INSTRUCTIONAL TEAMS AND COLLABORATION TO IMPROVE STUDENT ACHIEVEMENT

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INSTRUCTIONAL TEAMS AND COLLABORATION TO IMPROVE
STUDENT ACHIEVEMENT

• Building Networks - Planning for the Future
  Implementing a
• 3-Tiered Model
• June 12, 2006

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Salina Elementary School Sevier School
District 210 West 300 NorthSalina, Utah 84654
Phone [phone]Presenters

• Selena Terry, Principal
• Cade Douglas, Literacy Coach
• Lola Jensen, Learning Coordinator

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School Demographics

• Total Students 457
• Female 217
• Male 224
• Handicapped 4
• American Indian 1
• African American 0
• Asian 0
• Caucasian 425
• Hispanic 29
• Asian/Pacific Islander 1
• Limited English 28
• Econ. Disadvantaged 230

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Tier I Instruction

• Examples of Instruction
• Examples of instruction in reading include
  whole group instruction, read aloud, shared
  reading, small group instruction, literacy
  workshop centers, guided reading using leveled
  text, independent reading, modeling of
  comprehension strategies, explicit word work and
  work attack skills, writing process, writers
  workshop, six trait writing, etc.
• Open Court Reading Program
• 3 Hour Literacy Block for K-3
• 2.5 Hour Literacy Block for 4-5
• Differentiated/Explicit Instruction Driven by the
  following reading assessments
• TPRI, DIBELS, STAR Early Literacy, SRI, Utah CRT,
  IOWA

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Tier II Instruction

• Tier II Instruction and practice is in addition
  to the 3-hour Tier I instructional block. Once
  identified through assessment as needing tier II
  instruction, students begin to receive extra
  services.
• The parents/guardians of students are contacted
  and asked to conference with the literacy staff.
  All data collected from various assessments are
  shared with the parent. The tier II
  parent-school compact is reviewed and signed.
  The parent is then informed and trained in the
  areas that they can improve practice for literacy
  at home. Included in the compact are pledges
  that the parent makes to take responsibility for
  their childs education such as Spend a minimum
  of 20 minutes a night reading with their child
  and ensuring that their child participates in
  before and after school intervention classes at
  90 or higher attendance.

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Tier II (continued)

• Tier II instruction includes an additional 90 to
  120 minutes of consistent instruction and
  practice. Students receive this instruction
  before or after school, as well as in the
  afternoon during their regular school day.
  Instruction is delivered in and outside of the
  regular classroom by the school literacy coach,
  certified teachers, and trained instructional
  assistants. Groups are small, flexible, and
  created by placing students together who have
  similar weaknesses and strengths.
• Tier II Instruction is driven by diagnostic
  assessment data and appropriate interventions.
  Students are progress monitored using Great Leaps
  Phonics and Fluency, Open Court weekly
  assessments, and weekly fluency assessments.
• Some of our students move in or out of Tier 2 as
  they respond to the explicit instruction and
  practice they receive.

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Tier III - Intervention Program

• A small percentage of students require explicit
  instruction in addition to tier I and tier II
  levels. Special educators, literacy coach, or
  other specialists often deliver tier three
  instruction outside the regular classroom.
• Students receive all of the interventions offered
  through traditional special education programs
  including Headsprouts, Kaleidoscope, Early
  Steps/Next Steps, Tutoring, and other research
  based practices.
• Some of our students move in or out of Tier 3 as
  they respond to the explicit instruction and
  practice they receive.

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WHY?

• Until you have data as a back-up, youre just
  another person with an opinion.
• Dr. Perry Gluckman

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Why Data Teams?

• To improve student achievement through systematic
  teacher collaboration and instructional
  decisions.

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Essential Questions? Using Data to Inform
Instruction

• Are all students learning?
• What are my students strengths and weaknesses?
• What do you expect students to know by the end
  of each year?
• Which students are not proficient?

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Data Team Meetings Monthly Grade Level Meetings
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Teachers at SES when asked What impact has data
team meeting had on your practice?

• I know the name of every child who doesnt read
  at grade level.
• We target students with real needs. We look at
  the dataand use it.

• Correlation between teachers, IAs, and
  administrators who know students needs.
  Instruction is so much stronger.

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SES Teacher Quotes (Cont)

• Made me aware of assessments available that I
  hadnt realized I could use. Our whole team
  benefited.
• I know the areas where we need to focus
  professional development.

• Being able to touch base with SPED and
  intervention teachers---were all on the same
  page and we strengthen one another.

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SES Teacher Quotes (Cont)

• Gives me a wide view of what is happening. As a
  new teacher I get various opinions and advice
  from seasoned teachers on a variety of
  instructional strategies.

• We are moving kids forward. Some of our kids
  are no longer in SPED for the rest of their
  lives.

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• Our task is to provide an education for the kind
  of kids we have. Not the kind of kids we used to
  have, or want to have, or the kind that exists in
  our dreams.

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Questions?