Use of Literacy Data Towards Purposeful Instruction Literacy Steering Committee

Every student will progress a full grade level during the school year.

Universal: 80 – 90% of students will benefit from universal instructional supports in a literacy-rich environment. Targeted: 5-10% of students will require targeted instructional supports, in addition to universal instructional supports in a literacy- rich environment. This group is flexible because students may move in and out based on individual needs. Specialized: 1-3% of students will require specialized instructional supports, in addition to both targeted and universal instructional supports in a literacy-rich environment.

Instructional reading levels at the END of: Will benefit from universal instructional supports Will benefit from targeted instructional supports Will benefit from Specialized instructional support Kindergarten Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in this age group who have been identified with special education needs and will require more individualized types of instructional supports. Grade 1 Grade 1.5 or aboveGrade K.5. to 1.4Pre-K or below Grade 2 Grade 2.5 or aboveGrade 1.6 to Grade 2.4Grade 1.5 or below Grade 3 Grade 3.1 or aboveGrade 2.6 to Grade 3Grade 2.5 or below Grade 4 Grade 4.1 or aboveGrade 2.6 to Grade 4Grade 2.5 or below Grade 5 Grade 5.1 or aboveGrade 3.1 to Grade 5.1Grade 3 or below Grade 6 Grade 6.1 or aboveGrade 4.1 to Grade 6Grade 4 or below Grade 7 Grade 7.1 or aboveGrade 4.1 to Grade 7Grade 4 or below Grade 8 Grade 8.1 or aboveGrade 4.1 to Grade 8Grade 4 or below Grade 9 Grade 9.1 or aboveGrade 5.1 to Grade 9Grade 5 or below Grade 10 Students in Grades are typically reading at the Grade 9.1 level or above. They continue to benefit from universal and targeted instructional supports, a literacy-rich environment, and reading instruction specific to each course. Students who do struggle with reading, or are several grade levels behind in their reading level, should be receiving targeted or specialized supports, and may also be eligible for accommodations. Streaming is not the solution to a student’s reading struggles. While streaming may increase success for struggling readers at the high school level, it is only one of the many ways that teachers can support struggling readers. Each student’s needs should be carefully considered and accommodated. Grade 11 Grade 12

Clarifying Goals With the intention of maximizing all students’ reading progress, what can your school-wide goals look like for students receiving: – Universal Instructional Supports – Universal + Targeted – Universal + Targeted + Specialized

Last time… We talked about listening to kids read, and using tracking sheets to gathering data Today, we want to talk about how to use data – both admin and teachers Use the data to reflect on the effectiveness of our instructional practices

Engagement SkillWill

Engagement In order to build skill, we need rigor. Rigor resides in the energy and attention given to the text (Beers). Rigor – Relevance = Hard When we teach reading, we need to build relevance, help them want to know.

Case Study

What did you notice about this data? What would be your next steps as an instructional leader? Different types of data: – Individual student data – needed to inform specific instruction – Classroom data – needed to inform general instruction – Walkthrough data – used to see school progress – PAT/Diploma data, etc. – used to see school progress

Case Study As an administrator, do you know if you are asking the right questions, and would you know if your teachers are giving the right answers? What area of the framework do you need to go to?

Case Study As an administrator, do you know if you are asking the right questions, and would you know if your teachers are giving the right answers? What area of the framework do you need to go to?