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Washington State K12 Reading Model

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Title: Washington State K12 Reading Model


1
Washington State K-12 Reading Model
  • An Implementation Guide
  • Sue Geiger
  • State K-12 Reading Program Specialist

2
Background
  • Washington State Reading Initiative (WSRI)
  • Input from WSRI Advisory Board
  • Input from stakeholders including
  • Washington Educators (teachers, administrators,
    school board, University professors)
  • Members of the business community
  • Parents
  • Members of WA State Legislature
  • including members of culturally/linguistically
    diverse groups

3
Purpose
  • Close the achievement gap at all grade levels
  • Significantly increase the number of students
    reading proficiently by assisting schools,
    districts, and the state to achieve the Adequate
    Yearly Progress (AYP) goals of No Child Left
    Behind (NCLB)

4
Goals of WSRI
  • Prevent reading difficulties in Pre-K through
    grade three
  • Improve reading skills in grades 4-12
  • Ensure that teachers and administrators are
    highly qualified and well supported to help all
    students become successful readers

5
Nine Characteristics of High Performing Schools
  • Clear and Shared Focus
  • High Standards and Expectations
  • Effective School Leadership
  • High Levels of Collaboration and Communication
  • Curriculum, Instruction, and Assessment Aligned
    with Standards
  • Frequent Monitoring of Teaching and Learning
  • Focused Professional Development
  • Supportive Learning Environment
  • High Levels of Community and Parent Involvement
  • SIP Process Guide January 2003 p. iv

6
Seven Elements of an Effective Schoolwide
Beginning Reading Model
  • Clear reading and literacy goals and expectations
    for each grade
  • Schoolwide assessment system established and
    maintained
  • A core instructional program of validated
    efficacy adopted and implemented schoolwide
  • Schoolwide plan established to allocate
    sufficient reading time and coordinate resources
  • Group size, instructional time, and instructional
    programs adjusted according to learner
    performance
  • Leaders organize resources and personnel to
    support reading instruction
  • Ongoing professional development established to
    support teachers in the implementation of
    programs
  • Adapted from Edward Kameenui, PhD's,
    presentation An Exploded View of Five
    Essential Steps to Preventing Reading
    Difficulties in Young Children

7
Systemic Reform Five Components
  • Standards
  • Assessments
  • Instruction and Intervention
  • Leadership
  • System-wide commitment

8
Introduction to K-12 Guide
  • Table of Contents p. v
  • School Improvement Planning p. 5
  • Reading Instruction Overview p. 6
  • Three Phase Comprehensive Action Plan p. 7-27
  • Reading Leadership Teams p. 8
  • Abridged Action Plan p. 28

9
Standards Research
  • A recent meta-analysis of 53 research studies
    (Marzano, 1998) found that when students were
    clear in advance about what they were learning,
    their achievement was, on average, 34 percentile
    points higher on tests used in these studies than
    students in control groups. (McREL, 2000)

10
Curriculum, Instruction, and Assessment Aligned
Curriculum District and School Generated
Documents Based on EALRs/GLEs
STUDENT ACHIEVEMENT
Instruction Pedagogy and Use of Instructional
Resources
Assessment Multiple Measures of Learning
11
High Expectations
  • While there are certainly differences between
    the elementary and secondary schools, the
    expectations of a high standards environment are
    much the sameclear learning objectives in the
    form of the Essential Learnings, a high stakes
    state assessment, and the expectation that all
    students will achieve at a high level.
  • -Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

12
Standards The K-12 Model
  • Standards p. 29-37
  • Overview p. 29
  • Basic structure of EALRs p. 30
  • Grade Level Expectations p. 30, 34-36
  • Aligning standards and instructional materials
    and pedagogy p. 31
  • Deep alignment p. 32-33
  • Planning lessons using standards p. 37

13
Self Evaluation Standards
  • Are teachers aware of EALRs/GLEs?
  • Are teachers using EALRs/GLEs for planning
    instruction?
  • Are instructional materials and assessments
    aligned with EALRs/GLEs?
  • Are additional materials needed based on
    assessments and understanding of standards-based
    instruction?
  • Have teachers in your building/district begun
    discussions about standards across and within
    grade levels?

14
Assessment Research
  • It simply makes sense that when teachers teach
    what is to be assessed, the students will perform
    at a higher level. However, the research has
    also shown that such an expectation is contrary
    to the professional culture of many schools and
    classrooms.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

15
Assessment System
  • An assessment system must be in place and include
    the following
  • Data collection and management plan to collect
    and analyze school or system-wide results each
    quarter
  • Multiple measures
  • Screening assessments
  • Progress Monitoring assessments
  • Diagnostic assessments
  • Outcome assessments

16
Assessments The K-12 Model
  • Formative and Summative p. 39
  • Four Types of Assessments p. 40
  • Three-Tier Instruction Assessments p. 41
  • Assessment Matrix p. 42
  • Progress Monitoring/EALRs p. 43-44
  • Fluency Goals p. 45
  • Diagnosing Reading Difficulties p. 46
  • National Assessment/Washington State Assessment
    p. 47-50

17
Self Evaluation Assessments
  • Are teachers aware of different types of
    assessments?
  • Do teachers know how and when to administer
    different types of assessments?
  • Do teachers have sufficient assessment materials?

18
Self Evaluation Assessments
  • Does the assessment material align with the
    standards and the instructional program?
  • Do teachers know how to use assessment results
    for making instructional decisions?
  • Is there a system for keeping track of assessment
    data in place?
  • What kinds of assessments are currently being
    used to monitor progress and to drive instruction
    at all grade levels?

19
Research and Practice
  • Five components of SBRR p. 52
  • NRP Report
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • www.nationalreadingpanel.org

20
Research and Practice
  • Content Area Reading
  • Building Reading Proficiency at the Secondary
    Level A Guide to Resources Southwest
    Educational Development Laboratory www.sedl.org
  • Adolescent Literacy Resources Linking Research
    and Practice by Julie Meltzer with Nancy Cook
    Smith and Holly Clark www.lab.brown.edu
  • Reading Next A Vision for Action and Research
    in Middle and High School Literacy
    www.all4ed.org
  • Improving Adolescent Reading Findings from
    Research, Northwest Regional Educational
    Laboratory www.nwrel.org

21
Instructional Models
  • High quality pedagogy with a research-based,
    standards aligned reading program with all
    students is considered core instruction and
    should receive the maximum effort prevention is
    key to early reading success
  • Research strongly suggests that 80 of students
    will be on benchmark if taught with effective
    materials using proven instructional techniques
  • 15 of students will fall into the strategic
    category, and require in class intervention with
    preteaching, reteaching, and deeper teaching with
    those same materials
  • 5 of students will fall into the intensive
    category, requiring intensive intervention, both
    inside and outside the regular classroom

22
Instruction Research from Washington
State
  • One of the major findings of the 2002 study of
    the WSRC was that teachers in successful schools
    had increased the amount of time they spend
    teaching reading and writing in an effort to help
    students reach their academic potential. For
    example, in one building teachers spent 60-90
    minutes every day on both reading and writing,
    and another 75 minutes on math and problem
    solving. In many cases this has meant taking a
    minimalist approach to other subjects.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

23
Washington State Teacher Quotes
  • As one teacher put it, We made a professional
    decision to put away our pet projects. Another
    stated that We have to give up the whale unit
    and spend more time with reading and writing,
    while yet another commented, We cant teach
    these things just because the adults like them
    and think they are fun.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

24
Intervention Services An Eastern Washington
School DistrictBeginning of Three-Tier
Intervention Work
Intervention Services In the Walla Walla School
District
Level III 13.7
Level II 45-50
General Education and Level I 20-40
25
Three-Tier Intervention Expected OutcomesAn
Eastern Washington School District
Level III 1-5
Level II 5-10
General Education and Level I 80-90
26
Instruction and Intervention
  • If students who lag behind are not given the
    additional instruction they need to continue to
    make progress, they will fall further and further
    behind at each successive grade level. If
    teachers accept the students low achievement as
    a manifestation of individual differences, the
    deceleration in achievement in later grades
    becomes even greater. When such students reach
    high school, they usually are placed in a special
    school with minimal achievement.
  • (Jeanne S. Chall, 2000, p. 180, The Academic
    Achievement Challenge What Really Works in the
    Classroom?)

27
Bridging the Gap Between Research and Practice
  • Despite the well-developed knowledge base
    supporting the value of interventions that have
    been demonstrated to have positive outcomes for
    students, those interventions are not widely
    employed in typical classroom instruction, nor
    are they integrated into teacher education
    programs.
  • Sharon Vaughn, College of Education Manuel
    Justiz, DeanThe University of Texas at Austin
    A 3-Tier Model for Preventing/Reducing Reading
    Disabilities

28
3 Tiers of Instruction
With correct instruction, students in Tier II
will shrink to 10-15 and students in Tier III
to 5
Adapted from the Tri-Level Reading Model UT
Center for Reading Language Arts-Washington
State K-12 Reading Model
29
Tier I Instruction
  • Implementation of research-based core reading
    program for all students
  • Teachers learn to support all learners, including
    struggling readers and English Language Learners
  • Focus on professional development preferably
    site-based coaching/mentoring in place
  • Benchmark assessments used 3x a year to monitor
    student achievement
  • Formative assessments 2x monthly
  • (i.e. classroom based assessments)
  • Washington State K-12 Reading Model

30
Tier II Instruction
  • Frequent monitoring to track student progress
    with current instruction
  • Informed instructional decision-making
  • Programs, strategies, and procedures designed to
    supplement, enhance, and support Tier I
  • Supplements 90 minutes minimum (K-3) 60 minutes
    minimum (4-12) of Tier I instruction
  • Students move fluidly from tier to tier, based on
    assessment data. This is not a placement plan
    it is a flexible service model.
  • The goal of Tier II instruction is to get
    students as quickly as possible back to their
    regular full program and working at a level equal
    to their peers in all grade levels.

31
Jeanne Chall The Voice of ExperienceIn
various research studies I have been a part of
over the past fifty years, I have found that many
popular, respected practices were not supported
by research. Indeed, practices often went in a
direction opposite from the existing research
evidence. Thus, while educational practice kept
moving in the direction of the progressive,
student-centered approaches, the research
evidence kept growing in support of traditional,
teacher-centered learning. This is particularly
evident in beginning reading instruction.
Although research evidence from the early 1900s
found benefit for a structured, systematic
teaching of phonics and other skills, practice
went in the opposite directiontoward a
progressive, student-centered approach (Chall,
1967, 1983, 1996a).(Jeanne S. Chall, 2000, p.
180, The Academic Achievement Challenge What
Really Works in the Classroom?)
32
Tier II Strategic Instruction Basic
Features
  • Supplements (not supplants) core instructional
    program
  • 30 minutes a day, five days a week
  • Fluid groups of three to six students (optimal)
  • Progress is monitored every two weeks
  • Homogeneous grouping based on assessment data and
    student need

33
Who Provides Supplemental Instruction?
  • Options
  • Classroom teacher
  • Specialized reading teacher
  • External interventionist

34
What should supplemental instruction look like?
  • Systematic and explicit
  • Modeling
  • Driven by progress monitoring assessments aligned
    to the instructional program and the standards
  • Preteaching of core content, vocabulary, etc. is
    effective supplemental instruction
  • Well paced as quickly as possible and as slowly
    as necessary students having difficulty need
    more instruction, not less

35
Tier III Intensive Intervention
  • Specifically designed reading instruction that
    extends beyond the time allocated for Tier I and
    Tier II
  • Supplements K-3 core programs and may supplant
    programs in grades 4-12, depending on specific
    needs of students

36
Differences Between Tier II and Tier III
37
Tier III Students Need
  • Repeated opportunities for practice and review
  • Additional correction and feedback
  • Increased time on-task
  • Drill repetition and practice review
  • Tasks broken down into smaller steps
  • Learning made visible
  • Basic skill instruction as determined by
    assessments
  • Distributed practice over time

38
Instruction and Intervention The K-12 Model
  • Overview of Three-Tier Plan p. 53
  • Important Notes p. 54
  • Reading Instruction for Special Education p.55
  • ELL/ELD p. 56
  • The Achievement Gap p. 57
  • Struggling and Strong Readers p. 59-60
  • Three-Tier Instructional Plan p. 61-66

39
Self Evaluation Instruction and Intervention
  • Is the school/district committed to providing
    resources so teachers are able to implement an
    effective intervention plan in every classroom?
  • Are teachers aware of a multi-tiered
    instructional/intervention model?

40
Self Evaluation Instruction and Intervention
  • Do teachers know how to use data to determine
    which students need which level of instruction in
    which area or areas?
  • Do teachers know how to teach phonemic awareness,
    phonics/decoding, fluency, vocabulary, and
    comprehension skills explicitly, systematically,
    and with high levels of expectations for all
    students?
  • Do teachers have materials to provide the
    intensive or strategic instruction required in
    the areas of phonemic awareness,
    phonics/decoding, fluency, vocabulary, and/or
    comprehension?

41
Leadership in Schools
  • Instructional Leaders keep the FOCUS on enactment
    of high quality instructional programs and
    standards, while keeping an eye always on DATA to
    monitor the achievement levels of all students.
  • Mentor teachers and/or reading coaches act as the
    SUPPORT to colleagues in classrooms, providing
    site-based and classroom-based professional
    development with an eye always on raising student
    achievement levels.

42
Developing A Building Schedule A Walla Walla
District Model
  • Students should be placed in academically
    heterogeneous classes (elementary, content area
    and electives at secondary)
  • Second language learners should be grouped with
    English speaking students for non-academic
    instruction
  • Students should be homogeneously flexibly
    grouped for skills-based instruction
  • The most at-risk students need to be placed in
    the smallest skill groups and most experienced
    staff
  • Develop the schedule starting with Tier III, then
    II then Tier I.

43
Collaborative Community
  • Collaborative Academic Support Team (C.A.S.T.)
    Meetings To use data to assist classroom
    teachers to assure that ALL students academic
    needs are met and to prevent students from being
    improperly placed in special education due to
    lack of appropriate instruction and intervention.
  • Grade Level Team Meetings Regularly scheduled
    and held with focus on student achievement,
    improving delivery of the instructional program,
    and examination of datasupportive and focused
  • Leadership Team Meetings Combinations of
    administrators, coaches, mentors, special
    education staff, district reading
    coordinator/curriculum specialists,
    paraprofessionals, and the community with the
    focus on student learning, improving student
    achievementa focus on results

44
A Culture of Collaboration
  • Collaborative teacher conversations must
    quickly move beyond, What are we expected to
    teach? to How will we know when each student has
    learned?
  • Educational Leadership/May 2004
  • What is a Professional Learning Community?

45
Research on Effective Professional Development
  • For many years schools have engaged in
    professional development activities designed to
    train teachers in cooperative learning, group
    projects, alternative assessment strategies, and
    so on. But each of these techniques can be used
    while focusing on educational goals incompatible
    with the EALRs, with minimal expectations that
    students can accomplish much, and with subject
    matter that is trivial in nature and places few
    intellectual demands on the students.
  • Jeffrey Fouts, A Decade of Reform, Washington
    School Reform Center, April 2003

46
Professional Development Planning Guide
Adapted from the Washington State Professional
Development Planning Guide Part One Teacher
Professional Development--OSPI
47
Leadership The K-12 Model
  • Overview p. 67
  • Research on Leadership p. 68
  • Effective School Leaders p. 69
  • Effective Teachers p. 70
  • Key Roles and Responsibilities p. 71-73
  • Effective Professional Development p. 74
  • Professional Development to Support SAILS p. 75
  • Professional Development Options p. 77
  • C.A.S.T. p. 78-79
  • Grade Level Team Meetings p. 80
  • Building Schedules p. 81

48
Self Evaluation Leadership
  • Are leaders organizing resources and personnel to
    support reading instruction? Building schedules?
  • Are there plans for focused professional
    development to assist teachers in understanding
    the standards, the research, and the best
    instructional practices for effectively closing
    the achievement gap in reading?
  • Have program materials been purchased that align
    with scientific research and the standards, or
    have supplemental materials been purchased to
    fill gaps in the current program?

49
Self Evaluation Leadership
  • Are grade level teams or other work teams
    currently focused on data, instruction, or
    aligning lessons to the standards?
  • Do ALL teachers K-12 understand the importance of
    teaching reading comprehension skills and
    strategies and vocabulary strategies during
    lessons in ALL subject areas? Has professional
    development centered on making this a priority?
  • What would need to occur in your
    school/district/system to guarantee that all
    students are getting the instruction they need?

50
System-wide Commitment Research Findings
  • Generally, the district practices that promote
    school reform and increases in student learning
    center on effective reform vision and leadership,
    decentralized decision-making when appropriate,
    ensuring effective and stable leadership for the
    school, and accountability.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

51
Supportive Learning Environment
  • The school has a safe, civil, healthy and
    intellectually stimulating work environment.
    Students feel respected and connected with the
    staff, and are engaged in learning. Instruction
    is personalized and small learning environments
    increase student contact with teachers.
  • SIP Process Guide January 2003 p. iv

52
Individual Commitment Its Impact on the Whole
System
  • The tendency of the old guard to slow down
    school improvement efforts is an existing problem
    and most evident on the secondary level.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

53
Reform Efforts The Challenges
  • In what other business or profession could an
    employee simply decide to refrain from
    participating in a major undertaking of the
    organization? Yet, that is what is happening in
    some schools. Without meaningful ways to deal
    with these adult issues in Washington schools, it
    is doubtful that reform in a number of places
    will take place.
  • --Washington School Research Center (WSRC),
    Jeffrey Fouts, April 2003
  • A Decade of Reform A Summary of Research
    Findings on Classroom, School, and District
    Effectiveness in Washington State

54
Reflection
  • Think quietly to yourself
  • Are you ready to set aside past practices that
    did not lead to increases in student learning?
  • Do you really believe that all students can
    achieve at high levels?
  • Are you ready to become a learner and to become
    focused on the students in the system and have it
    become less adult-centric?
  • Are you ready to commit to forming or
    participating on collaborative teams to focus the
    work in your school/grade level on achievement
    and improving instruction?

55
High Levels of Community and Parent Involvement
  • There is a sense that all educational
    stakeholders have a responsibility to educate
    students, not just the teachers and staff in
    schools. Parents, as well as businesses, social
    service agencies, and community
    colleges/universities all play a vital role in
    the effort.
  • SIP Process Guide January 2003 p. iv

56
System-wide Commitment The K-12 Model
  • Overview p. 82
  • Pyramid of Strength p. 83
  • Learning Environment p. 84-85
  • Content Area Reading p. 86-87
  • Parents Role p. 88
  • System-wide Role p. 89-90
  • Self-Evaluation Tools p. 91-92

57
Self-Evaluation System-wide Commitment
  • Does the district/system have an articulated
    commitment to improving reading instruction in
    every classroom?
  • Is there a concerted effort to bring
    families/parents/community into the dialogue
    about improving instruction and support for
    reading for all students?
  • Are content area teachers committed to learning
    more about reading instruction to improve
    academic achievement in all subject areas?
  • Is the system ready to put resources into adding
    instructional programs that have proven efficacy
    in all classrooms especially for those students
    reading far below benchmark?

58
Putting It All Together
  • Standards
  • Assessments
  • Instruction and Intervention
  • Leadership
  • System-wide commitment

59
Appendices
  • Appendix A References and Resources p. I-IV
  • Appendix B Additional Support Material
  • Table of Contents p. V
  • ELD Proficiency Levels (9-12) p. VI-VII
  • Suggested High School Plans p. IX-XIV
  • Student Learning Plans p. XV-XVII
  • Vancouver Literacy Plan p. XVIII
  • Battle Ground Interventions p. XIX
  • Coaching Log p. XX
  • Reading Leadership Team Template p. XXI
  • Grade Level Team Meeting Agenda p. XXII
  • Acknowledgements XXIII

60
Looking Ahead
  • Set your S.A.I.L.S. for success!

61
For more information
  • Sue Geiger
  • State K-12 Reading Program Specialist
  • sgeiger_at_ospi.wednet.edu
  • 360.725.6064
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