Mrlc supers nov 2015

Improving Student Achievement: Leading Quality

Literacy across a System Superintendents’RoundTable

MRLCNov3,2015;Feb17,2016

FayeBrownliewww.slideshare.net/fayebrownlie/

mrlc.supers

Learning Intentions •  IhaveabeLerunderstandingofreadingassessment,whatisvaluedandwhatismeasured.

•  IhaveaplantoworkwithourstaffonUSINGthedatafromourreadingassessments.

•  IbeLerunderstandwhatworksinteachingreading.

Reading Assessment •  Thegoalofteachingreadingistocreatereaderswhoreadwithunderstandingandwhochoosetoread.

•  ThegoalofaformaRvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

Whatreadingassessmentdatadoyoucollect?

Whatreadingassessmentsdoyouuse?

Whydoyoucollectthis?

Howdoyouusethedata?•  Teamsof4•  15minutes

•  Reportout

•  Whatareyourassessmentgoals?

•  InformpracRce,changeteaching–  formaRve

•  MonitorchangesoverRme– summaRve

No plan, no point

Performance-based Reading Assessment OF Learning

•  Selectatext•  Choosearesponseprompt(s)•  Scorewithascoringrubric•  Lookfortrends–strengths&challenges•  Respondtothetrends

•  CreateaparallelassessmentFORlearningandincludeoralreadingandaninterview.

•  CreateaclassandschoolplanofacRon.

Standard Reading Assessment •  AsdescribedinStudentDiversity,2nded

•  Brownlie,FeniakandSchnellert

•  AsdescribedinIt’sAllaboutThinking•  All3books(HumaniRes,Math/Science,MiddleYears)

•  Brownlie,Schnellertetal

•  Connec&ons:Howdoeswhatyoureadconnectwithwhatyoualreadyknew?

•  Summarizing:Chooseawaytoshowthemainideasanddetailsinwhatyouread.

•  Inferencing:Readbetweenthelinestofindsomethingthatyoubelievetobetrue,butthatisn’tactuallysaid.Explainyourreasoning.

•  Vocabulary:Hereare3challengingwordsfromthetext.Explainwhatyouthinktheymean.

•  Reflec&ng:Wasthiseasyorhardtounderstand?Howdidyouhelpyourselfunderstand? (SD,p.23)

Performance Assessments •  EPRA/DART–Brownlie(K-9)•  RAD–Pearson(1-9)•  QCA–Pearson(1-6,ReachingReaders)•  EvaluaRonrapidedelacompréhensionenlecture-EdsdelaChenelière(3-6)

Grade4 Grade5

+’sCanuseawebCanorganizeinformaRonMakesimpleconnecRonsFociTextFeatures–can’tusethemtoextractinformaRonStrategies–needthem

+’sCheckforunderstandingbutmaynotusestrategiesCanusenote-makingframeFociNote-makinginownwordsStrategiesneededMaidIdeas/DetailsTextFeatures

Grade6 Grade7

+’sOneortwostrategiesGetgist–don’tmisreadSomemainideasSimpleinferencesMakesimpleconnecRonsFociNeedmorestrategiesLackdetailsandthoroughnessinnote-makingSupportinferencesNeedtoconnectmorewidely

+’sOneortwostrategiesGetgist–checkforunderstandingMainideasMorethoughkulinferencesConnecRonshaveimpactonunderstandingFociEvidenceanddetailinnote-makingPersonalopinion,withevidence

•  CreaRngsystemsforteacherstoengagewiththeirpeersandadministratorsinsystemaRcallylookingatstudentwork,supportedwithcollaboraRvelydevelopedpacingguidesandcommonassessments,canhelpclosetheachievementgapthathaspersistedfordecades.

•  CheckingforUnderstanding–FisherandFrey

“Studentstaughtbyteacherswhousedassessmentforlearningachievedinsixorsevenmonthswhatwouldotherwisehavetakenayear.”

-Black&Wiliam(1998).“Feedback[is]inthetopteninfluencesonachievement.Whereisthestudentgoing?Howisthestudentgoing?Wheretonext?”

-HaLe(2012).

Whatworksinreading?

McKinsey Report, 2007 •  Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucRon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracRon.

How the world’s most improved school systems keep getting better

–McKinsey, 2010 ThreechangescollaboraRvepracRcebroughtabout:1.  Teachersmovedfrombeingprivateemperorsto

makingtheirpracRcepublicandtheenRreteachingpopulaRonsharingresponsibilityforstudentlearning.

2.  Focusshimedfromwhatteachersteachtowhatstudentslearn.

3.  Systemsdevelopedamodelof‘goodinstrucRon’andteachersbecamecustodiansofthemodel.(p.79-81)

Whatisfuelingthisfocusonreading?

PIRLS, 2011�Progress in International Reading Literacy Study

•  Grade4,every5years•  2011–45countries•  2600studentsin148schoolsinBCin2011•  BCalsoparRcipatedin2006

•  Measurestrendsinreadingachievement•  ExaminespoliciesandpracRcesrelatedtoliteracy

hLp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm

PIRLS, 2011�Progress in International Reading Literacy Study

•  2–40minutesessions•  MulRple-choiceandconstructedresponse

•  4passages–2ficRon;2non-ficRon•  QuesRonnaireforstudents,teachers,principals,parents–tobeLerunderstandthepracRcesassociatedwithreadingperformance

PIRLS, 2011 – BC Results☺ �Progress in International Reading Literacy Study

•  MeanscoresignificantlyaboveinternaRonalANDCanadianaverages

•  Nochangefrom2006to2011,butothercountriesdidincreasefrom2006

•  15%-AdvancedBenchmark;55%-HighBenchmark(4InternaRonalBenchmarks)

•  PerformedbeLerinliteraryreadingthanininformaRonalreading


•  Reportedhighlevelsofenjoymentofreadingandself-confidence

•  Themoreomenstudentsreadstoriesornovels,thebeLertheytendedtoperforminreading

•  26%ofstudentsreportednotspeakingEn/Frathome.Nodifferenceintheirlevelofachievement!!!!


•  ComprehensionProcesses–  retrievingandstraighkorwardinferencing–  interpreRng,integraRng,andevaluaRng

*Mosthighperformingcountries,includingBC,didbeLeronthelaLer.

Doyourassessmentsallowstudentstodemonstratebothgroupsofcomprehensionprocesses?

PCAP-2013

•  “…afairmeasurementofstudents'abiliRestousetheirlearningskillstosolvereal-lifesituaRons.”

•  LanguageartscurriculaacrossCanadaidenRfy -comprehension, -interpretaRon, -responseandreflecRon

asmajororganizingaspectsofreadingliteracy.

•  PCAP2013ContextualReport

Comprehension:

•  StudentsunderstandtheexplicitandimplicitinformaRonprovidedbythetext.InparRculartheyunderstandthevocabulary,parts,elements,andeventsofthetext.

Interpreta0on:

•  Studentsmakemeaningbyanalyzingandsynthesizingtheparts/elements/eventstodevelopabroaderperspecRveand/ormeaningforthetext.TheymayidenRfytheme/thesisandsupportthatwithreferencestodetails,events,symbols,paLerns,and/ortextfeatures.

Responsetotext:

•  Inresponding,thereadersengagewiththetextinmanyways:bymakingpersonalconnecRonsbetweenaspectsofthetextandtheirownreal/vicarious/priorexperiences,knowledge,values,and/orpointsofview;byrespondingemoRonallytocentralideasoraspectsofthetext;and/orbytakinganevaluaRvestanceaboutthequalityorvalueofthetext,possiblyinrelaRontoothertextsand/orsocialorculturalfactors.

LessRmeon:

•  Decoding•  Shorttestassessmentitems

•  Absenteeism

MBContextualReport,amer2007results

Achallenge:

•  Focusonreasoning•  Evidence-basedthinking

CR4YR

ChangingResultsforYoungReadersReport2012-2015

CR4YR:ChangingResultsforYoungReadersReport2012-2015byJenniferDelvecchioandSharonJeroskiislicensedunderaCreaRveCommonsALribuRon-NonDerivaRves2.5CanadaLicense

ChangingResultsforYoungReaders,acollaboraRveinquiryproject,wasiniRatedbytheBCMinistryofEducaRonin2012,underthedirecRonofMaureenDockendorf,toincreasethenumberofBCchildrenwhoareengaged,successfulreaders.Teachersin57parRcipaRngdistrictsmet7

Rmeseachyear,toexploreinquiryquesRonstheychose.

CR4YR:ChangingResultsforYoungReadersReport2012-2015

Reading Moves: What NOT to Do – Allington, EL, Oct 2014, Vol 72, #2

•  InterrupRngstudentstocorrecttheirmistakesduringoralreading– Moreoralreadingthateverinthepast4decades– Goodreadersreadmoresilentlythanstruggling

•  Twiceasmanywords/minutereadsilently

•  Askedtoreadaloudlessomen– DifferenceininterrupRon

•  Good:self-regulaRonandwhatmakessense•  Struggling:soundsandleLers

•  Askingstudentslow-levelquesRonsamerthey’vefinishedreading– “notasinglestudydemonstratesthatthispracRceactuallyleadstoimprovedreadingcomprehension”

– NeedliterateconversaRons• WriRngamerreading•  HavingconversaRonsabouttextsstudentshaveread•  Higher-orderquesRons

“Know thy impact.” VisibleLearningforTeachers

MaximizingImpactonLearningJohnHa|e,2012

Is what you are doing, getting you what you want?

Leadership Roles

-keepingthevisionalive

-providingstructuresandsupportstoenableotherstoproviderichlearningenvironments

-maintainingastrengths-basedperspecRve

Howcommonistheunderstandingofwhatworksinreadinginyour

division?

•  Reading Next: A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004

•  Instructional improvements

1.  Direct,explicitcomprehensioninstrucRon2.  EffecRveinstrucRonalprinciplesembeddedin

context3.  MoRvaRonandself-directedlearning4.  Text-basedcollaboraRvelearning5.  Strategictutoring6.  Diversetexts7.  IntensivewriRng8.  Atechnologycomponent9.  OngoingformaRveassessmentofstudents

•  Reading Next: A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004

•  Infrastructural improvements

1.  ExtendedRmeforliteracy

2.  Professionaldevelopment

3.  OngoingformaRveandsummaRveassessmentofstudentlearningandprogrammes

4.  Teacherteams

5.  Leadership6.  Acomprehensiveandcoordinatedliteracy

programme

15-3=0

•  Whatarethe3?

1.  Ongoingprofessionaldevelopment2.  SummaRveassessment

3.  FormaRveassessment

•  Workingtogether,teacherscandeveloplessonsandacRviResthatreachmorelearners.Mostimportantly,wedesignlearningsequencesthatbeLerengageourstudentswhilewebecomemorestrategicinourteaching.

•  It’sallAboutThinking–Brownlie&Schnellert

Resources•  Assessment&Instruc0onofESLLearners–Brownlie,Feniak,

&McCarthy,2004•  GrandConversa0ons,ThoughCulResponses–aunique

approachtoliteraturecircles–Brownlie,2005•  StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,

2006•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,

2006•  It’sAllaboutThinking–collabora0ngtosupportalllearners

(inEnglish,SocialStudiesandHumani0es)–Brownlie&Schnellert,2009

•  It’sAllaboutThinking–collabora0ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011

•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011

Mrlc supers nov 2015

Education

Transcript of Mrlc supers nov 2015