1. Intervention at Anne Fox Elementary School Melissa Howard, ELL Resource Teacher Julie Tarasiuk, Literacy Professional Cyndie Gordon, Principal

2. Anne Fox School Demographics Low-income Rate 35% Mobility Rate 11.4% Over 35 Different Languages Represented Ethnicity – 32.8% Hispanic – 30.7% White – 17.5% Asian/Pacific Islander – 11.5% African American – 8.3% Multi-Racial

3. The Building Blocks of Parallel Block Our master schedule is designed in a way that provides teams with: – Common planning time. – Uninterrupted blocks for core instruction in literacy, math, science and social studies. – Common blocks of instructional time for Parallel Block periods for each grade level team. ALL teachers teach district essential outcomes in a balanced literacy approach NO student is pulled-out during this initial wave of instruction – support services push in.

4. MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY AMPLAMPLAMPLAMPLAMPL 9:30- 10:00 910 Instr 940 900 Instr 930 915 945 9:10 Instr 940 915 945 910 Plan 20 910 Instr 940 Plan 20 9:30- Instr 10:00 Plan 15 9:30- Instr 10:00 9:30- Instr 10:00 (5min) 10:00- 10:30 6D6H6M5R5P955 6H 1025 955 6D 1025 955 6M 1025 5R5P6M6D6H 10:30- 11:00 6D6M6H5R5P1015 6H 1055 1015 6M 1055 1015 6D 1055 5P5R 6M6H6D 11:00- 11:30 Plan 60 InstrPlan 30 2M2DMPlan 30 Plan 20 Plan 20 Plan 20 2DM2MPlan 30 2M2DM 11:30- 12:00 11:30 L 12:15 Plan 30 2MInstr2DM11:15 L 12:00 11:1 5 L 12:0 0 11:15 L 12:00 2DM2M11:3 0 L 12:1 5 11:30 L 12:15 2DM2M 12:00- 12:45 LLLLL12:00 E 1230 12:0 0 E 1230 12:00 E 1230 LLLL E-25 15 m 1:00- 1:30 3S3B3M 3B3S1230 1F 100 1230 1W 100 1230 Plan30 100 3M3S3B3B Plan 60 1W1F 1:30- 2:00 3S3M3B3M3S3B100 1F 130 100 Instr 130 100 1W 130 3M3B3S3S 1F1W 2:00- 2:30 1W1F5P5R4H4J4S130 4J 200 130 4S 200 130 4H 200 4S4H4J4J 5PInstr5R 2:30- 3:00 1WInstr1F4H4S4J200 4J 230 200 4H 230 200 4S 230 4S4J 4H 4H 5P5RPlan 30

5. The Building Blocks of Parallel Block : When 8:45-9:30 Second Grade 9:45-10:30 Third Grade 10:25-11:10 First Grade 11:15-12:00 Fourth Grade 12:45-1:30 Fifth Grade 1:35-2:20 Sixth Grade

6. The Building Blocks of Parallel Block : Who Supports and What Happens 45 minute block per grade level, daily: – ALL new instruction STOPS! – Student Support Teams (Special Services Teachers, Gifted Resource Teacher, Reading Specialists, Bilingual Resource Teachers) “flood” the grade level team with support. – Students are regrouped by need across the grade level team. – Students in acceleration receive a double dose of the skills and strategies that are taught in core curriculum, in a small group setting (1 to 6 ratio). – Students in enrichment receive structured, extension lessons, in a larger group setting.

7. WHAT’s going on in the Acceleration & Enrichment Classrooms? Lessons PARALLEL initial core literacy instruction. Students are reading at their instructional level. Research-based practices are utilized across grade levels to address phonological awareness, phonics, fluency, vocabulary, and comprehension. Same academic language is used to provide consistency for students.

8. Data Drives Our Instruction Student Data is a Collective Process MAP – 40 th percentile and below receive small group intervention Informal reading inventory – Conducted by all staff Running records – Taken on students continually Common assessment – Same assessment within grade levels

9. Response to Intervention Utilizing our running records and common assessments allows us to keep data over time. We utilize data to know students by name and need. Data collection for progress monitoring is not limited to Tier 2, Tier 3 students. Tier 2 and Tier 3 students receive additional instruction in a small group setting

10. How do we know ALL students are making progress? ALL staff continues to monitor progress of ALL students We are continually revisiting the needs of our students Our goal is to close the gaps on struggling learners as well as enriching students to exceed

11. When Does All This Planning Happen? Master schedule allows for common planning weekly with all specialists Shared lesson planning –We have a common focus and goal –Allows for same academic language and consistency –Allows us to see what works and what does not –Allows us to learn from one another and share our successes Benefits teachers as well as students

12. How has Anne Fox benefited from working as a PLC? We have closed the gap on assessments and students’ reading levels. Teacher collaboration is directly correlated to student success. Teachers feel empowered by becoming a high achieving school. Students are successful!