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Reading First: Celebrating and looking forward Dr. Joseph K. Torgesen Eastern Regional Reading First Technical Assistan

. . Some ways this talk is different from the other Reading First talks I've given over the past six years. 1. I'm officially retired from FSU and ERRFTAC (but not from life and thinking about reading). 2. Many of you know that you will not actually be participating in Reading First next year-thinki

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Reading First: Celebrating and looking forward Dr. Joseph K. Torgesen Eastern Regional Reading First Technical Assistan

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    1. Im going to write some text to go with these slides, butit must necessarily be sketchy at this point. If you have any questions about any of the comments or slides, you can always e-mail me. I will either refer you to something to read, or try to write a more elaborated explanation.Im going to write some text to go with these slides, butit must necessarily be sketchy at this point. If you have any questions about any of the comments or slides, you can always e-mail me. I will either refer you to something to read, or try to write a more elaborated explanation.

    2. This is another reason for RFThis is another reason for RF

    3. This is another reason for RFThis is another reason for RF

    6. This is another reason for RFThis is another reason for RF

    7. This is another reason for RFThis is another reason for RF

    9. This is another reason for RFThis is another reason for RF

    11. This is another reason for RFThis is another reason for RF

    12. This is another reason for RFThis is another reason for RF

    14. This graph shows results from a study done in Tallahassee, Florida a few years ago in which the growth of 250 chikldren was studied from first grade through 5th grade. Children were divided into two groups those in the bottom 20% on their scores on a test of phonemic awareness and letter knowledge, and everyone else. The general ability (IQ) of both groups was very similar. You can see, that by the end of elementary school, the group that started with weaknesses in PA and letter knowledge was at a substantial disadvantage when it came to being able to use phonemic decoding strategies to decode unknown words. The measure of phonemic decoding came from the Woodcock Reading Mastery Test Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.This graph shows results from a study done in Tallahassee, Florida a few years ago in which the growth of 250 chikldren was studied from first grade through 5th grade. Children were divided into two groups those in the bottom 20% on their scores on a test of phonemic awareness and letter knowledge, and everyone else. The general ability (IQ) of both groups was very similar. You can see, that by the end of elementary school, the group that started with weaknesses in PA and letter knowledge was at a substantial disadvantage when it came to being able to use phonemic decoding strategies to decode unknown words. The measure of phonemic decoding came from the Woodcock Reading Mastery Test Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.

    15. This graph shows the effects on the growth of their sight word vocabulary. The chlidren who started with weaknesses in PA and letter knowledge did not grow as fast as the other children in learning to read words accurately. The measure was Word ID from the Woodcock Reading Mastery TestThis graph shows the effects on the growth of their sight word vocabulary. The chlidren who started with weaknesses in PA and letter knowledge did not grow as fast as the other children in learning to read words accurately. The measure was Word ID from the Woodcock Reading Mastery Test

    16. Finally, this is the effect on comprehension. Since these groups were equal in broad verbal ability, the bottom group was limited in ability to comprehend because they could not read the words accurately and fluently. Passage comprehension from the WRMT.Finally, this is the effect on comprehension. Since these groups were equal in broad verbal ability, the bottom group was limited in ability to comprehend because they could not read the words accurately and fluently. Passage comprehension from the WRMT.

    17. Although, as a country, we do quite will in comparing our average reading levels to those of other industrialized countries, we have a huge disparity in achievement based on race/ethnicity and SES in our country. For example, on the most recent NAEP test, (then go through the results) Ive posted New yorks results next to the national results, so you can see that New york is doing quite well overall, compared to the national average, but there is still a very large gap of children from racial/ethnic minorities and differences in SES.Although, as a country, we do quite will in comparing our average reading levels to those of other industrialized countries, we have a huge disparity in achievement based on race/ethnicity and SES in our country. For example, on the most recent NAEP test, (then go through the results) Ive posted New yorks results next to the national results, so you can see that New york is doing quite well overall, compared to the national average, but there is still a very large gap of children from racial/ethnic minorities and differences in SES.

    19. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    21. The data in this slide come from the WRRFTAC table entitled Table 1. Percent of Students Performing at Benchmark in Kindergarten through Grade 3 in Schools with Different Percentages of Incoming High Risk Kindergarten Students. The data came from an analysis of 2004-2005 DIBELS data from the Reading First schools of 12 WRRFTAC states. The table breaks down the performance by intervals of % High Risk Fall Kindergarten and by the mean end-of-year K-3 performance for the top 1/3 highest performing schools, the top 15% highest performing schools, and all schools. The data in this slide come from the WRRFTAC table entitled Table 1. Percent of Students Performing at Benchmark in Kindergarten through Grade 3 in Schools with Different Percentages of Incoming High Risk Kindergarten Students. The data came from an analysis of 2004-2005 DIBELS data from the Reading First schools of 12 WRRFTAC states. The table breaks down the performance by intervals of % High Risk Fall Kindergarten and by the mean end-of-year K-3 performance for the top 1/3 highest performing schools, the top 15% highest performing schools, and all schools.

    22. This is another reason for RFThis is another reason for RF

    23. This is another reason for RFThis is another reason for RF

    24. This is another reason for RFThis is another reason for RF

    25. This is another reason for RFThis is another reason for RF

    26. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    40. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    41. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    42. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    48. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    49. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    50. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    51. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    54. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    55. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    57. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

    58. Where are we now? What is the strength of your current RF implementation? Note to presenter: (These questions have been helpful in getting participants: 1) To reflect on their Reading First results to date, 2) To consider their readiness to work on sustaining their program and outcomes 3) To develop talking points for conversations with various stakeholders around why to sustain and how to do so.)Note to presenter: (These questions have been helpful in getting participants: 1) To reflect on their Reading First results to date, 2) To consider their readiness to work on sustaining their program and outcomes 3) To develop talking points for conversations with various stakeholders around why to sustain and how to do so.)

    59. This quote from Rosa Parks, who is credited with being a pioneer for change in the civil rights movement, also describes our progress in Reading First--and the progress yet to come.This quote from Rosa Parks, who is credited with being a pioneer for change in the civil rights movement, also describes our progress in Reading First--and the progress yet to come.

    60. Sustaining RF: A Premise... Those who are able to sustain the improved outcomes they have attained under Reading First will be those who: Reading First is different from other federal programs like Title 1A. Title 1A is an entitlement program with on-going funding. RF is a competitive grant program with a fixed term of funding. Title 1A has less emphasis on outcomes. Reading First has a strong accountability component. In the initial Reading First evaluation study, RF schools outperformed a sample of comparable school-wide Title 1 schools. What was the difference between the schools in the two samples? In general, RF schools seemed to have a greater sense of urgency for change, a greater sense of accountability for results and a different way of thinking about teaching and learning and the support they need.Reading First is different from other federal programs like Title 1A. Title 1A is an entitlement program with on-going funding. RF is a competitive grant program with a fixed term of funding. Title 1A has less emphasis on outcomes. Reading First has a strong accountability component. In the initial Reading First evaluation study, RF schools outperformed a sample of comparable school-wide Title 1 schools. What was the difference between the schools in the two samples? In general, RF schools seemed to have a greater sense of urgency for change, a greater sense of accountability for results and a different way of thinking about teaching and learning and the support they need.

    61. What is it? Sustainability is..... ...the ability of a staff to maintain the core beliefs and values (culture) of a program ...and use them to guide program adaptations over time... ---while maintaining improved or enhanced outcomes. -adapted from Century and Levy, 2002 Sustainability is also the capacity of a program to withstand significant changes in context while continuing to yield improved results. Significant changes in context might include: turnover of key staff (e.g. change in leadership--principal or coach) reduction or loss of funding district emphasis on new or competing priorities other critical diversions from the focus of improving reading outcomes Capacity--and capacity building for sustainability--is what well be focusing on in this workshop As Century and Levy would say, its about holding firmly to the core values of the organization and using them to guide the evolution of the program as changes come and go--all the while keeping an eye on the outcomes.Sustainability is also the capacity of a program to withstand significant changes in context while continuing to yield improved results. Significant changes in context might include: turnover of key staff (e.g. change in leadership--principal or coach) reduction or loss of funding district emphasis on new or competing priorities other critical diversions from the focus of improving reading outcomes Capacity--and capacity building for sustainability--is what well be focusing on in this workshop As Century and Levy would say, its about holding firmly to the core values of the organization and using them to guide the evolution of the program as changes come and go--all the while keeping an eye on the outcomes.

    63. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

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