The Role of the Literacy Coach In a Primary School: A Collaborative Model

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The Role of the Literacy Coach In a Primary
School A Collaborative Model

• International Reading Association
• Annual Conference
• Atlanta, 2008
• Presenters
• Debra Gurvitz, Ed. DNational- Louis University
• debra.gurvitz_at_nl.edu
• Deborah Shefren
• Lyon Elementary School
• dshefren_at_glenview34.org

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Reading SpecialistLiteracy Coach Framework
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Collaborative Model

• To provide effective reading instruction for all
  students, the reading specialist/literacy coach
  works collaboratively with all stakeholders in
  the system.

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Roles of theLiteracy Coach/Reading Specialist

• Leadership
• Building Reading/Language Arts Specialist
• Building/District Professional Development
• Study Groups
• Parent Programs
• Member of Problem Solving Team/Pupil Service Team
• Instruction
• Supervise Reading Intervention Program
• Model and Co-Teach District Reading Strategies
• Flexible coaching model
• Demonstrate, co-teach, observe and support
• Learning Labs
• Pull out instruction/ flexible scheduling
• Tier 2 Intervention
• Enrichment
• Differentiate materials and instruction to
  support classroom instruction and district
  Reading/Language Arts Curriculum

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Roles of theLiteracy Coach/Reading Specialist

• Assessment
• Work with Building Principal
• Disaggregate assessment data
• Summative Assessment
• Determine trends
• Assessment to Inform Instruction
• Oversee Reading Intervention Program
• Selection criteria
• Progress monitoring
• Delivery system
• Collaborate with classroom teacher, pupil service
  team, problem solving team

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Reading Intervention forFirst and Second
GradeStruggling ReadersWithin Three Tier Model

• Lyon Elementary School
• Reading Support Program
• Supervised by Literacy Coach

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Reading Support Program

• Additional instruction to build skills and
  strategies for students to become proficient
  readers
• First and Second Grade Students
• Kindergarten Tier 2 (2nd semester)
• Instructed by Reading Support Associates (Tier
  2)
• Instructed by Reading Support Associates and/or
  Reading specialist/literacy coach
• Supervised by Building Reading Specialist
• Aligns to Classroom instruction
• Aligns to District Reading/Language Arts
  Curriculum

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OverviewResponse to InterventionThree Tier
Model Role of the Reading
SpecialistLiteracy Coach
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Role of Reading SpecialistLiteracy
CoachResponse to Intervention (RTI)

• The reading teacher/specialist literacy coach
  must be involved with providing and guiding RTI
  services because they are the best prepared to
  help make a real difference for the students who
  are struggling

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IL Regulation adopted 6-2007

• Each district shallimplement the use of a
  process that determines how the student responds
  to scientific-based interventions as part of the
  evaluation procedure

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Three Tier Intervention System

• RTI Model

Tier Three
Intensive Intervention
Tier Two Targeted Group Intervention
Tier One All Students Preventive Universal
Interventions
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Tier One (gt25)Universal Intervention

• Delivery of Based Core Program with
• Fidelity
• Intensity
• Passion
• Reasonable Accommodations
• Expect to meet the needs of most
• Some will need additional intervention
• Literacy Coach/Reading Specialist
• Model, push in support
• If done wellexpectation is to meet the needs of
  MOSTsome will need more

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Reading InterventionTier OneWithin Classroom

• Reading specialist/literacy coach
• Collaborates with classroom teacher
• Supports classroom teachers
• New teacher orientation
• Locates materials
• Coaching cycle
• Four to six weeks
• Model, co-teach, observe, support

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Tier Two (10 25)Targeted (Strategic)
Intervention

• (More) Time
• (More) Explicit Teacher-Led Instruction
• (More) Scaffolded Instruction
• (More) Opportunities to Respond to Corrective
  Feedback
• (More) Language Support
• Frequent Progress Monitoring

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Tier Two (10 25)Targeted (Strategic)
Intervention

• Focused and unified instruction
• Core plus supplemental
• Small group
• Core Instructional time 25 small group
  targeted strategic instruction
• Explicit teacher-led instruction with explicit
  language support
• Literacy coach/reading specialist supervises
  reading support associates
• Progress monitoring weekly/2 times per month to
  ensure intervention is working
• Literacy coach/reading specialist oversees the
  intervention and plan
• If notchange the intervention
• Instructional focus
• Materials/Direct Instruction
• Delivery
• Amount of time
• Size of group

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Reading SupportIntervention Program TIER 2

• First semester
• Second grade students scored between 10th and 25
• Second semester
• K,1, 2 who scored in 10 to 25 range
• May have been enrolled in reading support first
  semester
• Meeting goals
• Need additional intervention
• Delivery
• Individual or small group
• Reading support associates under guidance of
  reading specialist/literacy coach
• Pull out service
• Instruction supports classroom
• Modification of materials

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Reading Support ProgramTier Two

• Additional instruction to build skills and
  strategies for students to become proficient
  readers
• Aligns to Classroom instruction
• Aligns to District Reading/Language Arts
  Curriculum
• Progress Monitoring
• Ongoing formative assessment that matches the
  targeted intervention
• Summative assessment weekly (6 to 12 weeks)
• To determine
• Exit
• Change of intervention
• Change of Tier
• Identified goals within problem solving model

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Tier Three (lt10)Intensive Intervention

• (Most) Time
• (Most) Explicit Teacher-Led Instruction by
  reading specialist/literacy coach/ literacy
  associate/special education teacher
• (Most) Scaffolded Instruction
• (Most) Opportunities to Respond to Corrective
  Feedback
• (Most) Language Support
• Weekly Progressive Monitoring

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Tier Three (lt10)Intensive Intervention

• Focused and unified instruction
• Core plus supplemental plus/or intensive
• Matched small group
• Core Instructional time and/or flexible services
  50 small group intensive intervention
• Explicit teacher-led instruction with explicit
  language support
• Progress monitoring weekly to ensure intervention
  is working
• If notchange the intervention
• Instructional focus
• Materials
• Delivery
• Possible move to case study/special education

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Reading Support ProgramTier Three

• Separate, intensive, direct instruction
• Identified goals within problem solving model
• Often differs from classroom instruction/program
• Progress Monitoring
• Ongoing formative assessment that matches the
  targeted intervention
• Summative assessment (weekly)
• Identified goals within problem solving model

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Reading Intervention Program forFirst and Second
GradeStruggling ReadersTier 2

• Lyon Elementary School
• Reading Support Program
• Supervised by Reading Specialist
• Instructed by Reading Associates

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First GradeReading Support Program
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Reading SupportIntervention Program Bottom
Quartile

• One on One Tutoring
• Reading Associates (3)
• 5 days a week for 25 minutes
• In Reading Support Classroom
• Collaborate with classroom teacher
• Support classroom instruction

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SelectionFirst Semester- 1st Grade

• ISEL
• Illinois Snapshot Early Literacy
• Watch Scores
• Alphabet Recognition
• Phonemic Awareness
• Beginning Sounds
• Concept of Word
• Enrolled in Early Intervention Kindergarten
• Classroom Teacher Input
• May be receiving additional support services not
  identified as special education

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First semesterFirst Grade--Target Goals

• Build Phonemic Awareness
• Differentiate sounds
• Build Phonic Skills
• Beginning/ending sounds
• Build Concept of Word
• Reread pattern books

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Sample of Daily Reading Support 1st Grade
Students1st Semester

• Reread familiar books
• Formative Assessment Running Record
• Word Study
• Phonemic Awareness
• Beginning/Ending Consonant Sounds
• Word cards
• Word wall words-build sight words
• Sentence Writing
• Introduction to a new book
• Picture walk
• Integrate phonics
• Pattern Predictable

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Selection Second Semester First Grade

• District CBM
• Dibels (Dynamic Indicators of Basic Early
  Literacy Success) one minute reading
• Scored in bottom 25 locally
• Darrel Morris Spelling Inventory
• Early Reading Screening
• Phoneme Segmentation (Yopp Yopp)
• Sight Words (BRI Johns)
• Oral Reading Passages (BRI Johns Preprimer,
  primer, 1st grade)
• Teacher Input
• Previously enrolled in
• Reading Support
• Early Intervention Kindergarten

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Reading Support Targeted GoalsSecond
Semester--First Grade

• Build Phonics Skills (Phongraphonemic)
• Word SortsChunking sounds
• Blends/Digraphs
• Short Vowels
• Emphasis on pattern of language (Syntax)
• Reread pattern books
• Build vocabulary to support comprehension
• Automatic Recall of Sight Words (Fluency)
• Strategies to read unfamiliar words
• Skip and read to end of the sentence
• Look for chunks in the word as opposed to
  individual sounds
• Use picture clues

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Sample of Daily Reading Support 1st Grade
Students2nd Semester

• Reread familiar books
• Word Study
• Phonics Differentiated
• Phoneme segmentation
• Beginning/Ending Consonant Sounds
• Short Vowels
• Word Sorts
• Word cards
• Word wall words-build sight words
• Sentence Writing
• Introduction to a new book
• Picture walk
• Integrate phonics
• Pattern Predictable

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Second Grade Reading Support Program
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Reading SupportSecond Grade Students

• Second Grade Students
• One on One Tutoring or small group (2 to 3
  students)
• Associates Instruct
• Reading Specialist Supervises
• In Reading Support Classroom
• Collaborate with classroom teacher
• Support classroom instruction

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Second GradeSelection

• ISEL 2
• Watch Scores
• Fluency
• Reading Passage and Comprehension
• District CBM
• One minute Dibels selections
• Bottom quartile (district norms)
• Johns BRI
• Instructional level
• Pre primer and primer receive one on one tutoring
• 1st Gradereceive one on two tutoring
• Received First Grade Reading Support
• Classroom Teacher Input
• ELL students (where applicable)

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Second Grade Focus

• Build Fluency
• Automatic Recall of Sight Words
• Strategies to read unfamiliar words
• Comprehension
• Aligned to classroom instruction

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Second GradeSample Lesson Plan

• Reread familiar books
• Chart fluency
• Retell/comprehension
• Word Study
• Support phonics/spelling
• Word Bank
• Automatic recall of sight words
• Introduction to a new book

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Chart Fluency

• Read unfamiliar book passage at instructional
  reading level
• Record words per minute and miscues
• Instruction and Practice Reading
• Second Reading
• Record words per minute and miscues
• If meet fluency goal then move to next book

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Reading Support Program Parent Component

• Attend Parent Information Meeting
• Read with child nightly
• Reread books from reading support
• Keep reading log
• Return folder daily
• Continue same procedure during holiday vacations
• Conference with Reading Specialist

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The Role of the Classroom Teacher
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Reading Support Pull Out Program

• Supporting instruction in our classroom
• Phonics Instruction
• Leveled books
• Student Learning Plan
• Sight words
• Word Wall words

• Strategies
• DLTA
• KWL
• LEA
• Visualization
• Assessments
• ISEL
• CBM on Fluency
• IRI-Jerry Johns

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Reading SupportPull out program

• Individually reinforced
• Remediateslow down whats happening in the
  classroom
• Positive Results
• Students self esteem improves
• Improve reading/writing/spelling skills

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Reading SpecialistLiteracy CoachRole in the
Classroom

• To Help Differentiate Instruction
• Service both ends of the spectrum
• Push in model
• Classroom Research
• Book club
• Writing Workshop
• Modeling strategies
• Comprehension strategies of the month

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Administrators Perspective
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Principals Role

• Coordinate the collection and organization of
  data
• Develop and maintain a comprehensive
  understanding of balanced literacy
• Maintain and support reading intervention program
• Facilitate parent meetings with reading
  specialist
• Facilitate/coordinate professional development
  opportunities with reading specialist
• Budget funding to support intervention and
  differentiation
• Associates, materials
• Encourage collaboration of reading
  specialist/classroom teacher

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Setting Goals
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Progress Monitoring

• Student Improvement Plan
• Specific goals identified
• Stake holder responsibilities
• Classroom Teacher
• Parent
• Student
• Reading Specialist
• Reading Tutor
• Evaluation of plan
• Continue with service
• Discontinue service
• Modify service
• Refer to Special Services

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LYON SCHOOL STUDENT LEARNING PLAN STEPS TO
INTERVENTIONLEVELS ONE AND TWO Name __
________________________________Grade
__________Date __________________ Teacher/Team
Members _________________________________________
_________________
List areas of concern List areas of concern List areas of concern List areas of concern
Select a primary area of concern Select a primary area of concern Select a primary area of concern Select a primary area of concern
Target Goal Target Goal Target Goal Target Goal
LEVEL 1 INTERVENTION LEVEL 1 INTERVENTION LEVEL 1 INTERVENTION LEVEL 1 INTERVENTION
Intervention Plan Who is responsible? (Signature Required) What is the intervention? Where, when, how often will it happen? Start Date
Teacher
Parent
Student
Benchmark 2nd Week 4th Week 6th Week Benchmark 2nd Week 4th Week 6th Week Benchmark 2nd Week 4th Week 6th Week Benchmark 2nd Week 4th Week 6th Week
Result 2nd Week 4th Week 6th Week Result 2nd Week 4th Week 6th Week Result 2nd Week 4th Week 6th Week Result 2nd Week 4th Week 6th Week
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Identify and Narrow ConcernsSet Target Goal

• List areas of concern Reading at the primer
  level at the beginning of 2nd grade, poor
  fluency, District CBM 23 wpm district median 77
  wpm, Watch Scores on all subtests of ISEL 2. Was
  noted as a Watch following one full year of
  Reading Support, inconsistent progress in
  reading.
• Select a primary area of concern Reading
  fluency, recognition of sight words, miscues
• Target Goal reading fluency will increase 2.5
  words per week on first reading of unfamiliar
  text at her instructional level and initial
  miscues will decrease by 1 words per week.
  After instruction reading fluency on the repeated
  reading will increase 30 wpm and miscues will
  be gt4 words.

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Level One Intervention Plan
Intervention Plan Who is responsible? (Signature Required) What is the intervention? Where, when, how often will it happen?
Reading Support Tutor Reading Specialist Classroom Teacher In Reading Support Repeated reading Word study alignment to class Instruction Chart Fluency with student In the classroom Repeated Reading Guided reading at instructional level Reading Support Individual reading support 5 times per week for 30 minutes per session ---------------------------- 3 times per week
Parent Reread reading support book and review sight words nightly Attend Reading Support Meeting Read nightly
Student Read nightly, review sight word cards, bring signed reading log and folder back daily Chart fluency Each night at home
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Students Benchmark-Formative Assessment

• Baseline reading 39 wpm/ 20 miscuesRepeated
  reading 64 wpm/ 3 miscues
• 2nd Week Initial reading 30.5 wds per minute
  gt20 miscues
• 3rd week Initial reading 33 wds per minute
  gt19 miscues
• 4th Week Initial reading 35.5 wpm gt18
  miscues
• 5th Week Initial reading 38 wpm gt17 miscues
  
• 6th Week Initial reading 41 wpm gt16 miscues

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Progress Monitoring AIMS WebAchievement
Improvement Monitoring SystemSummative Assessment

• Curriculum Based Measurement
• Letter Sounds-(non readers)
• 1 Minute Reading Probes (based on Instructional
  Reading Level)
• Graph results
• Set trend line
• Set aim line
• Determines instructional plan

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Success of Program
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Increased Learning For All Students

• Recipient United States Department of Education
  Blue Ribbon
• November 2004
• Data Support
• CBM
• ISEL
• Reading Support
• Number of students successfully serviced

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Second Grade Student Completed Reading Support
January
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Second Grade ISEL 2Reading Support Growth
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Growth of 2nd Graders In Reading Support
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