PROCESS TO PROGRESS

Reading First at MCS

8 Critical Reading First Elements

1. Systematic and explicit instruction using an approved Scientifically Based Reading Research core reading program, in the five essential components of reading: Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension

2. A daily uninterrupted 90 minute reading instructional block.

3. Screening, progress monitoring and outcome assessment for all students.

4. Additional 30+ minutes of daily targeted intervention for students below level.

5. Professional development in scientifically based reading instruction for all teachers: New York State Reading Academy coursework.

6. Coaching model or Building Coach to facilitate grade level team meetings, review and analyze data and support teachers in differentiating instruction to meet the needs of all students.

7. Oversight, ongoing data review and classroom walkthroughs by Building Principals.

8. Reporting student achievement data per state requirements.

1. SBRR Core Reading Program

Harcourt Trophies reading program and all of the program necessities were purchased in 2004 and have been subsequently replenished through 2009.

Reading program training commenced in June, July and October of 2004.

Additional training led by Harcourt representatives has continued through 2007.

Currently, new teacher training and troubleshooting is led by the Building Coach.

2. Uninterrupted 90 Minute Reading Block

Uninterrupted block established by principal in 2004.

Principal works with Guidance office to protect reading block.

School-wide assistance keeps this time slot free from outside distractions.

Instructional block is respected and events are scheduled around this time whenever possible.

3. Assessment

All students K-3 are assessed with Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in September, January and May.

All students identified as Intense need are given DIBELS every two weeks to monitor progress.

Those identified with Strategic need are given DIBELS every four weeks to monitor progress.

All students in grades 1-3 are given the Terra Nova exam in June which measures word analysis, vocabulary and comprehension.

Defining DIBELS

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a formative early literacy assessment. It is used to screen for whether students are at risk of reading difficulty, and to monitor student progress and guide instruction. DIBELS is an approach to assessment that uses brief, timed measures to track student growth over time.

The DIBELS comprise a developmental sequence of one-minute measures: recognizing initial sounds, naming the letters of the alphabet, segmenting the phonemes in a word, reading nonsense words, and oral reading of a passage.

The measures assess phonological awareness, the alphabetic principle, and accuracy and fluency in reading connected text.

Each measure has been researched and demonstrated to be a reliable and valid indicator of early literacy development.

DIBELS results can be used to evaluate individual student development, as well as to provide feedback on effectiveness of instruction.

4. Additional 30+ Minutes of Instruction

Based on screening assessment scores, all teachers are involved in an Assessment Team Meeting with the coach to evaluated current data.

Each student is discussed to identify strengths and needs for instruction.

All students are grouped into a specific program for an additional 30 minutes of tiered reading instruction daily.

Coach visits classrooms and teachers meet with coach monthly to support instruction.

30 Minutes Additional Instruction

GROUP STUDENTS PROGRAM TEACHER TIME

2A

P.H.C.A.J.T.E.M.

Intense (Aldrich) FolinoCORE

Daily Push-in9:40-10:10

2B

T.P.C.P

Intense (Miller)Lake

COREDaily Push-in9:40-10:10

2C

C.PT.P.J.T.C.A.

Early SuccessLevel 2 &Phonics

LakeWalk to ReadDaily Pull-out

12:45-1:15

2D

P.H.A.R.E.M.J.Y.

Fluency Kit & Phonics

FolinoWalk to ReadDaily Pull-out

12:45-1:15

2E C.D.N.F.H.M.G.P.

Guided Reading & Writing

MillerWalk to ReadDaily Pull-out

12:45-1:15

2F L.E.J.M.H.T.S.J.J. T.R.Y.C.C.K.S.

Comprehension Kit & Writing

EvansWalk to ReadDaily Pull-out

12:45-1:15

2G E.B.L.W.C.J.B.T.M.M.R.C.C.L.J.H.

Novels & Writing~Literature Circles

AldrichWalk to ReadDaily Pull-out

12:45-1:15

5. New York State Reading Academy

In 2004-2005, nineteen K-4 teachers completed the NYS Reading Academy with 80 hours of professional development.

Since 2005, all new teachers and teacher assistants have completed the NYS Reading Academy.

Six teachers in Grades 2 &3 completed Part 2 (50 hours) of the Reading Academy as required, during the 2005-2006 school year.

5. Professional Development in SBRR

In the 2006-2007 school year, teachers participated in a Professional Book Study Group, led by the Reading coach, completing 30 hours of professional development.

In-house trainings were also held by the RSSC as well as the Reading Coach on Early Release days.

In the 2007-2008 school year, as funds decreased, teachers attended regional trainings related to Reading First.

In-house trainings continue with the Reading Coach and RSSC.

6. Coaching Model

Building Coach runs monthly grade level meetings where specific grade level concerns are addressed.

All assessments and data management are coordinated by the Building coach.

Assessment team meetings are facilitated by the Reading Coach.

The Reading Coach visits or models lessons in all K-3 classrooms and Intervention rooms once a month.

Teachers meet with the coach individually at least once a month and as needed when concerns arise.

7. Data Review

The Principal reviews all current data and attends Assessment Team Meetings to offer advice and provide administrative support.

The Principal visits classrooms regularly to oversee the implementation of Reading First guidelines.

The Principal assists in planning of professional development and frequently attends sessions.

8. Data Reporting

From 2004-2007, the grant supported a Data Coordinator.

Since 2007, duties have been shared among the Building Coach, District Coordinator, and BOCES.

A quarterly District Status Report is completed by the District Coordinator.

A quarterly Building Coach Status Report is completed by the Building Coach.

EOY Kindergarten Data

EOY Grade 1 Data

EOY Grade 2 Data

EOY Grade 3 Data

A Look Inside the Classrooms

Grade by grade samples of the 90 minute reading block.

Whole group heterogeneous instruction (30 minutes)

Small group homogeneous instruction (60 minutes)

Interactive center activities (while teacher works with small group).

30 additional minutes of reading at level during Walk to Read.

Materials purchased by grant.

Summer SchoolProfessional

development

Video- Inside Reading First Classrooms