Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas Stuart Greenberg Deputy Director, Eastern Regional Reading First Technical Assistance Center Florida State University and The Florida Center for Reading Research www.fcrr.org Success For Struggling Readers: Making It Happen September 2004
63
Embed
Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas
Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas. Stuart Greenberg Deputy Director, Eastern Regional Reading First Technical Assistance Center Florida State University and The Florida Center for Reading Research www.fcrr.org - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
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
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.
A Special Thank You
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 Learn
Transitioning
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/Adv
Basic
Below 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).
– 0 school assemblies– Attendance every day
from Grade k to end of Grade 3
Teaching Reading is Urgent
720 Days Assuming that during reading instruction there are:
• 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 a poor 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%.
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
Re
ad
ing
FC
AT
-SS
S 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 Urgent
• 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
Minutes 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
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
Vocabulary
Comprehension
Phonemic Awareness
Alphabetic Principle
Fluency
Reading in an Alphabetic Writing
Big Ideas in Beginning Reading
System 1: Complex Alphabetic Code
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.
Screening
Placement Test
Knowledge of SBRR
What Process Do We Use To DetermineReading Groups
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
• 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.
Teaching Reading Should be Guided by a Scientific Knowledge Base
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!
Summary
• 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.
What do we know and what guidance can we gain from scientifically based reading
research?
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 maximize your 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.
Goals
A 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
Curriculum Maps (Simmons & Kame’enui, 1999)
Goals
• 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
“Big Idea”
Skill Outcomes
Instructional Emphasis
Measurable Benchmark
How to Read Curriculum Maps
Months
Curriculum-based or Standards-based 180-day Pacing Maps
Curriculum-based or Standards-based 180-day Pacing Maps
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,
Assessment, and Learning
Goals
• 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?
Adoption and Implementation of Research-Based Reading Programs That Support the Full
Range of Learners
Instruction: Programs
• 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 Program
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.
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
Supplemental and Intervention Programs to Support the Core
A School’s Continuum of Programs and Materials
Core: 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
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
Programs are tools that are implemented by teachers to ensure that children learn enough on time.
(Vaughn et al. 2001)
Programs Implemented With High Fidelity
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)
Programs are only as good as the level of implementation
Adequate, Prioritized, and Protected Time for Reading Instruction and Practice
Instruction: Time
• 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
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
Sample Time Allocations - Grade 2
Instruction, Grouping, and Scheduling That Optimizes Learning
Instruction: Grouping
• 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