Reading W ell. by Third G rade LITE RA C Y PLA N Ogilvie School District Ogilvie, Minnesota

Transcription

1 Reading W ell LITE RA C Y PLA N by Third G rade Ogilvie School District Ogilvie, Minnesota

2 Ogilvie Schools, District # School Drive Ogilvie, MN A place where academic achievement, co- curricular inclusion & excellence, a desire to learn, respect, and preparation for the future are supported, enhanced and incorporated into daily experiences through community involvement & fiscal responsibility. Superintendent Kathy Belsheim kbelsheim@ogilvie.k12.mn.us PreK12 - Principal Jake Nelson jnelson@ogilvie.k12.mn.us District Information The educational goal of Ogilvie District #333 is to provide opportunities for each child to reach his/her highest potential through the use of research- based, best practices in teaching and learning. In addition, a safe and nurturing environment focuses on each child's social, emotional, and physical development. The pre- K- 12 district serves approximately 600 students, from the town of Ogilvie and its surrounding farming and rural community. The elementary school is comprised of grades K- 6 with an average of 45 students in two sections of each grade. Literacy Plan Approved by School Board June 2012 Literacy Team Kathy Belsheim... Superintendent Jake Nelson PreK- 12 Principal Paula Anderson... MN Reading Corps Tutor/School Board Member Maurna Rome...Title 1 Lead Teacher Kari Latterell...Special Education Teacher Trisha Kotsmith... Preschool Teacher Pam Nickles... Kindergarten Teacher Natalie Bridgeman...Grade 1 Teacher Jennifer Drost... Grade 2 Teacher Bev Tvedt... Grade 3 Teacher

3 Reading well by third grade is one of many developmental milestones in a child s educational experience. Providing quality curriculum, instruction, and assessments is the foundation for developing comprehensive systems of support for all learners. ~ Minnesota Department of Education Statement of Goals and Objectives The Ogilvie Elementary Literacy Plan is an essential tool that will guide key stakeholders as they strive to improve academic achievement for all students. The goal of reading proficiency for all Ogilvie students by the end of grade 3 will be realized by implementing the following: Core reading instruction featuring a balanced literacy approach which includes a focus on best practices. concepts of print, phonics, phonemic awareness, fluency, vocabulary, comprehension, writing, spelling and motivation Screening, diagnostic and progress monitoring assessments to determine student performance and growth Data- based instructional decisions Scientifically based reading Interventions based on best practices that address areas of need and promote acceleration Collaboration and job- embedded professional development Strong parent partnerships designed to promote increased levels of family literacy Definition of Proficiency Proficient readers possess certain qualities that lead to purposeful, effective and inspired reading. Proficient readers understand that a variety of purposes exist for reading; educational, recreational and informational. Proficient readers are able to apply prior knowledge to print. Proficient readers can successfully navigate text by using letter/sounds (phonemic awareness), the order of words in a sentence (syntax) and the meaning of words(semantics) to construct meaning from text. Proficient readers are able to self- monitor as they read, relying on metacognition (thinking about thinking). Proficient readers apply a variety of strategies as they read for meaning and develop a higher level of comprehension. Finally, proficient readers read for pleasure, choosing from a wide variety of texts and genres.

4 Measures used to determine Reading Proficiency Reading proficiency will be determined by utilizing data from multiple measures, including FAST, Minnesota Comprehensive Assessments, NWEA MAPS testing, and classroom- based formative assessments (running records, high frequency words, individual reading conferences, interest surveys, and word/spelling inventories). Assessments currently used to determine Reading Proficiency at Ogilvie Elementary Assessment Descriptive Information Purpose Intended Audience and Administration FAST The Formative Assessment System for Teachers (FAST) Formative Administered three is a suite of highly efficient assessment tools designed times each year (fall, for screening, progress monitoring, and program Screening winter, spring), to all umn.edu/faip/logi evaluation as part of a Response to Intervention (RtI) students in K- 6. n.do model of service delivery. Progress Students not at CBM- Reading: Curriculum Based Measurement for Monitor- benchmark are Reading is an evidence- based assessment that uses 1 ing progress monitored minute grade- level reading passages for screening and bi- weekly. progress monitoring. earlyreading consists of 11 assessments to screen and progress monitor students in the early primary grades. areading is a computer adaptive measure that takes 5 to 15 minutes for each student to complete. Minnesota Comprehensive Assessments state.mn.us/mde /SchSup/TestAdm in/mntests/index.html The Minnesota Comprehensive Assessments (MCAs) and alternate assessments (MCA- Modified and MTAS) are the state tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students take one test in each subject. Summative Administered in the Spring of each year to students in grades 3-6. NWEA MAPS MAP tests measure: academic growth over time: Tests may be used up to four times per year to measure progress in basic skill areas, and are independent of age and grade placement. The purpose of MAPS tests is to monitor growth in student achievement over time, for all students toward state standards, and place students into appropriate courses or instructional settings and to help educators make student- focused, data- driven decisions. Formative Administered in the fall to students in grades 2-6. DRA Developmental Reading Assessment ool.com/dra2 The Developmental Reading Assessment (DRA) is a standardized reading test used to determine a student s instructional level in reading. The DRA is administered individually to students by teachers and/or reading specialists. Students read a selection (or selections) and then retell what they have read to the examiner. As the levels increase, so does the difficulty level for each selection. Formative Administered to all Title students in Fall, Winter and Spring.

5 MCA Reading Proficiency Data Trend Ogilvie Elementary 3 rd Graders % OG MN OG MN OG MN OG MN OG MN OG MN OG MN OG MN OG MN OG MN Prof FR FR FR FR FR FR FR FR FR FR % 66% 79% 55% 63% 85% 78% 81% 63% 77% 76% 76% 61% 76% 78% 67% 64% 76% 81% 62% 68% OG Ogilvie 3 rd Grade Students MN All Minnesota 3 rd Grade Students OG- FR Ogilvie Free/Reduced Eligible 3 rd Grade Students MN- FR All MN Free/Reduced Eligible 3 rd Grade Students

6 FAST Fall, Winter and Spring Benchmarks (K- Letter Sounds/ORF 1 st - 3 rd ) and 2013 Results Grade Level Fall Benchmark Winter Benchmark Spring Benchmark Percentage of students meeting 2013 Spring Benchmark K 5 sounds/min. 20 sounds/min. 38 sounds/min. 84% (42/50) 1 Not Assessed 24 wpm 56 wpm 81% (34/42) 2 56 wpm 78 wpm 95 wpm 56% (19/34) 3 76 wpm 93 wpm 108 wpm 73% (29/40) *wpm= words read correctly per minute NWEA MAPS Fall, Winter and Spring Benchmarks and 2013 Results Grade Level Fall Benchmark Reading RIT Winter Benchmark Reading RIT Spring Benchmark Reading RIT Percentage of students meeting 2013 Spring Benchmark % (19/34) % (25/39) Analysis of Current Data MCA Reading trend data for Ogilvie 3 rd grade students indicates that student proficiency in reading decreased from 2009 to 2011 with the proficiency score in 2012 remaining the same as in The gap between all Ogilvie 3 rd grade students and Ogilvie 3 rd grade students who qualify for free and reduced lunch grew considerably from the spring of 2010 to the spring of However, when comparing trend data for 3 rd grade students who qualify for free and reduced lunch, a higher percentage of Ogilvie 3 rd grade students met proficiency in reading in 3 out of the past 5 years. Several factors are believed to have impacted the decline in Ogilvie 3 rd grade student reading proficiency scores during the past few years. Due to a decline in enrollment, multi- age classrooms were introduced in grades 1-6 at the beginning of the school year. Class sizes were significantly larger and teachers were required to implement curriculum, instruction, standards and assessments for two grade levels. In addition to these changes, administrative turnover presented challenges. Since 2008, Ogilvie School District has had three different Superintendents and Elementary Principals. The current administrative structure includes a full- time K- 12 Assistant Principal, a full- time Prek- 12 Principal and a full- time Superintendent. The return to traditional classrooms and more stability in the administration structure will support higher levels of student achievement. Mobility continues to be a constant factor in enrollment at Ogilvie Elementary. When analyzing which students were not proficient on the 3rd grade 2012 MCA reading test, enrollment records show that 5 of the 9 students who were not proficient (out of 38 students tested) were new to Ogilvie Elementary in either 2 nd or 3 rd grade. These 5 students did not benefit from the strong foundation provided in Ogilvie s kindergarten and 1 st grade classrooms. The percentage of students who were proficient on the 2012 MCA reading test and also attended Ogilvie from kindergarten through 3 rd grade is 87.8% (29 out of 33 students) versus 76% proficiency for all 3 rd graders which includes students who moved into the district. When examining data provided by the FAST (Formative Assessments for Teachers) system, letter sound and oral reading fluency scores for kindergarten and 1 st grade students are positive with 84% and 81% proficiency rates. Students in 2 nd and 3 rd grade also improved their fluency proficiency rates from the previous year with the current 2 nd graders making gains from 48% to 56% and the current 3 rd graders making gains from 62% to 73%.

7 Analysis of Current Practices Preschool Alignment with Kindergarten Language Arts Standards The Ogilvie Early Childhood Family Education (ECFE) preschool program is located in the elementary building just across the hall from the kindergarten classrooms. The close proximity of the program to elementary classrooms has allowed for close collaboration among preschool and kindergarten teachers. Sharing student data, instructional approaches and resources has supported the effort to implement effective reading instruction with our youngest Ogilvie learners. Balanced Literacy Approach Balanced Literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers. It provides and cultivates the skills of reading, writing, thinking, speaking and listening for all students. A Balanced Literacy Program includes: Modeled Reading (Reading Aloud) and Modeled Writing Shared Reading and Shared Writing Guided Reading and Guided Writing Independent Reading and Independent Writing Core reading instruction at Ogilvie Elementary embraces the balanced literacy approach. Teachers utilize the extensive classroom libraries and leveled book room to provide an abundance of quality literature and resources to students. For more information about balanced literacy, click on the following link: Reading First Strategies During the Reading First project, from the fall of 2005 to the spring of 2009, Ogilvie K- 3 teachers learned about effective reading instruction and becoming effective teachers of reading, characteristics of effective schools and effective school improvement. Teachers also learned about the major components of the School Change Framework for reading improvement. Teachers engaged in hour- long study group meetings 3 times a month. Within study groups, teachers learned about and implemented research- based reading practices and reflected on and strengthened their reading instruction. The teachers also met once a month as a whole group to share study group activities and to discuss issues related to the school- wide delivery of reading instruction. As a school and individually, teachers examined data on students reading abilities as well as data on their teaching of reading and data on school leadership, collaboration, and parent partnerships as pertained to their reading program. Providing students with greater access to appropriate books was a huge component of Reading First. Funding allowed Ogilvie teachers an opportunity to develop and enhance classroom libraries and an extensive collection of leveled books. Time Allocated for Literacy Instruction The Ogilvie district began implementing a four- day school week in the fall of 2009 in an effort to utilize district funds more efficiently while continuing to offer quality educational opportunities. Each school day was lengthened from a typical 6- hour school day to an 8- hour school day. As a result, the amount of time spent on daily reading instruction also increased. Students in grades K- 3 spend an average of 150 minutes each day in core literacy instruction. An additional minutes each day is designated for interventions for students who qualify and would benefit from additional reading instruction (EIR, Soar to Success, Read Naturally, MN Reading Corps).

8 Adoption of New Literacy Curriculum Ogilvie teachers will be piloting new curriculum in the areas of comprehension and writing during the school year. The Making Meaning and Being a Writer programs, developed by the Developmental Studies Center, will be used in half of the Ogilvie classrooms in a pilot program. As presented on the DSC website ( The Being a Writer program is a yearlong writing curriculum for grades K 6 that combines two decades of research in the areas of writing, motivation, and learning theory with social and ethical development.the program has two goals: to develop the creativity and skills of a writer, and to cultivate the social and ethical values of a responsible person. It uses high- quality trade books for genre immersion and author studies, and easy- to- teach mini- lessons to reinforce the skills and conventions taught in the program. The lessons integrate writing instruction, regular community- building elements, and guided partner work to develop in students a sense of autonomy, belonging, and competence. The Making Meaning program is a classroom- tested K 8 reading curriculum that combines the latest comprehension research with support for students social and ethical development. The program uses nonfiction and fiction read- aloud books to teach students nine different comprehension strategies while they learn to read and think at a high level. Making Meaning s unique dual academic and social focus encourages students to work together, appreciate others ideas, disagree respectfully, and take responsibility for their own learning and behavior. Results from this piloted implementation will determine if a full adoption of the curriculum will take place the following year. Interventions and Instructional Support System Students who are performing below the target benchmark scores qualify for reading interventions. A variety of interventions and instructional supports are available to students who are not reading at or above grade level in grades Kindergarten through Grade 3. The specific type of intervention, its duration, frequency and intensity are based on learner data. The goal is to offer individualized interventions and instructional support to students that are designed to accelerate, not remediate, literacy growth and achievement. Developmental Reading Assessment (DRA) Beginning in the fall of 2013, all Title students will be assessed with the DRA text leveling system. The Developmental Reading Assessment, Second Edition, (DRA2+) is a formative reading assessment in which teachers are able to systemically observe, record, and evaluate changes in student reading performance. DRA is a proven, criterion- referenced assessment and includes recommendations for scaffolded support to increase student reading proficiency. DRA has undergone rigorous field- testing and is supported by sound validity and reliability analyses. A student's DRA2 level (independent reading level) reflects the student's oral reading fluency (95% accuracy) and comprehension (90%) at independent performance levels. More information on the DRA is available at: SITEID=2781&PMDBSUBSOLUTIONID=&PMDBSOLUTIONID=&PMDBSUBJECTAREAID= &PMDBCATEGORYID=&PMDbProgramID=23662

9 Minnesota Reading Corps (MRC) Minnesota Reading Corps is a statewide initiative to help every Minnesota child become a successful reader by the end of 3 rd grade. The program places AmeriCorps members as literacy tutors in sites across Minnesota to implement a research- based early literacy effort to help struggling readers. The MRC strategies are designed for both pre- school ages children and K- 3 rd grade students. The MRC Elementary Literacy Tutors serve as one- on- one tutors and provide research- based interventions to students who are just below proficiency in reading. The tutors meet with each student daily for 20 minutes to build phonics, phonemic awareness and fluency skills. A Response to Intervention (RtI) model is followed. EIR (Early Intervention Reading) Coaching to develop effective strategies, coaching for comprehension, and higher level questioning are essential components of the Early Intervention in Reading program (EIR). Barbara Taylor at the University of Minnesota designed the EIR program. Six of the current Ogilvie elementary classroom teachers in grades K- 3, were trained in EIR as part of the Reading First initiative. EIR focuses on Increased strategy instruction as well as the application and transfer of strategies to actual reading (word recognition and comprehension). It features meaningful practice and active involvement - e.g. phonics learned while reading, not just in isolation; all children reading and writing, and minimal turn- taking. The primary goal of EIR is to develop of students self- dependence and develop teachers skill in coaching students to work independently. EIR is comprised of the following: Repeated reading for fluency Systematic word recognition instruction - applied to reading Guided writing- writing for sounds Comprehension Instruction One- on- one reading support Regular assessment of pupil progress Home connections Soar to Success Soar to Success is a research- based reading intervention program for students in grades 3-8 who are reading significantly below grade level. It is a small- group model that uses motivating literature, reciprocal teaching, and graphic organizers in fast- paced lessons to help students accelerate their reading growth. The Ogilvie Title 1 teacher offers Soar to Success to 3 rd through 6 grade students. Read Naturally Developed in 1991, Read Naturally develops and support the five essential components of reading as identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary and comprehension. Read Naturally s reading- intervention programs help teachers address the needs of a broad range of at- risk readers. The structured intervention programs combine teacher modeling, repeated reading, and progress monitoring three effective strategies that research has shown are effective in improving students reading proficiency. Using audio support and graphs of their progress, students work with high- interest material at their skill level. In Read Naturally, students read along while listening to a recording of a fluent reader. This helps students learn new words and encourages proper pronunciation, expression and phrasing.

10 Repeated reading is another strategy that research has shown improves fluency. In Read Naturally, students practice reading a story until they can read it at a pre- determined goal rate. Mastering a story helps students build fluency and confidence. Daily monitoring of student progress has also been shown to improve student achievement. Students become more involved in the learning process, and teachers remain aware of each student s progress. In Read Naturally, students monitor their progress by graphing the number of words read correctly before practicing and then again after practicing. The graph shows the students; progress, motivating them to continue to read and improve. Professional Development Ogilvie elementary teachers participate in, and benefit from, professional development focused on scientifically based reading instruction. Teachers will participate in 13 Staff Development days during the school year. Job- embedded professional development consisting of Professional Learning Communities (that meet 3 times per month), quarterly data retreat sessions, on- going peer coaching, and monthly whole group meetings will enable teachers to focus on the following goals: Focus on research based instructional strategies based on best practices Aligning core literacy instruction and interventions to grade level content standards Aligning curriculum, small group guided reading, and whole group reading instruction to Minnesota language arts standards Aligning instruction with assessment results to meet students academic needs Aligning intervention instruction with core literacy program, which may include Title I reading support, Minnesota Reading Corps (MRC), Early Intervention in Reading (EIR), English Language Learners (ELL) and Special Education Reading Support Integrating science and social studies state standards into the core literacy program Parent Communication and Involvement Notification Parents receive notification of their child s progress four times per school year via quarterly report cards. Teachers also share information about instruction, standards, and assessments through monthly newsletters. Parent- Teacher Conferences are held 2 times per year, in November and March. Parents of students who have not achieved (fall or winter) grade level benchmarks for reading proficiency will be notified and opportunities for Targeted Services programming will be offered. Parents of students who have not achieved end- of- year grade level benchmarks will be notified in May of each year. Opportunities for summer programming will be offered. Targeted Services Three weeks of exceptional summer learning opportunities will be offered to Ogilvie Elementary students who have not achieved end- of- year benchmarks for reading or math. The program is designed to help students who would benefit from extra support over the summer to ensure they maintain and/or improve skills during the summer months. Students may also qualify for Targeted Service if they have an area of need related to social/emotional skills. Students will enjoy a variety of special interest clubs, hands- on and engaging activities, field trips and small class sizes that will meet the individual needs of students. A total of 58 students are registered for the 2013 summer EPIC program which stands for Expanding learning and opportunities, Providing resources and support, Inspiring passion and purpose and Collaborating with the community and families. The school year will expand on the EPIC program with 1-2 Mondays per month offering additional Targeted Service programming for students who qualify and would benefit from extra learning opportunities.

11 P.I.E. (Parents In Education) NIGHTS P.I.E. NIGHTS have been an integral part of parent involvement at Ogilvie Elementary for the past 5 years. The objectives and purpose of P.I.E. NIGHTS are to provide free books to students to promote greater levels of reading at home, provide modeling of important literacy strategies for students and parents, provide resources to parents to promote reading and learning at home and to promote and strengthen the relationships between teachers and parents. During the school year, P.I.E. NIGHTS will be held 4 times. Each event is 90 minutes long and features a whole group read aloud story presented by teachers and/or students that is designed to model an essential literacy strategy. Students choose a new book and swap gently used books from home. A presentation is shared with parents featuring information, tips, ideas, and resources related to the literacy strategies. P.I.E. NIGHTS also provide time for students to share new books and practice the featured literacy strategy with their parents. The event concludes with snacks, a writing response activity related to the read aloud story, and door prize drawings. Parent Education, Resources and Support Ogilvie Community Education/ ECFE offers several Parent Education Nights each year to assist families with parenting skills and provide information on child development. The Parent Volunteer Program provides parents with an opportunity to work with students and teachers in the classroom, playground, office, service projects, and extra curricular activities. The Ogilvie District website strives to improve communication with parents and community members through increased access to student information, programs, and resources. The Backpack Program provides food for families in need of support. The Ogilvie Parent Resource Lending Library provides a wide- range of materials, books, and videos on many educational, parenting and child development topics for at- home use. The Ogilvie School Community Council (OSCC) was formed in the fall of While in the beginning stages, the program is in the process of gathering information from parents about effective communication with the ultimate goal of improving community involvement in school events and volunteer opportunities. Study Island Ogilvie students, parents and teachers have access to Study Island, which offers web- based instruction, practice, assessment and reporting based on state standards. The academic content is rigorous, fun, engaging and research- based. The program website maintains The Study Island Minnesota Comprehensive Assessments - Series II (MCA- II) and Series III (MCA- III) Preparation Program is specifically designed to help students master the content specified in the Minnesota Academic Standards. Study Island's focus on the Minnesota Academic Standards enables students to improve their performance in all skill areas tested on the MCA- II and MCA- III in grades 2 through 8 and high school. Study Island also offers Reading Skills for Kindergarten and 1st Grade. Title 1 Parent Information Meetings Several Title 1 Parent Information meetings are held each year at Ogilvie Elementary. The purpose of the meetings is for parents to meet and get to know the Title 1 teacher and paraprofessionals, to become familiar with program goals, materials and instructional strategies, and to receive helpful resources that support learning at home. Home- School Family Facilitator Ogilvie students, families and staff benefit from the support and services provided by the Home- School Family Facilitator. This staff member is a licensed social worker who offers assistance to students who have issues related to attendance, behavior, social skills, or academics.

12 Goals and Future Plans to Achieve Reading Proficiency Exploration and Piloting of New Literacy Curriculum During the school year, we will pilot curriculum from the Developmental Studies Center, with the goal of expanding to full implementation in all grades and classrooms the following year. Focus on Data The Formative Assessment System for Teacher (FAST) is a suite of highly efficient assessment tools designed for screening, progress monitoring, and program evaluation as part of a Response to Intervention (RtI) model of service delivery. FAST facilitates highly efficient data entry for individualized assessments, which are then summarized in reports and feedback for teacher. FAST features three assessments to support teachers and students; CBMReading (Curriculum Based Measurement of Reading), earlyreading (Assessment for early primary grades) and areading (adaptive Assessment of Reading). FAST incorporates screening and progress monitoring to help teachers provide supplemental, differentiated or individualized instruction. A strong focus on data allows teachers to evaluate student performance again local norms, mastery criterion and predictions of risk to meet proficiency standards on state tests. Ogilvie Elementary teachers will continue to utilize the FAST system during the school year. The Title teacher will facilitate the FAST program with regularly scheduled data retreat days to be held each quarter. In addition to FAST, all Title students will be assessed and progress monitored with the Developmental Reading Assessment (DRA). Participation in Q- Comp The Ogilvie School District will continue participation for a 2 nd year in the Minnesota Department of Education sponsored Q- Comp program. Q Comp was enacted through a bipartisan agreement in the Minnesota Legislature in July It is a voluntary program that allows local districts and exclusive representatives of the teachers to design and collectively bargain a plan that meets the five components of the law. The five components under Q Comp include Career Ladder/Advancement Options, Job- embedded Professional Development, Teacher Evaluation, Performance Pay, and an Alternative Salary Schedule. Mentor/Mentee Program and Support for Teachers Utilizing the monthly staff development days, a highly structured yet teacher- driven approach will define the Ogilvie Elementary Mentor/Mentee program. The goal of these essential collaborative partnerships will be to focus on instructional best practices. Focus on Systematic and Explicit Instruction in a Balanced Literacy Approach The National Reading Panel Report (National Institute of Child Health and Human Development [NICHD], 2000) summarized several decades of scientific research that clearly shows effective reading instruction addresses five critical areas: Phonemic awareness Phonics Fluency Vocabulary Comprehension

13 These five areas were incorporated into the No Child Left Behind Act and the Reading First initiative as essential components of effective reading instruction. They will continue to be the foundation of literacy instruction at Ogilvie Elementary. A critical goal for the school year will be strengthening the balanced literacy framework in all elementary classrooms. Teachers already trained in Reading First strategies will utilize peer coaching, Professional Learning Communities and Data Retreat meetings to assist and support teachers who were not a part of the Reading First initiative at Ogilvie. Six of the current elementary teachers participated in Reading First from the fall of 2005 through the spring of Ten of the current elementary teachers did not participate in the initiative. It is imperative to ensure that a balanced literacy framework, which includes a common language and strategies along with a systematic and explicit approach, are being implemented. Systematic instruction reflects several important characteristics. Skills and concepts are taught in a planned, logically progressive sequence. For example, certain sounds (those that are easier to learn or those used more often in the words students will read) are taught before other sounds. Lessons focus on clearly defined objectives that are stated in terms of what students will do. Multiple practice activities are scheduled purposefully to help students master and retain new skills. Students work on carefully designed tasks that give them opportunities to apply what they have been taught. Assessments are designed and used in a timely fashion to monitor skill acquisition as well as students ability to apply new skills, to retain them over time, and to use them independently. Explicit instruction means the teacher states clearly what is being taught and models effectively how a skilled reader uses it. For example, in demonstrating how to blend sounds to pronounce an unfamiliar word, explicit instruction might sound like this: I ll show you how to sound out this word. Listen carefully. I ll say the sound for each letter without stopping between the sounds. Explicit instruction ensures students attention is drawn to important features of an example or demonstration. Knowing that considering HOW we teach is as important as considering WHAT we teach, our staff will work together to address these critical questions:. Are we teaching with a teacher- directed stance or a student- support stance? To what extent are our students engaged in active versus passive responding? To what extent are our students engaged in challenging versus non- challenging activities? To what extent are students engaged in small group work? To what extent are classroom routines clearly established? To what extent are we working to foster independence in our students? What are barriers to the above that we need to work on together? To what extent do we have ongoing professional development at the building level?