LO+Reading+Support+Visit,+Oct.+9,+2007


 * Elementary** **Reading** **Suppo****rt** **Visits**
 * //Lake//** **//Orienta//** **//Elementary//**
 * Visit Number** **1**
 * Tuesday, October 9, 2007**


 * __Reading Personnel:__**


 * 1****a. How have you structured your** **Reading** **/ Literacy Personnel?**

Kindergarten—Brenda Horner, Reading Teacher 1st/2nd Grade—Jackie Braccio, Reading Teacher 3rd Grade—Kristie Hartsfield, Reading Teacher 4th/5th Grade—Jeanne King, .50 Reading Teacher/AYP & .50 Reading Coach K-3—Linda Hillman, Read First Reading Coach


 * 1****b. Discuss the role of your literacy** **spec****ialist or coach.**

The role of the Reading Coach is to improve reading instruction and reading achievement by: 1. Planning and giving professional development sessions 2. Organizing book study groups 3. Modeling best practices in classrooms 4. Helping teachers analyze data so that they can differentiate student instruction 5. Observe, coach, and model for individual teachers 6. Assist Principal in any Reading related projects or meetings 7. Help coordinate the school’s assessment programs 8. Research and recommend reading materials for purchase 9. Attend literacy trainings and Read First meetings


 * 1****c. Describe your role as the literacy leader.**

My role as a literacy leader encompasses the following as enumerated in the SCPS K-12 Reading Plan: 1. demonstrating a commitment to implementing and monitoring the K-12 Comprehensive Research-based Reading Plan, 2. participating in the on-site fidelity checks and acting upon recommendations, 3. ensuring a reading goal is included in the School Improvement Plan, 4. promoting alignment of teachers’ Individual Professional Development Plans with the School Improvement Plan, 5. serving as the instructional leader of the school by personally attending reading related professional development activities, 6. leading or serving on the school’s Reading Leadership Team, 7. monitoring, analyzing and sharing student reading performance data, 8. securing the necessary materials and resources to improve reading proficiency, 9. supporting and enabling the reading coach, 10. providing opportunities for literacy professional development throughout the school, and 11. communicating the importance of literacy proficiency to students and parents through modeling, newsletters, and literacy celebration.


 * __Curriculum and Instruction:__**


 * 1****a. Based on your data and observations is your core reading program meeting the** **needs of all students?**

Kdg 62/89 LNF 70% proficient 56/90 ISF 62% proficient 1st 90/109 LNF 90% proficient 83/109 PSF 76% proficient 89/109 NWF 82% proficient 83/109 ORF 82% proficient 2nd 76/103 NWF 74% proficient 84/103 ORF 82% proficient 3rd 63/117 ORF 54% proficient 4th 58/99 ORF 59% proficient 5th 63/109 ORF 58% proficient
 * __DIBELS results – Sept 07__**

3rd 30% proficient 4th 35% proficient 5th 47% proficient Based on Lake Orienta’s data and observations, to meet the needs of all students, supplemental materials besides the core-reading program are used.
 * __SRI results – Sept 07__**


 * 1****b. If not, what types of additional materials are needed?**

Supplemental intervention reading programs are intended for flexible use as part of differentiated instruction or in more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension).


 * 2****. How are you meeting the needs of ESE and ELL students in reading?**

The ESOL and ESE teachers use the “Push-in model” during the designated 90-minute Reading block for each grade level.


 * ELL Students:** ELL teachers work with small groups of students targeting the five areas of reading and focusing on vocabulary, comprehension, and fluency. Supplemental materials used include **Harcourt, Read Naturally, and Creative IDEAS.** Teachers monitor student progress with DIBELS and SRI and classroom teachers are encouraged to use ESOL modifications (Ex: fewer test items, more time of complete assignments, repetition, modeling, visuals, and cooperative learning strategies).

The SLD teacher for **grades** **1****st,** **2****nd, and** **4****th** provides various inclusion-based support services as stated in students IEP's. The SLD teacher provides support using the Harcourt curriculum via small groups composed of 1:1 or 1:2 teacher/student ratio using learning strategies such as repetition, reinforcement, scaffolding, and modeling. Supplemental materials include **SRA Reading Mastery + Series, Spiral Up, and SRA Decoding Strategies Series**.
 * ESE Students:**

The **3****rd and** **5****th grade** SLD students receive small group intensive reading instruction for 30 - 45 minutes in their classrooms. Instruction is based on individual needs derived from DAR, PSI, SRI, and Dibels testing. Supplemental materials used include **One-Minute Reads from Harcou****rt** **passages, Precision Teaching timings from SRA Reading Mastery +, instruction from Reading Mastery +, the** **Wilson** **Foundations Program and AR**. ESE tutorial session begins on Oct. 11, 2007 for SLD students earmarked for FCAT success.


 * 3****.** **30** **minutes of iii is required //in addition// to the 90 minute reading block for all students identified as //intensive and strategic// on the DIBELS measures, SRI or other reading screeners progr****ess** **monitors. Please describe your intervention schedule, how these children are grouped, personnel providing the interventions, and the on-going progr****ess** **monitoring of these students.**

The master schedule includes a 30-minute Intervention Block in which time the grade levels are participating in the Walk-To model.

__K____inderga____rt____en:__ Push-In, 9:30 – 10:20, and 12:15 – 1:10 __First Grade:__ Push-In, 9:30 – 10:30, and 1:30 – 2:00 __Second Grade:__ Walk-To, Mon., Tues., Th., Fri. 10:30 – 11:00 __Third Grade:__ Walk-To, Mon., Tues., Th., Fri. 11:40 – 12:10 __Fou____rt____h Grade:__ 8:45 – 9:15 - Each class has groupings based on DIBELS and SRI data. __Fifth Grade:__ 2:05 – 2:35 - Each class has groupings based on DIBELS and SRI data.
 * Intervention Schedule:**
 * Grouping:** All children are grouped using various diagnostic information: Dibels, SRI, DAR, PSI, and/or PASI data, FCAT strands
 * Personnel:** three reading teachers**,** three assistants, and one ELL assistant**,** Classroom teachers**,** one SLD teacher**,** 1Gifted teacher
 * OPM (On-Going Progr****ess** **Monitoring):** Dibels OPM using Palm Pilots
 * Diagnostic:** PASI and PSI, DAR


 * 4****. What intervention materials are you utilizing with these students?**

· Benchmark Phonics Kits: Build Up, Spiral Up – Grades 1-3 · Activities from FCRR · Wilson – K – 3 · Student Center – FCRR Activities – Phonics, Vocabulary, Comprehension – Grades 3-5 · Harcourt Science Intervention Readers – Grades 3-5 · Read Naturally – Phonics version, Masters edition - Grades – 2-5, ELL · 6 Minute Fluency Solution – Grades 2-5 · Fluency First – Rasinski · Sounds and Letter Time - K and 1st · Phonemic Awareness/ Phonics Manipulatives – K-1 · Starlit – K and 1st
 * Intervention Materials:**


 * __Data Collection and Monitoring:__**


 * 1****. How does the current proc****ess** **meet your needs for data to inform instructional decisions?**

After assessments, the Reading Leadership Team disseminates grade level and class reports with administration. The principal’s conference room displays data from every assessment for every teacher. Following that process, classroom teachers disseminate their classroom data during grade level meetings. Teachers develop student intervention plans with specific need-based goals and objectives for instruction. Each classroom teacher conducts On-going Progress Monitoring to monitor data/information as fidelity check to determine grade level, classroom, and individual student progress. Differentiation of instruction is fine-tuned through this OPM process and additional diagnostic assessments are completed as necessary. The cycle of analysis continues and repeats after each assessment window where the triangulation of other data sources may indicate patterns or inconsistencies. Each teacher’s data notebook is comprised of school based assessments charts for Reading, Writing, and Math, as well as forms for analyzing assessments, compiling reports, developing intervention plans and documenting intervention progress.


 * 2****. Based on the most recent ass****ess****ments, how many and what percent of students scored at the proficiency level?**

Kdg 62/89 LNF 70% proficient 56/90 ISF 62% proficient 1st 90/109 LNF 90% proficient 83/109 PSF 76% proficient 89/109 NWF 82% proficient 83/109 ORF 82% proficient 2nd 76/103 NWF 74% proficient 84/103 ORF 82% proficient 3rd 63/117 ORF 54% proficient 4th 58/99 ORF 59% proficient 5th 63/109 ORF 58% proficient
 * __DIBELS results – Sept 07__**

3rd 30% proficient 4th 35% proficient 5th 47% proficient
 * __SRI results – Sept 07__**

3rd 14% proficient 4th 10% proficient 5th 8% proficient
 * __Succ__****__ess__****__maker Math Concepts and Skills__** **__2__**


 * 3****. What is your primary intervention for increasing the number/percentages of students achieving proficiency? Please describe the instructional strategies that are utilized during the reading and intervention block?**


 * Achieving Proficiency:** Walk-To Intervention**;** Push-In**;** Professional Development**;** Tutorial**;** Remediation and Enrichment
 * NOTE:** Identified with DIBELS and SRI, under-represented groups of students in need of academic enrichment are included in the Walk-To Intervention period and provided Talent Development and Enrichment by the gifted teacher. Using a Parallel Curriculum designed to develop critical and high-level thinking skills, these students engage in real world problem activities using manipulatives and technology.
 * Instructional Strategies**: Reading Block--small groups and centers using Harcourt
 * Instructional Strategies**: Intervention Block--supplemental intervention reading materials
 * On-going Progr****ess** **Monitoring (OPM):** Instruction based on data; strategies using scope and sequence of the phonic and phonemic awareness continuum, and I do, we do, and you do strategies.


 * 4.** **Which classes are not progr****ess****ing at an expected rate? What instructional strategies are the teachers using with these students? What strategies are you expecting them to utilize during the next instructional cycle?**

3rd Grade SLD SRI – 0% proficient ESOL SRI – 14% proficient EH SRI – 33% proficient 4th Grade SLD SRI – 0% proficient ESOL SRI – 0% proficient EH SRI – 0% proficient 5th Grade SLD SRI – 0% proficient ESOL SRI – 10% proficient EH SRI – 0% proficient 4th Grade Writing __3____.0 proficient__ __3____.____5__ __proficient__ SLD 33% 33% ESOL 17% 0% EH 0% 0%

Teachers provide intensive intervention and identify student weaknesses, and regroup according to student needs. Additional SRI testing and DIBELS OPM testing is scheduled.


 * 5****. What is your plan/proc****ess** **for data a****rt****iculation meetings? Who comes to these meetings and what data are they expected to bring with them?**

Ines Schmook, Principal Keaton Schreiner, Assistant Principal Linda Hillman, Reading Coach Jeanne King, Reading Teacher Jackie Braccio, Reading Teacher Brenda Horner, Reading Teacher Kristie Hartsfield, Reading Teacher Sharon Kraszewski, SLD Teacher Larry Kornweiss, SLD Teacher Vanessa Banos, ELL Teacher Linda Nunez, ELL Teacher Julie Mount/Sandy Weiss, Math Teachers

The Reading Leadership Team meets weekly to discuss the information gained from assessments. Screening discussions focus on skills and knowledge that are required for success. Diagnostic data provides in-depth knowledge of each student’s area of weakness. Progress monitoring information assists the team in ascertaining if the students are learning concepts.


 * 6. What are the primary questions that you expect teams to answer at each meeting? How often to do you meet with teams during this time?**


 * __Site Based Monitoring:__**

Both administrators conduct classroom walkthroughs at least twice weekly.
 * 1. How often to you do classroom walkthroughs?**


 * 2****. What are your expectations when you walk- through the classrooms during the literacy and intervention bloc****ks****?**

1. Whole group instruction w/phonemic awareness, phonics, fluency, vocabulary and comprehension; Fast Track Phonics (K/1) 2. Small group skill instruction/guided reading 3. Management of instructional setting/learning environment 4. Learning expectations and learner engagement 5. FCRR Center Activities
 * Walk-through during 90-minute block:**

1. Small group/individualized instruction 2. Modeling: I do, We do, You do 3. Fluency and acceleration/enrichment groups 4. Quick transition time and organization
 * Walk-through during intervention:**

1. Coaching/reading coach 2. Professional development/training 3. Conference 4. Observation
 * When you do not see these things, how do you addr****ess** **it with the teacher?**


 * __Prof__****__ess__****__ional Development:__**


 * 1) **Based on your data and observations, what are the major areas of need for teacher prof****ess****ional development?**

PMP Training – Grades 1-5 completed

DAR training – Grades 2-5 – administration / interpretation ERDA Training – Grades K-1 – administration / interpretation OPM Training – Grades K-5 – administration, reports, probe analysis PASI Training – K-1 – administration / interpretation PSI Training – Grades 1-5 - administration / interpretation Vocabulary – Grades K-3 – Read First w/ RF Professional Development Comprehension Strategies – Grades K-3 – Read First w/ RF Professional Development Reciprocal Teaching Strategies – Grades 3-5 FCAT Performance Task Training – Grade 4 FCAT Specification training – Grades 3-5
 * __Reading__**

Math At Large – Grades 4-5 – completed FCAT Math Performance Task Training – Grade 5 Hands On Equations – Grades 4-5 mMath Training – Grades K-3 – administration / interpretation Title I Math – K-2, 3-5
 * __Math__**

K-12 Comprehensive Writing Plan – Grades 3-4 – w/ Pat Goldman (10/15) Six Traits Writing – Consultant & Trainings – Grade 4 - ongoing
 * __Writing__**

GEMS – 5th Grade - completed
 * __Science__**

Trainings are on going. Wednesday Professional Development schedule has been devoted to addressing the needs of the faculty. Additional consultants is provided whenever necessary
 * 1) **How are you addr****ess****ing these needs throughout the year?**

At this time, we are in the process of identifying potential model classrooms.
 * 1) **How do you utilize model classrooms?**