2. Literacy Interventions: Who? What? Where? and How? Dina Tallis, Principal Cathy Vargo-Filer, Special Education Teacher Rebecca Auger, Literacy Coach Weston Elementary Imlay City, Michigan http://imlay.k12.mi.us/WestonElementary/weston.htm

3. WHO is involved with our school wide Literacy Interventions…

4. Classroom Teachers Classroom Teachers Title 1 Aides Title 1 Aides Special Education Teacher Special Education Teacher Special Education Aides Special Education Aides Speech Pathologists Speech Pathologists ELL Aides ELL Aides Literacy Coach Literacy Coach Principal Principal

5. WHAT Literacy Interventions we use…

6. Intervention Programs we used

7. The Intervention Programs we use

8. How we chose these interventions Visiting other MiBLSi districts Florida Center for Reading Research www.fcrr.org

9. o After researching many programs we chose a variety of interventions to support students with Alphabetic Principal Phonemic Awareness FluencyComprehensionVocabularyAccuracy The components of DIBELS

10. Further information about the intervention programs we use…

11. Intervention programs chosen… Road to the Code Phonological awareness activities Kindergarten and 1st grade

12. Road to the Code Alphabet recognition, songs that go with them Elkonin boxes

13. Intervention programs continued… Sound Partners Supplementary tutoring program Phonemic and alphabetic skills, phonemic decoding skills, and assisted oral reading practice with decodable texts. 1 st grade 1 st grade

14. Sound Partners Segmenting using Elkonin Boxes Listening for differences in vowel sounds

15. Intervention programs continued… Phonics for Reading Anita Archer Supplementary phonics program designed to teach phonemic decoding. 1 st and 2 nd grade

16. Phonics for Reading Vocabulary lesson Segmenting, word syllables, extending vocabulary

17. Intervention programs continued… Lexia Reading Supplementary computer software program Preschool through adult levels

18. Lexia Reading First Graders using Lexia

19. Intervention programs continued… Earobics Literacy Launch Combined use of software, teacher-directed activities, manipulatives and books. 1 st through 3 rd grades 1 st through 3 rd grades

20. Earobics Literacy Launch

21. Intervention programs continued… Read Naturally Phonics Edition Masters Edition – –A fluency program designed to develop in readers the skills necessary for fluent and effortless reading: speed, accuracy and proper expression. –We use the Phonics edition with our 1 st Grade students and the Masters edition with our 2 nd graders.

22. Read Naturally “Cold Time Read” Prediction “Hot Time Read” Graphing Cold and Hot times

23. Intervention programs continued… S.P.I.R.E. (Specialized Program Individualizing Reading Excellence), & Sounds Sensible A comprehensive and multisensory reading intervention program. An intensive, structured, and spiraling curriculum. Developed to provide accessible materials to assist teachers’ implementation of an Orton-Gillingham based approach to reading instruction. Preschool through 2 nd grade Preschool through 2 nd grade

24. S.P.I.R.E. & Sounds Sensible Sounds Sensible: Are the words you here the same or different? Words that rhyme. Making sentences with those words.

25. Other resources used Other materials available in the Literacy Library for checkout –Leveled Books –Readers Theater –Literacy games –Sand, bumpy boards for the tactile learner –Versa-tiles –Hooked on Phonics –Various activities to meet the needs of all types of learners

26. Other activities we use Onset and rhyme games Reader’s Theater

27. Literacy Library

28. All students are grouped during the intervention block, even those that have met benchmark. These students work on various topics in larger group settings on a rotating basis. These students work on various topics in larger group settings on a rotating basis. –Retelling –Story Elements –Informational Text –Decoding Strategies –Literature extensions –Author Studies –Etc.

29. Intervention Programs that are outside of the regular school day

30. Extended Day Literacy Intervention All S.T.A.R.S. All STARS stands for "Striving to Assist Readers Successfully." ―30-week, extended-day program that runs Monday to Thursday each week. ―5 teachers, 2 aides ―For students in grades 1-3. ―The program focuses on phonemic awareness, phonics skills, fluency, vocabulary and comprehension according to each child's needs. ―Transportation and breakfast are provided to our All STARS at no charge.

31. All STARS Read Naturally Read to Partner Read to Self

32. Extended School Year Intervention JumpStart Summer Program –6 week literacy based summer program –For students that have finished 1 st, 2 nd, or 3 rd grade –Students invited to the program based on teacher recommendation and year long literacy data –4 teachers, 4 aides –Maximum of 20 students per class –Transportation to and from school –Breakfast and lunch is provided at no charge

33. JumpStart Summer Program Word Work Reader’s Theater Listen to Reading Read to Self Working on Phonemic Awareness skills

34. WHERE our Literacy Interventions take place…

35. Location Classrooms Classrooms Hallway Hallway Library Library Cafeteria Cafeteria Resource Room Resource Room ELL Room ELL Room Any place we can find space! Any place we can find space!

36. HOW we schedule Literacy Interventions and make them work…

37. School Wide Literacy Instruction Daily schedules were adjusted so that all classrooms have a minimum of 90 minutes of uninterrupted time for Literacy instruction, with a focus on Reading. An additional 30-60 minutes is expected for writing, depending on the grade level.

38. School Wide Literacy Instruction Every classroom has a 30 minute scheduled intervention block.

39. School Wide Literacy Instruction Management of our Literacy Instruction Of our 22 Kindergarten through Second Grade classrooms all are using some variation of The Daily 5 by The 2 Sisters.

40. Grouping students for intervention Process –Progress Monitoring bi-weekly DIBELS Progress Monitoring is used Screening from Phonics for Reading is used Screening for Read Naturally is used

41. Groups

42. The Data

43. Extra intervention for our most at-risk (Tier 3) students

44. Child Assistance Team CAT Process Referral Referral Determine Intervention NeedsDetermine Intervention Needs Request additional data-Lesson Plan FormsRequest additional data-Lesson Plan Forms Assign Case ManagerAssign Case Manager 4 week revisit with Case manager 4 week revisit with Case manager Review of Lesson Plan FormsReview of Lesson Plan Forms 4 week revisit with CAT-as needed 4 week revisit with CAT-as needed

45. Referral Form

47. Additional Data

48. 4 Week Meeting/Case Manager Tier 2

49. 4 Week Meeting/Case Manager Tier 3

50. Resources Phonics for Reading. Curriculum Associates. 2002. Archer, Anita, James Flood, Diane Lapp, and Linda Lungren Phonics for Reading. Curriculum Associates. 2002. Blackman, Benita, Tanle, Ball, Black, Darlene, and Wynne. Road to the Code: A Phonological Awareness Program for Young Children. Paul H. Brooks Pub. Co. 2000. Boushey, Gail and Joan Moser. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Stenhouse Publishers. 2006. Earobics Literacy Launch. Earobics Literacy Launch. http://www.earobics.com/ Ihnot, Candice and Tom Ihnot. Read Naturally. Read Naturally Inc. 2006/ www.readnaturally.com Lexia Reading. Lexia Reading. http://www.lexialearning.com Clark-Edmonds, Sheila. S.P.I.R.E. Clark-Edmonds, Sheila. S.P.I.R.E. http://www.spire.org Sounds Sensible Sounds Sensible http://www.epsbooks.com/dynamic/catalog/series.asp?seriesonly=3183M http://www.epsbooks.com/dynamic/catalog/series.asp?seriesonly=3183M Vadasy, Wayne, O’Connor, Jenkins, Pool, Firebaugh, and Peyton. Sound Partners. Sopris West Educational Services. 2005.

51. Questions