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AIM for Literacy. Solutions to Advance Adolescent Literacy in West Virginia April 2008. Adolescent Literacy Today in West Virginia. Writing Assessment 2007 4 th grade – 70% At or Above Mastery; 30% Below Mastery 7 th grade – 76% At or Above Mastery; 24% Below Mastery - PowerPoint PPT Presentation
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SOLUTIONS TO ADVANCE ADOLESCENT LITERACY IN WEST
VIRGINIA
APRIL 2008
West Virginia Department of Education
AIM for LiteracyAIM for Literacy
Adolescent Literacy Today in West Virginia
Writing Assessment 2007 4th grade – 70% At or Above Mastery; 30% Below Mastery 7th grade – 76% At or Above Mastery; 24% Below Mastery 10th grade – 81% At or Above Mastery; 13% Below Mastery
WESTEST Reading/Language Arts 2007 4th grade - Reading 82% At or Above Mastery; 18% Below Mastery
Writing 82% At or Above Mastery; 18% Below Mastery
8th grade - Reading 81% At or Above Mastery; 19 % Below Mastery Writing 73% At or Above Mastery; 27% Below Mastery 10th grade - Reading 73% At or Above Mastery; 27 % Below Mastery Writing 73% At or Above Mastery; 27% Below Master
NAEP 2007 4th reading – 63% Basic; 28% Proficient; 5%Advanced 8th reading - 68% Basic; 23% Proficient; 1% Advanced 8th writing – 84% Basic; 22% Proficient; 0 Advanced
West Virginia Department of Education
Meeting each child’s needs
Structuring to accommodate diverse formats
Taking advantage of what’s 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
KNOW
West Virginia Department of Education
DO
West Virginia Department of Education
ESSENTIAL QUESTIONS
West Virginia Department of Education
West Virginia Department of Education
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
Core Components of RTI
Universal screeningHigh quality research-based instruction in
general education settingResearch 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
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
AIM for LiteracyAdolescent Instruction Model for Literacy
West Virginia Department of Education
West Virginia Department of Education
Levels of Support
Individual Students
Classroom Unit Professional Development
AdvancedTier
Students consistently exceed the targets and can handle advance materials; need challenge, extension and enrichmentAssessment: Assessment every 6-8 weeksMaterials: 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
West Virginia Department of Education
Levels of Support
Individual Students
Classroom Unit Professional Development
Tier One: Benchmar
k
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 materialsInstructional guides and/or standards-based unit plans
Assessments for and of learning
West Virginia Department of Education
Levels of Support
Individual Students
Classroom Unit Professional Development
Tier 2:Strategic
Students are typically between the 30th-49th percentile on normative measures; 1-2 years behind; gaps in skills and knowledgeIntervention: 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 programAssessment: Assessment every 3-4 weeks to pinpoint problems and target interventionsMaterials: 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 trainingTraining on adopted grade level instructional materials
Differentiated Instruction trainingInstructional guides and/or standards-based unit plans
Content area teacher training on instructional strategies in reading and writingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies
Assessments for and of learning
West Virginia Department of Education
Levels of Support
Individual Students
Classroom Unit
Professional Development
Tier 3:Intensive
Students test below the 30th percentile on normative measures; reading skills are limitedIntervention: 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 exceptionTraining on adopted grade level instructional materialsDI trainingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies; writing strategies
Assessments for and of learning
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
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
Additional Resources
West Virginia Department of Education
National Association of Secondary School Principals
http://www.pricipals.org/s_nassp/bin.asp?CID=52747&DOC=FILE.pdf Joann AllainSopris West$34.49
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
Additional Resources
Go to
http://wvde.state.wv.us/ose/RtI.html for K-3
for “Reading Model Academy: Your Book
Study Questions Answered”
West Virginia Department of Education
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
Contact Information
West Virginia Department of Education
Linda PalencharRTI Coordinator
Office of Special Programs, Extended and Early [email protected]
(304) 558-2696
Terry RealeReading English Language Arts Coordinator
Office of [email protected]
(304) 558-5325