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Stoney Education Authority's Literacy Project
 

Stoney Education Authority's Literacy Project

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A presentation on the multi-tiered, constantly evolving literacy project undertaken by the Stoney Education Authority - a first rate First Nations education system in Morley, Alberta, Canada.

A presentation on the multi-tiered, constantly evolving literacy project undertaken by the Stoney Education Authority - a first rate First Nations education system in Morley, Alberta, Canada.

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Stoney Education Authority's Literacy Project Stoney Education Authority's Literacy Project Presentation Transcript

  • Stoney Education Authority’s Literacy Project Questions? Contact: Merton Palmer
  • What some of today's leading literacy authorities are saying... Dr. Louisa Cook Moats Dr. Edward Kame'enui Director of Professional Development and Director of the Institute for the Research Initiatives, Development of Educational Achievement Sopris West Educational Services (IDEA), Dr. Barbara Kapinus University of Oregon Senor Policy Analyst, Arthur Rolnick National Literacy Association (USA) Senior Vice President and Director of Dr. Keith Stanovich research, Federal Reserve Bank of Minneapolis Canada Research Chair of Applied Cognitive Science at the Department of Human Dr. George Farkas Development and Applied Psychology, Professor of Sociology Demography & University of Toronto Education, Penn State Author: “What Reading Does for the Mind” Dr. Eric Hanushek Dr. Michael Merzenich Senior Fellow, Hoover Institution Member, National Academy of Sciences Professor emeritus neuroscientist, Dr. Paula Tallal UCSF Board of Governor's Chair of Neuroscience Dr. Alex Granzin and Co-Director of the Center for Molecular and Behavioral Neuroscience, School Psychologist Rutgers University Past President, Oregon School Psychologists' Association James Wendorf Dr. G. Reid Lyon Executive Director , National Center for Learning Disabilities Former Chief of the Child Development and Behavior Branch within the National Robert Wedgeworth Institute of Child Health and Human Development (NICHD) at the National President, ProLiteracy Worldwide Institute of Health (NIH)
  • Crystalized vs. Fluid Intelligence Crystalized Intelligence is the accumulation of knowledge Fluid Intelligence is the innate intelligence one is born with
  • ! Aboriginal literacy: What’s the Urgency? February 25th, 2009:“Working Together to Improve the Education Achievement of Aboriginal Learners” Conference Pan-Canadian dialogue on eliminating the achievement gap between First Nation, Métis, and Inuit learners and other Canadian learners 40 Aboriginal leaders Provincial/Territorial Ministries of Education Aboriginal Affairs Ministers
  • ! Aboriginal literacy: What’s the Urgency? Emphasized a commitment to be “working collaboratively to improve educational outcomes for Aboriginal learners” Saskatchewan Minister of Education, Honourable Ken Krawetz http://www.newswire.ca/en/releases/archive/February2009/25/c3724.html Addressed the need to enhance Aboriginal educational achievement, and to focus on: Early learning opportunities The education funding gap between Aboriginal and non-Aboriginal learners The limited participation in post-secondary education The shortage of quality school infrastructure
  • Reading is a large part of Literacy, but the Stoney Education Authority’s Literacy Project encompasses more than Reading.
  • The definition of Literacy is: Reading Writing Thinking Math
  • Components of Reading Phonemic Awareness Code Knowledge Fluency Comprehension
  • Some Postulates of Reading: Written language is an invention - it is not an instinct like oral language Therefore, it must be taught Reading is a language-based activity One cannot read a language he doesn’t know One learns to read by reading Reading makes you smart
  • Other Lesser Truths: It only takes between 50 and 100 hours to teach a person to read There are many approaches to the teaching of reading; however, not all approaches are equally effective
  • Components of Reading Language ESPECIALLY IN EARLY GRADES Background Knowledge Reading Instruction Phonology Phonemic Code Fluency Thinking Skills Knowledge Awareness Comprehension Morphology Comprehension Skills Semantics Reading Practise Syntax AFTER PHONOLOGICAL PROCESSING IS MASTERED... Prosody
  • Literacy Programs Literacy Component Strategies Assessment Instruments -Discover Reading -Discover Reading Tests Kindergarten Program -Phono-Graphix Tests Phonemic Awareness -Discover Reading Main Program -Jolly Phonics -Discover Reading, (Junior) -Discover Reading Tests Code Knowledge & -Discover Reading, -Word Attack Subtest from Decoding (Standard) Woodcock Johnson Reading Test -Test of Word Reading Eficiency -The Six Minute Solution -Test of Word Reading Eficiency Fluency -Precision Reading -Discover Reading -Discover Reading Reading -Read 180 -Scholastic Reading Inventory Comprehension -Literacy Place -Fluency levels -Fast ForWord -Test of Word Reading Eficiency -Structure & Style -My Writing Web (provides lexile Written Expression -Read 180 levels in writing) -My Writing Web -6+1 Traits of Writing Writing -Bright Start -Canadian Test of Cognitive Skills Thinking (Cognitive) Skills -Feuerstein Instrumental Enrichment Programs (Basic Thinking & Standard) -Discover Math -Multi-level Academic Survey Test Math Math -Regular math program -Wide Range Achievement Test -Key Math -Discover Math Tests
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver) A comprehensive and systematic Discover Reading Program program designed Beginner Level to enhance basic decoding and Discover Reading Program Main Program spelling skills for JUNIOR, STANDARD students of all ages. Done in Intensive Literacy Rooms
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver) Intensive Literacy Rooms ---------------- ---------------- ---------------- ----------------
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver) Intensive Literacy Rooms
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver) Intensive Literacy Rooms
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver)
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver)
  • Reading Discover Reading developed by The Reading Foundation (Calgary, Vancouver)
  • Reading developed by Scholastic “Solution For Struggling Readers” Innovative, research-based reading intervention program Directly addresses individual needs through adaptive and instructional software, high- interest literature, and direct instruction in reading skills.
  • Reading developed by Scholastic Classroom Diagram
  • Reading developed by Scholastic Software
  • Reading developed by Scholastic Independent Reading
  • Reading developed by Scholastic Independent Reading
  • Reading developed by Scholastic Small Group
  • Reading developed by Scholastic Computer Adaptive Assessment Functions as a quick quot;reading physicalquot; at all stages of a student's academic career, from Grade 1 to Grade 12. Used at all levels to pretest at the beginning of the school year, and test again at intervals throughout the year to measure reading growth and determine needs. Measures using Lexile framework
  • Reading Thinking developed by Scientific Learning “Fit Brains Learn Better” Family of educational software intended to help strengthen brain processing efficiency for reading and learning Applies neuroscience principles of brain plasticity Exercises every basic brain function involved in language, from decoding sounds up to comprehension
  • Reading Thinking developed by Scientific Learning
  • Reading Thinking developed by Scientific Learning
  • Writing Structure & Style developed by Institute for Excellence in Learning http://www.excellenceinwriting.com
  • The Feuerstein Instrumental Thinking Enrichment Program developed by Prof. Reuven Feuerstein Israel
  • The Feuerstein Instrumental Thinking Enrichment Program developed by Prof. Reuven Feuerstein Israel
  • The Feuerstein Instrumental Thinking Enrichment Program developed by Prof. Reuven Feuerstein Israel
  • The Feuerstein Instrumental Thinking Enrichment Program developed by Prof. Reuven Feuerstein Israel
  • Math Discover Math developed by The Reading Foundation (Calgary, Vancouver) Teaches all math concepts in the Western Provinces’ curriculum Moves from the concrete, to the representational, to the abstract
  • Implementation Training all teachers and Trying to erase the line between Educational Assistants in our basic special education and regular programs. education, and include special education students in our literacy programs. On-going professional development with grade level teachers’ meetings every Monday. Trying to program for 3 levels of students in each grade Every Friday afternoon, meeting and on-going training with Example: Grades 4-6. Students Educational Assistants. not ready for Read 180 get the basic reading program. Those who are behind in reading, but Each school has a literacy are able to participate get coordinator and a coordinator for Read 180 (bulk of students). the whole Nation. Those who are beyond, and have a high enough reading level, are left with the teacher to do enrichment work.
  • “The objective is not necessarily to teach people to read, write and do math, but to help our students acquire the necessary academic and social skills to participate well in the processes of life.“
  • Challenges “No one is to blame, But everyone is responsible.”
  • Challenges To not blame our students or To bring our math programming parents for lowered in alignment with our reading achievement, but to find ways programming to adapt to the attendance situation we are challenged by To ensure that our overall SEA project is durable or To improve attendance sustainable, and will carry on regardless of personnel changes To provide even more professional development for new teachers and educational We want our students to assistants. On-going training & become excited about learning, education and be internally motivated. Outreach to the Community
  • Conclusion Program Design is ever-changing to meet the needs of more of our students. So as we become more adept at delivering our programs, and as we follow the research and theory, and acquire new strategies, the project grows and hopefully improves. Questions? Contact: Merton Palmer
  • Conclusion Program Design is ever-changing to meet the needs of more of our students. So as we become more adept at delivering our programs, and as we follow the research and theory, and acquire new strategies, the project grows and hopefully improves. “As we go, we learn how to proceed.” Questions? Contact: Merton Palmer