Transcript Wyandotte County Early Reading First

Wyandotte County
Early Reading First
Wy-ERF Team
Drs. Mary Abbott & Jane Atwater
Jeanie Schiefelbusch, Deb Montagna, Younwoo Lee & Liesl Edwards
Juniper Gardens Children’s Project
University of Kansas
Martha Staker, Amy Herring, Beth Nicholas, Debbie Jones, & Geralyn Sosinski
Project EAGLE
University of Kansas Med. Center
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(a) you do not modify or delete any content;
(b) you do not redistribute content without identifying the website and author as the source of content;
(c) the use of content does not suggest that our ERF project promotes or endorses any third party causes, ideas, Web sites, products or
services.
For additional permission requests, please contact Dr. Mary Abbott, [email protected]
WY-ERF Introduction
Organizational framework
Tier-1 (universal) professional development
dosage and topic areas
Data sources:
Fidelity of implementation/teacher data
–
–
–
–
Coaching activity reports
Teacher knowledge assessment
Teacher action plans
Teacher evaluation of professional developmen
Evaluation of child data
RELATIONSHIP AMONG PARTNERS IN WYANDOTTE
COUNTY
EARLY READING FIRST
PROJECT EAGLE
Mentor coaches
JUNIPER GARDENS
CHILDREN’S PROJECT
Wy-ERF project oversight
Project coordinator
Professional Development plan
Tier 1 and 2 instructional plan
Tier 2 intervention coaches
Evaluation Services
SCIENCE-BASED PROFESSIONAL DEVELOPMENT,
IMPLEMENTATION, AND EVALUATION
EOF HEAD START
EL CENTRO
ACADEMY OF
CHILDREN
Conceptual Framework
Professional Development
High-quality, on-going teacher training
 Intensive mentoring-1 primary level mentor
for every 3 classrooms + intervention coach
 Regular feedback based on frequent
monitoring of implementation
Instructional Implementation
3 teachers per classroom
Instructionally-sound tiered delivery model
 Increased intensity of differentiated
instruction identified through data-based
decision making
Appropriate for pre-school population
Evidenced-base literacy and oral language
components
Student + Environmental Outcomes
•Student growth in literacy skills
•Phonological awareness
•Alphabet knowledge
•Concepts of print (print awareness)
•Writing use
•Student oral language development
•Expressive
•Receptive
•Instructional environment
•Literacy materials
•Literacy usage
Yearly Tier-1 Professional
Development Dosage
Format
Session
Frequency
Session Length Time Across School
Year
Summer Teacher
Workshops
3
8 hrs.
24 hrs.
Weekly Teacher Mentoring Daily
2.5 hrs.
450 hrs.
School Year Teacher
Workshops
4 to 7 hrs.
32 hrs.
30-60 minutes
20 hrs.
Mini-Trainings teachers
4 ½ days
Periodically
Teacher Training Topics
Training focuses on:
• Skill content (literacy and language)
• Environmental content (e.g., room arrangement,
praise/reprimand, schedules)
• Daily content expectations for circle, small group,
learning centers, and storybook (e.g., specified
activities for 15 minutes of circle time)
• Instructional strategies for teaching skills
– I do it; we do it; you do it (model, guided
practice, independent practice)
Teacher Mini-Trainings
Targeted trainings were provided in individual
classrooms at nap time and were based on these data
sources:
– Weekly mentor coach reports of implementation
– Student outcomes
Training topics included:
–
–
–
–
Classroom management
ELL strategies
Literacy activities during center time
Beginning reading instruction
Data Sources for Data-Driven
Decision-Making
Teacher fidelity of implementation results
– Conducted 2-3 times per year – criteria goal 80%
Classroom environment and child outcomes
– Classroom environment – fall and spring
– Child outcome measures – fall and spring
– Child progress monitoring – fall, winter, and spring
Mentor coach reports about implementation
– Completed weekly
Teacher knowledge assessment
Teacher evaluation of professional development
Fidelity Content
Fidelity of Implementation Checklists addressed the
following areas of implementation:
• Has the activity been planned as evidenced by the lesson
plan?
• Is the lesson plan being followed?
• Do teachers use appropriate procedures taught during
professional development (e.g., circle or center times)?
• Do the teachers provide appropriate behavior management
techniques?
• Are transition times and methodology appropriate?
Teacher Fidelity of Implementation
100
90
80
70
60
50
40
30
20
10
0
Circle
Center
Storybook
Small Group
Fall 2007
Fall 2008
Mentor Coach Weekly Notes
Provides various sources of data on
Time spent in each classroom (2 ½ weekly
hours of instructional time + 1-2 hours of
planning)
Time spent supporting teachers with materials
Focus of coaching activity
Teacher activity while coach is embedded in
classroom and assisting during planning
Teacher Knowledge Assessment
Assesses individual teacher knowledge in
the areas of
Phonological awareness
Print knowledge
Oral language
Instructional strategies
Classroom
1
2
3
4
5
6
7
8
9
Teacher
Fidelity
20 Questions
Circle
Small
Center
Story
Total
Pre
Post
100%
90%
61%
100%
81%
75%
85%
100%
95%
67%
100%
85%
45%
65%
100%
91%
67%
91%
87%
75%
NA
100%
78%
50%
100%
74%
55%
55%
100%
75%
36%
100%
68%
85%
75%
94%
90%
61%
83%
82%
90%
NA
100%
64%
50%
50%
65%
75%
55%
100%
64%
67%
67%
68%
55%
70%
NA
NA
NA
NA
NA
NA
75%
90%
78%
71%
81%
79%
65%
70%
90%
70%
61%
100%
75%
80%
80%
100%
77%
72%
69%
79%
70%
70%
75%
73%
71%
100%
75%
45%
65%
100%
77%
78%
56%
78%
45%
65%
100%
68%
69%
100%
76%
30%
25%
94%
83%
64%
NA
81%
NA
70%
100%
86%
72%
NA
94%
70%
85%
100%
67%
57%
NA
67%
55%
60%
94%
77%
67%
89%
81%
90%
85%
75%
61%
50%
100%
61%
NA
45%
NA
NA
57%
100%
70%
40%
65%
83%
50%
21%
22%
42%
60%
70%
75%
67%
36%
83%
60%
55%
55%
Teacher Action Plans & Professional
Development Evaluation
During formal Professional Development teachers:
Create an action plan that relates to a goal
discussed during training (see handout packet)
– These goals are rated as a percentage toward
completion by the coach.
– Used to determine if more training should be provided
Provide feedback to the quality of the training (see
handout packet)
– This feedback is used to modify future training topics
content delivery, and food preference.
Early Reading First of Wyandotte
County
Evaluation Data
Identifying children who need more intensive
intervention to meet language and early
literacy benchmarks for their age:
TOPEL (Test of Preschool Early Literacy)
Subtests: Print knowledge, definitional vocabulary,
and phonological awareness
Children met the TOPEL benchmark if:
– Total score (Early Literacy Index) was within or above the
typical range (>=90) - OR – Scores on at least 2 subtests were within or above the typical
range (>=90)
Percentage of children who did not meet the TOPEL
benchmark at the beginning of the school year
100
90
80
Percentage
70
60
50
40
30
20
10
0
Center 1
Center 2
Center 3
English 1st Language
Center 4
ELL
Monitoring children’s progress over the school
year and providing information to teachers:
Children who did not meet TOPEL benchmark were
assessed monthly.
Children at or above benchmark were assessed three
times.
Progress monitoring measures:
– PALS Pre-K – (a) Letter Knowledge and (b) Letter Sound
Knowledge
– DIBELS – (a) Word Part Fluency for Sounds and Syllables
(with separate versions for English and Spanish), (b) First
Sound Fluency, and (c) Letter Naming Fluency
– Get It, Got It, Go (GGG) – Picture Naming Fluency
GGG: Picture Naming Fluency – Children Above and
Below TOPEL Benchmark
Number of Correct Responses
30
25
20
15
10
5
0
Oct/Nov
Above - Eng 1st Lang
Dec
Jan
Above - ELL
Feb
Below - ELL
Mar
Apr/May
Below - Eng 1st Lang
Upper Case Letters Identified Correctly
PALS Pre-K: Upper Case Letter Knowledge –
Children Above and Below TOPEL Benchmark
25
20
15
10
5
0
Oct/Nov
Above - Eng 1st Lang
Dec
Jan
Above - ELL
Feb
Below - ELL
Mar
Apr/May
Below - Eng 1st Lang
DIBELS: Word Part Fluency – Children Above and
Below TOPEL Benchmark
Number of Correct Responses
14
12
10
8
6
4
2
0
Oct/Nov
Above - Eng 1st Lang
Dec
Jan
Above - ELL
Feb
Below - ELL
Mar
Apr/May
Below - Eng 1st Lang
Determining whether children made
significant pre-post gains in standardized
assessments of language and early literacy:
Pre-Test – October/November 2007
Post-Test – April/May 2008
Standardized assessments:
– TVIP
– PPVT-IV
– TVIP
Pre-post gains were evaluated with paired sample ttests.
Gains in TOPEL Standard Scores – Children Whose
First Language is English
Average Standard Score
100
***
***
Pre
Post
***
95
***
90
85
80
Print Knowledge
Definitional
Vocabulary
Phonological
Awareness
*** Gains from pre to post were statistically significant, p < .001.
Early Literacy Index
Gains in TOPEL Standard Scores – English Language Learners
100
Pre
Post
Average Standard Score
95
*
**
90
85
80
75
70
Print Knowledge
* P < .05
** p < .01
Definitional
Vocabulary
Phonological
Awareness
Early Literacy Index
Gains in PPVT and TVIP Standard Scores
100
Pre
***
Average Standard Score
95
**
90
85
80
75
70
PPVT - English 1st Lang
** P < .01
*** p < .001
Post
TVIP - ELL
Determining whether 4-year-old children met language
and early literacy goals to be ready for kindergarten:
Children who were age-eligible to enter kindergarten in
2008
Goal for standardized assessments – typical range or
above (i.e., scored better than 1 standard deviation below
the mean)
– TOPEL
– PPVT/TVIP
Goal for progress monitoring assessments – met or
exceeded benchmarks
– PALS Pre-K Upper Case Letter Knowledge
– DIBELS Word Part Fluency
– DIBELS Letter Naming Fluency
Percentage of 4-year-old Children Who Met or
Exceeded Progress Monitoring Goals by April 2008
90
80
Percentage
70
60
50
40
30
20
10
0
PALS Pre-K Letter
Knowledge (>=18)
DIBELS Letter Naming
Fluency (>=8)
English 1st Lang (N=47)
DIBELS Word Sound
Fluency (>=7)
ELL (N=9)
Percentage of 4-year-old Children Who Scored Within or Above
the Typical Range on Standardized Assessments (April 2008)
90
80
Percentage
70
60
50
40
30
20
10
0
TOPEL Early Literacy
Index (>=90)
PPVT (>=85)
English 1st Lang (N=47)
TVIP (>=85)
ELL (N=9)
For more information contact:
Mary Abbott, PhD
ERF Director
[email protected]
Jane Atwater, PhD
Evaluation Director
[email protected]
University of Kansas
Juniper Gardens Children’s Project
650 Minnesota 2nd fl.
Kansas City, KS 6610