Team Members:  Pat Jones, Facilitator, Mo Morrow, Jean Anema, Alicia Posegate, MaryJo Davis, Deborah Boisselle

Feb. 29, 2008

Team Members Present: Kathy Martin, Catherine Romano, Deborah Boisselle, Pat Jones, Jan Schneider, Alicia Posegate

 

Draft of Potential Research Questions:

 

 Vince:  I have highlighted and commented on some of the questions.

 

What are the most effective diagnostic assessments we need at the elementary and secondary level to be able to drill down to find a students weaknesses? Emphasis on quickness of testing and cost. 

 

Do we have the appropriate staff development to train our teachers on Tier II and Tier III interventions that correlate with the 5 areas of reading?  OR ... "What is the most effective staff development at ES, MS, HS for Tier II and Tier III interventions and how do we provide it to our teachers/interventionists?"

 

What programs exist in the district and do they match up with what we need for interventions? OR How do we assure the alignment of our interventions (we have an inventory of the interventions ... )?

 

How do we resolve the lack of adequate resources to deliver these interventions?

 

Is there a district process for analyzing literacy data and addressing targeted programatic needs?  OR What is the current district process for analyzing literacy data?  What would be the best practice for analyzing literacy data?

 

Where is the mechanism for identifying student need and matching it to the effective intervention and the intensity of interventions?

 

How much time do we allow kids to practice reading, not just in an instructional format? 

 

What is the average contact time with the students at high performing schools?

 

In how many classrooms do teachers administer learning style surveys and interest inventories and use the results to drive instruction?  OR "What effect do learning styles surveys and interest inventories have on instruction?  What is the best practice for their use?

 

Where are some good resources that we can give to our teachers that will help them with interventions?

 

What should be the formalized process for schools to share successes, what is the districts role in providing help for this? 

 

Are there any common threads of interventions throughout our schools?

 

Feb. 29, 2008

Research Question:

What assessments on the five components of reading are available within our school district?

 

What will we deliver?

A document that identifies diagnostic assessments for each of the five components of reading.  This document will provide assessment descriptions, age-level appropriateness, how long test administration takes,  the administration protocols, and will identify whether or not the test is research-based.

 

The master of the document will be available on the wiki throughout the 2007-2008 school year.

 

Suggested deliverable date for first draft: May 16, 2008

 

 

April 4, 2008

Team Members Present: Pat Jones, Deborah Boisselle, Jan Schneider, Alicia Posegate, MaryJo Davis, Barb Thompson, Jean Anema, Catherine Romano

 

Today we reviewed the Tier Two Reading Assessments for each of the five components submitted by all LRTs in the district. We discussed our next steps.

 

Next Steps:

We want to have hyperlinks for each test to provide the following information:

     - explanation of each test and what it measures

       - which schools have them

     - how long each test takes to administer

 

We want to find out the correlation between assessment perfomance and CSAP performance for each assessment.

 

 

 

 

 

Resources:

use this space to link or attach files for your ART members to examine.

Florida Center for Reading Research: 

• Podcasts available: 
  • A Principal's Guide to Intensive Reading Interventions for Struggling Readers in Elementary Schools
  • Overview of Academic Literacy Instruction for Adolescents

 Eight Ways of Being Smart.doc   Descriptions.doc