Transcript press-in-power-point-presentation

P
R
E
S
S
Operating under the belief that maximizing
student engagement in Language Arts is vital in
raising student reading levels and academic
performance.
Operating under the belief that all teachers and
specialists have a shared responsibility for the
success of all students.
Operating under the belief that all efforts
should be placed in maximizing quality and
effective TIER 1 instruction will decrease the
need for intervention services
Stagnation on Reading Performance on SOLs.
Good Scores, but what variables do we have
control over that can help our students
improve?
Almost 90% of staff trained in SPOT,
Phenomenal Reading Support/ESOL….What
about time?
In examining our Language Arts blocks, we
found that a traditional framework for
implementing Guided Reading was prevalent…
Can we examine this????
During a traditional guided reading block, a
classroom had approx. 4 to 5 reading groups.
The classroom teacher met with each group for
20+ minutes to implement a guided reading
lesson.
During that time, students were working on
either independent literacy or group based
activities with no direct supervision.
The neediest of students may be pulled out.
During a 90 to 120 min. literacy block, students
were only directly involved with the teacher for
20 minutes…..Could be a problem!
THE PLAN…
Each teacher/grade level is responsible for their
overall Language arts plan (Classroom ownership)
Grade level Students are strategically grouped by
current literacy need for maximized impact.
All staff are involved (ESOL, READING AND TITLE
ONE SPECIALISTS, HIGHLY TRAINED READING
ASSISTANTS.)
Increased communication and data keeping.
Ongoing communication with administration and all
key players.
Each teacher has a group that
they are responsible for…
Each ESOL teacher has a group
of students. (Mainly of ESOL
students, yet can work with any
student).
Reading Specialists has a group
of lowest ability students.
Reading Instructional Support is
trained in guided reading
techniques and given On grade
level groups.
Highest ability students are
placed together in one
classroom to focus on literacy
extension activities. (Lit. Circles,
Novel Studies, etc.)
Reading
Spec.
ESOL
Read.
Support
Kindergarten
Instructional assistants assist with guided reading
instruction
In a 120 min. block for grades 1-2…
30 min are used for PRESS IN guided reading time
30 min are used for Writer’s Workshop
30 min are used for CAFÉ/Interactive Readalouds
30 min are used for direct LA skills/SOL instruction
In a 90 min. block for grades 3-5
30 min are used for PRESS IN guided reading time
30 min are used for Writer’s Workshop
30 min are used for direct LA skills/SOL instruction/Inter
Read aloud
Teachers may not want to give up responsibility of teaching
all students.
Will ESOL teachers be doing guided reading all day? What
about the other types of services?
Who is going to keep track of all the information and data?
What about double dips for students?
Can students be responsible for moving from room to
room?
What about the resources?
Won’t this be too noisy?
But, I really liked centers…..
Shared ownership of all students
Increase in student engagement in literacy
block
Modeling of effective reading instruction
Increased communication and collaboration
amongst staff
Guaranteed Daily Guided Reading
Increase in systematic delivery of direct SOL
instruction/Writer’s workshop
For absent teacher/only effects one group as
opposed to an entire class
Less pull outs/more inclusive practices
100%
94%
90%
83%
77%
80%
70%
65%
87%
76%
78%
78%
78%
78%
60%
60%
53%
50%
Fall OGL%
40%
Summer OGL%
30%
20%
10%
0%
Kind.
First
Second
Third
Fourth
Fifth
9:00
Teacher A
Teacher B
Teacher C
Teacher D
PRESS IN
GROUP
Ind.
Reading/Café
Ind.
Reading/Café
Ind.
Reading/Café
PRESS IN
GROUP
Writer’s
Workshop
Extension
Reading Groups
PRESS IN
GROUP
Writer’s
Workshop
(Reading Specialist,
Reading support,
ESOL)
9:30
Ind.
Reading/Café
(Reading Specialist,
Reading support,
ESOL)
10:00
Writer’s
Workshop
Writer’s
Workshop
(Reading Specialist,
Reading support,
ESOL)
10:30
Direct SOL
Instruction
Direct SOL
Instruction
Direct SOL
Instruction
Direct SOL
Instruction
2013-2014 PRESS IN PLAN
Start Small…
MNES began this with 5th grade only in 2011-2012
Implemented grades 2-5 in 2012-2013
Ascertain Instructional Resources…
How can your Reading Specialist support this?
How can your ESOL Specialists support this?
Does your school have Instructional Assistants that
could support this?
If so, how would they be trained, who would train
them?
How would your schedule need to be modified to
support this?
FACTS
QUESTIONS
RESPONSES