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Reading First Advanced PD

Reading First Advanced PD. % of Students at ‘Benchmark’ in Spring. % of Students ‘Intensive’ in Spring. % of Kinder Students in Spring on the DIBELS Implementation Years 1 - 6. % of 1st Grade Students in Spring on the DIBELS Implementation Years 1 - 6.

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Reading First Advanced PD

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  1. Reading First Advanced PD

  2. % of Students at ‘Benchmark’ in Spring

  3. % of Students ‘Intensive’ in Spring

  4. % of Kinder Students in Spring on the DIBELSImplementation Years 1 - 6

  5. % of 1st Grade Students in Spring on the DIBELSImplementation Years 1 - 6

  6. % of 2nd Grade Students in Spring on the DIBELSImplementation Years 1 - 6

  7. % of 3rd Grade Students in Spring on the DIBELSImplementation Years 1 - 6

  8. % of Kinder Students at Winter Benchmark on the DIBELSImplementation Years 1 - 6

  9. % of 1st Grade Students at Winter Benchmark on the DIBELSImplementation Years 1 - 6

  10. % of 2nd Grade Students at Winter Benchmark on the DIBELSImplementation Years 1 - 6

  11. % of 3rd Grade Students at Winter Benchmark on the DIBELSImplementation Years 1 – 6

  12. Reading Projects in Washington • Full Day Kindergarten • Striving Readers • Washington Reading Corps? • Dyslexia? • new pre-K – 12 projects? • staffing note

  13. Reading Projects in Washington • Striving Reader project • Primary purpose is adding to the knowledge base about adolescent literacy and what works • 5 schools, 3 districts (Auburn, Bethel, Franklin Pierce) • Interventions for adolescents who are 2 or more years behind in reading • Intervention will include Phonics Blitz (for students with low fluency and decoding) and Read to Achieve • Randomized control design • 4 year project; $4.4 million

  14. Federal Level Update • LEARN act • Current Funds • ESEA Reauthorization

  15. Overview of New Proposed Legislation The LEARN Act Literacy Education for All, Results for the Nation Introduced in both the Senate (2740) and House (4037) in November 2009

  16. How much money?Congress would authorize $2.35 billion per year for 5 years (in contrast, Reading First was $1 billion and brought $16 million per year to Washington State)If less than $500 million, then state grants will be competitive; if over $500 million state grants will be formula based on population and poverty (like Reading First)

  17. How would the money be spent?States would spend 40% on K – 5, 40% on 6 – 12, and 15% (House) or 10% (Senate) on birth to K entryRemaining 5% or 10% would be for state level literacy support

  18. *essential components of reading and writing instruction defined as: • Explicit and systematic • High quality PD • Diverse texts at appropriate reading level and interest of students • Differentiated instruction • Motivation • Systematic and intensive one-to-one and small group instruction, intense interventions both inside and outside classroom • Writing individually and collaboratively • Uses of print materials for research and presenting content and ideas • WITH RESPECT TO K-3: • Strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, reading fluency, and reading comprehension • Oral modeling to build language skills • Coordinated involvement of families, caregivers, school leaders, and instructional staff

  19. States would: • Work with Higher Ed to improve teacher preparation programs • Develop comprehensive birth – grade 12 literacy intiatives • Provide technical assistance and support for districts

  20. Consolidated Appropriations Act • Signed into law in December 2009 • This will transform the Striving Readers program into a new $250 million comprehensive literacy initiative.  • Pre-K grade 12 • Competitive grants to States, who will then subgrant the funds to LEAs and early childhood providers.  • States must provide 15% of funds for early childhood, 40% for K-5 and 40% for 6-12.  • The appropriation also provides formula funding to every SEA to support the creation and maintenance of State Literacy Teams.

  21. ESEA Reauthorization Blueprint One Element: Literacy States would be required to develop a statewide pre-K – 12 literacy plan (Washington currently has a K-12 literacy plan, one of only a few states). States could compete for funds to subgrant to districts to implement comprehensive literacy programs.

  22. So What? • Reading First-like practices are not “dead” • Your work is beautifully aligned with Response to Intervention and the K-12 Reading Model and national initiatives • Your data speaks louder than words • Reading First is part of a continuum of coordinated literacy improvement • You are leaders in your field!

  23. Special Thank You • Cheryl Young • Sherrie Cornett • Vittrice Abel • Gary Gorland • Marilee Erskine

  24. There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know. -Donald Rumsfeld

  25. Pam Cavenee Evelyn Probert Shelby Skaanes Deanna Stewart Martha Teigen Lisa Thompson

  26. LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice. Moats

  27. Reading Systems

  28. Reflections and Closing • Most important thing you learned • Greatest student achievement accomplishment

  29. Chinook, Auburn SD

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