 Community Norms  Four Corners Activity  K-12 Literacy Presentation  Feeder Region Data Dig  Middle School Observations  Strategy Share

1.Be present as an active participant. 2. Listen like your mind could be changed. 3. Share air time. 4. Focus on understanding, rather than being understood.

Four Corners Activity o What are the barriers that prevent your students from reading at benchmark? o What is working for your students to meet reading benchmark? o What do you need next year to help you as a teacher advance your students to meet reading benchmark? o What do you need long term to help you as a teacher advance your students to meet and exceed reading benchmark?

The Big Rock in Learning

is to ensure each student graduates prepared to succeed and contribute in a global society by engaging our diverse learners in challenging, personalized program of educational excellence.

Year Total Pop HispanicWhiteBlackAsian ,898 2, % 12, % % % ,081 3, % 12, % % 1, % ,562 5, % 12, % % 1, % ,251 6, % 11, % % 1, %

YearNumbersPercentage % % %

Drop out % by EthnicityPopulation % by Ethnicity

 From 5 th grade on, students are expected to read 10,000 new words each year in their texts (Nagey & Anderson, 1986).  More than 8 million students in 4 th -12 th grades are struggling readers (USDoE 2003).  40% of high school students cannot read well enough to benefit from their textbooks (NAEP).  Of the six million K-12 students receiving special education services, estimates say up to 80% receive services in reading.

 Each year 383,000 students drop out of middle school and high school (NCES, 2000).  Over 75% of surveyed students who dropped out indicated that difficulty with reading was a major contributing factor (Lyon, 2001).  26% of these students do not have minimal reading skills for daily life (Grigg, Daane, Jin, & Campbell, 2003).

Gidlroy & Isaacson  The majority of adolescents with poor reading skills need instruction in basic phonological awareness and decoding (Moats, 2001).  Reading fluency is highly correlated with reading comprehension (National Reading Panel, 2000).  Poor readers often lack depth, breadth, or specificity in word knowledge (Beck & McKeown).

Gidlroy & Isaacson  After the 4 th grade, most vocabulary is learned through reading, with a gain of several thousand words per year (Moats 2001; Stanovich, 1986).  Students with reading problems often lack effective and efficient comprehension strategies (Moats, 2001).  Adolescent readers need to learn about different genre, text organizational patterns and structures, as well as literary devices (Moats, 2001).

K - PSF 37 2 nd – Oral Reading Fluency 90 3 rd – 215 or higher in OAKS 6 th - Oral Reading Fluency th – Oral Reading Fluency 190 HS – AP/IB enrollment increase 10% HS – PSAT Rd th – 233 or higher in OAKS

3rd Grade Standard Score %tile4th Grade Standard score %tile5 th Grade Standard Score %tile Exceeds 218  65  223  61  230  76  Meets Nearly Meets Does not Meet 198  88 204  77 208  77

6th Grade Standard Score %tile7th Grade Standard score %tile8th Grade Standard Score %tile Exceeds 234  76  239  75  241  80  Meets Nearly Meets Does not Meet 213  99 218  88 223  14 

Kindergarten Phonemic Segmentation Fluency K PSF 37

2 nd Grade Oral Reading Fluency K ORF 90

3 rd Grade Exceeding Oregon State Assessment 215 +

6 th Grade Oral Reading Fluency Score 137 Mid-Year K ORF 160

10 th Grade All Students

 Reading K-3 Acquire strategies for “decoding” unfamiliar words Build “sight word vocabulary” of many thousands of words Learn to coordinate skills for fluent reading of text Begin extension of vocabulary beyond oral language limits Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure

 Reading 4-12 Extend “sight vocabulary” to unfamiliar words in increasingly challenging text Learning meanings of thousands of new words – vocabulary expansion Increasingly detailed knowledge of text structures and genres Expansion of content knowledge in many domains Thinking and reasoning skills increase Reading specific comprehension strategies become more complex

Correct Words per Minute th Grade 7 th Grade 8 th Grade FWSFWSFWSFWSFWSFWS Correct Words per Minute on Grade Level Text WPM 22 WPM 23 WPM Tindal, Hasbrouck, & Jones, 2005 Text difficulty increases

Primary Characteristics of Struggling Readers in Middle and High School They are almost always less fluent readers—their sight word vocabularies many thousands of words smaller than average readers Usually know the meanings of fewer words Usually have less conceptual/factual knowledge Are almost always less skilled in using strategies to enhance comprehension or repair it when it breaks down Will typically not enjoy reading or choose to read for pleasure They sometimes have not mastered basic knowledge and strategies required for decoding unfamiliar words

“the ability to identify, understand, interpret, create, communicate, compute, and use printed material associated with varying concepts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.”

 Feeder Team Learning Communities  Effective Behavior and Instruction Support System  Professional Learning Communities  Research and Development K-12 Literacy Plan Positive Behavior Intervention Systems and Attendance Plan

Literacy Leadership Team PBS/CARE Team EBISS Leadership Team Investing in School Competency and Capacity in Behavior Support Systems, Data and Practice Investing in Literacy Systems, Data and Practices EBISS “Big Idea” Outcomes, Systems, Data, Practice

 We can effectively teach all children.  Administer universal benchmark assessments three times a year.  Deliver instruction from a core program for all.  Use research-based, scientifically validated curriculum, interventions, and instruction.  Use a multi-tier model of service delivery.  Intervene early.  Use data to make instructional decisions.  Monitor student progress to inform instruction.  Increase time and intensity of instruction when students fall behind.

Skills and Strategies: Transferring from Literacy Instruction to Content Instruction o Breaking Down Complex Words and Acquiring New Sight Words o Fluency o Vocabulary o Comprehension

Academic Systems Behavioral Systems 1-5% 5-10% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Implementation View Attention, Effort, Precision

SYSTEMS PRACTICES DATASupporting Staff Learning Supporting Student Behavior & Academics OUTCOMES/ GOALS Supporting Social Competence & Academic Achievement Supporting Decision Making Feeder Region Learning Communities

 EBISS Grant  Safe Schools/Healthy Schools Grant  Oregon leadership Institute  Nike Leadership and Literacy Grant  Spanish Literacy Research Project  First Grade Reading Enhancements Research  Universal Screen Research Project  Middle School Intervention Research  K-8 Math Project

PLC: Increasing Student Achievement  Core standards  Common Assessments  Data Teams What do you need to teach? How do you know learning occurred?  Data Driven Leadership and Decision Making

If you have made mistakes…there is always another chance for you…you may have a fresh start any moment you choose, for this thing we call “failure” is not the falling down, but the staying down. Mary Pickford