MiBLSi State Conference

1. MiBLSi State Conference Adolescent Literacy Strand Soraya Coccimiglio Melissa Nantais March 12, 2014 Carrie Peter

2. Acknowledgements Soraya Coccimiglio Melissa Nantais Carrie Peter The material for this training day was developed with the efforts of… Content was based on the work of… • Anita Archer • Mary Gleason • Vicky Vachon • Nancy Marchand-Martella • Ron Martella • Siegfried Engelmann • Linda Carnine • Gary Johnson • Linda Meyer • Wesley Becker • Julie Eisele

3. Group Expectations M OVEMENT: Feel free to move about the room, use bathroom, get refreshments whenever necessary, but refrain from computer usage that is not relevant to this session ALK: Feel free to ask questions at any time HARE: Your thoughts and concerns with your table or partner during activities ILENCE: Please silence your phones and hold off on side-bar conversations during presentation time T S S

4. You will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today. Determine who will be a “1” and who will be a “2.”

5. Intended Outcomes Participants will leave this training with: A deeper understanding of the components of the Hexagon Tool An understanding of how to apply the Hexagon Tool in the exploration of adolescent literacy interventions An understanding of how to identify the appropriate and intended use of “Read to Achieve”, “Corrective Reading Decoding”, Skills for School Success”, and “REWARDS” Some next steps for how to apply the information provided in this strand within their specific context

6. Agenda 1.0 Welcome and Setting the Stage 2.0 Why Focus on Adolescent Literacy? 3.0 Read to Achieve 4.0 Corrective Reading 5.0 Skills For School Success 6.0 REWARDS

7. 1.0 Welcome & Setting the Stage

8. Selection of evidence-based programs, practices, or measures Application of the Hexagon Tool in the exploration/adoption process Information on specific programs, practices, or measures Discussion with implementers from schools, districts, or ISDs During today’s conference, all strands will focus on:

9. Stages of Implementation Should we do it? Work to do it right! Work to do it better!

10. The Hexagon Tool helps ISDs, districts, and schools systematically evaluate new and existing interventions via six broad factors: Need Fit Resource Availability Evidence Readiness for Replication Capacity to Implement Reviewing the Hexagon Tool

11. Graffiti Wall: Independently read the handout titled “The Hexagon Tool: Exploring Context” At your table, use the markers provided to write or draw “graffiti” about the hexagon tool Your Turn

13. All portions of the Hexagon Tool fit nicely into their space • You may actually spend more time with some factors on the hexagon tool There is a clear division between each factor • Actually there is likely overlap between factors (e.g., need & fit) There is a total value on the rating scale that is needed to make a “good” decision • There is not a mathematical formula that allows us to say what value needed in order to move forward with adoption of a program or practice Misconceptions of the Hexagon Tool

14. Members of: • ISD Implementation Teams • District Implementation Teams • School Leadership Teams Teachers Itinerant Staff Coaches Administrators Others? Who is in the Room Today?

15. Michigan Department of Education/MiBLSi Leadership Who is supported? Provides guidance, visibility, funding, political support for MiBLSi Across State Regional Technical Assistance ISD Executive Leadership and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports Provides coaching and TA for LEA and/or ISD Teams Multiple ISD/LEA Teams Multiple schools w/in local district Multiple LEAs w/in intermediate district LEA Executive Leadership and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports School Leadership Team Provides guidance and manages implementation All staff How is support provided? School Staff All students Provides effective practices to support students Students Improved behavior and reading Statewide Cascading Structure of Support

16. Considering county-wide / regional needs Keeping in mind the process for selection of PD, coaching supports related to evidence-based programs and practices needed in the county / region Considering the Hexagon: What’s My Lens? ISD Executive Leadership and Implementation Team

17. LEA Executive Leadership and Implementation Team Considering district-wide needs Developing a standardized process for selecting and adopting evidence-based programs and practices that will be supported across all buildings

18. School Leadership Team Considering school-wide and grade-level needs and the options of evidence-based programs and practices available within the district When a need is identified and available programs or practices do not address the need, use the hexagon tool to explore possible programs or practices to propose the district select (via communicating with the District Implementation Team)

19. School Staff • Considering needs of individual or groups of students • When a need is identified and available programs or practices do not address the need, use the hexagon tool to explore possible programs or practices to select (building principal and school leadership team are informed and then the information is communicated to the District Implementation Team)

20. Determine what your lens(es) will be during today’s strand With a partner: • Share your lens(es) • Identify one reason you selected this strand Your Turn

21. 2.0 Why Focus On Adolescent Literacy?

22. More than _____of students at 4-year schools and more than _____ of students at 2-year schools lack skills to perform complex literacy tasks ____ of high school graduates do not have the literacy skills required by employers About ____ of adolescents need remediation _____ of 4th graders and _____ of 8th graders read below proficient reading level on NAEP in 2013 50% Using the information from the previous slide write the correct percentages that you believe should be in each blank on a post-it-note (1 post-it-note for each response). Place your post-it-notes on the corresponding poster. Percentages: 70% 75% 64% 58% 40% 50% Activity 75% 40% 70% 58% 64% (Sources: American Institutes for Research, 2006; Brozo, 2009; Graham & Hebert, 2010, National Assessment of Educational Progress, 2013)

23. Why Focus On Adolescent Literacy? Secondary Literacy: Requires students to construct the meaning of content-area text and more complex literature encountered in school. Requires students to tackle the kinds of reading required on state-level accountability measures. Requires students to make inferences and draw conclusions. Sources: Torgesen et al. (2007)

24. Why Focus On Adolescent Literacy? Very few need help to read the words on the page their most common problem is COMPREHENSION! (Brozo, 2009; Biancarosaand Snow, 2006)

25. Continuum Of Reading Supports For Secondary Students Smallest group (no more than 10%) cannot decode or read the words on a page Second group have difficulties with fluency and comprehension no matter what they read Largest group experience some problems with fluency and comprehension while reading more advanced text

26. Why Focus on Adolescent Literacy? Students at the secondary level struggle with the complex demands of reading middle and high school text • 80% of elementary text is fiction • 80% of secondary text is nonfiction Teaching of formal reading instruction tends to end after elementary school Source: Reading Next: A Vision For Action and Research in Middle and High School Literacy 2nd edition

27. 5 Big Ideas in Adolescent Literacy Explicit and Systematic Instruction in: Word Study Motivation Fluency Compre-hension Vocabulary

28. Many of our students read fluently, they just don’t comprehend well. Why don’t we just focus on comprehension strategies?

29. Activity • “Twos” will be the “Test Taker” • Read the passage EXACTLY as it is written. • Answer the questions your partner asks you when you have completed reading. • “Ones” will be the “Administrator” • Follow the directions on your worksheet exactly as they are written.

30. 3.0 Read to Achieve

31. NEED NEED FIT CAPACITY READINESS RESOURCES EVIDENCE

32. Need Who It’s For Students in grades 6-12 and are in need of: A strategy for decoding multipart words Improving fluency An explicit reading-for-understanding program Learning important foundational skills for present and future learning environments where there are more difficult expository-based materials

33. Read To Achieve Reading: Informational Text Reading: Informational Text for Content Areas Reading: Literature

34. Need Focus on content-area text, including science and social studies Rather than teaching content, it teaches students skills and strategies necessary for accessing content at higher levels • Comprehending Content-Area Text

35. Need “Real world” strategies taught in Comprehending Content-Area Text: Note taking from a textbook Determining the meaning of difficult words Taking notes from a lecture How to research questions of interest

36. Need Three Tracks Vocabulary Strategies Word Study & Fluency Strategies ComprehensionStrategies

37. Need • Word Study • Emphasis on teaching students to read longer and more difficult words before determining their meanings. • Decoding multi-part words strategy: • Breaking words into smaller parts so words can be read more easily • Strategy does not use formal syllabication

38. Need • Fluency Strategies • Oral and silent reading with comprehension activities • Repeated readings • Reading text quickly, accurately, and with expression (to improve comprehension)

39. Need • Vocabulary Strategies • Word-learning strategies (context clues, glossary, dictionary, online dictionary) • Strategy Bookmark

40. Need • Comprehension Strategies • Teaches skills necessary for accessing content-area text • Text features • Text structure • Comprehension monitoring • SQ3R strategy and QHL strategy • Textbook note taking and lecture note taking • Strategy Bookmarks

41. Need You Decide: Which student(s) would Read to Achieve be appropritate for? Marcus Annie Sam

42. What is Taught in RtA? Take a minute to review the Scope and Sequence of Read to Achieve on pp. 16-21. After reviewing the Scope and Sequence do you believe Read to Achieve would meet the needs of some of the students in your district/building? Activity

43. NEED FIT FIT CAPACITY READINESS RESOURCES EVIDENCE

44. Fit Can be used for intensive interventions Tier 3: Focused intervention that accelerates acquisition of literacy and learning strategies related to curriculum content Can be used for targeted interventions Tier 2: Short term strategic instruction that supports classroom approaches by building mastery of specific reading strategies Tier 1: Literacy development within and across content-area courses to make rigorous curriculum content accessible for all students Can be used to enhance the core reading program

45. Frequent assessments help make smart, data-driven decisions • At the start of the year: • Begin with the placement test to refine instructional groups • At the beginning and end of a unit: • Weekly cold and hot reads track progress toward grade-level oral reading fluency goals • During a lesson: • Multiple choice and free-response items provide a quick check that guides instruction • At the end of a unit: • Unit assessments every 5th lesson show you what students know and don’t know • Guidelines help you modify instruction and provide appropriate support so that all students master strategies within the program

46. Alignment With The CCSS Reading Standards for Literacy in Literature, History/Social Studies, and Science. Describe how a text presents information using text structure

47. Fit 40-41 Systems Considerations Homogenous groupings (determined by data and placement test) Lessonsare arranged in units and take about 45-50 minutes Provides the ability to differentiate within groups for students at mastery, students approaching mastery, and ELL students

48. Take a few minutes to review the placement test on pp. 80-87 of your Professional Development Guide. Review the handout entitled, “Adolescent Literacy Intervention Flowchart” This flow chart provides a suggestion of interventions depending on the needs of the student. Activity

49. Fit Teaching Techniques: Expectations Teach Expectations: ACES Attend to the teacher Collaborate with your partner Express yourself through thoughtful comments and questions Show your best work

50. Fit Teaching Techniques: Scripted Presentations Provides suggested “wording” on what the teacher should say and do. Provides suggested student responses. Makes it easier for the teacher to teach rather than plan and write lessons. Focus changes over time, from focused, teacher directed routines to more concise, student directed routines.