the role of the literacy coach in a primary school: a collaborative model international reading...
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The Role of the Literacy Coach In a Primary School: A Collaborative Model
International Reading AssociationAnnual ConferenceAtlanta, 2008
PresentersDebra Gurvitz, Ed. D
National- Louis [email protected]
Deborah ShefrenLyon Elementary [email protected]
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