Staying the Course Making a Difference

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Staying the Course-Making a Difference

• NC State Improvement Project
• SIP II
• November 6, 2007

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SIP II strives to increase the quantity and
improve the quality of personnel providing
leadership and instruction for students with
disabilities.
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NCSIP Personnel Development Process

Research- Based Practices Reading
Writing Mathematics
Workshops Content Foundations Model
Training Tasks/Skills

On-site Fidelity Observations 3
per year Coaching
On-site Program Reviews Annually
Student Progress Evaluation
School-Based Best Practice Centers/Sites
Review Research Literature Identify
Instructional Principles
Training Content Training Strategies/
Tasks Model Programs
Develop- mental Reviews Analysis
Formal Feedback
Trained Observers Feedback Coaching
Evaluation Reporting
OSEP Long-Term Performance Indicators
AYP Student Characteristics Project
Characteristics

• Selection of Centers/Sites
• Develop Plan

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Management

• Identify Sites
• Allocate Resources
• Build Relationships
• Support the network

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NCs Best Practice Centers Reading/Writing 2007 -
2008
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Content Implementation

• Demonstration Centers
• Scaling Up
• Extensive professional development
• Literacy Consultants
• Leadership

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Role of the Literacy Consultant

• The literacy consultant is responsible for
  building relationships with key personnel in each
  of their LEAs in order to facilitate the
  development of a long-range strategic plan to
  provided research-based reading/writing
  instruction to students who are struggling
  readers.

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SIP II Literacy Staff Development

• Reading Foundations Training 42 trainings have
  been scheduled and/or provided as of June 2007.
• Additional Trainings offered
• DIBELS
• Direct Instruction Reading Coach Training
• Specific Reading Program Training
• Training of Trainers for Reading Foundations
• (Over 40 trainers now approved to provide the 30
  hour course)

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Evaluation

• Power of Results
• Stay the Course-with research-based instruction

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How Are We Doing? AYP Reading Progress for All NC
Students, All NC Students with Disabilities and
NC SIP Students 2002 -2007

49
38
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End-of-Grade (Reading) Grade 3-8 Multiple
Choice Test 2006-2007
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• COMPARISON OF READING PROGRESS OF ALL STUDENTS
• AND STUDENTS WITH DISABILITIES (SWD)
• 2001-2007
• Percent At or Above Grade
  Level GAIN
• 00-01 01-02 02-03
  03-04 04-05 05-06 06-07
• ALL NC
• STUDENTS 77.1 79.5 84.9 85.3
  85.7 86.7 87.4 10.3
• NC SWD 44.3 50.1 54.8 55.0
  57.4 63.2 64.8 20.5
• based on multiple choice EOG

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Comparison of Reading Progress of Students With
Disabilities Statewide and NCSIP Project 2002
2007
AAGL
Statewide NCSIP
100 - 90 - 80 - 70 - 60 - 50 - 40 - 30
- 20 -
64.8

63

61

57
56



50

49


49


52
47

43

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AAGL Percentage of Students At or Above
Grade Level Multiple Choice EOG

38

32
02 03 04 05
07
06
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Sustainability

• SIP Orientation
• Developmental Review
• Fidelity of implementation
• www.ncsip.org
• SIP Updates
• Spring Celebration

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Comparison of student achievement in classes
where Teachers participated in Fidelity
observations compared to classes that did not
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(No Transcript)
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www.ncsip.org

• Offers guidance regarding implementation and
  sustainability of Scientifically-based Literacy
  and Math Programs
• Provides specific information by region on
  program implementation and opportunities for
  training
• Furnishes SIP II Evaluation Reports and
  Performance Reports

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We can, whenever and wherever we choose,
successfully teach almost all children to read.
We already have reams of research, hundreds of
successful programs, and thousands of effective
schools to show us the way. Whether or not we do
it must finally depend on how we feel about the
fact that we havent so far.
(McEwan, 1998)
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Contact Information

• Laura H. Snyder
• 919-807-3993
• lsnyder_at_dpi.state.nc.us
• Dave Lillie
• 919-843-5037
• lillie_at_email.unc.edu

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NC State Improvement Project II presents
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• Wed like to teach the kids to read with perfect
  prosody.
• Wed like the district, school and class to stay
  in harmony.
• Wed like for every girl and boy to be at level 3
  
• for every school in our state to make their AYP

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• Its the reading thing
• with a vision to guide
• Carolina pride
• Its the reading thing!

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• Wed like to touch, taste, feel and see. Thats
  multisensory.
• Wed like to see our kids on task and taught with
  energy.
• Wed like all teachers to be trained and teach
  with fidelity.
• Effective coaching and support is a top priority.

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• Its the reading thing
• with a vision to guide
• Carolina pride
• Its the reading thing!

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• Wed like to see consistency and resource equity.
• Wed like accountability to be shared equally

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• Its the reading thing
• with a vision to guide
• Carolina pride
• Its the reading thing!