aim for literacy solutions to advance adolescent literacy in west virginia may 2008 west virginia...

AIM for LiteracyAIM for Literacy

Solutions to Advance Adolescent Literacy in West Virginia

May 2008

West Virginia Department of Education

As promised…


Who: Literacy Leadership Teams (LLT)

What: Webinar 2 LLT roles and responsibilities Year 1 of multi-tiered literacy instruction

When: May 28, 2008-Wednesday

Where: Any convenient location

April 16th PowerPoint presentation is available at http://wvde.state.wv.us/ose/RtI.html

“The challenge for the Literacy Leadership Team, then, is to set goals that can be enacted by all stakeholders, measured for progress and revisited yearly for revision.”

JoAnne Allain (2008)

KNOW


DO


ESSENTIAL QUESTIONS


AIM for Literacy

Meeting the Needs of All Learners through Tiered Instruction


Levels of Support

Individual Students

Classroom Unit Professional Development

AdvancedTier

Students consistently exceed the targets and can handle advance materials; need challenge, extension and enrichmentAssessment: Assessment every 6-8 weeksMaterials: Standard plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

Students in the classroom are exceeding the benchmarks as demonstrated through assessment; teachers are models and resources for others; AP and Pre-AP trained teachers

Time: Policy 2510 RLA requirement

Advanced Placement training and material; Pre-AP instructional strategies and materials;Differentiated Instruction training;Training on adopted instructional materials;Instructional guides and/or standards-based unit plans;Assessments for and of learning


Levels of Support

Individual Students


Tier 1: Benchmar

k

Students generally can meet the standards; average learner

Intervention: Occasional in-class modifications; SBRR and SBRI in vocabulary and comprehension strategies

Assessment: Assessment every 6-8 weeks

Materials: Adopted grade level instructional materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

75-80% of students are making good progress; teachers need praise and recognition and may serve as a resource to others; all teachers

Time: Policy 2510 RLA requirement

SBRR and SBRI in pre reading, during reading and post reading strategies and writing strategies

Differentiated Instruction training

Training on adopted grade level instructional materialsInstructional guides and/or standards-based unit plans

Assessments for and of learning


Levels of Support

Individual Students


Tier 2:Strategic

Students are typically between the 30th-49th percentile on normative measures; 1-2 years behind; gaps in skills and knowledgeIntervention: Direct instruction with teacher or one-on-one in the form of reteaching, preteaching, adjustments of pace and complexity; separate reading intervention; possible strategic tutoring programAssessment: Assessment every 3-4 weeks to pinpoint problems and target interventionsMaterials: Standard reading program with added support class and materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

Classrooms where about one-third of the students are not making benchmarks (25-30%); reading specialists/special education teachers/coaches/content area teachers labeled literacy intensive classes (i.e., social studies class is considered reading intensive)

Time: Policy 2510 requirements for RLA block with defined intervention component

Collaboration and co-teaching trainingTraining on adopted grade level instructional materials

Differentiated Instruction trainingInstructional guides and/or standards-based unit plans

Content area teacher training on instructional strategies in reading and writingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies



Levels of Support

Individual Students


Tier 3:Intensive

Students test below the 30th percentile on normative measures; reading skills are limitedIntervention: Assessment every 2 weeks to pinpoint problems and target interventions

Materials: Intensive intervention to replace traditional ELA class; special supplementary materials and/or specialized program

Classrooms where about half of the students are not meeting benchmark indicators; teachers held accountable to teach the program as designed; reading specialist with assistance from special education/coach

Time: Extended time for literacy; usually are temporary replacement programs for grade-level ELA classes

Program specific training without exceptionTraining on adopted grade level instructional materialsDI trainingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies; writing strategies


Roles and Responsibilities of the LLT

Identifying Strengths and Challenges Literacy Capacity Survey

1. Give the Literacy Capacity Survey. 2. Collect results.3. Use as a planning guide for LLT.

Assess Student Needs1. Which assessment(s) will we use?

Large group tests as a “first cut” Assess all struggling students beyond the WESTEST to

determine specific needs (Tier 2 and 3)

2. Place students in appropriate tier.3. Determine movement in tiers.

What is the school-wide emphasis on adolescent literacy?

1. The administrator’s role in improving the school’s literacy opportunities is clearly evident.

2. School leaders encourage collegial decision making.

3. School leaders support integration of literacy instruction across the content areas.

4. School leaders and staff members believe the teaching of reading is their responsibility.

Literacy Capacity Survey and the World Café Process Groups sit around tables and discuss guiding

questions for a given amount of time. One person stays at the table the entire time to capture the conversation, then share with the next group.

When time is called, participants move to a new table with different individuals, hear about the previous conversation, then continue that group’s discussion.

At the end of several rounds, questions and ideas are recorded on a flip chart.

http://www.co-intelligence.org/P-worldcafe.html

Literacy Capacity Survey Based on your individual and/or team

results, what have you discovered? What strengths and needs are suggested?

What priorities emerge? What potential roadblocks do you see and

how will you overcome them? What are your next steps in the advancing

the process building literacy capacity at your school?

Determining Needs of Students Most large-group assessments provide a “first cut.”

WESTEST Schools need to collect further critical diagnostic

information to begin to understand their students’ literacy problems. Scholastic Reading Inventory - www.scholastic.com Gates-MacGinitie, Degree of Reading Power (DRP) Adopted text series test

Compile data and determine the number of classes needed for strategic and intensive students. Strategic students need targeted literacy instruction. Intensive students need comprehensive literacy

instruction. Communicate with parents.

Identifying Resources Tier 1 = Effective Instruction in ALL Classes

Standard based unit plans Instructional guides Research based vocabulary instruction Research based comprehension strategies Differentiated Instruction Rubrics Lexiles Assessment for learning

Identifying Resources Tier 2 – Strategic

All in Tier 1 Strategic tutoring Content specific reading and writing strategies

Tier 3 – Intensive All in Tier 1 Specialized training in specific programs (i.e.,

Wilson Reading)

Year 1 Implementation

Keys for Success

Year 1: 2007/2008

Conduct awareness sessions to build a culture of literacy in your school

Agree on what Tier I instruction is at the upper elementary and middle school levels

Research best practices for Tier 1 instruction Vocabulary, Comprehension, Fluency, Writing and

Motivation Analyze current Tier 1 instruction relative to best

practices Implement some new practices across the

curriculum Identify universal screening and progress

monitoring assessments

Challenges from the AIM Pilot Schools Changing teacher opinions about whose

responsibility it is to teach reading skills Convincing teachers to try new classroom

strategies without making it seem like “extra” work

Movement among tiers Differentiating instruction is more difficult than

one size fits all Teachers implementing strategies in isolation,

rather than seeing the strategies as a part of their teaching philosophy

Assessing in more than one way

Successes from the AIM Pilot Schools Students were given timely assessments

FOR learning and modifications were made to enhance learning.

Content class literacy instruction The following strategies have been

implemented this year: K-W-L, Frayer, Reading for a Purpose, Semantic Map, Word Sort, Quick Sketch, Venn Diagram, Anticipation Guide, RAFT, NICK, Word Map, Think Aloud.

Increase use of small group instruction Increased targeted instruction

Additional Resources


National Association of Secondary School Principals

http://www.pricipals.org/s_nassp/bin.asp?CID=52747&DOC=FILE.pdf

Joann AllainSopris West$34.49

JoAnn AllainSopris West


http://www.all4ed.org/publication_material/reports/reading_next

Douglas Fisher & Gay IveyASCD


http://lexile.com/EntrancePageHtml.aspx?1

“Improving adolescent literacy requires that this goal be shared and central to the mission for a school staff. Buy-in is not a one time ‘event’ but rather an ongoing process.”

Don Deshler (2006)

Next Steps Create a tentative LLT meeting

calendar. Conduct the Literacy Capacity

Survey. Start building your culture of literacy

at the beginning of the 2008-2009 school year.

Next TimeWho: Literacy Leadership Teams (LLT)

What: Webinar 3 Strengthening the Core Program Universal Assessments

When: August 27, 2008 3:15-4:15 p.m.

Where: Any convenient location in your building

Contact Information


Linda Palenchar

RTI Coordinator

Office of Special Programs, Extended and Early Learning

[email protected]

(304) 558-2696

Terry Reale

Reading English Language Arts Coordinator

Office of Instruction

[email protected]

(304) 558-5325

aim for literacy solutions to advance adolescent literacy in west virginia may 2008 west virginia...

Documents

weeks materials

learning slide

advance materials

assessment teachers

post reading strategies

literacy solutions

intensive students

book students