Kindergarten Early Intervention Reading Initiative

Kindergarten Early Intervention Reading Initiative Tammy Oberle-Lang and Jillian Knapp “Studies over the last few decades offer important insights into early diagnosis and treatment of reading problems.” –Ed. Leadership March 2012

Components of the Initiative • Hire an effective team • Eight team members • One per building • One floater

Components of the Initiative • Tie it to Research • “A student’s level of phonological awareness at the end of kindergarten is one of the strongest predictors of future reading success in grade 1 and beyond.” • -2 decades of research, Sylvia Smith

Components of the Initiative • Link it to the Common Core State Standards in Reading • Reading Standards Foundational Skills: • Phonological Awareness • Demonstrate understanding of spoken words, syllables, and sounds (phonemes) • See Phoneme Segmentation Data*

• Recognize/produce rhyming words • Count/pronounce/blend/segment syllables in spoken word • Blend and segment onset/rimes of single-syllable spoken words • Isolate and Produce initial/medial/final sounds CVC words • Add/substitute individual sounds to make new words

100%

Phoneme Segmentation Fluency District Percentage of Students Above & Below Target Spring Data

90%

80%

Initiative Implemented

70%

60%

50%

Met Target Below Target

40%

30%

20%

10%

0% 2010

2011

2012

2013

Components of the Initiative • Ongoing Professional Development • Components of Reading-5 Areas • Research Based Strategies and Intervention • Phonics First by RLAC

• Components of the Initiative • Utilize Research Based Strategies and Interventions • Data Driven • Tied to student need

Components of the Initiative

• Hold Monthly Meetings • District Level • Team Leaders, Interventionists, and School Psychologists

• Building Level • Teachers, Interventionist(s), and School Psychologists

Components of the Initiative

In an effective reading program assessment informs instruction  Data Driven • Progress Monitoring • Two times per month

• Data Reviews • One time per month

• Fluid groupings of students according to targeted needs

Student Profile Sheet

• Existing District Wide Data • Added new assessments • Research • Common Core State Standards

• See attached Profile Sheet* • See attached Intervention Log* • Created District Norms

LAKE ORION KINDERGARTEN READING ASSESSMENT PROFILE STUDENT______________________________________________ SCHOOL_______________________________________________ TEACHER______________________________________________ READING INTERVENTIONIST_______________________________

MLPP-CONCEPTS OF PRINT COREPHONOLOGICAL SEGMENTATION TEST COREPHONOLOGICAL SEGMENTATION TEST COREPHONOLOGICAL SEGMENTATION TEST

FALL ____/22

Sentence____/5

B_ (15-22) S_(11-14) I_(0-10) B_(2-5) S_(1) I_(0)

WINTER ____/22

Sentence____/5

B_(17-22) S_(14-16) I_(0-13) B_(3-5) S_(2) I_(0-1)

SPRING ____/22

Sentence____/5)

B_(17-22) S_(14-16) I_(0-13) B_(4-5) S_(3) I_(0-2)

Word_____/8

B_(2-8) S_(1) I_(0)

Word_____/8

B_(6-8) S_(4-5) I_(0-3)

Word_____/8

B_(7-8) S_(6) I_(0-5)

Phoneme_____10

B_(2-10) S_(1) I_(0)

Phoneme_____10

B_(5-10) S_(3-4) I_(0-2)

Phoneme_____10

B_(8-10) S_(5-7) I_(0-4)

MLPP-LETTER NAME

____/54

____/54

____/31 Consonant____/21 Vowel_____/10 ____/8

B_(49-54) S_(40-48) I_(0-39) B_(17-31) S_(11-16) I_(0-10) B_(7-8) S_(6) I_(0-5) B_(7-8) S_(6) I_(0-5) B_(7-8) S_(5-6) I_(0-4) B_(7-8) S_(5-6) I_(0-4) B_(12-25) S_(6-11) I_(0-5) B_ (>37) S_ (32-37) I_ (19) S_ (15-19) I_ (17) S_ (11-17) I_ (18) S_ (15-18) I_ (12) S_ (7-12) I_ (45) S_ (41-45) I_ (32) S_ (29-32) I_ (40) S_ (35-40) I_ (32) S_ (28-32) I_ (