Presented by:
Jillian Knapp and Tamura Oberle
Hire an effective team
• 16 Kindergarten and 1st grade
interventionists
Ongoing Professional
Development
• Components of Reading- 5
Areas
• Michigan State Standards
• Research Based Strategies and
Intervention
Data Driven Instruction
•
Assess all students three
times per year using
multiple measures covering
all 5 areas of reading
•
Progress monitor twice per
month on all targeted areas
•
Target student instruction
using fluid groupings based
on student need
Convene with
Colleagues Monthly
District Level
• Team Leaders,
Interventionists, and
School Psychologists
Building Level
• Teachers,
Interventionist,
Ancillary Staff/School
Psychologist
Implement the 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, S. Smith
100%
Phoneme Segmentation Fluency
District Percentage of Student Above & Below Target
Spring Data
90%
Initiative
Implemented
80%
70%
60%
Met Target
50%
Below Target
40%
30%
20%
10%
0%
2010
2011
2012
2013
2014
District 2012-2013
Kindergarten
99%
100%
99%
97%
99%
98%
99%
98%
97%
95%
91%
88% 88%
87%
90%
84%
85%
83%
78%
78%
80%
76%
82%
76%
72%
71%
70%
60%
60%
55%
50%
46%
41%
41%
40%
30%
20%
10%
0%
40%
36%
27%
District 2013-2014
Kindergarten
99%
100%
96%
98%
96%
99%
98%
97%
99%
98%
97%
90%
88%
90%
78%
76%
75%
91%
88%
86%
82%
80%
92%
84%
79%
73%
70%
60%
54%
50%
40%
30%
20%
10%
0%
45%
34%
36%
36%
28%
30%
32%
98%
100%
99%
92%
District 2013-2014
First Grade
98%
95%
91%
90%
80%
79%
80%
76%
66%
70%
60%
50%
43%
40%
32%
30%
20%
10%
0%
16%
83%
82%
75%
68%
55%
79%
82%
• Regular assessments of students’ reading progress have
been proven effective in numerous scientifically research
based studies (Fuch & Fuch, 1999; Shinn, multiple years)
• Research suggests that the correlation between decoding
and comprehension is extremely high in the 1st grade. In
addition, the correlation between reading fluency and
comprehension is extremely high in all grade levels
(Fuchs, Hops, & Jenkins, 2001; Connecticut Longitudinal
Study at Yale University).
• The charts that follow demonstrate the impact of our
early intervention program on future reading success
Percentage of 1st Grade Students that met the AIMSweb
Reading Fluency Benchmark in the Winter
100%
Cohort #2
90%
80%
Cohort #1
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Percentage of 2nd Grade Students that met the AIMSweb
Reading Fluency Benchmark in the Winter
100%
90%
Cohort #1
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
What do you feel are the effective components of the early
reading initiative? (Team feedback)
• Common student goals between teacher and support staff
• Sharing data and tracking student growth
• Passion and appreciation of the importance of early literacy
skills
Outcomes of the Early Reading Initiative
• Participated in the Teaching and Learning K-8 Parent
Workshop providing tools for parents
• Filmed a “you-tube” clip in conjunction with the Reading and
Language Arts Clinic to showcase student learning strategies
• Received unexpected recognition at the county, state, and
national level