Organizing Schools and Classrooms to Teach Every Child to Read: The Big Ideas

1. Organizing Schools and Classrooms toTeach Every Child to Read: The Big Ideas Stuart Greenberg Deputy Director, Eastern Regional Reading First Technical Assistance Center Florida State University and The Florida Center for Reading Research www.fcrr.org Success For Struggling Readers: Making It Happen September 2004

2. A Special Thank You The ERRFTAC Team, Joe Torgesen, Pat Howard, Marcia Grek, Edward Kame'enui, Deborah C. Simmons, Beth Harn, Michael D. Coyne, Jerry Silbert, Sharon Vaughn and all of the great educators in this room and throughout the United States.

3. Teaching Reading is Urgent “No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.” (Burns, Griffin, & Snow, 1999, p. 61)

4. The Reading Continuum All students will read at or above grade level by the end of Grade 3. Transitioning Reading to Learn Learning to Read Educational Timeline PreK K 1 2 3 4 5 6 7 Infinity

7. A Window of Opportunity that doesn’t work.

8. By Family Income NAEP 4th Grade Reading South Carolina 2003 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

9. Teaching Reading is Essential • Reading is essential to success in our society(National Research Council, 1998, p.1). • If you can't read, you don't choose; others make choices for you(Kozol, 1991).

10. 720 Days Teaching Reading is Urgent Assuming that during reading instruction there are: • 0 absences • 0 field trips • 0 interruptions • 0 school assemblies • Attendance every day from Grade k to end of Grade 3

11. Expectations For Each Grade Level Teaching Reading is Essential • Grade 1: 45 wpm Grade 4: 130 wpm • Grade 2: 90 wpm Grade 5: 140 wpm • Grade 3: 120 wpm Grade 6: 150 wpm • --Hasbrouck & Tindal (1992)

12. Teaching Reading is Urgent • As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience(Hart & Risley, 1995). • In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988). • Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9th grade(Shaywitz et al., 1993; Francis et al., 1996, Journal of Educational Psychology, cited in National Reading Panel Progress Report, February 22, 1999).

13. Teaching Reading is Urgent

14. Linkage of Third-Grade TORF to Illinois State Assessment Test (ISAT) • Odds of “meets standards” on ISAT given Third-Grade TORF of 110 or above: 73 of 74 or 99%. • Odds of “meets standards” on ISAT given Third-Grade TORF of 70 or below: 1 of 8 or 12%. r = .79 63% of Variance Sibley, D., Biwer, D., & Hesch, A. (2001). Unpublished Data. Arlington Heights, IL: Arlington Heights School District 25.

15. Linkage of Oral Reading Fluency to State Reading Outcome Assessments Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment. Below 80, the odds are 19% the student will rank “adequate” on the FL State Assessment. Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.

16. Teaching Reading is Urgent • A student in the 20th percentile reads books ______ minutes a day. • This adds up to _________words read per year. • A student in the 80th percentile reads books ______ minutes a day. • This adds up to __________ words read per year. .7 21,000 14.2 1,146,000 Adapted from Anderson, Wilson, and Fielding (1988).

17. Teaching Reading is Both Essential and Urgent • Getting to 100% requires going through the bottom 20%. • Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998). • Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence. • The bottom 20% will require a very different kind of effort in both the short and long run.

18. Teaching Reading is Complex Simple Observation: Teaching beginning reading is important. Harsh Reality: Three Complex Systems: Symbolic System: Alphabetic writing system Organizational System: Schools as complex host environments Expert Knowledge System: High quality professional development

19. System 1: Complex Alphabetic Code

20. System 2: Complex Schools • Schools as the context for learning • It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are complex organizations.

21. Three Definitions of Schools A series of autonomous classrooms that are connected by a common parking lot. A place where the relatively young watch the relatively old work. A complex organization that is built upon relationships that require individuals to work interdependently.

22. What Process Do We Use To Determine Reading Groups Screening Placement Test Knowledge of SBRR

23. System 3: Teaching Reading Requires Expertise • Teaching Reading is Rocket Science (Moats, 1999). • Teaching reading is a job for an expert. • The majority of teacher preparation programs underestimate the depth of preparation and practice needed.

24. System 3: Teaching Reading Requires Expertise Quality in Education “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Willa A. Foster

25. Teaching Reading Should be Guided by a Scientific Knowledge Base • Base educational decisions on evidence, not ideology(Learning First Alliance, 1998) • Promote adoption of programs based on what works. • If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction.

26. What We Know From Science and Research • We know more about the teaching and learning of reading than ever before. • We have a solid and converging knowledge base about what works. • We know the skills that enable successful readers. Moreover, we know that these skills can be taught!

27. Summary What do we know and what guidance can we gain from scientifically based reading research? • Teaching reading is both essential and urgent. • Teaching reading is complex. • Teaching reading requires expertise. • Teaching reading should be guided by a scientific knowledge base.

28. A Schoolwide Reading Model • The goal of this schoolwide reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences. • The schoolwide reading model will maximize your ability to ensure all your children will read at grade level or above by the end of Grade 3.

29. Why A Schoolwide Reading Model? Seven Reasons • Schools are “host environments” in which people, policies, and practices interact in complex ways. • If change is to be sustained, it must be at the school-building level. • The whole of the school is more than the sum of the individual classroom parts. • A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level.

30. Why A Schoolwide Reading Model? Seven Reasons • A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms. • A schoolwide model establishes a timeline as to what when important features of the reading program will be provided to all staff. • Everyone contributes their expertise, wisdom, and experience to a unified effort.

31. Goals A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning • Reading and literacy goals aligned with “big ideas” in beginning reading • Curriculum-based or standards-based 180-day pacing maps • Clear goals and expectations for each grade • Reliance on research to determine what to teach and when to teach it

32. Goals • Organized by “big ideas” for each grade level • Provide curriculum-based 180-day pacing maps • Provide specific goals and outcomes for each grade (i.e., what to teach and when) • Based on research in beginning reading Curriculum Maps (Simmons & Kame’enui, 1999)

33. How to Read Curriculum Maps “Big Idea” Months Instructional Emphasis Skill Outcomes Measurable Benchmark

34. Curriculum-based or Standards-based 180-day Pacing Maps

37. Curriculum-based or Standards-based 180-day Pacing Maps

38. Goals A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning • The Curriculum Maps are only one example of schoolwide reading goals • Other examples include state or local reading standards or frameworks How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

39. Instruction: Programs Adoption and Implementation of Research-Based Reading Programs That Support the Full Range of Learners • A core instructional program of validated efficacy adopted and implemented schoolwide • Supplemental and intervention programs to support core program • Programs and materials emphasize big ideas • Programs implemented with high fidelity

40. Core Program A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

41. Supplemental and Intervention Programs to Support the Core A School’s Continuum of Programs and Materials Core:Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals. Supplemental:Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Intervention:Programs and materials designed to provide intensive support for students performing below grade level.

42. Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental Core Intervention 3. Intervention Supplemental Supplemental Intervention Core Reading Program Reading Program Reading Program Supporting the Core Meeting the needs for each Meeting the needs for most Understanding the Purpose of Different Programs Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)

43. Programs Implemented With High Fidelity To optimize program effectiveness: • Implement the program everyday with fidelity (i.e., the way it was designed) • Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) • Provide scaffolded support to students (e.g., give extra support to students who need it) • Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback) Programs are only as good as the level of implementation

44. Instruction: Time • Schoolwide plan established to allocate sufficient reading time and coordinate resources • Additional time allocated for students not making adequate progress (supplemental & intervention programs) • Reading time prioritized and protected from interruption Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

45. Three Types of Instructional Time • Allocated • Actual • Academic Learning Time: Time children are engaged in tasks in which they can be highly successful

46. Sample Time Allocations - Grade 2

47. Instruction: Grouping • Differentiated instruction aligned with student needs • Creative and flexible grouping used to maximize performance Instruction, Grouping, and Scheduling That Optimizes Learning

48. Differentiated Instruction Aligned With Student Needs Examples • Students are grouped based on assessment results • Specified supplemental and intervention programs are implemented depending on student needs and profiles • Groups are constantly reorganized based on progress monitoring data

49. Creative and Flexible Grouping Used to Maximize Performance • Grouping Options • Students: • Within class, across grade • Size: • Whole class, small group, one-on-three/one • Organization: • Teacher led, peer tutoring, cooperative learning • Location: • In classroom, outside of classroom

50. Classroom OrganizationLearning Centers • Teacher-Led Center • Small group instruction • Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual