Teaching Our Readers When They Struggle

Background

Part One:  Introduction

This introductory module creates a sense of urgency for improving outcomes for our readers who struggle by sharing data about current performance of some of Wisconsin’s student groups, including students with disabilities, English language learners, and students living in poverty. The module also makes connections between educational innovations including Results Driven Accountability (RDA), Agenda 2017, college and career readiness, and Wisconsin’s academic standards for reading. Click on the word here to access the slides for the introductory module. 

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Handout

Data Snapshots:  Reading Proficiency in Wisconsin

Summary of reading achievement for students in Wisconsin, including performance of subgroups (as measured by 2013-14 state assessment)

 

Part Two:  Improving Outcomes through a Culturally Responsive Multi-Level System of Support

This module asks participants to consider how their school/district systemically and systematically supports readers when they struggle through both universal instruction and intervention. Teams will discuss continuum of supports for reading, high quality instruction (curriculum, instruction, and assessment), culturally responsive practice, and universal design for learning (UDL). Click on the word here to access this module. 

Handouts

Note-Taking Tool:  Culturally Responsive Multi-Level System of Support

Use this note-taking sheet to record thinking from your team’s discussion, including potential action steps

 Summarize Learning and Action Plan

Use to summarize learning and set individual and team goals

Part Three:  Assessment of Skilled Reading

Interventions for readers who struggle should be intentionally matched to the student’s strengths and needs. This module explores areas that could be considered when conducting a comprehensive evaluation of a reader’s strengths and needs. The module begins by exploring what it means to be a skilled reader. Next, participants consider how diagnostic reading assessment fits within their school/district’s larger strategic assessment system. The module ends by explaining areas that could be assessed and offering some possible assessments. Areas include comprehension, concepts about print, phonological awareness, phonics, fluency, motivation and engagement, and past and present successes. Click on the word here to access this module. 

Handouts

Note-Taking:  Skilled Reader

Use to organize and synthesize thinking about varied models of a skilled reader

Note-taking Tool: Assessment

Use to organize and synthesize thinking about areas of reading, including definitions and ideas for assessment

Part 4:  Matching Supports to Needs

This module provides a process a team can use to match a student’s strengths and needs to reading interventions. Participants will consider who should be included a decision-making team and explore two sample student profiles to consider how their system considers student strengths, previous interventions, data from a sociocultural context, and needs to set specific goals and select or design interventions. The module discusses the role of research in selecting or designing interventions and suggests a few online tools for considering interventions. Click on the word here to access this module. 

Handouts

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