West Virginia Department of Education. July 1, 2011 timeline for middle school implementation West Virginia Department of Education

West Virginia Department of Education

July 1, 2011 timeline for middle school implementation



Enough is already known about adolescent reading – both the nature of the problems of struggling readers and

the types of interventions and approaches to address these needs – in

order to act immediately on a broad scale.

Biancarosa & Snow (2006)


Where should middle schools be with their

RTI implementations?

Literacy Leadership Teams are established Vocabulary and comprehension strategies

are used in content classes Student achievement data are reviewed to

determine need for Tier II or Tier III support Master schedule discussions/decisions are

occurring Staff are designated to provide intervention Tier III intervention programs have been

reviewed/selected/purchased Professional development is planned to

focused on what students and teachers needWest Virginia Department of Education

Provide access to the resources!› Teach 21 Adolescent Literacy website (Gr. 4-12)› Adolescents and Literacy: Reading for the 21st

Century (Alliance for Excellent Education, 2003)› Academic Literacy Instruction for Adolescents: a

Guidance Document from the Centers on Instruction (2007)

› Interventions for Adolescent Struggling Readers: A Meta-analysis with Implications for Practice (2007)

› Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement (2007)

› Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide (2008)


RESA I Jane Meador RESA II Paula Brown RESA III Rachelle Williams RESA IV Sarah Lee RESA V Rhonda Jelich RESA 6 Nancy Richmond RESA VII Darlene Crane RESA VIII Wendy Lochner


Discuss how your middle schools are establishing and implementing their RTI frameworks.

Are their processes clearly defined?

What challenges and needs still exist?

How are you addressing the schools’ needs? Funding? Professional development?



Defining Characteristics

1. Providing high-quality instruction and intervention matched to student needs and

2. Using learning rate over time and level of performance to

3. Make important educational decisions.

(NASDSE, 2005)


Provides an academic support system for all students through tiered instruction, progress monitoring, and teaming

Is used as a method for identifying students with specific learning disabilities

1. Tiered Instruction Model2. Universal Screening3. Progress Monitoring4. Teaming & Collaboration5. Data-based Decision Making6. Professional Development


K-3 focuses on learning to read

4-12 focuses on reading to learn


K-3 instruction focuses on acquisition of basic reading skills such as phonemic awareness, phonics, fluency, vocabulary and comprehension

4-12 focuses on the development of literacy skills students need to access school, work and daily living. Vocabulary and comprehension skills are critical.


K-3 assessment focuses on proficiency in basic reading skills. Oral reading fluency measures are predictive of reading success.

4-12 assessment focuses on measuring growth of comprehension skills. Measures of oral reading fluency may not be the best indicator of reading growth.


Middle school students struggle differently than elementary students› 90% struggle with comprehension› 10% struggle with word-level (decoding)

skills(Biancarosa & Snow, 2006)

› Deshler (2007) suggests the percentage of students who struggle with word level difficulties may be 50%


IT’S IMPORTANT TO KNOW EACH SCHOOL’S STUDENTS’ NEEDS

Represent broad categories not concrete designations

General guidelines (not rules):› Within two years of grade level, Tier 2› Two or more years below grade level, Tier 3› Historically have not responded to Tiers 1 &

2 Students within each tier need different

instructional focal points Develop a system for making these

decisionsWest Virginia Department of Education


Recommendations for Strengthening Adolescent Literacy in the Middle Grades


We know what we need to do to

address adolescent literacy…


IES Practice Guide

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

1) Provide explicit vocabulary instruction2) Provide direct and explicit comprehension

strategy instruction3) Provide opportunities for extended

discussion of text meaning and interpretation

4) Increase student motivation and engagement in literacy learning

5) Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists



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A middle level student’s cumulative academic performance record is

essential for decision making.

For older students, there are two basic categories of intervention needs:› Word-level skills› Comprehension skills

Timed assessments provide a starting pointing for determining an intervention category



WESTEST WESTEST 2

AcuityLexiles

MazesCBM

passages

TOWRE for sight words, decoding

& fluencyTOSCRF for

silent readingDRP for

comprehension


Questions?

Linda PalencharRTI Coordinator

Office of Special [email protected]


Documents

West Virginia Department of Education. July 1, 2011 timeline for middle school implementation West Virginia Department of Education