David Hill Elementary Hillsboro School District 320 students

David Hill Elementary Hillsboro School District 320 students 94% free or reduced lunch 76% Hispanic (approx) Schoolwide Title I

Kindergarten benchmark strategic H-M Whole grp. 60 min. ERI Small grp. 30 min. Lang Large grp Learn 15 min. intensive whole grp Whole grp 60 min. Small grp 30 min. Large grp Small grp 15 min.

Features of Kindergarten • • 25 students (4 B) All day every day Share para 4 hrs Funded Title I & IIA • ESL push in/pull out • Spanish literacy 60 min. • • • ERI prep by para ERC small grp. Speech PA/PH Centers H-M/ERI Indiv. Tutoring No cross class grouping • Teacher w/ low

First Grade benchmark strategic H-M Whole grp. 60 min. Small Phonics lib 30 mx 4 Leveled rd. Med + Fluency small dictation Whole grp 60 min Extra sup phonics Fluency dictation intensive Whole grp 60 min Read. Well 30 + 30 lang l (esl) PA + ph

Features of First • • Low numbers 25 Small group = 6 or less Cross grouping small groups Flood for small group Classroom groupings PA/NWF H-M fidelity High student engagement Alphabet chant • • • Master teachers 12 of 50 benchmark 95% PSF Jan. Teach to Mastery Hi Freq/Fry mastery Daily homework Day 1 H-M as is, phonics one lesson/day Anthology preread top Dictation Signs Sounds Partners/Read. Nat

Collaboration • • • 1 hour every 2 w All attend Spreadsheet w/ prior analysis Notes review Highlight jobs Discussion points around DIBELS and inprogram assess. . Most grouping decisions/tutor • W/I working day • Attendance prin • Behavior counc. • Span/Eng lit ESL • Reinforce PD

Coach • Collaboration coaches/district • Students am/ paperwork pm • Coach oversees reading block • Small grp. Work • Analyses data to id. Student needs • Facilitates Reading First Team & collab • Meets weekly w/ principal (team) • Supports in implementing • Teachers seeking/sharing • Trust

SPED, TITLE I, ESL • • Provide small grp. Interventions Collaboration Supported/coordinated Reading First Flood inside 90 min. / tutor out 4 days week 30 min. Para overseen by specialist Coach coordinates, observes, & supports

Enhancing Core • Jo Robinson/ Anita Archer delivered powerful message • Set implementation goals • Teachers highly motivated by results (belief changes) • Share excitement & methods (huge collaboration)

Assessment • DIBELS & progress monitoring coach & teachers do and enter • Small group Instructors do and one para enters • H-M theme skills (some mod. ) • In Program assessments • Most time on intensive • LPRs collected, brought to collab

Professional Development • • • ’ 03 -’ 04 H-M standard DIBELS ERI Reading 1 st Provided leadership training • • • ’ 04 -’ 05 Intervention/Sup (fidelity) DIBELS analysis Jo Robinson (leadership) Anita Archer CORE Lupina Villa Sub time/coach Bringing Words to Life

Concerns • • ELL and Spanish literacy Meshing all services Precision teaching Capacity to continue (new people on board fast) increase district support Continuing enhancements Increasing fidelity to interventions & supplements(depth of understanding) Effectiveness before & after school Positive feedback