K-12 Literacy:

1. K-12 Literacy: The Big Rock in Learning

2. The mission of the Hillsboro School District is to ensure each student graduates prepared to succeed and contribute in a global society by engaging our diverse learners in challenging, personalized program of educational excellence.

3. Demographics

4. Free-Reduced Lunch Rate

5. Population % by Ethnicity 2007 Trend Lines Drop out % by Ethnicity

6. The Problems • From 5th grade on, students are expected to read 10,000 new words each year in their texts (Nagey & Anderson, 1986). • More than 8 million students in 4th -12th grades are struggling readers (USDoE 2003). • 40% of high school students cannot read well enough to benefit from their textbooks (NAEP). • Of the six million K-12 students receiving special education services, estimates say up to 80% receive services in reading.

7. The Problems • Each year 383,000 students drop out of middle school and high school (NCES, 2000). • Over 75% of surveyed students who dropped out indicated that difficulty with reading was a major contributing factor (Lyon, 2001). • 26% of these students do not have minimal reading skills for daily life (Grigg, Daane, Jin, & Campbell, 2003).

8. The Research on Adolescent Reading • The majority of adolescents with poor reading skills need instruction in basic phonological awareness and decoding (Moats, 2001). • Reading fluency is highly correlated with reading comprehension (National Reading Panel, 2000). • Poor readers often lack depth, breadth, or specificity in word knowledge (Beck & McKeown). Gidlroy & Isaacson 2005

9. The Research • After the 4th grade, most vocabulary is learned through reading, with a gain of several thousand words per year (Moats 2001; Stanovich, 1986). • Students with reading problems often lack effective and efficient comprehension strategies (Moats, 2001). • Adolescent readers need to learn about different genre, text organizational patterns and structures, as well as literary devices (Moats, 2001). Gidlroy & Isaacson 2005

10. HS – PSAT Rd.- 46 HS – AP/IB enrollment increase 10% 6th - Oral Reading Fluency 160 8th – 233 or higher in OAKS 9th – Oral Reading Fluency 190 3rd – 215 or higher in OAKS 2nd – Oral Reading Fluency 90 K - PSF 37

11. OAKS Scores and Percentiles

12. OAKS Scores and Percentiles

13. Reading K PSF37 Kindergarten Phonemic Segmentation Fluency

14. Reading K ORF90 2nd Grade Oral Reading Fluency

15. Reading 215 + 3rd Grade Exceeding Oregon State Assessment

16. Reading K ORF160 6th Grade Oral Reading Fluency Score 137 Mid-Year

17. PSAT 10th Grade All Students

18. Reading K-3 vs. 4-12 Acquire strategies for “decoding” unfamiliar words • Reading K-3 Build “sight word vocabulary” of many thousands of words Learn to coordinate skills for fluent reading of text Begin extension of vocabulary beyond oral language limits Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure

19. Reading K-3 vs. 4-12 • Reading 4-12 Extend “sight vocabulary” to unfamiliar words in increasingly challenging text Learning meanings of thousands of new words – vocabulary expansion Increasingly detailed knowledge of text structures and genres Expansion of content knowledge in many domains Thinking and reasoning skills increase Reading specific comprehension strategies become more complex

20. Text difficulty increases Text difficulty increases 18 WPM 23 WPM 22 WPM CorrectWordsperMinute on Grade Level Text 160 150 140 Correct Words per Minute 130 120 Tindal, Hasbrouck, & Jones, 2005 110 100 F W SF W SF W S 6th Grade 7th Grade 8th Grade

21. Primary Characteristics of Struggling Readers in Middle and High School They sometimes have not mastered basic knowledge and strategies required for decoding unfamiliar words They are almost always less fluent readers—their sight word vocabularies many thousands of words smaller than average readers Usually know the meanings of fewer words Usually have less conceptual/factual knowledge Are almost always less skilled in using strategies to enhance comprehension or repair it when it breaks down Will typically not enjoy reading or choose to read for pleasure

22. Literacy “the ability to identify, understand, interpret, create, communicate, compute, and use printed material associated with varying concepts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.”

23. Systems that move the rocks • Effective Behavior and Instruction Support System K-12 Literacy Plan Positive Behavior Intervention Systems and Attendance Plan • Feeder Team Learning Communities • Research and Development • Professional Learning Communities

24. EBISS “Big Idea” Outcomes, Systems, Data, Practice EBISS Leadership Team Literacy Leadership Team PBS/CARE Team Investing in School Competency and Capacity in Behavior Support Systems, Data and Practice Investing in Literacy Systems, Data and Practices

25. CORE Principles of our K-12 Literacy Framework • We can effectively teach all children. • Administer universal benchmark assessments three times a year. • Deliver instruction from a core program for all. • Use research-based, scientifically validated curriculum, interventions, and instruction. • Use a multi-tier model of service delivery. • Intervene early. • Use data to make instructional decisions. • Monitor student progress to inform instruction. • Increase time and intensity of instruction when students fall behind.

26. How Are We Doing?

27. How are we doing?

28. How are we doing?

29. How are we doing?

30. Skills and Strategies: Transferring from Literacy Instruction to Content Instruction • Breaking Down Complex Words and • Acquiring New Sight Words • Fluency • Vocabulary • Comprehension

31. Behavioral Systems Academic Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90% Implementation View • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures Attention, Effort, Precision 1-5% 1-5% 5-10% 5-10%

32. Feeder Region Learning Communities Supporting Social Competence & Academic Achievement Supporting Decision Making OUTCOMES/ GOALS Supporting Staff Learning SYSTEMS DATA PRACTICES Supporting Student Behavior & Academics

33. Research and Development • EBISS Grant • Safe Schools/Healthy Schools Grant • Oregon leadership Institute • Nike Leadership and Literacy Grant • Spanish Literacy Research Project • First Grade Reading Enhancements Research • Universal Screen Research Project • Middle School Intervention Research • K-8 Math Project

34. Core standards • Common Assessments • Data Teams How do you know learning occurred? What do you need to teach? PLC: Increasing Student Achievement Link Teaching To Standards Accountability Plan • Data Driven Leadership and Decision Making

35. If you have made mistakes…there is always another chance for you…you may have a fresh start any moment you choose, for this thing we call “failure” is not the falling down, but the staying down. Mary Pickford