Secondary Reading Plan

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Secondary Reading Plan

• June 23 and 24, 2008
• Presenters Dr. Jade Wexler and
• Dr. Colleen Reutebuch
• OSPI Ms. Barbara Tobias and Dr. Cheryl A. Young

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OSPIs Purpose and Objectives of Secondary
Reading Plan

• Increase reading achievement of students who
  scored at Levels 1 and 2 on the WASL
• Provide PD to teachers/leaders in critical areas
  of reading, assessment, three-tiered systems,
  research in adolescent literacy
• Provide support to and among OSPI/schools
• Collect data to propose overall high school
  reform regarding reading

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Year I Cycle
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Year 2 (2008-2009)

• Continue professional development
• Begin to focus on system-wide approach and
  reading in the content areas
• Continue data collection
• Refine intervention

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Year 2 Cycle
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Schools Purpose

• Gain knowledge in area of reading and reading
  research
• Identify areas of strength and need at the system
  and instructional levels
• Implement change at the system and instructional
  levels
• Measure student growth through standardized
  assessment and progress monitoring

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Two Year Plan
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Summary of Main Ideas

• Turn to your partner and identify at least five
  main ideas of system/classroom implementation
  that should positively affect student reading
  achievement (that we addressed 2007-2008)

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Three-Tiered Intervention

• Washington State K-12 Reading Model

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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Objectives for Two Days

• Participants will
• Gain knowledge of current research in adolescent
  literacy
• Identify overall purpose and structure of
  Collaborative Strategic Reading (CSR)
• Implement/apply CSR to specific content area
• Evaluate and rework goals
• Explain and interpret fluency and WRMT assessment
  results
• Identify next years PD and assessment schedule

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Housekeeping

• Travel reimbursement
• Clock hours
• Lunch

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Materials

• Materials on table yours to keep or share with
  colleagues
• Center on Instruction
• Homework tonight
• What is Reading Comprehension?
• Collaborative Strategic Reading pg. 1-51
• Homework due throughout year
• Ch. 1, 2, and 3 (pp. 1-74) October 7
• Ch. 4 and 5 (pp. 75-128) November
• Ch. 6 (pp. 149) April 21

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Professional Development Dates

• Wednesday, August 20 - Site Visit Schools
  Doubletree Hotel all are welcome, however.
• Tuesday, October 7 Vocabulary, Susan Ebbers
  Marnie Nair
• November 3 KU Paraphrasing Strategies, Dr.
  LuAnn Jordan
• Tuesday, April 21 Assessment, Wrap-up, Dr.
  Cheryl A. Young (Ill be so sad) and someone from
  OSPI WASL Assessment

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Legislative Update

• No money for reading
• OSPI will be submitting struggling learners
  request with biennium budget

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2008/2009 Timeline
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2008/2009 Timeline
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Dr. Jade Wexler

• University of Texas at Austin
• Contributing author on numerous articles and
  technical documents
• Academic literacy instruction for adolescents A
  guidance document from the Center on Instruction
• General education and special education teacher
  of adolescents

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Dr. Jade Wexler

• Effective Instruction for Adolescent
• Struggling Readers

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Goals Objectives Year 1

• System Goals
• Choose assessment
• PD - assessment
• Assess students
• Identify student needs (quadrants)
• Choose intervention program
• Hire or designate reading teacher(s)
• PD - intervention programs
• Student placement
• Ongoing PD

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Turn to your partner

• Discuss the placement quadrant
• How do you determine in which quadrant a student
  should be placed?

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Four Possible Types of Students
Fluency difficulties may exist within any
section.
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Goals Objectives Year 2

• Focus will shift from system goals to student
  achievement goals
• Thought process

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Goals Objectives

• Questions to ask when setting goals objectives
• What is the need?
• What do you want to happen?
• How are you going to get there?
• How will you measure success?

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Thought Process - Need

• What is our need?
• Forty-five 9th grade students scored two grade
  levels or below on the MAP Assessment during
  spring 2008 screening.
• What do we want to happen?
• Eighty five percent (38) of the 45 ninth grade
  students will increase one grade level per
  semester.

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Thought Process - Plan

• How are we going to get there?
• In addition to the 9th grade LA class, each
  student scoring two grade levels or below on the
  MAP Assessment will be placed in a 50 minute per
  day intervention class that addresses his/her
  needs (decoding/fluency or vocabulary/comprehensio
  n class). The intervention teacher will monitor
  progress and use assessment to adjust
  instruction.

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Thought Process - Placement
Fluency difficulties may exist within any
section.
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Thought Process - Quantifying

• How will we measure success?
• At the end of the semester the MAP Assessment
  will be re-administered as a post assessment to
  determine if 85 (38) of the 45 ninth grade
  students, who scores two grade levels or below on
  the MAP Assessment screener during spring 2008,
  will increase one grade level during first
  semester.

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Goals Objectives Year 2

• Example of Student Achievement Goal
• Eighty-five percent (38) of the 45 ninth grade
  students who scored two grade levels or below on
  the MAP Assessment, during the spring screening,
  will increase one grade level in comprehension by
  the end of first semester.

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Your Turn

• Evaluate your goals
• As a team, look at your goals (provided from
  iGrants application) and determine if they need
  to be revised. Choose the weakest goal and
  revise.
• If the two goals your team created are strong,
  work on creating another goal.

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Your Turn

• Ask the following questions
• What is the need?
• What do you want to happen?
• How are you going to get there?
• How will you measure success?
• Make sure they meet the following criteria
• Only one objective
• Measurable
• Reasonable Achievable

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Goal Template

• Goal
• Eighty-five percent (38) of the 45 ninth grade
  students who scored two grade levels or below on
  the MAP Assessment, during the spring screening,
  will increase one grade level in comprehension by
  the end of first semester.
• Template
• (reasonable goal) percent (percentage in raw
  number form) of the (number targeted) ninth grade
  students who scored two grade levels or below on
  the (assessment used) Assessment, during the
  spring screening (or other time assessment
  administered), will increase one grade level
  (recalculate depending on time between pre/post
  assessment) in (area assessment measures) by the
  end of first semester (could be end of quarter,
  year, etc.).

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Summary Statement

• Summarize at least three critical concepts that
  you learned today or that are critical to
  increasing the reading skills of adolescent
  learners
• Homework Remember to read Reading Comprehension
  Strategy Instruction and CSR (at least) through
  pp. 51
• See you promptly at 830 am tomorrow bring your
  textbooks

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