What To Do About O ur SRI Data

1. WhatToDoAboutOurSRIData English, ESL, & SPED Departments

2. Starter Reflection • What are your thoughts & concerns about your classes SRI data? • How do you support the various reading levels in your classroom?

4. Lexile Review • SRI reports in Lexiles • Scientific approach to measuring text difficulty & reading ability • Puts both texts & readers on the same scale • Range -100 to +50 • Expected 75% comprehension rate • Not too difficult to be frustrating, but • Difficult enough to be challenging & encourage reading progress

5. Lexiles in the Classroom • Help students find appropriate reading materials • Enhance thematic teaching by building a bank of titles at varying Lexile levels • Support theme & provide way for all students to successfully participate • An additional organizing tool when sequencing materials • i.e.: increase the difficulty of texts throughout the year • May need to rearrange the order of anthologies to best meet students’ needs

6. Higher Lexiles Help Readers Grow • Be challenged with high-interest books above their Lexile range • Help teachers/parents know when a student may need help • Help find additional books on the same subject at a lower level

7. Lower Lexiles Build Confidence • Struggling & reluctant readers can find easier, interesting books to read/practice • Combine Lexile range & developmental level to find easier, age-appropriate books • Motivation: safety net to help a reader through a hard but interesting book • If a school book is too hard, Lexiles can help find other books on the same subject, lower level

8. Assessments • Screening - SRI • Diagnostic • AIMS oral reading fluency & error analysis • San Diego Quick Phonics • REWARDS • Words Their Way • Benchmark: SRI 3x a year – trajectory line • Progress Monitor: struggling readers • Use data to plan & use tier 2 & 3 interventions

9. 3 Tier Framework: Data Driven Decisions 5% 10 - 15% 80 - 85%

10. 7-12 Tier 1 Core Classroom Instruction for All Students Tier 1 refers to reading instruction for ALL students within ALL core content area classrooms. Instruction is provided through a combination of informational and narrative texts, including primary source documents. Content area instruction supports specific Utah Core Curricula by emphasizing content area vocabulary and research-validated literacy practices. Assessment data is used to monitor and inform instruction. School-wide reading screening assessments are administered to ALL Tier 1 students to identify those experiencing reading difficulties. Classroom content area assessments are administered periodically to determine whether students are making progress or need extra support. These assessments provide data for planning differentiated and scaffolded instruction delivered in flexible grouping, i.e. whole group, small group, partner and individual study. Outcome assessments are administered to ALL Tier 1 students to determine student growth/gain over time.

12. Department Teams • Ensure consistency of instructional practices within the content area • Share responsibility for student achievement, using student data as a base for instructional decision making • Act as a problem-solving organization whose members assist each other in meeting the literacy needs of students

13. National Reading Panel's (2000) Recommended Six Cognitive Strategies • Graphic Organizers • Comprehension Monitoring • Question Answering & Generation (2) • 4 types of questions • Right There • Think & Search • Author & You • On My Own • Summarize • Text/Story Structure • Cause/Effect • Compare/Contrast • Description • Problem/Solution • Question/Answer • Sequence

14. Seven Guidelines for Cognitive Strategy Instruction • Explain why it is important • Demonstrate how & when to use strategies • Have students practice using the strategy • Support students & scaffold learning • Let students explain what they understood from their reading • Give students feedback on answers • Debrief with students on how useful the strategy was to them

15. What To Do About It • Use in managing instructional programs & resources • Anticipate comprehension • Accurately match readers with reading materials • Share it with students & parents/guardians • Levels of comprehension • Nonjudgmental • i.e. 597 vs. 3.3 grade level • Set goals - struggling readers should aim for 100 points gain a year

16. Transactional Theory • Text is just symbols until the reader brings it to life • Reader bring much to the text • Discuss text!!! • Various perspectives & interactions • See where or how students got off track • Validates all interpretations • Guide students to the more appropriate interpretation if needed

17. How to Help Struggling Readers • Level the comprehension playing field with "just right" books • Comparing text & student Lexile levels to see when additional instruction, such as background teaching, vocabulary work or discussion, might be needed • Find alternative texts when needed • Content partners • Help parents find appropriate books for students • Offer choice whenever possible • Hi/Lo books & graphic novels

18. How to Help Reluctant Readers • Not the same as struggling readers • Abilities can be a wide range • Have trouble connecting to books independently • Offer choice

19. How to Help High-Achieving Readers • Leveling should not be limiting • Helps readers challenge themselves • Gauge comprehension gap between student & text • Bridge gap with instruction, such as background teaching, vocabulary work or discussion • Differentiate materials – content partners

20. Levels of Comprehension • Use higher order thinking questions • Fluent students who correctly answer basic recall questions still may be missing a lot

21. Home Reading • Develop a reading folder that goes home with students & comes back for weekly review • Folder can contain • Reading list of books within the student’s range • Reports of recent assessments • Parent form to record reading that occurs at home

22. Summer Reading Loss • Without school structure, strong readers can flat-line & struggling readers can fall off the chart • Low-income children are especially susceptible because they often go home to text-free environments

23. Resource Links • USOE’s 3-Tier Model of Reading Instruction • Granite District’s Secondary Reading Intervention Framework • Adolescent Literacy: AdLit.org • Florida Center for Reading Research • What Works Clearinghouse • Lexile.com

24. Reflection • What is one thing you’ve heard today & last week that you can apply to your teaching practice? • Questions? • Concerns?