This document outlines a community partnership program called the Wildcat Learning Lab that provided specialized reading intervention to struggling 2nd grade students over the summer of 2013. The program was a collaboration between a school, community organizations, and a nonprofit learning center. It utilized trained senior volunteers to deliver one-on-one tutoring using a multisensory reading program. Initial results showed gains in reading skills, and the partners aimed to expand the model of collaboration to increase its impact. Key challenges included student attendance and recruitment, as well as coordinating the new initiative between the multiple organizations.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Sample Lesson Plan in Content-Based Integration - Filipino (Education)Anjenette Columnas
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
Strategic intervention material (sim) 102Brian Mary
I used this presentation for our LAC Session September 2016. Credits to all the owners of SIM, to lrmdc.depedzambales.com and to sir jaypee of tsoktok.blogspot.com
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
Analyzing Data and Exploring Research StrategiesSydneyHendricks2
West Central High School is located in rural, western Illinois with a total enrollment of 232 students in 2019 (Illinois Report Card, 2019). The student population is predominantly white, with only 6.5% of students who are non-white (Illinois Report Card, 2019). According to Illinois Report Card (2019), half of the students at West Central High School come from low-income families, and 13% of the students have Individualized Education Plans (IEPs). These populations are notable due to the results on standardized achievement tests, which indicate that the school is not meeting the needs of students of low income or of students with special needs in mathematics. In fact, the school is underperforming across the board in mathematics. Evidence of this statement is visible in Figure 1. West Central High School recognizes this shortcoming and has identified goals in the school improvement plan (SIP) to help improve student performance in mathematics on standardized test. Although the SIP includes several action steps for meeting their goals, a team of colleagues and I have identified West Central High School’s SIP could be improved by including different action steps to reach their goal. In this report is a data analysis supporting the area of need for West Central High School as well as research supporting best practices the school should implement to better serve their students and meet their goal of improving students’ math achievement.
The mid-year update on the School Improvement Plan for the elementary schools as presented to the Franklin, MA School Committee on Tuesday, March 12, 2019.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. • B I G I D E A S A N D C O M M U N I T Y R E S O U R C E S
• C A L L T O A C T I O N & W I L D C A T L E A R N I N G
L A B 2 0 1 3
• P R E L I M I N A R Y I M P A C T
• F O R M I N G A M O D E L F O R I N C R E A S E D
I M P A C T A N D U S E O F R E S O U R C E S
Agenda
3. L I T E R A C Y I N O U R C O M M U N I T Y
B I G I D E A S F O R I N T E R V E N T I O N
C O M M U N I T Y R E S O U R C E S
F O C U S O N R E A D I N G
Big Ideas and
Community Resources
4. Literacy Crisis in our Community
2009-2010 school year, 38.3% of students attending
schools in Kent County are not at the proficient
reading level (Standard and Poor’s School
Evaluation Service)
20% of children with a learning disability entering
our schools will face a significant challenge in
learning to read (NIH)
If these children do not receive appropriate
intervention by third grade (age nine), 74% of them
will never catch up (NIH)
5. Harrison Park School GRPS District
Students Proficient in
Reading at the end of
3rd Grade: 59.6%
Student Academic
Growth 3-8: 12.7%
Students Proficient in
Math and Reading 3-8:
16.6%
Students Proficient in
Reading at the end of
3rd Grade: 53.2%
Student Academic
Growth 3-8: 12.6%
Students Proficient in
Math and Reading 3-8:
18.2%
2012-2013 MEAP Data
7. Common Models for
Supplementary Reading Programs
Afterschool Programs with Activities
Activities may or may not be reading specific
Methodologies vary
Mentoring/Positive Interactions and Role Models
Activities may or may not be reading specific
Methodologies vary
Homework Assistance
Activities may or may not be reading specific
Methodologies vary
Comprehension and Fluency Practice
Activities may or may not be reading specific
Methodologies vary
8. Common Struggles
Scheduling of Volunteers
Resources needed by the school
Management/Coordination of physical and human
resources
Student transfer of skills (e.g. relating to multiple
settings)
Specialized training for working with students who
struggle with learning
Need instruction rather than exposure only
Training in reading development and curriculum connection
10. Call to Action for Summer 2013
H A R R I S O N P A R K S C H O O L I M P R O V E M E N T T E A M
I D E N T I F I E D A G A P / N E E D :
U N D E R A C H I E V E M E N T O F 2 N D G R A D E S T U D E N T S O N
S P R I N G M A P S I N R E A D I N G A S C O M P A R E D T O
P A T T E R N S O F G R A D E S 3 - 5
11. What can we do? Develop a community
supported summer option
focused on 2nd grade
readers
12. KSSN Network
Review of
Student/Community
Need and Request for
Support – very limited
funding!
Secure Volunteers
Secure Specialized
Resources
KSSN Community
School Leadership
Team Design Program
Rationale, Format and
Description
Final Touches
March/April 2013 March/April 2013 April 2013
April/May 2013May 2013
14. Brief Site Resource Analysis
GRPS
Summer School
Already Available
&
Already Funded
Not targeted to
specific grades
Harrison Park
School
Facility and Staff in
use for GRPS
Summer School
Facility and Staff in
use for GRPS
Summer School &
Large need for 2nd
grade reading push
KSSN
Site Coordinator
Not Teaching Staff
& No “Extra”
Funding
15. Key Challenges
Funding
Trained Teachers/Tutors to provide instruction and
effective intervention
Student supervision
Lack of resources for training for intervention
Personnel for supervision/coordination of adults
16. Gerontology Network SLD Center
Had a relationship with
school and district
Need/Gap: volunteers
needed specialized training
& direction from educators
for intervention (including
materials)
Had a relationship with
school and district
Need/Gap: minimal
number of volunteers
available & requirements
for implementation of 1:1
intervention with fidelity
In the Meantime…..
17. The Stars Aligned
GN and SLD were in conversations about developing
collaboration options
SLD and GRPS were in conversations regarding
expanding various collaborations for 2013-2014
school year
GRPS and GN were in conversation for maintaining
collaborations for the 2013-2014 school year
The GR Community Foundation was in conversation
with all three groups.
20. Funding
Organizational structures provided much cost
savings
SLD Center – no new program or materials required to be
developed
Gerontology Network – no new program or funding required
to provide volunteers for training and/or summer
GRPS – Harrison Park already in use for Summer School
Funding needed for Training, Training Materials and
Internship Implementation
22. Program Goal
Increase the success rate of this cohort of students
and increase their success as 6th grade Challenge
Scholars by providing rigorous summer learning
supports focused in all areas of reading
23. Start Up: Specialized Intervention
Intervention:
Training of
Specialized
Tutors
• June 4-June 13,
2013 Phonics
Fundamentals: 32
hour training
through SLD
Center including
curriculum
materials &
multisensory tools
• 21 volunteers from
GN trained to
work with HP
students at
Wildcat Learning
Lab
Intervention
• Baseline Assessment
completed for each
student by SLDC
Assessment
Specialists
• GN Volunteers work
directly with 2nd
grade students during
Wildcat Learning Lab
• 21 students receive 1:1
reading instruction for
1 hour per day when in
attendance at Wildcat
Learning Lab
• Post Assessment
completed for each
student by SLDC
Assessment
Specialists
Intervention:
Fidelity of
Implementation
• GN Volunteers work
1:1 with an SLDC
Master Tutor for first
20 hours with a
student (internship
phase)
• SLDC Observers
provide direct
feedback on
curriculum use and
methodology for
interns as well
continuing SLDC
tutors
24. Funding Breakdown
$11,300
• Phonics
Fundamentals:
32 hour
training
through SLD
Center including
curriculum
materials &
multisensory
tools
$3,300
• Baseline
Assessment
completed for each
student by SLDC
Assessment
Specialists
• GN Volunteers work
directly with 2nd
grade students during
Wildcat Learning Lab
• 21 students receive 1:1
reading instruction for
1 hour per day when in
attendance at Wildcat
Learning Lab
• Post Assessment
completed for each
student by SLDC
Assessment
Specialists
• Coordination of
student/tutor
schedules and
materials
$4,400
• GN Volunteers work
1:1 with an SLDC
Master Tutor for
first 20 hours with
a student
(internship phase)
• SLDC Observers
provide direct
feedback on
curriculum use and
methodology for
interns as well
continuing SLDC
tutors
25. Our “AHA!” of Sustainability
$3,300
• Baseline
Assessment
completed for each
student by SLDC
Assessment Specialists
• GN Volunteers work
directly with 2nd
grade students during
Wildcat Learning Lab
• 21 students receive 1:1
reading instruction for
1 hour per day when in
attendance at Wildcat
Learning Lab
• Post Assessment
completed for each
student by SLDC
Assessment Specialists
• Coordination of
student/tutor
schedules and
materials
• Bulk of cost for volunteers
trained for specialized
intervention was training and
internship
• To maintain Language Links
with same volunteers
approximately $3,300 during
academic year per site
26. Additional Goal
“large scale social change comes from better cross-
sector coordination rather than from the isolated
intervention of individual organizations” (Kania &
Kramer, 2011)
Establish a framework for collaboration for collective
impact rather than isolated impact
a.k.a. maximize the value of the expertise and development
established during the summer program
28. Potential
Collective
Impact
2013-2014
Impact through
ONLY those
volunteers trained
during summer
2013
194 students
Summer Impact: minimum of 18 students through
Wildcat Learning Lab and LOOP
Academic Year Impact: 176 students
13,090 Hours of
Intervention
Summer Hours of Intervention: 230
Academic Year Hours of Intervention: 10,560
6 GRPS Buildings
Building Breakdown of Impact by Percentage
Summer
Harrison Park, 100%
Academic Year 2013-2014
Harrison Park, 59%
Campus, 14%
Palmer, 9%
Mulick Park, 5%
Buchanan, 9%
Brookside, 9%
29. “…FINDINGS SUPPORT A STRONG
FOCUS IN TITLE I SCHOOLS ON
IMPROVING CLASSROOM
INSTRUCTION AND THEN PROVIDING
ONE-TO-ONE, PHONETIC TUTORING
TO STUDENTS WHO CONTINUE TO
EXPERIENCE DIFFICULTIES”
(SLAVIN, 2011)
Impact Measurement
31. Experience Corps
Use school based academic and attendance data for
individual students
MAPS, DIBELS and MEAP
Students selected by school admin and teachers
Teacher Feedback
More than 80% of teachers report that students who work with
AARP Experience Corps members made significant academic
progress
2012-2013 were NOT in Harrison Park School
33. “THE POWER OF COLLECTIVE ACTION
COMES NOT FROM THE SHEER NUMBER OF
PARTICIPANTS OR THE UNIFORMITY OF
THEIR EFFORTS, BUT FROM THE
COORDINATION OF THEIR
DIFFERENTIATED ACTIVITIES THROUGH A
MUTUALLY REINFORCING PLAN OF
ACTION” (KANIA & KRAMER, 2011)
Forming a Model for Increased
Impact of Volunteer Programs
36. Leveled Programs for Volunteers
Varied opportunities to
maximize expertise of
volunteers
Volunteers with specialized
trainings in all GN programs
as appropriate
Expand options for
volunteers of both
organizations
Maximize support for
student transfer of skills
Experience Corps volunteers
see in settings outside of
Language Links and can use
multisensory supports in
areas other than Reading
Experience
Corps Language
Links
Experience
Corps
Foster
Grandparents
38. S P E E D B U M P S
C E L E B R A T I O N S
O U T L I E R S
Last Thoughts
39. Speed Bumps
Recruitment of Students
Targeted for 18-21 students
Principal brought in students
from Summer School which
varied ages more than
planned
Had 6-8 with 5 completing
the entire Lab
Attendance of Students
None of the students were
present for all 40 hours of
available instruction
Maximum Language Links
instruction was 18 hours
Moving students into
program after start date
impacted motivation
Format of Lab Varied from
Usual for All Organizations
KSSN Site Coordinator
Moved
LL Coordinator not available
in summer
Shortage of Master Tutors to
mentor for internships
Volunteers used to 1:1
settings rather than working
in proximity
EC Volunteers receive daily
communication (and
materials) from classroom
teacher/school
40. Celebrations
Student numbers
allowed for increased
observation
opportunities for interns
Increased opportunities
for volunteers
Sep 2013:
One student was from
another GRPS Elementary
School. She will be
repeating 1st grade this
year.
Direct feedback: this
student noticeably
increased her MAPS
Reading score to 49%ile
and has “finally” moved to
the yellow level on
DIBELS (from Intense to
Strategic)
41. Outliers
Materials Management
PF materials are
copyrighted and in use
only for Language Links
or SLD Tutoring Sessions
Building Coordination
for School Year
Consistent
communications with
district
Collaboration outside of
GRPS
Student numbers
allowed for increased
observation
opportunities for interns
Collective definition of
data measurements
Full data analysis
Coordination of data
sharing and compilation
of report out
42. Research
Support
Hernandez, Donald J. (2012)
Double Jeopardy: How Third-
Grade Reading Skills and Poverty
Influence High School Gradution.
The Annie E. Casey Foundation.
Kania, John & Mark Kramer (2011)
Collective Impact, Stanford Social
Innovation Review.
National Center for Reading
Disabilities. (2011). Parent’s Guide
to RtI.
National Reading Panel. Teaching
Children to Read. Summary
Report (April 13, 2000)
Slavin, Robert. (2011) Effective
Reading Programs for Title I
Schools. John Hopkins University.
Wolf, M. (2007) Proust and the
Squid: the story and sequence of
the reading brain. Harper Collins
Publishers.