Hit the Ground Running Utilizing Time, Data and Resources to Make - - PowerPoint PPT Presentation

Hit the Ground Running

Utilizing Time, Data and Resources to Make the Most of Early, Early Intervention

Waupun Area School District - Meadow View Primary School July 19, 2017

Background

• Waupun Area School District’s PCL Journey
• Tara Caul- Waupun Area School District

○ Reading Specialist, PCL Literacy Coach, Interventionist

• Carolyn Huenink- Waupun Area School District

○ Reading Recovery Teacher, PCL Literacy Coach, Interventionist

• Rob Meyer- Waupun Area School District

○ Former principal, Director of Teaching and Learning

Our mission: Be proactive instead of reactive. Intervene early!

Desired Outcomes

Attendees will understand :

• How and why we utilized beginning of the year inservice days to collect K-1

assessment data in order to…

○ Analyze data for immediate selection of intervention students. ○ Train classroom teachers and support staff in early intervention protocol. ○ Plan for progress-monitoring.

• How and why we designed and implemented a targeted literacy

intervention for kindergarten students.

• What we learned...

A Sense of Urgency

A Sense of Urgency

A Sense of Urgency

Turn and Talk:

How do these videos connect to the notion of the need for early intervention and the sense of urgency that goes along with it?

A Sense of Urgency

Former ways of thinking about early early intervention...

• They need time to get used to school…
• They need time to learn the routines…
• The data isn’t there…
• They will feel singled-out being “pulled” or worked with by a “stranger”...
• They will catch up, once they settle in...

But maybe there’s a better way...

A Sense of Urgency

Time is the most precious resource we have. Develop a bias for action. Yesterday you said, “Tomorrow…” It’s tomorrow.

Meadow View Primary School

Meadow View Primary School:

• Early Childhood
• 2 Sections of 4K
• 6 Sections of Kindergarten
• 6 Sections of 1st Grade
• Total of 310 Students

Problem & Solution

• Problem Statement: Interventions, informed groupings, and differentiated

instruction is starting much too far in the school year, losing valuable time to serve our students at the edge of their learning. This is in part due to the amount of time taken to gather and analyze assessment data.

• Solution: Provide an opportunity to gather current and accurate

assessment data prior to the students beginning their Kindergarten and 1st Grade year. Time for analysis of data must also be provided.

Solution Specifics & Expectations

• Solution Specifics:

○ 2 days identified for student assessments ○ Each student, at registration, signs up for a 40 minute time slot for assessment with their teacher. ○ During the assessment time: ■ Students/families meet the teacher & acclimate to the classroom (open house). ■ Student takes one-on-one assessment with the teacher.

• Kindergarten = ELSA (Early Literacy Screening Assessment)
• 1st Grade = PALS

■ Parent received school based information from the Principal/other staff in a common area. (final paperwork, student survey, school information)

• Expectations:

○ Staff acclimates students to “intervention” time by the end of week 1. ○ Students are placed in interventions, based on data, in week 2. (Not necessarily progress monitoring)

Format 2016-2017

Testing Days: August 31st (8-3:20) & Sept 1st (8-3:20) Analysis Day: Sept 2nd 1st Day with Students: September 6th (after the weekend) School Started For All Other Students: September 1st Family Engagement Night: September 29th (No Open House) Intervention: One common intervention time per grade level for 30 Minutes. In Summary: K & 1 students started school two days later than other students. One of the days was used for testing and one was used for data analysis. The

• ther testing day was on an in-service day.

Format 2016-2017 - Lessons Learned

• Analysis day did not work as expected (Still great!)

○ 1st Grade could not access PALS data w/out group portions of the test being completed. ○ Both grades had some students not attend assessment days.

• Inservice Days

○ Having one of the testing days on a common district inservice day provided district wide conflicts/considerations.

• Conflicts in choosing to support a student in Math or Literacy
• We had less than 10 students not come to the assessment time. However,

we did have some grandparents or other family members attending with the student.

Format 2017-2018

Testing Days: Sept 5th (7:30-3:30) & Sept 6th (10:00-6:00) Analysis Day: Done in common planning time. 1st Day with Students: September 7th (after the weekend) School Starts For All Other Students: September 5th Family Engagement Night: October 5th (No Open House) Interventions: Separate Math and Literacy intervention times. In Summary: K & 1 students start school two days later than other students. Both of the days are going to be used for testing. Analysis will occur in common planning time.

Things to Consider

• Communicate early and often.
• Be flexible.
• Ensure the information is used with immediacy.

We do not have struggling students. We have striving students. We must facilitate solutions to help them strive!

Classroom Teachers’ Roles on Testing Days

• Kindergarten Teachers (6)

○ Early Literacy Skills Assessment (ELSA) ■ Concepts About Print (Abbreviated) ■ Upper & Lower Letter Identification ■ Letter Sounds ■ Name Writing

• First Grade Teachers (6)

○ PALS ○ Math (1st quarter common assessment)

Literacy Coach and Interventionist Roles on Testing Days

• Designed Kindergarten Targeted Literacy Intervention

protocol (Day 1)

• Developed Support Staff Inservice (Day 1)
• Delivered Support Staff Inservice (Day 2)

○ Two sessions (Regular and Special Education)

• Began tentative data analysis (Day 2)

Day 3- Inservice

• MVP Building Meeting
• Data Analysis
• Meeting with First Grade Teachers

○ PALS Spelling ○ First-Round Tier 3 Intervention (Tentative)

• Selection for Reading Recovery Screening

Using the Data

Kindergarten

• Looked at ELSA letter identification score (upper and

lower) and considered PALS fall benchmark (need to id 12 lower-case) Grade 1

• Looked at PALS, kindergarten exit F & P score,

kindergarten exit AIMS scores

Year at a Glance 2016-2017

August September October November December

*Baseline assessments (ELSA - Kindergarten PALS - Grade 1) *Design Kindergarten Targeted Letter Intervention (KTLI) protocol *Train Support Staff *Grade 1 finish PALS *Grade 1 Interventions Selection *K-1 AIMSweb *Train Kindergarten classroom teachers in protocol *Begin KTLI week 2 / 3

• f school with weekly

LID checks *Begin Grade 1 Intervention (Interactive Writing / Guided Reading Plus) *Kindergarten PALS *Triangulate PALS, AIMSweb, and Spring F & P for Grade 1 Tier 2 and Tier 3 Intervention Selection / Reconfiguration (Tier 2 LLI *Early October - dismiss students from KTLI, per progress monitoring data *Continue KTLI and weekly LID checks with students *Follow-Up Support Staff Training *Early November- dismiss students from KTLI, per progress monitoring data *Continue KTLI in classroom settings (change over time) *Begin Interactive Writing intervention for Kindergarten *Continue Tier 2 and Tier 3 Interventions

Year at a Glance 2016-2017

January February March April May

*F & P, AIMSweb, and PALS for identified students (Kindergarten and Grade 1) *Kindergarten Tier 2 Jan Richardson Pre-A lesson format implemented (KTLI finished) *Triangulate PALS, AIMSweb, and Spring F & P for Kindergarten and Grade 1 Tier 2 and Tier 3 Intervention Selection / Reconfiguration (Tiers 2 & 3) *Targeted PD in Guided Reading for Kindergarten Teachers *Continue Tier 2 and Tier 3 Interventions and progress Monitoring *Reconfigure Tier 2 and Tier 3 First Grade based on Round 2 Reading Recovery selection and Round 1 dismissal *Follow-Up Support Staff Training *Transition from Richardson Pre-A format to LLI as Kindergarten Tier 2 Intervention *Continue Tier 2 and Tier 3 Interventions and progress Monitoring. *Reconfigure Tier 3 Kindergarten based on progress monitoring data *Continue Tier 2 and Tier 3 Interventions and progress Monitoring *Late April- Conduct ESAIL *F & P, AIMSweb, and PALS for all Kindergarten and Grade 1 students *ESAIL Analysis/Celebrations/ Next Steps *End-of-Year Report

Rationale for Early, Early Intervention = Operating with a Sense of Urgency

• Early intervention works
• A “catch them before they fall” mindset…
• “Research shows that students who enter school with a meager knowledge
• f letters and sounds are seriously at risk” (Allington, 2011).
• “Intervene as early as possible before confusions become habituated and

unthinking reactions” (Interventions That Work, Dorn & Soffos)

• “Fast recognition of letters allows the reader to make faster decisions about

words” (Clay, 2005)

A Seamless Approach: A Rationale for Support Staff Training

• The need for common language
• To ensure fidelity and consistency of early literacy procedures
• Increase level of expertise
• Responding to request for professional development

“Schools ‘get better’ by engaging collectively in the acquisition of new knowledge and skills…” (Changing Minds, Changing Schools, Changing Systems, Dorn, Forbes, Poparad, Schubert)

Rationale for the Kindergarten Targeted Letter Intervention (KTLI)

“Children must first learn to perceive the symbols that represent print; knowing what to look for, where to look, and which way to look.” “Letters are not easily perceived and must be learned….learning involves the visual sense and the ways to recognize and distinguish each symbol one from another at the rapid speeds required to interpret and construct messages fluently in reading and writing.” Kaye & Lose, 2015 Journal of Reading Recovery

Hmmm…. (don’t forget b or d or p or q)

T or I K or X M or W h or n T or I K or X m or w h or n T or I K or X M or W h or n T or I K or X m or w h or n

Kindergarten Targeted Literacy Intervention

Theory Supporting Intervention

• Based on the work of Marie Clay and Jan Richardson
• Scaffolding Theory based on Jerome Bruner’s work
• Zone of Proximal Development based on Lev Vygotsky’s work
• Based on our sensitive observations as interventionists of what students

struggle with long-term.

Turn & Talk

• What are your district’s beliefs about early, early

intervention?

• Where might there be room for improvement?

Tenants of Early, Early Intervention

• Individualized
• Begin where child is at; work from strengths
• Use data, sensitive observation, and assessments to continually guide

instruction

• Plan with the “end” in mind - the child has to be able to access what’s

going on in the classroom

• Collaborative work / common language

Kindergarten Targeted Letter Intervention

Components of Intervention:

• Alphabet Letter Tracing (starting with name & known letters)
• ABC Chart Procedures
• Name Writing (Magnetic Letters, Whiteboard Writing, Sand/Salt Tray, Table Writing,

Other)

• Working with Letters (Magnetic Letters, Whiteboard Writing, Sand/Salt Tray, Table

Writing, Other) “These are the building blocks of emergent literacy and strong predictors of reading success” (Shanahan, et al., 2008).

Kindergarten Targeted Letter Intervention

Frequency:

• 5 days per week
• 2x per day

○ Carolyn or Tara would work with the child once per day ○ Classroom teacher or instructional aide would work with the child once per day ○ Daily record keeping sheets (see additional online resources) for each child ○ Intervention occurred in the classroom or in the cafeteria

• 7-10 minutes per child

Kindergarten Targeted Letter Intervention

Progress-Monitoring

• Record-Keeping Sheet

○ Formative assessment ○ Interventionist, Classroom teacher and/or instructional aide recorded their observations of the child’s progress daily.

• Checks on lower/uppercase letters were done weekly

○ Carolyn, Tara, and/or the instructional aides would complete progress-monitoring weekly ○ Data was used to determine which letter (s) to add to the daily lessons each week. ○ Data was also used to determine which students would exit the intervention.

Example of Record-Keeping Sheet

Record-Keeping sheets were housed in a binder, in the classroom. All instructors delivering the intervention had access to the binder and were expected to write notes after each intervention session.

Example of Weekly Letter Check

Weekly Checks:

• Provided evidence of how the

child was taking on letters and new learning.

• Informed next steps (letters to

work on the following week).

• Aided in determining when to

dismiss a child from the intervention.

Why Alphabet Letter Tracing?

• “The tactile experience is essential for building a memory trace for the

letter” (Fernald, 19)

• Helps children learn correct letter formation
• Child develops control over formation and can write letters easily without a

scaffold

Alphabet Letter Tracing

1. Focus on the letters in the child’s name and any other known letters. 2. Sit side by side next to students. 3. Binder should be open in front of student to first known letter. Start with the letters of the child’s name and go in order. 4. Model procedure for child before child does it independently. Student may need to echo you first, for letters that are not yet known. Do not allow incorrect letter to be verbalized.

Alphabet Letter Tracing

Procedure:

• Alphabet binder is open (teacher will turn the pages)
• Child uses pointer finger of dominant writing hand to trace each upper and

lowercase letter using the correct path of movement, saying the name of the letter each time.

• Child points under the picture and says its name (A, a, apple)
• Follow the procedure for the remaining letters.

Letter Tracing Video

Why ABC Chart?

• ABC chart is an instructional tool - students need to be able to navigate it

and locate letters / pictures with ease

• Referenced and used in classrooms
• ABC chart acts as a scaffold
• Provides letter / picture linking format
• Distinguish capital from lower-case

Early CAP is embedded within the chart and procedure (picture vs. letter, upper case vs. lower case, directionality - left-to-right and return sweep, voice to print match, tracking, etc.)

ABC Chart Procedures

*Need ABC chart that is uniformly used across 4K-1 instructional settings 1. Model procedure for student before student does it independently. Student may need to echo you first, for letters that are not yet known. Do not allow incorrect letter to be verbalized. 2. Set ABC chart in front of student. Procedure: Student uses pointer finger of dominant writing hand to point under the letter and name the letters from his/her name. Example: S, s, sun. Use same procedures for other known letters.

ABC Chart Video

Why Name Writing?

• Child’s name is an anchor and a gateway
• Egocentric nature of young children = engagement when working with

names

• “Phonetic writing often starts with letters from a child’s first name.” (Both -

deVries & Bus, 2008)

• “Writing left to right coaches the eyes to scan letters in a word from left to

right” (Clay, 2005)

Why Name Writing?

• “Writing forces the learner to attend to different levels of analysis (features

and letters) and to the importance of letter sequence” (Clay, 2005).

• “Writing requires the eye and hand to coordinate awareness and actions”

(Clay, 2005).

• Knowing how to identify and write one’s name is critical in classroom

setting (and life!)

Name Writing Procedures

1. Model procedure for child before child does it independently. 2. Display child’s name in front of the child. 3. Have the child write his/her name, in correct sequence, left-to-right, letter by letter on dry erase board. Verbalize path of movement for letters which are difficult as a

• scaffold. (Use Handwriting Without Tears for verbal language)

4. Practice entire name 2-3 times. Child should point under and say name of each letter after writing the entire name. 5. Child can also write their name in sand/salt, on the table, in the air, in their palm, etc. 6. *If a child goes by initials or a nickname, such as C.J., use their complete first name (e.g. Christopher) in the name activities.

Name Writing Video

Why Magnetic Letters?

• Clear, memorable example
• Manipulative / tactile = sensory input
• Sets the stage for left-to-right sequencing and correct orientation of letter

in space

• Distinguish capital and lower-case

Why Magnetic Letter Procedure?

“Ignoring the orientation of letter symbols may persist in reading and writing. Most children quickly get this under control but if this jumbled learning is not replaced in the earliest months of school, confusions may become firmly established...One simply has to learn that in the world of print, orientation is of critical importance.” Change Over Time in Children’s Literacy Development, Clay

Magnetic Letters Procedure

1. Model procedure for student before student does it independently. Student may need to echo you first, for letters that are not yet known. Do not allow incorrect letter to be verbalized. 2. Have magnetic letters of child’s name displayed in front of child on magnetic dry erase board. Have letters in correct order. 3. Pull letters down, one at a time, saying the name of each letter as it’s

• pulled. The goal is to be quick and accurate.

4. Push letters up, one at a time, saying the name of each letter as it’s

• pushed. The goal is to be quick and accurate.

Magnetic Letters Procedure Cont...

• 5. Slide name, still in correct order, to the far right of the board. Pull letters,
• ne by one, to the far left side of the board and say the letter name, until name

is reassembled on the left side of the board. *If you believe the child will be successful with the following activity, try putting letters in random order, vertically in a column, on the far right side of the board, and have the child pull the letters into correct sequence to the far left side of the board, letter by letter.

Magnetic Letters Video

Data Results from Year One- Text Benchmark Levels

Number of Students in KTLI Winter F & P At or Above Grade Level (Level B) Winter F & P Approaching Grade Level (Level A) Winter F & P Below Grade Level 27 26% 41% 33% Number of Students in KTLI Spring F & P At or Above Grade Level (Level D) Spring F & P Approaching Grade Level (Level C) Spring F & P Below Grade Level 27 33% 44% 22%

Data Results: Upper/Lower Letter ID

• After 3 weeks of intervention, 4 students out of 27 were

dismissed (these students had surpassed the benchmark)

• After 6 weeks of intervention…

○ 6 out of 23 had 50-52 Upper/Lowercase Letters ○ 9 out of 23 had 45-49 Upper/Lowercase Letters ○ 4 out of 23 had 40-44 Upper/Lowercase Letters ○ 3 out of 23 had below 40 Upper/Lowercase Letters

What We Learned

• Start Tier 2 Pre-A Groups in early November
• Consider how to tie-in phonological awareness work (30-60 secs. per

session)

• Budgeted for supply kits for instructional aides to use for coming year

(magnetic dry erase board, magnetic letters and storage box, sand trays, sandpaper letter sets)

• Some classrooms were more consistent in following the KTLI than others

○ Inconsistencies with how instructional aides were used ○ Lack of fidelity in ensuring twice daily dose of KTLI (need for greater diligence and monitoring by classroom teacher)

Considerations

• Time will need to be set aside for professional development for classroom

teachers and instructional aides (or whoever is delivering the intervention) prior to school starting. This is critical to the success of the intervention.

• If there are no instructional aides, consider who else could provide

support…

○ Principal, specials teachers, guidance counselor, volunteers, parents, etc.

• The ABC charts need to be consistent across the grade levels.
• There needs to be money allocated for materials (magnetic letters,

whiteboards, dry erase markers, sand tray, etc.

Hit the Ground Running...Don’t Wait!

Contacts

Rob Meyer- rmeyer@waupun.k12.wi.us Tara Caul- tcaul@waupun.k12.wi.us Carolyn Huenink- chuenink@waupun.k12.wi.us Please feel free to contact us for additional information!