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When Literacy, RTI and Continuous School Improvement Work in Concert

When Literacy, RTI and Continuous School Improvement Work in Concert. Lisa Guzzardo Asaro Dr. Maureen Staskowski Carrie Wozniak June 16, 2011. Today’s Outcomes. Introduce and raise awareness of Close and Critical Reading as a STRATEGY

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When Literacy, RTI and Continuous School Improvement Work in Concert

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  1. When Literacy, RTI and Continuous School Improvement Work in Concert Lisa Guzzardo Asaro Dr. Maureen Staskowski Carrie Wozniak June 16, 2011

  2. Today’s Outcomes • Introduce and raise awareness of Close andCritical Reading as a STRATEGY • Introduce a DRAFT template for a TIERED continuous school improvement approach

  3. Today’s Roadmap • Welcome • What is Close and Critical Reading? • Building Tiered Interventions into a School Improvement Plan • Goals • Objectives • Strategies • Activities • Fiscal Resources

  4. Parking Lot • Rest questions that do not benefit the whole group • Place questionsthat do not pertain to content at this time • Place questions that pertain, but participants do not want to ask at this time

  5. Key Working Agreements • Respect all Points of View • Be Present and Engaged • Honor Time Agreements • Get All Voices in the Room These breathe life into Belief Statements

  6. One Common Voice – One PlanMichigan Continuous School ImprovementStagesand Steps STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice FOCUS

  7. One Common Voice – One PlanMichigan Continuous School ImprovementStages and StepsI.-III. Comprehensive Needs Assessment Components I. School Data Profile/Analysis II. School Process Profile/Analysis Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice I. School Data Profile/Analysis II. School Process Profile/Analysis III. Summary Report/ Goals Management

  8. A Comprehensive Needs Assessment III. Summary Report Strengths Challenges I. School Data Profile/Analysis II. School Process Profile/Analysis III. Goals Management

  9. Stage Two: STUDYStep 7: Research Best Practice STUDY Analyze Data Set Goals Set Measurable Objectives Research Best Practice FOCUS

  10. Close and Critical Reading Comprehension is not enough, critical analysis is essential to determine the truth and value of the message.

  11. Close and Critical Reading • Aligned to the Common Core Standards • Research Based • Direct and Explicit Instruction (clear protocol and activities) • Assessments for Grades 3-12 • ALL Teachers are a part of literacy instruction

  12. Video Our students have changed. Have we changed our instruction? and the way we assess our students?

  13. Close and Critical Reading The following four questions are used to move students from comprehending the information to the final application to their own lives. These four steps or modes of analysis are reflected in four types of reading and discussion: • What a text says – restatement • What a text does – description • What a text means – interpretation • So what does it mean to me – application

  14. Close and Critical Reading Close and critical reading is the ability to comprehend information, analyze how it is presented, determine the purpose and perspective of the author, establish what it means, and apply it to your life. - Dr. Elaine Weber

  15. Bookmarks

  16. Research is on the back of the Close and Critical Reading Bookmarks

  17. Now What? • What happens after you have trained your staff in a strategy? • What do you do with that Professional Development?

  18. Providing Direct Strategy Instruction • Guided Highlighted Reading • Close and Critical Reading • Question # 1 – Content and Summary • Question # 2 – Craft, Structure, and Purpose Getting are students ready! www.missionliteracy.com

  19. A Seven and or Six Step Guide ACT Guided Highlighted Reading and Passage Matrix

  20. Materials • Passage, Multiple Choice Questions with Answers explained, and Teacher Plan. • Background Knowledge • Anticipation Guide • Vocabulary • Summary • Text Structure (How the text is written) • Guided Highlight – Question #1 • Guided Highlight – Question #2

  21. Data Director Directory Exam ID Description of the Test

  22. BuildingTiered Intervention within yourSchool Improvement Plans

  23. Problem-Solving Model

  24. Tier 1 High-Quality, research based Language arts curriculum Select criteria, then assess student progress toward goals three times annually Teachers meeting and making data-based decisions Common assessments and observations frame instruction

  25. Tier 2 More Frequent Progress Monitoring - a minimum of once every 14 days A minimum of 30 instructional minutes above and beyond the core curriculum to include interventions based on progress monitoring

  26. Tier 3 Weekly/bi-weekly progress monitoring A minimum of 60 instructional minutes above and beyond the core curriculum to include interventions based on progress monitoring

  27. Problem-Solving Model

  28. Tiered Intervention andContinuous School Improvement Working in Concert

  29. Stage Three: Step 8 Plan Develop Action Plan FOCUS

  30. Data Elements Fiscal Resources Goals Objectives Strategies Activities • Resource Name • Funding Source • Planned/Actual Amount • Activity Name • Activity Description • Activity Type • Planned/Actual Staff • Planned/Actual Timeline • Strategy Name • Strategy Statement • Target Areas • Research • Objective Name • Measurable Objective Statement • Goal Source • Content Area • Goal Name • Student Goal Statement • Gap Statement • Cause for Gap • Measures/ • Sources of Data • Criteria for Success • Person Responsible

  31. Identifying Activities for a Strategy • A GOAL is associated with a Content Area for which there are challenges noted in the SUMMARY REPORT component of the CNA THEN, must include at the ACTIVITY LEVEL ANY Key Characteristic that is a challenge* in the SA/40 SAR/90, or Quality Indicator that is a challenge* on the SA or Assist SA *anykey characteristic/quality indicator markedgetting started/emergingorpartially implemented/not evidentis a challenge

  32. Strategies: Reading Goal Strategy #1: School Wide Data-based decision making process for Tier I, II, and III Strategy #2: Tier I Close and Critical Reading Strategy #3: Tier 2 Reading Interventions Strategy #4: Tier 3 Intensive Reading Interventions

  33. Resources for You http://misdrti.weebly.com/

  34. Thank You!!

  35. Contact Information • Lisa Guzzardo Asaro lasaro@misd.net • Dr. Maureen Staskowski mstaskowski@misd.net • Carrie Wozniak cwozniak@misd.net

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