Keystones to Opportunity KtO

Keystones to Opportunity (KtO)Pennsylvanias Vision for Sustainable Growth in Reading Achievement

Coatesville Area School District Back-to-School In-ServiceAugust 21-24, 2012Content ModulesUniversal Design for LearningUsing Data for Literacy Decision-MakingSuccessful Transitions Along the Literacy ContinuumBuilding Blocks for Literacy

(From 440 slides to 43)

Inaccessible LearningJoes Non-Netbook (video)http://www.youtube.com/watch?v=SkhpmEZWuRQ

Universal DesignScientifically valid framework for guiding educational practiceUDL at a Glance (video) http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Universal DesignUDL Principals and Practice (video)http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

Multiple Means of RepresentationUse of videosCustomize size, fonts, and colorText to speechActivate prior knowledgeHighlight critical featuresProvide examples and non-examplesShow multiple examples

Multiple Means of Action and ExpressionPodcastsMoviesWikisOnline discussionsDrawings/comicsPostersVoicethreadImmediate, ongoing feedback

Multiple Means of EngagementChoiceFlexible groupingSelf-learning environmentSelf-assessment and reflectionVarying levels of difficulty

Universal DesignExamples in a classroom (videos)http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video2 1st grade math5th grade language artsUDL Activity/Share

Explore the many examples and resources (links)http://www.udlcenter.org/aboutudl/udlguidelines/principle1

Using Data for Literacy Decision-MakingIf youre only looking at student learning data, youre missing 65% of the data.

What about?Environmental assessment/surveysDemographic dataSchool Processes data

Moving up the Data Continuum

Ask teachers where they believe CASD is on the data continuum.15Bernhardts Multiple Measureshttp://eff.csuchico.edu/downloads/MMeasure.pdf (article) DemographicsPerceptionsStudent LearningSchool Processes

This link provides teachers with the Multiple Measures article by Victoria L. Berhardt (March 1998). Although, fourteen years old, the information presented in the article is still very relevant. 16Demographic Data Examples Community LevelLocation/ historyEconomic base, population trendsCommunity involvement

District -Number of schools, administrators, students and teachers over time and by grade level -Description and history

Demographic Data Examples School LevelGrants receivedTitle IClass sizesTutoring/peer monitoring

Students Over Time and By Grade -Number of Students -Gender/race/ethnicity - IEP,LEP -Graduation rate *This helps us to understand aspects of educational system of which we have no control. We can observe trends and learn for purposes of predicting and planning.

Perceptions Data ExamplesInterviewsStudent, Staff, Parent, Alumni QuestionnairesObservationsFocus Groups

*This helps us to understand what others think about the learning environment. People act in congruence with what they believe, perceive, or think about different topics.Student Learning Data ExamplesBenchmark assessmentsDIBELSClassroom AssessmentsDiagnostic AssessmentsGRADEFormative AssessmentsState AssessmentsGrades

*This helps us to describe the results of our educational system in terms of standardized test results, grade point average, standardized assessments and authentic assessments.

School Processes Data ExamplesCurriculumInstructional StrategiesAssessment StrategiesProgramsClassroom Practices *This defines what teachers are doing to get the results they are getting. To change the results schools are getting, teachers and others must begin to document these processes and align them with the guiding principles of the schools.

Successful Transitions along the Literacy ContinuumThe goal of transition is to overcome potentially stressful life events and turn them into learning experiences.

Transition is . . .the movement from one state of certainty to another with a period of uncertainty in between (Schilling, Snow, and Schinke, 1988, p.2).

There are two types:Horizontal -occur throughout the dayVertical -occur through grade, school or level movement

Maslows Hierarchy of NeedsThe original hierarchy of needs five-stage model includes:

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.

2. Safety needs - protection from elements, security, order, law, limits, stability, etc.

3. Belongingness and Love needs - work group, family, affection, relationships, etc.

4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.

5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.

http://www.simplypsychology.org/maslow.htmlTalk about the pyramid. #1 Biological/Physiological Needs are at the base; #5 Self-Actualization Needs are at the top. What role can we play in addressing student transitions as related to Maslows Hierarchy of Needs?24Literacy Facts & Statistics (link)http://www.teachyourchild2read.com/Literacy-Facts.html

Here are several listed research-based facts/statistics about predicting school success.25Target Transition TimesEarly CareKindergartenMiddle SchoolHigh School

*Challenges include-Special Needs-English Language Learners-Transiency

Transition to KindergartenTalk, talk, talk!The more words a child knows at 3, the better his reading is later.3-year-olds whose parents went to college know more than twice as many words as other kids.By the time they are 4, low-income kids have heard about 32 million words less than high-income kids.

Percentage of children who successfully transition into kindergarten?52% Successful32% Some Problems16% DifficultDid you Know?Nationally every year, one in 10 kindergarten and 1st grade student misses a month of school with excused and unexcused absences.

Of those chronically absent in Kindergarten, only 17% are reading at grade level in the 3rd grade.

Likelihood of being ready for School at age five:48% Low income75% Moderate or High Income

Ready SchoolsOne that provides developmentally appropriate learning experiences for children

One that supports professional development for all those who interact with children

One that advocates for families to receive the necessary support they need from the community

Give Me FiveKeys to successful transition programs for incoming middle school studentsUnderstanding Students Concerns about Belonging

Empathizing with Students

Understanding the characteristics of the Age group

Focusing on the Positive

Building Hope

Dropping out has been described as a slow process of disengagement from school.

Building Blocks of Literacy

How Children Acquire and Produce Language (BBC 2001)Oral Language http://www.youtube.com/watch?v=2i1z37nYMrMPhonological Awareness ContinuumRhyming

Sentence Segmentation

Syllable Segmentation and Blending

Onset-Rime Blending and Segmentation

Blending and Segmenting Individual PhonemesPhonicsDr. Paula Tallal: Neuroscience, Phonology, and Reading - Part 5 (video)

http://www.youtube.com/watch?v=lQIpb56DxDw&feature=plcp

Components of Oral Reading FluencyAccuracy the ability to decode words accurately and with appropriate speedRate speed of oral readingProsody expression, pacing, and appropriate pauses

http://www.youtube.com/watch?v=IQbYc7qLgBc&feature=youtu.be

PDE-KtO Content Module Training

Tiers of VocabularyTier 1

Everyday speech, usually learned earlyChildren know the words prior to entering schoolDog, clock, baby

Tiers of VocabularyTier 2

More likely to appear in written speech, found across many types of textDescribe, extend, create, monitor

Tiers of VocabularyTier 3

Low frequency words; however critical to understand in the specific contentMore common in informational text than in literatureMetamorphic, phonemic,geriatrics,symbiotic

Research: Recorded Vocabulary Size http://reading.uoregon.edu/big_ideas/voc/voc_what.php

Professional FamilyParent : 2176Child: 1116

Working Class FamilyParent : 1498 Child: 749

Welfare FamilyParent: 976Child: 526 Hart and Risley, 1995 Meaning Differences

40TBK These numbers came from a longitudinal study of 3 year old children and their language development.TBK Families were followed for a 2 year period. TBK 42 families were observed for 1 hour per month over the course of the study. TBK Children enter school with meaningful differences in vocabulary knowledge. Lets take a look at these numbers in a graph.

Four Part Processing SystemContext ProcessorOrthographic ProcessorPhonological ProcessorMeaning Processorwriting outputspeech outputreading inputspeechsound systemletter memoryPhonemic AwarenessFluencyPhonicsConcept & Information;Sentence Context;Text StructureVocabularyLETRS42Show participants how these processing modules, or systems that support reading, are modeled in this diagram, which was originally proposed by Seidenberg and McClellan (1989). This model is useful because it suggests (1) the various ways in which reading problems might develop, and (2) why reading instruction should target several kinds of skills. In a sense, teachers are educating all of the processing systems and enabling them to work together. Discuss with participants whether one processing system is more important than the others at any given stage of reading development. Teaching Content is Teaching Readinghttp://www.youtube.com/watch?v=RiP-ijdxqEc

The purpose of this overview was to simply expose you to some of the information contained within each of the first four literacy content modules of the Keystones to Opportunity grant. You now have a baseline knowledge of UDL, Using Data, Successful Transitions and Building Blocks.As the year progresses, we all will continue to build and grow in these areas working toward providing our students with a stronger, more effective literacy foundation.