1. Reading in Wisconsin Academy for New Special Education Leadership August 4, 2015 Kay Guberud Barb Novak

2. Goals 1.Understand how varying views on reading impact messaging and services Views on reading Impact on messaging and services 2.Be familiar with reading at DPI Licensing requirements DPI-created resources

3. How did you learn to read?

4. Reading Starts at Home

6. “... the more lenses through which individuals are able to see the world, the more flexible, and ultimately capable, they can be in responding to and discussing it with others.”

10. Start with common understandings “Classroom practice must be based on richly understood and deeply held beliefs about how children become literate. In other words, what teachers say and do and how they engage children in literate activities must have theoretical underpinnings. Their practice is not based on a publisher’s set of teacher directions or a handbook filled with teaching tips, but on concepts they themselves have examined carefully.” Adapted from: Harwayne, 2000

11. Beliefs About Reading to Understand Change begins with defining common beliefs and setting high expectations for all learners. Regie Routman

12. National Reading Panel Report Scientific method championed as gold standard for policymaking Reviewed quantitative research to determine “Five Pillars” Panel make-up, scope of topics, funding, timeline criticized Summary not seen as reflective of subgroup reports

13. Is NRP enough? National Reading Panel Report Allington’s Other Five Pillars Phonological AwarenessClassroom Organization PhonicsStudent to Text Matching FluencyHigh Interest, Choice, Collaboration VocabularyWriting and Reading Reciprocally ComprehensionExpert Tutoring

14. Professional Organizations International Literacy Association http://www.reading.org/ Acronym = ILA (formerly IRA) Publishes Reading Teacher, Journal of Adult and Adolescent Literacy, and Reading Research Quarterly International Dyslexia Association http://eida.org/ Acronym = IDA Publishes Perspectives on Language and Literacy and Annals of Dyslexia

15. ILA: Mission Statement The mission of the International Reading Association is to promote reading by continuously advancing the quality of literacy instruction and research worldwide.

16. IDA: Mission Statement The International Dyslexia Association (IDA) is an international organization that concerns itself with the early identification of dyslexia, and is committed to the responsible and wide dissemination of research based knowledge.

17. WI Organizations WI State Reading Association (WSRA) The Wisconsin State Reading Association provides leadership, advocacy, and professional learning for the implementation of effective literacy practices, recognizing the complex nature of literacy and engaging students to apply their literacies in meaningful ways in a changing world.

18. WI Organizations WI Branch of the International Dyslexia Association (WIBIDA) The Wisconsin Branch of The International Dyslexia Association (WIBIDA) is a membership organization, dependent upon members for their volunteer efforts and funding Branch operations. Our members include parents, teachers, diagnosticians, tutors, adult dyslexics and others interested in learning credible information about reading disabilities and learning the skills needed to help remediate reading barriers.

19. WI Organizations WI Reading Coalition (WRC) The Wisconsin Reading Coalition is a grassroots movement of parents, educators, advocacy organizations, health professionals, and business leaders committed to bringing scientifically-based reading instruction and intervention to all Wisconsin students.

20. Read to Lead Council http://read.wi.gov/Home Issued recommendations (2012) Early literacy screening Improvement to teacher prep programs “Aggressive” PD (including portal and conference) Public-private partnerships

21. Wisconsin Examples Design of the multi-level system of support Selection of curriculum materials (including assessments) Professional Learning

22. Implications for DPI Integrated nature of literacy Literacy applies in all subject areas Maintain/build relationships Seek multiple perspectives - collaborate Honor local control

23. Examples Cross Divisional Literacy Team Awareness through wide reading DPI liaison to professional organizations Systems-based professional learning –Articulated creation process –Variety in examples

24. Goals 1.Understand how varying views on reading impact messaging and services Views on reading Impact on messaging and services 2.Be familiar with reading at DPI Licensing requirements DPI-created resources

25. Licensing Reading Teacher (316) Reading Specialist (17) Literacy Coach Special Education Teacher Additional Supports and Challenges

26. Creating Literate Individuals http://bit.ly/LitResourceEntry Use this resource to improve literacy outcomes within a multi- level system of support (through connection of initiatives)

27. DPI-Created Literacy Resources http://bit.ly/LitResourceByTopic Use this resource to locate literacy-specific resources by topic

28. Barb Novak Literacy Consultant Literacy and Mathematics Team barb.novak@dpi.wi.gov 608-266-5181 Kay Guberud Special Education/Literacy Consultant Special Education Team kay.guberud@dpi.wi.gov 608.267.9160