MASA January 2018 POSTING
Leading for Early Literacy Nell K. Duke University of Michigan
low literacy academic problems social problems dropping out incarceration unemployment health problems death
Leading for Early Literacy 1. Realize that we have a public health crisis. 2. Understand our measures of health. 3. Get the wards right. 4. Use your position. 5. Align resources to priorities. 6. Employ evidence-based care. 7. Get the leeches out. 8. Provide a minimum standard of care. 9. Invest in professional development. 10.Make an enduring commitment.
1. Realize that we have a public health crisis.
58.9%
2. Understand our measures of health.
2. Understand our measures of health. • Examine sample items from MSTEP and NAEP. • Discuss all the things a student needs to know and be able to do in order to get those items right.
Multiple Facets of Health Findings from: Riddle Buly, M., & Valencia, S. W. (2002).
Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24, 213-239.
• 108 fourth graders • Drawn from a diverse, semiurban district of 18,000 students • Scored below proficient on the Washington Assessment of Student Learning (WASL) • Were not already identified as needing special instruction in reading
Found six profiles: • Automatic word callers (stronger in word ID and fluency than meaning) (18%) • Struggling word callers (stronger in word ID and fluency than meaning, but struggling with word rec) (15%) • Word stumblers (word ID problems, slow readers, meaning relative strength) (18%) • Slow and steady comprehenders (good word ID and meaning, slow readers) (24%) • Slow word callers (good word ID, slow readers, poor meaning) (17%) • Disabled readers (low word ID, low fluency, low meaning) (9%)
Concluded: • Students score below proficient in reading comprehension on the WASL for many different reasons. In fact: • There are many more possible explanations than those included in the Riddle Buly and Valencia measures (Duke, Cartwright, & Hilden, 2013).
Multiple Facets of Health
From Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70, 307–316.
3. Get the wards right. Intensive Care
High Dependency Unit
General Ward
Tiers 3. Get the Wards Right "Tier 3"
“Tier 2”
“Tier 1”
3. Get the tiers right.
4. Use your position.
4. Use your position. • Consider the Hanover study results. • Devote time in your superintendent meetings. • Devote time in your meetings with school boards. • Reach into the larger region. • Set goals. • Address literacy every time you speak.
5. Align resources to priorities.
http://www.butlerfamilyfund.org/
6. Employ evidence-based care. What if your child/grandchild/niece/nephew had leukemia. . .
6. Employ evidence-based care. When a problem of practice is identified, look to research studies to inform a response.
6. Employ evidence-based care. When there is a dispute, look to research studies to inform a resolution.
Which Curriculum Should You Choose? Curriculum A
Curriculum B
Positive ratings in the What Works Clearinghouse
Your sister-in-law says she really likes it
Showed positive effects in a randomized controlled trial with a treatment control
Showed positive effects in another Michigan school (according to that school and as compared to no program)
Developed by nationally recognized experts
Developed by someone who has taught some children to read
Routinely recommended by educational researchers
Routinely promoted by a salesperson who visits your district central office
6. Make research your rock.
7. Get the leeches out.
8. Provide a minimum standard of care.
8. Provide a minimum standard of care.
8. Provide a minimum standard of care.
9. Invest in professional development.
Effective Professional Development Desmione, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199. Stable URL: http://www.jstor.org/stable/20532527
Desmione, 2009 Concludes that there is a consensus about five characteristics of PD that are effective: 1. Content focus 2. Active learning, for example: • observing expert teachers • being observed, followed by interactive feedback and discussion • reviewing children’s work related to the PD • discussions
Desmione, 2009 3. Coherence 4. Duration (hours and span) • 20 hours • [10 hours in preschool: Gerde, Duke, Moses, Spybrook, & Shedd, 2014] • [14 hours in Yoon, Duncan, Lee, Scarloss, & Shapley, 2007]
Desmione, 2009 5. Collective participation “This feature can be accomplished through participation of teachers from the same school, grade, or department. Such arrangements set up potential interaction and discourse, which can be a powerful form of teacher learning (Banilower & Shimkus, 2004; Barko, 2004; Desimone, 2003; Pullan, 1991; Guskey, 1994; Little, 1993; LoucksHorsley et al., 1998; Rosenholtz, 1989).” (p. 184)
Effective Professional Development Killion, J. (2013). Establishing time for professional learning. Oxford, OH: Learning Forward.
Killion (2013)
10. Make an enduring commitment. We’re not focusing on literacy this year.
We tried that model last year.
Leading for Early Literacy 1. Realize that we have a public health crisis. 2. Understand our measures of health. 3. Get the wards right. 4. Use your position. 5. Align resources to priorities. 6. Employ evidence-based care. 7. Get the leeches out. 8. Provide a minimum standard of care. 9. Invest in professional development. 10.Make an enduring commitment.
low literacy academic problems social problems dropping out incarceration unemployment health problems death
Leading for Early Literacy 1. Realize that we have a public health crisis. 2. Understand our measures of health. 3. Get the wards right. 4. Use your position. 5. Align resources to priorities. 6. Employ evidence-based care. 7. Get the leeches out. 8. Provide a minimum standard of care. 9. Invest in professional development. 10.Make an enduring commitment.
1. Realize that we have a public health crisis.
58.9%
2. Understand our measures of health.
2. Understand our measures of health. • Examine sample items from MSTEP and NAEP. • Discuss all the things a student needs to know and be able to do in order to get those items right.
Multiple Facets of Health Findings from: Riddle Buly, M., & Valencia, S. W. (2002).
Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24, 213-239.
• 108 fourth graders • Drawn from a diverse, semiurban district of 18,000 students • Scored below proficient on the Washington Assessment of Student Learning (WASL) • Were not already identified as needing special instruction in reading
Found six profiles: • Automatic word callers (stronger in word ID and fluency than meaning) (18%) • Struggling word callers (stronger in word ID and fluency than meaning, but struggling with word rec) (15%) • Word stumblers (word ID problems, slow readers, meaning relative strength) (18%) • Slow and steady comprehenders (good word ID and meaning, slow readers) (24%) • Slow word callers (good word ID, slow readers, poor meaning) (17%) • Disabled readers (low word ID, low fluency, low meaning) (9%)
Concluded: • Students score below proficient in reading comprehension on the WASL for many different reasons. In fact: • There are many more possible explanations than those included in the Riddle Buly and Valencia measures (Duke, Cartwright, & Hilden, 2013).
Multiple Facets of Health
From Jones, J. S., Conradi, K., & Amendum, S. J. (2016). Matching interventions to reading needs: A case for differentiation. The Reading Teacher, 70, 307–316.
3. Get the wards right. Intensive Care
High Dependency Unit
General Ward
Tiers 3. Get the Wards Right "Tier 3"
“Tier 2”
“Tier 1”
3. Get the tiers right.
4. Use your position.
4. Use your position. • Consider the Hanover study results. • Devote time in your superintendent meetings. • Devote time in your meetings with school boards. • Reach into the larger region. • Set goals. • Address literacy every time you speak.
5. Align resources to priorities.
http://www.butlerfamilyfund.org/
6. Employ evidence-based care. What if your child/grandchild/niece/nephew had leukemia. . .
6. Employ evidence-based care. When a problem of practice is identified, look to research studies to inform a response.
6. Employ evidence-based care. When there is a dispute, look to research studies to inform a resolution.
Which Curriculum Should You Choose? Curriculum A
Curriculum B
Positive ratings in the What Works Clearinghouse
Your sister-in-law says she really likes it
Showed positive effects in a randomized controlled trial with a treatment control
Showed positive effects in another Michigan school (according to that school and as compared to no program)
Developed by nationally recognized experts
Developed by someone who has taught some children to read
Routinely recommended by educational researchers
Routinely promoted by a salesperson who visits your district central office
6. Make research your rock.
7. Get the leeches out.
8. Provide a minimum standard of care.
8. Provide a minimum standard of care.
8. Provide a minimum standard of care.
9. Invest in professional development.
Effective Professional Development Desmione, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199. Stable URL: http://www.jstor.org/stable/20532527
Desmione, 2009 Concludes that there is a consensus about five characteristics of PD that are effective: 1. Content focus 2. Active learning, for example: • observing expert teachers • being observed, followed by interactive feedback and discussion • reviewing children’s work related to the PD • discussions
Desmione, 2009 3. Coherence 4. Duration (hours and span) • 20 hours • [10 hours in preschool: Gerde, Duke, Moses, Spybrook, & Shedd, 2014] • [14 hours in Yoon, Duncan, Lee, Scarloss, & Shapley, 2007]
Desmione, 2009 5. Collective participation “This feature can be accomplished through participation of teachers from the same school, grade, or department. Such arrangements set up potential interaction and discourse, which can be a powerful form of teacher learning (Banilower & Shimkus, 2004; Barko, 2004; Desimone, 2003; Pullan, 1991; Guskey, 1994; Little, 1993; LoucksHorsley et al., 1998; Rosenholtz, 1989).” (p. 184)
Effective Professional Development Killion, J. (2013). Establishing time for professional learning. Oxford, OH: Learning Forward.
Killion (2013)
10. Make an enduring commitment. We’re not focusing on literacy this year.
We tried that model last year.
Leading for Early Literacy 1. Realize that we have a public health crisis. 2. Understand our measures of health. 3. Get the wards right. 4. Use your position. 5. Align resources to priorities. 6. Employ evidence-based care. 7. Get the leeches out. 8. Provide a minimum standard of care. 9. Invest in professional development. 10.Make an enduring commitment.
