Pennsylvania Reading First Leadership Meeting A Pathway For Success Eastern Regional Reading First Technical Assistance Center Florida Center for Reading.

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

"We have not succeeded in answering all of your problems. The answers we have foundonly serve to raise a whole set of new questions. In some ways we feel we are as confused as ever, but we believe weare confused on a higher level and about more important things."

Thank You