1. 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

2. 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?

3. 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

4. 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.

5. 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

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

7. 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

8. 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.

9. 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?

10. 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

11. Professional Development Model

12. 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

13. Web Links www.SBSL.org --- Stop by our Booth to chat.
--- Parent Engagement
--- FREE Instruction Logs
--- NEW tools for children
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