the role of the literacy coach in a primary school: a collaborative model international reading...

The Role of the Literacy Coach In a Primary School: A Collaborative Model

International Reading AssociationAnnual ConferenceAtlanta, 2008

PresentersDebra Gurvitz, Ed. D

National- Louis Universitydebra.gurvitz@nl.edu

Deborah ShefrenLyon Elementary Schooldshefren@glenview34.org

Reading SpecialistLiteracy Coach

Framework

Collaborative ModelTo provide effective reading instruction for all students, the reading specialist/literacy coach works collaboratively with all stakeholders in the system.

CentralAdministration

Principal

Associates

Students

Classroom Teachers

Parents

Reading SpecialistLiteracyCoach

Roles of theLiteracy Coach/Reading Specialist

Leadership Building Reading/Language Arts Specialist Building/District Professional Development Study Groups Parent Programs Member of Problem Solving Team/Pupil Service Team

Instruction Supervise Reading Intervention Program Model and Co-Teach District Reading Strategies

Flexible coaching model Demonstrate, co-teach, observe and support Learning Labs

Pull out instruction/ flexible scheduling Tier 2 Intervention Enrichment

Differentiate materials and instruction to support classroom instruction and district Reading/Language Arts Curriculum

Roles of theLiteracy Coach/Reading Specialist

Assessment Work with Building Principal

Disaggregate assessment data Summative Assessment

Determine trends Assessment to Inform Instruction

Oversee Reading Intervention Program Selection criteria Progress monitoring Delivery system

Collaborate with classroom teacher, pupil service team, problem solving team

Reading Intervention forFirst and Second Grade

Struggling ReadersWithin Three Tier Model

Lyon Elementary SchoolReading Support Program

Supervised by Literacy Coach

Reading Support Program

Additional instruction to build skills and strategies for students to become proficient readers

First and Second Grade Students Kindergarten Tier 2 (2nd semester) Instructed by Reading Support Associates

(Tier 2) Instructed by Reading Support Associates

and/or Reading specialist/literacy coach Supervised by Building Reading Specialist Aligns to Classroom instruction Aligns to District Reading/Language Arts

Curriculum

OverviewResponse to Intervention

Three Tier Model

Role of the Reading SpecialistLiteracy Coach

Role of Reading SpecialistLiteracy Coach

Response to Intervention (RTI)

The reading teacher/specialist literacy coach must be involved with providing and guiding RTI services because they are the best prepared to help make a real difference for the students who are struggling

IL Regulation adopted 6-2007

Each district shall—implement the use of a process that determines how the student responds to scientific-based interventions as part of the evaluation procedure

Three Tier Intervention System

RTI Model

Tier One

All Students

Preventive

Universal Interventions

Tier Two

Targeted Group Intervention

Tier

Three

Intensive

Intervention

Tier One (>25%)

Universal Intervention Delivery of Based Core Program with

Fidelity Intensity Passion Reasonable Accommodations

Expect to meet the needs of most Some will need additional intervention

Literacy Coach/Reading Specialist Model, push in support

If done well—expectation is to meet the needs of MOST—some will need more

Reading InterventionTier One

Within Classroom

Reading specialist/literacy coach Collaborates with classroom teacher

Supports classroom teachers New teacher orientation Locates materials

Coaching cycle Four to six weeks Model, co-teach, observe, support

Tier Two (10 – 25%)

Targeted (Strategic) Intervention

(More) Time

(More) Explicit Teacher-Led Instruction

(More) Scaffolded Instruction

(More) Opportunities to Respond to Corrective Feedback

(More) Language Support

Frequent Progress Monitoring

Tier Two (10 – 25%)

Targeted (Strategic) Intervention Focused and unified instruction

Core plus supplemental Small group Core Instructional time +25% small group targeted strategic instruction

Explicit teacher-led instruction with explicit language support Literacy coach/reading specialist supervises reading support associates

Progress monitoring weekly/2 times per month to ensure intervention is working Literacy coach/reading specialist oversees the intervention and plan

If not—change the intervention Instructional focus Materials/Direct Instruction Delivery

Amount of time Size of group

First semester Second grade students scored between 10th and 25%

Second semester K,1, 2 who scored in 10 to 25% range May have been enrolled in reading support first semester

Meeting goals Need additional intervention

Delivery Individual or small group Reading support associates under guidance of reading specialist/literacy coach

Pull out service Instruction supports classroom

Modification of materials

Reading SupportIntervention Program

TIER 2

Reading Support ProgramTier Two

Additional instruction to build skills and strategies for students to become proficient readers

Aligns to Classroom instruction

Aligns to District Reading/Language Arts Curriculum

Progress Monitoring Ongoing formative assessment that matches the targeted

intervention Summative assessment weekly (6 to 12 weeks)

To determine Exit Change of intervention Change of Tier

Identified goals within problem solving model

Tier Three (<10%)

Intensive Intervention

(Most) Time

(Most) Explicit Teacher-Led Instruction by reading specialist/literacy coach/ literacy associate/special education teacher

(Most) Scaffolded Instruction

(Most) Opportunities to Respond to Corrective Feedback

(Most) Language Support

Weekly Progressive Monitoring

Tier Three (<10%)

Intensive Intervention Focused and unified instruction

Core plus supplemental plus/or intensive Matched small group Core Instructional time and/or flexible services + 50% small group intensive intervention

Explicit teacher-led instruction with explicit language support

Progress monitoring weekly to ensure intervention is working If not—change the intervention

Instructional focus Materials Delivery Possible move to case study/special education

Reading Support ProgramTier Three

Separate, intensive, direct instruction Identified goals within problem solving model

Often differs from classroom instruction/program

Progress Monitoring Ongoing formative assessment that matches the targeted intervention

Summative assessment (weekly) Identified goals within problem solving model

Reading Intervention Program forFirst and Second Grade

Struggling ReadersTier 2

Lyon Elementary SchoolReading Support Program

Supervised by Reading SpecialistInstructed by Reading Associates

First GradeReading Support Program

One on One Tutoring Reading Associates (3) 5 days a week for 25 minutes In Reading Support Classroom

Collaborate with classroom teacher

Support classroom instruction

Reading SupportIntervention Program

Bottom Quartile

SelectionFirst Semester- 1st Grade

ISEL Illinois Snapshot Early Literacy

Watch ScoresAlphabet RecognitionPhonemic AwarenessBeginning SoundsConcept of Word

Enrolled in Early Intervention Kindergarten

Classroom Teacher Input May be receiving additional support services not identified as special education

First semesterFirst Grade--Target Goals

Build Phonemic Awareness Differentiate sounds

Build Phonic Skills Beginning/ending sounds

Build Concept of Word Reread pattern books

Sample of Daily Reading Support

1st Grade Students—1st Semester

Reread familiar books Formative Assessment: Running Record

Word Study Phonemic Awareness Beginning/Ending Consonant Sounds Word cards

Word wall words-build sight words

Sentence Writing

Introduction to a new book Picture walk Integrate phonics Pattern Predictable

Selection Second Semester First Grade

District CBM Dibels (Dynamic Indicators of Basic Early Literacy

Success) one minute reading Scored in bottom 25% locally

Darrel Morris Spelling Inventory

Early Reading Screening Phoneme Segmentation (Yopp & Yopp) Sight Words (BRI Johns) Oral Reading Passages (BRI Johns Preprimer, primer, 1st

grade)

Teacher Input

Previously enrolled in Reading Support Early Intervention Kindergarten

Reading Support Targeted GoalsSecond Semester--First Grade

Build Phonics Skills (Phongraphonemic) Word Sorts—Chunking sounds Blends/Digraphs Short Vowels

Emphasis on pattern of language (Syntax) Reread pattern books Build vocabulary to support comprehension

Automatic Recall of Sight Words (Fluency)

Strategies to read unfamiliar words Skip and read to end of the sentence Look for chunks in the word as opposed to individual sounds

Use picture clues

Sample of Daily Reading Support

1st Grade Students—2nd Semester

Reread familiar books Word Study

Phonics Differentiated Phoneme segmentation Beginning/Ending Consonant Sounds Short Vowels Word Sorts

Word cards Word wall words-build sight words

Sentence Writing Introduction to a new book

Picture walk Integrate phonics Pattern Predictable

Second Grade Reading Support Program

Reading SupportSecond Grade Students

Second Grade Students One on One Tutoring or small group

(2 to 3 students) Associates Instruct Reading Specialist Supervises

In Reading Support Classroom

Collaborate with classroom teacher

Support classroom instruction

Second GradeSelection

ISEL 2 Watch Scores

Fluency Reading Passage and Comprehension

District CBM One minute Dibels selections Bottom quartile (district norms)

Johns BRI Instructional level

Pre primer and primer receive one on one tutoring

1st Grade—receive one on two tutoring Received First Grade Reading Support Classroom Teacher Input ELL students (where applicable)

Second Grade Focus

Build Fluency

Automatic Recall of Sight Words

Strategies to read unfamiliar words

Comprehension

Aligned to classroom instruction

Second GradeSample Lesson Plan

Reread familiar booksChart fluencyRetell/comprehension

Word StudySupport phonics/spelling

Word BankAutomatic recall of sight words

Introduction to a new book

Chart Fluency

Read unfamiliar book passage at instructional reading level Record words per minute and miscues

Instruction and Practice Reading

Second Reading Record words per minute and miscues

If meet fluency goal then move to next book

Repeated Readings

40

50

60

70

80

90

100

110

120

130

140

1st read

2nd read

Linear (1st read)

Linear (2nd read)

1st read 45 53 53 45 61

2nd read 56 86 92 99 118

Oct. 22 Oct. 29 Nov. 3 Nov. 10 Nov. 17

Reading Support Program Parent Component

Attend Parent Information Meeting

Read with child nightly Reread books from reading support Keep reading log Return folder daily Continue same procedure during holiday vacations

Conference with Reading Specialist

The Role of the Classroom Teacher

Reading Support Pull Out Program

Supporting instruction in our classroom Phonics

Instruction Leveled books Student

Learning Plan Sight words Word Wall words

Strategies DLTA KWL LEA Visualization

Assessments ISEL

CBM on Fluency

IRI-Jerry Johns

Reading SupportPull out program

Individually reinforced

Remediate—slow down what’s happening in the classroom

Positive Results Student’s self esteem improves Improve reading/writing/spelling skills

Reading SpecialistLiteracy Coach

Role in the Classroom

To Help Differentiate Instruction Service both ends of the

spectrum Push in model

Classroom Research Book club Writing Workshop Modeling strategies

Comprehension strategies of the month

Administrator’s Perspective

Principal’s Role Coordinate the collection and organization of data

Develop and maintain a comprehensive understanding of balanced literacy

Maintain and support reading intervention program Facilitate parent meetings with reading specialist

Facilitate/coordinate professional development opportunities with reading specialist

Budget funding to support intervention and differentiation Associates, materials

Encourage collaboration of reading specialist/classroom teacher

Setting Goals

Progress Monitoring

Student Improvement Plan Specific goals identified Stake holder responsibilities

Classroom Teacher Parent Student Reading Specialist Reading Tutor

Evaluation of plan Continue with service Discontinue service Modify service Refer to Special Services

LYON SCHOOLSTUDENT LEARNING PLAN

STEPS TO INTERVENTION—LEVELS ONE AND TWOName: __ ________________________________Grade: __________Date: __________________Teacher/Team Members: __________________________________________________________

List areas of concern:

Select a primary area of concern:

Target Goal:

LEVEL 1 INTERVENTION

Intervention Plan:Who is responsible?(Signature Required)

What is the intervention? Where, when, how often will it happen?

Start Date:

Teacher

Parent

Student

Benchmark:2nd Week:4th Week:6th Week:

Result:2nd Week:4th Week:6th Week:

Identify and Narrow ConcernsSet Target Goal

• List areas of concern: Reading at the primer level at the beginning of 2nd grade, poor fluency, District CBM 23 wpm district median 77 wpm, Watch Scores on all subtests of ISEL 2. Was noted as a Watch following one full year of Reading Support, inconsistent progress in reading.

• Select a primary area of concern: Reading fluency, recognition of sight words, miscues

• Target Goal: reading fluency will increase 2.5 words per week on first reading of unfamiliar text at her instructional level and initial miscues will decrease by 1 words per week. After instruction reading fluency on the repeated reading will increase 30+ wpm and miscues will be >4 words.

Level One Intervention PlanIntervention Plan:Who is responsible?(Signature Required)

What is the intervention? Where, when, how often will it happen?

Reading Support Tutor

Reading Specialist

Classroom Teacher

In Reading SupportRepeated readingWord study alignment to class InstructionChart Fluency with studentIn the classroomRepeated ReadingGuided reading at instructional level

Reading SupportIndividual reading

support 5 times per week for 30 minutes per session

----------------------------3 times per week

Parent Reread reading support book and review sight words nightly

Attend Reading Support Meeting

Read nightly

Student Read nightly, review sight word cards, bring signed reading log and folder back dailyChart fluency

Each night at home

Student’s Benchmark-Formative Assessment

Baseline reading 39 wpm/ 20 miscues—Repeated reading 64 wpm/ 3 miscues

2nd Week: Initial reading 30.5 wds per minute >20 miscues

3rd week: Initial reading 33 wds per minute >19 miscues

4th Week: Initial reading 35.5 wpm >18 miscues

5th Week: Initial reading 38 wpm >17 miscues

6th Week: Initial reading 41 wpm >16 miscues

Results

20

50

80

110W

ords

Per

Min

ute

1st read 39 38 42 42 54 66

2nd read 72 90 90 114 120 125

Oct. 29 Nov. 3 Nov. 4 Nov. 7 Nov. 11 Nov. 20

Progress Monitoring AIMS WebAchievement Improvement Monitoring System

Summative Assessment

Curriculum Based Measurement Letter Sounds-(non readers) 1 Minute Reading Probes (based on Instructional Reading Level)

Graph results Set trend line Set aim line

Determines instructional plan

Success of Program

Increased Learning For All Students

Recipient United States Department of Education Blue Ribbon November 2004

Data Support CBM ISEL Reading Support

Number of students successfully serviced

Second Grade Student Completed Reading Support January

0102030405060708090

100

Words Per Minute

Entry Nov Jan

Test Dates

Second Grade Child Fluency

CBMISEL 2IRI

Second Grade ISEL 2Reading Support Growth

0

10

20

30

40

50

60

70

80

Fall 6 43 4

Jan 14 74 7

Wd Rec Wds. Per Min Comp

Growth of 2nd Graders In Reading Support

0

10

20

30

40

50

60

70

80

90

Aug. 2007 Nov. 2007

CWPM