Transcript Welcome K-5 Literacy Review Committee

Where We’ve Been and Where We Are Headed
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Reading 3D DIBELS/TRC K-3 General Trends
◦ 20-30% of our student population is struggling in
the area of phonemic awareness and phonics
instruction
◦ 24% of our student population is exceeding our
grade level standards in TRC
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DRA 4-5 General Trends
◦ A portion of our student population is struggling
with inferential thinking
◦ A portion of our student population is struggling
with accuracy and fluency
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Dr. Cudeiro’s classroom visits: K-5 literacy
block varied greatly from classroom to
classroom and school to school
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Inventory of district-wide resources revealed
that overall, our schools lacked similar
instructional materials to effectively teach
literacy.
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Phonemic awareness
Alphabetic principle
Accuracy & Fluency
Vocabulary
Comprehension
“After so many years of teaching, I have gathered a
lot of resources that are effective with my students.
None of them were provided by the district. I am
thrilled that the district is beginning to take literacy
seriously and looking for a researched, tested
approach to teaching and learning. I look forward
to having sufficient common resources to meet the
needs of all learners.”
– First Grade Teacher
http://myportal.bsd405.org/sites/Curriculum/literacy/Lists/K5%20Liter
acy%20Survey/overview.aspx
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5 Big Ideas – Reading Research
Balanced Literacy
Technology component that we could
integrate into our current systems
Fully developed materials in Spanish
Consider availability of Pre-K
Reading First
Recommended
Programs
Local school district
recent adoptions
Our district’s
literacy instruction
history and future
goals
Initial Review
Committee
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Assess both programs
Review student reading data
Consider teacher feedback
Communicate with all stakeholders
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Assess both programs using a curriculum
evaluation tool
◦ Dr. Marcy Stein – UW Tacoma, professor and
researcher
◦ Expertise in curriculum adoption and evaluation
◦ Assist in development of tool that will help us
compare and evaluate both programs
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Review student data gathered during the field
study
Pre and Post-Assessments
◦ K-2: DIBELS and TRC
BOY - August 30 – October 1
MOY - January 1 – January 31
◦ 3-5: MAP
BOY – September 20 – October 7
MOY – January 25 – February 18
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Online survey through SharePoint (collected near
the end of the field study)
In-person teacher testimony
Review Committee members will attend at least
one field study meeting to listen to teacher
discussion
Teachers will complete “Ease of Use” portion of
evaluation tool
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SharePoint site for field study teachers and BSD
BSD site for parent community / email form for
feedback
Three parent information nights
Teachers share materials with parents during
curriculum night
Emails to teachers and principals
Open trainings on both programs during ESI
Elementary Technology and Curriculum Coach
support as another avenue for communicating
with teachers
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Facilitators propose a model for consensus
◦ 60%
◦ Precedent set by math adoption
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Fist to Five
◦ 3 or above = ready to vote
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THE VOTE
◦ Once all members are 3 or above a vote will occur
◦ If we do not reach consensus after first vote, return
to discussion
◦ Discussion continues until members are ready for
another vote
◦ This process continues until consensus is reached
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Make a recommendation to the Instructional
Materials Committee