Program Model, Communication & Leadership Lindsey Reinert University of Denver

Rationale for implementing a New instructional model in reading TCAP Language Arts reading scores 2012-2013 for identified gifted students with the strength area of reading Question: If students are identified gifted in reading and are provided accelerated reading instruction why are the majority of the 3rd to 8th grade students only scoring proficient not advanced? Grade Number of Students identified Language Arts Gifted Number of Advanced Students Number of Proficient Number of Partially Proficient Number of Unsatisfactory Number of Students Not Tested 3rd 159 50 31% 109 67% 3   4th 171 36 21% 135 78% 2 1 5th 158 56 35% 102 64% 6th 105 56 53% 49 46% 7th 106 30 28% 76 70% 8th 89 33 37% 56 63% TCAP reading results, Jefferson County, CDE

The Golden Circle Theory Leadership Theory Simon Sinek-How Great Leaders Inspire Action The Golden Circle Theory http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

Golden Circle Sinek, 2009)

Roll out of the Golden Circle Theory Phase I is to have the whole organization clearly define the: “WHY”, the “HOW”, and the “WHAT” they are doing Phase II is to propose SEM-R model then train & implement the model Phase III is to monitor, reflect, & collect results Phase IV is to analyze the results & explain exactly how the results were achieved Simon Sinek states, “the power of “Why” - the purpose, cause or belief that drives every one of us. If everyone knew “Why” they do what they do; what an amazing place the world would be” (2009).

Why… HOW… what… Why: We believe that facilitating learners to reach their full potential is paramount to their success. How: Implementing SEM-R Through: Using research-based practices to make improvements and increase student achievement Fostering and engaging in shared leadership for improvement Creating and maintaining a purposeful community Applying a comprehensive continuous improvement process that is systematic and systemic What: Increase Student Achievement Using data to guide school improvement & assess progress (Success in Sight ;McREL)

School-wide Enrichment Model Reading-SEM-R How do you teach passion for reading? How do we hook children on books?

The National Research Center on the Gifted and Talented What is SEM-Reading? SEM-R is an enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers. Differentiated one-on-one instruction for each student. Goals are: 1. to increase student enjoyment of reading, 2. to encourage students to pursue independent reading at appropriately challenging levels, and 3. to improve reading fluency and comprehension for all students. SEM-R provides students with freedom, choice, and challenging reading that is the foundation for creating passionate readers and thinkers. The National Research Center on the Gifted and Talented

The theory behind SEM-Reading The Enrichment Triad Model (Renzulli, 1977) This framework provides students with: Exposure (to high interest books) Training (self-monitoring, conferencing, individualized instruction) Choice (Creative productive avenue to demonstrate knowledge)

Framework for SEM-Reading Phase 1 Advanced, high interest, read aloud book hooks to stimulate an interest in reading; exposure to information that may stimulate an interest in reading (author facts, types of books,etc.). Phase 2 Time for supported independent reading (SIR) to read self-selected books at appropriately challenging levels. Questions and strategies support an increase in the engagement with text. Phase 3 Self-selected activity options designed to enhance engagement with reading materials, including participation in interest centers and creative language arts activities, books on tape, opportunities for reading on the web, explorations of various genres and literary elements and time for additional supported independent reading. National Research Center on the Gifted and Talented (NRC/GT) 2001-2005 The three phases allow for differentiated instruction for each student. Students are selecting books that interest them at a challenging level. They are exposed to a variety of quality books to chose from. In phase II students are provided time to read and conference with a teacher and peers to discuss their higher level questions and understanding of the text.

Goals for students Your students will: read appropriately challenging books (1 to1.5 above their current reading level) read for 30-45 minutes everyday have individual instruction to their reading level needs be exposed to a variety of genres have choice and learn to be self-regulated These goals are empowering for our students. Given the freedom and choice to fall in love with reading.

Classroom Organization & Management Classroom Library Accessible Easy to use Well marked Reading Interest-A-Lyzer Provides guidance for book select Helps narrow topic choice Organizing the library is key for providing success to your students. I choose to organize by genre. Every month is a new genre focus. This makes the books accessible to the students. I have also leveled the books on the inside cover. However it’s important to discuss Interest and challenge choices. Using the reading interest a lyzer allows students to focus in on the types of books they enjoy reading. It also helps guide you in finding the right match for the student.

Phase I: Hooking Kids on Books Book hooks This video clip is of Sean. He is sharing a book hook after observing the models of book hooks that I share daily with the students. As you can see student become excited and passionate about a book they are reading and want to recommend the title to others. In this case, Sean has read two of the three books from this series. Creating a book hook list supports you as the teacher to have quality examples to share with students. I use book hook as ways to introduce a new genre topic. I also use this avenue for introducing books my students are interested in by topic. This year I had several students interested in WW II. Finding historical fiction books was a great way to introduce what they were interested in. Video Clip: Sean giving a book hook

Book Selection Strategies Providing a book match guide for students is important. This guide gave students questions to ask themselves as they looked through a book. Commitment is key to finding a book that the student will connect with and want to read. Here Sandra has a book tub labeled for adventure. After looking at her interest a lzyer I could help direct her to the genre tub that she showed interest in. These questions make her contemplate if this is the right book she was looking for.

Phase II Supported Independent Reading S.I.R A typical SEM-Reading conference could have these steps: 1. Ask how the reading is going 2. Ask if the child has any questions about the story or if s/he needs help with any words (if yes, provide assistance) 3. Ask child to read from a short section of his/her choice. This can be a part s/he really liked, was confusing, humorous, etc. 4. As the child reads, notice the fluency (indicator of appropriateness of text) 5. Ask a comprehension question after the reading (this can refer back to a strategy you referred to in the Book Hook) 6. Teach a strategy the student needs based on the conversation you have had w/the student e.g. student missed cause/effect in reading passage. 7. Make sure you have provided some type of praise/positive feedback during conference Video Clip: Kyle Phase II is the second time for teachers to provide support to the growing reader. Conferencing one on one with students is when the mini-lessons and the teaching points that are differentiated for the learner take place.

Phase II Student Component Reading growth graph Student Reflection logs SEM-R bookmarks Graphing student reading growth allows the student to have ownership of the progress they are making in their reading. When a student completes a novel I require them to complete a reflection log answering a question that might have been from a conference discussion, a bookmark question, or a list of though provoking higher level questioning.

Question Bookmarks Higher level questioning bookmarks Open-ended questions I love using the bookmarks for providing specific questions for the genre the student has selected to read. The bookmarks very from genre specific to book elements. I have laminated the bookmarks and color coded them for easy use. I also chose to store them in a large recipe box with dividers for each book mark focus. It makes it easy for students and myself to locate the right card for questioning the text.

Phase II Teacher Component Support for each student’s needs – Matching the right book with the student – Reading skill development – Interest-based reading opportunities – Self-regulation/monitoring – Increasing ability to focus • Opportunity to assess reading level and book match and find optimal challenge level • Thoughtful conversations about literature • Opportunities to use higher order thinking skill questions from bookmarks • The chance to use gifted education pedagogy with all students! • Differentiation for all students in skills, questions, and book selection Video Clip: conference with Edson This video clip is of Edson and I conferencing. He loves to retell all the section of the story to you. I’m working with him on Higher level thinking skills of connection from text to real life. He loves reading fantasy and he’s currently reading the Order of the Phoenix (Harry Potter). Because he has chosen a fantasy book I want to she him using the strategies from Mosaic of Thought.

Phase III Interest & Choice Enrichment Learning Student selected project Choice Independent, Self-regulated task Demonstration of comprehension of text Higher level thinking Connection from text to real life Presentation to an audience Video Clip: Jim Phase III is the creative productive outlet to show what each student has comprehended and connected with from a finished novel. Here Jim is working on a moral for the book: Brain’s Winter by Gary Gaulsen. Jim and I discussed the theme of this book. He chose images and words that describe the Survival aspect of this novel. As for Natalie, she wanted to chose an event that was critical to the book: Charlie & the Glass Elevator. She is writing a dramatic play script to show the event of travel in the elevator. Both choices show creative productivity and allow students to show understanding through a different avenue than comprehension questions.

Phase III Teacher Component Video Clip: Corrina Supporting Role Listener (to provide support when needed: listen to ideas) Guidance (to give suggestions, trouble shoot concerns) Role model (for love and passion of reading) Questioner (leading student to higher level questioning skills)

Roll out in the district How to lead the district through the change process? Phase 1: August 2014-Golden Circle purpose meeting 60 GT center teachers & 10 GT Resource teacher team Phase II: August 2014- Introduction SEM-R session 8 Elementary GT Center schools= 48 teachers 6 Middle school GT Center schools= 12 language arts teachers Total of 60 GT Center teachers Phase III: Online Graduate level SEM-R 8 week course-September & October 3 credits for $65.00 through Jeffco Schoology with Adams State credit Phase IV: GT Resource teachers support through monthly PLC meetings throughout the school year- October through May (8 PLC meetings) Phase V: End of the year-Celebrations, share out, and predicts for TCAP results Beginning of 2015 school year- Review TCAP reading results & plan next steps

Why… HOW… what… Why: We believe that facilitating learners to reach their full potential is paramount to their success. How: Implementing SEM-R Through: Using research-based practices to make improvements and increase student achievement Fostering and engaging in shared leadership for improvement Creating and maintaining a purposeful community Applying a comprehensive continuous improvement process that is systematic and systemic What: Increase Student Achievement Using data to guide school improvement & assess progress (Success in Sight ;McREL)

Reference Colorado Department of Education. (March , 2014 13).Csap/tcap district and school disaggregated summary results. Retrieved from http://www.cde.state.co.us/assessment/coassess-dataandresults Fullan , M. (2010). Motion leadership: The skinny on becoming change savvy . Thousand Oaks, CA: Corwin: A Sage Company McREL. (n.d.). Mcrel: Making a difference-success in sight. Retrieved from http://www.mcrel.org/products-and-services/featured-products-and-services/sis-suite-page Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action paperback. New York: Penguin Group