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Where We’ve Been and Where We Are Headed.  Reading 3D DIBELS/TRC K-3 General Trends ◦ 20-30% of our student population is struggling in the area of.

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Presentation on theme: "Where We’ve Been and Where We Are Headed.  Reading 3D DIBELS/TRC K-3 General Trends ◦ 20-30% of our student population is struggling in the area of."— Presentation transcript:

1 Where We’ve Been and Where We Are Headed

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3  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  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

4  Dr. Cudeiro’s classroom visits: K-5 literacy block varied greatly from classroom to classroom and school to school

5  Inventory of district-wide resources revealed that overall, our schools lacked similar instructional materials to effectively teach literacy. ◦ Phonemic awareness ◦ Alphabetic principle ◦ Accuracy & Fluency ◦ Vocabulary ◦ Comprehension

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8 “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 acy%20Survey/overview.aspx

9  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

10 Initial Review Committee Local school district recent adoptions Our district’s literacy instruction history and future goals Reading First Recommended Programs

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16  Assess both programs  Review student reading data  Consider teacher feedback  Communicate with all stakeholders

17  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

18  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

19  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

20  SharePoint site for field study teachers and BSD  BSD site for parent community / form for feedback  Three parent information nights  Teachers share materials with parents during curriculum night  s to teachers and principals  Open trainings on both programs during ESI  Elementary Technology and Curriculum Coach support as another avenue for communicating with teachers

21  Facilitators propose a model for consensus ◦ 60% ◦ Precedent set by math adoption  Fist to Five ◦ 3 or above = ready to vote  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

22  Make a recommendation to the Instructional Materials Committee


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