Description
our principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.
Your presentation should include a summary of each instructional strategy implemented in the field experiences, how it could be amended for future instruction, including the following:
- How to evaluate language and literacy strategies and student performance when modifying instruction and determining appropriate interventions with at-risk and struggling readers.
- Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
- The ethical way to communicate student progress data, and how to analyze the data based on performance in order to modify instruction.
- How you will collaborate with professionals in order to advance this professional practice.
Support your findings with two scholarly resources
Literacy
Toolkit: I Do,
We Do, You Do
Implantation
Erin McLinsky
Grand Canyon University: ELM 540
July 18, 2018
Outline
– Title Page
– Outline
– Phonics and Recognition
– Modifications, Interventions, Data, and Collaboration
– Reading and Writing
– Modifications, Interventions, Data, and Collaboration
– Fluency, Comprehension, and Vocabulary
– Modifications, Interventions, Data, and Collaboration
– References
Phonics and Word Recognition
– Learning Objective:
– Students will have a basic understanding of metamorphosis and recognize the /c/ sound in
the beginning of words.
– Kansas Standards:
– SL.K.2 Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood.
– RD.K.4 Read emergent-reader texts with purpose and understanding.
– RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
– RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.
– RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
– RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
Reading and Writing
– Learning Objective:
– Students will be able to retell a fictional text. Students will be able to write a
narrative in which they are able to recount sequenced events with closure.
– Kansas Standards:
– RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
– W.1.3 Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal
event order, and provide some sense of closure.
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
Fluency, Comprehension, and
Vocabulary
– Learning Objective:
– Students will be able to develop listening comprehension and inferencing skills
through dramatic role plays and writing.
– Kansas Standards:
– RL.1.1 Ask and answer questions about key details in a text.
– RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
– RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
References
– Harvard Family Research Project. (2013). Tips for Administrators, Teachers, and
Families: How to Share Data Effectively. Retrieved July 17, 2018, from
https://globalfrp.org/content/download/102/695/file/7-DataSharingTipSheetsHarvardFamilyResearchProject (2).pdf
– National Educational Psychological Service. (2012, October). Effective
Interventions for Struggling Readers. Retrieved July 17, 2018, from
https://www.education.ie/en/Education-Staff/Information/NEPS-LiteracyResource/neps_literacy_good_practice_guide.pdf
– What Does a Developmental Specialist Do? (n.d.). Retrieved July 18, 2018, from
https://www.masters-in-special-education.com/faq/developmental-specialist/
Due Date: Nov 28, 2018 23:59:59
Max Points: 100
Details:
Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that
you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional
development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as
a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to
teachers on a district-wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to
introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for
teachers district-wide to analyze student data based on student performance in order to modify instruction and
implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.
Your presentation should include a summary of each instructional strategy implemented in the field experiences, how
it could be amended for future instruction, including the following:
•
•
•
•
How to evaluate language and literacy strategies and student performance when modifying instruction and
determining appropriate interventions with at-risk and struggling readers.
Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
The ethical way to communicate student progress data, and how to analyze the data based on performance in
order to modify instruction.
How you will collaborate with professionals in order to advance this professional practice.
Support your findings with two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Literacy Toolkit
5
Target
100.00%
100.0 %Criteria
20.0 %Summary of Strategies
Digital presentation includes a thorough and comprehensive summary
of each strategy, with in-depth future amendments.
15.0 %Appropriate Interventions
Thought-provoking and insightful examples as to how the language and
literacy strategies provide guidance for modifying instruction and
determining appropriate interventions with at-risk and struggling
students are thoroughly provided.
15.0 %Manage and Monitor Success
Digital presentation includes insightful and thought-provoking examples
of how to manage and monitor the success of interventions for at-risk
and struggling readers.
10.0 %Progress Data
Digital presentation includes a substantial and in-depth explanation of
the ethical way to communication student progress data, and how to
analyze the data based on performance in order to modify instruction.
10.0 %Collaboration with Professionals Digital presentation includes a thoughtful and insightful description of
how to collaborate with professionals in order to advance this
professional practice.
15.0 %Research Citations
All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct within the
submission.
10.0 %Mechanics of Writing (includes
Submission is virtually free of mechanical errors. Word choice reflects
spelling, punctuation, grammar,
well-developed use of practice and content-related language. Sentence
language use)
structures are varied and engaging.
5.0 %Presentation
100 %Total Weightage
The work is well presented. The overall appearance is neat and
professional. Work would be highly desirable for public dissemination.
At Risk & Struggling Readers
1
At Risk and Struggling Readers
Nicolette Olsen
Grand Canyon University: ELM 540
7/3/2017
At Risk & Struggling Readers
2
When students struggle at any subject, it is always beneficial to intervene with some
tutoring or assistance. This same standard applies to reading and building fluency. This is
referred to as response to intervention (RTI). RTI is structured to help guide students to academic
achievement. “It is also a means of providing early intervention to all children at risk for school
failure” (Fuchs, 2006). It does come with difficulty because there is no formal process for the
effective and systematic adoption and implementation of RTI, which creates a great deal of
variance among programs and outcomes” (Carter-Smith, 2015). Mrs. Pei’s analysis’ and progress
monitoring documents Hannah’s risk and details to what she needs more attention to
academically.
There are many strategies to identifying students that are at risk. “From a measurement
perspective, perhaps the best strategy is to assess every student in the grade on a screening tool
with a benchmark that demonstrates utility for predicting end-of-year performance on highstakes tests (elementary grades or on local graduation requirements (secondary level)” (Fuchs,
2006). Mrs. Pei assessed Hannah along with the rest of the class during the mid-year universal
screening and found that she fell below the grade level. Some of the intervention strategies that
could be supplementary utilized, is one on one reading, timed reading, picture to text, and
magnetic board with letters and blends to form words and sound recognition. Mrs. Pei’s analysis
documents Hannah’s performance levels as being stagnant to slowly improving in little
increments. Seeing the breakdown of the scores Mrs. Pei documented, this placed Hannah on
Tier 2. This is where a student is “provided with increasingly intensive instruction matched to
their needs on the basis of levels of performance and rates of progress. Intensity varies across
group size, frequency and duration of intervention, and level of training of the professionals
providing instruction or intervention” (Elliot, 2016). Although progress monitoring is typically
At Risk & Struggling Readers
implemented to follow the performance of individual students who are at risk for learning
difficulties, it can also follow an entire classroom of students (Fuchs, 2006).
Calculating Hannah’s rate of growth can be calculated with the details described on the
graphs and table of contents. Start by subtracting the last week progress from the first week
which equals 5. Next do the same for the weeks which in this scenario equals 6. When divided
Hannah’s rate of growth is represented as 1.2. “A student’s progress is measured by comparing
his or her expected rate of learning (e.g., local or national norms) and actual rate of learning
(Fuchs, Fuchs, & Zumeta, 2008). A teacher can use these measurements to gauge the
effectiveness of teaching and to adjust instructional techniques to meet the needs of the
individual student” (Elliot, 2016). Her response to instruction is seemingly low when assessed
and monitored.
In my opinion, Hannah did advertently manage to reach her expected academic growth,
but is doing so at the skin of her teeth. Determining Hannah’s response to instruction can be
explained further by examining the tier’s to RTI. “Students who continue to show little too little
progress at this level of intervention are then considered for more intensive interventions as a
part of tier 3” (Elliot, 2016). It is at this level where Hannah would receive individualized
intensive intervention that targets her skill deficits. I believe that Hannah belongs on tier 3 for
more individual attention and unique styles of instruction. Within this tier, the student is able to
focus on comprehension, fluency, and phonics. Allowing Hannah to master the basics before
moving on can really help improve her future academic achievement. “Diagnostic assessments
can help determine why a reading problem is occurring and which reading skills or performance
deficits need to be addressed to improve reading performance. For a student receiving tier 3
instruction, several sessions each week might focus on phonemic awareness and decoding in
3
At Risk & Struggling Readers
4
depth. The other sessions might focus on comprehension and vocabulary in depth” (What Works
Clearinghouse, 2017). During this time, progress monitoring would be essential to the learning
process to keep track of Hannah’s advancement.
At Risk & Struggling Readers
5
References:
Carter-Smith, K (2015) Response to Intervention (RTI). Research Starters: Education (Online
Edition) retrieved from GCU E-Library
Elliot, Judy (2014). RTI Action Network What is RTI? Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti
Fuchs, Douglas & Fuchs, Lynn (2006). Introduction to Response to Intervention: What, Why,
and How Valid is it? Peabody College of Vanderbilt University, Nashville, Tennessee retrieved
from https://www.uv.uio.no/forskning/om/helga-eng-forelesning/introduction-to-responsivenesto-intervention.pdf
What Works Clearinghouse (2017) Reading Rockets: Best Practice for RTI: Small Group
Instruction for Students Making Minimal Progress (Tier 3) retrieved from
http://www.readingrockets.org/article/best-practice-rti-small-group-instruction-students-makingminimal-progress-tier-3
Purchase answer to see full
attachment
Toolkit: I Do,
We Do, You Do
Implantation
Erin McLinsky
Grand Canyon University: ELM 540
July 18, 2018
Outline
– Title Page
– Outline
– Phonics and Recognition
– Modifications, Interventions, Data, and Collaboration
– Reading and Writing
– Modifications, Interventions, Data, and Collaboration
– Fluency, Comprehension, and Vocabulary
– Modifications, Interventions, Data, and Collaboration
– References
Phonics and Word Recognition
– Learning Objective:
– Students will have a basic understanding of metamorphosis and recognize the /c/ sound in
the beginning of words.
– Kansas Standards:
– SL.K.2 Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood.
– RD.K.4 Read emergent-reader texts with purpose and understanding.
– RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
– RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.
– RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
– RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
Reading and Writing
– Learning Objective:
– Students will be able to retell a fictional text. Students will be able to write a
narrative in which they are able to recount sequenced events with closure.
– Kansas Standards:
– RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
– W.1.3 Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal
event order, and provide some sense of closure.
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
Fluency, Comprehension, and
Vocabulary
– Learning Objective:
– Students will be able to develop listening comprehension and inferencing skills
through dramatic role plays and writing.
– Kansas Standards:
– RL.1.1 Ask and answer questions about key details in a text.
– RL.1.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
– RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events.
Modifications, Interventions,
Data, and Collaboration
– Determination of Interventions to use
– How to manage and monitor success of the intervention
– Ethical way to communicate student progress data
– How to analyze the data to modify instruction
– Collaboration with professionals to advance this professional practice
References
– Harvard Family Research Project. (2013). Tips for Administrators, Teachers, and
Families: How to Share Data Effectively. Retrieved July 17, 2018, from
https://globalfrp.org/content/download/102/695/file/7-DataSharingTipSheetsHarvardFamilyResearchProject (2).pdf
– National Educational Psychological Service. (2012, October). Effective
Interventions for Struggling Readers. Retrieved July 17, 2018, from
https://www.education.ie/en/Education-Staff/Information/NEPS-LiteracyResource/neps_literacy_good_practice_guide.pdf
– What Does a Developmental Specialist Do? (n.d.). Retrieved July 18, 2018, from
https://www.masters-in-special-education.com/faq/developmental-specialist/
Due Date: Nov 28, 2018 23:59:59
Max Points: 100
Details:
Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that
you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional
development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as
a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to
teachers on a district-wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to
introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for
teachers district-wide to analyze student data based on student performance in order to modify instruction and
implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.
Your presentation should include a summary of each instructional strategy implemented in the field experiences, how
it could be amended for future instruction, including the following:
•
•
•
•
How to evaluate language and literacy strategies and student performance when modifying instruction and
determining appropriate interventions with at-risk and struggling readers.
Examples of how to manage and monitor the success of the interventions for at-risk and struggling readers.
The ethical way to communicate student progress data, and how to analyze the data based on performance in
order to modify instruction.
How you will collaborate with professionals in order to advance this professional practice.
Support your findings with two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
Literacy Toolkit
5
Target
100.00%
100.0 %Criteria
20.0 %Summary of Strategies
Digital presentation includes a thorough and comprehensive summary
of each strategy, with in-depth future amendments.
15.0 %Appropriate Interventions
Thought-provoking and insightful examples as to how the language and
literacy strategies provide guidance for modifying instruction and
determining appropriate interventions with at-risk and struggling
students are thoroughly provided.
15.0 %Manage and Monitor Success
Digital presentation includes insightful and thought-provoking examples
of how to manage and monitor the success of interventions for at-risk
and struggling readers.
10.0 %Progress Data
Digital presentation includes a substantial and in-depth explanation of
the ethical way to communication student progress data, and how to
analyze the data based on performance in order to modify instruction.
10.0 %Collaboration with Professionals Digital presentation includes a thoughtful and insightful description of
how to collaborate with professionals in order to advance this
professional practice.
15.0 %Research Citations
All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct within the
submission.
10.0 %Mechanics of Writing (includes
Submission is virtually free of mechanical errors. Word choice reflects
spelling, punctuation, grammar,
well-developed use of practice and content-related language. Sentence
language use)
structures are varied and engaging.
5.0 %Presentation
100 %Total Weightage
The work is well presented. The overall appearance is neat and
professional. Work would be highly desirable for public dissemination.
At Risk & Struggling Readers
1
At Risk and Struggling Readers
Nicolette Olsen
Grand Canyon University: ELM 540
7/3/2017
At Risk & Struggling Readers
2
When students struggle at any subject, it is always beneficial to intervene with some
tutoring or assistance. This same standard applies to reading and building fluency. This is
referred to as response to intervention (RTI). RTI is structured to help guide students to academic
achievement. “It is also a means of providing early intervention to all children at risk for school
failure” (Fuchs, 2006). It does come with difficulty because there is no formal process for the
effective and systematic adoption and implementation of RTI, which creates a great deal of
variance among programs and outcomes” (Carter-Smith, 2015). Mrs. Pei’s analysis’ and progress
monitoring documents Hannah’s risk and details to what she needs more attention to
academically.
There are many strategies to identifying students that are at risk. “From a measurement
perspective, perhaps the best strategy is to assess every student in the grade on a screening tool
with a benchmark that demonstrates utility for predicting end-of-year performance on highstakes tests (elementary grades or on local graduation requirements (secondary level)” (Fuchs,
2006). Mrs. Pei assessed Hannah along with the rest of the class during the mid-year universal
screening and found that she fell below the grade level. Some of the intervention strategies that
could be supplementary utilized, is one on one reading, timed reading, picture to text, and
magnetic board with letters and blends to form words and sound recognition. Mrs. Pei’s analysis
documents Hannah’s performance levels as being stagnant to slowly improving in little
increments. Seeing the breakdown of the scores Mrs. Pei documented, this placed Hannah on
Tier 2. This is where a student is “provided with increasingly intensive instruction matched to
their needs on the basis of levels of performance and rates of progress. Intensity varies across
group size, frequency and duration of intervention, and level of training of the professionals
providing instruction or intervention” (Elliot, 2016). Although progress monitoring is typically
At Risk & Struggling Readers
implemented to follow the performance of individual students who are at risk for learning
difficulties, it can also follow an entire classroom of students (Fuchs, 2006).
Calculating Hannah’s rate of growth can be calculated with the details described on the
graphs and table of contents. Start by subtracting the last week progress from the first week
which equals 5. Next do the same for the weeks which in this scenario equals 6. When divided
Hannah’s rate of growth is represented as 1.2. “A student’s progress is measured by comparing
his or her expected rate of learning (e.g., local or national norms) and actual rate of learning
(Fuchs, Fuchs, & Zumeta, 2008). A teacher can use these measurements to gauge the
effectiveness of teaching and to adjust instructional techniques to meet the needs of the
individual student” (Elliot, 2016). Her response to instruction is seemingly low when assessed
and monitored.
In my opinion, Hannah did advertently manage to reach her expected academic growth,
but is doing so at the skin of her teeth. Determining Hannah’s response to instruction can be
explained further by examining the tier’s to RTI. “Students who continue to show little too little
progress at this level of intervention are then considered for more intensive interventions as a
part of tier 3” (Elliot, 2016). It is at this level where Hannah would receive individualized
intensive intervention that targets her skill deficits. I believe that Hannah belongs on tier 3 for
more individual attention and unique styles of instruction. Within this tier, the student is able to
focus on comprehension, fluency, and phonics. Allowing Hannah to master the basics before
moving on can really help improve her future academic achievement. “Diagnostic assessments
can help determine why a reading problem is occurring and which reading skills or performance
deficits need to be addressed to improve reading performance. For a student receiving tier 3
instruction, several sessions each week might focus on phonemic awareness and decoding in
3
At Risk & Struggling Readers
4
depth. The other sessions might focus on comprehension and vocabulary in depth” (What Works
Clearinghouse, 2017). During this time, progress monitoring would be essential to the learning
process to keep track of Hannah’s advancement.
At Risk & Struggling Readers
5
References:
Carter-Smith, K (2015) Response to Intervention (RTI). Research Starters: Education (Online
Edition) retrieved from GCU E-Library
Elliot, Judy (2014). RTI Action Network What is RTI? Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti
Fuchs, Douglas & Fuchs, Lynn (2006). Introduction to Response to Intervention: What, Why,
and How Valid is it? Peabody College of Vanderbilt University, Nashville, Tennessee retrieved
from https://www.uv.uio.no/forskning/om/helga-eng-forelesning/introduction-to-responsivenesto-intervention.pdf
What Works Clearinghouse (2017) Reading Rockets: Best Practice for RTI: Small Group
Instruction for Students Making Minimal Progress (Tier 3) retrieved from
http://www.readingrockets.org/article/best-practice-rti-small-group-instruction-students-makingminimal-progress-tier-3
Purchase answer to see full
attachment
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