Transcript Elementary Teaching & Learning Moving Forward with Literacy

Elementary Teaching & Learning
Moving Forward with Literacy
09.25.12
Plymouth Church
Agenda
I.
T & L Progress Report
II. Implementing Journeys with Fidelity
III. Supporting our Students Receiving Special Services
IV. District PLC Sessions
V. Removal of Houghton Mifflin Reading (©2008)
Materials
SHARED RESPONSIBILITY
OUR COMITTMENT
Teaching and Learning believes that only through
a common vision and shared responsibility for
student achievement can our intended outcomes
be achieved.
SHARED RESPONSIBILITY
• We are committed to providing you (our
customers) with the absolute best
instructional materials, training, and support
needed to achieve high levels of student
learning.
• Research on Teacher and Leader Effectiveness
1. Teachers matter immensely.
2. School and district leaders have direct impact on
student achievement.
SHARED RESPONSIBILITIES
• If we set clear learning expectations, fully
implement instructional practices, and hold
each other accountable, we will ensure
effective teaching in every classroom.
In the classrooms of the most effective teachers, students
from disadvantaged backgrounds learn at the same rate as
those from advantaged backgrounds.
Hamre & Pianta, 2005
TEACHING AND LEARNING
PROGRESS REPORT
District Critical Success Factors for the
Implementation of Journeys
1. Ensure materials delivery prior to the start of
school.
2. Provide internal training opportunities for all
staff.
3. Clearly articulate implementation
expectations to impact student achievement.
CSF #1: Ensure materials delivery
prior to the start of school.
Materials Distribution
Needed
2012
Delivered
918
902
CSF #2: Provide internal training
opportunities for all staff.
Attendance at the Summer 2012
Journeys Training Sessions
26%
Percent of teachers that attended
this training
74%
Percent of teachers eligible to
attend this session who chose not
to attend
CSF #3: Clearly articulate implementation
expectations to impact student achievement.
Grades 3-5 ITBS Scores
Grade 3-5 Iowa Assessment Scores
74
74
72
72
70.34
70
68
Achievement gain needed to
match the impact of the
implementation of HM 2008.
70
68
66.72
66
66
64
64
62
62
60
60
2007-2008
2008-2009
66.75
63.13
2011-2012
2012-2013
IMPLEMENTING JOURNEYS
WITH FIDELITY
What We’ve Learned So Far…
• Ensuring the successful implementation of the Journeys
materials must be our top priority this fall.
• Implementing Journeys with fidelity will have a rather
significant impact on our Data Team cycle and our
creation of CFAs.
• The Journeys materials provide a significant support
structure for our students needing additional support.
In order to capitalize on this structure, alignment work
is necessary.
WHAT DOES IMPLEMENTATION
OF JOURNEYS LOOK LIKE IN
THE CLASSROOM?
Classroom “Look Fors”
• Number off at your table 1-4:
#1: Read Critical Success Factors 1-2 across the chart.
#2: Read Critical Success Factors 3-4 across the chart.
#3: Read Critical Success Factors 5-6 across the chart.
#4: Read Critical Success Factors 7-8 across the chart.
• Discuss with your Table:
 What have you already observed in classrooms regarding
each “Look For”?
 What additional support structures can you add to our
initial list?
 What will be your top priority as a building?
Critical Success Factors:
Comprehension and Vocabulary
The anthology stories support
explicit instruction during
whole group and/or small
group teaching of the IACC
Reading Standards.

The Journeys leveled readers
support differentiated
instruction based on student
need during small group
instruction. If students are
highly discrepant, additional
teacher scaffolding will be
needed to support student
acquisition of the appropriate
leveled reader.


The Journeys target vocabulary 
for each lesson utilizes
strategies for direct vocabulary 
instruction (guidance provided
in the Word Study Teacher’s
Guide).

Explicit comprehension instruction provided in 
the Whole Group Tab is used for the Main
Selection.
Students are utilizing the student anthology
during this instruction.
Differentiated, scaffolded, explicit instruction
is provided utilizing the Small Group Tab:
o Day 1: Vocabulary Reader
o Day 2: Leveled Practice (Grab and Go)
o Day 3: Leveled Reader
o Day 4: Differentiated Voc. Strategies
**Great place for additional instruction
with the Journeys Leveled Reader or
additional leveled readers.
o Day 5: Reteaching

Direct instruction is provided for the Targeted
Vocabulary (oral vocabulary).
Instructional routine provided the Word Study
Teacher’s Guide is utilized to provide direct
instruction for Tier 2 words.
Vocabulary in Context cards are utilized and
posted for student access when appropriate.




Instructional Coach provides in-class
modeling of explicit comprehension
instruction utilizing the Whole Group
Tab and Main Selection.
Instructional Coach provides in-class
modeling utilizing the Small Group
Tab to building an understanding of
effective scaffolding for our struggling
students.
Support is provided in developing an
understanding that small group time is
used for a combination of guided
reading and skill-focused instruction.
Assistance is provided regarding
scheduling in an effort to support
consistent small group instruction.
Professional development is provided
regarding direct vocabulary instruction
and its role in the classroom.
Assistance is provided regarding
scheduling in an effort to support how
vocabulary instruction can be provided
on a consistent basis.
Critical Success Factors:
Writing & Language
The curriculum guides indicate a

genre focus for each unit indicated by
the IACC Writing Standards 1-3. The
Journeys materials provide explicit
instruction around this writing genre. 
Being a Writer may also be used to
support the development of the
writing community and the craft of

each genre.
Genre focus provided on the DMPS literacy 
curriculum guide (pg. 2) is instructed using
the Being a Writer materials as the primary
resource.
The Journeys 5-day instructional sequence for
writing may also be used as an additional
resource for explicit instruction.
Student writing is connected to the genre
focus for each unit.
Instructional Coach
provides guidance during
grade level or individual
planning time to support
the connection of the Being
a Writer material to the “I
Can Statements” provided
on our curriculum guide.
The Journeys vocabulary strategies

and grammar components are aligned

with the IACC Language Standards.
Explicit grammar instruction is provided

using the Whole group Tab.
Authentic opportunities for the application of
grammar instruction are provided through the
use of the Write Smart technology available
on Think Central (Gr. 2-5).
Engaging opportunities for the use of
grammar skills are supported using the
“Grammar Snap” videos available on Think
Central (Gr. 1-5).
Support is provided
regarding the use of Think
Central in the classroom in
an effort to improve student
engagement in the
classroom.

Critical Success Factors:
Foundational Skills
The curriculum guides indicate a
phonics and word study focus for
each weekly lesson. The Journeys
materials support the explicit
teaching of these skills. The Word
Study Teacher’s Guide should be
used to reinforce daily instruction
and provide ample student practice.

The curriculum guides indicate a
fluency focus for each weekly
lesson. The Journeys materials
support explicit instruction,
however, additional opportunities
for re-reading and practice should
be provided to students.
The 40 high frequency words from
Journeys will be assessed in
isolation for Kindergarten only.
Grades 1 and 2 should have a
conversation about which sight
words from Journeys will most
support student learning.








Explicit phonics instruction is provided daily utilizing
the instructional routines provided in the Word Study
Teacher’s Guide.
Students are engaged in word sorts throughout the
week that building their understanding of phonics
patterns.
The 5-day instructional sequence provided in the
Journeys manuals, which includes multiple worksheets,
is used sparingly.
Teacher model of fluency skill is provided using the
Teacher Read Aloud in Journeys (Day 1 in the Whole
Group Tab).
Additional opportunities to reread are provided using
the decodable reader (kdg-2) in conjunction with other
authentic rereading opportunities.

Words their Way professional
development is provided to
develop a rationale and
purpose for this instructional
routine.

Assistance is provided
regarding scheduling in an
effort to support how
fluency instruction can be
provided on a consistent
basis.
Explicit instruction is provided for Kindergarten

students on the 40 high frequency words in Journeys.
The Decodable Reader is used for authentic practice
with high frequency words.

The high frequency words are posted for student use.
Explicit instruction is provided for Grades 1-2 students
on high frequency words that are agreed upon by the
grade level team (using the Journeys words in
conjunction with other high frequency lists).
Instructional Coach provides
in-class support on setting up
and utilizing a word wall.
Collaboration time is
provided to support grade
level teams (Gr. 1-2) in
developing a common list of
sight words and an aligned
monitoring system.
Classroom “Look Fors”
• This document is meant to support leadership in
determining initial levels of implementation across your
building.
• We will work from this document on Oct. 31st to
develop a common walk-through template for districtwide cause data collection.
• Between now and Oct. 31st, work as a team to
determine what “Look Fors” can be added to this
document based on classroom observations.
IMPACT OF THE JOURNEYS
MATERIALS ON DATA TEAMS
Balancing our Priorities
Build a deep understanding of the
Journeys instructional materials and their
impact on student learning through high
levels of implementation.
Build a deep understanding of the Common
Core Standards through the Data Teams
process and the creation of Common
Formative Assessment.
Assessing the Balance: Stage 1
Starting
Implementation
of the Journeys
Materials
Minimal
Understanding
of the
Common Core
Standards
Action Plan:
• Focus on the use of Journeys.
• Implement the Weekly Skill
Assessments as progress
monitoring and focus on the
reteaching lessons after analysis
of this data.
• Planning for instruction includes
additional engagement
techniques that could be used
with the Journeys materials.
Assessing the Balance: Stage 2
Strong
Implementation
of the Journeys
Materials
(Look Fors)
Progressing
Understanding of
the Common
Core Standards
Action Plan:
• Continued focus on the use
of Journeys.
• Building professional
development and PLC time
dedicated to:
– understanding what student
proficiency looks like for each
CC Standard through the initial
creation of CFAs for mastery
standards.
– designing instruction based on
student data using the Journeys
materials.
Assessing the Balance: Stage 3
Strong
Understanding of
what Journeys has
to Offer & How
we Can Improve
its Effectiveness
Well Developed
Understanding of
the Common
Core Standards
(What instruction looks like.
What student proficiency
looks like.)
Action Plan:
• Continued focus on the use
of Journeys in conjunction
with additional resources
that support student
obtainment of the CC
Standards.
• Building professional
development and PLC time is
dedicated to the creation,
revision and analysis of CFAs.
ADDITIONAL
CONSIDERATIONS FOR STAGE 2
Possible Data Team Cycle (Stage 2)
Grade 4 – Unit 2
Lesson
Standard
Expectation
Weekly Collaboration Focus
Building
Capacity
Design Lit 3 & Lit 1 CFA (** if not done at Bldg PD)
Plan for Inform 8
Inform 8
Building
Capacity
Data Team around Lit 3 CFA
8
Lit 3
Mastery
Data Team around Lit 1 CFA
9
Lit 1
Mastery
Review Post Data for Lit 3 & Lit 1 CFA
Plan for Inform 1
10
Inform 1
Review
(look ahead to next unit)
6
Lit 9
7
Lit 7 - Supporting
Possible Model for the Creation of CFAs
(Stage 2)
Building Professional Development Time:
 30-45 min. of study regarding a Balanced Assessment System
and successful creation of Common Formative Assessments.
 Common Formative Assessment:A Toolkit for Professional Learning Communities
at Work by Kim Bailey & Chris Jakicic. (2012) Pg. 19-23 and Chapter 5
 45-60 min. of collaborative creation of Common Formative
Assessments.
 What can students do to show me that they have mastered the learner
objectives? What can this student say, write or create?
 What has our instruction looked like for these learner objectives? How will we
know that students have responded to our instruction?
 15 minutes of cross-grade level sharing and collaboration.
ALIGNING OUR WORK FOR
STUDENTS IN NEED OF
ADDITIONAL SUPPORT
English Language Learners & Special Education
K-5 Service Models
How Journeys Supports this Alignment
Intervention
Day
Whole Group
Small Group
Approx. 18 months below
ELL Support
on-level lang. support
1
Target Vocabulary
Build Background
Vocab. Reader
Intro. Comprehension
Target Vocabulary
Target Vocabulary
Preview Main Selection
2
Comprehension Inst.
Main Selection
Leveled Practice
Reteach
Comprehension
Write in Reader
Scaffolded Comp. from
Main Selection
3
Deepening
Comprehension
Leveled Reader
Write in Reader
Scaffolded Comp. from
Main Selection
4
Paired Selection
Voc. Strategies
Write in Reader
Scaffolded Comp from
Paired Selection
5
Connect & Extend
Reteaching
Preteach next week’s
Comprehension Skill
Compare Main/Paired
Selections & ELL Reader
Purpose and Rationale
The ELL & Special Education Service
Models were created to:
• Move forward with our support services in
order to accelerate student learning.
• Align core curriculum, instruction and assessment
with tier II and tier III interventions.
• Provide clarity regarding the use of Journey’s
materials for students who are receiving
additional services.
Modified K-5 ELL Service Model
Modified ELL Service Model Handouts
3rd-5th
Model
K-2nd
Model
Grouping
Profile
3rd-5th ELL Service Model:
Considerations for Modifications
• New literacy curriculum
–95% of students participate in Journeys
–Journeys has a 4 yr. span serving students 2 yrs.
above-2 yrs. below
• New 3rd-5th ELL supplementary materials
• Continued growth in K-5 ELL population
and same number of ELL staff
AND…
A need to include more Advanced
Intermediate students in ESL instruction
Direct ESL Services
Starting:
@ Home School
Beginning
Early
Intermediate
Advanced Transitional
Intermediate
Intermediate
To decrease number of students becoming long-term
ELLs in middle and high school.
Let’s take a closer look….
3rd-5th Starting and Beginning
Starting:
@ Home School
Beginning
• English: Beginning stages of English
• Reading: 2 years below
• Alternative Core (5% that does not
participate in Journeys)
• Supplementary Materials
• 45 min. – 1 hr. ESL
• Imagine Learning outside of ESL
time
• Additional learning interventions,
extended learning, etc.
Appropriate 3rd-5th multi-grade grouping recommended
3rd-5th Early Intermediate & Intermediate
• English: I-ELDA
Early Intermediate Proficiency: ≈2
• Reading: 18
months to 2 yrs.
below
• 30-45 min. ESL
Intermediate
• English: I-ELDA
Proficiency: ≈3
• Reading: 1 yr. to
18 months below
• 30 min. ESL
• Journeys ELL Tab
• Journeys Core (Classroom,
Title, SPED)
• Supplementary Materials
• Imagine Learning outside
of ESL time (if available)
• Additional learning
interventions, extended
learning, etc.
Grouping by grade level across a couple of levels of service
recommended
3rd-5th Advanced Intermediate
Advanced
Intermediate
• English: I-ELDA • Regular Journeys Core
Proficiency: ≈3-5
(differentiated for
• Reading: Approx.
language development)
1 yr. below
• Supplementary Materials
• 30 min. ESL
• Emphasis on explicit
instruction in vocabulary,
academic English and
comprehension
• Imagine Learning (if
available)
• Additional learning
interventions, extended
learning as needed
Grouping by grade level across a couple of levels of service
as needed
3rd-5th Transitional
Transitional
• English: I-ELDA • District grade level
Proficiency: ≈5-6
materials (Classroom, Title,
SPED)
• Reading: Close to
or on grade level • Progress monitoring by
ELL Teacher
• ESL as needed
Grouping
Frequently Asked Question:
• How do we follow the ELL Service
Model recommendations with:
–Increasing #s of ELLs
–Same # of staff
–Limited time in day
Grouping
PRELIMINARY RECOMMENDATIONS: * * *
 Group primarily by grade level AND across a couple of levels of service.
Exception: Multi-grade grouping appropriate for 3rd-5th Starting and Beginning
 Increase group size
 Consider: Kidney table
tables for cooperative grouping
 Keep focus on language development through content area of reading
Journeys Tab, Journeys anthology, and supplemental resources can be used with a
larger group
 Include extended learning opportunities
*** Gradually implement recommendations.
K-5th Grouping Profile (New!)
School:
School Year:
Date:
th
K-5 ELL LEVEL OF SERVICE GROUPING PROFILE
ELL Level of Service
Starting
Kind.
1st
Grade
2nd
3rd
4th
5th
Beginning
Early Intermediate
Intermediate
Advanced
Intermediate
Transitional
Upper Grade Grouping Example Using
Previous ELL Service Model
Starting
Beginning
Early Intermediate
Intermediate
3rd
Grade
Student 1
Student 11
Student 2
Student 12
N= 27
Student 3
Student 13
Student 4
Student 14
Student 5
Student 15
Student 6
Student 16
Student 17
(6)
Student 18
Student 19
Student 20
Student 21
(11)
4 Groups: 17/27 students
Advanced Intermediate
Monitored- not
served
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
SPED:
Student 26 (SPED)
Student 27 (SPED)
10/27
monitored
Transitional
Upper Grade Grouping Example Using
Modified 3rd-5th Service Model
Starting
Beginning
Early Intermediate
Intermediate
Advanced Intermediate
3rd
Grade
Student 1
Student 11
Student 18
Student 2
Student 12
Student 19
N= 27
Student 3
Student 13
Student 20
Student 4
Student 14
Student 21
Student 5
Student 15
Student 22
Student 6
Student 16
Student 23
Student 17
Student 24
Student 18
Student 25
Student 19
Monitored:
Student 20
Student 26 (SPED)
Student 21
Student 27 (SPED)
(6)
(11)
3 Groups: 25/27 students, approx. 8/ group
2/27 monitored
Transitional
K-2 SERVICE ELL SERVICE
MODEL
K-2nd DMPS ELL Program Service Model
Level
Starting:
Student Identification
 Newly arrived ELLs who are new to
program, but not eligible for IELC
@ Home School
Oral Language Level:
 LAS */1
Nonverbal/few isolated
words or expressions
Reading Level:
 K---largely discrepant from native
English-speaking peers
 1st-2nd grade---Levels PreA/A
I-ELDA Proficiency: 1
Beginning
Words; phrases;
expressions
 6 mos.-1 ½ years English
immersion
Oral Language Level:
 I-ELDA Oral Composite 1 or 2
 Oral Pre-LAS or LAS 1 or 2
Reading Level:
 PreA-C or far below grade level
**Extends to:
Simple sentences**
I-ELDA Proficiency: ≈1-2
ELL Services Recommendation
KINDERGARTEN
 ELL Staff: Serve in class in
collaboration with Gen. Ed. Teacher
≈30 min. (outreach worker)
 Acculturation & social skills
 English lang. development : listening,
speaking, reading, writing
 Early literacy skills
 Vocabulary Development
 Meaningful & contextualized
comprehension instruction
 Multiage grouping (K,1st, 2nd) if
necessary
 Assess progress of students by Dec 1st
to determine which ones need ‘pull out’
for next trimester.
**
1ST -2ND GRADE
 45-60 min. small group
 Acculturation & social skills
 English language development :
listening, speaking, reading, writing
 Early literacy skills
 Vocabulary Development
 Meaningful and contextualized
comprehension instruction
 Multiage grouping (K,1st, 2nd) if
necessary
KINDERGARTEN
 ELL Staff: Serve in class in
collaboration with Gen. Ed. Teacher
≈30 min. (outreach worker)
 Acculturation & social skills
 English lang. development : listening,
speaking, reading, writing
 Early literacy skills
 Vocabulary Development
 Meaningful and contextualized
comprehension instruction
 Multiage grouping (K,1st, 2nd) if
necessary
1st -2nd GRADE
 45-60 min. small group
 Acculturation & social skills
 English language development :
listening, speaking, reading, writing
 Early literacy skills
 Vocabulary Development
 Meaningful and contextualized
comprehension instruction
 Multiage grouping (K,1st, 2nd) if
necessary
Materials and Resources
KINDERGARTEN
Classroom curriculum
& materials
English In My Pocket
(Rigby) as supplement
Benchmark
Education –Anchor
Comprehension
Workshop Posters
Imagine Learning
Support
Plus additional
resources that may
vary by building
KINDERGARTEN
Classroom curriculum
and materials
ELL Support
Materials:
English In My Pocket
or On Our Way to
English (Rigby) as
supplement
Benchmark
Education –Anchor
Comprehension
Workshop Posters
**
1ST -2ND GRADE
District Materials:
Journeys ELL TAB Lessons
(Differentiated)
ELL Support Materials:
On Our Way to English
(Rigby) and Oxford Picture
Dictionary as supplement
Benchmark Education –
Anchor Comprehension
Workshop Posters
Staff/Materials
Recommendation
ELL Teacher
(ELL Tab)
Classroom Teacher
(whole group tab &
small group tab)
Title/Sped
(Small group
tab/intervention tab)
Bilingual Outreach
Worker
(under direction of
certified staff)
Imagine Learning (Not in
place of ELL Core Services)
1ST -2ND GRADE
District Materials:
Journeys ELL TAB Lessons
(Differentiated)
ELL Support Materials:
On Our Way to English
(Rigby) and Oxford Picture
Dictionary as supplement
Benchmark Education –
Anchor Comprehension
Workshop Posters
Imagine Learning (Not in
place of ELL Core Services)
ELL Teacher
(ELL Tab)
Classroom Teacher
(use whole group
tab & small group
tab)
Title/Sped
Small group
tab/intervention tab
Bilingual Outreach
Worker
(under direction of
certified staff)
Imagine Learning
Support
 1-3 years English immersion
Early
Intermediate
Complete simple
sentences; some
grammatical errors
Oral Language Level:
 I-ELDA Oral Composite 2
 Oral Pre-LAS or LAS 2
Reading Level:
 Below grade level
I-ELDA Proficiency: ≈2
KINDERGARTEN
 ELL Staff: Serve in class in
collaboration with Gen. Ed. Teacher
≈30 min. (outreach worker)
 English language development :
listening, speaking, reading, writing
 Early literacy skills
 Vocabulary Development
 Meaningful and contextualized
comprehension instruction
**
1st -2nd GRADE
 30 min. small group
 English language development :
listening, speaking, reading, writing
 Literacy skills
 Vocabulary Development
 Meaningful and contextualized
comprehension instruction
KINDERGARTEN
-Classroom curriculum
and materials
-Journeys
-Benchmark
Education –Anchor
Comprehension
Workshop Posters
-Imagine Learning
Support
1ST -2ND GRADE
District Materials:
Journeys ELL TAB Lessons
(Differentiated)
ELL Support Materials:
Oxford Picture Dictionary
supplement
Benchmark Education –
Anchor Comprehension
Workshop Posters
Imagine Learning (Not in
place of ELL Core Services)
ELL Teacher
(ELL Tab)
Classroom Teacher
(whole group tab &
small group tab)
Title/Sped
Small group
tab/intervention tab
Bilingual Outreach
Worker (under
direction of certified
staff)
Level
Student Identification
ELL Services Recommendation
KINDERGARTEN
 1-3 years English immersion
Intermediate
Simple sentences
Oral Language Level:
 I-ELDA Oral Composite 3
 Oral Pre-LAS or LAS 3
Reading Level:
 Below grade level
**Extends to:
Complex sentences**
 In Class Service
(Bilingual Community Outreach
Worker)
≈30 min.
**
1st -2nd GRADE
 30 min. small group
 English language development : listening,
speaking, reading, writing
 Literacy skills
 Vocabulary Development
 Academic Language
 Meaningful and contextualized
comprehension instruction
I-ELDA Proficiency: ≈3
Materials and Resources
1st -2nd GRADE
District Materials:
Journeys ELL TAB Lessons
(Differentiated)
ELL Support Materials:
Oxford Picture Dictionary as supplement
Benchmark Education –Anchor
Comprehension Workshop Posters
Continues to make
grammatical errors
Imagine Learning (Not in place of ELL
Core Services)
Plus additional resources that may vary by
building
KINDERGARTEN
 3-5 years English immersion
Advanced
Intermediate
Complex sentences; fewer
grammatical errors;
errors do not impede
understanding
Oral Language Level:
 I-ELDA Oral Composite 4
 Oral Pre-LAS or LAS 4
Reading Level:
 Close to or on grade level
 In Class Service
(Bilingual Community Outreach
Worker)
**
 Academic Language
I-ELDA Proficiency: ≈4-5
 Explicit vocabulary and comprehension
instruction
**Extends to:
Near-native speaking**
Near-native speaking
1st -2nd GRADE
District Materials:
 Journeys Core Lessons (differentiated
for language development)
ELL Support Materials:
Benchmark Education –Anchor
Comprehension Workshop Posters
Plus additional resources that may vary by
building
 5-7 years English immersion
Transitional
1st -2nd GRADE
 20-30 min. small group
 Contextualized instruction aligned with
grade level curriculum requirements,
differentiated for language
 English language development (integrate
listening, speaking, reading, writing)
Oral Language Level:
 I-ELDA Oral Composite 5
 Oral Pre-LAS or LAS 5
KINDERGARTEN
 In Class Service
(Bilingual Community Outreach
Worker)

In Class Service
District grade level materials

Journeys
Reading Level:
Close to or on grade level
Staff
ELL Teacher
(ELL Tab)
Classroom Teacher
(whole group tab & small
group tab)
Title/Sped
Small group
tab/intervention tab
Bilingual Community
Outreach Worker
(under direction of certified
staff )
plus
 Additional Support
(Classroom, Title,
SPED)
Classroom Teacher, Title,
SPED: Journeys Core
Program
ELL Teacher: (based on
ELL population & if
schedule permits)
(in-class or co-teaching
recommended)
ELL Teacher: progress
monitoring students &
providing consulting
support to staff
 Classroom Teacher
 Title
 SPED
Progress monitoring by
ELL Teacher
I-ELDA Proficiency: ≈5-6
** For every level of service, ELL students will receive Journeys lessons from certified staff members i.e.: Gen. Ed., ELL, SPED, Title (Intervention Tab will be used as needed)
-Schedule needs to be flexible enough to accommodate IELC students entering building, and services need to be adjusted based on student need throughout school year.
-Additional support may be provided through a tiered system (RTI, Extended Learning, Interventions, etc.).
Modifications made to ELL K-2 Service
Model
Kindergarten
ELL TAB Lessons
• Kindergarten curriculum
is very language rich,
therefore ELL students
will be supported “in
class” for first trimester.
(Outreach worker will
support.)
• Journeys Curriculum
includes ELL Tab lessons
that teachers use to
coincide with theme.
• Teachers will determine
which students still need
additional support and
create a “pull out” group
to serve for next
trimester.
These lessons will provide
the differentiation necessary
for more language
development and scaffolding
for comprehension.
Modifications continued…
Benchmark Education
Anchor Comprehension Posters
• Increase comprehension
• Build academic vocabulary
• Increase oral development
Imagine Learning Software
• The use of Imagine Learning is
recommended 20 minutes daily
for kindergarten and 25-30
minutes daily for 1st-2nd grade
ELL students.
• Promote fluency
• Utilizing fiction & nonfiction
themes
• Software will be used by
students at levels 1 & 2, and
can include level 3 students
if possible.
Reflections/Consideration
s
• With high levels of implementation, we hope to
see consistencies throughout the district with how
the service model is supporting our second
language learners.
• Every building has unique needs, therefore
variations will also be seen as to how service
model is implemented at different schools to help
serve ELL students.
•
What do we need from you to make
implementation successful?
*Applying service models to fit your
school’s specific needs takes a
whole team effort:
-Principal
-Classroom Teachers
-Title Teachers
-Special Education Teachers
-ELL Teachers
-Bilingual Outreach Workers
-Associates
*Communicating with team members as to the
progress of students.
*Making necessary adjustments throughout the school
year based on students performance/academic success.
SPECIAL EDUCATION
K-5 SERVICE MODEL
Grades K-5 Des Moines Public Schools
Special Education Service Model
What prompted this work…
• The purchase of Journeys
• Conversations with teachers, building leaders,
and special education teachers
• Serving a wide range of students within special
education
Grade Level
Level
Student
Identification
Grade
Level
Reading Level:
Close to or on grade
level according to:
o SRI Lexile
Level
o Text Level
(F &P)
o BRI/ARI
o PA Profile
o Teacher
Observatio
ns
Individualized
Education Program:
Students do not have a
Reading goal.
Materials and
Resources
Time
Recommendation
Required Materials:
Core Instruction **

Journeys Core Whole
Group & Small
Group Instruction **
Assessment
Staff
Recommenda Recommendation
** With IEP Testing
tion
Accommodations
Classroom
Teacher **
(Whole Group
Tab, Small Group
Tab)
**Students with
behavior only
IEPs served in a
special education
setting could
receive core
reading
instruction from
a special
education
teacher.
External Summative:
Iowa Assessment (3-5)
District Assessments:

PA Profile

BRI

Writing
Assessment

SRI

Comprehensive
Standards
Assessment
Building Common
Formative Assessments
Approaching Grade Level
Level
Student
Identification
Materials and
Resources
Approaching Grade
Level
Reading Level:
Approximately 6-12
months below grade
level according to:
o
SRI
Lexile
Level
o
Text
Level (F
&P)
o
BRI/ARI
o
PA
Profile
o
Teacher
Observa
tions
Individualized
Education Program:
Students have a goal
in the area of
reading. Students
should be monitored
closely to determine
if discontinuation is
appropriate.
Required Materials:

Journeys Core
Whole Group &
Small Group
Instruction **

Journeys On
Level or ELL
Reader with
Teacher
Scaffolding
Supplementary
Resources:

Journeys Below
Level Reader

Journeys Word
Study
Teacher’s
Guide

Additional
resources that
may vary by
building
Time
Recommendation
Core Instruction **
plus
30 min (or as
dictated by IEP)
Staff
Recommendation
Classroom Teacher
(Whole Group Tab,
Small Group Tab)
SPED or Title
Teacher (Below Level
Reader)
Assessment
Recommendation
** With IEP Testing
Accommodations
External
Summative:
Iowa Assessment (35)
District
Assessments:

PA Profile (K1)

BRI (K-2)

Writing
Assessment (35)

SRI (3-5)

Comprehensive
Standards
Assessment (K5)
Building Common
Formative
Assessments
IEP Progress
Monitoring
District Special
Education Data
Collection
Below Grade Level
Level
Student Identification
Reading Level:
Approximately 1-2 years
below grade level
according to:
o
SRI Lexile
Level
o
Text Level (F
&P)
o
BRI/ARI
o
PA Profile
o
Teacher
Observations
Below
Individualized
Grade Level Education Program:
Students have a goal in the
area of reading.
Materials and Resources
Required Materials:

Journeys Core Whole
Group & Small Group
Instruction**

Journeys Below Level
Reader with Teacher
Scaffolding

Journeys Intervention
Tab
Supplementary Resources:

Journeys On Level or
ELL Reader with
Teacher Scaffolding

Journeys Word Study
Teacher’s Guide

Fountas & Pinnell LLI
Kit

Additional resources
that may vary by
building
Time
Recommendation
Core Instruction **
plus
30 min (or as dictated by
IEP)
plus
Targeted Skill Group
Staff
Recommendatio
n
Classroom Teacher
(Whole Group Tab,
Small Group Tab)
SPED or Title
Teacher
(Intervention Tab)
SPED or Title
Teacher (Word
Study Teacher’s
Guide and/or
additional
resources)
Assessment
Recommendation
** With IEP Testing
Accommodations
External Summative:
Iowa Assessment (3-5)
District Assessments:

PA Profile (K-1)

BRI (K-2)

Writing Assessment
(3-5)

SRI (3-5)

Comprehensive
Standards
Assessment (K-5)
Building Common
Formative Assessments
IEP Progress Monitoring
District Special Education
Data Collection
Significantly Below Grade Level
Level
Significantly Below
Grade Level
Student Identification
Reading Level:
More than 2 years below
grade level according to:
o
SRI Lexile
Level
o
Text Level
(F &P)
o
BRI/ARI
o
PA Profile
o
Teacher
Observati
ons
Individualized Education
Program:
Students have a goal in
the area of reading.
** Modifications may be
necessary for students
identified for Alternate
Assessment, please
discuss with your Special
Education Support
Teacher and building
Consultant.
Materials and
Resources
Time
Recommendation
Staff
Recommendation
Required Materials:

Fountas & Pinnell
LLI Kit

Journeys Core
Whole Group
Instruction with
Teacher
Scaffolding

Journeys
Intervention Tab
with Teacher
Scaffolding
Supplementary
Resources:

Journeys Literacy
Toolkit

Journeys Below
Level Reader with
Teacher
Scaffolding

Journeys Word
Study Teacher’s
Guide

Additional
resources that may
vary by building
Core Instruction (Whole
Group Comprehension)
plus
60+ min (or as dictated
by IEP)
plus
Targeted Skill Group
Classroom Teacher or
SPED Teacher (Whole
Group Tab)
SPED or Title Teacher
(Below Level Reader, F
& P LLI Kit, and/or
Intervention Tab)
SPED or Title Teacher
(Literacy Toolkit and/or
Word Study Teacher’s
Guide)
Assessment
Recommendation
** With IEP Testing
Accommodations
External Summative:
Iowa Assessment (3-5)
District Assessments: **

PA Profile (K-1)

Writing
Assessment (3-5)

SRI (3-5)
IEP Progress Monitoring
District Special
Education Data
Collection
**A score of zero must
be entered for all district
assessments not
administered. Approval
from Zone Special
Education Support
Teacher and Building
Consultant must be
required.
Next Steps
• We will continue to revise this document through out
the 2012-2013 school year based on observations,
feedback and reflections from all stakeholders.
• We recognize that professional development will be a
critical factor for success of this model. The Special
Education department will work in conjunction with
Teaching and Learning to provide this support to
building leaders and teachers.
Critical Success Factors for the
Implementation of our K-5 Service Models
• Core instruction provided using the whole group
and small group tab.
• A master schedule that allows for the time
recommendations provided on these service
models (2013-2014).
• Professional development regarding effective
instruction for struggling students.
ELEMENTARY DISTRICT
PLCS
October 3rd, 2012
What We Need From Building Leaders:
• Provide guidance in registering for a PLC
session via Infinite Campus. (handout)
• Communication of locations and time.
• Ensure 100% attendance.
HOUGHTON MIFFLIN 2008
MATERIALS
Procedures & Timeline
• Step 1: Identify all materials that will STAY in your building
using the created checklists and locate a storage space for
these materials.
• Step 2: Place DISCONTINUED labels on student
anthologies.
• Step 3: Send student anthologies home during conference.
• Step 4: Send a completed transfer form to Josh Khan for
approval of all materials NOT staying in your building.
SURVEY MONKEY