Staying the Course-Making a Difference

NC State Improvement ProjectSIP II

November 6, 2007

SIP II strives to increase the quantity and improve the

quality of personnel providing leadership and instruction for

students with disabilities.

NCSIP Personnel Development Process

Workshops• Content Foundations• Model Training•Tasks/Skills

Student Progress

Evaluation

Research- Based Practices• Reading• Writing• Mathematics

On-siteFidelity

Observations • 3 per year • Coaching

On-site Program Reviews

•Annually

• Review Research Literature• Identify Instructional Principles

• Training Content• Training Strategies/ Tasks• Model Programs

• Develop- mental Reviews• Analysis & Formal Feedback

• Trained Observers• Feedback & Coaching• Evaluation & Reporting

• OSEP Long-Term Performance Indicators• AYP• Student Characteristics• Project Characteristics

School-BasedBest PracticeCenters/Sites

•Selection of Centers/Sites•Develop Plan

Management

• Identify Sites

• Allocate Resources

• Build Relationships

• Support the network

NC’s Best Practice Centers

Reading/Writing2007 - 2008

Reading Centers

Reading/Writing Demonstration Centers

Content Implementation• Demonstration

Centers

• Scaling Up

• Extensive professional development

• Literacy Consultants

• Leadership

Role of the Literacy Consultant

• The literacy consultant is responsible for building relationships with key personnel in each of their LEAs in order to facilitate the development of a long-range strategic plan to provided research-based reading/writing instruction to students who are struggling readers.

SIP II Literacy Staff Development

• Reading Foundations Training: 4242 trainings have been scheduled and/or provided as of June 2007.

• Additional Trainings offered: – DIBELS– Direct Instruction Reading Coach Training– Specific Reading Program Training– Training of Trainers for Reading Foundations

(Over 40 trainers now approved to provide the 30 hour course)

Evaluation

• Power of Results

• Stay the Course-with research-based instruction

How Are We Doing?How Are We Doing?AYP Reading Progress for All NC Students,

All NC Students with Disabilities and NC SIP Students 2002 -2007

Student

Group N

%

AAGL

01-02

%

AAGL

02-03

%

AAGL

03-04

%

AAGL

04-05

%

AAGL

05-06

AAGL Gain

06-07

All NC Students* 631208 79.5 84.9 85.3 85.7 86.7 87.4 07- .7

All NC SWD* 62843 49.9 54.8 55.0 57.4 63.2 64.8 07-1.6

NCSIP

02-03

162 42.6 61.1 -- -- -- 18.5

NCSIP Centers/Sites 03-04

486 -- 31.7 48.6 -- -- 16.9

NCSIP Centers/Sites 04-05

473 -- -- 39.5 52.0 -- 12.5

NCSIP Center/ Sites 05-06

NCSIP Centers/Sites 06-07

769

1080

-- -- -- 47.3 56.0 9

* End-of-Grade (Reading) Grade 3-8 Multiple Choice Test 2006-2007

4938 11

%

• COMPARISON OF READING PROGRESS OF ALL STUDENTS

• AND STUDENTS WITH DISABILITIES (SWD)

• 2001-2007 • • Percent At or Above Grade Level GAIN

00-01 01-02 02-03 03-04 04-05 05-06 06-07

• ALL NC• STUDENTS 77.1 79.5 84.9 85.3 85.7 86.7* 87.4* 10.3

• NC SWD 44.3 50.1 54.8 55.0 57.4 63.2* 64.8* 20.5

* based on multiple choice EOG

% AAGL

100 -

90 -

80 -

70 -

60 -

50 -

40 -

30 -

20 - 02 03 04 05

Comparison of Reading Progress of Students With Disabilities Statewide and NCSIP Project

2002 – 2007

• ••

•

•

•

•

•

•

•

•

Statewide

NCSIP

% AAGL = Percentage ofStudents At orAbove Grade LevelMultiple Choice EOG

43

61

32

5057

4940

52

06

47

56•63

07

•

•

•

64.8

38

49

Sustainability

• SIP Orientation

• Developmental Review

• Fidelity of implementation

• www.ncsip.org

• SIP Updates

• Spring Celebration

Comparison of student achievement in classes where Teachers participated in Fidelity

observations compared to classes that did notTeachers participated in Fidelity observations

Number of Students

% AA Grade Level in 2005

% AA grade level in 2006

Gain

Yes 619 46.5 57.2 10.7

No 150 50.7 52.7 2.0

www.ncsip.org• Offers guidance regarding implementation and

sustainability of Scientifically-based Literacy and Math Programs

• Provides specific information by region on program implementation and opportunities for training

• Furnishes SIP II Evaluation Reports and Performance Reports

“We can, whenever and wherever we choose, successfully teach almost all children to read. We already have reams of research, hundreds of successful programs, and thousands of effective schools to show us the way. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

(McEwan, 1998)

Contact Information

• Laura H. Snyder

919-807-3993

lsnyder@dpi.state.nc.us

Dave Lillie

919-843-5037

lillie@email.unc.edu

NC State Improvement Project II

presents…

• We’d like to teach the kids to read with perfect prosody.

• We’d like the district, school and class to stay in harmony.

• We’d like for every girl and boy to be at level 3

• for every school in our state to make their AYP

• It’s the reading thing

• with a vision to guide

• Carolina pride

• It’s the reading thing!

• We’d like to touch, taste, feel and see. That’s multisensory.

• We’d like to see our kids on task and taught with energy.

• We’d like all teachers to be trained and teach with fidelity.

• Effective coaching and support is a top priority.

• It’s the reading thing

• with a vision to guide

• Carolina pride

• It’s the reading thing!

• We’d like to see consistency and resource equity.

• We’d like accountability to be shared equally

• It’s the reading thing

• with a vision to guide

• Carolina pride

• It’s the reading thing!