keystone state reading conference october 29, 2012 dr. deb carr, king’s college
TRANSCRIPT
Literacy Leadership: What are our
responsibilities?Keystone State Reading
Conference October 29, 2012
Dr. Deb Carr, King’s College
Two Goals of Any Reading ProgramTeach Children to ReadMotivate Children to Read
What do the students say reading is?Sounding out words?Learning new words?Understanding?
What do the students say we need to do for them?Don’t give up on themRead with themGive them encouragement
The ChallengesCommunicationCollaborationConsistencyCapacity Building
Roles of the Reading SpecialistInstructionAssessmentLeadership
•IRA Position Statement•See reading.org
Roles of AdministratorsBe an instructional leaderBe literacy groundedBe visibleBe fiscally supportive
Instructional LeadershipChild – CenteredData-DrivenReading BackgroundRespect in the Field/SchoolsShared Vision
Decision-making for programsWhat’s the Administrative Protocol?
What are the “grant” specifications?
What are our district’s needs?
Have you completely walked through the “program”?
Good Intervention ProgramsReading for meaning is the primary
consideration and fluency is among the major goals
Intervention is frequent, regular, and of sufficient duration
Instruction is fast-paced, using a variety of sequence and selected texts/leveled books
Familiarity with print is gained through reading and writing
Intervention is coupled with sound first instruction.
-Pikulski, 1995, Vogt & Shearer 2011
Comprehensive Program Phonemic AwarenessPhonicsFluencyVocabularyComprehensionProfessional Development
-National Reading Panel
Common CoreText ComplexityClose Reading
sive
College and Career Readiness Anchor Standards
Appendix A: Research behind the standards and a glossary of terms
Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades
Reading Informational
Text
Reading Literature
Foundational Skills Writing Speaking & Listening
A necessary component of an
effective, comprehensive
reading program designed to develop proficient readers.
Enables students to read, understand, and
respond to informational texts.
Enables students to read, understand,
and respond to literature.
Develops the skills of informational,
argumentative, and narrative writing as well as the ability to engage in evidence
based analysis of text and research.
Focuses students on communication skills that enable
critical listening and effective
presentation of ideas.
PA Common Core StandardsEnglish Language Arts & Literacy
PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)
PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)
Focusing the Improvement PlanAchievement Patterns
Analyze Performance by Grade LevelAnalyze Performance by Subject
Student PatternsDemographicsSubgroups
Program PatternsWhat Programs Exist?What Data is Collected?Is Implementation with Fidelity?
• Vogt & Shearer (2011, p.78)
Is there still time for reading?Community Reading
Grade appropriate textJust Right Reading
Instructional text supporting word or comprehension strategies
On Your Own ReadingIndependent Reading Self-Selected
Core Six Reading & understanding rigorous texts
Evaluating evidence and using it to support positions
Conducting Comparative AnalysesFinding patterns and structures built into content
Mastering academic vocabulary & integrating it into speech & writing
Core Six (continued)Understanding and contributing to meaningful
discussionsUsing writing to advance learning and clarity
thinkingWriting comfortably in key CC text types:
ArgumentsInformative/Explanatory textsNarratives
-Silver, Dewing, Perini (2012) The core six: Essential strategies for achieving excellence with the common core. ASCD
AssessmentMultiple MeasuresAuthentic AssessmentWhat do you know about the assessments being given?
Evaluate InitiativesBased upon unique characteristics or school & instructional goalsAuthentic representationsDaily activitiesArtifactsDialogues
• Valencia, 2004
Who is controlling the data?Data Collection?Data Analysis?Data Presentations?
Seriously, Who controls the data?
Validating Program ProgressWhat is everyone doing to insure
implementation?FidelityOpen DialogueNon-threatening environment
Take Time to Listen…Formal MeetingsInformal Learning Walks
Effective EvidenceDemonstrate Achievement (Knowledge & Skills)Performance AssessmentsTest ScoresStructured Student Observations
Content Analyses of Student Portfolio Projects or Products
Effective EvidenceDemonstrate Improvement in Attitudes
or BehaviorsAttitude AssessmentsSurveysInterviewsStructured ObservationsJournals/LogsLesson PlansSelf-ReportsCase Studies
Do You Have A Literacy Team?Child – CenteredData-DrivenReading BackgroundRespect in the Field/SchoolsShared VisionNay-Sayers
Ongoing Questions?How are the stakeholders and the
literacy team doing at acquiring collaborative skills?
How are teachers doing with the change process?
Who is taking ownership?What are the budget considerations?In addition to acting like a team, is the
literacy team learning to be a better team?
Professional DevelopmentIdentified through student dataIdentified through observations and
feedbackBUT……
Must prepare for where does your district need to be
Next Year? In Two Years? In Five Years?
Good Leaders Create Leaders
