dr. kathleen wallis carroll county public schools, title i supervisor westminster, maryland dr....
TRANSCRIPT
Currents of Change: An Innovative Design for Title I Summer Services
Dr. Kathleen WallisCarroll County Public Schools, Title I Supervisor
Westminster, Maryland
Dr. Debra A. MillerMcDaniel College, Professor of Education
National Title I Conference, 2014
Focus for Today’s Session
Creating an evidence-based literacy partnership with highly qualified instructors and extended school year services
Developing systematic and ongoing assessment techniques
Designing personally relevant, motivating and engaging theme-based experiences
Employing instructional approaches that guide readers through developmentally appropriate text and active word study
Implementing explicit strategy instruction for thoughtful literacy with intentional vocabulary development opportunities
Establishing school and home connections and honoring parents’ voices
Promoting reflective practices and examining evidence-based implications
Summer Reading Setback
Research Conclusions
Summer reading setback is one of the most influential factors contributing to the reading achievement gap between children of poverty and more-advantaged peers.
Children from lower income families tend to have more restricted access to reading materials, both in and out of school.
Correlational evidence suggests that better readers read more than less able readers supporting the importance of more successful reading experiences.
Substantial evidence links engaging experiences with the motivation to read voluntarily; particularly through matching children with developmentally appropriate books and materials.
Summer Reading Setback
Implications
Schools must play an even more substantive role in ensuring that each and every child has year-round access to appropriate books.
Intervention designs must reflect evidence-based “best practices” in which children need a vast amount of reading, both in and out of school, to become capable, independent readers who desire to read.
Source: Allington, R. & McGill-Frazen, A. (2010). Use students’ summer-setback months to raise minority achievement.In Johnson, P., Ed. Response to intervention: Responsive and comprehensive. Newark, DE: International Reading Assoc.
Creating A Collaborative Partnership
Higher Education Title One IRA Role of Reading
SpecialistCandidate Eligibility
for McDaniel Reading Clinic
Comprehensive Practicum Experience
Clinic Director and Mentors
Integrate School-Based Theme
High Quality InstructorsStudent Identification
and Selection for Summer School
Extended Day/Year Evidence-Based Opportunities for Students
Supervisor and Site-Based Coordinator
School-Based Themes
Developing Systematic, Ongoing Assessment
Title One Higher EducationOrganize Pre-assessment
DataStudent Documentation
Folders Daily Log & Lesson Plans Work Samples (2 per week) Final Report
Evaluation of Summer School Post-Assessment Student Data
Parent Involvement Parent Surveys Final Celebration
Review Student DataDiagnostic AssessmentsIndividualized Student
Goals for Reading, Word Study, & Writing
Design & Deliver Evidence-Based Instruction
Collect and Analyze Post Assessment Data
Parent Conferences and Final Report to School & Parents
Developing Systematic, Ongoing Assessment
Analyze strengths as well as areas of need and build on strengths rather than over-focusing on needs
Develop specific goals and communicate goals with students
Monitor progress toward meeting goals to impact student learning and create new goals as students experience success
Motivation and Engagement: Designing Theme Based Experiences
Creating a literate environment Physical Appealing Socially Accessible Instructional Routines Differentiation
Sustaining the environmental literacy theme from Title One Extended Day
Motivating every child as active member of an authentic community of learners
Motivation and Engagement: Valuing the Whole Child
Share products and have personal pride in accomplishments
Highlight and capitalize on students’ personal interests
See oneself as reflected in the environment and the instructional materials, and as a capable reader and writer
Camping Theme
Print-Rich, Student Friendly Environment
IndependentReading
Opportunities
Employing Instructional Approaches:Guided Reading Instruction
Developmentally appropriate leveled text
Gradual increase in text complexity and difficulty
Systematic ongoing assessments to monitor progress and to identify teaching points
Close reading and rereading of familiar texts
Effective teacher prompts & cues for students
Employing Instructional Approaches:Active Word Study
Word Knowledge assessment using multiple tools: informal spelling inventories, writing samples, and running records
Developmentally appropriate word study using assessment data
Socially interactive, engaging, and “hands-on”
Application in authentic reading and writing experiences
Employing Instructional Approaches:Vocabulary Development
Word-rich environmentStrategic word selection to
develop/enhance vocabulary and comprehension
Personal word choices, associations, and empowerment with words
Independent vocabulary learning techniques and resources (specialized dictionaries, idioms, etc.)
Implementing Explicit Strategy Instruction: Teacher Modeling of Close Reading
Implementing Explicit Strategy Instruction: Anchor Charts
Implementing Explicit Strategy Instruction: Mentor Texts
Establishing School/Home Connections: Summer School Celebration
Establishing Home/School ConnectionsParent Training
Photo Essay and Daily Log Template
Classroom Visitation and Guided Observation
Debriefing On Parent Observations
Parent Conference Protocol: Parent Friendly Language
Final Report for Parents and School
Individualized Summer Learning Kits
Parent Survey
Promoting Reflective Practices and Developing Implications
(Summative Data Findings: Reading Growth)
Reading Growth According to Guided Reading
Levels
Summer, 2013(n = 55)
Improved Three Or More Levels 9%
Improved Two Reading Levels 20%
Improved One Reading Level 36%
Maintained June 15th Level 35%
Decreased Reading Level 0%
Promoting Reflective Practices and Developing Implications
(Sample Data Findings)
7%
11%
61%
21%
School Two
< 3 levels
<2 levels
<1 level
Maintained
Promoting Reflective Practices and Developing Implications
(Summative Data Findings: Attendance)
Summer Session Attendance Summer, 2013(n = 55)
100% of Sessions 26%
90-99% of Sessions 33%
80-89% of Sessions 24%
70-79% of Sessions 16%
60-69% of Sessions 2%
Promoting Reflective Practices and Developing Implications
(Parent Surveys: Three-Year Data)
Item(1 = Low Agreement to 4 = High Agreement)
Total Clinic Average Response(Scale of 1 to 4)
N = 103 Families, 64% Return RateRate your satisfaction with the expectations that have been set for your child.
3.69
Rate your satisfaction on how your child’s individual needs were addressed.
3.75
Rate your child’s progress during the reading camp experience.
3.75
Rate the quality of communication with your child’s instructors.
3.65
Rate your overall satisfaction with the McDaniel College Reading Camp.
3.91
To what degree would you recommend McDaniel College Reading Camp to other parents?
3.96
Promoting Reflective Practices and Developing Implications
(Parent Survey Data) “I was very pleased with the program. My child has more pride in herself when
reading out-loud. This program I feel has helped her in many ways. Thank you for the program and thank you to the teachers who helped her through the program.”
“I see my child reading more than usual. My child would wake up all by himself. Teachers called to set up a meeting so I can help my child during the summer.”
“OUR goal was the confidence building and continuing reading for the summer. My child was very happy everyday and positive about going and this was something he needed as well. The teachers are also eager and excited about communicating and see progress – we are very happy and we are lucky to have been able to participate.”
“My daughter was very happy. Teachers are amazing and worked with my daughter really well – she enjoyed the program and did not want it to end. Notes were consistent on what they were doing, I would love a progress report, and really enjoyed having a parent day and seeing how the program is run. Teachers were amazing, great atmosphere, and learning experience.”
Promoting Reflective Practices and Developing Implications
(Parent Survey Data)“Strategic reading – looking at pictures, words, sentences, and now making
predictions before reading.”
“My daughter is actually able to read to me really well in full sentences and is now able to break down words that she does not know.”
“I saw improvements in fluency and vocabulary.”
“This really helped keep my child on task during the summer.”
“With the evaluation form from the teacher, I know what to work on with my son at home, a big help!! Handouts with important information worked well. Teachers came up with new ways to make learning fun. My child has been in the program the past three years. He has made much progress!!”
“These are professional teachers!! They were adapting to each child’s learning style to accomplish teaching objectives. There was a lot more going on than just instruction.”
Promoting Reflective Practices and Developing Implications
(Conclusions: Summer Reading Setback)
Reduces the reading achievement gap between children of poverty and their more advantaged counterparts;
Provides access to reading materials during and after the program;
Offers high quality summer reading experiences;
Increases the motivation t0 read voluntarily;
Promotes the development of capable, independent readers through evidence-based intervention designs.
Common Core State StandardsConnections & Focuses
Instruction focuses on teaching close reading.
Instruction incorporates providing textual evidence to support responses.
Instruction promotes authentic opportunities for thoughtful writing.
Instruction scaffolds the learning process to build confidence and student success.
Instructional decision-making encompasses all facets of text complexity: quantitative, qualitative, and reader/task variables.
Selected Practitioners’ Guides Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. Words their way: Word study for phonics,
vocabulary, and spelling instruction, 4th ed. Beck, I., McKeown, M. & Kucan, L. Creating robust vocabulary. Clay, M.M. Literacy lessons designed for individuals: Parts I & II. Culham, R. 6 + 1 Traits of writing: The complete guide grades 3 and up. Fountas, I.C. & Pinnell, G.S. Teaching for comprehension and fluency: Thinking, talking, and
writing about reading, K-8. Harvey, S. & Goudvis, A. Strategies that work: Teaching comprehension to enhance understanding,
2nd ed. Hoyt, L. Interactive read-alouds: Linking standards, fluency, and comprehension. ** Pinnell, G.S. & Fountas, I.C. The continuum of literacy learning; Grades Pre K-
8. A guide to teaching, 2nd ed. Pinnell, G.S. & Fountas, I.C. When readers struggle: Teaching that works. Rasinski, T. The fluent reader: Oral reading strategies for building word recognition, fluency, and
comprehension. Spandel, V. Creating writers through 6-trait writing: Assessment and instruction, 5th ed. Spandel, V. Creating young writers: Using the six traits to enrich writing process in primary
classrooms.
Engaged Readers, Writers, and Thinkers…
Currents of Change: An Innovative Design for Title I Summer Services
Dr. Kathleen [email protected]
Dr. Debra A. [email protected]
National Title I Conference, 2014