Getting explicit about reading
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Transcript of Getting explicit about reading
Courtney HuffJulie Bastow
Meaghan Gauthier
Getting Explicit About Reading
GEAR - Setting/Environment
9 Elementary Schools Avg. Free & Reduced
Lunch – 65% ~15 Title 1 Teachers Environmental
Challenges: › Lack of consistency
in Title 1 Programs› Not all Title 1
teachers have a literacy background
ALPENA HILLMAN
ALCONA
BINGHAM ARTS
GEAR – Relevant Data
All elementary schools completed a survey entitled, “STARS Framework for Interventions” › To detail schools’ current framework for
interventions › To identify strengths & weaknesses
Results provide rationale for GEAR
GEAR – Relevant Data
Survey Question 1: What data is used to determine who needs literacy intervention?
DIBELS is the primary assessment used in all schools
Two out of ten schools mentioned using MLPP as a diagnostic assessment in the early grades
MEAP is only additional data used in upper grades
GEAR – Relevant Data
Essential component of RTI – Use data for three purposes1. Screen2. Diagnose3. Progress Monitor
Problem identified in survey results: Reliance on the DIBELS screening assessment to make diagnostic decisions.
GEAR - Guiding Beliefs
#1A diagnostic reading
assessment is needed in order to determine
an individual student’s intervention needs.
GEAR – Relevant Data
Survey Question 2: Describe the format of intervention in your school(number of students in a group, push-in or pull-out, person responsible for facilitating intervention, etc.)
› The format is primarily the same across schools: Title 1 teacher provides interventions to groups of students ranging from 3-5 mostly outside the classroom.
› None of the schools reported the role of the general education teacher in the intervention process.
A Tiered Framework for RTI
1– 5% 1– 5%
5 - 10%
5 - 10%
80 - 90%
80 - 90%UNIVERSAL SCREENING
SCHOOL-WIDE
CLASSROOM-LEVEL
INTERVENTIONS
PROGRESS MONITORING
SMALL GROUP, RAPID
RESPONSE INTERVENTION
1 TO 1
GEAR – Guiding Beliefs
#2Explicit Tier 1 literacy instruction provides a
strong base in a framework for RTI
GEAR – Relevant Data
Survey Question 3: Describe the typical interventions within your school.› Every school implements research-based
interventions with varying levels of fidelity in fluency, phonics, and phonemic awareness.
› Fluency is the most common area for intervention
› None of the schools reported interventions in the area of comprehension
GEAR – Guiding Beliefs
#3Comprehension is the
ultimate goal of reading.
GEAR – Relevant Data
Survey Question 4: How is student learning monitored and how often is it monitored?› All schools reported using
DIBELS as a progress monitoring tool once every 2-3 weeks.
› 3 out of 10 schools reported using a more specific tool for progress monitoring.
GEAR – Relevant Data Essential component of RTI – Student
progress needs to be monitored to determine if the intervention is working.
DIBELS is a good measure for progress monitoring, but may not be specific enough for certain students/interventions.
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
MarchScores
AprilScores
MayScores
JuneScores
60
50
GEAR – Guiding Beliefs
#4Progress monitoring
tools should be specific to the intervention in order to effectively guide instruction
GEAR – Urgent Need
Schools seem to be lacking a systems approach to a vital area of intervention – comprehension.
A strong RTI framework includes a systematic approach to intervention in all areas. A varied approach may cause students to “slip through the cracks.”
GEAR – Urgent Need
http://www.youtube.com/watch?v=qIudAL5oDdo&feature=email
GEAR – Current Reality
Two concerns about current culture› Overreliance on DIBELS› Targeted
comprehension strategy instruction and intervention are not being implemented
GEAR – Preferred Future
Title 1 teachers as literacy leaders› Accurately diagnose struggling readers
with the Diagnostic Reading Assessment (DRA)
› Design explicit comprehension strategy lessons
› Coach classroom teachers through the same process
School
GEAR – Preferred Future
Common language in regards to diagnostic reading assessments and comprehension instruction.
Consistency in instruction, intervention, and data.
District
GEAR – Preferred Future Reduce the number of
struggling readers in the AMA ESD
Accurately identify a student’s literacy needs
Effective comprehension instruction and intervention
Balanced use of assessments
GEAR – Vision Statement
To strengthen schools’ current Response to Intervention
framework, the AMA ESD will provide training, resources, and
support in diagnostic reading assessment and explicit
comprehension instruction K-5.
GEAR – Strategic Plan
1. Will the AMA ESD have adequate support from its constituent districts to provide training in the Diagnostic Reading Assessment (DRA) and Strategies that Work (an approach to comprehension instruction) in the 2010-2011 school year?
GEAR – Strategic Plan
2. Will there be enough time for Title 1 teachers to research, implement, and collaborate in a PLC format?
GEAR – Strategic Plan
3. Will general education teachers be willing to implement the DRA and comprehension strategy instruction?
GEAR – Strategic Plan
4. Will diagnostic assessment and strategy instruction become a part of schools” frameworks for intervention?
GEAR – Communication Plan
Conditions needed to implement this initiative› Monthly Title 1 meetings› 3 consultants act as coaches for
individual schools› Administrative update led by
consultants
GEAR – The Big Picture
http://www.youtube.com/watch?v=T_4D7h-Nzvg&feature=email