Reading Systems Professional Learning Resource Guide · Web viewEffective instructional materials...

Randy DornSuperintendent of Public Instruction

Bob HarmonAssistant Superintendent

Special Programs and Federal Accountability

Dan NewellAssistant Superintendent

Secondary Education and School Improvement

Tonya MiddlingDirector

Project Development, Management, and Implementation

Judi MosbyDirector

Reading Instruction, Assessment, and Intervention

Luisa Sanchez-NilsenElementary Reading Specialist, Teaching and Learning

This publication was developed under the federal No Child Left Behind Act of 2001 (NCLB) and Elementary and Secondary Education Act (ESEA) Title I funding.It may be reprinted without permission.

The material is available in alternative format upon request. Contact Secondary Education and School Improvement at (253) 571-3540 or [email protected].

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.

DISCLAIMER: The opinions and positions presented in this module are not intended to confirm or imply compliance with any particular law or regulation pertaining to educational services for children.

The module should be reviewed and applied by users according to their specific needs, and with the full realization that the module represents the views of the presenter(s) regarding what constitutes preferred practice and/or research available at the time of publication.

This module should be used as a practice guide or tool to assist in decision-making. Any references within the module specific to any particular educational product are illustrative, and do not imply endorsement of these products by OSPI to the exclusion of other products that are not referenced.

https://mail.ospi.k12.wa.us/OWA/redir.aspx?C=8c406c4f85c24eb089545e9b72b33840&URL=mailto%[email protected]

February 2011

Table of Contents

Foreword

Foreword.......................................................................................................................................................................................................................... 1

Acknowledgments............................................................................................................................................................................................................ 2

Purpose............................................................................................................................................................................................................................ 4

Background....................................................................................................................................................................................................................... 5

Organization 6

Reading Leadership 7

Tier I: Effective Core Instruction for ALL 13

Writing Series – Instructional Support Modules................................................................................................................................................. 22

Reading Assessment Systems......................................................................................................................................................................................... 23

Reading Benchmark Assessments (RBAs)...…………………………………………………………………………………………………………………………………………………..25

Tier II and Tier III: Effective Supplemental Instruction for SOME....................................................................................................................................27

Secondary Struggling Readers Improvement Series........................................................................................................................................... 29

System-Wide Support..................................................................................................................................................................................................... 30

Resources....................................................................................................................................................................................................................... 35

Overview – WIIN Center Professional Development...................................................................................................................................................... 39

Professional development can be guided by leaders, tied to standards and learning goals, built around...improvement plans. But the engine that drives it all, ultimately, is each individual’s commitment to self-reflection and self-improvement.

Professional Learning in the Learning Profession, November 2009

Foreword

Public education has a fundamental responsibility to provide our students with equitable access to opportunities for success. To that end, we have created the Reading Systems Professional Learning Resource Guide to provide support for development of a comprehensive Reading System with actionable implementation steps based on high-quality research and evidence-based practices.

Washington State Literacy Task Force, 2010

The Guide illustrates steps districts can take to put the theory and research from the Washington State K-12 Reading Model: Implementation Guide into practice. It supports staffs to build, implement, and enhance a district-wide PK-12 Reading System. The Guide also provides the foundation for professional development delivered through the coordinated efforts of OSPI, Educational Service Districts (ESDs), and districts. The Guide offers educators at all levels of the system with learning opportunities and experiences they need to implement an effective Reading System. The actionable steps focus on building systems and target essential components of multifaceted and on-going professional development.

Anchored in OSPI’s K-12 Reading Model and Nine Characteristics of High-Performing Schools, the Guide targets components essential to close opportunity gaps and accelerate achievement. OSPI’s English Language Development Standards are also integrated throughout the Guide. Essential components include:

PK-5 Literacy: Pre-literacy skills, reading, and writing; includes the five components of phonemic awareness, phonics, fluency, vocabulary, and comprehension analyzed in the landmark report of the National Reading Panel.

Adolescent Literacy : Emphasizes research-based components of word study, fluency, vocabulary, comprehension, and motivation.

The Guide also emphasizes commitment from all stakeholders to students reading at the highest possible level of proficiency, based on Washington State Standards. Only then can schools and districts ensure their students graduate as “global readers,” equipped with skills and knowledge to participate in all aspects of life.

This document has been revised and amended based on input from the field. It continues to evolve as ESD and OSPI staff and contractors provide technical assistance to school districts and address individual needs that surface at the local level. This evolution will continue as districts and schools across Washington State focus on improving reading and literacy instruction for all of their students.

Reading Systems Professional Learning Resource Guide 2

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

http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf

http://www.k12.wa.us/MigrantBilingual/ELD.aspx

http://www.k12.wa.us/research/pubdocs/NineCharacteristics.pdf

http://www.k12.wa.us/Reading/Standards/ReadingModel.aspx

Acknowledgments

OSPI thanks the following individuals who contributed to this project and without whose efforts the project would not have been completed.

Literacy Task Force

Name Title Organization

Donald Bender Migrant Regional Office Literacy Coordinator MERO/ESD 105Vicki Berg ELL Title I Math Teacher Monroe School DistrictAlma Chacon Migrant Bilingual Program Supervisor OSPILatanza Collins Literacy Coach Seattle Public Schools

Mary DamascusResearch-Based Instructional Strategies Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement

OSPI

Mischelle Darragh Literacy Coach Burlington-Edison School DistrictJean Farber Title III Consortium Coordinator ESD 189Erica Finkbeiner ELL/Math Teacher Tukwila School DistrictTatiana Gabriel Professional Development Coordinator Mt Vernon School DistrictLani Gordon Reading Specialist ESD 112

Nadine Hansen Reading Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement OSPI

Dr. Margaret Ho, Ed.D. ELL Specialist Edmonds School DistrictKimberle Hoff Elementary ELL Specialist Highline School District

David Irwin ELL Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement OSPI

Saralise Keel Reading Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement OSPI

Megan McJennett Program Manager Thrive By Five WashingtonSusan Moeller District ELL Coach Northshore School DistrictBeth Niemi Literacy/School Improvement Specialist ESD 189

Liisa Moilanen PottsResearch-Based Instructional Strategies Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement

OSPI

Mary RosierResearch-Based Instructional Strategies Technical Assistance Contractor with Specialized Expertise, Secondary Education and School Improvement

OSPI

Dr. Patricia Valdez-Zontek, Ph.D. ESL Bilingual Department Chair Heritage UniversityReading Systems Professional Learning Resource Guide 3

Advisory Panel

Name Title OrganizationDr. Tessie Rose Bailey Technical Assistance Provider National Center on Response to InterventionAnne Banks Learning and Technology Program Director OSPI

Dr. Susan Cohn Coordinator, Writing, Research, and Grants, Secondary Education and School Improvement OSPI

Dan Coles Literacy Director Seattle Public SchoolsIan Grabenhorst Assistant Superintendent ESD 105Erin Jones Assistant Superintendent, Student Achievement OSPI

Dr. Michael Kamil Consulting Professor, Psychological Studies in Education, School of Education Stanford University

Dr. Nancy Marchand-Martella Professor Department of Counseling, Educational, and Developmental Psychology Eastern Washington University

Judi MosbyDirector, Reading Instruction, Assessment and Intervention, Secondary Education and School Improvement

OSPI

Beth Niemi Literacy/School Improvement Specialist ESD 189John Pope Title I, Part A Program Supervisor OSPILeslie Pyper Learning Improvement Coordinator OSPILuisa Sanchez-Nilsen Elementary Reading Specialist OSPIDr. Rebecca Zumeta Learning Improvement Program Supervisor OSPI


Purpose

One element critical to improving reading achievement is ample opportunity for professional development. Effective professional development may be described as learning opportunities that result in improvements in teacher and school and district leader knowledge and practices, and most importantly, in increased student achievement. The purpose of the Reading Systems Professional Learning Resource Guide (Guide) is to provide Washington’s school districts with actionable steps, professional development, and support to build, implement, and enhance a comprehensive PK-12 Reading System.

The professional learning resources in this Guide align with the following: OSPI’s Nine Characteristics of High-Performing Schools: Themes from Research , which include: Clear and Shared Vision; Effective School Leadership; High

Standards and Expectations for All Students; High Levels of Collaboration and Communication; Curriculum, Instruction, and Assessments Aligned to Standards; Frequent Monitoring of Learning and Teaching; Focused Professional Development; Supportive Learning Environment; and High Level of Family and Community Involvement.

The five elements of a successful Reading System found in OSPI’s Washington State K-12 Reading Model: Implementation Guide (i.e., Standards, Assessment, Instruction and Intervention, Leadership, and System-wide Commitment). Note. A sixth facet, Family and Community Involvement, has also been identified through research as an attribute of effective Reading Systems.

The six elements in the Washington State Comprehensive Literacy Plan: Birth to Grade 12 (i.e., Standards, Assessment, Instruction and Intervention, Leadership, System-wide Commitment, and Family and Community Involvement). The document provides a comprehensive plan to ensure ALL students graduate with literacy skills essential for college, careers, and citizenship. When implemented, this comprehensive plan will prepare all students for productive social, academic, and economic roles once they leave high school.

Washington State’s Reading Learning Standards and the national Common Core Standards for English Language Arts.

The Guide is based in part upon a convergence of research findings noted in the Washington State K-12 Reading Model and other studies. Effective instructional materials for reading are anchored in scientifically based reading research and emphasize five essential reading components:

phonemic awareness, phonics, fluency, vocabulary, and comprehension as analyzed in the Report of the National Reading Panel: Teaching Children to Read in the landmark meta-analysis of K-12 reading research.

Students in grades 6-12 must have learning opportunities that reflect five components identified in research as essential to promoting adolescent literac y : word study, fluency, vocabulary, comprehension, and motivation.

Students must read at the highest possible level of proficiency, based on Washington State Standards, in order to participate in all aspects of life. Students who are not meeting the reading standards need intervention that emphasizes the components of instruction appropriate to their needs. An adequate amount of engaged, rigorous instructional time must be allocated in order to optimize student growth in reading.







http://www.corestandards.org/the-standards/english-language-arts-standards

http://www.k12.wa.us/Reading/Standards/default.aspx



Striving readers need more time, culturally relevant curriculum and learning experiences, and targeted intensive instruction in order to close the opportunity gap.

Reading instruction needs to be adjusted based on frequent assessment of student performance and progress monitoring data.

Background

The Reading Systems Professional Learning Resource Guide is a collaborative effort involving expert representatives from several divisions of the Office of Superintendent of Public Instruction (i.e., Secondary Education and School Improvement or SE/SI [formerly District and School Improvement and Accountability] and Teaching & Learning), Literacy Specialists from regional Educational Service Districts (ESDs), SE/SI Reading technical assistance providers, and district representatives. Currently, SE/SI is piloting the Guide when delivering professional development to districts and schools. The Guide provides SE/SI, ESDs, and local school districts the foundation to define and differentiate supports, services, and professional development.

The rationale for a systems approach to improving reading achievement is anchored in policy and program evaluations, theory, and logical conclusions from field implementations. Following a systemic, multi-component plan to improve the proficiency of readers across the spectrum, from striving to highly skilled, ensures a positive impact on student achievement. The effective implementation of a seamless Reading System will depend upon the following:

Adopting and implementing State content standards (EALRs, including GLEs); Providing high-quality, job-embedded professional development; Using assessment data to guide instructional decisions; Implementing high-quality reading instruction and interventions that incorporate proven and appropriate methods and materials; and Implementing rigorous programs to support a high level of family and community involvement.

Effective leaders weave these essential elements together; their efforts result in improved practice and higher achievement.

Finally, system-wide commitment to significantly raising reading achievement as a key mission of a school—and the belief it is achievable—is the final element critical to the success of a sustained and systemic approach to instructional improvement.

The Guide identifies core components, actions, and scaffolding necessary to increase reading achievement; it also encourages a systemic approach to developing an effective, seamless PK-12 Reading System.


OrganizationThe Reading Systems Professional Learning Resource Guide is organized into five components essential for implementing a research-based, tiered instructional system:

Reading Leadership Tier I: Effective Core Instruction for ALL Reading Assessment Systems Tier II and Tier III: Effective Supplemental Instruction for SOME Reading Systems Support

These components should not be viewed or addressed in isolation; rather, they must work together to build an effective system leading to substantial improvements in student achievement. As illustrated on page 8, the Guide is written in a seven-column format.

Column 1: Lists actions for improving each component in order of suggested implementation, each action building on the last. The bullets below each action provide additional details, including specific steps, suggested resources, and research.

Column 2: Identifies the element(s) of the Washington State Comprehensive Literacy Plan: Birth to Grade 12 addressed in each action. The model addresses the elements of an effective systematic Reading System: Standards, Assessment, Instruction and Intervention, Leadership, Family and Community Involvement, and System-Wide Commitment.

Column 3: Highlights alignment with OSPI’s Nine Characteristics of High-Performing Schools. This research-based document identifies attributes that distinguish high-performing schools and correlate to the continuous process of schoolwide improvement. These attributes include: Clear and Shared Focus; High Standards and Expectations; Effective School Leadership; High Levels of Collaboration and Communication; Curriculum, Instruction, and Assessments Aligned with Standards; Frequent Monitoring of Teaching and Learning; Focused Professional Development; Supportive Learning Environment; and High Level of Community and Parent Involvement.

Column 4: Lists the professional development module that supports the action(s) listed in the first column. Column 5: Includes goals and outcomes for each action. Column 6: Identifies the participants necessary to implement or complete each action. Led by the superintendent and curriculum director, the District

Reading Leadership Team is the primary group responsible for implementing the Reading Systems Professional Learning Resource Guide. Column 7: Provides a reflective rubric districts can use to assess the implementation and impact of their current system. Note. Column 7 is intentionally

left blank; district and school leaders can use this column to enter reflections regarding the alignment between the actions listed in the Guide and their current reading system.



Reading Leadership

Establishing effective reading leadership is necessary to create a seamless PK-12 comprehensive Reading System. Effective leadership is required to implement change processes within the school. This leadership takes many forms. Principals play a key role along with teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and ongoing professional growth. They communicate a clear and shared focus—a vision of every student reading at grade level. They hold fast to the vision; it becomes a guiding force for all educational decisions at every grade level and for every student, including minority students, those living in poverty, English Language Learners and students receiving Special Education services (Geiger, Banks, Hasbrouck, & Ebbers, 2005, p. 67).

Research and professional literature emphasize the critical role of the principal in improving schools and increasing student achievement. Effective principals, with strong leadership skills, increase the likelihood that school improvement will occur. Other school and district staff should also share leadership roles and responsibilities essential to improving schools. In a recent meta-analysis, Marzano, Waters, and McNulty (2005) found a positive relationship between school district leadership and student achievement.

The concept of distributive leadership acknowledges and promotes leadership that exists throughout the educational system. This concept moves beyond identifying leadership solely in the traditional leader to recognizing the leadership functions that may be assumed or assigned to teacher leaders and others in districts and schools. Leadership needs to be distributed throughout a school organization based on individual predispositions, interests, knowledge, skills, and roles (Shannon & Bylsma, 2007).

“The ethical and moral nature of effective leadership is demonstrated when leaders move beyond talking about the belief that students can learn to taking concrete action to change instruction so students do learn” (Shannon & Bylsma, 2007, p. 16).


Reading Leadership

Action WA State Literacy Plan

Nine Characteristics

Module(# of Days)

Goals and Outcomes Participants Reflective

Rubric1. Conduct Gap Analysis.

Engage in an inquiry-based process; Analyze data disaggregated for various

student populations to reveal opportunity and achievement gaps (e.g., linguistically and culturally diverse learners, students receiving Special Education services);

Identify patterns of student access to core instruction;

Identify strengths and opportunities for growth in a tiered instructional system;

Develop an action plan that implements policies and practices focused on effective reading instruction for all students, limits tracking in reading instruction, and provides access to core curriculum for all students and intervention for each student who needs it; and

Evaluate and measure the action plan.

Standards

Assessment

Instruction and Intervention

Curriculum, Instruction, and Assessments Aligned with Standards

Reading Systems Gap Analysis(2 days)

Technical assistance available

“Gap” statements identifying opportunities for growth in a tiered instructional system

Identification of areas of focus for action planning

Prioritized list of opportunities for growth to determine an entry point into the Guide

District Reading Leaders

Building Leaders

Instructional Coaches

Grade Band Teacher Leaders

Special Education,Title I, and ELL Representatives




Module(# of Days)


Rubric2. Establish district- and school-based

reading leadership teams and cadres. District Reading Leadership Team may

include superintendent, directors, community, school board, parent, and teacher representatives;

District Reading Cadre and/or ESD Reading Cadre may include coordinators, coaches, principals, master teachers, and special education and English language development representatives; and

Building Reading Focus Team may include principal; reading coach; core/reading teacher(s); and special education, English language development, content-area, and Title I representatives; and para-educators.

Leadership

System-Wide Commitment


Family and Community Involvement

Effective School Leadership

Clear and Shared Focus

High Level of Family and Community Involvement

Reading Leadership 101(1 day)


Reading leadership teams in place across the system

Commitment among stakeholders at building and district levels to support literacy improvement

Understanding the research-based rationale for implementing actions articulated in the Guide

Understanding the research-based rationale of second-language acquisition and teaching literacy to ELLs

Superintendent

District Reading Leadership Team

District Reading Cadre

Principals

Building Reading Focus Team




Module(# of Days)


Rubric3. Build shared knowledge of research

around implementation as it applies to distributing leadership within a comprehensive PK-12 Reading System. Review implementation and

leadership research such as the following:o Implementation Research: A

Synthesis of the Literature (Fixsen, D.L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F., 2005);

o Leadership & Sustainability: System Thinkers in Action (Fullan, M., 2005);

o School Leadership that Works: From Research to Results (Marzano, R. J., Waters, T., & McNulty, B. A., 2005);

o Learning by Doing: A Handbook for Professional Learning Communities at Work (2nd ed.) (DuFour, R., DuFour, R., Eaker, R., & Many, T., 2010); and

o On Common Ground: The Power of Professional Learning Communities (DuFour, R., Eaker, R., & DuFour, R. 2005).

Communicate to all stakeholders the synthesis of research to provide a foundation for implementing actions in the Guide.

Leadership




High Levels of Collaboration and Communication

Reading Leadership 101(1 day)


Leadership and support for developing Reading Systems established at all levels

Superintendent



Principals

Building Reading Focus Team


http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/




Module(# of Days)


Rubric4. Support educators to build skills needed

to draft and publicize district-wide reading mission and vision statements and strategic action plan for improving reading. Use current reading research,

previously identified areas of need (from Gap Analysis, Self Assessment, or other assessments), and district data to develop mission and vision statements around reading and a comprehensive plan for reading improvement; and

Ensure the district’s mission and vision statements around reading and the reading improvement plan align with other school improvement plans and district initiatives.

Leadership




Included in Reading Leadership 101(1 day)


Clear and focused district-wide mission and vision statements for reading improvement and a fully developed implementation plan

Statements of the common vision and mission for reading provided to all stakeholders


Building Reading Focus Teams




Module(# of Days)


Rubric5. Build knowledge of OSPI’s Washington

State K-12 Reading Model: Implementation Guide, Washington State Comprehensive Literacy Plan: Birth to Grade 12, and Using Response to Intervention (RTI) for Washington’s Students. Compare the relationships among the

K-12 Reading Model, B-12 Literacy Plan, and RTI;

Develop an understanding of the relationship among the structures and supports necessary for implementing a research-based, tiered instructional system (i.e., Tier I Instruction along with Tier II and Tier III Intervention); and

Understand how implementation of a seamless PK-12 Reading System improves achievement for all students.

Leadership






High Standards and Expectations for All Students

Frequent Monitoring of Learning and Teaching


Washington State K-12 Reading Model with a Twist of RTI (1 day)


Decision making at the district and building levels based on analysis and synthesis of available resources for creating a seamless PK-12 Reading System




http://www.k12.wa.us/rti/Resources/RTIManual.aspx






Tier I: Effective Core Instruction for ALL

Core instruction (Tier I instruction) represents the reading instruction provided to 100% of students in ALL classrooms. Teachers provide high-quality, standards-based instruction to all students through a combination of informational and narrative texts, including primary source documents for older students. All instruction rests on the foundation of essential reading components (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension for elementary/intermediate readers; and word study, fluency, vocabulary, comprehension, and motivation for adolescent readers), evidence-based components of oral language development, research-validated literacy practices, and grade-level learning standards. Content-area instruction emphasizes specific vocabulary and includes before, during, and after reading comprehension strategies to facilitate learning course content. During core instruction, teachers use a comprehensive formative assessment system to continually revise, adjust, and refine instructional decisions and to monitor the effectiveness of core instruction provided to all students. These assessments provide information for differentiating instruction to meet the needs of ALL students in the classroom. Differentiation may include providing texts on a variety of reading and interest levels, using collaborative groups, and offering students choices as they access curriculum and demonstrate their learning.


Tier I: Effective Core Instruction for ALL



Module (# of Days)


Rubric1. Build knowledge of current reading

research and its relationship to Washington State Standards, curriculum design, and instructional practices. Review current scientifically based

reading instructional research for K-5 and 6-12.

Research may include:o Report of the National Reading

Panel (National Institute of Child Health and Human Development, 2000);

o Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth (August, D. & Shanahan, T., Eds., 2006); and

o Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (Institute of Education Sciences, 2009).

Standards

Assessment



Supportive Learning Environment

High Standards and Expectations

Rigor Increased Through Reading Research (K-5 Research)

Rigor Increased Through Reading Research (6-12 Research)

(1 day each)


Knowledge of current reading research for all populations

Understanding the rationale for implementing effective instructional practices aligned to Washington State Standards

District Reading Leadership Team and/or Building Reading Focus Teams




Module(# of Days)


Rubric2. Build system-wide understanding of

Washington State Standards. Gain a deep understanding of the

Reading Grade Level Expectations (GLEs) and Proficiency Levels:o Structure,o Organization,o Vertical alignment, ando Horizontal alignment;

Unpack standards to guide the learning focus; this knowledge will serve as a critical foundation for professional development opportunities;

Analyze district data to determine essential standards for curriculum/assessment pacing guides;

Gain a deep understanding of Washington’s English Language Development Content Standards;

Use established objectives to target instruction; and

Identify standards essential to address in common assessments.

Standards

Assessment





Standards-Based Instruction: Curriculum Alignment and Learning Targets(4 days)


Reading GLEs and English Language Development Standards reflected in district standards documents

Endurance, leverage, and readiness used as criteria in selecting essential standards

Essential standards used as foundation for instructional planning and developingcommon assessments



Grade-Level Teacher Leaders (PK-12)






Module(# of Days)


Rubric3. Align Core Curriculum with Washington

State Standards. Identify instructional materials for each

standard; Conduct an instructional materials

analysis to identify standards that are not fully addressed by core curriculum;

Analyze instructional materials to determine the need for supplemental materials to use in core instruction;

Develop common learning target maps; Use aligned materials to identify core

program lessons/chapters to emphasize or de-emphasize;

Identify sequence of core program lessons/chapters and amount of time needed for each;

Identify appropriate lessons from supplemental materials to fill gaps in alignment; and

Design and use formative and summative assessments aligned with standards.

Standards

Assessment






Standards- Based Instruction: Curriculum Alignment and Learning Targets(4 days)


“Learning Target Maps” portion of the Standards module(1 day)


Each standard addressed in instructional materials

Learning target maps in place ensuring all students have equal access to standards-based reading instruction







Module(# of Days)


Rubric4. Define the role of oral language

development in increasing reading achievement. Identify the importance of oral language

development in early learning; Understand current research and identify

the role oral language development plays in increasing reading achievement;

Apply the English Language Development Standards to oral language instruction; and

Build repertoire of oral language development strategies for classroom application.

Standards

Assessment






Oral Language Development(1 day)


Both the importance of oral language as a prerequisite for reading success and application of the English Language Development Standards reflected in instruction







Module(# of Days)


Rubric5. Build leader and teacher capacity for

applying Tier I Instruction, including: Characteristics of core instruction in a

tiered instructional model (e.g., time, duration, and frequency of instruction);

Strategies that illustrate student awareness and manipulation of sounds during phonological awareness instruction;

Strategies that enhance understanding of relationships between the sounds in words and their print letter correspondence during both foundational and complex phonics instruction;

Strategies that bridge decoding and comprehension, as well as rate and expression of oral reading during fluency instruction;

Strategies that build conceptual understanding and increase comprehension, expressive vocabulary, and receptive vocabulary during vocabulary instruction;

Strategies that foster understanding text from various genres and can be used to monitor text comprehension before, during, and after reading;

Strategies for analysis and morphological understanding of multisyllabic words and word origins during word study instruction of adolescent readers;

Strategies necessary to motivate and help engage students in reading, especially adolescent students; and

Standards

Assessment


Leadership


Curriculum, Instruction, Assessments Aligned with Standards

Frequent Monitoring of Teaching and Learning





Getting More from the CoreK-5 (1 day)6-12 (1 day)

Catch Them Before They Fall: Effective Use of Differentiation Strategies(I day)


Clear evidence of teachers implementing research-based and standards-aligned strategies in reading instruction for all populations



Grade-Level Teacher Leaders (K-12)


Strategies necessary to differentiate and help all students—including English Language Learners—progress in reading acquisition.

Language Essentials for Teachers of Reading and Spelling (LETRS) Series, including new preschool LETRS, available upon request




Module(# of Days)


Rubric6. Develop and implement formative

assessments. Develop a common understanding of

formative assessment processes; Employ effective formative assessment

strategies:o Clear learning targets,o Tasks that elicit student

understanding,o Effective feedback, ando Student ownership of learning;

Apply formative assessment for:o Teachers to adjust instruction,o Students to adjust learning tactics,o Shifts in classroom climate, ando Schoolwide implementation;

Determine the content to be formatively assessed and assessment methods through teacher collaboration;

Support teachers in using evidence to inform minute-by-minute and day-by-day instructional practice;

Support students in using evidence to set goals, reach targets, and inform their learning; and

Provide job-embedded supports and tools to ensure teachers implement research-based formative assessment practices and discuss these practices in collaborative teams.

Standards

Assessment





Formative Assessment(1 day)

Additional modules currently under development


Formative assessments routinely used throughout the system, both individually and in collaboration with other teachers

Formative assessments used to monitor student progress and inform daily instructional decisions







Module(# of Days)


Rubric7. Build teacher and leader capacity to apply

evidence-based practices for English Language Learners. Develop teacher and leader knowledge

of the relationship between the Washington State English Language Development Standards and the WLPT-II Proficiency Levels;

Develop teacher and leader pedagogy necessary to meet the needs of English Language Learners; and

Apply instructional strategies for effective Tier I Core Instruction for all students.

Standards


Leadership


Curriculum, Instruction, and Assessments Aligned to Standards





ELL Reading Research Module(1 day)

Strategies That Improve Speaking and Listening with ELLs(1 day)

Additional modules under development (e.g., SIOP, GLAD, Bilingual and Dual Language Structures)


Clear and consistent evidence (e.g. protocols) of teachers and leaders applying evidence-based practices for ELLs

Increased number of highly qualified ELL or Bilingual teachers and leaders (increased number of endorsements)





Writing Series – Instructional Support ModulesOSPI, in collaboration with educators, provides Instructional Support Modules for the purpose of improving student writing. These lessons were developed and field tested by Washington teachers.

Action Goals/Outcomes Professional Development Module

1. Build understanding of Tier I Core Instruction.

Clear evidence of teachers implementing research-based and standards-aligned strategies

Getting More from the CoreK-5 (1 day)Grades 6-12 (1 day)

Prewriting for Expository Writing (Grades 3-8) Elementary Elaboration Middle and High School Elaboration Middle and High School Introductions and Conclusions Middle School Persuasive Writing (Grades 5-7) High School Persuasive Writing (Grades 8-10)

2. Apply the characteristics of Tier II and Tier III instruction.

Understanding of the components and characteristics of Tier II and III

Instruction reflected in classroom structures and pedagogy

High School Four-Week Course Writing Module Tiers II & III: From Theory to Practice (1 day) Secondary Striving Readers Improvement Series


http://www.k12.wa.us/Writing/Assessment/SupportMaterials.aspx

Reading Assessment Systems

An effective plan for improving PK-12 literacy requires implementation of a comprehensive assessment system. Only then will teachers have access to accurate, timely assessments that allow them to differentiate instruction according to individual student needs. A balanced, comprehensive assessment system requires thoughtful planning and implementation; the plan serves as the blueprint for the district accountability and evaluation system. Assessment data help a school or district set priorities and analyze the overall efficacy of a plan. Disaggregated data help identify equity gaps to ensure that all students succeed.

Assessment is often divided into formative and summative categories, based on the intended use of the assessment. Formative assessments are designed to be used as assessment for learning. In contrast, summative assessments are designed as assessment of learning. See p. 39 of the Washington State K-12 Reading Model for additional information. It is important for educators to have a clear understanding of the assessment system: what is measured in various assessments, how it is measured, and importantly, how to use the assessment data for making instructional decisions. In an “ideal” system, schools identify and use valid, reliable formative assessments to screen, monitor progress, and diagnose student needs to target instruction effectively. This ideal system also uses summative reading outcome measures to indicate how well students have learned or how well they have met performance standards.

The diagram on the next page illustrates the relationships among the various components of an effective assessment system.

Adapted from the Oregon K-12 Literacy Framework.


http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/entire-framework.pdf

Reading Assessment Systems



Module (# of Days)


RubricImplement a comprehensive assessment system to drive instructional decisions. Understand the purpose for each type of

assessment: screening, progress monitoring, program-embedded, diagnostic, or outcome:o Screening: Assessment of grade-level

skills; data used for early identification of at-risk readers;

o Progress Monitoring: Administered weekly or biweekly to systematically monitor the progress of students receiving Tier II or Tier III instruction; data used to influence instructional decisions;

o Program-embedded: Provided by publisher (e.g., end-of-unit tests);

o Diagnostic: Provides more in-depth information regarding a student's strengths and deficits; data used to design instruction and develop intervention plans; and

o Outcome: Administered at end of school year; data used to identify students who achieved Grade Level Expectations and those who did or did not make progress.

Effectively implement each type of assessment.

Allocate time and develop structures that provide for system-wide collaboration and analysis of assessment data.

Use data from formative and summative assessments to inform instruction.

Monitor the effectiveness of instruction

Standards

Assessment


Leadership







Comprehensive Assessment System Development(1 day)


The components and characteristics of an effective comprehensive system reflected in classroom structures and pedagogy

Data from a variety of assessments used to inform instructional decisions at the individual student, classroom, school, and district levels



Grade Level Teacher Leaders (K-12)


and its impact on student growth through a comprehensive assessment system.

Reading Benchmark Assessments (RBAs)Secondary Education and School Improvement (SE/SI) staff led the development of the RBAs in spring 2011 for the purpose of improving student achievement in reading. The interim assessments will be field tested by Washington teachers in 2011-12.

Overview & PurposeThe Reading Benchmark Assessments (RBAs) are standards-based interim assessments developed for grades 2 through 10. The RBAs will be administered fall, winter, and spring to provide ongoing information about teaching and learning in relation to State reading comprehension and vocabulary standards. The 2011—2012 RBA pilot will build on the successful implementation of Mathematics Benchmark Assessments delivered through the WIIN Center in 22 school districts serving over 95,000 students.

The purposes of the RBAs are to provide a bridge between classroom formative assessments and end-of-year summative assessments and to supply information to:

Evaluate student learning of specific state reading comprehension standards; Identify specific student strengths and opportunities for growth in reading as they relate to the content in assessed standards; Identify student instructional needs through collaborative data dialogue to adapt instruction and curriculum to better enable student proficiency; and Provide feedback to students for reflection to enable motivation and deepening of learning.

Test DesignThe collaborative RBA development process involved OSPI reading specialists, ESD reading and school improvement specialists, and district teachers and leaders. Participants worked with the end in mind of providing deep and meaningful information about student learning of state standards through implementation of the RBAs. The RBAs were designed around Washington State Learning Targets and standards aligned with Common Core Standards. The standards assessed on the RBAs address critical prerequisite skills and applications of grade level standards. Assessing a focused set of standards ensures RBAs can provide detailed information necessary to make instructional and program decisions. All participating districts will assess the same set of standards with the same items and test forms over the course of the school year.

Professional Development & Technical AssistanceBased on experiences in 2009-2011 with the Mathematics Benchmark Assessments (MBAs), positive outcomes in districts and schools piloting the RBAs will be realized when:

Teachers are actively engaged in understanding the purpose, test design, and standards assessed; and After each testing period, teachers and district leaders analyze assessment results at the school, grade, and classroom levels to make instructional and

program improvements.OSPI will provide professional development and technical assistance to ensure participating districts and schools are supported in the implementation and use of the RBAs. The table on the next page provides specific information about professional development sessions.Reading Systems Professional Learning Resource Guide 26

PD Session Participants Description

RBA Overview(1/2 day)

District/school Reading Leadership Teams

District Instruction & Assessment Leads School Principals Instructional Coaches Teachers Leaders

Provides an overview of the purpose and test design of the RBAs, administration procedures, and the web-based student assessment system used to develop the RBAs and report student results.

RBA Data Analysis & Instructional Improvement

(3 days)

Following each benchmark administration, participants will understand how to access and analyze assessment data and use student results in an instructional decision making process. (1 day following each administration period.)

In addition to these professional development sessions, OSPI will also provide on-going technical assistance customized to district/school needs to ensure all staff members engage in understanding the RBAs and participate in the data analysis and instructional improvement process. The OSPI/district partnership ensures the RBAs reach full implementation.

Data Analysis & ReportingOSPI partners with Houghton-Mifflin/Riverside Publishing in the use of DataDirector™, a web-based student assessment and data system, for developing the RBAs and reporting their results. DataDirector offers a flexible and efficient assessment management system that enables users to easily create, administer, analyze, and report all types of assessments.

Exam reports provide the opportunity for teachers and district leaders to easily analyze RBA data to identify student strengths and areas for improvement. Reports are provided at the classroom, grade/course, school, and district levels, and student performance is displayed by test, standard, and item.

Through access to banks of high-quality items aligned to Washington State reading and mathematics standards, educators can also use DataDirector to design formative and interim assessments for local use, analyze results, and generate related reports.


Tier II and Tier III: Effective Supplemental Instruction for SOME

Tier IITier II refers to targeted, research-based supplemental instruction that is provided in addition to Tier I Core Instruction. This instruction is aimed at improving academic achievement of students who are reading below grade level in one or more critical areas of reading, as determined by a review of screening and diagnostic assessment data. Tier II is designed to prevent failure through targeted instruction for students who are at risk. Tier II has several distinguishing characteristics:

It relies entirely on adult-led small group instruction, rather than whole-class instruction; and It involves a clearly articulated, validated intervention that is implemented with fidelity and delivered by a trained professional (T. R. Bailey, personal

communication, 2010). Progress monitoring for Tier II students should be conducted frequently. Using an appropriate measure will help monitor the effectiveness of a specific supplemental intervention as it relates to progress monitoring goal(s). When a Tier II student meets the progress monitoring goal(s), the intervention can be discontinued; however, progress should be carefully monitored to ensure continued growth.

Tier IIIThis level of intensive intervention is for a small percentage of students who have not responded adequately to the instruction provided in Tier I and/or Tier II. Tier III intervention may either be in addition to or supplant Tier I Core Instruction. This tier usually includes students who have severe reading difficulties. Student groups should be very small, and the intervention should be implemented with fidelity by a qualified professional. Diagnostic and weekly progress monitoring measures are utilized with this group of students to identify specific strengths and weaknesses and to check progress towards goals. If progress monitoring data show that a student is not responding to instruction, the student may be referred for further evaluation and additional services.


Tier II and Tier III Reading Intervention: Effective Supplemental Instruction for SOME



Module(# of Days)


RubricApply the characteristics of Tier II and Tier III instruction. Identify components of the three-tiered

model; Review the curriculum, instruction, and

assessment components of each tier, including Tier I;

Identify school structures needed for implementing Tier II and Tier III:o Time,o Personnel, o Professional development, ando Other structures;

Ensure Tier II and Tier III instruction supplements the core instruction for students who need more support;

Apply research-based instructional strategies;

Identify instructional targets for students through a comprehensive assessment system;

Ensure appropriate instructional time, duration, and rigor for intervention(s);

Monitor student achievement at classroom, school, and district levels; and

Adjust instructional programs at the classroom, school, and district level to meet student needs.

Standards

Assessment





Tier II & III: From Theory to Practice(1 day)


An understanding of the components and characteristics of Tier II and Tier III instruction reflected in classroom structures and pedagogy



Grade Level Teacher Leaders (PK-12)


Secondary Struggling Readers Improvement Series

Professional Development Number of Days Participants

The following modules focus on professional development essential for improving achievement for Level 1 and Level 2 students on the State’s summative assessments. Each was piloted in two cohorts of high schools throughout Washington State.

Assessment, RTI/K-12 Reading Model LETRS Foundations History of the English Language LETRS Module 10 Reading Big Words: Syllabication and Advanced Decoding Vocabulary and Comprehension Strategies Literacy in the Content Areas Research-Based Instructional Strategies in the Secondary Classroom Using English Language Development Standards to support English Language

Learners

1 day per offering


School and District Leaders

Middle School and High School Reading Teachers


System-Wide Support

High-performing schools are characterized by a clear and shared focus—a system-wide commitment. They have a clear vision for a better tomorrow—everyone knows where they are going and why. Shared goals, clearly articulated and well published, are especially critical when considering the tremendous change that must take place to close opportunity gaps and ensure all students become competent readers.

A common unifying vision is achieved when the administration, teachers, support staff, students, families, and stakeholders representing the demographics of the school community clearly communicate that vision through daily operation of the school and district. A vision becomes a guiding force when all educational, staffing, scheduling, and budgetary decisions are based upon that vision.

All staff in successful schools—not just reading/English teachers—commit to the shared vision of all students becoming “global readers.” Content-area teachers join reading/English teachers in a commitment to the reading goals. Content-area teachers learn and teach strategies for

comprehension, accessing the text, and understanding difficult content-specific specialized vocabulary. Paraprofessionals are integrated into the system-wide practices, since they form a significant part of the instructional delivery process.

Further, professional development supports both paraprofessionals and content-area teachers to effectively implement strategies essential for students to develop capacity as competent and skilled readers.

In high-performing schools, families serve as active partners in schools governance. They support and participate in all school-wide reading endeavors and celebrations. Families take an active interest in their students’ educational goals, and the school regularly informs them regarding progress towards these goals. Most importantly, families and the community support the school vision by placing a high value on reading and communicating that priority.


System-Wide Support

ActionWA State Literacy

Plan


Module(# of Days)


Rubric

1. Train para educators to effectively implement strategies for teaching reading and provide necessary support for them to do so. Increase para-educator knowledge,

understanding, and application of critical components of reading and their role in increasing students' reading abilities;

Prepare para-educators and provide support for them to effectively utilize provided materials to assist with teaching reading; and

Provide continuing support and monitor the effectiveness of para-educator impact on student learning.

Standards








Integrating Para-Educators into Your Reading System(1 day)


Increased para-educator understanding and application of critical components of reading instruction to improve student reading abilities




Family Advocates

Para-Educators

2. Build family involvement and the effectiveness of the home-to-school connection. Develop strategies for strengthening the

home-to-school reading involvement connection; and

Develop practical ideas to help inform families of ways to support reading success with their students.

Standards

Assessment


Leadership






Family Involvement: Home/School Connection(½ day)


Strengthened home-school reading connection with involvement strategies for all families



Family Advocates



Plan


Module(# of Days)


Rubric3. Implement the reading-to-writing connection.

Understand the reading-to-writing connection;

Apply strategies that integrate reading and writing; and

Monitor the effectiveness of these classroom strategies on student learning.

Standards

Assessment


Leadership




Effective Leadership

High Levels of Collaboration and Communication Supportive Learning Environment

Reading/Writing Connection(1 day)


Classroom instructional strategies reflecting the cognitive connections and reciprocal relationship between reading and writing




Content-Area Teachers



Plan


Module(# of Days)


Rubric4. Implement reading and disciplinary literacy

across content areas. Create effective strategies to engage

students; Align strategies to state standards; Provide content-area teachers support

to effectively implement reading strategies; and

Monitor the impact of reading strategies on student achievement in the content areas.

Standards

Assessment


Leadership







Rethinking Literacy Across the Content Areas (1 day)


Increased collaboration between content-area teachers and reading teachers to support student learning

Increased application of discipline-specific reading strategies to ensure access for all students to content-area text materials




Content-Area Teachers

5. Analyze and interpret the correlation between reading success and drop-out rate. Develop awareness of current research

regarding drop-out prevention; Examine current district practices in light

of current research; Understand the relationship between

reading success and drop-out rate; and Implement effective instructional

strategies that address issues that surfaced through data analysis.

Standards

Assessment


Leadership


Family and




High Level of Family

Drop-out Prevention(½ day)


Improved graduation rates as a result of intentional, structured reading instruction to students at risk of dropping out




Family Advocates


Community Involvement

and Community Involvement


Plan


Module(# of Days)


Rubric6: Differentiate and enhance learning for

students who exceed grade-level expectations. Develop awareness of current research

regarding effective instructional strategies for advanced learners;

Examine current district practices in light of current research;

Implement effective instructional strategies that ensure advanced learners make at least one year’s growth in one year’s time; and

Monitor the effectiveness of strategies in meeting intended goals.

Standards

Assessment


Leadership




Curriculum Instruction, and Assessments Aligned to State Standards





Depth, Not Breadth: Enhancing Learning for Above Grade Level Learners(TBD)


System-wide commitment to high achievement for all

System-wide focus on ensuring all students make at least one year’s worth of growth in one year’s time, including students demonstrating above grade-level proficiency

Classroom instruction differentiated to ensure students at or above grade level proficiency engage in curriculum and instruction that challenge them to higher levels of attainment




Family Advocates


Resources

Alliance for Excellent Education (2004). Reading Next—A vision for action and research in middle and high school literacy. Retrieved from http://www.all4ed.org/files/ReadingNext.pdf

American Institutes for Research. (2006). The literacy of America’s college students. Retrieved from http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=636

Armbruster, B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read. National Institute for Child Health and Human Development. Retrieved from http://www.nationalreadingpanel.org/publications/researchread.htm

Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Retrieved from http://www.all4ed.org/files/ReadingNext.pdf

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Available at http://www.centerforinstruction.org/

Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., Lively, T. J., & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Collier, C. (2010). RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, CA: Corwin Press.

Duffy, H. (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered instruction . Retrieved from http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). Newark, DE: International Reading Association.

Ehri, L., Nunes, S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393-447.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Retrieved from http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/

Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.

Gajria, M., Jitendra, A., Sood, S., & Sacks,G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210-225.

Geiger, S., Banks, A., Hasbrouck, J., & Ebbers, S. (2005). Washington State K-12 Reading Model: Implementation guide. Olympia, WA: Office of Superintendent of Public Instruction.



http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf

http://www.centerforinstruction.org/

http://www.all4ed.org/files/ReadingNext.pdf

http://www.nationalreadingpanel.org/publications/researchread.htm

http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=636

http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=636

http://www.all4ed.org/files/ReadingNext.pdf

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides

Hasbrouck, J. (2006). Drop everything and read aloud. Available at: www.aft.org/pubs-reports/american_educator/issues/summer06/fluency.htm

Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Available at www.all4ed.org

Institute of Education Sciences (2009). Assisting students struggling with reading: Response to Intervention (RtI) and multi-tier intervention in the primary grades. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

Institute of Education Sciences (2008). Improving adolescent literacy: Effective classroom and intervention practices. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

Jewell, M. (2003). Adaptations are essential: Middle years reading. Olympia, WA: Washington State Printing Office.

Lehr, F., & Osborn, J. (2005). A focus on comprehension. Honolulu, HI: Pacific Resources for Education and Learning.

Linan-Thompson, S., & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners grades K-4. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Brookes Publishing.

McPeak, L., & Trygg, L. (2007). The secondary literacy instruction and intervention guide. Available at www.stupski.org

National Assessment of Educational Progress. (2005, 2007). The nation’s report card. Available at http://nationsreportcard.gov

National Association of Secondary School Principals. (2005). Creating a culture of literacy: A guide for middle and high school principals. Available at www.nassp.org/s_nassp/index.asp?CID=1138&DID=54609

National Association of State Boards of Education. (2006). Reading at risk: The state response to the crisis in adolescent literacy. Available at www.nasbe.org

National Center for Education Evaluation and Regional Assistance. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide. Available at http://ies.ed.gov/ncee/wwc

National Governors Association. (2005). Reading to achieve: A governor’s guide to adolescent literacy. Available at www.nga.org/center

National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Available at www.nifl.gov

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Osborn, J., Lehr, F., & Hiebert, E. H. (2003). A focus on fluency. Honolulu, HI: Pacific Resources for Education and Learning.


http://www.nifl.gov/

http://www.nga.org/center

http://ies.ed.gov/ncee/wwc

http://www.nasbe.org/

http://www.nassp.org/s_nassp/index.asp?CID=1138&DID=54609

http://nationsreportcard.gov/

http://www.stupski.org/


http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

http://www.all4ed.org/

http://www.aft.org/pubs-reports/american_educator/issues/summer06/fluency.htm

http://ies.ed.gov/ncee/wwc/publications/practiceguides

Osborn, J., Lehr, F., & Hiebert, E. H. (2004). A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

RAND Corporation. (2005). Achieving state and national literacy goals, a long uphill road: A report to Carnegie Corporation of New York. Available at www.rand.org/pubs/technical_reports/TR180-1/index.html

Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Available at www.centerforinstruction.org

Shanahan, C. (2005). Adolescent literacy intervention programs: Chart and program review guide. Available at www.learningpt.org

Shannon, G. S., & Bylsma, P. (2007). The nine characteristics of high-performing schools: A research-based resource for schools and districts to assist with improving student learning. (2nd ed.). Olympia, WA: Office of Superintendent of Public Instruction.

Torgesen, J. K. et al. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Available at www.centerforinstruction.org

Torgesen, J. K., & Miller, D. H. (2009). Assessments to guide adolescent literacy instruction. Available at www.centerforinstruction.org

Walsh, K. (2006). Supporting secondary literacy reform in a low-resource context: The Pasadena story. Available at www.stupski.org

Willingham, D. T. (2006/2007). The usefulness of brief instruction in reading comprehension strategies. Available at www.aft.org/pubs-reports/american_educator/issues/winter06-07/CogSci.pdf

Research Links

Alliance for Excellent Education: http://www.alliance4ed.org/

Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

Developing Early Literacy: Report of the National Early Literacy Panel: http://www.nifl.gov/publications/pdf/NELPReport09.pdf

Effective Instruction for Adolescent Struggling Readers Meta-Analysis: http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Meta-analysis.pdf

Effective Instruction for Adolescent Struggling Readers Practice Brief: http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Practice%20Brief.pdf

Effective Instruction for Adolescent Struggling Readers Professional Development Module: http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20PD%20Module1.ppt

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf


http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20PD%20Module1.ppt

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20PD%20Module1.ppt

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Practice%20Brief.pdf

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Practice%20Brief.pdf

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Meta-analysis.pdf

http://www.centeroninstruction.org/files/Adol%20Struggling%20Readers%20Meta-analysis.pdf

http://www.nifl.gov/publications/pdf/NELPReport09.pdf

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

http://www.alliance4ed.org/

http://www.aft.org/pubs-reports/american_educator/issues/winter06-07/CogSci.pdf

http://www.stupski.org/



http://www.learningpt.org/


http://www.rand.org/pubs/technical_reports/TR180-1/index.html

Hot Topics: Adolescent Literacy: http://www.centeroninstruction.org/resources_searchresults.cfm?searchterms=Adolescent%20Literacy&explicit=1

Improving Adolescent Literacy: Effective Classroom and Intervention Practices: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

Literacy Instruction in the Content Area: http://www.carnegie.org/literacy/pdf/Content_Areas_report.pdf

National Center on Response to Intervention: http://www.rti4success.org/

National Governor’s Association: Center for Best Practices: http://www.nga.org/Files/pdf/0510GOVGUIDELITERACY.PDF

Put Reading First: http://www.nifl.gov/publications/pdf/PRFbooklet.pdf


http://www.nifl.gov/publications/pdf/PRFbooklet.pdf

http://www.nga.org/Files/pdf/0510GOVGUIDELITERACY.PDF

http://www.rti4success.org/

http://www.carnegie.org/literacy/pdf/Content_Areas_report.pdf


http://www.centeroninstruction.org/resources_searchresults.cfm?searchterms=Adolescent%20Literacy&explicit=1

OverviewWIIN Center Professional Development

Highlights Technical assistance delivered through the WIIN Center is anchored in research that affirms:

Improved educator knowledge and practice are essential to ensuring substantial increases in student achievement. Effective professional development focuses on increasing teacher and leader content knowledge and capacity to implement evidence-based

instructional practices. Skill practice and reflection are critical to improving instruction and leadership over time.

When delivering WIIN Center services, Technical Assistance Contractors with Specialized Expertise (TACSEs) incorporate traditional means of professional development (e.g., workshops) with innovative strategies (e.g., classroom videos, digital resources, online learning, and virtual learning communities). OSPI recognizes the most effective professional development occurs when teachers and leaders use evidence gathered through multiple sources (e.g., observations, student data) to reflect on what worked or didn’t work and why with a given set of students. Therefore, significant time is provided throughout the modules for participants to reflect on ways in which current research can be applied in light of local needs.

Common AttributesAttributes for each suite of materials created for WIIN professional development modules include:

Anchored in evidence-based practices in adult learning and differentiated based on learning targets (e.g., increase reading achievement among adolescents) and audience (e.g., K-8 district teams).

Built on research in content, instruction/pedagogy, and implementation science. Creates leader and system-wide capacity to sustain improvements over time. Includes curriculum materials for district and school teams to use when facilitating similarly focused professional development with their peers and

scaling up practices system-wide.

Content AreasResearch-based professional development series have been developed for the following:

District-Level Foundational Processes: Self-Assessment, Gap Analyses, and Action Planning English Language Development Mathematics Reading Research-Based Instructional Strategies Special Education Turnaround Leadership


http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/pdf/Monograph_full.pdf

http://www.k12.wa.us/Improvement/WIIN/pubdocs/WIIN-Bios.pdf%60%60%60%60

Research-Based PracticesProfessional development delivered through the WIIN Center is anchored in research asserting the indisputable link between educator quality and student learning (Darling-Hammond, Marzano, and others). Change processes based on implementation science (Fixsen, Naoom, Blase & Wallace, 2005.) are also emphasized. The graphic below depicts the framework for moving findings from research into practice: improvements in teacher and leader knowledge and skills correlate directly to dramatic increases and acceleration of student learning (adapted from Math Matters, WestEd).

Next steps: Districts, Schools, and OSPI—A WIIN-ing CombinationTo capitalize on the innovative supports and services delivered through the WIIN Center, SE/SI strongly recommends districts and their schools engage in the following:

Appoint a leadership team comprised of stakeholders from across the system. Collaborate with SE/SI leadership to create a comprehensive plan of professional development that reflects locally-identified needs, action plans,

and goals. Actively engage in WIIN Center opportunities. Create a vision and common language around a robust instructional improvement framework that can be implemented to ensure ALL students have

access to effective teachers and leaders. Provide teams opportunity to collaborate, communicate, and reflect in ways that improve instructional and leadership practices over time. Create conditions and structures and leverage resources to sustain improvements and reforms over time.


http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/pdf/Monograph_full.pdf

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