Monday, January 2, 2017

Running Records Interventions

The long-awaited (or not?) post about my running record intervention program is here! 

This summer my grade level team and I got together just before school started so we could share resources. One colleague is a second year teacher (she was my student teacher once!) and hadn't taught 3rd before and the other taught with my last year but hadn't had elementary school in awhile so it was clearly skewed my way in terms of the amount of resources I have. We got them hooked up with licenses for all of the fabulous products I tested out last year and knew worked well with our curriculum and to get the kiddos up to speed with the skills they needed.

Out of desperation I was searching around for some leveled reading passages that I could use and found this file by Jen Bengel. The cost made me cringe at first because that is a lot of money...but then I read that because it's a bundle file, she would let up to 5 people use the file on a single license. SOLD! So my team and I split the cost three ways and for the love of everything holy...am I ever glad I found this file. I do not believe that either of my colleagues are actually using it at this point but I made this my instructional goal for this year so I WOULD use it...and it is amazing!

We have to make an instructional goal for improvement every school year as part of our evaluation. Not that I think I am perfect or anything but I was like what the heck am I going to try to improve upon?! I've spent many years of my career really honing in on areas where I feel like I was weak and I was kind of running out of ideas. My K-2 colleagues use running records and I thought that I would try that...and let me tell ya...it has been a game changer. I know so much more about every single one of my students because of these records/interventions. 

During my formal observation this fall, my principal saw me do a couple and during my post observation she said how amazing she thought they were...but then she said "how in the world do you manage to do this with all of your students?!" Great question and definitely one that needs to be addressed.

First of all, I have 21 students. 3 of these students are essentially monolingual and thus the program is not appropriate for them, thus I do not use it with them at all. That leaves me with 18 students. I have a chart at school that gives me a basic idea of where the kiddos "should" be reading to provide me with a rough estimate of whether or not they are on grade level. Since this system is leveled in a range (i.e. A-D, E-G, etc), any students who tested in at level L or above were considered to be "on grade level" and thus I really only progress monitor them (think DIBELS language here) so they only read with me once a month. That cuts down on how many records I have to do. The other kiddos read with me twice per month until they move up to the "on grade level" range. (I have already had two students move up into this range that were not there before so I only have 10 students that have to be read with twice a month.) 

We began the program in November. November and December were tough months because we had so many non-instructional days due to the election (we had that Monday and Tuesday with no students), plus 3 days off for Thanksgiving and then the holiday break. Plus I do not do records on Mondays because of library and Fridays because our schedule is so weird. So basing this program on how well I managed it in November/December would be unfair because there were so many days that were not available. 

So back to her question...how did I manage to do all of those records? I got creative! I started using some of our computer lab time on Tuesdays to pull kiddos. Since this lab time is not for testing (they use IXL.com or Lexia Core 5), I didn't feel guilty pulling them for 10 minutes to read with me. And let's be honest...the kids LOVE reading to me. They often ask me when it will be their turn again, because who doesn't love 1:1 time with their teacher?? 

I also got a brain midway through November and made myself a calendar. Here is January's. 

Sorry for the boxes but I didn't feel comfortable blasting my kiddos' names all over the internet. At any rate, you can see that I have crossed out every Monday and Friday plus this coming Thursday. That is because I won't be at school and I don't let anyone else do these but me. The good news is, you can see that the 26th and 31st are blank so if I do get behind (snow days, I'm out sick, a meeting or whatnot), I can move kids and still get them in. That is also why I will absolutely use those Tuesday computer labs too...and I have many times in order to get caught up. 

You can't see it because I boxed over the names but all of my students who I only have to read with once are highlighted so that I know once I do a record with them, they can go into the back of the bin I keep these in because they won't have to read again until the next month. It's quite handy if I get behind also because the once-a-month kids are the ones I'll skip first as I know I can easily make those kids up at the end of the month or during those computer times. (But there aren't any more months, except April due to Spring Break, that are as short as November and December were so I don't anticipate this being a problem from here on out.)

I used the data from last spring to place the kiddos. Most of the kids fell right back into the spot they were in, thank goodness, but I did have a student I had to move back a level because she just couldn't do it. Alas, she hated being moved backward so it also serves as motivation...and since only the students themselves and I know their level, it's not something they need to feel shame over or anything like that.  

This is how I put them together and use them. First each student got a folder and I stapled the tracker sheet to the inside. I sorted the kids by the level they had at the end of 2nd grade and put them into that range. I figured out how  many kids were in each range and made copies accordingly. Each student got 3 running records/intervention sheets put into their folder initially as I knew that would be long enough for me to determine if the level was too high or too low and then I could adjust without having a ton of wasted sheets. 

This is what the tracking sheet looks like as of the end of December. This particular student joined our class in late November so he only has one record for November. He is in my lowest level (A-D). All of the information on here comes directly from the intervention sheets and is perfect for at-a-glance progress monitoring.

Here is one of his running records. What I love about this program is they read to you three times. I have them read the three times in the same sitting. You just use the one paper and you can tell the errors apart because you use a different color pen (red for the first read, blue for the second and black for the last, although you could certainly use other colors if you wanted). I love this because I can absolutely see the difference in their fluency and accuracy from the cold read (red) to the hot read (black) because they have read it before. Plus it allows me to see if they are transferring information such as if I have to tell or pronounce a word. I can easily see on the form if they transferred that to the other two readings. At the bottom of the sheet I record the middle score of the reads (again think DIBELS style).

After the third read, there are comprehension questions on the back. There isn't a ton of room to write their responses so I have learned to really limit my notes to key words that tell me whether or not they got the gist of the story. There is a scoring guide to help you track their level of comprehension (and 98% of my class scores roughly 15/20 almost every time because they just aren't quite providing *enough* detail overall to score that last bit...but that also tells me that this is an area I can hone in on during direct whole-class instruction since pretty much my entire class needs some support with it....something I might not otherwise know without this system).  At the very bottom is a place to score the student sheet which is the next picture.

I don't know if this is how these were intended to be used, but this is how I do it.  After the child has read with me and answered the comprehension questions, I send them to their seat with this paper. They have one week to complete it and give it back. They complete them during silent reading time. You might gasp at that and think it is horrible, but believe me...I think this is very authentic reading and it gives me SO MUCH INFORMATION. And generally, unless the student is the last one I read with that day and doesn't have time to work on it, they use one SSR time to complete it before they give it back to me. I'm willing to sacrifice that because the data these sheets provide me is invaluable. They have some comprehension questions on the far right (not graded but very good for helping me to see if they got it), and then some vocabulary where they have to define the bold words and word work which is all of the coloring you see. Depending upon the level they might be hunting short vowel words or parts of speech. Once they give this back to me, I grade this part and add the information to the sheet above as well as on the tracking sheet. This way, at a glance, I can see if they are progressing in all of the areas of the intervention.

It's a powerful tool because I have one student (not shown here) who does very well with the readings. He is very fluent and his comprehension is fabulous when he answers the questions. But I have noticed that on the last three (out of four!) sheets he has done, he has not gotten a single part of the word work correct. The first time I let it slide because I wasn't sure if it was just a bad day, but after the second one, I did some work with him on it. On the next one, however, they are all still incorrect. He is not able to identify things like contractions, adjectives and some short vowels. So this means that when we come back to school tomorrow, I will be pulling him aside and helping him to make some reference cards so he will remember the terms so when he is asked to find contractions, he will have a visual reminder to help him be successful. Guarantee I would never have known he was struggling with it without these records because I do not have any other systematic system that provides reinforcement on these things the way this system does. (Yes they are taught in my curriculum but a lot of the independent work is done in stations where they have a partner and thus it's impossible for me to know how much help they get...these are done 100% independently though so I can absolutely see who is struggling and who isn't.) 


Here is another student example, this one a level higher than the previous one. Again because this student is not at least at an L level, he has four records because he will read with me twice a month until he hits benchmark.

This student is just about ready to move up a level because he is reading accurately and fluently. 

As you can also see here, his comprehension is good (15/20 is not terrible because a 3 is satisfactory) and he scored 100% on both the word work and the vocabulary section on this particular task (and the one before it also). If he has another record at this level that is this good, he will bump up to the next level. 

Here is the student sheet that accompanies the above running record. This particular student is not the strongest reader (he is very distracted and can't focus) but he begs me to read with him. Sometimes I have to show him the calendar so he'll quit bugging me about when it will be his turn again :) 

As I mentioned, I'm almost positive my colleagues are not using this system. Bummer on them, I say. Yes, it is time consuming. Yes, it takes a lot of paper. But man, oh man...the information I am gathering about every single student that I read with is absolutely invaluable. This allows me to better focus my small reading groups to the kids' needs as well as create better support materials for them (such as the visual aids for the student mentioned above who I am positive is messing up on the word word just because he can't remember what the words mean). I wouldn't have this information without these records. (And no, the seller is not paying me to tell anyone how awesome this product is either *wink*)

If you're looking for something to help you get to know your readers better, I'd suggest you buy this. I know it is pricey but see if you can split the cost with a colleague or two. Honestly I'd have paid full price for it if my team hadn't agreed to go in with me...and especially now that I know how amazing and useful it is. It has every level from A-Z so I have something for every reader in my class. You can't really beat that.

And I'd bet that by the time that standardized testing comes around in April/May, I'm going to have a class full of kids who are very ready for that test simply because they have had strategic and personalized instruction at their level because their teacher knows so much about them as a reader due to this fabulous product.

1 comment:

  1. This looks like a fabulous tool. Your students have know idea how lucky they are!

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