The Role of the Literacy Coach In a Primary School: A Collaborative Model International Reading Association Annual Conference Atlanta, 2008 Presenters Debra Gurvitz, Ed. D National- Louis University [email protected]Deborah Shefren Lyon Elementary School [email protected]
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The Role of the Literacy Coach In a Primary School: A Collaborative Model International Reading Association Annual Conference Atlanta, 2008 Presenters.
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The Role of the Literacy Coach In a Primary School: A Collaborative Model
International Reading AssociationAnnual ConferenceAtlanta, 2008
Collaborative ModelTo provide effective reading instruction for all students, the reading specialist/literacy coach works collaboratively with all stakeholders in the system.
CentralAdministration
Principal
Associates
Students
Classroom Teachers
Parents
Reading SpecialistLiteracyCoach
Roles of theLiteracy Coach/Reading Specialist
Leadership Building Reading/Language Arts Specialist Building/District Professional Development Study Groups Parent Programs Member of Problem Solving Team/Pupil Service Team
Instruction Supervise Reading Intervention Program Model and Co-Teach District Reading Strategies
Flexible coaching model Demonstrate, co-teach, observe and support Learning Labs
Pull out instruction/ flexible scheduling Tier 2 Intervention Enrichment
Differentiate materials and instruction to support classroom instruction and district Reading/Language Arts Curriculum
Roles of theLiteracy Coach/Reading Specialist
Assessment Work with Building Principal
Disaggregate assessment data Summative Assessment
Determine trends Assessment to Inform Instruction
Oversee Reading Intervention Program Selection criteria Progress monitoring Delivery system
Collaborate with classroom teacher, pupil service team, problem solving team
Reading Intervention forFirst and Second Grade
Struggling ReadersWithin Three Tier Model
Lyon Elementary SchoolReading Support Program
Supervised by Literacy Coach
Reading Support Program
Additional instruction to build skills and strategies for students to become proficient readers
First and Second Grade Students Kindergarten Tier 2 (2nd semester) Instructed by Reading Support Associates
(Tier 2) Instructed by Reading Support Associates
and/or Reading specialist/literacy coach Supervised by Building Reading Specialist Aligns to Classroom instruction Aligns to District Reading/Language Arts
Curriculum
OverviewResponse to Intervention
Three Tier Model
Role of the Reading SpecialistLiteracy Coach
Role of Reading SpecialistLiteracy Coach
Response to Intervention (RTI)
The reading teacher/specialist literacy coach must be involved with providing and guiding RTI services because they are the best prepared to help make a real difference for the students who are struggling
IL Regulation adopted 6-2007
Each district shall—implement the use of a process that determines how the student responds to scientific-based interventions as part of the evaluation procedure
Three Tier Intervention System
RTI Model
Tier One
All Students
Preventive
Universal Interventions
Tier Two
Targeted Group Intervention
Tier
Three
Intensive
Intervention
Tier One (>25%)
Universal Intervention Delivery of Based Core Program with
Evaluation of plan Continue with service Discontinue service Modify service Refer to Special Services
LYON SCHOOLSTUDENT LEARNING PLAN
STEPS TO INTERVENTION—LEVELS ONE AND TWOName: __ ________________________________Grade: __________Date: __________________Teacher/Team Members: __________________________________________________________
List areas of concern:
Select a primary area of concern:
Target Goal:
LEVEL 1 INTERVENTION
Intervention Plan:Who is responsible?(Signature Required)
What is the intervention? Where, when, how often will it happen?
Start Date:
Teacher
Parent
Student
Benchmark:2nd Week:4th Week:6th Week:
Result:2nd Week:4th Week:6th Week:
Identify and Narrow ConcernsSet Target Goal
• List areas of concern: Reading at the primer level at the beginning of 2nd grade, poor fluency, District CBM 23 wpm district median 77 wpm, Watch Scores on all subtests of ISEL 2. Was noted as a Watch following one full year of Reading Support, inconsistent progress in reading.
• Select a primary area of concern: Reading fluency, recognition of sight words, miscues
• Target Goal: reading fluency will increase 2.5 words per week on first reading of unfamiliar text at her instructional level and initial miscues will decrease by 1 words per week. After instruction reading fluency on the repeated reading will increase 30+ wpm and miscues will be >4 words.
Level One Intervention PlanIntervention Plan:Who is responsible?(Signature Required)
What is the intervention? Where, when, how often will it happen?
Reading Support Tutor
Reading Specialist
Classroom Teacher
In Reading SupportRepeated readingWord study alignment to class InstructionChart Fluency with studentIn the classroomRepeated ReadingGuided reading at instructional level
Reading SupportIndividual reading
support 5 times per week for 30 minutes per session
----------------------------3 times per week
Parent Reread reading support book and review sight words nightly
Attend Reading Support Meeting
Read nightly
Student Read nightly, review sight word cards, bring signed reading log and folder back dailyChart fluency