Currents of Change: An Innovative Design for Title I Summer Services

1. Currents of Change: An Innovative Design for Title I Summer Services Dr. Kathleen Wallis Carroll County Public Schools, Title I Supervisor Westminster, Maryland Dr. Debra A. Miller McDaniel College, Professor of Education National Title I Conference, 2014

2. Focus for Today’s Session • Creating an evidence-based literacy partnership with highly qualified instructors and extended school year services • Developing systematic and ongoing assessment techniques • Designing personally relevant, motivating and engaging theme-based experiences • Employing instructional approaches that guide readers through developmentally appropriate text and active word study • Implementing explicit strategy instruction for thoughtful literacy with intentional vocabulary development opportunities • Establishing school and home connections and honoring parents’ voices • Promoting reflective practices and examining evidence-based implications

3. Summer Reading SetbackResearch Conclusions • Summer reading setback is one of the most influential factors contributing to the reading achievement gap between children of poverty and more-advantaged peers. • Children from lower income families tend to have more restricted access to reading materials, both in and out of school. • Correlational evidence suggests that better readers read more than less able readers supporting the importance of more successful reading experiences. • Substantial evidence links engaging experiences with the motivation to read voluntarily; particularly through matching children with developmentally appropriate books and materials.

4. Summer Reading SetbackImplications • Schools must play an even more substantive role in ensuring that each and every child has year-round access to appropriate books. • Intervention designs must reflect evidence-based “best practices” in which children need a vast amount of reading, both in and out of school, to become capable, independent readers who desire to read. Source: Allington, R. & McGill-Frazen, A. (2010). Use students’ summer-setback months to raise minority achievement. In Johnson, P., Ed. Response to intervention: Responsive and comprehensive. Newark, DE: International Reading Assoc.

5. Creating A Collaborative Partnership Higher Education Title One • IRA Role of Reading Specialist • Candidate Eligibility for McDaniel Reading Clinic • Comprehensive Practicum Experience • Clinic Director and Mentors • Integrate School-Based Theme • High Quality Instructors • Student Identification and Selection for Summer School • Extended Day/Year Evidence-Based Opportunities for Students • Supervisor and Site-Based Coordinator • School-Based Themes

6. Developing Systematic, Ongoing Assessment Title One Higher Education • Organize Pre-assessment Data • Student Documentation Folders • Daily Log & Lesson Plans • Work Samples (2 per week) • Final Report • Evaluation of Summer School • Post-Assessment Student Data • Parent Involvement • Parent Surveys • Final Celebration • Review Student Data • Diagnostic Assessments • Individualized Student Goals for Reading, Word Study, & Writing • Design & Deliver Evidence-Based Instruction • Collect and Analyze Post Assessment Data • Parent Conferences and Final Report to School & Parents

7. Developing Systematic, Ongoing Assessment • Analyze strengths as well as areas of need and build on strengths rather than over-focusing on needs • Develop specific goals and communicate goals with students • Monitor progress toward meeting goals to impact student learning and create new goals as students experience success

8. Motivation and Engagement: Designing Theme Based Experiences • Creating a literate environment • Physical Appealing • Socially Accessible • Instructional Routines • Differentiation • Sustaining the environmental literacy theme from Title One Extended Day • Motivating every child as active member of an authentic community of learners

9. Motivation and Engagement: Valuing the Whole Child • Share products and have personal pride in accomplishments • Highlight and capitalize on students’ personal interests • See oneself as reflected in the environment and the instructional materials, and as a capable reader and writer

10. Camping Theme

11. Print-Rich, Student Friendly Environment

12. IndependentReadingOpportunities

13. Employing Instructional Approaches:Guided Reading Instruction • Developmentally appropriate leveled text • Gradual increase in text complexity and difficulty • Systematic ongoing assessments to monitor progress and to identify teaching points • Close reading and rereading of familiar texts • Effective teacher prompts & cues for students

14. Employing Instructional Approaches:Active Word Study • Word Knowledge assessment using multiple tools: informal spelling inventories, writing samples, and running records • Developmentally appropriate word study using assessment data • Socially interactive, engaging, and “hands-on” • Application in authentic reading and writing experiences

15. Employing Instructional Approaches:Vocabulary Development • Word-rich environment • Strategic word selection to develop/enhance vocabulary and comprehension • Personal word choices, associations, and empowerment with words • Independent vocabulary learning techniques and resources (specialized dictionaries, idioms, etc.)

16. Implementing Explicit Strategy Instruction: Teacher Modeling of Close Reading

17. Implementing Explicit Strategy Instruction: Anchor Charts

18. Implementing Explicit Strategy Instruction: Mentor Texts

19. Establishing School/Home Connections: Summer School Celebration

20. Establishing Home/School ConnectionsParent Training • Photo Essay and Daily Log Template • Classroom Visitation and Guided Observation • Debriefing On Parent Observations • Parent Conference Protocol: Parent Friendly Language • Final Report for Parents and School • Individualized Summer Learning Kits • Parent Survey

21. Promoting Reflective Practices and Developing Implications(Summative Data Findings: Reading Growth)

22. Promoting Reflective Practices and Developing Implications(Sample Data Findings)

23. Promoting Reflective Practices and Developing Implications(Summative Data Findings: Attendance)

24. Promoting Reflective Practices and Developing Implications(Parent Surveys: Three-Year Data)

25. Promoting Reflective Practices and Developing Implications(Parent Survey Data) • “I was very pleased with the program. My child has more pride in herself when reading out-loud. This program I feel has helped her in many ways. Thank you for the program and thank you to the teachers who helped her through the program.” • “I see my child reading more than usual. My child would wake up all by himself. Teachers called to set up a meeting so I can help my child during the summer.” • “OUR goal was the confidence building and continuing reading for the summer. My child was very happy everyday and positive about going and this was something he needed as well. The teachers are also eager and excited about communicating and see progress – we are very happy and we are lucky to have been able to participate.” • “My daughter was very happy. Teachers are amazing and worked with my daughter really well – she enjoyed the program and did not want it to end. Notes were consistent on what they were doing, I would love a progress report, and really enjoyed having a parent day and seeing how the program is run. Teachers were amazing, great atmosphere, and learning experience.”

26. Promoting Reflective Practices and Developing Implications(Parent Survey Data) • “Strategic reading – looking at pictures, words, sentences, and now making predictions before reading.” • “My daughter is actually able to read to me really well in full sentences and is now able to break down words that she does not know.” • “I saw improvements in fluency and vocabulary.” • “This really helped keep my child on task during the summer.” • “With the evaluation form from the teacher, I know what to work on with my son at home, a big help!! Handouts with important information worked well. Teachers came up with new ways to make learning fun. My child has been in the program the past three years. He has made much progress!!” • “These are professional teachers!! They were adapting to each child’s learning style to accomplish teaching objectives. There was a lot more going on than just instruction.”

27. Promoting Reflective Practices and Developing Implications(Conclusions: Summer Reading Setback) • Reduces the reading achievement gap between children of poverty and their more advantaged counterparts; • Provides access to reading materials during and after the program; • Offers high quality summer reading experiences; • Increases the motivation t0 read voluntarily; • Promotes the development of capable, independent readers through evidence-based intervention designs.

28. Common Core State StandardsConnections & Focuses • Instruction focuses on teaching close reading. • Instruction incorporates providing textual evidence to support responses. • Instruction promotes authentic opportunities for thoughtful writing. • Instruction scaffolds the learning process to build confidence and student success. • Instructional decision-making encompasses all facets of text complexity: quantitative, qualitative, and reader/task variables.

29. Selected Practitioners’ Guides Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. Words their way: Word study for phonics, vocabulary, and spelling instruction, 4th ed. Beck, I., McKeown, M. & Kucan, L. Creating robust vocabulary. Clay, M.M. Literacy lessons designed for individuals: Parts I & II. Culham, R. 6 + 1 Traits of writing: The complete guide grades 3 and up. Fountas, I.C. & Pinnell, G.S. Teaching for comprehension and fluency: Thinking, talking, and writing about reading, K-8. Harvey, S. & Goudvis, A. Strategies that work: Teaching comprehension to enhance understanding, 2nd ed. Hoyt, L. Interactive read-alouds: Linking standards, fluency,and comprehension. ** Pinnell, G.S. & Fountas, I.C. The continuum of literacy learning; Grades Pre K-8. A guide to teaching, 2nd ed. Pinnell, G.S. & Fountas, I.C. When readers struggle: Teaching that works. Rasinski, T. The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Spandel, V. Creating writers through 6-trait writing: Assessment and instruction, 5th ed. Spandel, V. Creating young writers: Using the six traits to enrich writing process in primary classrooms.

30. Engaged Readers, Writers, and Thinkers…

31. Currents of Change: An Innovative Design for Title I Summer Services Dr. Kathleen Wallis kmwalli@carrollk12.org Dr. Debra A. Miller damiller@mcdaniel.edu National Title I Conference, 2014