The Point of Reading Goals

At the turn of the new year, I took a look at my reading habits. I have participated in the  Goodreads Reading Challenge for the last five years. You set a goal for number of books read, and then document each book you read with a date finished, rating and maybe even a review. Here is how I have fared.

  • 2013: 12 books read out of a goal of 40
  • 2014: No challenge accepted
  • 2015: 56 books read out of a goal of 50
  • 2016: 55 books read out of a goal of 60
  • 2017: 49 books read out of a goal of 52

I saw some interesting patterns and trends here. First, I was very unsuccessful the first time I participated in the Reading Challenge, so much so that I failed to document a goal for 2014 (I’m sure I read). Second, the only year I met my goal was in 2015. That is a success rate of 20%, if you define success as meeting an arbitrary benchmark. Third, my average number of books read for the past three years is 53, or one book per week. Knowing that the top 1% of earners read at least one book a month on average, I am looking forward to my future financial wealth.

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Photo by Breather on Unsplash

This last point is my attempt at humor, but there is truth here as well. Habitual readers tend to find success in life, both personal and professional. They are typically more knowledgable about the world and have greater empathy for people in other cultures. The books I read vary in genre, author, length, etc., which broadens my perspective. Some books are for kids, such as the ones I read aloud to my children, but many are for me. Reading is a selfish act that also inspires selflessness and a desire to affect the greater good.

I keep track of my reading because it is important to me and the community of readers I know online and offline. I don’t set reading goals to hit a number or see how many more books I can read than others. My list of books read provides me with a literary history, a chronology of my reading life. If I don’t reach my goal, what’s the big deal? I’d rather know whether I have an imbalance of fiction and nonfiction. These are points worth stressing in our classrooms so our students don’t miss the forest for the trees.

 

 

What if we are heading in the wrong direction? #litleaders

“It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”

– J.K. Rowling

This question recently cropped up from one of our faculty members. We are deep into exploring the connection between reading and writing, building a foundation for literacy instruction schoolwide. My response was off-the-cuff, sharing some general ideas, but maybe a little too vague and lacking coherence. The source of their concern was likely our high marks on our school report card. Here is what I wanted to say in my preferred mode of communication (writing).

When a school decides to pursue a literacy initiative as a whole faculty, they are already heading in the right direction. Anytime we can get everyone on the same page around reading and writing instruction, we build a common language and understanding for what will occur regularly in each classroom. Actually, the only wrong direction is by making no decision. By allowing everyone to have 100% autonomy in how reading and writing instruction will be delivered in classrooms, we create the conditions for student inequity.

A quality schoolwide literacy initiative should allow for some flexibility with teachers to personalize their approach. There should be enough room for teachers to have voice and choice in how instruction will be delivered. It’s the same thing we want for our students, right? We need to model this belief at every level.

For literacy initiatives that start to feel more closed in the level of autonomy for teachers as time progresses, be sure to check student assessment results. In my previous school, we felt like two years of writing training was possibly too scripted and squeezed some of the voice out of our students’ work. We facilitated a mid-year writing check. Sure enough: lots of structure but little style in students’ writing. As one teacher noted when we debriefed after the assessment, “Our kids will be able to nail a college essay, but do they love writing?” This information guided our decision to come back to a more holistic approach to teaching writing in the classroom.

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Photo by Jamie Templeton on Unsplash

This decision to pursue a more structured writing approach was not wrong; our intentions were good and were based on what we believed our students needed. The only wrong approach would have been to forge ahead with our current efforts, ignoring what our students’ writing was telling us. This is different than what a lot of schools do: jumping from one initiative to the next, year after year. We knew that our students needed consistently strong literacy instruction year after year. Hopping from rock to rock along a stream of new ideas wasn’t going to help our kids become literate individuals, as tempting as it might be.

That’s why decisions for pursuing a schoolwide literacy initiative should be a part of a long-term plan. Three years is probably a minimum. A long-term plan reduces the desire for rock hopping. It’s easier to say “no” to a new and exciting professional learning opportunity when you have a pathway already laid out. Part of this long-term plan should include multiple points of celebration. These opportunities to highlight school success have to be tangible and genuine. In our school, we re-examine our beliefs about literacy, owning new beliefs after a year of schoolwide professional development work. We also set aside the beginning of staff meetings for staff celebrations. Teachers can share quick wins and victories. I also make a point of taking pictures of teachers innovating in their classrooms as they try and apply new strategies. These images are shared and celebrated before we begin learning about a new literacy strategy. All of our celebrations build on where we have been and inspire us to learn more.

That might be the biggest point in a response to this question about heading in the wrong direction: If our intentions are based on students’ needs and teachers’ informed beliefs, and we were are willing to adjust course in light of the evidence, then we cannot make a poor decision. The constant pursuit of becoming better in our practice is always the right choice.

 

 

A Strong Bond

The following post is what I wrote for my weekly newsletter/blog for our school. I thought it might work here as well. -Matt

If you are in the market for a good movie you might have never seen, check out The Straight Story. I recently rewatched this favorite film of mine. The main character is a senior citizen (Alvin Straight) who decides to travel from Iowa to Wisconsin to visit his estranged brother. Because of his ailments, he cannot drive a car, so he decides to take his John Deere rider lawnmower for this trip.

Along the way, he meets several people with different stories of their own. The wisdom he departs along his trip changes the lives of those he encounters. In one scene, he meets a teenage girl who has run away from home. While enjoying a quiet campfire, Alvin shares a story he told his kids and grandkids. “You can break one stick very easily. But tie several sticks together, and you have an unbreakable bond. That’s family.” Before the girl traveled back home, she left Alvin a bundle of sticks tied together.

I share this as a metaphor for how we as a faculty at Mineral Point Elementary have started to forge a strong bond. In the fall of 2016 (my first year here), we developed seven collective commitments as a faculty. Everyone had input and came to consensus on these statements about how we would work together on behalf of our students, families, and community. If we do not meet these commitments, we do our best to hold each other and ourselves responsible.

As a faculty, we have also examined our beliefs about literacy. Last spring, three beliefs were agreed upon unanimously. We can now expect these instructional practices to be employed in the classroom. In the spring of 2018, we will re-examine our beliefs in the hope of adding more to our list.

Our commitments and beliefs are listed below. They serve as a lens when making decisions in our school. They guide us in which teaching resources to use in the classroom. They guide us in our hiring process. They guide us in determining what students should know and be able to do. These value statements create a strong bond to help ensure our organization strives to meet our district’s mission and vision.

Our Mission

Grounded by our history, as one of the oldest publicly supported schools in Wisconsin, MPSD is the heart of a small community that educates and inspires our students for a bright future in a big world.

Our Vision

• The Mineral Point School District will be a recognized leader in education.

• Students will attain higher levels of academic achievement, resulting in greater lifetime opportunities.  

• Individualized learning will be embraced through innovation and technology.

• The district will provide a collaborative and professional environment for teachers to learn and develop innovative instructional strategies.

• Student learning will be enriched by cultivating family, community, and business partnerships.

Our Collective Commitments

1. I will be open to and ready for learning from others as professionals and colleagues.

2. I will hear others’ ideas in various learning communities and be willing to try a variety of practices.

3. I will assume best intentions in our colleagues and help create a sense of belonging.

4. I will honor the whole child by treating them with respect and care, and attend to their social and emotional needs.

5. I will listen to the concerns of our students’ families, address their needs to the best extent possible, and make them feel welcome in the school.

6. I will utilize better practices to deliver a coherent and relevant curriculum across all grade levels.

7. I will hold all students to high academic and behavioral expectations regardless of background, label, or past experiences.

Our Literacy Beliefs

• A child’s written story can be used to teach phonics and skills.  

• You can assess a child’s phonemic awareness by examining his/her journal writing.

• Shared writing is an excellent way to record common experiences and connect to reading.

Silent Reading vs. Independent Reading: What’s the Difference? (plus digital tools to assess IR)

During a past professional development workshop, the consultant informed us at one point to end independent reading in our classrooms. “It doesn’t work.” (discrete sideway glances at each other) “Really. Have students read with a partner or facilitate choral reading. Students reading by themselves does not increase reading achievement.”

I think I know what the consultant was trying to convey: having students select books and then read silently without any guidance from the teacher is not an effective practice. Some students will utilize this time effectively, but in my experience as a classroom teacher and principal, it is the students that need our guidance the least that do well with silent reading. For students who have not developed a reading habit, or lack the skills to effectively engage in reading independently for an extended period of time, this may be a waste of time.

The problem with stating that students should not be reading independently in school is people confuse silent reading with independent reading (IR). I could see some principals globbing onto this misconception as fodder for restricting teachers from using IR and keep them following the canned program religiously. The fact is, these two practices are very different. In their excellent resource No More Independent Reading Without Support (Heinemann, 2013), Debbie Miller and Barbara Moss provide a helpful comparison:

Silent Reading

  • Lack of a clear focus – kids grab a book and read (pg. 2)
  • Teachers read silently along with the students (pg. 3)
  • No accountability regarding what students read (pg. 8)

Independent Reading (pg. 16)

  • Classroom time to read
  • Students choose what to read
  • Explicit instruction about what, why, and how readers read
  • Reading a large number of books and variety of texts through the year
  • Access to texts
  • Teacher monitoring, assessing, and support during IR
  • Students talk about what they read

You could really make the case that independent reading is not independent at all: it is silent reading with scaffolds, and independence is the goal. The rest of the book goes into all of the research that supports independent reading, along with ideas and examples for implementing it in classrooms. The authors also cite the Common Core Anchor Standard that addresses independent reading:

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Read and comprehend complex literary and informational texts independently and proficiently.
Maybe this information will be helpful, in case you ever have a principal or consultant question your practice. 🙂

Assessing Independent Reading

The challenge then is: how do I assess independent reading? Many teachers use a paper-based conferring notebook. If that works for them, that’s great. My opinion is, this is an opportunity to leverage technology to effectively identify trends and patterns in students’ independent reading habits and skills, which can inform future instruction. Next is a list of tools that I have observed teachers using for assessing independent reading.

This is an iPad application that allows the user to draw, type, and add images to a single document. The teacher can use a stylus (I recommend the Apple Pencil) to handwrite their notes. Each student can be assigned their own folder within Notability. In addition, a teacher can record audio and add it to a note, such as a student reading aloud a page from their book. This information can be backed up to Google Drive, Evernote, and other cloud storage options.

In my last school, one of the teachers swore by this tool. “If you don’t pay for it,” she stated one day, “I’ll pay for it out of my own pocket.” Enough said! Teachers who use the Daily 5 workshop approach would find CC Pensieve familiar. It uses the same tenets of reading and writing to document student conferences and set literacy goals. Students can also be grouped in the software based on specific strategies and needs.

Teachers can set up a digital form to capture any type of information. The information goes to a spreadsheet. This allows the teacher to sort columns in order to drive instruction regarding students’ reading habits and skills. Also, the quantitative results are automatically graphed to look for classroom trends and patterns. We set up a Google Form in one grade level in our school:

I’ve written a lot about using Evernote as a teaching tool in the past. It is probably the tool I would use to document classroom formative assessment. Each note can house images, text, audio, and links, similar to Notability. These notes can be shared out as a URL with parents via email so they can see how their child is progressing as a reader. Check out this article I wrote for Middleweb on how a speech teacher used Evernote.

The previous digital tools for assessing independent reading are largely teacher-directed. The next three are more student-led. One of my favorite educational technologies is Kidblog. Classrooms can connect with other classrooms to comment on each other’s posts. Teachers can have students post book reviews, book trailers, and creative multimedia projects from other applications.

Whereas Kidblog is pretty wide open in how it can be used, Biblionasium is a more focused tool. It can serve as an online book club for students. Students can make to-read lists, write reviews and rate books, and recommend titles to friends. Like Kidblog, Biblionaisum is a smart way to connect reading with writing in an authentic way.

This social media site is for book lovers. Although 13 is the minimum age to join, parents need to provide consent if a child is under 18. Besides rating and reviewing books, Goodreads allows readers to create book groups with discussion boards around specific topics – an option for teachers to promote discussion and digital citizenship. Students can also post their original creative writing on Goodreads by genre. Check out this post I wrote about how to get students started.

What is your current understanding of independent reading? What tools do you find effective in assessing students during this time? Please share in the comments.

How we stopped using Accelerated Reader

This post describes how our school stopped using Accelerated Reader. This was not something planned; it seemed to happen naturally through our change process, like an animal shedding its skin. The purpose of this post is not to decry Accelerated Reader, although I do know this reading assessment/incentive program is not viewed favorably in some education circles. We ceased using a few other technologies as well, each for different reasons. The following timeline provides a basic outline of our process that led to this outcome.

  1. We developed collective commitments.

The idea of collective commitments comes from the Professional Learning Community literature, specifically Learning by Doing, 3rd edition. Collective commitments are similar to norms you might find on a team. The difference is collective commitments are focused on student learning. We commit to certain statements about our work on behalf of kids. They serve as concrete guidelines, manifested from our school’s mission and vision, as well as from current thinking we find effective for education.

We first started by reading one of four articles relevant to our work. The staff could choose which one to read. After discussing the contents of the articles in small group and then in whole group, we started crafting the statements. This was a smaller team of self-selected faculty. Staff who did not participate knew they may have to live with the outcomes of this work. Through lots of conversation and wordsmithing, we landed on seven statements that we all felt were important to our future work.

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At the next staff meeting, we shared these commitments, answered any questions about their meaning and intent, and then held an anonymous vote via Google Forms. We weren’t looking for unanimity but consensus. In other words, what does the will of the group say? Although there were a few faculty members that could not find a statement or two to be agreeable, the vast majority of teachers were on board. I shared the results while explaining that these statements were what we all will commit to, regardless of how we might feel about them.

  1. We identified a schoolwide literacy focus.

Using multiple assessments in the fall (STAR, Fountas & Pinnell), we found that our students needed more support in reading, specifically fluency. This meant that students needed to be reading and writing a lot more than they were, and to do so independently. Our instructional leadership team, which is a decision-making body and whose members were selected based on in-house interviews, started making plans to provide professional development for all faculty around the reading-writing connection. (For more information on instructional leadership teams and the reading-writing connection, see Regie Routman’s book Read, Write, Lead).

  1. We investigated the effectiveness of our current programming.

Now that we had collective commitments along with a focus on literacy, I think our lens changed a bit. Maybe I can only speak for myself, but we started to take a more critical look at our current work. What was working and what wasn’t?

Around that time, I discovered a summary report from the What Works Clearinghouse, a part of the Institute of Educational Sciences within the Department of Education. This report described all of the different studies on Accelerated Reader. Using only the research that met their criteria for reliability and validity, they found mixed to low results for schools that used Accelerated Reader.

I shared this summary report with our leadership team. We had a thoughtful conversation about the information, looking at both the pros and cons of this technology tool. However, we didn’t make any decisions to stop using it as a school. I also shared the report with Renaissance Learning, the maker of Accelerated Reader. As you might imagine, they had a more slanted view of this information, in spite of the rigorous approach to evaluating their product.

While we didn’t make a decision at that time based on the research, I think the fact that this report was shared with the faculty and discussed planted the seed for future conversations about the use of this product in our classrooms.

  1. We examined our beliefs about literacy.

The professional development program we selected to address our literacy needs, Regie Routman in Residence: The Reading-Writing Connection, asks educators to examine their beliefs regarding reading and writing instruction. Unlike our collective commitments, we all had to be in agreement regarding a literacy statement to own it and expect everyone to apply that practice in classrooms. We agreed upon three.

Beliefs Poster

This happened toward the end of the school year. It was a nice celebration of our initial efforts in improving literacy instruction. We will examine these beliefs again at the end of this school year, with the hope of agreeing upon a few more after completing this PD program. These beliefs served to align our collective philosophy about what our students truly need to become successful readers and writers. Momentum for change was on our side, which didn’t bode well for outdated practices.

  1. We started budgeting for next year.

It came as a surprise, at least to me, that money would be a primary factor in deciding not to continue using Accelerated Reader in our school.

With a finite budget and an infinite number of teacher resources in which we could utilize in the classroom, I started investigating the use of different technologies currently in the building. I found for Accelerated Reader that a small minority of teachers were actually using the product. This usage was broken down by class. We discovered that we were paying around $20 a year per student.

Given our limited school budget, I asked teachers both on our leadership team and the teachers who used it if they felt this was worth the cost. No one thought it was. (To be clear, the teachers who were using Accelerated Reader are good teachers. Just because they had their students taking AR quizzes does not suggest they were ineffective; quite the opposite. I think it is worth pointing this out as I have seen some shaming of teachers who use AR as a way to persuade them to stop using the tool. It’s not effective.)

With this information, we as a leadership team decided to end our subscription to Accelerated Reader. We made this decision within the context of our collective commitments and our literacy beliefs.

Next Steps

This story does not end with our school ceasing to using Accelerated Reader. For example, we realize we now have an assessment gap for our students and their independent reading. Lately, we have been talking about different digital tools such as Kidblog and Biblionasium as platforms for students to write book reviews and share their reading lives with others. We have also discussed different approaches for teachers to assess their readers more authentically, such as through conferring.

While there is a feeling of uncomfortableness right now, I feel a sense of possibility that maybe wasn’t there when Accelerated Reader was present in our building. As Peter Johnston notes from his book Opening Minds, ““Uncertainty is the foundation for inquiry and research.” I look forward to where this new turn in instruction might lead us.

 

Quick Win: Creating a Culture of Literacy

Before the students arrived, our faculty learned how to best prepare a classroom (and school) for students. Specifically, we looked at our classroom and common areas to promote reading and writing. Each teacher stated a personal goal that they would work toward regarding classroom libraries, bulletin boards, and relationship building.

Next are some images of our first-week successes in creating a culture of literacy.

 

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Students organizing classroom library books based on topics, genre, or author.

 

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Temporary labels as the students start to put groups of books in classroom library tubs.

 

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A teacher asking students to share something they want him to know about them.

 

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A digital portfolio station, in which students can publish their best work online for families.

 

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A blank bulletin board waiting for students and teacher to post excellent work on it.

 

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Students haven’t decided yet where these books belong. They will come back to these titles.

 

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More bins of books, waiting to be organized by the students and teacher.

 

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Students share ten fun facts about themselves in writing and post on a bulletin board.

 

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I get into the act, displaying several books in my office that represent our student body.

 

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This PreK read aloud center is also a space for students’ favorite books.

 

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There are too many piles and not enough bins, so…

 

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…the class has to decide which groups of books will need to be combined and how to label them.

 

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A classroom library is finally done. The students are excited to start reading.

 

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This teacher kept the students’ handmade labels on the classroom library tubs.

I think my favorite part of this schoolwide literacy experience is when my daughter came home complaining that she was tired. “Why are you tired?” I asked her. “My feet are sore from all the walking we did while organizing our classroom library.” That’s a win for creating a culture of literacy and student ownership!

Are We Talking About the Same Tree? (the Importance of Clarity)

The following is a crosspost from my school blog. I thought it might be relevant here as well. Have an excellent Labor Day weekend!  – Matt

Two members of the maintenance team stopped me in the high school hallway.

“Are you good with us taking down the cedar tree in the front of your building?”

When asked, I was 98% sure which tree they were referring to. Steve, our building custodian, and I had discussed last year about removing the tree. It had outgrown its space. The branches had now extended above the walls at the second level. It hindered the maintenance crew’s efforts to remove the snow from that upper area.

Still, I wanted to be sure that the tree they were talking about was, in fact, the same tree.

“Let me go back to school, check out that tree, and confirm with Steve.”

Yes, it was that tree.

 

Was it necessary for me to go back and confirm this, even though I was 98% confident? What’s the worst that could have happened? They could have cut down the wrong tree, I guess.

With teaching and leading in a school, it is even more critical that we are all on the same page. Clarity is critical for trust. Without clarity, we make assumptions about people’s beliefs and actions. For example, if we had different understandings of what it means to teach “the whole child”, our school might have different expectations and approaches in our work with kids. Some of us might not value the social and emotional needs of students as much as others. That is how we end up with inequity in our schools. Student placement in classrooms becomes a lottery system in which some kids get a considerably different educational experience than others.

Our faculty is engaged in the journey of knowing which tree we are talking about. Our “tree” is literacy. Specifically, we are focused on the connection between reading and writing. We are meeting monthly during professional learning communities to watch expert instruction together via video, have professional conversations about what we saw, and then try out the instructional strategy in the classroom. Celebrations of our efforts and student learning results happen regularly. Through these activities, we are achieving clarity about promising practices for reading and writing instruction. We are on the same page which helps ensure students are receiving equally effective instruction.

This is not to say that teachers don’t have some latitude in how they facilitate learning in their classrooms. The neat thing about this work is that it can be applied to many different resources and units of instruction. I’ve heard the phrase “This is common sense!” when teachers have engaged in learning about effective literacy instruction. As Regie Routman, the developer of our professional resources, notes, “When has common sense not been acceptable in schools?” As we have found agreement about what is important for all students to experience, we have collected these beliefs as statements and made them visible throughout the school.

 

As a school, we will continue this work of not making assumptions about our teaching and learning philosophies. We will continue to examine our instruction, our students’ results, and our beliefs about literacy. Even when we might be 98% sure about our work, we will strive to be on the same page, 100%.