Transcript Document

Pennsylvania Reading First
Leadership Meeting
A Pathway For Success
Eastern Regional Reading First
Technical Assistance Center
Florida Center for Reading Research
Florida State University
Dr. Joseph K. Torgesen
Stuart Greenberg
March 31, 2004
Objective of Reading First
(1) “To provide assistance to state educational
agencies and local educational agencies in
establishing reading programs for students
in kindergarten through grade 3 that are
based on scientifically based reading
research to ensure that every student can
read at grade level or above not later than
the end of grade 3.”
NCLB, 2001, Part B, Sec. 1201
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.
The demands of phonologic, alphabetic,
semantic, and syntactic systems of
written language require a careful
schedule and sequence of
– prioritized objectives,
– explicit strategies, and
– scaffolds
that support students’ initial learning
and transfer of knowledge and skills to
other contexts.
Teaching and learning that effectively
moves children through the “learning to
read” stage to the “reading to learn”
stage are simply too important to leave
to chance.
Consequences of Falling Behind
Poor readers at the end of first grade are
at very significant risk for long term
academic difficulty.
Poor readers at the end of first grade are likely
to require intensive instructional support to reach
third grade reading outcomes.
“The probability of remaining a poor reader at the
end of fourth grade, given a child was a poor
reader at the end of first grade, was .88 .... the
probability of remaining an average reader in
fourth grade, given an average reading ability in
first grade, was .87.” (Juel, 1988)
Benchmark Goals ORF
First Grade
Middle
of Year
End
of Year
<8
<20
At Risk
At Risk
8-20
20-40
Some Risk
Some Risk
>20
>40
Low Risk
Low Risk
Benchmark Goals ORF
Second Grade
Beginning
of Year
Middle
of Year
End
of Year
<26
<52
<70
At Risk
At Risk
At Risk
26-44
52-68
70-90
Some Risk
Some Risk
Some Risk
>44
>68
>90
Low Risk
Low Risk
Low Risk
Benchmark Goals ORF
Third Grade
Beginning
of Year
Middle
of Year
End
of Year
<53
<67
<80
At Risk
At Risk
At Risk
53-77
67-92
80-110
Some Risk
Some Risk
Some Risk
>77
>92
>110
Low Risk
Low Risk
Low Risk
Pathway To Success
Lessons Learned
Provide the vision and plan to enable every child to
become a robust reader
Stay current with instructional research
Schedule adequate time for reading instruction
Support initial and ongoing professional
development with curriculum and assessment
Provide extra support through coaching
Scientifically Based Reading
Research Research
In 1995, the U.S.
Department of Education
and the National Institutes
of Health
National Academy of
Sciences
Report from the National
Research Council
1998
In 1997, United
States Congress
National Institute of Child
Health and Human
Development & U.S.
Department of Education
Report of the National
Reading Panel
Available from:
National Institute for
Literacy
1-800-228-8813
EdPubOrders@aspensys
.com
www.nifl.gov
School Schedule
Schedule at least 90 minutes of uninterrupted
reading instruction every day for all K-3
students.
School Schedule
Initial and ongoing review of the school
reading instructional schedule
Process for the placement of incoming
students
Instructional Materials
Purchase instructional materials, including supplemental
and intervention programs that are fully aligned with
scientifically based reading research.
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.
Professional Development
• Core
3-5 days
• Intensive Intervention
2-3 days
• Supplemental
1 1/2 to 2 days
Assessments
Develop and implement a well-organized reading
assessment system that includes screening,
diagnosis, formative assessments and summative
assessments.
Set expectations for progress
Assessments
Help principals manage the
instructional resources in their
schools more effectively
Help teachers plan instruction more
effectively
Help reading coaches provide better support to teachers
Grouping for Instruction
Part of each reading instructional period
should be structured to permit the teacher to
work with small, homogeneous groups of
students specifically designed and based on
assessment information.
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Needs of many children
for explicit and
systematic instruction
through the core SBRR
program
Need for immediate
intensive intervention to
accelerate reading
achievement
with
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Need for teachers to
develop collaborative
coaching relationships
Need of the instructional
leaders to provide coaching
based upon ongoing data
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Reading First as a delicate balancing act requiring not
only scientific knowledge but also common sense and
sensitive leadership
Needs of many children
for explicit and
systematic instruction in
alphabetics
Need for expanded aligned
reading and writing
experiences that enhances
student achievement
Reading Programs PLUS
LEADERSHIP
EFFECTIVE
INSTRUCTION
ASSESSMENT
PROFESSIONAL
DEVELOPMENT
SCIENTIFICALLY BASED
READING RESEARCH
"We have not succeeded in answering all of
your problems. The answers we have found
only serve to raise a whole set of new
questions. In some ways we feel we
are as confused as ever, but we believe we
are confused on a higher level
and about more important things."
Thank You