Embed Size (px)
Citation preview
Kindergarten Early Intervention Reading Initiative
Tammy Oberle-Lang and Jillian Knapp
“Studies over the last few decades offer important insights into early diagnosis and treatment of reading problems.”
–Ed. Leadership March 2012
• Hire an effective team• Eight team
members• One per building• One floater
Components of the Initiative
• Tie it to Research• “A student’s level of phonological
awareness at the end of kindergarten is one of the strongest predictors of future reading success in grade 1 and beyond.”• -2 decades of research, Sylvia Smith
Components of the Initiative
• Link it to the Common Core State Standards in Reading• Reading Standards Foundational Skills:• Phonological Awareness• Demonstrate understanding of spoken words, syllables, and
sounds (phonemes)• See Phoneme Segmentation Data*
• Recognize/produce rhyming words• Count/pronounce/blend/segment syllables in spoken word• Blend and segment onset/rimes of single-syllable spoken words• Isolate and Produce initial/medial/final sounds CVC words• Add/substitute individual sounds to make new words
Components of the Initiative
2010 2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Phoneme Segmentation FluencyDistrict Percentage of Students Above & Below
TargetSpring Data
Met TargetBelow Target
Initiative Im-plemented
• Ongoing Professional Development• Components of
Reading-5 Areas• Research Based
Strategies and Intervention
• Phonics First by RLAC
Components of the Initiative
•Components of the Initiative
• Utilize Research Based Strategies and Interventions• Data Driven• Tied to student need
Components of the Initiative
• Hold Monthly Meetings• District Level• Team Leaders,
Interventionists, and School Psychologists
• Building Level• Teachers,
Interventionist(s), and School Psychologists
In an effective reading program assessment informs instruction Data Driven• Progress Monitoring• Two times per month
• Data Reviews • One time per month
• Fluid groupings of students according to targeted needs
Components of the Initiative
• Existing District Wide Data• Added new assessments• Research• Common Core State Standards
• See attached Profile Sheet*• See attached Intervention Log*• Created District Norms
Student Profile Sheet
LAKE ORION KINDERGARTEN READING ASSESSMENT PROFILE STUDENT______________________________________________ SCHOOL_______________________________________________ TEACHER______________________________________________ READING INTERVENTIONIST_______________________________
FALL WINTER SPRING
MLPP-CONCEPTS OF PRINT
____/22 B_ (15-22) S_(11-14) I_(0-10)
____/22 B_(17-22) S_(14-16) I_(0-13)
____/22 B_(17-22) S_(14-16) I_(0-13)
CORE-PHONOLOGICAL SEGMENTATION
TEST
Sentence____/5
B_(2-5) S_(1) I_(0)
Sentence____/5
B_(3-5) S_(2)
I_(0-1)
Sentence____/5)
B_(4-5) S_(3)
I_(0-2)
CORE-PHONOLOGICAL SEGMENTATION
TEST
Word_____/8
B_(2-8) S_(1) I_(0)
Word_____/8
B_(6-8) S_(4-5) I_(0-3)
Word_____/8
B_(7-8) S_(6)
I_(0-5)
CORE-PHONOLOGICAL SEGMENTATION
TEST
Phoneme_____10 B_(2-10) S_(1) I_(0)
Phoneme_____10 B_(5-10) S_(3-4) I_(0-2)
Phoneme_____10 B_(8-10) S_(5-7) I_(0-4)
MLPP-LETTER NAME
____/54 B_(49-54) S_(31-48) I_(0-30)
____/54 B_(49-54) S_(40-48) I_(0-39)
____/54 B_(49-54) S_(43-48) I_(0-42)
MLPP-LETTER SOUND
____/31 Consonant____/21
Vowel_____/10
B_(17-31) S_(6-16) I_(0-5)
____/31 Consonant____/21
Vowel_____/10
B_(17-31) S_(11-16) I_(0-10)
____/31 Consonant____/21
Vowel_____/10
B_(25-31) S_(17-24) I_(0-16)
MLPP-RHYME CHOICE
____/8 B_(6-8) S_(5)
I_(0-4)
____/8 B_(7-8) S_(6)
I_(0-5)
____/8 B_(7-8) S_(6)
I_(0-5) MLPP-RHYME
SUPPLY ____/8 B_(6-8)
S_(5) I_(0-4)
____/8 B_(7-8) S_(6)
I_(0-5)
____/8 B_(7-8) S_(6)
I_(0-5) MLPP-ONSET AND
RIME ____/8 B_(5-8)
S_(4) I_(0-3)
____/8 B_(7-8) S_(5-6) I_(0-4)
____/8 B_(7-8) S_(6)
I_(0-5) MLPP-PHONEME
BLENDING ____/8 B_(5-8)
S_(4) I_(0-3)
____/8 B_(7-8) S_(5-6) I_(0-4)
____/8 B_(7-8) S_(6)
I_(0-5) DOLCH
____ /25 B_(5-25)
S_ (1-4) I_ (0)
____/25 B_(12-25) S_(6-11) I_(0-5)
____/25 B_ (20-25) S_(12-19) I_(0-11)
AIMSWEB-LETTER NAMING FLUENCY
____(Exp=13) B_ (>12) S_ (7-12)
I_ (<7)
____ (Exp=38) B_ (>37) S_ (32-37)
I_ (<32)
____ (Exp=46) B_ (>45) S_ (41-45)
I_ (<41) AIMSWEB-LETTER SOUND FLUENCY
____ (Exp=20) B_(>19) S_ (15-19)
I_ (<15)
____ (Exp=33) B_ (>32) S_ (29-32)
I_ (<29) AIMSWEB-PHONEME
SEGMENTATION
____ (Exp=18) B_ (>17) S_ (11-17)
I_ (<11)
____ (Exp=41) B_ (>40) S_ (35-40)
I_ (<35) AIMSWEB-
NONSENSE WORD FLUENCY
____ (Exp=19) B_ (>18) S_ (15-18)
I_ (<15)
____ (Exp=33) B_ (>32) S_ (28-32)
I_ (<28) B=BENCHMARK/GREEN, S=STRATEGIC/YELLOW, I=INTENSIVE/RED
Target Skill Strategic Intervention Dates of Intervention
Frequency and Duration
Delivery Method
Adult/Student Ratio
Letter ID & Letter Sound
Sensory/Kinesthetic Activities
(Modified Phonics First and Games)
5 days/week 15 minutes
Pull Out
Push In
1:3
1:2
1:1
Core A - Sentences to Words Core B -Words to Parts
Sentence Strips with Pictures,
Tapping Out Sentences, Blocks, Syllable Sorting
4-5 days/week 2-3 days/week
15 minutes
Pull Out
Push In
1:8
1:6
1:3
1:2
1:1 Rhyme Choice &
Rhyme Supply
Rhyming Bean Bags, Rhyming
Cards, Rhyming Puzzles, Rhyming Matching Boards, Rhyming Books
5 days/week 10 minutes
Pull Out
Push In
1:3
1:2
1:1
Concepts of Print
LLI, Big Book Mini-lessons,
Reader’s Workshop
5 days/week 15 minutes
Pull Out
Push In
1:3
1:1
Onset Rime
Kinesthetic Activities, Beginning
Sound Flip Books, Beginning Sound Marching Boards
4-5 days/week 2-3 days/week
15 minutes
Pull Out
Push In
1:8
1:6
1:3
1:2
1:1
Phoneme Blending
Word Games, Word Strip
4-5 days/week 2-3 days/week
15 minutes
Pull Out
Push In
1:8
1:6
1:3
1:2
1:1
Core C – Words to Sounds
Elkonin Boxes, Tapping Out
Sounds, Blocks, Games
4-5 days/week 15 minutes
Pull Out
Push In
1:8
1:6
1:3
1:2
1:1
Fluency (Letter Naming, Letter Sound,
Nonsense Word)
AIMSweb Practice Probes, Flashcards, Fluency Games
4-5 days/week 2-3 days/week
15 minutes
Pull Out
Push In
1:8
1:6
1:3
1:2
Dolch Words
Games – Memory, Splash,
Flashcards, Bingo
4-5 days/week
15 minutes
Pull Out
Push In
1:8
1:6
DRA
LLI
5 days/week
Pull Out
1:4
• Fall/Winter/Spring Data for all students• Progress Monitoring Data for all students
receiving targeted instruction
Building Data Sheets
So, what was the result?
Core
A-Fal
l
Core
A-Spr
ing
Core
B-Fal
l
Core
B-Spr
ing
Core
C-Fal
l
Core
C-Spr
ing
Lette
r Nam
e-Fa
ll
Lette
r Nam
e-Sp
ring
Lette
r Sou
nd-F
all
Lette
r Sou
nd-S
prin
g
Conce
pts o
f Prin
t-Fal
l
Conce
pts o
f Prin
t-Spr
ing
Rhym
e Cho
ice-
Fall
Rhym
e Cho
ice-
Sprin
g
Rhym
e Su
pply
-Fal
l
Rhym
e Su
pply
-Spr
ing
Onset
Rim
e-Fa
ll
Onset
Rim
e-Sp
ring
Phon
eme
Blend
ing-
Fall
Phon
eme
Blend
ing-
Sprin
g
LNF-
Fall
LNF-
Sprin
g
LSF-
Win
ter
LSF-
Sprin
g
PSF-
Win
ter
PSF-
Sprin
g
NWF-
Win
ter
NWF-
Sprin
g
Freq
uenc
y W
ords
-Fal
l
Freq
uenc
y W
ords
-Spr
ing
DRA-Fin
al0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
71%
99%
87%
97%
55%
95%
41%
84%
36%
99%
46%
98%
78%
99%
60%
98%
41%
99%
40%
97%
72%78%76%
83%88%88%
76%
85%
27%
91%
82%
District
Light Green=Percentage of Students that met Fall ExpectationDark Green-Percentage of Students that met Spring Expectation
• First Grade Initiative• Follow Pilot of Kindergarten students as they
transition to 1st grade• Follow same model with existing LSS• Continue to Focus on Reading Foundational
Skills• Phonological Awareness (K) Phonics
(1st)
• Initial baseline testing
Moving Forward
2010 2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Nonsense Word FluencyDistrict Percentage of Students Above & Below
TargetFall Data
Met TargetBelow Target
Did you find the K Initiative to have a positive impact of student achievement?
100% responded “Highly Effective” “Extremely helpful moving kids forward!” “Interventionists were a true asset to our team” “It made such a significant difference in their deep
understanding of foundational reading skills” “Data driven instruction” “Please keep the program” “Thank you so much!”
Reflection Quotes from K Team…
