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Meeting Students’ Diverse Learning Needs:

Full Implementation of HM Core Reading K-6

Part 2:

Universal Access Time and Beyond

Lodi Unified School DistrictBoard of Education Study

SessionMarch 11, 2008

6:30pm

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Presenters• Kenneth Rugg: Educational Psychologist, Houston, Julia Morgan,

Woodbridge Schools• Ann Sullivan: 1st grade teacher, Manlio Silva School• Pam Deines: 6th grade teacher, Needham School• Martina Ruiz: 5th grade teacher, Needham School • Nanci Webber: Title I Support Teacher, Beckman School• Leigh Daniels: Vice Principal, Manlio Silva School • Louise Roachford-Gould: Vice Principal, Beckman, Westwood

Schools• Lisa Hayes – Director, Educational Support Services

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The Importance of our Work

“There has been no previous time in history when the success, indeed the survival, of nations and people has been so tightly tied to their ability to learn. Today’s society has little room for those who cannot read and write proficiently…The economy of high paying jobs for low skilled workers is fast disappearing.”

National Commission on Teaching and America’s Future 1997

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From the The Reading/Language Arts Framework for California Public Schools.

KindergartenThrough Grade Twelve Chapter 7: Universal Access

“The ultimate goal of Language Arts programs in California is to ensure access to high quality curriculum and instruction for all students in order to meet or exceed the State’s English-language arts content standards.”

The way teachers meet this ultimate goal is by implementing:

Universal Access Time

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What is Universal Access Time?

A designated time in the core program when teachers can ensure access to the curriculum for :

Students working below grade levelGrade Level & Advanced LearnersEnglish Language Learners

…through assessment and differentiation of instruction.

HM Universal Access is a State Adopted K-3 Intervention

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The Purpose of Universal Access Time

To differentiate instruction through teacher led groups

To provide time for practice to build mastery

To reinforce and extend learning

Differentiate: Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs can understand and use essential skills and concepts.

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Universal Access

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When Does Universal Access Time Occur?

1. Whole-Group Lesson—Direct Instruction for all Students at Grade Level

- 1-2.5 hours core instructional time

2. Universal Access – Based on the whole group lesson: Pre-teaching, re-teaching & review Focus on students who need practice and

enrichment in the core skills Extra practice

- At least 30 mins. within core instructional time

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Universal Access—Meeting Students’ Needs with Flexible Grouping for

Differentiated Instruction

In order to provide access to the core curriculum for all students, teachers need to:

1. Assess and Plan

2. Use grouping strategies and differentiated instruction

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1. Assessing for UA Instruction

The 3 kinds of assessment crucial to students achieving the English-Language Arts Contents Standards:

entry level assessment, monitoring of progress, and summative assessment

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Planning for UA Instruction

Teachers use formal, informal assessments and evaluation of student learning to plan activities for students that:

Review Preview Intervene Drill Practice Enrichment

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Assessing for Universal Access

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AssessingFor Universal Access

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Planning for Universal Access

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Planning for Universal Access

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2. Grouping Strategies for UA Instruction

FLEXIBLE GROUPING – Advanced

Extending student depth of grade-level skills

– Benchmark (grade level) Extending student learning at grade level

– Strategic (1-2 years below grade level) Pre-teaching/front-loading, re-teaching, reviewing,

EL strategies

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Differentiating UA Instruction

What It Is• Teacher-led groups based

on formal/informal assessment

• Preview, review, reinforcement of core skills

• Flexible groups/flexible time• Students working

independently and/or collaboratively• Language Arts based

practice Activities• Differentiated assignments• Extensions of learning

What It Is Not• Students rotating through

groups• Groupings based on activity,

instead of need• Activities & approaches

other than core ELA• All students doing all

assignments• Centers

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Grouping for Universal Access

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GroupingFor Universal Access

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Differentiating UA Instruction

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Differentiating UA Instruction

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Differentiating UA Instruction

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Teacher Support for Universal Access

Universal Access is a challenging, yet, important, vital part of the core curriculum

How can teachers be supported in developing and implementing UNIVERSAL ACCESS TIME?

Professional Development

Classroom Support: Intervention Teachers

Instructional Coaching

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Professional Development

SB 472 Years 1+Making It Work for ELsHM Mini ModulesUniversal Access Study GroupsGrade Level MeetingsAssessment; Data Management

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Intervention Teachers

Assisting with student assessment Small group work in the classroom Platooning in a grade level Targeting students with similar needs

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Universal Access with Support

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Instructional Coaching

• Assessment and student identification support

• Observation of effective technique

• Ideas for differentiation and grouping

• Support at grade level meetings

• Fidelity to core and standards

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Resources to Provide Teacher and Student Support

Title I

Title II

State Compensatory Education

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Intensive Support Beyond HMR/Universal Access

The Elementary Pyramid

- Extra Support for Strategic/Intensive students Reading skills needs determined by diagnostic

assessment Intensive lessons based on reading skill needs

– Decoding– Fluency– Comprehension– Academic language; vocabulary, writing

Lessons given by intervention teachers More time during day, extended day

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From the Reading/Language Arts Framework for

California Public Schools (Page 17)

“Differentiated instruction aims to optimize learning opportunities and outcomes for all students by tailoring instruction to meet their current level of knowledge and pre-requisite skills.”