Transcript SB 230 Power Point - Wilson Elementary School

PAYS FOR:
Literacy Coach,
Power Hour Aides,
LTM's,
Literacy Trainings,
Kindergarten Teacher Training,
Materials.
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Conduct weekly grade-level literacy team meetings where
teachers work together to analyze student performance data and
develop/refine Tier I, II, and III instruction and interventions.
Literacy coaches also facilitate focused observation
opportunities teachers observe application of SBRR teaching in
other classrooms.
Finally, coaches orchestrate the organization and
implementation of diagnostic assessments and subsequent
interventions.
Literacy coaches have expedited this process by creating an
assessment flowchart, assessment binder (a collection of
diagnostic assessment tools for each strand in the language arts
core), and individual student progress monitoring/tracking
sheets.
Does this fully describe the role of the coach, and teachers role
at your school?
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DIBELS is used as a screening instrument three times annually
to measure performance in relation to fall, winter, and spring
benchmarks.
During monthly data discussions and weekly literacy team
meetings with the building principal and literacy coach, gradelevel teams analyze DIBELS data to identify Tier 2 and 3
students who may need additional diagnostic assessments.
Ongoing progress monitoring with DIBELS data
helps teachers modify instruction and/or focused interventions
to better meet the needs of individual students.
Does your school fully participate in monthly data discussions
regarding literacy?
Does your school fully participate in weekly literacy meetings to
discuss Tier II and Tier III strategies?
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Cohesive, sustained, and focused professional development was facilitated by
principals and literacy coaches throughout the year. The content for professional
development is organized around SBRR practices related to the
Curriculum strands in the USOE Core (i.e. word knowledge, fluency,
comprehension, and writing).
The professional development process provided focused, coordinated
scaffolding of effective instructional practices across multiple contexts.
In monthly data discussions, principals facilitated analysis and discussion of a
variety of assessment data to identify an instructional focus and monitor the
effectiveness of interventions for each Tier 2 and 3 students.
During the professional development days for teachers, principals facilitated
school-wide study and discussion of SBRR practices in comprehension.
This focus was determined by analysis of classroom observations and CRT data.
In weekly literacy team meetings, coaches facilitated collaboration and learning
across the stages of the Lyons and Pinnell professional development model,
based on the on the needs and interests of teachers. They also prepared lesson
plans and materials to implement the SBRR practices they had been studying.
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Literacy coaches provide ongoing training and
coaching to paraprofessionals who served as
STAR tutors. Students in the STAR program
were selected because they were performing
slightly below benchmark or because they were
not consistently reading at home each night.
Classroom teachers established the focus and
beginning reading level for each STAR student to
ensure appropriate skills and strategies are
practiced.
Literacy coaches modify the focus and/or reading
level as they observe students and collect data
during STAR lessons.
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Classroom teachers provide an hour of daily small group,
differentiated reading instruction to Tier 1, 2, and 3 students for
the purpose of
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coaching them to apply previously taught skills and strategies across a
variety of texts.
In addition to the small group instruction implemented by the classroom
teacher, Tier 2 and 3 students served by ESL and SpEd receive additional
targeted instructional interventions provided by those specialists.
Tier 1 and 2 students who need additional practice with skills or
strategies previously taught by the classroom teacher might also work
with a paraprofessional during this hour dedicated to differentiated
instruction.
In addition to providing STAR tutoring,
Paraprofessionals are trained to use neurological impress method (NIM),
partner reading, echo reading, and repeated timed readings to build
fluency.
They also know a repertoire of practice activities to build automaticity
with letter names/sounds, sight words, and phonics patterns.
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Our framework for literacy instruction and intervention is based
on the State’s 3 Tier Model of Reading Instruction.
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It provides a structure for: the identification, diagnostic assessment,
progress-monitoring, and transitioning of Tier 1, 2, and 3 students;
a variety of instructional methods and routines reflecting SBRR within
each tier; differentiated instruction and materials; identification of
teachers and support staff responsible for the instruction; recommended
group sizes; and the approximate duration of the instruction.
Further, the
State’s 3 Tier Model of reading Instruction serves as the
foundation for a district literacy framework.
This framework structures three hours of daily literacy
instruction to include
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30 minutes for each of the following elements: word knowledge,
fluency, comprehension and writing, and
One hour daily for differentiated instruction.
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Grade level teams in our elementary schools collaborate to
design and refine curriculum maps that align to the Utah
Core Curriculum.
We selected a basal program that closely aligns to the
Core and provides for recursive teaching and review of
key concepts and strategies.
The leveled library in each school contains informational
texts across a variety of reading levels that reflect Core
topics in math, science, and social studies. Teachers use
these text sets in their guided reading instruction to help
students learn to apply reading strategies while
building vocabulary and background knowledge on these
Core topics.
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Analysis of kindergarten data resulted in increased
pacing of the phonics instruction.
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Differentiated small group reading instruction was
also implemented in all kindergarten classrooms by
the middle of the year to provid guided practice in
applying knowledge of letters/sounds, sight words,
and concepts of print to the task of reading simple,
engaging texts.
4.
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Literacy coaches assisted all classroom teachers in:
Utilizing both progress monitoring and diagnostic
assessments to establish an instructional focus;
Planning and revising explicit lesson plans;
Modifying whole group instruction and small
group interventions as indicated by ongoing
assessment data.
The Lyons and Pinnell framework for
professional development was sustained with the
literacy coaches as a tool they could use in planning
how to support teachers as they shift to
implementing SBRR practices.
Coaches collaborated with principals to refine and
focus their assigned coaching responsibilities to
better support district, school, and professional
goals.
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Summary: Literacy coaches facilitate
professional study groups during weekly
literacy team meetings.
Areas of study are determined by individual
grade-level teams based on their analysis of
student data, the coach’s observation of
current instructional practices, and the
teachers’ interests.