Alabama Initiatives
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Transcript of Alabama Initiatives
Alabama InitiativesAlabama InitiativesNSBA Technology Site Visit, March 2, 2012NSBA Technology Site Visit, March 2, 2012
Alabama Reading Alabama Reading InitiativeInitiative
The Challenge: 100% Literacy
ARI – The BeginningARI – The Beginning
1996 – 25 individuals, including people from classrooms, 1996 – 25 individuals, including people from classrooms, colleges and universities; business and industry; and grassroots colleges and universities; business and industry; and grassroots support groups, were called to the Alabama Reading Panelsupport groups, were called to the Alabama Reading Panel
1998 – the 1998 – the ““Sweet SixteenSweet Sixteen”” helped to launch the Initiative helped to launch the Initiative across the state of Alabama, Cullman City Primary School was across the state of Alabama, Cullman City Primary School was one of those sixteen schools selected one of those sixteen schools selected
1996-present – The Research indicates a need for a balanced 1996-present – The Research indicates a need for a balanced approach to teaching reading approach to teaching reading
““[A balanced approach] unites the proven practices associated with [A balanced approach] unites the proven practices associated with a whole language orientation and the most effective practices of a a whole language orientation and the most effective practices of a phonics orientation. Specifically, it combines the explicit teaching of phonics orientation. Specifically, it combines the explicit teaching of skills needed to decode words and language-rich, literature-rich skills needed to decode words and language-rich, literature-rich instruction. -instruction. - http://www.ed.uab.edu/ARI/reading_initiative.html
The The ApproacApproac
h…h…
The The CoachCoach
……
Why is Coaching Why is Coaching Important?Important?
““Improving teachersImproving teachers’’ learning – and, in turn, their own practice learning – and, in turn, their own practice and their studentsand their students’’ learning – requires professional development learning – requires professional development that is closely and explicitly tied to teachersthat is closely and explicitly tied to teachers’’ ongoing work. ongoing work. Coaching addresses that requirement.Coaching addresses that requirement.”” (Neufeld and Roper) (Neufeld and Roper)
Role of the Reading Role of the Reading CoachCoach
Teaching Struggling Readers
Facilitating ProfessonalDevelopment
Influencing SchoolwideCommitment to 100% Literacy
Influencing School-wide Influencing School-wide Commitment to 100% Commitment to 100%
LiteracyLiteracy
From the Coach to the Teacher to the Classroom with the From the Coach to the Teacher to the Classroom with the Coaching Cycle:Coaching Cycle:
Begins with Data Begins with Data
Involves the process: Involves the process: ““I Do, We Do, You DoI Do, We Do, You Do”” with collaborative with collaborative planning throughout each phase planning throughout each phase
Provides teachers with the knowledge and practice needed to Provides teachers with the knowledge and practice needed to decompose data, plan for lessons and instruct students in reading decompose data, plan for lessons and instruct students in reading
Coaching Cycle – Coaching Cycle – Always Begin with the DataAlways Begin with the Data
• Pre-Planning• Planning with
Teacher• Modeling for
Teacher• Reflection• Debrief
• Pre-Planning• Planning with
Teacher• Modeling for
Teacher• Reflection• Debrief
• Pre-Planning• Planning with
Teacher• Modeling for
Teacher• Reflection• Debrief
Essential Elements for Essential Elements for LearningLearning
Learning Begins with the … Learning Begins with the … Instructional LeaderInstructional Leader
Leadership TeamLeadership Team
Continuous Improvement PlanContinuous Improvement Plan
Learning transfers to Students through the …Learning transfers to Students through the …Coaching Cycle Coaching Cycle
Teacher Planning Teacher Planning
Student Engagement Student Engagement
Strategic Teaching
Accelerated Intervention
Professional Development
Assessment
Collaborative Leadership
Improve Student Achievement
Collaborative Learning CommunitiesWalk ThroughsCoaching TeachersShared Teaching
Small Group InstructionFlexible SchedulingTargeted Skills Instruction
Data Driven InstructionProgress MonitoringData Meetings
Explicit InstructionMultiple and Connected StrategiesPurposeful Planning
Facilitating Professional Facilitating Professional DevelopmentDevelopment
Taking ARI from Primary Grades to the Secondary Taking ARI from Primary Grades to the Secondary Realm with Strategic TeachingRealm with Strategic Teaching
Strategic Teaching provides teachers with a lesson Strategic Teaching provides teachers with a lesson format format The lesson format can be used across the The lesson format can be used across the curriculum curriculum The lesson format provides The lesson format provides
instructional time through the following model: instructional time through the following model: ““I DoI Do””, , ““We We DoDo””, , ““YY’’all Do,all Do,”” and and ““You DoYou Do””before, beginning and after literacy focusbefore, beginning and after literacy focusfive components of active literacy: talk, write, investigate, five components of active literacy: talk, write, investigate, read and listen read and listen
Give me…Give me…
Five components of Five components of a strategic lessona strategic lesson
Planning a LessonPlanning a Lesson* Always consider purpose and content* Always consider purpose and content
BeforeBefore Activate Prior KnowledgeActivate Prior Knowledge Build Background KnowledgeBuild Background KnowledgeGenerate QuestionsGenerate Questions Make PredictionsMake Predictions Discuss VocabularyDiscuss Vocabulary Establish a Purpose for ReadingEstablish a Purpose for Reading
DuringDuring: : Engage with TextEngage with Text Verify and Formulate Predictions Verify and Formulate Predictions Summarize TextSummarize Text Self- Monitor ComprehensionSelf- Monitor ComprehensionConstruct Graphic OrganizersConstruct Graphic Organizers Use Mental ImageryUse Mental ImageryIntegrate New Information with Prior KnowledgeIntegrate New Information with Prior Knowledge
After:After: Reflect on the ContentReflect on the Content Evaluate PredictionsEvaluate PredictionsExamine Questions Through Guided ReadingExamine Questions Through Guided ReadingRespond to the Text Through DiscussionRespond to the Text Through DiscussionRetell or SummarizeRetell or SummarizeRespond to Text Through WritingRespond to Text Through Writing
Strategic Teaching – Strategic Teaching – Steps 1 and 2Steps 1 and 2
OneOne or more daily outcome(s) based on state or more daily outcome(s) based on state standards.standards.
TwoTwo instructional practices: instructional practices:
chunkingchunking
turn-and-talkturn-and-talk
Strategic Teaching – Strategic Teaching – Steps 3 and 4Steps 3 and 4
ThreeThree parts to the lesson: parts to the lesson: BEFOREBEFORE, , DURINGDURING, and , and AFTERAFTER strategies. strategies.
FourFour steps to explicit instruction: Model, steps to explicit instruction: Model, Guided Practice, Collaborative Practice Guided Practice, Collaborative Practice and Independent Practiceand Independent Practice
(I do, we do, y(I do, we do, y’’all do, and you do)all do, and you do)
Strategic Teaching – Strategic Teaching – Step 5Step 5
FiveFive components of active literacy: TWIRL components of active literacy: TWIRL
TalkTalk
WriteWrite
InvestigateInvestigate
Read Read
Listen Listen
Strategic Planning FormStrategic Planning FormTopic of Lesson:
Course of Study Standard(s):
Daily Outcome(s):
Before: During: After:
Purpose: Purpose: Purpose:
Strategy: Strategy: Strategy:
Procedure: Procedure: Procedure:
Examples of Reading Examples of Reading StrategiesStrategies
Before: Activate Prior Knowledge and SchemaBefore: Activate Prior Knowledge and SchemaAnticipation Guides, ABC Brainstorm, etc. Anticipation Guides, ABC Brainstorm, etc.
During: Provide a framework for thinking all the During: Provide a framework for thinking all the way through the textway through the text
Quadrant Card, GIST, etc. Quadrant Card, GIST, etc.
After: Encourage students to reflect on their After: Encourage students to reflect on their reading and thinking; pose questions; and research reading and thinking; pose questions; and research furtherfurther
Exit slips, 3-2-1, etc. Exit slips, 3-2-1, etc.
Anticipation Guide for Cells: Anticipation Guide for Cells: Chapter 1/Lesson 1Chapter 1/Lesson 1
Before Reading Anticipation Guide
After Reading
Agree Disagree Statements Agree Disagree
All cells share some characteristics
All living organisms are made up of cells
Plants and animals have the same type of cells
The cytoplasm directs all the cell’s activities
Cell walls are only found in plant cells
ABC BrainstormABC BrainstormTopic:Topic:
Summary Paragraph: Summary Paragraph:
A N
B O
C P
D Q
E R
F S
G T
H U
I V
J W
K X
L Y
M Z
Quadrant CardQuadrant Card
Term Definition
Examples Real Life Situation
Gist: Gist: Generating Interactive Summaries of Generating Interactive Summaries of
TextText
Read the first________ and summarize the Read the first________ and summarize the first ______ in 15 words or less. Read the first ______ in 15 words or less. Read the second ______and summarize the first and second ______and summarize the first and second __________ in fifteen words or less. second __________ in fifteen words or less. Continue until all _________ are read and Continue until all _________ are read and then summarize the entire ___________in then summarize the entire ___________in fifteen words or less. fifteen words or less.
Summary:Summary:
Exit SlipsExit Slips
3 – 2 – 1 3 – 2 – 1
3 Things I Learned:
2 Questions I Have:
1 Connection I Made:
Teaching Struggling Teaching Struggling ReadersReaders
In order to teach struggling readers there In order to teach struggling readers there must be:must be:
A commitment to 100% literacyA commitment to 100% literacy
A belief that ALL students can learnA belief that ALL students can learn
A knowledge of how students learn to A knowledge of how students learn to read read
A set of data through assessments A set of data through assessments
Details in the DataDetails in the Data
Primary/ElementaryPrimary/Elementary
DIBELSDIBELS
WRAPWRAP
STARSTAR
Running RecordsRunning Records
ThinkLinkThinkLink
SecondarySecondary
SATSAT
STARSTAR
Running RecordsRunning Records
Graduation ExamGraduation Exam
ACTACT
ThinkLinkThinkLink
Data Driven InstructionData Driven Instruction
In order to identify and meet the needs of the In order to identify and meet the needs of the struggling reader one must look at the details of struggling reader one must look at the details of the data the data
Who is my struggling reader?Who is my struggling reader?
Why is this person a struggling reader?Why is this person a struggling reader?
Where are his/her reading gaps?Where are his/her reading gaps?
Where are his/her reading strengths? Where are his/her reading strengths?
How can I help this reader to How can I help this reader to ““fill in the gapsfill in the gaps”” and gain and gain fluency? fluency?
From the Data…From the Data……To the Classroom…To the Classroom
In Primary/Elementary Grades In Primary/Elementary Grades is reading breaking down is reading breaking down within: within:
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
VocabularyVocabulary
ComprehensionComprehension
Fluency Fluency
In Secondary Grade Levels In Secondary Grade Levels is reading breaking down is reading breaking down within: within:
PhonicsPhonics
VocabularyVocabulary
ComprehensionComprehension
Fluency Fluency
Teaching to the NeedTeaching to the Need
Pinpoint students independent and instructional levelPinpoint students independent and instructional level
Provide practice text within the independent levelProvide practice text within the independent level
Design instructional lessons within the instructional Design instructional lessons within the instructional level that reflect the following model:level that reflect the following model:
Small Group Reading Small Group Reading ModelModel
1.1. Explicit Instruction with Phonemic AwarenessExplicit Instruction with Phonemic Awareness
2.2. Explicit Focus lesson with Phonics SkillExplicit Focus lesson with Phonics Skill
3.3. Vocabulary (sight word based or content specific) Vocabulary (sight word based or content specific)
4.4. Connected Text Connected Text
5.5. Comprehension Comprehension
Providing Cohesion Among Providing Cohesion Among Tier I, II, and III InstructionTier I, II, and III Instruction
Coaches help to Coaches help to ““connect the dotsconnect the dots”” between the between the three instructional settings to maximize student three instructional settings to maximize student learning learning
Tier I - instruction that ALL students receive from the Tier I - instruction that ALL students receive from the General Education Teacher at the Small Group Table General Education Teacher at the Small Group Table Tier II – instruction at the Small Group Table from the Tier II – instruction at the Small Group Table from the General Education Teacher that is in addition to Tier I General Education Teacher that is in addition to Tier I Instruction Instruction Tier III – instruction at the Small Group Table from a Tier III – instruction at the Small Group Table from a Resource Teacher that is in addition to Tier I and Tier II Resource Teacher that is in addition to Tier I and Tier II instruction instruction
The Reading Coach and The Reading Coach and 100% Literacy Through…100% Literacy Through…
The Coaching CycleThe Coaching Cycle
Professional DevelopmentProfessional Development
Reading Specialist/InterventionistReading Specialist/Interventionist
AMSTIAMSTI
Alabama Math, Science Technology InitiativeAlabama Math, Science Technology Initiative
TheThe Alabama Department of EducationAlabama Department of Education’’ss initiative initiative to improve math and science teaching (K-12)to improve math and science teaching (K-12)
All math and science teachers and administrators All math and science teachers and administrators in AMSTI Schools attend two-week Summer in AMSTI Schools attend two-week Summer Institutes for two consecutive summers. Institutes for two consecutive summers. Instruction is grade and subject specific.Instruction is grade and subject specific.
Professional development is also provided Professional development is also provided throughout the school year through school throughout the school year through school Professional Learning Teams and In-service days.Professional Learning Teams and In-service days.
Hands-On, Project-based Hands-On, Project-based InstructionInstruction
ACCESS: ACCESS: Alabama Connecting Classrooms, Educators, & Alabama Connecting Classrooms, Educators, &
Students StatewideStudents Statewide
The goal of the distance learning plan is to create The goal of the distance learning plan is to create equity through additional educational offerings for equity through additional educational offerings for all Alabama public high school students.all Alabama public high school students.
The mission of the distance education program in The mission of the distance education program in Alabama is to provide an infrastructure that Alabama is to provide an infrastructure that delivers equitable, quality learning opportunities delivers equitable, quality learning opportunities for all citizensfor all citizens. .
ACCESS is available to all Alabama public high ACCESS is available to all Alabama public high school studentsschool students..
The State of Alabama will provide equal access to The State of Alabama will provide equal access to high quality instruction to improve student high quality instruction to improve student achievement through distance learning.achievement through distance learning.
ACCESSACCESSACCESS Distance Learning provides equal access to high quality instruction, an infrastructure that delivers quality learning opportunities and greater equity for all Alabama public high school students through 21st century technology
ACCESS Distance Learning (and our state-of-the art ACCESS Lab located in the heart of the CHS Media Center) has provided a multitude of opportunities for the students at CHS:
Provides CHS students with access to additional advanced diploma courses (students pursuing advanced diploma options with scheduling conflicts are able to complete their rigorous curriculum or enrich their current curriculum based on a particular career path of study)
Provides CHS students with access to additional course offerings for any student looking to enhance their curriculum and challenge themselves with both core and elective courses not available on campus (for example, German III, Latin I and II, Accounting, Personal Finance, etc.)
Provides CHS students with access to Advanced Placement courses not currently offered on campus (for example - AP Macroeconomics, AP Psychology, AP Statistics, AP Computer Science A)
Provides CHS students with free AP Test Reviews – The ACCESS AP Exam reviews arm students with test taking strategies specific to the AP exams, real student work samples with explanations for graded entries, grading rubrics, along with opportunities to apply them to student work as well as practice tests, essay prompts multiple-choice assessments, and study resources
Provides an opportunity to share our talented teachersProvides an opportunity to share our talented teachers
Provides online experience for studentsProvides online experience for students
ACCESS in Cullman City ACCESS in Cullman City SchoolsSchools
Provides CHS students with access to additional remediation and supplemental resources
AHSGE Remediation modules are set up to allow students to self-enroll and have access to the modules at any time and from any location. The modules are self-paced and designed to help students individually prepare for the graduation exam by providing practice materials and by removing all time constraints and grading concerns.Provides access to credit recovery (in addition to our A Plus program) for our students during the school year and during summer school
Provides CHS students with access to non-traditional delivery of their educational services through approved homebound instruction
Provides CHS students with access to distance learning opportunities while at Turning Point (Starting in the Spring 2012, many of our students who are assigned to Turning Point for the remainder of the school year receive the delivery of their core courses through ACCESS)
Provides CHS student athletes with access to courses requested by their colleges or athletic teams for eligibility opportunities
Information and Information and QuestionsQuestions
Paige Raney – Paige Raney – [email protected]
Tonya Cupp – Tonya Cupp – [email protected]
Kelly Pinkard – Kelly Pinkard – [email protected]
Bama Turner – Bama Turner – [email protected]
Jill Bishop-Hollis – Jill Bishop-Hollis – [email protected]
www.alsde.edu
““To read is to fly: it is to soar to a point of To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains vantage which gives a view over wide terrains of history, human variety, ideas, shared of history, human variety, ideas, shared experience and the fruits of many inquiries.experience and the fruits of many inquiries.”” - A C - A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel)