Instruction GoalsAssessment For Each Student For All Students Institute on Beginning Reading Day 1: Knowledge and Goals.

Instruction GoalsAssessment For Each Student For All Students Institute on Beginning Reading Day 1: Knowledge and Goals

Kame'enui, Simmons, Coyne, & Harn © 2003 2 Content Development Content developed by: Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Professor, College of EducationUniversity of Oregon Michael D. Coyne, Ph. D Beth Harn, Ph. D University of ConnecticutUniversity of Oregon Prepared by: Patrick Kennedy-PaineKatie TateUniversity of Oregon

Kame'enui, Simmons, Coyne, & Harn © 2003 3 Acknowledgments  Oregon Department of Education  U.S. Department of Education, Office of Special Education Programs  Bethel School District, Eugene, Oregon Dr. Drew Braun, Dr. Carl Cole, Lori Smith, Rhonda Wolter, Administrators, Staff, and Students  Dr. Sharon Vaughn, University of Texas at Austin, Texas Center for Reading and Language Arts

Kame'enui, Simmons, Coyne, & Harn © 2003 4 Permissions  Some video clips are used with the permission of Reading Rockets, a project of Greater Washington Educational Telecommunications Association (WETA).  More information is available at: http://www.ReadingRockets.org/

Kame'enui, Simmons, Coyne, & Harn © 2003 5 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

Kame'enui, Simmons, Coyne, & Harn © 2003 6 The objectives of today’s session are to: 1.Identify the overall goal and foundational features of the IBR 2.Specify IBR guiding questions 3.Articulate what we know from scientifically based reading research 4.Understand the components of the Schoolwide Beginning Reading Model 5.Identify critical goals and outcomes in beginning reading 6.Evaluate current reading goals, objectives, and priorities by school Objectives: What You Will Learn and Do

Kame'enui, Simmons, Coyne, & Harn © 2003 8 What is Reading? Reading--an extraordinary ability, peculiarly human and yet distinctly unnatural…acquired in childhood, forms an intrinsic part of our existence as human beings, and is taken for granted by most of us. (p. 3) Sally Shaywitz, M.D., Neuroscientist and Professor of Pediatrics, Yale University Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.

Kame'enui, Simmons, Coyne, & Harn © 2003 9 Why Third Grade?  All students will read at or above grade level by the end of Grade 3. Learning to Read Educational Timeline PreK K 1 2 3 4 5 6 7 Infinity Reading to Learn Transitioning

Kame'enui, Simmons, Coyne, & Harn © 2003 12 Why Focus on all Students?  What do you know about this child’s reading experience?  What do you know about this child’s vocabulary development? enjoyment of literature?  What is your prediction about this child’s future - next year in second grade? third grade?  What are the odds of this child becoming a successful reader by the end of Grade 3?

Kame'enui, Simmons, Coyne, & Harn © 2003 14 Why Focus on all Students?  What do you know about this child’s reading experience?  What do you know about this child’s vocabulary development? enjoyment of literature?  What is your prediction about this child’s future - next year in second grade? third grade?  What are the odds of this child becoming a successful reader by the end of Grade 3?

Kame'enui, Simmons, Coyne, & Harn © 2003 18 IBR Foundational Features: Translating Research into Practice Play audio clip Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused

Kame'enui, Simmons, Coyne, & Harn © 2003 19 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? IBR Guiding Questions

Kame'enui, Simmons, Coyne, & Harn © 2003 20 Pretest: What Do You Know About Reading? Please read each item carefully, then respond by circling an answer, writing a short response, or filling in the blank for each item. 1.When we read in English, we read in: a. a logographic writing system b. an alphabetic writing system c. a syllabary writing system d. a morphophonographic system

Kame'enui, Simmons, Coyne, & Harn © 2003 21 Pretest: What Do You Know About Reading? 2.When we read in Spanish, we read in: a. a logographic writing system b. an alphabetic writing system c. a syllabary writing system d. a morphophonographic system 3.A phoneme refers to a. a single letter b. a single speech sound c. a single unit of meaning d. a grapheme

Kame'enui, Simmons, Coyne, & Harn © 2003 22 Pretest: What Do You Know About Reading? 4.Which of the following essential elements of reading instruction has been historically “absent” from core reading programs? a. phonemic awareness b. phonics c. fluency d. vocabulary e. comprehension 5.The probability of being a good reader at the end of grade 4 if you are a good reader at the end of grade 1 is _________ (insert probability between 0 and 1).

Kame'enui, Simmons, Coyne, & Harn © 2003 23 Pretest: What Do You Know About Reading? 6.The awareness and manipulation of sounds is a stronger predictor of early reading achievement than intelligence. TRUE or FALSE 7.Identify and classify using the following categories two specific assessments you currently administer: _____________________________________ ScreeningProgress Monitoring OutcomeDiagnostic 8.Third-grade students who read at _______ words per minute are likely to perform well on comprehension questions.

Kame'enui, Simmons, Coyne, & Harn © 2003 24 Pretest: What Do You Know About Reading? 9.Match the K, 1, 2, and 3 grade level accomplishments with the Essential Elements: Essential Elements: Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension K - Given spoken segments can merge them into a meaningful target word. 1 - Has a reading vocabulary of 300-500 words, sight words, and easily sounded out words. 2 - Identifies and discusses similarities in characters and events across stories. 3 - Reads aloud with fluency and comprehension any text that is appropriately designed for grade level.

Kame'enui, Simmons, Coyne, & Harn © 2003 25 Pretest: What Do You Know About Reading? 10.A child is likely to learn approximately ___________ new vocabulary words when reading between 500,000 to 1,000,000 words of running text. 11.Say the phonemes in the word enough backwards and write the resulting word that you produced: ___________. 12.Seventy to 80 percent of American children learn how to transform printed symbols into a phonetic code without much difficulty. TRUE or FALSE

Kame'enui, Simmons, Coyne, & Harn © 2003 27 Guiding Questions Focus of this session. 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

Kame'enui, Simmons, Coyne, & Harn © 2003 28 Rayner, K. & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall. Where to Begin  The place to begin an analysis of beginning reading is at the beginning of the reading process: The printed or written word.  Virtually all modern writing systems are designed to give verbatim (i.e., word for word) representations of spoken language.  Writing systems represent words in three major ways: pictures: logographicChinese syllables: syllabicJapanese, Korean phonemes and letters : alphabetic English, Spanish, Finnish, Italian, Serbo-Croatian, Hungarian

Kame'enui, Simmons, Coyne, & Harn © 2003 29 Knowledge: What We Know  Teaching reading is both essential and urgent.  Teaching reading is complex.  Teaching reading requires expertise.  Teaching reading should be guided by a scientific knowledge base. What do we know and what guidance can we gain from scientifically based reading research?

Kame'enui, Simmons, Coyne, & Harn © 2003 30 Teaching Reading is Essential  Reading is essential to success in our society (National Research Council, 1998, p.1).  Self-trust "...cannot come without years of deep reading" (Bloom, 2001, p. 25).  If you can't read, you don't choose; others make choices for you (Kozol, 1991).

Kame'enui, Simmons, Coyne, & Harn © 2003 31  Why Teaching Reading is Essential: Video of Dr. Reid Lyon  Literacy is more critical now then ever before  NIH views illiteracy as a  __________________ public health problem Teaching Reading is Essential

Kame'enui, Simmons, Coyne, & Harn © 2003 32 Teaching Reading is Essential  Why Teaching Reading is Essential: Video of Dr. Reid Lyon  “No matter what your SES, if you don’t learn to read you won’t make it in life”  Not being able to read limits access to ____________________  Most reading difficulties are _________________ information preventable

Kame'enui, Simmons, Coyne, & Harn © 2003 33 Teaching Reading is Essential  Why Teaching Reading is Essential: Video of Phyllis Hunter  Reading is a gateway skill.  Reading is the new __________________  School’s first mission is to ______________________ civil right teach all children to read

Kame'enui, Simmons, Coyne, & Harn © 2003 34  0 school assemblies  Attendance every day from Grade 1 to end of Grade 3 Teaching Reading is Urgent 540 Days Assuming that during reading instruction there are:  0 absences  0 field trips  0 interruptions Play audio clip

Kame'enui, Simmons, Coyne, & Harn © 2003 35 Teaching Reading is Urgent  As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience (Hart & Risley, 1995).  In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988).  Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9th grade (Shaywitz et al., 1993; Francis et al., 1996, Journal of Educational Psychology, cited in National Reading Panel Progress Report, February 22, 1999).

Kame'enui, Simmons, Coyne, & Harn © 2003 37 Teaching Reading is Urgent Performance at the end of first grade strongly predicts performance on third grade high stakes test. Play audio clip 88% of students who met the end of first grade ORF goal met or exceeded Oregon’s State Benchmark Test.

Kame'enui, Simmons, Coyne, & Harn © 2003 38 Teaching Reading is Urgent  A student in the 20th percentile reads books ______ minutes a day.  This adds up to _________words read per year.  A student in the 80th percentile reads books ______ minutes a day.  This adds up to __________ words read per year..7 21,000 1,146,000 14.2 (Anderson, R. C., 1992)

Kame'enui, Simmons, Coyne, & Harn © 2003 39 Teaching Reading is Both Essential and Urgent  Getting to 100% requires going through the bottom 20%.  Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).  Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.  The bottom 20% will require a very different kind of effort in both the short and long run.

Kame'enui, Simmons, Coyne, & Harn © 2003 41 Teaching Reading is Complex Simple Observation: Teaching beginning reading is important. Harsh Reality: Three Complex Systems:  Symbolic System: Alphabetic writing system  Organizational System: Schools as complex host environments  Expert Knowledge System: High quality professional development

Kame'enui, Simmons, Coyne, & Harn © 2003 43 System 1: Complex Alphabetic Code Language Develops Naturally but Reading Must be Taught  All humans have a biological predisposition to develop oral language  However, our alphabetic reading and writing system is a human invention  Many children will not learn this complex system without explicit instruction

Kame'enui, Simmons, Coyne, & Harn © 2003 44 System 1: Complex Alphabetic Code Scientific Learning Principles 1.Must attend closely to features of sensory task. 2.To maintain attention, must be able to perform task at a high level of accuracy (if the task is too difficult, learning cannot be achieved and changes in sensory map do not occur). Play audio clip

Kame'enui, Simmons, Coyne, & Harn © 2003 45 System 1: Complex Alphabetic Code Scientific Learning Principles 3.Behavior must be reinforced in a highly consistent and rewarding manner to maintain motivation and drive learning through corrective feedback.

Kame'enui, Simmons, Coyne, & Harn © 2003 46 System 1: Complex Alphabetic Code Scientific Learning Principles 4.Highly consistent, repetitive input must be given over an intense period of time so that consistent patterns of neuronal activation occur repetitively, building specific stimulation patterns to “represent” the input from the environment in the brain.

Kame'enui, Simmons, Coyne, & Harn © 2003 47 System 1: Complex Alphabetic Code Scientific Learning Principles 5.Once a behavior is established (i.e., the response is accurate and consistent), learning can be driven most effectively by systematically increasing the difficulty of the task as performance improves. Tallal, P., Merzenich, M., Jenkins, W. M., & Miller, S. L. (1999). Moving research from the laboratory to clinics and classrooms. In D. D. Duane (Ed.), Reading and attention disorders (pp. 93-112). Baltimore, MD: York Press.

Kame'enui, Simmons, Coyne, & Harn © 2003 49 System 2: Complex Schools  Schools as the context for learning  It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are complex organizations.

Kame'enui, Simmons, Coyne, & Harn © 2003 50 System 3: Teaching Reading Requires Expertise  Teaching Reading is Rocket Science (Moats, 1999).  Teaching reading is a job for an expert.  The majority of teacher preparation programs underestimate the depth of preparation and practice needed.

Kame'enui, Simmons, Coyne, & Harn © 2003 51 System 3: Teaching Reading Requires Expertise Quality in Education “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Willa A. Foster Play audio clip

Kame'enui, Simmons, Coyne, & Harn © 2003 52  Base educational decisions on evidence, not ideology (Learning First Alliance, 1998)  Promote adoption of programs based on what works.  If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction. Teaching Reading Should be Guided by a Scientific Knowledge Base Play audio clip

Kame'enui, Simmons, Coyne, & Harn © 2003 53 Three Major Sources of Scientific Knowledge  Beginning To Read: Thinking And Learning About Print (Adams, 1990).  Preventing Reading Difficulties In Young Children (National Research Council, 1998).  Teaching Children To Read: An Evidence-based Assessment Of The Scientific Research Literature On Reading And It’s Implications For Reading Instruction (National Reading Panel, 2000). Teaching Reading Should be Guided by a Scientific Knowledge Base

Kame'enui, Simmons, Coyne, & Harn © 2003 54  National Academy of Sciences concluded that the weight of research evidence in beginning reading is sizeable enough that there exists sufficient empirical basis for reaching broad consensus within the field. Teaching Reading Should be Guided by a Scientific Knowledge Base

Kame'enui, Simmons, Coyne, & Harn © 2003 55  To conduct an evidence-based assessment of scientific research on reading, 14 member panel of researchers were commissioned by U.S. Congress (1997).  The panel developed an objective research review methodology then applied this methodology to evaluate studies - study by study.  Approximately 100,000 research studies have been published in reading since 1966. Teaching Reading Should be Guided by a Scientific Knowledge Base

Kame'enui, Simmons, Coyne, & Harn © 2003 56 National Reading Panel (2000): Many Studies, Few Selected 45%203453 Text Comprehension 19%47247Vocabulary 13%128967Fluency 3%381,415Phonics 3%521,962 Phonemic Awareness % Making Cut Included in Analysis Potential StudiesReading Area

Kame'enui, Simmons, Coyne, & Harn © 2003 57 What We Know From Science and Research  We know more about reading difficulties than all other learning difficulties put together (Stanovich, 1999).  We have a solid and converging knowledge base about what works.  We know that early intervention can prevent or ameliorate the effect of early reading risk for most students (National Reading Panel, 2000).  We know the skills that enable successful readers. Moreover, we know that these skills can be taught!

Kame'enui, Simmons, Coyne, & Harn © 2003 58 Summary  Teaching reading is both essential and urgent.  Teaching reading is complex.  Teaching reading requires expertise.  Teaching reading should be guided by a scientific knowledge base. What do we know and what guidance can we gain from scientifically based reading research?

Kame'enui, Simmons, Coyne, & Harn © 2003 60 A Schoolwide Beginning Reading Model  This institute is anchored to a schoolwide beginning reading model.  The schoolwide beginning reading model is designed to take what we know from scientifically based reading research and translate it into effective reading practices.

Kame'enui, Simmons, Coyne, & Harn © 2003 61 A Schoolwide Beginning Reading Model  The goal of this schoolwide beginning reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences.  The schoolwide beginning reading model will maximize your ability to ensure all your children will read at grade level or above by the end of Grade 3.

Kame'enui, Simmons, Coyne, & Harn © 2003 62 Why A Schoolwide Beginning Reading Model? Seven Reasons 1.Schools are “host environments” in which people, policies, and practices interact in complex ways. 2.If change is to be sustained, it must be at the school-building level. 3.The whole of the school is more than the sum of the individual classroom parts. 4.A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level.

Kame'enui, Simmons, Coyne, & Harn © 2003 63 Why A Schoolwide Beginning Reading Model? Seven Reasons 5.A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms. 6.A schoolwide model establishes esprit de corps and a clear identity that are important features of successful organizations. 7.Everyone contributes their expertise, wisdom, and experience to a unified effort.

Kame'enui, Simmons, Coyne, & Harn © 2003 64 A Schoolwide Beginning Reading Model Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student For Each Student Instruction Goals Assessment For All Students

Kame'enui, Simmons, Coyne, & Harn © 2003 65 For Each Student Instruction Goals Assessment For All Students A Schoolwide Beginning Reading Model Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student

Kame'enui, Simmons, Coyne, & Harn © 2003 66 Guiding Questions: Schoolwide Beginning Reading Model 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

Kame'enui, Simmons, Coyne, & Harn © 2003 67 For Each Student Instruction Goals Assessment For All Students What Outcomes Do We Want for Our Students in Our State and Schools? Guiding question: What outcomes do we want for our students in our state, district, and schools?

Kame'enui, Simmons, Coyne, & Harn © 2003 68 Goals A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning  Reading and literacy goals aligned with “big ideas” in beginning reading  Curriculum-based or standards-based 180-day pacing maps  Clear goals and expectations for each grade  Reliance on research to determine what to teach and when to teach it

Kame'enui, Simmons, Coyne, & Harn © 2003 69 Goals Aligned With “Big Ideas” in Beginning Reading 1.Phonemic Awareness: The ability to hear and manipulate sound in words. 2.Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. 3.Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text. 4.Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 5.Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Kame'enui, Simmons, Coyne, & Harn © 2003 72 For Each Student Instruction Goals Assessment For All Students Guiding questions: How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes? How Are We Doing?

Kame'enui, Simmons, Coyne, & Harn © 2003 73 A Valid and Reliable Schoolwide Assessment System To Monitor Progress in the Early Grades  Assessment linked to big ideas  Schoolwide assessment system established and maintained  Dynamic Indicators of Basic Early Literacy Skills (DIBELS)  Assessment used to monitor progress for all students 3 times per year  To enable early identification Assessment

Kame'enui, Simmons, Coyne, & Harn © 2003 74 A Schoolwide Assessment System  Reliable and valid indicators of skills highly associated with early reading success  Provide “vital signs” of growth and development  Sensitive to small changes over time  Simple, quick, cost effective measures that are easily repeatable for continuous progress monitoring

Kame'enui, Simmons, Coyne, & Harn © 2003 75 A Schoolwide Assessment System  Each measure has a research-based goal  Two parts to every goal:  How much / How well?  By when? MeasureHow Much?By When? Initial Sounds Fluency 25 or moreMiddle of K Phonemic Segmentation Fluency 35 or moreEnd of K Nonsense Word Fluency 50 or moreMiddle of First Oral Reading Fluency 1st: 40 or more 2nd: 90 or more 3rd: 110 or more 1st: End of Year 2nd: End of Year 3rd: End of Year

Kame'enui, Simmons, Coyne, & Harn © 2003 76 For Each Student Instruction Goals Assessment For All Students What Are the Critical Components That Need to Be in Place? Guiding question: What are the critical components that need to be in place to reach our goals?

Kame'enui, Simmons, Coyne, & Harn © 2003 77 Adoption and Implementation of Research- Based Reading Programs That Support the Full Range of Learners Instruction: Programs  A core instructional program of validated efficacy adopted and implemented schoolwide  Supplemental and intervention programs to support core program  Programs and materials emphasize big ideas  Programs implemented with high fidelity

Kame'enui, Simmons, Coyne, & Harn © 2003 78 Core Program 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. A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

Kame'enui, Simmons, Coyne, & Harn © 2003 79 Supplemental and Intervention Programs to Support the Core A School’s Continuum of Programs and Materials Core: Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals. Supplemental: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Intervention: Programs and materials designed to provide intensive support for students performing below grade level.

Kame'enui, Simmons, Coyne, & Harn © 2003 80 Understanding the Purpose of Different Programs Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental 3. Intervention Core Reading Program Supplemental Reading Program Core Supplemental Intervention Reading Program Meeting the needs for most Supporting the CoreMeeting the needs for each Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)

Kame'enui, Simmons, Coyne, & Harn © 2003 81 Programs Implemented With High Fidelity To optimize program effectiveness:  Implement the program everyday with fidelity (i.e., the way it was written)  Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies)  Provide scaffolded support to students (e.g., give extra support to students who need it)  Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback) Programs are only as good as the level of implementation

Kame'enui, Simmons, Coyne, & Harn © 2003 82 Adequate, Prioritized, and Protected Time for Reading Instruction and Practice Instruction: Time  Schoolwide plan established to allocate sufficient reading time and coordinate resources  Additional time allocated for students not making adequate progress (supplemental & intervention programs)  Reading time prioritized and protected from interruption

Kame'enui, Simmons, Coyne, & Harn © 2003 83 Three Types of Instructional Time  Allocated  Actual  Academic Learning Time: Time children are engaged in tasks in which they can be highly successful Play audio clip

Kame'enui, Simmons, Coyne, & Harn © 2003 84 ProgramTime Allocation Core Program90 minutes, five days per week for all students Supplemental fluency program 15 minutes, three days per week for all students Intervention phonics program 1 30 minutes, three days per week for students needing some extra support Intervention phonics program 2 30 minutes, five days per week for students needing intensive support Sample Time Allocations - Grade 2

Kame'enui, Simmons, Coyne, & Harn © 2003 85 Instruction, Grouping, and Scheduling That Optimizes Learning Instruction: Grouping  Differentiated instruction aligned with student needs  Creative and flexible grouping used to maximize performance

Kame'enui, Simmons, Coyne, & Harn © 2003 86 Differentiated Instruction Aligned With Student Needs Examples  Students are grouped based on assessment results  Specified supplemental and intervention programs are implemented depending on student needs and profiles  Groups are constantly reorganized based on progress monitoring data

Kame'enui, Simmons, Coyne, & Harn © 2003 87 Grouping Options Students: Within class, across class, across grade Size: Whole class, small group, one-on-one Organization: Teacher led, peer tutoring, cooperative learning Location: In classroom, outside of classroom Creative and Flexible Grouping Used to Maximize Performance

Kame'enui, Simmons, Coyne, & Harn © 2003 88 Schoolwide Framework or Infrastructure that Supports Comprehensive and Coordinated Reading Goals, Assessment and Instruction for All Students Ongoing Progress Monitoring and Instructional Adjustments that Allow for Differentiated and Individualized Instruction for Each Student A Schoolwide Beginning Reading Model For Each Student Instruction Goals Assessment For All Students

Kame'enui, Simmons, Coyne, & Harn © 2003 89 Guiding Questions: Schoolwide Beginning Reading Model 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

Kame'enui, Simmons, Coyne, & Harn © 2003 90 For Each Student Instruction Goals Assessment For All Students What Instructional Adjustments Need to Be Made? Guiding question: What more do we need to do and what instructional adjustments need to be made?

Kame'enui, Simmons, Coyne, & Harn © 2003 91 Early identification and frequent monitoring of students experiencing reading difficulties Progress Monitoring  Performance monitored frequently for all students who are at risk of reading difficulty  Data used to make instructional decisions  Example of a progress monitoring schedule  Students at low risk:Monitor progress three times a year  Students at some risk:Monitor progress every month  Students at high risk:Monitor progress every other week

Kame'enui, Simmons, Coyne, & Harn © 2003 92 Data Used to Make Instructional Decisions  Are we meeting our goals? Did we do better this year than last year? Is our core curriculum and instruction working for most students?  How do we match instructional resources to educational needs? Which children need additional resources to be successful? Which children need which skills?  How well is intervention/instruction working? Is instruction working for some groups but not others? Is intervention effective?

Kame'enui, Simmons, Coyne, & Harn © 2003 93 End of Year First Grade Histogram for ORF Play audio clip This school seems to have a group of readers at-risk for reading difficulties and a group of readers who are on-track. 60% Low Risk 17% Some Risk 23% At Risk Are We Meeting Goals?

Kame'enui, Simmons, Coyne, & Harn © 2003 96 Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student Instructional Adjustments  Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs. Making instruction more responsive to learner performance

Kame'enui, Simmons, Coyne, & Harn © 2003 100 Schoolwide Framework or Infrastructure that Supports Comprehensive and Coordinated Reading Goals, Assessment and Instruction for All Students Ongoing Progress Monitoring and Instructional Adjustments that Allow for Differentiated and Individualized Instruction for Each Student A Schoolwide Reading Improvement Model For Each Student Instruction Goals Assessment For All Students

Kame'enui, Simmons, Coyne, & Harn © 2003 101 An Integrated System of Research-Based Professional Development and Resource Allocation Professional Development  Ongoing professional development established to support teachers in the implementation of programs  Time allocated for educators to analyze, plan, and refine instruction  Professional development efforts explicitly linked to scientifically based programs and practices

Kame'enui, Simmons, Coyne, & Harn © 2003 102 Professional Development  Professional Development: Video of Dr. Louisa Moats  Evolution of teacher skills.  Professional development to support our goal of preparing all students to ________________ read

Kame'enui, Simmons, Coyne, & Harn © 2003 103 Professional Development  Professional Development: Video of Dr. Reid Lyon  Need to bring the research information to the _____________.  Provide ___________ to teachers to sustain change.  The change in ________ _____________is what will get teachers to overcome their resistance to change. schools support student skills

Kame'enui, Simmons, Coyne, & Harn © 2003 104 Strong and Informed Instructional Leaders Maintain Focus and Establish Mechanisms to Support Reading Progress Leadership Support  Administrators develop a coherent plan for reading instruction  Leaders organize resources and personnel to support reading instruction  A communication plan coordinated with all individuals responsible for teaching reading

Kame'enui, Simmons, Coyne, & Harn © 2003 106 Breakout Activity  Write down two big ideas / observations from the video. 1.__________________________________ 2.__________________________________  In pairs, share your observations.  How do these big ideas relate to the Schoolwide Reading Improvement Model? ________________________________________

Kame'enui, Simmons, Coyne, & Harn © 2003 108 Schoolwide Beginning Reading Model Schoolwide Framework or Infrastructure that Supports Comprehensive and Coordinated Reading Goals, Assessment and Instruction for All Students Ongoing Progress Monitoring and Instructional Adjustments that Allow for Differentiated and Individualized Instruction for Each Student For Each Student Instruction Goals Assessment For All Students

Kame'enui, Simmons, Coyne, & Harn © 2003 109 Focus of this session Guiding Questions 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

Kame'enui, Simmons, Coyne, & Harn © 2003 112 Goals I will become a better person I will organize my desk I will volunteer at the youth center over the summer I will grade half of these tests by the time American Idol starts General Specific

Kame'enui, Simmons, Coyne, & Harn © 2003 113 Goals All students will read at or above grade level by the end of grade three All second grade students will read 110 correct words per minute in grade level text by the end of the year General Specific

Kame'enui, Simmons, Coyne, & Harn © 2003 114 I will grade half of these tests by the time American Idol starts Goals that are specific include targeted, measurable outcomes (how much / how well) Goals that are specific include a precise time frame (by when) Goals

Kame'enui, Simmons, Coyne, & Harn © 2003 115 All second grade students will read 110 correct words per minute in grade level text by the end of the year Goals that are specific include targeted, measurable outcomes (how much / how well) Goals that are specific include a precise time frame (by when) Goals

Kame'enui, Simmons, Coyne, & Harn © 2003 116 Goals In beginning reading, specific goals provide a detailed map to guide instruction, assessment and learning Beginning Reading Goals:  Tell you what to teach and when  Provide a framework for determining whether students are learning enough  Provide a framework for determining whether instruction is meeting the needs of all students

Kame'enui, Simmons, Coyne, & Harn © 2003 117 A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning Goals  Reading and literacy goals aligned with “big ideas” in beginning reading  Curriculum-based or standards-based 180-day pacing maps  Clear goals and expectations for each grade  Reliance on research to determine what to teach and when to teach it

Kame'enui, Simmons, Coyne, & Harn © 2003 118 Curriculum Maps (Simmons & Kame’enui, 1999) Goals  Organized by “big ideas” for each grade level  Provide curriculum-based 180-day pacing maps  Provide specific goals and outcomes for each grade (i.e., what to teach and when)  Based on research in beginning reading

Kame'enui, Simmons, Coyne, & Harn © 2003 120 #1.Phonemic Awareness: The ability to hear and manipulate sounds in words. Phonemic awareness is not phonics. Phonemic awareness is auditory and does not involve words in print Examples of Phonemic Awareness Skills Blending: What word am I trying to say? Mmmmm…oooooo….p. Segmentation (first sound isolation): What is the first sound in mop? Segmentation (last sound isolation): What is the last sound in mop? Segmentation (complete): What are all the sounds you hear in mop? Big Ideas in Beginning Reading

Kame'enui, Simmons, Coyne, & Harn © 2003 124 Phonemic Awareness is a big idea or instructional priority in kindergarten and first grade. Activity: As a school team, divide into groups looking at either the kindergarten or first grade curriculum maps. Answer the following questions: What are the high priority (*) phonemic awareness skills in kindergarten & first grade? During what months should instruction focus on these skills? Is there a measurable DIBELS benchmark associated with any of these skills? Curriculum Maps

Kame'enui, Simmons, Coyne, & Harn © 2003 125 #2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. #3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic reading) and connected text. Big Ideas in Beginning Reading

Kame'enui, Simmons, Coyne, & Harn © 2003 126 Big Ideas in Beginning Reading Examples of Alphabetic & Fluency Skills Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Text Reading: Reading connected text fluently

Kame'enui, Simmons, Coyne, & Harn © 2003 127 The Alphabetic Principle (including fluency) is a big idea or instructional priority in kindergarten through third grade. Activity: As a school team, divide into grade level groups and look at both the Alphabetic Principle and Spelling curriculum maps. Answer the following questions: What are the high priority alphabetic and spelling skills at your grade level? During what months should instruction focus on these skills? Is there a measurable DIBELS benchmark associated with any of these skills? Curriculum Maps

Kame'enui, Simmons, Coyne, & Harn © 2003 128 #4.Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. #5.Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning. Big Ideas in Beginning Reading

Kame'enui, Simmons, Coyne, & Harn © 2003 129 Big Ideas in Beginning Reading Examples of Vocabulary & Comprehension Skills & Strategies Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening. Comprehension Strategies:  Priming prior knowledge / previewing / predicting  Identifying the main idea / summarizing  Using text structure / using graphic organizers  Answering questions

Kame'enui, Simmons, Coyne, & Harn © 2003 130 Vocabulary and Comprehension are big ideas or instructional priorities in kindergarten through third grade. Activity: As a school team, divide into grade level groups looking at the curriculum maps. Answer the following questions: What are the high priority vocabulary and passage understanding skills and strategies at your grade level? During what months should instruction focus on these skills? Curriculum Maps

Kame'enui, Simmons, Coyne, & Harn © 2003 131 A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning Goals  The Curriculum Maps are only one example of schoolwide reading goals  Other examples include state or local reading standards or frameworks How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

Kame'enui, Simmons, Coyne, & Harn © 2003 133  The Planning and Evaluation Tool (PET) is designed to help schools “take stock” of their strengths and areas of improvement in developing a schoolwide beginning reading plan.  The items and criteria in the PET represent the “ideal” conditions and total to 100 points.  As you complete the PET, remember that your score should reflect how you are currently doing as a school in your instructional practices. This tool is designed to assist in your planning and implementation. PET Planning & Evaluation Tool

Kame'enui, Simmons, Coyne, & Harn © 2003 134 PET  Based on your knowledge of your school’s reading program (e.g., goals, materials, allocated time), please use the following evaluation criteria to rate your reading program’s implementation.  Each item has a value of 0, 1, or 2 to indicate the level of implementation.  Please note that some items are designated with a factor, (e.g., x 2). Items with this designation are considered more important in the overall reading program. Multiply your rating by the number in parentheses and record that number in the blank to the left of the item. Planning & Evaluation Tool

Kame'enui, Simmons, Coyne, & Harn © 2003 136 Complete Element I of the Planning & Evaluation Tool: Goals/Objectives/Priorities  Review each item  Determine whether you will have individuals complete items independently or as a group (e.g, Grade level teams: All K teachers complete 1 PET, all Grade 1 teachers complete a separate PET).  Report the score for each item and document the information sources available to substantiate the score reported.  Allow approximately 15-30 minutes for completion. Day 1: PET Time

Kame'enui, Simmons, Coyne, & Harn © 2003 138 Reflections & Reports  After completing Element I, reflect on your current reading practices with respect to Goals/Objectives/ & Priorities.  Which items are fully in place? Which items have room for improvement? What observations and insights have you gleaned while completed the PET?  The information from the PET will be used to formulate a school-specific Reading Action Plan (RAP). Day 1: PET Time

Kame'enui, Simmons, Coyne, & Harn © 2003 139 Websites Institute for the Development of Educational Achievement (IDEA) IDEA Beginning Reading Dynamic Indicators of Basic Early Literacy (DIBELS) http://dibels.uoregon.edu/ http://reading.uoregon.edu/ http://idea.uoregon.edu/

Instruction GoalsAssessment For Each Student For All Students Institute on Beginning Reading Day 1: Knowledge and Goals.

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Instruction GoalsAssessment For Each Student For All Students Institute on Beginning Reading Day 1: Knowledge and Goals.

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