Transcript The Rural Early Literacy Initiative Effective Professional Development for Rural Kindergarten and First Grade Teachers Steve Amendum Marnie Ginsberg Lynne Vernon-Feagans Rural Early Literacy Initiative.

The Rural Early Literacy Initiative
Effective Professional Development for
Rural Kindergarten and First Grade
Teachers
Steve Amendum
Marnie Ginsberg
Lynne Vernon-Feagans
Rural Early Literacy Initiative
Overview
• Purpose and
rationale
• Targeted Reading
Intervention
– TRI Model
– TRI components
• Professional
development
mechanisms
Purpose
The purpose of this study is to improve
the teaching strategies of rural
kindergarten and first grade teachers in
the areas of literacy and behavior
management, with a specific focus on
children who have been identified as
struggling learners.
Why focus on literacy and
behavior?
• Reading becomes the foundation for
subsequent academic learning (Snow, Burns
& Griffin; Vernon-Feagans, 1996)
• Research and teacher reports suggest that
children’s behavior can facilitate or hamper
learning (Shonkoff & Phillips, 2000).
Why focus on struggling learners?
• Struggling learners are usually the ones that do
not make expected progress (Pianta, 2001;
Meisels, 2001)
• This emphasis on struggling learners has been
highlighted through disaggregated data
mandated by NCLB
• Teachers report these struggling learners are the
children who have the least success in learning
and behavior.
• Teachers often attribute poor learning by
students on the children’s behavior and/or their
home situation.
Targeted Reading
Intervention (TRI)
Targeting instructional match in every interaction…
Targeted Reading Intervention
• Intensive, assessment-driven reading
instruction given by the classroom
teacher to struggling students, initially
one-on-one and transitioning to small
groups, on a daily basis to rapidly
accelerate students’ reading
achievement
TRI Mission
• To coach K-1 teachers
– to acquire essential knowledge of early
reading development and efficient
instructional strategies;
– to develop skills in matching instruction to
assessment; and
– to apply these knowledge sources and skills
particularly for the benefit of struggling
readers.
The
Targeted
Reading
Intervention
Model
Our vision for a teacher’s year
• TRI instruction
– For one struggling reader
– 15 minutes
– 4 times per week
• Collaboration with consultants
– TRI consultant & school consultant
– Bi-weekly visits/sharing about TRI
– Weekly K-1 or grade-level 30 minute meetings
– Monthly 2-hour workshops on related PD topic
TRI Framework
Re-Reading for Fluency
(~2+ minutes)
Word Work
(~8+ minutes)
Guided Oral Reading
(~5+ minutes)
TRI Extensions
TRI Framework
Re-Reading for Fluency
(~2+ minutes)
TRI Extensions
TRI Framework
Word Work
(~8+ Minutes)
TRI Extensions
TRI: Primary Word Work Strategies
Word Work
(~8+ minutes)
– Segmenting
Words
– Change One
Sound
– Read, Write, &
Say
– Pocket Phrases
Word Work Example: Change One
Sound
TRI Framework
Guided Oral Reading
(~5+ minutes)
TRI Extensions
How does TRI benefit struggling
readers?
• Individualized instruction within
meaningful contexts
• An established research and theoretical
base
• Ongoing assessment-based instruction
• Acceleration of literacy learning
How Do Teachers Learn the TRI?
Essential Personnel
• TRI personnel
– A K-1 TRI Consultant for
each school
• Site-based personnel
– Superintendent
– District Curriculum
Coordinator
– Principal
– A K-1 School Consultant
– K-1 Classroom Teachers
– K-1 Teaching Assistants
Professional Development
Mechanisms
• Summer Institute
• Weekly 30-minute, grade level
meetings
• Monthly workshops
• Videos of teachers, guides, and
materials
• TRI consultant visits
Summer Institute
• Teachers will learn
– how to link efficient instruction with
assessment
– essential elements of reading development
– how and when to use essential strategies
– why intensive instruction is worth it
– why repetition across the day is worth it
Weekly Grade-Level Meetings
• To link assessment data with efficient
instruction
• To repeat and extend content from the
summer institute
• To problem-solve collaboratively
• To ensure participation and fidelity
Ongoing Workshops
• To build relationships across K-1
• To extend the TRI content knowledge and skills
on a specific timeline
• To link assessment data with efficient instruction
• To provide a video model of teachers using the
TRI or practices for TRI Extensions
• To provide opportunity for school to receive
coaching from TRI Consultant, in person, via
conference call, or via web cam
Final Thoughts
• Targeted Reading
Intervention
• Involving Essential
Personnel
• Professional
Development
One Teacher’s Experience…