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Staying the Course- Making a Difference

Staying the Course- Making a Difference. NC State Improvement Project SIP II November 6, 2007. SIP II strives to increase the quantity and improve the quality of personnel providing leadership and instruction for students with disabilities. NCSIP Personnel Development Process. Research-

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Staying the Course- Making a Difference

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  1. Staying the Course-Making a Difference NC State Improvement Project SIP II November 6, 2007

  2. SIP II strives to increase the quantity and improve the quality of personnel providing leadership and instruction for students with disabilities.

  3. NCSIP Personnel Development Process Research- Based Practices • Reading • Writing • Mathematics Workshops • Content Foundations • Model Training •Tasks/Skills On-site Program Reviews •Annually On-site Fidelity Observations • 3 per year • Coaching Student Progress Evaluation School-Based Best Practice Centers/Sites • Review Research Literature • Identify Instructional Principles • Selection of Centers/Sites • Develop Plan • Training Content • Training Strategies/ Tasks • Model Programs • Develop- mental Reviews • Analysis & Formal Feedback • Trained Observers • Feedback & Coaching • Evaluation & Reporting • OSEP Long-Term Performance Indicators • AYP • Student Characteristics • Project Characteristics

  4. Management • Identify Sites • Allocate Resources • Build Relationships • Support the network

  5. Reading/Writing Demonstration Centers Reading Centers NC’s Best Practice Centers Reading/Writing 2007 - 2008

  6. Content Implementation • Demonstration Centers • Scaling Up • Extensive professional development • Literacy Consultants • Leadership

  7. Role of the Literacy Consultant • The literacy consultant is responsible for building relationships with key personnel in each of their LEAs in order to facilitate the development of a long-range strategic plan to provided research-based reading/writing instruction to students who are struggling readers.

  8. SIP II Literacy Staff Development • Reading Foundations Training: 42 trainings have been scheduled and/or provided as of June 2007. • Additional Trainings offered: • DIBELS • Direct Instruction Reading Coach Training • Specific Reading Program Training • Training of Trainers for Reading Foundations (Over 40 trainers now approved to provide the 30 hour course)

  9. Evaluation • Power of Results • Stay the Course-with research-based instruction

  10. How Are We Doing? AYP Reading Progress for All NC Students, All NC Students with Disabilities and NC SIP Students 2002 -2007 % 49 38 11 * End-of-Grade (Reading) Grade 3-8 Multiple Choice Test 2006-2007

  11. COMPARISON OF READING PROGRESS OF ALL STUDENTS • AND STUDENTS WITH DISABILITIES (SWD) • 2001-2007 • Percent At or Above Grade Level GAIN 00-01 01-02 02-03 03-04 04-05 05-06 06-07 • ALL NC • STUDENTS 77.1 79.5 84.9 85.3 85.7 86.7* 87.4* 10.3 • NC SWD 44.3 50.1 54.8 55.057.463.2*64.8*20.5 * based on multiple choice EOG

  12. Comparison of Reading Progress of Students With Disabilities Statewide and NCSIP Project 2002 – 2007 % AAGL Statewide NCSIP 100 - 90 - 80 - 70 - 60 - 50 - 40 - 30 - 20 - 64.8 • 63 • 61 • 57 56 • • 50 • • 49 • • 49 • 52 • 47 • 43 • 40 % AAGL = Percentage of Students At or Above Grade Level Multiple Choice EOG • 38 • 32 02 03 04 05 07 06

  13. Sustainability • SIP Orientation • Developmental Review • Fidelity of implementation • www.ncsip.org • SIP Updates • Spring Celebration

  14. Comparison of student achievement in classes where Teachers participated in Fidelity observations compared to classes that did not

  15. www.ncsip.org • Offers guidance regarding implementation and sustainability of Scientifically-based Literacy and Math Programs • Provides specific information by region on program implementation and opportunities for training • Furnishes SIP II Evaluation Reports and Performance Reports

  16. “We can, whenever and wherever we choose, successfully teach almost all children to read. We already have reams of research, hundreds of successful programs, and thousands of effective schools to show us the way. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” (McEwan, 1998)

  17. Contact Information • Laura H. Snyder 919-807-3993 lsnyder@dpi.state.nc.us Dave Lillie 919-843-5037 lillie@email.unc.edu

  18. NC State Improvement Project II presents…

  19. We’d like to teach the kids to read with perfect prosody. • We’d like the district, school and class to stay in harmony. • We’d like for every girl and boy to be at level 3 • for every school in our state to make their AYP

  20. It’s the reading thing • with a vision to guide • Carolina pride • It’s the reading thing!

  21. We’d like to touch, taste, feel and see. That’s multisensory. • We’d like to see our kids on task and taught with energy. • We’d like all teachers to be trained and teach with fidelity. • Effective coaching and support is a top priority.

  22. It’s the reading thing • with a vision to guide • Carolina pride • It’s the reading thing!

  23. We’d like to see consistency and resource equity. • We’d like accountability to be shared equally

  24. It’s the reading thing • with a vision to guide • Carolina pride • It’s the reading thing!

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