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QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Oregon Reading First: Cohort B Leadership Session Portland, Oregon May 27, 2009 1 Housekeeping 2 Oregon Reading First Leadership Session March 27, 2009 Agenda Time 8:30-8:45 Topic Housekeeping Presenter/Facilitator
Jeanie Mercier Smith Sustainability: Cohort A Panel 8:4511:30 Cohort A Panelists and Carol Dissen *10:0010:15 Break 11:3012:30 LUNCH and Cohort B Slideshow Maria Randle Project-level Data 12:301:30 Erin Chaparro and Deni Basaraba Team Data-Based Action Planning Carol and ORRF Center Staff
1:30-3:00 Looking Ahead and Next Steps 3:00-3:30 Jeanie Mercier Smith 3 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Sustainability 4 What does it take to sustain an effective reading program? That which is worth sustaining is best supported not by a person but by a system and its culture. Build and nurture the system and its culture. (Hargreaves and Goodson, 2006)
5 tt Oregon K-12 Literacy Framework Goals Assessment Instruction Leadership Professional Development Commitment 6 Sustainability is..... ...the ability of a staff to maintain the core beliefs and values (culture) of a program ...and use them to guide program adaptations over time... ...while maintaining improved or enhanced outcomes.
-adapted from Century and Levy, 2002 7 Sustaining Reading First: A Premise... Those who are able to sustain the improved outcomes they have attained under Reading First will be those who: see Reading First not as a funding stream, but as a different way of thinking about teaching and learning see the management of change as a systems level process 8 Planning for Sustainability To access a wide variety of resources on sustainability planning, including: Planning tools at state, district, school and classroom levels Examples of strong sustainability plans and related tools Background information about sustainability
Go to the web site of the Reading First Sustainability Project at http://www.ed.gov/programs/readingfirst/support/ sustaining.html 9 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Project-level data 10 DATA REFLECTION: Providing Generally Effective Instruction Oregon Reading First Cohort B Project Level Data Spring 2009 Erin Chaparro, Ph.D. Jean Louise Mercier Smith, Ph.D. Deni Basaraba, M.A. 11
Objectives Review Spring 2009 Project-level Data Review 2008-2009 Project Goals for K/1 Discuss next steps for the NWF analyses 12 Overview of Project-Level Data 13 Kindergarten PSF Spring 2009 14 Kindergarten NWF Spring 2009 15 First Grade NWF Spring 2009
16 First Grade ORF Spring 2009 17 Second Grade ORF Spring 2009 18 Third Grade ORF Spring 2009 19 Kindergarten % AP on NWF 100 94 93
88 84 82 80 63 54 60 55 52 40 20 Percentage Making AP 0 Benchmark Strategic
Intensive Instructional Recommendation Cohort B WRRF Average WRRF top 15% 20 First % AP on ORF Winter to Spring 08-09 100 94 97 87 80 60 51
35 40 32 50 28 25 20 Percent Making AP 0 Benchmark Strategic Intensive Instructional Recommendation Cohort B
WRRF Average WRRF top 15% 21 Second Grade % AP on ORF 100 93 91 82 80 60 50 40 25 29
24 14 20 Percent Making AP 14 0 Benchmark Strategic Intensive Instructional Recommendation Cohort B WRRF Average WRRF top 15% 22
Third Grade % AP on ORF Winter to Spring 08-09 100 98 89 85 80 56 60 45 40 32 34 25 30
20 Percent Making AP 0 Benchmark Strategic Intensive Instructional Recommendation Cohort B WRRF Average WRRF top 15% 23 Did we meet our goals? 24 Answering Important Questions 2008-2009 Project Level Goals for K/1
Increase the percent of Kindergarten students meeting the Spring benchmark goal (80%95%). 74.3% At low risk for NWF-CLS 89% Established on PSF 78.4% Made AP (+17.4% from Spring 06) 25 Answering Important Questions 2008-2009 Project Level Goals for K/1 Increase the percent of strategic and intensive students making adequate progress and/ meeting the benchmark goal. 26 Taking A Closer Look at 1st Grade Intensive Yr. 1 % Intensive making 36.4 AP
% of Students who are Intensive 36.7 Yr. 2 Yr. 3 30.6 26.3 Yr.4 28.3 25.6 20.1 22.6 Notes: 27 Taking A Closer Look at 1st Grade Strategic
Yr. 1 % Strategic making 43.4 AP % of Students who are Strategic 32.1 Yr. 2 Yr. 3 40.6 34.2 Yr.4 34.8 33.8 28.6 36.4 Notes: 28
Project-level Action Plan Kindergarten ORFC Assistance Actions 1. 2. Increase percent of students established on NWF by end of KG (80%- 95%) Target automaticity in word reading (say it the fast way). A. B. C. D. 3. Improve vocabulary and comprehension by
improving decoding and word reading maximizing opportunities to build vocabulary A. November 15: ERI Blending Enhancements Webinar December 11: Kindergarten Teachers Session on small group instruction and behavior routines Use Instructional Focus format to target specific skill deficits and maximize differentiation. RCs to provide data and Instruction support to coach and/or KG gradelevel team. October 16 (K/1) Read Aloud Session with Lana Santoro 29 Project-level Action Plan First Grade
ORFC Assistance Actions Target Intensive and Strategic 1st Grade Students: Use Instructional Focus Groups for differentiating instruction Start replacement intervention early Ensure appropriate pacing (amount of content covered aligns with amount of growth required) Evaluate student progress (in-program and DIBELS) A. B. C. D. E. F.
October 7: First Grade Teacher Session on small group instruction and behavior routines. Use Instructional Focus format to target specific skill deficits and maximize differentiation. RCs to provide data and Instruction support to coach and/or 1st gradelevel team Establish pacing goals, track progress using new LPR system Horizons Intervention Training on September 23 RC expert on intervention programs to provide support across schools 30 Project-level Action Plan First Grade Actions ORFC Assistance
A.October 16 (K/1) Read Aloud Session 3. Improve vocabulary and with Lana Santoro comprehension by improving decoding and word reading maximizing opportunities to build vocabulary 31 NWF Analyses Whats Next? 32 Considerations Pacing Plan groups now to start interventions and/or small groups early in September. What lesson do students need to finish by the end of year to reach goal? Instruction
Provide language instruction in grades K-1. When in doubt, place students in intervention rather than core. Remember, a benchmark score is only the 40th percentile. Ensure all students are having multiple opportunities to respond rather than individual turns. Provide students more time reading connected text. 33 The goal is to transform data into information, and information into insight. Carly Fiorina 34 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Data-based Action Planning 35 Example Data: Table 1
Table 1 Reviewing Outcomes for K A Grade/Measure Kinde rga rte n - P S F Kinde rga rte n - NWF First Gra de - ORF S e cond Gra de ORF Third Gra de ORF -5 Students Spring Last Year and Comparing to Spring Outcomes This Year B Pe rc e nt at Es tablis he d (Low Ris k) S pring 2008 (Las t Ye ar) C Pe rc e nt at Es tablis he d (Low Ris k)
S pring 2009 (This Ye ar) D Pe rc e nt age Point Inc re as e / De c re as e (+ or -) E Pe rc e nt at De fic it (At Ris k) S pring 2008 (Las t Ye ar) F Pe rc e nt at De fic it (At Ris k) S pring 2009 (This Ye ar) G
Pe rc e ntage Point Inc re as e / De c re as e (+ or -) 97 % 28/29 86% 25/29 35% 14/40 64% 28/44 44% 20/46 97% 30/31 81% 25/31 71% 30/40 61% 28/46 58%
12/46 8% 3/38 +7 % **This table s hows the percent of s tudents that m et the important m id -5 % +36 % -3 % +14% 58% -20% +5 % 26% -12 % -year reading goals for the purpos e of reviewing outcom es .
Are enough of our students in the established (low risk) range? Are too many students in the in the deficit (at-risk) range? 36 Example Data: Table 2 Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of Students Making Adequate Progress Toward DIBELS Benchmark Goals Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual n umbers of students, e.g., 90/100 or 90%. Winter to Spring 2008 Winter to Spring 2009 Total
Kindergarten - NWF First Gr ade- ORF Second Grade ORF Third Grade ORF 87% 25/29 35% 14/40 64% 28/44 52% 24/46 Percent Change (+ or -) Percent of Intens iv e Students that made Adequate Progres s Include actual numbers of s tudents ,
e.g., 1/5 or 20%. Winter to Spring 2008 Winter to Spring 2009 Percent of Strategic Students that made Adequate Progres s Include actual numbers of s tudents , e.g. , 25/50 or 50%. Winter to Spring 2008 Intensive 84% -3 0%
0/8 3/14 1/5 60% +8 31% 40% 0% Grade 3 Strategic 23/38 4/9 and Benchmark 2/5 0/9 Winter to Spring 20 09 Strategic Percent of Benchmark Students that made Adequate Progres s
Include actual numbers of s tudents , e.g., 95/100 or 95%. Winter to Spring 2008 Winter to Spring 20 09 Benchmark 73% 8/11 42% 6/14 40% 2/5 11% 1/9 96% 94%
21/22 16/17 87% 100% Grade 1 Strategic 13/15 24/24 87% 96% 27/31 26/27 83% 83% 20/24 20/24% Evaluate the health of your support systems at each grade level. Identify systems that need additional support. 37 Data-Based Leadership
Planning Use: (a) your schools DIBELS Data Summary, (b) a review of your school action plan progress, and (c) your principal walk-through feedback to identify relevant actions that you can do to support your school action plan. 38 Principals Data -Based Leadership Plan SPRING Grade Level (s) and/or Tier of Support Needing Improvement All Intensive Groups 1st & 3 rd Strategic 3rd Benchmark
How will you provide support? 1. I will provide time and guidance during the preservice week in August for teachersto develop lesson pacing schedulesfor all intensive groups. 2. Time will be provided during monthly late start meetingsto review lesson pacing schedulesand make adjustmentswhen groupsare not meeting lesson projections. 3. There will be a weekly principal observ ation of the first grade intensive reading mastery group . I will provide feedback to the teacher on amount of time spent in transitions, teacher talk and lesson preparation. The student progressmonitoring bookletsfor this group will be turned into me every other Friday . I will use thisinformation to target observationsand feedback from the walk -throughs. 4. I will work with district special education personnel and the building special education teacher to align special education serviceswith general ed ucation reading. 1. I will work with the coach to create a plan for supporting teachersin implementing small group instruction beg inning the first full week of school in September. 2. I will add IA support to work with the studentswhile the teacher deliverssmall group instruction. 3. I will restructure the afternoon master schedulesin grade 3 so that the strategic students are double do sed using Phonicsfor Reading. 4. I will provide weekly observationsof first and third grade strategic students. I will provide feedback to the assistant on amount of time spent on teacher talk, droning, and pacing, and amount of time studentsspend reading
connected text. 1. I will provide weekly observationsof third grade benchmark students. I will provide feedback to the teacher on the ef fective delivery techniquesand the amount of time studentsspend reading and discussing connected text. 2. The teacher will turn in the Theme Skillsassessment resultsat the end of each theme along with a plan of reteaching for the missed skills. 3. I will fol low up with coach to make sure that the teacher isreceiving appropriate professional development and coaching support for Core program implementation and delivery. By When? 1. August 2009 2. Monthly during Late Start morning meeting. 3. On-going beginning in September 4. Begin immediately! 1. Beginning of September. 2. Beginning of
September. 3. Beginning of September. 4. On-going beginning in September 1. On-going beginning in September 2. At the end of each Theme 3. Monthly principal/coach meetings 39 District Support What support does the principal need to meet principal actions? What support do the schools need to meet school actions? 40
District Data -Based Leadership Plan SPRING Grade Level (s) and/or Tier of Support Needing Improvement Intensive Strategic and Benchmark How will you provide support? 1. District personnel will provide professional development for new certified staff and all IAsusing the intervention programsat each grade level prior to the start of the school year in August. 2. The district will contract with consultantsto work with staff using the intervention programs1 day/month. The consultant will provide model lessons, will observe staff membersand provide feedback based on those observations. 3. The district special education coordinator will meet with the principal, reading coach, special education teacher and title 1 teacher one day per month beginning in September to develop a pla n on aligning special education serviceswith general education.
1. District personnel will provide Core program enhancement training for all new K -3 teachersin August. 2. District personnel will provide Core program refresher training for all K -3 teachersin September. 3. District personnel will work with principalsto create schedulesso that all K -3 strategic studentsare receiving 30 minute small group instruction daily. 4. District personnel will provide professional development for all staff using Phonicsfor Reading at grades2 and 3. By When? 1. August 2009 2. Monthly beginning in September 2009. 3. Monthly beginning in September 2009 1. August 2009 2. September 2009
3. June 2009 to create schedules and September 2009 to start groups. 4. August 2009 41 Instructional leadership is perhaps the single most important role for principals to play when increased achievement is the goal. (National Association of Elementary School Principals, 2001) 42 QuickTime and decompressor a TIFF (Uncompressed) are needed to see this picture.
Looking Ahead 43 May 22, 2009 Reading First Project Directors As you are aware, the federal government recently made the announcement that Reading First will no longer be funded through NCLB. In light of this announcement, state agencies and school districts across the country are looking to sustain the research-based practicesand the K-3 reading achievement gains that Reading First has established over the last five years. In Oregon Reading First, we have been studying factors that are associated with sustained practices and reading achievement gains. Through this process, we are learning that schools that are able to sustain the improved outcomes attained under Reading First are schools who have embraced Reading First in two important ways: a ) As an oppo rtunity to s yst emat ically imp rove the re a ding a chie ve me nt a nd pe rforma nce of a ll re ade rs, an d no t jus t a s a funding str ea m; an d b) As an opportunity to manage and implement an important change in the teaching of reading at a systems-level (i.e., a schoolwide level and a district-wide level). c) With this in mind, we write to update you on how we at the Oregon Department of Education (ODE) and the Oregon Reading First Center (ORFC) plan to address sustaining the successes of RF and to share with you funding opportunities that will be available next year. First, we will spend a significant amount of time at our Leadership Session on May 27, 2009 focusing on sustainability. To this end, we have invited several leaders from RF Cohort A, who are sustaining the components of Reading First without specific Reading First funding and who continue to make gains in K-3 reading achievement. These leaders will describe the strategies they employ to sustain the gains made under RF without RF funding. Second, we at ODE have been strategic in how we have used funds from the federal government for Reading First over the years. Consequently,
we have a small amount of Reading First funds for the 2009-2010 school year that will be used to support Cohort B schools. We are in the process of developing a plan for how to best use these limited funds to improve the reading achievement and performance of Oregon students in K-3. We are currently reviewing student performance data, program implementation data, and regional coordinator observations and feedback across the previous four implementation years. We will use these data to appropriate funds and Regional Coordinator support to schools to assist them in sustaining Reading First practices that are in place and are associated with reading performance. The financial support available to schools will range from $5,000 to $40,000 for the 2009-2010 school year and, given the limited number of regional coordinators next year, may or may not include technical assistance from a regional coordinator. Schools where achievement data are not in the top tier of reading performance across Cohort B schools, but have a strong commitment to Reading First implementation, including leadership at the district and school levels, will be given priority for regional coordinator support. J:\Reading First\Budget\LEA Budget Information\2009-2010 LEA Budgets\Cohort B Reading First Project Directors.doc In all cases, schools accepting funds will work with the regional coordinator to develop a plan for using the funds to sustain RF practices and improve student reading achievement. If your school is interested in applying for funds for the 2009-2010 school year, your district team leader should send an email to: Russ Sweet at [email protected] (and a copy Trish Travers at [email protected] ) by June 6, 2009. ODE and the ORFC will meet during the week of June 8 to determine funding and identify schools that will receive technical support through a Regional Coordinator. Districts will be notified during the week of June 22 of the amount of support and/or funds each school will receive. Each school will then work with the regional coordinator to develop a plan to use the funds to sustain Reading First. Please contact Russ Sweet if you have further questions regarding this: [email protected] or by phone (503) 947.5638. Sinc ere ly, Tryna Luton, Director Office of Educational Improvement &Innovation
44 Looking Ahead and Next Steps June 6: District Team Leader to notify Russ Sweet ( [email protected]) if a Cohort B school (or schools) is (are) interested in applying for funds for the 2009-2010 school year. Copy Trish Travers ([email protected]) on the email. Week of June 8: ODE and the ORFC will meet to determine funding and identify schools that will receive technical support through a Regional Coordinator. Week of June 22: Districts will be notified of the amount of support and/or funds each school will receive. Prior to the start of 2009/2010 school year: Each school leader will
work with the regional coordinator to develop a plan to use the funds to sustain Reading First. 45 Fall 2009 Calendar Tentative Dates 9/8/09 - 9/25/09: Fall DIBELS Testing Window 9/17/09: Fall Leadership Webinar (1:00 3:00) 9/18/09: LPR Webinar (1:00 - 3:00) 1/4/10 - 1/29/10: Winter DIBELS Testing Window 46 Moving forward We are not where we want to be. We are not where we are going to be. But we are not where we were. Rosa Parks 47
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