when literacy, rti and continuous school improvement work in concert
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When Literacy, RTI and When Literacy, RTI and Continuous School Continuous School
Improvement Improvement Work in ConcertWork in Concert
Lisa Guzzardo AsaroLisa Guzzardo AsaroDr. Maureen Staskowski Dr. Maureen Staskowski
Carrie WozniakCarrie Wozniak
June 16, 2011June 16, 2011
Today’s OutcomesToday’s Outcomes Introduce and raise awareness of Introduce and raise awareness of Close Close
andand Critical Reading as a STRATEGYCritical Reading as a STRATEGY
Introduce a DRAFT template for a Introduce a DRAFT template for a TIEREDTIERED continuous school improvement approachcontinuous school improvement approach
Today’s RoadmapToday’s Roadmap
Welcome Welcome What is Close and Critical Reading?What is Close and Critical Reading? Building Tiered Interventions into a Building Tiered Interventions into a
School Improvement PlanSchool Improvement Plan– GoalsGoals– ObjectivesObjectives– StrategiesStrategies– ActivitiesActivities– Fiscal Resources Fiscal Resources
Parking LotParking Lot
Rest questionsRest questions that do not benefit the that do not benefit the whole groupwhole group
Place questionsPlace questions that do not pertain to that do not pertain to content at this timecontent at this time
Place questionsPlace questions that pertain, but that pertain, but participants do not want to ask at this participants do not want to ask at this timetime
Key Working AgreementsKey Working Agreements
Respect all Points of ViewRespect all Points of View
Be Present and EngagedBe Present and Engaged
Honor Time AgreementsHonor Time Agreements
Get All Voices in the RoomGet All Voices in the Room
These breathe life into Belief Statements
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
StagesStages and and StepsSteps
DOImplement Plan
Monitor PlanEvaluate Plan
PLANDevelop Action
Plan
GATHERGetting Ready
Collect School DataBuild School Profile
StudentAchievement
STUDYAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Stages Stages and and StepsStepsI.-III. Comprehensive Needs Assessment ComponentsI.-III. Comprehensive Needs Assessment Components
DoImplement Plan
Monitor PlanEvaluate Plan
PlanDevelop Action
Plan
GatherGetting Ready
Collect School DataBuild School Profile
StudentAchievement
III. Summary Report/ Goals Management
StudyAnalyze Data
Set Goals Set Measurable Objectives
Research Best Practice
I. School Data Profile/Analysis
II. School Process Profile/Analysis
I. School Data Profile/Analysis
II. School Process Profile/Analysis
III. Summary Report/ Goals Management
I. School Data Profile/Analysis
II. School Process Profile/Analysis
III. Goals Management
III. Summary Report
StrengthsChallenges
A Comprehensive Needs Assessment
Stage Two: STUDYStage Two: STUDYStep 7: Research Best PracticeStep 7: Research Best Practice
STUDYAnalyze Data
Set GoalsSet Measurable Objectives
Research Best Practice
Comprehension is not enough, Comprehension is not enough, critical analysis is essential to critical analysis is essential to determine the truth and value determine the truth and value
of the message.of the message.
Close and Critical ReadingClose and Critical Reading
Aligned to the Aligned to the Common Core StandardsCommon Core Standards Research BasedResearch Based Direct and Explicit Instruction (clear protocol Direct and Explicit Instruction (clear protocol
and activities)and activities) Assessments for Grades 3-12Assessments for Grades 3-12 ALL Teachers are a part of literacy ALL Teachers are a part of literacy
instructioninstruction
VideoVideo
Our students have changed. Have we Our students have changed. Have we changed our instruction? and the way we changed our instruction? and the way we assess our students?assess our students?
Close and Critical ReadingClose and Critical Reading
The following four questions are used to move The following four questions are used to move students from comprehending the information to students from comprehending the information to the final application to their own lives. These four the final application to their own lives. These four steps or modes of analysis are reflected in four steps or modes of analysis are reflected in four types of reading and discussion: types of reading and discussion:
– What a text says – restatement What a text says – restatement – What a text does – description What a text does – description – What a text means – interpretation What a text means – interpretation
– So what does it mean to me – applicationSo what does it mean to me – application
Close and Critical Reading Close and Critical Reading
Close and critical reading is the ability to Close and critical reading is the ability to comprehend information, analyze how it is comprehend information, analyze how it is
presented, determine the purpose and presented, determine the purpose and perspective of the author, establish what it perspective of the author, establish what it
means, and apply it to your life. means, and apply it to your life. - Dr. Elaine Weber - Dr. Elaine Weber
BookmarksBookmarks
Research is on the back of the Close and CriticalReadingBookmarks
Now What?Now What?
What happens after you have trained your What happens after you have trained your staff in a strategy?staff in a strategy?
What do you do with that Professional What do you do with that Professional Development?Development?
Providing Direct Strategy InstructionProviding Direct Strategy Instruction
Guided Highlighted ReadingGuided Highlighted Reading Close and Critical ReadingClose and Critical Reading
– Question # 1 – Content and SummaryQuestion # 1 – Content and Summary– Question # 2 – Craft, Structure, and PurposeQuestion # 2 – Craft, Structure, and Purpose
Getting are students ready!Getting are students ready!
www.missionliteracy.comwww.missionliteracy.com
A Seven and or Six Step GuideA Seven and or Six Step Guide
ACT Guided ACT Guided Highlighted Highlighted
Reading and Reading and Passage Passage
MatrixMatrix
MaterialsMaterials
Passage, Multiple Choice Questions with Answers Passage, Multiple Choice Questions with Answers explained, and Teacher Plan.explained, and Teacher Plan.
Background KnowledgeBackground Knowledge– Anticipation GuideAnticipation Guide– VocabularyVocabulary– SummarySummary– Text Structure (How the text is written)Text Structure (How the text is written)
Guided Highlight – Question #1Guided Highlight – Question #1 Guided Highlight – Question #2Guided Highlight – Question #2
Data Director DirectoryData Director Directory
Exam ID
Description of the Test
BuildingBuilding Tiered Tiered
Intervention Intervention within yourwithin your
School School Improvement Improvement
PlansPlans
Problem-Solving Model
High-Quality, research basedLanguage arts curriculum
Teachers meeting and making data-based decisions
Select criteria, then assess student progress toward goals three times annually
Common assessments and observations frame instruction
Tier 1
More FrequentProgress Monitoring -a minimum of once every 14 days
Tier 2
A minimum of 30 instructional minutes above and beyondthe core curriculum to include interventions based on progress monitoring
Tier 3Weekly/bi-weekly progress monitoring A minimum of 60 instructional
minutes above and beyond the core curriculum to include interventions based on progress monitoring
Problem-Solving Model
Tiered Intervention Tiered Intervention andand Continuous School Continuous School
ImprovementImprovement
Working in ConcertWorking in Concert
Stage Three: Stage Three: Step 8Step 8
PlanDevelop Action Plan
Goals Objectives Strategies Activities
•Goal Source
•Content Area
•Goal Name
• Student Goal Statement
•Gap Statement
•Cause for Gap
•Measures/ Sources of Data
•Criteria for Success
•Person Responsible
Data ElementsData ElementsFiscal
Resources
•Objective Name
•Measurable Objective Statement
• Strategy Name
• Strategy Statement
•Target Areas
•Research
•Activity Name
•Activity Description
•Activity Type
•Planned/Actual Staff
•Planned/Actual Timeline
•Resource Name
• Funding Source
•Planned/Actual Amount
Identifying Activities for a StrategyIdentifying Activities for a Strategy
1.1. A GOAL is associated with a Content Area for which A GOAL is associated with a Content Area for which there are challenges noted in the SUMMARY REPORT there are challenges noted in the SUMMARY REPORT component of the CNAcomponent of the CNA
THEN, must include at the ACTIVITY LEVEL ANYTHEN, must include at the ACTIVITY LEVEL ANY
Key CharacteristicKey Characteristic that is a challenge that is a challenge** in the SA/40 in the SA/40 SAR/90, or SAR/90, or Quality IndicatorQuality Indicator that is a challenge that is a challenge** on the on the SA or Assist SASA or Assist SA
**anyany key characteristickey characteristic//quality indicator quality indicator markedmarked getting getting startedstarted//emergingemerging oror partially implementedpartially implemented//not evidentnot evident is a is a
challengechallenge
Strategies: Reading GoalStrategies: Reading Goal
Strategy #1Strategy #1: School Wide Data-based decision : School Wide Data-based decision making process for Tier I, II, and IIImaking process for Tier I, II, and III
Strategy #2Strategy #2: Tier I Close and Critical Reading: Tier I Close and Critical Reading
Strategy #3Strategy #3: Tier 2 Reading Interventions: Tier 2 Reading Interventions
Strategy #4Strategy #4: Tier 3 Intensive Reading Interventions: Tier 3 Intensive Reading Interventions
Resources for YouResources for You
http://misdrti.weebly.com/http://misdrti.weebly.com/
Thank You!!Thank You!!
Contact InformationContact Information
Lisa Guzzardo AsaroLisa Guzzardo Asarolasaro@misd.netlasaro@misd.net
Dr. Maureen StaskowskiDr. Maureen Staskowskimstaskowski@misd.netmstaskowski@misd.net
Carrie WozniakCarrie Wozniakcwozniak@misd.netcwozniak@misd.net
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