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Implementation & Training

Coaching Corner

8/27/12

Dear Colleagues,

I hope your first full week with READ180 &S44 was productive and went as smoothly as possible. It is said that “the greatest gift is a passion for reading. It is cheap, it consoles, it distracts, it excites, it gives…knowledge of the world and experience of a wide kind. It is a moral illumination” (Elizabeth Hardwick). The work you are doing couldn’t be more important...to these children, to their parents, to the community, to me.

If you have experienced some stumbles or encountered roadblocks this week, please let me know how I can assist you. I can help you determine whether your issue(s) is a hiccup, a headache, a hairball, or a heart attack(!) and work with you to develop an action plan to address your needs.

We hope to finalize the coaching situation this week and will be getting a coaching calendar for September and October out ASAP.

When you have a moment, please review the following updates as move into WEEK 2 of the start-up phase of this year.

INSIDE:

· Objectives for Week 2

·Surplus rBooks & Other Materials

·Synthesis of the SRI & SPI Data Interpretation Guides.

· Basic steps in SAM to enroll students in programs & modify program settings

·Sample Reports & Data Analysis Info

· Reading Counts! Complete Book List (with point values)

Objectives for Week Two of Your First Three Weeks:

  • Get acquainted with classmates
  • Practice working in small groups
  • Get familiar with the Instructional Software (use the Demo CD; Next Gen: use the online Simulator)
  • Learn about the Software Zones (consider using the attached Learning to Drive READ 180 worksheet) (it's okay to introduce ALL students to both R180 & S44)
  • Get acquainted with the READ 180/S44 library
  • Practice routines/procedures

Prepping For WEEK TWO:

·Check that you have headsets, portable CD players, batteries (rechargeable + charger); set up storage. Is everything working?

·Set up some kind of system for tracking tech/materials problems (many teachers have a class Tech Work Order system)

·Begin organizing your teaching materials

·Copy Reading Logs, Exit Slips, engagement routine handouts

·Send home parent letters

·Remember: We don’t start rBook/LBook instruction until WEEK 3 (there’s no rush! J)

·If you don’t have an LBook—rBook Pacing Chart, let me know and I will email a stage-specific chart to you. This chart is a MUST-HAVE! Super helpful…

SURPLUS rBOOKS & OTHER MATERIALS

Please box up and tally all of the excess materials at your site. If there are new consumables, your site principal should send a message to his/her colleagues offering them to anyone who might be able to use them. The principals work out the logistics of transport. Regarding OLD materials: Kate McMillan is the district librarian.  Site principals should email her about disposal.

SRI & SPI INFORMATION

After the First SRI Administration

SRI is based on prior knowledge of student’s ability. The first test is foundational. Therefore, all first tests should be examined and proofed. If you believe a student’s first test is not a true reflection of his or her ability, alert Sarah to determine whether we need to remove the test and re-administer. If the second administration produces a similar score, it is likely that the score is accurate and you should retain the result. We can delete and retest a student, but you should consider other assessment measures if the student consistently does not perform as expected.

In SRI, student scores are more cumulative than they are discrete. The starting point for each subsequent test is determined by the student’s previous performance. Therefore,the first test is key, and the accuracy of the first test must be ensured.

How Will SRIReport on Student Performances?

After students are tested on SRI, students can run the Recommended Reading List. This list is based on the student’s SRI results and interests. Students can print their lists to use as a guide when they choose books for independent reading.

Teachers will need to run the Intervention Grouping Report, which groups students according to their Lexile measures. Use this to group students for instruction and determine which students may need further screening (via the SPI). NOTE: The R180 Software uses the Lexile measure to automatically place students at the right level. In addition, you can run the SRI Reading Performance Report to set goals for students. You can also consult the attached CST Performance Band Correlation to Lexiles document to help you make placement decisions.

A note about growth expectations: Expected Lexile growth on the SRI varies for each student based on the student’s grade level and how close he or she is reading to grade-level proficiency. Depending on their grade level, students reading at the 25th percentile can expect to grow an average of 140L (elem), 70L (middle), or 50L (high) per year. In general, you can expect more growth from students with LOWER Lexile measures. For additional information about setting individual growth targets, consult the attached SRI Data Interpretation guide and/or pages 62-62 in your silver Placement, Assessment & Reporting Guide (PARG).

How Does the SPIWork?

SPI was designed to measure fluency for two word-level reading skills: phonological decoding and sight word reading. Both skills are assessed by the speed and accuracy of the students’ response in identifying target sight words or decoding pronounceable nonsense words. SPI also contains a testing section on identifying letter names. The scores from this section are used to determine if students understand the alphabetic principle and provide evidence as to which struggling readers require the deepest level of intervention. Each item in SPI has a timed response threshold— the time it takes a proficient reader to respond to the item (ranging from 400 milliseconds to 2 seconds).

When a student engages in SPI, his or her response time is a critical component of the assessment. For this reason, students will need to understand that their focused attention and earnest effort will be instrumental to the accuracy of their score and eventual placement. The timing aspect in SPI can be disabled for students who, for a variety of reasons, cannot respond quickly. While the scoring criteria changes for these students, they are not penalized for participating with this accommodation.

How Will SPIReport on Student Performances?

After students are tested on SPI, you will run the SPI Screening and Placement Report. SPI will summarize the student performance and offer targeted placement recommendations. SPI makes four instructional recommendations. SPI provides data for use in RTI tier placement, by delineating which students require a Tier II (a reading comprehension intervention) and Tier III (an intensive word-level intervention).

For Tier III intervention (System 44 in our district), SPI further sorts students into three levels:

  1. Pre-Decodersare recommended for the most intensive, foundational level intervention, which would include instruction on the alphabetic principle. Their intervention would start at the beginning of System 44 (Series 1).
  2. Beginning Decoderswould receive explicit phonics instruction starting with simple consonant-vowel-consonant (CVC) patterns. Their intervention would also start at the beginning of System 44 (Series 1).
  3. Developing Decodersdemonstrate early phonological decoding skills and a basic facility with sight word recognition. These students would be best served with a Series 4 of System 44, starting with consonant blends. NOTE: SAM will automatically place them there.

Students who place as an Advancing Decoder should be considered for placement in READ 180 (Tier II intervention).

A common expectation when viewing the SPI Screening and Placement Report is that a low Lexile score is directly associated with a low SPI decoding status. However this profile occurs only approximately 50% of the time for older struggling readers. Reading research reveals that 50% of the time the older struggling reader demonstrates challenges related to vocabulary, fluency, background knowledge, comprehension skills and strategies; the other 50% of the time these reading challenges stem more directly from word level reading difficulties.

If you have questions about any of the results or would like to make an appointment to review the data together, please email me.

Enrolling Students in the Programs

Students must be enrolled in Scholastic programs before they may use them.

· READ 180 students need to be enrolled in READ180, rSkills, Scholastic Reading Counts!, SRI ONLY

· SYSTEM 44 students need to be enrolled in S44, rSkills (unless they are in a 3rd grade stand-alone), SRI, SPI ONLY

· DO NOT ENROLL STUDENTS IN BOTH R180 & S44!

To enroll a student in a program, first make sure there are activated licenses for that Program (check with site manager or Sarah). Once this is done, enroll students by following these steps:

1.      Double-click the student, class, or school tab in the SmartBar.

2.      Click the Manage Enrollment link in the Manage Roster menu at the upper right corner of any Profile Screen.

3.      Use the check boxes to enroll students in Scholastic programs. Use the check box in the header row to enroll all students in a specific program.

4.      Click Save & Return to save changes and close the window or Cancel to nullify changes.

Program Settings:

Please use your R180CA Teacher Implementation Guide (SAM tab, 125-126) to assist you in determining appropriate modifications to the default settings for READ 180 & System44 for your students. NOTE: The default program settings will be appropriate for the vast majority of your students.

If you have questions about enrolling students and modifying program settings, please email me.

SAMPLE REPORTS & DATA ANALYSIS INFO

Many of you requested samples of the reports to run after administering the SRI and SPI screening and placement assessments. I attached a SAMPLE SRI Intervention Grouping Report, SAMPLE SRI Reading Performance Report & a SAMPLE SPI Screening & Placement Report (along with a summary of what the report data means). Attached I’ve also included the “critical data interpretation” info from my previous email in a Word doc.

I also included the full addendum to the Screening, Assessment & Reporting Guide (SARG). This is the slim silver reports guide that came with S44 materials. Key info begins on page 8. FYI: This addendum should be printed and inserted into that book. Several reports changed when they updated SPI last year.

I also reattached the SRI—CST Alignment Chart.

Reading Counts! Complete Book List with Lexiles & Point Values

Many of you have requested a list indicating the Reading Counts! point value for each book, so I pulled the complete list of all R180 & S44 book collections. It’s large (58 pages) but worth a printing because of all the information on each title.  And since many of you have additional book collections, this list may be helpful.

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8/21/12
Dear Colleagues,
 
This is a reminder that there is no Demo CD for NextGen. You will use the attached virtual demos during the NG First Three Weeks curriculum. A reminder that the First Three Weeks for both EE and NG are available on our district R180 wesbite at: http://www.nvusd.k12.ca.us/r180main along the left side (Quick Links).
 
Please let me know if you have questions. I hope your second day with READ 180 is going smoothly and that your students are learning the essential routines for success in the programs.
 
First Week Objectives:
Please refer to the detailed lessons in Your First Three Weeks with READ 180 CA (or Next Gen). It is essential that all classes (even if you have students who have experienced READ 180 or System 44 before) engage in these initiating activities.
  • Build classroom community
  • Introduce the instructional model
  • Introduce the rotation centers
  • Introduce the software
  • Conduct a read aloud & generate interest in R180 library
  • Get acquainted with classmates
  • Practice working in small groups
  • Get familiar with the Instructional Software (use the Demo CD; Next Gen: use the online Simulator)
  • Learn about the Reading Zone (consider using the attached Learning to Drive READ 180 worksheet) (it's okay to introduce ALL students to both R180 & S44)
  • Get acquainted with the READ 180/S44 librar
  • Practice routines/procedures
SRI Testing
It's fine if you are not ready to test today. The testing window runs from today until August 31. Please remember to target the SRI level and prepare students for the testing.
 
Communicating with Parents:
As you begin the year and plan communication with parents of your READ 180/System 44 students, remember that their child has likely been enrolled in other intervention programs. Parents need assurance that the READ 180 and/or System 44 intervention programs will be a solution to their child's academic challenges. Your role is to help parents see that READ 180 and System 44 will make a difference not only in their child's academic achievement and confidence, but also in their child's opportunities for the future. Remember to make letters to parents school- and student-specific where relevant. On Back to School Night, use the "For Parents" chapter on the R180 and/or System 44 Implementation DVD to provide parents with an overview of the programs. Consider organizing a Parents' Night to invite parents to a hands-on experience in a READ 180/S44 classroom. Allow parents to participate in each part of the Instructional Model. Let parents learn more about the Software using the Demo Disks in the Instructional Software area. Have students share the Paperbacks and Audiobooks they are reading with their parents in the Modeled and Independent Reading Area. In addition, there are several student-specific reports in SAM that you can use to share progress with parents: Parent Reports I & II, the Student Reading Report and Student Progress Report. Remember that these will only be useful once the student has taken the SRI placement test and some reports pertain to progress monitoring data available only after several months of program use. TIP: As these are individual reports, you need to have a student's name highlighted in the SmartBar to see them in the Report tab. You can also access them by highlighting an entire class, and from the Show drop-down menu, select "All Reports". Click the student-specific report (i.e. Parent Report I) you want. It will say "There is no onscreen version of this report". Click Print Preview in the top right corner. You will then see a PDF file with a student-specific report for every student in your class. This is an expedited way to run individual reports for an entire class (as opposed to having to click on each student's name). 
 
Parent communication and outreach are critical components of any intervention. Please let me know how I can continue to support you in your efforts to keep your READ 180 & System 44 parents informed and involved in their student's progress.
  
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READ 180 Team Share Sessions

READ 180 Team Share Sessions