SD 59 PEACE RIVER SOUTH FINDING SOLUTIONS FOR VULNERABLE READERS IN K/1/2

WHAT DO VULNERABLE READERS NEED? They need Kindergarten, grade one and grade two teachers, administrators and specialists to take intervention-action urgently!!!!! Grade 3 is TOO late start an intervention for most vulnerable readers.

Vulnerable learners need us to act urgently, to close this experiential gap. WHAT ACTION WILL WE TAKE?

SD 59 PEACE RIVER SOUTH PROCESS How did we get our teachers on board? How many joined? What were their reactions? What did we do differently during the course of the year? How did we measure the results – pre/post?

THE VISION 120 minutes of daily, uninterrupted time for literacy Reporting out on literacy, numeracy and social/emotional learning PE/Art/Music are integrated. These and any other prep blocks are scheduled in the afternoon Other curricular area themes are incorporated into the three focus areas but are not reported on the report card. An inquiry/activity based environment

WE DID IT WITH…. Explicit instruction and frequent playful practice in a PLAY-BASED ENVIRONMENT

TEACHER COMMITMENT Implement pilot classroom structure including literacy centers, which may be developed in collaboration with the Speech/Language department Engage in monthly after school Professional Learning Community (PLC) sessions on a variety of primary teaching and learning strategies. In the first year: participate in 8 days of work with Dr. Janet Mort, including Saturdays In Year Two and Three, new teachers have a two day workshop with Janet Mort

TEACHER COMMITMENT Share and reflect on data to inform planning and instruction Engage in structured data collection: On-going formative assessment data Collection of bubble sheets in January and June, into the project facilitators Teachers were given the opportunity to attend “The Summits for Vulnerable Readers.” The commitment was they would share out at the next PLC on the sessions they had attended.

WHAT OTHER FACTORS CAME INTO PLAY? TEACHERS’ ATTITUDE CLASSROOM PRACTICE USING RTI TO IDENTIFY STRATEGIC AND INTENSIVE INTERVENTIONS MORALE CHILDREN’S ACHIEVEMENT DATA COLLECTION?

DATA Kindergarten AK Rhyme Rhyme Isolation Blending Segmentation Deletion Disc. Prod. Syllable Jan 13% 62% 47% 65% 69% 46% 62% June 63% 79% 70% 82% 84% 67% 73% Jan: 157 students June: 164 students Grade 1 AK Isolation Isolation Blending Segment Seg. Phonemes Med Final Jan 51% 54% 79% 68% 75% 51% June 91% 83% 90% 83% 87% 81% Jan: 191 students June: 183 students

KINDERGARTEN DATA SD 59 PEACE RIVER SOUTH: EARLY INTERVENTION

GRADE 1 DATA SD 59 PEACE RIVER SOUTH: EARLY INTERVENTION

2014/2015 DATA This year we chose three schools to look at their data. The reason these three schools were picked is because all of the primary classes were in the project last year and all of the primary classes were in the project this year as well. Here is the data for the grade 1’s.

SCHOOL A

SCHOOL B

SCHOOL C

DISTRICT – KINDERGARTEN – JUNE 2015

DISTRICT – GRADE 1 – JUNE 2015

GRADE 1 FOUNTAS AND PINNELL – JAN LEVELS

GRADE 1 –F & P – JUNE

SUMMARY When looking at the Kindergarten Screenings done in September and June a significant amount of students who had failed, were passing in June. In comparison to other years, more students were passing the Kindergarten Screen in June. The Circle Chart tracking device is popular and works well to inform daily instruction. Children are thriving and learning to read and write in joyful, challenging environments Teachers are excited, enthusiastic, and proud; they are learning new skills and applying them with results they can measure Quantitative data is confirming the qualitative data. Created a dynamic professional learning community with the primary teachers in the district!!

ON-GOING COMMITMENT The project will be on-going and will be adjusted based on literacy data. The Kindergarten cohort will be specifically tracked from 2013 to 2017 when these students will be exiting grade 3. New participants will be welcomed at the beginning of each year and existing participants will continue to be supported. Provide targeted funding to support travel and professional development. Facilitate the PLC’s and provide meals for gatherings Provide facilitation for the development and use of an alternate report card Teachers are opening their classrooms to visiting districts.