Considerations and Choices in Selecting/Adopting a Literacy (Reading and/or Language Arts) Curriculum/Program Melissa D. H. Keenan, Ed.D. Educational Consultant/Literacy Specialist NH Reading First Professional Development Provider 2006 Best Practices Conference on Curriculum, Instruction, and Assessment The New Hampshire School Administration Association (NHSAA) Thursday, January 26, 2006 Concord, NH

Overall Purpose of Presentation “What are the research and practical considerations to keep in mind in adopting and implementing a reading/language arts curriculum for your school or district?” Dr. Mark V. Joyce, Executive Director New Hampshire School Administrators Association

Background Elementary School: Dick and Jane Middle School: Open Classroom with SRA High School: Literature and Essays College: Directed Reading Teaching Approach Preschool/Daycare: Developmentally Appropriate Practices 6th Grade Teacher: Basals/Essays to Reading/Writing Workshop Masters Program: Literacy, Society, and Culture 3rd Grade Teacher: Whole Language/Integrated Curriculum/Inquiry Doctoral Program: Reading Recovery; Reader Response; Research Tutorials: Embedded and Explicit Instruction College Teaching: Apprenticeship Model Reading Excellence Act: Fountas & Pinnell/Four Blocks to Core Programs Reading First: Comprehensive Reading Program

Definitions Best Practices & Research Best Practices & Research Language Arts & Literacy Language Arts & Literacy Curriculum & Programs Curriculum & Programs

Best Practices & Research Scientifically Based Research Employ systematic, empirical methods that draw on observation or experiment; Employ systematic, empirical methods that draw on observation or experiment; Involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions; Involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions; Rely on measurements or observational methods that provide valid data across evaluators and observers, and across multiple measurements and observations; and Rely on measurements or observational methods that provide valid data across evaluators and observers, and across multiple measurements and observations; and Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review. Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review. Stanovich & Stanovich, 2005 National Institute for Literacy

From Language Arts to Literacy Reading Reading Writing Writing Listening Listening Speaking Speaking Receptive Receptive Expressive Expressive Print Print Oral Oral

Curriculum = Program Curriculum = Program Curriculum: Addresses “The What and the When” What do we want our children to know and be able to do with respect to language arts? Program: Addresses “The What, the How, the Who, the Where, the When, and sometimes even the Why” Instructional programs are our tools for addressing our curricular expectations and for carrying out instruction.

Underlying Assumption Inevitably, programs inadequately meet our expectations and therefore must be strengthened and enhanced by the decisions we make to establish a comprehensive literacy program.

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Programs and Materials Core Programs and Materials Core Programs and Materials Supplemental Programs and Materials Supplemental Programs and Materials Intervention Programs and Materials Intervention Programs and Materials

AudienceDesignOptionsProgramOptions StateSystemicDesignComprehensiveProgram DistrictPre-PackagedDesignCoreProgram School Research & Theory- Driven Design SupplementalProgram Classroom Practical Resources & Self-Design InterventionProgram What are our choices/options?

A Sampling of Programs and Materials “Core” Programs Pre-Packaged & Resources SupplementalPrograms Intervention Programs (Fluency & Intensive) Harcourt Crystal Springs/SDE Accelerated Reader Elements of Readg: Fluency Corrective Reading Houghton Mifflin Fountas & Pinnell DestinationReading Fluency First! Horizons MacmillanMcGraw Four Blocks Early Success & Soar to Success Fluent Reader Reading Mastery Classic Open Court Heinemann & Stenhouse Headsprout Great Leaps Reading Recovery Reading Mastery Literacy Collaborative Reading A-Z: Fluency Passages QuickReads Read Well RigbyScholastic Reading/Writing Workshop Leveled Libraries Read Naturally Spell, Read, P.A.T. Scott Foresman Strategies That Work Reading Counts Soliloquy Success for All Trainings & Workshops WaterfordVoyager Voyager Wilson Reading

Resources CCCConsumer’s Guide for Evaluating Programs RRRReviews and Ratings of Programs RRRResearch PPPPresentations by Publishers CCCClose Examination of Programs/Materials CCCConsultations with other Districts/Schools PPPPiloting of the Programs

Issues to Address Teacher Autonomy & Professional Judgment Teacher Autonomy & Professional Judgment Philosophical Orientation Philosophical Orientation Fidelity of Implementation Fidelity of Implementation Program Evaluation Program Evaluation

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Leadership, Coordination, and Communication Prioritize: Principal, as Instructional Leader Prioritize: Principal, as Instructional Leader Appoint a Literacy Coordinator Appoint a Literacy Coordinator Expect All Staff Responsible for literacy instruction to play a role in the process Expect All Staff Responsible for literacy instruction to play a role in the process Establish Instructional Teams Establish Instructional Teams Bring on the Literacy Coaches Bring on the Literacy Coaches Work with all constituents who have an impact on literacy instruction Work with all constituents who have an impact on literacy instruction

Resources Planning and Evaluation Tool for Effective School-wide Reading Programs Planning and Evaluation Tool for Effective School-wide Reading Programs Principal Tools to Support A School-wide Reading Initiative Principal Tools to Support A School-wide Reading Initiative Coaching Resources Coaching Resources Instructional Team Guidelines Instructional Team Guidelines

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Curriculum Local language arts curriculum What do we want our children to know and be able to do? Informed by: Overall Goal and Vision Statement Community Expectations Scope and Sequence Charts NH Language Arts Frameworks Grade Level Expectations National Standards Research

Curriculum What are our tasks? Become well informed by reading curricular documents and research Become well informed by reading curricular documents and research Divide up the work by specializing Divide up the work by specializing Be patient with the process and give it time Be patient with the process and give it time Develop a clear understanding of the continuum of skills (to ensure systematic instruction) and map these skills across year Develop a clear understanding of the continuum of skills (to ensure systematic instruction) and map these skills across year Align curricular expectations to progress reports/report cards Align curricular expectations to progress reports/report cards

For example: From Reading to Essential Elements Scientifically Based Reading Research Phonemic Awareness Phonemic Awareness Phonics Phonics Fluency Fluency Vocabulary Vocabulary Comprehension Comprehension

Overview Documents

Taken from University of Oregon IDEA website

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Assessment We need valid and reliable tools, as well as informal tools. We need valid and reliable tools, as well as informal tools. We need tools for different purposes: We need tools for different purposes: –Screening –Progress Monitoring –Diagnostic –Outcome

Five Essential Components DIBELS Measure KindergartenGrade 1Grade 2Grade 3-6 FWSFWSFWSFWS Phonemic Awareness Initial Sound Fluency XX Phoneme Segmentation Fluency XXXXX Phonics (Alphabetic Principle) Letter Naming Fluency XXXX Nonsense Word Fluency XXXXXX Oral Reading Fluency XXXXXXXX VocabularyWord Use Fluency XXXXXXXXXXXX ComprehensionRetell Fluency XXXXXXXX Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Issues to Address Importance of Valid and Reliable Data Importance of Valid and Reliable Data Consistency and Efficiency Consistency and Efficiency Time for Training, Calibration, Data Entry, and Analysis Time for Training, Calibration, Data Entry, and Analysis Teacher Ownership vs. District Ownership Teacher Ownership vs. District Ownership Data Informed Instruction Data Informed Instruction

Data Informed Instruction

Resources DIBELS ( DIBELS ( Big Ideas in Reading: Assessment Big Ideas in Reading: Assessment Analysis of Reading Assessment Instruments Analysis of Reading Assessment Instruments Assessment Analysis Coding Forms Assessment Analysis Coding Forms

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Instruction InstructionalSettings Tier I Tier I Tier II Tier II Tier III Tier IIIInstructionalRoutines Whole Group Whole Group Small Group Small Group Independent Practice Independent PracticeInstructionalStrategies Lesson Phases Lesson Phases Characteristics of Effective Instruction Characteristics of Effective Instruction Content Specific Strategies Content Specific Strategies

Taken from University of Texas Vaughn Gross Center for Reading and Langauge Arts Core classroom instruction All students Strategic Intervention Approximately 20–30% of students Intensive intervention Approximately 5–10% of students I II III (may include special education students) 3-Tier Reading Model

Apprenticeship Model of Instruction Goal: Foster Independence through effective and systematic instruction. ToWithBy Teacher Gradually Releases Responsibility Student Gradually Assumes Responsibility Orientation Explicit & Systematic Extensive Modeling Guided Practice Corrective Feedback Maximize Engagement Relevant Independent Practice

Taken from Univeristy of Oregon Big Ideas website Example: Research Based Strategies for Fluency instruction

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Needs of Special Populations Special Education Special Education Socioeconomic Level Socioeconomic Level Race Race English Language Learners English Language Learners Migrant/Homeless Migrant/Homeless Transient Transient Troubled/Difficult Troubled/Difficult Gifted Gifted

Access to Print Library programs and resources Library programs and resources After-school programs After-school programs Summer programs Summer programs Tutorial programs Tutorial programs Family Literacy/Parent Education programs Family Literacy/Parent Education programs Community-based programs Community-based programs

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Professional Development Ongoing Ongoing Job-Embedded Job-Embedded Data Driven Data Driven Responsive and Supportive Responsive and Supportive High-quality, knowledgeable trainers High-quality, knowledgeable trainers Opportunities for modeling, demonstration and practice Opportunities for modeling, demonstration and practice

Resources Professional Development Guidelines from Professional Organizations Professional Development Guidelines from Professional Organizations Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do (Moats) Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do (Moats) Every Child Reading: An Action Plan (Partnership for Reading) Every Child Reading: An Action Plan (Partnership for Reading) Tips for Designing A High Quality Professional Development Program (National Center for Reading First Technical Assistance ) Tips for Designing A High Quality Professional Development Program (National Center for Reading First Technical Assistance )

Comprehensive Program Leadership, Coordination, Communication CurriculumAssessmentInstruction Programs and Materials Needs of Special Populations Access to Print Professional Development Technical Assistance Program Evaluation

Technical Assistance Logistical support Logistical support Technology support Technology support Administrative support Administrative support Coordination and Communication Coordination and Communication Change Process Change Process

Program Evaluation Student Achievement Student Achievement Program Implementation Program Implementation Summary of Effectiveness Summary of Effectiveness

In summary...

Professional Development Curriculum Reading Writing Listening Speaking Viewing Content Areas Instruction Explicit or Direct Modeling Guided Practice Application Assessment Screening Tools Diagnostic Tools Progress Monitoring Tools Outcome Based Tools Informal Tools Access to Print Activities Programs and Materials Core Programs Supplemental Programs Intervention Programs Meeting the Needs of Special Populations Technical Assistance Evaluation & Reporting

Contact Information: Melissa D. H. Keenan, Ed.D. Lancaster Learning Center PO Box 269, 97 Main St. Lancaster, NH Phone: