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SOLUTIONS TO ADVANCE ADOLESCENT LITERACY IN WEST VIRGINIA APRIL 2008 West Virginia Department of Education AIM for Literacy.

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Presentation on theme: "SOLUTIONS TO ADVANCE ADOLESCENT LITERACY IN WEST VIRGINIA APRIL 2008 West Virginia Department of Education AIM for Literacy."— Presentation transcript:

1 SOLUTIONS TO ADVANCE ADOLESCENT LITERACY IN WEST VIRGINIA APRIL 2008 West Virginia Department of Education AIM for Literacy

2 Adolescent Literacy Today in West Virginia Writing Assessment th grade – 70% At or Above Mastery; 30% Below Mastery 7 th grade – 76% At or Above Mastery; 24% Below Mastery 10 th grade – 81% At or Above Mastery; 13% Below Mastery WESTEST Reading/Language Arts th grade - Reading 82% At or Above Mastery; 18% Below Mastery Writing 82% At or Above Mastery; 18% Below Mastery 8 th grade - Reading 81% At or Above Mastery; 19 % Below Mastery Writing 73% At or Above Mastery; 27% Below Mastery 10 th grade - Reading 73% At or Above Mastery; 27 % Below Mastery Writing 73% At or Above Mastery; 27% Below Master NAEP th reading – 63% Basic; 28% Proficient; 5%Advanced 8 th reading - 68% Basic; 23% Proficient; 1% Advanced 8 th writing – 84% Basic; 22% Proficient; 0 Advanced West Virginia Department of Education

3 Meeting each childs needs Structuring to accommodate diverse formats Taking advantage of whats in place Adjusting as necessary Filling in gaps An administrator who is leading the development of a multi-tiered literacy model keeps in mind... Improving Student Achievement West Virginia Department of Education

4 KNOW Components of a multi-tiered instructional approach that allows for support of all students literacy needs Necessity of research-based content literacy instruction Responsibilities of your school literacy leadership team (LLT) West Virginia Department of Education

5 DO Identify the levels of support for literacy in a multi-tiered model. Plan for implementation research-based content literacy instruction. Identify the members of your literacy team who will begin to look at the resources in your schedule and staff West Virginia Department of Education

6 ESSENTIAL QUESTIONS How does a multi-tiered instruction model of literacy support the needs of all students? Why and how is literacy a significant component of every discipline? How will the literacy leadership team model the commitment to literacy to all stakeholders? West Virginia Department of Education

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8 Response to Intervention is NOT a special education initiative first and foremost, a process for organizing instruction for ALL students a process designed to intervene early and prevent academic difficulties a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education West Virginia Department of Education

9 Core Components of RTI Universal screening High quality research-based instruction in general education setting Research based interventions Continuous progress monitoring to determine skill acquisition and intervention effectiveness and to modify teaching based on those data Problem solving through teaming and collaboration West Virginia Department of Education

10 POLICY 2419: REGUALTIONS FOR THE EDUCATION OF STUDENTS WITH EXCEPTIONALITIES RTI Implementation Timelines Elementary School – July 1, 2009 Middle School – July 1, 2010 High School – July, 2011 West Virginia Department of Education

11 AIM for Literacy Adolescent Instruction Model for Literacy West Virginia Department of Education

12 Levels of Support Individual Students Classroom UnitProfessional Development Advanced Tier Students consistently exceed the targets and can handle advance materials; need challenge, extension and enrichment Assessment: Assessment every 6-8 weeks Materials: Standard plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book Students in the classroom are exceeding the benchmarks as demonstrated through assessment; teachers are models and resources for others; AP and Pre- AP trained teachers Time: Policy 2510 RLA requirement Advanced Placement training and material; Pre-AP instructional strategies and materials; Differentiated Instruction training; Training on adopted instructional materials; Instructional guides and/or standards-based unit plans; Assessments for and of learning

13 West Virginia Department of Education Levels of Support Individual StudentsClassroom UnitProfessional Development Tier One: Benchmark Students generally can meet the standards; average learner Intervention: Occasional in-class modifications; SBRR and SBRI in vocabulary and comprehension strategies Assessment: Assessment every 6-8 weeks Materials: Adopted grade level instructional materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book 75-80% of students are making good progress; teachers need praise and recognition and may serve as a resource to others; all teachers Time: Policy 2510 RLA requirement SBRR and SBRI in pre reading, during reading and post reading strategies and writing strategies Differentiated Instruction training Training on adopted grade level instructional materials Instructional guides and/or standards- based unit plans Assessments for and of learning

14 West Virginia Department of Education Levels of Support Individual StudentsClassroom UnitProfessional Development Tier 2: Strategic Students are typically between the 30th-49th percentile on normative measures; 1-2 years behind; gaps in skills and knowledge Intervention: Direct instruction with teacher or one-on-one in the form of reteaching, preteaching, adjustments of pace and complexity; separate reading intervention; possible strategic tutoring program Assessment: Assessment every 3-4 weeks to pinpoint problems and target interventions Materials: Standard reading program with added support class and materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book Classrooms where about one-third of the students are not making benchmarks (25-30%); reading specialists/special education teachers/coaches/content area teachers labeled literacy intensive classes (i.e., social studies class is considered reading intensive) Time: Policy 2510 requirements for RLA block with defined intervention component Collaboration and co- teaching training Training on adopted grade level instructional materials Differentiated Instruction training Instructional guides and/or standards-based unit plans Content area teacher training on instructional strategies in reading and writing SBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies Assessments for and of learning

15 West Virginia Department of Education Levels of Support Individual Students Classroom UnitProfessional Development Tier 3: Intensive Students test below the 30 th percentile on normative measures; reading skills are limited Intervention: Assessment every 2 weeks to pinpoint problems and target interventions Materials: Intensive intervention to replace traditional ELA class; special supplementary materials and/or specialized program Classrooms where about half of the students are not meeting benchmark indicators; teachers held accountable to teach the program as designed; reading specialist with assistance from special education/coach Time: Intervention time may be beyond the ELA class time for students who are farthest behind Program specific training without exception Training on adopted grade level instructional materials DI training SBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies; writing strategies Assessments for and of learning

16 Research-based Content Literacy Instruction Explicitly link reading and writing instruction with content instruction Emphasize deep conceptual understanding through reading instruction Provide explicit instruction in vocabulary and in the application of reading comprehension strategies Continuously and systematically engage students in whole class and small group discussions of challenging content and literature Create connections within and across lessons reinforcing vocabulary and conceptual development across multiple texts and contexts West Virginia Department of Education

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18 Create a Literacy Leadership Team (LLT) Comprised of 5-8 faculty members who represent the range of grades and the curriculum in the school Suggested members include: Principal/Curriculum leader Reading/Instructional coach Special educators Content area teachers Selected members should be highly skilled, motivated and committed to improving literacy for all students West Virginia Department of Education

19 Additional Resources West Virginia Department of Education National Association of Secondary School Principals Joann Allain Sopris West $34.49

20 Laying the Groundwork at the Adolescent Level Adolescent Instruction Model (AIM) Pilot Schools Clay, Hardy and McDowell Counties Six (6) middle and high schools developing demonstration models Braxton, Hancock and Raleigh Counties with Glenville, Bethany and Concord Universities West Virginia Department of Education

21 Additional Resources Go to for K-3 for Reading Model Academy: Your Book Study Questions Answeredhttp://wvde.state.wv.us/ose/RtI.html for K-3 West Virginia Department of Education

22 NEXT TIME Who: Literacy Leadership Teams (LLT) What: Webinar 2 LLT roles and responsibilities Year 1 of multi-tiered literacy instruction When: May 28, 2008-Wednesday Where: Any convenient location West Virginia Department of Education

23 Contact Information West Virginia Department of Education Linda Palenchar RTI Coordinator Office of Special Programs, Extended and Early Learning (304) Terry Reale Reading English Language Arts Coordinator Office of Instruction (304)


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