Critical Components of Successful Reading: NJ Literacy Initiatives

1. Critical Components of Successful Reading:NJ Literacy Initiatives

2. Timelines • January 02 – Governor McGreevey makes preschool through 3rd grade literacy #1 educational goal of his administration • Spring 02 – Governor establishes the Office of Early Literacy • Summer 02 – Early Literacy Task Force reports out • September 02 – First Reading Coaches arrive in schools

3. Timelines • Fall 02 – NJ receives Reading First grant and NJDOE establishes Office of Reading First • Fall 02 – 03 Reading Initiatives achieve synergy (one message) • Summer 03 – Court orders immediate intervention in 42 lowest performing Abbott elementary schools • Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early Literacy requirements • Fall 03 - First literacy coaches arrive in schools

4. Timelines • Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct assistance • Spring 04 – Middle Grades Task Force reports out • Fall 04 – Full compliance with IEL for all Abbott Schools • Fall 04 – Literacy regulations expand through grade 8

5. Impact • Intensive Early Literacy (Abbott Districts): 305 schools and 150,000 students

6. Philosophy/Principles • SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) • Early Literacy Task Force Report • Preventing Reading Difficulties in Young Children, Snow, Catherine et al.

7. SBRR • Random Trials – control and experimental groups based on quantitative analysis • Successful application in similar location/situation/population

8. Critical Elements • Motivation and Background Knowledge • Phonemic Awareness • Phonics • Vocabulary • Comprehension • Fluency • Writing

9. Structure • 90 minute, uninterrupted block of time • 120 minute block for bilingual/ESL students • Requires specific time to small group instruction during reading block. No Pull-outs.

10. Intensive Early Literacy Abbott Districts Class size provisions, not to exceed the following: Pre K, 15 Grades K-3, 21 Each Pre- and K must have an aide Structure

11. Intensive Early Literacy Abbott Districts Classroom library (300 titles) Recommends literacy centers, and further mandates a reading center (Pre K-3), technology center (K-3) and writing center (Pre K-3) Structure

12. Core: Tier 1 Guided Reading Tier 2 Co-teaching Tier 3 Flexible Groups based on goal-specific, targeted instruction

13. Guided Reading Co-teacher ModelGrades k-6 Learning Centers(Students rotate every 20-25 min.) Whole Class Area Co-teacher Guided Reading Student Group A Writing Center Student Group B Technology Center Student Group D Reading Center Co-teacher Guided Reading Student Group C

14. Curriculum • 6 Key areas that must be aligned • NJCCCS • Thematic organization • CRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mapped • Strategies and Techniques • Assessment (benchmarks) • Compensatory and Supplemental programs

15. Curriculum (con’t) • Requires differentiated materials, strategies and techniques, and multiple entry points for special populations and requires native language and ESL reading as per state bilingual law • Requires use of appropriate software • For Abbott districts, must include Pre K • Names specific reading strategies (Appendix C)

16. Assessment and Testing • Assessment of Home Language and • English Language Proficiency Pre K-3

17. Assessment and Testing • Levels of Assessment • Screening • NJCCCS Benchmarks • Diagnostic • Annual testing • (Nationally recognized normed or criterion referenced test) • State mandated assessments (NJASK3)

22. Ongoing – Student Performance Based Assessment • Competency Based • Pick the word that has the same initial sound as in the word “top”. • A. pot • B. cop • C. tip

23. Ongoing – Student Performance Based Assessment • Performance Based • Make as many words as you can with this family ending _an • A. pan D. ran • B. can E. zan* • C. tan F. han*

24. Compensatory and Supplemental Services • Provision of supplemental services for children reading below grade level in accordance with NCLB • In-class co-teaching • After the block, one-to-one targeted assistance • After school • Summer, etc.

25. Professional Development • Professional development in areas: • SBRR and six components of Reading • Curriculum mapping • Approved strategies and techniques • Assessment

26. Populations Served Impacts all populations including: General Education, English Language Learners and Special Education students

27. Reading Programs: What we Know: • Native Language Instruction is preferred (especially grades k and 1) • Second Language only programs can be successful, but they carry a higher risk of reading problems • Programs designed for English Language Background students have high risk for Second Language Learners • Key to transfer and ESL only is background knowledge and vocabulary in English

28. Additional Personnel Literacy Coach at the school level is recommended and an allowable Abbott position and expense in low performing schools

29. New Jersey Reading Initiatives Contacts: • Fred Carrigg Special Assistant to the Commissioner for Urban Literacy (609) 633 - 1726 • Mary Jane Kurabinski State Coordinator , Office of Urban Literacy (609) 633 – 0352