Second Chance Reading Informational Session for Principals and Teachers

1. Second Chance Reading Informational Session for Principals and Teachers 1 Add sample parent letter Data to determine student need Sample 3 week plan Supt. assurancesAdd sample parent letter Data to determine student need Sample 3 week plan Supt. assurances

2. Second Chance Reading No Magic Bullet No Quick Fix No Promises No Guarantees This is �hard work� An opportunity to �re-engage� students  2 Add sample parent letter Data to determine student need Sample 3 week plan Supt. assurancesAdd sample parent letter Data to determine student need Sample 3 week plan Supt. assurances

3. Purpose: Provide Information What is Second Chance Reading (SCR)? Who should be on the SCR Team? What teacher licensure is needed? What is the purpose and importance of the required weekly collaborative meetings? How do you determine which students could benefit from SCR? What data collection is required and why? What assessments are required and which ones will provide additional information to guide instruction? What materials are required and additional materials to consider? 3 Teacher Development Academy The DE owns this material and has strong expectations, as overseen by the AEAs, for its use.� Shortcutting the system is very much frowned upon.� Teacher Development Academy The DE owns this material and has strong expectations, as overseen by the AEAs, for its use.� Shortcutting the system is very much frowned upon.�

4. What is Second Chance Reading? SCR provides remediation of reading deficits for secondary students who otherwise would struggle with the demands of the secondary curriculum. Designed for middle and high school students who are reading below grade level. Provides structure for reading instruction � successful in both rural and urban settings 4 Teacher Development Academy The DE owns this material and has strong expectations, as overseen by the AEAs, for its use.� Shortcutting the system is very much frowned upon.� Teacher Development Academy The DE owns this material and has strong expectations, as overseen by the AEAs, for its use.� Shortcutting the system is very much frowned upon.�

5. SCR Combines Multiple Strategies Extensive independent reading at students� recreational level Vocabulary development, age appropriate and recreational reading levels Comprehension instruction � lower and higher order, fiction and nonfiction Fluency instruction & monitoring Writing as an aid for comprehension 5

6. Strategies Read Aloud/Think Aloud Cooperative Comprehension Dictated Writing Inductive Thinking Vocabulary � Numbered Heads Together Cooperative Learning Pair Share Round Table Vocabulary Pairs Fluency � Readers Theater Fluency/Comprehension Tests Independent Reading Graphic Organizers 6

7. Involve the District and/or Building Leadership Team District level and/or building level leadership teams in place Team should discuss student data and the need for SCR Team and administrators engage in dialogue about the initiative Determine whether SCR is the appropriate initiative to address district and building priorities. 7

8. Ensure Alignment with the District Career Development Plan SCR should fit with the CSIP and District Professional Development Plan Make sure that SCR aligns well with goals and professional development targets of the building PD plan(s) 8

9. SCR Training Must be delivered by Iowa Recognized Trainers Includes theory, demonstration, practice You will receive some lessons that are ready to implement and you will develop lessons in the workshop. You will be provided with a schedule for how often to implement strategies. 9 Iowa Recognized Trainers � takes 2 years to complete the training process First, attend initial year�s training � 7 days Then participate in 3 days indepth study and practice of the strategies and then provide 7 days of training to a new group � 17 days in all!Iowa Recognized Trainers � takes 2 years to complete the training process First, attend initial year�s training � 7 days Then participate in 3 days indepth study and practice of the strategies and then provide 7 days of training to a new group � 17 days in all!

10. Attendance and Implementation Each person listed on your team must attend all 7 days of training (4 summer + 3 during the year) Each teacher will implement SCR as designed Teachers do not get to �pick and choose� parts. Teachers who have not been trained can not attempt the program. Individuals who are not approved trainers will not train others. 10

11. Team membership (continued) It is NOT appropriate to include teachers who intend to teach selected strategies of Second Chance Reading Model in an existing language arts or other content course. Team teaching or Co-teaching Encouraged! Both teachers must be trained in SCR 11

12. When selecting teachers to participate in SCR� Communicate the purposes of SCR and the nature of the instructional strategies and routines Recruit teachers who are: Motivated to work with adolescents who struggle with reading Willing to learn and apply strategies and routines Comfortable working with their peers and reflecting on their own instructional practices Willing to observe others and be observed (to learn from others teaching SCR) 12

13. Examples of Teams High School with 6 sections of SCR (100 students identified in grades 9 and 10) 3 language arts/reading teachers (either reading endorsed or working on conditional) � Each teacher is responsible for 2 sections. 1 special education teacher (co-teaching in one or more section) 1 principal Optional 1 curriculum director 1 AEA consultant � 13

14. Examples of Teams Middle School with 3 sections of SCR (50 students) 2 language arts/reading teachers (either reading endorsed or working on conditional) Teachers co-teach one section and then also teach a second section by self. 1 principal Optional 1 curriculum director 1 AEA consultant � 14

15. Identify a team to attend SCR training and to implement SCR Include teacher teams Either a principal or a central office administrator At least 1 person with authority to make decisions about student scheduling, resources, teacher�s time AEA consultant �preferred but not required May be an AEA reading specialist as a source of assistance 15

16. SCR Licensure Reading course or elective � secondary reading endorsement (individuals with K-6 reading endorsement can teach reading at the middle school) or a class B. The language arts lab � language arts endorsement.  Special education teacher � reading endorsement, a conditional endorsement, or team teaches with an appropriately licensed teacher. 16

17. Credit options for Participants Great Prairie AEA will arrange credit 3 hours of credit Registration through My Learning Plan � on the website � check to make sure the dates and location match (separate listing for Burlington and Ottumwa) Cost for recertification � $__ Cost for graduate credit - $___ Participants must complete registration and pay for the course before the training begins. 17

18. Collaborative Team Meetings Weekly scheduled collaborative team meetings are a condition of participation Formal meeting with �notes� � not �we talk while we work together� Regular meetings - Set a schedule for teachers to work together in teams to plan lessons and solve problems (coaching) One hour a week optimum � 45 minutes each week is the minimum How often should the principal attend? 1 x month Who should review logs and how often? 18

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20. Collaborative Meetings provide scheduled time for: Problem Solving Working collaboratively to develop lessons to meet student needs Sharing the work load Review student progress Review implementation data Check understanding Increase fidelity of use of instructional strategies 20

21. How to determine which students may benefit from SCR  SCR is appropriate for students who are reading one or more grade levels below their placement. SCR is not appropriate for students who are not able to decode (below 3rd grade level). Each SCR class should not include more than 20% students on IEPs. 21

22. SCR students Typically, SCR at high school is for 9th grade students who stay in the class for a year. You may include others, as needed. (Caution- seniors) If students make adequate gains, they do not take SCR again for a second year. If a student is making gains, but is still behind in reading, the student may continue in SCR for another year. 22

23. Selecting Students for SCR Placement Standardized test scores (ITBS/ITED) Other tests (individual reading tests - BRI) Teacher and/or counselor recommendation Parent/student request Often a combination of these sources is used for SCR placement. �Two tests in � Two tests out� is a good rule of thumb *Practice with student data for decision-making* 23

24. CAUTION Do not tell the students or parents that they have solely been chosen for SCR because of a Reading Comprehension score that is below 41st percentile. Because then the minute the student scores at the 41st, they say �let me out.� Is the 41st high enough? SCREENING to get in vs. �graduated out� 24

25. From IA Testing Program Inappropriate Uses:1. To select students for special instructional programs. � Test scores can contribute important information to decisions about who needs remediation and who might best be included in programs for gifted and talented students. But teacher observations and student performance on daily classroom work also provide extensive achievement information from numerous occasions and on a variety of academic tasks. Scores from other assessments may also be relevant to such decision-making. Ordinarily, pooling all of these forms of information will result in a better decision than using only one piece of information, such as a test score. 25

26. What are your normal communication tools? Student Handbook Board Policies 26

27. How to set up SCR classes within the schoolSCR is a Reading class, Reading elective, or Language Arts Lab (on BEDs) At the High School, credit for SCR is elective credit. SCR Class 2 trained teachers co-teaching 20-25 students 1 trained teacher - 12 � 18 students Team teaching is encouraged � make sure both teachers are trained in SCR. Remember, the goal is to increase the amount of �reading time� for these students; a class in addition to required classes in order for students to make the gains needed to �close the gap.� 27

28. Data Collection Teachers will be asked to submit implementation data and sample lesson plans at each follow up session . Lesson plans are developed as a team activity during collaboration time. 28

29. � Assessment Participants must collect & submit formative and summative data. Stanford Diagnostic Reading Inventory Comprehension/fluency informal measure (Jamestown Readings) Assessments of vocabulary, and ongoing record of independent reading monitored through book talks. Data will be submitted to GPAEA (spreadsheet) District determines who will enter the data 29

30. Assessments The training will specify and supply a list of materials needed to administer the Stanford Diagnostic Reading Inventory and the Jamestown Timed Reading Assessment. This is also why we are asking you to confirm the grade levels that you plan to include in your building while you are here today so that we can make sure the correct materials are available. 30

31. How to prepare the classroom library and materials Second Chance Reading does not use a textbook or basal reader but rather relies on classroom libraries of trade books for student reading. The composition of this library is critical in our efforts to get reluctant adolescent readers reading. 31

32. Book Collection Each school will need to assess their book collection (list of suggested titles will be provided). Perfection Scholastic Permabound 32

33. Start adding to your classroom library this spring! Add high interest, age appropriate books (both fiction and non-fiction) Select books written at your students� recreational reading level. Examine the reading scores (in normal grade equivalents) of students who will be in your classrooms in the fall. Look at Hi/Lo books and series from multiple publishers � they normally list the reading levels of their books in grade level equivalents, e.g., reading level, 3-5. 33

35. Supplies Each classroom will also need about $75 worth of supplies 1 file crate per classroom 1 box of hanging file folders per classroom 3 x 5 index recipe box (1 per student) 3 x 5 index cards -- white and colored cards Small post-it-notes or arrows 35

36. Leaders The support and leadership by school administrators and central office is critical 36

37. Leadership actions and decisions that need to be made this spring Set up sections/courses that meet every day Select students using student data Confirm teacher team members Budget for teacher time in summer, subs for training dates, books, supplies Share information about SCR with parents 37

38. Leadership actions and decisions that need to be made during next school year Assist with collaborative team meetings Learn strategies well enough to recognize strategies and help teachers with problem solving Conduct walk throughs Protect teachers time Help with book talks Work with student data 38

39. Communication For SCR Specific to training and materials in GPAEA: Fran McVeigh, GPAEA fran.mcveigh@gpaea.k12.ia.us Licensure, teacher questions: Mary Cameron Mary.Cameron@iowa.gov 39