Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello

Workshop designed for San Francisco Unified School District Pupil Services Department

Workshop designed for San Francisco Unified School District’s Pupil Services Department

Dr. Patricia Fioriello

Education Consultant

www.drpfconsults.com

March 11, 2008

ADOLESCENT LITERACY INTERVENTION

PROGRAMS

ComponentsAnd

Connections

Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Overview

Section OneUnderstanding Adolescent LiteracyDefinitions, Instruction vs. Structure, StrategyWorkshop Focus

Section TwoAdolescent Literacy Intervention ProgramLevels and CoursesAssessment & Placement GuidelinesScheduling OptionsExtended Learning Opportunities

Section ThreeSite Level Intervention literacy ProgramIssues, Challenges, Solutions

Section FourPupil Services and The SiteImmediate and Next Steps


Workshop Focus & Outcome

Understand and examine the structure (as it relates to Pupil Services areas) of site literacy intervention program.

Problem-solve and develop a strategy, approach to site and District concerns.


ADOLESCENT LITERACY INTERVENTION

DefinitionInstruction vs. StructureStrategy

SECTION ONE


Terms we often use at work may have differentmeanings to individuals who work together. Take a few minutes and explain what the following terms mean to you.

1. Literacy2. Adolescent Literacy3. Intervention4. Adolescent Literacy Intervention Program

THINK &

SHARE


What is Literacy?

"Literacy can be defined on a number of levels. It is obviously

concerned with the ability to read and write but a fuller

definition might be the capacity to recognize, reproduce and

manipulate the conventions of text shared by a given

community.”

Hertrich, John. 1998. HMI Secondary Literacy SurveyDr. Patricia Fioriello, Education Consultant, March 11,

2008

What is Literacy?

“The ability to understand and employ printed information in

daily activities at home, at work and in the community to

achieve one’s goals, and to develop one’s knowledge and

potential.”

www.thenetwork.co.uk/providertoolkit/glossary


What is Adolescent Literacy?

“Middle and high school students who encounter difficulties in reading generally fall into one of threegroups (Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999).

Some have severe deficits in reading that can be traced back to weak decoding skills. A second group may know enough phonics to laboriously sound out words, but they become so focused on decoding that they lose all sense of the meaning of the words and sentences.


But most struggling adolescent readers have no trouble

decoding words. These students‘ difficulties are caused by

the fact that they have limited vocabularies or lack broad

background knowledge to apply to their reading, and thus

they cannot create meaning.

Such students, although often not recognized as struggling

readers by content teachers, are found in most middle and

high school classrooms across the country.”

Darwin, M. and Fleischman, S. 2005. “Research Matters/Fostering Adolescent Literacy. The Adolescent Learner. ASCD.


What are Adolescent Literacy

Intervention Programs?“Adolescent literacy intervention programs” are those programs that

(1) specifically target teachers of and/or students in middle and high school grades (Grades 4-12) who are reading significantly below grade level and

(2) provide literacy instruction that is intended to increase achievement at a rate faster than average, allowing students to decrease or close the achievement gap between themselves and their normally achieving peers.


Programs may be intended as core or supplemental for an entire class, an individual, or a small group and may include laboratory or computer based instruction (or any combination of the various kinds of instruction).


The instruction may be in reading or content-based venues. However, the intention of the program must be to help students who are struggling with literacy, and the focus of the program must be on a least one aspect of literacy instruction.”

Learning Point Associates. 2005.

.


Basic Components of a Literacy Program


Instruction vs. Structure

content curriculum materials learning strategies informal, daily

assessment

program plan infrastructure

improvements extended time summative

assessment (progress monitoring)

Instruction Structure

THINK CLASSRO

OM!

THINK SUPPORT!


“A survey of the literacy field shows that educators now have a powerful array of tools at their disposal. We even know within a fair degree of certitude which tools work well for which type of struggling reader.

Intervention Strategy


However, we do not yet possess an overall strategy for directing and coordinating remedial tools for the maximum benefit to students at risk of academic failure, nor do we know enough about how current programs and approaches can be most effectively combined.”

Biancarosa, C., & Snow, C. E. (2006). Reading next-A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education.


Pupil Services Components

Structure

Strategy


LITERACY INTERVENTION PROGRAM

LevelsGuidelinesOptionsLearning Opportunities

SECTION TWO


Intervention Levels

Benchmark Strategic

Intensive


Benchmark Intervention Level

AT OR NEAR GRADE LEVEL

Achieving grade level standards.

May benefit from ancillary material, tutoring, software assistance, differentiated instruction. Students who are satisfactorily achieving grade-level standards but on occasion may require additional assistance and support for particular standards and concepts.

Intervention Programs for Students @ www. cde.ca.gov


Strategic Intervention Level

UP TO TWO YEARS BELOW GRADE LEVEL

High school students who are at or above the sixth grade standards in English-language arts but not able to pass the CAHSEE.

Middle-grades students who are a year behind grade-level expectations. They may be one to two standard deviations below the mean on standardized tests.



Intensive Intervention Level

MORE THAN TWO YEARS BELOW GRADE LEVEL

High School students unable to demonstrate proficiency in the sixth grade standards in English-language arts.

Middle School students who are two or more years behind grade-level expectations. These students have the greatest need and are usually at high risk for potential retention or for later failing the CAHSEE.



Assessment & Placement

Multiple Measures to Assess Students

Multiple Measures to Place Students

District Placement Criteria


Use of Multiple Measures toAssess Students

California Standards Test (CST), California Achievement Test 6 (CAT6), California English Language Development Test (CELDT)

Core class placement tests

Intervention placement tests

Other site data


Use of Multiple Measures to Place Students

Clear entry and exit criteria CELDT 1, 2 administer EL High Point DPI EO and CELDT 3, 4, 5 administer Core Entry Level

Test Review CST scores Below 290 intensive intervention placement test 290 or above place in core + strategic

Example in Packet


Use of District Placement Criteria

Recommendations are just that-

recommendations. It is important for each district to go through the process

of establishing assessment and placement guidelines that will work for

their schools!What is your district placement criteria

for intervention students?


Benchmark & StrategicProgram Guidelines

Benchmark Intervention Differentiate instruction for diverse needs of

students.

Strategic Intervention Shadow class should consist of curriculum and

material directly related in the core.


Two levels per year. When in doubt “push up” students. Fast paced! The intention is to move

students as soon as possible. Best to have one program for district. If student has not demonstrated progress

after two years move student from intensive intervention and have student participate in a “catch up” plan.

NO STUDENT SHOULD BE IN INTENSIVE INTERVENTION FOR MORE THAN FOUR SEMESTERS!

Intensive Program Guidelines


Benchmark & Strategic Intervention Classes

Benchmark Core Class Continue to provide support for students in class.

Strategic (Core + Support Class) Core Class

Use state adopted curriculum and program. Shadow Class

Design standard curriculum - “Preview-Review.”

What about the many academic literacy classes at schools? What about the many academic literacy classes we have at schools? Are they part of the intervention program?


Intensive Intervention Classes

Intensive Intervention

Use of State Adopted Reading Intervention Programs Language!, Read 180, SRA/Reach, Fast Track, High Point (EL) Fidelity to curriculum necessary in order to

know if program is REALLY working.

Where do they fit in the structure of the Literacy intervention

program?


Scheduling Options

Be honest and realistic about scheduling options.

Are students being moved along with the possibly of being set up for failure, or are students being given

the additional opportunities to master the skills necessary to be successful in school?


Scheduling Options

Ask yourself the following questions?

Is it better to have students not take an elective class because they need to take intervention classes?

Is it better for students to attend additional classes before, after school and summer because of their need to take intervention classes?

Is administration willing to take the risk, and maybe not graduate as many students in four years because some students may need an additional year to meet graduation requirements?


Scheduling Options

The real question to ask yourself:

“Do you believe in intervention programs enough to change the programs you offer and the way you offer

them?”

When scheduling intervention students, there is no magic fix. There is only so much you can do. However, if you look at the bigger picture,

find connections, decide priorities, and determine guidelines, the process may not be

so overwhelming.


Master Schedule

The Only Rule You Need to Know…

THE MASTER SCHEDULE MUST BE STUDENT DRIVEN!


Master Schedule Steps

Have placement data available to determine numbers. Tallies are the start of creating a master schedule that will work. It is important to be accurate with the number of sections needed.

Create intervention schedules first.

Core classes next – first ELA and then Mathematics.

REFER TO HANDOUT FOR EXAMPLES

Example in Packet


Master Schedule Steps

Design sample schedules that would meet the needs of different types of students.

Offer varying levels of intervention during the same period to make it easier to move students who may be misplaced.

Assign qualified teachers to intervention classes.

Program students who require intensive intervention first.

Dr. Patricia Fioriello, Educational Consultant, March 11, 2008

Master Schedule Recommendations

Remember:Teachers do not select classes. While developing the

master schedule identify schedules as “Teacher A”, “Teacher

B”, etc.

Always think in terms of the student schedule. Walk through

different scenarios. If Student X needs two intervention

classes, what would the rest of their schedule look like and

how many students are in this position?


Mapping out Intensive Intervention (ELA,

Mathematics, or both) and ELD course

requirements and 4-5 year program plans will

help make decisions when trying to decide

scheduling priorities.Example in

Packet


Extended Learning Opportunities

Do You Agree With The Following Statements?



Additional support and resources for students (and the school) are necessary if we are going to meet the needsof ALL students.

YES or NO?



We cannot initiate change and additional requirements without revisiting the extended learning opportunities available for students.

YES or NO?



Intervention programs force us to look at things differently. If we keep trying to place more programs into the same structure, it will break. We must make priorities and expand and redesign our current structure.

YES or NO?



Your “YES” or “NO” answers will determine your approach to new and different learning

opportunities.


Integration of Areas

Many times we only look at the end result (a master schedule that works) but first we must

understand that components are dependent on each other. It is an integrated process and to

get the best results we must be comprehensive in our approach.


Integration of Areas


What is a literacy intervention issue at your site?

1. Name one literacy intervention issue at your site.2. Share the issue with your group.3. Post on wall under appropriate heading. 4. Review type and number of issues in each area.


THINK &

SHARE

SITE LEVEL STRATEGY

Issues ChallengesSolutions

SECTION THREE


Common Placement Issues

“Students are not appropriately placed in reading intervention classes.”

“What about EL and Sp Ed students?”

“No diagnostic test results are available for incoming 9th graders.”

“Students are in intervention class for too long but they have not mastered the skills necessary to move forward.”


Common Placement Challenges

My four year plan may not be the same as another school.

My four year plan looks like a five year plan.

I don’t have the resources to provide additional classes.

Can you name other

challenges?


Common Placement Solutions

Create district placement criteria guidelines.

Develop a “catch up plan” for students.

Can you name other solutions?


Common Program Issues

“How can I graduate intervention students in 4 years?”

“The master schedule does not allow me to place intervention students in classes.”

“The academic literacy class at our school is different than other schools, and in fact, varies from class to class in our school!”

“We do not offer a support class for strategic students.”


Common Program Challenges

Cannot get school to agree on content of academic literacy class.

No room in the master schedule for intervention classes.

Four year plan may not be the same as another school.

Do not have the resources to provide additional classes.

Four year is really a five year plan.

Can you name other

challenges?


Common Program Solutions

Common definition of intensive intervention and how to serve students.

Approach master schedule from the intervention prospective.

Design 4-5 year academic plan for intervention students.

Can you name other solutions?


Your site may have many of the challenges we just talked about but it is impossible to tackle everything at once. If you were to name your biggest literacy intervention challenge, what would it be? Walk through the steps to determine your challenge.

Meet in small group to discuss challenges. Select one challenge challenges and brainstorm

solutions. Report out.

THINK &

SHARE


PUPIL SERVICES & THE SITE

Immediate ActionNext Steps

SECTION FOUR


Pupil Services & the Site

Immediate Action to Take…

COMPLETE THE MASTER SCHEDULE!


Consider the Following

Revisit data.

Organize the process and steps (start small and work your way out.)

Create sample schedules and use as a guideline.

Stay with a task until you have the results you need (what you put in is what you get out.)

Have a commitment from staff and central office that student needs will come first.

Remember that if intervention is your number one priority then something else will not be your number one priority.


Pupil Services Next Steps

Plan to implement solutions.

Decide top priorities to tackle next year.

Develop action plan and implementation timeline.

Ask individuals to get involved in committees.

Develop criteria, guidelines, and policy.

Continue collaboration and problem solving.Dr. Patricia Fioriello, Education Consultant, March 11,

2008