File:  IM-E3

 

STRATEGY # 2

 

 

Description of the Strategy:  Continue using Reading First and Literacy First processes to teach reading.

Share “best practices” to teach the five essential skills in reading:  phonemic awareness, phonics, vocabulary development, fluency and comprehension. 

 

Activities

Resources Required

Timelines

Person(s) Responsible

Means of Evaluation

 

Process & implement Reading First & Literacy First training sessions as offered through NC READS/VOYAGERU, DPI, PES and district support.

 

 

  • Reading First Materials

 

 

  • Second of three years (or life of grant which may be extended to year 2009)

 

  • DPI Representatives
  • Regional Reading Coach
  • PES Reading Coach
  • Principal

 

  • Lesson Plans
  • Classroom Arrangement
  • Work Station Activities
  • Assessments (TPRI, CBM, BEAR & Fluency)
  • Classroom Walk-Throughs

 

Participate in follow-up staff development opportunities to gain knowledge and experience in the Reading First (K – 3) and Literacy First (4 – 5) skills.

 

  • Reading First Materials
  • Literacy First Materials

 

  • Ongoing

 

  • DPI Representatives
  • Regional Coach
  • PES Reading Coach
  • Principal
  • District Instructional Specialists

 

 

  • Agendas
  • Lesson Plans
  • Classroom Arrangement
  • Work Station Activities
  • Assessments (TPRI, CBM, BEAR & Fluency)
  • Classroom Walk-Throughs

 

 

Use Texas Primary Reading Instrument to assess student progress.

 

  • Palm Pilot
  • TPRI Data

 

  • Every two to six weeks.

 

  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal

 

  • Data Reports

 

 

Use Waterford to provide intervention strategies for students at-risk of reading failure.

 

 

 

  • Waterford Program

 

 

  • Ongoing

 

  • Waterford Consultant
  • Reading Coach
  • Reading Intervention Specialist
  • Principal

 

 

  • Data Reports

 

 

Use TPRI & Waterford reports (for K-3) and BEAR spelling inventory and fluency tests (4 & 5) to measure progress and identify students who need:

  • intervention strategies
  • application strategies
  • enrichment strategies

 

  • Data Reports

 

  • Assessment Timelines
    • TPRI
    • CBM/Fluency
    • BEAR Inventory

 

 

 

  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal

 

 

  • Improved data reports
  • 80% or better proficiency score on Reading EOGs

 

 

Design lessons using Reading First (K-3) and Literacy First (4 & 5) strategies that will increase the number of students reading at or above grade level.

 

  • Reading First Materials
  • Scott-Foresman Texts
  • Waterford Materials
  • Literacy First Materials

 

 

  • Weekly

 

  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal

 

 

  • Lesson Plans
  • Increased Academic Learning Time
  • Decreased Discipline Referrals
  • 80% or better proficiency score on Reading EOGs

 

Design lessons that reflect use of data especially in organization of FLEX groups for customized instruction.

 

 

 

  • Data Reports
  • Reading First Materials
  • Scott-Foresman Texts
  • Waterford Materials
  • Literacy First Materials

 

 

  • Weekly

 

  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal

 

 

 

 

  • Lesson Plans
  • Increased Academic Learning Time
  • Decreased Discipline Referrals
  • 80% or better proficiency score on Reading EOGs

 

Create a Personalized Education Plan (PEP) outlining goals and strategies to promote growth in reading and math for all students in K – 5 who are not performing at grade level.
  • Data Reports
  • TPRI
  • Waterford
  • AR
  • Study Island
  • Heart Beeps
  • Every two to six weeks
  • Daily
  • Daily/Weekly
  • Weekly
  • Weekly
  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal
  • Student
  • Parent
  • Students performing at or above grade level according to all data reports including End-of-Grade Tests in both reading and math

 

 

Share PEP with students and parents during Parent-Teacher conferences.
  • Daily Classwork
  • Data Reports (See list in previous cell.)
  • October
  • Januray
  • April
  • Classroom Teachers
  • Exceptional Children’s Teachers
  • Reading Coach
  • Reading Intervention Specialist
  • HOSTS Coordinator
  • Principal
  • Students meet goals in PEP.
  • 80% or better proficiency score on Reading EOGs
  • Other Data Reports
    • TPRI
    • Waterford
    • AR
    • Study Island
    • Heart Beeps