Category:Success for All

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The BSSD Reading Standards are aligned with and taught, using the Success for All Reading program. Success for All has various components for all ranges of students and staff as listed below.

Checkout and subscribe to the various Podcasts available that model and support the various pieces of reading instruction.

Contents

Facilitators, Principals

Facilitator Meetings

A certified teacher is designated by the principal to help the faculty and staff implement the program. Working with the SFA lead trainer and BSSD Ed Support, the facilitator organizes all staff development, monitors data from each quarterly assessment, and provides support and coaching to all teachers.

Facilitator Transition Plans

Getting Along Together

Learn About It: Classroom lessons of key problem-solving skills are embedded within reading lessons. Think It Through: An individual problem-solving model that teaches students to “self-talk” their way through interpersonal problems. Talk It Out: The Peace Path (an interactive problem-solving model), Roundtable, and Class Councils give students frequent practice using their skills to solve interpersonal problems. This is taught the first two weeks of school in the HOMEROOM class, using introductory social-problem solving units. Initial lessons in listening skills and conflict resolution are necessary in order to give students the background required to use teams effectively. The lessons are engaging, interactive, and teacher-friendly in their design and implementation, however if you have other activities that meet the same need, please feel free to use them in place of these. The Think It Through sheets, Peace Path, Roundtable, and Class Councils are structures designed to be utilized on a consistent basis throughout the school year.

SFA Reading Groups - The first week of school is the week set aside for Baseline assessments, and is not used for SFA instruction. During the first week of school SFA groups DO NOT meet as the facilitator is using that time to assess all new students, all roots students, all students with no spring score. This information is then used during this first week to make the initial groupings for 1st quarter. SFA classes begin on the first day of the second week of school.

Curiosity Corner

CC is currently being implemented in all 15 BSSD villages, through the use of AK Native Educators Grant funds.

Wouldn’t it be wonderful if all your five-year olds came to kindergarten ready to succeed in school? Curiosity Corner, is designed to achieve that goal by engaging three- and four-year-olds in literacy-focused, problem-solving activities. The instructional processes are built around the same effective instructional concepts of cooperative learning, active teaching, and detailed supportive structure as the other SFA components.

KinderCorner

KinderCorner is the research-based and research-proven full-day kindergarten program that provides our students with experiences that prepare them for success in primary grades. All 15 BSSD schools implement KC.

KinderCorner fosters the development of children’s language, literacy, math, interpersonal and self-help skills, science, and social studies concepts. The focus on strong oral language skills, a love of reading, phonemic awareness, phonics, and listening comprehension creates a solid foundation for reading.

Click here for activities and ideas KinderCorner

Roots

Reading Roots is the 90-minute comprehensive program that targets the needs of beginning readers. It provides a strong base for successful reading by providing systematic phonics instruction supported by decodable stories, as well as instruction in fluency and comprehension. Reading Roots also fosters students’ love of reading by providing rich literature experiences, extensive oral language development, and thematically-focused writing instruction. These objectives are embedded in a fast-paced, engaging, and highly effective instructional process. Students are assessed and regrouped according to their reading level every quarter to ensure they are receiving the most focused instruction.

Click here for ideas and activities Roots

Reading Wings, Targeted Treasure Hunts

Reading Wings is the 90-minute daily comprehensive program that targets the needs of students reading at the 2nd through 6th grade levels to ensure their consistent growth as proficient readers. Reading Wings is based on scientific principles and proven, through control-group research, to improve students’ reading comprehension. Students are assessed and regrouped according to their reading level every quarter to ensure they are receiving the most focused instruction possible.

Students in grades 2-6 who have successfully learned to decode need more sophisticated reading skills to become proficient readers. These skills include vocabulary development, reading comprehension, fluency, oral language development, and written expression. Students also need ample opportunities to read both narrative and expository text.

Reading Wings teaches students comprehension strategies, such as summarization, clarification, graphic organizers, story structure, and prediction, so that students can become confident, strategic readers.

2nd Grade TTH Schedule

Wings TTH Daily Schedule

Extended Vocabulary Sheet

Reading Edge

The Reading Edge is designed to meet the unique needs of young adolescent readers. Since the range of reading achievement is extremely broad in this age group, the Reading Edge provides programs for students at beginning through 8th-grade+ reading levels. Students under the age of 12 should NOT be in a reading edge group as the reading material is NOT appropriate for young children. This is the aligned reading program for BSSD reading level 7. Students are assessed and placed at their appropriate reading levels. Students reading at a third-grade level or higher focus on developing comprehension strategies using both narrative and expository texts. Students reading at earlier levels use high-interest fiction, nonfiction, and reader’s theatre to develop basic decoding skills, reading fluency, vocabulary, and comprehension. All levels focus on building background knowledge and developing study skills to foster future success in school and beyond. Like all programs in the SFAF family, the Reading Edge uses cooperative-learning techniques to engage students in their learning and to create a positive classroom environment.

Stand Alone

The Stand Alone Reading is designed to meet the unique needs of young adult readers. The Stand Alone Reading provides a framework of instruction, for students at 9th through 12th+ reading levels. Students are assessed and placed at their appropriate reading levels. Students reading at a ninth-grade level or higher focus on refining comprehension strategies using both narrative and expository texts. Students also focus on further developing decoding skills, reading fluency, vocabulary, and comprehension. All levels focus on building background knowledge and developing study skills to foster future success in school and beyond. The Stand Alone Reading uses cooperative-learning techniques to engage students in their learning and to create a positive classroom environment. The Stand Alone Reading framework is the same framework as EITHER the 60 minute Reading Edge component OR the 90 minute Targeted Treasure Hunt Component.

Stand Alone Questions/Clarifications

Definition

What does “Stand Alone” mean? What is the difference between a Stand Alone class and a regular H.S. Literature course?

*In BSSD, we call our high school literature based classrooms a Stand Alone class. This means that students enrolled in this course have met previous requirements and have shown the necessary skills to work in this type of environment. It is a class where mainly reading skills are taught and utilized. The main difference between a HS Literature class is that a Stand Alone class does not incorporate speech and writing analysis.

Enrollment Requirements

*For students to be eligible for a SA class, they should have met the following requirements; in high school (9th grade), in BSSD RE Level 8 and/or have passed the HSGQE.

SFA Connection

What type of SFA type components are expected to be in a SA class? What is the SFA Facilitator’s role concerning a SA class? What are the SA recording requirements? How often should SA students be assessed?

''The SFA components that are expected in a SA classrooms are the following; cooperative learning, vocabulary, comprehension questions/assessments, fluency (for levels 6 & 7), reading skills, background knowledge and a writing connection. These are all best practices and have been research proven to help raise student achievement. The Facilitator’s role concerning a SA classroom is somewhat similar to an SFA class. They will provide support, testing, tracking of R&R and book clubs for those students in levels 8 and below. A QAS for SA is in the process of being developed. Students in a SA classroom will be assessed every quarter unless they meet the following requirements; 10th grade or higher, passed HSGQE, scored 1100 3 different times. If they meet these requirements, then the student is assessed once a year.''

Instruction

What are the recommended/required texts? What are the time requirements?

*In a SA class, the instructor may choose a novel to work on in class as long as the unit designed incorporates the expected components mentioned above. The other option is to use the EMC textbooks that have been purchased in the past for each site for their SA class. A SA class can be either 60 minutes or 90 minutes. This is a site decision based on students’ needs.

Tutoring

In SFA Reading, one-to-one tutoring is provided for struggling students. One of the most effective educational interventions, tutoring is designed to parallel and reinforce classroom reading instruction for these children. The tutoring program that BSSD uses is Alphie's Alley.


Alliterative Phrases for tutoring

Solution Team

iCommunity Solutions Team Page

The Solutions program begins with the establishment of a Solutions Network. This network consists of a core group of school leaders, teachers, parents and or support staff who commit to meeting throughout the school year to discuss, monitor, and plan strategies to improve the academic achievement of all students. The Solutions Network assesses and analyzes factors standing in the way of student achievement and then plans and implements appropriate, customized intervention strategies.

The Solutions Network is the overriding structure that established a sense of connection, accountability, and commitment throughout the school community. It is the main body that oversees how Solutions program strategies are designed, applied and monitored through the school. Under the umbrella organization of the Solutions Netowrk are five subgroups; each subgroup addresses a different component of intervention. Dividing interventions into smaller chunks ensures that the intervention strategies are targeted in a specific, systematic way to achieve maximum results.

• Component 1: Attendance

Schoolwide monitoring program (attendance cards)
Safe to school program
Schoolwide incentive plans
Sunshine club

• Component 2: Intervention Team

Weekly meetings
Solution Sheets
Administrator participation
Case review

• Component 3: Parent and Family Involvement

SFA Success cards
Positive home visits
Second Cup of coffee
Read and Responds
Volunteer Listeners

• Component 4: Community Connections

Involve the entire staff
Link partners to student achievement
Volunteer listeners

• Component 5: Schoolwide Behavior/Getting Along Together

GAT lessons
Class council meetings
Think it through sheets
Peace path



The Solution Team helps to meet the requirements of No Child Left Behind. Extensive prevention and intervention efforts are primary ingredients of the NCLB legislation. In meeting the requirements of NCLB, the Solutions Team helps schools address important targeted areas:

Reading Data

AYP Data

School Improvement Plan:

Go To: [DART SIP Module]

If/Then Statements:

The first thing you need to do is gather data: you will need the SBA scores and third quarter SRI scores for grade 3-9 from the same school year. That means that if the SBA was taken in April of 2007, you will need the SRI scores from Third Assessment in March of 2007. Then you will need a blank Grade Summary Form or you can quickly make one on Excel. Then you will need 4 different colors to color-code the tallies you put on the blank Grade Summary Form. Now, let's say RED is for Advanced on the SBA. Blue is Proficient. Green is Below Proficient. And Orange is Far Below Proficient. Next, you will take each SRI score and place it on the Grade Summary in the color that corresponds with their SBA score. For example, if Betty, a third grader got a 476 on her SRI and was Below Proficient (BP) than I would make a GREEN tally in the box for 2.2 on the Grade Summary. Continue this process for all students grades 3-9. After you are finished tallying all the students with the correct color that matches their SBAs you start talking about what you see. Throw out any outliers or students who were Proficient or Advanced on the SBA but got 43-48 on the SRI or conversely, students who were BP or FBP on the SBAs but got 12.2 on the SRI. Then, you do a little math! Now, this is a little tricky (somebody may need to edit this), but I think we did just simple division. Take the number of students who were 2 cells to the left of the on grade level line plus all the students who are to the right of the red line and divide by the total number of students. Erin and I did the math several times and different ways. So this is what I remember. For Savoonga, we found that 80% of students who were at least 2 cells below the red line and above would pass the 2007 SBAs.

Last years' 4th Assessment Data:

Go To: SFA_DART or [DART Module]

Current Assessment Data:

Go To: SFA_DART or [DART Module]

Wings QAS Form

Edge QAS Form

Roots QAS Form

Fast Track Phonics:

Colorful mnemonic pictures are integrated with alliterative phrases, sounds, and letter cues to provide phonemic awareness and phonics instruction in six skills: letter-sound correspondence, auditory sound blending, word-level blending, writing sounds, auditory segmentation of sounds, and sound spelling. Entertaining puppets, chants, and games add fun to the fast-paced systematic instruction that is designed to review and introduce sounds and their written representations. Teachers decide to review or accelerate lessons based on informal monitoring and diagnostic assessments.

Fast Track Assessments Recording Forms

KC Assessments (Solo)

8 Week Error Analysis

SRI History:

Go To: SFA_DART or [DART Module]

AIW:

Adventures in Writing Adventures in Writing activities are linked to the texts that the students are reading. They are designed to extend students’ thinking about certain concepts or skills, provide instruction in different types of writing, and engage students in working through the writing process in a cooperative setting.

Student Data (Attendance, Read & Respond, Age, Time in Level, etc.)

Go To: [DART Module]

Edge Data:

Use this form EOY Edge Data to look at all the Edge data for the year in order to consider placement for the following year. It contains all the SRI scores for the year and all the scores for each quarter that come from the QAS. The tabs at the bottom provide space for information for Edge classes 4-8. It is useful in a larger site.

Resources and Definitions

Resources and Definitions

Pages in category "Success for All"

The following 3 pages are in this category, out of 3 total.

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