Iowa Reading Research Center (Superintendents’ Meetings 2014) Iowa Department of Education & Iowa Reading Research Center, 2014
Our Goals and Outcomes GOALS Provide an update on the Early Literacy Legislation Inform how the IRRC plans to conduct this work Gather specific information about what districts are currently doing in regards to summer reading programs Gather questions districts have about this work OUTCOMES Understanding of current practice, statewide, around summer reading programs Building blocks for a follow up survey Shared understanding and collaboration around summer reading programs Shared understanding around Early Literacy Legislation Iowa Department of Education & Iowa Reading Research Center, 2014
Early Literacy Legislation Update What is required for students considered appropriately progressing, students identified as at-risk, and students identified with a substantial deficiency in reading Substantial Deficiency A student with a substantial deficiency in reading is a student whose reading performance is below a standard set on an approved assessment and whose progress on an approved assessment is minimal. Students are considered to have a substantial deficiency in reading when they meet either of the following criteria: Score below the vendor benchmark during a universal screening period directly after a screening period in which they were considered at-risk of being substantially deficient. Score below the vendor benchmark for two consecutive universal screening periods. Iowa Department of Education & Iowa Reading Research Center, 2014
Students who are Appropriately Progressing Students who are At- Risk for a Substantial Deficiency in Reading Student who exhibit a Substantial Deficiency in Reading Universal Screening All students 3 x’s per year Progress Monitoring Not RequiredRequired Weekly Instruction Universal Tier Universal Tier with additional intensive instruction recommended Universal Tier with additional intensive instruction required Parent Notice District adopted process for communicating student performance and progress District adopted process for communicating student performance and progress – Notice specific to performance on universal screening and any services to be provided is recommended. District adopted process for communicating student performance and progress – Notice to parents specific to performance on universal screening, services to be provided, recommended strategies, progress, and parent contract information is required Iowa Department of Education & Iowa Reading Research Center, 2014
Students with Substantial Deficiency Beginning May 1, 2017, each district must provide an intensive summer reading program for any student who exhibits a substantial deficiency in reading A one-time waiver from this provision will be available The standards for an intensive summer reading program are being developed and reviewed by the Iowa Reading Research Center (IRRC) Iowa Department of Education & Iowa Reading Research Center, 2014
Purpose of IRRC To apply current research for the development and dissemination of best practices around literacy instruction so that every child in Iowa will achieve reading proficiency. Iowa Department of Education & Iowa Reading Research Center, 2014
Guidance & Criteria What we know from : IRRC will develop criteria and guidance for Intensive Summer Reading Programs Connections with Early Literacy Guidance and Intensive Summer Reading Programs: Substantial Deficiency Progress Monitoring Intensive Reading Instruction Required vs. Recommended Iowa Department of Education & Iowa Reading Research Center, 2014
Intensive Summer Reading Program Process to establish criteria and guidelines: A small task team was created to develop guidelines and criteria for programs that are to be implemented in 2017 Members include: IRRC staff, community partners, district assistant superintendent, district reading consultant, elementary principal and curriculum director Iowa Department of Education & Iowa Reading Research Center, 2014
Intensive Summer Reading Program Work with national expert (Geoffrey Borman) to identify research related to summer reading programsGeoffrey Borman Meet with all superintendents to gather information related to current practices as well as what their needs are related to summer programs Work with regent universities to conduct a follow-up landscape assessment of current summer reading practices Hold meetings with key stakeholders to vet the criteria and guidelines Write guidance and criteria for dissemination Iowa Department of Education & Iowa Reading Research Center, 2014
Survey: Current Summer Programs 1. Does your district currently offer summer programming? 2. What funds are used to support your summer programming? 3. Is your summer programming offered in partnership with other organizations? 4. Who are the people in your district responsible for planning summer programming? 5. If you do not have a summer program, what has prevented you from being able to offer summer programming? Link to the survey Iowa Department of Education & Iowa Reading Research Center, 2014
Reflection and Share Out Discuss with a partner: Summer Programming option your district offers (e.g., credit recovery, extended, year, elementary summer reading, etc..) and identify: Positives Similarities Differences Iowa Department of Education & Iowa Reading Research Center, 2014
Input and Guidance: Summer Reading Program 6. What are your biggest concerns about the mandated Intensive Summer Reading Program for the summer of 2017? 7. What would you like us to know and understand about summer programming from a district perspective, as we move forward with out work? 8. Who do you think we should have represented on our vetting group (e.g., union, administrators, teachers, parents, etc.) FINISH SURVEY QUESTIONS Iowa Department of Education & Iowa Reading Research Center, 2014
Reflect and Share Out What are your best hopes for Summer Reading Programming? What are your greatest concerns? What should we stay mindful of as we move forward? Iowa Department of Education & Iowa Reading Research Center, 2014
Timeline and Next Steps Work with national expert to write guidance and criteria that will be vetted with key stakeholders Meet with all superintendents to gather information related to current practices as well as what their needs are related to summer programs Work with regent universities to conduct a follow-up landscape assessment of current summer reading practices Hold meetings with key stakeholders to vet the criteria and guidelines Finalize guidance and criteria for dissemination Coming Spring/Summer 2015 Iowa Department of Education & Iowa Reading Research Center, 2014
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Question & Answer Early Literacy Legislation Iowa Reading Research Center Initiatives Iowa Department of Education & Iowa Reading Research Center, 2014
www. IowaReadingResearch.org Building Iowa’s Home for Literacy Iowa Department of Education & Iowa Reading Research Center, 2014