|Ms. Alvarado's Digital Portfolio||
2015-2016 School Year Calendar
Administration and teachers can interact during PLCs, in which is lead by grade level representatives. Lead teachers are selected to present information during bi-monthly PD's to ensure veritcal alignment of CCSS reading comprehension standards and share effective strategies.
During PLCs, teachers can analyze data from reading scores from SRI, AR, Lexile Core5 to develop intervention plans for small group individuals. Through the close look at data, staff can have an open forum of communication and agree that certain students need further scaffolding besides in class intervention. Ultimately, the individuals who can make the changes within school wide intervention groups will the RSP teacher and administration based on students SRI scores and teacher recommendations. The reading intervention cycle will include students in the range of 420-820 (far and/or below grade level). Through flexible heterogenous grouping, students can demonstrate growth and "graduate" from the intervention program. Furthermore, students can come in and out of the intervention program throughout the school year.
Furthermore, during PLCs, teachers will learn methods to provide effective guided reading to target essential skills missed by 2/3 of students of students. Teachers will look at patterns within their small group guided reading. Teachers will be able to develop one grade level lesson plan with similar text and rigor of questions with prompts and cues to scaffold comprehension. In addition, the lesson plan will include quality indicators of instruction. By utilizing the template, teachers can share common language used and quality texts. After the guided reading lessons, teachers can discuss strengths, needs (misconceptions), and next steps based on anecdotal notes (soft data).
Each stakeholder holds value in the intervention process. Leadership roles include administration, resource specialist (RSP), and teachers on special assignment (TOSAs) who focus on technology implementation in the classroom. As a result, when educators need some guidance into classroom instruction, they can speak to a leader in the school and ask about additional resources. Furthermore, these school site leaders provide some ideas on strategic planning in order to achieve educational growth, therefore, their input is important in the process.
Educators are the glue that holds everyone together. They are the person of contact for the students who are not performing at grade level. They have critical role in ensuring they use classroom time effectively with different strategies to scaffold each child's learning daily. Through the process, parents must be informed periodically of their child's learning progress. Parents can help at home with proving a quiet place to read and allow students to develop a love of reading by offering a variety of books to read at home. In addition, parents should feel free to ask questions or share concerns about their child's educational experience at any point in the school year. In addition, parents will have weekly communication with educators on their child’s progress by using the communication tools of Schoology and Remind App. Emails will be utilized to share the parent letter to inform parents on the importance of their participation during the intervention process. Furthermore, the emails would be directed to individual students needs and growth. The communication will vary due to child's needs to provide a community of transparent communication. In addition, I will create an open forum of weekly blogs on Schoology with at home strategies and newsletters to keep parents involved.
By making students and parents partners in the process can lead to academic success. As a result, students will be active learners and constant positive reinforcement will occur during the progress, which can lead intrinsic motivation and a organic appreciation of reading.
"Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency." - Fountas and Pinnell
As a result, the intervention will be based on reading comprehension for the entire school, which targets many essential skills for critical thinkers in the 21st century. Some essential elements for effective guided reading include strategies before, during and after guided reading. Before guided reading, provide introductions that show students how the text is organized, explain difficult word or concepts, and prepare them to read independently. During guided reading, support students' reading with brief, specific prompts to guide them to use strategies (making connections, and other reading strategies- with reading response sentence starters (on drive add link) learned from teacher. After guided reading, help students revisit and reflect on the text to support comprehension, processing strategies and extending meaning of the text. Classroom teacher will plan instructional time targeting specific comprehension skills for small groups, and identify skills for which a large number of students need additional support, and plan flexible small group instruction during PLC and Professional Development time. In addition, classroom teacher will select appropriate instructional support and intervention for students who are reading below grade level by encourage students to read independently at their reading level.
The families will have a connection through communication and participation during conferences. If their child continue to not show progress in reading, then six week communication will be in place to ensure their child's gaps are being closed in the area of reading. Teachers will provide opportunities to challenge students who show significant progress in the SRI testing by providing appropriate levels of intervention and support to students who are showing little growth with small group (in class). If zero or negative Lexile growth is recorded, check to see if students' test experience is problematic in some way and retest accordingly and participate in Read 180 intervention for 90 minute block daily.
The data that will be collected throughout the intervention plan is STAR Test (each 6 weeks), AR tests, SCR reading Tests, small data- guided reading anecdotal notes, Read 180 online program, Lexia Core 5, and weekly packet student work. The student packet will be a hard data that can analyze students in class performance by standard.
Educational Support and Professional Development
Bi-weekly PD's focusing on reading comprehension (guided reading). The two-hour professional development will have objectives to meet the needs of students needs in small group intervention. If students continue to have difficulty with growth in reading comprehension, then students can participate in Read 180. Furthermore, the PDs will be lead by admin and grade level representatives to ensure a vertical alignment.
Each professional development will begin with objectives. For example,
PD #1 Objectives:
1. Understand the role of metacognition in the learning process.
2. deepen our understanding of guided reading by reflecting on prior knowledge and engage in discussions
Reflective Discussion with Teachers: What are the essential elements of guided reading? What is the teacher's role? What is the student role? What are the quality indicators (essential elements) observed from teacher and students? What scaffolds are in place to support students? What questions or wonderings do you have?
Through the professional development of reading comprehension, teachers can feel confident in providing horizontally aligned strateties from grades two through fifth. The image below is an example of how teacher roles and student roles will be discussed during PDs. The open communication can lead to solidified and unified form of teaching guided reading and successfully lead students to success.
What type of student achievement data did you analyze?
The student achievement data I used to analyze was Read 180's Lexile current and past reading levels, CST ELA from 2013, SRI growth progress, Lexia Core 5 (home connection), and Scholastic Reading Counts for independent practice.
In addition, I will use Class Dojo for tardiness and absences to determine the frequency of not attending school. Through progress monitoring, I will ensure students are on track for the SMART Goals and objectives by utilizing the above data including STAR monthly growth report.
What were the main findings generated from the analysis of your data?
The importance to use multiple sources of data is to ensure we can validate a pattern of need for target group. With this information at hand, I can develop a strategic plan that will close the learning gap in a specific skill through instructional decisions.
Five questions that the data sparked.
The needs for the target group is to have continuous increase in their SRI and AR reading comprehension scores. The skill of reading comprehension is an extremely important skill, mainly because the educational shift of Common Core State Standards (CCSS). CCSS mandates all students to become critical readers by utilizing close reading strategies. In addition, students had a negative perception of leisure reading. With the strategic planning, I hope to demonstrate further hard data that solidifies the continual improvement in independent reading. The love of reading is key in the upper grades, so these students can be lead to the path on how reading can be fun. So through self-direction of independent reading will be an urgent need because these students will be in fifth grade within five months.
Which target group did you select to work with and why?
The target group that I will be focusing on are students in tier two, who participate in Read 180, a reading intervention program in wide use by students in Grades 4, who read at least two years below grade level. Read 180 was created by Scholastic Corporation. The reason I would like to focus on this group of students, is to ensure they are able to feel confident in their native language. All these students are in a dual immersion program and should have the opportunity to master their own native tongue. The data demonstrates a trend of parent participation. Students who do not have sufficient parent involvement and chronic absences are apart of the collective group. This is important to understanding because these factors are indicators on the gaps missing in their english language development. Furthermore, my ultimate goal is to ensure, I provide these students with effective and safe learning environment to become proficient once they enter fifth grade.
Target Group and Identified Problem(s)
The target group selected are Grade 4, who currently not proficient in English Language Arts based on reading comprehension gaps from 2013 CST data. In addition, the target group is reading two or more grade levels below fourth grade expectation.
The organizational culture provides students with a “Do no Harm” environment. Students and staff members value Stephen Covey’s Seven Habits for Happy Kids with the guidance of Leader in Me website. Educators are dedicated in a school wide transformation and value of academic performance and equip students with skills of leadership, problem solving, creativity, communication, self direction, teamwork and accountability through each habit. In addition, the school thrives in creating leaders in a globally diverse world of the 21st century by providing language program opportunities in Mandarin and Spanish.
Some external factors that may lead to the problem in the target group is lack of parental involvement. Also, student demographics can be an external factor. Students primary language is English and all students are lacking the strong foundation of their primary language and continuous to have a challenge in second language of Spanish. Furthermore, Common Core State Standards and evolving curriculum, New educational tools have developed "lack of alignment of state assessment and pacing guide and difficulty in finding up-to-date additional resources of new content area for which students did not reach mastery" District is developing formative assessment, but majority of students performed below grade level and did not reach proficient, so within the organization there is a phase of curriculum development and teacher exploration. With teacher exploration, instruction is focused on Spanish with various GLAD strategies to ensure comprehensible input and language development for the target group. Lastly, the organizational structure of the school can allow educators to have an open dialogue about students patterns of classroom behavior. This factor can provide further insight into past grade level experiences from soft data observations. All these external factors can provide further information into a child’s educational experience .
Hypothesize Contributing Factors Data
Goals and Objectives
SMART Goal: Students at Riverview Elementary School will improve their English reading comprehension scores in Read 180 and STAR reading programs.
Objective 1: The target intervention group will improve their SRI comprehension scores by 75 percent by the end of the school year.
Objective 2: The target intervention group will improve in STAR independent reading level by 80% percent by the end of the school year.
Objective 3: The target intervention group will score 8 out of 10 on the SRC independent reading quizzes that will include academic vocabulary and comprehension skills.
The purpose of this project, Target Group Improvement Plan, is to select a target group in need of improvement and to develop an improvement plan. By gathering and analyzing the data for my school. Next, based on target group, I will analyze patterns to determine root causes for the groups' challenges and will then develop SMART goals and objectives.
Finally, my ultimate goal will be to determine roles, establish a calendar, and create a plan for monitoring and communicating progress for the target group.
Based on 2012-2013 CST scores, the current target group were performing basic to below basic of 29% of student population from grade 2. With the current baseline and strategic planning from Grade 4 teachers, these students will be scaffolded to perform proficient in 2015.
The Scholastic Reading Intervention (SRI) Growth progress report shows expected growth in Lexiles for each student based on grade level and initial Lexile score. The actual growth can demonstrate the effectiveness of intervention program. Furthermore, SRI is administered before the end of each trimester. Lastly, the growth needed for proficient will be a used to scaffold and modify instructional delivery during the intervention and classroom activities.
Home Connection Data
Based on the target group, the usage of Lexia Core 5 at home varies and some students' home environment does not have access or decline using the online tool. Each child, must complete the sessions at home and two students from the target group demonstrate a lack of parent involvement in completing the online program.
Independent Reading Assessments
The purpose of the Scholastic Reading Counts (SRC) report consists of a table that show the number of books read and related book information by target group. The books are read at in class, at home and demonstrate independent reading.The evident trend shows that 3/5 students have not completed any SRC quizzes.
The diagnostic report for Accelerated Reader can show AR quizzes taken from September to April. The overall percentage of correct responses demonstrate, which students need some further guidance in various comprehension skills to achieve mastery. The points can demonstrate how many points earned thus far. This information is displayed in class to ensure students achieve the class goal of 50 AR points. Clearly, the target group is less than 1/5 in reaching the goal. This demonstrates the lack of motivation in leisure reading. Lastly, the ATOS book level (BL) demonstrate the average independent reading level. Students are challenging themselves and it shows based on the various book level selections. The Lexile Measure is an indicator used to match Read 180 to validate the correlation between both assessments.