LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT LEADERS IN LITERACY CONFERENCE LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016

How to analyze data to support reading proficiency LEADERS IN LITERACY CONFERENCE How to analyze data to support reading proficiency Kate Simcox, School Psychologist Becky Wilson, Jefferson Elementary Principal

What you should leave with today Know the five areas of reading How to assess those five areas of reading Where you can find assessments How those assessments can be used to efficiently and effectively guide instruction for your students

National Reading Panel The 14-member Panel included school administrators, working teachers, and scientists involved in reading research. Reviewed over 100,000 reading studies Congress tasked them To review available research Determine evidence-based methods to teach children to read Recommend ways to get those methods to schools Suggest a plan for additional research in development and instruction https://www.nichd.nih.gov/research/supported/Pages/nrp.aspx

Findings Phonemic Awareness Phonics Fluency Vocabulary Comprehension Best Approach incorporates: Explicit instruction in phonemic awareness Systematic phonics instruction Methods to improve fluency Ways to enhance comprehension

Remember to avoid oversimplifying the National Reading Panel results

Conclusions from NRP Break into groups: We need all five in the correct balance to develop proficient readers Different emphasis based on development Break into groups: Divide paper into two sides. On first side discuss behaviors of proficient readers

What does Read to Succeed say about teaching reading? It is intended to increase the number of K-12 students who are able to comprehend grade level text. Requires students have knowledgeable school professionals Retention in 3rd grade who don’t meet grade level expectations K-5 schools must have 90 minutes of literacy instruction and 30 minutes daily of supplemental support Summer reading camps for those not comprehending grade level text Schools collaborate with families so they know how to support their children http://www.ncte.org/policy-analysis-initiative?reportid=106

So what happens when a student is not a proficient reader? Possible Outcomes Retention Poor attendance Drop-out Behaviors in the classroom Poor grades Low self-esteem Avoidance behaviors Break into groups: On second side discuss behaviors of struggling readers

Find Assessments that help you target deficits with your instruction Start with Comprehension measures and work backwards Vocabulary Measure Fluency Measure High Frequency Word Measure Phonics Measure Phonemic Awareness Measure

Comprehension Measure Cloze Reading passages http://www.interventioncentral.org/curriculum-based-measurement-reading- math-assesment-tests

Comprehension Measure

Fluency Measures

High Frequency Word Measure

Phonics Screening

Phonemic Awareness

What are you currently assessing in your classroom?

How do we know what the correct balance is? Use data Choose a short but powerful measure General Outcome Measure

Can this be applied to my whole classroom?

Can this be applied to a whole grade level?

Surely not a whole school???

What did that show? Tier 2 reduced Literacy results Seriously…how did you do that???? Tier 2 reduced Translate what that means for students and teachers Purchased a research-based reading series in K-5 Utilize research-based reading interventions Power Hour schedule for JR High Changed master schedule to utilize people resources across school

Contact Information Kate Simcox ksimcox@acpsd.net Becky Wilson bwilson@acpsd.net “In God we trust. Everyone else shows their data.” -Unknown