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ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!ftheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] :    (   D  D/?TextBox 2q  NLEADERS Talk About Creating Literacy Leadership Where We Live, Work, and Play@O 60, O h   p/0e0e?Title 1p   0 NLEADERS Talk About Creating Literacy Leadership Where We Live, Work, and Play4O 606, O !;,|$JXp0___PPT10u.Ї'b+D=' = @B +" {c(     p0e0e?Title 1 `  0 SDiscussion Topics     /0e0e?,Content Placeholder 2   0 Decline of reading achievement Basic reading levels: Below and beyond Dyslexia Good readers: Yesterday, today, tomorrow Ranking readers: US & world Where have all the good readers gone?0 Z  @`   /0e0e?,Content Placeholder 3p ` 0 QBetsy Baker David Monti Sheree Bryant Paul Haupt Michele Paine Kathy Headley  0 Z0 Z40 Z0 Z0 Z0 Z0 ZR R @` !;,|$JXp0___PPT10u.ч+D=' = @B +"  (     p/0e0e?Title 1DZ$  0 RSession Sequence  u    /0e0e?,Content Placeholder 4Z$ 0 1Each presenter will share information about the discussion topic (10 minutes each) Small group discussion about the topics (approx. 15 minutes midway and again at end of presentations) guided by facilitator Sharing of small group discussions by facilitator as summary of session LEADER business meeting 2 2 2 @` !;,|$JXp0___PPT10u.чj+D=' = @B +" 0(     pG0e0e?Title 1DZ$  0 YSmall Group Discussions  D   F0e0e?,Content Placeholder 2Z$ 0 ^Drawing from McQuillan s Seven Myths about Literacy in the United States and the panel presentations, talk about the following: Our current literacy challenges Strategies for communication & partnerships among families, schools, & communities How to focus our efforts on the most important elements: students in classrooms, children in our homes, community citizens<  /9 o@` !;,|$JXp0___PPT10u.҇+D=' = @B +"# @(  x    x/0e0e?Rectangle 2" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!uCʚtdrs/shapexml.xmlUn7?$[WBm,9\+m%$W|th/\jA\V;CΛfF$;alUJo:P딾_N[XԊIDJwF"8Jƹjn[%ot%|6%sx5ve1Dl'Π]B1RE57׻!*I0z#80 m7a[`aʰ;/D_ *"lM\6URm;T@ɝYN ao88Klݶ.R,l4B/OoH : )6^0~'܏_'ڲW/,:-D :aJ򀕞ReB8G IN#Ecgj|v"OǖtQ#NϏ6___PPT9 UMyth #1  " no     x*0e0e?Rectangle 3"xrPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ldrs/shapexml.xmlXю7}Z`F BE[ B3){j{XTHyٿ_L`&D}9>^._sAv\LmhQeLGjPb, J=pC_MA`4a1k4̼PЗ*3 Mn.-P.AuY&eh׻&Y2A;P"YX N:Y! ☫xk` &2| aM5jJku,1mX%bDihY)$n0/W`c}`|Bu:py!-?u=p# :}eC+B䀣#x;/V3Y2 $@=lwun@CD=̧J8޴&cX`DmmN-0a岈q UhcWLM0]9XGJWUiVu{Kذ_Vcr0n!vL&P b)Ixb"ޟ=U^A3H#\V0j[2< L/bKv )llj: ֞WFTraq3^&]ryw E3H)?e15uӐ"fLxô@POp %kYw 񛅮6/`o[Y_37Pk\ʹ\X%SnpS.z|9;xzyzxx7F;bs2*b)c 0UXE`7!9 ,i\ٵR?+*#<\& C;ďOR~R/WO]Ovnzᤪq,/`bPK!Mvdrs/downrev.xmlD]O0MKt0eRA2 \ۥ0zyrNgTNd]k$F4յ&0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!w.|drs/shapexml.xmlUn7;V#R` p[@0AƈZq ɕ% Zz HÙΞߔuCyq&0B gΓ^2ZV:~j*gՐ/KY{g*ˍ-cioەNjOͲvI#Y5AebgJz%rUuy1K4&F\ }O. Kw(_i0m~3x䙵n)i6mvjdro+d $G!uq8&kDZ5`G9ч~-ă^ h 7 O^7 :IhDb)j7f s|AL" <2;K}5Nq;o<5&/<ˍ3A 3<PX9?[ݵWC %IUB/pAH@xB47>|4v`E9&np nZk *Pr  Hܷ8mwf=5y=Vz׳e,.1𢉧ymZ#\]eQEԭ3 Pw'o>p2$i; .tys9`;'ZG qL˵j"Ddcp 3}k 2gR!azU[)Z+u'-驡Y _z 1W[EK//D!Wq˛_z5n-jyYc5$$DAOPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!w.|*drs/shapexml.xmlPK-!8drs/downrev.xmlPKPZ$  0 v 2007 NAEP Data The Nation s Report Card: Reading< < <7 0  ~/0e0e?Rectangle 3Z$ 0 e350,000 students in grades 4 and 8 Results from all 50 states, District of Columbia, and Dept. of Defense schools Performance is reported in two ways: Scale scores and achievement levels Results are based on representative samples2 ' ,   @` !;,|$JXp0___PPT10u.b0L+D=' = @B +" 4(  4 4  x /0e0e?Rectangle 2DZ$  0 PFourth Graders  { 4  ~@/0e0e?Rectangle 3Z$ 0 %Scored higher in 2007 than in all the previous assessment years Average reading score was up 2 points since 2005 and 4 points compared to the first assessment 15 years ago Higher percentages of students were performing at or above the Basic and Proficient levels in 2007 than in previous years:& Z ' & @` !;,|$JXp0___PPT10u.e`t+D=' = @B +". )!8 (  8 8  x`/0e0e?Rectangle 2DZ$  0 PEighth Graders   8  ~/0e0e?Rectangle 3Z$ 0 WAverage reading score was up 1 point since 2005 and 3 points since 1992 Trend of increasing scores not consistent over all assessment years In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the % of students at or above the Proficient level:X Z[  X @` !;,|$JXp0___PPT10u.fK+D=' = @B +"  <(  <' <  x/0e0e?Rectangle 2DZ$  0 [Results by Race/Ethnicity   <  ~20e0e?Rectangle 3Z$ 0 RWhite, Black, and Hispanic students all scored higher in 2007 than in the first assessment 15 years ago at both grades 4 and 8 Improvements for minority students did not always result in the narrowing of the achievement gaps with White students Only the White-Black gap at grade 4 was smaller in comparison to the gaps in 2005 and 1992 S S S @` !;,|$JXp0___PPT10u.fZ4+D=' = @B +" @(  @ @  x 20e0e?Rectangle 2DZ$  0 SResults by Gender  v @  ~@20e0e?Rectangle 3Z$ 0 BPatterns in improvement for male and female students varied by grade Scores for both males and females increased since 2005 at grade 4, but not at grade 8 Females scored 7 points higher than males at grade 4 and 10 points higher at grade 8 Gender score gaps were not significantly different from the gaps seen 15 years agoC ZC C @` !;,|$JXp0___PPT10u.g zI+D=' = @B +" D(  D& D  x`20e0e?Rectangle 2DZ$  0 ZResults by Family Income  X D  ~20e0e?Rectangle 3Z$ 0 Student performance in all income groups (free lunch, reduced price lunch, ineligible for the program) increased since 2003 in grade 4 There were few significant changes in 8th grade scores Scores for students eligible for free lunches did increase by 2 points from 2003-2007 ( Ze  @` !;,|$JXp0___PPT10u.h;+D=' = @B +" H(  H H  x20e0e?Rectangle 2DZ$  0 K Citations   b H  ~20e0e?Rectangle 3Z$ 0 Lee,J., Grigg,W., and Donahue, P. (2007) The Nation s Report Card: Reading 2007(NCES 2 7-496). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education, Washington, D. C. National Assessment of Educational Progress. The Nation s Report Card: Reading 2007. NCES Commissioner Mark Schneider s press release Powerpoint Presentation, Sept. 25, 2007, )'>  @` !;,|$JXp0___PPT10u.hB+D=' = @B +"e `XL@(  L  L  x20e0e?Rectangle 2DZ$  0 TReading First Data   L  ~20e0e?Rectangle 3Z$ 0 SEAs providing data are the 50 states, District of Columbia, U. S. Virgin Islands, American Samoa, and the Bureau of Indian Education Data is reported for schools that began implementing Reading First in the 2003-04 and/or 2004-05 school years SEA data are included only if the state provided complete and reliable data for the first year of implementation through 2006-07 on the same measure with the same proficiency benchmark Z  @` !;,|$JXp0___PPT10u.jp'+D=' = @B +"P KCP+(  P1 P  x 20e0e?Rectangle 2DZ$  0 e!Data for All Students, Grades 1-3" "$ " P  ~20e0e?Rectangle 3Z$ 0 In Grade 1, 44 of 50 SEASs reported increases in the percentage of students proficient in reading comprehension. Of these, 41 SEAs increased by 5 percentage points or more. In Grade 2, 39 of 52 SEAs reported improvement. Of these, 19 SEAs increased by 5 percentage points or more. In Grade 3, 27 of 35 SEAs** reported improvement. Of these, 15 SEAs increased by 5 percentage points or more Z  @` !;,|$JXp0___PPT10u.kp, +D=' = @B +"\ WO T7(  T' T  x20e0e?Rectangle 2DZ$  0 [English Language Learners   T  ~20e0e?Rectangle 3Z$ 0 In Grade 1, 28 of 37 SEAs reported increases in the percentage of students proficient in reading comprehension. Of these, 25 SEAs increased by 5 percentage points or more. In Grade 2, 25 of 37 SEAs reported improvement in reading comprehension. Of these, 19 SEAs increased by 5 percentage points or more. In Grade 3, 17 of 25 SEAs reported improvement. Of these, 12 SEAs increased by 5 percentage points or more. P  @` !;,|$JXp0___PPT10u.kݬk+D=' = @B +"E @80X (  X( X  x20e0e?Rectangle 2DZ$  0 \Students with Disabilities   X  ~20e0e?Rectangle 3Z$ 0 In Grade 1, 34 of 44 SEAs reported increases in the percentage of students proficient in reading comprehension. Of these, 28 SEAs increased by 5 percentage points or more. In Grade 2, 30 of 48 SEAs reported improvement. Of these, 20 SEAs increased by 5 percentage points or more. In Grade 3, 25 of 32 SEAs reported improvement. Of these, 15 SEAs increased by 5 percentage points or more. Z  @` !;,|$JXp0___PPT10u.kO+D=' = @B +"E @8@\ (  \ \  x20e0e?Rectangle 2DZ$  0 HSource   \  ~20e0e?Rectangle 3Z$ 0 Reading First: Student Achievement, Teacher Empowerment, National Success June 2008, Archived Information www.ed.gov/programs/readingfirst/performance.html   @` !;,|$JXp0___PPT10u.l zEz+D=' = @B +"  P`(  `$ `  x20e0e?Rectangle 2DZ$  0 XThoughts and Questions   `  ~`20e0e?Rectangle 3Z$ 0 LHow do we  get the word out to all stakeholders about the progress our students are/are not making  and what sources do we use? What role does/should a growth model of achievement play? How do we significantly impact the achievement drivers? Except for NAEP assessments, tests, cut scores and achievement level descriptors vary by state. How do we make sense of the data in order to get a  big picture of student achievement? What are the things we should  go to the mat for in literacy support? We need to have our talking points ready to go! Substantive conversations about literacy take place in odd places sometimes: the grocery store, church, waiting in lines, etc.  F  @` !;,|$JXp0___PPT10u.m+D=' = @B +"# `d(  dy d L2?Text Box 41um    hdman`  Arial&Monotype Typography  uBASIC READING LEVELS- BELOW AND BEYOND David A.Monti, Ed.D. Professor Emeritus Central Connecticut State University"v vG  v  !;,|$JXp0___PPT10u.Zu=+D=' = @B + h(  h h L2?Text Box 4"D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  :MYTH 2: FORTY PERCENT OF U.S. CHILDREN CAN T READ AT BASIC LEVEL Mother of All Tests: National Assessment of Educational Progress Concern: What is Basic?F G C G    !;,|$JXp0___PPT10u.Zu¤d+D=' = @B +"  l(  l l L 2?Text Box 4Zv]   hdman`  Arial&Monotype Typography  During the early years of the NAEP tests, the Department released only the raw scores for each age level on its 0-500, with no designations of which score was thought to constitute  basic knowledge or proficiency. C    !;,|$JXp0___PPT10u.Zue+D=' = @B +" pp(  p8 p L2?Text Box 4vaD<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  pReporting raw scores no longer adequate, therefore arbitrarily decided minimum cut off scores to establish various levels: BELOW BASIC BASIC PROFICIENT ADVANCED Example: Basic Level for fourth-grade reading was a fixed score of 208. @ ~C 'G JC    !;,|$JXp0___PPT10u.Zu)q+D=' = @B +" t(  t t L@2?Text Box 4;N   hdman`  Arial&Monotype Typography  In 1991, the General Accounting Office (GAO) examined how the NAEP defined their levels of proficiencies and found their methods to be questionable (Chelimsky, 1993) 2C    !;,|$JXp0___PPT10u.Zur+D=' = @B +"" x(  x x L2?Text Box 4ha   hdman`  Arial&Monotype Typography  %Levels established in 1996 based upon the reading content framework and standard setting process. A cross section of educators and citizens from across the nation were asked to judge what students should know and be able to do relative to the content reflected in the NAEP reading framework. As provided by law, the NCES has determined that the achievement levels are to be considered on a trial basis and should be interpreted and used with caution. C    !;,|$JXp0___PPT10u.]uf+D=' = @B +"2 -% | (  | | L2?Text Box 4ws D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  However, both NCES and the governing board believe these performance standards are useful for understanding trends in student achievement.@ lC G C    !;,|$JXp0___PPT10u.Zuts+D=' = @B +") $@(    L`2?Text Box 4S D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  ~BASIC Denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given gradeD G wC G    !;,|$JXp0___PPT10u.Zut+D=' = @B +"S NF`.(    L2?Text Box 4t D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  .PROFICIENT Represents solid academic performance Students reaching this level have demonstrated competency over challenging subject matter.^ H ;  G C G    !;,|$JXp0___PPT10u.Zu8Uu+D=' = @B +"  (  x  La3?Text Box 4=fD<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  *ADVANCED: Represents superior performanceD+  G C G  +  !;,|$JXp0___PPT10u.Zuev+D=' = @B +"      (    Lf3?Text Box 4   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography   MINIMUM SCALED SCORES Grade 4: Basic 208 Proficient 238 Advanced 268 Grade 8: Basic 243 Proficient 284 Advanced 323 Grade 12: Basic 265 Proficient 302 Advanced 346  %G 2C G 2C G 0C G    !;,|$JXp0___PPT10u.u}+D=' = @B +"      (    L@2?Text Box 4`u3   hdman`  Arial&Monotype Typography  tNAEP FRAMEWORK " G     Lc3?Text Box 5ANld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  Context: Reading for literary experience Reading for information Reading to perform a task Aspects of reading: General reading Developing interpretation Making reader/text connections Examining content and structure S  i  G SC G hC G    !;,|$JXp0___PPT10u.Zuw+D=' = @B +"W  RJ2(    L?Text Box 4MXP___PPT92* T   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  Reading scores were higher in 2007 than in 1992 1992 2007 Fourth Grade White: 224 231 Black: 192 203 Hispanic: 192 205 Average: 217 221 j   jG G  G PC G    !;,|$JXp0___PPT10u.Zu(Px+D=' = @B +"  (    L2?Text Box 5j7   hdman`  Arial&Monotype Typography   1992 2007  G     Li3?Text Box 6P    hdman`  Arial&Monotype Typography  u Eighth Grade   G   U  Lj3?Text Box 7,C    hdman`  Arial&Monotype Typography  WWhite: 267 272 Hispanic: 241 247 Black: 237 245 Average: 260 263 X XC  X  !;,|$JXp0___PPT10u.ZuUy+D=' = @B +"B  =5 (    L?Text Box 4`'%ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  ;Percentage of fourth and eighth grade students at or above Basic and Proficient was higher in 2007 than in 1992. 1992 2007 2007 Fourth Grade Basic: 62% 67% Proficient: 29% 33% Eighth Grade Basic: 69% 74% Proficient: 29% 31%v w G /C G *C G  <  !;,|$JXp0___PPT10u.Zuz+D=' = @B +" @r(  :  Lc3?Text Box 48eD<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  rReading scores were lower in 2005 than in 1992 for 12th Grade Students. 1992 2005 White: 297 293 Black: 273 267 Hispanic: 279 272 Average: 292 286 D \G C G    !;,|$JXp0___PPT10u.Zuz+D=' = @B +"%  `(    L@n3?Text Box 4Z D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  v RESOURCES McQuillan, Jeff. (1998). The Literacy Crisis. Heinemann: Portsmouth, NH www.NationsReportCard.gov Hw (G G 9G  w  !;,|$JXp0___PPT10u.Zu+D=' = @B +" (  _  L j3?Text Box 4,D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  readdamit@cox.netD  GBC<GB   !;,|$JXp0___PPT10u.uɒ+D=' = @B +"y# xpX(  \    p`l30e0e?Title 1"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!HWކXdrs/shapexml.xmlUn7?Zۅ!D r4f)ܒ\E ?r=Ezrߛ]Wuq&0R3v9 9s 2ɏ?\cW3<ݸz:W}x\uIcJu^oЭ|Wݢ[nnYB,,LCiWyfFl] a`b!A78҈5B4Q3&t4HF8`/lP'06E0u,IΆ(mzrA:%9g#gC$=HYpQ(35Qc9`u7`%g72>)"=T7F@zL-0AyqaL/jAgYu~fdf#KfZ͜' Oc6W7E:#?P/; D*@ovRv`0Aݱ9[b ⾕d1^L_m`0_C98Yn<Ʀ7Z`ȸ" \xGmF\⿱0<*WZo(ZLm91`z}EKH,_|f]_/XY]zBU*Nm(6`' nqfu=䱺`|۶h8~PmSy_FِӌKydQm21h[n6`q:<~m uniͪ%J7vQ^ 6R*WXw.V4RHM3}ૡZ;ډ ?U;G%8x~=?ǏO~]N?ƫ;rG6'1$G}hzPK!%drs/downrev.xmlDKk@Fܔ:RG EѕE[t{<̃.\Ǚ-zղ 9-`2N.lt%shp% 3i:>T,JP@8EM Xґ) t(W-NWqFK5?`j{̩ˇt>2Y~j#cK:}+דk} ' HPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!HWކX*drs/shapexml.xmlPK-!%drs/downrev.xmlPK0A?@b 0>6___PPT9 TMyth 3  " no     vm30e0e?Subtitle 2"@:PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!5Hdrs/shapexml.xmlW͎6;m?p[Xlcq~C塐d/͵iE^j׫ykDuLJ(,}9rbK1:WNm˷`._M ͦ]arABNg.XR\~iHZF%6R;)HDuX;[K-kAN ijRP&-KV P!h&"}Y?69dRl@n/z#Ө :MxE#Lja*C)~r3>@C!smn)ygkOt9?_ #sOzQUq%2Dބx8$kk#pp]-TRr*ufJ&Lntel?řJ_UNgy CZ#ʓ f0^yC9@%WkP7܀3Ebir[S4/BΣiY$Ĭj7L2U-+!A@\"X-;gH`?) 'UffAiu-AlR0Êl!$S ö3Ao`-"Ro%ȫ+ߪ@K tNϯci8_lZa{a"/y PP tb`($$ l* R`6JT:%;a Gց xAVH̱{hyZ KuN‚R=7V|/zwt1jԟ,5T :x*\I;B  vxxݟw=pۿFgKanMM[x v8 bGAP%P%3 U|4+;zm.ӕ|+ Wǯ\?g-PK!sdrs/downrev.xmlDOO1G&|fHI$0ض˷wA7yf0 V >/w)jl%W YnVi=],!Cu]&e(j2&#ˬt`WR{YnZ9K4X^mMml}7ӽ9xxziϻgu^_U%}(߮_{ Z ?PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!5H*drs/shapexml.xmlPK-!s*drs/downrev.xmlPK/@A?  0 :Twenty Percent of our Children are Dyslexic Sheree Bryant&; ,W ; @` !;,|$JXp0___PPT10u.ɇ{2+D=' = @B + (     p40e0e?Title 1DZ$  0 SWhat is dyslexia?  ~   `40e0e?,Content Placeholder 2Z$ 0 Dys (not or difficult); lexia (words, reading, language)& difficulty with words Most common misunderstanding  problem of letter or word reversal Information in these slides is based on the following article: Hudson, R., High, L., & Otaiba, S.A. (2007). Dyslexia and the brain: What does current research tell us? Reading Teacher, 60(6), 506-515.  D?i [@` !;,|$JXp0___PPT10u.ɇ@х8+D=' = @B +"  (     p40e0e?Title 1DZ$  0 N Definition  "    40e0e?,Content Placeholder 2Z$ 0 Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Lyon, Shaywitz, & Shaywitz, 2003, p.2 Neurobiological  problem is physically located in the brainb & = 3`&<  ` !;,|$JXp0___PPT10u.ʇ̬+D=' = @B +"% (     p40e0e?Title 1DZ$  0 PTrue or False?  a   40e0e?,Content Placeholder 2"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!߽*drs/downrev.xmlDn0V8*B) H9xl=fjԝ5IMiUkji2:kVefǗ}EBBIˆ5ĮNSR9"\w2MԚPyir?ԼH _J zC||ׯ ]~?TAToת!Eh r PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!߽*drs/downrev.xmlPK Z$ H$ 0 kWriting letters and words backwards are symptoms of dyslexia. FALSE Reading disabilities are caused by visual perception problems. FALSE If you just give them enough time, children will outgrow dyslexia. FALSEJ ?@D  @` !;,|$JXp0B:___PPT10.ˇ` +[W_Dr' = @B D-' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*?%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*?F%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*F%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*?%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*?F%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*F%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+p+0+ ++0+ +"H (     p40e0e?Title 1DZ$  0 PTrue or False?     40e0e?,Content Placeholder 2"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!6}drs/downrev.xmlDn0V8EBA-4V>6: o_8ff48eϓqiu˵bYcg\f}Lہt>ZD 4!lȠ؞8vuCᦓ$K-LJ{6TOF S=Y^J=>/ 6wZr`L3۵>Sm4PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!6}drs/downrev.xmlPK Z$H$ 0 More boys than girls have dyslexia. FALSE Dyslexia only affects people who speak English. FALSE People with dyslexia will benefit from colored text overlays or lenses. FALSE A person with dyslexia can never learn to read. FALSE\ %0L0  @` !;,|$JXp0___PPT10.͇` $+[W_DN' = @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%+%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*+[%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*[c%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*c%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+ +" t(     p 40e0e?Title 1DZ$  0 VPerson with dyslexia     40e0e?,Content Placeholder 2Z$ 0 4Brain has a  different distribution of metabolic activation than the brain of a person without reading problems when accomplishing the same task. p.510 During reading, the left hemisphere does not function properly. Lifelong condition   @` !;,|$JXp0___PPT10u.Bp7+D=' = @B +"m h`H(  $   p 40e0e?Title 1DZ$  0 `Recommendations for teachers )    @40e0e?,Content Placeholder 2Z$ 0 Assessment Progress monitoring early on  Explicit, intense, systematic instruction in the sound structure of language p. 512 Motivation  Sharing our knowledge of brain research may demystify dyslexia p. 512   @` !;,|$JXp0___PPT10u.B+D=' = @B +". )! (  #   p`40e0e?Title 1DZ$  0 _Recommendations for parents )    40e0e?,Content Placeholder 2Z$ 0 TTalk with teachers about your child s strengths & weaknesses and potential causes Understand what dyslexia is and is not.  Early intervention with intense, explicit instruction is critical for helping students avoid lifelong consequences of poor reading. p. 513 Learn about support organizations. "*  + + @` !;,|$JXp0___PPT10u.C/<6+D=' = @B +"  h(  &   p40e0e?Title 1DZ$  0 bSmall group discussions topics )    40e0e?,Content Placeholder 2Z$ 0 dDrawing from McQuillan s Seven Myths about Literacy in the United States and the panel presentations, talk about the following for approx. 15 minutes (retain notes to jumpstart final discussions): Our current literacy challenges Strategies for communication & partnerships among families, schools, & communities How to focus our efforts on the most important elements: students in classrooms, children in our homes, community citizensr  /C -  @` !;,|$JXp0___PPT10u.҇+D=' = @B +"# 0(      x40e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! Odrs/shapexml.xmlUn7?dYWBm,9\+m%$W|th/\jA\VC ͼ})N[h%Bq*:%1bR+҃.U)8Wm7d.צdGnWFXsTv霷KV(:SjKf77X4FQo$,z0i  GA .bĕ1~#km|G H=jCܡJ̲pRPߧ {A27kClM/H9AY]~t:#0Ipo1Hݳ2B Fl3W@6kfP7B^Իp TjT]N daGfGqpbn>>Xܿg"^LCnb* nf{*4Ut^4X!- 'ku%3PA;u) D&fJV"_lАp^6P\+w2f=rը 6GXs lܑOcҧ"mhhU{5ڬH .\:cO?bՋWx_"09oME͔xL"0c T`vb};7MFuYCiCMS*T ,M*[@Tz$Jm% `~C?md ~ GO,:-D :aN򀕞RղXPu!ԝqZԫO5rh~*? vxyo?>?uZ">S>^3%7&wwwo# Q}ѩ=n|_-D[PK!drs/downrev.xmlDAK@!P$v[bQ(zd1;vm]<7qz"!#6*n Yc(|v~6B#P6K*b !Bݑ0qq-}+c^R B-:U]RK6J]^=d7W\$fyF1D %&QPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-! O*drs/shapexml.xmlPK-!drs/downrev.xmlPKA?b 0>6___PPT9 ~,Good Readers: Yesterday, Today, and Tomorrow$- " no-) -    x40e0e?Rectangle 3"60PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!drs/shapexml.xmlWn"7w|[@2*J(B^FS<eyVJ{=lXU榕i83;ΈB-&W27-JL2[L}JerɄ<{nѷ\CS8K3,c6&]7LYUpiEB4VY\Bi'ۙ&2QMd5'ڬ͂CSnL] ',5C_AAS/VwkΖ=FަPDrMDJ]LѠ;8E78 KƷ͆L`t*R;QctvAؐ,Iap "<$),Q*C)P[9+ܻ ~104ŘN3n~n' nY/>$Yc%^=)ı*Jfr^ǵUjcLĉpLjf%l;5yJuYY2ع㼾+$EFA0\.AN/2&HdɳKHll*ƣ)i/SŒ"8.k5\@Y%S$ ʔ,d[,xv&v"‹2CC@ڤ *"Oz_Lj~RЙ m{g,ߣG5 %enx6GkSɲ$.673]4\0\0MU9c1n`$_Jp[(Klv>(ѯ6t#鶶 Un{L+yv,8Cg`&(/?aoWf<˰TSy*9;wlHwO>|xzhG*5G\0";"]n݊s|'؋OO\]|zŞ/uGєPK!P]drs/downrev.xmlDQO0M%M: \FD\6Xۥcm|Ǔs|ekѲ5AMnUe f2jk՜Ref>"BO Iyɚ6lbwNSR9:G(Inć^_n7,[gv-ο"^]+Q/ aL ϗOW!E( rPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!*drs/shapexml.xmlPK-!P]drs/downrev.xmlPK%A?@ b 0>6___PPT9 0Paul Haupt Educational Consultant El Paso, Texas"1 1 1 @` !;,|$JXp0___PPT10u.t+D=' = @B + @(     x 40e0e?Rectangle 2DZ$  0 P Good Readers   n   ~@40e0e?Rectangle 3Z$ 0  The best evidence we have on the reading crisis indicates that no crisis exists on average in the United State reading. (McQuillan, Jeff Seven Myths About Literacy in the United States) Research indicates the concept of a reading crisis in the U.S. is a myth.D  J /N  @` !;,|$JXp0___PPT10u.t'8+D=' = @B +" yPa(     x40e0e?Rectangle 2DZ$  0 P Good Readers      ~40e0e?Rectangle 3Z$ 0 3K1971, the average reading proficiency score for nine-year-old children was 208, for thirteen-year-old children was 255, and for seventeen year-old- children was 285. 1996, the average reading proficiency score for nine-year-old children was 212, for thirteen-year-old children was 259, and for seventeen-year-old children was 287.L ZG%+G%* L @` !;,|$JXp0___PPT10u.tS+D=' = @B +"N IA`)(     x40e0e?Rectangle 2DZ$  0 P Good Readers      ~40e0e?Rectangle 3Z$ 0 These scores indicate that, despite a few minor shifts, reading achievement has either stayed even or increased over the past thirty years.& ~   @` !;,|$JXp0___PPT10u.tyX+D=' = @B +" p(     x40e0e?Rectangle 2DZ$  0 P Good Readers   ^   ~40e0e?Rectangle 3Z$ 0 ,In reviewing the Chicago and Boston Public School websites as they have been cited recently in an international study as among the 18 largest school districts in the world as most advancing students literacy, for the first time in 2008, 50% of all students in America come from urban centers. Students are holding their own even without strong community and home supports that were available in the 1970s. Z  @` !;,|$JXp0___PPT10u.t Q+D=' = @B +" (     x`060e0e?Rectangle 2DZ$  0 P Good Readers   H   ~160e0e?Rectangle 3Z$ 0 vWhile it is true that the number of students scoring above 700 on the SAT did decline, the numbers were never high. The large demographic changes in the U.S. schools over the past three decades have almost certainly had an influence on the scores.2v     @` !;,|$JXp0___PPT10u.tp9+D=' = @B +" (     x260e0e?Rectangle 2DZ$  0 P Good Readers   @   ~360e0e?Rectangle 3Z$b 0>6___PPT9 (When discussing the SAT, keep in mind that it is not a representative sample of U.S. high school students. It is a voluntary test that a large portion of students take in some states (e.g. New York) and hardly any student take in other states (e.g., Iowa). The NAEP tests, by contrast, are representative. The NAEP scores indicate no decline in the percentage of students who score at the highest levels.F SP P SP  @` !;,|$JXp0___PPT10u.t@y+D=' = @B +"q ldL(     x460e0e?Rectangle 2DZ$  0 P Good Readers      ~660e0e?Rectangle 3Z$b 0>6___PPT9 HIn conclusion, many things are wrong with U.S. schools. False cries and distorted views of student achievement can only distract us from the real concern of parents, teachers, and policymakers. We need to have some understanding of what reading is and know some of the most important factors influencing reading achievement.F SZ Z SZI I @` !;,|$JXp0___PPT10u.tB+D=' = @B +"C >6(     x 760e0e?Rectangle 2DZ$  0 P Good Readers      ~@860e0e?Rectangle 3Z$ 0 Students of today, despite the increased enrollment of high poverty and greater number of at-risk students in our nation s public schools are still performing as well as students from the 1970s. (NAEP)   @` !;,|$JXp0___PPT10u.to+D=' = @B +" (  5  l:6?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $  Sv  : C (Group 5"p@   H>6?Rectangle 2    hdman`  Arial&Monotype Typography  N     `7?Rectangle 3 :D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  ; 8<  V9 :   A*??*PowerPoint TemplatesPicture 4PowerPoint Templatesp    F =6?Text Box 6D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  Myth 5: Students in the United States Are Among the Worst Readers in the World Michele Paine Kalispell Public Schools, Montana R( 2 2R&$3f0&f$3f   !;,|$JXp0___PPT10e+D=' = @B +"!  ,$ (  5  l`<6?6Slide Number Placeholder 4qoW%    hdman`  Arial&Monotype Typography  l* $  G   x70e0e?Rectangle 2p  0 {Jeff McQuillan disputes Myth 5 with this evidence: IEA (International Association for Evaluation of Educational Achievement) Study of 1992 US 9 Year Olds came in 2nd US 14 Year Olds came in 9th  2g$fc$qc k c k a H  D7?TextBox 4`0(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  8The Literacy Crisis: False Claims, Real Solutions, 1998"9 4   9  !;,|$JXp0___PPT10e+D=' = @B +"     (  5  l7?6Slide Number Placeholder 4qoW%    hdman`  Arial&Monotype Typography  l* $  o   x 70e0e?Rectangle 2  0 -MORE RECENT EVIDENCE THAT MAY DISPUTE MYTH 5 H. ,g(3fg 3fC  .  F@7?Text Box 303 x   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  g PIRLS assessed fourth graders in 2001 & 2006 PISA assessed fifteen year-olds in 2000, 2003, & 2006Lh f!f h  !;,|$JXp0___PPT10e+D=' = @B +" q(  5  l7?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $    F 7?Text Box 2*   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  Generally speaking, when average scores were compared to all other countries participating in the assessment, the United States ranked high in PIRLS (4th graders), with a  significant increase from 2001 about average in PISA (15 year-olds)  G q$ ( q  ff]f     F7?Text Box 3P    hdman`  Arial&Monotype Typography  P 2   !;,|$JXp0___PPT10e+D=' = @B +"  (  5  l7?6Slide Number Placeholder 1qoW%    hdman`  Arial&Monotype Typography  l* $  t  D 7?TextBox 2 5 ph   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  Looking at the 2003 PISA data, we find that 81% of U.S. teens scored at levels two and above on a five point reading literacy scale PISA defines a  Level Two reader as one who can: make a comparison or several connections between the text and outside knowledge draw on personal experience and attitudes to explain the text recognize the main idea when the information is not prominent understand relationships or construe meaning within a selected part of the text locate one or more pieces of information, which may require inferences to meet several conditions (Bill Brozo, 2005)    4 0   &f  0    S  !;,|$JXp0___PPT10u.]M!`+D=' = @B +"  w(  5  l86?6Slide Number Placeholder 1qoW%    hdman`  Arial&Monotype Typography  l* $    D@ 7?TextBox 3XP   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  .Furthermore, 2003 PISA data reveals that one third of U.S. students perform at the two highest levels, 4 and 5 (Bill Brozo, 2005) ^x   x&f &f  !;,|$JXp0___PPT10u.`,3+D=' = @B +"   (   5   l@b3?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $     F` 7?Text Box 2jV   hdman`  Arial&Monotype Typography  N   x   F 7?Text Box 3     hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  *DOther Interesting Findings of PISA In every country tested, girls outperformed boys in reading literacy (no gender differences in PISA math and science data) In the U.S., white and Asian-American students came in second in the world, while African-American and Hispanic students rank 25th (Bill Brozo, 2005) +   # f f   f EDD !;,|$JXp0___PPT10e+D=' = @B +" 0(  5  l`7?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $  O  F7?Text Box 2/    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  MORE REASONABLE STATEMENTS: Contrary to some observers, U.S. students are not failing. Most students are leaving high school with functional levels of literacy. U.S. students are on par with their international peers. However, The gender gap in literacy seems to be universal. White and Asian American students in the U.S. are among the best readers in the world; African American and Hispanic students are close to the bottom. The socio-ethnic implications are glaring. We could do better.   f $ f2 f  f  f &(3f"("g g g g2g "c cc "   !;,|$JXp0___PPT10e+D=' = @B +" @(  5  l@7?6Slide Number Placeholder 4qoW%    hdman`  Arial&Monotype Typography  l* $  c   x70e0e?Rectangle 2 @  0 7QUESTION: How important are international comparisons?28  G$3f/G$3f 8  L 7?Text Box 3     hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  l 1. Global Competetiveness Globalization is forcing the workforce to compete in worldwide markets  The race is on among nations to create knowledge- fueled innovation economies. (National Governors Association, the Council of Chief State School Officers, and Achieve, Inc., 2008) ~W & ffJ   a    a  W  !;,|$JXp0___PPT10e+D=' = @B +"' &&P&(  5  l@7?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $  Z  N@7?Rectangle 2 G0(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  42. Outsourcing for Skills for US Labor Market.5  f"& f 5   F7?Text Box 3j    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  8What employers say: 84 % K-12 schools are not doing a good job of preparing students for the workplace; 55 % schools are deficient in preparing students with basic employability skills (such as attendance, timeliness and work ethic); 51 % cite math and science deficiencies; and 38 % cite reading and comprehension deficiencies. (National Association of Manufacturers (NAM), the Manufacturing Institute s Center for Workforce Success, and Deloitte Consulting LLP,.2005.)  2   $ fV  $ f  $ f+  $ f  .  Aa A   !;,|$JXp0___PPT10e+D=' = @B +" `ss(  5  l]1?6Slide Number Placeholder 3qoW%    hdman`  Arial&Monotype Typography  l* $  7  N^1?Rectangle 2 @   hdman`  Arial&Monotype Typography  7WHAT ELSE WOULD WE LIKE TO SEE INCLUDED IN CURRICULUM?8 8f 8 v  7 C (Group 3"H8I~ ~ 4 C (Group 4"~ 4~  C (Group 5"\ r H@??Rectangle 6D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography   Goal Area D   a a    s T`??Rectangle 7   hdman`  Arial&Monotype Typography  N   ~ f  C (Group 8"fg p H??Rectangle 9`D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  School Board Members D a a    q V ??Rectangle 10f   hdman`  Arial&Monotype Typography  N    f   C *Group 11"f c n J ??Rectangle 12l D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  General Public D a a    o V@??Rectangle 13f    hdman`  Arial&Monotype Typography  N     ~  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Ri1?Rectangle 108lf .D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  11 H e 333a    / Xj1?Rectangle 109f` 4   hdman`  Arial&Monotype Typography  N     ` ~ 4 +C ,Group 110" ` ~ 4b , Rg1?Rectangle 111 f x .D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  9 H e 333a    - Xh1?Rectangle 112 ` ~ 4   hdman`  Arial&Monotype Typography  N     R@b1?Rectangle 113 7   hdman`  Arial&Monotype Typography  N   #  J``1?Text Box 1140   hdman`  Arial&Monotype Typography  )(Rothstein, R. & Jacobson, R, AASA, 2008)* 2*A *  !;,|$JXp0___PPT10e+D=' = @B +"  p (   5   l@R1?6Slide Number Placeholder 4qoW%    hdman`  Arial&Monotype Typography  l* $  H    xV10e0e?Rectangle 2P  0 |Educating for Human Greatness 0 efa    F`8?Text Box 3D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  1- IDENTITY 2- INQUIRY 3- INTERACTION 4- INITIATIVE 5- IMAGINATION 6- INTUITION 7- INTEGRITY (Stoddard, L. February 2009) D`  aCA   !;,|$JXp0___PPT10e+D=' = @B +"N  I A $) (  $f $  p Z10e0e?Title 1`  0 PMyth 5: Students in the United States Are Among the Worst Readers in the World$Q02Qg$3f Q5 $ lW1?6Slide Number Placeholder 2qoW%    hdman`  Arial&Monotype Typography  l* $  F $ Dd3?TextBox 3 gD<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography  The U.S. is not failing abysmally in literacy compared to its international peers We must target gender and socio-ethnic gaps We need to look beyond our standard definition of literacy and encompass 21st Century SkillshR  ,  ]  (    !;,|$JXp0___PPT10u.hx +D=' = @B +"8 77(7(  (5 ( l7?6Slide Number Placeholder 4qoW%    hdman`  Arial&Monotype Typography  l* $  & (  xY10e0e?Rectangle 2  0 Z References"  g(f *4 ( FT1?Text Box 3p$$   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography