Pam Betten Director of School Improvement March 31, 2012.
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Transcript of Pam Betten Director of School Improvement March 31, 2012.
Reading by Third Grade is
Way Too LatePam Betten
Director of School Improvement
March 31, 2012
DemographicsDemographicsDistrict Student Enrollment17,763
Hispanic 87.7%Anglo 5.6%Native American 4.1%
African American 2.1%
Asian/Pacific Islander 0.5%
English Language LearnersGrades K-5 42.1%Grades 6-8 23.4%Grades 9-12 16.2%K-12 31.6%
Eligible for free and reduced meals
14,434 students 83.6%
Homeless 5.8%
Graduation Rate 70%
Staff 1,128CertifiedSchool site administrators 37Central administrators 29Support staff 1,044
Challenges and BarriersChallenges and Barriers
•ELL 4 Hour Model•S.B. 1070 anti-immigration•Segregated Schools•49th out of 50th in State Funding•Dropout Factory image• Low literacy rates•No sense of urgency
Literacy Counts“Adolescents entering the adult world of the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives.” Richard Vacca
Reading By 3rd Grade Matters
4X 88% 89%Students who cannot read by the end of the 3rd grade are four times more likely to drop out of high school
Eighty-eight percent of students who failed to earn a high school diploma were struggling readers in 3rd grade
Eighty-nine percent of low-income students who achieved proficient reading skills by the3rd grade graduated.
Rising Literacy Demands• 25 fastest growing professions
have far greater than average literacy demands
• 25 fastest declining professions have lower than average literacy demands
• Approximately 70% of new jobs will require post secondary education
Key Advances in new 2010 ELA Standards
Reading• Balance of literature and informational
texts• Text complexity, depth of knowledgeWriting• Emphasis on argument and
informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talk• Focus on student presentationsLanguage• Stress on general academic and
domain-specific vocabulary
A.R.S. 15-704 Reading Delivery System
Presently being implemented by LEAs in K-3 programs:• Select and administer screening,
ongoing diagnostic and classroom based reading assessments
• Evaluate and adopt a scientifically based reading curriculum that include essential components
• Devote reasonable amount of time to explicit instruction and independent reading
• Provide intensive reading instruction of 3rd grade students who do not meet or exceed the standards
Comprehensive Assessment System
• Monitor student progress to inform instruction• Use data to make decisions• Use of assessments:• Outcome
• Universal screening
• Diagnostic
• Progress Monitoring
A.R.S. 15-701 Move On When Reading
• A student shall not be promoted from the third grade if the student obtains a score on the AIMS reading test that demonstrates he or she is reading far below the third grade level
• Takes effect in the School year 2013-14
• Will impact this year’s 1st graders
Intervention
• Children who are having difficulty learning to read do not, as a rule, need completely different instruction
• The differences are primarily in intensity, quantity, and the maintenance of high quality literacy interactions.
Instructional Elements
Effective early interventions provide 4 essential instructional elements:
• Alphabetic principle
• Guided and independent reading of progressively more difficult texts
• Engaging students in practicing comprehension strategies while reading text
• Writing exercises
Critical Components for Remediation Plan• Comprehensive assessments• Evidence based instructional
materials• Explicit, systematic instruction• Data driven
instructional/intervention model• TIME• Exit plan
Time Allocations for the Remediation Year
Tier 1 – grade level core• 90 minutes per day uninterrupted
instruction• ANDTier 2 – targeted intervention• 45-50 minutes per day• ORTier 3 – intensive intervention• 60-75 minutes per day
Total Time90 + 45/50 = 135/140 minutes/day
(Tier 1 & 2)90 +60/75 = 150/165 minutes/day
(Tier 1 & 3)
Sunnyside’s Literacy Initiative
Walk-to-Read
Sunnyside’s Literacy Initiative
Walk-to-Read K-5• Students are grouped by reading and
language proficiency to accommodate ELD needs.• 90 to 120 minute block of reading
instruction• Based on NRP Big 5:
phonetic awarenessphonicsvocabularycomprehensionfluency
Walk-to-Read in Middle School• Students are grouped by reading proficiency• ELD students grouped separately by
language proficiency according to AZELLA• Homogeneous grouping allows for focused
instruction
Literacy Interventions
Sunnyside’s Literacy Initiative
Interventions K-5•Mind Play, reading Plus, Lexia, DynEd (Technology)•SFA, Read Well, REACH, Voyager
Interventions Middle and High School•Reading Plus, DynEd, Read 180, System 44• Inside (MS), Edge (HS)
Thank you Mr. & Mrs. Ronald Cohn
$25,000 Kindle Literacy Program