Carole Geary Michael Grabarits Teachable Momentum™ What is the Science behind teaching reading, writing and spelling? Can Reading Failure Be Prevented? Carole Geary Michael Grabarits 1

Research Informs Practice Research has already provided significant answers to questions such as: How do children learn to read? Which skills are most critical and at what points during reading development does this occur? What causes reading difficulty in most students? At what ages? Are there practices, programs, and methods that work best for (a) most students or (b) students with specific weaknesses?

PA Findings: Common MTSS Traits The Data suggests…Begin Early Comprehensive Assessment Plan Individual student goals and plans A Skill inventory and NOT a Screener to Inform Instruction Instruction logs Intervention Group Size Multi-sensory lessons connected to text

PA Findings: Common MTSS Traits 8. Professional Development vs. Training- Cycle of Learning -- includes modeling and Expert coaching. 9. All hands on deck--- includes all teachers that support learning AND district leadership for a replicable and sustainable implementation.

PA School District RESULTS PLEASANT VALLEY SCHOOL DISTRICT ½ day Kindergarten, was performing at 45% EOY, now at 96%...steady and sustained growth for 11 years. Parent Engagement program increased BOY results by over 40% Significant decrease in SPED Referrals as a result of increasing student outcomes

Started with SBSL in 06-07 School year Last year was 14-15

PA School District RESULTS WILKES-BARE SCHOOL DISTRICT 80% district wide poverty Highly Transient Population Was achieving 50% at EOY now at 90% Achievement is exponential and sustained

Begin Early Early start: Parents of pre-K attending at-least one session on literacy had children who performed significantly higher on phonological awareness and letter naming as measured by DIBELS®. Consider Birth-Gr3 monthly program initiative The difference on letter naming remained throughout kindergarten. And these children had less risk over time through kindergarten and first grade.

Assessment Plan Benchmark/Screening Skill Inventory Which students MAY need extra assistance? DIBELS® Next, AimsWeb, STAR Skill Inventory What are a student’s skills strengths & needs? RGR, QPS Progress Monitoring Is my instruction effective? How often is enough? Formative How do I determine when I should flex my groups?

Small Group Size Study Hours of Instruction Student/Teacher Ratio Reading %ile for Identification of Risk Status % of Students Still At-Risk at End of Study Felton, 1993 340 1:8 16 3.8% Vellutino et al., 1996 35-65 1:1 15 4.5% Torgeson et al., 2000 92 1:3 18 1.4% Mike

Professional Development Model

All HANDS ON DECK FORMULA FOR SUCCESS 10) Who Is Involved? All HANDS ON DECK FORMULA FOR SUCCESS Principal- future Literacy Leader Grade level teachers Support Personnel Training vs. PD…what’s the difference? All Hands On Deck vs. Train the Trainer Mike- wrap up with book

Web Links www.SBSL.org --- Stop by our Booth to chat. www.TMTLAH.org --- Parent Engagement www.fcrr.org www.texasreading.org/3tier/ www.learningfirst.org www.smu.edu/teacher.education/irr/index.asp www.readingrockets.com --- FREE Instruction Logs www.freereading.net www.EdventureZoo.com --- NEW tools for children Email info@SBSL.org for Increased Academic Results More than 90 percent of the students are eligible for free and reduced lunch, a commonly used surrogate for low-income families. More than 90 percent of the students are from ethnic minorities. More than 90 percent of the students met or achieved high academic standards, according to independently conducted tests of academic achievement. Principals and Student Achievement : What the Research Says by Kathleen Cotton 13