K12 Reading Study Group Presentation

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K-12 Reading Study Group Presentation

• Fluvanna County Public Schools
• October 11, 2006

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The Study Group

• English teachers.
• Reading specialist from each building.
• Building level administrators.
• Central office personnel
• Director of elementary education.
• Director of secondary education.
• Director of special services.

3
English Standards of Learning for Virginia Public
Schools

• The goals of the English SOLs are to teach
  students to read and prepare students to
  participate in society as literate citizens,
  equipped with the ability to communicate
  effectively in their communities, in the work
  place, and in postsecondary education.
• (November 2002)

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English SOL Goals

• Kindergarten through Grade 3
• Phonemic awareness.
• Phonics.
• Vocabulary.
• Fluency.
• Comprehension strategies.
• Grades 4 through 12
• Comprehension strategies.
• Analysis of fiction and non-fiction material.
• Application of information from printed material.

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A Reading Strand

• Grades K through 2
• Comprehension of fiction and non-fiction.
• Grade 3
• Read and demonstrate comprehension of fiction and
  non-fiction materials.
• Grades 4 and 5
• Read fiction and non-fiction with fluency and
  accuracy and demonstrate comprehension.
• Grades 6 and 7
• Read and demonstrate comprehension of a variety
  of fiction, informational selections, narrative
  non-fiction and poetry.
• Grade 8
• Read and analyze a variety of narrative and
  poetic forms.
• Read, comprehend and analyze a variety of
  informational sources.
• Grade 9
• Read and analyze a variety of literature,
  informational sources (manuals, textbooks,
  business letters, newsletters, newspapers,
  brochures, reports, catalogs) and non-fictional
  materials (journals, essays, speeches,
  biographies, and autobiographies).
• Grade 10
• Read, comprehend and critique literary works.
• Read and interpret informational materials.
• Grade 11
• Read and analyze relationships among American
  literature, history, and culture.
• Read and analyze a variety of informational
  materials.

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Reading Skills have to be taught in ALL GRADES.

• Whether in kindergarten or Grade 12, all readers
  must prepare for reading, monitor their
  comprehension and reflect on what they learn
  after reading. The difference between the first
  grader and seventh grader is the depth of
  understanding of reading strategies and how they
  support learning as well as the complexity of
  reading materials (Keene and Zimmerman, 1997
  Pearson et al., 1992).

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Focus of the English Standards

• Reading.
• Reading Analysis.
• Oral Language.
• Writing.
• Research.

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Achievement in English

• Fluvanna County Public Schools has continued to
  meet or exceed accreditation standards in
  English. FCPS also met the annual measurable
  objective for AYP in English for the past 3 years.

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Concerns Being Addressed by the Reading Study
Group

• No Child Left Behind identifies that all students
  will attain proficiency or better in
  reading/language arts by the 2013-2014 school
  year.
• The lack of a consistent increase in the
  percentage of students who are proficient in
  reading as the division moves towards this goal.
  Without continuous growth, meeting the NCLB goal
  by the year 2013-2014 will be unattainable.
• The impact poor reading and writing skills have
  on student performance in all content areas as
  well as the inability for challenged readers to
  become lifelong learners.

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Components of the Strategic Reading Plan

• Assessment.
• Instructional strategies and programs.
• Communication.
• Professional development.

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Assessment

• Needs.
• Research.
• Standardized approach.
• Professional development.
• Implementation.
• Used for instructional planning.
• Identification of students in need of additional
  services.
• Evaluation.

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Instructional Strategies and Programs

• Research.
• Curriculum alignment and analysis of student
  performance by question.
• Core, supplemental and intervention materials.
• School-wide literacy strategies across the
  content areas.
• Strategic implementation plan.
• Professional Development.
• Standardization.

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Communication

• IIPs.
• Parent Conferences.
• Peer communication between and among grade
  levels.
• Standardized approach to recognizing effective
  instructional strategies during observations and
  walk-throughs.
• Professional Development.

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Timeline of Activities

• Summer 2006
• Administrator training on classroom observations.
• Training A Schoolwide Approach to Literacy at
  the Middle and High School Levels.
• Established K-12 Reading Committee
• August September 2006
• Classroom observations.
• Assessment survey at the Elementary Schools.
• October 2006
• Analysis of Student Performance by Question for
  previous years.
• Grade level/department meetings (ongoing).
• Instructional strategies survey of all staff.
• Framework for understanding poverty training for
  middle and high school teachers.
• IB Questioning training for all elementary
  teachers.
• Adolescent Literacy Workshop Grades 4-8.
• Reading advantage training selected middle and
  high school staff.
• January 2007- Ongoing
• Development of strategic implementation plan.
• Summer 2007
• Continued professional development.