PROBLEM OF PRACTICE
Meaningful reflections and recommendations were the culmination of my Problem of Practice that addressed a foundational reading need for students in the upper elementary grades. Staff and students embraced the Recipe for Reading program with openness and as a result, student growth was measured in the truncated time it was employed during the Combs Gator Group intervention sessions.
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This Ignite Presentation outlined the process that led me to choose implementing Recipe for Reading as my Problem of Practice. Evolving data early in the school year led to the realization of the impact of significant reading deficits on behavior. After reviewing several intervention programs, Recipe for Reading arose as the most impactful. It is research-validated, addresses all the foundational reading skills needed for independent comprehension, and employs the Orton-Gillingham methodology with its tactile and kinesthetic inclusion. Recipe for Reading is also endorsed by the WCPSS Literacy Department, providing the opportunity for county-level coaching and resources if needed. |
To outline the justification for and the plan to address the need for remediating decoding needs in the upper grades, this Logic Model displays the process to be undertaken for my Problem of Practice. Expected outcomes and inputs related to the implementation of Recipe for Reading are highlighted with the final end in mind of increased proficiency on standardized measures for those who present with residual decoding needs in grades 3-5. An exploration of barriers to be mitigated is an important element to address to ensure the full benefits of this impactful intervention tool. |
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I made frequent visits to the 3-5 Gator Groups to determine implementation needs. Observed needs fell in the general categories of additional training, materials, and classroom management during the intervention block. This qualitative data allowed me to individualize coaching with staff to deliver additional training, tactile materials to address that modality and, colored writing tools to highlight vowels, and coaching on managing the students working on other activities in the same room that Recipe for Reading delivery was occurring. While in the classrooms, I entered data into the Google form to the left to ascertain the fidelity with which the program was being delivered. Data showed increasing fidelity as the program delivery progressed, but at the time of the COVID-19 school closure, only an average of 33% of the required lesson elements were being addressed across the five groups. This would have been an additional coaching opportunity and I created lesson plan templates that they can use in the future. |
Staff perception data is vital to the overall coaching and training necessary to ensure the efficacy of any new initiative. This survey was administered to staff delivering Recipe for Reading before launching it and and after two months of its use. The increase in perception was notable and was a pleasant outcome of the immense amount of work that the five staff delivering Recipe for Reading invested in it. The open ended nature of the last question provided a safe structure for staff to share insights that guided my coaching and gave them an opportunity to share their voice to feel respected as the quality educators they truly are. |
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The ultimate goal of the implementation of Recipe for Reading is the increased independent reading ability of students with significant decoding needs. Many of these students possess a poor self-image of themselves as readers which can hinder engagement with text, thus further limiting growth. This student survey was administered before the Recipe for Reading intervention began, with the results as displayed on my Problem of Practice poster. Noteworthy results from the initial survey were that 78% of students receiving this intervention rated themselves as skilled readers, and 65% reported liking to read. 74% enjoy getting extra support with their reading, as well. This points to the professionalism of the Combs staff with delivering support while maintaining the dignity of struggling students. Ideally, I would have administered this a second time in late April to gauge the impact on self-perception after students received this intervention regularly. |