When Literacy, RTI and When Literacy, RTI and Continuous School Continuous School

Improvement Improvement Work in ConcertWork in Concert

Lisa Guzzardo AsaroLisa Guzzardo AsaroDr. Maureen Staskowski Dr. Maureen Staskowski

Carrie WozniakCarrie Wozniak

June 16, 2011June 16, 2011

Today’s OutcomesToday’s Outcomes Introduce and raise awareness of Introduce and raise awareness of Close Close

andand Critical Reading as a STRATEGYCritical Reading as a STRATEGY

Introduce a DRAFT template for a Introduce a DRAFT template for a TIEREDTIERED continuous school improvement approachcontinuous school improvement approach

Today’s RoadmapToday’s Roadmap

Welcome Welcome What is Close and Critical Reading?What is Close and Critical Reading? Building Tiered Interventions into a Building Tiered Interventions into a

School Improvement PlanSchool Improvement Plan– GoalsGoals– ObjectivesObjectives– StrategiesStrategies– ActivitiesActivities– Fiscal Resources Fiscal Resources

Parking LotParking Lot

Rest questionsRest questions that do not benefit the that do not benefit the whole groupwhole group

Place questionsPlace questions that do not pertain to that do not pertain to content at this timecontent at this time

Place questionsPlace questions that pertain, but that pertain, but participants do not want to ask at this participants do not want to ask at this timetime

Key Working AgreementsKey Working Agreements

Respect all Points of ViewRespect all Points of View

Be Present and EngagedBe Present and Engaged

Honor Time AgreementsHonor Time Agreements

Get All Voices in the RoomGet All Voices in the Room

These breathe life into Belief Statements

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

StagesStages and and StepsSteps

DOImplement Plan

Monitor PlanEvaluate Plan

PLANDevelop Action

Plan

GATHERGetting Ready

Collect School DataBuild School Profile

StudentAchievement

STUDYAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

Stages Stages and and StepsStepsI.-III. Comprehensive Needs Assessment ComponentsI.-III. Comprehensive Needs Assessment Components

DoImplement Plan

Monitor PlanEvaluate Plan

PlanDevelop Action

Plan

GatherGetting Ready

Collect School DataBuild School Profile

StudentAchievement

III. Summary Report/ Goals Management

StudyAnalyze Data

Set Goals Set Measurable Objectives

Research Best Practice

I. School Data Profile/Analysis

II. School Process Profile/Analysis

I. School Data Profile/Analysis

II. School Process Profile/Analysis

III. Summary Report/ Goals Management

I. School Data Profile/Analysis

II. School Process Profile/Analysis

III. Goals Management

III. Summary Report

StrengthsChallenges

A Comprehensive Needs Assessment

Stage Two: STUDYStage Two: STUDYStep 7: Research Best PracticeStep 7: Research Best Practice

STUDYAnalyze Data

Set GoalsSet Measurable Objectives

Research Best Practice

Comprehension is not enough, Comprehension is not enough, critical analysis is essential to critical analysis is essential to determine the truth and value determine the truth and value

of the message.of the message.

Close and Critical ReadingClose and Critical Reading

Aligned to the Aligned to the Common Core StandardsCommon Core Standards Research BasedResearch Based Direct and Explicit Instruction (clear protocol Direct and Explicit Instruction (clear protocol

and activities)and activities) Assessments for Grades 3-12Assessments for Grades 3-12 ALL Teachers are a part of literacy ALL Teachers are a part of literacy

instructioninstruction

VideoVideo

Our students have changed. Have we Our students have changed. Have we changed our instruction? and the way we changed our instruction? and the way we assess our students?assess our students?

Close and Critical ReadingClose and Critical Reading

The following four questions are used to move The following four questions are used to move students from comprehending the information to students from comprehending the information to the final application to their own lives. These four the final application to their own lives. These four steps or modes of analysis are reflected in four steps or modes of analysis are reflected in four types of reading and discussion: types of reading and discussion:

– What a text says – restatement What a text says – restatement – What a text does – description What a text does – description – What a text means – interpretation What a text means – interpretation

– So what does it mean to me – applicationSo what does it mean to me – application

Close and Critical Reading Close and Critical Reading

Close and critical reading is the ability to Close and critical reading is the ability to comprehend information, analyze how it is comprehend information, analyze how it is

presented, determine the purpose and presented, determine the purpose and perspective of the author, establish what it perspective of the author, establish what it

means, and apply it to your life. means, and apply it to your life. - Dr. Elaine Weber - Dr. Elaine Weber

BookmarksBookmarks

Research is on the back of the Close and CriticalReadingBookmarks

Now What?Now What?

What happens after you have trained your What happens after you have trained your staff in a strategy?staff in a strategy?

What do you do with that Professional What do you do with that Professional Development?Development?

Providing Direct Strategy InstructionProviding Direct Strategy Instruction

Guided Highlighted ReadingGuided Highlighted Reading Close and Critical ReadingClose and Critical Reading

– Question # 1 – Content and SummaryQuestion # 1 – Content and Summary– Question # 2 – Craft, Structure, and PurposeQuestion # 2 – Craft, Structure, and Purpose

Getting are students ready!Getting are students ready!

www.missionliteracy.comwww.missionliteracy.com

A Seven and or Six Step GuideA Seven and or Six Step Guide

ACT Guided ACT Guided Highlighted Highlighted

Reading and Reading and Passage Passage

MatrixMatrix

MaterialsMaterials

Passage, Multiple Choice Questions with Answers Passage, Multiple Choice Questions with Answers explained, and Teacher Plan.explained, and Teacher Plan.

Background KnowledgeBackground Knowledge– Anticipation GuideAnticipation Guide– VocabularyVocabulary– SummarySummary– Text Structure (How the text is written)Text Structure (How the text is written)

Guided Highlight – Question #1Guided Highlight – Question #1 Guided Highlight – Question #2Guided Highlight – Question #2

Data Director DirectoryData Director Directory

Exam ID

Description of the Test

BuildingBuilding Tiered Tiered

Intervention Intervention within yourwithin your

School School Improvement Improvement

PlansPlans

Problem-Solving Model

High-Quality, research basedLanguage arts curriculum

Teachers meeting and making data-based decisions

Select criteria, then assess student progress toward goals three times annually

Common assessments and observations frame instruction

Tier 1

More FrequentProgress Monitoring -a minimum of once every 14 days

Tier 2

A minimum of 30 instructional minutes above and beyondthe core curriculum to include interventions based on progress monitoring

Tier 3Weekly/bi-weekly progress monitoring A minimum of 60 instructional

minutes above and beyond the core curriculum to include interventions based on progress monitoring

Problem-Solving Model

Tiered Intervention Tiered Intervention andand Continuous School Continuous School

ImprovementImprovement

Working in ConcertWorking in Concert

Stage Three: Stage Three: Step 8Step 8

PlanDevelop Action Plan

Goals Objectives Strategies Activities

•Goal Source

•Content Area

•Goal Name

• Student Goal Statement

•Gap Statement

•Cause for Gap

•Measures/ Sources of Data

•Criteria for Success

•Person Responsible

Data ElementsData ElementsFiscal

Resources

•Objective Name

•Measurable Objective Statement

• Strategy Name

• Strategy Statement

•Target Areas

•Research

•Activity Name

•Activity Description

•Activity Type

•Planned/Actual Staff

•Planned/Actual Timeline

•Resource Name

• Funding Source

•Planned/Actual Amount

Identifying Activities for a StrategyIdentifying Activities for a Strategy

1.1. A GOAL is associated with a Content Area for which A GOAL is associated with a Content Area for which there are challenges noted in the SUMMARY REPORT there are challenges noted in the SUMMARY REPORT component of the CNAcomponent of the CNA

THEN, must include at the ACTIVITY LEVEL ANYTHEN, must include at the ACTIVITY LEVEL ANY

Key CharacteristicKey Characteristic that is a challenge that is a challenge** in the SA/40 in the SA/40 SAR/90, or SAR/90, or Quality IndicatorQuality Indicator that is a challenge that is a challenge** on the on the SA or Assist SASA or Assist SA

**anyany key characteristickey characteristic//quality indicator quality indicator markedmarked getting getting startedstarted//emergingemerging oror partially implementedpartially implemented//not evidentnot evident is a is a

challengechallenge

Strategies: Reading GoalStrategies: Reading Goal

Strategy #1Strategy #1: School Wide Data-based decision : School Wide Data-based decision making process for Tier I, II, and IIImaking process for Tier I, II, and III

Strategy #2Strategy #2: Tier I Close and Critical Reading: Tier I Close and Critical Reading

Strategy #3Strategy #3: Tier 2 Reading Interventions: Tier 2 Reading Interventions

Strategy #4Strategy #4: Tier 3 Intensive Reading Interventions: Tier 3 Intensive Reading Interventions

Resources for YouResources for You

http://misdrti.weebly.com/http://misdrti.weebly.com/

Thank You!!Thank You!!

Contact InformationContact Information

Lisa Guzzardo AsaroLisa Guzzardo Asarolasaro@misd.netlasaro@misd.net

Dr. Maureen StaskowskiDr. Maureen Staskowskimstaskowski@misd.netmstaskowski@misd.net

Carrie WozniakCarrie Wozniakcwozniak@misd.netcwozniak@misd.net