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Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students

Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students. Presented by: Drew Braun, Ph.D., Director of Instruction Lori Smith, D.Ed., Director, Student Achievement Bethel School District Ginger Kowalko , M.S., Educational Consultant. Secondary Literacy.

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Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students

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  1. Secondary Literacy: A Systems Approach to Meeting the Needs of Your Students Presented by: Drew Braun, Ph.D., Director of Instruction Lori Smith, D.Ed., Director, Student Achievement Bethel School District Ginger Kowalko, M.S., Educational Consultant

  2. Secondary Literacy Ideally, secondary literacy would focus solely on “. . . the core of reading: comprehension, learning while reading, reading in the content areas, and reading the service of secondary or higher education, of employability, of citizenship.” (Reading Next, p. 1)

  3. “. . . as many as one out of every ten adolescents has serious difficulties in identifying words.” Curtis and Longo, 1999, Adolescents and Literacy: Reading for the 21st Century, p. 8

  4. OUTCOMES Supports for Effective Implementation Data for Decision Making SUPPORTS DATA PRACTICES Practices for Student Success Adapted From: Horner & Sugai

  5. Video

  6. SECONDARY LITERACY FRAMEWORK: A TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

  7. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  8. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  9. Bethel School District Middle School Delivery Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  10. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  11. Bethel School District Middle School Model GroupingDesignDesignTime Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  12. QUICK COMPARISON OF SELECTED READING ASSESSMENT TOOLS

  13. Reading Assessment Tool Considerations • Cost • Building or District Capacity • Staff commitment • Time (Group or Individual Administration) • Link between Universal Screening and progress monitoring

  14. Initial Grouping • Rank students from low to high based on data • “Chunk” students into categories of performance by fluency • below 10th percentile • 10-20th percentile • 20-50th percentile • 50th percentile and above (you could chunk this group more) • Add other measures and considerations (comprehension scores, OAKS data, SWIS data, teacher judgment) • Identify students on reading IEPs • Identify students in need of placement tests

  15. EasyCBM Progress Monitoring Score Interpretations Guidelines

  16. < 10th percentile 10-20th percentile 21-50th percentile > 50th percentile

  17. Group Size • Students with intensive needs receive instruction in smallest groups (4-12 students) • Students with established reading skills receive instruction in the largest groups (35+ Students)

  18. Flexible Grouping • Changes in grouping are made based on student performance • How often • Minimally after each universal screening

  19. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  20. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  21. Resources forCurriculum Selection • Florida Center for Reading Research http://www.fcrr.org/ • Stupski Foundation http://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

  22. Give placement tests

  23. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced

  24. Delivery Models

  25. Cascade Middle School - Bethel SD Daily Schedule PERIODTIME 1 8:00 - 8:50 Reading Period 2 8:54 - 9:39 3 9:43 - 10:28 4 10:32 - 11:17 5A 11:21 - 12:06 (second lunch 12:06 - 12:37) 5B 11:52 - 12:37 (first lunch 11:17 - 11:48) 6 12:41 - 1:26 7 1:30 - 2:15

  26. High School Scheduling • Examples • Willamette High School, Bethel School District • Cottage Grove High School, Cottage Grove SD • Generic examples from around Oregon • Stupski Foundation suggestions

  27. Possible Reading Interventions Grades 6-8

  28. TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

  29. Bethel School District Middle School Model GroupingDesignDesignTime • (comprehension) • (vocabulary) • Fluency • Decoding Short Words • Phonemic Awareness • (writing) • Comprehension • Vocabulary • Fluency • Decoding Long Words • Writing • Comprehension • Vocabulary • (fluency) • (decoding) • Writing • Comprehension • Vocabulary • Corrective Reading (Decoding A) • Wilson Reading Program • Language! • Phonics for Reading • Open Court • Prentice Hall (adapted version) • Reading Mastery Plus (V & VI) • REWARDS (Between B2 & C) • Corrective Reading • (Decoding B1, B2 & C) • Other Core program • Open Court • Prentice Hall (regular version) • McDougal-Littell • Glencoe • REWARDS Plus • Junior Great Books • Novels 90 – 120 mins 60 – 90 mins 45 – 60 mins 45 – 60 mins Intensive Low Emerging/ Emerging Emerging/ Established Advanced ACCESS ACCESS

  30. SECONDARY LITERACY FRAMEWORK: A TWO PRONG APPROACH READING INSTRUCTION CONTENT LITERACY

  31. OUTCOMES Supports for Effective Implementation Data for Decision Making SUPPORTS DATA PRACTICES Practices for Student Success Adapted From: Horner & Sugai

  32. Oregon K-12 Literacy Framework Implementation of the Oregon Literacy Framework District Support for Implementation of the Oregon Literacy Framework State-Level Initiatives to Support Districts/Schools in Implementation of the Oregon Literacy Framework

  33. OUTCOMES • Goals • Commitment Supports for Effective Implementation Data for Decision Making SUPPORTS DATA • Assessment • Leadership • Professional Development PRACTICES • Instruction Practices for Student Success Adapted From: Horner & Sugai

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