Literacy Instruction
• Need for framework through which students at-risk forreading difficulties are:• Identified• Provided w/ evidence based &...
• Principal• Assistant Principal• Resource Teacher• Psychologist• Teachers
• AIMSweb – set of criterion-referenced measures to trackbenchmark achievement• BILINGUAL: MIDE-SYLLABLE READING FLUENCY• ...
• Students on the upper end of AIMSweb Red Tier• Fountas & Pinnell• Students Reading level D or lower• 50 Sight Word List
• Tuesday March, 20, 2013• Assessment to establish a new baseline• Bilingual• Instructional Level Guided Reading• Words Th...
• Baseline• 03/20/13• Intervention Delivery• 4 X weekly: 20 minutes daily• 2 X by Teacher• 2 X by Resource Teacher• Progre...
Common CoreReadingRtIInstruction &Intervention
KindergartenWinter SpringCOMPREHENSIONReading Literature•With prompting and support,asks and answers questionsabout key de...
•Post Implementation•Is it working•Does it aid instruction•Does it benefitStudents•Teacher Survey•Modify according tofeedb...
• Comprehensive school-wide framework through which at-risk students• Identified• Provided• Evidence Based & Data Informed...
• Is support getting to at-riskstudents• Does intervention work• Progress Monitoring• Teacher feedback• Ability to utilize...
• Teacher surveys to gauge how supported they feel?• Will RtI prove to be too much additional work forteachers?• Who will ...
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Pln gratts pc rt i pilot

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Pln gratts pc rt i pilot

  1. 1. Literacy Instruction
  2. 2. • Need for framework through which students at-risk forreading difficulties are:• Identified• Provided w/ evidence based & data informed• Intervention
  3. 3. • Principal• Assistant Principal• Resource Teacher• Psychologist• Teachers
  4. 4. • AIMSweb – set of criterion-referenced measures to trackbenchmark achievement• BILINGUAL: MIDE-SYLLABLE READING FLUENCY• SEI: NONSENSE WORD FLUENCY• Running Record – Reading level assessment to gaugecomprehension, fluency, accuracy• Fountas & Pinnell 50 Sight Word List• Bilingual and SEI
  5. 5. • Students on the upper end of AIMSweb Red Tier• Fountas & Pinnell• Students Reading level D or lower• 50 Sight Word List
  6. 6. • Tuesday March, 20, 2013• Assessment to establish a new baseline• Bilingual• Instructional Level Guided Reading• Words Their Way• Sorting• Spelling/Dictation• SEI• Instructional Level Guided Reading• Beverly Tyner: Guided Word Work• Sorting• Dictation• Spelling
  7. 7. • Baseline• 03/20/13• Intervention Delivery• 4 X weekly: 20 minutes daily• 2 X by Teacher• 2 X by Resource Teacher• Progress Monitoring• 4 Week Intervals• Report out to Staff• Results of the Pilot
  8. 8. Common CoreReadingRtIInstruction &Intervention
  9. 9. KindergartenWinter SpringCOMPREHENSIONReading Literature•With prompting and support,asks and answers questionsabout key details in a text.•With prompting and support,retells familiar stories, includingkey details.•Describes the role of the authorand illustrator•Makes predictions about the text•Reflects upon prior knowledge offamiliar textInformational text•With prompting and support,asks and answers questionsabout key details in a text.•Identifies the front cover, backcover and title page of a book•What do the pictures in the textdepict•Identifies basic similarities anddifferences between two textsproviding the same ideas•Uses pictures and ideas to makepredictions•Activates prior knowledge aboutfamiliar ideas and conceptsReading Literature•With prompting and support,identifies characters, settings,and major events in a story•With prompting and support,asks and answers questionsabout unknown meaning ofwords•Recognizes common types oftext (stories, poems, fantasy,etc.)•With prompting and support,describes the relationshipbetween illustrations and thestory•With prompting and support,compares and contrasts theadventures and experiences ofcharacters in familiar storiesInformational text•Identifies the main topic andretells the key informationalideas•Describes the connectionbetween two pieces ofinformation from the text•With prompting and support,asks and answers questionsabout unknown meaning ofwords•With prompting and support,identifies the reasons/facts anauthor uses to support ideas•Uses pictures and ideas to
  10. 10. •Post Implementation•Is it working•Does it aid instruction•Does it benefitStudents•Teacher Survey•Modify according tofeedback•Present revisions toteachers•CCSS ReadingExpectations•Present to Teachers•Utilize as measure forreading grades•System check•Causes•Infrastructure•Lack of understandingof CCSS•Inconsistent Data usePlan DoStudyAct
  11. 11. • Comprehensive school-wide framework through which at-risk students• Identified• Provided• Evidence Based & Data Informed Intervention• Progress Monitoring• Progression through tiers• As needed
  12. 12. • Is support getting to at-riskstudents• Does intervention work• Progress Monitoring• Teacher feedback• Ability to utilize RtI resources• Modify student interventions,as needed• Present findings of evaluationto staff• Implement through SST• Understanding of CCSS• Increase teacher committee’sRtI knowledge• Present to teachers• Implement through SST• Develop Goal-DirectedIntervention• Causes• No Data hub• No framework for• Identifying students• Monitoring progressPlan DoStudyAct
  13. 13. • Teacher surveys to gauge how supported they feel?• Will RtI prove to be too much additional work forteachers?• Who will provide intervention?• Organic• Specialist• Will this truly inform instruction?

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