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K-5 Literacy Field Study and Adoption:

K-5 Literacy Field Study and Adoption:. Where We’ve Been and Where We Are Headed. What led to the decision to adopt new materials? Data Classroom Observations District-wide Materials Inventory Teacher Feedback. K-5 Data. Reading 3D DIBELS/TRC K-3 General Trends

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K-5 Literacy Field Study and Adoption:

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  1. K-5 Literacy Field Study and Adoption: Where We’ve Been and Where We Are Headed

  2. What led to the decision to adoptnew materials?Data Classroom Observations District-wide Materials Inventory Teacher Feedback

  3. K-5 Data • Reading 3D DIBELS/TRC K-3 General Trends • 20-30% of our student population is struggling in the area of phonemic awareness and phonics instruction • 24% of our student population is exceeding our grade level standards in TRC • DRA 4-5 General Trends • A portion of our student population is struggling with inferential thinking • A portion of our student population is struggling with accuracy and fluency

  4. Classroom Observations • Dr. Cudeiro’s classroom visits: K-5 literacy block varied greatly from classroom to classroom and school to school

  5. Inventory of Resources • Inventory of district-wide resources revealed that overall, our schools lacked similar instructional materials to effectively teach literacy. • Phonemic awareness • Alphabetic principle • Accuracy & Fluency • Vocabulary • Comprehension

  6. Teacher Feedback: How to Teach

  7. Teacher Feedback: What to teach

  8. Teacher Feedback “After so many years of teaching, I have gathered a lot of resources that are effective with my students. None of them were provided by the district. I am thrilled that the district is beginning to take literacy seriously and looking for a researched, tested approach to teaching and learning. I look forward to having sufficient common resources to meet the needs of all learners.” – First Grade Teacher http://myportal.bsd405.org/sites/Curriculum/literacy/Lists/K5%20Literacy%20Survey/overview.aspx

  9. Evaluation Criteria for Programs • 5 Big Ideas – Reading Research • Balanced Literacy • Technology component that we could integrate into our current systems • Fully developed materials in Spanish • Consider availability of Pre-K

  10. Reading First Recommended Programs Local school district recent adoptions Our district’s literacy instruction history and future goals Initial Review Committee

  11. Field Study and Adoption Timeline

  12. Field Study and Adoption Timeline (Continued)

  13. Review Committee

  14. Parent Communication by Area

  15. Work of the Review Committee • Assess both programs • Review student reading data • Consider teacher feedback • Communicate with all stakeholders

  16. Review Committee: Assess Both Programs • Assess both programs using a curriculum evaluation tool • Dr. Marcy Stein – UW Tacoma, professor and researcher • Expertise in curriculum adoption and evaluation • Assist in development of tool that will help us compare and evaluate both programs

  17. Review Committee: Data • Review student data gathered during the field study Pre and Post-Assessments • K-2: DIBELS and TRC BOY - August 30 – October 1 MOY - January 1 – January 31 • 3-5: MAP BOY – September 20 – October 7 MOY – January 25 – February 18

  18. Review Committee: Teacher Feedback • Online survey through SharePoint (collected near the end of the field study) • In-person teacher testimony • Review Committee members will attend at least one field study meeting to listen to teacher discussion • Teachers will complete “Ease of Use” portion of evaluation tool

  19. Review Committee: Communication • SharePoint site for field study teachers and BSD • BSD site for parent community / email form for feedback • Three parent information nights • Teachers share materials with parents during curriculum night • Emails to teachers and principals • Open trainings on both programs during ESI • Elementary Technology and Curriculum Coach support as another avenue for communicating with teachers

  20. Review Committee: Voting and Reaching Consensus on a Program • Facilitators propose a model for consensus • 60% • Precedent set by math adoption • Fist to Five • 3 or above = ready to vote • THE VOTE • Once all members are 3 or above a vote will occur • If we do not reach consensus after first vote, return to discussion • Discussion continues until members are ready for another vote • This process continues until consensus is reached

  21. The Last Task of the Review Committee • Make a recommendation to the Instructional Materials Committee

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