Transcript Document

Teaching All Children to Read: Annual
Growth plus Catch-Up Growth For All
Students
Virginia Reading First
Sheryl Turner, Sarah Sayko, Stuart Greenberg
Eastern Regional Reading First Technical Assistance Center
Today Participants Will:
Examine their current role as instructional leaders
Consider options to expand or revise instructional
time for annual growth and catch up growth
Determine which options will move student
reading achievement ahead in their Reading First
schools
Go forth and implement for sustainability!
Progressing Through The Day
Part I – Setting the stage for improving the % of
students making annual growth
Part II – Improving the % of catch-up growththe critical elements of small group instruction
Part III – Review processes to make annual
growth and catch-up growth
Part IV- Sustaining Reading First
Leadership is Crucial to
“Beating the Odds” in Reading
First
Closing The Achievement Gap:
1. Increase the percentage of students reading “at
grade level” each year at each grade level from
kindergarten through third grade
2. Decrease the percentage of students with serious
reading difficulties each year at each grade level
Our most important measures of success is on our
comprehension measures at the end of the yearparticularly at end of third grade
The most important goal of reading
instruction in elementary school is to help
students acquire the skills and knowledge
they need to read grade-level text fluently
and with good comprehension.
Reading Comprehension and The Brain
Right now, as you read this passage of text, your occipital cortex is very
active, processing all of the visual information you are encountering - the
words, the letters, and the features of the letters. The frontal lobe of your
neocortex is engaged in processing the meaning of the text you're reading the meanings of the words, the sentences, and the big picture, and it is
working to relate what you are reading with what you already know.
Surprisingly, your temporal lobe (particularly on the left side of your brain if
you're right handed) is also active right now, processing all of the "sounds"
associated with reading - even though you're reading silently to yourself, the
areas of the brain that process speech sounds are active just like they would
be if you were listening to somebody speak. Your brain is very structured in
the way it processes information. Complex tasks such as reading a passage
of text are broken down into easier tasks, and the easier tasks are distributed
to the areas of the brain that specialize in those tasks.
Reading comprehension is a very
complex skill. Its most essential elements
involve:
• skill in reading text accurately and fluently;
• sufficient background knowledge and
vocabulary to make sense of the content;
• skill in using reading strategies that improve
understanding or repair it when it breaks down;
• ability to think and reason about the
information and concepts in the text;
• motivation to understand and learn from text.
READING FIRST means…
Reading MUST be first
For children
For teachers
For administrators
For parents
Schools That Are Closing The
Achievement Gap
• Have a relentless focus on instruction, coherent
curriculum, and teacher development plan that
supports curriculum
• Clear vision of what students are supposed to
know and do; don’t blame the students
• Distribute leadership very consciously
• Celebrate every success
• Have skills & knowledge, not necessarily
charisma
Chenoweth, 2007
PRIORITIES FOR PRINCIPALS
1. Visible presence…frequent, brief, and
extended
2. Model behaviors…”walk the talk”
3. Use data
4. Use the observation/evaluation
process of your division to facilitate
professional growth
Role of the Principal in the Literacy
Program Model
Planning and Collaborating
With Teachers
Resources
Supporting
Classroom instruction
Staff
Development
Providing
Specialized
Support
Literacy Program
Development and
Coordination
Student success
Leading a Successful Reading Program, Administrators and
Reading Specialists Working Together to Make It Happen
Publisher: Nancy DeVries Guth and Stephanie Stephens Pettengill
Administration
And
Interpretation
Development
and
Coordination
Six Guiding Principles:
Leadership for Literacy
1.
Literacy is the top priority of the
school.
2.
Educators are committed to making
a difference.
3.
Educators hold high expectations for
student achievement.
4.
Decisions and actions “backward
map” from learning to children.
5.
Staff maintains a strong “academic
press.”
6.
Educators assume responsibility for
student learning.
THINK:
• What are the things that you find
yourself most often doing for RF in
relationship to the next 3 priorities?
PRIORITY ONE:
Have a visible presence in the primary
wing during the 90-minute block.
PRIORITY TWO:
Model behaviors that you wish to
institutionalize within the building.
PRIORITY THREE:
Use data to drive instruction and your
conversations about instruction.
Activity 1:
THINK:
• What are the things that you find
yourself most often doing for RF?
• Jot down the three items that you do
most time.
• Which items are high-yield strategies
and are the most important to you?
PAIR AND SHARE:
• At your table, discuss, then determine what you deem
to be the three most important things that you do to
support the implementation of Reading First with these
two goals in mind:
Increase the percentage of students reading “at grade
level” each year at each grade level from kindergarten
through third grade
Decrease the percentage of students with serious reading
difficulties each year at each grade level
• Which items are high-yield strategies and are the most
important to you?
Whether or not we achieve these goals
depends on the strength of our
instruction to accomplish two things
during the year
All students who begin the year meeting grade level
expectations continue to meet grade level
expectations at the end of the year-they make
expected yearly growth
All students who begin the year reading below
grade level accelerate their development so they
make expected yearly growth plus catch-up
growth
Whether or not we achieve these goals
depends on the strength of our
instruction to do two things
during the year
Insuring all students make expected
yearly growth
Strong core reading instruction for all students
Enough time spent to meet the needs of many students
who do not typically receive powerful support at home
Enough quality so that the increased instructional time is
spent effectively
Time X quality = yearly
growth
Whether or not we achieve these goals
depends on the strength of our instruction to
do two things during the year
Insuring students who are behind make
expected yearly growth plus catch-up
growth
Effective differentiated instruction by classroom teacher
Effective school-level systems and resources to provide
additional intensive intervention in small enough groups for
enough time, and with enough skill
Time X quality = yearly growth + catch-up growth
In order to effectively prevent early reading difficulties,
we need to apply two kinds of knowledge
From the “science
of reading”
Information about the
individual components of
instruction and assessment
that are most effective in
raising literacy levels
From effective
schools
Information about
leadership, organizational,
and classroom practices
that are most effective in
raising literacy levels
Understanding and Motivation to Apply
Expected Yearly Growth Plus Catch-Up Growth
What are the most important ways children are
diverse-when it comes to learning to read?
1. They are diverse in their talent and their
preparation for learning to read words accurately
and fluently
2. They are diverse in their oral language knowledge
and abilities-vocabulary and world knowledge
3. They are diverse in their abilities to manage
their learning behaviors and their motivation to
apply them selves to learning to read
“Growth is directly proportionate to the quality and
quantity of instructional time. When we looked at
our data student by student, we saw a painful fact
with painful clarity. Most students who start
behind stay behind. Time-starved reading
programs that rely on sudden growth bursts from
extraordinary instruction rarely move students from
the 5th-30th percentiles up to grade level.” P. 48
“Catch-up growth is driven primarily by
proportional increases in direct instructional time.
Catch-up growth is so difficult to achieve that it
can be the product only of quality instruction in
great quantity.”
Teacher quality x time = growth
“This is why the primary and immediate strategy for
catch-up growth is proportional increase in direct
instructional time.
Catch-up growth rarely occurs unless principals and
teachers have good data, know each student’s
learning needs, and schedule proportional increases
in direct instructional time.”
A three pronged plan for meeting the
needs of all students
1. Increase the quality, consistency, and reach
of instruction in every K-3 classroom
2. Conduct timely and valid assessments of
reading growth to identify struggling readers
3. Provide more intensive interventions to “catch
up” the struggling readers
The prevention of reading difficulties is a
school-level challenge
1. Increase the quality, consistency, and reach
of instruction in every K-3 classroom
Instruction during the Reading Period is
typically divided into two sections
Whole group instruction Small group, differentiated instruction, time
Consistently implemented, high quality initial
classroom instruction and follow-up small-group
instruction that is well-differentiated
according to student needs.
Activity 2:
Reflect & Discuss
1. Reflect on K-3 classroom instruction at your school.

What are the characteristics of the learning environment
in classrooms that support QUALITY reading instruction?

What are the instructional attributes of effective teachers
who support QUALITY reading instruction?
2. Use Handout 1 to note your thoughts.
3. Discuss your observations and ideas with your table
mates.
4. Be prepared to “Share Out.”
Find Handout 1
in your folder.
• Record your
reflections.
• Record ideas and
suggestions from
the discussion
with your table
mates.
1. Increase the quality, consistency, and reach
of instruction in every K-3 classroom
Instruction during the Reading Period is
typically divided into two sections
Whole group instruction -
Small group, differentiated instruction time
Teacher works with small groups of homogeneously
grouped students to meet specific instructional needs
When not in a teacher-led group, students work on
“independent student learning activities”
Classroom Organization: Learning
Centers for differentiated groups
• Teacher-Led Center (for part of time)
- Small group instruction (teaching station)
• Teaching “on purpose”
• Careful observation of individual students
• Addresses particular individual needs
• Student Centers (for part of time)
- Academically engaged
- Accountability
- Group, Pair, Cooperative, Individual
Classroom Organization: Learning
Stations for Differentiated Groups
Points of vulnerability with this system
Students can potentially loose annual growth
potential be at independent learning centers
because they are not engaged and centers are
not focused and leveled properly
Classroom Organization: Learning
Centers for differentiated groups
Points of vulnerability with this system
Students waste time at independent learning
centers because they are not engaged and
centers are not focused and leveled properly
To download up to 240 independent student
learning activities for K-3 classrooms, go to
http://www.fcrr.org/activities/
Instructions for using centers are also available, plus 70
minutes of streaming video
During Non Teacher Directed Time Are Students
Engaged In Enough Reading and Application
Processes?
Table 3
%
98
90
80
70
60
50
40
30
20
10
2
Independent
Reading
Minutes Per Day
65.0
21.1
14.2
9.6
6.5
4.6
3.3
1.3
0.7
0.1
0.0
Words Read Per
Year
4,358,000
1,823,000
1,146,000
622,000
432,000
282,000
200,000
106,000
21,000
8,000
0
Variation in Amount of Independent Reading
Increasing the quality and power of teacherled, small-group, differentiated instruction
Instruction should be differentiated to meet the needs
of individual students in at least four ways
Frequency and duration of meeting in small groups –
every day, three times per week, etc.
Size of instructional group – 3 students, 6 students, 8
students, etc.
Focus of instruction – work in phonemic awareness in
phonics, work in fluency and comprehension, etc.
Lesson format – guided reading vs. skills focused
lessons
To be able to “differentiate instruction”
and plan “accommodations or
modifications,” we first must know what
constitutes effective instruction!
Introduction: Reviewing Advances in
Research on Instruction
From a Pivotal Paper by:
Barak Rosenshine
University of Illinois at Urbana
The Most Important Instructional
Advancements of the Last 30 Years
I. Research on cognitive processing.
II. Research on teacher effects, that is,
studies of teachers whose classes made
the highest achievement gain compared
to other classes.
III. Intervention studies in which students
were taught cognitive strategies they
could apply to their learning.
From three bodies of research discussed in J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating
students with disabilities.
I.
Cognitive Processing Summary
Processing results in development of wellconnected knowledge structures.
• Develop these by extensive reading and
practice, processing new information, and
organizing new knowledge.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
II. Research on Teacher
Effects
20 to 30 procedures studied, including:
• Use of praise.
• Use of criticism.
• The number and type of
questions that were asked.
• Quality of the student answers.
• Responses of a teacher to a student's
answers.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
The “most- effective
teachers” in studies :
• Begin a lesson with a short review of previous
learning.
• Begin a lesson with a short statement of goals.
• Present new material in small steps, providing for
student practice after each step.
• Give clear and detailed instructions and
explanations.
Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997)
Issues in educating students with disabilities.
The “most- effective teachers” in
studies :
• Provide a high level of active
practice for all students.
• Ask a large number of questions, check for
student understanding, and obtain responses
from all students.
• Guide students during initial practice.
• Provide systematic feedback and corrections.
• Provide explicit instruction and practice for
seatwork exercises and, where necessary,
monitor students during seatwork.
Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997)
Issues in educating students with disabilities.
II. Three Findings on Teacher
Effectiveness
The importance of teaching in small steps.
The importance of guiding student practice.
The importance of extensive practice, is shared with
the research on cognitive processing.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Present New Material in Small Steps
• Most-effective teachers — taught new
material in small steps; presented small
parts of new material at a single time,
and after presenting the material, guide
students in practicing the material that
was taught.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Guided Student Practice—WE DO
The most-effective teachers -- teachers whose
classes made the greatest gains, -- teach
differently, present only some of the material at a
time, i.e., small steps— I DO
 Then use guided student practice— WE DO, e.g.
 Teacher works a few problems at the board
 Discusses the steps out loud.
 Asks students to come to the board and work
problems then discuss out loud their
procedures.
 Others students see the modeling of problem
solving.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
“Getting the Gist”
The Goal of Instruction and
Cognitive Processing
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Gist Construction Errors
 Definition: Attempts to be logical with weak
background knowledge.
 Without a knowledgeable “guide” — danger of student
misconceptions!
 Solution: Limit development of misconceptions
 By guiding practice.
 After teaching small amounts of new material.
 With frequent checking for student understanding.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Guided Practice Used by Effective Teachers as
an Instructional Strategy Matches Cognitive
Processing Findings
During cognitive processing activities, designed
by the teacher, the student organizes, reviews,
rehearses, summarizes, compares, contrasts.
“Most-effective teachers”—use activities to
check the understanding of all, provide
opportunity for processing for all.
“Least-effective teachers” —ask a question,
call on one student to answer, assume everyone
learned the point.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Summary:
Most-Effective Teachers
 Present smaller amounts




of material at any time.
Guide student practice as students
worked problems.
Provide for student processing of the new
material.
Check the understanding of all students.
Attempt to prevent students from
developing misconceptions.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Most-Effective Teachers
Provide Extensive Practice
 Cognitive processing research’s
conclusion - students need extensive
practice in order to develop wellconnected networks.
 Assure practice takes
place only after
sufficient guided practice;
students then don’t practice
errors and misconceptions.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
III. Intervention Studies on
Teaching Cognitive Strategies
Students were taught cognitive strategies to
apply to their learning
• “Cognitive strategies” defined:
– Guiding procedures to help students
complete less-structured tasks, e.g.,
reading comprehension and writing.
What a cognitive strategy IS
 A guide that serves to support or facilitate
the learner as s/he develops internal
procedures that enable them to perform the
higher level operations.
 Ex. Teaching students to generate
questions about their reading.
 But, generating questions does not
directly lead, in a step-by-step
manner, to comprehension.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
How the Cognitive Strategy of
Generating Questions Works
 In the process of generating
questions, students must:
 Search the text.
 Combine information.
 These processes serve to help
students comprehend what they
read.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
13 Instructional Elements in
Teaching Cognitive Strategies
1. Provide procedural prompts specific to the
strategy being taught.
When and how should the strategy be
used?
2. Teach the cognitive strategy using small
steps.
3. Provide models of appropriate responses.
4. Think aloud as choices are being made.
5. Anticipate potential difficulties.
6. Regulate the difficulty of the material.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
13 Instructional Elements in
Teaching Cognitive Strategies
7.
8.
9.
10.
11.
12.
13.
Provide a cue card.
Guide student practice.
Provide feedback and
corrections.
Provide and teach a checklist.
Provide independent practice.
Increase student responsibilities.
Assess student mastery.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Summary Of What We Know
1. Present new material in small steps so that
the working memory does not become
overloaded.
2. Help students develop an organization for the
new material.
3. Guide student practice by (a) supporting
students during initial practice, and (b)
providing for extensive student processing.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Summary Of What We Know
4. When teaching higher-level tasks, support
students by providing them with cognitive
strategies.
5. Help students learn to use the cognitive
strategies by providing them with
procedural prompts and modeling the use
of these procedural prompts.
6. Provide for extensive student practice.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Teaching Well-Structured Tasks
Beginning: The Presentation
 State lesson goals or provide outline.
 Present new material in small steps.
 Model procedures.
 Provide examples and non-examples.
 Use clear language.
 Avoid digressions.
 Check for student understanding.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Teaching Well-Structured Tasks
Middle: Focus on Guided Practice
• Spend more time on guided practice.
• High frequency of questions.
• All students respond (to you, to each
other) and receive feedback.
• High success rate.
• Continue practice until students are
fluent.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Teaching Well-Structured Tasks
Middle: Corrections and Feedback
• Provide process feedback when answers
are correct but hesitant.
• Provide sustaining feedback, clues, or
reteaching when answers are incorrect.
• Reteach material when necessary.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Teaching Well-Structured Tasks
End: Independent Practice
• Students receive overview and/or help during
initial steps.
• Practice continues until students are automatic
(where relevant).
• Teacher provides active supervision (where
possible).
• Routines are used to provide help for slower
students.
• Daily, weekly, and monthly reviews.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Another important way to increase the power of
instruction during the reading block is to have
some of the small group instruction provided by
another teacher or paraprofessional
Classroom
teacher
and group
of 7
Independent
Learning
Activity (4)
Resource
teacher
and group
of 3
Independent
Learning
Activity (3)
Independent
Learning
Activity (4)
To Optimize Annual Growth Where
Do We Need To Place Our
Resources?
Catch-up Growth
• “Students who are behind do not learn more in the
same amount of time as students who are ahead.
• Catch-up growth is driven by proportional increases in
direct instructional time.
• Catch-up growth is so difficult to achieve that it can be
the product only of quality instruction in great quantity.”
[p. 62, Fielding, Kerr, & Rosier (2007)]
Effective Reading Instruction for Struggling
Readers
What We Now Know:
Struggling readers are far more successful when carefully
taught the same fundamental reading skills all readers must
learn BUT with:
More instructional time.
More precisely sequenced instruction.
More coaching & practice.
More explicit/direct instruction.
More careful progress monitoring/program adjustment.
Adapted from Dr. Kevin Feldman, 12/01 inservice
“How can we find more time to teach reading
to our students who are the furthest behind?”
Teacher quality x time = growth
Proportional Increases
Stated more precisely, how many
minutes of direct instructional time
should Tony's principal schedule for
Tony in third and fourth grade to
reasonably assure that he makes annual
growth plus enough catch-up growth to
move from the 12th to the 50th
percentile by the end of fourth grade?
Proportional Increases
Let's fill in what we know. Typically, most elementary
schools teach reading in a 60-to-80-minute block, delivered
by 20 minutes of direct instruction to one of three reading
groups while students in the other two groups practice at
their seats.
If Tony gets 27 minutes of direct instruction and 53 minutes
of practice each day, he will most likely make one year's
growth. That's the good news.
However, all the other students are also getting 60-80
minutes, and they will also make a year's growth from
wherever they started. The bad news for Tony is that, with
the normal 60-80 minutes of instructional time, he will still
be in the 12th percentile at the end of fourth grade.
Proportional Increases
Now, let's work on the part that we don't know. How many years of normal
growth are there between the 12th and the 50th percentile in reading at the
elementary schools? A rough rule of thumb is that each unit of 13 percentile
points from the 50th percentile equals a year of growth.2 Let's apply this to
Tony.
State standard in percentiles is ……………………………………. 50th percentile
Tony's second grade status in percentiles is . ……………………..12th percentile
The difference is ………………………………………………………… 38 points
Percentile point difference divided by 13 is ........................................ 2.9 years
Tony is behind about three years-in other words, he is entering the third grade
with the literacy skills of the typical five-year-old entering kindergarten.
Daily Instructional Minutes
• Daily min required for annual G3 growth: 80
• Daily min required for annual G4 growth: 80
• Additional daily min to make 3 yrs of
additional growth:
240
Total G3 and G4 daily minutes:
400
So, 200 min of direct reading instruction in G3
and in G4 is needed to reach the 50th %ile by
the end of G4.
Closing the Achievement Gap
Percent at Benchmark
Percent at Strategic
Percent at Intensive
Percentage of students at
benchmark:
Percentage of students at strategic:
Percentage of students at
intensive:
Grade
K
Grade
K
Fall
______
Mid-Year Spring
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Grade
1
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2
______
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3
______
______ ______
Fall
______
______
Mid-Year Spring
______
1
______
______ ______
2
______
______ ______
3
______
______
______
Fall
Spring
______
______
Mid-Year
1
______
______
______
2
______
______
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3
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______
K
______
Managing Time
Productively
How do we, as literacy
leaders, allocate more time
and promote effective use
of time for reading
instruction?
Time and Focus Planning Sheet
Activity 3:
Reflect & Discuss
1. Reflect on how time is used in your school.

How much time is allocated for the Reading
Block?

Are struggling readers provided with additional
instructional time (intervention)? If so . . . How
much additional time? How often during the
week? Who provides the additional
instruction/intervention? What does the
intervention entail?
2. Use Handout 2 to note your thoughts.
3. Discuss with your table mates how time is used as a
resource in your school.
4. Be prepared to “Share Out.”
Find Handout 2
in your folder.
Record your
reflections.
Record ideas and
suggestions from
the discussion with
your table mates.
SUSTAINABILITY:
• The ability of a Reading First school to
successfully implement SBRI on an
ongoing, permanent basis without the
assistance of the state and federal DOE
or any other technical assistance.
Sources
Chenoweth, K. (2007). It’s being done: Academic success in
unexpected schools. Cambridge, MA: Harvard University Press.
Denton, Foorman, & Mathes (2003). Remedial & Special
Education, 24, 258-261.
Elmore, R. (2004). School reform from the inside out: Policy,
practice, and performance. Cambridge, MA: Harvard University
Press.
Fielding, L., Kerr, N., Rosier, P. (2007). Annual Growth for all
students, Catch-up Growth for those who are behind.
Kennewick, WA: The New Foundation Press, Inc.