Alabama InitiativesAlabama InitiativesNSBA Technology Site Visit, March 2, 2012NSBA Technology Site Visit, March 2, 2012

Alabama Reading Alabama Reading InitiativeInitiative

The Challenge: 100% Literacy

ARI – The BeginningARI – The Beginning

1996 – 25 individuals, including people from classrooms, 1996 – 25 individuals, including people from classrooms, colleges and universities; business and industry; and grassroots colleges and universities; business and industry; and grassroots support groups, were called to the Alabama Reading Panelsupport groups, were called to the Alabama Reading Panel

1998 – the 1998 – the ““Sweet SixteenSweet Sixteen”” helped to launch the Initiative helped to launch the Initiative across the state of Alabama, Cullman City Primary School was across the state of Alabama, Cullman City Primary School was one of those sixteen schools selected one of those sixteen schools selected

1996-present – The Research indicates a need for a balanced 1996-present – The Research indicates a need for a balanced approach to teaching reading approach to teaching reading

““[A balanced approach] unites the proven practices associated with [A balanced approach] unites the proven practices associated with a whole language orientation and the most effective practices of a a whole language orientation and the most effective practices of a phonics orientation. Specifically, it combines the explicit teaching of phonics orientation. Specifically, it combines the explicit teaching of skills needed to decode words and language-rich, literature-rich skills needed to decode words and language-rich, literature-rich instruction. -instruction. - http://www.ed.uab.edu/ARI/reading_initiative.html

The The ApproacApproac

h…h…

The The CoachCoach

……

Why is Coaching Why is Coaching Important?Important?

““Improving teachersImproving teachers’’ learning – and, in turn, their own practice learning – and, in turn, their own practice and their studentsand their students’’ learning – requires professional development learning – requires professional development that is closely and explicitly tied to teachersthat is closely and explicitly tied to teachers’’ ongoing work. ongoing work. Coaching addresses that requirement.Coaching addresses that requirement.”” (Neufeld and Roper) (Neufeld and Roper)

Role of the Reading Role of the Reading CoachCoach

Teaching Struggling Readers

Facilitating ProfessonalDevelopment

Influencing SchoolwideCommitment to 100% Literacy

Influencing School-wide Influencing School-wide Commitment to 100% Commitment to 100%

LiteracyLiteracy

From the Coach to the Teacher to the Classroom with the From the Coach to the Teacher to the Classroom with the Coaching Cycle:Coaching Cycle:

Begins with Data Begins with Data

Involves the process: Involves the process: ““I Do, We Do, You DoI Do, We Do, You Do”” with collaborative with collaborative planning throughout each phase planning throughout each phase

Provides teachers with the knowledge and practice needed to Provides teachers with the knowledge and practice needed to decompose data, plan for lessons and instruct students in reading decompose data, plan for lessons and instruct students in reading

Coaching Cycle – Coaching Cycle – Always Begin with the DataAlways Begin with the Data

• Pre-Planning• Planning with

Teacher• Modeling for

Teacher• Reflection• Debrief

• Pre-Planning• Planning with

Teacher• Modeling for

Teacher• Reflection• Debrief

• Pre-Planning• Planning with

Teacher• Modeling for

Teacher• Reflection• Debrief

Essential Elements for Essential Elements for LearningLearning

Learning Begins with the … Learning Begins with the … Instructional LeaderInstructional Leader

Leadership TeamLeadership Team

Continuous Improvement PlanContinuous Improvement Plan

Learning transfers to Students through the …Learning transfers to Students through the …Coaching Cycle Coaching Cycle

Teacher Planning Teacher Planning

Student Engagement Student Engagement

Strategic Teaching

Accelerated Intervention

Professional Development

Assessment

Collaborative Leadership

Improve Student Achievement

Collaborative Learning CommunitiesWalk ThroughsCoaching TeachersShared Teaching

Small Group InstructionFlexible SchedulingTargeted Skills Instruction

Data Driven InstructionProgress MonitoringData Meetings

Explicit InstructionMultiple and Connected StrategiesPurposeful Planning

Facilitating Professional Facilitating Professional DevelopmentDevelopment

Taking ARI from Primary Grades to the Secondary Taking ARI from Primary Grades to the Secondary Realm with Strategic TeachingRealm with Strategic Teaching

Strategic Teaching provides teachers with a lesson Strategic Teaching provides teachers with a lesson format format The lesson format can be used across the The lesson format can be used across the curriculum curriculum The lesson format provides The lesson format provides

instructional time through the following model: instructional time through the following model: ““I DoI Do””, , ““We We DoDo””, , ““YY’’all Do,all Do,”” and and ““You DoYou Do””before, beginning and after literacy focusbefore, beginning and after literacy focusfive components of active literacy: talk, write, investigate, five components of active literacy: talk, write, investigate, read and listen read and listen

Give me…Give me…

Five components of Five components of a strategic lessona strategic lesson

Planning a LessonPlanning a Lesson* Always consider purpose and content* Always consider purpose and content

BeforeBefore Activate Prior KnowledgeActivate Prior Knowledge Build Background KnowledgeBuild Background KnowledgeGenerate QuestionsGenerate Questions Make PredictionsMake Predictions Discuss VocabularyDiscuss Vocabulary Establish a Purpose for ReadingEstablish a Purpose for Reading

DuringDuring: : Engage with TextEngage with Text Verify and Formulate Predictions Verify and Formulate Predictions Summarize TextSummarize Text Self- Monitor ComprehensionSelf- Monitor ComprehensionConstruct Graphic OrganizersConstruct Graphic Organizers Use Mental ImageryUse Mental ImageryIntegrate New Information with Prior KnowledgeIntegrate New Information with Prior Knowledge

After:After: Reflect on the ContentReflect on the Content Evaluate PredictionsEvaluate PredictionsExamine Questions Through Guided ReadingExamine Questions Through Guided ReadingRespond to the Text Through DiscussionRespond to the Text Through DiscussionRetell or SummarizeRetell or SummarizeRespond to Text Through WritingRespond to Text Through Writing

Strategic Teaching – Strategic Teaching – Steps 1 and 2Steps 1 and 2

OneOne or more daily outcome(s) based on state or more daily outcome(s) based on state standards.standards.

TwoTwo instructional practices: instructional practices:

chunkingchunking

turn-and-talkturn-and-talk

Strategic Teaching – Strategic Teaching – Steps 3 and 4Steps 3 and 4

ThreeThree parts to the lesson: parts to the lesson: BEFOREBEFORE, , DURINGDURING, and , and AFTERAFTER strategies. strategies.

FourFour steps to explicit instruction: Model, steps to explicit instruction: Model, Guided Practice, Collaborative Practice Guided Practice, Collaborative Practice and Independent Practiceand Independent Practice

(I do, we do, y(I do, we do, y’’all do, and you do)all do, and you do)

Strategic Teaching – Strategic Teaching – Step 5Step 5

FiveFive components of active literacy: TWIRL components of active literacy: TWIRL

TalkTalk

WriteWrite

InvestigateInvestigate

Read Read

Listen Listen

Strategic Planning FormStrategic Planning FormTopic of Lesson:

Course of Study Standard(s):

Daily Outcome(s):

Before: During: After:

Purpose: Purpose: Purpose:

Strategy: Strategy: Strategy:

Procedure: Procedure: Procedure:

Examples of Reading Examples of Reading StrategiesStrategies

Before: Activate Prior Knowledge and SchemaBefore: Activate Prior Knowledge and SchemaAnticipation Guides, ABC Brainstorm, etc. Anticipation Guides, ABC Brainstorm, etc.

During: Provide a framework for thinking all the During: Provide a framework for thinking all the way through the textway through the text

Quadrant Card, GIST, etc. Quadrant Card, GIST, etc.

After: Encourage students to reflect on their After: Encourage students to reflect on their reading and thinking; pose questions; and research reading and thinking; pose questions; and research furtherfurther

Exit slips, 3-2-1, etc. Exit slips, 3-2-1, etc.

Anticipation Guide for Cells: Anticipation Guide for Cells: Chapter 1/Lesson 1Chapter 1/Lesson 1

Before Reading Anticipation Guide

After Reading

Agree Disagree Statements Agree Disagree

All cells share some characteristics

All living organisms are made up of cells

Plants and animals have the same type of cells

The cytoplasm directs all the cell’s activities

Cell walls are only found in plant cells

ABC BrainstormABC BrainstormTopic:Topic:

Summary Paragraph: Summary Paragraph:

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z

Quadrant CardQuadrant Card

Term Definition

Examples Real Life Situation

Gist: Gist: Generating Interactive Summaries of Generating Interactive Summaries of

TextText

Read the first________ and summarize the Read the first________ and summarize the first ______ in 15 words or less. Read the first ______ in 15 words or less. Read the second ______and summarize the first and second ______and summarize the first and second __________ in fifteen words or less. second __________ in fifteen words or less. Continue until all _________ are read and Continue until all _________ are read and then summarize the entire ___________in then summarize the entire ___________in fifteen words or less. fifteen words or less.

Summary:Summary:

Exit SlipsExit Slips

3 – 2 – 1 3 – 2 – 1

3 Things I Learned:

2 Questions I Have:

1 Connection I Made:

Teaching Struggling Teaching Struggling ReadersReaders

In order to teach struggling readers there In order to teach struggling readers there must be:must be:

A commitment to 100% literacyA commitment to 100% literacy

A belief that ALL students can learnA belief that ALL students can learn

A knowledge of how students learn to A knowledge of how students learn to read read

A set of data through assessments A set of data through assessments

Details in the DataDetails in the Data

Primary/ElementaryPrimary/Elementary

DIBELSDIBELS

WRAPWRAP

STARSTAR

Running RecordsRunning Records

ThinkLinkThinkLink

SecondarySecondary

SATSAT

STARSTAR

Running RecordsRunning Records

Graduation ExamGraduation Exam

ACTACT

ThinkLinkThinkLink

Data Driven InstructionData Driven Instruction

In order to identify and meet the needs of the In order to identify and meet the needs of the struggling reader one must look at the details of struggling reader one must look at the details of the data the data

Who is my struggling reader?Who is my struggling reader?

Why is this person a struggling reader?Why is this person a struggling reader?

Where are his/her reading gaps?Where are his/her reading gaps?

Where are his/her reading strengths? Where are his/her reading strengths?

How can I help this reader to How can I help this reader to ““fill in the gapsfill in the gaps”” and gain and gain fluency? fluency?

From the Data…From the Data……To the Classroom…To the Classroom

In Primary/Elementary Grades In Primary/Elementary Grades is reading breaking down is reading breaking down within: within:

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

VocabularyVocabulary

ComprehensionComprehension

Fluency Fluency

In Secondary Grade Levels In Secondary Grade Levels is reading breaking down is reading breaking down within: within:

PhonicsPhonics

VocabularyVocabulary

ComprehensionComprehension

Fluency Fluency

Teaching to the NeedTeaching to the Need

Pinpoint students independent and instructional levelPinpoint students independent and instructional level

Provide practice text within the independent levelProvide practice text within the independent level

Design instructional lessons within the instructional Design instructional lessons within the instructional level that reflect the following model:level that reflect the following model:

Small Group Reading Small Group Reading ModelModel

1.1. Explicit Instruction with Phonemic AwarenessExplicit Instruction with Phonemic Awareness

2.2. Explicit Focus lesson with Phonics SkillExplicit Focus lesson with Phonics Skill

3.3. Vocabulary (sight word based or content specific) Vocabulary (sight word based or content specific)

4.4. Connected Text Connected Text

5.5. Comprehension Comprehension

Providing Cohesion Among Providing Cohesion Among Tier I, II, and III InstructionTier I, II, and III Instruction

Coaches help to Coaches help to ““connect the dotsconnect the dots”” between the between the three instructional settings to maximize student three instructional settings to maximize student learning learning

Tier I - instruction that ALL students receive from the Tier I - instruction that ALL students receive from the General Education Teacher at the Small Group Table General Education Teacher at the Small Group Table Tier II – instruction at the Small Group Table from the Tier II – instruction at the Small Group Table from the General Education Teacher that is in addition to Tier I General Education Teacher that is in addition to Tier I Instruction Instruction Tier III – instruction at the Small Group Table from a Tier III – instruction at the Small Group Table from a Resource Teacher that is in addition to Tier I and Tier II Resource Teacher that is in addition to Tier I and Tier II instruction instruction

The Reading Coach and The Reading Coach and 100% Literacy Through…100% Literacy Through…

The Coaching CycleThe Coaching Cycle

Professional DevelopmentProfessional Development

Reading Specialist/InterventionistReading Specialist/Interventionist

AMSTIAMSTI

Alabama Math, Science Technology InitiativeAlabama Math, Science Technology Initiative

TheThe Alabama Department of EducationAlabama Department of Education’’ss initiative initiative to improve math and science teaching (K-12)to improve math and science teaching (K-12)

All math and science teachers and administrators All math and science teachers and administrators in AMSTI Schools attend two-week Summer in AMSTI Schools attend two-week Summer Institutes for two consecutive summers. Institutes for two consecutive summers. Instruction is grade and subject specific.Instruction is grade and subject specific.

Professional development is also provided Professional development is also provided throughout the school year through school throughout the school year through school Professional Learning Teams and In-service days.Professional Learning Teams and In-service days.

Hands-On, Project-based Hands-On, Project-based InstructionInstruction

ACCESS: ACCESS: Alabama Connecting Classrooms, Educators, & Alabama Connecting Classrooms, Educators, &

Students StatewideStudents Statewide

The goal of the distance learning plan is to create The goal of the distance learning plan is to create equity through additional educational offerings for equity through additional educational offerings for all Alabama public high school students.all Alabama public high school students.

The mission of the distance education program in The mission of the distance education program in Alabama is to provide an infrastructure that Alabama is to provide an infrastructure that delivers equitable, quality learning opportunities delivers equitable, quality learning opportunities for all citizensfor all citizens. .

ACCESS is available to all Alabama public high ACCESS is available to all Alabama public high school studentsschool students..

The State of Alabama will provide equal access to The State of Alabama will provide equal access to high quality instruction to improve student high quality instruction to improve student achievement through distance learning.achievement through distance learning.

ACCESSACCESSACCESS Distance Learning provides equal access to high quality instruction, an infrastructure that delivers quality learning opportunities and greater equity for all Alabama public high school students through 21st century technology 

ACCESS Distance Learning (and our state-of-the art ACCESS Lab located in the heart of the CHS Media Center) has provided a multitude of opportunities for the students at CHS:

Provides CHS students with access to additional advanced diploma courses (students pursuing advanced diploma options with scheduling conflicts are able to complete their rigorous curriculum or enrich their current curriculum based on a particular career path of study)

Provides CHS students with access to additional course offerings for any student looking to enhance their curriculum and challenge themselves with both core and elective courses not available on campus (for example, German III, Latin I and II, Accounting, Personal Finance, etc.)

Provides CHS students with access to Advanced Placement courses not currently offered on campus (for example - AP Macroeconomics, AP Psychology, AP Statistics, AP Computer Science A)

Provides CHS students with free AP Test Reviews – The ACCESS AP Exam reviews arm students with test taking strategies specific to the AP exams, real student work samples with explanations for graded entries, grading rubrics, along with opportunities to apply them to student work as well as practice tests, essay prompts multiple-choice assessments, and study resources

Provides an opportunity to share our talented teachersProvides an opportunity to share our talented teachers

Provides online experience for studentsProvides online experience for students

ACCESS in Cullman City ACCESS in Cullman City SchoolsSchools

Provides CHS students with access to additional remediation and supplemental resources

AHSGE Remediation modules are set up to allow students to self-enroll and have access to the modules at any time and from any location. The modules are self-paced and designed to help students individually prepare for the graduation exam by providing practice materials and by removing all time constraints and grading concerns.Provides access to credit recovery (in addition to our A Plus program) for our students during the school year and during summer school

Provides CHS students with access to non-traditional delivery of their educational services through approved homebound instruction

Provides CHS students with access to distance learning opportunities while at Turning Point (Starting in the Spring 2012, many of our students who are assigned to Turning Point for the remainder of the school year receive the delivery of their core courses through ACCESS)

Provides CHS student athletes with access to courses requested by their colleges or athletic teams for eligibility opportunities

Information and Information and QuestionsQuestions

Paige Raney – Paige Raney – praney@cullmancats.net

Tonya Cupp – Tonya Cupp – tcupp@cullmancats.net

Kelly Pinkard – Kelly Pinkard – kpinkard@cullmancat.net

Bama Turner – Bama Turner – bturner@cullmancats.net

Jill Bishop-Hollis – Jill Bishop-Hollis – jhollis@cullmancats.net

www.alsde.edu

““To read is to fly: it is to soar to a point of To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains vantage which gives a view over wide terrains of history, human variety, ideas, shared of history, human variety, ideas, shared experience and the fruits of many inquiries.experience and the fruits of many inquiries.”” - A C  - A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)