Ensuring Effective & Consistent Tier 1 Core Reading Instruction Kim Maher Ryan McWilliams Manhattan School Distric

Strengthening the Core Ensuring Effective & Consistent Tier 1 Core Reading Instruction Kim Maher Ryan McWilliams Manhattan School District 114

Anna McDonald School • Located in Manhattan, Illinois • 375 students in 3rd, 4th, and 5th grade • 5-6 sections of each grade level Quick Fact Snapshot: • Guided Reading instructional practices adopted in 07-08 school year to be implemented 08-09 school year. • 90 minute reading blocks in all classrooms • Harcourt Storytown basal series adopted in 2008-2009 school year

Baseline ISAT Reading Data

Making it Happen • Leadership Perspective • Surveying the scene 6 years ago • Vision - the need for consistency • Culture of Change - building capacity & bringing the right people together • Maximizing personnel to support staff • Shared Leadership - Reading Committee & the autonomy of committee to drive decisions • Constant and continuous collaboration, evaluation, & enhancement • Keeping the vision alive by simply asking questions

Starting Point • Basal Reading Series • Purchased for all classroom, resource, and support teachers • Abundance of new, unfamiliar materials • Minimal professional development • Reading Curriculum Committee • Representative from each grade level, reading support, and resource • Goal of supporting colleagues through instructional changes

2009 Curriculum

09-10 School Year • Curriculum Maps • Curriculum Calendars

Problem • Curriculum maps • Curriculum calendar • Materials still not used effectively • Unsuccessful instructional planning • Inconsistent pacing across grade levels • Varied interpretations of “the checks” • Reading Curriculum Committee work begins…

The Weekly 6 • A simple list of 6 major reading concepts we felt needed to be addressed every single week of the 30 week series, in every single classroom. • All instructional planning from the basal would focus on “The Weekly 6” • Storytown Lesson Vocabulary Words • Lesson Focus Skill & Comprehension Strategy • Making Connections • Genre Study • Extended Response

The Outcome • The Weekly 6 was presented to staff during the 09-10 school year • Grade levels spent more time interpreting, problem solving for time management, and typical struggles were encountered • For the first time, ALL grade levels were on track to provide every student with the full 30 week reading curriculum • Improved overall consistency

Enter RtI • Implementing RtI • Professional Learning A strong and consistent, Tier 1, core curriculum is the foundation of an effective RtI process. • We weren’t done yet…

Strengthening Tier 1 • While we said we taught the same thing and now value the same essential concepts, it was evident that our instruction was not consistent enough to represent a strong Tier 1 Core Reading Curriculum. • Call for action from Administrator and Reading Curriculum Committee

Strengthen the Core • Survey Staff • Grade level discussion • Compile teacher input • Committee review of data

Strengthen the Core • Edit “The Weekly 6” • Identified and added “non-negotiables” • Clarified concept descriptors • Included assessment guidelines • Recognized need for additional direction in reading extended response instruction • Development of school-wide anchor posters and instructional tools to supplement Storytown

1. Storytown Lesson Vocabulary Words • - Lesson vocabulary words must be posted weekly. • - All students have a cumulative Robust Vocabulary folder. • - Vocabulary words are introduced on the first day of the week and addressed daily. • - Implemented by use of basal activities and story, leveled readers, centers. • - Vocabulary words are assessed weekly.

Strengthen the Core • Core Reading Curriculum • Introduced August 2010 • Staff professional development • Fluency • Making Connections • Extended Response

Assessing the Core • Focus remained on consistent, effective Tier 1 Instruction in all areas • Administrator surveyed staff about Reading, Math, and Writing Curriculum • Committees met to assess and discuss feedback from staff.

Strengthen the Core, AGAIN! • Identified more specific areas of need • Staff review of instructional survey feedback • Committee identification of additional professional development needed • Core Curriculum Implementation and Instructional Practices • Reading Extended Response • Gradual Release of Responsibility

Core Reading Curriculum

Implementation OutcomePercentage of Students Meeting/Exceeding on ISAT

Implementation Outcome Percentage of 3rd - 5th Grade Students Earning a Score of 3 or 4 on ISAT Reading Extended Response

Sustaining the Core • Continuing grade level discussion • In-house professional development • “Spicing up the Weekly 6” • Small group instruction round table • Time management & instructional planning

Benefits of a Strong Core • Well-focused, reflective grade level instructional conversations • Consistency and transparency in reading instruction • Basis for effective RtI decision-making • Well-defined expectations for new teachers • More reliable benchmark & ISAT data

Questioning YOUR Core • Does our Tier 1 Core Reading Curriculum meet the needs of 80% of our students? • Does reading instruction look similar in all classrooms in the building? • Do our teachers have a clear understanding of pacing, instructional practices, and non-negotiable material to be covered? • Are our reading materials used effectively by all teachers? What else do we need? • Are all of our teachers comfortable with what is expected of them and their reading block? • Is there continued conversation about reading?

Start Tomorrow • Survey, Reflect, Discuss! • Leadership • Administrator Role • Teacher Leaders • Staff Buy-In • Resources Needed • Staff-developed • Purchased • Professional Development

Questions? • Kim Maher Anna McDonald School Reading Support kmaher@manhattan114.org • Ryan McWilliams Anna McDonald School Principal rmcwilliams@manhattan114.org

Ensuring Effective & Consistent Tier 1 Core Reading Instruction Kim Maher Ryan McWilliams Manhattan School Distric