Leading the Implementation of a Core Reading Program

Leading the Implementation of a Core Reading Program Bonneville School District August 16, 2007

The circular relationship between skill and motivation in reading If we want children to learn to read well, we must find a way to induce them to read lots. If we want to induce children to read lots, we must teach them to read well. Marilyn Jager Adams

What We Know For Sure…. • Children learn what we teach them- Teaching Counts! • Literacy is a learned skill, not a biological awakening • The more qualified the teacher- the more children learn- Teacher Quality Counts! • Use solid research-based programs

• Continually assess with valid, reliable assessments • Spend time assessing what works instead of planning new events • Provide high quality staff development and move it into the classroom • Ensure support every step of the way • Ensure accountability every step of the way

Compelling Reasons to Change EQUITY • Ensure that all children have equal access to quality instruction. • Ensure that all teachers have equal access to quality professional development. • Ensure that all schools have equitable support and allocation of resources according to need. • Ensure data driven decision making.

Compelling Reasons to Change TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT • Because of the findings from scientifically based research in reading, we are asking teachers to change the way many have been teaching reading and managing their classrooms. • The most significant change will be toward instruction that teaches each of the major components in a more explicit, and more systematic way.

Leadership in Change Process • Purpose of leadership is improvement of instructional practice & performance. • Instructional improvement requires continuous learning. • Learning requires modeling. • Role/activities of leadership flow from expertise required for learning & improvement, not from institutional dictates • Exercise of authority requires reciprocity of accountability and capacity.

Reciprocal accountability… “My authority to require you to do something you might not otherwise do depends on my capacity to create the opportunity for you to learn how to do it, and to educate me on the process of learning how to do it, so that I become better at enabling you to do it the next time. ” (Elmore, 2004, p. 69)

Principals Who Beat the Odds Schools • Have a relentless focus on instruction, coherent curriculum, and teacher development plan that supports curriculum • Clear vision of what students are supposed to know and do; don’t blame the students • Distribute leadership very consciously • Celebrate every success • Don’t overdo “test prep” • Have skills & knowledge, not necessarily charisma Chenoweth, 2007

Compelling Reasons to Change INSTRUCTION What does the current reading instruction look like compared with a Three Tiered Model?

Five Focus Areas of Comprehensive Instruction in Reading • Phonemic awareness • Phonics • Fluency • Vocabulary • Text comprehension

Phonemic Awareness Oral Language Development Phonics Comprehension Background Knowledge Fluency Vocabulary Slide Developed by Frances Bessellieu

Three Tier Reading Model Tier I – Core Reading Program (targets five focus areas of reading, with differentiation) Tier II – Supplemental Intervention Tier III – Intensive Intervention

Three Tier Reading Model III II Tier I Intensive intervention; includes approximately 5% of students Supplemental reading intervention instruction; includes approximately 15% of students High quality, comprehensive reading instruction for all students (preventative).

Three Tier Reading Model III II Tier I

Tier I – Instruction Focus For ALL students: proactive; preventive; identification: Equitable Access Program Scientifically-based curriculum presented with a strong instructional model/ emphasizes the 5 critical components of beginning reading Grouping Flexible grouping formats to meet student needs Time Vaughn, 2005 Minimum of 90 minutes of uninterrupted instruction per day in the 5 critical components of beginning reading

Tier I – Instruction Assessment Analysis Screening; Benchmark assessment at beginning, middle, and end of academic year; diagnostic; progress monitoring; outcome Progress monitoring results Differentiation General education classroom teacher Setting Professional Development Vaughn, 2006 General education classroom Federally funded for general and special education staff; professional development should reflect instructional model for Tier I

Three Tier Reading Model III II Tier I

“The greater the need of the learner, the greater the demand for more carefully designed instruction. ” Engelmann, Carnine, Silbert 1982

Tier 2 – Instruction Assessment Plan Analysis Diagnostic assessment to determine specific need. From there, progress monitoring every 2 weeks or at least twice a month on targeted skills strategies Progress monitoring results Interventionist School personnel (e. g. , a classroom teacher, a specialized reading teacher) Setting General education classroom Professional Development Federally funded for general and special education staff; should reflect instructional model for Tier II Vaughn, 2006

Tier 2 – Instruction Description Program Grouping Time Vaughn, 2005 K-3 students who are identified with reading difficulties and are not making adequate progress in Tier 1 or performed below benchmark on assessment Systematic, explicit, scientifically based supplemental reading instruction that targets specific skills and strategies related to the five critical reading components. Includes programs, strategies, and procedures that support, enhance, and/or supplement Tier I. Homogeneous small group instruction—Ratio of 1: 3 to 1: 5 Minimum of 30 minutes per day in small group for 10 -14 weeks in addition to 90 minutes of Tier 1 instruction

Three Tier Reading Model III II Tier I

Tier 3: Increasing Intensity • Repeated opportunities for practice and review • Additional correction and feedback • Increased engaged time on-task • Repetition and practice review • Tasks broken down into smaller steps • Learning made visible • Additional prompts and cues • Additional Time Source: 2005 Texas Educational Agency at University of Texas system

Differences Between Tier 2 and Tier 3 Tier 2 Instruction Daily Instruction Duration Group Size Ongoing Progress Monitoring Vaughn, 20056 30 minutes I) (+Tier 10 -14 weeks (1 -2 rounds) 1: 3 to 1: 5 Tier 3 Instruction 30 + minutes a day (+Tier I) or replacement 10 -14 weeks (possible several rounds) 1: 3 to 1: 5 Homogeneous Grouping every 2 weeks or more frequently

Current Practice Change Variety of uncoordinated programs Comprehensive Plan: Tier I -Core Tier II –Supplemental Tier III - Intervention Variety of materials Identified set of materials Sequenced and selected by Well defined sequence for all individual teachers Incidental, implicit Systematic, explicit Reliance upon only Reliance upon valid and reliable achievement data to inform assessments to inform instruction Fragmented, sporadic professional development Bessellieu, 2007 Focused and saturated professional development

Getting to Know Your Core Reading Program

Closing Thought Change is inevitable. Growth is optional.

Reflection What So What Now What

Carrie L. Cole Literacy Consultant Professional Development Specialist Sweetwater, TN putliteracyfirst@yahoo. com