Kindergarten Early Intervention Reading Initiative Tammy Oberle-Lang and Jillian Knapp “Studies over the last few decades offer important insights into early diagnosis and treatment of reading problems.” –Ed. Leadership March 2012

Hire an effective team Eight team members One per building One floater Components of the Initiative

Tie it to Research “A student’s level of phonological awareness at the end of kindergarten is one of the strongest predictors of future reading success in grade 1 and beyond.” -2 decades of research, Sylvia Smith Components of the Initiative

Link it to the Common Core State Standards in Reading Reading Standards Foundational Skills: Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes) See Phoneme Segmentation Data* Recognize/produce rhyming words Count/pronounce/blend/segment syllables in spoken word Blend and segment onset/rimes of single-syllable spoken words Isolate and Produce initial/medial/final sounds CVC words Add/substitute individual sounds to make new words Components of the Initiative

Ongoing Professional Development Components of Reading-5 Areas Research Based Strategies and Intervention Phonics First by RLAC Components of the Initiative

Utilize Research Based Strategies and Interventions Data Driven Tied to student need

Components of the Initiative Hold Monthly Meetings District Level Team Leaders, Interventionists, and School Psychologists Building Level Teachers, Interventionist(s), and School Psychologists

In an effective reading program assessment informs instruction  Data Driven Progress Monitoring Two times per month Data Reviews One time per month Fluid groupings of students according to targeted needs Components of the Initiative

Existing District Wide Data Added new assessments Research Common Core State Standards See attached Profile Sheet* See attached Intervention Log* Created District Norms Student Profile Sheet

Fall/Winter/Spring Data for all students Progress Monitoring Data for all students receiving targeted instruction Building Data Sheets

So, what was the result? Light Green=Percentage of Students that met Fall Expectation Dark Green-Percentage of Students that met Spring Expectation

First Grade Initiative Follow Pilot of Kindergarten students as they transition to 1 st grade Follow same model with existing LSS Continue to Focus on Reading Foundational Skills Phonological Awareness (K) Phonics (1 st ) Initial baseline testing Moving Forward

 Did you find the K Initiative to have a positive impact of student achievement? 100% responded “Highly Effective”  “Extremely helpful moving kids forward!”  “Interventionists were a true asset to our team”  “It made such a significant difference in their deep understanding of foundational reading skills”  “Data driven instruction”  “Please keep the program”  “Thank you so much!” Reflection Quotes from K Team…