Improving Reading Comprehension for 6th Graders at L.E.

Willson Elementary
Submitted by Leadership Team: Melissa Clairday, Jimmie Freeman, Matt Fulmer, and Lymos McDonald

Vision
L.E. Willson Elementary School will provide a challenging and rigorous learning environment to improve reading comprehension.

Goals for ARMT+ April 2013

Level IV (Exceeds Standards) Sixth-grade readers performing at Level IV consistently apply a variety of strategies that include making complex predictions, interpreting characters behaviors, and comparing and contrasting in order to gain a thorough understanding of literary/recreational text. They consistently interpret literary elements and devices that include implied main idea, conflict, climax, and personification. They utilize supporting details, sequence of events, context clues, and generalizations to comprehend a variety of text types. They also can identify the likely source of a text, compare and contrast, and recognize the use of implied main ideas, cause-effect relationships, and persuasive techniques in textual/informational and functional reading materials. Level III (Meets Standards) Sixth-grade readers performing at Level III apply strategies to comprehend literary/recreational materials, including making predictions, interpreting characters behaviors, and comparing and contrasting. They can interpret characters behaviors and compare and contrast to gain an understanding of the text. They often interpret literary elements and devices that include implied main idea, conflict, climax, and personification. They identify supporting details and sequence of events as well as use context clues and make generalizations. When reading textual/informational and functional materials, they can identify the likely source of a text, compare and contrast, and recognize the use of implied main ideas, explicit cause-effect relationships, and persuasive techniques.

THE GOAL!

Real Numbers
April 2012 5th graders - 73% Level III and IV = 52 students 27% Level II or I =19 students
Using ARMT Baseline Standards for 2010 (Waiver) 6th graders 85% = 60 students for April 2013

Same population vs. transient student a concern

Forming the Problem Solving Team (PST)

August 2012 first week back Team members:
Principal teacher leader Reading Coach Classroom teachers (6th grade) Special populations representatives 5th grade teachers for initial meeting Other members as designated by principal

PST Members Roles

Principal lead in development, identify and provide resources, analyze data, lead teachers Reading Coach identify resources, analyze data, model lessons for teachers Classroom teachers collect and analyze data, plan and organize resources, provide engaging lessons 5th grade teachers (for initial meeting) reflect and analyze data Special populations representatives as assigned by principal may include Media Specialist, Title I teacher/aid, ELL teacher Other members as designated by principal as assigned by principal

PST Meeting Agenda

Formation of team convey vision and goals Analyze data with tools provided Reflection/discussion Flexible grouping of students Identify resources Assign responsibility of PST for differentiated instruction and daily time. Motivation

Initial PST Meeting/Professional Development - August

Analyze data from ARMT+ Master List of Student Report. Specifically note percentages within each standard. Also, note range within Levels I-IV. Sort data. Flexible grouping of 6th grade students according to performance on ARMT + from 2012 using grouping sheet. Group students in order of lowest standard score to highest standard score.

Initial PST Meeting - August Levels and Ranges

Initial PST Meeting - August Flexible Grouping Template

PST Meeting August

* Identify existing resources within the school. Comprehension Toolkit Question Answer Relationship QAR NAEP Scott Foresman core reading * Leadership Team resources - provided by Leadership Team Data analysis tools Student Electronic Resources Teacher Electronic Resources Resource books Annotated packet for assessing ARMT+ assessments ARMT+ Item Specs (5th & 6th grade) Common assessment materials Assessment tool for benchmark content standards Rubric for assessing progress Year-long Poetry Anthology Project

Intervention Strategies
Small group instruction Peer tutoring One-on-one instruction Cooperative learning Think-Pair Share Reading coach - support

Intensive Differentiated Instruction - September

Reading coach assists in coaching and modeling Best practices Break down into sub skills. Supplemented with identified resources Timeline teach comprehension skill 2 weeks. Assess with item specs or common assessments. Use rubric provided. Use Comprehension Progress Sheet to record.

PST Meeting Mid September

PST Meets
Agenda:
Discuss scores from first assessment Use rubric Collaborate on strategies (what worked what did not) Identify needs/concerns Discuss instructional goals/course of action Provide additional resources if necessary Teacher encouragement/motivation

Teacher Motivation
Teacher motivation relates directly to teacher effectiveness (Ofoegbu, 2004, DiPaola & Hoy, 2008). Recommended incentive: For teachers and supporting staff achieving or contributing to 85% in Levels III and IV, the administration will provide a duty free lunch for the first semester of the following school year (2012-2013).

Cycle of Continuous Evaluation-Improvement

6. Evaluate Effectiveness & Sustain Efforts 1. Collect & Analyze Data

5. Implement & Monitor

Cycle of continuous improvement to achieve 2013 ARMT+ goal

2. Set Goals Based On Data

4. Make Action Plan

Graphic Developed by NWREL

3. Investigate Research Based Practices and Identify Resources

Questions

References
DiPaola, M. F. Hoy,W. K. (2008). Principles Improving Instruction: Supervision, Evaluation, and Professional Development. Boston. Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal. (38) 1. Retrieved July 19, 2012, online from University of North Alabama library EBSCO database.