1. When Literacy, RTI and Continuous School Improvement Work in Concert Lisa Guzzardo Asaro Lisa Guzzardo Asaro Dr. Maureen Staskowski Carrie Wozniak June 16, 2011

2. Today’s Outcomes  Introduce and raise awareness of Close and Critical Reading as a STRATEGY  Introduce a DRAFT template for a TIERED continuous school improvement approach

3. Today’s Roadmap  Welcome  What is Close and Critical Reading?  Building Tiered Interventions into a School Improvement Plan –Goals –Objectives –Strategies –Activities –Fiscal Resources

4. Parking Lot  Rest questions that do not benefit the whole group  Place questions that do not pertain to content at this time  Place questions that pertain, but participants do not want to ask at this time

5. Key Working Agreements  Respect all Points of View  Be Present and Engaged  Honor Time Agreements  Get All Voices in the Room These breathe life into Belief Statements

6. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice

7. One Common Voice – One Plan Michigan Continuous School Improvement Stages and Steps I.-III. Comprehensive Needs Assessment Components III. Summary Report/ Goals Management Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice I. School Data Profile/Analysis II. School Process Profile/Analysis I. School Data Profile/Analysis II. School Process Profile/Analysis III. Summary Report/ Goals Management

8. I. School Data Profile/Analysis II. School Process Profile/Analysis III. Goals Management III. Summary Report Strengths Challenges A Comprehensive Needs Assessment

9. Stage Two: STUDY Step 7: Research Best Practice STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice

10. Comprehension is not enough, critical analysis is essential to determine the truth and value of the message.

11. Close and Critical Reading  Aligned to the Common Core Standards  Research Based  Direct and Explicit Instruction (clear protocol and activities)  Assessments for Grades 3-12  ALL Teachers are a part of literacy instruction

12. Video Our students have changed. Have we changed our instruction? and the way we assess our students?

13. Close and Critical Reading The following four questions are used to move students from comprehending the information to the final application to their own lives. These four steps or modes of analysis are reflected in four types of reading and discussion: –What a text says – restatement –What a text does – description –What a text means – interpretation –So what does it mean to me – application

14. Close and Critical Reading Close and critical reading is the ability to comprehend information, analyze how it is presented, determine the purpose and perspective of the author, establish what it means, and apply it to your life. - Dr. Elaine Weber

15. Bookmarks

16. Research is on the back of the Close and Critical Reading Bookmarks

17. Now What?  What happens after you have trained your staff in a strategy?  What do you do with that Professional Development?

18. Providing Direct Strategy Instruction  Guided Highlighted Reading  Close and Critical Reading – Question # 1 – Content and Summary – Question # 2 – Craft, Structure, and Purpose Getting are students ready! www.missionliteracy.com

19. A Seven and or Six Step Guide ACT Guided Highlighted Reading and Passage Matrix

20. Materials  Passage, Multiple Choice Questions with Answers explained, and Teacher Plan.  Background Knowledge –Anticipation Guide –Vocabulary –Summary –Text Structure (How the text is written)  Guided Highlight – Question #1  Guided Highlight – Question #2

21. Data Director Directory Exam ID Description of the Test

22. Building Tiered Intervention within your School Improvement Plans

23. Problem-Solving Model

24. High-Quality, research based Language arts curriculum Teachers meeting and making data-based decisions Select criteria, then assess student progress toward goals three times annually Common assessments and observations frame instruction Tier 1

25. More Frequent Progress Monitoring - a minimum of once every 14 days Tier 2 A minimum of 30 instructional minutes above and beyond the core curriculum to include interventions based on progress monitoring

26. Tier 3 Weekly/bi-weekly progress monitoring A minimum of 60 instructional minutes above and beyond the core curriculum to include interventions based on progress monitoring

27. Problem-Solving Model

28. Tiered Intervention and Continuous School Improvement Working in Concert

29. Stage Three: Step 8 Plan Develop Action Plan

30. Goals ObjectivesStrategiesActivities Goal Source Content Area Goal Name Student Goal Statement Gap Statement Cause for Gap Measures/ Sources of Data Criteria for Success Person Responsible Data Elements Fiscal Resources Objective Name Measurable Objective Statement Strategy Name Strategy Statement Target Areas Research Activity Name Activity Description Activity Type Planned/Actual Staff Planned/Actual Timeline Resource Name Funding Source Planned/Actual Amount

31. Identifying Activities for a Strategy 1.A GOAL is associated with a Content Area for which there are challenges noted in the SUMMARY REPORT component of the CNA THEN, must include at the ACTIVITY LEVEL ANY Key Characteristic that is a challenge* in the SA/40 SAR/90, or Quality Indicator that is a challenge* on the SA or Assist SA *any key characteristic/quality indicator marked getting started/emerging or partially implemented/not evident is a challenge

32. Strategies: Reading Goal Strategy #1: School Wide Data-based decision making process for Tier I, II, and III Strategy #2: Tier I Close and Critical Reading Strategy #3: Tier 2 Reading Interventions Strategy #4: Tier 3 Intensive Reading Interventions

33. Resources for You http://misdrti.weebly.com/

34. Thank You!!

35. Contact Information  Lisa Guzzardo Asaro lasaro@misd.net  Dr. Maureen Staskowski mstaskowski@misd.net  Carrie Wozniak cwozniak@misd.net