Keystone State Reading Conference October 29, 2012 Dr. Deb Carr, King’s College

Two Goals of Any Reading Program Teach Children to Read Motivate Children to Read

What do the students say reading is? Sounding out words? Learning new words? Understanding?

What do the students say we need to do for them? Don’t give up on them Read with them Give them encouragement

The Challenges Communication Collaboration Consistency Capacity Building

Roles of the Reading Specialist Instruction Assessment Leadership IRA Position Statement See reading.org

Roles of Administrators Be an instructional leader Be literacy grounded Be visible Be fiscally supportive

Instructional Leadership Child – Centered Data-Driven Reading Background Respect in the Field/Schools Shared Vision

Decision-making for programs What’s the Administrative Protocol? What are the “grant” specifications? What are our district’s needs? Have you completely walked through the “program”?

Good Intervention Programs Reading for meaning is the primary consideration and fluency is among the major goals Intervention is frequent, regular, and of sufficient duration Instruction is fast-paced, using a variety of sequence and selected texts/leveled books Familiarity with print is gained through reading and writing Intervention is coupled with sound first instruction. -Pikulski, 1995, Vogt & Shearer 2011

Comprehensive Program Phonemic Awareness Phonics Fluency Vocabulary Comprehension Professional Development -National Reading Panel

Common Core Text Complexity Close Reading

sive College and Career Readiness Anchor Standards Appendix A: Research behind the standards and a glossary of terms Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades Reading Informational Text Reading Literature Foundational Skills Writing Speaking & Listening A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Enables students to read, understand, and respond to informational texts. Enables students to read, understand, and respond to literature. Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. Focuses students on communication skills that enable critical listening and effective presentation of ideas. PA Common Core Standards English Language Arts & Literacy PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft) PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)

Focusing the Improvement Plan Achievement Patterns Analyze Performance by Grade Level Analyze Performance by Subject Student Patterns Demographics Subgroups Program Patterns What Programs Exist? What Data is Collected? Is Implementation with Fidelity? Vogt & Shearer (2011, p.78)

Is there still time for reading? Community Reading Grade appropriate text Just Right Reading Instructional text supporting word or comprehension strategies On Your Own Reading Independent Reading Self-Selected

Core Six Reading & understanding rigorous texts Evaluating evidence and using it to support positions Conducting Comparative Analyses Finding patterns and structures built into content Mastering academic vocabulary & integrating it into speech & writing

Core Six (continued) Understanding and contributing to meaningful discussions Using writing to advance learning and clarity thinking Writing comfortably in key CC text types: Arguments Informative/Explanatory texts Narratives -Silver, Dewing, Perini (2012) The core six: Essential strategies for achieving excellence with the common core. ASCD

Assessment Multiple Measures Authentic Assessment What do you know about the assessments being given?

Evaluate Initiatives Based upon unique characteristics or school & instructional goals Authentic representations Daily activities Artifacts Dialogues Valencia, 2004

Who is controlling the data? Data Collection? Data Analysis? Data Presentations?

Seriously, Who controls the data?

Validating Program Progress What is everyone doing to insure implementation? Fidelity Open Dialogue Non-threatening environment

Take Time to Listen… Formal Meetings Informal Learning Walks

Effective Evidence Demonstrate Achievement (Knowledge & Skills) Performance Assessments Test Scores Structured Student Observations Content Analyses of Student Portfolio Projects or Products

Effective Evidence Demonstrate Improvement in Attitudes or Behaviors Attitude Assessments Surveys Interviews Structured Observations Journals/Logs Lesson Plans Self-Reports Case Studies

Do You Have A Literacy Team? Child – Centered Data-Driven Reading Background Respect in the Field/Schools Shared Vision Nay-Sayers

Ongoing Questions? How are the stakeholders and the literacy team doing at acquiring collaborative skills? How are teachers doing with the change process? Who is taking ownership? What are the budget considerations? In addition to acting like a team, is the literacy team learning to be a better team?

Professional Development Identified through student data Identified through observations and feedback BUT…… Must prepare for where does your district need to be Next Year? In Two Years? In Five Years?

Good Leaders Create Leaders

Contact Information: Dr. Deb Carr Assistant Professor of Education