance, behavior

referrals, medical issues)

Progress Monitoring- K-2

Foundational Reading Skills

Common Core Reading Standards

Foundational Reading SkillsPROGRESS MONITOR

  Beginning

Of YearBenchmar

k 

September

1st Quarte

r 

 October

 

Middle of Year

Benchmark

 December

 

2nd

Quarter3rd

Quarter  

4th

Quarter  

May

End ofYear

Benchmark GOAL

June

NWF 

  

   

  

Goal 17 

  

 

     

Goal 28

FSF 

  

Goal 10

    

Goal 30

       

Goal 30

SightWord ID

 

             

Goal 92

PSF     

Goal 20

     

Goal 40 

LNF             

 

Kindergarten Benchmarks(Foundational Reading Skills)

Name:_____________

  BeginningOf Year

Benchmark 

September

1st Quarter

  October

 

Middle of Year

Benchmark

 December

 

2nd Quarter

  

 

3rd Quarter

  

4th

Quarter  

May

End ofYear

Benchmark GOALJune

NWF 

  

Goal: 27

   

  

Goal 43 

   

     

Goal 58

ORF 

  

   

Goal 23 (78%)

       

Goal 47 (90%)

SightWord

ID 

 

Goal 92

           

Goal 133

LNF(Not

tested)

 

Goal 48

         

Goal 48 

Retell             

Goal 15 

FIRST Grade BenchmarksStudent____________________

Name: Nicole Quarter 1

Language Arts

Fluency43 78 92 66 92 87 106 99 120 96 117 128        

Maze 1/36 8/32 10/33 15/36 10/33 15/33 15/32  

AR 100%              

Spelling LevelWithin Word Pattern

Early B (2nd)             

2nd Grade Spelling Words (AIMS)

11/12 9/12 10/12 10/12 10/12      

Weekly Spelling100 100 92 88 100 96 100  

Comprehension100 100 100 86 70 80 88 Mid-term 75

DIBELS

NWF 86 ORF 90            

STAR2.1 2.2            

Individual Progress MonitoringSample

How to Progress Monitor Common Core Literacy Skills

Create an assessment for each skill to determine mastery

(Assessments should be as rigorous as the State Test. The assessment should drive the instruction.)

Checklists, ANet, Formative Assessments, Short Cycle Assessments, Benchmark Assessments

Guided Reading

Administer Running Record

State Test Items1.What is the main idea?

2. This story is mostly about: A. Two boys fighting B. Little Red Riding Hood’s adventures with a wolf C. A wolf in the forest D. A girl playing in the woods

Common Core Test Questions3. Which source of dialogue supports the book’s main theme?A. “Oh why I am so afraid? I usually like it at Grandmother’s.”B. “Come Little Red Riding Hood. Here is a piece of cake. Take it to your grandmother. She is sick and this will do her well.”C. “Oh grandmother, what big eyes you have.” “All the better to see you with!”

4. This story is mostly about:A. Little Red Riding Hood’s journey through the woodsB. The pain of losing your grandmotherC. Everything is not always what it seemsD. Fear of wolves

It matters little what else they learn in

elementary school if they do not learn to read at grade level.

Math InstructionFollow the same 3 Step ProcessSTEP 1: What do we want students to know and be able to do

in mathSTEP 2: How will we know if they do/do not know it?

STEP 3: What are we going to do for those students who do not know it?

Meeting Student Needsto Accelerate Learning

Proximal- Support needed to master grade-level math learning targets

Distal- Support needed remediate skill deficits such as math facts, number sense, etc.

Step 1: What do we want students to know and be able to do?

Determine Grade-Level Learning Targets:

Kindergarten: Common Core and LCC

First Grade: Common Core and LCC

Second Grade: Common Core, ANet, LCC

Math Learning TargetsJefferson Parish 2013

Kindergarten- Follow activities in Louisiana Comprehensive Curriculum in the order written starting with Unit 1 and continuing through Unit 7. This is available on Louisiana State Department website under Library. You should be using this for math instruction. Blackline masters are also available on the website.

First Grade- Same as Kindergarten

Second Grade: ANet tests do not follow the order of the LCC, so ANet Plans have been created to help teachers know where they can find activities for each skill.

AND

Determine grade-level basic skill requirements needed to be successful at EACH grade level.

Screen students and provide daily practice until skills are mastered!

2nd grade – addition and subtraction3rd grade- multiplication

4th grade- division5th- fractions, decimals

IXL Common Core Math Practices

Create Grade-LevelMath Curriculum Maps

Based on Common Core and LCC

(You can find these on the North Carolina Department of Public Instruction Website)

Step 2: How do we know they know it?

Identify assessments to be used at each grade level.

Daily Formative AssessmentsANet

Screeners (AimsWeb, Scholastic Math Inventory)

Step 3: What are we going to do for those who do not know it?

Identify Struggling Students Provide Additional Time and Support Assess students to determine skill deficits, then group

students for targeted-skills instruction in small fluid groups.

During grade-level data meetings teachers review data and place students in skills-based groups for 30-

minutes of additional intensive instruction OUTSIDE THE MATH BLOCK!

• All staff (counselor, librarian, social worker, etc.) have a TSI math group so groups are small. Decide on push-

in or pull-out model.• Students are progressed monitored and every three

weeks assigned to a new skills-based intervention group!

Grade-Level Data Team Meetings

Review all dataMake feedbackComplete chart

Determine time for grade-level interventionsDetermine who will teach at that time and where

Assign staff to skill groupsWrite lesson plans for each skill group

Progress MonitorChange groups every 3 weeks

Sterling Elementary Test Scores

3rd Grade

4th Grade 5th Grade ALL

’08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11

Reading

26 65 66 75 41 62 68 72 36 49 63 74 34 59 66 74

Math

41 86 86 82 52 88 86 94 62 77 73 83 52 84 82 86

Additional Instructional TimeThe amount of instructional time makes a huge difference in students’ progress! Also, the amount of instructional time at each individual’s level is critical- being able to provide students the time they need to improve! We make the time.

We are determined to get all the instructional time we can. We test the first week of school. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the instructional day and year. We tweak more time for instruction by changing transitions. We are committed to getting the time our kids need. We keep looking at our schedule and making adjustments to increase teaching and learning time!

Mike found during instructional time:

Resources

www.fcrr.org www.interventioncentral.comwww.idonline.orgwww.studentprogress.orgwww.k8accesscenter.orghttp://kc.vanderbilt.edu/palshttp://reading.uoregon.eduhttp://readingcomp.mathmatica-mpr.com

SHARE!

With your grade-level team answer the following questions?

1) What are we going to do immediately (now)2) How are we going to do it3) What resources are we going to use4) How will we know if we are successful