School Reform in Reading First
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Transcript of School Reform in Reading First
School Reform in Reading First
Dr. Sharon WalpoleUniversity of Delaware
Reading First relies on . . .
Assessment and Intervention
Classroom instruction
School-level organization
District-level support
Federal guidance and monitoring
At all levels, this means
Professional Development
Instructional Materials
Assessment SystemsIntervention
Accountability
Professional Development During Grant Writing
http://www.nifl.gov/partnershipforreading/publications/k-3.html
Professional Development for Literacy Coaches and Principals
State-level conferences
Frequent visits and support from state staff members
Materials for teaching best practices to teachers
Professional Development for Teachers
Differentiated Coaching
Training in Core Materials
Teacher Academies
Procedures for Selecting Instructional Materials
• Identify essential components for instruction to heterogeneous groups, needs-based groups, and intervention groups
• Consider commercial materials to help teachers teach components explicitly and systematically– Consider outside evaluations and ratings– Conduct inside evaluations and ratings
Once the materials are chosen
• Use experts, consultants, and close analyses to specify how, when, and why the materials will be used in all classrooms– Which parts?– How much time?– What grouping configurations?
Once the materials are used
• Use observations to assess individual teacher’s fidelity to the model in the school– Provide support
• Use student achievement data to assess the match of the materials to the student’s needs– Provide support
Assessment systems
Screen Teach Screen
Differentiate Monitor Progress
Diagnose Intervene
Intervention Systems
Interventions are programs designed for literacy acceleration:
Instruction that enables struggling readers to make rapid progress and read as well as or better than their peers not struggling in reading.(Duffy, 2001)
Characteristics of Interventions
• Multiple Entry Points
• Feedback and Engagement
• Progress Monitoring
• Intensive Focus
• Temporary Duration
• Small group size
Accountability to the Model
State Federal Monitors
External Evaluation
Regional Staff Quality/Quantity of support to LCs
District Staff Budgeting decisions
Literacy Coaches
Time inside classrooms
Time outside classrooms
Teachers Fidelity to model
What questions do you have about the model in general?