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Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students Presented by: Drew Braun, Ph.D., Director of Instruction Lori Smith, D.Ed.,

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Presentation on theme: "Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students Presented by: Drew Braun, Ph.D., Director of Instruction Lori Smith, D.Ed.,"— Presentation transcript:

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2 Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students Presented by: Drew Braun, Ph.D., Director of Instruction Lori Smith, D.Ed., Director, Student Achievement Bethel School District Ginger Kowalko, M.S., Educational Consultant

3 Secondary Literacy Ideally, secondary literacy would focus solely on “... the core of reading: comprehension, learning while reading, reading in the content areas, and reading the service of secondary or higher education, of employability, of citizenship.” (Reading Next, p. 1)

4 “... as many as one out of every ten adolescents has serious difficulties in identifying words.” Curtis and Longo, 1999, Adolescents and Literacy: Reading for the 21 st Century, p. 8

5 4 SUPPORTS PRACTICES DATA Supports for Effective Implementation Data for Decision Making Practices for Student Success OUTCOMES Adapted From: Horner & Sugai

6 Video

7 6 SECONDARY LITERACY FRAMEWORK: A TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

8 7 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins

9 8 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins

10 9 Bethel School District Middle School Delivery Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins

11 10 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins

12 11 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced

13 QUICK COMPARISON OF SELECTED READING ASSESSMENT TOOLS FeatureDIBELSEASY CBMAIMSWEBMAP Grade levelsK-6K-8 K-12 AdministrationIndividuallyIndividually & Group Computer Based -Adapted Measures  Letter Names  Initial Sounds  Phonemic Segmentation  Non-sense Word  Oral Reading Fluency (ORF)  PSF  Letter Sounds  Letter Names  Word Reading Fluency  Passage Reading Fluency (ORF)  Comprehension (grade level & above on ORF)  Letter Names  Initial Sounds  Phonemic Segmentation  Non-sense Word  Oral Reading Fluency (ORF)  MAZE Standardized Assessment similar to OAKS Benchmark Passages/Tests 1 @ grade K-1 3 @ grade 1-8 1 @ grade K-81 @ grade K-1 1 at @ grade 1-8 1 @ grade K-2 1 @ grade 2-12 Progress Monitoring 20 per grade level16-17 per grade level K-820 at grade 1 30 at grades 2-8 No – 3 times per year testing only ReportsYes Professional Development Online Resources & Publications OnlineOn-site or OnlineVendor provided CostDatabase $1 per student Measures Free Database $1 per student Measures Free Database $3-5 per student Measures $199 each K-1 & Gr 1-8 Contact Northwest Evaluation Association (NWEA)

14 Reading Assessment Tool Considerations Cost Building or District Capacity Staff commitment Time (Group or Individual Administration) Link between Universal Screening and progress monitoring

15 Initial Grouping Rank students from low to high based on data “Chunk” students into categories of performance by fluency – below 10 th percentile – 10-20 th percentile – 20-50 th percentile – 50 th percentile and above (you could chunk this group more) Add other measures and considerations (comprehension scores, OAKS data, SWIS data, teacher judgment) Identify students on reading IEPs Identify students in need of placement tests

16 8th Grade Example Rank low to high Student Name EasyCBM (ORF) Ginger114 Lori116 Drew123 Rhonda126 Erika130 Monique132 Mindy136 Lisa136 Mike139 Daniel146 Tereasa150 Dianne151 Amanda178 Kim187 Charlotte205 Nola209 Deb215

17 16 EasyCBM Progress Monitoring Score Interpretations Guidelines Passage Reading Fluency 8 th Grade FallWinterSpring 10%ile 120133142 20%ile 140145151 50%ile 176178179 75%ile 200201202 90%ile 211212225

18 8th Grade Example “Chunk” by performance Student Name EasyCBM (ORF) Ginger114 Lori116 Drew123 Rhonda126 Erika130 Monique132 Mindy136 Lisa136 Mike139 Daniel146 Tereasa150 Dianne151 Amanda178 Kim187 Charlotte205 Nola209 Deb215 < 10th percentile 10-20th percentile 21-50th percentile > 50 th percentile

19 8th Grade Example Add other measures Student Name EasyCBM (ORF)OAKS ELA Ginger114224 Lori116217 Drew123238 Rhonda126228 Erika130228 Monique132222 Mindy136232 Lisa136237 Mike139231 Daniel146236 Tereasa150222 Dianne151217 Amanda178228 Kim187226 Charlotte205247 Nola209236 Deb215234

20 8th Grade Example Identify students w/IEPs Student Name EasyCBM (ORF)OAKS ELA Ginger114224 Lori116217 Drew123238 Rhonda126228 Erika130228 Monique132222 Mindy136232 Lisa136237 Mike139231 Daniel146236 Tereasa150222 Dianne151217 Amanda178228 Kim187226 Charlotte205247 Nola209236 Deb215234

21 20 Group Size Students with intensive needs receive instruction in smallest groups (4-12 students) Students with established reading skills receive instruction in the largest groups (35+ Students)

22 21 Flexible Grouping Changes in grouping are made based on student performance – How often Minimally after each universal screening

23 22 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary

24 23 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary

25 Resources for Curriculum Selection Florida Center for Reading Research http://www.fcrr.org/ Stupski Foundation http://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

26 8th Grade Example Placement tests Student Name EasyCBM (ORF)OAKS ELA Ginger114224 Lori116217 Drew123238 Rhonda126228 Erika130228 Monique132222 Mindy136232 Lisa136237 Mike139231 Daniel146236 Tereasa150222 Dianne151217 Amanda178228 Kim187226 Charlotte205247 Nola209236 Deb215234 Give placement tests

27 26 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins

28 Two/Three Periods of Reading Instruction Elective Class (Focus on Reading Skills or on Strategies) English/Language Arts Class (Focus and/or Extended Time) Content Classes/Reading Period Content Literacy Delivery Models

29 Cascade Middle School - Bethel SD Daily Schedule PERIODTIME 18:00 - 8:50 Reading Period 28:54 - 9:39 39:43 - 10:28 410:32 - 11:17 5A11:21 - 12:06 (second lunch 12:06 - 12:37) 5B11:52 - 12:37 (first lunch 11:17 - 11:48) 612:41 - 1:26 71:30 - 2:15

30 High School Scheduling Examples – Willamette High School, Bethel School District – Cottage Grove High School, Cottage Grove SD – Generic examples from around Oregon – Stupski Foundation suggestions

31 INTERVENTION TYPEPROCON Two periods of daily reading instruction for the most intensive students (those at or below the 10%ile) Provides additional time in reading instruction for the neediest students:  6 th grade, xx%  7 th grade, xx%  8 th grade, xx% May alter schedules/grouping of those students currently receiving special ed services. See possible “Cons” in cell below. At least one period of daily reading instruction, in addition to Language Arts, for at-risk students (those between the 10- 20%ile) Provides additional time in direct reading instruction for needy students:  6 th grade, xx%  7 th grade, xx%  8 th grade, xx% Requires placement tests. May require purchase of curriculum. May add non-special ed students to groups:  6 th grade, xx students  7 th grade, xx students  8 th grade, xx students Content Literacy strategies for all students Meets the need for explicit comprehension and vocabulary instruction as recommended by research. Requires minimal professional development. Requires minimal amount of time for implementation by classroom teacher. Elective reading period for targeted groups of students (those between 21-50%ile) Provides reading instruction in addition to language arts for students in need:  6 th grade, xx%  7 th grade, xx%  8 th grade, xx% May need to eliminate one elective in order to add reading elective. May need to have several groups within elective period. May require professional development for teacher(s) delivering instruction. Homogeneously grouped reading period for all students in addition to their heterogeneously grouped language arts class Increases reading instructional time for all students without compromising instruction in language arts standards. May not be necessary for large percentage of students currently at grade level on EasyCBM measures:  6 th grade, xx% at gr. level  7 th grade, xx% at gr. level  8 th grade, xx% at gr. level Possible Reading Interventions Grades 6-8

32 31 TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

33 32 Bethel School District Middle School Model Grouping Design Design Time Intensive Low Emerging/ Emerging Emerging/ Established Advanced Corrective Reading (Decoding A) Wilson Reading Program Language! Phonics for Reading Open Court Prentice Hall (adapted version) Reading Mastery Plus (V & VI) REWARDS (Between B2 & C) Corrective Reading (Decoding B1, B2 & C) Other Core program Open Court Prentice Hall (regular version) McDougal-Littell Glencoe REWARDS Plus Junior Great Books Novels (comprehension) (vocabulary) Fluency Decoding Short Words Phonemic Awareness (writing) Comprehension Vocabulary Fluency Decoding Long Words Writing Comprehension Vocabulary (fluency) (decoding) Writing Comprehension Vocabulary 90 – 120 mins 60 – 90 mins 45 – 60 mins ACCESS

34 33 SECONDARY LITERACY FRAMEWORK: A TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

35 34

36 35

37 36 SUPPORTS PRACTICES DATA Supports for Effective Implementation Data for Decision Making Practices for Student Success OUTCOMES Adapted From: Horner & Sugai

38 Oregon K-12 Literacy Framework Implementation of the Oregon Literacy Framework District Support for Implementation of the Oregon Literacy Framework State-Level Initiatives to Support Districts/Schools in Implementation of the Oregon Literacy Framework 37

39 38 SUPPORTS PRACTICES DATA Supports for Effective Implementation Data for Decision Making Practices for Student Success OUTCOMES Adapted From: Horner & Sugai Assessment Goals Commitment Instruction Leadership Professional Development

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