Pennsylvania Reading First Leadership Meeting A Pathway For Success Eastern Regional Reading First Technical Assistance Center Florida Center for Reading Research Florida State University Dr. Joseph K. Torgesen Stuart Greenberg March 31, 2004

Objective of Reading First (1)“To provide assistance to state educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research to ensure that every student can read at grade level or above not later than the end of grade 3.” NCLB, 2001, Part B, Sec. 1201

Three Definitions of Schools A series of autonomous classrooms that are connected by a common parking lot. A place where the relatively young watch the relatively old work. A complex organization that is built upon relationships that require individuals to work interdependently.

The demands of phonologic, alphabetic, semantic, and syntactic systems of written language require a careful schedule and sequence of –prioritized objectives, –explicit strategies, and –scaffolds that support students’ initial learning and transfer of knowledge and skills to other contexts.

Teaching and learning that effectively moves children through the “learning to read” stage to the “reading to learn” stage are simply too important to leave to chance.

“The probability of remaining a poor reader at the end of fourth grade, given a child was a poor reader at the end of first grade, was the probability of remaining an average reader in fourth grade, given an average reading ability in first grade, was.87.” (Juel, 1988) Poor readers at the end of first grade are at very significant risk for long term academic difficulty. Poor readers at the end of first grade are likely to require intensive instructional support to reach third grade reading outcomes. Consequences of Falling Behind

Benchmark Goals ORF First Grade Middle of Year End of Year <8 At Risk <20 At Risk 8-20 Some Risk Some Risk >20 Low Risk >40 Low Risk

Benchmark Goals ORF Second Grade Beginning of Year Middle of Year End of Year <26 At Risk <52 At Risk <70 At Risk Some Risk Some Risk Some Risk >44 Low Risk >68 Low Risk >90 Low Risk

Benchmark Goals ORF Third Grade Beginning of Year Middle of Year End of Year <53 At Risk <67 At Risk <80 At Risk Some Risk Some Risk Some Risk >77 Low Risk >92 Low Risk >110 Low Risk

Schedule adequate time for reading instruction Support initial and ongoing professional development with curriculum and assessment Provide extra support through coaching Stay current with instructional research Provide the vision and plan to enable every child to become a robust reader Pathway To Success Lessons Learned

Scientifically Based Reading Research Report from the National Research Council 1998 In 1995, the U.S. Department of Education and the National Institutes of Health National Academy of Sciences

In 1997, United States Congress National Institute of Child Health and Human Development & U.S. Department of Education Report of the National Reading Panel

Available from: National Institute for Literacy

Schedule at least 90 minutes of uninterrupted reading instruction every day for all K-3 students. School Schedule

Initial and ongoing review of the school reading instructional schedule Process for the placement of incoming students LEA & SEA Principal Teacher Coach

Purchase instructional materials, including supplemental and intervention programs that are fully aligned with scientifically based reading research. Instructional Materials A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

Professional Development Core 3-5 days Intensive Intervention 2-3 days Supplemental 1 1/2 to 2 days LEA & SEA Principal Teacher Coach

Develop and implement a well-organized reading assessment system that includes screening, diagnosis, formative assessments and summative assessments. Assessments Set expectations for progress

Assessments Help principals manage the instructional resources in their schools more effectively Help teachers plan instruction more effectively Help reading coaches provide better support to teachers LEA & SEA Principal Teacher Coach

Grouping for Instruction Part of each reading instructional period should be structured to permit the teacher to work with small, homogeneous groups of students specifically designed and based on assessment information.

Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership Needs of many children for explicit and systematic instruction through the core SBRR program

Need for immediate intensive intervention to accelerate reading achievement with Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership

Need for teachers to develop collaborative coaching relationships Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership

Need for teachers to develop collaborative coaching relationships Need of the instructional leaders to provide coaching based upon ongoing data Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership

Needs of many children for explicit and systematic instruction in alphabetics Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership

Needs of many children for explicit and systematic instruction in alphabetics Need for expanded aligned reading and writing experiences that enhances student achievement Reading First as a delicate balancing act requiring not only scientific knowledge but also common sense and sensitive leadership

Reading Programs PLUS EFFECTIVE INSTRUCTION PROFESSIONAL DEVELOPMENT ASSESSMENT LEADERSHIP SCIENTIFICALLY BASED READING RESEARCH

"We have not succeeded in answering all of your problems. The answers we have found only serve to raise a whole set of new questions. In some ways we feel we are as confused as ever, but we believe we are confused on a higher level and about more important things." Thank You