Reading & English Language Arts

1. Reading & English Language Arts Research and Recommendations from the 05-06 Study Presented to the Le Sueur-Henderson School Board June 6, 2006

2. Reading & English Language ArtsCOMMUNITY INPUT • Site Management Teams and the Continuous Improvement Council • Need shared, common philosophy • Partnership with ECFE • Solutions for struggling readers • Include challenge for excellent readers • What about reading needs after 6th grade • What’s happened to grammar? • Parent involvement is so important

3. Reading & English Language ArtsCOMMITTEES • PreK-8: Reading • Entire Middle & High School: Reading • K-5 English Language Arts • 6-12 English Language Arts

4. Reading & English Language ArtsRESEARCH into BEST PRACTICES • National Reading Panel (K-8 team) • Review of all evidence-based research • Components of effective practice in teaching young children to read • Reading Next (7-12 Staff) • National research on needs of adolescent readers • National Language Arts Standards (K-12 teams) • Identified evidence of what we are we doing within each standard, K-5, 6-8, and 9-12 • Evaluated our program in each area

5. Reading & English Language ArtsWhat can we learn from NWEAs 2003 - 2005? • NWEA Reading and Language: • Average Reading scores are above average in 2-6, but drop to near and below average after 7th grade • Strands in language show less growth after 6th Grade • Composition structure is weakest strand. Need consistency in writing, K-12. • Consider student attitude toward tests. We do not see same drop in skills in classroom after 6th grade.

6. Reading & English Language ArtsWhat can we learn from MCAs 2003-2005? • MCA Reading for grades 3, 5, 7, and Writing 10: • Over time, reading in 3 & 5 is improving • Noticeable drop in 7th grade reading • Hispanic subgroup struggles in 5th and 7th • Hard to isolate variables in Middle & High School to know how to impact reading skills • Writing, grade 10, is consistently strong

7. Reading & English Language ArtsLOOKING TO THE FUTURE • Reading Position Paper • Incorporates our research on best practice • Describes components of reading instruction, plus commitment to: • Measure effectiveness, K-12 • Modify instruction based on student needs • Collaborate to design best instruction • Publish for staff, parents & community

8. Reading & English Language Arts LOOKING TO THE FUTURE • Vision for English Language Arts • Incorporates the research into LSH program • Sets goals for continued improvements • Requires curriculum that clearly communicates to teachers what students need to learn at each level • Advocates for assessments to monitor progress, guide instruction and report to the community

9. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • High School Reading • Deliver 9-12 Reading Standards in all areas • Identify and train staff to use specific reading strategies to use in content areas • Include Hispanic literature in novel and short story selections

10. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • High School Writing • Train staff on use of common writing expectations and terminology (Six-Trait) • Revise Grade 12 English to include world literature • Make Journalism (school newspaper) an elective

11. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Middle School Reading • 06-07: Advisee Book Clubs • Purchase variety of books • Provide Teacher Training • 07-08: Establish Reading Program for 6-8 • Hire licensed reading teacher • Include reading in the daily schedule for all students

12. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Middle School Writing • Provide Six-Trait Writing training for English teachers (summer workshop) • Train all staff on common writing expectations and terminology

13. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Elementary School, K-5, Reading • Select reading program that delivers what we need: Houghton Mifflin Reading 2006 • Continuity in procedures, processes and assessments that we know work at LSH • Research-based components and options that enable reading success for every student • Improvements in phonics and fluency • Plenty of assessments to know why students are struggling and what to do next

14. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Elementary School, K-5, Reading • Implement the new reading program • Initial presentation to all teachers to select most useful components: April 26 • Introduction to Teacher Editions: June 14 • Collaborative planning with grade levels, special education and ELL staff: August (3 hours) • Team planning (with paras) during Fall Inservice • Fluency teaching & testing: September 28th • 1/2 day grade level release for follow-up planning

15. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Elementary School, K-5, Writing • Six-Trait Writing - common terms, process • Included in the new Reading Program • Training in October • Elementary School, Data Collection • NWEA, K-1, selected • for Title I assessment • measuring reading progress for all students • Include reading results in Sagebrush database

16. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • Outreach • ECFE to use Houghton-Mifflin processes and materials that prepare for kindergarten • Parent Involvement • PreSchool Display of new materials at both elementary schools and middle school • Parent Night at elementary with reading focus • Reading Tips in newsletters, K-8 • Weekly Reading Tips on school websites

17. Reading & English Language ArtsRECOMMENDATIONS TO REACH GOALS • District-Wide • Backmap key grammar and usage concepts needed by our graduates (K-12) • Work with media specialists to build research skill development, K-12, aligned to MN Academic Standards • Update & Revise LSH Learner Outcomes to reflect research and MN Standards

18. Reading & English Language ArtsRESPONSE TO CONCERNS? • Established a common philosophy • Partnership with ECFE • Selected resources for struggling readers and excellent readers tied to reading program • Developed plans for reading after 6th grade • Grammar skills being backmapped • Parent Involvement plans are underway

19. Reading & English Language ArtsSUMMARY • We took an honest look at what was happening in our schools and compared it to the research on best practices. • We identified what was working and celebrated that! • We identified what needs improvement and developed plans to make that happen.

20. Linda Omodt Sharon Ronning Betty Olson Patti Doshan Emily Onken Faith Sohns JoAnne Gustafson Jessica Deschneau Megan Schwarz Christa Luna Entire Middle & High School Staff Mary Grieves Teri Burdorf LaRae Ludwig Sue Hynes Callie DenHartog Grace Steiner Jill Wigert Cindy Pope Elaine Tohal Reading & English Language ArtsTHANKS TO THE STUDY TEAM!