Organizing Schools and Classrooms toTeach Every Child to Read: The Big Ideas

Stuart GreenbergDeputy Director, Eastern Regional Reading First Technical Assistance Center

Florida State University and The Florida Center for Reading Researchwww.fcrr.org

Success For Struggling Readers: Making It HappenSeptember 2004

The ERRFTAC Team, Joe Torgesen, Pat Howard, Marcia Grek, Edward Kame'enui, Deborah C. Simmons, Beth Harn, Michael D. Coyne, Jerry Silbert, Sharon Vaughn and all of the great educators in this room and throughout the United States.

A Special Thank You

Teaching Reading is Urgent

“No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”

(Burns, Griffin, & Snow, 1999, p. 61)

The Reading Continuum

All students will read at or above grade level by

the end of Grade 3.

Learning to Read

Educational Timeline

PreK K 1 2 3 4 5 6 7 Infinity

Reading to Learn

Transitioning

A Window of OpportunityA Window of Opportunity

To every complex problem, there is a simple solution…

that doesn’t workMark Twain

that doesn’t work.

By Family Income NAEP 4th Grade Reading South Carolina 2003

55

24

29

28

48

16

0%10%20%30%40%50%60%70%80%90%

100%

Poor Not Poor

Prof/Adv

Basic

Below Basic

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

Teaching Reading is Essential

• Reading is essential to success in our society (National Research Council, 1998, p.1).

• If you can't read, you don't choose; others make choices for you (Kozol, 1991).

– 0 school assemblies– Attendance every day

from Grade k to end of Grade 3

Teaching Reading is Urgent

720 Days Assuming that during reading instruction there are:

– 0 absences– 0 field trips– 0 interruptions

Expectations For Each Grade Level

Teaching Reading is Essential

Grade 1: 45 wpm Grade 4: 130 wpmGrade 2: 90 wpm Grade 5: 140 wpmGrade 3: 120 wpm Grade 6: 150 wpm

--Hasbrouck & Tindal (1992)

Teaching Reading is Urgent

• As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience (Hart &

Risley, 1995).

• In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988).

• Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9th grade (Shaywitz et al., 1993; Francis et al., 1996, Journal of Educational Psychology, cited in

National Reading Panel Progress Report, February 22, 1999).

Teaching Reading is Urgent

Linkage of Third-Grade TORF to Illinois State Assessment Test (ISAT)

• Odds of “meets standards” on ISAT given Third-Grade TORF of 110 or above: 73 of 74 or 99%.

• Odds of “meets standards” on ISAT given Third-Grade TORF of 70 or below: 1 of 8 or 12%.

r = .7963% of Variance

140

150

160

170

180

190

200

0 20 40 60 80 100 120 140 160 180TORF, Spring Grade 3

ISA

T, S

pri

ng

Gra

de

3

Meets Standards

Below Standards

Exceeds Standards

Sibley, D., Biwer, D., & Hesch, A. (2001). Unpublished Data. Arlington Heights, IL: Arlington Heights School District 25.

Linkage of Oral Reading Fluency to State Reading Outcome Assessments

Oral Reading Fluency

240220200180160140120100806040200

Re

ad

ing

FC

AT

-SS

S S

core

550

500

450

400

350

300

250

200

150

100

50

Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.

Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment.

Below 80, the odds are 19% the student will rank “adequate” on the FL State Assessment.

Teaching Reading is Urgent

• A student in the 20th percentile reads books ______ minutes a day.

• This adds up to _________words read per year.

• A student in the 80th percentile reads books ______ minutes a day.

• This adds up to __________ words read per year.

.7

21,000

1,146,000

14.2

Minutes Per Day

Words Read Per Year

Percentile Rank

Books Text Books Text

98 65.0 67.3 4,358,000 4,733,000

90 21.2 33.4 1,823,000 2,357,000

80 14.2 24.6 1,146,000 1,697,000

70 9.6 16.9 622,000 1,168,000

60 6.5 13.1 432,000 722,000

50 4.6 9.2 282,000 601,000

40 3.2 6.2 200,000 421,000

30 1.8 4.3 106,000 251,000

20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

2 0 0 0 8,000

Adapted from Anderson, Wilson, and Fielding (1988).

Teaching Reading is Both Essential and Urgent

• Getting to 100% requires going through the bottom 20%.

• Children who are at reading risk face the “tyranny of time” (Kame’enui, 1998).

• Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence.

• The bottom 20% will require a very different kind of effort in both the short and long run.

Teaching Reading is Complex

Simple Observation: Teaching beginning reading is important.

Harsh Reality: Three Complex Systems:

Symbolic System: Alphabetic writing system

Organizational System: Schools as complex host environments

Expert Knowledge System: High quality professional development

Vocabulary

Comprehension

Phonemic Awareness

Alphabetic Principle

Fluency

Reading in an Alphabetic Writing

Big Ideas in Beginning Reading

System 1: Complex Alphabetic Code

System 2: Complex Schools

• Schools as the context for learning

• It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are complex organizations.

Three Definitions of Schools

A series of autonomous classrooms that are connected by a common parking lot.

A place where the relatively young watch the relatively old work.

A complex organization that is built upon relationships that require individuals to work interdependently.

Screening

Placement Test

Knowledge of SBRR

What Process Do We Use To DetermineReading Groups

System 3: Teaching Reading Requires Expertise

• Teaching Reading is Rocket Science (Moats, 1999).

• Teaching reading is a job for an expert.

• The majority of teacher preparation programs

underestimate the depth of preparation and practice

needed.

System 3: Teaching Reading Requires Expertise

Quality in Education

“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.”

Willa A. Foster

• Base educational decisions on evidence, not ideology (Learning First Alliance, 1998)

• Promote adoption of programs based on what works.

• If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction.

Teaching Reading Should be Guided by a Scientific Knowledge Base

What We Know From Science and Research

• We know more about the teaching and learning of reading than ever before.

• We have a solid and converging knowledge base about what works.

• We know the skills that enable successful readers. Moreover, we know that these skills can be taught!

Summary

• Teaching reading is both essential and urgent.

• Teaching reading is complex.

• Teaching reading requires expertise.

• Teaching reading should be guided by a scientific knowledge base.

What do we know and what guidance can we gain from scientifically based reading

research?

A Schoolwide Reading Model

• The goal of this schoolwide reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences.

• The schoolwide reading model will maximize your ability to ensure all your children will read at grade level or above by the end of Grade 3.

Why A Schoolwide Reading Model? Seven Reasons

1. Schools are “host environments” in which people, policies, and practices interact in complex ways.

2. If change is to be sustained, it must be at the school-building level.

3. The whole of the school is more than the sum of the individual classroom parts.

4. A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level.

Why A Schoolwide Reading Model? Seven Reasons

5. A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms.

6. A schoolwide model establishes a timeline as to what when important features of the reading program will be provided to all staff.

7. Everyone contributes their expertise, wisdom, and experience to a unified effort.

Goals

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction, Assessment, and Learning

• Reading and literacy goals aligned with “big ideas” in beginning reading

• Curriculum-based or standards-based 180-day pacing maps

• Clear goals and expectations for each grade

• Reliance on research to determine what to teach and when to teach it

Curriculum Maps (Simmons & Kame’enui, 1999)

Goals

• Organized by “big ideas” for each grade level

• Provide curriculum-based 180-day pacing maps

• Provide specific goals and outcomes for each grade (i.e., what to teach and when)

• Based on research in beginning reading

“Big Idea”

Skill Outcomes

Instructional Emphasis

Measurable Benchmark

How to Read Curriculum Maps

Months

Curriculum-based or Standards-based 180-day Pacing Maps

Curriculum-based or Standards-based 180-day Pacing Maps

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

Goals

• The Curriculum Maps are only one example of schoolwide reading goals

• Other examples include state or local reading standards or frameworks

How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?

Adoption and Implementation of Research-Based Reading Programs That Support the Full

Range of Learners

Instruction: Programs

• A core instructional program of validated efficacy adopted

and implemented schoolwide

• Supplemental and intervention programs to support core

program

• Programs and materials emphasize big ideas

• Programs implemented with high fidelity

Core Program

A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

Supplemental and Intervention Programs to Support the Core

A School’s Continuum of Programs and Materials

Core: Programs and materials designed to enable 80% or more of

students to attain schoolwide reading goals.

Supplemental: Programs and materials designed to support the core

program by addressing specific skill areas such as phonemic

awareness or reading fluency.

Intervention: Programs and materials designed to provide intensive

support for students performing below grade level.

Understanding the Purpose of Different Programs

Classifying Reading Programs:

What is the purpose of the program?

1. Core2. Supplemental3. Intervention

CoreReading Program

SupplementalReading Program

Core

Supplemental

Intervention

InterventionReading Program

Meeting the needs for most Supporting the Core Meeting the needs for each

Programs are tools that are implemented by teachers to ensure that children learn enough on time.

(Vaughn et al. 2001)

Programs Implemented With High Fidelity

To optimize program effectiveness:

• Implement the program everyday with fidelity

(i.e., the way it was designed)

• Deliver the instruction clearly, consistently, and explicitly

(e.g., model skills and strategies)

• Provide scaffolded support to students

(e.g., give extra support to students who need it)

• Provide opportunities for practice with corrective feedback

(e.g., maximize engagement and individualize feedback)

Programs are only as good as the level of implementation

Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

Instruction: Time

• Schoolwide plan established to allocate sufficient reading

time and coordinate resources

• Additional time allocated for students not making adequate

progress (supplemental & intervention programs)

• Reading time prioritized and protected

from interruption

Three Types of Instructional Time

• Allocated

• Actual

• Academic Learning Time: Time children are

engaged in tasks in which they can be highly

successful

Program Time Allocation

Core Program 90-120 minutes, five days per week for all students

Supplemental program 15 minutes, three days per week for some or all students

Intervention program

30 minutes, five days per week for students needing intensive support

Sample Time Allocations - Grade 2

Instruction, Grouping, and Scheduling That Optimizes Learning

Instruction: Grouping

• Differentiated instruction aligned with student

needs

• Creative and flexible grouping used to maximize

performance

Differentiated Instruction Aligned With Student Needs

Examples

• Students are grouped based on assessment results

• Specified supplemental and intervention programs are

implemented depending on student needs and profiles

• Groups are constantly reorganized based on progress

monitoring data

Grouping Options

Students:Within class, across grade

Size:Whole class, small group, one-on-three/one

Organization:Teacher led, peer tutoring, cooperative learning

Location:In classroom, outside of classroom

Creative and Flexible Grouping Used to Maximize Performance

Classroom OrganizationLearning Centers

• Teacher-Led Center- Small group instruction

• Student Centers

- Academically engaged

- Accountability

- Group, Pair, Cooperative, Individual

• Keep high risk group sizes small (5-7 as a maximum).

• For students not making adequate progress in a group of 5-7, it is critical to reduce the group size to 3-5.

• Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning.

• It is important to work with each small group differently based on instructional need.

• Consider attitudes, behaviors, and work ethics when forming and modifying groups.

Teacher Directed Flexible Reading Groups

Early identification and frequent monitoring of students experiencing reading difficulties

Progress Monitoring

• Performance monitored frequently for all students who are at risk of reading difficulty

• Data used to make instructional decisions

• Example of a progress monitoring schedule– Students at low risk: Monitor progress three times a year

– Students at some risk: Monitor progress every month

– Students at high risk: Monitor progress every other week

Data Used to Make Instructional Decisions

• Are we meeting our goals?

Did we do better this year than last year?

Is our core curriculum and instruction working for most students?

• How do we match instructional resources to

educational needs?

Which children need additional resources to be successful?

Which children need which skills?

• How well is intervention/instruction working?

Is instruction working for some groups but not others?

Is intervention effective?

Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student

Instructional Adjustments

• Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.

Making instruction more responsive to learner performance

Instructional Adjustments

Alterable Components Specific Adjustments

Opportunities to Learn (Time/

Concentration of Instruction)

Increase attendance

Provide instruction daily

Increase opportunities to respond

Vary schedule of easy/hard tasks/skills

Add another instructional period (double dose)

Program Efficacy

Preteach components of core program

Use extensions of the core program

Supplement core with appropriate materials

Replace current core program

Implement specially designed program

Program Implementation

Model lesson delivery

Monitor implementa-tion frequently

Provide coaching and ongoing support

Provide additional staff development

Vary program/ lesson schedule

Grouping for Instruction

Check group placement

Reduce group size

Increase teacher-led instruction

Provide individual instruction

Change instructor

Coordination of Instruction

Clarify instructional priorities

Establish concurrent reading periods

Provide complemen-tary reading instruction across periods

Establish communica-tion across instructors

Meet frequently to examine progress

Grouping: Reduce

group size

Instructional Adjustments

AlterableComponents Specific Adjustments

Opportunities toLearn (Time/

Concentration ofInstruction)

Increaseattendance

Provideinstructiondaily

Increaseopportunitiesto respond

Varyschedule ofeasy/hardtasks/skills

Add anotherinstructionalperiod(doubledose)

Program Efficacy

Preteachcomponentsof coreprogram

Useextensions ofthe coreprogram

Supplementcore withappropriatematerials

Replacecurrent coreprogram

Implementspeciallydesignedprogram

ProgramImplementation

Model lessondelivery

Monitorimplementa-tionfrequently

Providecoaching andongoingsupport

Provideadditionalstaffdevelopment

Varyprogram/lessonschedule

Grouping forInstruction

Check groupplacement

Reducegroup size

Increaseteacher-ledinstruction

Provideindividualinstruction

Changeinstructor

Coordination ofInstruction

Clarifyinstructionalpriorities

Establishconcurrentreadingperiods

Providecomplemen-tary readinginstructionacrossperiods

Establishcommunica-tion acrossinstructors

Meetfrequently toexamineprogress

Program Efficacy: Preteach components

of core program

Instructional Adjustments

AlterableComponents Specific Adjustments

Opportunities toLearn (Time/

Concentration ofInstruction)

Increaseattendance

Provideinstructiondaily

Increaseopportunitiesto respond

Varyschedule ofeasy/hardtasks/skills

Add anotherinstructionalperiod(doubledose)

Program Efficacy

Preteachcomponentsof coreprogram

Useextensions ofthe coreprogram

Supplementcore withappropriatematerials

Replacecurrent coreprogram

Implementspeciallydesignedprogram

ProgramImplementation

Model lessondelivery

Monitorimplementa-tionfrequently

Providecoaching andongoingsupport

Provideadditionalstaffdevelopment

Varyprogram/lessonschedule

Grouping forInstruction

Check groupplacement

Reducegroup size

Increaseteacher-ledinstruction

Provideindividualinstruction

Changeinstructor

Coordination ofInstruction

Clarifyinstructionalpriorities

Establishconcurrentreadingperiods

Providecomplemen-tary readinginstructionacrossperiods

Establishcommunica-tion acrossinstructors

Meetfrequently toexamineprogress

Coordination of Instruction: Meet frequently

to examine progress

An Integrated System of Research-Based Professional Development and Resource Allocation

Professional Development

• Ongoing professional development established to support

teachers in the implementation of programs

• Time allocated for educators to analyze, plan, and refine

instruction

• Professional development efforts explicitly linked to

scientifically based programs and practices

Strong and Informed Instructional Leaders Maintain Focus and Establish Mechanisms to

Support Reading Progress

Leadership Support

• Administrators develop a coherent plan for reading

instruction

• Leaders organize resources and personnel to support

reading instruction

• A communication plan coordinated with all individuals

responsible for teaching reading

A Set of Strategic, Research-Based, and Measurable Goals to Guide Instruction,

Assessment, and Learning

Goals

• Reading and literacy goals aligned with “big ideas” in beginning reading

• Curriculum-based or standards-based 180-day pacing maps

• Clear goals and expectations for each grade

• Reliance on research to determine what to teach and when to teach it

♦ Commitment to meeting individual student needs at all levels

♦ Adopting and implementing a research-based reading curriculum

♦ Objective assessment to evaluate student progress and the effectiveness of reading programs

♦ Designing and implementing an effective instructional delivery system

♦ Maximizing available instructional time

♦ Administrative monitoring of student progress and program implementation

Organizing Schools and Classrooms toTeach Every Child to Read

Torgesen & King 2002

Websites

Institute for the Development of Educational Achievement (IDEA)

IDEA Beginning Reading

Florida Center for Reading Researchhttp://fcrr.org

http://reading.uoregon.edu/

http://idea.uoregon.edu/

Thank You