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.