KRI & LEXIA CORE5. Lansing Elementary School

Transcription

1 KRI & LEXIA CORE5 Lansing Elementary School

2 LANSING ELEMENTARY SCHOOL Student Population K-5-1,069 K Demographics 76.6% White 8.00% Other 9.7% Hispanic 5.67% African American Free & Reduced 30%

3 IMPLEMENTATION OF KRI AT LANSING ELEMENTARY SCHOOL Lexia users since 2009 MTSS Researched-based Interventions Curriculum for Pride Time (Intervention Time) Focus of Staff Development

4 LEXIA CORE5 Explicit and in-depth instruction on the 5 areas of reading for students of all ability in pre-k through grade 5. Auto Placement Individualized learning experience through the use of intelligent branching Assessment Without Testing Skill builders Lexia Lessons Reports

5 MTSS PROGRAM Curriculum for Pride Time Tier groups Tier 1 100% of students receive Core instruction 80% are successful 20% need more Tier 2 15% of students need supplemental instruction Lexia & supplemental pieces to Lexia. Tier 3 5% Intensive Instruction Lexia, supplemental pieces to Lexia, & intervention kits from our reading series

6 LEXIA CORE5 DATA DRIVES INSTRUCTION AND INTERVENTION Triangulation of data Aimsweb Star & Lexia performance predictor Teacher input Tiers Pride Time Depends on the week and usage requirements Two 20 minute reading intervention blocks daily Progress is monitored weekly with a R-CBM fluency passage

7 PHONOLOGICAL AWARENESS Phonological Awareness Skills Test 10 out of 14 Fourth grade Tier 3 students showed they were lacking phonological awareness skills 11 out of 16 Fifth grade Tier 3 students showed they were lacking phonological awareness skills Even though students are receiving direct instruction they are still in need of individualized phonemic awareness practice. The lack of phonological awareness is causing fluency scores to flat line.

8 HOWEVER Lexia helps provide explicit and systematic phonics instruction. It includes many opportunities to practice letter-sound relationships. Phonics instruction is a means to an end, and that end is reading connected text. Lessons should progress from recognizing letter-sound relationships to using those relationships to read decodable connected text.

9 PERFORMANCE PREDICTORS Grade September 1 March 1 Kindergarten 41% 33% First 1% 27% Second 21% 37% Third 21% 53% Fourth 10% 32% Fifth 5% 11% All Grades 16% 35%

10 LES SCHOOL DATA BASED ON LEXIA INDICATORS Progress Sep 1, 2013 (1029 students) On target - 16% Some risk - 31% High risk - 53% March 1, 2014 (938 students) On target - 35% Some risk - 18% High risk - 47%

11 REVELATIONS REGARDING COLLEGE AND CAREER READINESS STANDARDS Behind Shocking that only 32% of our 4 th graders will meet CCRS. We have students who have gifted IEP s, but according to Lexia will not make benchmark 37% of second graders will make benchmark, and when they get to 3 rd grade they have traditionally been behind 3 rd grade has 54% on target, however there is discrepancy in the application of the skills.

12 WHY IS THIRD GRADE SO IMPORTANT? Pivot point It is the transitional year when students move from learning to read using their knowledge of the alphabet to identifying words to reading to learn or using books as a source of information. Students are expected to build on that foundation by applying skills to learn about increasingly difficult subjects.

13 THIRD GRADE READING Early Warning: Why Reading by the End of Third Grade Matters The Annie E. Casey Foundation 2010 Reading proficiency in the early grades has long been a focus for educators and legislators across Kansas. "Every student who does not complete high school costs our society an estimated $260,000 in lost earnings, taxes and productivity. High school dropouts also are more likely than those who graduate to be arrested or have a child while still a teenager, both of which incur additional financial and social costs Reading proficiently by the end of third grade can be a make-or-break benchmark in a child's educational development"

14 THIRD GRADE READING Early Warning Confirmed: A Research Update on Third -Grade Reading The Annie E. Casey Foundation 2013 A follow up report to 2010's "Early Warning: Why Reading by the End of Third Grade Matters," supports the link between reading deficiencies and broader social consequences, including how living in poor households and high-poverty neighborhoods contribute to racial disparities in literacy skills in America and how low achievement in reading impacts an individual s future earning potential.

15 IS IT MAKING A DIFFERENCE IN THE STUDENT S CLASSROOM PERFORMANCE? When surveyed, 80% of our teachers reported that it is making a difference in classroom performance.

16 THE GOOD NEWS 5 th & 4 th 4 have exited our Tier 3 program 3 rd 3 have exited our Tier 3 program Lexia data has been used in our SIP The reports give specific skills and lessons that need to be taught during pride time 3 rd grade is leveling up quickly in the program

17 OPPORTUNITIES FOR IMPROVEMENTS There is a disconnect between the core reading curriculum and the Lexia program As teachers plan topic lessons, they need to consider how to fit Lexia into the curriculum based reading instruction Core reading curriculum and Lexia need to be woven together Students might be working on a specific skill in their reading class, but that is not necessarily what they are working on in the Lexia program Teachers do not use Lexia to its fullest potential (recommended minutes and utilizing lessons) Teachers are not comfortable using the data to drive instruction for Tier 2 kids Students have trouble applying the knowledge from Lexia

18 FINAL THOUGHTS Explicit and systematic instruction in phonics instruction Lexia is a program, an instructional tool. Good instruction should not be replaced with a computer program

19 QUESTIONS? Vickie Kelly 3-5 Principal Lansing Elementary School (913)