Reading Apprenticeship ACROSS THE DISCIPLINES Welcome! Link to - - PowerPoint PPT Presentation

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Reading Apprenticeship ACROSS THE DISCIPLINES Welcome! Link to - - PowerPoint PPT Presentation

May 03, 2023 672 likes •1.07k views

Reading Apprenticeship ACROSS THE DISCIPLINES Welcome! Link to webinar for attendees:https:// wested.webex.com/wested/j.php? MTID=mff9740dbba7d0029ed693e9 e389428cf Meeting Number: 595 532 315 Call-in toll-free number: 877-413-2826

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WestEd.org WestEd.org

Reading Apprenticeship ACROSS THE DISCIPLINES

Welcome!

Link to webinar for attendees:https:// wested.webex.com/wested/j.php? MTID=mff9740dbba7d0029ed693e9 e389428cf Meeting Number: 595 532 315 Call-in toll-free number: 877-413-2826 Conference Code: 710 087 0264

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Participant List Text Chat Area Audio/Video Controls

Reading Apprenticeship Webinar Platform – WebEx tools

Question Process:

  • Ask questions

using the chat function at the top

  • r left of your
  • screen. Or write on

paper and ask after the speakers are finished.

  • Mute with #6 until

Q&A sessions

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Agenda Review & Meeting Objectives

  • 1. Introduce Reading Apprenticeship
  • 2. Build understanding of SEED, project goals,

research study, timeline, roles

  • 3. Answer questions
  • 4. Share contacts at WestEd and local
  • rganizations to get applications or further

information.

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Grant Administrators

Reading Apprenticeship Across the Disciplines Mary Stump Associate Director Strategic Literacy Initiative, WestEd Diane Lee Financial Analyst/Program Coordinator Strategic Literacy Initiative, WestEd Cynthia Greenleaf Project Co-Director Strategic Literacy Initiative, WestEd

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Who We Are

WestEd

  • A nonpartisan, nonprofit research, development, and

service agency

Strategic Literacy Initiative

  • A research and development organization

focusing on improving adolescent literacy across subject areas

  • To support development of high level academic literacy

skills among diverse populations of adolescents, especially academically underperforming youth

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Strategic Literacy Initiative Program

  • f Research and Development

Reading Apprenticeship Instructional Framework Inquiry-based designs for teacher professional learning Ongoing R&D in discipline- specific literacy instruction Ongoing studies to refine and improve program impact for teachers and students

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Evidence of Impact & Current Research

Efficacy Studies

2005-2008 ERO study of 9th grade course 2005-2008 NSF efficacy trials in biology 2006-2009 IES efficacy trials in history & biology

Studies & Implementation of Discipline-Specific PD

2010-2015 i3 validation & scale up (RAISE) 5 states 2012-2016 i3 development grant (iRAISE – online) 2010-2015 IES Reading for Understanding grant (READI) 2013-2017 OII SEED grant (RAWC – blended) 2015 CASEL – Collab. for Academic Social & Emotional Learning

  • - RA One of 9 Highly Effective Programs in US

www.ReadingApprenticeship.org/research-impact

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GROUNDING OUR WORK IN SUPPORTING INSTRUCTIONAL SHIFTS FOR DEEPER LEARNING

Reading Apprenticeship Across the Disciplines

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Deep Instructional Shifts Required for the New Standards in Every Subject

Students ask text-based questions Students interpret texts, negotiate multiple interpretations Teacher frames reading as collaborative inquiry Teacher and students foreground the process of figuring things out

Teacher asks text questions and tests

comprehension Teacher interprets texts, has right interpretations Teacher frames reading as fact extraction Teacher and students foreground knowing content and having correct answers

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The Reading Apprenticeship Approach to Academic Literacy

Transforming Teaching for Student Independence

  • Building academic dispositions
  • Engaging in worthwhile literacy

tasks

  • Fostering intellectual

engagement

  • Close reading to make

meaning of complex texts

  • Literacy as inquiry to build

engagement and knowledge

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The Reading Apprenticeship Framework

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What Teachers Learn with Reading Apprenticeship

How to:

  • recognize and model for students the reading strategies they use

as expert readers in their subject areas

  • engage students in understanding their own thinking processes—

the power of metacognition

  • integrate and accelerate students’subject area learning and

subject area literacy

  • foster learning dispositions of persistence, stamina, problem-

solving, and collaboration

  • turn the sustained work of learning back to students, successfully
  • plan lessons that incorporate all dimensions of the Reading

Apprenticeship framework

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What Does a Reading Apprenticeship Classroom Look Like?

  • Abundant reading of complex subject area text with in-class

support

  • A focus on comprehension
  • On-going conversation about how students are thinking

when they read

  • Skilled coaching and modeling of effective thinking and

reading processes

  • Text-based discussion
  • A climate of collaboration
  • An emphasis on student independence
  • See it in action. Classroom videos at:

www.ReadingApprenticeship.org/ Research-Impact/Videos/Classroom

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Questions About Reading Apprenticeship?

This is your time to unmute & ask questions or type your question in the chat function.

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THE RAAD INNOVATION – PROJECT GOALS & ROLES

READING APPRENTICESHIP ACROSS THE DISCIPLINES

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  • SEED = Supporting Effective Educator Development
  • SEED is a Program in the U.S. Department of

Education, Office of Innovation.

  • WestEd was awarded a SEED grant in October 2015.

The grant will fund Reading Apprenticeship professional learning for three cohorts of teachers across three years:

  • 2016-17
  • 2017-18
  • 2018 (thru 2019 if we get an extension)

Reading Apprenticeship Across the Disciplines SEED Grant: 2015-2018

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What the Grant Covers

  • All Professional Learning Delivery
  • Facilitators
  • Materials (book, binder)
  • Fees for facilities
  • Stipends for participants – Up to $2000 for

full participation in the study

  • Substitute Costs up to $110 per day
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  • 1. Increase the number of highly effective middle and high school

teachers by engaging 2,000 teachers in Reading Apprenticeship professional learning.

  • 2. Improve middle and high school students’ reading comprehension,

academic achievement, metacognitive skills and positive learning dispositions.

  • 3. Build local capacity for strong and sustained implementation of

effective academic literacy practices through school and regional network support.

  • 4. Build knowledge and refine Reading Apprenticeship through research

Project Goals & Objectives

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State & District Partners

Mary Ann Pitcher, Co-Director NCS, University of Chicago mapitcher@uchicago.edu 773-702-1732

MICHIGAN

William Loyd, Michigan Statewide Reading Apprenticeship Coordinator wjloyd@gmail.com 734-260-9176 Nadeea Saeed, Sr. Director, Programs & Operations Middle School Quality Initiative, NYC DOE nsaeed@schools.nyc.gov 646-704-3362 Tammy Kreuz, Executive Director, Region 18 Education Service Center tkreuz@txcee.org 512-538-0641

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PROFESSIONAL LEARNING MODEL

Reading Apprenticeship Across the Disciplines

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  • School teams from multiple disciplines (middle and high schools)
  • Preference given to school teams of 3 to 9; minimum of 3 teachers
  • 30 to 40 teachers in each ‘in person’ group per training site
  • Blended approach: Both in person and online
  • Summer 2016:

3 days in person

  • Fall 2016:

1 hours a month online PLC (1 hr prep)

  • Winter 2016-17:

2 Days in person

  • Spring 2017:

1 hours a month online PLC (1 hr prep)

  • Monthly on-site school team meetings facilitated by Teacher

Leader

  • Three Teacher Leader Meetings (fall, winter, spring)

Reading Apprenticeship Across the Disciplines RAAD Professional Learning Model

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Online PLCs

Goal: Support Implementation and discipline-specific learning Small groups using video-based communication Expert Reading Apprenticeship facilitator

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Tech Requirements – Online PLCs

  • Reliable high-speed internet connection

(minimum of 512kbps)

  • A microphone and webcam (most recent

model computers have these items as built-in features).

  • A USB headset is preferred for the best

audio quality but not required.

  • A computer less than 6 years old with 1GB
  • f RAM and 2GHz processor.
  • Operating system requirements are

Windows XP SP3 and newer, Mac OSX 10.6 and newer, or Linux – chrome OS.

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Teacher Leaders (one for each school team)

  • Convene and facilitate monthly on-site team meeting
  • “Lead from practice”
  • Communicate with admins. regarding school teams’ work, needs for support, etc.
  • Participate in state-level Teacher Leader meeting
  • Receive additional stipend

Principals/Assistant Principals

  • Support teams by seeing they have time for professional development
  • Develop your understanding of Reading Apprenticeship by attending some of the

professional development, teacher meetings and observing teachers State Partners

  • Coordinate the professional development
  • Communicate with teacher leaders and administrators regarding needs for support,

PD logistics, etc.

  • Share knowledge and practices across schools and states

WestEd

  • Provides the professional development and manages the overall project
  • Reports progress to U.S. Department of Education
  • Disseminates information and learning

Roles in Capacity Building and Support

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  • SLI Project

Leadership Team: PIs, Project Manager, PL Lead, Coordinator Chicago/NCS RAAD Coordinator Chicago Teacher Leaders Site-Based Teacher Teams (including the Principal) Michigan State Coordinator Michigan Teacher Leaders Site-Based Teacher Teams (including the Principal) New York/MSQI RAAD Coordinator New York City Teacher Leaders Site-Based Teacher Teams (including the Principal) Texas/TXCEE RAAD Coordinator Texas Teacher Leaders Site-Based Teacher Teams (including the Principal)

Evaluators

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  • Teachers
  • Teacher Leaders
  • Principals/Admins
  • State Partners
  • WestEd
  • Evaluators (more to come)

Questions about Professional Learning & Roles?

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Evaluation – RCT and Formative

IMPAQ & WESTED RESEARCHERS

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Evaluation

Reading Apprenticeship is effective, relevant, and flexible because of continuous research & development. The RAAD project includes a study to examine the impact of Reading Apprenticeship on:

  • change in teacher practice
  • student learning – their achievement and learner

dispositions

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Eligibility to Participate in the Study 2016-2018

  • Middle schools serving 7th and 8th grades
  • Teams with at least three 8th grade teachers in ELA,

science, history/social studies

  • Teams must include at least one 8th grade ELA teacher
  • 8th grade teachers must independently teach at least two

regular education classes in these subjects

  • Schools and teachers must commit to the two years of the

study

  • Schools and teachers must participate in data collection

activities

  • Schools will be randomly assigned to treatment (PL in

2016-2017) and control (PL in 2018-2019) conditions

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Timeline for Randomized Controlled Trial (RCT)

Summer 2016 Sept 2016-Aug 2017 Sept 2017-Aug 2018 Treatment

2016 Summer Institute Year 1 implementation On-line PD Winter Institute Year 2 implementation On-line PD

Control

Business as usual Business as usual 2018 Summer Institute

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Impact Evaluation Research Questions

  • 1. Student achievement in literacy and

science at the end of 8th grade?

  • 2. Students’ positive academic behaviors and

dispositions toward learning?

  • 3. Teachers’ instructional practices and use of

Reading Apprenticeship strategies among grade 8 ELA, science, and social studies teachers?

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  • 1. Student literacy & achievement: 8th Grade performance on
  • Degrees of Reading Power (DRP)

DRP consists of nonfiction passages with embedded probes to determine how well students understand the surrounding text.

  • State Standardized Assessments
  • 2. Student attitudes, behaviors, and dispositions:
  • Online student survey administered in spring of each year
  • Becoming Effective Learners Student Survey (BELS-S)
  • Metacognitive Awareness of Reading Strategies Inventory
  • 3. Teachers’ implementation of Reading Apprenticeship

instructional practices

  • Online teacher survey, administered 3 times per year

RCT – Instruments

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  • 50 Schools
  • 3 Teachers from each school
  • Stipends
  • Surveys & Assessments
  • Evaluation firm = IMPAQ International

Questions about the Study?

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Interested in Participating?

Next Steps Contact your local coordinator or WestEd and ask for an application or more information. We’re happy to meet with you and send you flyers and research information (contact information to follow on next slide). Apply by March 4. Learn more about us at www.ReadingApprenticeship.org

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Contact Us!

Mary Ann Pitcher, Co-Director NCS, University of Chicago mapitcher@uchicago.edu 773-702-1732

MICHIGAN

William Loyd, Michigan Statewide Reading Apprenticeship Coordinator wjloyd@gmail.com 734-260-9176 Nadeea Saeed, Sr. Director, Programs & Operations Middle School Quality Initiative, NYC DOE nsaeed@schools.nyc.gov 646-704-3362 Tammy Kruez, Executive Director, Region 18 Education Service Center tkreuz@txcee.org 512-538-0641

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THANK YOU!

Cynthia Greenleaf cgreenl@wested.org 510-302-4222 Mary Stump mstump@wested.org 510-684-1047 Diane Lee dlee2@wested.org 510-302-4280

Download excerpts of our core text www.ReadingApprenticeship.org Twitter: @ReadApprentice