Literacy In NISD and Implications from HB3 February 10, 2020 Michael Griffin, Ed.D. Stephanie Espinosa, Ed.D. Sunni Johnson, Ph.D.
NIS ISD D Li Lite teracy acy Bel elie iefs fs Kids need sustained, independent practice every day to read and write ● authentic texts. Kids need their work to be meaningful, which means they read self- ● selected texts that are interesting to them, within reach, and to write on topics they care about for an audience. ● Kids need opportunities to work in collaboration with other learners, so they teach and scaffold each other in reading and writing. Kids need direct, explicit instruction, feedback, and goal setting on next ● steps.
NISD Literacy Block Kindergarten - 2nd Grade Time (mins) Word Work/Phonics 15-20 3rd - 5th Grade Time (mins) Shared Reading 10-15 Reader’s Workshop 50-60 Use texts slightly above independent Opening - mini-lesson reading level of most students Work Period - independent time, Guided Reading, conferencing etc. Reader’s Workshop 50-60 Close/Share Opening - mini-lesson Work Period - independent time, Interactive Read-Aloud 15-20 Guided Reading, conferencing etc. Close/Share Writer’s Workshop 45-50 Opening - mini-lesson/modeled writing Interactive Read-Aloud 15-20 Work Period - independent/conferring Close/Share Writer’s Workshop 45-50 Opening - mini-lesson/modeled writing Work Period - independent/conferring Close/Share
NISD is a place for rich, engaging literacy instruction.
Writing
Read Aloud
Independent Reading
Share Literature with Others
Targeted Literacy Instruction
Phonics
Interactive Writing
Shared Reading
NISD Literacy Resources ● Reading- Units of Study for Teaching Reading, Literacy Continuum, and Rigby Readers ● Writing- Units of Study for Teaching Writing ● Phonics- Units of Study for Teaching Phonics ● Shared Reading- Fountas and Pinnell Shared Reading ● Read Aloud- Interactive Read-Alouds and Prompts from UOS ● Grammar- Patterns of Power and Grammar Keepers ● Handwriting- Benson
HB HB3 3 Com omponent ponents Language Comprehension Background Knowledge ● ● Vocabulary ● Language Structure Word Reasoning ● Literacy Knowledge ● Word Recognition ● Phonological Awareness ● Decoding Sight Recognition ●
HB HB3 3 Con oncerns erns Commissioners list of approved phonics resources has not been published yet. ● We just adopted a phonics resource as well as all of resources for teaching ○ Reader’s and Writer’s Workshop. 72% of our teachers feel like resource has helped them grow in their understanding of the instruction of phonics. ○ Teachers voted to adopt these resources - 92.3% Each component of our programs are deeply aligned and follow a balanced ○ literacy approach. Components of the Reading Rope are important, but leave off crucial areas of ● reading that must be covered such as fluency and measuring the application of these skills. ○ We believe that the integration of these skills is more rigorous than the focus on the isolated skills and helps to build a strong reading foundation.
Diagnostic Assessments
NIS ISD D Bel elie iefs fs - Li Lite teracy acy Dia iagn gnost ostic ic As Asses essments ments Should provide information that informs the teacher about the students’ needs so ● that we can move them forward in instruction. ● Should provide students’ instructional and independent text level. ○ It is crucial to read side by side with a student to truly diagnose their reading needs. Should provide information relating to vocabulary, comprehension, and decoding ● (fluency, accuracy, and rate). Should assess 3 times a year using using an assessment that will measure growth. ● DRA2 is a formative reading assessment system that allows teachers to assess ○ reading levels and observe, record and evaluate changes in performance.
NIS ISD D Dia iagn gnost ostic ic Rep eport orting ing NISD re report orts s each h of the follow lowin ing are reas as with specific cific info format rmation ion for r each h child. ld. ● Kindergarten Text level (rate, accuracy, and comprehension) ○ Letter ID ○ Letter sound ○ ○ Hearing and Recording Sounds ○ Writing Demographic data ○ 1st-5th ● ○ Text level (rate, accuracy, and comprehension) ○ Writing Demographic data ○
TE TEA D A Dia iagn gnost ostic ic As Asses essments ments Kinde nderg rgar arten en - TX TX-KE KEA Administ nistering ering - TX TX-KEA EA ● Language (required) ● Only required at the beginning of the ● Literacy (required) year ● STEM ● Administered on a computer and ● Social Interaction requires headphones ● Executive Function ● TEA recommends support personnel ● Academic Motor Skills to help with administration ● 5-7 minutes per student ● Can also be part of dyslexia screener ● Free
TX TX-KEA A Dia iagn gnos ostic tic Con oncerns erns Time - proposed minutes from TEA is 5-7 minutes. This does not match what TX-KEA has in their User Guide. ● Literacy & Language required assessments = 18-23 minutes All Assessments = 41-57 minutes ● Time it takes to administer the assessment takes away from instructional time ● in the classroom. NISD will need to administer an additional assessment ●
TX TX-KE KEA Diagnos nostic tic Con oncern cerns ● This is an accountability screener ● Does not yield enough information about the reader to be a true diagnostic that will guide instructional decisions for our students. ○ Ex. TX-KEA assesses a total of 11 letters at random ○ NISD assesses 52 letters for all students and reports to parents (letter-sound identification, text level) ● Does not provide us with a text level -- without a text level we are not measuring how students apply the isolated skills that we are testing them on.
TE TEA D A Dia iagn gnost ostic ic As Asses essments ments 1st and 2nd Grade - TPRI and tejas-LEE ● State provides one free online assessment ● BOY - Screener and Inventory with MOY and EOY Progress Monitoring ● We are not required to use TPRI and can choose an alternative researched- based and scientifically-proven instrument. ● Alternative assessment must adhere to the requirements in the published rubric from the Commissioner.
TEA Diagnostic Rubric ● Released in December 2019 ● Requirements for screeners in K, 1, and 2
TPRI
Dia iagno gnostic stic Con oncerns cerns We will need to train the teachers on a new assessment ○ TEA cannot tell us when the training will be ready for us to review. ○ TEA cannot tell us how long the training will take. Training videos are not ready and we are told they will be ready in June ○ Assessment companies are not ready to rollout to the entire state of Texas. ● ● Suggests additional support personnel to administer the assessment Not truly a free assessment (TPRI) ● Format removes having the teacher sit side by side the student and listen to ● them read to assess critical application skills
Requi equired red Dysle lexia xia Sc Screene eener TEA requires all students to be screened for dyslexia at: ● Kindergarten - End of the year ● 1st Grade - Middle of the year Dyslexia Screening Components Phonological awareness ● ● Phonemic awareness ● Sound-symbol recognition ● Letter knowledge Decoding skills ● Spelling ● Listening comprehension ● ● Reading rate (1st grade only) ● Reading accuracy (1st grade only)
Reading Academies
Prof ofess essional ional Le Learning ning in in NI NISD SD Guided reading ● Conferring ● Phonics ● ● Close reading ● Nonfiction text features Word work in guided reading ● Book clubs ● Early literacy strategies for k-2 ● ● Unpacking the TEKS teachers ● Read aloud and grand ● Guided writing conversations Prompting readers ● MegaLabs ● Shared reading ● Side by side coaching ● Early Literacy Institute ●
TE TEA A - Rea eading ding Ac Academ emies ies Required for ALL K-3 teachers and administrators ● ● Predict that PK as well as 4th and 5th will be added ● 10 days of face to face instruction or a blended model for a total of 80 hours Must have all teachers trained by the 22-23 school year ● New teachers will be required to pass a new certification test: Science of ● Teaching Reading. Those teachers will still need to take part in the Reading Academy. Cost ● Blended Model - $200,000 ○ Comprehensive Model - $1.5 Million ○ ○ Additionally we will have to pay a service provider Stipends for extra time of teachers ○ Hire staff to support the academies ○
Reading Academies Concerns ● Content is still being developed for the Reading Academies ● History of Reading Academies has not proven successful ● Fidelity of the delivery of the program from non-district providers ● Ongoing training ● Content may contradict or not align with our beliefs and resources in NISD ● Time commitment from teachers ● Cost
NI NISD is is a pl a plac ace fo e for r ri rich ch, , en engagin aging g li literac eracy y in instru struction ction.
Thank You Michael Griffin, Ed.D. Stephanie Espinosa, Ed.D. Sunni Johnson, PhD
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