Dual language presentation mabe 2012


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This presentation focuses on the impact of PALS reading intervention in a dual language 1st grade classroom as part of a Response to Intervention (RtI) implementation process

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Dual language presentation mabe 2012

  1. 1. 5/23/12 How  we  started   The  Journey  of  a  Two  way   •  District  adopted     Program  Implemen4ng     –  Response  to  Interven4on  (RTI)     Response  to  Interven4on   –  Posi4ve  Behavioral  Interven4ons  &  Supports  (PBIS)   –  Call  it-­‐  the  Academic  Achievement  Framework  (AAF)   Claudia  Rinaldi,  Ph.D.   •  We  started  with  a  primary  focus  on  Reading  in   Diana  Colon   the  K-­‐3  rd  grade  level   –  We  adopted  Structures,  Rou4nes,  &  PD  that  went   May  2012   along  with    it.   –  We  used  research  based  screeners  &  interven4ons     crinaldi@EDC.org   We  targeted  Tier  1  Core  FIRST!   Instruc4onal  Planning  •  Deconstructed  the  5  cri4cal  skills  of  an   •   “Unpacked”  what  teaching  each  skill  looks  like   effec4ve  primary  literacy  CORE:   with  a  list  of  ac4vi4es  teachers  did   –   alphabe4c  principle,  phonemic  awareness,   –   During  whole  group  4me     vocabulary,  fluency  and  comprehension   –  During  small  group  4me    •  To  assess  fidelity  of  CORE  implementa4on,  all   –  checked  to  see  if  students  have  opportuni4es  to   teachers  logged  how  many  minutes  they   apply  &  prac4ce  the  skills  during  independent   actually  spent  on  each  skill  for  each  day  of  the   work  4me     week     •  Concluded  students  were  ge_ng  few  to  no   –  determined  the  averages  to  iden4fy  strengths  and   opportuni4es  to  prac4ce  oral  fluency  beyond   deficits  (phonemic  awareness  and  fluency  were   whole  and  small  group  4me   iden4fied  as  possible  courses  of  study  for  a  CCL)     Using  Data  for  Instruc4onal   Result  of  Ini4al  Unpacking!   Planning  at  CORE  Tier  1  •  We  devised  a  living  document  Hurley   •  Compared  BOY  &  MOY  data  to  determine:   Founda4onal  Skills  Ac4vity  Bank  to  give   1.   how  many  students  were  making  adequate   teachers  an  expanding  resource  with  ac4vi4es   progress  with  Tier  1  CORE  instruc4on     to  develop  each  of  the  5  cri4cal  literacy  skills   2.  how  many  students  needed  more  intensive   in  whole  and  small  groups  and  in  centers     exposure  through  Tier  2  and  Tier  3  interven4ons   •  Iden6fied  the  cri6cal  skills  to  target  in  each   grade  with  interven4ons:      1.  K2  -­‐  phonemic  segmenta4on     2.  G1  -­‐  phonemic  segmenta4on  &  alphabe4c  principle   3.  G2-­‐G3  –  fluency  prac4ce  in  both  languages   1
  2. 2. 5/23/12 Public  Data  Wall   So  We  Iden4fied  Areas  of  Need…   •  Professional  development  sessions  (4  hours   –  Literacy  Coach  trained  teachers  and   interven4onists  in  strategies  for  teaching   phonemic  awareness  and  fluency  and     –  provided  materials  for  interven4ons  (fluency   phones,  4mers,  crag  s4cks,  ac4vity  packets,  high   frequency  word  and  phrase  lists)     –  Literacy  Coach  recruited  volunteers,  paras,   teachers,  and  other  adults  to  do  Tier  2   interven4ons  (working  with  a  small  group  of   students  on  an  iden4fied  skill  2-­‐3  4mes  a  week  for   20  minutes)   Fluidity  of  Tiered  Interven4on   ✔Fidelity  of  Implementa4on     •  We  iden4fy  the  4er  in  terms  of  needs  not  •  ✔Fidelity  if  the  process  of  delivering  what  was   students  -­‐-­‐-­‐  Luke  needs  a  4er  2  phonemic   intended  to  be  delivered  in  the  way  of   awareness  interven4on  vs.  Luke  is  a  4er  2   interven4on  &  progress  monitoring  tools   student   All  6-­‐8  week  interven4ons  were  put  in  place  with   –  At  mid-­‐point  of  interven4ons,  we  analyzed   a  protocol  for  recording  frequency  of  interven4on,   student  progress-­‐  ac4ons  included:   list  of  ac4vi4es,  and  progress  monitoring  at   •  phased  out  students  who  had  passed  EOY  benchmarks   outset,  mid-­‐point,  and  end  of  interven4on   •  reconfigured  groups  where  needed  to  maximize   progress  monitoring   effec4veness  (range  of  skills  has  to  be  narrow  in  order   All  forms  were  collected  &  they  reported  95%  of   for  all  students  in  interven4on  to  make  progress   fidelity  of  implementa4on  although  it  took  a  week   •  revisited  ac4vi4es  with  knowledge  from  CCL   longer  than  expected  (9  weeks-­‐  18  sessions  of   interven4on)   Kindergarten – Fall and Winter 2011-12 How Can I Read This Literacy Data? Spanish Data  Fall reading data are in Orange, Winter reading data are in Green  All data represent students’ dominant language skills  There are 3 Tiers to indicate students’ skill levels: •  Students in Tier 1 are meeting or exceeding the benchmark Fluidez en la segmentacion Fluidez en el nombramiento •  Students in Tier 2 are below the benchmark de las letras de fonemas •  Students in Tier 3 are significantly below the benchmark  What do we want to see? –  Number of students at or above benchmark in Tier 1 INCREASING from Fall to Winter –  Number of students at Tier 2 and Tier 3 needing additional support DECREASING from Fall to Winter Fluidez en las palabras sin sentido 2
  3. 3. 5/23/12 Grade 1 – Fall and Winter 2011-12 Grade 1 – Fall and Winter 2011-12 English Data Spanish Data Phoneme Segmentation Fluency Nonsense Word Fluency Fluidez en la segmentacion Fluidez en las palabras sin sentido de fonemas Oral Reading Fluency Text Reading & Comprehension Fluidez en la lectura oral Text Reading & Comprehension Grades K-3 Grades K-3 Fall and Winter 2011-12 Fall and Winter 2011-12 English Reading Comprehension Spanish Reading Comprehension90  80  70  60  50   83   Fall  11  40   73   Winter  12  30  20  10   20   11   7   5.8   0   Tier  1   Tier  2   Tier  3   Text Reading & Comprehension Text Reading & Comprehension Grades K-3 Dominant Languages – Grades K-3 Dominant Languages – Fluency Reading Comprehension Values  used  in  Fluency  :  K-­‐LNF,  FNL    1st-­‐  PSF,  FSF    2nd-­‐3rd-­‐  ORF,  FLO   Comprehension:  K-­‐3rd    –  TRC   3
  4. 4. 5/23/12 What is PALS? What  Interven4on  work?   •  Combines  proven  instruc4onal  principles  &            prac4ces  and  peer  media4on  into  research-­‐based  reading   •  We  adopted  Peer   &  math  ac4vi4es.     Assisted  Learning   •  PALS  is  a  version  of  classwide  peer  tutoring  (CWPT).     Strategies  (PALS)   •  Teachers  iden4fy  which  children  require  help  on  specific   –  Visited  a  class  doing  it  in   skills  and  who  the  most  appropriate  children  are  to  help   English     other  children  learn  those  skills.     –  Developed  ours  in   •  Teachers  pair  students  in  the  class,  so  that  partners  work   Spanish  following  the   simultaneously  and  produc4vely  on  different  ac4vi4es  that   Reading  Street   address  the  problems  they  are  experiencing.   Curriculum   •  Pairs  are  changed  regularly,  and  over  a  period  of  4me  as   –  Trained  the  students   students  work  on  a  variety  of  skills,  all  students  have  the   –  Got  success!   opportunity  to  be  "coaches"  and  "players”  and  earn  points   working  together   How  Does  it  Work?   OVERVIEW  •  PALS  creates  pairs  in  a  classroom,  each   •  Research-­‐based   geared  to  the  individual  students  needs.     •  PALS  Ac6vi6es  •  The  strategy  also  creates  opportuni4es   –  Leser  sounds   for  a  teacher  to  circulate  in  the  class,   –  Syllables   observe  students,  and  provide  individual   –  Words   remedial  lessons.   –  Sentences  •  PALS  is  designed  to  complement,  not   –  Paragraph   replace,  exis4ng  reading  and  math   •  Coaches  and  Readers   curriculum.  PALS  is  a  25-­‐  to  35-­‐  minute   –  Students  take  turns  being  tutors  and  tutees.   ac4vity  implemented  2  to  4  4mes  a  week   for  about  17  weeks.   •  Incen6ve  Program   –  Token  economy  to  keep  students  mo4vated.  •  Serve  as  a  boost  or  part  of  Tier  1  or  can   be  used  as  an  Tier  2  type  interven4on-­‐     •  Reading  &  Math  K-­‐12   Student  A   Student  B   4
  5. 5. 5/23/12 Opportuni4es  to  Interact   Opportuni4es  to  Interact  Breakdown  of  Types  of  Responses    by  Language     5