Keystones to Opportunity (KtO)

1. Keystones to Opportunity (KtO) Pennsylvania’s Vision for Sustainable Growth in Reading Achievement Coatesville Area School District Back-to-School In-Service August 21-24, 2012

2. Content Modules • Universal Design for Learning • Using Data for Literacy Decision-Making • Successful Transitions Along the Literacy Continuum • Building Blocks for Literacy (From 440 slides to 43)

5. Inaccessible Learning Joe’s Non-Netbook (video) • http://www.youtube.com/watch?v=SkhpmEZWuRQ

6. Universal Design • Scientifically valid framework for guiding educational practice • UDL at a Glance(video) http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

8. Universal Design UDL Principals and Practice (video) • http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

9. Multiple Means of Representation • Use of videos • Customize size, fonts, and color • Text to speech • Activate prior knowledge • Highlight critical features • Provide examples and non-examples • Show multiple examples

10. Multiple Means of Action and Expression • Podcasts • Movies • Wikis • Online discussions • Drawings/comics • Posters • Voicethread • Immediate, ongoing feedback

11. Multiple Means of Engagement • Choice • Flexible grouping • Self-learning environment • Self-assessment and reflection • Varying levels of difficulty

12. Universal DesignExamples in a classroom (videos) • http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video2 • 1st grade math • 5th grade language arts

13. UDL Activity/ShareExplore the many examples and resources (links) • http://www.udlcenter.org/aboutudl/udlguidelines/principle1

14. Using Data for Literacy Decision-Making • If you’re only looking at student learning data, you’re missing 65% of the data. • What about? • Environmental assessment/surveys • Demographic data • School Processes data

15. Moving up the Data Continuum

16. Bernhardt’s Multiple Measureshttp://eff.csuchico.edu/downloads/MMeasure.pdf(article) • Demographics • Perceptions • Student Learning • School Processes

17. Demographic Data Examples Community Level • Location/ history • Economic base, population trends • Community involvement District -Number of schools, administrators, students and teachers over time and by grade level -Description and history

18. Demographic Data Examples School Level • Grants received • Title I • Class sizes • Tutoring/peer monitoring Students Over Time and By Grade -Number of Students -Gender/race/ethnicity - IEP,LEP -Graduation rate *This helps us to understand aspects of educational system of which we have no control. We can observe trends and learn for purposes of predicting and planning.

19. Perceptions Data Examples • Interviews • Student, Staff, Parent, Alumni Questionnaires • Observations • Focus Groups *This helps us to understand what others think about the learning environment. People act in congruence with what they believe, perceive, or think about different topics.

20. Student Learning Data Examples • Benchmark assessments • DIBELS • Classroom Assessments • Diagnostic Assessments • GRADE • Formative Assessments • State Assessments • Grades *This helps us to describe the results of our educational system in terms of standardized test results, grade point average, standardized assessments and authentic assessments.

21. School Processes Data Examples • Curriculum • Instructional Strategies • Assessment Strategies • Programs • Classroom Practices *This defines what teachers are doing to get the results they are getting. To change the results schools are getting, teachers and others must begin to document these processes and align them with the guiding principles of the schools.

22. Successful Transitions along the Literacy Continuum • The goal of transition is to overcome potentially stressful life events and turn them into learning experiences.

23. Transition is . . . the movement from “one state of certainty to another with a period of uncertainty in between” (Schilling, Snow, and Schinke, 1988, p.2). There are two types: • Horizontal - occur throughout the day • Vertical - occur through grade, school or level movement

24. Maslow’s Hierarchy of Needs The original hierarchy of needs five-stage model includes: 1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Belongingness and Love needs - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. 5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. http://www.simplypsychology.org/maslow.html

25. Literacy Facts & Statistics (link) • http://www.teachyourchild2read.com/Literacy-Facts.html

26. Target Transition Times • Early Care • Kindergarten • Middle School • High School *Challenges include -Special Needs -English Language Learners -Transiency

27. Transition to Kindergarten Talk, talk, talk! • The more words a child knows at 3, the better his reading is later. • 3-year-olds whose parents went to college know more than twice as many words as other kids. • By the time they are 4, low-income kids have heard about 32 million words less than high-income kids.

28. Percentage of children who successfully transition into kindergarten? • 52% Successful • 32% Some Problems • 16% Difficult

29. Did you Know? • Nationally every year, one in 10 kindergarten and 1st grade student misses a month of school with excused and unexcused absences. • Of those chronically absent in Kindergarten, only 17% are reading at grade level in the 3rd grade. • Likelihood of being ready for School at age five: • 48% Low income • 75% Moderate or High Income

30. Ready Schools • One that provides developmentally appropriate learning experiences for children • One that supports professional development for all those who interact with children • One that advocates for families to receive the necessary support they need from the community

31. Give Me FiveKeys to successful transition programs for incoming middle school students • Understanding Students Concerns about Belonging • Empathizing with Students • Understanding the characteristics of the Age group • Focusing on the Positive • Building Hope

32. Dropping out has been described as a “slow process of disengagement from school”.

33. Building Blocks of LiteracyHow Children Acquire and Produce Language (BBC 2001)Oral Language http://www.youtube.com/watch?v=2i1z37nYMrM

34. Phonological Awareness Continuum Rhyming Sentence Segmentation Syllable Segmentation and Blending Onset-Rime Blending and Segmentation Blending and Segmenting Individual Phonemes

35. Phonics Dr. Paula Tallal: Neuroscience, Phonology, and Reading - Part 5 (video) • http://www.youtube.com/watch?v=lQIpb56DxDw&feature=plcp

36. Components of Oral Reading Fluency • Accuracy – the ability to decode words accurately and with appropriate speed • Rate – speed of oral reading • Prosody – expression, pacing, and appropriate pauses http://www.youtube.com/watch?v=IQbYc7qLgBc&feature=youtu.be PDE-KtO Content Module Training

37. Tiers of Vocabulary Tier 1 Everyday speech, usually learned early • Children know the words prior to entering school • Dog, clock, baby

38. Tiers of Vocabulary Tier 2 More likely to appear in written speech, found across many types of text • Describe, extend, create, monitor

39. Tiers of Vocabulary Tier 3 Low frequency words; however critical to understand in the specific content More common in informational text than in literature • Metamorphic, phonemic,geriatrics,symbiotic

40. Research: Recorded Vocabulary Sizehttp://reading.uoregon.edu/big_ideas/voc/voc_what.php Professional FamilyParent : 2176 Child: 1116 Working Class FamilyParent : 1498 Child: 749 Welfare FamilyParent: 976 Child: 526 Hart and Risley, 1995 Meaning Differences

42. Context Processor Meaning Processor Phonological Processor Orthographic Processor Four Part Processing System Concept & Information; Sentence Context; Text Structure Fluency Vocabulary letter memory speechsound system Phonics Phonemic Awareness speech output writing output reading input LETRS

43. Teaching Content is Teaching Reading • http://www.youtube.com/watch?v=RiP-ijdxqEc

44. The purpose of this overview was to simply expose you to some of the information contained within each of the first four literacy content modules of the Keystones to Opportunity grant. You now have a baseline knowledge of UDL, Using Data, Successful Transitions and Building Blocks. As the year progresses, we all will continue to build and grow in these areas working toward providing our students with a stronger, more effective literacy foundation.