Hit the Ground Running Utilizing Time, Data and Resources to Make - PowerPoint PPT Presentation

Hit the Ground Running Utilizing Time, Data and Resources to Make the Most of Early, Early Intervention Waupun Area School District - Meadow View Primary School July 19, 2017

Background ● Waupun Area School District’s PCL Journey ● Tara Caul- Waupun Area School District Reading Specialist, PCL Literacy Coach, Interventionist ○ ● Carolyn Huenink- Waupun Area School District ○ Reading Recovery Teacher, PCL Literacy Coach, Interventionist Rob Meyer- Waupun Area School District ● ○ Former principal, Director of Teaching and Learning Our mission: Be proactive instead of reactive. Intervene early!

Desired Outcomes Attendees will understand : How and why we utilized beginning of the year inservice days to collect K-1 ● assessment data in order to… ○ Analyze data for immediate selection of intervention students. Train classroom teachers and support staff in early intervention protocol. ○ ○ Plan for progress-monitoring. How and why we designed and implemented a targeted literacy ● intervention for kindergarten students. ● What we learned...

A Sense of Urgency

A Sense of Urgency

A Sense of Urgency Turn and Talk: How do these videos connect to the notion of the need for early intervention and the sense of urgency that goes along with it?

A Sense of Urgency Former ways of thinking about early early intervention... They need time to get used to school… ● They need time to learn the routines… ● ● The data isn’t there… ● They will feel singled-out being “pulled” or worked with by a “stranger”... They will catch up, once they settle in... ● But maybe there’s a better way...

A Sense of Urgency Time is the most precious resource we have. Develop a bias for action. Yesterday you said, “Tomorrow…” It’s tomorrow.

Meadow View Primary School Meadow View Primary School: Early Childhood ● 2 Sections of 4K ● ● 6 Sections of Kindergarten ● 6 Sections of 1st Grade Total of 310 Students ●

Problem & Solution ● Problem Statement: Interventions, informed groupings, and differentiated instruction is starting much too far in the school year, losing valuable time to serve our students at the edge of their learning. This is in part due to the amount of time taken to gather and analyze assessment data. ● Solution: Provide an opportunity to gather current and accurate assessment data prior to the students beginning their Kindergarten and 1st Grade year. Time for analysis of data must also be provided.

Solution Specifics & Expectations ● Solution Specifics: 2 days identified for student assessments ○ ○ Each student, at registration, signs up for a 40 minute time slot for assessment with their teacher. ○ During the assessment time: Students/families meet the teacher & acclimate to the classroom (open house). ■ ■ Student takes one-on-one assessment with the teacher. Kindergarten = ELSA (Early Literacy Screening Assessment) ● ● 1st Grade = PALS Parent received school based information from the Principal/other staff in a ■ common area. (final paperwork, student survey, school information) ● Expectations : Staff acclimates students to “intervention” time by the end of week 1. ○ ○ Students are placed in interventions, based on data, in week 2. (Not necessarily progress monitoring)

Format 2016-2017 Testing Days : August 31st (8-3:20) & Sept 1st (8-3:20) Analysis Day : Sept 2nd 1st Day with Students : September 6th (after the weekend) School Started For All Other Students : September 1st Family Engagement Night : September 29th (No Open House) Intervention : One common intervention time per grade level for 30 Minutes. In Summary : K & 1 students started school two days later than other students. One of the days was used for testing and one was used for data analysis. The other testing day was on an in-service day.

Format 2016-2017 - Lessons Learned ● Analysis day did not work as expected (Still great!) ○ 1st Grade could not access PALS data w/out group portions of the test being completed. ○ Both grades had some students not attend assessment days. ● Inservice Days Having one of the testing days on a common district inservice day provided district wide ○ conflicts/considerations. Conflicts in choosing to support a student in Math or Literacy ● We had less than 10 students not come to the assessment time. However, ● we did have some grandparents or other family members attending with the student.

Format 2017-2018 Testing Days: Sept 5th (7:30-3:30) & Sept 6th (10:00-6:00) Analysis Day: Done in common planning time. 1st Day with Students: September 7th (after the weekend) School Starts For All Other Students: September 5th Family Engagement Night: October 5th (No Open House) Interventions: Separate Math and Literacy intervention times. In Summary: K & 1 students start school two days later than other students. Both of the days are going to be used for testing. Analysis will occur in common planning time.

Things to Consider ● Communicate early and often. ● Be flexible. Ensure the information is used with immediacy. ● We do not have struggling students. We have striving students. We must facilitate solutions to help them strive!

Classroom Teachers’ Roles on Testing Days ● Kindergarten Teachers (6) ○ Early Literacy Skills Assessment (ELSA) Concepts About Print (Abbreviated) ■ Upper & Lower Letter Identification ■ ■ Letter Sounds ■ Name Writing First Grade Teachers (6) ● PALS ○ ○ Math (1st quarter common assessment)

Literacy Coach and Interventionist Roles on Testing Days ● Designed Kindergarten Targeted Literacy Intervention protocol (Day 1) ● Developed Support Staff Inservice (Day 1) ● Delivered Support Staff Inservice (Day 2) ○ Two sessions (Regular and Special Education) ● Began tentative data analysis (Day 2)

Day 3- Inservice ● MVP Building Meeting ● Data Analysis ● Meeting with First Grade Teachers ○ PALS Spelling ○ First-Round Tier 3 Intervention (Tentative) ● Selection for Reading Recovery Screening

Using the Data Kindergarten ● Looked at ELSA letter identification score (upper and lower) and considered PALS fall benchmark (need to id 12 lower-case) Grade 1 ● Looked at PALS, kindergarten exit F & P score, kindergarten exit AIMS scores

Year at a Glance 2016-2017 August September October November December * Baseline *Grade 1 finish PALS *Kindergarten PALS * Follow-Up Support *Continue Tier 2 and assessments Staff Training Tier 3 Interventions (ELSA - Kindergarten *Grade 1 Interventions *Triangulate PALS, PALS - Grade 1) Selection AIMSweb, and Spring *Early November- F & P for Grade 1 Tier dismiss students from *Design Kindergarten *K-1 AIMSweb 2 and Tier 3 KTLI, per progress Targeted Letter Intervention Selection monitoring data Intervention (KTLI) *Train Kindergarten / Reconfiguration (Tier protocol classroom teachers in 2 LLI *Continue KTLI in protocol classroom settings *Train Support Staff *Early October - (change over time) *Begin KTLI week 2 / 3 dismiss students from of school with weekly KTLI, per progress *Begin Interactive LID checks monitoring data Writing intervention for Kindergarten *Begin Grade 1 *Continue KTLI and Intervention (Interactive weekly LID checks Writing / Guided with students Reading Plus)

Year at a Glance 2016-2017 January February March April May *F & P, AIMSweb, and *Targeted PD in *Follow-Up Support *Continue Tier 2 and *F & P, AIMSweb, and PALS for identified Guided Reading for Staff Training Tier 3 Interventions PALS for all students (Kindergarten Kindergarten Teachers and progress Kindergarten and and Grade 1) *Transition from Monitoring Grade 1 students *Continue Tier 2 and Richardson Pre-A *Kindergarten Tier 2 Tier 3 Interventions format to LLI as *Late April- Conduct *ESAIL Jan Richardson Pre-A and progress Kindergarten Tier 2 ESAIL Analysis/Celebrations/ lesson format Monitoring Intervention Next Steps implemented (KTLI finished) *Reconfigure Tier 2 *Continue Tier 2 and *End-of-Year Report and Tier 3 First Grade Tier 3 Interventions *Triangulate PALS, based on Round 2 and progress AIMSweb, and Spring Reading Recovery Monitoring. F & P for Kindergarten selection and Round 1 and Grade 1 Tier 2 dismissal *Reconfigure Tier 3 and Tier 3 Intervention Kindergarten based on Selection / progress monitoring Reconfiguration (Tiers data 2 & 3)

Rationale for Early, Early Intervention = Operating with a Sense of Urgency ● Early intervention works ● A “catch them before they fall” mindset… “ Research shows that students who enter school with a meager knowledge ● of letters and sounds are seriously at risk ” (Allington, 2011). ● “ Intervene as early as possible before confusions become habituated and unthinking reactions ” (Interventions That Work, Dorn & Soffos) “ Fast recognition of letters allows the reader to make faster decisions about ● words ” (Clay, 2005)