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1 Critical Components of Successful Reading: NJ Literacy Initiatives.

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Presentation on theme: "1 Critical Components of Successful Reading: NJ Literacy Initiatives."— Presentation transcript:

1 1 Critical Components of Successful Reading: NJ Literacy Initiatives

2 2 Timelines January 02 – Governor McGreevey makes preschool through 3rd grade literacy #1 educational goal of his administration January 02 – Governor McGreevey makes preschool through 3rd grade literacy #1 educational goal of his administration Spring 02 – Governor establishes the Office of Early Literacy Spring 02 – Governor establishes the Office of Early Literacy Summer 02 – Early Literacy Task Force reports out Summer 02 – Early Literacy Task Force reports out September 02 – First Reading Coaches arrive in schools September 02 – First Reading Coaches arrive in schools

3 3 Timelines Fall 02 – NJ receives Reading First grant and NJDOE establishes Office of Reading First Fall 02 – NJ receives Reading First grant and NJDOE establishes Office of Reading First Fall 02 – 03 Reading Initiatives achieve synergy (one message) Fall 02 – 03 Reading Initiatives achieve synergy (one message) Summer 03 – Court orders immediate intervention in 42 lowest performing Abbott elementary schools Summer 03 – Court orders immediate intervention in 42 lowest performing Abbott elementary schools Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early Literacy requirements Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early Literacy requirements Fall 03 - First literacy coaches arrive in schools Fall 03 - First literacy coaches arrive in schools

4 4 Timelines Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct assistance Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct assistance Spring 04 – Middle Grades Task Force reports out Spring 04 – Middle Grades Task Force reports out Fall 04 – Full compliance with IEL for all Abbott Schools Fall 04 – Full compliance with IEL for all Abbott Schools Fall 04 – Literacy regulations expand through grade 8 Fall 04 – Literacy regulations expand through grade 8

5 5 Impact Intensive Early Literacy (Abbott Districts): 305 schools and 150,000 students Intensive Early Literacy (Abbott Districts): 305 schools and 150,000 students

6 6 Philosophy/Principles SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) Early Literacy Task Force Report Early Literacy Task Force Report Preventing Reading Difficulties in Young Children, Snow, Catherine et al. Preventing Reading Difficulties in Young Children, Snow, Catherine et al.

7 7 SBRR Random Trials – control and experimental groups based on quantitative analysis Random Trials – control and experimental groups based on quantitative analysis Successful application in similar location/situation/population Successful application in similar location/situation/population

8 8 Critical Elements Motivation and Background Knowledge Motivation and Background Knowledge Phonemic Awareness Phonemic Awareness Phonics Phonics Vocabulary Vocabulary Comprehension Comprehension Fluency Fluency Writing Writing

9 9 Structure 90 minute, uninterrupted block of time 90 minute, uninterrupted block of time 120 minute block for bilingual/ESL students 120 minute block for bilingual/ESL students Requires specific time to small group instruction during reading block. No Pull-outs. Requires specific time to small group instruction during reading block. No Pull-outs.

10 10 Structure Intensive Early Literacy Abbott Districts Class size provisions, not to exceed the following: Class size provisions, not to exceed the following: Pre K, 15 Grades K-3, 21 Each Pre- and K must have an aide

11 11 Structure Intensive Early Literacy Abbott Districts Classroom library (300 titles) Classroom library (300 titles) Recommends literacy centers, and further mandates a Recommends literacy centers, and further mandates a reading center (Pre K-3), technology center (K-3) and writing center (Pre K-3)

12 12 Core: Tier 1 Guided Reading Tier 2 Co-teaching Flexible Groups based on goal-specific, targeted instruction Tier 3

13 13 Guided Reading Co-teacher Model Grades k-6 Learning Centers ( Students rotate every min.) Whole Class Area Co-teacher Guided Reading Student Group A Writing Center Student Group B Reading Center Co-teacher Guided Reading Student Group C Technology Center Student Group D

14 14 Curriculum 6 Key areas that must be aligned 6 Key areas that must be aligned NJCCCSNJCCCS Thematic organizationThematic organization CRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mappedCRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mapped Strategies and TechniquesStrategies and Techniques Assessment (benchmarks)Assessment (benchmarks) Compensatory and Supplemental programsCompensatory and Supplemental programs

15 15 Curriculum (cont) Requires differentiated materials, strategies and techniques, and multiple entry points for special populations and requires native language and ESL reading as per state bilingual law Requires differentiated materials, strategies and techniques, and multiple entry points for special populations and requires native language and ESL reading as per state bilingual law Requires use of appropriate software Requires use of appropriate software For Abbott districts, must include Pre K For Abbott districts, must include Pre K Names specific reading strategies (Appendix C) Names specific reading strategies (Appendix C)

16 16 Assessment and Testing Assessment of Home Language and English Language Proficiency Pre K-3

17 17 Assessment and Testing Levels of Assessment Levels of Assessment Screening Screening NJCCCS Benchmarks NJCCCS Benchmarks Diagnostic Diagnostic Annual testing Annual testing (Nationally recognized normed or criterion referenced test) (Nationally recognized normed or criterion referenced test) State mandated assessments (NJASK3) State mandated assessments (NJASK3)

18 18 Assessment Level ToolGradeLevels(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension Screening: An assessment that is valid, reliable and based on scientifically based reading research. It is a brief procedure designed as a first step in identifying children who may be a high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. DIBELSK-3 F W S DRAK-3 F S

19 19 Assessment Level ToolGrade Level(s) Level(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension Ongoing: An assessment that evaluates childrens learning based on systematic observations by teachers of children performing academic tasks that are part of their daily classroom experience and is used to improve instruction in reading, including classroom instruction. This assessment is aligned to the curriculum (which is aligned to the NJCCCS). ELASPrek,K F W S Evaluation LocallyDevisedK-3QuarterlyEvaluation

20 20 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension Diagnostic: An assessment that is valid, reliable and based on scientifically based reading research. It is used for students below reading level as identified by the district-approved reading program and/or the school level WSR model and serves the following purposes: 1. identifying a childs specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3 2. determining any difficulties that a child may have in learning to read and the potential cause of such difficulties 3. helping to determine the possible reading intervention strategies and related special needs see Oregon List at: K-3 as needed

21 21 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension Summative: An outcome assessment that is State- approved, norm- referenced and/or criterion-referenced and is independent of the Comprehensive Reading Program. NJASK33S NJASK44S Terra Nova 2 nd ed. K-2S

22 22 Ongoing – Student Performance Based Assessment Competency Based Competency Based Pick the word that has the same initial sound as in the word top. Pick the word that has the same initial sound as in the word top. A. potA. pot B. copB. cop C. tipC. tip

23 23 Ongoing – Student Performance Based Assessment Performance Based Performance Based Make as many words as you can with this family ending _an Make as many words as you can with this family ending _an A. panD. ranA. panD. ran B. canE. zan*B. canE. zan* C. tanF. han*C. tanF. han*

24 24 Compensatory and Supplemental Services Provision of supplemental services for children reading below grade level in accordance with NCLB Provision of supplemental services for children reading below grade level in accordance with NCLB In-class co-teachingIn-class co-teaching After the block, one-to-one targeted assistanceAfter the block, one-to-one targeted assistance After schoolAfter school Summer, etc.Summer, etc.

25 25 Professional Development Professional development in areas: Professional development in areas: SBRR and six components of ReadingSBRR and six components of Reading Curriculum mappingCurriculum mapping Approved strategies and techniquesApproved strategies and techniques AssessmentAssessment

26 26 Populations Served Impacts all populations including: General Education, English Language Learners and Special Education students

27 27 Reading Programs: What we Know: Native Language Instruction is preferred (especially grades k and 1) Native Language Instruction is preferred (especially grades k and 1) Second Language only programs can be successful, but they carry a higher risk of reading problems Second Language only programs can be successful, but they carry a higher risk of reading problems Programs designed for English Language Background students have high risk for Second Language Learners Programs designed for English Language Background students have high risk for Second Language Learners Key to transfer and ESL only is background knowledge and vocabulary in English Key to transfer and ESL only is background knowledge and vocabulary in English

28 28 Additional Personnel Literacy Coach at the school level is recommended and an allowable Abbott position and expense in low performing schools Literacy Coach at the school level is recommended and an allowable Abbott position and expense in low performing schools

29 29 New Jersey Reading Initiatives Contacts: Fred Carrigg Fred Carrigg Special Assistant to the Commissioner for Urban Literacy (609) Mary Jane Kurabinski Mary Jane Kurabinski State Coordinator, Office of Urban Literacy (609) 633 – 0352


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