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Supporting Striving Readers & Writers: A Systemic Approach. United States Department of Education Public Input Meeting - November 19, 2010 Dorothy S. Strickland, Ph.D. Samuel DeWitt Proctor Professor of Education, Emerita Rutgers, The State University of New Jersey.

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Supporting Striving Readers & Writers: A Systemic Approach


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    1. SupportingStriving Readers & Writers: A Systemic Approach United States Department of Education Public Input Meeting - November 19, 2010 Dorothy S. Strickland, Ph.D. Samuel DeWitt Proctor Professor of Education, Emerita Rutgers, The State University of New Jersey

    2. What Striving Readers & Writers Need -- An Overview A comprehensive and coordinated program of prevention and intervention across all levels and points of instruction and involvement: State LEA School/EC Center Classroom Striving Readers Program

    3. Key Components for consideration by subgrantees - 1. Articulation across all levels of education - birth through high school 2. Special/new emphasis on early literacy development 3. Family involvement at the earliest levels and beyond

    4. Key Componentscontinued - 4. Differentiated instruction - includes careful planning to organize and teach targeted populations (ex. struggling learners, English learners, students with disabilities); knowledge of and respect for cultural and linguistic diversity 5. Articulation between SR Program, regular education (language arts & content area teachers), and other specialized instructional programs and specialized staff

    5. Key Componentscontinued - 6. Assessment - (1) to screen for potential problems; (2) to inform instructional decisions - includes formative with links to summative; specific plans for collection, analysis, and use of data (work samples as well as quantitative data); summative assessments of students; (3) to evaluate overall program success- includes formative with documentation and explanation for adaptations and summative data. 7. Strategic use of media technology

    6. Key Componentscontinued - - 8. Ongoing professional development 9. Links to national, state, and local professional organizations and relevant agencies 10. Makes use of reputable sources of evidence to inform proposal

    7. SomeState Level responsibilities - >Use Key Components to guide, review, and evaluate proposed plans >Guide, monitor, and assess effective implementation of selected proposals >Establish and coordinate efforts of a State Literacy Team; a State Advisory Council on Early Childhood Education and Care >Provide leadership in linking LEAs with relevant organizations and agencies to encourage collaboration, mutual support, dissemination, replication

    8. SomeDistrict Level responsibilities - Special focus on sustainability -- >Provide leadership and support for SR program with attention to linking standards, curriculum, instruction, and assessment in regular programs with Striving Readers initiative. >Provide leadership at district level in linking staff with statewide related efforts, relevant organizations and community-based agencies. Encourage collaboration, mutual support, dissemination, replication.

    9. SomeSchool Level responsibilities - Special focus on sustainability >Provide leadership and support for linking standards, curriculum, instruction in existing programs with Striving Readers program >Support school-wide organization that coordinates and supports SR program efforts (ex. time allocation; staff, etc.) - SR program should support not supplant special efforts in the regular classroom - Avoid fragmentation >Support integrated curricula; collaborative planning by language arts and content area teachers >Support professional development for ALL involved - with focus on building whole school capacity

    10. Working Together!!Early Childhood EducationGrade-level (K-12) Classroom InstructionStriving Readers Programs A synergistic view -- >Based on Principles of Developmentally Appropriate Practice (grounded in child and adolescent development) >Engaging - cognitively & behaviorally (of interest and importance to children) >Scaffolded (1) teacher models; (2) teacher collaborates with children; (3) children work independently

    11. A synergistic view -- -cont. >Differentiated - both organizationally and instructionally for specific needs (ex. English Learners, struggling learners); materials (including technology); intensity and duration) >Explicit with opportunities for Planful, Indirect Follow-up (both are focused and engaging) >Planned program of formative assessment - includes systematic collection of data; record keeping; analysis, and evidence of use of data to inform instruction >Integration of English Language Arts with the Content Areas

    12. Some Cautionary Notes Re: typical components of many intervention programs Extended Time - key elements to consider >Careful design and implementation >Use of appropriately difficult texts >Focused and personalized expert instruction >Substantial opportunities to read and write

    13. Some Cautionary NotesRe: typical components of many intervention programs Specialized Staff- some things to consider >Appropriate selection >Shared understanding of’ roles >Appropriate use of time; effort

    14. Some Cautionary NotesRe: typical components of many intervention programs Tutoring - some things to consider >Training and Supervision >Consistency of effort >Coordination with regular program >Progress Monitoring

    15. Some Cautionary NotesRe: typical components of many intervention programs Technology - some things to consider >Should address established needs >Should complement/support existing curriculum >Requires professional development

    16. A Final Cautionary Note Perhaps The Most Important Ingredient - Professional Development Key components of Effective Professional Development >Stresses both the theoretical (why) and the practical (what) >Is collaborative >Is long term; embedded (linked to instruction) >Involves all related school personnel >Promotes active involvement/application >Promotes shared leadership