1 oregon reading first: cohort b leadership session portland, oregon may 27, 2009

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Oregon Reading First: Cohort B Leadership Session

Portland, OregonMay 27, 2009

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Housekeeping

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Oregon Reading First Leadership Session

March 27, 2009

Agenda

Time Topic Presenter/Facilitator

8:30-8:45 Housekeeping

Jeanie Mercier Smith

8:45-11:30 *10:00-10:15 Break

Sustainability: Cohort A Panel

Cohort A Panelists and Carol Dissen

11:30-12:30

LUNCH and Cohort B Slideshow

Maria Randle

12:30-1:30

Project-level Data

Erin Chaparro and Deni Basaraba

1:30-3:00

Team Data-Based Action Planning

Carol and ORRF Center Staff

3:00-3:30

Looking Ahead and Next Steps

Jeanie Mercier Smith

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Sustainability

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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)

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tt

Oregon K-12 Literacy

FrameworkGoals

AssessmentInstruction

LeadershipProfessional Development

Commitment

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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

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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

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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

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Project-level data



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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.

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Objectives

• Review Spring 2009 Project-level Data

• Review 2008-2009 Project Goals for K/1

• Discuss next steps for the NWF analyses

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Overview of Project-Level Data

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Kindergarten PSFSpring 2009

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Kindergarten NWFSpring 2009

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First Grade NWFSpring 2009

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First Grade ORFSpring 2009

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Second Grade ORFSpring 2009

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Third Grade ORFSpring 2009

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Kindergarten % AP on NWF

93

6355

84

54 52

9488

82

0

20

40

60

80

100

Benchmark Strategic Intensive

Instructional Recommendation

Percentage Making AP

Cohort B WRRF Average WRRF top 15%

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First % AP on ORF Winter to Spring 08-09

94

3528

87

3225

97

51 50

0

20

40

60

80

100



Percent Making AP


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Second Grade % AP on ORF

91

25

14

82

24

14

93

50

29

0

20

40

60

80

100



Percent Making AP


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Third Grade % AP on ORF Winter to Spring 08-09

89

3225

85

3430

98

56

45

0

20

40

60

80

100



Percent Making AP


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Did we meet our goals?

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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)

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2008-2009 Project Level Goals for K/1

• Increase the percent of strategic and intensive students making adequate progress and/ meeting the benchmark goal.

Answering Important Questions

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Taking A Closer Look at 1st Grade Intensive

Notes:

Yr. 1 Yr. 2 Yr. 3 Yr.4% Intensive making AP

36.4 30.6 26.3 28.3

% of Students who are Intensive

36.7 25.6 22.6 20.1

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Taking A Closer Look at 1st Grade Strategic

Notes:

Yr. 1 Yr. 2 Yr. 3 Yr.4% Strategic making AP

43.4 40.6 34.2 34.8

% of Students who are Strategic

32.1 33.8 36.4 28.6

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Project-level Action PlanKindergarten

1. Increase percent of students established on NWF by end of KG (80%- 95%)

2. Target automaticity in word reading (“say it the fast way”).

A. November 15: ERI Blending Enhancements Webinar

B. December 11: Kindergarten Teacher’s Session on small group instruction and behavior routines

C. Use Instructional Focus format to target specific skill deficits and maximize differentiation.

D. RCs to provide data and Instruction support to coach and/or KG grade-level team.

3. Improve vocabulary and comprehension by

improving decoding and word reading

maximizing opportunities to build vocabulary

A. October 16 (K/1) Read Aloud Session with Lana Santoro

Actions ORFC Assistance

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Project-level Action PlanFirst Grade

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. October 7: First Grade Teacher Session on small group instruction and behavior routines.

B. Use Instructional Focus format to target specific skill deficits and maximize differentiation.

C. RCs to provide data and Instruction support to coach and/or 1st grade-level team

D. Establish pacing goals, track progress using new LPR system

E. Horizons Intervention Training on September 23

F. RC expert on intervention programs to provide support across schools

Actions ORFC Assistance

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Project-level Action PlanFirst Grade

3. Improve vocabulary and comprehension by

improving decoding and word reading

maximizing opportunities to build vocabulary

A.October 16 (K/1) Read Aloud Session with Lana Santoro

ORFC AssistanceActions

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What’s Next?

NWF Analyses

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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?

InstructionProvide 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.

Considerations

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“The goal is to transform data into information, and

information into insight.” Carly Fiorina

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Data-based Action Planning

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Are enough of our students in the established (low risk) range? Are too many students in the in the deficit (at-risk) range?

Table 1 Reviewing Outcomes for K -5 Students Spring Last Year and Comparing to Spring Outcomes This Year A B C D E F G

Grade/Measure Percent at Es tablis hed (Low Ris k)

Spring 2008 (Las t Year)

Percent at Es tablis hed (Low Ris k)

Spring 2009 (This Year)

Percentage Point Increas e /

Decreas e (+ or -)

Percent at Defic it

(At Ris k) Spring 2008 (Las t Year)

Percent at Defic it

(At Ris k) Spring 2009 (This Year)

Percentage Point Increas e /

Decreas e (+ or -)

Kindergarten - PSF 97% 28/29

97% 30/31

0% 3% 1/29

0% -3%

Kinde rgarten - NWF 86% 25/29

81% 25/31

-5 % 3% 1/29

10% 3/31

+7%

First Grade - ORF 35% 14/40

71% 30/40

+36 % 25% 10/40

5% 2/42

-20%

Second Grade ORF 64% 28/44

61% 28/46

-3 % 21% 9/44

26% 12/46

+5%

Third Grade ORF 44% 20/46

58% 22/38

+14% 20% 9/46

8% 3/38

-12 %

**This table shows the percent of s tudents that m et the important m id -year reading goals for the purpose of reviewing outcom es .

Example Data: Table 1

58%

26%

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Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of Students Making Adequate Progress Toward DIBELS Benchmark Goals

Percent of Total Students that Made Adequate Progress

Include actual n umbers of students,

e.g., 90/100 or 90%.

Percent of Intens iv e S tudents that made Adequate Progres s

Inc lude ac tual numbers of s tudents ,

e .g., 1/5 or 20%.

Percent of Strategic Students that made Adequate Progres s


e .g. , 25/50 or 50%.

Percent of Benchmark Students that made Adequate Progres s


e .g., 95/100 or 95%.

Grade/Benchmark Go al Measure

Winter to Spring 2008


Percent Change (+ or -)


Winter to Spring 20 09





Total Intens ive Strategic Benchmark

Kindergarten - NWF 87% 25/29

84% 26/31

-3 0% 0/1

68% 2/3

67% 4/6

73% 8/11

96% 21/22

94% 16/17

First Gr ade- ORF 35% 14/40

74% 31/42

+39 0% 0/3

25% 1/4

4% 1/22

42% 6/14

87% 13/15

100% 24/24

Second Grade ORF 64% 28/44

67% 31/46

+3 0% 0/8

21% 3/14

20% 1/5

40% 2/5

87% 27/31

96% 26/27

Third Grade ORF 52% 24/46

60% 23/38

+8 31% 4/9

40% 2/5

0% 0/9

11% 1/9

83% 20/24

83% 20/24%

Example Data: Table 2

Evaluate the health of your support systems at each grade level.

Identify systems that need additional support.

Grade 1 Intensive Grade 1 Strategic

Grade 3 Strategic and Benchmark

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Data-Based Leadership Planning

Use:

(a) your school’s 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.

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Principal’s Data -Based Leadership Plan SPRING

Grade Level (s) and/or Tier of

Support Needing Improvement

How will you provide support? By When?

All Intensive Groups

1. I will provide time and guidance during the preservice week in August for teachers to develop lesson pacing schedules for all intensive groups.

2. Time will be provided during monthly late start meetings to review lesson pacing schedules and make adjustments when groups are 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 progress monitoring booklets for this group will be turned into me every other Friday . I will use this information to target observations and feedback from the walk -throughs.

4. I will work with district special education personnel and the building special education teacher to align special education services with general ed ucation reading.

1. August 2009 2. Monthly during

Late Start morning meeting.

3. On-going beginning in September

4. Begin immediately!

1st & 3 rd Strategic

1. I will work with the coach to create a plan for supporting teachers in implementing small group instruction beg inning the first full week of school in September.

2. I will add IA support to work with the students while the teacher delivers small group instruction.

3. I will restructure the afternoon master schedules in grade 3 so that the strategic students are double do sed using Phonics for Reading.

4. I will provide weekly observations of 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 students spend reading connected text.

1. Beginning of September.




3rd Benchmark

1. I will provide weekly observations of third grade benchmark students. I will provide feedback to the teacher on the ef fective delivery techniques and the amount of time students spend reading and discussing connected text.

2. The teacher will turn in the Theme Skills assessment results at 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 is receiving appropriate professional development and coaching support for Core program implementation and delivery.


2. At the end of each Theme

3. Monthly principal/coach meetings

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District Support

• What support does the principal need to meet principal actions?

• What support do the schools need to meet school actions?

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District Data -Based Leadership Plan SPRING

Grade Level (s) and/or Tier of

Support Needing Improvement

How will you provide support? By When?

Intensive

1. District personnel will provide professional development for new certified staff and all IAs using the intervention programs at each grade level prior to the start of the school year in August.

2. The district will contract with consultants to work with staff using the intervention programs 1 day/month. The consultant will provide model lessons, will observe staff members and 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 services with general education.

1. August 2009 2. Monthly

beginning in September 2009.

3. Monthly beginning in September 2009

Strategic and Benchmark

1. District personnel will provide Core program enhancement training for all new K -3 teachers in August.

2. District personnel will provide Core program refresher training for all K -3 teachers in September.

3. District personnel will work with principals to create schedules so that all K -3 strategic students are receiving 30 minute small group instruction daily.

4. District personnel will provide professional development for all staff using Phonics for Reading at grades 2 and 3.

1. August 2009 2. September 2009 3. June 2009 to

create schedules and September 2009 to start groups.

4. August 2009

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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)

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Looking Ahead

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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 practices—and 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 opportunity to s yst emat ically improve the re a ding achieve me nt a nd pe rforma nce of a ll re ade rs, an d no t jus t as 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 school-

wide 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

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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.

mailto:[email protected]

mailto:[email protected]

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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

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“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

Moving forward

1 oregon reading first: cohort b leadership session portland, oregon may 27, 2009

Documents

sustainability slide

housekeeping slide

projectlevel data slide

systems level process

sustainability project

project level goals

project goals

grade nwf spring