Critical Components of Successful Reading: NJ Literacy Initiatives

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Critical Components of Critical Components of Successful Reading:Successful Reading:NJ Literacy InitiativesNJ Literacy Initiatives

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TimelinesTimelines January 02 – Governor McGreevey makes January 02 – Governor McGreevey makes

preschool through 3rd grade literacy #1 preschool through 3rd grade literacy #1 educational goal of his administrationeducational goal of his administration

Spring 02 – Governor establishes the Spring 02 – Governor establishes the Office of Early LiteracyOffice of Early Literacy

Summer 02 – Summer 02 – Early Literacy Task Force Early Literacy Task Force reports outreports out

September 02 – First Reading Coaches September 02 – First Reading Coaches arrive in schoolsarrive in schools

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TimelinesTimelines Fall 02 – NJ receives Reading First grant Fall 02 – NJ receives Reading First grant

and NJDOE establishes Office of Reading and NJDOE establishes Office of Reading FirstFirst

Fall 02 – 03 Reading Initiatives achieve Fall 02 – 03 Reading Initiatives achieve synergy (one message)synergy (one message)

Summer 03 – Court orders immediate Summer 03 – Court orders immediate intervention in 42 lowest performing intervention in 42 lowest performing Abbott elementary schoolsAbbott elementary schools

Fall 03 – Abbott Division publishes revised Fall 03 – Abbott Division publishes revised rules and regulations with Intensive Early rules and regulations with Intensive Early Literacy requirementsLiteracy requirements

Fall 03 - First literacy coaches arrive in Fall 03 - First literacy coaches arrive in schoolsschools

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TimelinesTimelines

Fall 03 – Literacy Assessment Teams begin Fall 03 – Literacy Assessment Teams begin to visit schools and to provide direct to visit schools and to provide direct assistanceassistance

Spring 04 – Middle Grades Task Force Spring 04 – Middle Grades Task Force reports outreports out

Fall 04 – Full compliance with IEL for all Fall 04 – Full compliance with IEL for all Abbott SchoolsAbbott Schools

Fall 04 – Literacy regulations expand Fall 04 – Literacy regulations expand through grade 8through grade 8

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ImpactImpact

Intensive Early Literacy (Abbott Intensive Early Literacy (Abbott Districts): 305 schools and 150,000 Districts): 305 schools and 150,000 students students

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Philosophy/PrinciplesPhilosophy/Principles

SBRR (Scientifically Based Reading SBRR (Scientifically Based Reading Research) and the five essentials of Research) and the five essentials of reading as per NRP and USDOE (NJ has 6)reading as per NRP and USDOE (NJ has 6)

Early Literacy Task Force ReportEarly Literacy Task Force Report Preventing Reading Difficulties in Young Preventing Reading Difficulties in Young

Children, Children, Snow, Catherine et al.Snow, Catherine et al.

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SBRRSBRR

Random Trials – control and experimental Random Trials – control and experimental groups based on quantitative analysisgroups based on quantitative analysis

Successful application in similar Successful application in similar location/situation/populationlocation/situation/population

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Critical ElementsCritical Elements

Motivation and Background Motivation and Background KnowledgeKnowledge

Phonemic AwarenessPhonemic Awareness PhonicsPhonics VocabularyVocabulary ComprehensionComprehension FluencyFluency Writing Writing

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StructureStructure

90 minute, uninterrupted block of 90 minute, uninterrupted block of timetime

120 minute block for bilingual/ESL 120 minute block for bilingual/ESL studentsstudents

Requires specific time to small Requires specific time to small group instruction during reading group instruction during reading block. No Pull-outs.block. No Pull-outs.

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StructureStructure

Intensive Early LiteracyAbbott Districts

Class size provisions, not to exceed the Class size provisions, not to exceed the following:following:

• Pre K, 15Pre K, 15• Grades K-3, 21Grades K-3, 21• Each Pre- and K must have an aideEach Pre- and K must have an aide

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StructureStructure

Intensive Early LiteracyAbbott Districts

Classroom library (300 titles)Classroom library (300 titles) Recommends literacy centers, and further Recommends literacy centers, and further

mandatesmandates a a• reading center (Pre K-3), reading center (Pre K-3), • technology center (K-3) and technology center (K-3) and • writing center (Pre K-3)writing center (Pre K-3)

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Core: Tier 1

Guided ReadingTier 2

Co-teaching

Flexible Groups based on goal-specific, targeted instruction

Tier 3

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Guided Reading Co-teacher ModelGuided Reading Co-teacher ModelGrades k-6 Learning CentersGrades k-6 Learning Centers

((Students rotate every 20-25 min.)Students rotate every 20-25 min.)

Whole Class AreaCo-teacher

Guided Reading

Student Group A

Writing Center

Student Group B

Reading Center

Co-teacher

Guided Reading

Student Group C

Technology Center

Student Group D

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CurriculumCurriculum 6 Key areas that must be aligned6 Key areas that must be aligned

• NJCCCSNJCCCS• Thematic organizationThematic organization• CRP (Comprehensive Reading Program) CRP (Comprehensive Reading Program)

and other materials and supplies (e.g., and other materials and supplies (e.g., classroom library) must be mapped classroom library) must be mapped

• Strategies and TechniquesStrategies and Techniques• Assessment (benchmarks)Assessment (benchmarks)• Compensatory and Supplemental Compensatory and Supplemental

programsprograms

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CurriculumCurriculum (con’t) (con’t)

Requires Requires differentiateddifferentiated materials, strategies materials, strategies and techniques, and multiple entry points for and techniques, and multiple entry points for special populations and requires native language special populations and requires native language and ESL reading as per state bilingual lawand ESL reading as per state bilingual law

Requires use of appropriate softwareRequires use of appropriate software

For Abbott districts, must include Pre KFor Abbott districts, must include Pre K

Names specific reading strategies (Appendix C)Names specific reading strategies (Appendix C)

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Assessment and TestingAssessment and Testing•Assessment of

Home Language

and

•English Language Proficiency Pre K-3

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Assessment and TestingAssessment and Testing

Levels of AssessmentLevels of Assessment• ScreeningScreening• NJCCCS BenchmarksNJCCCS Benchmarks• DiagnosticDiagnostic• Annual testing Annual testing

(Nationally recognized normed or (Nationally recognized normed or criterion referenced test)criterion referenced test)

State mandated assessments (NJASK3)State mandated assessments (NJASK3)

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Assessment LevelAssessment Level ToolTool GradeGradeLevels(s)Levels(s)

GivenGiven Area of Reading AssessedArea of Reading Assessed

PhonemicPhonemicAwarenessAwareness

PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

Screening:Screening: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based on scientifically based reading research. based reading research. It is a brief procedure It is a brief procedure designed as a first step in designed as a first step in identifying children who identifying children who may be a high risk for may be a high risk for delayed development or delayed development or academic failure and in academic failure and in need of further diagnosis need of further diagnosis of their need for special of their need for special services or additional services or additional reading instruction.reading instruction.

DIBELSDIBELS K-3K-3 F W SF W S

DRADRA K-3K-3 F SF S

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Assessment LevelAssessment Level ToolTool Grade Grade Level(s)Level(s)


Phonemic Phonemic AwarenessAwareness


Ongoing:Ongoing: An assessment An assessment that evaluates that evaluates children’s learning children’s learning based on systematic based on systematic observations by observations by teachers of children teachers of children performing academic performing academic tasks that are part of tasks that are part of their daily classroom their daily classroom experience and is used experience and is used to improve instruction to improve instruction in reading, including in reading, including classroom instruction. classroom instruction. This assessment is This assessment is aligned to the aligned to the curriculum (which is curriculum (which is aligned to the aligned to the NJCCCS).NJCCCS).

ELASELAS Prek,KPrek,K F W SF W SEvaluationEvaluation

Locally Locally DevisedDevised

K-3K-3 QuarterlyQuarterlyEvaluationEvaluation

2020





Diagnostic:Diagnostic: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based based on scientifically based reading research. It is used reading research. It is used for students below reading for students below reading level as identified by the level as identified by the district-approved reading district-approved reading program and/or the school program and/or the school level WSR model and serves level WSR model and serves the following purposes:the following purposes:1.1.identifying a child’s specific areas identifying a child’s specific areas of strengths and weaknesses so that of strengths and weaknesses so that the child has learned to read by the the child has learned to read by the end of grade 3end of grade 32.2.determining any difficulties that a determining any difficulties that a child may have in learning to read child may have in learning to read and the potential cause of such and the potential cause of such difficultiesdifficulties3.3.helping to determine the possible helping to determine the possible reading intervention strategies and reading intervention strategies and related special needsrelated special needs

see Oregon L

ist at:see O

regon List at:

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

K-3K-3 as neededas needed

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Summative:Summative: An outcome An outcome assessment that is State-assessment that is State-approved, norm-approved, norm-referenced and/or referenced and/or criterion-referenced and criterion-referenced and is independent of the is independent of the Comprehensive Reading Comprehensive Reading Program.Program.

NJASK3NJASK3 33 SS

NJASK4NJASK4 44 SS

Terra Nova Terra Nova 22ndnd ed. ed.

K-2K-2 SS

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Ongoing – Student Performance Ongoing – Student Performance Based AssessmentBased Assessment

Competency BasedCompetency Based

Pick the word that has the same Pick the word that has the same initial sound as in the word “top”.initial sound as in the word “top”.

• A. potA. pot• B. copB. cop• C. tip C. tip

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Ongoing – Student Performance Ongoing – Student Performance Based AssessmentBased Assessment

Performance BasedPerformance Based

Make as many words as you can with Make as many words as you can with this family ending _anthis family ending _an

• A. panA. pan D. ranD. ran• B. canB. can E. zan*E. zan*• C. tanC. tan F. han*F. han*

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Compensatory and Supplemental Compensatory and Supplemental ServicesServices

Provision of supplemental services for Provision of supplemental services for children reading below grade level in children reading below grade level in accordance with NCLBaccordance with NCLB

•In-class co-teachingIn-class co-teaching•After the block, one-to-one targeted After the block, one-to-one targeted

assistanceassistance•After schoolAfter school•Summer, etc.Summer, etc.

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Professional DevelopmentProfessional Development

Professional development in areas:Professional development in areas:• SBRR and six components of SBRR and six components of

ReadingReading• Curriculum mappingCurriculum mapping• Approved strategies and techniquesApproved strategies and techniques• Assessment Assessment

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Populations ServedPopulations Served

Impacts all populations including: Impacts all populations including:

General Education, English General Education, English Language Learners and Special Language Learners and Special Education studentsEducation students

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Reading Programs: What we Reading Programs: What we Know:Know:

Native Language Instruction is preferred Native Language Instruction is preferred (especially grades k and 1)(especially grades k and 1)

Second Language only programs can be Second Language only programs can be successful, but they carry a higher risk of reading successful, but they carry a higher risk of reading problemsproblems

Programs designed for English Language Programs designed for English Language Background students have high risk for Second Background students have high risk for Second Language LearnersLanguage Learners

Key to transfer and ESL only is background Key to transfer and ESL only is background knowledge and vocabulary in Englishknowledge and vocabulary in English

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Additional PersonnelAdditional Personnel

Literacy Coach at the school level Literacy Coach at the school level is recommended and an allowable is recommended and an allowable Abbott position and expense in Abbott position and expense in low performing schoolslow performing schools

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New Jersey Reading New Jersey Reading Initiatives Contacts:Initiatives Contacts:

Fred CarriggFred CarriggSpecial Assistant to the Special Assistant to the Commissioner for Urban Commissioner for Urban LiteracyLiteracy(609) 633 - 1726(609) 633 - 1726

Mary Jane KurabinskiMary Jane KurabinskiState Coordinator , Office of State Coordinator , Office of Urban LiteracyUrban Literacy(609) 633 – 0352(609) 633 – 0352

Documents

Critical Components of Successful Reading: NJ Literacy Initiatives