secondary literacy: a systems approach to meeting the needs of your students presented by: drew...

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

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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

8



Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

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Bethel School DistrictMiddle School Delivery Model


Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

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Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

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Intensive



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


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

22



Intensive



Advanced





23



Intensive



Advanced









Resources forCurriculum Selection

• Florida Center for Reading Research http://www.fcrr.org/

• Stupski Foundationhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

http://www.fcrr.org/

http://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

8th Grade Example Placement tests


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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Intensive



Advanced









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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Intensive



Advanced









90 – 120 mins

60 – 90 mins

45 – 60 mins

45 – 60 mins

ACCE

SSACCESS

33

SECONDARY LITERACY FRAMEWORK:A TWO PRONG APPROACH

READINGINSTRUCTION

CONTENTLITERACY

36

SUPPORTS

PRACTICES

DATA




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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38

SUPPORTS

PRACTICES

DATA




OUTCOMES

Adapted From:

Horner & Sugai

•Assessment

•Goals•Commitment

•Instruction

•Leadership•Professional Development

secondary literacy: a systems approach to meeting the needs of your students presented by: drew...

Documents

core of reading

long words

secondary literacy framework

service of secondary

student successoutcomesadapted

horner sugaivideo

higher education

drew braun