Transcript Characteristics of Outstanding Reading Programs

Keystone State Reading Conference
October 29, 2012
Dr. Deb Carr, King’s College
Two Goals of Any
Reading Program
 Teach Children to Read
 Motivate Children to Read
What do the students say reading is?
Sounding out words?
Learning new words?
Understanding?
What do the students say we need
to do for them?
 Don’t give up on them
 Read with them
 Give them encouragement
The Challenges
Communication
Collaboration
Consistency
Capacity Building
Roles of the Reading Specialist
Instruction
Assessment
Leadership
• IRA Position Statement
• See reading.org
Roles of Administrators
 Be an instructional leader
 Be literacy grounded
 Be visible
 Be fiscally supportive
Instructional Leadership
Child – Centered
Data-Driven
Reading Background
Respect in the Field/Schools
Shared Vision
Decision-making for programs
 What’s the Administrative Protocol?
 What are the “grant” specifications?
 What are our district’s needs?
 Have you completely walked
through the “program”?
Good Intervention Programs
 Reading for meaning is the primary consideration
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and fluency is among the major goals
Intervention is frequent, regular, and of sufficient
duration
Instruction is fast-paced, using a variety of
sequence and selected texts/leveled books
Familiarity with print is gained through reading
and writing
Intervention is coupled with sound first
instruction.

-Pikulski, 1995, Vogt & Shearer 2011
Comprehensive Program
 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
 Professional Development
-National Reading Panel
Common Core
 Text Complexity
 Close Reading
PA Common Core Standards
English Language Arts & Literacy
College and Career Readiness Anchor Standards
Foundational Skills
A necessary
component of an
effective,
comprehensive
reading program
designed to develop
proficient readers.
sive
Reading
Informational
Text
Reading
Literature
Enables students to
read, understand, and
respond to
informational texts.
Enables students to
read, understand,
and respond to
literature.
Speaking &
Listening
Writing
Develops the skills of
informational,
argumentative, and
narrative writing as
well as the ability to
engage in evidence
based analysis of text
and research.
Focuses students
on communication
skills that enable
critical listening and
effective
presentation of
ideas.
Appendix A: Research behind the standards and a glossary of terms
Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness
Appendix C: Annotated samples of student writing at various grades
PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)
PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)
Focusing the Improvement Plan
 Achievement Patterns
 Analyze Performance by Grade Level
 Analyze Performance by Subject
 Student Patterns
 Demographics
 Subgroups
 Program Patterns
 What Programs Exist?
 What Data is Collected?
 Is Implementation with Fidelity?
• Vogt & Shearer (2011, p.78)
Is there still time for reading?
 Community Reading
 Grade appropriate text
 Just Right Reading
 Instructional text supporting word or
comprehension strategies
 On Your Own Reading
 Independent Reading
 Self-Selected
Core Six
 Reading & understanding rigorous texts
 Evaluating evidence and using it to
support positions
 Conducting Comparative Analyses
 Finding patterns and structures built
into content
 Mastering academic vocabulary &
integrating it into speech & writing
Core Six (continued)
 Understanding and contributing to meaningful
discussions
 Using writing to advance learning and clarity thinking
 Writing comfortably in key CC text types:
 Arguments
 Informative/Explanatory texts
 Narratives
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-Silver, Dewing, Perini (2012) The core six: Essential
strategies for achieving excellence with the common core.
ASCD
Assessment
Multiple Measures
Authentic Assessment
 What do you know about the
assessments being given?
Evaluate Initiatives
 Based upon unique characteristics
or school & instructional goals
 Authentic representations
 Daily activities
 Artifacts
 Dialogues
• Valencia, 2004
Who is controlling the data?
 Data Collection?
 Data Analysis?
 Data Presentations?
Seriously, Who controls the data?
Validating Program Progress
 What is everyone doing to insure implementation?
 Fidelity
 Open Dialogue
 Non-threatening environment
Take Time to Listen…
Formal Meetings
Informal Learning Walks
Effective Evidence
 Demonstrate Achievement
(Knowledge & Skills)
 Performance Assessments
 Test Scores
 Structured Student Observations
 Content Analyses of Student
Portfolio Projects or Products
Effective Evidence
 Demonstrate Improvement in Attitudes or
Behaviors
 Attitude Assessments
 Surveys
 Interviews
 Structured Observations
 Journals/Logs
 Lesson Plans
 Self-Reports
 Case Studies
Do You Have A Literacy Team?
 Child – Centered
 Data-Driven
 Reading Background
 Respect in the Field/Schools
 Shared Vision
 Nay-Sayers
Ongoing Questions?
 How are the stakeholders and the literacy
team doing at acquiring collaborative
skills?
 How are teachers doing with the change
process?
 Who is taking ownership?
 What are the budget considerations?
 In addition to acting like a team, is the
literacy team learning to be a better team?
Professional Development
 Identified through student data
 Identified through observations and feedback
 BUT……
 Must prepare for where does your district need to
be
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Next Year?
In Two Years?
In Five Years?
Good Leaders Create Leaders
Contact Information:
Dr. Deb Carr
Assistant Professor of
Education
570-208-5448
[email protected]