Literacy and School
Improvement in Ohio
Priorities and Essential Practices
Jenine M. Sansosti, Ph.D., NCSP
Director, SST-8
Learning Targets
By the end of today’s session, participants will be able to
• Understand current realities of reading challenges and
opportunities in Ohio
• Identify key components of Ohio’s approach to early literacy,
including





Teacher capacity for high-quality literacy instruction
Multi-tiered systems of support
Shared leadership
Parent partnerships
Community collaboration
• Self-reflect on their own role and next steps in supporting
improved literacy outcomes for all.
Putting
it all
together
for Ohio
ESEA/
ESSA
TGRG
RDA/
SSIP
The Every Student
Succeeds Act of 2015
With this bill, we reaffirm that
fundamentally American ideal—that
every child, regardless of race, income,
background, the zip code where they
live, deserves the chance to make of
their lives what they will.
— President Barack Obama,
ESSA Signing 12/10/2015
Brief History of ESSA
NCLB
(2001)
ESEA
(1965)
ESEA
Waivers
(2012)
ESSA
(2015)
OSEP:
Results Driven Accountability
To improve the educational outcomes of
America’s 6.5 million children and youth
with disabilities, on June 24, 2014 the
U.S. Department of Education Office for
Special Education Programs
(OSEP) announced a major shift in the
way it oversees the effectiveness of
states’ special education programs.
Every child, regardless of income, race,
background or disability can succeed if
provided the opportunity to learn. We
know that when students with disabilities
are held to high expectations and have
access to the general curriculum in the
regular classroom, they excel. We must
be honest about student performance,
so that we can give all students the
supports and services they need to
succeed.
U.S. Secretary of Education Arne Duncan
Existing Determinations
Calculations
10 compliance indicators
Disproportionality in
eligibility, discipline for
subgroups of SWD
Timely initial evals, IEPs
by 3rd b-day, secondary
transition by age 16
20 possible points,
 ≥16 = Meets Requirements
Ohio’s Compliance Score=100%
New Determinations
Calculations
RDA Matrix includes 12
student achievement
indicators
4 based on state
assessments
8 based on NAEP
assessments
20 possible points,
 ≥16 = Meets Requirements
Ohio’s RDA Score=58.3%
Ohio’s Determination
Results Driven Accountability
2015
Needs
Assistance
Ohio’s Primary Aim:
Early Literacy (PreK-3rd grade)
College
and
Early
Literacy
Career Ready
Why Early Literacy?
High Predictive Validity
8th Grade Reading
(ALL), Not Proficient:
Not
Not
Proficient
in Grade 8 Proficient in
Grade 8
31%
AND Grade
3
69%
SWD Who Dropped Out
Not
Proficient
in Grade 3
64%
Proficient
in Grade 3
36%
SWD
Reading
Proficiency
Rate
Legend
28.44% – 45.16%
45.17% – 56.58%
56.59% – 65.79%
65.80% – 83.39%
83.40% – 93.99%
94.00% – 100%
All
Grades
Reading
SWD
Reading
Proficiency
Rate
Legend
00.00% – 29.23%
29.24% – 46.67%
46.68% – 60.53%
60.54% – 73.33%
73.34% – 93.99%
94.00% – 100%
3rd
Grade
Reading
Third Grade Reading
Proficiency: Trends
90.00%
85.00%
80.00%
79.90%
80.1%
81.1%
57.40%
56.3%
56.0%
82.5%
81.5%
57.5%
56.4%
83.7%
83.2%
75.00%
70.00%
65.00%
60.00%
55.00%
57.4%
54.0%
50.00%
45.00%
40.00%
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
SWD
All Stu's
Ohio’s Plan is About:
Shared
Leadership
Multi-Tiered
Systems of
Support
Teacher
Capacity
Parent
Partnerships
Early
Literacy
Community
Collaboration
The Goal:
Shared Learning, Partnerships and
Innovative Practice
Increase capacity to
implement, scale up,
and sustain
Improve
for
children with
disabilities (and their
families)
But, wait…
Haven’t We Been Here
Before?
The Challenge of
Implementation
Reviews of student literacy provide markers for the lack
of progress in improving education outcomes. Literacy
scores have changed very little since 1971 even though
innumerable education reforms have come and gone,
the U.S. Department of Education was created and
elevated to a Cabinet position in the federal government,
and funding has increased dramatically over the past 40
years. During that time, few things in American society
have remained as stable as literacy scores for students.
-Fixsen, Blase, Metz & Van Dyke, 2013
So how will
this be
different?
1) Focus on Building
Capacity
2) Implementation Science
Active Implementation Hub Module 5. (n.d.). Retrieved from http://implementation.fpg.unc.edu/module-5/topic-3-practicepolicy-feedback-loops
3) Integrated and Connected
English
Language Arts
Standards
Early Learning
Standards
Third Grade
Reading
Guarantee
School
Improvement
Exceptional
Children
Title I
English
Language
Learners
OIP as the Framework
Ohio’s Plan is About:
Community
Collaboration
Parent
Partnerships
Shared
Leadership
Multi-Tier
Systems of
Support
Teacher
Capacity
Early
Literacy
Building Teacher
Capacity
LETRS as the Foundation
What is LETRS?
• A set of conceptual and practical tools
• A course of study for teachers – not a curriculum or
an intervention –
• A set of concepts one needs in order to implement any
high-quality instructional program and to assess and
differentiate reading instruction
• Emphasizes relationship between language and
literacy
• Capitalizes on brain research and effective
instructional techniques
Let’s Not Forget What
We Already Know
The best approach to reading
instruction is one
that incorporates explicit
instruction in phonemic
awareness, systematic
phonics (i.e., alphabetic
principle) instruction, methods
to improve fluency, and ways
to enhance comprehension,
including vocabulary
development.
- National Reading Panel (1997)
Let’s Not Forget What
We Already Know
• Ohio Learning Standards include 10 “anchor
standards” in Reading, in 4 key areas.
• Key Ideas and Details: What does the text say? What does it
not say? What does it mean and how can you prove it?
• Craft and Structure: How does the author use language to
communicate? How is the text organize? Who wrote this,
and how/why does it matter?
• Integration of Knowledge and Ideas: How does this connect
with other sources? Does it measure up? Is it valid?
• Range and Level of Text Complexity: Can students read
widely and deeply from a broad range of high-quality texts?
Let’s Not Forget What
We Already Know
• Curriculum mapping
• Unpacking content
standards
• Identifying Big Ideas
and Essential
Questions
• Developing
common formative
assessments
Multi-Tiered
Systems of Support
THE SYSTEM FORMERLY KNOWN AS “RTI”
Who Can Tell Me…?
RTI to MTSS:
Another shift
Academic focus, often
exclusively on literacy
Emphasis on screening/PM
Emphasis on intervention
Emphasis on individual
student/IAT
Emphasis on SpEd eligibility
Associated with SLD
“Special Ed initiative”
Broad framework (academics &
behavior)
Emphasis on formative
assessment
7 core
Emphasis on core: curriculum
features
and instruction (UDL)
Flexible groupings: fluid and
Use triangle
dynamic (Tier 3 not all/nothing)
to reflect
proportions
Integration with systemic
processes
and structures (OIP,
of a healthy
5-step)
system
Can be applied to all services &
supports
“Every-Ed initiative”
Intensive
Math
Targeted
Science
Continuum
of Support
for ALL
Spanish
Soc skills
Universal
Reading
Horses
Label behavior….not people
Accessibility:
Another Way to “Shore the Core”
www.UDLcenter.org
Reading TFI (R-TFI):
Fidelity of Systemic Implementation
Reading Tiered Fidelity Inventory (R-TFI; Martin, K., Nantais,
M., Harms, A,. & Huth, E., 2015).
• Provides school leadership teams with a tool to assess the
implementation of the school-wide reading model across
Tiers 1, 2, and 3 within a Multi-Tier System of Supports
(MTSS) structure.
• Two versions, one for elementary schools, and 1 for
secondary schools.
Learn more from MiBLSi at
http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/R
eadingTieredFidelityInventory.aspx
Shared Leadership
OIP as the Framework
OIP Structures
District Leadership Team
Building Leadership
Team
Teacher
Based
Team
Teacher
Based
Team
Teacher
Based
Team
Building Leadership
Team
Teacher
Based
Team
Teacher
Based
Team
Teacher
Based
Team
DLT
•
•
•
•
•
Build Capacity to Train TBTs in Ohio 5-Step Process
Provide TBT Training in Ohio 5-Step Process
Collect Data on Quality of TBT Implementation
Set Benchmark Standards
Use BLT Student Performance and Adult Implementation Data to Provide
Guidance and Support to BLTs
• Determines district wide and/or building-to-building support needed from
internal and external sources
BLT
• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional development and
other supports needed by TBTs
• Identify Strengths and Weaknesses of TBT Student Data
• Provide timely flow of BLT Data to DLT Level (as defined by DLT)
• Articulate roles and responsibilities of BLT to building staff
TBT
•
•
•
•
•
•
Give common assessment to students
Analyze results
Use assessment data to group students by needs or deficit skills
Provide intervention/enrichment- by differentiating instruction
Re-assess students, evaluate effectiveness of practices
Summarize student performance and instructional practice data and
report to BLT
OIP Functions and
Communication
Parent
Partnerships
Literacy Starts at Home
"The Early Catastrophe: The 30 Million Word Gap by Age 3" (Hart
& Risley, 1995)
Empowering Parents
The first day of school is almost too late for a child to begin to
learn to read (Mem Fox, 2001).
http://thirtymillionwords.org/
Families as First
Reading Teachers
Home characteristics of early readers
1. Child is read to regularly and parents are avid readers
2. Wide variety of print materials are in the home
3. Paper and pencil are available so that children can scribble
and draw
4. Family members stimulate the child’s interest in reading and
writing
◦
◦
◦
◦
Answering questions
Buying or checking out books
Displaying child’s work
Writing stories dictated by child
Trelease, J. (2008). The Read-Aloud Handbook, 7th Ed. New York: Penguin.
Strategies for Supporting
Reading At Home
• Making reading to your child a priority – find the time.
• Match reading time to child’s developmental level and attention
span – don’t overdo it.
• Take your child to the library or bookstore.
• Give books as gifts – showing their value and importance.
• Create family reading time – let children see you read.
• When reading with your child
• Use the PPP technique: Page, paragraph, or pass (you and your child)
• Keep books in the car, in your purse, wherever you may be waiting.
• Repeated reading games: how far can your child read in one minute?
Can they get farther next time?
Ohio Has Family
Literacy Resources
And more!
Visit ODE’s website and search
“TGRG Family Resources”
Community
Collaboration
“It Take a Village”
The first day of school is almost too late for a child to begin to
learn to read (Mem Fox, 2001).
The Future
We Envision
1
More teachers will diagnose why
students are struggling and provide
evidence-based reading instruction
2
More teachers will be equipped to provide
evidence-based reading interventions; More
parents and community members will be able
to meaningfully support literacy development
3
Reading success will help reduce
disciplinary incidences and dropout rates
4
More students will read at grade level
and be on track to complete school
and be ready for college and careers
5
Reading success will increase graduation
rates by improving college and career
readiness for students with disabilities
Where Do YOU Fit In?
Shared
Leadership
Multi-Tiered
Systems of
Support
Teacher
Capacity
Parent
Partnerships
Early
Literacy
Community
Collaboration
Those who dare to
teach must never
cease to learn.
John Cotton Dana, 1912
IDEA Disclaimer Notice
This document was supported
in whole or in part by the U.S.
Department of Education,
Office of Special Education
Programs, (Award
#H027A140111, CFDA
84.027A, awarded to the Ohio
Department of Education). The
opinions expressed herein do
not necessarily reflect the
policy or position of the U.S.
Department of Education,
Office of Special Education
Programs, and no official
endorsement by the
Department should be inferred.
Come learn with us.
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330/929-6634
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