pennsylvania reading first leadership meeting a pathway for success eastern regional reading first...
TRANSCRIPT
Pennsylvania Reading First Leadership
Meeting
A Pathway For Success
Eastern Regional Reading First Eastern Regional Reading First Technical Assistance Center Technical Assistance Center
Florida Center for Reading ResearchFlorida Center for Reading Research
Florida State UniversityFlorida State University
Dr. Joseph K. TorgesenDr. Joseph K. Torgesen
Stuart GreenbergStuart Greenberg
March 31, 2004
Objective of Reading First
(1) “To provide assistance to state educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research to ensure that every student can read at grade level or above not later than the end of grade 3.”NCLB, 2001, Part B, Sec. 1201
Three Definitions of Schools
A series of autonomous classrooms that are connected by a common parking lot.
A place where the relatively young watch the relatively old work.
A complex organization that is built upon relationships that require individuals to work interdependently.
The demands of phonologic, alphabetic, semantic, and syntactic systems of written language require a careful schedule and sequence of – prioritized objectives, – explicit strategies, and – scaffolds
that support students’ initial learning and transfer of knowledge and skills to other contexts.
Teaching and learning that effectively moves children through the “learning to read” stage to the “reading to learn” stage are simply too important to leave to chance.
“The probability of remaining a poor reader at the end of fourth grade, given a child was a poor reader at the end of first grade, was .88 .... the probability of remaining an average reader in fourth grade, given an average reading ability in first grade, was .87.” (Juel, 1988)
Poor readers at the end of first grade areat very significant risk for long term academic difficulty.
Poor readers at the end of first grade are likely to require intensive instructional support to reach third grade reading outcomes.
Consequences of Falling Behind
Benchmark Goals ORF First Grade
Middle of Year
End of Year
<8 At Risk
<20 At Risk
8-20 Some Risk
20-40 Some Risk
>20Low Risk
>40Low Risk
Benchmark Goals ORF Second Grade
Beginning of Year
Middle of Year
End of Year
<26 At Risk
<52 At Risk
<70 At Risk
26-44 Some Risk
52-68 Some Risk
70-90 Some Risk
>44Low Risk
>68Low Risk
>90Low Risk
Benchmark Goals ORF Third Grade
Beginning of Year
Middle of Year
End of Year
<53 At Risk
<67 At Risk
<80 At Risk
53-77 Some Risk
67-92 Some Risk
80-110 Some Risk
>77Low Risk
>92Low Risk
>110Low Risk
Schedule adequate time for reading instruction
Support initial and ongoing professional development with curriculum and assessment
Provide extra support through coaching
Stay current with instructional research
Provide the vision and plan to enable every child to become a robust reader
Pathway To SuccessLessons Learned
Scientifically Based Reading Research Research
Report from the National Report from the National Research CouncilResearch Council
19981998
In 1995, the U.S. In 1995, the U.S. Department of Education Department of Education and the National Institutes and the National Institutes
of Health of Health
National Academy of National Academy of SciencesSciences
In 1997, United In 1997, United States CongressStates Congress
National Institute of Child National Institute of Child Health and Human Health and Human
Development & U.S. Development & U.S. Department of EducationDepartment of Education
Report of the National Report of the National Reading PanelReading Panel
Available from:Available from:
National Institute for National Institute for LiteracyLiteracy
1-800-228-88131-800-228-8813
EdPubOrders@[email protected]
www.nifl.govwww.nifl.gov
Schedule at least 90 minutes of uninterrupted reading instruction every day for all K-3 students.
School Schedule
School Schedule
Initial and ongoing review of the schoolreading instructional schedule
Process for the placement of incoming students
LEA & SEA Principal
TeacherCoach
Purchase instructional materials, including supplemental and intervention programs that are fully aligned with scientifically based reading research.
Instructional Materials
A core program is the “base” reading program designed toprovide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.
Professional Development
• Core 3-5 days
• Intensive Intervention 2-3 days
• Supplemental 1 1/2 to 2 days
LEA & SEAPrincipalTeacher
Coach
Develop and implement a well-organized reading assessment system that includes screening,diagnosis, formative assessments and summativeassessments.
Assessments
Set expectations for progress
AssessmentsHelp principals Help principals manage the manage the instructional resourcesinstructional resources in their in their schools more effectivelyschools more effectively
Help teachers Help teachers plan instructionplan instruction more more effectivelyeffectively
Help reading coaches Help reading coaches provide better support provide better support to teachersto teachers
LEA & SEA Principal
TeacherCoach
Grouping for Instruction
Part of each reading instructional period should be structured to permit the teacher to work with small, homogeneous groups of students specifically designed and based on assessment information.
Reading First as a delicate balancing act Reading First as a delicate balancing act requiring not only scientific knowledge but also requiring not only scientific knowledge but also common sense and sensitive leadershipcommon sense and sensitive leadership
Needs of many children
Needs of many children
for explicit and for explicit and
systematic instruction
systematic instruction
through the core SBRR
through the core SBRR
programprogram
Needs of many children Needs of many children for explicit and for explicit and systematic instruction systematic instruction through the core SBRR through the core SBRR programprogram
Need for immediate Need for immediate intensive intervention to intensive intervention to accelerate reading accelerate reading achievementachievement
with
Reading First as a delicate balancing act requiring not Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and only scientific knowledge but also common sense and sensitive leadershipsensitive leadership
Need for teachers to
Need for teachers to
develop collaborative
develop collaborative
coaching relationships
coaching relationships
Reading First as a delicate balancing act Reading First as a delicate balancing act requiring not only scientific knowledge requiring not only scientific knowledge but also common sense and sensitive but also common sense and sensitive leadershipleadership
Need for teachers to Need for teachers to develop collaborative develop collaborative coaching relationshipscoaching relationships
Need of the instructional Need of the instructional leaders to provide coaching leaders to provide coaching based upon ongoing databased upon ongoing data
Reading First as a delicate balancing act Reading First as a delicate balancing act requiring not only scientific knowledge requiring not only scientific knowledge but also common sense and sensitive but also common sense and sensitive leadershipleadership
Needs of many children
Needs of many children
for explicit and for explicit and
systematic instruction in
systematic instruction in
alphabeticsalphabetics
Reading First as a delicate balancing act Reading First as a delicate balancing act requiring not only scientific knowledge requiring not only scientific knowledge but also common sense and sensitive but also common sense and sensitive leadershipleadership
Needs of many children Needs of many children for explicit and for explicit and systematic instruction in systematic instruction in alphabeticsalphabetics
Need for expanded aligned Need for expanded aligned reading and writing reading and writing experiences that enhances experiences that enhances student achievementstudent achievement
Reading First as a delicate balancing act Reading First as a delicate balancing act requiring not only scientific knowledge requiring not only scientific knowledge but also common sense and sensitive but also common sense and sensitive leadershipleadership
Reading Programs PLUS
EFFECTIVEINSTRUCTION
PROFESSIONALDEVELOPMENTASSESSMENT
LEADERSHIP
SCIENTIFICALLY BASEDREADING RESEARCH