Fri in mcsd
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Transcript of Fri in mcsd
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• The Florida Reading Initiative (FRI) is a research-based school wide reform effort committed to providing the professional development and follow up support necessary for schools to achieve just that --- 100% literacy! Teachers are given the background knowledge, skills and strategies needed to teach all students.
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HISTORICAL PERSPECTIVE
FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading
SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center
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SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12.
Seventy schools responded indicating more than 50 different reading programs being used throughout the region.
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FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools.
WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.
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SPRING 2001: NEFEC held the first train the trainer session.
SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.
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SINCE THAT TIME
• Summer Reading Academies since June, 2001
•Over 80 schools in northeast Florida participating
•Recognized by the Florida Legislature and Just Read, Florida as a research based reading initiative showing improved reading instruction for students in grades kindergarten through 12th grade
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FRI FCAT SSS Reading
49
51
5352
5455
28 28
2625
22 22
20
25
30
35
40
45
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60
2002 2003 2005 2005 2006 2007
% S
tud
ents
Levels 3 and Above Level 1
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FRI FCAT SSS Reading Level 1
29
26
24
22
1817
33
29
2625
2221
3231
29
25
22 22
34
30 3029
26
29 2928
2930
26 26
36
34 3435
2524
15
20
25
30
35
40
Cohor
t 1 2
002
2003
2004
2005
2006
2007
Cohor
t 2 2
002
2003
2004
2005
2006
2007
Cohor
t 3 2
002
2003
2004
2005
2006
2007
Cohor
t 4 2
002
2003
2004
2005
2006
2007
Cohor
t 5 2
002
2003
2004
2005
2006
2007
Cohor
t 6 2
002
2003
2004
2005
2006
2007
% S
tud
ent
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The Key Elements of the Florida Reading Initiative:
Whole School Approach
Principal As Leader
Face to face and online professional development
Support for Leadership Teams/Reading Coaches
Onsite Support
District Level Support
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SummerReading Academy
School Support
Colleague
Re-FRIRe-FRI
Principal / Leadership
TeamWorkshops
Teacher and
PrincipalAction
Research
Principal andCoach Cadre
Meetings
Principal andCoach Cadre
Meetings
Florida ReadingInitiative- Components of
Implementation
DeepDeepFRIFRI
ResearchIn Action
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Florida Reading Initiative Delivery Florida Reading Initiative Delivery ModelModel
• 5 day face-to-face training (30 hrs)
• Online professional development (30 hrs)
• 2 day school-wide faculty data analysis and action planning for implementation
• Meets requirements of Competency 2 of the Florida Reading Endorsement (60 hrs)
• Interactive training that utilizes the following-
– Activities designed for the needs of adult learners
– Demonstration lessons that are interactive and practice the introduced strategies
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• Deepen teacher knowledge in the following areas:– What Makes Reading Hard– Comprehension– Fluency– Vocabulary– Reading-Writing Connection– Reading in the Content Areas of Language Arts,
Math, Science, Social Studies, and Electives– Reading Intervention
Secondary Summer Reading Secondary Summer Reading Academy ComponentsAcademy Components
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The Essential Six
Skills for Success
PAS
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Why these Six?
• Researched-based strategies• Applicable to every content area• Move from random, optional strategy use to a
collective effort• Versatility – can be used for introductory skills or
higher order thinking• Increase student engagement with the learning
process• Narrow and focus the conversation, professional
development, support, and the work
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What are the Essential Six?
1. Pre-Reading (PAS)
2. Question-Answer Relationship (QAR)
3. Summary Frames
4. Concept Maps
5. Column Notes
6. Reciprocal Teaching
PAS
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Instructional ModelInstructional Model
Generalization
“A Model of Comprehension Instruction” Duke and Pearson (2002)
Ap
plication
Teacher describes the strategy,
the steps, and how it is used
Teacher models use-
student observes, follows along
Collaboration Between
teacher and student- in using the strategy
Guided practice-
student uses strategy while
teacher provides support
Independent use of strategy-
student uses strategy in
context
Evaluation
Generalization
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#1 Pre-Reading: PAS#1 Pre-Reading: PAS
Preview the Text and Critical Vocabulary
Access and Build Background Knowledge
Set the Purpose
PAS
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#2 Question-Answer Relationships #2 Question-Answer Relationships (QAR)(QAR)
• Helps students –Understand the nature of questioning–Monitor comprehension–Have a purpose for reading the text
• Students categorize comprehension questions according to where they get the information they need to answer each question
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#3 Summarization#3 Summarization
• Summaries teach students to differentiate among–Main ideas–Supporting details–Unnecessary embellishment–Text structures
• Writing effective summaries requires lots of modeling and practice
• Summarization happens during and after reading
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#4 Concept Maps#4 Concept Maps
Text Activity
Reader
Comprehension
A picture is worth a thousand words.
New strategy; familiar m
aterial
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Concept MapsConcept Maps
• Enhance understanding of text structure
• Enhance vocabulary acquisition
• Allow students to transform information and make it their own
• Improve understanding and recall
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Venn Diagram: Comparison/ContrastVenn Diagram: Comparison/Contrast
A skilled reader A skilled cook
Concept Maps in Action
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# 5 Column Notes# 5 Column Notes
• Help students –Pay attention to what they read–Organize ideas–Understand text structure
• Adaptable to different purposes and types of text
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Two-Column NotesTwo-Column Notes
Main Ideas Details
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Four-Column Notes for VocabularyFour-Column Notes for Vocabulary
Word Meaning Example Drawing
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# 6 Reciprocal Teaching# 6 Reciprocal Teaching
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Four StrategiesFour Strategies
• Questioning
• Clarifying
• Summarizing
• Predicting
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Lessons Learned and Elements of Success
• The Role of the Teacher• The Role of the Reading Coach• The Principal as the Instructional Leader• The Principal-Coach Relationship• The Importance of District Support
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Next Steps
• Follow up meetings with school leadership teams
• NEFEC site visits for T.A.
• CWTs to monitor implementation
• RE – FRI and future PD
• Evaluate the Program