Transcript Slide 1
Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas
Stuart Greenberg
Deputy Director, Eastern Regional Reading First Technical Assistance Center Florida State University and The Florida Center for Reading Research
www.fcrr.org
Success For Struggling Readers: Making It Happen
September 2004
A Special Thank You
The ERRFTAC Team, Joe Torgesen, Pat Howard, Marcia Grek, Edward Kame'enui, Deborah C. Simmons, Beth Harn, Michael D. Coyne, Jerry Silbert, Sharon Vaughn and all of the great educators in this room and throughout the United States.
Teaching Reading is Urgent “No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”
(Burns, Griffin, & Snow, 1999, p. 61)
The Reading Continuum
All students will read at or above grade level by the end of Grade 3.
Learning to Read
Transitioning
Reading to Learn Educational Timeline
PreK K 1 2 3 4 5 6 7 Infinity
A Window of Opportunity
To every complex problem, there is a simple solution…
Mark Twain
By Family Income NAEP 4th Grade Reading South Carolina 2003 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 16 29 55 48 28 24 Poor Not Poor Source:
USDOE, NCES, National Assessment of Educational Progress (NAEP)
Prof/Adv Basic Below Basic
Teaching Reading is Essential
• Reading is essential to success in our society (National Research Council, 1998, p.1) .
• If you can't read, you don't choose; others make choices for you (Kozol, 1991) .
Teaching Reading is Urgent
720 Days
Assuming that during reading instruction there are: – 0 absences – 0 field trips – 0 interruptions – 0 school assemblies – Attendance every day from Grade k to end of Grade 3
Teaching Reading is Essential
Expectations For Each Grade Level Grade 1: 45 wpm Grade 4: 130 wpm Grade 2: 90 wpm Grade 5: 140 wpm Grade 3: 120 wpm Grade 6: 150 wpm
--Hasbrouck & Tindal (1992)
Teaching Reading is Urgent
• As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience (Hart & Risley, 1995) .
• In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988).
• Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9th grade (Shaywitz et al., 1993; Francis et al., 1996, Journal of Educational Psychology, cited in National Reading Panel Progress Report, February 22, 1999) .
Teaching Reading is Urgent
Linkage of Third-Grade TORF to Illinois State Assessment Test (ISAT) 200 190 r = .79
63% of Variance 180 Exceeds Standards 170 160 Meets Standards Below Standards 150 140 0 20 40 60 80 100 120 140 160 180 TORF, Spring Grade 3
• Odds of “meets standards” on ISAT given Third-Grade TORF of 110 or above: 73 of 74 or 99%.
• Odds of “meets standards” on ISAT given Third-Grade TORF of 70 or below: 1 of 8 or 12%.
Sibley, D., Biwer, D., & Hesch, A. (2001). Unpublished Data. Arlington Heights, IL: Arlington Heights School District 25.
Linkage of Oral Reading Fluency to State Reading Outcome Assessments
550 500 450 400 350
Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment.
300 250 200 150 100 50 0 20 40 60 80 100 120 140 160 180 200 220 240
Below 80, the odds are 19% the student will rank “adequate” on the FL State Assessment.
Oral Reading Fluency
Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.
Teaching Reading is Urgent
• A student in the 20th percentile day.
• This adds up to year.
• A student in the 80th percentile day.
words read per year.
Percentile Rank 98 90 80 70 60 50 40 30 Minutes Per Day Words Read Per Year Books 65.0 Text Books Text 67.3 4,358,000 4,733,000 21.2 14.2 9.6 6.5 4.6 3.2 1.8 33.4 1,823,000 2,357,000 24.6 1,146,000 1,697,000 16.9 13.1 9.2 6.2 4.3 622,000 1,168,000 432,000 282,000 200,000 106,000 722,000 601,000 421,000 251,000 20 10 2 0.7 0.1 0 2.4 1.0 0 21,000 8,000 0 134,000 51,000 8,000 Adapted from Anderson, Wilson, and Fielding (1988).
Teaching Reading is Both Essential and Urgent
• Getting to 100% requires going through the bottom 20%.
• Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).
• Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence. • The bottom 20% will require a very different kind of effort in both the short and long run.
Teaching Reading is Complex
Simple Observation: Teaching beginning reading is important.
Harsh Reality: Three Complex Systems: Symbolic System : Alphabetic writing system Organizational System : Schools as complex host environments Expert Knowledge System : High quality professional development
System 1: Complex Alphabetic Code
Big Ideas in Beginning Reading
Phonemic Awareness Fluency Vocabulary
Reading in an Alphabetic Writing
Comprehension Alphabetic Principle
System 2: Complex Schools
• Schools as the context for learning • It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are
complex
organizations.
Three Definitions of Schools
A series of autonomous classrooms that are connected by a common parking lot.
A place where the relatively young watch the relatively old work.
A complex organization that is built upon relationships that require individuals to work interdependently.
What Process Do We Use To Determine Reading Groups
Screening Placement Test Knowledge of SBRR
System 3: Teaching Reading Requires Expertise
• Teaching Reading
is
Rocket Science (Moats, 1999).
• Teaching reading is a job for an expert.
• The majority of teacher preparation programs underestimate the depth of preparation and practice needed.
System 3: Teaching Reading Requires Expertise
Quality in Education
“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.”
Willa A. Foster
Teaching Reading Should be Guided by a Scientific Knowledge Base
• Base educational decisions on evidence, not ideology (Learning First Alliance, 1998) • Promote adoption of programs based on what works .
• If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction.
What We Know From Science and Research
• We know more about the teaching and learning of reading than ever before. • We have a solid and converging knowledge base about what works. • We know the skills that enable successful readers. Moreover, we know that these skills can be taught!
Summary
What do we know and what guidance can we gain from scientifically based reading research?
• Teaching reading is both essential and urgent.
• Teaching reading is complex.
• Teaching reading requires expertise.
• Teaching reading should be guided by a scientific knowledge base.
A Schoolwide Reading Model
• The goal of this schoolwide reading model is to help individual schools build the
capacity
support the adoption and sustained use of to research-validated practices while still acknowledging and honoring their
unique
characteristic differences.
and • The schoolwide reading model will
maximize
your ability to ensure all your children will read at grade level or above by the end of Grade 3.
Why A Schoolwide Reading Model? Seven Reasons
1.
2.
3.
4.
Schools are “host environments” in which people, policies, and practices interact in complex ways.
If change is to be sustained, it must be at the school building level.
The whole of the school is more than the sum of the individual classroom parts.
A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level.
Why A Schoolwide Reading Model? Seven Reasons
5.
6.
7.
A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms.
A schoolwide model establishes a timeline as to what when important features of the reading program will be provided to all staff.
Everyone contributes their expertise, wisdom, and experience to a unified effort.
Goals
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning
• Reading and literacy goals aligned with “big ideas” in beginning reading • Curriculum-based or standards-based 180-day pacing maps • Clear goals and expectations for each grade • Reliance on research to determine what to teach and when to teach it
Goals
Curriculum Maps (Simmons & Kame’enui, 1999)
• Organized by “big ideas” for each grade level • Provide curriculum-based 180-day pacing maps • Provide specific goals and outcomes for each grade (i.e., what to teach and when) • Based on research in beginning reading
How to Read Curriculum Maps
“Big Idea” Months
Instructional Emphasis Skill Outcomes Measurable Benchmark
Curriculum-based or Standards based 180-day Pacing Maps
Curriculum-based or Standards based 180-day Pacing Maps
Goals
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning
• The Curriculum Maps are only one example of schoolwide reading goals • Other examples include state or local reading standards or frameworks
How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?
Instruction: Programs
Adoption and Implementation of Research Based Reading Programs That Support the Full Range of Learners
• A core instructional program of validated efficacy adopted and implemented schoolwide • Supplemental and intervention programs to support core program • Programs and materials emphasize big ideas • Programs implemented with high fidelity
Core Program
A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide
A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.
Supplemental and Intervention Programs to Support the Core
A School’s Continuum of Programs and Materials Core:
Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals.
Supplemental:
Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.
Intervention:
Programs and materials designed to provide intensive support for students performing below grade level.
Understanding the Purpose of Different Programs
Programs are
tools
that are implemented by teachers to ensure that children learn enough on time.
Classifying Reading Programs:
What is the purpose of the program?
Core
1. Core 2. Supplemental 3. Intervention
Intervention Supplemental Core Reading Program
Meeting the needs for most
Supplemental Reading Program
Supporting the Core
Intervention Reading Program
Meeting the needs for each (Vaughn et al. 2001)
Programs Implemented With High Fidelity
Programs are only as good as the level of implementation
• • • • To optimize program effectiveness: Implement the program everyday with fidelity (i.e., the way it was designed) Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) Provide scaffolded support to students (e.g., give extra support to students who need it) Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback)
Instruction: Time
Adequate, Prioritized, and Protected Time for Reading Instruction and Practice
• Schoolwide plan established to allocate sufficient reading time and coordinate resources • Additional time allocated for students not making adequate progress (supplemental & intervention programs) • Reading time prioritized and protected from interruption
Three Types of Instructional Time
• Allocated • Actual • Academic Learning Time:
Time children are engaged in tasks in which they can be highly successful
Sample Time Allocations - Grade 2
Program Core Program Supplemental program Intervention program Time Allocation
90-120 minutes, five days per week for all students 15 minutes, three days per week for some or all students 30 minutes, five days per week for students needing intensive support
Instruction: Grouping
Instruction, Grouping, and Scheduling That Optimizes Learning
• Differentiated instruction aligned with student needs • Creative and flexible grouping used to maximize performance
Differentiated Instruction Aligned With Student Needs
Examples • Students are grouped based on assessment results • Specified supplemental and intervention programs are implemented depending on student needs and profiles • Groups are constantly reorganized based on progress monitoring data
Creative and Flexible Grouping Used to Maximize Performance
Grouping Options
Students : Within class, across grade Size : Whole class, small group, one-on-three/one Organization : Teacher led, peer tutoring, cooperative learning Location : In classroom, outside of classroom
Classroom Organization Learning Centers
• Teacher-Led Center Small group instruction • Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual
Teacher Directed Flexible Reading Groups
• Keep high risk group sizes small (5-7 as a maximum).
• For students not making adequate progress in a group of 5-7, it is critical to reduce the group size to 3-5.
• Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. • It is important to work with each small group differently based on instructional need. • Consider attitudes, behaviors, and work ethics when forming and modifying groups.
Progress Monitoring
Early identification and frequent monitoring of students experiencing reading difficulties
• Performance monitored frequently for all students who are at risk of reading difficulty • Data used to make instructional decisions • Example of a progress monitoring schedule – Students at low risk: – Students at some risk: – Students at high risk: Monitor progress three times a year Monitor progress every month Monitor progress every other week
Data Used to Make Instructional Decisions
• • •
Are we meeting our goals?
Did we do better this year than last year?
Is our core curriculum and instruction working for most students?
How do we match instructional resources to educational needs?
Which children need additional resources to be successful?
Which children need which skills?
How well is intervention/instruction working?
Is instruction working for some groups but not others?
Is intervention effective?
Instructional Adjustments
Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student
• Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.
Making instruction more responsive to learner performance
Instructional Adjustments
Alterable Components Specific Adjustments
Opportunities to Learn (Time/ Concentration of Instruction)
Increase attendance
Program Efficacy
Preteach components of core program Provide instruction daily Use extensions of the core program Increase opportunities to respond Vary Add another
Grouping:
tasks/skills (double Reduce Supplement core with appropriate materials Replace Implement group size program designed program
Program Implementation Grouping for Instruction
Model lesson delivery Monitor implementa tion frequently Check group placement Reduce group size Provide coaching and ongoing support Provide additional staff development Vary program/ lesson schedule Increase teacher-led instruction Provide individual instruction Change instructor
Coordination of Instruction
Clarify instructional priorities Establish concurrent reading periods Provide complemen tary reading instruction across periods Establish communica tion across instructors Meet frequently to examine progress
Instructional Adjustments
Alterable Components
Opportunities to Learn (Time / Concentration of Instruction) Program E fficacy Program Implemen tation Grouping for Instruction Coordination of Instruction
Specific Adjustments
Increase attendan ce Clarify instructional priorities Provide instruction daily Increase opportunities to respond Vary schedule of easy/hard tasks/skills Preteach componen ts of core program Model lesson delivery Use extensions of the core program Supp lement core wi th appropriate materials Monitor implemen ta tion frequently Replace current core program Provide coaching and ongoing support Provide additional staff developmen t Check group placemen t Add anothe r instructional period (double dose) Implement specially designed program Vary program/ lesson schedule Reduce group size Increase teacher-led Provide individual Change instructor Establish concurrent reading instruction Provide comp lemen tary reading instruction
Program Efficacy:
Establish Preteach components tion across Meet frequently to examine periods instructors progress across periods
Instructional Adjustments
Alterable Components
Opportunities to Learn (Time / Concentration of Instruction) Program E fficacy Program Implemen tation Grouping for Instruction
Specific Adjustments
Increase attendan ce Provide instruction Increase opportunities Vary schedule of
Coordination of Instruction:
Add anothe r instructional period tasks/skills (double Meet frequently Preteach componen ts of core program extensions of the core program Supp lement core wi th appropriate materials Replace current core program Implement specially designed program Model lesson delivery Monitor implemen ta tion frequently Check group placemen t Reduce group size Provide coaching and ongoing support Provide additional staff developmen t Increase teacher-led instruction Provide individual instruction Vary program/ lesson schedule Change instructor
Coordination of Instruction
Clarify instructional priorities Establish concurrent reading periods Provide comp lemen tary reading instruction across periods Establish comm unica tion across instructors Meet frequently to examine progress
Professional Development
An Integrated System of Research-Based Professional Development and Resource Allocation
• Ongoing professional development established to support teachers in the implementation of programs • Time allocated for educators to analyze, plan, and refine instruction • Professional development efforts explicitly linked to scientifically based programs and practices
Leadership Support
Strong and Informed Instructional Leaders Maintain Focus and Establish Mechanisms to Support Reading Progress
• Administrators develop a coherent plan for reading instruction • Leaders organize resources and personnel to support reading instruction • A communication plan coordinated with all individuals responsible for teaching reading
Goals
A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning
• Reading and literacy goals aligned with “big ideas” in beginning reading • Curriculum-based or standards-based 180-day pacing maps • Clear goals and expectations for each grade • Reliance on research to determine what to teach and when to teach it
Organizing Schools and Classrooms to Teach Every Child to Read
♦ Commitment to meeting individual student needs at all levels ♦ Adopting and implementing a research-based reading curriculum ♦ Objective assessment to evaluate student progress and the effectiveness of reading programs ♦ Designing and implementing an effective instructional delivery system ♦ Maximizing available instructional time ♦ Administrative monitoring of student progress and program implementation Torgesen & King 2002
Websites
Florida Center for Reading Research
http://fcrr.org
Institute for the Development of Educational Achievement (IDEA)
http://idea.uoregon.edu/
IDEA Beginning Reading
http://reading.uoregon.edu/