Transcript Balancing Reading in the Language Arts

FAIR and RtI
Florida Education:
The Next Generation
the
DRAFT
Reading
Leadership
March
13, 2008
Version 1.0
Team Connection
Presented by:
Dr. Pamela S. Craig
Reading Instructional Specialist
Florida Department of Education
Dr. Eric J. Smith
Commissioner
Agenda
 Overview of the RLT Expectations
 Connecting RtI to the RLT Purpose
 Connecting FAIR to the RLT Purpose
 Developing a Literacy Action Plan
Reading Leadership Teams
2.1: The purpose of the Reading Leadership
Team is to create capacity of reading
knowledge within the school building and
focus on areas of literacy concern across the
school. The principal, reading coach, mentor
reading teachers, content area teachers, and
other principal appointees should serve on
this team which should meet at least once a
month.
FCIM/RLT Connection
Modify/
Revise
Plan as
needed
Establish
a Team &
Develop a
Plan
Research
Adolescent Literacy
Analyze Data
Monitor Plan’s
Effectiveness
Implement the
Action Plan
On-going Progress
Professional
Monitoring
Development
Classroom
Instructional
Observations
Coaching
PLAN
Establish a Team and Develop a Plan
1.
Build a learning community of committed,
school-based professionals representative all
of stakeholders.
2. Study scientifically based reading research.
3. Analyze student, teacher, and school-based
data
4. Develop a school-based literacy plan of action.
Step 1:
Formulating the Foundation
 Successful teams build on a solid foundation
consisting of collaboratively developed and widely
shared mission, vision, values, and goals

Why do we exist?

What kind of school do we hope to become?

How must we behave in order to create the kind
of school we hope to become?
Eaker, R., DuFour, R., & DuFour, R. (2002).
Getting Started: Reculturing Schools to
Become Professional Learning Communities.
Principal’s Role
• 2.1: What process will the principal use to form
and maintain a Reading Leadership Team?
 2.3: How will the principal promote the Reading
Leadership Team as an integral part of the school
literacy reform process to build a culture of
reading throughout the school?

Florida Department of Education. 2010-2011 K-12 Comprehensive Reading Plan
Step 2:
Understanding Adolescent Literacy
“Despite the call for today’s adolescents to achieve higher
levels of literacy than previous generations,
approximately 8.7 million fourth through twelfth grade
students struggle with the reading and writing tasks that
are required of them in school. For many adolescent
students, ongoing difficulties with reading and writing
figure prominently in the decision to drop out of school.
These indicators suggest that literacy instruction should
continue beyond the elementary years and should be
tailored to the more complex forms of literacy that are
required of adolescent students in the middle and high
school years.”
National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy.
Washington, DC: National Institute of Child Health and Human Development.
Consider this…
“There is a reason why education reformers devote
so much effort to the early grades: in order to build
a house, you must secure the foundation.
But the opposite is true as well: there is little sense
in laying a foundation unless there are plans to
build something on top of it. Students need a
lot of help to raise the roof on learning, even after
they learn the foundational skills of reading.”
Why the crisis in adolescent literacy demands a national response. (2006). Alliance for
Excellent Education. Available on-line:
http://www.all4ed.org/files/StrivingBrief3_numbers_02.pdf
Adolescent Literacy Reform
 Researchers and advocates point to a number of things
schools can do to help students of all ages make
significant gains in literacy:
Identify those who read below grade level and discern their
specific learning needs.
 Provide intensive support for low-level readers.
 Make special efforts to motivate those students and engage
them in reading and writing assignments that tap into
their individual interests.
 Offer teachers high-quality professional development in
various aspects of secondary literacy instruction.

Heller, R. H. & Greenleaf, C. L. (2007). Literacy Instruction in Content Areas: Getting to the core of
middle and high school improvement. Alliance for Excellent Education. p. 4.
Step 3: Analyze
Student, Teacher, and School-based Data
 FCAT Data
 Analyze current year FCAT results.
 Determine trends in student performance State,
District, School, Grade Level, Individual
Students).
 Identify common areas of strengths and
weaknesses.
 FAIR Data
 Grade level – Tier I
 Class level – Tier II
 Curriculum level – Tier II
Analyzing Data
 FCAT Test Design
 Review longitudinal FCAT Cluster data to
determine the most highly tested benchmarks.
 FCAT Item Specifications
 “Unwrap the Benchmarks” Read and understand
Item Specifications for an understanding of what
students should know and be able to do at the end
of developmental levels of grades.
 Other Data to Consider
 Professional development
 Disaggregated
 Curriculum
Step 4:
Developing an Action Plan
 Develop a data-based literacy action plan to guide
ongoing decisions about instruction, programming,
and resource allocation.
 The plan must be measurable, coherent, concrete,
and comprehensible to teachers and administrators.
 The plan must be seen as proactive, not as
compliance to a mandate, even if a mandate is what
prompted the plan’s development.
Irvin, Meltzer, & Dukes. (2007). Taking action on adolescent literacy: An implementation
guide for school leaders. Alexandria, VA: ASCD. p. 118.
Plan Instructional Pacing Calendar
 Utilize information from DART, FCAT Test
Design Document, FCAT Content Focus Reports
to determine which benchmarks will be taught
each month.
 Allocate an appropriate number of days for
instruction, re-teaching, and assessing.
 This process will ensure that all Annually
Assessed Benchmarks have been taught,
assessed, and remediated prior to FCAT 2010.
Plan Effective Instruction
 Ensure effective instruction is aligned to the
Sunshine State Standards
 Explicitly indicate instructional delivery methods
by describing the following:
frequent exposure to annually
assessed benchmarks
opening activities
vocabulary instruction,
lesson objectives (aligned to SSS),
essential questions (asked at the
beginning of the lesson, answered by the
end of the lesson),
whole group and differentiated
instruction,
Higher order thinking questions
Reading/writing across the
curriculum,
literature connections,
accommodations and
modifications,
technology,
centers/learning stations,
closing activity
DO
Implement the Action Plan
 Present Plan

Whole faculty

Departments

PLCs
 Provide Professional Development
 Provide Instructional Support through
Coaching.
 Implement Lesson Study
Maintenance
 Utilize word walls and vocabulary notebooks to
reinforce instructional terms.
 Provide frequent opportunities for cooperative
learning.
 Create learning stations that re-teach skills.
 Vary instructional delivery to include varying
learning styles.
CHECK
Monitor Plan’s Effectiveness
 Monitoring
• Administrative walk-through forms,
• Instructional Coaching Logs,
• Teacher Data Binders,
• Student Progress Monitoring Tools
• Ensure that all students are consistently improving
areas of weakness, maintaining levels of
proficiency, and increasing areas of strength.
CHECK cont…
• Assessments
• Administer frequent and ongoing assessments:
baseline, monthly, mini, mid-year
• Analyze assessment data to diagnose student
deficiencies, reveal areas of proficiency, and
highlight skill enrichment opportunities.
• Data Chats
 Conduct
data chats at three levels (DistrictSchool, Administration-Teachers, TeachersStudents) to discuss student progress, and plans
for re-directing the instructional focus.
ACT
Modify and Revise as Needed
 Differentiated Instruction
 Redirect instructional focus to meet the individual
needs of students as indicated by data results.
 Provide Differentiated Instruction that focuses on
skill remediation, maintenance of proficiency, and
enrichment.

Professional Development
Provide additional opportunities for professional
development as determined from observations
during administrative walk-throughs, evaluations,
and classroom data.
 Assign Instructional Coaches to provide on-site
training to grade levels, modeling during
instructional time, and lesson planning support
during common planning time.

ACT cont…
 Lesson Study
 Utilize Professional Learning Communities to
implement book/article study, analyze data,
redirect instructional focus, discuss best
practices, and determine how teacher strengths
can be maximized across grade levels or within
subject areas.
FCIM/RtI Connection
Modify
Instruction:
Tutorial
Interventions
Enrichment
Evaluate:
OPM
Define:
What is the
problem?
Analyze:
Why is it
happening
Implement
Tier I: Core
Instruction/
Intervention
RtI Multi-Tier Model: Tier I
•
Provide effective academic and behavior core
instruction
•
•
•
Primarily
in
Core Instruction
Effective core instruction = 80% or more of
students have met tested benchmarks with core
instruction.
Provide differentiated instruction for “at risk”
students
Monitor and record academic and behavior
growth for all students
• FCAT Levels 1, 2, & 3 - FAIR Broad Screen/Progress
Monitoring Tool (3 times a year).
• FCAT Levels 1-5 – FCIM Focus-lessons and
assessments.
23
Grade Level Comprehension
Concern
9th Grade
Data
29th
33% (136)
31st
34th
33rd
38% (116)
29th
34th
45% (136)
30th
46th
45th
39th
38th
Median Percentile
46% (151)
37th
50% (156)
~33rd
38th
34th
Percent > 40%
61% (126)
55% (113)
Median Percentile
Percent > 40%
11th Grade
Median Percentile
Percent >40%
12th Grade
AP1
23rd
25% (98)
Median Percentile
Percent > 40%
10th Grade
AP1
Grade Level MAZE
Concern
MAZE
Data
9th Grade
Median Percentile
Percent > 30%
14th
17% (69)
15th
21% (75)
10th Grade
Median Percentile
Percent > 30%
22nd
41% (116)
19th
31% (82)
11th Grade
Median Percentile
17th
19th
Percent >30%
31% (102)
29% (95)
Median Percentile
Percent > 30%
22nd
36% (76)
22nd
34% (70)
12th Grade
Grade Level Word Analysis
Word Analysis
9th Grade
39th
30th
Percent > 30%
66% (252)
49% (181)
10th Grade
Median Percentile
Percent > 30%
47th
71% (202)
18th
41% (104)
11th Grade
Median Percentile
Percent >30%
57th
62% (204)
18th
38% (116)
12th Grade
Median Percentile
Percent > 30%
47th
74% (149)
22nd
37% (73)
Median Percentile
Grade Level Lexile
Lexile
Reader
Measures
Text
Measures
9th Grade Median
Percentile
1055
1100
855L to
1165L
1050L to
1150L
10th
Grade
Median
Percentile
1120
1128
905L to
1195L
1100L to
1200L
11th
Median
Percentile
1090
1095
940L to
1210L
1100L to
1300L
12th
Grade
Median
Percentile
1145
1120
940L to
1210L
1100L to
1300L
Copyright © 2010 MetaMetrics, Inc.
http://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/
FCAT Highly-Tested Benchmark Data
FCAT Reading Grade 10
Benchmrk
New Benchmark
Alignment
Content Focus
2009
Number of
Points
Possible
2008
Number of
Points
Possible
2007
Number of
Points
Possible
Cluster 2: Main Idea, Plot, and Purpose
A241
LA.910.1.7.3
Details/facts
6*
10*
5
A241
LA.910.1.7.3
Main idea/essential message
1
3*
3
A241
Methods of development
1
A242
Author's point of view
2
A242
LA.910.1.7.2
Author's purpose
2
E241
LA.910.2.1.5
Character development
1
E241
LA.910.2.1.7
Descriptive language
3
1
E241
LA.910.2.1.7
Figurative language
3
1
E241
LA.910.2.1.5
Plot development
E241
LA.910.2.1.5
Plot development/major events
Reporting Cluster Point Total
3
3
1
1
1
1
17
19
16
Data Analysis Points
 9th – 11th Grade: Increases Reading Comprehension






(independent level).
9th Grade: Small increase in MAZE (low-level grade-level
comprehension).
10th Grade: Drop in MAZE
All grades: Drop in Word Analysis Scores
9th – 10th Grade: Slight increase in lexile scores; within grade
level reader and text lexile expectations.
11th Grade: Slight increase in lexile scores; within grade level
reader scores; below grade level text lexile scores.
12th Grade: Drop in lexile scores; within grade level reader and
text lexile scores.
Tier I Intervention
Developed within
the Reading Leadership
Team in
collaboration with
the Reading Coach
 Based on an analysis of FAIR data and FCAT data,
the RLT determined the following:



Implement daily reading strategy focus mini-lessons using
grade level passages in language arts classes. Two weeks of
selective highlighting and two weeks of margin notes.
Content area classrooms incorporate selected reading
strategies within daily classroom instructional practices using
content-specific texts. Two weeks of selective highlighting and
two weeks of margin notes.
At the end of each two week period, students will take reading
benchmark assessments focused on identifying relevant details
to determine main idea in language arts classes.
Tier I Sample Focus Calendar
Sunday
Monday
31
20
27
Thursday
Friday
2
3
4
Details/facts
Details/facts
Details/facts
Details/facts
Selective
Highlighting
Selective
Highlighting
Selective
Highlighting
Selective
Highlighting
8
9
10
11
Details/facts
Details/facts
Details/facts
Details/facts
Selective
Highlighting
Selective
Highlighting
Selective
Highlighting
Main Idea
Benchmark
Assessment
14
15
16
17
18
Details/facts
Details/facts
Details/facts
Details/facts
Details/facts
Margin Notes
Margin Notes
Margin Notes
Margin Notes
Margin Notes
21
22
23
24
25
Details/facts
Details/facts
Details/facts
Details/facts
Details/facts
Margin Notes
Margin Notes
Margin Notes
Margin Notes
Main Idea
Benchmark
Assessment
28
29
30
7
Labor Day
13
Wednesday
1
Teacher Data
Chats in PLCs
6
Tuesday
FAIR
ONGOING
PROGRESS
MONITORING
FAIR
ONGOING
PROGRESS
MONITORING
Saturday
5
12
19
26
Field Day
31
What is the relationship between
School Pacing Guide, Focus Calendar & RtI?
Problem Identification and Analysis
Act
OPM
Assessments
Content Benchmarks
Core Curriculum
Pacing Guides
Intervention Design
Problem Solving
Intervention Analysis
Check
Plan
Instructional
Practices &
Materials
FAIR Focus
Calendar
Do
Intervention Implementation
32
RtI Multi-Tier Model: Tier II
•
Provide intensive, research-based interventions
focused on remediation of identified problem
•
•
•
•
Interventions can be standard protocol or determined
through a problem-solving process
Interventions are typically highly structured and are
provided in a small group setting
Interventions are provided in addition to and aligned with
core instruction
Monitor effectiveness of Tier II interventions
frequently (e.g., bi-weekly, monthly)
•
•
Determined by
Reading Teachers
in Collaboration
with the
Reading Coach
Effective Tier II Intervention= 70% of students receiving a
specific Tier II intervention are making adequate progress
toward benchmark/goal (e.g., FAIR Toolkit)
Change intervention plan if effectiveness criteria is
not met
33
Tier II Cont…
•
Students who meet benchmarks as a result of
Tier II interventions are reintegrated into Tier
I core instruction with support provided
through differentiation
•
Students who do not respond adequately to
effective Tier II intervention may be identified
for individual problem-solving and Tier III
intervention
34
Intervention Classroom Data
Score
AP1
AP2
AP1
AP2
Median
39th
32nd
Percent 27% 45% Percent 28% 28% Percent
> 40% (14) (25) > 30% (10) (16) > 30%
65%
(35)
63%
(35)
Median
39th
32nd
Percent 27% 39% Percent 22% 31% Percent
> 40% (21) (29) > 30% (17) (24) > 30%
79%
(59)
67%
(50)
Median
62nd
49th
Percent 79% 80% Percent 37% 46% Percent
(45) (45) >30%
(21) (10) >30%
>40%
94%
(53)
86%
(18)
Comprehension
Teacher 2 Median
77/76
Teacher 3 Median
57/57
AP1
AP2
MAZE
Teacher 1 Median
54/56
Score
29th
29th
54th
38th
37th
57th
Median
Median
Score
Word Analysis
15th
16th
Median 23rd
18th
18th
30th
Teacher 4 Median
1st
1st
Median
3rd
4th
Median
12th
2nd
Percent
>40%
3%
(1)
5%
(2)
Percent
>30%
0
0
Percent
>30%
26%
(8)
13%
(5)
32/38
Analyze
Class Data
to
Determine
Grouping
Grouping Students
Box 1
Box 2 + 4
Box 2 + 5
Box 3 + 4
Box 3 + 5
Reading Intervention Classes Action Plan
Concerns
Data
Goals
Plan
Evaluation
ILA
courses do
not have a
core curriculum
Observation and
review of
curriculum.
Develop a
more specific
curriculum
w/appropriat
e materials
and support
for teachers.
•Use the MS/HS Phonics Inventory for
pre/post test to design word study
activities.
Student
fluency
data
notebooks
•**Provide time for ILA teachers to
analyze data and plan activities and tests
one period a week facilitated by Reading
Coaches.
•Teachers meet with students every two
weeks to conduct fluency probes and
provide fluency instruction.
•The Reading Coaches will model and coteach fluency probes with ILA teachers.
•Students work with partners to improve
fluency daily.
Teacher
tests.
MS/HS
Phonics
Inventory
post test.
Reading Intervention Classes Action Plan
Concerns
Data
Building
Grade
Level
Comprehension
Teachers
using
FORF
Goals
Growth in
reading
comprehension
FCAT 2009 on
Benchmark benchmar
Tests
k tests
and FAIR
Mid-Terms OPM
Plan
Evaluation
•Teachers will use Power Strategy Books
to create weekly FCIM mini-lessons
using Janet Allen Power Strategy
Passages.
Gains in FAIR
OPM
Gains in
students’
weekly fluency
notebooks.
•Passages will be copied so students can
mark text to demonstrate strategies and
chunking. The same passages will be
used with students to work in partners to
Student work:
chunk the text and partner read.
appropriately
•Students will keep fluency notebooks
chunking text.
charting their cold read and daily
reading of the passages.
**Student
copies of texts
•**Provide time for teachers to choose
is essential**
passages and Power Strategy one period
a week facilitated by Reading Coaches.
Reading Intervention Classes Action Plan
Consistency in
Word
Study
FAIR
Data
Weekly
lesson
plans/
activities
Teachers will use the same grade-level
text to choose weekly vocabulary words.
Activity centers will be developed using
the vocabulary acquisition strategies
already taught.
Weekly
teacher
generated
assessments.
**Provide time for teachers to identify
specific vocabulary words during the
one period a week facilitated by Reading
Coaches.
Building
Independent
Reading
Stamina
Lexile
Scores
Increase
students
independent lexile
levels.
Students use lexiled text from Janet
Allen, Reading Counts or other
resources with student accountability.
Student
Journals
and/or logs.
Teachers will monitor lexile level of
independent reading to increase student
lexile levels every 3-4 weeks.
Conferencing
with students.
RtI Multi-Tier Model: Tier III
•
•
•
•
Determined by
Individual Teachers
with support from
Reading Coach
Determine intervention plan through an
individual Problem-Solving process
• Interventions are intense in terms of time,
focus, and group size
Ensure interventions are research-based and
implemented with fidelity
Provide interventions in addition to and aligned
with Tier I and Tier II instruction
Measure intervention effectiveness very
frequently (e.g., weekly) and review data often
Note: Tier III is in addition to Tier II Interventions
41
Analyze
Individual
Student Data
to
Determine
Targeted
Intervention
Layered and Aligned
The three tiers of
service are stacked
resources so that
they are layered and
aligned with each
other.
FCIM
Lesson Study
Differentiated
Instruction
Professional
Development
Differentiated
Instruction
Professional
Development
FCAT
ANALYSIS
DART 2009
Test Design
Content
Focus
Item
Specifications
Instructional
Pacing
Calendar
Instructional
Maintenance Delivery Guide
Monitoring
Contact
DR. PAMELA S. CRAIG,
[email protected]
g