Recommendations As clearly demonstrated above, RISE/Up has provided a valuable set of reading intervention materials to the teachers and students we observed. As one educator noted, “There isn’t a perfect intervention system,” and to that end, there are points teachers raised that could improve both their experience and that of their students. ● Add Materials for Visual Support ● Consider Guidance for Weaning of Graphic Organizers ● Connect and Use Comprehension-Skill Academic Language More Explicitly
● More Daily Progress Monitoring Tools ● Availability for Inputting Data Online
Add Materials for Visual Support One area in which the RISE/Up resources could improve concerns more visual support. Where the LLI classrooms we observed had tech-forward Promethean boards to display examples and model phonics instruction , none of our RISE/Up classrooms used tech of any kind during the lesson. While the availability of tools could certainly difer throughout districts, it is important to note that multiple teachers voiced a desire for anchor charts and writing prompts to accompany the stations. Additionally, one teacher noted that she created her sentence stems for that lesson, something she felt could be provided for writing activities. Briefy mentioned was ofering larger text sizes for students with diferent visual requirements. Consider Guidance for Weaning of Graphic Organizers In an interesting contrast, multiple teachers reported concern about the level to which graphic organizers were used in RISE/Up, feeling that students could grow too dependent on a resource that may not be available to them at critical testing moments. While they felt the support provided by these visual resources was a net positive, some noted that, unless in a student’s testing accommodations, graphic organizers are not permitted during standardized testing. In those instances, students may either attempt to recreate the graphic organizer from memory to use during the test or otherwise forgo it. Educators mentioned a concern that students could grow dependent on these tools despite a lack of access to them on testing days. A potential means of mitigating this issue could be encouraging educators to decrease their usage of graphic organizers as they progress through RISE/Up lessons or reframing the lack of using them as a “bonus” or “challenge” of sorts, adding empowering language to further student independence. Connect and Use Comprehension-Skill Academic Language More Explicitly One educator furthered her concern about a gap between student performance expectations on standardized assessments, in the classroom, and during RISE/Up lessons. While she understood the
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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