SD 59 PEACE RIVER SOUTH FINDING SOLUTIONS FOR VULNERABLE READERS IN K/1/2.
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Transcript of SD 59 PEACE RIVER SOUTH FINDING SOLUTIONS FOR VULNERABLE READERS IN K/1/2.
SD 59 P
EACE RIV
ER
SOUTH
F I ND
I NG
SO
LUT I O
NS F
OR
VU
L NE R
AB
L E
RE A
DE R
S IN
K/ 1
/ 2
WHAT DO VULNERABLE READERS NEED?
They need Kindergarten, grade one and grade two teachers, administrators and specialists to take
intervention-action urgently!!!!!
Grade 3 is TOO late start an intervention for most vulnerable readers.
Vulnerable learners need us to act urgently, to close this experiential gap.
WHAT ACTION WILL WE TAKE?
SD 59 PEACE RIVER SOUTH PROCESS
How did we get our teachers on board?
How many joined?
What were their reactions?
What did we do differently during the course of the year?
How did we measure the results – pre/post?
THE VISION
• 120 minutes of daily, uninterrupted time for literacy
• Reporting out on literacy, numeracy and social/emotional learning
• PE/Art/Music are integrated. These and any other prep blocks are scheduled in the afternoon
• Other curricular area themes are incorporated into the three focus areas but are not reported on the report card.
• An inquiry/activity based environment
WE DID IT WITH….
Explicit instruction and frequent playful practice in a PLAY-BASED ENVIRONMENT
TEACHER COMMITMENT
• Implement pilot classroom structure including literacy centers, which may be developed in collaboration with the
Speech/Language department
• Engage in monthly after school Professional Learning Community (PLC) sessions on a variety of primary teaching
and learning strategies.
• In the first year: participate in 8 days of work with Dr. Janet Mort, including Saturdays
• In Year Two and Three, new teachers have a two day workshop with Janet Mort
TEACHER COMMITMENT
• Share and reflect on data to inform planning and instruction
• Engage in structured data collection:
• On-going formative assessment data
• Collection of bubble sheets in January and June, into the project facilitators
• Teachers were given the opportunity to attend “The Summits for Vulnerable Readers.” The commitment was
they would share out at the next PLC on the sessions they had attended.
WHAT OTHER FACTORS CAME INTO PLAY?
• TEACHERS’ ATTITUDE
• CLASSROOM PRACTICE
• USING RTI TO IDENTIFY STRATEGIC AND INTENSIVE INTERVENTIONS
• MORALE
• CHILDREN’S ACHIEVEMENT
• DATA COLLECTION?
2013-2014 DATA Kindergarten AK Rhyme Rhyme Isolation Blending Segmentation
Deletion Disc. Prod. Syllable
Jan 13% 62% 47% 65% 69% 46%
62%June 63% 79% 70% 82% 84% 67%
73% Jan: 157 studentsJune: 164 students Grade 1 AK Isolation Isolation Blending Segment
Seg. Phonemes Med FinalJan 51% 54% 79% 68% 75%
51%June 91% 83% 90% 83% 87%
81% Jan: 191 studentsJune: 183 students
Sd 59 Peace River South: Early Intervention
KINDERGARTEN DATA
0
20
40
60
80
100
120
140
160
23-Jan-1410-Jun-14
Sd 59 Peace River South: Early Intervention
GRADE 1 DATA
Alphabet Knowledge
Isolation Medial Isolation Final Blending Segmentation Segmentation Phonemes
0
20
40
60
80
100
120
140
160
180
23-Jan-1410-Jun-14
2014/2015 DATA
This year we chose three schools to look at their data.
The reason these three schools were picked is because all of the primary classes were in the project last year and all of the primary classes were in the project this year as well.
Here is the data for the grade 1’s.
SCHOOL A
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not MeetingMeeting
SCHOOL B
Alpha
bet 1
00%
Alpha
bet 5
0%
Rhym
ing
(K)
Phon
o Sk
ills (
K)
Sylla
bale
s (K)
Segm
enta
tion
(K)
Isola
tion
(K)
Delet
ion
(K)
Isola
tion
Media
l (1)
Isola
tion
Final
(1)
Segm
enta
tion
(1)
Blend
ing
(1)
Delet
ion
(1)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not MeetingMeeting
SCHOOL C
Alpha
bet 1
00%
Dat
e
Alpha
bet 5
0% D
ate
Rhym
ing
(K)
Phon
o Sk
ills (
K)
Sylla
bale
s (K)
Segm
enta
tion
(K)
Isola
tion
(K)
Delet
ion
(K)
Isola
tion
Media
l (1)
Isola
tion
Final
(1)
Segm
enta
tion
(1)
Blend
ing
(1)
Delet
ion
(1)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not MeetingMeeting
DISTRICT – KINDERGARTEN – JUNE 2015
Alpha
bet 1
00%
Rhy. D
isc
rhy.
Pro
d
isola
tion
blen
ding
syl
l.
segm
ent.
dele
tion
isola
tion
med
isola
tion
final
Blend
ing
segm
ent
seg.
Pho
nem
es
Delet
ion
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not MeetingMeeting
DISTRICT – GRADE 1 – JUNE 2015
Alpha
bet 1
00%
Rhy. D
isc
rhy.
Pro
d
isola
tion
blen
ding
syl
l.
segm
ent.
dele
tion
isola
tion
med
isola
tion
final
Blend
ing
segm
ent
seg.
Pho
nem
es
Delet
ion
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not MeetingMeeting
GRADE 1 FOUNTAS AND PINNELL – JAN. 2015
1-4 6-810-12 14+
LEVELS
GRADE 1 –F & P – JUNE 2015
1-4 6-8 10-1214-16 18+
SUMMARY
• When looking at the Kindergarten Screenings done in September and June a significant amount of students who had failed, were passing in June. In comparison to other
years, more students were passing the Kindergarten Screen in June.
• The Circle Chart tracking device is popular and works well to inform daily instruction.
• Children are thriving and learning to read and write in joyful, challenging environments
• Teachers are excited, enthusiastic, and proud; they are learning new skills and applying them with results they can
measure
• Quantitative data is confirming the qualitative data.
• Created a dynamic professional learning community with the primary teachers in the district!!
ON-GOING COMMITMENT
• The project will be on-going and will be adjusted based on literacy data. The Kindergarten cohort will be specifically
tracked from 2013 to 2017 when these students will be exiting grade 3.
• New participants will be welcomed at the beginning of each year and existing participants will continue to be supported.
• Provide targeted funding to support travel and professional development.
• Facilitate the PLC’s and provide meals for gatherings
• Provide facilitation for the development and use of an alternate report card
• Teachers are opening their classrooms to visiting districts.