getting explicit about reading
DESCRIPTION
TRANSCRIPT
![Page 1: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/1.jpg)
Courtney HuffJulie Bastow
Meaghan Gauthier
Getting Explicit About Reading
![Page 2: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/2.jpg)
GEAR - Setting/Environment
9 Elementary Schools Avg. Free & Reduced
Lunch – 65% ~15 Title 1 Teachers Environmental
Challenges: › Lack of consistency
in Title 1 Programs› Not all Title 1
teachers have a literacy background
ALPENA HILLMAN
ALCONA
BINGHAM ARTS
![Page 3: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/3.jpg)
GEAR – Relevant Data
All elementary schools completed a survey entitled, “STARS Framework for Interventions” › To detail schools’ current framework for
interventions › To identify strengths & weaknesses
Results provide rationale for GEAR
![Page 4: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/4.jpg)
GEAR – Relevant Data
Survey Question 1: What data is used to determine who needs literacy intervention?
DIBELS is the primary assessment used in all schools
Two out of ten schools mentioned using MLPP as a diagnostic assessment in the early grades
MEAP is only additional data used in upper grades
![Page 5: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/5.jpg)
GEAR – Relevant Data
Essential component of RTI – Use data for three purposes1. Screen2. Diagnose3. Progress Monitor
Problem identified in survey results: Reliance on the DIBELS screening assessment to make diagnostic decisions.
![Page 6: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/6.jpg)
GEAR - Guiding Beliefs
#1A diagnostic reading
assessment is needed in order to determine
an individual student’s intervention needs.
![Page 7: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/7.jpg)
GEAR – Relevant Data
Survey Question 2: Describe the format of intervention in your school(number of students in a group, push-in or pull-out, person responsible for facilitating intervention, etc.)
› The format is primarily the same across schools: Title 1 teacher provides interventions to groups of students ranging from 3-5 mostly outside the classroom.
› None of the schools reported the role of the general education teacher in the intervention process.
![Page 8: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/8.jpg)
A Tiered Framework for RTI
1– 5% 1– 5%
5 - 10%
5 - 10%
80 - 90%
80 - 90%UNIVERSAL SCREENING
SCHOOL-WIDE
CLASSROOM-LEVEL
INTERVENTIONS
PROGRESS MONITORING
SMALL GROUP, RAPID
RESPONSE INTERVENTION
1 TO 1
![Page 9: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/9.jpg)
GEAR – Guiding Beliefs
#2Explicit Tier 1 literacy instruction provides a
strong base in a framework for RTI
![Page 10: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/10.jpg)
GEAR – Relevant Data
Survey Question 3: Describe the typical interventions within your school.› Every school implements research-based
interventions with varying levels of fidelity in fluency, phonics, and phonemic awareness.
› Fluency is the most common area for intervention
› None of the schools reported interventions in the area of comprehension
![Page 11: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/11.jpg)
GEAR – Guiding Beliefs
#3Comprehension is the
ultimate goal of reading.
![Page 12: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/12.jpg)
GEAR – Relevant Data
Survey Question 4: How is student learning monitored and how often is it monitored?› All schools reported using
DIBELS as a progress monitoring tool once every 2-3 weeks.
› 3 out of 10 schools reported using a more specific tool for progress monitoring.
![Page 13: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/13.jpg)
GEAR – Relevant Data Essential component of RTI – Student
progress needs to be monitored to determine if the intervention is working.
DIBELS is a good measure for progress monitoring, but may not be specific enough for certain students/interventions.
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
MarchScores
AprilScores
MayScores
JuneScores
60
50
![Page 14: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/14.jpg)
GEAR – Guiding Beliefs
#4Progress monitoring
tools should be specific to the intervention in order to effectively guide instruction
![Page 15: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/15.jpg)
GEAR – Urgent Need
Schools seem to be lacking a systems approach to a vital area of intervention – comprehension.
A strong RTI framework includes a systematic approach to intervention in all areas. A varied approach may cause students to “slip through the cracks.”
![Page 16: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/16.jpg)
GEAR – Urgent Need
http://www.youtube.com/watch?v=qIudAL5oDdo&feature=email
![Page 17: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/17.jpg)
GEAR – Current Reality
Two concerns about current culture› Overreliance on DIBELS› Targeted
comprehension strategy instruction and intervention are not being implemented
![Page 18: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/18.jpg)
GEAR – Preferred Future
Title 1 teachers as literacy leaders› Accurately diagnose struggling readers
with the Diagnostic Reading Assessment (DRA)
› Design explicit comprehension strategy lessons
› Coach classroom teachers through the same process
School
![Page 19: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/19.jpg)
GEAR – Preferred Future
Common language in regards to diagnostic reading assessments and comprehension instruction.
Consistency in instruction, intervention, and data.
District
![Page 20: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/20.jpg)
GEAR – Preferred Future Reduce the number of
struggling readers in the AMA ESD
Accurately identify a student’s literacy needs
Effective comprehension instruction and intervention
Balanced use of assessments
![Page 21: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/21.jpg)
GEAR – Vision Statement
To strengthen schools’ current Response to Intervention
framework, the AMA ESD will provide training, resources, and
support in diagnostic reading assessment and explicit
comprehension instruction K-5.
![Page 22: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/22.jpg)
GEAR – Strategic Plan
1. Will the AMA ESD have adequate support from its constituent districts to provide training in the Diagnostic Reading Assessment (DRA) and Strategies that Work (an approach to comprehension instruction) in the 2010-2011 school year?
![Page 23: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/23.jpg)
GEAR – Strategic Plan
2. Will there be enough time for Title 1 teachers to research, implement, and collaborate in a PLC format?
![Page 24: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/24.jpg)
GEAR – Strategic Plan
3. Will general education teachers be willing to implement the DRA and comprehension strategy instruction?
![Page 25: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/25.jpg)
GEAR – Strategic Plan
4. Will diagnostic assessment and strategy instruction become a part of schools” frameworks for intervention?
![Page 26: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/26.jpg)
GEAR – Communication Plan
Conditions needed to implement this initiative› Monthly Title 1 meetings› 3 consultants act as coaches for
individual schools› Administrative update led by
consultants
![Page 27: Getting explicit about reading](https://reader033.vdocument.in/reader033/viewer/2022061300/548e35fdb479597e6a8b4ba2/html5/thumbnails/27.jpg)
GEAR – The Big Picture
http://www.youtube.com/watch?v=T_4D7h-Nzvg&feature=email