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P ulling in R eading with E xceptional S pecialist S upport

P ulling in R eading with E xceptional S pecialist S upport. MINNIEVILLE ELEMENTARY PRESS IN GUIDED READING MODEL.

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P ulling in R eading with E xceptional S pecialist S upport

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  1. Pulling inReading withExceptionalSpecialistSupport MINNIEVILLE ELEMENTARYPRESS IN GUIDED READING MODEL

  2. 1. To Share Minnieville’s Journey To Improve Student Learning2. To Assist Schools In Assessing Their Current Level Of Literacy Instruction And Discuss Ways To Realign Resources To Improve Student Learning TODAY’S OUTCOMES

  3. WHAT IS THE PRESS IN MODEL • Operating under the belief that maximizing student engagement in Language Arts is vital in raising student reading levels and academic performance. • Operating under the belief that all teachers and specialists have a shared responsibility for the success of all students. • Operating under the belief that all efforts should be placed in maximizing quality and effective TIER 1 instruction will decrease the need for intervention services

  4. THE RATIONALE FOR CHANGE??????? • Stagnation on Reading Performance on SOLs. Good Scores, but what variables do we have control over that can help our students improve? • Almost 90% of staff trained in SPOT, Phenomenal Reading Support/ESOL….What about time? • In examining our Language Arts blocks, we found that a traditional framework for implementing Guided Reading was prevalent… • Can we examine this????

  5. TIME ON TASK AND STUDENT ENGAGEMENT • During a traditional guided reading block, a classroom had approx. 4 to 5 reading groups. • The classroom teacher met with each group for 20+ minutes to implement a guided reading lesson. • During that time, students were working on either independent literacy or group based activities with no direct supervision. • The neediest of students may be pulled out. • During a 90 to 120 min. literacy block, students were only directly involved with the teacher for 20 minutes…..Could be a problem!

  6. HOW CAN WE BOOST STUDENT ENGAGEMENT IN LANGUAGE ARTS, AND MAXIMIZE LITERACY INSTRUCTION??? • THE PLAN… • Each teacher/grade level is responsible for their overall Language arts plan (Classroom ownership) • Grade level Students are strategically grouped by current literacy need for maximized impact. • All staff are involved (ESOL, READING AND TITLE ONE SPECIALISTS, HIGHLY TRAINED READING ASSISTANTS.) • Increased communication and data keeping. Ongoing communication with administration and all key players.

  7. THE PLAN • Each teacher has a group that they are responsible for… • Each ESOL teacher has a group of students. (Mainly of ESOL students, yet can work with any student). • Reading Specialists has a group of lowest ability students. • Reading Instructional Support is trained in guided reading techniques and given On grade level groups. • Highest ability students are placed together in one classroom to focus on literacy extension activities. (Lit. Circles, Novel Studies, etc.) Reading Spec. Read. Support ESOL

  8. THE PLAN • Kindergarten • Instructional assistants assist with guided reading instruction • In a 120 min. block for grades 1-2… • 30 min are used for PRESS IN guided reading time • 30 min are used for Writer’s Workshop • 30 min are used for CAFÉ/Interactive Readalouds • 30 min are used for direct LA skills/SOL instruction • In a 90 min. block for grades 3-5 • 30 min are used for PRESS IN guided reading time • 30 min are used for Writer’s Workshop • 30 min are used for direct LA skills/SOL instruction/Inter Read aloud

  9. TACKLING THE QUESTIONS/PROBLEMS • Teachers may not want to give up responsibility of teaching all students. • Will ESOL teachers be doing guided reading all day? What about the other types of services? • Who is going to keep track of all the information and data? • What about double dips for students? • Can students be responsible for moving from room to room? • What about the resources? • Won’t this be too noisy? • But, I really liked centers…..

  10. POSITIVES…. • Shared ownership of all students • Increase in student engagement in literacy block • Modeling of effective reading instruction • Increased communication and collaboration amongst staff • Guaranteed Daily Guided Reading • Increase in systematic delivery of direct SOL instruction/Writer’s workshop • For absent teacher/only effects one group as opposed to an entire class • Less pull outs/more inclusive practices

  11. AND THE DATA SHOWS….Reading On Grade Level Growth

  12. SAMPLE GRADE LEVEL PRESS IN SCHEDULE

  13. 2013-2014 PRESS IN PLAN

  14. PRESS IN VIDEO CLIP

  15. Next Steps For Schools and Sharing… • Start Small… • MNES began this with 5th grade only in 2011-2012 • Implemented grades 2-5 in 2012-2013 • Ascertain Instructional Resources… • How can your Reading Specialist support this? • How can your ESOL Specialists support this? • Does your school have Instructional Assistants that could support this? • If so, how would they be trained, who would train them? • How would your schedule need to be modified to support this?

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