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VOISE Academy

VOISE Academy. 2008-2009 Literacy Initiative Overview Revised Summer ’09. Data. Freshmen Watch List Fluency Snapshot Stanford Diagnostic Reading Test EXPLORE Test Survey Monkey (Apex, climate, literacy) Samples of student work CPS Dashboard. Professional Development.

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VOISE Academy

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  1. VOISE Academy 2008-2009 Literacy Initiative Overview Revised Summer ’09

  2. Data • Freshmen Watch List • Fluency Snapshot • Stanford Diagnostic Reading Test • EXPLORE Test • Survey Monkey (Apex, climate, literacy) • Samples of student work • CPS Dashboard

  3. Professional Development • Peer observations • Modeled lessons • Looking at student work • Reading strategies • SMART Goals

  4. Instruction/Common Strategies Vocabulary (semantic mapping, knowledge rating, C(2)QU) Comprehension (text structures, internet literacy) Post-reading (applying knowledge)

  5. Expected Outcomes • Use of common strategies will allow students to transfer knowledge and skills between classes. • Our data will evidence an increase in skills, attitude, and grades.

  6. Successes • Wednesday PD was used to introduce and model strategies in 1st semester. • All teachers have implemented at least one vocabulary and one comprehension strategy. • Debriefing on use of common strategies is taking place in content area groups (PLCs?) during Wednesday PD.

  7. Areas for Growth • Need for systematic collection of samples of student work (reading specialist). • Clear, common expectations and deadlines for use of common strategies (administration). • Scheduling of in-class literacy coaching with post-conferences (teachers). • Decodingissues must be addressed (reading specialist/special education).

  8. Questions for Consideration • Are students being confronted with enough accessible text in all content areas??? (quantity of reading) • Is our curriculum culturally relevant for our students? Do students find content engaging?? Would use of essential questions help???

  9. What does our most recent data tell Us?

  10. Classroom Fluency Snapshot

  11. Definition of Reading Fluency • Oral reading done accurately, with appropriate speed, expression, and phrasing. • “Comprehension requires the fluent mastery of the surface-level aspects of reading.” • “The link between fluency and overall reading proficiency is now well established.” Rasinski, T.V. (2006). A Brief History of Reading Fluency. In S.J. Samuels and A.E. Farstrup (Eds.), What Research Has to Say About Fluency Instruction (p. 18). Newark, DE: International Reading Association.

  12. Fluency from Fall to Winter n=124 (pre and post data) Increase of 10+ CWPM=55 students (44%) Decrease of 10+ CWPM=14 students (11%)

  13. Fluency Growth Chart for___________ Correct Words Per Minute 5 10 15 # of errors KEY C.W.P.M.=_______ Errors=---------------- Recall=poor, fair, good, excellent

  14. Application of Fluency Snapshot • Who can you call on to read-aloud or model in class (your ringers) • Who should be partnered with who • Who should or should not be using the “read” function on Apex • Who will require modifications or accommodations with reading assignments • Who needs more testing or intervention

  15. This snapshot does nottell us— • Who is reading on grade-level (Stanford Reading Diagnostic does) • Anything about writing ability • Anything about motivation • What their “instructional” reading level is

  16. Comprehension Data Explore Reading Scores and Stanford Reading Diagnostic Results—Fall Stanford Reading Diagnostic Results --Spring

  17. Observations/questions based on looking at this data?

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