1. What To Do About Our SRI Data
English, ESL, & SPED Departments

2. Starter Reflection
What are your thoughts & concerns about your classes SRI data?
How do you support the various reading levels in your classroom?

4. Lexile Review SRI reports in Lexiles
Scientific approach to measuring text difficulty & reading ability
Puts both texts & readers on the same scale
Range -100 to +50
Expected 75% comprehension rate
Not too difficult to be frustrating, but
Difficult enough to be challenging & encourage reading progress

5. Lexiles in the Classroom
Help students find appropriate reading materials
Enhance thematic teaching by building a bank of titles at varying Lexile levels
Support theme & provide way for all students to successfully participate
An additional organizing tool when sequencing materials
i.e.: increase the difficulty of texts throughout the year
May need to rearrange the order of anthologies to best meet students’ needs

6. Higher Lexiles Help Readers Grow
Be challenged with high-interest books above their Lexile range
Help teachers/parents know when a student may need help
Help find additional books on the same subject at a lower level

7. Lower Lexiles Build Confidence
Struggling & reluctant readers can find easier, interesting books to read/practice
Combine Lexile range & developmental level to find easier, age-appropriate books
Motivation: safety net to help a reader through a hard but interesting book
If a school book is too hard, Lexiles can help find other books on the same subject, lower level

8. Assessments Screening - SRI Diagnostic
AIMS oral reading fluency & error analysis
San Diego Quick Phonics
REWARDS
Words Their Way
Benchmark: SRI 3x a year – trajectory line
Progress Monitor: struggling readers
Use data to plan & use tier 2 & 3 interventions

9. 3 Tier Framework: Data Driven Decisions5% % %

10. 7-12 Tier 1 Core Classroom Instruction for All Students
Tier 1 refers to reading instruction for ALL students within ALL core content area classrooms. Instruction is provided through a combination of informational and narrative texts, including primary source documents. Content area instruction supports specific Utah Core Curricula by emphasizing content area vocabulary and research-validated literacy practices. Assessment data is used to monitor and inform instruction. School-wide reading screening assessments are administered to ALL Tier 1 students to identify those experiencing reading difficulties. Classroom content area assessments are administered periodically to determine whether students are making progress or need extra support. These assessments provide data for planning differentiated and scaffolded instruction delivered in flexible grouping, i.e. whole group, small group, partner and individual study. Outcome assessments are administered to ALL Tier 1 students to determine student growth/gain over time.

12. Department Teams
Ensure consistency of instructional practices within the content area
Share responsibility for student achievement, using student data as a base for instructional decision making
Act as a problem-solving organization whose members assist each other in meeting the literacy needs of students

13. National Reading Panel's (2000) Recommended Six Cognitive Strategies
Graphic Organizers
Comprehension Monitoring
Question Answering & Generation (2)
4 types of questions
Right There
Think & Search
Author & You
On My Own
Summarize
Text/Story Structure
Cause/Effect
Compare/Contrast
Description
Problem/Solution
Question/Answer
Sequence

14. Seven Guidelines for Cognitive Strategy Instruction
Explain why it is important
Demonstrate how & when to use strategies
Have students practice using the strategy
Support students & scaffold learning
Let students explain what they understood from their reading
Give students feedback on answers
Debrief with students on how useful the strategy was to them

15. What To Do About It Use in managing instructional programs & resources
Anticipate comprehension
Accurately match readers with reading materials
Share it with students & parents/guardians
Levels of comprehension
Nonjudgmental
i.e. 597 vs. 3.3 grade level
Set goals - struggling readers should aim for 100 points gain a year

16. Transactional Theory
Text is just symbols until the reader brings it to life
Reader bring much to the text
Discuss text!!!
Various perspectives & interactions
See where or how students got off track
Validates all interpretations
Guide students to the more appropriate interpretation if needed

17. How to Help Struggling Readers
Level the comprehension playing field with "just right" books
Comparing text & student Lexile levels to see when additional instruction, such as background teaching, vocabulary work or discussion, might be needed
Find alternative texts when needed
Content partners
Help parents find appropriate books for students
Offer choice whenever possible
Hi/Lo books & graphic novels

18. How to Help Reluctant Readers
Not the same as struggling readers
Abilities can be a wide range
Have trouble connecting to books independently
Offer choice

19. How to Help High-Achieving Readers
Leveling should not be limiting
Helps readers challenge themselves
Gauge comprehension gap between student & text
Bridge gap with instruction, such as background teaching, vocabulary work or discussion
Differentiate materials – content partners

20. Levels of Comprehension
Use higher order thinking questions
Fluent students who correctly answer basic recall questions still may be missing a lot

21. Home Reading
Develop a reading folder that goes home with students & comes back for weekly review
Folder can contain
Reading list of books within the student’s range
Reports of recent assessments
Parent form to record reading that occurs at home

22. Summer Reading Loss
Without school structure, strong readers can flat-line & struggling readers can fall off the chart
Low-income children are especially susceptible because they often go home to text-free environments

23. Resource Links USOE’s 3-Tier Model of Reading Instruction
Granite District’s Secondary Reading Intervention Framework
Adolescent Literacy: AdLit.org
Florida Center for Reading Research
What Works Clearinghouse
Lexile.com

24. Reflection
What is one thing you’ve heard today & last week that you can apply to your teaching practice?
Questions?
Concerns?