South Fayette Township School District

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South Fayette TownshipSchool DistrictLiteracy Proficiency for All StudentsPartnership with the Avonworth School District

Partner LeadersSouth Fayette Township School DistrictDr. Bille Rondinelli, SuperintendentDr. Michael Loughead, Assistant SuperintendentLaurie Gray, Elementary School PrincipalAvonworth School DistrictDr. Tom Ralston, SuperintendentDr. Darlene Tartaglione, Elementary School Principal

Demographics – South Fayette Located about 20 minutes outside of Pittsburgh inSouthwestern PA Growing school district One elementary school K-2 with an enrollment of699 students One intermediate school 3-5 with an enrollmentof 749 students District on one campus Free-reduced lunch – 13.6% in the elementary Free-reduced lunch – 12% in the intermediate

Research IndicatesIf a child is not reading on level bygrade 3, and there is no intervention,the child has only a 1 in 8 chance ofever becoming a proficient reader!

Board ResolutionIn 2002, the South Fayette Boardof School Directors passed aresolution that by age 10, allstudents would be reading on gradelevel.

Brutal Facts of 2002! In elementary school, we spent the mostinstructional time in reading (about ½ ofthe day) We spent the most money on reading eachyear including all Title I funds We had the most support staff forreading Most referrals were because of a child’slack of reading achievement

Reading PSSA 2003 78% of the 3rd grade students scoredproficient or advanced on the readingPSSA

Goal - Increase StudentAchievement – HOW? All faculty members who teach reading willimplement explicit, research based readinginstruction Focus on the grade level eligible content Use data to drive instruction Meet weekly in grade level teams to focuson reading achievement

K-3 Reading Initiative2002-2003 School YearBuilding a Foundation 80 hours on-line modules thattaught research based readingstrategies Teachers did this before andafter school 20 elementary teachers and thebuilding principal participated

Time and Money Commitment2003-2007 Reading Specialists receivedintensive reading training throughthe AIU Reading Achievement Center(RAC) Focused on research basedtechniques for teaching reading Reading Specialists became ourtrainers

Time and Money Commitment2003-2007(continued) Monthly two hour delay days forstaff development with a focus onreading instruction Weekly team meetings Ongoing assessment and progressmonitoring of all students

Improved OurLanguage Arts Program Revised language arts curriculumAdopted new materialsChanged the sequence of skillsRewrote assessmentsOngoing, focused training for facultyImplemented Reading AchievementClassrooms

2008 Reading PSSASignificant Growth! 95% of 3rd grade students scoredproficient or advanced on the readingPSSA 96% of 4th grade students scoredproficient or advanced on the readingPSSA. 4th grade 1st in reading in the stateand Allegheny County. * 5th grade was part of the middle school

Best Practice Reading Instruction Move students to independence assoon as possible Engage kindergarten students inacademic activities that facilitateearly reading Decoding instruction is essential

Best Practice –Reading Instruction(continued) Comprehension should be addressedalong with decoding Students should have opportunitiesto read a lot of meaningful texts inrich, literate classrooms

Phonemic Awareness Understanding that the sounds ofspoken language work together tomake words. Ability to hear, identify, andmanipulate individual sounds in words. Can be done in the dark (auditory notvisual)

A Phonics ProgramShould Include: Explicit instruction– Sounds are produced in isolation and connectedwith printed letters– Teach the rules Systematic instruction– Research shows that letters and sounds shouldbe introduced according to a definite sequence

A Phonics ProgramShould Include:(continued) Strategies that require decodingfrom the beginning through the endof the word Use of decodable texts to reinforcedecoding

Purpose ofWord Building Supports decoding Students attend to letter – soundcorrespondence and focus attention onevery letter Students cumulative blend words Sequences are developed to discriminatebetween vowels

Word Building Activity Build and read the words (decoding)Speed round (decoding)Silly questions (decoding)Dictation (encoding)Reinforce by reading decodable text

Vocabulary Vocabulary knowledge refers to therange and depth of word meaningsknown and recognized in print Vocabulary knowledge is highlycorrelated with readingcomprehension

The Goal ofVocabulary Instruction Expose students to words that:– Are sophisticated and otherwiseunknown– Are vigorously expressive– Are conceptually universal– Enhance the thematic and conceptualunderstanding of the text

Vocabulary Instruction Choose words that are above, notbelow the students Use imagery Give multiple examples Provide many different contexts Model enthusiasm and passion forrich words

Fluency Ability to read smoothly, easily, andreadily with freedom from wordrecognition problems. Decoding print accurately andeffortlessly enables students to readfor meaning.

Fluency(continued) Fluent readers focus their attentionon making connections among ideas intext. Less fluent readers must focus theirattention on decoding and assessingthe meaning of individual words.

Ways to Develop Fluency Model fluent readingChoral readingEcho readingRepeated readings of textTrackingFluency builders and fluency phrases

Fluency BenchmarksFluency rates at the end of the year First grade70 wpm Second grade90 wpm Third Grade120 wpm Fourth Grade150 wpm

Comprehension There is a high correlation betweenwords known and comprehensionsuccess Children must be fluent readers tocomprehend Many students have difficultyconstructing meaning from text

Understanding Involves Making connections between and amongideas Deciding what is important and what isn’t Infer what the author is doing and why Paraphrase and summarize Reconciling prior knowledge to what isnewly learned

Better Questioning What’s the author trying to say? What’s this all about? How does that connect to what we alreadyknow? What does the author want us to knowfrom this? What do we know about the character,place, time, etc.?

Curriculum Phonemic Awareness (K-2)Decoding (K-5)Spelling (K-5)Vocabulary (K-5)Fluency (1-5)Comprehension (K-5)

Resources &Strategies

HM Harcourt JourneysCreated word building sequencesCreated syllaseach sequencesWrote additional decodable textRobust vocabulary PowerPointsimplementing Isabel Beck’sstrategies Text Talk Questioning the Author

ScrollingLeveled readersAccelerated Reader ProgramRead Naturally & fluency buildersLiterature circlesThink AloudReading response journalsText-based writing & process writing

Assessments Selection tests & theme testsCold readsWeekly progress monitoringStudy Island Benchmark TestsText dependents analysisSpelling tests

Interventions

Kindergarten Express– 2 classes of 15 children (AM and PM)– Reading Specialist and paraeducator– Students receive intensive literacyinstruction in groups of 5 students– Incorporates RAC strategies with afocus on word building, Text Talk,robust vocabulary, writing, and phonemicawareness activities

ReadingAchievementClassroomsstth1 Grade – 5 Grade

Structure of the ReadingAchievement Classrooms 18 students divided into three groupsof 6 students 40 minute rotations Receive intensive reading instructionfor the entire language arts block Same curriculum and pacing as thegrade level

Instruction Phonics – word lines, word building &syllasearch Fluency – HM Harcourt fluencybuilders, Intervention Readers, andRead Naturally Vocabulary – HM Harcourt Journeys,skills PowerPoint, & tier 2 words

Instruction(continued) Comprehension – students are taughtcomprehension strategies throughvarious fiction and nonfiction text Grammar Writing – reading prompts, textdependent analysis, informational,personal narratives, and expository

Three Groups Classroom teacher – vocabulary, comprehension,leveled readers, writing, & grammar Reading Specialist – phonemic awareness, phonics,decoding, spelling, & fluency Independent Group or Paraeducator – independentpractice, decodable text, fluency, spelling,vocabulary, and Study Island Whole Group – writing and grammar

2014 Reading PSSA 94% of 3rd grade students scoredproficient or advanced on the readingPSSA 97% of 4th grade students scoredproficient or advanced on the readingPSSA 91% of 5th grade students scoredproficient or advanced on the readingPSSA

Partnership Plan January through May Schedule two monthly dates for staffdevelopment (K-2 primary teachers and 35 elementary teachers) Alternate training locations betweenAvonworth School District and SouthFayette Township School District

Partnership Plan(continued) Staff development provided by SariBrecosky, Reading Achievement Center Staff development provided by regionalreading consultants Videotape teachers implementingstrategies and post on the SAS website Share staff development reading moduleswith Avonworth School District

Partnership Plan(continued) Schedule classroom visits betweenboth schools, so teachers canobserve other teachers implementingbest practices Key instructional leaders from bothdistricts will be involved throughoutthe entire process

Our Future We need to stick with what we havelearned about reading instruction to getresults! Progress is not just about moving forward,it is about growing and evolving Remember that no matter how dramaticthe end result, the good-to-greattransformations never happen in one fellswoop . Celebrate milestones

Questions

2008 Reading PSSA Significant Growth! 95% of 3rd grade students scored proficient or advanced on the reading PSSA 96% of 4th grade students scored proficient or advanced on the reading PSSA. 4th grade 1st in reading in the state and Allegheny County. * 5th grade was part of the middle school

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