Description of this session. Midyear Entry Spring Success! Why this topic? Why now?

Transcription

1 Midyear Entry Spring Success! Sharon Gilbert RR Teacher Leader Marion, OH Description of this session Great strengths! Big gaps! Examine the characteristics of children who begin their lessons midyear, and the teaching decisions that accelerate their progress. Focus on developing an efficient visual processing system. 2 Midyear Entry Spring Success Why this topic? Why now? Characteristics of mid year entry students Ten ways to support efficient visual processing Spring success! Why this topic? Why now? Analysis of site data Many students entering RR at this time 17 school visits in 7 days 3 4 Site Data: Discontinuing Rate Midyear Entry (Dec March) 61% successfully discontinued Average of 14 weeks 35% incomplete program weeks w/ ave. 15 weeks 54 students 18% of total # of children served 5 6 1

2 Incomplete program: spring scores Many children entering RR midyear Letter ID 53.2 stanine 5 OWT 16.7 stanine 3 CAP 20.5 stanine 5 WV 46.1 stanine 4 HRSIW 34.9 stanine 4 TRL 10.9 stanine 2 Children who began RR in the fall are at about 12 weeks at beginning of Dec. Or 15 weeks at beginning of Jan. Or 20 weeks in early Feb. So nearly every RR slot is filled again in mid year 7 8 Midyear Entry: What does the Observation Survey tell us? Midyear Entry: looking beyond the scores Item knowledge Running records: Tolds Running records: First letter guessers Running records: Much work on HF words CAP: Is the known really understood? 9 10 RATK Action Plan An inefficient visual processing system Written before RATK Thoughtful about what will have the biggest payoff in 10 sessions

3 Megan: Midyear entry RATK Action Plan Areas of focus: Punctuation Speedy access to HF words Integrate multiple sources of info Attn to letters Build collection of easy books Writing! Megan: Midyear entry Find a readable text With support for language structure, Megan successfully read Off they went Ten Ways to Support the Construction of an Efficient Visual Processing System # 1 Write, Write, Write! It s the heart of RATK and don t stop there! My Cat and dogs by Megan My cat sleeps on my bed. His name is Rusty. He likes to scratch people. Buster is a boxer and he likes to eat. Rosco is a boxer too. He likes to lay on the couch and sleep. I feel happy because I have two dogs and one cat # 2 Think out loud! Provides active demonstration of how readers & writers think. It s about process. Economy of words. # 3 RATK is a time to get fluency at the easy level and move on up! Enjoy reading books Sense of achievement Task sharing Practice a range of complex behaviors on familiar text Discovery of new things Firm foundation on which to build

4 # 4 Look who s talking. Understanding character voice & storyteller voice. # 5 Get flexible with phonemic awareness during RATK # 6 Letter sorts lead to fast & efficient visual processing! # 7 Get the procedures for Elkonin boxes established & secure ASAP! # 8 Work that working page! # 9 Aim for fast responding on high frequency words

5 # 10 Make TWA relevant! Ten ways to support efficient visual processing Write, write, write. Think out loud. Get fluency at easy levels. Look who s talking. Get flexible with phonemic awareness Ten ways to support efficient visual processing Spring Success! Letter sorts. Elkonin boxes early on. Work that working page. Fast responding on high frequency words. Make TWA relevant Thank you! Kelly Boles, RR teacher, River Valley Local Lori Fitzgerald, RR teacher, Delaware City Schools Judy VanDuzen, RR teacher, Marysville EVSD Reading Recovery trainers, The Ohio State University 29 5