IRC ConferenceMarch 17, 2011

Laura Devine Johnston - Principal (laura_johnston@ipsd.org)

Sharon Marinier - Interventionist (sharon_marinier@ipsd.org)

Sheila Tucker – Reading Improvement (sheila_tucker@ipsd.org)

• Change in demographics• Caucasian 42% (2007) to 35.7% (2010)• African American 21.4% (2007) to 25.7%

(2010) • Hispanic 14% (2007) to 21.2%• Low Income 15.1% (2007) to 49.7%

(2010)• LEP 16.8 (2007) to 19.3% (2010) • High mobility rate: register 1-3 new

families per week• First year of problem solving

Why our reading instruction needed to change

• Our kids

• “Academic engaged time is the currency to achievement” (Batsche)

Our Philosophy

• 35-45 minutes• Entire grade level participates in

reading instruction during the same period• Children are placed in flexible groups based on

their particular needs, strengths, CBM scores, Rigby level and teacher input.

What does it like?

When is it?

Flood time

35 min 45 min 40 min 45 min 40 min 40 min

Grade Kdg First Second Third Fourth Fifth#

students

76 82 69 84 83 81

# yellow

st

14st 12st 4st 19st 13st 19st

# red st

7st 12st 10st 16st 17st 12st

% 72.4% HDT 69.2%RCBM RCBM 79.7%

RCBM 58%

RCBM 63% RCBM 61.7%

Flood Staff

3Teachers, 4 Rdg Improvement Rdg Imp TA, NativeLit, BiLingual TA, Art

3Teachers,4 Rdg Improvement, 2 Rdg Impr TA, Music, Bilingual TA,Native Lit

3Teachers, 4 Rdg Improvement,BiLingual teacher, Speech Path

4Teachers, 4 Rdg Improvement Support Teacher, BiLingual,Interventionist

3Teachers,4 Rdg Improvement, Support Teacher, ESL teacher, LMC, Gifted teacher

3 Teacher, 4 Rdg Improvement Support Teacher, ESL

12 12 9 10 11 9

8.12.10 MONDAY

Specials 9:15-9:40 9:40-10:05 10:05-10:30 10:30-10:55 10:55-11:20 11:20-11:45   11:55-12:20 12:20-12:45 12:45-1:10 1:10-1:35 1:35-2:00 2:00-2:25 2:25-2:50 2:50-3:15 3:15-3:35

KP

LITERACY 9:10-10:10

   

Lunch/ recess 10:55-11:35

   

Math 12:05-1:15 (70') Flood 1:15-1:50

 music

   

KC        music

     

KM  PE    

 music

 

1L

Math 9:10-10:20 (70')

 

 

Intervention 10:45-

11:15

Flood 11:15-12Lunch/ recess 12:05-

12:40 Literacy 12:45-1:45

  

PE 

1C    PE

   

1S 

  ART  

2Rmusic PE

Flooding 10:05-10:45

Lunch recess 11:20-11:55 Literacy 12-1 Math  1:20-2:30

     

2G PE

       

2W ART      

3L

Flooding 9:15-10

  

LITERACY   10:40-11:40     Lunch recess 11:45-12:20

music 

Math 1:20-2:30

Intervention 2:35-3:10

 

3MPE

    

 

3V    PE  

 

4A

Math 9:15-10:25 (70') Literacy 10:30-11:30

 Music

Lunch recess 12:25-1:00

 

Flood 1:50-2:30

 

4T ART 11:30-12:20 

 

4B      music

 

5K

Literacy 9:10-10:10

 

Math   10:25-11:35 (70')

 

Flood 12-12:40Lunch recess

12:45-1:20

PE 

5G    PE  

 

5J    ART 1:35 - 2:25

 

• 60 additional minutes of instructional time daily

• Harcourt Trophies• Includes read aloud/shared reading• Mini-lesson (reading and writing)• Independent practice• Social interactive reading (lit circle,

reader’s workshop, book club discussion group)

• Systematic word study … spelling, vocabulary, etc.

Literacy Block

WORD STUDYGUIDED READING/Literature

Discussion GroupsREADER’S RESPONSE

Components of the Flooding Block

• Word wall - class or individual • Lower grades - Jolly Phonics, Secret Stories• Phonemic awareness - Michael Heggerty• Activities - Making words, Guess the Covered

word, Word Ladders, games, etc.• Grade Level Curriculum Binder• Words Their Way (words sorts, word generation

by adding prefixes, suffixes, etc. )• Harcourt - Trophies• Vocabulary (text, writing, etc.)

Word Study

Guided Reading/ Literature Discussion Groups

http://www.hubbardscupboard.org/

http://www.carlscorner.us.com/

www.readinga-z.com

What materials do we use?

• Response is connected to what was just read (teacher models and guides, leading to student independence)

•Can take many forms:o Cut up sentenceso Graphic organizerso Open ended questionso Oral discussionso Extended responseo Journal writing

READER’S RESPONSEWritten or Oral

~70%-80% of Students

~15%-25%

~5%

How do we select flexible groups?

• Receive small group intensive instruction 1T : 3-6St.

• 4xwk/35-45 min. 

• Receive small group instruction 1T : 6St

• 2-4xwk/15-25min. 

• Largest groups (12-20)•  Receive small group

instruction 1-2x/wk for 15-25 min.

• STUDENTS: o Data driven

District benchmark assessments (LNF, LSF, RCBM, MAZE, Darell Morris, ISEL)

Rigby ESL/Bil, IEP, 504, SPL

o Both reading discrepancies and social/emotional needs considered

• TEACHERS: o Supported Ed/ESL teachers placed according to

caseloadso Consider expertise/experience

Most often Reading Improvement teachers with smallest groups of most struggling readers

o Collaborative approach/teacher-led

How do we select flexible groups?

• Flooding progress checks to teachers• Team minutes/team planning on wiki’s• Data review meetings• Hallway or email conversations• Parent-teacher conferences/Problem solving

meeting/Domain meetings 

How do we team?

• Flooding Integrity checklist• Peer observations• Learning Targets• Common language for extended response,

Secret Stories, common decoding strategies charts, BDA chart

• Staff trainings based on needs• Collaborative team meetings• Flooding Components document• Principal walk-throughs

How do we keep it consistent?

ISAT scores in conjunction with subgroup growth

Reduction of “red” kids or Tier 3 kidsRate of Improvement above target levels

Is it working?

ISAT Scores & Subgroup Growth

Reduction of “Red” kids (Tier 3)

Rate of Improvement

LSF Longwood Target

K 75%ile 1.60.950%ile 1.4

25%ile 1.4

R-CBM Longwood Target

1st 75%ile 2.01.850%ile 1.7

25%ile 0.8

2nd 75%ile 1.21.250%ile 1.4

25%ile 1.6

3rd 75%ile 0.91.150%ile 0.9

25%ile 1.1

4th 75%ile 0.91.050%ile 1.1

25%ile 1.3

5th 75%ile 0.90.950%ile 0.7

25%ile 0.8

Questions and Answers