school reform in reading first

School Reform in Reading First

Dr. Sharon WalpoleUniversity of Delaware

Reading First relies on . . .

Assessment and Intervention

Classroom instruction

School-level organization

District-level support

Federal guidance and monitoring

At all levels, this means

Professional Development

Instructional Materials

Assessment SystemsIntervention

Accountability

Professional Development During Grant Writing

http://www.nifl.gov/partnershipforreading/publications/k-3.html

Professional Development for Literacy Coaches and Principals

State-level conferences

Frequent visits and support from state staff members

Materials for teaching best practices to teachers

Professional Development for Teachers

Differentiated Coaching

Training in Core Materials

Teacher Academies

Procedures for Selecting Instructional Materials

• Identify essential components for instruction to heterogeneous groups, needs-based groups, and intervention groups

• Consider commercial materials to help teachers teach components explicitly and systematically– Consider outside evaluations and ratings– Conduct inside evaluations and ratings

Once the materials are chosen

• Use experts, consultants, and close analyses to specify how, when, and why the materials will be used in all classrooms– Which parts?– How much time?– What grouping configurations?

Once the materials are used

• Use observations to assess individual teacher’s fidelity to the model in the school– Provide support

• Use student achievement data to assess the match of the materials to the student’s needs– Provide support

Assessment systems

Screen Teach Screen

Differentiate Monitor Progress

Diagnose Intervene

Intervention Systems

Interventions are programs designed for literacy acceleration:

Instruction that enables struggling readers to make rapid progress and read as well as or better than their peers not struggling in reading.(Duffy, 2001)

Characteristics of Interventions

• Multiple Entry Points

• Feedback and Engagement

• Progress Monitoring

• Intensive Focus

• Temporary Duration

• Small group size

Accountability to the Model

State Federal Monitors

External Evaluation

Regional Staff Quality/Quantity of support to LCs

District Staff Budgeting decisions

Literacy Coaches

Time inside classrooms

Time outside classrooms

Teachers Fidelity to model

What questions do you have about the model in general?