AIM for Literacy

SOLUTIONS TO ADVANCE ADOLESCENT LITERACY IN WEST

VIRGINIA

APRIL 2008

West Virginia Department of Education

AIM for LiteracyAIM for Literacy

Adolescent Literacy Today in West Virginia

Writing Assessment 2007 4th grade – 70% At or Above Mastery; 30% Below Mastery 7th grade – 76% At or Above Mastery; 24% Below Mastery 10th grade – 81% At or Above Mastery; 13% Below Mastery

WESTEST Reading/Language Arts 2007 4th grade - Reading 82% At or Above Mastery; 18% Below Mastery

Writing 82% At or Above Mastery; 18% Below Mastery

8th grade - Reading 81% At or Above Mastery; 19 % Below Mastery Writing 73% At or Above Mastery; 27% Below Mastery 10th grade - Reading 73% At or Above Mastery; 27 % Below Mastery Writing 73% At or Above Mastery; 27% Below Master

NAEP 2007 4th reading – 63% Basic; 28% Proficient; 5%Advanced 8th reading - 68% Basic; 23% Proficient; 1% Advanced 8th writing – 84% Basic; 22% Proficient; 0 Advanced


Meeting each child’s needs

Structuring to accommodate diverse formats

Taking advantage of what’s in place

Adjusting as necessary

Filling in gaps

An administrator who is leading the development of a multi-tiered literacy model keeps in mind . . .

Improving Student Achievement


KNOW


DO


ESSENTIAL QUESTIONS



Response to Intervention is

NOT a special education initiative

first and foremost, a process for organizing instruction for ALL students

a process designed to intervene early and prevent academic difficulties

a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education


Core Components of RTI

Universal screeningHigh quality research-based instruction in

general education settingResearch based interventions Continuous progress monitoring to

determine skill acquisition and intervention effectiveness and to modify teaching based on those data

Problem solving through teaming and collaboration


POLICY 2419: REGUALTIONS FOR THE EDUCATION OF STUDENTS WITH

EXCEPTIONALITIES

RTI Implementation Timelines

Elementary School – July 1, 2009

Middle School – July 1, 2010

High School – July, 2011


AIM for LiteracyAdolescent Instruction Model for Literacy



Levels of Support

Individual Students

Classroom Unit Professional Development

AdvancedTier

Students consistently exceed the targets and can handle advance materials; need challenge, extension and enrichmentAssessment: Assessment every 6-8 weeksMaterials: Standard plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

Students in the classroom are exceeding the benchmarks as demonstrated through assessment; teachers are models and resources for others; AP and Pre-AP trained teachers

Time: Policy 2510 RLA requirement

Advanced Placement training and material; Pre-AP instructional strategies and materials;Differentiated Instruction training;Training on adopted instructional materials;Instructional guides and/or standards-based unit plans;Assessments for and of learning


Levels of Support

Individual Students


Tier One: Benchmar

k

Students generally can meet the standards; average learner

Intervention: Occasional in-class modifications; SBRR and SBRI in vocabulary and comprehension strategies

Assessment: Assessment every 6-8 weeks

Materials: Adopted grade level instructional materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

75-80% of students are making good progress; teachers need praise and recognition and may serve as a resource to others; all teachers

Time: Policy 2510 RLA requirement

SBRR and SBRI in pre reading, during reading and post reading strategies and writing strategies

Differentiated Instruction training

Training on adopted grade level instructional materialsInstructional guides and/or standards-based unit plans

Assessments for and of learning


Levels of Support

Individual Students


Tier 2:Strategic

Students are typically between the 30th-49th percentile on normative measures; 1-2 years behind; gaps in skills and knowledgeIntervention: Direct instruction with teacher or one-on-one in the form of reteaching, preteaching, adjustments of pace and complexity; separate reading intervention; possible strategic tutoring programAssessment: Assessment every 3-4 weeks to pinpoint problems and target interventionsMaterials: Standard reading program with added support class and materials plus reading 25 books per year; SREB recommends 100 pages of technical text to receive credit for one book

Classrooms where about one-third of the students are not making benchmarks (25-30%); reading specialists/special education teachers/coaches/content area teachers labeled literacy intensive classes (i.e., social studies class is considered reading intensive)

Time: Policy 2510 requirements for RLA block with defined intervention component

Collaboration and co-teaching trainingTraining on adopted grade level instructional materials

Differentiated Instruction trainingInstructional guides and/or standards-based unit plans

Content area teacher training on instructional strategies in reading and writingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies



Levels of Support

Individual Students

Classroom Unit

Professional Development

Tier 3:Intensive

Students test below the 30th percentile on normative measures; reading skills are limitedIntervention: Assessment every 2 weeks to pinpoint problems and target interventions

Materials: Intensive intervention to replace traditional ELA class; special supplementary materials and/or specialized program

Classrooms where about half of the students are not meeting benchmark indicators; teachers held accountable to teach the program as designed; reading specialist with assistance from special education/coach

Time: Intervention time may be beyond the ELA class time for students who are farthest behind

Program specific training without exceptionTraining on adopted grade level instructional materialsDI trainingSBRR and SBRI: building background knowledge; vocabulary; fluency; comprehension strategies; writing strategies


Research-based Content Literacy Instruction

Explicitly link reading and writing instruction with content instruction

Emphasize deep conceptual understanding through reading instruction

Provide explicit instruction in vocabulary and in the application of reading comprehension strategies

Continuously and systematically engage students in whole class and small group discussions of challenging content and literature

Create connections within and across lessons reinforcing vocabulary and conceptual development across multiple texts and contexts


Create a Literacy Leadership Team (LLT)

Comprised of 5-8 faculty members who represent the range of grades and the curriculum in the school

Suggested members include: Principal/Curriculum leader Reading/Instructional coach Special educators Content area teachers

Selected members should be highly skilled, motivated and committed to improving literacy for all students


Additional Resources


National Association of Secondary School Principals

http://www.pricipals.org/s_nassp/bin.asp?CID=52747&DOC=FILE.pdf Joann AllainSopris West$34.49

Laying the Groundwork at the Adolescent Level

Adolescent Instruction Model (AIM) Pilot Schools

Clay, Hardy and McDowell Counties

Six (6) middle and high schools developing demonstration models

Braxton, Hancock and Raleigh Counties with Glenville, Bethany and Concord Universities


Additional Resources

Go to

http://wvde.state.wv.us/ose/RtI.html for K-3

for “Reading Model Academy: Your Book

Study Questions Answered”


NEXT TIME

Who: Literacy Leadership Teams (LLT)

What: Webinar 2 LLT roles and responsibilities Year 1 of multi-tiered literacy instruction

When: May 28, 2008-Wednesday

Where: Any convenient location


Contact Information


Linda PalencharRTI Coordinator

Office of Special Programs, Extended and Early [email protected]

(304) 558-2696

Terry RealeReading English Language Arts Coordinator

Office of [email protected]

(304) 558-5325

Documents

AIM for Literacy