Pagosa Springs Elementary School Principal Kelly Vining went before the Archuleta School District (ASD) Board of Education (BOE) during its regular meeting on May 13 to discuss details about the school’s restructuring of its reading interventionist program.
Vining was invited to speak to the board on the topic after restructuring was brought up during public comment at the board’s April 8 meeting.
During that meeting, five audience members spoke, including a trio of school district employees. All expressed concern with the restructuring, with one suggesting it would put the district’s lowest students at increased risks and multiple speaking to the proposed staffing associated with the restructuring and the need for early academic intervention.
“I’m here to discuss some restructuring that we’re doing at the elementary school,” Vining stated on May 13, explaining that the teachers and administrators at the school believe all students can grow at high levels, regardless of where they start in their reading skills.
Vining mentioned that teachers take a “collective responsibility” for all students in a grade level, rather than only focusing on their homeroom students, while also noting that students should not be remediated back a grade level to fill any missed gaps.
Vining explained that the reading interventionist program is structured with three tiers, with tier one being instruction that happens in the core part of the student’s schedule.
“It is the reading program and the math program that the district has adopted that they learn in a classroom,” she said.
Vining then explained that every student receives tier two instruction during “What I Need (WIN) time.”
During that time, students who are performing above grade level receive enrichment activities and participate in book circles, students performing below grade level receive small group instruction and students performing at grade level continue to receive more grade-level material, she explained.
Vining then explained that for students where tier one and two instruction is not sufficient enough “to close gaps,” tier three instruction is given through an individualized mode, with a ratio of one teacher to three students, or fewer.
In response to a question from BOE member Tim Taylor, Vining explained that students below grade level are progress monitored with weekly Dynamic Indicators of Basic Early Literacy Skills, or DIBELS, tests, while students at or above grade level are progress checked at the beginning, middle and end of school year, “because we don’t need to have extra testing just for them.”
“Every student’s getting tier one and tier two instruction,” Vining added.
She went on to explain that the “ideal model” would have 80 percent of students performing on grade level, 5 to 10 percent slightly below and 1 to 5 percent more than slightly below, noting that all three tiers are “stacked” on top of each other.
“So, a student who needs the most intensive support will get all three,” she said.
Vining then explained that, in the past, the elementary school had a system in place where students were not receiving all three tiers.
“We actually in the elementary school have a had a system in the past where kids did not actually receive all three tiers, so when I became the principal I made this schedule to make sure that kids could actually have an opportunity to have tier one, two and three instruction, and not just pretend to get it,” Vining stated as she referenced a schedule for instruction times.
Vining explained that she wants to make sure that all teachers have time to meet with each other to discuss the school’s data and core instruction.
“All tiers are built in for reading for every grade level,” she said.
Vining explained there will be four paraprofessionals so that students are working in groups of one to five, whereas in the current model the lowest five to 10 students are pulled out of class and go with two interventionists.
Vining also mentioned that she was an interventionist for one year.
She noted that in the 2022-2023 school year the program was restructured to focus on kindergarten through second-grade students, and the school moved from having four interventionists down to two.
She explained that third- and fourth-grade students “have not had intervention instruction provided by interventionists, it’s all been in grade level,” beginning in 2022.
She then explained that with the restructuring of the program, those two positions would be broken up, with one becoming an additional paraprofessional.
Vining indicated that there will be a total of five next year, with another position becoming an instructional coach to support “the learning and teaching that is happening in every single classroom,” kindergarten through fourth grade.
Vining explained that the restructuring of the program better aligns intervention practices and core instruction, “which is something that some of our teachers are fighting for because they have seen success in their own groups.”
She went on to mention that any new “replans” are a collective responsibility of coaches, teachers and principals.
BOE member Amanda Schick inquired about who oversees the progress monitoring of students.
Vining explained that grade-level teachers are responsible for that, and there is no change in that aspect.
“There is no change in the replan creation or progress monitoring,” she said, noting that students in tier three may have additional progress monitoring.
Vining clarified that the model for next year still has students receiving tier two in the classroom, with paraprofessionals moving into grade-level support.
Vining explained that with the new system, students will still receive targeted instruction through all three tiers as needed, noting the shift in what the restructuring is doing is focusing on tier one in order to reach the most students and prevent more from needing to receive tier two and three instruction.
BOE president Bob Lynch asked if the goal is to “shrink” the “red bar,” referring to the percentage of students performing below grade level, and if that is possible to do in one year.
Vining explained that she has seen that type of progress in one year, but noted that it depends on a number of factors.
She explained that the first-grade team “spoke up and advocated for team mindset,” integrating tiers one and two across the entire day.
“They were not letting any kids slip,” she said.
Taylor asked for clarification on if first-grade students have been in the current model.
Vining explained that first grade has been using the current model, while third and fourth grades have not had intervention support.
Vining also indicated that there has been one grade-level teacher who has shown concern over the restructuring of the program.
Schick asked if it is not the “general feeling” that this restructuring is going to put too much pressure on regular grade-level teachers to accommodate all these students, noting she wants to make sure the “pendulum” is not swinging too far “the other way” now.
“I have no indicator that that will happen,” Vining replied, explaining that no homeroom teachers have expressed that to her.
“It should not create any additional work,” she added.
Schick also asked about behavior issues with students who are performing at or above grade level.
“Do you have any concerns related to the classroom teacher’s ability to differentiate that many kids?”
“They’re currently differentiating that many kids. That’s not a change,” Vining replied, adding that behavior problems may arise because of “boredom.”
In an attempt to “minimize confusion,” Schick stated, “there is no tier two or tier three kid who is going to lose direct academic instruction from this restructuring, correct?”
“No, I would never do that,” Vining said, noting that the students won’t even notice the change.
Schick also asked Vining about any plans to communicate the changes to the program to the community.
“I personally believe that there’s not a huge change in what students and families will experience,” Vining said, explaining that if she needed to communicate that through a newsletter, she would be happy to do so.
“Nothing will change for the student,” Vining added, explaining that she would want to be mindful of her wording given that people have expressed that intervention is going away, but reiterated that the services to students are not changing.
Lynch then turned to ASD Superintendent Rick Holt for his thoughts on the matter.
Holt explained that he checked in with Vining “early in the process,” asking many of the same questions the board was asking, about whether or not students would receive any less instruction or if there would be an impact on the staff.
“Once I was assured that that was not the case … I had no reservations,” Holt said, explaining that students will continue to receive the same services and be progress monitored as required by the Reading to Ensure Academic Development (READ) Act.
Holt explained that he also believes that enhancing tier one instruction by supporting teachers with a high-quality curriculum “is the best way to progress.”
Prior to Vining presenting the restructuring changes, a few public comments were given on the matter, with Vining expressing thanks for people coming to speak up.
“I am glad that we have staff that advocate for our students,” she said, addressing members of the public in the audience with signs expressing concern over the restructuring.
“I love that we have staff that care about our kids that much,” Vining added.
Vining expressed that she wants all students to do well, specifically commenting on Title I reading and math intervention teacher Kristeen Harris, noting that there is “no one on the planet who can teach reading better than Kristeen.”
Public comment
Harris has been a certified educator since 1991 and joined ASD in 2006, where she then became an interventionist in 2014.
Harris expressed concerns over the restructuring with her public comment (she also spoke at the April meeting), noting that when the restructuring was presented to her and other staff, Vining indicated that it was “due to constant behavioral interruptions in the classroom” and that “teachers were feeling burnt out and finding it increasingly difficult to maintain a quality learning environment.”
Harris claimed that the restructuring “omits our Title I reading and math intervention program, to be replaced by an academic behavior coach for the classroom teachers.”
She explained that it is her opinion “that this plan will leave our most academically at risk students behind.”
“I wholeheartedly disagree with this restructuring plan because it is not in the best interest of students, nor our classroom teachers,” Harris said, explaining that she believes it will increase the workload of already overburdened teachers because they have to plan and oversee tier three interventions, adding that the restructuring does not account for any additional time.
Harris then explained that tier three interventions should not be implemented by a “para-aide” and that the Colorado Department of Education “clearly states that tier three interventions must be implemented by a highly qualified teacher with the skills necessary to support the needs of the students.”
Harris urged the BOE, as it listened to Vining’s presentation, to keep in mind what is in the best interest of the students, especially the lowest academic students.
The other comment given on the matter during the meeting was from a mother, joined by her daughter, who expressed that the Title 1 intervention has been extremely helpful in her students’ academic success.
Interviews
In a later interview, Holt explained that the restructuring of the interventionist program is not something the BOE will need to vote on.
He mentioned that the agenda for the BOE’s next meeting is not set, but noted, “I’m not anticipating any further conversation about it.”
Holt explained that the primary concern from him and the BOE was if students will receive required interventions if this change is made.
“I believe that Ms. Vining showed that that was gonna happen,” he said, explaining that principals need to have freedom “to restructure schools to best meet the needs of their students.”
When asked if there is an openness amongst staff to move forward with the restructuring, Holt stated, “I believe that Ms. Vining has done the work necessary to ensure that the rest of the staff is comfortable moving forward.”
Holt also explained that he has not received any other feedback from other staff or families about the restructuring.
“The only concerns we’ve had were at those board meetings,” he said.
In a later interview, Harris stated, “I still have concerns.”
Harris explained that it is her understanding that the district is hiring an academic coach for teachers kindergarten through second grade who will also serve as a behavior coach for kindergarten through fourth grades.
Harris explained that one of her concerns is that the restructuring will add more work to classroom teachers, who will now have to plan tier three interventions.
She mentioned that the tier three planning will be done by a licensed and certified teacher, but that the implementation of it will be done by an intervention aide, noting those are the “lowest paid and the hardest worked” employees.
Harris also expressed concerns that the aides may not have the required training needed, adding that she believes the lowest academic students should have the highest-qualified teachers working with them.
Harris also mentioned that this has been the “best year ever” in intervention, adding that she wants the district to “do right” by the students.
Harris expressed that the restructuring may work out fine, but that parents and families should be notified of the changes.
“I’m not being emotional; I’m sticking to the facts,” she added, noting that her concerns are not “geared” toward a single person, but to the system as a whole.
In an email to The SUN, Vining wrote, “Whenever there are changes in programs and/or staffing, it is understandable that questions will be raised. This particular change raised a few questions, and I feel confident that once we were able to demonstrate that this particular adjustment would maintain the level of interventions we have in place for all students, the majority of those questions were resolved.”
clayton@pagosasun.com