A Model for Comprehensive Literacy Instruction

  • Published on
    06-Jan-2016

  • View
    35

  • Download
    1

Embed Size (px)

DESCRIPTION

A Model for Comprehensive Literacy Instruction. Schenk Elementary. Why we are moving in this direction. Not meeting all of our students needs...1/3 of our students Significant gaps Disabilities ELL Students of color Regression after interventions. - PowerPoint PPT Presentation

Transcript

<ul><li><p>A Model for Comprehensive Literacy InstructionSchenk Elementary</p></li><li><p>Why we are moving in this directionNot meeting all of our students needs...1/3 of our studentsSignificant gapsDisabilitiesELLStudents of colorRegression after interventions</p><p>If children are apparently unable to learn, we should assume that we have not as yet found the right way to teach them. -Marie Clay</p></li><li><p>From our beliefs...</p><p>We believe that it is our responsibility to reach all kidsWe believe in Balanced LiteracyWe know that Reading Recovery shows benefits, but they are not always sustainedWhat is missing?</p></li><li><p>Where is success happening?The CLM supports our beliefsBalanced LiteracyVertical AlignmentSite based PD &amp; coachingCore is not enoughClinical nature of systematic observation from RRLayered 4-Tier Framework</p></li><li><p>Learning more about itSchool site visitationsWashington Elementary in D.C. Everest School DistrictLincoln Elementary School in ShawanoMountain Bay Elementary School in WestinEisenhower Elementary School in Green BayConferencesCIM in Little Rock, Arkansas; CLM in Pembine, WIESAIL survey based upon the 10 criteria of their modelProfessional Reading</p></li><li><p>Synthesizing Our Big IdeasWe needed a school-wide systematic approach to address...Core is not enoughFidelity is essentialProgress Monitoring Targets Instruction</p><p>Turn &amp; Talk</p></li><li><p>Core is Not EnoughPast PracticeTeachers differentiate by their own creative meansSome have received certain professional development while others have notSystematic Thinking through CLMSpecific differentiation from a menu of choicesWe will all continually receive professional development to add to our growing knowledge of how to do this</p></li><li><p>Core is Not EnoughPast PracticeOur classroom interventions were creatively designedDependent upon who you sought for more information...building team issueSystematic Thinking through CLM</p><p> Specific Tier 1 Interventions from a menu of choicesOne to one conferencesSpecific Small Group Interventions </p></li><li><p>Specific Tier 1 Small Group InterventionsEmergent Language &amp; Literacy GroupGuided Reading PlusComprehension Focus GroupAssisted Writing GroupWriting Process GroupOracy GroupContent Strategy Group</p></li><li><p>Specific Tier 1 Small Group InterventionsEmergent Language &amp; Literacy Group</p><p>Comprehension Focus GroupAssisted Writing GroupWriting Process GroupOracy GroupContent Strategy Group</p><p>Guided Reading Plus</p></li><li><p>Core is Not EnoughPast PracticeInterventions beyond the classroom had become inconsistentOften not aligned with Tier 1 Interventions and/or Core Systematic Thinking through CLMMust be receiving Tier 1 Highly trained specialists deliver Tiers 2 &amp; 3Specific interventions</p></li><li><p>Specific InterventionsTier 2 (small groups)Emergent Language &amp; Literacy GroupGuided Reading PlusComprehension Focus GroupAssisted Writing GroupWriting Process GroupOracy GroupContent Strategy Group</p></li><li><p>Specific InterventionsTier 2 (small groups)Emergent Language &amp; Literacy Group</p><p>Assisted Writing GroupWriting Process Group</p><p>Content Strategy Group</p><p>Tier 3 (1:1 or 1:2)For students at the Emergent Level who are not in Special EducationRR in Grade 1Reading or Writing Conferences in specific tailored interventions searching for accelerationGuided Reading Plus</p><p>Oracy GroupComprehension Focus Group</p></li><li><p>Tier 4 InterventionsSpecial Education Teacher deliversChild must be receiving Core instruction as IEP deems appropriateIntervention must align with Core</p></li><li><p>Turn &amp; Talk</p></li><li><p>Fidelity is EssentialPast PracticeDistrict level PD for Core (not attended by all)IRTs in buildings (not similar in background knowledge, not able to reach everyone)Intervention support not consistentCommunication between Core teachers and between Interventionists not consistent or aligned30 minute weekly GL PD led by IRT Horizontal &amp; Vertical AlignmentCoaching Cycles, Observation Classrooms &amp; Problem Solving with IRT2 hour weekly IS PD led by IRTBehind the Glass/Peer ObservationCoaching &amp; Problem Solving with IRT</p><p>Whole Day/Once per month CC PD led by IRTStudy/sharing of Literacy ProcessingPeer Observation, Coaching &amp; Problem Solving with IRTSystematic Thinking through CLM</p></li><li><p>Fidelity is EssentialPast PracticeUse the state and district standards, as well as student assessments, to determine instructional contentOften done either independently, classroom by classroom, OR, sometimes, grade level by grade levelNo consistent expectations throughout the school in regard to content or student educational practices Systematic Thinking through CLMHorizontal &amp; vertical alignment of instructional practices, interventions and formative assessmentsHorizontal &amp; Vertical alignment, K-5:GenresComprehension StrategiesThoughtful Log &amp; RubricProgress Monitoring (formative &amp; summative)</p></li><li><p>Progress Monitoring Targets Instruction Past PracticeScreening: PLAADiagnostic, formative assessments done at teacher discretion. Rarely shared. Random &amp; not aligned.Progress Monitoring PLAA at Quarter 2 &amp; 3Outcome, summative assessments: PLAA, WKCE, ACCESSScreening: PLAAWeekly GL PD meetings will include dialogue in regard to student progress and collaboratively designed formative assessmentsProgress Monitoring quarterly for the PMW using TRL &amp; Thoughtful Log RubricWeekly PM for Tier 2Daily for Tier 3Core teacher &amp; Interventionist meet for at least 10 minutes every 2-3 weeks to discuss student progressSystematic Thinking through CLM</p></li><li><p>Progress Monitoring WallAs a school</p></li><li><p>Progress Monitoring WallAs a proficiency level As a grade level</p></li><li><p>Progress Monitoring WallAs a studentAs a class</p></li><li><p>After Lunch...Before you leave, please record any Gots &amp; Wants you may have...</p><p>The Tangible SystemsProgress Monitoring WallLearning EnvironmentVertical AlignmentMy Thoughtful Log</p></li><li><p>Progress Monitoring WallAssessment Wall used to capture a snapshot of student proficiency in Reading at various points in time. Decisions about when to move students on the AW changed each year. Decisions about what information to put on the AW changed each year.Decisions about how to share/code information on the AW changed each year.Decisions about how to use the information to reduce the achievement gap changed each year. Decisions about who was responsible for monitoring the use of the AW changed each year or was neglected and abandoned.Past Practice Progress Monitoring Wall shifts our thinking from a noun to a verb.Staff meetings: beginning of the year and at each quarter. Three half hour rotations. Vertical alignment of formative and summative assessment information is agreed upon and consistently used.Consistent coding system: honors student and teacher privacy, clearly shows school-wide, grade level proficiency performance, and intensity of student service delivery.</p><p> Systematic Thinking through CLM</p></li><li><p>Progress Monitoring Wall The PMW is used at the:Teacher level to see classroom movement Grade level to see movement and use collective knowledge of gaps to make decisions with Interventionists about student services. School-wide level to see the degree to which the CLM is effective and made visible through percentages shown for proficiency levels.IRTs are responsible for organization.Teachers are responsible for bringing necessary assessment information at the appointed time.Interventionists are responsible for reviewing the movement at a school-wide level to find gaps of student services.IRT is responsible for facilitating the discussion at grade level meetings for changes in student services.</p><p>Systematic Thinking through CLMAssessment Wall used to capture a snapshot of student proficiency in Reading at various points in time. Decisions about when to move students on the AW changed each year. Decisions about what information to put on the AW changed each year.Decisions about how to share/code information on the AW changed each year.Decisions about how to use the information to reduce the achievement gap changed each year. Decisions about who was responsible for monitoring the use of the AW changed each year or was neglected and abandoned.Past Practice</p></li><li><p>Progress Monitoring WallConsistent Criteria</p><p>Beginning of year:Fall PLAA TRL testing results used (K exception)Spring cut scores determine proficiency levels Quarters 1-4:Thoughtful Log Rubric Proficiency LevelPLAA Proficiency Level for TRL</p><p>Kindergarten: Beginning of Year and Quarter 1PLAA LID- UCPLAA Dictation</p></li><li><p>Organizing for Literacy Creating a Climate for Learning</p></li><li><p>Climate Shares a Relationship with Learning</p><p>Climate refers to the physical conditions, such as temperature or the noise level in the area, and also affective dimensions, such as how safe the reader feels, how competent, even how he feels about others around him or her.</p></li><li><p>What Does the Research Say?Marzano and Pickering et al., 1997; McCombs and Barton, 1998)Research suggest that students learn best in a pleasant, friendly climate where theyfeel accepted by their teachers and peers,feel a sense of safety and order because academic expectations, instruction, and the purpose for assignments are clear;feel confident in their ability to complete tasks successfully; andsee the value in the learning activities</p></li><li><p> Workshop PrinciplesAcceptance Children report feeling accepted when their teachers listen to them and respect their opinions. </p></li><li><p> Workshop PrinciplesAcceptanceTeachers communicate acceptance by:</p><p> Showing interest not only in how students perform in class but also in their extracurricular activities. Calling students by their preferred names, and making eye contact, Planning varied activities that address different learning styles and that capitalize on individual differences, encouraging even the unassertive students to participate in discussions.</p><p>ALL of these help students feel like they matter!</p><p>Clearly, the environment in which learning occurs influences learning. Clearly, the environment in which learning occurs influences learning. </p></li></ul>

Recommended

View more >