Tools for Success In Literacy Nancy Hennessy M.Ed. AZIDA 2/28/09 nhennessy@charter.net - PowerPoint PPT Presentation

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Tools for Success In Literacy Nancy Hennessy M.Ed. AZIDA 2/28/09 nhennessy@charter.net

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Title: Tools for Success In Literacy Nancy Hennessy M.Ed. AZIDA 2/28/09 nhennessy@charter.net


1
Tools for Success In Literacy
Nancy
Hennessy M.Ed. AZIDA 2/28/09
nhennessy_at_charter.net

2
Will..
  • I saw a red surfbord laying on the rode. It look
    like my friend so I hid it in the bushis just in
    case. When I whent to the beach I saw my frend
    Spence he had his bord.

Right to Read...
3
I would rather have a root canal than
read.-excitement and love for learning that
little bunnies have as they enter school slowly
dies-
"Ashamed of their own minds."
4

FACT!!!
  • -Significant numbers of struggling readers
  • -Special education not closing gap
  • -Increasing demands for literacy

5
  • Statistically, more American children suffer
    long term life harm from the process of learning
    to read than from parental abuse, accidents and
    all other childhood diseases and disorders
    combined. In purely economic terms, reading
    related difficulties cost our nation more than
    the war on terrorism, crime, and drugs combined.
  • Children of the Code www.childrenoftheco
    de.org
  • National Institute for Family Literacy
    www.nifl.org

6
FACT!!!
Cunningham
  • Many educators lack knowledge of structure of
    language..
  • Foundational knowledge methodology often not
    taught in preparation proems
  • Most licensure tests do not assess
    research-based reading knowledge..

Joshi
Spears-Swerling
Moats
7
Analysis of 252 reading course syllabi from 72
institutions.
8
Coverage of 5 Essential Components
none
5/5
4/5
1/5
3/5
2/5
9
State Level Requirements
  • Only a handful of states has revised their
    teaching standards to insist that institutions
    train teachers in the science of reading
    instruction.
  • Some states with revised standards for higher
    education
  • Florida, Maryland, Colorado,
  • Virginia, Idaho, Michigan
  • Moats, 2008

10
Professional Development Practices
Instant Knowledge Expertise
11
Meet my colleague (or perhaps, yours) Ursula
the Uninformed
12
My story and others-true confessions
FACT!
  • I , Ursula and perhaps, a few of you, were
    dysteachic!
  • Had the art but the science was pseudo at best!
  • Dysteachia still exists!

13
  • Ursula and others, in the absence of
    knowledge/understanding, have had to rely on
  • tradition
  • beliefs
  • superstition
  • anecdote
  • intuition
  • Research is only defensible foundation for
    educational practice. Voice of Evidence,
    2004

FADS QUICK FIXES
14
Ulysses the Uniformed
Isnt it enough that I bought a new reading
program? Didnt you learn how to teach reading
in licensing program? Is this (PD) really going
to take more than an afternoon? You want me to
do what?
15
What we and our kids need is Ida the
Informed..
Voice of evidence
Instruction
Data

Attitudes
Disciplinary Knowledge
Flexibility
Collaboration
Shes got her change shoes on!!!!
16
Ike the Informed
  • Leadership
  • Collaboration
  • Best Practices

It takes more than a village!
17
Learning is the Work
Michael Fullan, 2008
18
Listening to the voice of evidence experience!
  • New materials
  • New behaviors/practices
  • New beliefs/understandings
  • -Michael Fullan

educators and researchers"
19
Using what we have learned to
create Informed literacy instruction
Practices x Instructor x Environment
PIE
20
Informed Literacy InstructionP x I x E
  • Practices- aligned with evidence about effective
    literacy instruction
  • Instructors-possess adequate knowledge, training,
    experience and support to deliver instructional
    programs with fidelity and intensity.
  • Environments-that allocate resources and time so
    that all learners (educators and students) have
    access to continuum of learning opportunities
    targeted at appropriate level, delivered with
    sufficient intensity, duration and support.
  • Adapted Emerson Dickman, 2007

21
What might we learn about practices, knowledge
and environment if we could catch a ride on a few
of Idas Ikes neural networks or yours?
Best practices
22
  • What do students need to know and be able to do
    (it)?
  • How do we know if they have learned it?
  • What will we do if they have not learned it?
  • What will we do if they already know it?

Timeless Essential Questions????
23
A well child model
  • A tiered approach to instruction
  • -Core reading program
  • -Small group supplemental
  • -Intensive strategic 11 or small group
  • Ongoing assessment process
  • Benchmark, screening, progress monitoring.
    diagnostic comprehensive..

Data drives instructional decisions
Evidenced based
24
RTI.
  • A framework, process, approach that has three
    primary purposes
  • -prevention
  • -intervention
  • -a component of identification of students
    with LD.
  • A little bit of Hennessy
    others..
  • The practice of providing
  • -high-quality instruction/intervention
  • - matched to student needs
  • - using learning rate over time and level of
    performance
  • to inform educational decisions.
  • IDEA Partnerships, 2007

25
Systematic approach that calls for systems
change..
  • Curriculum and instruction
  • Structure of support programs
  • School organization
  • Allocation of materials, resources, time
  • Professional development

26
New Roles in Response to InterventionCreating
Success for Schools and Students
  • Speech Language Pathologist
  • LD Teacher
  • Reading Intervention Specialist
  • Reading Specialist
  • Parent Family
  • School Psychologist
  • General Education Teacher
  • School Social Worker
  • A Collaborative Project
  • November, 2006
  • www.interdys.org
  • ASHA
  • CASE
  • CEC
  • CLD
  • DLD
  • IDA
  • IRA
  • LDA
  • NASDE
  • NASP
  • NCLD
  • NEA
  • SSWA

27
Systematic instruction
  • Logical sequence concepts/skills
  • Intentional v.s. incidental Instruction
  • Differentiated instruction
  • Mastery of prerequisite skills
  • Integration and generalization of
    concepts/skills
  • (adapted Reid Lyon, 2008)

Fab five plus
28
Assessment
  • Who
  • What
  • When
  • Why

Screening Progress Monitoring Diagnostic
29
AssessmentScreening
  • Who-all of the kids
  • When-three times a year
  • What-skills that critical to acquisition Fab
    Five, indicators for being at risk
  • Why
  • Who is at risk for reading failure?
  • Who should we monitor?
  • Who needs intervention?

30
Comprehensive Assessment
  • formal and informal measures designed to
    collect data on history, cognitive processes and
    academic achievement to be used for purposes of
    identifying/diagnosing learning disabilities.

"use of clinical judgment"
31
  • Comprehensive evaluation is conducted by a
    multidisciplinary team to determine eligibility
    for special education and related services.
  • Parents are informed.
  • Evaluation uses multiple sources of assessment
    data e.g. data from standardized and
    norm-referenced measures, observations made by
    parents, students, and teachers, and data
    collected in Tiers 1 and 2.
  • Intensive, systematic, specialized instruction
    is provided and additional RTI data are
    collected, as needed, in accordance with special
    education timelines and other mandates.
  • Procedural safeguards.
  • NJCLD, 2005

32
Using what we have learned to
create Informed literacy instruction
Practices x Instructor x Environment
PIE
33
  • Ursula and I used to think that if we knew how
    to use our teachers manual, we knew how to
    teach reading.
  • Ida is well aware she can only teach what she
    understands

Reading Brain Proficient Reading Language
Literacy Connection
34
The single most powerful and influential
invention in the history of the world is right
before and between your eyes. www.childrenof
thecode.org

The Reading Brain
35
The reading brain.
  • Left inferior frontal gyrus
  • Left temporo-parietal cortex
  • Left infero-temporal cortex
  • neural basis of reading

Speech sounds
Alphabetic code
Visual word form
36
Dyslexia
a specific learning disability that is
neurological in origin
Brain Briefings, Society for Neuroscience
37
Word Recognition x Language
Comprehension Reading Comprehension
Gough Tunmer,
Proficient Reading
38
Dspt dcds f rfrm ffrts, crtn grps f
ythfrcn-mrcns, Ltns, nglsh Lngg Lrnrs (LLs), nd
this frm lw-ncm hmscntn t ndrprrm n cmmn ndctrs
f cdmc chvmnt. Th crrnt trnd twrd hgh-stks tstng
mks the chvmnt gp bth mr glrng nd mr cnsqntl. n k
rt f th gp s dsprts n ltrc chvmnt. lthgh rsrch hs
tght s mch bt wht s ndd t lrn t rd wrds ff pg...
Carnegie Report, 2003
39
Despite decades of reform efforts, certain groups
of youthAfrican-Americans, Latinos, English
Language Learners (ELLs), and those from
low-income homescontinue to underperform on
common indicators of academic achievement. The
current trend toward high-stakes testing makes
the achievement gap both more glaring and more
consequential. One key root of the gap is
disparities in literacy achievement. Although
research has taught us much about what is needed
to learn to read words off a page, it has
provided much less knowledge about effective
means of helping students learn to read to learn.
Carnegie Report, 2003
40
Scarboroughs Reading Rope (2001)
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
p. 54
41
Four Processing Systems
A model for thinking about how reading
develops Seidenberg and McClellan, 1989 Adams,
1990
42
Four Processing Systems
Concept Information Sentence Context Text
Structure
Fluency
Vocabulary
speechsound system
letter memory
Phonics
Phonemic Awareness
Moats, 2005
writing output
speech output
reading input
43
  • p i t c h
  • /p/ /i/ /ch/
  • to throw, erect, propose, a tone, a playing field
  • The scouts will pitch their tents.

44
Literacy is a secondary system, dependent on
language as the primary system so effective
teachers know a good deal about language.
Snow, 2005
Language-Literacy Connection
45
Including but not limited to.
  • Understanding
  • contributions and instructional implications of
    language systems and,
  • as well as the complexity of skilled reading.

46

aquaphobist
  • Can you read this word?
  • What you know about this word?
  • Which language systems are you tapping into?

47
Consider the language-literacy connection
  • Components of instruction
  • Phonemic awareness
  • Phonics (decoding and spelling)
  • Fluency
  • Vocabulary
  • Comprehension
  • Writing
  • Assessment
  • Structure of language
  • Phonology
  • Morphology
  • Orthography
  • Semantics
  • Syntax
  • Discourse and pragmatics
  • Etymology
  • Moats, LETRS 2005

48
Reading Rope 2001
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
49
What about kids like Will, Maria, Avi, Joseph????
50
Dyslexia is..
comprehension phonological disability encoding une
xpected Neurologically cognitive
  • a specific learning _________ that is
  • ___________ based and characterized by
  • difficulties with decoding and _______ that are
  • the result of a deficit in the ________component
    of
  • language and is often______ in relation to other
  • abilities__________and effective classroom
  • Instruction, secondary consequences may include
    problems
  • in_________.
  • Research Definition-IDA, 2002

51
Most people think dyslexia is a reading disorder
but it is also a spelling and writing
problem. Berninger, 2006Students with
dyslexia needed more than 20 times the amount of
practice that students without dyslexia need to
learn letter sequences. Berninger, 2000
52
Closing the gap If a child is dyslexic early
on in school, that child will continue to
experience reading problems unless he is provided
with scientifically based proven
intervention. Shaywitz, 2003
53
Ida Ike understand thatTeaching matters and
good teaching can change the brain in a way that
has potential to benefit struggling
readers. Shaywitz, 2003
54
I think Ida Ike know a thing or two about an
informed environment.
55
How can I create a professional learning
community in which
Ike the Informed
  • Support and guidance is provided for
    implementation of evidence-based instructional
    improvements.
  • Everyone is responsible for student achievement.
  • Everyone commits to a norm of continuous
    learning.
  • Resources are allocated for professional learning
    and recognized as essential to student success in
    these cultures.

56
Skill Development Ladder
  • Unconsciously Skilled/Talented
  • Consciously Skilled
  • Consciously Unskilled
  • Unconsciously Unskilled

'continnuum of learning opportunities"
57
They know that if as an educator,
  • I seek no feedback from my students, teachers
  • I do not analyze and evaluate my work in a manner
    that changes my own emphasis, repertoire or
    timing
  • I do not visit or observe others
  • as they teach, assess, coach, lead
  • I do not share the work of students with
    colleagues for feedback, suggestions and
    critique
  • I do not attend workshops, seminars, training
    courses and read professional literature on
    aspects of my teaching

58
  • I do not welcome visitors with experience and
    expertise to observe and provide feedback on
    practices in my classroom, school, district
  • I have no individualized professional development
    plan focused on classroom, school, district
    changes to improve student learning and finally,
  • I have no systematic evaluation of my practices
    tied to individual, grade/department, school and
    district wide goals,
  • THEN
  • I have absolutely no way to become better as a
    educator
  • Adapted Carl Glickman, 2002

59
Tempered radicals inspire change They
inspire by having the courage to tell the truth
even when it is difficult to do so, and by having
the conviction to stay engaged in tough
conversationstheir leadership inspires-and
matters-in big and small ways every
day. Debra Myerson, 2005
FACT!
60
Thank you! Nancy nhennessy_at_charter.net
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