1. Keys to Leaving No Child Behind: Research-Based Curriculum and Instruction Presented by: Quality Quinn

2. State of the Nation  Annual testing in the US  Backlash by certain states  Texas: the tail that wags the dog  Science and Social Studies Content

3. Recent Headlines and Quotes  More than half of California 9th Graders Flunk Exit Exam, Education Week, June 2001  “It will take at least ten years to reach proficiency for all learners” Sec. of Ed., PA  “adequate yearly progress” Pres. Bush  Still Leaving Children Behind Krista Kafta, Heritage  Bush Seems to Ease Stance on School Accountability, New York Times, July 2001  Reading is the New Requisite for Math Education Week,January 2002

4. The Goal: Show Improvement Growth triggers funding Data is the gatekeeper No improvement: no money Show enough growth to secure finding What will be considered growth?

5. The Challenge 37% of all 8th graders scored below Basic on the NAEP After third grade, the achievement gaps with minority, second language, and low-income learners widens substantially The prospect of exit exams at the 9th grade yields an increase in drop-outs

6. How we can help? Prepare for early success Prevent learners from falling behind Intervene for below level learners Challenge above grade level learners

7. The Model  Rigorous state rdg.standards that raise the bar  Reading Curriculum aligned to state standards  Quality, on-going professional development for teachers  Materials to support new instructional strategies  Informal classroom diagnostic assessment  Maximize the variable of time (Title I)  STATE TEST ALIGNED to STANDARDS

8. Three Flavors of Assessment Formal = External Reporting Informal Diagnostic Assessment = Internal Reporting Intervention Getting a Grade = Progress Monitoring Over Time

9. The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, regardless of content area. Without selling-out and just attempting to teach to the test. What other immediate steps will ensure growth… I’m looking for growth!

10. Let’s Demystify Reading

11. Three Muscles:  Early Language Experience  Phonemic awareness and concept development  Vocabulary, academic language and alphabetic principle  Decoding muscle  Three ways of getting meaning off the page  (1)phonics…primary decoding strategy  (2)semantics and vocabulary  (3) syntax and structure  Fluency muscle  Reads a lot of words fast w/ comprehension*  Class libraries of leveled or decodable text  Every day, every reader reading at a level of success of self- selected quality literature

12. News Flash!!!!!  26 letters and 44 sounds  17 reliable letters, (letters that always sound the same) q,w,r,t,p,d,f,h,j,k,l,z,x,v,n,m,b,  4 that are switch hitters... s,g,c,r  3 that are pests...a,o,u  3 that will make you CRAZY!!!!…i,e,y  Double vowels: oa, oo, ee, ea, oi, ou, au  Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr

13. Definition of Comprehension  Comprehension is defined as:  “intentional thinking during which meaning is constructed through interactions between the text and the reader” (Harris & Hodges,1995)

14. Struggling Older Reader Incomplete beginning reading instruction Lacks metacognitive strategies Limited prior knowledge Limited word study skills and spelling No text available at level of success No adults modeling reading No history of reading success

16. Five Steps to Two Years’ Growth for One Year of Instruction  Vertical team study of k-8 reading curriculum with evidence of student work  Phonics training for 3 rd through 8 th grade teachers  Vocabulary instruction training geared more toward “word harvest”  Ready availability of compelling leveled text with conditional assessment  Classroom management strategies that provide intensity and focus for below level readers

17. What should be done? 1.Dedicated developmental reading testing preparedness program 5th through 8th 2.Continued professional development for ALL teachers in reading intervention 5-12 3.Initiate on-going professional development in science, social studies, and math reading & writing 4.Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the content areas

18. What is being done?  Mandatory summer school  Same thing, but LOUDER  Expensive intervention programs with uneven results  Teacher training institutions changing reading requirements

19. E-mail for this presentation’s notes q@qualityquinn.com