Power Up! Meeting the Needs of Students and RtI

Report
Our Journey to provide quality
reading instruction to all students
Greenland Elementary School
Oconomowoc, WI
Dianna Kresovic
Principal
Katie Lindner
Reading Specialist
Gail Willey
First grade teacher
Jenny Laabs
Fourth grade teacher
Kris Harper
Special Education
Jenifer Melton
Learning Resource
Suzanne Schauer
Reading Specialist (Retired)
 Universal
Screening, early identification
 Intensive, research-based interventions
 Progress Monitoring, data based
documentation
 Fidelity of Intervention
 Progression of Tiers of Intervention
 Reading
volume and stamina
 Reader to Text match
 Very small intervention groups with expert
teacher
 Double dose of reading volume and
instruction
 Early intervention
 Best practice in the classroom at Tier One
 Support for ALL struggling readers
How will we increase the reading volume in
our classrooms?
 How will we provide the volume of
independent level texts for our struggling
readers to increase their volume?
 How will we meet the needs of all of our
readers who need a double dose?
 How will we provide a double dose for our
special education students?

Begin with Tier One: classroom instruction.
 Improving our knowledge and
implementation of best practice in reading
instruction.
 Create a data wall that provides information
and opportunities for critical conversations.
 Find a way to use current resources and time
to provide intervention and support for all
students.

Research of the Intervention Block
 Looking at changes to the building schedule
 Creating opportunities for critical
conversations and building a PLC
 Using the data wall to make critical choices
about where to implement Power Up
 Building a staff commitment to Power Up

Finding opportunities for continued staff
development.
 Finding resources in both people and
materials without additional funding.
 Making difficult choices regarding the
number of students who receive intervention.
 Finding a way to move intervention beyond
reading.


“No school with mediocre classroom
instruction ever became effective just by
adding a high quality remedial or
resource room program. We have added
more instructional aides, more specialist
teachers, and more computers and
software programs, while ignoring
powerful evidence on the importance of
high quality classroom teaching.”

Allington & Johnston, 2000; Bembry, et. al., 1998;
 Ferguson, 1991; Pressley, et. al., 2000

Workshops/Visitations
◦ WSRA RtI Workshops
◦ Washington School for Comprehensive Literacy
format, Sheboygan WI
◦ Grade level Data Meetings
◦ Create Data Wall

1.
2.
3.
4.
Four columns
Exceeding
Meeting
Approaching
Below
5 Rows
Color coded for each grade level
4th
Quarter
GRADE
4
3
2
1
5K
3rd Quarter
GRADE
4
3
2
1
5K
2nd Quarter
GRADE
4
3
2
1
5K
1st Quarter
GRADE
4
3
2
1
5K
BELOW
Q
N
K
G
A
APPROACHING
R
O
L
H
B
MEETING
S/T
P
M
I
C
EXCEEDING
T
P+
N
J
D
BELOW
P
M/N
J
E
<A
APPROACHING
Q
O
K
F
A
MEETING
R
P
K/L
G/H
B
EXCEEDING
S
P+
M
I
C
BELOW
O
M
I
D
<A
APPROACHING
P
N
J
E
<A
MEETING
Q
O
J/K
E/F
A
EXCEEDING
R
P
L
G
B
BELOW
N
L
H
B
APPROACHING
O
M
I
C
MEETING
P/Q
N
J
D/E
--
--
--
EXCEEDING
Q
O
K
F
A
DATA WALL LEVELS - BY QUARTER - 2009-2010
Intervention notes…1st Grade
Creating flexible groups
Teacher:
Student
Level Comp.
Score
(F&P)
Writing
Score
(F&P)
Intervention Session:
Fluency Fluency Word
Enrich
Rate
Score Strategies
(F&P)
(0-3)
Acc/SC
Rec.
Level
Intervention Notes… 4th grade
Creating flexible groups
Teacher:
Student
Level Comp.
Strategies
Session dates:
Word
solving
Word
meaning
Fluency Nonfiction
Extend
LLI - Susie
Room 110
LLI (5K) -Kris
Room 111
Fluency - Dianna
Room 112
GR + - Gail
Room 113
3 students
2 students
11 students
Levels B – E
5 students
Levels C-D
Enrichment –
Jenifer
Room 114
Comprehension - Extra Reading
Lori
Conferencing- Judy
Room 115
Room 116
11 students
Levels J -M
12 students
Levels E -G
12 students
Levels E – J
Grade 1 demo group chart
Fluency
Lisa
Room 110
Retelling/Comprehension
Sara
Room 112
LLI
Kris
Room 113
back
LLI-L&M
Susie
Room 114
10 students
Level P -R
13 Students
Level R - T
3 students 4 students
Guided Reading PlusO&P
Jenny
Room 115
Guided Reading PlusM&N
Tammy
Room 116
8 Students
8 Students
Dianna/Jenifer Extension group – 30 students
Room 118
4th grade class #1
4th grade class #2
4th grade class #3
11 Students
10 Students
9 Students
Levels R - U
Levels S – X
Levels P – R
Grade 4 demo group chart


With title one funding
Available staff
◦ 3-- 1st grade teachers
◦ 1-- reading specialist
◦ 3—title one part time
intervention teachers
◦ 2– Special Ed teachers
◦ 1—Learning resource
◦ 1 Principal
◦ 3- 3rd grade teachers
◦ Total 14









Without funding
Available staff
3– 1st grade teachers
1—reading specialist
1—special Ed teacher
1—Learning resource
1—Principal
3—4th grade teachers
Total 10
Views from Grade One - Gail
 Student’s needs before Power Up
 Power Up—double dose
 Planned instruction—Extension of Reader’s
Workshop
 Changes
 Successes…
 Increases in:
• Reading Volume
• Stamina
• Confidence
• Less Stigma
• Reading behavior and motivation
•Students see themselves and others as readers










1st Thoughts
Classroom Implications
Needed changes
Materials
Small group guided reading plus
Large group
Classroom instruction
Challenges
Differences in children
This year



Change in Philosophy
Opportunity for Double or Triple Dose
Sharing Responsibilities



Collect Data– Decide what information we
needed.
Provide enough information in an easy to
read manner.
Structure of graphs
◦ Include all students
 Easy to follow the progress of any student over time.
Reading Gains after Power Up Session 1
First Grade Students Receiving Intervention
Bedelia, Amelia F
K
GR+
Cullen, Edward
Enrichment
Jones, Junie B. E
Tier 1 = Best
practice
classroom
instruction; all
students receive
Tier 1.
H
GR+
Tier 2
Potter, Harry
ERE
B
D
Tier 3
GR+
EEN
*Rabbit, Peter
Reading Extension
White, Snow D
H
Comprehension
Wonka, Willy B
E
0
RTI Data Chart 2010 - 2011
Greenland Elementary School
Oconomowoc, WI
Developed by Jenifer Melton
* = Speech/Language
1
2
3
4
5
6
7
Number of F & P Levels Increased
8
9
Ending
Benchmarks
K–C
1st – I
2nd – L/M
3rd – P/P+
4th – S/T
First Grade Students Receiving Intervention
Reading Gains after Power Up Session 2
Bedelia, Amelia
Reading Extension
Cullen, Edward
Enrichment
Jones, Junie B.
Reading Extension
Potter, Harry
D
ERE
Tier 1 = Best
practice classroom
instruction; all
students receive
Tier 1.
Tier 2
Tier 3
G
Fluency
White, Snow
RTI Data Chart 2010 - 2011
Greenland Elementary School
Oconomowoc, WI
Developed by Jenifer Melton
* = Speech/Language
Enrichment
*Rabbit, Peter
Wonka, Willy
EEN
Reading Extension
E
G
GR+
0
1
2
3
4
5
6
7
Number of F & P Levels Increased
8
9
Ending
Benchmarks
K–C
1st – I
2nd – L/M
3rd – P/P+
4th – S/T
Bibliography of Professional Materials
Books
Allington, R. L (2009). What Really Matters in Response to Intervention: ResearchBased Designs Boston, Allyn & Bacon.
Allington, R.L (2006). What Really Matters for Struggling Readers: Designing
research-based programs (2nd. Ed). Boston, Allyn & Bacon.
Boushey, G. & Moser, J (2006) The Daily 5: Fostering Literacy Independence in
the Elementary Schools, Portland, MA., Stenhouse.
Boushey, G. & Moser, J (2009) The Café Book: Engaging All Students in Daily
Literacy Assessment and Instruction,Portland, MA., Stenhouse.
Buffum, A., Mattos., M., Weber, C. (2009). Pyramid Response to Intervention: RTI,
Professional Learning Communities, and How to Respond When Kids Don’t Learn.
Bloomington, IN, Solution Tree.
Dorn, L. & Soffos C. (2005). Teaching For Deep Comprehension: A Readers
Workshop Approach , Portland, MA Stenhouse.
Johnson, P. & Keier. K (2010). Catching Readers Before They Fall: Supporting
Readers Who Struggle, K-4, Portland, MA., Stenhouse
Serravallo, J., (2010), Teaching Reading in Small Groups: Differentiated
Instruction for Building Strategic, Independent Readers, Portsmouth, NH.,
Heinemann.
CHOICELITERACY.ORG
Materials
Dorn, L .& Soffos, C. (2009). Interventions That Work:
Guided Reading Plus Groups, Boston, Allyn & Bacon.
Fountas & Pinnell (2007). Leveled Literacy Intervention
Systems. Portsmouth, NH, Heinemann.
Fountas & Pinnell ( 2005) Benchmark Assessment
Systems, Portsmouth, NH, Heinemann.
Other Valuable Resources
Washington Charter School, Sheboygan, WI.
RtI Web Site
READINGRESOURCE.NET
Phone: (262) 560-8105
Website: http://www.oasd.k12.wi.us/
Presenters
Dianna Kresovic
Katie Lindner
Gail Willey
Jenny Laabs
Kris Harper
Jenifer Melton
Suzanne Schauer
Principal
Reading Specialist
First grade teacher
Fourth grade teacher
Special Education
Learning Resource
Reading Specialist (Retired)
How does Power Up
help with your reading?
(short video of 1st grade students presented)

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