Optimizing Time and Resources

Power Point Developed by Work Group August 30 – 31, 2007

Revised 10-22-07, 1-18-08, 2-11-08, & 2-22-08

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Outline for Optimizing Timed Rand Resources

Organizing for Reading Instructiong g gSchedulesAdditional TimePrioritiesResourcesResourcesProfessional Development

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Optimizing Time and ResourcesInstructional GroupingInstructional Grouping

“Grouping is one of the alterable instructional factors that can powerfully influence positively or negatively the levels of

individual student engagement and hence academic progress ”academic progress.

Maheady, L. (1997). Preparing teachers for instructing multiple ability groups. Teacher Education and

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Special Education, 20(4), p. 325.

Organizing for Reading Instruction

School Level Classroom LevelSchool LevelDetermine School Organization Plan for

Classroom LevelWhole Group Instructiong

Reading InstructionDetermine

i ti

InstructionTeacher-led small groupcommunication

system within and across grade levels

small group InstructionIndependentacross grade levels Independent literacy centers

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School Organization for Instruction Options

OptionsWithin Classroom Flexible Grouping by Skill Level All Students in Homeroom using comprehensive learning s stem along ith Instr ctional Le el Materials forsystem along with Instructional Level Materials for Intervention

Between Classrooms Flexible Grouping by Skill LevelAll Students Divided Across Classrooms by Skill Level using comprehensive learning system along with Instructional Level Materials for Intervention

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Commonalities Between Organizational Systems:Systems:

All students must cover and master grade level critical skills Ti ll tt d f t f thTime allotted for segments of the comprehensive learning system follow the suggestions in the CLS and are adjustedsuggestions in the CLS and are adjusted based on individual needsBoth teacher led instruction and independent practice are provided as appropriate

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Factors to be Considered WhenFactors to be Considered When Selecting an Option:

• Number of classroom teachers per grade level

• Number of non-classroom teachers and aidesNumber of non classroom teachers and aides available during instructional time

• Amount of grade level planning time requiredAmount of grade level planning time required

• Amount of classroom planning time required

Amount of time lost in transitions within classrooms• Amount of time lost in transitions within classrooms and between classrooms

• Proportion of teacher directed and independent

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• Proportion of teacher directed and independent instruction

Intervention Classroom

Can be used both within and between l iclass groupingWithin Classroom Flexible Grouping -highest risk students are served in a different classroom during the reading blockblock Between Classroom Flexible Grouping -highest risk students along with manyhighest risk students, along with many other students, change classrooms during the reading block

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g

A Detailed Look at EachA Detailed Look at Each Organizational System

Within Classroom Flexible Grouping by Skill LevelGrouping by Skill Level

Between Classrooms FlexibleBetween Classrooms Flexible Grouping by Skill Level

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Within Classroom Flexible GroupingFlexible Grouping

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Within Class Flexible GroupinggK – 1 Reading Block

Possible Schedule: Whole group comprehension (read aloud)g p p ( )Whole group vocabulary Whole group phonemic awarenessgSmall group teacher led phonic instruction (groups are based on student needs) Student directed literacy centers (application of previously mastered skills)

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Within Classroom Flexible Groupingp g2 - 3 Reading Block

Possible Schedule:whole group comprehension (read aloud)

h l b lwhole group vocabulary whole group and small group phonics instructioninstructionSmall group teacher led fluency/comprehension instruction (groups are b d t d t d )based on student needs) Student directed literacy centers (Application of previously mastered skills)

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of previously mastered skills)

Range of Time

READING BLOCK INSTRUCTIONAL PROGRAM

TheTheTOTAL TIME:TOTAL TIME:

Whole GroupWhole GroupResource:Resource:

The The Reading Reading

BlockBlock90 minutes

minimum daily

?? mindaily

Whole GroupWhole Group

TOTAL TOTAL ROTATIONROTATION

Differentiated Instruction:Differentiated Instruction: Resources:Resources:

TOTAL TIME:TOTAL TIME:?? minutes scheduled

ROTATION ROTATION TIME:TIME:

?? minDaily

Small Group Instruction: Groups 1, 2, & 3

?? min M T W Th Fdaily pergroup

Group Instructional Focus

Session 1 Group 1:

Session 2 Group 2:

Session 3 Group 3:

Classroom Classroom InterventionIntervention

TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:InterventionIntervention

?? min daily M T W Th F

Intervention Session

Instructional Focus:Instructional Focus:

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Range of Time

READING BLOCK INSTRUCTIONAL PROGRAM

TOTAL TIME:TOTAL TIME:

Whole GroupWhole GroupResource:Resource: comprehensive core programSegment sounds (PA)

The The Reading Reading

BlockBlock

20-60 mindaily

Whole GroupWhole Group Sound-letter correspondences (Phonics)Partner reading (Fluency)Prereading Lesson: Tier 2 words (Vocab)Reciprocal Teaching (Comprehension)

TOTAL TIME:TOTAL TIME:90 minutes

minimum daily

TOTAL TOTAL ROTATION ROTATION

TIME:TIME:

30-70 minDaily

Differentiated Instruction:Differentiated Instruction:Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:

- comprehensive core program- supplementary program- targeted intervention program

10-25 min M T W Th Fdaily per

DailyGroup Instructional Focus

group

Session 1 1 2 3 1 2 Group 1: segment soundsw/Elkonin boxes

Session 2 2 3 1 2 3 Group 2: word sorts w/common syllable spelling patterns

Session 3 3 1 2 3 1 Group 3: reread decodable books

ClassroomClassroom TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:Classroom Classroom InterventionIntervention

TIME:TIME:

10-45 min daily

Differentiated Intervention:Differentiated Intervention: 3 5 students Resources:Resources:Supplementary & Intervention Programs

M T W Th F

Intervention Instructional Focus:Instructional Focus:

Phonemic segmentation w/ mirrors

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Session X X X X X Word building w/letter & pocket charts Word-level fluency card activity

Range of Time

READING BLOCK INSTRUCTIONAL PROGRAM

TOTAL TIME:TOTAL TIME:

Whole GroupWhole GroupResource:Resource: comprehensive core programSegment sounds (PA)

The The Reading Reading

BlockBlock

20-60 mindaily

Whole GroupWhole Group Sound-letter correspondences (Phonics)Partner reading (Fluency)Prereading Lesson: Tier 2 words (Vocab)Reciprocal Teaching (Comprehension)

TOTAL TIME:TOTAL TIME:90 minutes

minimum daily

TOTAL TOTAL ROTATION ROTATION

TIME:TIME:

30-70 minDaily

Differentiated Instruction:Differentiated Instruction:Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:

- comprehensive core program- supplementary program- targeted intervention program

10-25 min M T W Th Fdaily per

DailyGroup Instructional Focus

group

Session 1 1 2 3 1 2 Group 1: segment soundsw/Elkonin boxes

Session 2 2 3 1 2 3 Group 2: word sorts w/common syllable spelling patterns

Session 3 3 1 2 3 1 Group 3: reread decodable books

ClassroomClassroom TIME:TIME: Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:Classroom Classroom InterventionIntervention

TIME:TIME:

10-45 min daily

Differentiated Intervention:Differentiated Intervention: 3 5 students Resources:Resources:Supplementary & Intervention Programs

M T W Th F

Intervention Instructional Focus:Instructional Focus:

Phonemic segmentation w/ mirrors

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Session X X X X X Word building w/letter & pocket charts Word-level fluency card activity

School Organization for Instruction Options

OptionsWithin Classroom Flexible Grouping by Skill LevelWithin Classroom Flexible Grouping by Skill Level All Students in Homeroom using comprehensive learning system along with Instructional Level Materials for y gInterventionBetween Classrooms Flexible Grouping by Skill LevelAll Students Divided Across Classrooms by Skill Level using comprehensive learning system along with Instructional Level Materials for InterventionInstructional Level Materials for InterventionIntervention Classrooms that can be used in combination with either of the above options.

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Within Classroom Flexible Grouping - with an Intervention Classroom - A

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Within Classroom Flexible Grouping:With Intervention Classroom BWith Intervention Classroom – B

Classroom 1 Classroom 2

Classroom 3

18Student at Grade Level Student at Some Risk Student at High Risk

Between ClassroomsFlexible GroupingFlexible Grouping

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Reading Block Schedules for Between Classrooms Flexible Grouping

See the set of handouts labeled Handout 3 for examples of reading block schedules p gfor grades K, 1, and 2 in which students are in classrooms according to skill level.

These schedules are from RF schools in which the highest risk students arewhich the highest risk students are taught with Intervention Core materials.

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Three Ways to Provide IntensiveInterventions to Struggling Readers K-3gg g

Small Groups during the Reading BlockIntervention outside of the Reading BlockIntervention outside of the Reading BlockIntervention Classroom during the Reading Block and/or additionalReading Block and/or additional instruction outside the Reading Block

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8:00

School Schedule for Within Classroom with Intervention Classroom(Title 1 School-wide Program)

K 1st 1st I Class

2nd 2nd I Class

3rd 3rd I Class

8:00

8:30

9:00

9:30Para (PT)

Para (PT)

Sped T

Title I TG1 TK T Para

9:30

10:00

10:30

11 00

Para (I)Sped T

Para (I)G3 T Title I T

11:00

11:30

12:00

Sped TPara (PT)

12:30

1:00

1:30

Para (PT) Sped T

G2 T Title I T

Sped T

Para (I)

2:00

2:30

3:00

Sped TPara (I)

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3:30 KT = Kindergarten Teacher

G1 T= Grade 1 Teacher, etc.

Sped T = Special Ed. Teacher

Title I T = Title I Teacher

Para = Paraprofessional

I Class= Intervention Class

(I)=Intervention

(PT) = Pre-teach

8:00

School Schedule for Within Classroom with Intervention ClassroomTitle I Targeted Assistance Program

K 1st 1st I Class

2nd 2nd I Class

3rd 3rd I Class

8:00

8:30

9:00

9:30Para (PT)

Para (PT)

Title I T

Sped TG1 TK T Para

9:30

10:00

10:30

11 00

Para (I)Sped T

Para (I)G3 T Sped T

11:00

11:30

12:00

Title I TPara (PT)

12:30

1:00

1:30

Para (PT) Title I T

G2 T Sped T

Sped T

Para (I)

2:00

2:30

3:00

Sped TPara (I)

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3:30 KT = Kindergarten Teacher

G1 T= Grade 1 Teacher, etc.

Sped T = Special Ed. Teacher

Title I T = Title I Teacher

Para = Paraprofessional

I Class= Intervention Class

(I)=Intervention

(PT) = Pre-teach

School Schedule for Between Classrooms with Intervention ClassroomTitle I Schoolwide Program

Kindergarten 1st Grade 2nd Grade 3rd GradeK K K K K

IC1st 1st 1st 1st

IC1stIC

2nd 2nd 2nd 2ndIC

2ndIC

3rd 3rd 3rd 3rdIC

3rdIC

8:00

8:30

9:00

P1 P2 P5 P7

GKT GKT GKT GKT T125 20 20 20 15

P5 P7

G2T G2T G2T G2T SE25 20 20 20 15

P3 P6

IC IC IC IC IC IC IC

9:30

10:00

10:30

P5 P7

G3T G3T G3T G3T SEG1T G1T G1T G1T T1

P1 P2 P3 P6

P3 P6

P1 P2 P5 P7

11:00

11:30

12:00

P1 P2 P3 P6

G3T G3T G3T G3T SE25 20 20 20 15

P3 P6

G1T G1T G1T G1T T125 20 20 20 15

P5 P7

12:30

1:00

1:30

P1 P2 P5 P7

P3 P6

P1 P2 P5 P7 P3 P6

2:00

2:30

3:00

P1 P2 P3 P6

P1 P2 P3 P6

P5 P7

P5 P7

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3:30 IC = InterventionClassroom

G1T = 1st Grade Teacher, etc.

SE = Special Ed Teacher

T1 = Title I teacher

Number below teacher = Number of students in that

class

P1-P5 = Title I Paraprofessionals

P6-P7 = Special Ed Paraprofessionals

Considerations – Group Size

The number of students in an instructional group should depend on the instructional sophistication of the studentsof the students.

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Carnine, Silbert, Kame’enui, Tarver, & Junghohann, 2006

Considerations – Group Size

Students provided intervention in either a 1:1 or 1:3 setting outperformed students taught in groups of 1:10.

Vaughn, Linan-Thompson, 2003

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Additional Time Schoolwide Schedule

Schedule needs to reflect three types ofSchedule needs to reflect three types of time for reading instruction:

1 Initial Instruction1. Initial Instruction2. Pre-teaching/re-teaching of grade level

content for below grade level students 3. Intervention time for below grade level

students on skills they have not mastered from previous gradesfrom previous grades

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Considerations – Additional Time

Annual Growth vs. Catch Up Growth

Annual Growth for all students, Catch-up Growth f th h b hi d K i k WAfor those who are behind. Kennewick, WA: Fielding, L., Kerr, N., Rosier, P. (2007 The New Foundation Press, Inc.

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Proportional Increases

Question: How many minutes of direct instructional time should a principal p pschedule for a student in second and thrid grade to reasonably assure that he makes annual growth plus enough catch-up growth to move from the 12th to the 50th percentile by the end of fourth grade?

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Proportional IncreasesProportional Increases

Each unit of 13 percentile points from the 50th percentile equals a year of growth.

State standard in percentiles is………………. ………..50th

Student’s second grade status in percentiles is ………..12thStudent s second grade status in percentiles is ………..12

The difference is…………………………………… 38 points

Percentile point difference divided by 13 is............... 2.9 years

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Content to Cover to Reach/Maintain Grade Level PerformanceContent to Cover to Reach/Maintain Grade Level Performance

K.0 K.5 1.0 1.5 2.0 2.5 3.0 3.5Content to

Grade Content to

Cover

GL 1st grader

SR 1st grader

HR 1st grader

GL 2nd grader

SR 2nd grader

HR 2nd grader

HR 2nd grader

SR 2nd grader

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g

Daily Instructional Minutes

Daily min required for annual G2 growth: 80Daily min required for annual G4 growth: 80Daily min required for annual G4 growth: 80Additional daily min to make 3 yrs of additional growth: 240growth: 240

Total G2 and G3 daily minutes: 400

So, 200 min of direct reading instruction in G2 and in G3 is needed to reach the 50th %ile by the end

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yof G3.

Defining PriorityDEFINING PRIORITY

priority does not mean importantp y p

i it d f i tpriority = order of importance

69% of teachers identified reading as the gmost important skill for children to learn.

1994 poll of teachers by Research Associates for AFT

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Resources

Analyze resources in relation to student yassessment data:Prioritize staffing (highest risk with most highly kill d l)skilled personnel).

Use student achievement data to establish a grouping plangrouping plan.Ensure sufficient space for small group instruction.st uct oSupply adequate curricular materials for all students.

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Professional Development

Professional development may be needed in:

Administering assessmentsAdministering assessmentsAnalyzing and using student assessment dataComprehensive and intervention programsp p gEvidence based strategiesInstructional deliveryClassroom management

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Professional Development

Identify and scaffold assistance to teachers:Identify and scaffold assistance to teachers:Combine in-service and in-class coaching.P id ti l i t t t h hProvide timely assistance to teachers when student outcomes are not at an acceptable levellevel.Incorporate professional development into grade level team meetings.grade level team meetings.

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Prioritizing Improvement

Shared commitmentDistributed leadershipCollective approach to problem solvingAli t f t tAlignment of resources to support identified prioritiesRegular review of assessment dataRegular review of assessment data

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“Quality is never an accident; it is always the result of highit is always the result of high

intention, sincere effort, intelligent direction, and

skillful execution; it represents the wise choice of

many alternatives.”many alternatives.Willa Foster

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