Kindergarten Early Intervention Reading Initiative

Report
Kindergarten Early Intervention
Reading Initiative
Tammy Oberle-Lang and Jillian Knapp
“Studies over the last few decades offer important insights
into early diagnosis and treatment of reading problems.”
–Ed. Leadership March 2012
Components of the Initiative
• Hire an effective
team
• Eight team members
• One per building
• One floater
Components of the Initiative
• Tie it to Research
• “A student’s level of phonological awareness at the
end of kindergarten is one of the strongest
predictors of future reading success in grade 1 and
beyond.”
• -2 decades of research, Sylvia Smith
Components of the Initiative
• Link it to the Common Core State Standards in Reading
• Reading Standards Foundational Skills:
• Phonological Awareness
• Demonstrate understanding of spoken words, syllables, and
sounds (phonemes)
• See Phoneme Segmentation Data*
• Recognize/produce rhyming words
• Count/pronounce/blend/segment syllables in spoken word
• Blend and segment onset/rimes of single-syllable spoken
words
• Isolate and Produce initial/medial/final sounds CVC words
• Add/substitute individual sounds to make new words
100%
Phoneme Segmentation Fluency
District Percentage of Students Above & Below Target
Spring Data
90%
80%
Initiative
Implemented
70%
60%
50%
Met Target
Below Target
40%
30%
20%
10%
0%
2010
2011
2012
2013
Components of the Initiative
• Ongoing Professional
Development
• Components of
Reading-5 Areas
• Research Based
Strategies and
Intervention
• Phonics First by RLAC
•
Components of the Initiative
• Utilize Research Based Strategies and Interventions
• Data Driven
• Tied to student need
Components of the Initiative
• Hold Monthly Meetings
• District Level
• Team Leaders,
Interventionists, and
School Psychologists
• Building Level
• Teachers,
Interventionist(s), and
School Psychologists
Components of the Initiative
In an effective reading program assessment informs
instruction
 Data Driven
• Progress Monitoring
• Two times per month
• Data Reviews
• One time per month
• Fluid groupings of students according to targeted needs
Student Profile Sheet
• Existing District Wide Data
• Added new assessments
• Research
• Common Core State Standards
• See attached Profile Sheet*
• See attached Intervention Log*
• Created District Norms
LAKE ORION KINDERGARTEN READING ASSESSMENT PROFILE
STUDENT______________________________________________
SCHOOL_______________________________________________
TEACHER______________________________________________
READING INTERVENTIONIST_______________________________
MLPP-CONCEPTS
OF PRINT
COREPHONOLOGICAL
SEGMENTATION
TEST
COREPHONOLOGICAL
SEGMENTATION
TEST
COREPHONOLOGICAL
SEGMENTATION
TEST
FALL
____/22
Sentence____/5
B_ (15-22)
S_(11-14)
I_(0-10)
B_(2-5)
S_(1)
I_(0)
WINTER
____/22
Sentence____/5
B_(17-22)
S_(14-16)
I_(0-13)
B_(3-5)
S_(2)
I_(0-1)
SPRING
____/22
Sentence____/5)
B_(17-22)
S_(14-16)
I_(0-13)
B_(4-5)
S_(3)
I_(0-2)
Word_____/8
B_(2-8)
S_(1)
I_(0)
Word_____/8
B_(6-8)
S_(4-5)
I_(0-3)
Word_____/8
B_(7-8)
S_(6)
I_(0-5)
Phoneme_____10
B_(2-10)
S_(1)
I_(0)
Phoneme_____10
B_(5-10)
S_(3-4)
I_(0-2)
Phoneme_____10
B_(8-10)
S_(5-7)
I_(0-4)
MLPP-LETTER
NAME
____/54
____/54
____/31
Consonant____/21
Vowel_____/10
____/8
B_(49-54)
S_(40-48)
I_(0-39)
B_(17-31)
S_(11-16)
I_(0-10)
B_(7-8)
S_(6)
I_(0-5)
B_(7-8)
S_(6)
I_(0-5)
B_(7-8)
S_(5-6)
I_(0-4)
B_(7-8)
S_(5-6)
I_(0-4)
B_(12-25)
S_(6-11)
I_(0-5)
B_ (>37)
S_ (32-37)
I_ (<32)
B_(>19)
S_ (15-19)
I_ (<15)
B_ (>17)
S_ (11-17)
I_ (<11)
B_ (>18)
S_ (15-18)
I_ (<15)
____/54
MLPP-LETTER
SOUND
B_(49-54)
S_(31-48)
I_(0-30)
B_(17-31)
S_(6-16)
I_(0-5)
B_(6-8)
S_(5)
I_(0-4)
B_(6-8)
S_(5)
I_(0-4)
B_(5-8)
S_(4)
I_(0-3)
B_(5-8)
S_(4)
I_(0-3)
B_(5-25)
S_ (1-4)
I_ (0)
B_ (>12)
S_ (7-12)
I_ (<7)
B_(49-54)
S_(43-48)
I_(0-42)
B_(25-31)
S_(17-24)
I_(0-16)
B_(7-8)
S_(6)
I_(0-5)
B_(7-8)
S_(6)
I_(0-5)
B_(7-8)
S_(6)
I_(0-5)
B_(7-8)
S_(6)
I_(0-5)
B_ (20-25)
S_(12-19)
I_(0-11)
B_ (>45)
S_ (41-45)
I_ (<41)
B_ (>32)
S_ (29-32)
I_ (<29)
B_ (>40)
S_ (35-40)
I_ (<35)
B_ (>32)
S_ (28-32)
I_ (<28)
MLPP-RHYME
CHOICE
MLPP-RHYME
SUPPLY
____/8
MLPP-ONSET AND
RIME
____/8
MLPP-PHONEME
BLENDING
____/8
DOLCH
____ /25
AIMSWEB-LETTER
NAMING FLUENCY
____(Exp=13)
AIMSWEB-LETTER
SOUND FLUENCY
____/31
Consonant____/21
Vowel_____/10
____/8
____/8
____/8
____/8
____/25
____ (Exp=38)
____ (Exp=20)
AIMSWEB____ (Exp=18)
PHONEME
SEGMENTATION
AIMSWEB____ (Exp=19)
NONSENSE WORD
FLUENCY
B=BENCHMARK/GREEN, S=STRATEGIC/YELLOW, I=INTENSIVE/RED
____/31
Consonant____/21
Vowel_____/10
____/8
____/8
____/8
____/8
____/25
____ (Exp=46)
____ (Exp=33)
____ (Exp=41)
____ (Exp=33)
Target Skill
Strategic Intervention
Letter ID & Letter Sound
Sensory/Kinesthetic Activities
(Modified Phonics First and
Games)
Core A - Sentences to Words
Core B -Words to Parts
Rhyme Choice &
Rhyme Supply
Sentence Strips with Pictures,
Tapping Out Sentences, Blocks,
Syllable Sorting
Rhyming Bean Bags, Rhyming
Cards, Rhyming Puzzles, Rhyming
Matching Boards, Rhyming Books
Dates of
Intervention
Frequency and
Duration
5 days/week
15 minutes
Delivery
Method
1:3
Pull Out
1:2
Push In
4-5 days/week
2-3 days/week
Pull Out
15 minutes
Push In
5 days/week
10 minutes
Adult/Student
Ratio
1:1
1:3
1:8
1:2
1:6
Pull Out
1:1
1:3
1:2
Push In
1:1
Concepts of Print
LLI, Big Book Mini-lessons,
Reader’s Workshop
5 days/week
15 minutes
Pull Out
1:3
Push In
1:1
Kinesthetic Activities, Beginning
Sound Flip Books, Beginning
Sound Marching Boards
4-5 days/week
2-3 days/week
Pull Out
Onset Rime
Phoneme Blending
Word Games, Word Strip
15 minutes
4-5 days/week
2-3 days/week
15 minutes
Core C – Words to Sounds
Fluency
(Letter Naming, Letter Sound,
Nonsense Word)
Dolch Words
Elkonin Boxes, Tapping Out
Sounds, Blocks, Games
AIMSweb Practice Probes,
Flashcards, Fluency Games
Games – Memory, Splash,
Flashcards, Bingo
Push In
1:3
1:8
1:2
1:6
1:1
Pull Out
Push In
1:3
1:8
1:2
1:6
1:1
1:3
Pull Out
1:8
Push In
1:6
4-5 days/week
2-3 days/week
Pull Out
1:8
1:3
15 minutes
Push In
1:6
1:2
4-5 days/week
15 minutes
Pull Out
4-5 days/week
15 minutes
1:2
Push In
1:1
1:8
1:6
1:4
Building Data Sheets
• Fall/Winter/Spring Data for all students
• Progress Monitoring Data for all students receiving
targeted instruction
So, what was the result?
99%
100%
97%
99%
95%
87%
90%
98%
99%
98%
District
99%
97%
91%
88% 88%
84%
85%
83%
78%
78%
80%
76%
82%
76%
72%
71%
70%
60%
60%
55%
46%
50%
41%
41%
40%
30%
40%
36%
27%
20%
10%
0%
Light Green=Percentage of Students that met Fall Expectation
Dark Green-Percentage of Students that met Spring Expectation
Moving Forward
• First Grade Initiative
• Follow Pilot of Kindergarten students as they transition
to 1st grade
• Follow same model with existing LSS
• Continue to Focus on Reading Foundational Skills
• Phonological Awareness (K)
• Initial baseline testing
Phonics (1st)
100%
Nonsense Word Fluency
District Percentage of Students Above & Below Target
Fall Data
90%
80%
70%
60%
Met Target
50%
Below Target
40%
30%
20%
10%
0%
2010
2011
2012
2013
Reflection Quotes from K Team…
 Did you find the K Initiative to have a positive impact of
student achievement?
100% responded “Highly Effective”
 “Extremely helpful moving kids forward!”
 “Interventionists were a true asset to our team”
 “It made such a significant difference in their deep
understanding of foundational reading skills”
 “Data driven instruction”
 “Please keep the program”
 “Thank you so much!”

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