Anchor's Away: Begin with Reading Part 2

So, we were armed with a wealth of information and a passion for helping the kids we serve, but we still didn't have a plan.  We did meet with the team that attended the PLC Institute one afternoon to create a schedule of protected time for literacy and math.  It really was a basic template, but it was a start.  The rest was processed through our leadership team.  Then, we had the team from the institute create and present to the rest of the staff about the plan.  We decidied to literally jump in!

With a school-wide intervention system, it was important for us to bring coherence to the action plan. The articulation of each component allowed us to negotiate the fit between external demands (district and state) and Sonora’s own goals and strategies to meet goals:

Sonora's Audacious Goals:
* Strategy goal: 90% students proficient in math and literacy.
* Tactical goal: 90% proficient obtained by creating, implementing, and maintaining a school-wide  
intervention system.
District Audacious Goals:
*  100% students reading on grade-level by the end of 3rd grade.
* 100% students proficient in math by the end of 5th grade.

Framework of Coherence

Our professional development in August included all the components of the PLC Institute, as well as the story of Kennewick, from the 'green' book.  (Happy to share our presentation with anyone!  It's about helping kids, right?)  We decided to begin with reading.  This was not to diminish the importance of math or any other content area, but the research is astounding ... when children can read math scores increase! ... when children can read they can learn at higher levels in other content areas! ... when children can read they have access to the world!

What happens if our children don't learn to read?  Watch this video that our team created to show the urgency of the promise of education.  Here is what we believe:

In order to determine the students who needed catch-up growth in reading,  we used the Northwest Evaluation Association's Measures of Academic Progress (NWEA Map) to determine those students who are behind in reading and by how much.  Students were ranked according to NWEA percentile subsequent to fall testing. We applied the research-based formula (from the 'green' book to determine student needs in regard to direct instruction and intervention in order for the child to attain grade-level proficiency in 2 years.

Formula: State %ile - ranked percentile/13= # of years behind.

*13 percentile points = 1 year’s growth according to NWEA

Annual growth = 80 mins (Direct Instruction)

Catch-up growth = # years behind x 80 (2.9 x 80 = 240 mins)

In addition, at the beginning of the year we provided additional professional development to our teachers specifically in the area of literacy.

Developmental Reading Assessment (DRA): Based on research by Powell and Betts (1968), we changed our DRA fluency rate from 95% to 90%. Interpreted, this means the student makes no more than 1:10 error rate and still maintains 70% comprehension which is the level required before meaning breaks down. This adjustment in accuracy rate allows for a higher percentage of our students to gain experience with complex text.

We further correlated NWEA data with NWEA/DRA/CCSS Lexile levels to determine validity of intervention needs. It is always professional practice to use multiple data points, if available.

Miscue Analysis: In conjunction with the DRA, we conducted an Meaning/Structure/Visual analysis on all students to determine if there was a predominant weakness in the cross-checking systems that a reader uses. In all students performing below grade level, there was indeed a weaker area and, therefore, student grouping and guided reading practices are targeted to developing these areas.

There was one problem.  Since our school opened 3 years previously, our literacy scores had increased each year.  Yet, math scores had decreased over the last two years.  How could we defend a strong literacy focus, without also attaching the math need.  When our team puts their heads together we can conquer any challenge.  So, we came up with a plan of action that aligned with all the research, our training, and our student need.

Every grade level, with the exception of kindergarten initially, identified a daily 30-45 minute block of time where no new instruction occured.  Instead this time would be focused on timely intervention/extension based on student needs which are identified by grade level common assessments.  Students who were 2 years or more behind in reading would get additional direct reading instruction.  All other students would receive intervention or extension in math.

Part 3:  What does Catch-Up Growth Look Like? we will share:

• how 200 plus minutes of instruction are being met for those children who are behind in reading.  
• how technology can be used to increase direct instruction
• how we are benchmarking our work

And, our next steps which include a book study on a new book, which will direct the professional development at our summer retreat.

Stay tuned . . .