Neither Was Intervention! Rome Wasn’t Built in a Day!

Neither Was Intervention!

Rome Wasn’t Built in a

Day!

How We Started

Year One

DIBELS

Informal Assessments:

- Fry

- S.T.A.R.

- Wright Group Leveled Reading Assessment

What We Learned from Data:Year One

Kindergarten

ISF low mid-year

PSF low end-of-year

LNF on target

NWF low end-of-year

Fry – did not administer

S.T.A.R. – administered to above average students per teacher recommendation

Reading Level Assessment – not given

What We Learned from Data:Year OneFirst Grade

Mid-year NWF went down

PSF on target

LNF on target

End-of-year ORF low

Fry: low

Reading Level Assessment – many below grade level

S.T.A.R.: many below grade level

What We Learned from Data:Year OneSecond Grade

NWF low

Students either regressed or showed no movement in ORF

Reading level slight increase

S.T.A.R. slight increase

Fry increase

What We Learned from Data:Year OneThird Grade

ORF benchmark continued to improve;

strategic and intensive – little or no movement

S.T.A.R. minimal growth

Fry increase

Meeting the Needs

Small-group Instruction• K, 1- Road to the Code• PA/Phonics strategies

from core and Teacher Academy materials

• 2, 3 – Fluency using intervention materials from core

• Assisted Reading• Pulled 1st grade phonics

lessons• 1, 2 – Failure Free (sight

words)

Intervention• K, 1 – Early Reading

Intervention (Scott Foresman)

• 2, 3 – Read Naturally

Year One Generalizations

• Implemented Progress monitoring record keeping system too lateFirst Grade ORF low due to lack of monitoring NWF

• Overemphasized Fry list (1)/realized needed to administer Fry in K

• Slight increase in reading levels resulted from lack of firm phonics foundation

• Overemphasis on ORF scores at the expense of firm phonics foundation

• Realized there was not enough data to determine specific phonics deficiencies

Year One Generalizations

• PSF scores in First Grade indicated Road to the Code no longer needed

• Realized need for higher level phonics intervention for 1

• Realized need for intervention program to address phonics deficits in 2 and 3

Where We Went Next:Year Two• Realized that teachers in 2 and 3 needed

additional support in the teaching of phonics• Administered Informal Phonics Survey• Struggling students in 3: Administered Test of

Knowledge of Onsets, Z-test, Developmental Test of Word Recognition to differentiate small-group instruction

Meeting the Needs

Small-group• K- continue Road to the

Code; PA/Phonics from Teacher Academy and core

• 1 - PA/Phonics from Teacher Academy and core

• 2,3 – used IPI data to plan lessons in phonics (based on grade 1 core scope and sequence)

• 2 – Core intervention manual for fluency lessons

• 2, 3 – Comprehension Plus

Intervention• K- Early Reading

Intervention• 1 - Early Reading

Intervention (intensives); Early Intervention in Reading (strategic)

• 2 - Voyager; Read Naturally

• 3 - Corrective Reading; Read Naturally

Year Two Generalizations

• Comprehension needed more focus• Fluency suffered due to overemphasis on

phonics – needed to balance• Began to notice lack of Print and Book

Awareness skills in 1• Data from CRCT and ITBS indicated spelling

skills were deficient• Realized importance of students’ assessment

history as students moved from grade to grade

Where We Went Next

Year Three

DIBELS – included RTF

Informal Assessments:

- Fry

- Informal Phonics Survey

- Developmental Spelling Assessment

- Wright Group Leveled Reading Assessment

- S.T.A.R.

- Informal Reading Inventory

- Open Court Print Book Awareness (K)

- Johns Basic Reading Inventory – Listening Comprehension mid-year (K)

Strugglers: Z-test, Developmental Test of Word Recognition, Test of Knowledge of Onsets

Meeting the Needs

Small-group • K - 3 Word Study (Words

Their Way sorts)• K - continue Road to the

Code; PA/Phonics from Teacher Academy and core

• 1 - PA/Phonics from Teacher Academy and core; modified Read Naturally

• 2,3 - used IPI data to plan lessons in phonics (based on grade1core scope and sequence)

• 2 - core intervention manual for fluency lessons

• 2, 3 - Comprehension Plus

InterventionK - Early Reading Intervention1 - Early Reading Intervention,

Early Intervention in Reading2, 3 - Voyager; Read Naturally

Year Three Generalizations• Listening Comprehension needed to be

assessed at the beginning of the year - K• Print Book Awareness assessment yielded

positive results due to emphasis on the skills involved

• Realized new grade 1 students needed basic K assessments

• Word Study not effectively implemented – needed more training for teachers

Where We Are Now:Year Four• Fully implementing Words Their Way word

study based on DSA results (to address all levels)

• K – addressing oral language vocabulary based on Peabody results

• 1 – bridging NWF and ORF through lesson pacing

JCES 3rd Grade Intervention 06-07 September 2006 ( 2:25-2:55)

VOYAGER Read Naturally

Teacher/ # students Parapro/# students Parapro # students

Fortner 6 Carol 6 Marida 6

Wade Brandterion (HH)2.3 but move up quickly

Tykendrick Tyrone 2.3 but move quickly up Lamonka t (HH) 2.3

Jasmine JaQuandrick (F) 3.5 Cortlen e (HH) 3.5

T’Mai D’Mario (F) 3.5 Special t (Couey) 2.3

Jamorice Jamari (F) 3.5 Mara s (Snead) 2.3

Wiley Clark Jalen (F) 2.3 but move up quickly

Parapro Day

Reading Parapro 8:05-8:25—Word Study Groups 5th grade 8:25-9:25—Small Group First Grade 9:30-10:30—Small group 2nd grade 10:30-10:40—break 10:40-11:15 –lunch duty 4th grade 11:15-12:15—3rd grade small group 12:15-12:45—2nd grade intervention 12:50-1:20—lunch 1:20-1:55—Math 5th grade 1:55-2:25—Intervention 1st grade 2:25-2:55—Intervention 3rd grade

Intervention Caveat

Intervention is not permanent!

Remember

“The purpose of providing extra instructional time is to help children achieve levels of literacy that will enable them to be successful through their school careers and beyond.” (Snow, Burns, & Griffin, 1998, p. 247)

Remember this!

If you don’t start none, there ain’t gonna be none.