Secondary Literacy: A Systems Secondary Literacy: A Systems Approach to Meeting the Needs Approach to Meeting the Needs of Your Studentsof Your Students
Presented by:Drew Braun, Ph.D., Director of InstructionLori Smith, D.Ed., Director, Student AchievementBethel School District
Ginger Kowalko, M.S., Educational Consultant
Secondary Literacy
Ideally, secondary literacy would focus solely on “. . . the core of reading: comprehension, learning while reading, reading in the content areas, and reading the service of secondary or higher education, of employability, of citizenship.”
(Reading Next, p. 1)
“. . . as many as one out of every ten adolescents has serious difficulties in identifying words.”
Curtis and Longo, 1999, Adolescents and Literacy: Reading for the 21st Century, p. 8
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SUPPORTS
PRACTICES
DATA
Supports forEffective Implementation
Data forDecisionMaking
Practices for Student Success
OUTCOMES
Adapted From:
Horner & Sugai
Video
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SECONDARY LITERACY FRAMEWORK:A TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
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Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
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Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
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Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
10
Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
11
Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
QUICK COMPARISON OF SELECTED READING ASSESSMENT TOOLS
Feature DIBELS EASY CBM AIMSWEB MAPGrade levels K-6 K-8 K-8 K-12
Administration Individually Individually & Group Individually & Group Computer Based -Adapted
Measures Letter Names Initial Sounds Phonemic Segmentation Non-sense Word Oral Reading Fluency
(ORF)
PSF Letter Sounds Letter Names Word Reading Fluency Passage Reading Fluency
(ORF) Comprehension (grade
level & above on ORF)
Letter Names Initial Sounds Phonemic Segmentation Non-sense Word Oral Reading Fluency (ORF) MAZE
Standardized Assessment similar to OAKS
BenchmarkPassages/Tests
1 @ grade K-13 @ grade 1-8
1 @ grade K-8 1 @ grade K-11 at @ grade 1-8
1 @ grade K-2 1 @ grade 2-12
Progress Monitoring
20 per grade level 16-17 per grade level K-8 20 at grade 130 at grades 2-8
No – 3 times per year testing only
Reports Yes Yes Yes Yes
Professional Development
Online Resources & Publications Online On-site or Online Vendor provided
Cost Database $1 per studentMeasures Free
Database $1 per studentMeasures Free
Database $3-5 per studentMeasures $199 each K-1 & Gr 1-8
Contact Northwest Evaluation Association (NWEA)
Reading Assessment Tool Considerations
• Cost• Building or District Capacity• Staff commitment• Time (Group or Individual Administration)• Link between Universal Screening and
progress monitoring
Initial Grouping• Rank students from low to high based on data
• “Chunk” students into categories of performance by fluency– below 10th percentile– 10-20th percentile– 20-50th percentile– 50th percentile and above (you could chunk this group more)
• Add other measures and considerations (comprehension scores, OAKS data, SWIS data, teacher judgment)
• Identify students on reading IEPs
• Identify students in need of placement tests
8th Grade Example Rank low to high
Student Name EasyCBM (ORF)
Ginger 114
Lori 116
Drew 123
Rhonda 126
Erika 130
Monique 132
Mindy 136
Lisa 136
Mike 139
Daniel 146
Tereasa 150
Dianne 151
Amanda 178
Kim 187
Charlotte 205
Nola 209
Deb 215
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency8th Grade
Fall Winter Spring
10%ile 120 133 142
20%ile 140 145 151
50%ile 176 178 179
75%ile 200 201 202
90%ile 211 212 225
8th Grade Example “Chunk” by performance
Student Name EasyCBM (ORF)
Ginger 114
Lori 116
Drew 123
Rhonda 126
Erika 130
Monique 132
Mindy 136
Lisa 136
Mike 139
Daniel 146
Tereasa 150
Dianne 151
Amanda 178
Kim 187
Charlotte 205
Nola 209
Deb 215
< 10th percentile
10-20th percentile
21-50th percentile
> 50th percentile
8th Grade Example Add other measures
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
8th Grade Example Identify students w/IEPs
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
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Group Size
• Students with intensive needs receive instruction in smallest groups (4-12 students)
• Students with established reading skills receive instruction in the largest groups (35+ Students)
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Flexible Grouping
• Changes in grouping are made based on student performance– How often
• Minimally after each universal screening
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Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
23
Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
Resources forCurriculum Selection
• Florida Center for Reading Research http://www.fcrr.org/
• Stupski Foundationhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf
8th Grade Example Placement tests
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
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Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
Delivery Models
Cascade Middle School - Bethel SDDaily Schedule
PERIOD TIME1 8:00 - 8:50 Reading Period2 8:54 - 9:39 3 9:43 - 10:28 4 10:32 - 11:17 5A 11:21 - 12:06
(second lunch 12:06 - 12:37) 5B 11:52 - 12:37
(first lunch 11:17 - 11:48) 6 12:41 - 1:26 7 1:30 - 2:15
High School Scheduling
• Examples– Willamette High School, Bethel School District– Cottage Grove High School, Cottage Grove SD– Generic examples from around Oregon– Stupski Foundation suggestions
INTERVENTION TYPE PRO CONTwo periods of daily reading instruction for the most intensive students (those at or below the 10%ile)
Provides additional time in reading instruction for the neediest students:6th grade, xx%7th grade, xx%8th grade, xx%
May alter schedules/grouping of those students currently receiving special ed services.See possible “Cons” in cell below.
At least one period of daily reading instruction, in addition to Language Arts, for at-risk students (those between the 10-20%ile)
Provides additional time in direct reading instruction for needy students:6th grade, xx%7th grade, xx%8th grade, xx%
Requires placement tests.May require purchase of curriculum.May add non-special ed students to groups:6th grade, xx students7th grade, xx students8th grade, xx students
Content Literacy strategies for all students Meets the need for explicit comprehension and vocabulary instruction as recommended by research.Requires minimal professional development.
Requires minimal amount of time for implementation by classroom teacher.
Elective reading period for targeted groups of students (those between 21-50%ile)
Provides reading instruction in addition to language arts for students in need:6th grade, xx%7th grade, xx%8th grade, xx%
May need to eliminate one elective in order to add reading elective.May need to have several groups within elective period.May require professional development for teacher(s) delivering instruction.
Homogeneously grouped reading period for all students in addition to their heterogeneously grouped language arts class
Increases reading instructional time for all students without compromising instruction in language arts standards.
May not be necessary for large percentage of students currently at grade level on EasyCBM measures:6th grade, xx% at gr. level7th grade, xx% at gr. level8th grade, xx% at gr. level
Possible Reading InterventionsGrades 6-8
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TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
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Bethel School DistrictMiddle School Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
ACCE
SSACCESS
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SECONDARY LITERACY FRAMEWORK:A TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
34
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36
SUPPORTS
PRACTICES
DATA
Supports forEffective Implementation
Data forDecisionMaking
Practices for Student Success
OUTCOMES
Adapted From:
Horner & Sugai
Goals Assessment Instruction LeadershipProfessionalDevelopment Commitment
School
District
State
Oregon K-12 Literacy Framework
Implementation of the Oregon Literacy Framework
District Support for Implementation of the Oregon Literacy Framework
State-Level Initiatives to Support Districts/Schools in Implementation of the Oregon Literacy Framework
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SUPPORTS
PRACTICES
DATA
Supports forEffective Implementation
Data forDecisionMaking
Practices for Student Success
OUTCOMES
Adapted From:
Horner & Sugai
•Assessment
•Goals•Commitment
•Instruction
•Leadership•Professional Development