October 2009Brown Bag:

Lincoln Street

Lincoln Street OpensFall 2008

Three different elementary schools become one with boundary changes

86-90% free and reduced 70% Hispanic and 50% ELL 42% of First grade students met the

DIBELS benchmark goals in the fall … 73% by spring!

Let’s take a look at how you did that …

WOW!

What does the instructional time look like?

Wanted to maintain a 120 minute reading block in the morning AND another 30 minutes in the afternoon for ALL students.

A Walk to Read model is used with 3 first grade classrooms.– Core Program + enhancements classroom– 2 classrooms using Replacement Core

Most support goes into the classrooms using the Replacement Core.

Small Group Instruction

Classroom Teacher

Instructional Assistant

Independent Practice

30 minutes Group #1 Group #2 Group #3

30 minutes Group #2 Group #3 Group #1

30 minutes Group #3 Group #1 Group #2

120 Minute Reading Block - 1 Classroom teacher and 1 Instructional Assistant (18 students)

Recess BreakClassroom teacher does Whole Group Instruction (Groups 1-3 combined) for 30 minutes. Pre-teaching of skills from intervention program for next unit/lesson (if groups are on different units they pre-teach for the middle group which would be re-teaching for the higher group) using template cards 7, 8, 10 and 3 (Sound/Spelling Review, Sound-by-sound blending, Spelling Focused word reading, and word reading) and dictation.

30 additional minutesin the afternoon

Classroom teacher pulls small groups that have either not passed mastery assessments, or are struggling in the morning lesson for additional small group targeted re-teaching of those skills. The rest of the students not

working with teacher are engaged in independent practice.

What are you decision rules for placing kids into programs?

There is a district protocol with 4 quadrants– Advanced– Benchmark– Strategic– Intensive

Lincoln Street is an at risk school … high poverty.

We look at the fall DIBELS data first. Then we look at the instruction they

received in kindergarten. We know how much intervention it

takes to get the kindergarten kids to benchmark.– 42% in the Fall to 87% in the Spring

Teacher’s provide input about behavior. We take a look at the pace of

acquisition of skills.

After they are placed, groups remain fluid.– In-program assessments determine what needs to

happen next with a student.– Students move between Replacement Core rooms

often … but RARELY do Replacement Core students move into Core.

In-program assessments determine if students can stay in the group with a little tutoring …– or we “double group” them so that they go in a lower

group and remain with their group,– or they move to another group.

The classroom with the most intensive needs has the least amount of students and the most support.– The SPED teacher is wholly integrated into the reading

program and has the same schedule as everyone else.

How do you address pacing?

Targets are set up by each reading teacher at the beginning of the year.– A chart is used with projected pacing

targets to complete program by the end of the year.

– Each week they fill in the actual pace.

  Aw1 Aw2 Aw3 AW4 Mw1 Mw2 Mw3 Mw4

Clemson 1st - Projected RW31/32 RW33/34 RW34/35 RW35/36 RW36/37 RW38 RW38 Review

Clemson 1st - GREEN RW31/32 RW32/33 RW33/34 RW35/36 RW36/37 RW37 RW37/38 RW38

Clemson 1st - Orange RW24/25 RW26/27 RW27/28 RW28/29 RW29/30 RW30/31 RW31/32 RW32/33

                 

Martinez - 1st - Pro RW39 RW39/40 RW40 RW40 RW41 RW41 RW41/42 RW42

Martinez - 1st Blue - Act. RW39 RW39 RW40 RW40 RW41 RW41 RW41/42 RW42

Martinez - 1st - Pro RW31/32 RW33/34 RW34/35 RW35/36 RW36/37 RW38 RW38 Review

Martinez - 1st Orange RW26 RW27 RW28 RW29 RW30 RW31 RW31/32 RW32/33RW33

Martinez - 1st Red RW31/32 RW32 RW33 RW34 RW34 RW34/35 RW35/36 RW36

Martinez - 1st Green RW37/ RW37/38 RW38 RW39 RW39/40 RW40 RW40/41 RW41

                 

Sadler 1st whole HMTh8/w3

Th9/w1 Th9/w2 Th9/w3Th10/w1  

Th10/w2 Th10/w3Th10/w3review  

Sadler 1st whole HM actual th8/w2TH8/w3 Th9/w1 TH9/w2

TH9/w3

TH10/w1 TH10/W1 TH10/W2

What Happens if a Group is Not on Pace?

WHATEVER IT TAKES!!!!– Our staff has a whatever it takes

attitude to figure out a way to get these kids another dose.

– Migrant staff, 10 minutes of extra instructional assistant time that might be in the schedule, practicum students from college, community members, peer tutors

What about those kids that are on the fence?

In other words, preventing failure instead of waiting for it to happen.

Replacement Core To

Benchmark Core Benchmark CoreTo

ReplacementCore

What does the 30 minutes in the afternoon look like?

We call this reteach/enrichment time. All students receive another 30 min It is another Walk to Read time

– Benchmark students get enrichment with HM– Read Well kids get another dose of RW

It might be the next lesson or the same lesson if they are not at mastery.

A focus on phonemic awareness skills, sound/spelling fluency, blending and word reading skills.

What Does the Grade Level Collaboration Time Look Like?

One hour every 3 weeks. Teachers know to come prepared

– Names of students and concerns they have for them

– Data: what programs students have been in and the in program assessments as well as DIBELS progress monitoring, phonics screener and prior collaboration notes.

Sam 10/22 ProgM NWF 35, 44; behavior plan started

10/19; RW1 unit 8 passing assessments

12/3 doing well w/ Norma in Read Well group and is hitting NWF benchmark. Toni P suggests after one more trimester may be able to join the classroom.

2/24 moved to quicker 4 day pace Read Well group w/ Kim

3/19 doing well in Read Well unit 24

Closing Thoughts …