1. Program Model, Communication & Leadership
Lindsey Reinert
University of Denver

2. Rationale for implementing a New instructional model in reading
TCAP Language Arts reading scores for identified gifted students with the strength area of reading
Question:
If students are identified gifted in reading and are provided accelerated reading instruction why are the majority of the 3rd to 8th grade students only scoring proficient not advanced?
Grade
Number of Students identified Language Arts Gifted
Number of Advanced
Students
Number of Proficient
Number of Partially Proficient
Number of Unsatisfactory
Number of Students Not Tested
3rd
159 % % 3
4th
171 % % 2 1
5th
158 % %
6th
105 % %
7th
106 % %
8th 89 % %
TCAP reading results, Jefferson County, CDE

3. The Golden Circle Theory
Leadership Theory
Simon Sinek-How Great Leaders Inspire Action
The Golden Circle Theory

4. Golden Circle
Sinek, 2009)

5. Roll out of the Golden Circle Theory
Phase I is to have the whole organization clearly define the:
“WHY”,
the “HOW”, and
the “WHAT” they are doing
Phase II is to propose SEM-R model then train & implement the model
Phase III is to monitor, reflect, & collect results
Phase IV is to analyze the results & explain exactly how the results were achieved
Simon Sinek states, “the power of “Why” - the purpose, cause or belief that drives every one of us. If everyone knew “Why” they do what they do; what an amazing
place the world would be” (2009).

6. Why… HOW… what…
Why: We believe that facilitating learners to reach their full potential is paramount to their success.
How: Implementing SEM-R
Through:
Using research-based practices to make improvements and increase student achievement
Fostering and engaging in shared leadership for improvement
Creating and maintaining a purposeful community
Applying a comprehensive continuous improvement process that is systematic and systemic
What: Increase Student Achievement
Using data to guide school improvement &
assess progress (Success in Sight ;McREL)

7. School-wide Enrichment Model Reading-SEM-R
How do you teach passion for reading? How do we hook children on books?

8. The National Research Center on the Gifted and Talented
What is SEM-Reading?
SEM-R is an enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.
Differentiated one-on-one instruction for each student.
Goals are:
1. to increase student enjoyment of reading,
2. to encourage students to pursue independent reading at appropriately challenging levels, and
3. to improve reading fluency and comprehension for all students.
SEM-R provides students with freedom, choice, and challenging reading that is the foundation for creating passionate readers and thinkers.
The National Research Center on the Gifted and Talented

9. The theory behind SEM-Reading
The Enrichment Triad Model (Renzulli, 1977)
This framework provides students with:
Exposure (to high interest books)
Training (self-monitoring, conferencing, individualized instruction)
Choice (Creative productive avenue to demonstrate knowledge)

10. Framework for SEM-Reading
Phase 1
Advanced, high interest, read aloud book hooks to stimulate an interest in reading; exposure to information that may stimulate an interest in reading (author facts, types of books,etc.).
Phase 2
Time for supported independent reading (SIR) to read self-selected books at appropriately challenging levels. Questions and strategies support an increase in the engagement with text.
Phase 3
Self-selected activity options designed to enhance engagement with reading materials, including participation in interest centers and creative language arts activities, books on tape, opportunities for reading on the web, explorations of various genres and literary elements and time for additional supported independent reading.
National Research Center on the Gifted and Talented (NRC/GT)
The three phases allow for differentiated instruction for each student. Students are selecting books that interest them at a challenging level. They are exposed to a variety of quality books to chose from. In phase II students are provided time to read and conference with a teacher and peers to discuss their higher level questions and understanding of the text.

11. Goals for students Your students will:
read appropriately challenging books (1 to1.5 above their current reading level)
read for minutes everyday
have individual instruction to their reading level needs
be exposed to a variety of genres
have choice and learn to be self-regulated
These goals are empowering for our students. Given the freedom and choice to fall in love with reading.

12. Classroom Organization & Management
Classroom Library
Accessible
Easy to use
Well marked
Reading
Interest-A-Lyzer
Provides guidance for book select
Helps narrow topic choice
Organizing the library is key for providing success to your students. I choose to organize by genre. Every month is a new genre focus.
This makes the books accessible to the students. I have also leveled the books on the inside cover. However it’s important to discuss
Interest and challenge choices.
Using the reading interest a lyzer allows students to focus in on the types of books they enjoy reading. It also helps guide you in finding the right match for the student.

13. Phase I: Hooking Kids on Books
Book hooks
This video clip is of Sean. He is sharing a book hook after observing the models of book hooks that I share daily with the students. As you can see student become excited and passionate about a book they are reading and want to recommend the title to others. In this case, Sean has read two of the three books from this series.
Creating a book hook list supports you as the teacher to have quality examples to share with students. I use book hook as ways to introduce a new genre topic. I also use this avenue for introducing books my students are interested in by topic. This year I had several students interested in WW II. Finding historical fiction books was a great way to introduce what they were interested in.
Video Clip: Sean giving a book hook

14. Book Selection Strategies
Providing a book match guide for students is important. This guide gave students questions to ask themselves as they looked through a book. Commitment is key to finding a book that the student will connect with and want to read. Here Sandra has a book tub labeled for adventure. After looking at her interest a lzyer I could help direct her to the genre tub that she showed interest in. These questions make her contemplate if this is the right book she was looking for.

15. Phase II Supported Independent Reading S.I.R
A typical SEM-Reading conference could have these steps:
1. Ask how the reading is going
2. Ask if the child has any questions about the story or if s/he needs help with any words (if yes, provide assistance)
3. Ask child to read from a short section of his/her choice. This can be a part s/he really liked, was confusing, humorous, etc.
4. As the child reads, notice the fluency (indicator of appropriateness of text)
5. Ask a comprehension question after the reading (this can refer back to a strategy you referred to in the Book Hook)
6. Teach a strategy the student needs based on the conversation you have had w/the student e.g. student missed cause/effect in reading passage.
7. Make sure you have provided some type of praise/positive feedback during conference
Video Clip: Kyle
Phase II is the second time for teachers to provide support to the growing reader. Conferencing one on one with students is when the mini-lessons and the teaching points that are differentiated for the learner take place.

16. Phase II Student Component
Reading growth graph
Student Reflection logs
SEM-R bookmarks
Graphing student reading growth allows the student to have ownership of the progress they are making in their reading. When a student completes a novel I require them to complete a reflection log answering a question that might have been from a conference discussion, a bookmark question, or a list of though provoking higher level questioning.

17. Question Bookmarks Higher level questioning bookmarks
Open-ended questions
I love using the bookmarks for providing specific questions for the genre the student has selected to read. The bookmarks very from genre specific to book elements. I have laminated the bookmarks and color coded them for easy use. I also chose to store them in a large recipe box with dividers for each book mark focus. It makes it easy for students and myself to locate the right card for questioning the text.

18. Phase II Teacher Component
Support for each student’s needs
– Matching the right book with the student
– Reading skill development
– Interest-based reading opportunities
– Self-regulation/monitoring
– Increasing ability to focus
• Opportunity to assess reading level and book match and find optimal challenge level
• Thoughtful conversations about literature
• Opportunities to use higher order thinking skill questions from bookmarks
• The chance to use gifted education pedagogy with all students!
• Differentiation for all students in skills, questions, and book selection
Video Clip: conference with Edson
This video clip is of Edson and I conferencing. He loves to retell all the section of the story to you. I’m working with him on Higher level thinking skills of connection from text to real life. He loves reading fantasy and he’s currently reading the Order of the Phoenix (Harry Potter). Because he has chosen a fantasy book I want to she him using the strategies from Mosaic of Thought.

19. Phase III Interest & Choice
Enrichment Learning
Student selected project
Choice
Independent,
Self-regulated task
Demonstration of comprehension of text
Higher level thinking
Connection from text to real life
Presentation to an audience
Video Clip: Jim
Phase III is the creative productive outlet to show what each student has comprehended and connected with from a finished novel. Here Jim is working on a moral for the book: Brain’s Winter by Gary Gaulsen. Jim and I discussed the theme of this book. He chose images and words that describe the Survival aspect of this novel. As for Natalie, she wanted to chose an event that was critical to the book: Charlie & the Glass Elevator. She is writing a dramatic play script to show the event of travel in the elevator. Both choices show creative productivity and allow students to show understanding through a different avenue than comprehension questions.

20. Phase III Teacher Component
Video Clip: Corrina
Supporting Role
Listener (to provide support when needed: listen to ideas)
Guidance (to give suggestions, trouble shoot concerns)
Role model (for love and passion of reading)
Questioner (leading student to higher level questioning skills)

21. Roll out in the district
How to lead the district through the change process?
Phase 1: August 2014-Golden Circle purpose meeting
60 GT center teachers & 10 GT Resource teacher team
Phase II: August Introduction SEM-R session
8 Elementary GT Center schools= 48 teachers
6 Middle school GT Center schools= 12 language arts teachers
Total of 60 GT Center teachers
Phase III: Online Graduate level SEM-R 8 week course-September & October
3 credits for $65.00 through Jeffco Schoology with Adams State credit
Phase IV: GT Resource teachers support through monthly PLC meetings throughout the school year- October through May (8 PLC meetings)
Phase V: End of the year-Celebrations, share out, and predicts for TCAP results
Beginning of 2015 school year- Review TCAP reading results & plan next steps

22. Why… HOW… what…
Why: We believe that facilitating learners to reach their full potential is paramount to their success.
How: Implementing SEM-R
Through:
Using research-based practices to make improvements and increase student achievement
Fostering and engaging in shared leadership for improvement
Creating and maintaining a purposeful community
Applying a comprehensive continuous improvement process that is systematic and systemic
What: Increase Student Achievement
Using data to guide school improvement &
assess progress (Success in Sight ;McREL)

23. Reference
Colorado Department of Education. (March , ).Csap/tcap district and school disaggregated summary results. Retrieved from
Fullan , M. (2010). Motion leadership: The skinny on becoming change savvy . Thousand Oaks, CA: Corwin: A Sage Company
McREL. (n.d.). Mcrel: Making a difference-success in sight. Retrieved from
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action paperback. New York: Penguin Group