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Excellent Instruction, Every Class, Every Day
gradelevelreading.net / @readingby3rd / #GLReading
Excellent Instruction, Every
Class, Every Day
Nell K. Duke University of Michigan
Reading by Third Grade
Actually meeting third-grade standards for literary and informational text reading (not just reading words, which is necessary but by no means sufficient)
Does teaching reading really require so much knowledge and skill?
Ummm. . .
World knowledge (content knowledge, cultural knowledge, and so on)
Phonological awareness, particularly phonemic awareness
Other oral language, including syntactic knowledge, vocabulary depth and breadth, pragmatic knowledge
Vocabulary strategies, particularly morphological analysis
Concepts of Print Alphabet and other letter-sound
knowledge Word analysis strategies
Graphophonological semantic cognitive flexibility
Handwriting Word processing Knowledge and abilities
specifically to comprehend text (e.g., text structure knowledge, comprehension strategy use, genre knowledge)
Knowledge and abilities require specific to compose text (e.g., text structure, genre, and craft knowledge; spelling and sentence construction strategies; capitalization and punctuation)
Literacy motivation and
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And just to get children to engage in instruction that develops all these areas. . . Highly motivating primary-grade teachers used at least 40 different mechanisms to motivate students (Pressley, Dolezal, Raphael, Mohan, Roehrig, & Bogner, 2003).
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And there is the need to differentiate literacy instruction. . . • Children have highly varying profiles of
strengths and weaknesses within literacy. • Differentiation of literacy instruction has
research support (e.g., Connor, Morrison, & Katch, 2004).
• Differentiation by level is inadequate.
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The Need to Improve Classroom Instruction
PD Process and Content
PD Process and Content Weak PD Processes Strong PD Processes
Weak PD Content
Strong PD
Content
PD Process and Content Weak PD Processes Strong PD Processes
Weak PD Content The worst case scenario
Strong PD
Content
PD Process and Content Weak PD Processes Strong PD Processes
Weak PD Content The worst case scenario Teachers get really good at practices that
don’t work
Strong PD
Content
PD Process and Content Weak PD Processes Strong PD Processes
Weak PD Content The worst case scenario Teachers get really good at practices that
don’t work
Strong PD
Content
Teachers don’t actually implement practices
that do work
PD Process and Content Weak PD Processes Strong PD Processes
Weak PD Content The worst case scenario Teachers get really good at practices that
don’t work
Strong PD
Content
Teachers don’t actually implement practices
that do work
The sweet spot
Strong PD Content Two reliable sources: (1) What Works Clearinghouse Practice Guides
Strong PD Content (2) Literacy Essentials
(www.literacyessentials.org)
Strong PD Processes Five Essential Elements: (1) Face-to-face and/or online workshops
• Minimum of 14 hours (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007) or 20 hours (Desimone, 2009) on a topic
Strong PD Processes Five Essential Elements: (2) Opportunities to see practices modelled
• Video • Online • Live by coaches • Live through learning walks (group or
individual)
Strong PD Processes Five Essential Elements: (3) Opportunities to be observed and receive feedback
From the Tuma, Hamilton, & Tsai, 2018
• Most teachers found feedback helpful. • More feedback and observation were perceived as more
helpful. • Observation or feedback from someone other than the
administrator was perceived more positively. • More than 1/3 of teachers say they received insufficient
resources related to feedback.
Strong PD Processes Five Essential Elements: (4) Ongoing support from a literacy coach (see
also all other elements)
Strong PD Processes Five Essential Elements: (5) Collective participation
“This feature can be accomplished through participation of teachers from the same school, grade, or department. Such arrangements set up potential interaction and discourse, which can be a powerful form of teacher learning (Banilower & Shimkus, 2004; Barko, 2004; Desimone, 2003; Pullan, 1991; Guskey, 1994; Little, 1993; Loucks-Horsley et al., 1998; Rosenholtz, 1989).”
- Desimone, 2009, p. 184
Strong PD Processes Five Essential Elements: (5) Collective participation Terms used for forums for
collective participation include: • ILTs • PLCs • SGs
• LEAP • Common planning and
development time • Data groups. . .
Strong PD Processes
Strong PD Processes An Optional Element: Educative Curriculum Materials
What Can Funders Do? • Put PD in your portfolio. • Support only research-supported PD content (and connect schools to
it). • Support only research-supported PD processes (and connect schools
to them). • Refuse to support workshop-only PD or inadequate PD hours. • Support projects that enable opportunities to view modelling. • Lobby for coaching support (fewer than 14 teachers/coach? see
Elish-Piper & L’Allier, 2011)? • Help create the time and the culture for collective participation in PD. • If you are supporting development and implementation of curriculum
materials, make sure they are educative.
What’s New This Year: A Capital Commitment: 2017-2022 Every Student. Every School. Every Day.
PriorityStat | Early Literacy
District of Columbia Public Schools | April 2018 30
Vision: Every student feels loved, challenged, and prepared to positively influence society and thrive in life.
Mission: Our mission is to ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.
Values: Students First, Equity, Excellence, Teamwork, Courage, and Joy
Theory of Action: In DCPS we are committed to every student being educated in an excellent school by adults who love them and have high expectations for them to succeed. We will support our school leaders in making effective decisions in alignment with our strategic plan to improve their schools in service of every student succeeding. We believe that by providing excellent service to students and their families, embedding equitable practices, and focusing our efforts we can accelerate student achievement and close achievement gaps.
Strategic Priorities 1. Promote Equity 2. Empower our
People 3. Ensure
Excellent Schools
4. Educate the Whole Child
5. Engage Families
Big Goals: By 2022, we will: Double College and Career Readiness: Double the percent of students, and triple the percent of at-risk and students of color who are college and career ready. Accelerate Early Literacy: 100 percent of K-2 students are reading on or above grade level. Increase High School Graduation Rate: 85 percent of students graduate within 4 years; and 90 percent graduate within 4 or 5 years. Improve Student Experience: 100 percent of students feel loved, challenged, and prepared. Increase Excellent Schools: 100 percent of schools are highly rated or are improving. Increase Enrollment: 90 percent of students re-enroll, and DCPS serves 54,000 students.
We have adopted the Essential Instructional Practices for Early Literacy to norm
our Early Childhood and K-3 literacy practices across the district.
District of Columbia Public Schools | June 2017 31
It’s Time for an Adult Learning Curriculum School leaders shouldn’t have to figure out how to support their teachers entirely on their own, so we’ve developed an extensive
PD curriculum.
School Communities Are the Lever for Change If we’re going to make big changes in how teachers are
developed, it has to happen at schools, with largely school-based capacity.
The DCPS Approach to Improving Instructional Practice, LEAP The Three Big Ideas Behind LEAP
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LEAP: SY17-18 Roll-Up Deck
Content Is Key At its core, LEAP is about building content knowledge and helping
teachers apply it in their classrooms.
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Here are just some of the core texts and instructional guides that have been instrumental in shaping the
program:
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The Research Behind LEAP
• Leverage Leadership (Bambrick-Santoyo) • Realizing the Power of Professional Learning
(Timperley) • Coherence Map (Student Achievement
Partners) • Instructional Practice Guides (Achieve the
Core) • Learning Team Cycle of Continuous
Improvement (Crow and Hirsh) • Essential Instructional Practices in Early
Literacy (Nell Duke) • Rigorous Reading: 5 Access Points for
Comprehending Complex Texts (Frey and Fisher)
• Text-Dependent Questions: Pathways to Close and Critical Reading (Fisher and Frey)
• Reading Reconsidered (Lemov)
• Common Core Mathematics in a PLC at Work (Kanold and Larsen)
• Knowing and Teaching Elementary Mathematics (Ma)
• Principles to Action: Ensuring Mathematical Success for All (NCTM)
• Progressions Documents for CCSS Mathematics (University of Arizona)
• Standards for Mathematical Practice (CCSS) • Guide to Implementing the Next Generation
Science Standards (2015) (NGSS) • A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas (2012) (National Research Council)
• College, Career and Civic Life (C3) Framework for Social Studies
LEAP: SY17-18 Roll-Up Deck
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Core content teachers are part of a content-specific LEAP Team at their school
ELA (ES, EC, and HS)
Math (ES, EC, and HS)
Science (HS)
Social Studies (HS)
ECE (ES, EC)
How LEAP Works
LEAP: SY17-18 Roll-Up Deck
♫ Inner Core (Optional; ES, EC, and HS)
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One-on-One Support via Coaching
Touchpoints
Team Development in Weekly
LEAP Seminars
LEAP: SY17-18 Roll-Up Deck
How LEAP Works
What is a LEAP Seminar?
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LEAP: SY17-18 Roll-Up Deck
The seminar time is guided by LEAP Modules that have been designed specifically for the team’s grade level and content area.
Dedicated time (90 minutes each week) for LEAP Teams to develop high-leverage teaching practices aligned to district
priorities.
What are Coaching Touchpoints?
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LEAP: SY17-18 Roll-Up Deck
Regular, one-on-one observation and debrief, modeling and debrief, or co-planning sessions, tied to LEAP Seminar
content and conducted by a LEAP Leader. Most elementary and middle school teachers receive weekly coaching. Most
high school teachers receive bi-weekly coaching.
Principals may, at their discretion, identify high-performing teachers who receive bi-weekly coaching (at the elementary and
middle school level) or monthly coaching (at the high school level).
LEAP By the Numbers in 2017-2018
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LEAP: SY17-18 Roll-Up Deck
There are 489 LEAP Leaders…
providing coaching and content-specific support
for 3,859 teachers…
who in turn deliver that content to 48,169
students across DC.
There’s a lot to celebrate from year 2 of LEAP!
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Alignment Between LEAP & CSPs, SY18-19
96% of LEAP Leaders and principals agree that LEAP is a valuable use of time.
94% of LEAP Leaders credit LEAP with improvements to their teachers’ instructional practice.
There have been almost 10,000 more coaching touchpoints in Whetstone in SY17-18 than in SY16-17.
How is LEAP impacting Early Literacy?
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Alignment Between LEAP & CSPs, SY18-19
We have organized our LEAP content for our K-2 LEAP teams into two focus areas, Foundational Literacy and Small Group Instruction.
We are increasing emphasis for LEAP teams to hone in on collaborative analysis of weekly student data and planning responsive instruction.
We have aligned the content of our district-wide professional development days to support teachers with flexible small group instruction.
The Early Childhood Education team developed expectations for what PRE-K4
students should know before they enter kindergarten.
District of Columbia Public Schools | June 2017 41
Students First!
District of Columbia Public Schools | June 2017 42
Diane Castelbuono The Campaign for Grade Level Reading
July 2018
Each and Every Child, A Great Reader & Writer
“As far as we’re concerned, raising literacy rates is more than a goal; it’s an imperative. Literacy is a foundational skill that will benefit a child for a lifetime, and we are committing our 5-year budget, our hiring, and our time to dramatically improving literacy efforts, ensuring every 8-year-old in Philadelphia can read on grade level.”
- Dr. William R. Hite, Superintendent The School District of Philadelphia
2014-15: Planning based on Our Context, Our History
School District of Philadelphia 46
Beliefs and Principles That Guided Our Strategy
• adults need to learn too • Design based on our reality
• our teachers, our students • Measure the change we want to see
• be willing to adapt and learn as you go
• Acknowledge that the work is hard; teaching reading really is Rocket Science
• Relentlessly focus on the overlap of (1) What We Know Works and (2) What We Can Change • student outcomes are driven by teacher practice
School District of Philadelphia 47
What That Meant for Us
• Focus on everyday teacher practice • leave the rest to our (trusted and
valued) partners • No quick fixes, no off-the-shelf solutions
• no, there’s really not “an app for that” • No pilots, serve every schools
• lots of teacher turnover and student mobility
• Build trust with teachers so that you can confront ugly data together • learn from mistakes
Starting with the Literacy Block
School District of Philadelphia 49
• Aligned to content • Support the correct practice • Numerous and diverse enough to
make a difference
• Guided by a protocol • Scheduled at least bi-weekly
• Used for planning, PD, problem-solving • Driven by and for teachers, not administrators
• Focused on developing knowledge • Mostly delivered by practitioners
• A major, not an elective • Grounded in research
• Provided by a trusted, trained individual • Translate knowledge into practice • Not used for rating • Differentiated
120-Minute Literacy Block, Every Classroom, Every Day, Every Child, Kindergarten to Grade 3
On-the-Job
Aligned
Professional
Peer-to-Peer
TEACHER PRACTICE
Development Coaching
Materials Time
School District of Philadelphia 50
Detailed Logic Model and Implementation Plan
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Every Single School Staff
Every Single K-3 Teacher
Every Single Director
Every Single Principal
Every Single Central Office
School District of Philadelphia 51
Early Literacy Summer Institute: Enhancing Teacher Knowledge
• 40 hours in the foundations of early literacy instruction
• school teams attend together (K to 3 teachers plus principal)
• majority of sessions designed and taught by current Philadelphia teachers
• teachers were paid for their time • opening plenary with national experts
School District of Philadelphia 52
Institute Followed by Job-Embedded Coaching
If at least 65% of K-3 teachers and the principal in a school successfully completed the Summer Institute:
• School received a full-time, trained early literacy coach for the next two school years • Job-embedded coaching • Co-planning, co-teaching • Differentiated professional
development and training • Early literacy coaches also receive regular training and
support to stay up-to-date
School District of Philadelphia 53
All supported by aligned materials and classroom libraries
Over 1 Million New Books • Books selected to align to current units of study
• heavy focus on Science and Social Studies to emphasize informational texts
• On-grade, as well as leveled to facilitate independent reading
• Teachers encouraged to supplement with local school-based collections
School District of Philadelphia 55
Three Cohorts By the Numbers
Cohort 1 (2015-16) Cohort 2 (2016-17) Cohort 3 (2017-18) 40 schools 53 schools 57 schools
2015 Summer Institute for 600 teachers
2016 Summer Institute for 600 additional teachers
2017 Summer Institute for 700 additional teachers
40 full-time teacher coaches deployed to schools
93 full-time teacher coaches deployed to schools
150 full-time teacher coaches deployed to
schools 554 classroom libraries +655 classroom libraries +726 classroom libraries
14,000 students +14,000 students +16,000 students 288,000 books Added 341,000 books Added 378,000 books
100% of elementary schools, almost 2,000 K-3 teachers, over 46,000 students, over 1 million new books
School District of Philadelphia 56
Being able to go on some walk-throughs with my peers, and then look at the videos online at my leisure, was so
great!
We invited our coach into grade group meetings to enhance what we learned at the Summer Institute and help us plan. . .
Getting to know and trust my coach was key to improving my practice. . . I know she’s not there to evaluate me.
What Did Teachers Have To Say?
Measuring the Changes in Instructional Practices
The CPEL measures the fidelity of implementation of evidence-based early literacy classroom practices.
• Collected 4-5 times per year. • Measures ten domains on a scale
of 0 to 4:
1. Literacy Environment 2. Classroom Culture 3. Read Aloud 4. Guided Reading 5. Shared Reading
6. Writing 7. Independent Reading 8. Writing Workshop 9. Indep Work Time 10. Phonics/Phonemic
Awareness
School District of Philadelphia 59
Current Performance
Least Effective Practices
Most Effective Practices
Num
ber o
f Sch
ools
TARGET = 3
Future Performance
Reviewing the Data: What are we looking for?
0 0 2
10 10 8
12 10
9
14
6 4
2 4
1 0 0 0 0 0
0
5
10
15
20
25
0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 3.4 3.6 3.8 4
Freq
uenc
y
September ‘16
0 0 0 0 0 0 1
0 1 1
4
10
21 22
13
6 4
5
2 0
0
5
10
15
20
25
0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 3.4 3.6 3.8 4
Freq
uenc
y
June ‘17
Literacy Environment In September, 1 school was proficient and 6 schools were approaching proficiency. By June, 30 schools were proficient and 43 schools were approaching proficiency.
KEY Pink = September 2016 2.5 - 2.9 = Approaching Proficiency Blue = June 2017 3.0 – 3.9 = Proficient
66 schools
School District of Philadelphia 61
Reviewing the Data: Who, When, Why
Data is reviewed 4 to 5 times throughout the school year: • At the classroom level (teacher + coach) to improve teacher practice; • At the school level (teachers + coach + principal) to address trends; • At the regional level (Assistant Superintendent + principals); and • At the District level (Superintendent and Executive Team) to plan future
supports.
The Data is Never Used to Evaluate Individual Teachers
Data Review Cycle Collect
Review
Address
Reflect
Measuring the Impact on Students
School District of Philadelphia 63
2015 to Today: Student Performance Solid growth in standardized 3rd Grade State Reading Assessments Moving in the right direction at all performance levels: • Increase in the % of students reading at
grade level • Reduction in the % of students scoring
at the lowest level
New aligned assessments in Kindergarten through 2nd Grade to measure progress across building blocks of literacy: • Letter Naming Fluency
• Letter Sound Fluency • Phoneme Segmentation Fluency
• Nonsense Word Fluency • Reading Comprehension
Thank you!