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Literacy and School
Improvement in Ohio
Priorities and Essential Practices
Jenine M. Sansosti, Ph.D., NCSP
Director, SST-8
Learning Targets
By the end of today’s session, participants will be able to
• Understand current realities of reading challenges and opportunities in Ohio
• Identify key components of Ohio’s approach to early literacy, including Teacher capacity for high-quality literacy instruction
Multi-tiered systems of support
Shared leadership
Parent partnerships
Community collaboration
• Self-reflect on their own role and next steps in supporting improved literacy outcomes for all.
Putting
it all
together
for Ohio
RDA/ SSIP
RDA/ SSIP
ESEA/ ESSAESEA/ ESSA
TGRGTGRG
The Every Student
Succeeds Act of 2015
With this bill, we reaffirm that fundamentally American ideal—that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will.
— President Barack Obama,
ESSA Signing 12/10/2015
Brief History of ESSA
ESEA
(1965)
NCLB
(2001)
ESEA
Waivers
(2012)
ESSA
(2015)
OSEP:
Results Driven Accountability
To improve the educational outcomes of America’s 6.5 million children and youth with disabilities, on June 24, 2014 the U.S. Department of Education Office for Special Education Programs (OSEP) announced a major shift in the way it oversees the effectiveness of states’ special education programs.
Every child, regardless of income, race, background or disability can succeed if provided the opportunity to learn. We know that when students with disabilities are held to high expectations and have access to the general curriculum in the regular classroom, they excel. We must be honest about student performance, so that we can give all students the supports and services they need to succeed.
U.S. Secretary of Education Arne Duncan
Existing Determinations
Calculations
10 compliance indicators
Disproportionality in eligibility, discipline for subgroups of SWD
Timely initial evals, IEPs by 3rd b-day, secondary transition by age 16
20 possible points,
≥16 = Meets Requirements
Ohio’s Compliance Score=100%
New Determinations
Calculations
RDA Matrix includes 12 student achievement indicators
4 based on state assessments
8 based on NAEP assessments
20 possible points,
≥16 = Meets Requirements
Ohio’s RDA Score=58.3%
Ohio’s Determination
Needs
Assistance
Results Driven Accountability
2015
Ohio’s Primary Aim:
Early Literacy (PreK-3rd grade)
College
and
Career Ready
Early
Literacy
Why Early Literacy?
High Predictive Validity
Not Proficient in
Grade 8 AND Grade
369%
Not Proficient in Grade 8
31%
Not Proficient in Grade 3
64%Proficient in Grade 3
36%
8th Grade Reading
(ALL), Not Proficient: SWD Who Dropped Out
SWD
Reading
Proficiency
Rate
All
Grades
Reading
65.80% – 83.39%
56.59% – 65.79%
45.17% – 56.58%
28.44% – 45.16%
83.40% – 93.99%
94.00% – 100%
Legend
3rd
Grade
Reading
60.54% – 73.33%
46.68% – 60.53%
29.24% – 46.67%
00.00% – 29.23%
73.34% – 93.99%
94.00% – 100%
Legend
SWD
Reading
Proficiency
Rate
Third Grade Reading
Proficiency: Trends
57.40% 56.3% 56.0% 57.5% 56.4% 57.4%54.0%
79.90% 80.1% 81.1% 82.5% 81.5%83.7% 83.2%
40.00%
45.00%
50.00%
55.00%
60.00%
65.00%
70.00%
75.00%
80.00%
85.00%
90.00%
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
SWD All Stu's
Ohio’s Plan is About:
Early
Literacy
Teacher Capacity
Multi-Tiered Systems of
Support
Shared Leadership
Parent Partnerships
Community Collaboration
Increase capacity to implement, scale up, and sustain
Improve for children with disabilities (and their families)
The Goal:
Shared Learning, Partnerships and Innovative Practice
But, wait…
Haven’t We Been Here
Before?
The Challenge of
Implementation
Reviews of student literacy provide markers for the lack
of progress in improving education outcomes. Literacy
scores have changed very little since 1971 even though
innumerable education reforms have come and gone,
the U.S. Department of Education was created and
elevated to a Cabinet position in the federal government,
and funding has increased dramatically over the past 40
years. During that time, few things in American society
have remained as stable as literacy scores for students.
-Fixsen, Blase, Metz & Van Dyke, 2013
So how will
this be
different?
1) Focus on Building
Capacity
2) Implementation Science
Active Implementation Hub Module 5. (n.d.). Retrieved from http://implementation.fpg.unc.edu/module-5/topic-3-practice-
policy-feedback-loops
English Language Arts
Standards
Third Grade Reading
Guarantee
Title I
English Language Learners
Exceptional Children
School Improvement
Early Learning Standards
3) Integrated and Connected
OIP as the Framework
Ohio’s Plan is About:
Community Collaboration
Parent Partnerships
Shared Leadership
Multi-Tier Systems of
Support
Teacher Capacity
Early Literacy
Building Teacher
Capacity
LETRS as the Foundation
What is LETRS?
• A set of conceptual and practical tools
• A course of study for teachers – not a curriculum or an intervention –
• A set of concepts one needs in order to implement any high-quality instructional program and to assess and differentiate reading instruction
• Emphasizes relationship between language and literacy
• Capitalizes on brain research and effective instructional techniques
Let’s Not Forget What
We Already Know
The best approach to reading instruction is one that incorporates explicit instruction in phonemic awareness, systematic phonics (i.e., alphabetic principle) instruction, methods to improve fluency, and ways to enhance comprehension, including vocabularydevelopment.
- National Reading Panel (1997)
Let’s Not Forget What
We Already Know
• Ohio Learning Standards include 10 “anchor standards” in Reading, in 4 key areas.• Key Ideas and Details: What does the text say? What does it
not say? What does it mean and how can you prove it?
• Craft and Structure: How does the author use language to communicate? How is the text organize? Who wrote this, and how/why does it matter?
• Integration of Knowledge and Ideas: How does this connect with other sources? Does it measure up? Is it valid?
• Range and Level of Text Complexity: Can students read widely and deeply from a broad range of high-quality texts?
Let’s Not Forget What
We Already Know
• Curriculum mapping
• Unpacking content standards
• Identifying Big Ideas and Essential Questions
• Developing common formative assessments
Multi-Tiered
Systems of Support
THE SYSTEM FORMERLY KNOWN AS “RTI”
Who Can Tell Me…?
RTI to MTSS:
Another shift
Academic focus, often exclusively on literacy
Emphasis on screening/PM
Emphasis on intervention
Emphasis on individual student/IAT
Emphasis on SpEd eligibility
Associated with SLD
“Special Ed initiative”
Broad framework (academics & behavior)
Emphasis on formative assessment
Emphasis on core: curriculum and instruction (UDL)
Flexible groupings: fluid and dynamic (Tier 3 not all/nothing)
Integration with systemic processes and structures (OIP,
5-step)
Can be applied to all services & supports
“Every-Ed initiative”
7 core
features
Use triangle
to reflect
proportions
of a healthy
system
Universal
Targeted
Intensive
Reading
Science
Math
Soc skills
Horses
Spanish
Label behavior….not people
Continuum
of Support
for ALL
Reading TFI (R-TFI):
Fidelity of Systemic Implementation
Reading Tiered Fidelity Inventory (R-TFI; Martin, K., Nantais, M., Harms, A,. & Huth, E., 2015).
• Provides school leadership teams with a tool to assess the implementation of the school-wide reading model across Tiers 1, 2, and 3 within a Multi-Tier System of Supports (MTSS) structure.
• Two versions, one for elementary schools, and 1 for secondary schools.
Learn more from MiBLSi at http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/ReadingTieredFidelityInventory.aspx
Shared Leadership
OIP as the Framework
District Leadership TeamDistrict Leadership Team
Building Leadership Team
Building Leadership Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Building Leadership Team
Building Leadership Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
OIP Structures
• Build Capacity to Train TBTs in Ohio 5-Step Process
• Provide TBT Training in Ohio 5-Step Process
• Collect Data on Quality of TBT Implementation
• Set Benchmark Standards
• Use BLT Student Performance and Adult Implementation Data to Provide Guidance and Support to BLTs
• Determines district wide and/or building-to-building support needed from internal and external sources
DLTDLT
• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional development and other supports needed by TBTs
• Identify Strengths and Weaknesses of TBT Student Data
• Provide timely flow of BLT Data to DLT Level (as defined by DLT)
• Articulate roles and responsibilities of BLT to building staff
BLTBLT
• Give common assessment to students
• Analyze results
• Use assessment data to group students by needs or deficit skills
• Provide intervention/enrichment- by differentiating instruction
• Re-assess students, evaluate effectiveness of practices
• Summarize student performance and instructional practice data and report to BLT
TBTTBT
OIP
Functions and
Com
munication
Parent
Partnerships
Literacy Starts at Home
"The Early Catastrophe: The 30 Million Word Gap by Age 3" (Hart & Risley, 1995)
Empowering Parents
The first day of school is almost too late for a child to begin to learn to read (Mem Fox, 2001).
http://thirtymillionwords.org/
Families as First
Reading Teachers
Home characteristics of early readers1. Child is read to regularly and parents are avid readers
2. Wide variety of print materials are in the home
3. Paper and pencil are available so that children can scribble and draw
4. Family members stimulate the child’s interest in reading and writing
◦ Answering questions
◦ Buying or checking out books
◦ Displaying child’s work
◦ Writing stories dictated by child
Trelease, J. (2008). The Read-Aloud Handbook, 7th Ed. New York: Penguin.
Strategies for Supporting
Reading At Home
• Making reading to your child a priority – find the time.
• Match reading time to child’s developmental level and attention span – don’t overdo it.
• Take your child to the library or bookstore.
• Give books as gifts – showing their value and importance.
• Create family reading time – let children see you read.
• When reading with your child
• Use the PPP technique: Page, paragraph, or pass (you and your child)
• Keep books in the car, in your purse, wherever you may be waiting.
• Repeated reading games: how far can your child read in one minute? Can they get farther next time?
Ohio Has Family
Literacy Resources
Visit ODE’s website and search
“TGRG Family Resources”
And more!
Community
Collaboration
“It Take a Village”
The first day of school is almost too late for a child to begin to learn to read (Mem Fox, 2001).
The Future
We Envision
1More teachers will diagnose why
students are struggling and provide
evidence-based reading instruction
2More teachers will be equipped to provide
evidence-based reading interventions; More
parents and community members will be able
to meaningfully support literacy development
3 Reading success will help reduce
disciplinary incidences and dropout rates
4More students will read at grade level
and be on track to complete school
and be ready for college and careers
5Reading success will increase graduation
rates by improving college and career
readiness for students with disabilities
Where Do YOU Fit In?
Early
Literacy
Teacher Capacity
Multi-Tiered Systems of
Support
Shared Leadership
Parent Partnerships
Community Collaboration
Come learn with us.
420 Washington Ave.
Cuyahoga Falls, OH 44221
330/929-6634
http://sst8.org
Those who dare to
teach must never
cease to learn.
IDEA Disclaimer Notice
This document was supported in whole or in part by the U.S.
Department of Education, Office of Special Education
Programs, (Award #H027A140111, CFDA
84.027A, awarded to the Ohio Department of Education). The
opinions expressed herein do not necessarily reflect the
policy or position of the U.S. Department of Education,
Office of Special Education Programs, and no official
endorsement by the Department should be inferred.
John Cotton Dana, 1912
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