Embed Size (px)
Citation preview
September, 2011 Concord, NH
Lynn Fielding 509.528.6920
From Cradle to College: Predicting and Preventing
Reading Failure
Kennewick
90
Colum b iaRiver
Spokane
WASHINGTON
La keChela n
Sna keRiver
Co lum b iaRive r
Ya kim aRiver
Colum b iaRiverVancouver
Tacoma
Seattle
Olympia
MOUNTRAINIERNATIONALPARK
OLYMPICNATIONALPARK
82
5
5
Sp oka neRiver
Kennewick
Portland
Kennewick School District
Enrollment: 15,000 Schools: 14 Elementary 4 Middle Schools 3 High Schools 1 Vocational Center
53% Free and Reduced
Budget: $152 M
Ethnic Make- up: Anglo
74% Hispanic
22% Asian
2% African-American
2%
Staff: Teachers 960 Classified 774 Administrators 60
The Structure of the Problem
Mindy Tony
6 7 8 9 10
K 1 2 3 4 5
+2 yrs
+1 yrs
-1 yrs
- 2 yrs
-3 yrs
Grade level
Cradle to College
NW
EA
R
IT
Sca
le
Grade K - 10
0 1 2 3 4
Birth to Five
The Most Important Slide in the Presentation
5 Elements of the Solution• Goal: 90% 3rd grade reading goal
• Curriculum• Assessment • More Direct Reading Instruction
• Coaches/Training
Years ahead (Years behind)
-3.0 -2.0 -1.5 -1.0 -0.5 0.5 1.0 1.5 2.0 2.0+
National Percentile 1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-99
Fall Student Numbers 0
Grade 1 341 206 202 214 189 113 160 165 104 134 1,828
Grade 2 555 168 145 162 106 164 136 119 116 102 1,773
Grade 3 332 165 152 160 165 215 151 162 173 117 1,792 818
1,228 539 499 536 460 492 447 446 393 353 5,393
To
tal S
tud
en
ts
At or above the
50th percentile
Years ahead (Years behind)
-3.0 -2.0 -1.5 -1.0 -0.5 0.5 1.0 1.5 2.0 2.0+
National Percentile 1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-99
Fall Students by %Grade 1 19% 11% 11% 12% 10% 6% 9% 9% 6% 7% 100% 37%Grade 2 31% 9% 8% 9% 6% 9% 8% 7% 7% 6% 100% 36%Grade 3 19% 9% 8% 9% 9% 12% 8% 9% 10% 7% 100% 46%
To
tal S
tud
en
ts
At or above the
50th percentile
• All students need to make a year of academic growth each year.
• Students who are 1 to 3 years behind in reading need to make an additional year of growth growth until they catch-up.
Parent’s Role
“Parents pretty well decide where their child starts kindergarten.”
--Lynn Fielding
10
Parent’s Role
•Parent’s role must start at birth, especially with impacted populations
64% of parents believe: “Child will catch up to other children within a year or two.”
27% of parents believe: “Child will be behind other children throughout school
years.”
9% of parents: “Not sure”.
• “Getting your child ready for kindergarten is the indispensable first step in getting him or her ready for college.”
--Paul Rosier, Executive Direction,
Washington Association of School Administrators
13
(and with a slight edge)
• Adults who consistently do not and can not create double annual growth should not continue to be in charge of creating it for that critical population of students who require it.
“…the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school.”
ACT, Inc: The Forgotten Middle (2009)
MOVEMENT BETWEEN THE BANDS
Students rarely move from the bottom to the top band. 70% of students are in the same band plus or minus a band in 8th grade as they were at the end of 3rd grade.
16
6 7 8 9 10
K 1 2 3 4 5
+2 yrs
+1 yrs
-1 yrs
- 2 yrs
-3 yrs
Grade level
Cradle to College
NW
EA
R
IT
Sca
le
Grade K - 10
0 1 2 3 4
Birth to Five
Reprinted courtesy Larry Wright and The Detroit News.
98%
44%
63%
25%
12%
-0%
Mindy
Tony
54% to 63% of dropouts
Odds of Your Child Enrolling in a Four Year
University
Total number of freshman seats available at four year universities
1,277,700 Number of students at each grade level 3,752,200 Odds at birth of your childenrolling as a freshman in a four-year university one-in-three
Community College Completion Rates
Typical annual enrollment at all community colleges 10,133,874
Less non-degree/non-certificate-seeking attendees (12%) -1,216,065
Certificate- or degree-seeking students 8,917,809
Full-time two-year equivalent students 4,458,904
Associate degrees awarded annually 486,293/4,458,904 =
Certificates awarded annually: Less than one year 133,249 One to two years 94,724 More than two, less than four 8,026 Annual certificates awarded 235,999/4,458,904 =
Total AA and certificates awarded annually 722,292 / 4,458,904 =
11%
5%
16%
Your current structure and resource allocation is perfectly designed for your current results.
Maintain your current program and you can predict June student outcomes in September.
When you can accurately predict the outcomes, you take responsibility for changing them if you are good, and you give up if you are not.
The Power of Prediction
A Working Example
Kennewick, WA
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2008
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2009
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2009
• When we actually said out loud: “We do not know how to do
this.”
• This was very liberating—because as long as you know what to do, the issue is just working harder at what you have always done.
• Telling the truth is always very difficult in this process.
The 2000 INSIGHT
Years 2000-2001 (Year 6)
Washington 54 72 72 68 78 94 96 99 94 98 99 98 95 99 54Cascade 35 78 79 72 83 88 91 99 96 93 97 95 97 90 35
Vista 50 83 73 90 79 80 93 91 95 94 100 94 98 93 50Southgate 20 92 80 81 86 88 82 90 93 91 86 94 91 97 20Ridge View 23 80 69 78 88 79 84 94 90 92 91 92 85 88 23Hawthorne 60 69 62 62 78 73 87 90 92 80 88 93 90 93 60
Canyon View 38 71 66 78 65 83 76 90 90 90 94 91 92 90 38Sunset View 9 82 86 92 85 84 87 89 95 93 94 92 92 91 9
Lincoln 41 79 75 73 85 87 86 78 99 92 84 85 93 92 41Westgate 80 58 55 47 51 57 49 55 76 82 82 85 84 90 80Eastgate 82 53 55 52 40 53 54 67 68 80 68 85 86 80 82Amistad 76 66 65 55 52 44 47 51 65 80 71 80 82 85 76Edison 73 66 68 71 54 53 55 53 46 74 51 80 82 62 73
District 48 74 70 71 72 77 78 82 86 88 86 90 89 88 48
2007 20082003 F & R
2008 F & R
2001 2002 2003 2004 2005 2006School 1996 1997 1998 1999 2000
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2009
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2009
94
92908886848280787674727068666462605856
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
Percentage of Kennewick Third Graders Reading At or Above Standard, Spring 1995-2009
Elements of the Solution
35
Variable-pitch propeller
Monocque-light-weight molded body construction
Wing flaps
Radial air cooled engines
Retractable landing gear
Name of this plane is reading
Elements of the Structure
• Goal: 90% 3rd grade reading goal• Curriculum• Assessment • More Direct Reading Instruction Minutes
• Coaches/Training • Reading Foundations
Goal
37
Goal: 90% 3rd grade reading goal
• Board adopted, school wide Why so early:
Because much tougher each later year
Kindergarten – first grade research
Is there anything more important than teaching students to read?
Yes: SafetyAfter safety, why do we use any of a non-reader’s 6 ¼ hrs. a day on anything other than teaching them to read at grade level, given the consequences?
Stating the Obvious
• Reading is our most basic academic skill.
• 85% of curriculum is delivered by reading, including math--there are far more words than numbers in math textbooks.
• No other educational success can compensate for failure to teach reading early and well.
• Change must affect classroom practice.
• Before 3rd grade, students learn to read. After 3rd grade, they read to learn.
• It becomes increasingly more difficult for students to learn to read after 3rd grade.
• Far more difficult in middle school than elementary school. Harder still in high school where reading teachers are rare. 41
42
43
…the generally accepted estimate (is) that reading disability accounts for about 80% of all learning disabilities…
Preventing Reading Difficulties in Young
Children Snow, Burns et. al. at page 89
Curriculum
45
Curriculum:• Imagine It (formerly Open Court)• Direct Instruction (
• Reading Mastery (K – 5th grade)• Because to get to 90%, you have to go
through the students who are three years behind
• It has to work for your lowest readers.
• Regardless of different parachute styles, materials, and packing, when parachutists jump, they want their chute to open.
• Our students, like parachutists, take no comfort in something that worked at a different time and place with a different person but does not work for them.
• The curriculum must work this year with this year’s students, in your school.
Roles in Curriculum Adoption
• Board and Superintendent: If students aren’t learning, its bad curriculum, lack
of fidelity to good curriculum, lack of teacher competence, or insufficient time.
• Administrators: Eliminate unacceptable alternatives from
consideration. Criteria: Research, data showing results Clear definition of the student objectives of the
curriculum (beyond covering the state standards)• Teachers:
Get beyond buy-in, sales reps presentations, sales misrepresentations, and political correctness.
Assessment
49
You can either fight assessment
or embrace it.
However, you cannot be a high performance school without
embracing assessment.
--Dave Montague, Washington Elementary (retired)Kennewick, WA
There is no point in testing if you
don’t look at the data, don’t understand it, and
don’t change.--Chuck Watson Vista Elementary (retired)
Kennewick WA
Northwest Evaluation Association
• Typical 50 questions per test• Computer adaptive• Extremely accurate testing- about 5
questions to determine grade level• Balance of 45 questions to
determine precise grade level and skill strands
• 24 hour turnaround
“IN GOD WE TRUST.
EVERYONE ELSE SHOWS THEIR
DATA.”
-UNKNOWN
Assessment and Data Roles
• The girls basketball analogy• Principal must lead as the analyzer of the
data. Not merely enough to be a “relater.” Understanding data must result in a response, i.e., better
structures and better delivery.
• Teacher, at some point must experience the “ah ha” moment with data Response to data must translate to “muscle memory” in teaching Data and assessment are your friend. They provide a view closer
to reality that you can see without them.
The Great Data Question responding to “I don’t want
to change.”
So how is that working for you?
Coaching & Training
56
Coaches/Training:
• For the Superintendent and Board• For Principals
Scheduling Two/Tens Fidelity (difficult conversations)
• For Teachers Initial summer training Every six weeks during the school year Five years, decreasing frequency and refocused as
needed
More Time
58
More Reading Instructional Time
• 120 minute morning reading block or more exclusive of spelling, writing, and specials Exclusive of time which is not eye-ball to
eye-ball instruction minutes
• 60 additional minutes for lowest 20% (2-3 years behind)
INSTRUCTIONAL TIME PROPORTIONALLY INCREASED FOR THOSE WHO ARE BEHIND
• Students who are behind do not learn faster than those who are ahead.
• Catch-up growth is driven primarily by proportional increases in direct instructional time.
• Catch-up growth is so difficult to achieve that it can be the product only of quality of instruction in great quantity.
Administrators may consider:
• Actual reading instructions time audits by classroom by student for special populations
• Running proportional instructional time analysis between need and service Between percentile and minutes of direct
instruction.
Remember
• When a student needs to grow at 200% of normal rates for three years to be on grade level, You will get 100% of this growth from a solid
reading program You may get 10 to 30% from enhanced
curriculum The other 70-90% must come from increased
time.
And of course• No one objects to increasing reading
instructional time as long as they know what to do in the additional time.
• The objections come from cutting less important curriculum to get the time. Internal objections: Math, social studies, the
arts, music, and foreign language (whole child argument)
Externally: 99% of parents choose increased time to teach their child to read.
STANDARD READING PLUS INTERVENTION BLOCK MINUTES BY SCHOOL BY GRADE FOR KENNEWICK ELEMENTARY
SCHOOLS 2002-03
School
1st
Gra
de
1st
Gra
de
Inte
rven
tio
n
2nd
Gra
de
2nd
Gra
de
Inte
rven
tio
n
3rd
Gra
de
3rd
Gra
de
Inte
rven
tio
n
3 Y
ear
To
tal
Amistad 120 80 140 81 130 66 617
Southgate 120 60 120 56 150 75 581
Canyon View 195 54 135 42 120 30 576
Hawthorne 150 30 150 30 90 78 528
Eastgate 120 30 120 80 120 55 525
Westgate 160 36 120 41 120 46 523
Washington 150 10 120 24 120 55 479
Lincoln 150 5 130 45 120 21 471
Ridge View 135 30 120 30 90 30 435
Vista 120 10 120 25 120 40 435
Cascade 120 60 90 30 75 40 415
Edison 90 26 90 52 80 29 367
Sunset View 90 5 90 30 75 52 342
District Average
132 23 119 44 99 47 465
The additional growth will stair-step into the
following grade for the next three years.
A reason why its good to be you!!
Principals
Became reading experts Attended all the staff reading training Knew where all the kids were (data) Knew the research Were in classrooms, not in the office Established look-fors (inspect your
expectations)
ENDURE THE EMOTIONAL PAIN OF LEADERSHIP
• In entrenched low performing schools, teachers will hate and despise you.
• Principals whom you replace and their friends will resent your higher achievement.
• You must learn to be the sole holder of impossible beliefs to achieve impossible things until performance provides proof.
Teachers
Reading is now their priorityTrainedTeach the curriculumKnow where all the kids were
Cooks know where the kids wereUnheard of levels of teamingPerhaps twice as effective per hour
of instruction as they were before
70
$$$We spend twice as much on the 40% who are behind as the 60% who are ahead.
AND IF YOU DON’T?
You will be in the remediation business forever. Each August a new wave of kindergarten students hit your beaches, 40% of whom are one, two, and three years behind.
You will spend twice as much trying to catch-up the lowest 40% per student as you do on the upper 60%.
If you cannot win the game birth to five, you will never win in K-12.
71
A Working Example
Eastern Kentucky, Western Virginia
Goal: 90% 3rd grade reading goal
• 6 School Boards and City/County Boards adopt the goal
• Local Reading Foundations coordinate the media
Curriculum:• Two hour block: Imagine It• One hour block in afternoon for those in
the 2st to 20th percentiles: • Direct Instruction
Language for Learning (pre-K to 2) Reading Mastery (K – 3th grade)
Assessment and Data
• Hardware and software in place on time• Principal training on software• Providing the reports• National data comparisons are a shock
for states with low standards
More Reading Instructional Time
• 150 minutes• First hour is whole class• Second hour
differentiated instruction, ability groups and sized by furthest behind, flooding of personnel in to reduce class size
• One additional hour (Reading Mastery) • for students in the 1st to 20th percentile
• Starting on time, on task during the period, not stopping until the end
• Starting the second week (vs the third month)
Training/Coaches
• Teachers 2-day summer training Visits every 7 weeks, for 5 years, adjusted/as needed
• Principals 2 days summer training 4 times a year, (first 3 weeks, schedule)
• Boards, Superintendents Fall training Winter data and training, Spring data and training
Summer Gain/Loss
Reading Foundation/READY!
• Message to parents – read with your child 20 minutes a day from birth
• School banners, principal newsletters, reader boards, radio announcements, newspaper articles, billboards, notice in utility bills, reading bookmarks in bank statements,
Results: Kennewick 2011
90.22% at or above standard
Elgin Results: Kentucky & Virginia
Percent Change Kindergarten 32%
Grade 1 32%Grade 2 22%Grade 3 18%
* fall kindergarten scores are conservative estimates only
Percent Increase to the Goal
Elgin Results: Kentucky & Virginia
Fall Spring Decrease % Decrease Grade 1 568 186 382 305%Grade 2 766 337 429 227%Grade 3 525 276 249 190%
Total 1,859 799 1,060
Decrease in Students Reading in the 1st to 19th Percentile (two to three years behind)
