Literacy Task Force History ~ Literacy Task Force History ~ Why It Came To Be Why It Came To Be SED Quality Assurance Review (2003-04) High level of segregation (ELA blocks) Overrepresentation of classified minority students Secondary level issues (Perception: “The level at which your child reads when he/she enters the high school will be the reading level upon graduation.”) Allington report and new research on best practices in literacy development
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Literacy Task Force History ~ Why It Came To Be SED Quality Assurance Review (2003-04) High level of segregation (ELA blocks) Overrepresentation.
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Literacy Task Force History ~Literacy Task Force History ~Why It Came To BeWhy It Came To Be
SED Quality Assurance Review (2003-04) High level of segregation (ELA blocks) Overrepresentation of classified minority students Secondary level issues (Perception: “The level at
which your child reads when he/she enters the high school will be the reading level upon graduation.”)
Allington report and new research on best practices in literacy development
Literacy Task Force Literacy Task Force Committee Members ~Committee Members ~
Elaine Bell, Spec. Ed., Miller Maura Czerepinski, ESL,
students in real world tasks to meet world class standards.
It takes a whole village to raise a child. We must respect and accommodate
individual differences through appropriate experiences and assessments.
Our Charge ~Our Charge ~ To foster the delivery of research-based,
data-driven support services
To inform and plan with other leadership
committees (e.g. K-12 ELA committee,
scheduling committees, and administration)
To work toward a more systemic district
literacy program
Initial Action Plan ~Initial Action Plan ~ Support services survey (winter ’04) Superintendent conference day K-12
(2/04) support services meeting/analysis: Best practices are utilized, but not
systemically. It is difficult to assess longitudinal
progress. Pressure to compensate in content
areas often overshadows direct skill development.
Action Plan ~Action Plan ~ Recruited task force participants (special
education, speech, ESL, regular education and remedial ELA)
Applied for a $40,000 grant from SED to fund R & D and materials (July ’04 – June ’05)
Continued research and discussions on program recommendations
Integrate newly legislated Response to Intervention Model and Reauthorized IDEA (September ’05 – June ’06)
Draft recommendations to administrative team for implementation to begin in September ‘06
Current Best Practice ResearchCurrent Best Practice Researchfor Literacy Development ~for Literacy Development ~
There exists a potent relationship between volume of reading and reading achievement (e. g. NYS - 25 books per year).
Research has documented the need for students to have instructional texts that they can read accurately, fluently, and with good comprehension if we hope to foster academic achievement.
Research, Continued ~Research, Continued ~ Independent-level reading: Texts at this level of
difficulty are appropriate for the reading children do with no assistance and little, if any, instruction from adults (80% of what students read should be at this level).
Instructional-level reading: This is used with material for which a teacher provides instruction on the content and supporting reading strategies.
Frustration-level reading: This level should be avoided because of the negative impact such experiences have on learning, attitude, and behavior.
Research, Continued ~Research, Continued ~
Easy access to a wide range of books of appropriate complexity has tremendous impact on achievement. Allington recommends hundreds of titles
for classroom use, equally split between below grade level and on or near grade level materials.
The books should be equally divided between narratives and informational text.
Research, Continued ~Research, Continued ~
The National Reading Panel recommends the following five elements for a balanced literacy program:
Phonemic awareness explicitly taught Explicit, systematic phonics instruction Fluency practice Vocabulary development Reading comprehension strategies
Response to Intervention Model ~Response to Intervention Model ~New Mandate under NCLB & IDEANew Mandate under NCLB & IDEA
Assessment News:Assessment News:Dynamic Indicators of Basic Early Dynamic Indicators of Basic Early
Literacy Skills (DIBELS)Literacy Skills (DIBELS) Efficient and economical Standardized Replicable Relevant to instruction Technically reliable and valid Sensitive to growth and change over time
and effects of intervention
DIBELS Assesses the DIBELS Assesses the Big Ideas of Literacy ~Big Ideas of Literacy ~
DIBELS Assesses the BIG IDEAS . . .DIBELS Assesses the BIG IDEAS . . .
((Assessed Minimally 3 Times Per Year)Assessed Minimally 3 Times Per Year)
Initial Sound Fluency: 25 sounds per minute by Winter K
Phoneme Segmentation Fluency: 35 sounds per minute by Spring K
Nonsense Word Fluency: 50 sounds & 15 nonsense words per minute by Winter Grade 1
Oral Reading Fluency: 40 words correct per minute by Spring Grade 1, 90 words correct per minute by Spring Grade 2, 110 words correct per minute by Spring Grade 3
K-2 Literacy Framework (Levels I & II) ~K-2 Literacy Framework (Levels I & II) ~
Balanced Literacy: a conceptual framework for differentiating literacy instruction