2013 national reading recovery...
TRANSCRIPT
How to Change a School in 180 Days
2013 National Reading Recovery
Conference
Who We Are
Ryan Glaze Ed.S., Curriculum Director,
Anderson Community Schools
Christy Moore, Literacy Specialist/Kindergarten
Selma Elementary School
PowerPoint available: authenticliteracy.com
Presentation Overview
Data
Accountability
Where We Started
Focus on Improvement
Empowering Teachers and Students
Professional Learning Communities
Authentic Literacy Stupid!!!!
Where We Are Now
Changing Academic Outcomes:
Three Years of ISTEP+
ISTEP+ Spring
10
Spring
11
Spring
12
Gain
Over 2
Years PRIMARY INDICATORS
Grade 3 Percent Passing ISTEP+ (LA) 62% 82% 92% 30%
Percent Special Education 54% 60% 84% 30%
• Learning Disabled 77% N/A
• Autism Spectrum 100% N/A
• Mild Mental Disabled 100% N/A
Where We Were End of Year One and Two
Where We Were End of Year One and Two
ISTEP+ Spring
10
Spring 11 Spring
12
Gain
Over 2
Years
PRIMARY INDICATORS
Grade 3 Passing Both Tests 59% 74% 84% 25%
Male Language Arts
52% 80% 88% 36%
Female Language Arts 63% 81% 89% 26%
Free and Reduced Lunch 57% 78% 85% 28%
Stress, Stress, Stress, the Test!
“Our schools are doing a pretty good job at what we used to want them to do but we don’t want them to do that anymore!”
The State of American Public Schools
Where We Started “…alarming tolerance for mediocre
instruction, worksheets, and busy work –
at the expense of effective, intellectually
viable reading, writing, and learning
activities.”
Mike Schmoker
Why?????
Stuck On An Escalator…Waiting for Superman Turn and Talk!!
Band Aid Approach:
•Reading Programs- Programs of Shame-Thousands of dollars spent
•Computer-based reading programs Twenty minutes a day will make you a reader.
•Skill-based type of approaches Programs in a box
•Lots of PD without Purpose One or two day PD opportunities on any subject
The Research Says... What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
The Research Says….
For Southside CLM
Train Literacy Coach-Purpose
Embedded Professional Development
Reading Authority in the Building
Purposeful Collaboration
Literacy Focus
Most Importantly the Pillars of Literacy~
Voracious Reading, Writing, and Discussing
Sustainable Literacy Framework: Comprehensive Literacy Model
Classroom Literacy
Framework (Reader’s
Workshop and Writer’s
Workshop)
School-Embedded
Professional
Development (Promotes
Collaboration)
Intervention
Programs for
Struggling Learners
Taught by Teachers!!!!
Emergent Language and
Literacy Groups
Guided Reading Plus
Groups
Comprehension Focus
Groups
CLM is a school-reform
model dedicated to
increasing student
achievement through:
CLM in Action!
Empower Teachers!
Build Agency! We are the experts!
Don’t get stuck on the escalator!
Intentional Collaboration
Professional Learning Communities
Collaborative Lesson Planning
Grade Level Release Time
Peer Observations
Reflection
What Purposeful Collaboration Looks
Like
“If there is anything that the research community
agrees on, it is this: The right kind of continuous,
structured teacher collaboration improves the
quality of teaching and pays big, often immediate,
dividends in student learning and professional
morale in virtually any setting.”
Mike Schmoker
Teachers as Learners Teachers Guide Professional Development Book Studies and Discussion Results Now!-Mike Schmoker Choice Words-Peter Johnston Focus-Mike Schmoker Daily Five- Boushey and Moser CAFÉ – Boushey and Moser Comprehension Through Conversation – Maria
Nichols Radical Reflections - Mem Fox
Learning to say “No, Thank You!!!!” to Professional Development that does not fit our ideals.
Eliminate Passive Learning
Passive Learning:
•Student is an empty
vessel to be filled with
knowledge
•Teacher lectures,
students take notes
•Students are tape
recorders
Eliminate Passive Learning
Active Learning:
•Students are active during
class
•Students develop skills in
constructing and using
knowledge
•Visual aids, demonstrations,
and talk
•Empowers Learners!!!
Eliminate Passive Learners
Southside Second Graders Discuss War and
George Washington
Eliminate Passive Learning Chart by Schmidt/Thomas-Page 5 21 Century Literacy
Traditional
Practices
Behaviorism
Progressive
Suggestions
Constructivism
Role of Teacher Authoritarian Facilitator/Mentor
Role of Student Receptive Active
Role of Content
(Means vs. End)
Ends (Goal) Means (the journey)
Nature of
Reasoning
Instructional Decisions
Deductive
Instructional Decisions
Inductive
Assumptions About
Student
Thinking/Learning
Analytical
Part to Whole
Global
Whole to Part
Eliminate Passive Learning Traditional Practices
Behaviorism
Progressive
Suggestions
Constructivism
Responsibility for
Learning
Primarily the Teacher Primarily the Student
Sources for
Curriculum
Traditions of the Field Student Needs and
Interests
Nature of
Assessment
Selected Response
Multiple Choice
Created
Response/Performances
Nature of Learning
Conditions
Individual Social
Nature of
Questioning
Closed Responses Open Responses
Eliminate Passive Learning Traditional Practices
Behaviorism
Progressive
Suggestions
Constructivism
Attitude Toward
Error
Must be Avoided Natural and Necessary
Element of Learning
Assumptions on
Motivation
Extrinsic Intrinsic
Names Associated
with Theory
Pavlov, Skinner,
Thorndike, Watson
Piaget, Dewey, Vygotsky
Authentic Literacy ~ Read ,Write, and
Discuss-Close Read
“Reading, writing, and discussion – these three – are the foundation for a well-equipped mind: the key to equity, access, and economic opportunity…We need to begin making the case that these activities truly prepare students for every aspect of life, for the life of the mind-and for civic participation, which may be literacy’s highest good.” Mike Schmoker (2006), Results Now, p. 72
Words of Wisdom
“There’s been a measurable increase
in workload now that I’m in third
grade. It’s really cutting into my
reading time!”
Brick Heck
ABC’s The Middle
What Reading Looks Like
Voracious Reading!!!!
Established 90-120 Minute Reading Block
Embedded Interventions
“Struggling Readers who do not read
voraciously will never catch up.”
Kelly Gallagher
What Discussion Looks Like
Talk! “Talk is a necessary condition of literacy learning.” “The urge to discuss our ideas with others is part of
our innate desire to confirm and clarify our thinking.”
Dr. Linda Dorn (2005),
Teaching for Deep Comprehension
What Discussion Looks Like
Think and Talk to Make Meaning
Work Collectively to Construct Stronger Ideas
Push Back at Thinking That Doesn’t Make Sense
Expect Differences of Opinion
“Constructivist thinking like this does not
happen by accident .” ~ Maria Nichols
Do we have to talk every day?
No…you get to talk every day!
“Given theses benefits, and the sheer fun of it for
teachers and students, you would think that
dialogue would be rampant in classrooms across
the country. Alas, it is not.”
~Peter Johnston (2012), Opening Minds
Reality of Dialogue
• 50 seconds a day in 8th grade classrooms
• 15 seconds in 9th grade classrooms
Nystrand study in 8th and 9th English classrooms
Discourse conversational practice is a critical building block in Common Core!
What Writing Looks Like
Voracious Writing
Authentic Writing
Reflection
Research
Book Making
Big Important Work
Writer’s Workshop Framework
Our third graders passed the IREAD exam in
spring of 2012 at 88%!
After a four-week summer remediation using
Guided Reading Plus, Reader’s Workshop, and
dialogue around books, 98% passed!
The Results?????
Those teachers K-2 who implemented the
Comprehensive Literacy Model with fidelity,
created dialogic classrooms, and participated at a
high level in embedded professional development
had 97% of their students on or above grade level in
language arts. Those who did not implement with
fidelity, had more monologic classrooms, and only
participated at a minimum level in training had
71% of their students on or above grade level.
Our Story “The Final Chapter!”
Four-Year Study of Students In
CLM
First model kindergarten class are now
third graders…Observe their progress: 35% started kindergarten on or above grade level for TRL (PC)
100% left kindergarten on or above grade level TRL (B)
90% left first grade on or above grade level TRL (I – P)
100% left second grade on or well above grade level TRL (L-W)
91% passed Acuity A (State predictive test) as third graders Sept. 2012
Non-models in the same classroom passed Acuity A at only 60%
“…think about what you want to see happening in
your school (district) three to five years from now
and begin working to get there.
Change is hard. Change is anxiety
provoking and necessarily slow. My own experience
suggests that when we try to change everything at
once, little that matters changes. But someone has
to initiate the change and support the needed
change. If not you, who will?
If not today, when?”
Dr. Richard Allington
Contact Information Ryan Glaze Ed.S., Director of Curriculum,
Anderson Community Schools
Christy Moore, Literacy Specialist/
Kindergarten Teacher; Selma Elementary
School
PowerPoint available at authenticliteracy.com