excellent instruction, every class, every day · strategies; capitalization and punctuation)...

Excellent Instruction, Every Class, Every Day

gradelevelreading.net / @readingby3rd / #GLReading

Excellent Instruction, Every

Class, Every Day

Nell K. Duke University of Michigan

Reading by Third Grade

Actually meeting third-grade standards for literary and informational text reading (not just reading words, which is necessary but by no means sufficient)

Does teaching reading really require so much knowledge and skill?

Ummm. . .

World knowledge (content knowledge, cultural knowledge, and so on)

Phonological awareness, particularly phonemic awareness

Other oral language, including syntactic knowledge, vocabulary depth and breadth, pragmatic knowledge

Vocabulary strategies, particularly morphological analysis

Concepts of Print Alphabet and other letter-sound

knowledge Word analysis strategies

Graphophonological semantic cognitive flexibility

Handwriting Word processing Knowledge and abilities

specifically to comprehend text (e.g., text structure knowledge, comprehension strategy use, genre knowledge)

Knowledge and abilities require specific to compose text (e.g., text structure, genre, and craft knowledge; spelling and sentence construction strategies; capitalization and punctuation)

Literacy motivation and

7

And just to get children to engage in instruction that develops all these areas. . . Highly motivating primary-grade teachers used at least 40 different mechanisms to motivate students (Pressley, Dolezal, Raphael, Mohan, Roehrig, & Bogner, 2003).

7

8

And there is the need to differentiate literacy instruction. . . • Children have highly varying profiles of

strengths and weaknesses within literacy. • Differentiation of literacy instruction has

research support (e.g., Connor, Morrison, & Katch, 2004).

• Differentiation by level is inadequate.

8

The Need to Improve Classroom Instruction

PD Process and Content

PD Process and Content Weak PD Processes Strong PD Processes

Weak PD Content

Strong PD

Content


Weak PD Content The worst case scenario

Strong PD

Content


Weak PD Content The worst case scenario Teachers get really good at practices that

don’t work

Strong PD

Content



don’t work

Strong PD

Content

Teachers don’t actually implement practices

that do work



don’t work

Strong PD

Content

Teachers don’t actually implement practices

that do work

The sweet spot

Strong PD Content Two reliable sources: (1) What Works Clearinghouse Practice Guides

Strong PD Content (2) Literacy Essentials

(www.literacyessentials.org)

Strong PD Processes Five Essential Elements: (1) Face-to-face and/or online workshops

• Minimum of 14 hours (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007) or 20 hours (Desimone, 2009) on a topic

Strong PD Processes Five Essential Elements: (2) Opportunities to see practices modelled

• Video • Online • Live by coaches • Live through learning walks (group or

individual)

Strong PD Processes Five Essential Elements: (3) Opportunities to be observed and receive feedback

From the Tuma, Hamilton, & Tsai, 2018

• Most teachers found feedback helpful. • More feedback and observation were perceived as more

helpful. • Observation or feedback from someone other than the

administrator was perceived more positively. • More than 1/3 of teachers say they received insufficient

resources related to feedback.

Strong PD Processes Five Essential Elements: (4) Ongoing support from a literacy coach (see

also all other elements)

Strong PD Processes Five Essential Elements: (5) Collective participation

“This feature can be accomplished through participation of teachers from the same school, grade, or department. Such arrangements set up potential interaction and discourse, which can be a powerful form of teacher learning (Banilower & Shimkus, 2004; Barko, 2004; Desimone, 2003; Pullan, 1991; Guskey, 1994; Little, 1993; Loucks-Horsley et al., 1998; Rosenholtz, 1989).”

- Desimone, 2009, p. 184

Strong PD Processes Five Essential Elements: (5) Collective participation Terms used for forums for

collective participation include: • ILTs • PLCs • SGs

• LEAP • Common planning and

development time • Data groups. . .

Strong PD Processes

Strong PD Processes An Optional Element: Educative Curriculum Materials

What Can Funders Do? • Put PD in your portfolio. • Support only research-supported PD content (and connect schools to

it). • Support only research-supported PD processes (and connect schools

to them). • Refuse to support workshop-only PD or inadequate PD hours. • Support projects that enable opportunities to view modelling. • Lobby for coaching support (fewer than 14 teachers/coach? see

Elish-Piper & L’Allier, 2011)? • Help create the time and the culture for collective participation in PD. • If you are supporting development and implementation of curriculum

materials, make sure they are educative.

What’s New This Year: A Capital Commitment: 2017-2022 Every Student. Every School. Every Day.

PriorityStat | Early Literacy

District of Columbia Public Schools | April 2018 30

Vision: Every student feels loved, challenged, and prepared to positively influence society and thrive in life.

Mission: Our mission is to ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.

Values: Students First, Equity, Excellence, Teamwork, Courage, and Joy

Theory of Action: In DCPS we are committed to every student being educated in an excellent school by adults who love them and have high expectations for them to succeed. We will support our school leaders in making effective decisions in alignment with our strategic plan to improve their schools in service of every student succeeding. We believe that by providing excellent service to students and their families, embedding equitable practices, and focusing our efforts we can accelerate student achievement and close achievement gaps.

Strategic Priorities 1. Promote Equity 2. Empower our

People 3. Ensure

Excellent Schools

4. Educate the Whole Child

5. Engage Families

Big Goals: By 2022, we will: Double College and Career Readiness: Double the percent of students, and triple the percent of at-risk and students of color who are college and career ready. Accelerate Early Literacy: 100 percent of K-2 students are reading on or above grade level. Increase High School Graduation Rate: 85 percent of students graduate within 4 years; and 90 percent graduate within 4 or 5 years. Improve Student Experience: 100 percent of students feel loved, challenged, and prepared. Increase Excellent Schools: 100 percent of schools are highly rated or are improving. Increase Enrollment: 90 percent of students re-enroll, and DCPS serves 54,000 students.

We have adopted the Essential Instructional Practices for Early Literacy to norm

our Early Childhood and K-3 literacy practices across the district.

District of Columbia Public Schools | June 2017 31

It’s Time for an Adult Learning Curriculum School leaders shouldn’t have to figure out how to support their teachers entirely on their own, so we’ve developed an extensive

PD curriculum.

School Communities Are the Lever for Change If we’re going to make big changes in how teachers are

developed, it has to happen at schools, with largely school-based capacity.

The DCPS Approach to Improving Instructional Practice, LEAP The Three Big Ideas Behind LEAP

32

LEAP: SY17-18 Roll-Up Deck

Content Is Key At its core, LEAP is about building content knowledge and helping

teachers apply it in their classrooms.

33

Here are just some of the core texts and instructional guides that have been instrumental in shaping the

program:

33

The Research Behind LEAP

• Leverage Leadership (Bambrick-Santoyo) • Realizing the Power of Professional Learning

(Timperley) • Coherence Map (Student Achievement

Partners) • Instructional Practice Guides (Achieve the

Core) • Learning Team Cycle of Continuous

Improvement (Crow and Hirsh) • Essential Instructional Practices in Early

Literacy (Nell Duke) • Rigorous Reading: 5 Access Points for

Comprehending Complex Texts (Frey and Fisher)

• Text-Dependent Questions: Pathways to Close and Critical Reading (Fisher and Frey)

• Reading Reconsidered (Lemov)

• Common Core Mathematics in a PLC at Work (Kanold and Larsen)

• Knowing and Teaching Elementary Mathematics (Ma)

• Principles to Action: Ensuring Mathematical Success for All (NCTM)

• Progressions Documents for CCSS Mathematics (University of Arizona)

• Standards for Mathematical Practice (CCSS) • Guide to Implementing the Next Generation

Science Standards (2015) (NGSS) • A Framework for K-12 Science Education:

Practices, Crosscutting Concepts, and Core Ideas (2012) (National Research Council)

• College, Career and Civic Life (C3) Framework for Social Studies


34

Core content teachers are part of a content-specific LEAP Team at their school

ELA (ES, EC, and HS)

Math (ES, EC, and HS)

Science (HS)

Social Studies (HS)

ECE (ES, EC)

How LEAP Works


♫ Inner Core (Optional; ES, EC, and HS)

35

One-on-One Support via Coaching

Touchpoints

Team Development in Weekly

LEAP Seminars


How LEAP Works

What is a LEAP Seminar?

36


The seminar time is guided by LEAP Modules that have been designed specifically for the team’s grade level and content area.

Dedicated time (90 minutes each week) for LEAP Teams to develop high-leverage teaching practices aligned to district

priorities.

What are Coaching Touchpoints?

37


Regular, one-on-one observation and debrief, modeling and debrief, or co-planning sessions, tied to LEAP Seminar

content and conducted by a LEAP Leader. Most elementary and middle school teachers receive weekly coaching. Most

high school teachers receive bi-weekly coaching.

Principals may, at their discretion, identify high-performing teachers who receive bi-weekly coaching (at the elementary and

middle school level) or monthly coaching (at the high school level).

LEAP By the Numbers in 2017-2018

38


There are 489 LEAP Leaders…

providing coaching and content-specific support

for 3,859 teachers…

who in turn deliver that content to 48,169

students across DC.

There’s a lot to celebrate from year 2 of LEAP!

39

Alignment Between LEAP & CSPs, SY18-19

96% of LEAP Leaders and principals agree that LEAP is a valuable use of time.

94% of LEAP Leaders credit LEAP with improvements to their teachers’ instructional practice.

There have been almost 10,000 more coaching touchpoints in Whetstone in SY17-18 than in SY16-17.

How is LEAP impacting Early Literacy?

40

Alignment Between LEAP & CSPs, SY18-19

We have organized our LEAP content for our K-2 LEAP teams into two focus areas, Foundational Literacy and Small Group Instruction.

We are increasing emphasis for LEAP teams to hone in on collaborative analysis of weekly student data and planning responsive instruction.

We have aligned the content of our district-wide professional development days to support teachers with flexible small group instruction.

The Early Childhood Education team developed expectations for what PRE-K4

students should know before they enter kindergarten.


Students First!


Diane Castelbuono The Campaign for Grade Level Reading

July 2018

Each and Every Child, A Great Reader & Writer

“As far as we’re concerned, raising literacy rates is more than a goal; it’s an imperative. Literacy is a foundational skill that will benefit a child for a lifetime, and we are committing our 5-year budget, our hiring, and our time to dramatically improving literacy efforts, ensuring every 8-year-old in Philadelphia can read on grade level.”

- Dr. William R. Hite, Superintendent The School District of Philadelphia

2014-15: Planning based on Our Context, Our History

School District of Philadelphia 46

Beliefs and Principles That Guided Our Strategy

• adults need to learn too • Design based on our reality

• our teachers, our students • Measure the change we want to see

• be willing to adapt and learn as you go

• Acknowledge that the work is hard; teaching reading really is Rocket Science

• Relentlessly focus on the overlap of (1) What We Know Works and (2) What We Can Change • student outcomes are driven by teacher practice


What That Meant for Us

• Focus on everyday teacher practice • leave the rest to our (trusted and

valued) partners • No quick fixes, no off-the-shelf solutions

• no, there’s really not “an app for that” • No pilots, serve every schools

• lots of teacher turnover and student mobility

• Build trust with teachers so that you can confront ugly data together • learn from mistakes

Starting with the Literacy Block


• Aligned to content • Support the correct practice • Numerous and diverse enough to

make a difference

• Guided by a protocol • Scheduled at least bi-weekly

• Used for planning, PD, problem-solving • Driven by and for teachers, not administrators

• Focused on developing knowledge • Mostly delivered by practitioners

• A major, not an elective • Grounded in research

• Provided by a trusted, trained individual • Translate knowledge into practice • Not used for rating • Differentiated

120-Minute Literacy Block, Every Classroom, Every Day, Every Child, Kindergarten to Grade 3

On-the-Job

Aligned

Professional

Peer-to-Peer

TEACHER PRACTICE

Development Coaching

Materials Time


Detailed Logic Model and Implementation Plan

50

Every Single School Staff

Every Single K-3 Teacher

Every Single Director

Every Single Principal

Every Single Central Office


Early Literacy Summer Institute: Enhancing Teacher Knowledge

• 40 hours in the foundations of early literacy instruction

• school teams attend together (K to 3 teachers plus principal)

• majority of sessions designed and taught by current Philadelphia teachers

• teachers were paid for their time • opening plenary with national experts


Institute Followed by Job-Embedded Coaching

If at least 65% of K-3 teachers and the principal in a school successfully completed the Summer Institute:

• School received a full-time, trained early literacy coach for the next two school years • Job-embedded coaching • Co-planning, co-teaching • Differentiated professional

development and training • Early literacy coaches also receive regular training and

support to stay up-to-date


All supported by aligned materials and classroom libraries

Over 1 Million New Books • Books selected to align to current units of study

• heavy focus on Science and Social Studies to emphasize informational texts

• On-grade, as well as leveled to facilitate independent reading

• Teachers encouraged to supplement with local school-based collections


Three Cohorts By the Numbers

Cohort 1 (2015-16) Cohort 2 (2016-17) Cohort 3 (2017-18) 40 schools 53 schools 57 schools

2015 Summer Institute for 600 teachers

2016 Summer Institute for 600 additional teachers

2017 Summer Institute for 700 additional teachers

40 full-time teacher coaches deployed to schools

93 full-time teacher coaches deployed to schools

150 full-time teacher coaches deployed to

schools 554 classroom libraries +655 classroom libraries +726 classroom libraries

14,000 students +14,000 students +16,000 students 288,000 books Added 341,000 books Added 378,000 books

100% of elementary schools, almost 2,000 K-3 teachers, over 46,000 students, over 1 million new books


Being able to go on some walk-throughs with my peers, and then look at the videos online at my leisure, was so

great!

We invited our coach into grade group meetings to enhance what we learned at the Summer Institute and help us plan. . .

Getting to know and trust my coach was key to improving my practice. . . I know she’s not there to evaluate me.

What Did Teachers Have To Say?

Measuring the Changes in Instructional Practices

The CPEL measures the fidelity of implementation of evidence-based early literacy classroom practices.

• Collected 4-5 times per year. • Measures ten domains on a scale

of 0 to 4:

1. Literacy Environment 2. Classroom Culture 3. Read Aloud 4. Guided Reading 5. Shared Reading

6. Writing 7. Independent Reading 8. Writing Workshop 9. Indep Work Time 10. Phonics/Phonemic

Awareness


Current Performance

Least Effective Practices

Most Effective Practices

Num

ber o

f Sch

ools

TARGET = 3

Future Performance

Reviewing the Data: What are we looking for?

0 0 2

10 10 8

12 10

9

14

6 4

2 4

1 0 0 0 0 0

0

5

10

15

20

25

0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 3.4 3.6 3.8 4

Freq

uenc

y

September ‘16

0 0 0 0 0 0 1

0 1 1

4

10

21 22

13

6 4

5

2 0

0

5

10

15

20

25

0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 3.4 3.6 3.8 4

Freq

uenc

y

June ‘17

Literacy Environment In September, 1 school was proficient and 6 schools were approaching proficiency. By June, 30 schools were proficient and 43 schools were approaching proficiency.

KEY Pink = September 2016 2.5 - 2.9 = Approaching Proficiency Blue = June 2017 3.0 – 3.9 = Proficient

66 schools


Reviewing the Data: Who, When, Why

Data is reviewed 4 to 5 times throughout the school year: • At the classroom level (teacher + coach) to improve teacher practice; • At the school level (teachers + coach + principal) to address trends; • At the regional level (Assistant Superintendent + principals); and • At the District level (Superintendent and Executive Team) to plan future

supports.

The Data is Never Used to Evaluate Individual Teachers

Data Review Cycle Collect

Review

Address

Reflect

Measuring the Impact on Students


2015 to Today: Student Performance Solid growth in standardized 3rd Grade State Reading Assessments Moving in the right direction at all performance levels: • Increase in the % of students reading at

grade level • Reduction in the % of students scoring

at the lowest level

New aligned assessments in Kindergarten through 2nd Grade to measure progress across building blocks of literacy: • Letter Naming Fluency

• Letter Sound Fluency • Phoneme Segmentation Fluency

• Nonsense Word Fluency • Reading Comprehension

Thank you!