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1. Tell us about your classroom reading program.? (anthology program, guided reading, word work,33 vocabulary) What materials do you use for guided reading? Alma was here! CVSD (Michelle and Kathy): The Comprehensive Literacy Model is used as a framework for language arts instruction. Readers' and Writers' Workshops are utilized in each classroom. An extensive book closet provides leveled books for guided reading. Each student has his own book box and as we visited various classrooms throughout the day, children were seen reading to self and others using these books. This year was spent piloting Celebration Press and Houghton Mifflin. Although the Reading staff would have preferred to adopt Celebration Press, the teachers chose Houghton Mifflin for next year.  Mechanicsburg Area School District (Lisa and Julie) - They used a balanced literacy program based on five core components. The components include Core Curriculum/Student Learning Maps, Flexible Grouping (Differentiated Instruction/Guided Reading), Writing, Word Work (Vocabulary, Phonemic Awareness, Phonics), and Self Selected Reading. They don’t use an anthology or one reading program. They chose to use resources based off of their student learning maps. These resources include “Literacy by Design” (Rigby) for strategy instruction, “Words Their Way” for word work/spelling, and “Making Connections” for text structure instruction. Each classroom teacher has 20 titles of leveled books at each level in each classroom for guided reading. “Literacy by Design” also has guided reading materials. Each teacher has a subscription to Reading A-Z. NESD (Claudia and LouAnn): Primary level (K-3) classroom teachers use SOAR and reading specialist goes into classroom and uses guided reading materials (Rigby, Read Naturally, Wilbooks, Wright Group, Wilson's Fundations, Little Readers, and Accelerated Reader program for limited texts). Rdg. Specialist introduces new book every two to three days and her primary emphasis is on exposure to literature. At the intermediate level (4, 5, 6), HM anthology and Readers' Library are utilized. Anthology word work and vocab building are accomplished through centers. Before this year, guided reading through anthology was done only 1-2 days per week but with influence of new literacy coach it's now encouraged daily in most settings. WY (Michele and Caitlin): The curriculum is based on the 5 pillars model, which allows for greater flexibility. Teachers can post ideas on the computer. They also share common assessments. No anthology is used, only trade books and guided reading books. Teachers typically use the Rigby series and an extensive book closet with classics. Many literature discussion groups are conducted during reading block time. (Central Bucks, Peg & Jil) The district uses HM Invitations 2001 as their core reading program. They are looking at updating and possible adoption and will keep a core program. Guided reading in the primary grades is used K-3. K begins leveled text in Nov. and expects text level 3 by end of year. Everyone is expected to provide guided reading daily. They have locally written lessons for their HM guided readers to be used with first grade students (STARS). Second grade uses the COMET lessons developed by the reading specialists for the lowest students. Word Work: They use Cunningham’s Making Words and supplement with developmental spelling using Word Journeys. Additional word work support is Tim Rasinski’s, Making and Writing Words. Word work is written into the STARS lesson plans and is support by word wall activities.
 * 33Please ask the following questions of the staff you interview on your off-campus visitations this spring. **

2. Describe your reading support program. (Title I, district programs, selection procedures, number days/sessions per week, co-teaching format) CVSD (Michelle and Kathy): Conewago Township Elementary School has a Literacy Coordinator/Coach/Intervention teacher, a Coach/Intervention teacher, a Reading Recovery/Intervention teacher, and a Reading Recovery teacher/RRTeacher Leader. In addition, there are a number of paraprofessionals who do skill work with students, as well as lead SOAR groups in grades 1 – 3. Intervention teachers push in to do Guided Reading Plus or small group writing. Students are identified as needing intervention through local benchmarks. An assessment wall is used to chart the progress of all students according to Below Basic, Basic, Proficient, and Advanced. Each grade level meets for a PLC one morning a cycle. Every fourth cycle they discuss students involved in reading or writing interventions to determine if interventions are working. MASD (Lisa and Julie) – Their program is not child driven, it’s data driven. They follow the RTI model, but call it “Catching Kids Up”. It includes both remediation and acceleration, with 50% remediation and 50% acceleration. Their reading intervention starts with a universal screening (TPRI for K-2 and 4-Sight for 3-5) which is completed three times a year. All screening data is placed on a spreadsheet and brought to the “Data Analysis Meeting” (affectionately called the DAM meeting). This meeting includes the principal, classroom teacher, and interventionalists (reading specialist, learning support teachers, speech, ESL). This meeting determines students with needs and areas of weakness within classrooms. This includes ALL students (learning support, ESL, Title I, gifted etc.). The second meeting scheduled is called the “Intervention Planning Meeting” (IPM) which includes the same team as the first meeting. This meeting identifies the who, what, where, and when for services. Students are grouped by areas of need and each group has a max of five students. Each student is also given two goals based on the results of the universal screenings. Intervention groups could include fluency, comprehension, phonemic awareness, acceleration, and phonics. Students identified in this group are considered “Tier 2” students and if they don’t have an IEP, they are on Title I rosters. Remediation groups meet every day from 20-40 minutes. Acceleration groups meeting 1-2 times per cycle (6 day cycle) for 25-30 minutes. The reading specialist we talked to does remediation in the morning and acceleration in the afternoon. Interventionalists can pull out of any area except Core Reading and Math. Ideally, students will come out of the flexible grouping time. It is left to the discretion of the classroom teacher and the interventionalist as to how services are provided, either push-in or pull out. In the third tier, the school psychologist is brought in to the meetings. Students working in this tier work in groups of no more than 3 students. In the course of their day, instruction will include core reading instruction, flex grouping with classroom teacher, flex grouping with interventionalist, and an extra group instruction based on what they need. NESD (Claudia and LouAnn): The primary and intermediate buildings visited are both T1 buildings. Primary buildings eliminated Reading Recovery 2 yrs. ago because they didn’t feel it was cost effective. Rdg. Spec. meets daily with T1 kids. A p arallel form of co-teaching is in place, but in some cases, the reading specialist meets with grade 3 every other day instsead of daily. At the intermediate level, a literacy coach provides instructional guidance and at present there are no reading specialists in the building although they may hire 1 or 2 for next year. Both primary and intermediate levels have strong RTI models in place. The RTI period is 30 minutes daily at the primary level and 35-45 minutes per day at the intermediate level. RTI interventions include Read Naturally, Wilson Corrective and Fundations, and SOAR. Co-Teaching varies at the intermediate level by teacher request/need.

WY (Michele and Caitlin): There are two Title 1 buildings and two Title 1 look-alike buildings in the district. Each reading specialist is responsible for two grade levels. In addition, there are two Language Arts itinerants (elementary certified) who are used for intervention. These teachers service the students who are Below Basic or waiting to be tested for learning support. Reading specialists for K-1 see all classrooms every day. Reading Specialists for 2-5 see only 2 or 3 Title 1-labeled classrooms every day. Specialists are flexible with their duties wherever there is a need (i.e. pushing in, co-teaching, RR, coaching, etc.). Reading specialists do not conduct scripted programs, however, these are done by the itinerant teachers or reading aides during daily intervention periods. Reading specialists have one personal planning time every day and once a cycle will meet with each teacher they serve. One hour every month, the specialists collaborate together as a reading team. In addition, smaller groups of specialists meet once a month to discuss specific grade level items. In general, reading specialists have a caseload of no more than 30 students equal to a classroom. (Central Bucks, Peg & Jil) 6/15 elementary schools are Title I buildings on Targeted Assistance. The remaining elementary schools are Title I-like buildings. All reading specialists are district paid. 27/32 of the reading specialists are RR trained with their site having a teacher leader. Almost all of the Title I money pays for paraprofessionals. Because of the paraprofessional support, coteaching is not a common model used. District kindergartens use the ERI (Scott Foresman) as an early literacy intervention model. First grade’s program is known as Reading Lab manned by reading specialists teaching RR and paraprofessionals pulling students individually. Second grade has small group pull out instruction for those students who were not successful in the first grade approach. There is some use of Linda Dorn’s Arkansas Reading Model which focuses on fluency and comprehension. 3. Do you have reading coaches? How is that set up? How is it working? Strengths? Weaknesses? CVSD (Michelle and Kathy): There are two Reading Coaches within the K-3 building, who also spend part of their day working as Intervention Teachers. One works with kindergarten and third grade, while the other works with first and second. Both were trained through the Comprehensive Literacy Model. The training included attending an institute through Shippensburg and a year long course offered at Conewago. In addition, one is now a trainer of coaches. The one caution given was to make sure the coach has a balanced schedule that allows time to go into the classrooms. The coaches have been very helpful to new teachers, as well as to veteran teachers as they become familiar with the Comprehensive Literacy Model. MASD (Lisa and Julie) – They have instructional coaches for reading, writing and math. They have one coach per building. Reading specialist took on a coaching role when they did professional development on the 5 pillars of literacy. They feel this had a huge impact on instruction. Reading specialist primarily work with students and it is the role of the instructional coaches to model for classroom teachers. NESD (Claudia and LouAnn): Primary level has no literacy coach but they do have rdg specs and an RTI specialist. RTI specialist is a new postion created because the district felt that HM was not meeting the needs of all kids, particularly with regards to phonics and spelling. At the intermediate school, their new literacy coach felt that classroom teachers were not receptive at first, but 75% of staff now use her on a consistent basis. Some teachers just use her as a resource. Her duties include co-teaching, resourcing, modeling instruction, planning with teachers, observations, district meetings, assessment, and teaching one SOAR group daily. She shared that she would like content area intervention addressed for next year as well as writing. Strengths at both levels were the motivation and interest of staff members. The literacy coach was pleased with the op en, flexible schedule to be able to visit with teachers and service them as needed. Weaknesses described by the literacy coach involved the varied philosphies of established classroom teachers and the large number of meetings she attends. WY (Michele and Caitlin): Reading specialists serve both instructional and coaching roles during the school day. When coaching, they follow the methods of Joellen Killion, who focuses on 9 roles of coaching (see coaching chart). This chart allows them to track areas of need with classroom teachers (mentoring, data analysis, resources, etc.). Administrators are supportive and adamant about professional development in this area and send their specialists to two conferences per year. A strength of the reading coaching program is the great amount of flexibility. One weakness is being able to serve both students and teachers and who should be getting the most time. (Central Bucks, Peg & Jil) The district is not using the coaching model. Reading specialists work with RTI groups up through grade 3. It appears the 4-6 grade classroom teachers do not have assigned coaching support. Their administrator views this as a less than ideal model. Their teachers could probably benefit from more support. 4. Describe your intervention period/ programs. (format, level of Response to Intervention, reading/ math or both? Who teaches the program? What do you offer for K readiness before Kindergarten begins? Summer school? After school programs? CVSD (Michelle and Kathy): Interventions take place all day long. There are no intervention periods at the K-3 level. As part of the Comprehensive Literacy Model, Reading Recovery is required to be used. In kindergarten aides are used to work with students on learning letters and sounds and are also involved during the Kidwriting period. An intervention teacher also goes in during Kidwriting. All kindergarteners are included in a half day session of kindergarten. Some kindergarteners complete the other half of their day in either an ELL or oral language support kindergarten class. In first grade two teachers teach Reading Recovery, two intervention teachers push in to do Guided Reading Plus and/or writing groups, two paraprofessionals are available to do drill work, and one aide leads SOAR groups. In second grade an intervention teacher pushes in to do Guided Reading Plus and writing groups and a paraprofessional does SOAR groups. Intervention groups consist of one to four students. The district uses a Twenty-first Century grant through the LIU to work with at-risk incoming kindergarteners six months prior to entering kindergarten. A week long program is offered during the first week of July to acquaint the most needy of the kindergarten children with school routines. During kindergarten registration no formal assessments are given to the children. However, kindergarten teachers have a chance to meet with the students and informally assess them. A second grant allows the district to offer an afterschool program to K-6 students, mostly ELL, providing socialization skills and homework help. MASD (Lisa and Julie) – See question 2 for details about structure of intervention. Resources for intervention include: K-3 – Wright Group, Early Reading Intervention (ERI) (small group Reading Recovery like), Read Naturally, Fundations by Wilson (phonics), Elements of Reading by Rigby (Pillars instruction), and Quick Reads (fluency). In the upper grades, they are using SOAR (comprehension) and Intervention by Design by Rigby (comprehension). This year they are piloting a variety of programs. They are meeting soon to choose what they want to purchase. They made it clear that not everyone needs to use the same programs; they choose what they will use based on student need. The TPRI also comes with Student Record Booklets which can be used for progress monitoring. The program is taught by reading specialist, reading aides, ESL teacher, and Learning Support teachers. There is no Kindergarten Readiness or Summer School. They have tried reading and math after school programs. NESD (Claudia and LouAnn): RTI is district wide. Gradual introduction was in place for a few years before full implementation. Summer training was provided for teachers. " Core Team" – principal, ELL, rdg. spec., psychologist, counselor, and RTI specialist meet regularly to progress monitor and track data. Shawn Minnich s uggested we observe Reid Elementary in Mechanicsburg School District for model RTI program. NESD feels the need to focus more on Tier 1 next year. At the i ntermediate level, the district used to have a remediation period at the end of every day but RTI model has now replaced that. RTI is actually taught by regular ed tachers, special ed teachers, the RTI coach and instructional aides. (The aides are involved with the programs that are more clerical in nature...Wilson Corrective and Read Naturally.) On d ay 6 of their 6-day cycle, there is no RTI so classroom teachers keep the needier kids for instruction while the rest of the kids have character ed/SSR/ extended thinking activities. After school tutoring is soon beginning and will take place M-Th. Regarding summer school, “Jumpstart” is offered at the primary level and includes 1 hour rdg, 1 hour math. Selection is based on end of year scores and lack of home support. Some buildings have 1 week in June then 1 additional week in August for “preview”. No summer program offered for K readiness or at intermediate level. WY (Michele and Caitlin): There is no formal RTI, but the district is dabbling in it. There is no intervention period, but next year they would like to include. The reading specialist will keep their push-in time, which additional time for intervention. The district feels that they are stronger in their reading program than in math. They did have one non Title 1 building on the warning list this year. Next year, the district is looking at adding an intervention period using an “all hands on deck” mentality. Some resources that are available to use are RR, Wright Skills, Read Naturally, Ladders to Success, SOAR, and Project Read. Two pre-K classes are offered in the district, with extensive transition plan. They also offer summer for Title 1 children for three weeks in the summer, three hours per day with reading as the only focus. This services about 100 students. In addition, they also run the Standards Academy, which focuses on reading and math. The selection is made by classroom teacher rank ordering. This is also run for three week, 3 hours per day. An extended learning after school program is run 9-10 weeks prior to PSSA testing. (Central Bucks, Peg & Jil) In one Title I school, they have an intervention hour for K-2 only. RTI is used for K-2 and their reading services are considered the first level of RTI. They have no pre-K services. One elementary school with the highest low income population conducts a summer program. A small scale district paid program is also available district wide and is a camp like/child care program for which parents pay a fee. 5. Describe the reading assessments you administer (4 Sight, DIBELS, local assements? Frequency? Process for Analysis?) CVSD (Michelle and Kathy): Third grade uses 4-Sight. K-2 have local assessments throughout the year. In kindergarten at the end of the year a running record on a level two benchmark book is given. At the beginning, mid and end of the year Hearing and Recording Sounds In Words, the first five words of MONSTER test, and sight word assessments are given. In first grade the same assessments are repeated, but ten words of the MONSTER test are used and benchmark books are used three times a year ending with a level 15. The benchmark book for the end of second grade is level 22. A prompted writing is scored using rubrics twice a year. This information is used for the Assessment Wall data, which also shows the interventions received and risk-factors of each child.  MASD (Lisa and Julie) – Three times a year, universal screenings are given. In grades K-2, they use the Texas Primary Reading Inventory (TPRI) which assesses phonemic awareness, graphophonemic knowledge, reading comprehension, fluency rate, and word reading. In grades 3-5, they use the 4Sight. In grades K-2, classroom teachers also use the DRA. Reading Specialist, aide, and ESL teachers administer the TPRI individually to students in grades K and 1. Parts of the grade 2 assessment are done by the classroom teacher. As they assess, aide enters all data into comprehensive spreadsheet (district designed). Data from assessment is analyzed at the DAM meeting. NESD (Claudia and LouAnn): DIBELS and DRA are administered to every K-6 student on the first day of school. Primary level is piloting Aims-Webb assessment this year. 4Sight is administered to grades 3-12 quarterly. DIBELS is done quarterly for kids needing intervention. They feel DIBELS has its place in the district and provides a really good analysis of data. Its use is even more valid now with RTI. CARS (Comprehensive Assessment for Reading) is used 4, 5, 6. If kids don’t fit into RTI at intermediate level, they receive enrichment, literacy circles, math challenges, research opportunities, and extended thinking activities. Most impressive was the data board housed in the conference room at the intermediate school. Made of large panels of plywood and brass mug hooks, it provided a beautiful visual to display the laminated picture/data cards created and regularly maintained for each student. Data cards are moved per assessment and labeled with the appropriate intervention. WY (Michele and Caitlin): The district does not focus its attention on testing. Kindergarten teachers use a letter ID, writing sample, and DRA to determine abilities. Grades 1-5 teachers administer a DRA and writing sample. 4Sight testing has not yet been mandated for the district, only learning support uses this. (Central Bucks, Peg & Jil) Bucks use their HM assessments, additional writing prompts, and core assessments 3 times a year. Dibels is used but the program is not geared around the assessment results. Grades 4 & 5 are required to do 4/6 themes. Grade 6 is required to complete 3/6 themes to provide more time for real trade book reading. They have IST but do informal PLC type meetings and no formal assessment reviews like Progress Reviews. RTI data analysis teams review the progress at each building. 6. Are you implementing LFS as part of your Language Arts Program? What is your process? What are your requirements and expectations of staff? CVSD (Michelle and Kathy): After the initial training with Max Thompson, it is the opinion of the Literacy Coordinator that LFS is not needed at the K-3 level. It is being implemented within the district at grades 4 – 12. MASD (Lisa and Julie) – Their entire curriculum is driven by LFS student learning maps. Maps are required to be displayed for every subject area by every teacher in every classroom. Key vocabulary must be posted in every classroom for every subject area in every classroom as well. The maps are used interactively by students and maps include student examples. Students should be able to answer essential questions if an administrator walks into the classroom at any time. Teachers are encouraged to focus on one skill during core reading and flexible grouping, but not to ignore previously taught skills and strategies. Teachers have found that flexible grouping is an ideal time to accelerate/preview upcoming skills. NESD (Claudia and LouAnn): No LFS in district...not embraced by superintendent. Intermediate school uses some LFS philosophies and activities. WY (Michele and Caitlin): The district has not embraced LFS because they are continuing to implement Dimensions of Learning. (Central Bucks, Peg & Jil) The LFS model is not a district or IU initiative. Rather they use the William Daggett Model Schools approach. 7. What are the best things about your reading program? CVSD (Michelle and Kathy): A strong Reading Recovery influence is seen in the classrooms because many of the classroom teachers have previously been trained. In addition, in order to teach kindergarten or first grade, teachers are required to take an Early Literacy course or Reading Recovery training. The Comprehensive Literacy Model is a perfect fit with a strong Reading Recovery influence. Continuing professional development occurs during once-a-cycle PLC’s. Teams choose an area of professional interest to study throughout the year. There is a strong cohesiveness of school community seen in how the teachers are teaching, how the children are involved in their learning, and the school works around a common theme. MASD (Lisa and Julie) – The reading supervisor and principal said teachers are the best part of the program. They know what’s expected and what to teach with the student learning maps. They are willing to work with the intervention team. Everyone is responsible for each child’s success. The reading specialist said she loves the flexibility of moving students between intervention groups and meeting the needs of all of the students. Their Core Reading Time is the most successful part of the program. Students cannot be pulled out during this time, but reading specialist can push in to assist the students as needed. NESD (Claudia and LouAnn): At both the primary and intermediate levels, the best things are the success of implementing RTI and that the staff is highly motivated and sees the big picture while still focusing on individual needs of children. Kids throughout the district are engaged with text frequently and minimal worksheets are provided. Core Team meetings reduce the chance of students falling through cracks and are conducted to efficiently analyze data. The literacy coach at the intermediate level also enjoys the benefits of schedule flexibility where from 9-10:15 she is available to meet with classroom teachers for planning or is available to attend meetings**. The in termediate school has a common planning time everyday from 8-8:40 before kids even arrive.** The whole school takes ownership for the entire student population...they dismiss one day early each month for the RTI coach to work with teams to gather additional data, progress monitor, and determine whether or not interventions are working. WY (Michele and Caitlin): They react to student need, have many resources, and mix teachers and students. Staff development is important (each new teacher receives 3 years of training – all in house). All administrators are expected to also deliver instructional development. (Central Bucks, Peg & Jil) Highly trained reading specialists with RR background are a major strength. Their guided reading component is a major asset of their reading program. The HM anthology is being used for shared reading. Their early intervention in K is very successful. Book conferences in the upper grades with independent reading are working well. Reading Apprenticeship in the upper grades is helpful. 8. What are your challenges in your reading program? CVSD (Michelle and Kathy): The Literacy Coordinator feels there may be a challenge with incorporating Houghton Mifflin into The Comprehensive Literacy Model. The hope is that Houghton Mifflin will be used as a tool, not a curriculum. MASD (Julie and Lisa) – The reading supervisor and principal said the next step is to make reading more integrated across the curriculum. Our focus is so much on reading that it is difficult to sustain momentum in other areas. Training for new staff is difficult. The reading specialist had a hard time letting go of the responsibility of students all the time. She sees lots of students throughout the year because they move students in and out of groups as needed. NESD (Claudia and LouAnn): Challenges at the primary level include time constraints and scheduling. With RTI, some sacrifice is necessary for scheduling…they find that it's necessary to work around the schedules of the reading specialists and the intervention specialist. The curriculum coordinator for the district would like to see greater integration of technology with regards to instruction. K writing rubrics need updating. There is a need for continuity of expectations. They DO have a committee in place that looks at the transition between schools but it is felt that this transition needs to be stronger. At the intemediate level, the literacy coach feels that the curriculum is not as solid as she’d like – teachers need to know the pace and amount of material to cover…when this is in place, she feels Tier 1 will be stronger. She feels strongly that the n eed to focus on Tier 1 for intstructional purposes is imperative and will pay dividends down the road. 288 of their student population (55%) is currently in some form of RTI at the Tier 2 level and they obviously want to reduce that number. She also w ants HM to be a skeleton program – if skills are not mastered she wants the teachers to feel that its okay as well as necessary to continue into their next 6-day cycle by providing extended practice toward mastery rather than immediately beginning a new anthology story. Finally, the literacy coach would like to see reading specialists hired with a role to involve push-in (parallel teaching) in the setting where the class teacher has one guided reading group, the reading specialist provides a guided reading "double dose", and centers are conducted simultaneously for ALL students. WY (Michele and Caitlin): A weakness is the ability to adequately train staff. They also struggle with “time ”. (Central Bucks, Peg & Jil) The biggest issue is what direction the district should take next. Should they adopt a new, expensive series that would only be used for shared reading?

9. Other information you’d like to share? CVSD (Michelle and Kathy): Other resources used at Conewago included the Fountas and Pinnell Benchmark Assessment System, which the Literacy Coordinator finds very beneficial. Also used at the kindergarten level is Lance Gentile’s Oral Language Acquisition Inventory. Non-fiction guided reading books have been purchased recently from Wright Group and Pioneer Valley to update their book collection.  MASD (Julie and Lisa) – One of the reading supervisor’s goals for this year was to create a “District Intervention Team” which included all reading specialist, learning support teachers, speech teachers, and ESL (district employees) teachers. They will meet 5 times this year to discuss intervention programs and resources that they have used and found successful. Kid Writing – For the 1st half of first grade, the reading specialist, aide, gym teacher, art teacher, music teacher, all pushed into the 1st grade classrooms for 20 minutes to assist with kid writing. They feel that is was very successful. They don’t feel that they will need it next year due to the full-day Kindergarten program that has been implemented this year. NESD (Claudia and LouAnn): At NESD, reading trumps all other subjects. With regard to their Kindergarten program, they only offer f ull day. Minimal time is allowed for social centers in K, but there is a strong phonics base (Alpha Friends and HM used) and the K students learn to "finger tap" their sounds. K books used for instruction include Invitations to Literacy, Little Readers, Rigby PM Plus. ( Central Bucks, Peg & Jil) They are really focused on guided comprehension using the consultant Mary Beth Allen from East Stroudsburg University for the past 6-7 years.