Organizing Schools and Classrooms to Teach Every Child to ...Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas Stuart Greenberg Deputy Director, Eastern

Organizing Schools and Classrooms toTeach Every Child to Read: The Big Ideas

Stuart GreenbergDeputy Director, Eastern Regional Reading First Technical Assistance Center

Florida State University and The Florida Center for Reading Researchwww.fcrr.org

Success For Struggling Readers: Making It HappenSeptember 2004

A Special Thank You

The ERRFTAC Team, Joe Torgesen, Pat Howard, Marcia Grek, Edward Kame'enui, Deborah C. Simmons, Beth Harn, Michael D. Coyne, Jerry Silbert, Sharon Vaughn and all of the great educators in this room and throughout the United States.

Teaching Reading is Urgent

“No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”

(Burns, Griffin, & Snow, 1999, p. 61)

The Reading Continuum

All students will read at or above grade level by the end of Grade 3.

Learning to Read

Educational Timeline

PreK K 1 2 3 4 5 6 7 Infinity

Reading to LearnTransitioning

A Window of OpportunityA Window of Opportunity

To every complex problem, there is

a simple solution…

that doesn’t workMark Twain

that doesn’t work.

By Family Income NAEP 4th Grade Reading South Carolina 2003

55

24

29

28

48

16

0%10%20%30%40%50%60%70%80%90%

100%

Poor Not Poor

Prof/AdvBasicBelow Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

Teaching Reading is Essential

• Reading is essential to success in our society(National Research Council, 1998, p.1).

• If you can't read, you don't choose; others make choices for you (Kozol, 1991).

Teaching Reading is Urgent

720 Days

– 0 school assemblies– Attendance every day

from Grade k to end of Grade 3

Assuming that during reading instruction there are:– 0 absences– 0 field trips– 0 interruptions

Teaching Reading is Essential

Expectations For Each Grade Level

Grade 1: 45 wpm Grade 4: 130 wpmGrade 2: 90 wpm Grade 5: 140 wpmGrade 3: 120 wpm Grade 6: 150 wpm

--Hasbrouck & Tindal (1992)

Teaching Reading is Urgent• As early as kindergarten, “meaningful differences” exist

between students’ literacy knowledge and experience (Hart & Risley, 1995).

• In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were apoor reader in first grade (Juel, 1988).

• Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9th grade(Shaywitz et al., 1993; Francis et al., 1996, Journal of Educational Psychology, cited in National Reading Panel Progress Report, February 22, 1999).

Teaching Reading is Urgent

Linkage of Third-Grade TORF to Illinois State Assessment Test (ISAT)

• Odds of “meets standards” on ISAT given Third-Grade TORF of 110 or above: 73 of 74 or 99%.

• Odds of “meets standards” on ISAT given Third-Grade TORF of 70 or below: 1 of 8 or 12%.

r = .7963% of Variance

140

150

160

170

180

190

200

0 20 40 60 80 100 120 140 160 180TORF, Spring Grade 3

ISAT

, Spr

ing

Gra

de 3

Meets StandardsBelow Standards

Exceeds Standards

Sibley, D., Biwer, D., & Hesch, A. (2001). Unpublished Data. Arlington Heights, IL: Arlington Heights School District 25.

Linkage of Oral Reading Fluency to State Reading Outcome Assessments

Oral Reading Fluency

240220200180160140120100806040200

Rea

ding

FC

AT-S

SS S

core

550

500

450

400

350

300

250

200

150

100

50

Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.

Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment.

Below 80, the odds are 19% the student will rank “adequate” on the FL State Assessment.

Teaching Reading is UrgentMinutes Per

Day Words Read Per

Year Percentile

Rank

Books Text Books Text

98 65.0 67.3 4,358,000 4,733,000

90 21.2 33.4 1,823,000 2,357,000

80 14.2 24.6 1,146,000 1,697,000

70 9.6 16.9 622,000 1,168,000

60 6.5 13.1 432,000 722,000

50 4.6 9.2 282,000 601,000

40 3.2 6.2 200,000 421,000

30 1.8 4.3 106,000 251,000

20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

2 0 0 0 8,000

• A student in the 20th percentile reads books ______ minutes a day.

• This adds up to _________words read per year.

• A student in the 80th percentile reads books ______ minutes a day.

• This adds up to __________ words read per year.

.7

21,000

1,146,000

14.2

Adapted from Anderson, Wilson, and Fielding (1988).

Teaching Reading is Both Essential and Urgent

• Getting to 100% requires going through the bottom 20%.

• Children who are at reading risk face the “tyranny of time”(Kame’enui, 1998).

• Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.

• The bottom 20% will require a very different kind of effort in both the short and long run.

Teaching Reading is Complex

Simple Observation: Teaching beginning reading is important.

Harsh Reality: Three Complex Systems:

Symbolic System: Alphabetic writing system

Organizational System: Schools as complex host environments

Expert Knowledge System: High quality professional development

System 1: Complex Alphabetic Code

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

System 2: Complex Schools

• Schools as the context for learning

• It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are complex organizations.

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.

What Process Do We Use To DetermineReading Groups

Screening

Placement Test

Knowledge of SBRR

System 3: Teaching Reading Requires Expertise

• Teaching Reading is Rocket Science (Moats, 1999).

• Teaching reading is a job for an expert.

• The majority of teacher preparation programs underestimate the depth of preparation and practice needed.

System 3: Teaching Reading Requires Expertise

Quality in Education

“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.”

Willa A. Foster

Teaching Reading Should be Guided by a Scientific Knowledge Base

• Base educational decisions on evidence, not ideology(Learning First Alliance, 1998)

• Promote adoption of programs based on what works.

• If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction.

What We Know From Science and Research

• We know more about the teaching and learning of reading than ever before.

• We have a solid and converging knowledge base about what works.

• We know the skills that enable successful readers. Moreover, we know that these skills can be taught!

SummaryWhat do we know and what guidance can we gain from scientifically based reading

research?

• Teaching reading is both essential and urgent.

• Teaching reading is complex.

• Teaching reading requires expertise.

• Teaching reading should be guided by a scientific knowledge base.

A Schoolwide Reading Model

• The goal of this schoolwide reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences.

• The schoolwide reading model will maximizeyour ability to ensure all your children will read at grade level or above by the end of Grade 3.

Why A Schoolwide Reading Model? Seven Reasons

1. Schools are “host environments” in which people, policies, and practices interact in complex ways.

2. If change is to be sustained, it must be at the school-building level.

3. The whole of the school is more than the sum of the individual classroom parts.

4. A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level.

Why A Schoolwide Reading Model? Seven Reasons

5. A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms.

6. A schoolwide model establishes a timeline as to what when important features of the reading program will be provided to all staff.

7. Everyone contributes their expertise, wisdom, and experience to a unified effort.

GoalsA Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning

• Reading and literacy goals aligned with “big ideas” in beginning reading

• Curriculum-based or standards-based 180-day pacing maps

• Clear goals and expectations for each grade• Reliance on research to determine what to teach and

when to teach it

Goals

Curriculum Maps (Simmons & Kame’enui, 1999)

• Organized by “big ideas” for each grade level• Provide curriculum-based 180-day pacing maps• Provide specific goals and outcomes for each

grade (i.e., what to teach and when)• Based on research in beginning reading

How to Read Curriculum Maps

“Big Idea”

Skill Outcomes

Instructional Emphasis

Measurable Benchmark

Months

Curriculum-based or Standards-based 180-day Pacing Maps

Curriculum-based or Standards-based 180-day Pacing Maps

GoalsA Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

• The Curriculum Maps are only one example of schoolwide reading goals

• Other examples include state or local reading standards or frameworks

How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

Instruction: ProgramsAdoption and Implementation of Research-

Based Reading Programs That Support the Full Range of Learners

• A core instructional program of validated efficacy adopted and implemented schoolwide

• Supplemental and intervention programs to support core program

• Programs and materials emphasize big ideas

• Programs implemented with high fidelity

Core ProgramA Core Instructional Program of Validated

Efficacy Adopted and Implemented Schoolwide

A core program is the “base” reading program designed to provide 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.

Supplemental and Intervention Programs to Support the Core

A School’s Continuum of Programs and MaterialsCore: Programs and materials designed to enable 80% or more of

students to attain schoolwide reading goals.

Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.

Intervention: Programs and materials designed to provide intensive support for students performing below grade level.

Understanding the Purpose of Different Programs

Programs are tools that are implemented by teachers to ensure that children learn enough on time.

Classifying Reading Programs:

What is the purpose of the program?

1. Core2. Supplemental3. Intervention

CoreReading Program

SupplementalReading Program

Core

Supplemental

Intervention

InterventionReading Program

Meeting the needs for most Supporting the Core Meeting the needs for each

(Vaughn et al. 2001)

Programs Implemented With High Fidelity

Programs are only as good as the level of implementation

To optimize program effectiveness:• Implement the program everyday with fidelity

(i.e., the way it was designed)

• Deliver the instruction clearly, consistently, and explicitly

(e.g., model skills and strategies)

• Provide scaffolded support to students

(e.g., give extra support to students who need it)

• Provide opportunities for practice with corrective feedback

(e.g., maximize engagement and individualize feedback)

Instruction: Time

Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

• Schoolwide plan established to allocate sufficient reading time and coordinate resources

• Additional time allocated for students not making adequate progress (supplemental & intervention programs)

• Reading time prioritized and protected

from interruption

Three Types of Instructional Time

• Allocated

• Actual

• Academic Learning Time: Time children are engaged in tasks in which they can be highly successful

Sample Time Allocations - Grade 2

Program Time Allocation

Core Program 90-120 minutes, five days per week for all students

Supplemental program 15 minutes, three days per week for some or all students

Intervention program

30 minutes, five days per week for students needing intensive support

Instruction: Grouping

Instruction, Grouping, and Scheduling That Optimizes Learning

• Differentiated instruction aligned with student needs

• Creative and flexible grouping used to maximize performance

Differentiated Instruction Aligned With Student Needs

Examples• Students are grouped based on assessment results

• Specified supplemental and intervention programs are implemented depending on student needs and profiles

• Groups are constantly reorganized based on progress monitoring data

Creative and Flexible Grouping Used to Maximize Performance

Grouping OptionsStudents:

Within class, across grade

Size:Whole class, small group, one-on-three/one

Organization:Teacher led, peer tutoring, cooperative learning

Location:In classroom, outside of classroom

Classroom OrganizationLearning Centers

• Teacher-Led Center- Small group instruction

• Student Centers- Academically engaged- Accountability- Group, Pair, Cooperative,

Individual

Teacher Directed Flexible Reading Groups

• Keep high risk group sizes small (5-7 as a maximum).

• For students not making adequate progress in a group of 5-7, it is critical to reduce the group size to 3-5.

• Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning.

• It is important to work with each small group differently based on instructional need.

• Consider attitudes, behaviors, and work ethics when forming and modifying groups.

Progress Monitoring

Early identification and frequent monitoring of students experiencing reading difficulties

• Performance monitored frequently for all students who are at risk of reading difficulty

• Data used to make instructional decisions

• Example of a progress monitoring schedule– Students at low risk: Monitor progress three times a year– Students at some risk: Monitor progress every month– Students at high risk: Monitor progress every other week

Data Used to Make Instructional Decisions

• Are we meeting our goals?Did we do better this year than last year?

Is our core curriculum and instruction working for most students?

• How do we match instructional resources to educational needs?Which children need additional resources to be successful?

Which children need which skills?

• How well is intervention/instruction working?Is instruction working for some groups but not others?

Is intervention effective?

Instructional AdjustmentsOngoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student

• Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.

Making instruction more responsive to learner performance

Instructional AdjustmentsAlterable

Components Specific Adjustments

Opportunities to Learn (Time/

Concentration of Instruction)

Increase attendance

Provide instruction daily

Increase opportunities to respond

Vary schedule of easy/hard tasks/skills

Add another instructional period (double dose)

Program Efficacy Preteach components of core program

Use extensions of the core program

Supplement core with appropriate materials

Replace current core program

Implement specially designed program

Program Implementation

Model lesson delivery

Monitor implementa-tion frequently

Provide coaching and ongoing support

Provide additional staff development

Vary program/ lesson schedule

Grouping for Instruction

Check group placement

Reduce group size

Increase teacher-led instruction

Provide individual instruction

Change instructor

Coordination of Instruction

Clarify instructional priorities

Establish concurrent reading periods

Provide complemen-tary reading instruction across periods

Establish communica-tion across instructors

Meet frequently to examine progress

Grouping:Reduce

group size

Instructional AdjustmentsAlterable

Components Specific Adjustments

Opportunities toLearn (Time/

Concentration ofInstruction)

Increaseattendan ce

Provideinstructiondaily

Increaseoppo rtunitiesto respond

Varyschedu le ofeasy/hardtasks/skills

Add anothe rinstructionalperiod(doub ledose)

Program E fficacy

Preteachcomponen tsof coreprogram

Useextensions ofthe coreprogram

Supp lementcore withappropriatematerials

Replacecurrent co reprogram

Implementspeciallydesignedprogram

ProgramImplemen tation

Model lessondelivery

Monitorimplemen ta-tionfrequent ly

Providecoach ing andongo ingsuppo rt

Provideadditiona lstaffdevelopmen t

Varyprogram/lessonschedu le

Grouping forInstruction

Check groupplacemen t

Reducegroup size

Increaseteache r-ledinstruction

Provideindividualinstruction

Changeinstructor

Coordination ofInstruction

Clarifyinstructionalpriorities

Establishconcu rrentreadingperiods

Providecomplemen-tary readinginstructionacrossperiods

Establishcommunica-tion acrossinstructors

Meetfrequent ly toexamineprogress

Program Efficacy:Preteach components

of core program

Instructional AdjustmentsAlterable

Components Specific Adjustments

Opportunities toLearn (Time/

Concentration ofInstruction)

Increaseattendan ce

Provideinstructiondaily

Increaseoppo rtunitiesto respond

Varyschedu le ofeasy/hardtasks/skills

Add anothe rinstructionalperiod(doub ledose)

Program E fficacy

Preteachcomponen tsof coreprogram

Useextensions ofthe coreprogram

Supp lementcore withappropriatematerials

Replacecurrent co reprogram

Implementspeciallydesignedprogram

ProgramImplemen tation

Model lessondelivery

Monitorimplemen ta-tionfrequent ly

Providecoach ing andongo ingsuppo rt

Provideadditiona lstaffdevelopmen t

Varyprogram/lessonschedu le

Grouping forInstruction

Check groupplacemen t

Reducegroup size

Increaseteache r-ledinstruction

Provideindividualinstruction

Changeinstructor

Coordination ofInstruction

Clarifyinstructionalpriorities

Establishconcu rrentreadingperiods

Providecomplemen-tary readinginstructionacrossperiods

Establishcommunica-tion acrossinstructors

Meetfrequent ly toexamineprogress

Coordination of Instruction: Meet frequently

to examine progress

Professional DevelopmentAn Integrated System of Research-Based

Professional Development and Resource Allocation

• Ongoing professional development established to support teachers in the implementation of programs

• Time allocated for educators to analyze, plan, and refine instruction

• Professional development efforts explicitly linked to scientifically based programs and practices

Leadership SupportStrong and Informed Instructional Leaders

Maintain Focus and Establish Mechanisms to Support Reading Progress

• Administrators develop a coherent plan for reading instruction

• Leaders organize resources and personnel to support reading instruction

• A communication plan coordinated with all individuals responsible for teaching reading

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

Goals

• Reading and literacy goals aligned with “big ideas” in beginning reading

• Curriculum-based or standards-based 180-day pacing maps

• Clear goals and expectations for each grade• Reliance on research to determine what to teach and

when to teach it

Organizing Schools and Classrooms toTeach Every Child to Read

♦ Commitment to meeting individual student needs at all levels

♦ Adopting and implementing a research-based reading curriculum

♦ Objective assessment to evaluate student progress and the effectiveness of reading programs

♦ Designing and implementing an effective instructional delivery system

♦ Maximizing available instructional time

♦ Administrative monitoring of student progress and program implementation Torgesen & King 2002

WebsitesFlorida Center for Reading Research

http://fcrr.org

Institute for the Development of Educational Achievement (IDEA)

http://idea.uoregon.edu/

IDEA Beginning Readinghttp://reading.uoregon.edu/

Thank You