K-12 LITERACY:

The Big Rock in Learning

THE MISSION OF THE HILLSBORO SCHOOL DISTRICTis to ensure each student graduates prepared to succeed and contribute in a global society by engaging our diverse learners in challenging, personalized program of educational excellence.

DEMOGRAPHICSYearTotal Pop

Hispanic White Black Asian

1996 15,898

2,41815.2

%

12,514 78.7%

182 1.1%

697 4.4%

2000 18,081

3,632 20.1%

12,930 71.5%

291 1.6%

1,102 6.1%

2005 19,562

5,379 27.5%

12,233 63.5%

437 2.2%

1,386 7.1%

2008 20,251

6,237 30.8%

11,794 58.2%

5282.6%

1,542 7.6%

FREE-REDUCED LUNCH RATEYear Numbers Percentage

1996 4505 28.21%

2000 5034 27.88%

2009 8802 43.7%

2007 TREND LINES

Drop out % by Ethnicity

His-panic

White Asian Black0

10203040506070

58.1

36.3

3.2 1.6

Dropouts

Population % by Ethnicity

Hispan

icWhit

eAs

ian Black

010203040506070

28.6

61

7.3 2.5

Population

THE PROBLEMS From 5th grade on, students are expected to

read 10,000 new words each year in their texts (Nagey & Anderson, 1986).

More than 8 million students in 4th -12th grades are struggling readers (USDoE 2003).

40% of high school students cannot read well enough to benefit from their textbooks (NAEP).

Of the six million K-12 students receiving special education services, estimates say up to 80% receive services in reading.

THE PROBLEMS Each year 383,000 students drop out of

middle school and high school (NCES, 2000).

Over 75% of surveyed students who dropped out indicated that difficulty with reading was a major contributing factor (Lyon, 2001).

26% of these students do not have minimal reading skills for daily life (Grigg, Daane, Jin, & Campbell, 2003).

11Gidlroy & Isaacson 2005

THE RESEARCH ON ADOLESCENT READING The majority of adolescents with

poor reading skills need instruction in basic phonological awareness and decoding (Moats, 2001).

Reading fluency is highly correlated with reading comprehension (National Reading Panel, 2000).

Poor readers often lack depth, breadth, or specificity in word knowledge (Beck & McKeown).

12Gidlroy & Isaacson 2005

THE RESEARCH After the 4th grade, most vocabulary is

learned through reading, with a gain of several thousand words per year (Moats 2001; Stanovich, 1986).

Students with reading problems often lack effective and efficient comprehension strategies (Moats, 2001).

Adolescent readers need to learn about different genre, text organizational patterns and structures, as well as literary devices (Moats, 2001).

K - PSF 37

2nd – Oral Reading Fluency 90

3rd – 215 or higher in OAKS

6th - Oral Reading Fluency 160

9th – Oral Reading Fluency 190

HS – AP/IB enrollment increase 10%

HS – PSAT Rd.- 46

8th – 233 or higher in OAKS

OAKS SCORES AND PERCENTILES

3rd GradeStandard Score

%tile 4th GradeStandard score

%tile 5th Grade Standard Score

%tile

Exceeds 218 65 223 61 230 76

Meets 204-217 16-62

211-222 17-58

218-229 26-73

Nearly Meets

199-203 9-13 205-210 8-15 209-217 8-23

Does not Meet

198 8 204 7 208 7

OAKS SCORES AND PERCENTILES

6th GradeStandard Score

%tile 7th GradeStandard score

%tile 8th Grade Standard Score

%tile

Exceeds 234 76 239 75 241 80

Meets 222-233 28-73

227-238 28-71

231-240 37-77

Nearly Meets

214-221 10-25

219-226 9-24 224-230 16-33

Does not Meet

213 9 218 8 223 14

READINGKindergarten Phonemic Segmentation Fluency

0%

10%

20%

30%

40%

50%

60%

70%

200620072008

K PSF 37

READING2nd Grade Oral Reading Fluency

0%

10%

20%

30%

40%

50%

60%

70%

200620072008

K ORF 90

READING3rd Grade Exceeding Oregon State Assessment

All St

uden

tsWhit

e

Hispan

icAs

ian

Africa

n Ameri

can

Eccon

. Dis. LEP

Migran

tSp

.Ed.

TAG

0%10%20%30%40%50%60%

200620072008

215 +

READING6th Grade Oral Reading Fluency Score 137 Mid-Year

0%

10%

20%

30%

40%

50%

60%

200720082009

K ORF 160

PSAT10th Grade All Students

Reading Math28% 38%

47 49

Percentage Meeting the Goal Score or Higher2009 Goal

Reading K-3READING K-3 VS. 4-12

Acquire strategies for “decoding” unfamiliar wordsBuild “sight word vocabulary” of many thousands of words

Learn to coordinate skills for fluent reading of textBegin extension of vocabulary beyond oral language limits

Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down

Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure

Reading 4-12READING K-3 VS. 4-12

Extend “sight vocabulary” to unfamiliar words in increasingly challenging text

Learning meanings of thousands of new words – vocabulary expansion

Increasingly detailed knowledge of text structures and genres

Expansion of content knowledge in many domainsThinking and reasoning skills increase

Reading specific comprehension strategies become more complex

100

110

120

130

Cor

rect

Wor

ds p

er M

inut

e

140

150

6th Grade 7th Grade 8th Grade

F W S F W S F WS

Correct Words per Minute on Grade Level Text160

18 WPM

22 WPM 23 WPM

Tindal, Hasbrouck, & Jones, 2005

Text difficulty increases

Text difficulty increases

Primary Characteristics of Struggling Readers in Middle and High School

They are almost always less fluent readers—their sight word vocabularies many thousands of words smaller than average readersUsually know the meanings of fewer wordsUsually have less conceptual/factual knowledgeAre almost always less skilled in using strategies to enhance comprehension or repair it when it breaks downWill typically not enjoy reading or choose to read for pleasure

They sometimes have not mastered basic knowledge and strategies required for decoding unfamiliar words

LITERACY “the ability to identify, understand, interpret, create, communicate, compute, and use printed material associated with varying concepts.

Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.”

SYSTEMS THAT MOVE THE ROCKS

Feeder Team Learning Communities

Effective Behavior and Instruction Support System

Professional Learning Communities

Research and Development

K-12 Literacy PlanPositive Behavior Intervention Systems and Attendance Plan

Literacy Leadership Team PBS/CARE Team

EBISS Leadership Team

Investing in School Competency and Capacity in Behavior Support Systems, Data and Practice

Investing in Literacy Systems, Data and Practices

EBISS “Big Idea”Outcomes, Systems, Data, Practice

We can effectively teach all children. Administer universal benchmark assessments

three times a year. Deliver instruction from a core program for all. Use research-based, scientifically validated

curriculum, interventions, and instruction. Use a multi-tier model of service delivery. Intervene early. Use data to make instructional decisions. Monitor student progress to inform instruction. Increase time and intensity of instruction when

students fall behind.

CORE PRINCIPLES OF OUR K-12 LITERACY FRAMEWORK

HOW ARE WE DOING?

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

10th Grade

78% 78% 71% 72% 71%56% 65%

80% 82%73% 74% 73%

74% 70%

Total for the District2007-2008 2008-2009

HOW ARE WE DOING?

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

10th Grade

87% 88% 82% 82% 82%69% 77%

87% 91%83% 84% 84%

75%81%

White2007-2008 2008-2009

HOW ARE WE DOING?

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

10th Grade

62% 60%49% 51% 48%

29% 37%

68% 68%

52% 54% 50%

40%42%

Hispanic2007-2008 2008-2009

HOW ARE WE DOING?

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

10th Grade

64% 65% 56% 57% 54%36% 43%

72% 71%60% 60% 58%

48% 51%

Economically Disadvantaged 2007-2008 2008-2009

Skills and Strategies: Transferring from Literacy Instruction to Content InstructionoBreaking Down Complex Words and

Acquiring New Sight Words

oFluency

oVocabulary

oComprehension

Academic Systems Behavioral Systems

1-5% 1-5%

5-10%

5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

80-90% 80-90%

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Implementation View

Attention, Effort, Precision

SYST

EMS

PRACTICES

DATASupporting

Staff Learning

SupportingStudent Behavior &

Academics

OUTCOMES/GOALS

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Feeder Region

Learning Communitie

s

RESEARCH AND DEVELOPMENT EBISS Grant Safe Schools/Healthy Schools Grant Oregon leadership Institute Nike Leadership and Literacy Grant Spanish Literacy Research Project First Grade Reading Enhancements

Research Universal Screen Research Project Middle School Intervention Research K-8 Math Project

PLC: Increasing Student AchievementCore standards

Common Assessments

Data Teams

What do you need toteach?

How do you know

learningoccurred?

Data Driven Leadership and Decision Making

If you have made mistakes…there is always another chance for you…you may have a fresh start any moment you choose, for this thing we call “failure” is not the falling down, but the staying down.

Mary Pickford