Transcript K-5 Literacy Field Study and Adoption

K-5 Literacy Field Study and Adoption
Welcome to Parent Information Night
October 14, 2010
Clyde Hill Elementary
Your facilitators this evening:
 Erin King – K-12 Co-Literacy Curriculum Developer
 Murali Krishnan – Parent Rep on the K-5 Materials Review
Committee
We’d like to know what schools are represented here
tonight. If you would, please sign in at the door.
On our agenda for this evening…
1. Recent Trends in Literacy Instruction
2. Recent History of Literacy Instruction at BSD
3. What We Know About Our Students:
Assessment Data
4. Rationale Behind K-5 Core Literacy Materials
Adoption
5. Process of the Adoption
6. Parents as Partners in the Process
National Trends in Literacy Instruction
1930s–1970s: A look-say or whole word approach,
exemplified by the “Dick and Jane” reading series, dominates
reading instruction in schools. Instruction emphasizes
comprehension/making meaning.
National Trends in Literacy Instruction
• 1950’s – 1970’s: Phonics becomes a focal
point of research and discussion among
educational experts.
National Trends in Literacy Instruction
• 1970 – 1980’s: The whole language philosophy emerges.
Research on reading shifts from a focus on phonics to an
emphasis on how readers construct meaning.
Definition of Whole Language:
• Focus on comprehension/making meaning in reading
and expressing meaning in writing
• Reading and Writing for “real” purposes
• Focus on motivational aspect of literacy / use of authentic
texts
• Phonics instruction is not explicit
National Trends in Literacy Instruction
• Late 1980’s – 1990’s: Phonics makes a
resurgence in the research and in educational
literature.

Studies released by the National Institute for Child Health and
Human Development (NICHD) indicate that children with reading
difficulties benefit from explicit phonics instruction.
National Trends in Literacy Instruction
• Late 1990’s – current day: The concept of
“Balanced Literacy” emerges in the literature.

2001 Report from the National Reading Panel – 5 Big Ideas
Definition of Balanced Literacy:
• Best of Whole Language and Explicit Phonics Instruction
• 5 Big Ideas: Phonemic Awareness, Alphabetic Principal (Phonics),
Accuracy and Fluency, Comprehension, and Vocabulary
• High-interest, quality literature
• Instruction in shared, guided, and independent reading & writing
Recent History of Literacy Instruction at BSD
• 1990’s - An embrace of Whole Language Instruction with some
resources for phonics instruction (depending on school)
• Early 2000 - Purchase of Leveled Libraries for classrooms so
that students may read books at their reading level
• Mid 2000 - framework for Balanced Literacy published on the
curriculum web
• 2008 - Introduction of DIBELS assessment / TRC
• 2010 – Dr. Cudeiro identifies K-5 literacy as a district-wide
initiative that will address two major district goals –

Close the achievement gap

Meet the needs of all learners
Materials review, field study, and adoption process initiated
Let’s pause…
QUESTIONS?
What we know about our students: Reading
Assessment Data
 K-3 General Trends
 20-30% of our students struggle in the area of phonemic
awareness and phonics
 24% of our student population is exceeding our grade level
standards in measures of comprehension
What we know about our students: Reading
Assessment Data
 DRA 4-5 General Trends
 A portion of our student population is struggling with
inferential thinking
 A portion of our student population is struggling with
accuracy and fluency
Let’s pause…
QUESTIONS?
Rationale Behind K-5 Core Literacy Materials Adoption
 Data
 Dr. Cudeiro’s classroom visits and observations
 Review of district-wide resources

schools lack similar instructional materials to teach the researchbased literacy skills necessary to become a proficient reader
 Teacher Feedback
 District-wide initiative to close the achievement gap and
serve the needs of all students
Rationale: What is the teacher perspective?
 Electronic Teacher survey


More than 60% of our teachers felt they did not have
resources to effectively teach phonemic awareness, alphabetic
principal, vocabulary, fluency and accuracy, and
comprehension.
Overall, the survey revealed that the district provided
resources on how to teach balanced literacy, but not what
specific skills to teach inside that framework.
Teacher Reflection
“After so many years of teaching, I have gathered a lot of
resources that are effective with my students. None of them
were provided by the district. I am thrilled that the district is
beginning to take literacy seriously and looking for a
researched, tested approach to teaching and learning. I look
forward to having sufficient common resources to meet the
needs of all learners.”
– First Grade Teacher
Evaluation Criteria for Programs
 5 Big Ideas – Reading Research
 Balanced Literacy
 Technology component that we could integrate into
our current systems
 Fully developed materials in Spanish
 Also consider availability of Pre-K
Materials in Field Study
Good Habits, Great Readers
(Pearson)
 Journeys
 (Houghton Mifflin Harcourt)
Please visit the BSD homepage to link to the
K-5 Field Study website for more information!
Process of the Adoption
Let’s pause…
QUESTIONS?
What are next steps?
Review Committee
Review Committee: Assess Both Programs
 Assess both programs using a curriculum evaluation
tool



Dr. Marcy Stein – UW Tacoma, professor and researcher
Expertise in curriculum adoption and evaluation
Assist in development of tool that will help us compare and
evaluate both programs
How will we decide on the best program?
Data from
Field Study
Review
Committee’s
Materials
Assessment
using
Evaluation Tool
Input from
Teachers
and
Community
What will factor into the final recommendation?
 Formal assessment by Review Committee of both programs
using a curriculum evaluation tool
 Review student data gathered during the field study
 Teacher feedback
 Parent/community feedback
 Review Committee votes and makes
recommendation to district’s
Instructional Materials Committee
Parents as Partners: How can I share my perspective?
 Link to K-5 Field Study and Adoption Website
through BSD homepage.
More Information
Offer Your Feedback
Where can I view materials?
 Educational Services Center
 Contact Bonnie Benz for access to all grade levels

[email protected] / (425) 456-4055
 Your child’s school
 Both programs in all 16 schools
 May not have access to your child’s grade level at your school
Thank you for coming!
QUESTIONS?
HAVE QUESTIONS LATER?
[email protected]