Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello

Workshop designed for San Francisco Unified School District Pupil Services Department
Workshop designed for San Francisco Unified School District’s Pupil Services Department
Dr. Patricia Fioriello
Education Consultant
www.drpfconsults.com
March 11, 2008
ADOLESCENT LITERACY
INTERVENTION
PROGRAMS
Components
And
Connections
Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Overview
Section One
Understanding Adolescent Literacy
Definitions, Instruction vs. Structure, Strategy
Workshop Focus
Section Two
Adolescent Literacy Intervention Program
Levels and Courses
Assessment & Placement Guidelines
Scheduling Options
Extended Learning Opportunities
Section Three
Site Level Intervention literacy Program
Issues, Challenges, Solutions
Section Four
Pupil Services and The Site
Immediate and Next Steps

Workshop Focus & Outcome
Understand and examine the structure (as it relates to Pupil Services areas) of site literacy intervention program.
Problem-solve and develop a strategy , approach to site and District concerns.

ADOLESCENT LITERACY INTERVENTION
Definition
Instruction vs. Structure
Strategy
SECTION ONE Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Terms we often use at work may have different
meanings to individuals who work together. Take a
few minutes and explain what the following terms
mean to you.
Literacy
Adolescent Literacy
Intervention
Adolescent Literacy Intervention Program

THINK & SHARE Dr. Patricia Fioriello, Education Consultant, March 11, 2008

What is Literacy?
"Literacy can be defined on a number of levels. It is obviously
concerned with the ability to read and write but a fuller
definition might be the capacity to recognize, reproduce and
manipulate the conventions of text shared by a given
community.”
Hertrich, John. 1998. HMI Secondary Literacy Survey

What is Literacy?
“ The ability to understand and employ printed information in
daily activities at home, at work and in the community to
achieve one’s goals, and to develop one’s knowledge and
potential.”
www.thenetwork.co.uk/providertoolkit/glossary

What is Adolescent Literacy?
“ Middle and high school students who encounter difficulties in reading generally fall into one of three
groups (Schoenbach, Greenleaf, Cziko, & Hurwitz,
1999).
Some have severe deficits in reading that can be traced back to weak decoding skills. A second group may know enough phonics to laboriously sound out words, but they become so focused on decoding that they lose all sense of the meaning of the words and sentences.

But most struggling adolescent readers have no trouble
decoding words. These students‘ difficulties are caused by
the fact that they have limited vocabularies or lack broad
background knowledge to apply to their reading, and thus
they cannot create meaning.
Such students, although often not recognized as struggling
readers by content teachers, are found in most middle and
high school classrooms across the country.”
Darwin, M. and Fleischman, S. 2005. “Research Matters/Fostering Adolescent Literacy. The Adolescent Learner. ASCD.

What are Adolescent Literacy Intervention Programs?
“ Adolescent literacy intervention programs” are those programs that
(1) specifically target teachers of and/or students in middle and high school grades (Grades 4-12) who are reading significantly below grade level and
(2) provide literacy instruction that is intended to increase achievement at a rate faster than average, allowing
students to decrease or close the achievement gap between themselves and their normally achieving peers.

Programs may be intended as core or supplemental for an entire class, an individual, or a small group and may include laboratory or computer based instruction (or any combination of the various kinds of instruction).

The instruction may be in reading or content-based venues. However, the intention of the program must be to help students who are struggling with literacy, and the focus of the program must be on a least one aspect of literacy instruction.”
Learning Point Associates. 2005 . .

Basic Components of a Literacy Program Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Instruction vs. Structure
content
curriculum
materials
learning strategies
informal, daily assessment
program plan
infrastructure improvements
extended time
summative assessment (progress monitoring)
Instruction
Structure
THINK CLASSROOM! THINK SUPPORT! Dr. Patricia Fioriello, Education Consultant, March 11, 2008

“ A survey of the literacy field shows that educators now have a powerful array of tools at their disposal. We even know within a fair degree of certitude which tools work well for which type of struggling reader.
Intervention Strategy Dr. Patricia Fioriello, Education Consultant, March 11, 2008

However, we do not yet possess an overall strategy for directing and coordinating remedial tools for the maximum benefit to students at risk of academic failure, nor do we know enough about how current programs and approaches can be most effectively combined.”
Biancarosa, C., & Snow, C. E. (2006). Reading next-A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education.

Pupil Services Components Structure Strategy Dr. Patricia Fioriello, Education Consultant, March 11, 2008

LITERACY INTERVENTION PROGRAM
Levels
Guidelines
Options
Learning Opportunities
SECTION TWO Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Intervention Levels
Benchmark
Strategic
Intensive

Benchmark Intervention Level

AT OR NEAR GRADE LEVEL
Achieving grade level standards.
May benefit from ancillary material, tutoring, software assistance, differentiated instruction. Students who are satisfactorily achieving grade-level standards but on occasion may require additional assistance and support for particular standards and concepts.
Intervention Programs for Students @ www. cde.ca.gov

Strategic Intervention Level
UP TO TWO YEARS BELOW GRADE LEVEL
High school students who are at or above the sixth grade standards in English-language arts but not able to pass the CAHSEE.
Middle-grades students who are a year behind grade-level expectations. They may be one to two standard deviations below the mean on standardized tests.

Intensive Intervention Level
MORE THAN TWO YEARS BELOW GRADE LEVEL
High School students unable to demonstrate proficiency in the sixth grade standards in English-language arts.
Middle School students who are two or more years behind grade-level expectations. These students have the greatest need and are usually at high risk for potential retention or for later failing the CAHSEE.

Assessment & Placement Multiple Measures to Assess Students Multiple Measures to Place Students District Placement Criteria Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Use of Multiple Measures to Assess Students
California Standards Test (CST), California Achievement Test 6 (CAT6), California English Language Development Test (CELDT)
Core class placement tests
Intervention placement tests
Other site data

Use of Multiple Measures to Place Students
Clear entry and exit criteria
CELDT 1, 2 administer EL High Point DPI
EO and CELDT 3, 4, 5 administer Core Entry Level Test
Review CST scores
Below 290 intensive intervention placement test
290 or above place in core + strategic
Example in Packet Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Use of District Placement Criteria Recommendations are just that- recommendations. It is important for each district to go through the process of establishing assessment and placement guidelines that will work for their schools! What is your district placement criteria for intervention students? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Benchmark & Strategic Program Guidelines
Benchmark Intervention
Differentiate instruction for diverse needs of students.
Strategic Intervention
Shadow class should consist of curriculum and material directly related in the core.

Two levels per year.
When in doubt “push up” students.
Fast paced! The intention is to move students as soon as possible.
Best to have one program for district.
If student has not demonstrated progress after two years move student from intensive intervention and have student participate in a “catch up” plan.
NO STUDENT SHOULD BE IN INTENSIVE INTERVENTION FOR MORE THAN FOUR SEMESTERS!
Intensive Program Guidelines Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Benchmark & Strategic Intervention Classes
Benchmark
Core Class
Continue to provide support for students in class.
Strategic (Core + Support Class)
Core Class
Use state adopted curriculum and program.
Shadow Class
Design standard curriculum - “Preview-Review.”
What about the many academic literacy classes at schools?
What about the many academic literacy classes we have at schools? Are they part of the intervention program? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Intensive Intervention Classes
Intensive Intervention
Use of State Adopted Reading Intervention Programs
Language!, Read 180, SRA/Reach, Fast Track,
High Point (EL)
Fidelity to curriculum necessary in order to know if program is REALLY working.

Where do they fit in the structure of the Literacy intervention
program?

Scheduling Options
Be honest and realistic about scheduling options.
Are students being moved along with the possibly of being set up for failure, or are students being given the additional opportunities to master the skills necessary to be successful in school?

Scheduling Options
Ask yourself the following questions?
Is it better to have students not take an elective class because they need to take intervention classes?
Is it better for students to attend additional classes before, after school and summer because of their need to take intervention classes?
Is administration willing to take the risk, and maybe not graduate as many students in four years because some students may need an additional year to meet graduation requirements?

Scheduling Options
The real question to ask yourself:
“ Do you believe in intervention programs enough to change the programs you offer and the way you offer them?”
When scheduling intervention students, there is no magic fix. There is only so much you can do. However, if you look at the bigger picture, find connections, decide priorities, and determine guidelines, the process may not be so overwhelming. Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Master Schedule
The Only Rule You Need to Know…
THE MASTER SCHEDULE
MUST BE STUDENT DRIVEN!

Master Schedule Steps
Have placement data available to determine numbers.
Tallies are the start of creating a master schedule that will
work. It is important to be accurate with the number of
sections needed.
Create intervention schedules first.
Core classes next – first ELA and then Mathematics.
REFER TO HANDOUT FOR EXAMPLES
Example in Packet Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Master Schedule Steps
Design sample schedules that would meet the needs of different types of students.
Offer varying levels of intervention during the same period to make it easier to move students who may be misplaced.
Assign qualified teachers to intervention classes.
Program students who require intensive intervention first.
Dr. Patricia Fioriello, Educational Consultant, March 11, 2008

Master Schedule Recommendations
Remember:
Teachers do not select classes. While developing the
master schedule identify schedules as “Teacher A”, “Teacher
B”, etc.
Always think in terms of the student schedule. Walk through
different scenarios. If Student X needs two intervention
classes, what would the rest of their schedule look like and
how many students are in this position?

Mapping out Intensive Intervention (ELA, Mathematics, or both) and ELD course requirements and 4-5 year program plans will help make decisions when trying to decide scheduling priorities. Example in Packet Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Extended Learning Opportunities Do You Agree With The Following Statements? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Additional support and resources for students (and the
school) are necessary if we are going to meet the needs
of ALL students.
YES or NO? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

We cannot initiate change and additional requirements without revisiting the extended learning opportunities available for students.

Intervention programs force us to look at things differently. If we keep trying to place more programs into the same structure, it will break. We must make priorities and expand and redesign our current structure.

Extended Learning Opportunities Your “YES” or “NO” answers will determine your approach to new and different learning opportunities. Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Integration of Areas Many times we only look at the end result (a master schedule that works) but first we must understand that components are dependent on each other. It is an integrated process and to get the best results we must be comprehensive in our approach. Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Integration of Areas Dr. Patricia Fioriello, Education Consultant, March 11, 2008

What is a literacy intervention issue at your site?
Name one literacy intervention issue at your site.
Share the issue with your group.
Post on wall under appropriate heading.
Review type and number of issues in each area.
Dr. Patricia Fioriello, Education Consultant, March 11, 2008 THINK & SHARE

SITE LEVEL STRATEGY
Issues
Challenges
Solutions
SECTION THREE Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Placement Issues “ Students are not appropriately placed in reading intervention classes.” “ What about EL and Sp Ed students?” “ No diagnostic test results are available for incoming 9 th graders.” “ Students are in intervention class for too long but they have not mastered the skills necessary to move forward.” Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Placement Challenges
My four year plan may not be the same as another school.
My four year plan looks like a five year plan.
I don’t have the resources to provide additional classes.
Can you name other challenges? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Placement Solutions
Create district placement criteria guidelines.
Develop a “catch up plan” for students.
Can you name other solutions? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Program Issues “ How can I graduate intervention students in 4 years?” “ The master schedule does not allow me to place intervention students in classes.” “ The academic literacy class at our school is different than other schools, and in fact, varies from class to class in our school!” “ We do not offer a support class for strategic students.” Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Program Challenges
Cannot get school to agree on content of academic literacy class.
No room in the master schedule for intervention classes.
Four year plan may not be the same as another school.
Do not have the resources to provide additional classes.
Four year is really a five year plan.
Can you name other challenges? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Common Program Solutions
Common definition of intensive intervention and how to serve students.
Approach master schedule from the intervention prospective.
Design 4-5 year academic plan for intervention students.
Can you name other solutions? Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Your site may have many of the challenges we just talked about but it is impossible to tackle everything at once. If you were to name your biggest literacy intervention challenge, what would it be? Walk through the steps to determine your challenge.
Meet in small group to discuss challenges.
Select one challenge challenges and brainstorm solutions.
Report out.
THINK & SHARE Dr. Patricia Fioriello, Education Consultant, March 11, 2008

PUPIL SERVICES & THE SITE
Immediate Action
Next Steps
SECTION FOUR Dr. Patricia Fioriello, Education Consultant, March 11, 2008

Pupil Services & the Site
Immediate Action to Take…
COMPLETE THE MASTER SCHEDULE!

Consider the Following
Revisit data.
Organize the process and steps (start small and work your way out.)
Create sample schedules and use as a guideline.
Stay with a task until you have the results you need (what you put in is what you get out.)
Have a commitment from staff and central office that student needs will come first.
Remember that if intervention is your number one priority then something else will not be your number one priority.

Pupil Services Next Steps
Plan to implement solutions.
Decide top priorities to tackle next year.
Develop action plan and implementation timeline.
Ask individuals to get involved in committees.
Develop criteria, guidelines, and policy.
Continue collaboration and problem solving.

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Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello

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