EDL 272:

Improvement
within the
System

Kelsey Hoeksema
Dyslexia Inspired
Reading Therapy
at
TPE
 TPE Dyslexia Therapy
One Privately Owned Session: 1-2 hours of
Company individual/ group instruction
Two Managing Partners with Wilson Reading
Curriculum and Methodology
One Business Manager
for Instruction
18 Dyslexia Therapists-
Lead Teacher Rotates with
(Varied Background)
Limited Communication
85 Clients between Cycles
Newly Offered Summer
Intensive Program 2 Hours
Summer Intensive Programming
Sessions
Four Students Multiple Opportunities
Two Lead Teachers for Assessment
Two Hours of Multi- Gradual Release
Sensory Small Group Progress Monitoring
Instruction in Reading Error Tracking
 PDSA Cycle:
An Improvement to
Summer Intensive

Planning
 Summer Intensive Reading:
The Current Reality
Thirty minutes of the session
devoted to charting assessment One Lead Teacher giving
data, completing progress instruction and the second
monitoring, and reading for lead teacher recording errors,
comprehension. Both teachers tracking assessment, and
have a small group of 2.
providing feedback
One Lead Teacher: Managing
Partner, Speech-Language New Shift in lead teacher role
Pathologist, Wilson Reading and preparation time.
Program Certified Trained and
taught program last 18 years. Program Development Details
Lead Teacher 2: Part Time
Summer Employee, Special
Education Teacher, and previous
use of Wilson Reading Materials
 An Opportunity For
Improvement: Student Data Tracking
10 Step Methodology For Reading Why?
Instruction
Parts 4, 5, and 9 require Minimize Planning Time
assessment with Anecdotal Maximize Instructional Time
Recording for Errors and Tracking
Easier Transition between Lead
Assessment Based Planning:
Review Anecdotal Notes and Teacher for Week Cycles
Create individual plans for each Accurate Data Collection
student based on prior week notes
for instruction for upcoming Data Tracking Organized and
lessons. Accessible
Multiple Forms for each Student
Implement Change with PDSA for Student Data Tracking
and Lead Teacher Preparation
Current
Progress Form

** Information Needed
For Next Session
PDSA: Plan
Theory For Change Implementation : Within the time parameters, the teacher
preparation for cohesive co-teaching is limited by the current procedures in place
for student tracking of assessment, resulting in instructional time reduced for in the
moment preparation.
Metrics for Effectiveness:
Amount of Instruction Time Increases through Timed Observations
Weekly Cycle Assessment during Teacher Prep
Review of Student Achievement Data
Root Cause Analysis: Success on Assessment seemingly shows success in
preparation limiting time spent on the preparation.
Change Implementation: Use Student Data Tracking Forms as part of prep for
lessons
Archetype Model: Limits to Growth

Plan

Condition- Summer
Intensive Effectiveness

Growing Action- Outcome of

Assessments

Slowing Action-
Organization for Next
Lesson
Organizational Learning Disabilities:
Limiting Condition- Time
The Illusion of Taking Charge
For Teacher Prep
The Delusion of Learning From Experience
 Related
Laws of Systems Thinking:

1. You Can Have Your Cake and Eat It Too- But

Not at the Same Time
2. Faster is Slower
PDSA
Create Documentation for Student Data Tracking
Review Forms with Lead Teachers for proper usage
Discuss metric for measurement to find effectiveness from the
form usage
Do
Timeline:
Two weeks: Observe system operations (Planning)
June 20: Create/Revise Student Data Tracking Form (Do)
June 23: Implement Usage into Summer Intensive Session (Do)
Daily: During Lead Teacher Prep time collaborate and review
student data tracking form to plan for upcoming lessons (Do)
End of Week: Revise/Reflect Effectiveness of implemented Change
(Study)
End of Summer Intensive: Make Changes or Plan to repeat
procedures (Act)
Student Name: ___________________________________
Level Skill List A List B Mastered Sentences Comprehension Story Date
2.1 R /ng/ endings 2 (top) 2.1 Page
2.1 R /nk/ endings 2 (bottom) 7 Tim and Ed 11
2.1 R mix both Base word only 3 or 4 8 The Pink Moth 12
2.1 R Welded w/ suffix s 5 9 A Ring for Liz 13
2.1 N Nonsense welds 6 10 Jims Bank Job 14

2.2 R Four Sound Syllables 15 18 22 A B Teds Bump 41

16 19 23 Beths Fall 42
17 20 24 31 36 The Lost Brush 43
2.2 R Final L Blends 19 (top) 25 (top) 32 37 Brad and Sam 44
2.2 R Add Bonus Letters 20 (bot) 26 (bot) 33 38 The Hunt 45
2.2 N Nonsense Words 28, 29, or 30 34 39 Tom and the Band 46
35 40 The Big Job 47
The Prom 48
2.3 R All Closed Exceptions 49 51 The Best Host 53
2.3 R Closed/ Closed Exceptions 50 52 The Bass Trip 54
The Gift 55
2.4 R Closed Welds All 56 (top) 58 (top) 62 65
2.4 R Regular 5 Sound Closed 56 (bot) 58 (bot) 63 66 Tom, Ben, and Skip 69
57 (top) 59 64 67 Mom and Dad 70
2.4R Base Word + Suffix S 57 (bottom) 68 Brads Bad Day 71
2.4N Nonsense Closed 60 or 61
Syllables
2.5 R 3 letter s blends 72 74 Big Bass 77
2.5 N Nonsense 3 letter blends 73 75 Lunch at the Shrimp 78
76 Shed
Gramps and Gram 79
PDSA
After implementation of change into the TPE Summer
Study
Intensive Reading Program:
Ask Managing Partners to complete observation of Lead
Teachers.
Time Transition from one step of the lesson to the next-
checking to see that transition time between has decreased
Survey substitute and teachers of Summer Intensive to gather
perceived results and pitfalls of the implementation student
tracking form.
Discuss the process and review for outside assistance.
PDSA
After completed during the first six week summer intensive Act
reading program, leader will:
Communicate results from the metrics used to measure
effectiveness with other staff involved.
Meet with Managing Partners to propose usage for
individual/group sessions in the future to provide better
communication between tutors
Hold meeting with all tutors and to implement staff wide for all
tutor sessions.
Continually study the effectiveness, make revisions, and reflect
with staff for usage of forms
 EDL 272:
Improvement within a
System