Fostering Student Success:

Literacy Development and

Response to Intervention

December 14, 2011

Ms. Lynda Adams

Ms. Kim Hardwick

Ms. Patricia Cunningham

Creating Urgency

• State Mandate

– Response to Intervention (RtI)

– July 2012 K-4

• Common Core Alignment

– 2011-12 K-2 (ELA & Math)

– 2012-13 3-8 (ELA & Math)

– 2013-14 System-wide (ALL)

• NYS Assessment Results

NYS Assessment Data

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3rd Grade 4th Grade 5th grade

ELA Results, Percentage of Students

at level 3 and 4

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2011

What is Response to Intervention (RtI)?

RtI is a state-mandated, multi-tiered early prevention system designed to improve outcomes for all students.

Minimum requirements of an RtIprogram:

• Appropriate instruction, • Screenings applied to all students, • Instruction matched to student needs with

consistent monitoring

Reading Skills– A primer

• Phonics defines the relationship between written letters and spoken sounds. (2:18)

• Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words.

• Decoding is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words.

• Sight words are any word that is known by a reader automatically.

• Fluency is the ability to read text accurately and quickly.

• Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools.

• Reading comprehension. The purpose of reading is to extract meaning from text.

Clayton Huey Elementary Literacy Program K-52009-2010

• Balanced Literacy Philosophy

• Reading Recovery

• Leveled Literacy Interventions

• Wilson Reading System

• AIS services

2011-2012

• Balanced Literacy Philosophy

• Reading Recovery

• Leveled Literacy Interventions

• Wilson Reading System

• Grade-level interventionist (AIS)

• Read 180• Fundations• Waterford Early

Reading System• Literacy Coach

Tier 1: Balanced Literacy • What is it?

– A comprehensive program of language arts acquisition. It contains all of the components necessary for students to master written and oralcommunication. Developed by Dr. Patricia Cunningham, a professor of education at Wake Forest University in Winston-Salem, North Carolina. Through various modalities, the teacher implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students.

– Students engage in:

• Reader/Writer’s Workshops

• Independent reading• Guided reading (small group instruction)

• Shared reading/writing• Class discussions/activities (centers)

• Conferencing

• When is it used?– Tier One instruction in each classroom Kindergarten through 5th grade

• Ongoing professional development for teachers provided by Literacy Coach

Tier 1: Wilson Fundations

• What is it?

– a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System® principles and serves as a supplementary program to help reduce reading and spelling failure.

– Students engage in • Phonics

• Phonemic Awareness

• Spelling

• Handwriting

• When is it used?

– Tier One instruction in each classroom in both Kindergarten and 1st grade

– Will be implemented in 2nd grade in 2012-13

Tier 1: The Waterford Early Reading Program• What is it?

– The Waterford Early Reading Program is a computer-based program designed to prepare young children for beginning reading instruction. In addition to the regular classroom curriculum, this early literacy program provides a school year’s worth of daily instruction for all children including a tutorial session regarding how to use the computer and the mouse. Children work independently to develop phonological awareness, build automatic letter name and letter sound recognition, understand print concepts, and build vocabulary through engaging activities, songs, and rhymes.

– Students engage individually with the highly differentiated software, which also provides data for the teacher to use back in the classroom

• Phonics• Phonemic Awareness• Decoding• Vocabulary development

• When is it used?– Tier One instruction in Kindergarten through 2nd grade

Primary Grades Overview

Balanced Literacy with the addition of Waterford (two 20 min. sessions weekly) and keyboarding during computer time

Tier II: Small group pull-out with a reading teacher

Tier III: Reading Recovery or Leveled Literacy Intervention

2

Balanced Literacy with the addition of Waterford

(two 20 min. sessions weekly) and keyboarding during computer time. Fundations is fully implemented by November

Tier II: Small group pull-out with a reading teacher

Tier III: Reading Recovery or Leveled Literacy Intervention

1

Balanced Literacy with the addition of Waterford to ensure differentiated instruction is provided weekly. Computer time also addresses math and science as they are used as teacher preps (two 45 min. sessions weekly) Fundations is fully implemented

Tier II implemented in Feb: Small group pulled out of class

K

Primary Tier 3 Programs

• Leveled Literacy Interventions (LLI) is a short-term program designed to bring K, 1st

and 2nd grade children up to grade-level performance in as little as 18–24 weeks with intense, focused small group instruction in reading and writing. Drs. Fountas and Pinnell designed this research-based program as a combination of reading, writing, phonics, and word study with an emphasis on comprehension strategies

• Reading Recovery is a short term one-on-one tutoring program designed to help first grade students who are struggling to read learn more effective reading skills. Involves reading and writing in a daily one-to-one lesson with certified teacher for 20 weeks.

Reading Dilemma….

• K-2 "Learning to Read“– Decoding

– Phonics

– Phonemic awareness

– Beginning fluency

– Knowledge of sight words

– Building background knowledge

• 3rd Grade – the critical year…, “learning to read” shifts to “reading to learn“– Reading for information and

understanding

– Increasing fluency

– Increasing academic vocabulary

– Building background knowledge

Intermediate Grades Overview

Balanced Literacy

Children are not grouped based on classification but by individual needs

Grade level interventionist, Ms. Huey, works in her own room with only 4th grade while Mrs. Hanzl works in a separate room (adjoined) with 5th grade students to implement Read 180

Tier II: Read 180

Tier III: Daily small group pull-out with grade level interventionist (or Mrs. Seitelman if a child needs Wilson only)

4 & 5

Balanced Literacy

Grade level interventionist, Ms. Moran, works in her own room

Tier II: Small group pull-out by grade level interventionist with opportunities to work on Waterford where appropriate

Tier III: Daily small group pull-out by grade level interventionist with opportunities to work on Waterford

where appropriate

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Tier 2 – Programs

• Leveled Literacy Intervention (Grade 3 only)

• READ 180 is a computer-based comprehensive ELA program that includes DAILY opportunities for independent reading, small group instruction, and engagement with a differentiated computer program. The class sizes are 15 for two morning sessions and 18 for a 5th grade afternoon session

Tier 3 – HIGH RISK Students

• Daily individualized, highly specific targeted instruction one on one with a reading specialist

• Grade 3 LLI: Daily contact with individual student

• Grades 4-5: Wilson Reading System

Tier 3 Program: Wilson Reading System

• Wilson Reading System is a highly structured reading and writing program based on the Orton-Gillingham multisensory approach that serves as an intervention that directly instructs students to decode and encode (spell) fluently. The program was originally developed for students who have dyslexia, but has been expanded to target the needs of students with difficulty decoding and encoding.

Reading Dilemma continued….

• As students transition to the Middle School…Students are Reading to learn while increasing challenge and rigor – Apply sight-words, decoding skills,

academic vocabulary and fluency gained in the earlier grades, to new and challenging content-area information.

– Engaging in increasingly complex non-fiction texts to build background knowledge.

– Making critical connections to new concepts.

– Gradual release of control, whereby responsibility is gradually shifted from the teacher to the students.

Middle School Literacy Program

2009-2010

• Balanced Literacy

• AIS services

• Foundations Classes

2011-2012

• Balanced Literacy

• AIS services

• Wilson Reading System

• Read 180

• 6th Grade Reading Instruction

Reading in the Middle School

• Reading Class for all grade 6 mainstreamed students

• Read 180 for special education self-contained students (6:1:2, 8:1:1, 12:1:1)

• Wilson Reading for identified special education students if appropriate

How important is reading?

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School/Home Partnership: A Call to Action

• Talk to your child – most influential in pre-literacy is the development of vocabulary

• Rhyming games, word families, using jazzy words (alternate vocabulary)

• Encourage sight word development • Read to and with your child• Turn off the alternative media• Encourage independent reading help

to reach the goal of 25 books each year

• Join our book chats• Summer reading to bridge the gap • Host your own – read the same book

as your child and discuss as a family