SLP Overview


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Description of the Secondary Literacy Program at Tualatin High School.

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  • As you can see, there’s been a name change. Role is being refined; this job title more accurately reflects the responsibilities of the position.
  • Since it’s my second year, I can share what I actually do and tell you about the SLP. (Unlike last year when I was clueless ;)
  • There are basically two roles, and the goal of each is to improve achievement for all students. One path to that end is coordinating the SLP which provides support to struggling readers. The other path is by working with teachers to improve instruction. This includes literacy strategies, but isn’t limited to that. I’ll cover this in more detail later, but for now, let’s start w/ the SLP and how we support our struggling readers. Let’s start with an overview of the Literacy Program and how it works in supporting all students.
  • You may have seen this diagram before, especially if you are familiar with EBS or EBIS. This is the model the district used when designing the SLP. Three levels or tiers of support.
  • Tier 1 (includes all students) - School wide, I.e. literacy strategies being taught and applied in all content areas. Tier 2 and 3 (yellow and red/20%) offer more specialized support, or interventions: these are our literacy classes taught by Tracy Coyle, reading specialist, and Erin Handy, learning specialist.
  • How do we know which students need additional support?
  • The idea is to be proactive rather than reactive.
  • Refer to the flow chart for more detailed information about screening (decision rules.) Grades can be a factor.
  • Course offerings change based on student needs. Letters refer to the Language! book level (A through F). You can also see the data that is used in decisions about exiting students.
  • GRADE is comparable to the OSA. Especially valuable for 9th grade (no OSA). Maze measures reading comprehension. Overall, the data shows that the interventions are having a positive effect districtwide.
  • What do the literacy classes look like?
  • Phonemic Awareness – Auditory differentiation of individual sounds in words Phonics – Letter sound correspondence Morphology - study of the structure of words
  • Hopefully, you are familiar with these strategies. We presented them last year in the Passport to Literacyland, and these are the strategies that all teachers should be reinforcing in their content areas. We’re going to review the strategies using a Rally Robin (another Kagan structure).
  • Other ways to support students’ literacy development is by using these strategies. (Frayer Model, Anticipation Guide, Group Summarizing, DR/TA, Definition Word Chart, Word Sorts, etc.) This leads into the second part of the flow chart and our third objective, which is to present possibilities for working with me as an Instructional Coach.
  • I also wanted to emphasize that we can work together on things besides just “literacy” and that it’s cool. :) Just like the “A-Team”, the ICE-TEAM has a Mr. T. When you think of me, think MR. T. I am your resource teacher.
  • Questionnaire and Staff Picks forms.
  • SLP Overview

    1. 1. TuHS Resources: Your Instructional Coordinator Susan Payne FKA “Literacy Specialist”
    2. 2. Objectives <ul><li>Clarify the role of the Instructional Coordinator </li></ul><ul><li>Provide an overview of the Secondary Literacy Program at TuHS </li></ul><ul><li>Present possibilities for collaborating with your Instructional Coach </li></ul><ul><li>Gather information about the professional development needs of the staff </li></ul>
    3. 4. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% EBS CONTINUUM OF SUPPORT (Walker, et al. 1996)
    4. 5. Secondary Literacy Overview <ul><li>ALL STUDENTS </li></ul><ul><ul><li>Content Literacy Strategies (Tier I) </li></ul></ul><ul><li>AT RISK STUDENTS </li></ul><ul><ul><li>Targeted Reading Interventions (Tier II and Tier III) </li></ul></ul>
    5. 6. Identifying the 20% <ul><li>Universal Screening: Every middle school and tenth grade student is tested on OAKS. </li></ul><ul><ul><li>Students scoring at or below the 35th percentile are screened further for fluency and comprehension in order to determine the appropriate intervention. </li></ul></ul>
    6. 7. Why the 35th Percentile on OAKS? <ul><li>We know that students scoring below the 36th percentile on OAKS in middle school are actually at-risk for NOT meeting benchmark in 10th grade. </li></ul><ul><li>Reaching Benchmark on CIM level tests will soon be a graduation requirement! </li></ul><ul><li>We cast a wide net for screening purposes so that we have a better chance of catching those in need - we want to catch students early, before they fail! </li></ul>
    7. 8. Screening Timelines <ul><li>All students not in an intervention, but below the 36th percentile on OAKS are screened at the end of the year. </li></ul><ul><li>All new 9th and 10th grade students are screened before they receive a schedule. </li></ul><ul><li>Other students are screened based on the recommendation of teachers, counselors, and/or the Building Screening team. </li></ul>
    8. 10. Progress Monitoring <ul><li>On a regular basis, data is collected and analyzed to determine whether the intervention is effective. </li></ul><ul><li>Progress monitor every month with the Maze, and at semester breaks with the use of GRADE+. </li></ul><ul><li>If the intervention is not effective, there is clear criteria for when and how changes must be made. </li></ul>
    9. 11. Reading Interventions: Curriculum <ul><li>COMPREHENSIVE LITERACY: Language! Program -- Tier III intensive, six-step reading and writing intervention. </li></ul><ul><li>ACADEMIC LITERACY -- Tier II Intervention for reading comprehension using Read-180 curriculum. </li></ul>
    10. 12. LANGUAGE! Objectives (Comp. Lit. ) <ul><li>Improve decoding, comprehension and confidence. </li></ul><ul><li>Obtain learning strategies that can be applied in other classes like Science, Math, and Social Studies. </li></ul><ul><li>To be a better communicator through reading and writing. </li></ul>
    11. 13. LANGUAGE! Steps <ul><li>Phonemic Awareness and Phonics </li></ul><ul><li>Word Recognition and Spelling </li></ul><ul><li>Vocabulary and Morphology </li></ul><ul><li>Grammar and Usage </li></ul><ul><li>Listening and Reading Comprehension </li></ul><ul><li>Speaking and Writing </li></ul>
    12. 14. ACADEMIC LITERACY -- Objectives <ul><li>1) Improve comprehension and confidence. </li></ul><ul><li>2) Read at grade level and meet state benchmarks. </li></ul><ul><li>3) Increase reading done for pleasure. </li></ul><ul><li>4) Learn strategies that can be applied in other classes like Science, Math, and Social Studies. </li></ul>
    13. 15. Supporting Literacy in Your Classrooms <ul><li>Additional Content Literacy Strategies </li></ul><ul><ul><li>McREL </li></ul></ul><ul><ul><li>SIOP </li></ul></ul><ul><ul><li>Teacher Resources (TuHS Website) </li></ul></ul><ul><li>Your Instructional Coordinator is </li></ul><ul><li>available to support you with the </li></ul><ul><li>implementation of these strategies. </li></ul>
    14. 16. The ICE-TEAM <ul><li>Instructional </li></ul><ul><li>Coaching for </li></ul><ul><li>Effective </li></ul><ul><li>Teaching, </li></ul><ul><li>Engagement, </li></ul><ul><li>Assessment, and </li></ul><ul><li>Management </li></ul>I PITY THE FOOL WHO DOESN’T WANT TO BE COOL! MR. T “ My Resource Teacher”
    15. 17. What Can MR. T Do for Me? <ul><li>Check out the handout! </li></ul><ul><li>Remember the “T” stands for teacher! </li></ul><ul><li>Cool Partnership Possibilities… Lots of ways to join the team! </li></ul>