Reading Reading Improvement PlanImprovement Plan2003-042003-04

IntroductionIntroduction

HistoryHistory– Fall of 2002 - Reading Program Fall of 2002 - Reading Program

Report Report Staff DevelopmentStaff Development Leave No Child BehindLeave No Child Behind IDEAIDEA New TeachersNew Teachers

Review ProcessReview Process

Reading Program ReportsReading Program Reports ISBE Audit Tool of a District/ ISBE Audit Tool of a District/

School Reading ProgramSchool Reading Program ISBE Consumer’s Guide to ISBE Consumer’s Guide to

Choosing and Using Scientifically Choosing and Using Scientifically Based Reading Programs and Based Reading Programs and MaterialsMaterials

Focus GroupsFocus Groups

Reading Program ReportsReading Program Reports

Improve student information system to Improve student information system to maintain archived files for each year.maintain archived files for each year.

Establish a testing program.Establish a testing program.

Supplemental special reading Supplemental special reading programsprograms

Study teachers who are particularly Study teachers who are particularly successful with low income minority successful with low income minority students.students.

Instructional ProgramInstructional Program

Adequacy of materialsAdequacy of materials Evaluate student progressEvaluate student progress Entering kindergarten studentsEntering kindergarten students Parent InvolvementParent Involvement

Reading Reports Reading Reports UpdateUpdate

1.1. Web based data collection processWeb based data collection process

2.2. Curriculum-based assessment Curriculum-based assessment programprogram

3.3. Supplementary vs Alternative ProgramSupplementary vs Alternative Program

4.4. Teacher effectivenessTeacher effectiveness

5.5. Additional materialsAdditional materials

6.6. Direct Instruction ProgramsDirect Instruction Programs

7.7. Parent involvement workshopsParent involvement workshops

Audit Results Audit Results StrengthsStrengths

Teachers read to students dailyTeachers read to students daily Teachers use guided reading to Teachers use guided reading to

differentiatedifferentiate Good practices based on current researchGood practices based on current research Interventions for struggling studentsInterventions for struggling students Good communication between classroom Good communication between classroom

and support teachersand support teachers Access to sustained professional Access to sustained professional

developmentdevelopment

Audit Results Areas for Audit Results Areas for ImprovementImprovement Adequate time for independent readingAdequate time for independent reading Time for students to talk about their Time for students to talk about their

readingreading Writing WorkshopWriting Workshop Resources for phonics and word studyResources for phonics and word study Use of assessment resultsUse of assessment results Monitoring student progress over timeMonitoring student progress over time Coaching for implementationCoaching for implementation

Focus Group ResultsFocus Group Results

The amount of time for literacy instruction The amount of time for literacy instruction varied by grade and school.varied by grade and school.

Teachers are better prepared to differentiate Teachers are better prepared to differentiate reading and word study instruction.reading and word study instruction.

Teachers use assessment data to plan for Teachers use assessment data to plan for instruction.instruction.

Teachers requested additional materials.Teachers requested additional materials. Teachers suggested more parent Teachers suggested more parent

involvement workshops.involvement workshops. Teachers requested continued staff Teachers requested continued staff

development on a variety of topics.development on a variety of topics.

District 65 Reading District 65 Reading ProgramProgram Balanced LiteracyBalanced Literacy TimeTime MaterialsMaterials Staff DevelopmentStaff Development Support ProgramsSupport Programs

IssuesIssues

Data Collection Data Collection page 26page 26 Assessment/ Evaluation ToolsAssessment/ Evaluation Tools page 27page 27 Differentiated InstructionDifferentiated Instruction page 28page 28 MaterialsMaterials page 29page 29 Curriculum Pacing/ Integration/TimeCurriculum Pacing/ Integration/Time page 30page 30 Reading Support ProgramsReading Support Programs page 31page 31 Parent InvolvementParent Involvement page 32page 32 Middle SchoolMiddle School page 32page 32

RecommendationsRecommendations

Effective Leadership/ SupervisionEffective Leadership/ Supervision Implement the PlanImplement the Plan Highly Qualified Teachers and Highly Qualified Teachers and

PrincipalsPrincipals Criteria for Monitoring Effects of Staff Criteria for Monitoring Effects of Staff

DevelopmentDevelopment Performance StandardsPerformance Standards Program Review/ Achievement ResultsProgram Review/ Achievement Results

Data CollectionData Collection

Web based data systemWeb based data system Summary data Summary data Archive dataArchive data Program effectivenessProgram effectiveness

Assessment/Evaluation Assessment/Evaluation ToolsTools Classroom assessmentsClassroom assessments Diagnostic toolsDiagnostic tools Curriculum based assessmentsCurriculum based assessments Assessment calendarAssessment calendar Staff developmentStaff development

Differentiated Differentiated InstructionInstruction Audit of school programAudit of school program Guided readingGuided reading Balanced literacyBalanced literacy Advanced studentsAdvanced students Sample schedulesSample schedules Flexible groupsFlexible groups

MaterialsMaterials

Phonics and word studyPhonics and word study Support DI students in guided Support DI students in guided

reading groupsreading groups Writing and grammarWriting and grammar Non-fiction materials for reading Non-fiction materials for reading

teachersteachers Staff developmentStaff development

Curriculum Curriculum Pacing/IntegrationPacing/IntegrationTimeTime

Curriculum mappingCurriculum mapping Integrated units (e.g. comprehension Integrated units (e.g. comprehension

strategy instruction using science and strategy instruction using science and social studies text and writing social studies text and writing instruction )instruction )

Integrate reading and writing instructionIntegrate reading and writing instruction Vocabulary development (specialized and Vocabulary development (specialized and

general)general) Staff developmentStaff development

Reading Support Reading Support ProgramsPrograms Push-in reading support teachersPush-in reading support teachers Monitor schedulesMonitor schedules Monitor progress of recently exited Monitor progress of recently exited

studentsstudents Improve intervention resultsImprove intervention results Modify classroom instruction for Modify classroom instruction for

special education studentsspecial education students Staff developmentStaff development

Parent InvolvementParent Involvement

Grade-specific parent activitiesGrade-specific parent activities Time for parent workshopsTime for parent workshops Resources for parent workshopsResources for parent workshops

Middle School Reading Middle School Reading ProgramsPrograms Grade-specific expectations and lessonsGrade-specific expectations and lessons Reader’s HandbookReader’s Handbook Reading strategy Instruction (CRISS)Reading strategy Instruction (CRISS) Staff developmentStaff development Pilot Read 180Pilot Read 180 Review target reading programsReview target reading programs Dist. 65 and 202 Adolescent Literacy Dist. 65 and 202 Adolescent Literacy

Study Group Study Group

Athe athe a that’s all Athe athe a that’s all folks!folks!