1 building instructional leadership workshop a presentation of the national center for reading first...

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Building Instructional Leadership Workshop

A presentation of the National Center For Reading First Technical Assistance

Developed by the

Central Regional Reading First Technical Assistance CenterVaughn Gross Center for Reading and Language Arts

The University of Texas at Austin

College of Education

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Action Plan for Building Instructional Leadership

Vision worth building Successful readers

Clear set of steps to take Reading First plan

Solid foundation SBRR

Talented crew Leadership team

Dedicated leader(s) Superintendent, Principal

Like building a structure, building effective instructional leadership requires:

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Action Plan (cont.)

Overview of Reading First Instructional Leadership

Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing

Reading First Instructional

Goals

Understanding Scientifically Based Reading Research(SBRR)

within Reading First

Data-Driven Decision-Making

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What Is Reading First?

Authorized under Title I, Part B, Subpart 1 of the Elementary and Secondary Education Act of 2000 (No Child Left Behind).

Academic cornerstone of No Child Left Behind.

Six-year entitlement grants to State Educational Agencies (SEA)

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SEA awards competitive subgrants to Local Educational Agencies (LEA) for eligible Title I schools for K-3 Reading.

Funding for SEA to provide technical assistance to the LEA and schools receiving Reading First subgrants.

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Funding for SEA to provide professional development for all K-3 teachers, all K-12 special education teachers and all administrators.

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The Purpose of Reading First

Ensure that all children in America learn to read well

by the end of third grade so they are well prepared

to achieve their full academic potential.

Reading First Guidance, p. 1

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What’s Different about Reading First

Is the largest–and most focused–early reading initiative this country has ever undertaken.

Emphasizes ongoing professional development with classroom support:

– Scientifically based reading research (SBRR)– Research-based program implementation – Use of rigorous assessments

Reading First:

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What’s Different (cont.)

Focuses on the five essential components of reading.

Holds states and districts accountable for improving student reading achievement.

Reading First:

“Programs funded under Reading First will have to demonstrate their ability to address these components

in a comprehensive and effective manner.” (Reading First Guidance, p. 2)

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What’s Different (cont.)

InstructionalLeader/educator with a strong focus on

improving instruction and student achievement

Managerial Administrator/Supervisor

PoliticalNegotiator/facilitator

Requires a shift in school leadership priorities.

Reading First:

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Reading First Leadership

InstructionalLeader/educator with a strong focus on improving

instruction and student achievementManagerial

Administrator/Supervisor

PoliticalNegotiator/facilitator

What needs to happen in Reading First schools so leaders can focus on instruction?

Discuss

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Role of the State Reading Specialist

Provides leadership and technical assistance to Reading First grantees as requested and through regular on-site monitoring visits

Assesses the progress made in improving student reading performance and implementation of the core program as described in the school’s original proposal

Coordinates Reading First activities regionally Serves as consultant to Reading Coach and

Principal as relates to Reading First requirements.

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Literacy Leadership Teams

Include knowledgeable and dedicated educators:

• Superintendents• Principals• Assistant Principals• Curriculum Directors • Coaches• School Psychologists• Counselors• Reading Specialists• Lead General and Special Education Teachers

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Team Characteristics

Literacy Leadership Teams:

Understand SBRR and SBRI

Set goals and focus on a course of action

Monitor progress using assessment data

Communicate a sense of urgency

Provide continual and supportive professional development

Facilitate organizational support

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Roles and Responsibilities

Define and communicate roles of each member of the Reading First leadership team.

Handout 1

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All Levels

–State, District, and School–

Must Work Together

to Successfully Implement Reading First.

Working Together

How can conflicts in policy and practice occur (e.g., district assessment plans versus Reading First assessment plans)?

Discuss

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Taking a Closer Look at the Principal’s Role

• Learning • Communicating • Monitoring and coordinating • Supporting • Overseeing and organizing • Fostering

Improvement in reading instruction

within a school depends on the principal’s

ACTIVE and INFORMED involvement.

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Taking a Closer Look at the Reading First Coach’s Role

Improving classroom reading instruction by:

Coaches are NOT evaluators or administrators.

Helping teachers and administrators use assessment data

Sharing expertise

Demonstrating lessons

Observing teachers’ instructional practices

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Making a Difference

Schools with STRONG INSTRUCTIONAL LEADERS show SIGNIFICANTLY GREATER STUDENT GAINS in both reading and mathematics than schools with average or weak leaders (Andrews & Soder, 1987)

Strong instructional leaders:

– are regularly in the classroom– work collaboratively with teachers – are key to ensuring successful

readers

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Constancy of Purpose

“What emerges from most of the research and

studies on what behaviors are most characteristic of

outstanding instructional leaders is the CONSTANCY

with which they act on behalf of what is best for

students throughout the many functions

they perform day in and day out.” (Gupton, 2003, p. 65)

How can instructional leaders maintain this CONSTANCY of purpose?

Discuss

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Reflections

Vision worth building

Clear set of action plans

Solid foundation

Talented crew

Dedicated leader(s)

Successful readers

Reading First plan

Leadership team

Superintendent Principal


SBRR

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Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing


Goals

Understanding Scientifically Based Reading Research (SBRR)

within Reading First


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Why SBRR?

“Research on reading instruction, perhaps more

than any other area of education, is ready for

application in the classroom. To do that will

require that many deeply held beliefs be set aside

in favor of what the evidence has proven beyond

a reasonable doubt.”

Sweet, 2004, p. 40

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SBRR Resources

How can you provide continuous access to SBRR for your leadership teams and teachers?

Discuss

www.nationalreadingpanel.org

www.nifl.gov/partnershipforreading/publications/reading_first1.html

http://search.nap.edu/nap-cgi/getrecid.cgi?isbn=030906418X

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Activity

Taxonomy of SBRR/SBRI Knowledge Read the examples on the handout

Place a checkmark in front of the example if you can confidently answer “Yes” to the question

Handout 4

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Explicit and Systematic Instruction in the Five Essential Components of Reading

Target areas:

K, 1, 2, 3Comprehension– the ability to understand or get meaning from text

K, 1, 2, 3Vocabulary–knowledge of word meanings

1, 2, 3Fluency– reading accurately, quickly, and with expression (prosody)

K, 1, 2, 3Phonics– an understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spelling that represent those sounds in written language

K, 1Phonemic Awareness– the ability to hear, identify, and manipulate (work with) individual sounds–phonemes–in spoken words

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Activity

Handout 5

Quick Reading Knowledge Survey (QRKS)

- Complete the (QRKS) handout

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Features of Effective Reading Instruction

Use of assessment data to inform instruction and determine student progress

Grouping Planning instruction Delivering targeted instruction and

intervention to address students’ instructional needs

Monitoring student progress toward grade-level standards/benchmarks

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Taking a Closer Look:Reading First Assessments

Target PopulationPurpose

All Students

All Students

At-Risk

All Students

Evaluate the effectiveness of a total reading program and determine students’ overall reading achievement.Outcome

Determine whether students are making adequate progress or need more support to achieve grade-level reading outcomes.

Classroom-Based Instructional Assessments/Progress Monitoring

Provide in-depth information about students’ reading strengths and needs to inform instructional decisions.

Diagnosis

Identify students who are at risk for or have reading difficulties and need additional support.

Screening

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Features of Effective Reading Instruction

Core, supplemental, and intervention reading programs and materials grounded in SBRR

Explicit and systematic instruction in the five essential reading components

Handout 6

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Taking a Closer Look:Explicit and Systematic Instruction

Explicit instruction: Is concrete and visible Uses clear and concise language Models concepts and skills Provides multiple examples

Systematic instruction: Is purposeful and sequential Follows a carefully designed plan Breaks tasks into manageable steps

Students receive

extensive support

as they practice and apply newly

learned concepts and

skills.

Handout 7

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Activity

Handout 8

Snapshots of Reading Instruction

Read the assigned lesson snapshot

Determine which essential reading component is

addressed

Identify an example of each feature of effective

instruction incorporated in the lesson

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Alignment to established grade-level standards and benchmarks

Differentiated instruction to meet the needs of individuals and groups of students

Minimum of 90 minutes protected, uninterrupted core reading instruction

Additional instructional time for intervention

Features (cont.)

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Taking a Closer Look:Differentiated Instruction

NOT

NOT

NOT

NOT

NOT

Using the same assignments for the entire class

Tailoring instruction to address student needs

Using the same reading text with all students

Matching instructional materials to student ability

Using small groups that never change

Using flexible grouping

Using only whole class instruction

Teaching targeted small groups

Administering assessments and only reporting results

Using assessment data to inform instruction

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Taking a Closer Look: Interventions

Maximize student engagement and time on task by providing more opportunities for students to respond and participate.

Purpose

Instructional time is increased (e.g., 30 minutes) beyond the core reading block.

Time

Instruction targets essential reading components based on each student’s needs.

Instructional Focus

Students are taught in teacher-directed, small, same-ability groups of 3 to 5 students (or fewer).

Grouping

Programs and materials are research-based, emphasize the essential components of reading, and are aligned with the core program.

Instructional Materials

How are differentiated instruction and interventions delivered in your schools?

Discuss

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Reflections



Establishing


Goals

Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Understanding Scientifically Based Reading Research (SBRR) within

Reading First


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Reflections

Break

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Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing


Goals


within

Reading First


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Bridging the Gap

“The scientific evidence has taught us that reading must be taught–directly and systematically–and that the children most at risk require the most systematic instruction with the best prepared teachers . . .

. . . there remains an unforgivable gap between what we know about reading development and effective reading instruction and the instruction provided in many of our schools. This must stop. There are no more excuses.”

(Lyon, Shaywitz, Chhabra, & Sweet, 2004, p. 174)

What are the key ideas in this quote? Discuss

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Promoting Instructional Effectiveness: Instructional Programs

Ensure you have a working knowledge of

instructional core, supplemental, and

intervention programs.

Establish clear standards

Monitor fidelity to the program and consistency

Provide resources and materials

Help coordinate reading programs

Conduct supportive instructional visits

How can you help teachers understand the differences between

instructional visits versus performance evaluations? Discuss

Handout 16

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Promoting Instructional Effectiveness: Assessment

Ensure a thorough understanding of

assessment administration and data interpretation

to inform and differentiate instruction

Adhere to a timely assessment schedule

Facilitate regular school, grade-level, and classroom meetings to analyze assessment data to inform instructional decisions

Establish a system for identifying at-risk students and providing appropriate differentiated instruction and/or intervention

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Promoting Instructional Effectiveness:Classroom Environment

Promote learning and

the importance of reading.

Establish clear procedures/rules

Assist with classroom management so optimal learning can occur

Encourage active student engagement and participation

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Promoting Instructional Effectiveness:Scheduling

Establish schedules that allocate a minimum of 90

minutes for core reading instruction with additional time

for intervention.

Protect against disruptions

Think creatively when scheduling (language arts; intervention beyond the classroom)

How have you scheduled instruction and intervention to meet Reading First requirements?

Discuss

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Promoting Instructional Effectiveness:Leadership

Support collaboration

among teachers, the Reading First

coach, and other

instructional leaders.

Establish an effective communication system

Provide support for the Reading First coach

Encourage teacher mentoring and peer-coaching

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Promoting Instructional Effectiveness:Professional Development

Assist with, monitor, and attend ongoing professional development efforts

Model life-long learning and continuous professional development.

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Activity

Planning and Implementing Effective Professional Development

Generate ways to use Handouts 19 and 20 to plan and implement professional development in your schools

List ideas

Handouts 19 and 20

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Reflections

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Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing


Goals


Reading First


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Panel Discussion

Panel Discussion

Amherst County Madison Heights Elementary, Principal - Darlene Mack

Reading First Coach - Hilda StevensCentral Elementary, Principal - Stephanie Prokity

Reading First Coach - Kathy MaysSouthampton County

Nottoway Elementary School, Principal - Debra HicksReading First Coach - Kelli Gillette

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Three Tiered Reading Model

A prevention model designed to meet the instructional needs of all young readers by:

– Identifying at-risk and struggling readers before they fall behind

– Providing struggling readers with support throughout the first four years of schooling

A framework for delivering assessment-driven, differentiated reading instruction for all students

This 3-tier model is not a new reading program.

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Overview of the Three Tiers

Tier I: Core classroom reading instruction, assessment of students’ progress three times per year, and ongoing professional development

Tier II: Intervention and frequent progress monitoring that at-risk and struggling readers receive

Tier III: Intensive intervention and frequent progress monitoring

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Percentage of Students Typically Served in Each Tier

Tier I (All Students)

Tier II (20%–30%)

Tier III (5%–10%)

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The Role of Assessment

Benchmark assessments aid in early identification of students at-risk for reading difficulties. Testing of all K–3 students is conducted in early fall, early winter, and late spring.

Frequent progress monitoring of students receiving Tier II and Tier III instruction is critical. Interventionists use progress-monitoring data to:

– Track student learning

– Plan instruction

– Provide feedback to students

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Assessment Cycle

Give screening test in a given area(and in more basic areas if need be)

If screening identifies a problem area, give a diagnostic test to determine skill needs

Give progress monitoring tests periodically to determine impact of targeted instruction

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Tier I: Core Classroom Reading Instruction

Minimum of 90 Minutes Reading Instruction Daily

All Students

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Key Elements of Tier I

Core classroom reading instruction that focuses on the grade-specific essential reading components

Systematic assessment of ALL K–3 students three times per year

Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality reading instruction

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Using Assessment to Improve Tier I Instruction

Grouping students Planning targeted instruction Monitoring students’ understanding

and mastery of critical concepts and skills

Scaffolding instruction

Effective use of assessment data in Tier I includes

making informed instructional decisions related to:

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Summary of Tier I

Focus All K–3 students

ProgramSBRR-based core program emphasizing the 5 essential components of reading

GroupingA variety of grouping formats that change based on students needs, progress, and the targeted instructional objective

Time Minimum of 90 minutes per day

AssessmentAssessment of all students at the beginning, middle, and end of the year for early identification and to inform instruction

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20–30%

Tier II: Intervention

30 Minutes Daily of Additional Reading Instruction

Assess progress at three week intervals

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Key Elements of Tier II Intervention

Provided to at-risk and struggling learners (e.g., identified by assessments given three times per year)

Includes additional, focused instruction in the essential reading components that have the highest impact on learning to read

Involves frequent progress monitoring (e.g., every three weeks)

Uses diagnostic assessment data to inform instruction (e.g., grouping, planning/delivering effective lessons, scaffolding instruction)

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How does Tier II instruction differ from instruction provided in Tier I?

Students in Tier II receive:

• MORE instructional time (e.g., an additional 30 minutes) than regular Tier I classroom reading instruction

• Instruction in small same-ability groups

• Frequent progress monitoring (e. g., every three weeks) to track student progress and inform instruction

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Summary of Tier II

FocusStudents with marked reading difficulties who have not responded to Tier I instruction

ProgramSpecialized, SBRR-based program(s) emphasizing the five essential components

Grouping Homogeneous small-group instruction

Time30 minutes per day in small group in addition to the 90 minutes of core reading instruction

AssessmentFrequent progress monitoring on targeted skill(s) to ensure adequate progress and learning

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5–10%

Tier III: Intensive Intervention

60 Minutes Daily of Additional Reading Instruction

Assess progress at three week intervals

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Key Elements of Tier III Intensive Intervention

Students qualify for Tier III once it has been established that instruction provided in Tier I and Tier II will not meet their needs

Implementation of Tier III is similar to Tier II, but Tier III provides intervention that is more intensive by:

– Reducing the group size

– Providing more time for daily small-group instruction

– Making additional adaptations to the design and delivery of instruction (e.g., break tasks into smaller steps)

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The Relationship Between Tier III and Special Education

Some students, but probably not all, who qualify for Tier III may be receiving 504 or special education services

Each school must determine the relationship between instruction provided in Tier III and instruction delivered through 504 and special education services

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Summary of Tier III

FocusStudents with marked reading difficulties or reading disabilities who have not responded adequately to Tier I and Tier II

ProgramSustained, intensive, SBRR-based program(s) emphasizing the five essential components

Grouping Homogeneous small-group instruction

TimeTwo 30-minute sessions/day in small group in addition to 90 minutes of core instruction

AssessmentFrequent progress monitoring on targeted skill(s) to ensure adequate progress and learning

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Consistency in Program Implementation

1. Every teacher is committed to implementation of their research-based core program.

2. A minimum of 90 minutes of uninterrupted time each day is devoted to the core reading program.• No interruptions from the principal’s office• No announcements• Parents are informed that appointments for the

doctor, etc., should be made at times during the day other than reading

• Special assemblies and events are scheduled around the reading block

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Consistency in Intervention

1. Students at risk are readily identified and provided daily intervention.

2. Implement a consistent program with a clear and visible scope and sequence that addresses those elements critical to improvement in reading for that grade level.

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Consistency in Intervention continued

3. Personnel providing the intervention (e.g., trained tutors, paraprofessionals, teachers) are highly trained and informed on the program.

4. Students’ progress is monitored. When students meet benchmarks they exit from the intervention. When they fall behind again, they are provided intervention again.

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Consistency in Progress Monitoring

Progress monitoring is used frequently to:

1. Determine who is meeting benchmarks and who needs intervention

2. Document progress of all students

3. Identify need for instructional adjustments

4. Regroup students as needed

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Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing


Goals


Reading First


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What It Takes

Provide a clear vision of your Reading First plan

Clarify that Reading First differs from past initiatives

Establish clear curricular priorities for improving students’ reading achievement

“If the primary purpose of schooling is learning, then determining what students need to know, how and when it should be taught, and whether or not these instructional goals have been reached are paramount for effective instructional leaders.”

(McEwan, 2003, p. 19)

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Activity

Establishing Priorities

Read each statement related to SBRI listed in the middle column of the handout

Rate its importance and the extent of SBRI implementation in your school

Handout 10

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Reading First Instructional Goals

Focus on required Reading First activities

Base instructional goals on tasks specified in your grant

Involve your teachers and staff as you develop Reading First instructional goals

Why is determining priorities an important first step when establishing instructional goals?

Discuss

Handout 11

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Collaborate in developing an implementation plan to achieve goals

Use assessment data to:– Make informed decisions

– Monitor classroom implementation

– Evaluate schoolwide progress throughout the school year

Clearly communicate Reading First instructional goals within and outside the school

Reading First Instructional Goals (cont.)

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Developing Instructional Goals

What?

Action?

Who?

Timeline?

Evaluation?

What is the specific Reading First task?

What action is required?

Who is responsible?

When will it begin? When will it be monitored?When will it be accomplished?

How will progress be monitored?

Identify:

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Back at School…

Reading First Instructional Goals

Work with the other members of your Reading First leadership team

Review the Required Reading First Activities handout

Select a required RF activity

Locate a specific task for that activity in your Reading First grant application

Answer the identifying questions

Handouts 12 and 13

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Monitoring

and Evaluating

Reading First

Progress

Promoting

Instructional

Effectiveness

Establishing


Goals


within

Reading First


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Evidence-Based

“Research–when it is based on sound scientific

observations and analyses–provides reliable

information about what works and why and how it

works . . . . Responsible decisions about education

must rest on evidence regardless of who is making

the decisions: parents, educators, administrators,

or policy makers.”

(Reyna, 2004, p. 47, 48)

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Monitoring and Evaluating Reading First Progress

Involves making informed decisions based on data throughout the school year

“Data-driven decision-making can be defined as the process of selecting, gathering, and analyzing data to address school improvement or student achievement problems and challenges and acting on those findings.” (Steifer, 2002, p.8)

What have been the assessment-related successes

and challenges in your schools? Discuss

Handout 22

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Data-Driven InstructionalDecision-Making

Use assessment data to determine your school’s current status: What’s working

What’s not working

How different sub-groups performed (economically disadvantaged, racial and ethnic groups, students with disabilities or with limited English proficiency)

What actions are needed to improve classroom reading instruction and student outcomes

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Data-Driven InstructionalDecision-Making (cont.)

Identify strengths: Students on target for achieving standards/ benchmarks

Teachers who have consistently large numbers of students meeting or exceeding standards/benchmarks

Teachers who are implementing reading programs with fidelity and who can serve as mentors

Supplemental and intervention programs that are meeting students’ needs

Knowledge and skills from professional development

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Identify areas for improvement: Students at risk for or who have reading difficulties

Grade levels and/or Teachers with a significant number of students NOT meeting benchmarks

Achievement gaps

Specific reading components

Supplemental and intervention programs that need to be evaluated

Teachers who need support

Professional development needs

Handout 22

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Regularly measure progress toward Reading First instructional goals

How are students performing?

What can be changed or improved to increase the number of students meeting or exceeding benchmarks?

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Evaluating Reading First Progress

1. Establish a comprehensive data management system

2. Develop checkpoints throughout the school year Monitor progress toward improved student

outcomes in reading

Handout 23

How do the data management systems in your schools work?

Discuss

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Evaluating (cont.)

3. Disaggregate the data and evaluate reading improvement

4. Look for trends in student achievement to help

determine school-wide progress toward Reading First

instructional goals

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Current Year (Year 1 or 4)

Evaluating (cont.)

Handouts 24 and 25

Year 2 or 5

Are we on course?

Reading First Instructional GoalsThis Year’s Progress

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Growth Over Years

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0

20

40

60

80

100

120

School 1 School 2 School 3 School 4 School 5 School 6 School 7 School 8 School 9 School 10

School 11

Series 1

Series 2

Series 3

Series 4

Series 5

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Growth Over Years

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Closing the Achievement Gap

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Percent at Benchmark Percent at Strategic Percent at Intensive

Percentage of students at benchmark:

Percentage of students at strategic:

Percentage of students at intensive:

Grade Fall Mid-Year SpringK ______ ______ ______1 ______ ______ ______2 ______ ______ ______3 ______ ______ ______



Remained at Benchmark

Percent Strategic to Benchmark

Percent Intensive to Strategic

Percent Intensive to Benchmark

Percentage of students remaining at benchmark:

Percentage of students strategic to benchmark:

Percentage of students intensive to strategic:

Percentage of students intensive to benchmark:

Grade Mid-Year SpringK ______ ______ 1 ______ ______ 2 ______ ______ 3 ______ ______




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Closing the Achievement Gap

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Closing the Achievement GapPercent at Benchmark Percent at Strategic Percent at Intensive

Grade Fall Mid-year Spring Grade Fall Mid-Year Spring Grade Fall Mid-Year Spring

Total # 25 23 23 Total # 25 23 23 Total # 25 23 23

K 14 19 17 K 4 2 5 K 7 2 1

Percent 56.0% 82.6% 73.9% Percent 16.0% 8.7% 21.7% Percent 28.0% 8.7% 4.3%


1 12 16 24 1 8 8 2 1 10 5 4



2 12 14 18 2 7 6 5 2 6 2 1



3 12 17 18 3 9 2 1 3 5 6 5

Percent 46.2% 68.0% 75.0%Percent 34.6% 8.0% 4.2%Percent 19.2% 24.0% 20.8%

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Growth During the Year

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Kindergarten First Second Third

School A Benchmark

Fall

Mid-year

Spring

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Growth During the Year

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0%

5%

10%

15%

20%

25%

30%

35%

40%

Kindergarten First Second Third

Strategic Students

Fall

Mid-year

Spring

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Growth Over the YearsCurrent Third Grade

School: RF Elementary

Reporting Category First Grade 2006 # Students tested:

Second Grade 2007 # Students tested:

%AGL %NAI %NSI %AGL %NAI %NSI

Phonemic Awareness 96 4 0 98 2 0

Phonics 54 8 38 45 17 38

Vocabulary 54 25 21 80 12 8

Reading Fluency 42 29 29 60 23 17

Reading Comprehension

46 25 29 53 25 22

SpeakingVocabulary

75 21 4 61 23 16

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5. Collaboratively make adjustments to get instruction on track

Evaluating (cont.)

Assess

Analyze Data

Identify Strengths and Areas forImprovement

Problem-Solve

Take Actionand Implement

Solutions

Monitor and Adjust

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Activity

Data-Driven Instructional Decision-Making

Problem:At the end of February, a large number of first-grade students in a number of classrooms are NOT making adequate fluency progress toward the end-of-year benchmark.

Based on the problem identified by the data, determine: Possible contributing factors Potential actions to take to correct the problem

Handout 26

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Importance of Sustainability

Reading First, by design, ensures an ongoing support system that helps teachers:

Learn about instructional practices based on SBRR

Implement programs based on this research

Use assessments to inform instruction

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Reflections


Monitoring and Evaluating Reading First

Progress

Promoting Instructional Effectiveness

Establishing


Goals


Reading First


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In Summary

Reading First: Requires reading instruction grounded in SBRR

Emphasizes active and informed use of assessment data for instructional decision-making at ALL levels

Relies on Reading First instructional leaders who clearly communicate Reading First goals, focus on a plan of action, and guide schools in maintaining a shared vision of reading achievement for all students

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Thank You!

Developed by the

Central Regional Reading First Technical Assistance CenterVaughn Gross Center for Reading and Language Arts

The University of Texas at Austin

College of Education

1 building instructional leadership workshop a presentation of the national center for reading first...

Documents

purpose of reading

student reading performance

student reading achievement

state reading specialist

thecentral regional

school leadership priorities

whats different cont

technical assistancedeveloped