Vision of Just Read, Florida!

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Vision of Just Read, Florida!FRA ConferenceSeptember 10, 2010Cari Miller, Deputy Director

Goal:Improve the outcomes of core reading instruction, content area and intensive reading intervention courses

4 Major Areas of Focus:

Develop modules centered on the application of 5 principles of effective reading comprehension instruction. Ensure that every intensive reading teacher and,as much as possible, content area teachers are developing Essential Questions that are aligned to the cognitive complexity contained within the FCAT Item SpecificationsRevising Doing What Works Clearinghouse modules to align with the 2007 Reading/Language Arts StandardsDeveloprich classroom examples to illustratehigh quality instructional practices in reading

5 Principles of Effective Reading Comprehension Instruction

Teachers will read text selections before the students so that they can encourage them to find the explicit and implied meanings and authors purpose, particularly of difficult texts. LA.910.1.7.2, LA.910.1.7.3

Teachers will be purposeful in building background knowledge, so that the focus is connecting students to the most important and relevant aspects of the text. LA.910.1.7.3

Developed based upon the work ofTim Shanahan and aligned to the 2009 FCAT Item Specifications (http://fcat.fldoe.org/fcatis01.asp) and 2007 Adopted Reading/Language Arts Sunshine State Standards

45 Principles of Effective Reading Comprehension Instruction continuedTeachers will not distract students during reading by focusing attention on obscure words or unimportant details, but will keep a spotlight on the essential ideas in the text. LA.910.1.7.3

Teachers will make students do the work by not spoon feeding them what a text says, but making them find the meaning on their own through summarizing and paraphrasing in their own words and pushing them to think deeper about the meaning and structure of the text. LA.910.1.7.3, LA.910.1.7.4, LA.910.1.7.5

Teachers will work with students to revisit texts by going back to earlier ideas as they read new texts and discussing similar and contrasting themes and characters. LA.910.1.7.7

Teachers develop Essential Questions that are aligned to the cognitive complexity contained within the FCAT Item Specifications

Promote in-depth investigation of concepts that are taught through the application of the Sunshine State Standards

Offer potential for intriguing students and motivating student learning

Mirror the complexity of FCAT Item Specifications for the listed benchmark that the teacher is teaching

Teachers actively demonstrate thinking guided by text strategies and model written responses to essential questions2nd Bullet: They are engaging and enduring . They lead to learning big ideas that are aligned with the Sunshine State Standards through the application of Webbs Depth of Knowledge with alignment to the cognitive complexity required for students to apply thinking through written text at high levels of proficiency as measured through FCAT.6Revising Doing What Works Clearinghouse modules to align with the 2007 Reading/Language Arts Standards:

Vocabulary InstructionProvide explicit vocabulary instruction and strategies to help students become independent vocabulary learners. Comprehension StrategiesProvide direct and explicit comprehension strategy instruction. Engaging Text DiscussionProvide opportunities for extended text discussion and student engagement. Intensive InterventionProvide intensive intervention for struggling readers and monitor all students' reading progress. Writing to Improve Text UnderstandingProvide direct and systematic instruction and support for students to use writing to support answers from the text to build a deep understanding of thinking guided by text.

Developrich classroom examples to illustratehigh quality instructional practices in readingRevised Classroom Walkthrough Tools Working with noted researchers to provide detailed support in bringing the best practices from research into wide practice

These walkthrough observation forms will be designed to facilitate the conversation between the instructional leaders and others about what is working and not working in the schools instructional program. Through shared practice, shared language and a common sense of what is effective, a cohesive instructional program grounded in best practices is built. The observation forms will be designed with specificity in mind, because it is the specificity and details that paint the picture of the needed changes.

Richard Allington, Tim Shanahan, Doug Fisher, Kylene Bears, and Steve Graham, etc. 8In Addition:Ensure that reading coaches have a definedway of work at each school and that coaching is based upon the data driven needs of the students and supported by the school administrationProvide support todistricts in assisting schools to use the data from FAIR to inform instruction

Reading Coach Guidance WorkshopsBeing held regionally across the stateFocus:Provide the history/research/data on Coaches in FloridaDistrict and School Systems to Support the Role of the CoachRole of the Reading Coach

Reading Coach Guidance Goals:Improve Coach EffectivenessIncrease Student Achievement11A Coachs TimeMaking every moment count!12Reading Coach Log Breakdown by Recommended CategoriesRecommended Categories Include:Small Group PDModeling LessonsCoach-Teacher ConferencesCoachingData Analysis

13Recommended categories 75% or more of the Reading Coachs scheduleRegion 1 Reading Coach Log Report 2009-10 School Year

14Recommended categories Should equal 75% or more ofReading Coach schedule.Region 2 Reading Coach Log Report 2009-10 School Year




18Recommended categories Should equal 75% or more ofReading Coach schedule.Reading Coach Log Breakdown by Recommended CategoriesRecommended: 75% of Reading Coach TimeRegion 1 41%Region 2 34%Region 3 37%Region 4 40%Region 5 45%

State Average 39%*All Schools Within Region

1919Nationwide less than 50% of a coachs time is spent in the classroom. *Coaching ClearinghouseUse of a Coachs time20Based on the data shared:

What do you believe to be the barriers to coaches using their time most effectively?

How do we remove these barriers to ensure the coachs time is used for maximum benefit?

Table Discussion. Share out strategies from discussion. (15 minutes)20Enhancing and refining reading instruction and intervention

Reading coaches enhance and refine reading instruction and intervention by:Ensuring effective student placement and support. Assisting in the interpretation of progress monitoring and other data. Assisting teachers in implementing explicit, systematic and rigorous reading instruction

21One Role of the Coach is to enhance and refine reading instruction and intervention.

Bullet #1 It is imperative that coaches work with administration and guidance counselors in using data to match students with the best instruction and the most appropriate intervention targeted to student needs. Historical data for students should be reviewed to assure that students are making adequate progress and adjustments are made accordingly. Initial placement is extremely important for students with reading deficiencies, and the coach should be intimately involved in this process.

Bullet #2 - RAND identifies the review of assessment data with teachers as one of the most powerful ways that coaches can impact student achievement. Once teachers understand the data, they can adjust their instruction to better meet the needs of their students.

Bullet #3 - providing support through modeling, co-planning, co-teaching and conferencing with teachers. A Dilemma: Percent of Previous Level 3 Students Regressing in 2008-2009 in DA Schools

For Discussion Purposes: A Possible Reading Intervention Decision Process Handout 7Continue to provide support todistricts in assisting schools to use the data from FAIR to inform instructionFocus on ensuring effective student placement and support using Progress Monitoring data and outcome. Here is an example.23Is Instruction Rigorous Enough?All students read one book every two weeks while receiving feedback from adultsAll teachers have a deep knowledge and understanding of the new FCAT Item Specifications as they relate to developing complex thinking questions aligned with the rigor of the FCAT Item SpecificationsAll students respond to complex questions in writing and receive feedback from teachers

2009 FCAT Item Specificationshttp://fcat.fldoe.org/fcatis01.asp

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Oral Reading Strategies Source: Good-Bye Round Robin 25 Effective Oral Reading Strategies

Oral reading strategies that may take the place of Round Robin ReadingAbandon round robin reading because:

Students need time to practice before reading aloud.It can cause inattentive behaviors, leading to discipline problems.It does not support self monitoring because often the reader is corrected by others.It can be a source of anxiety and embarrassment for students.It can hamper listening comprehension.It consumes valuable class time that could be spent on other meaningful and more effective activities

26District and School Systems to Support the Role of the Coach

The Principal/Coach RelationshipRecruiting and Hiring PracticesReading Coach TrainingMonitoring/Evaluation Procedures27The guidance document is broken down into two sections. We have discussed the role of the coach and are now moving into the district systems section.District and school systems should be established to support the role of the coach. The major areas of focus are above.27The Principal/Coach Relationship

The principal/coach relationship is critical to the development and implementation of specific duties of the coach.Principals and coaches should work together to build a shared literacy vision and collaborative relationship to improve instruction and student achievement (Casey, 2006; Puig and Froelich, 2007).2829Killion and HarrisonPartnership agreements are a form of contract or mutual agreement between a coach and his or her principal.

The agreements typically are about the scope of the work, expected results, and other details associated with the coachs work with individuals or teams.

Clarify the Coachs Role Handout 1Taking the Lead by Killion and Harrison addresses how to enter into a partnership agreement with your principal. Ch. 15. Partnership agreements provide the foundation for a successful coach/principal relationship.

Coaches and principals often fail to form partnership agreements thoroughly because it takes time. However, the time invested in reaching agreement and clarifying the work frontloads the success of the work.

Reflect: As we work toward strengthening our role as the coach, reflect on the sample agreements on the next few slides. What partnership agreements do you need to establish, re-establish, or reconstruct with your principal? Resource: Participants can use Ch. 15 of the Taking the Lead text pg. 121-124 reflect slides 73- 81.

TIP: Instead of presenting slides 129-137, have participants work in groups, pairs, or tables to discuss each of the topics for partnership agreements and chart what agreements do the they need to establish, re-establish or reconstruct with your principal? 2930

Clients example: This is a sample of a way of work for lower performing schools. In the Reading Coach Guidance Document Appendix A.30Recruiting and Hiring Practices

Reading coaches must have sufficient knowledge and skills specific to the role of the coachK-12 Certification or Reading EndorsementAbility to analyze student data and ability to teach others to do the sameAbility to work with adult learnersDistricts should have a system in place to be sure that the most qualified individuals are hiredDeveloping a hiring protocolDeveloping a pipeline of potential coachesProviding incentives to work in schools with substantial need of improvement

3131Coaches should be recruited because they are well-suited to the role of coaching, not because they were ill-suited for classroom work, etc. Recruiting and hiring processes should be established as well as the process through which coaches will be provided professional developmentReading Coach Training

It is essential that reading coaches receive initial and ongoing training to improve their skills:Knowledge BuildingJob Embedded3232Planning your Reading Coach Cadre Meetings

Concrete Experiences Examining Student Work Participating in Classroom Application Examples Classroom Examples Using Video

Ensure critical thinking for coaches through higher order questioning

32Training/Support for CoachesFramework for ongoing training could provide:Monthly district-wide trainingRegularly scheduled cadre meetings occurring in schoolsPairing up novice coaches with veteran mentor coachesTime for coaches to work throughout their feeder patterns to coordinate reading instruction33More information provided in guidance documentMonitoring/Evaluation Procedures

School districts should establish monitoring and evaluation systems for the coach that are unique to the role of the coach. Coach evaluations at the district level should be based on the four components of the reading coach roleSchools should develop an evaluation based on the plan created and implemented by the principal and coach3434Teacher evaluation forms should not be used as these do not specifically address the role of the coach.Questions?Thank You!JustRead@fldoe.org850-245-0503Chart10.290.27554179570.370.33954154730.520.45026178010.50.43076923080.60.54694835680.60.51706961490.450.3450257196

State DAState Target

Sheet1State DAState TargetSeries 3Grade 429%28%2Grade 537%34%2Grade 652%45%3Grade 750%43%5Grade 860%55%Grade 960%52%Grade 1045%35%

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Vision of Just Read, Florida!