CCSA Catching Them
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This document outlines a literacy intervention program called "Catching Them Before They Fall" at Chocowinity Primary School. It discusses five key steps to the program: 1) Strong leadership that holds teachers accountable and provides support. 2) Creating a sense of urgency around early literacy interventions. 3) Analyzing student data from various assessments to identify struggling readers. 4) Implementing an integrated literacy framework school-wide with small group instruction. 5) Building teacher capacity through coaching, mentoring, and professional development to lower turnover. The program aims to identify struggling readers early and provide targeted support through a multi-tiered system of interventions to improve literacy outcomes.
CCSA Catching Them
- 1. Catching Them Before They Fall: A Literacy Safety Net Chocowinity Primary School Beaufort County Schools Chocowinity, NC Alicia Vosburgh, Principal Spencer Pake, Assistant Principal Co-Presenters: Lauren Buck, Lisa Silva, and Summer Dail Collaborative Conference for Student Success, 2015
- 2. How do we Compare to YOU? 2014-2015 Demographics 55 % Caucasian 22% African American 15% Hispanic 6% Multi- Racial 1% American Indian 1% Asian • Approximately 560 Students • Pre-K through 4th Grade • Rural Area • Staff of 95 • Average Class Size of 20 • K-1 Full Time Assistants • Title 1 School-Wide • Free/Reduced Lunch Rate of 75%
- 3. 5 Steps to… …CATCH THEM BEFORE THEY FALL!
- 5. What is a LEADER? What word(s) do you think of when you describe a leader? Think of your administration… Enter words via this link http://answergarden.ch/view/159612
- 7. What does a leader HAVE to do? Strong Administrative TEAM Upholds Accountability Observes & Listens Learns what is UNKNOWN and/or NEW Provides a Model Leads Difficult Conversations Delegates Leadership Roles Encourages Student Leaders Insists on Collaboration Knows ALL students and family dynamics
- 9. Know your STUDENTS! It can be determined if a child will have reading difficulties 32 hours after birth. When do we start intervening? Why are we waiting? Early interventions are key! How do you refer students in need? Do you have a team? Do you have support personnel in your school? What teams are formed to help?
- 10. Early Interventions are CRUCIAL! Reading Recovery® ◦ One-on-One 12-20 week program (1st grade) Supplemental Small Group Instruction ◦ Guided Reading/Writing Literacy Groups (K-1st Grade) English Language Arts Transition Class ◦ 90 minute block for 5-8 students (3rd-4th grades) Exceptional Children’s Program ◦ Identified through SST, all grade levels Hill Rap (2nd-4th grades) ◦ Systematic Multi-Sensory Remediation Tutors (3rd-4th grades) Teacher Assistants (K-1st grade) Encore Tutors (2nd grade) Research-Based Classroom Strategies
- 11. TARGET Emergent Readers! Pre-K Initiative in Balanced Literacy Emergent Readers Program (Pre-K Reg.) Spring Book Exchange Summer Book Mobile Summer Program Summer Library Hours Summer Book club
- 12. #3 Analyze Data The challenge is facing both an overabundance of data and a scarcity of information that educators can readily use to make better decisions. ~Douglas B. Reeves
- 13. The Importance of ASSESSMENTS Formative/Summative Assessments Benchmark Assessments Observations and Anecdotal Notes Progress Monitoring Running Records Identify Strengths/Weaknesses Select Critical Skills to Target Select Classroom/Supplemental Interventions
- 14. It’s easy to create PowerPoint slides and wall charts showing data. Only when we can articulate the “why” behind the data and turn the lens on our own teaching and leadership behaviors can we understand how to move from drowning in data to improving professional practice. ~Douglas B. Reeves
- 15. Creating an EFFECTIVE Data Wall Color Cards for each Teacher per Grade Level Use Student Initials (full name on the back) Identify ◦ Attendance ◦ New to the school ◦ Pre-K program ◦ Retention ◦ Interventions ◦ Identifications Text Reading Comprehension (TRC) ◦ Kindergarten: PC/RB-C-D ◦ 1st Grade: D-G-J/K ◦ 2nd Grade: K-L-M ◦ 3rd Grade: M/N-O-P DIBELS Critical Skills ◦ Kindergarten: Nonsense Word Fluency ◦ 1st Grade: Nonsense Word Fluency ◦ 2nd Grade: DIBELS Oral Reading Fluency ◦ 3rd Grade: DIBELS Oral Reading Fluency
- 16. How do you Target Assistance? Lowest 15-20% Highest 10% Use formative assessments to identify needs initially ◦ EOY from previous year ◦ BOY/BOG from current year Get teacher requests—they NEED to know their kids! ◦ Classroom rankings ◦ Attend grade level meetings to discuss Review classroom progress ◦ Work samples ◦ Anecdotal notes ◦ Teacher-made tests Observe students in the classroom if necessary Give additional assessments if necessary/required Have DATA meetings throughout the year to analyze progress and select additional strategies/interventions
- 18. Can you read this? i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
- 19. School-Wide Literacy Model Modeled/Shared/Interactive Reading Modeled/Shared/Interactive Writing Writer’s Workshop Word Study ◦ Primary Spelling Inventory ◦ Dictation (K-2) “Daily 5” Literacy Stations (K-2nd) Small Group Instruction ◦ Guided Reading/Writing Model (K-2nd/3rd) ◦ Literature Circles (3rd-4th) ◦ Ability Level Grouping ◦ Reteach skills
- 20. Our Small Group Literacy Model Kindergarten (2-Day Plan) ◦ Levels PC (Pre-A) and RB (A) First/Last name Alphabetic principle Easy sight words Print Concepts How books work Choral reading Interactive writing ◦ Levels B-D Sight words & Word study Whisper reading Strategic teaching for decoding Retelling Journal writing (dictated) 1st Grade (2/3-Day Plan) ◦ Levels D-E Sight words Word study (initial/final consonants & short vowels) Whisper reading Retelling Strategic teaching for decoding Journal writing (multiple sentences) ◦ Levels F-J Sight words Word study (blends, vowel patterns, taking words apart) Whisper reading Fluency Practice Retelling & Oral Comprehension Questions (deeper thinking) Strategic teaching for decoding Journal writing (response to text) 2nd Grade (3/4-Day Plan) ◦ Levels K-M Word Study (chunking, vowel patterns) Whisper/Silent Reading Oral Comprehension Questions In-Depth Retelling with details Fluency Practice Journal writing (response to text, multiple questions)
- 21. VIDEOS Guided Reading in ACTION Guided Writing in ACTION Literature Circles in ACTION
- 22. MCLASS (K-3rd) 0% 20% 40% 60% 80% 100% 120% 2013-2014 (EOY) TRC Proficiency 2013-2014 (EOY)DIBELS Composite 2014-2015 (MOY) TRC Proficiency 2014-2015 (MOY) DIBELS Composite Red Yellow Green/Blue
- 23. EOG (3rd/4th) 2012-2013 vs 2013-2014 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 3rd Grade Reading 3rd Grade Math 4th Grade Reading 4th Grade Math 2012-2013 2013-2014
- 24. Fear Diminishes Growth “If it is too hard—they will quit!” …MAKE LEARNING FUN. …MAKE THEM FEEL SAFE. …MAKE THEM FEEL LOVED. …LET THEM KNOW YOU CARE.
- 25. #5 Build Teacher Capacity
- 26. Lowering Teacher Turnover It is not easy to build a strategic teacher…some never get there! Provide interactive coaching to help solve difficulties Mentor Teachers Teachers need to feel: ◦ Safe ◦ Supported ◦ Respected ◦ Like Good Models
- 27. Invest in your Teachers Choose a FOCUS Utilize the experts in your building Utilize the experts in your area Provide funding for professional development opportunities in ALL subject areas Share new learning—give “turn around” training for staff at your school Provide CORE workshops for families Encourage career advancement
- 28. Does your staff strive for MORE? 40 Certified Classroom Teachers 37% Advanced Degrees 35% National Board Certified 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Years of Experience 0-3 Years 4-10 Years 10+ Years
- 29. How STRONG is your Safety Net? #1 Leadership #2 Urgency #3 Analyze Data #4 Integrated Framework #5 Teacher Capacity
Editor's Notes
- #2: AV Introductions. Poll Audience.
- #3: AV Discuss our school dynamics.
- #4: AV We have developed 5 steps to catch readers before they fall.
- #5: AV
- #6: AV
- #7: AV Describe CPS leadership and how it WORKS for us! AV and SP discuss what they feel like is most important.
- #8: AV How did AV/SP get to be so GREAT??
- #9: LB What does this number mean to you? 720 Days is how long a child has to learn to read from the first day of K until the end of 3rd grade.
- #10: LB Brain hot spots Discuss SST process, grade level, team meetings, SIT, we meet the needs of the whole child. Know the student and family.
- #11: LB
- #12: LB (preK) SD How are we preparing students getting ready to enter CPS?
- #13: LS Discuss Read to Achieve
- #14: LS You must know your students and look at the data!!!! Don’t just look at the MCLASS score. Why is the student on that level? What else can you do besides progress monitoring?
- #15: LS So dig in the data, get to the core, then turn it to yourself and your teaching. Work with your leadership team and drive instruction!
- #16: LS How important is DAZE in 3rd grade? It is counted 3x toward the composite score.
- #17: LS As a teacher, you are like brain surgeons and your assessments are your MRI
- #18: LB Integrated framework is our literacy model that helps our students crack the code and sustain performance.
- #19: LB We know the code…they don’t! So we have to teach it in a systematic way. This begins with the Balanced Literacy Framework.
- #20: LB 60-90 minute block for ELA K-4 Integrate other subjects into the ELA block (social studies/science)
- #21: LB All are using balanced literacy components integrated into the classroom with an emphasis on best literacy practices during guided reading. Students are in stations while the teacher sees 3-4 groups a day. This progression is also moving in 3rd grade as we target students for guided reading or literature circles.
- #22: LB
- #23: LB Average proficiency rate of 81% for the past 2 years. This is where we are seeing the GR model take effect.
- #24: LB Growth from past 2 years at CPS 17% above the state average in reading, 21% above state average in math (composite). Only 3% of students were not proficient based on R2A standards.
- #25: LB If I told you a date in time, would you remember anything important about that day unless you did something memorable? Fun? Exciting? At our school, we make learning fun for our students by working together as a family.
- #26: SP
- #27: SP Homegrown teachers
- #28: SP Professional development (PD) needs are based on state initiatives, formative assessment data, goals set on individualized teacher professional development plans, and administration recommendations. Required PD attained by staff and faculty includes: Reading/Math Foundations, Common Core, Dictation, Guided Reading/Writing, Literature Circles, and Daily Five. Other PD sessions such as: Shelter Instruction Observation Protocol, differentiated instruction, analyzing assessment data (running records, informal/formal assessments), Writer’s Workshop, vocabulary instruction, and project-based technology, are provided by our staff and district or contracted professionals.
- #29: SP We have a lot of teachers with advanced degrees. This ensures that we have best practices in the classroom.
- #30: AV
- #31: AV