grade level team meetings...grade level team meetings powerful tools for improving student ahi...

Grade Level Team MeetingsGrade Level Team MeetingsPowerful Tools for Improving Student

A hi tAchievement

Idaho Reading First Coaches’ WebinarIdaho Reading First Coaches WebinarJanuary 17, 2008

M difi d f th N ti l R di Fi t C f P t ti d

1

Modified from the National Reading First Conference Presentation and Materials by Linda Carnine & Jan Silverstein (July 2007)

“Quality is never an accident; it is always the result of high intentionalways the result of high intention,

sincere effort, intelligent direction, and killf l ti it t thskillful execution; it represents the

wise choice of many alternatives.”

Willa FosterWilla Foster

2

Our VisionOur Vision

Th t SUCCESSFUL READERS ldThat SUCCESSFUL READERS would be fostered in each of your y

classrooms through your WISE CHOICES!CHOICES!

We hope the information that we share with youwill assist you with the wise choiceswill assist you with the wise choices

you must make each day within your schools.

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Wise Choices Imply Wise Changes, BUT… Wise Choices Imply Wise Changes, BUT…

The kinds of changes made in RF schools are often perceived as BIG CHANGE. These choices change…p g

What teachers teachHow teachers teachWhat is tested, who does the testing, and why it is doneHow schedules and classroom time are determinedWhat is expected of K-3 students (and teachers)How teachers work collaboratively across building

( G l Ed Ti l I d S i l Ed )systems (e.g. General Ed., Title I, and Special Ed.)How teachers make decisions about their classroomsWh t t f i t it i d f i t ti

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What type of intensity is used for instruction

Setting the Stage for ChangeSetting the Stage for ChangeBIG CHANGE like that in RF can tend to make people focus on what it is that they may lose with the change.

Many people have trouble with change itself.

F it ti d h bit ti h d t iFavorite practices and habits are sometimes hard to give up.

Adjusting to change takes TIME.

Teachers and staff need to see that others around them are OK with the change.

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Concerns-Based ModelConcerns-Based Model

Continuum: Stages of ConcerngUnaware Actively engaged

A model for understanding how people (e.g. teachers) respond p p ( g ) p

to change initiatives

Continuum: Levels of UseNon Use Expert Use

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Non-Use Expert Use

KEEP RAISING THE TEAM TO THE NEXT LEVELKEEP RAISING THE TEAM TO THE NEXT LEVEL

Think about the two continuums. Think about your grade level team(s).

Where is each team alongWhere is each team along that continuum?What are your concerns? What is your skill level?

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Opening ReflectionOpening Reflection

Think about a teacher that has trulyThink about a teacher that has truly mastered classroom routines andmanagement procedures.

What does this teacher do that makes his or her classroom work so well?

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The PointThe Point

Powerful TEACHERS have HIGH RESPECT for the importance of …

the task at handthe task at hand and

the people involved.

Powerful TEAMS do too.

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Big Ideas for Team MeetingsBig Ideas for Team Meetings

1 PROCESS OF THE MEETING: Powerful1. PROCESS OF THE MEETING: Powerful procedures make team meetings work

d t t d t ’ dand center on students’ needs.

2 CONTENT OF THE MEETING: Data-driven2. CONTENT OF THE MEETING: Data driven decision making and action-planning assures that all students meet goalsassures that all students meet goals for achievement.

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Big Idea 1

PROCESS Big Ideas:

1.PROCESS:

Big Ideas:

1.PROCESS:

Powerful Procedures1.PROCESS:

Powerful procedures make team meetings

1.PROCESS: Powerful procedures make team meetingsteam meetings work and center on students’

team meetings work and center on students’ needs.

2.CONTENT: Data-driven decision making and

needs.2.CONTENT: Data-driven

decision making anddecision making and action-planning assures that all students meet goals for achie ement

decision making and action-planning assures that all students meet goals for achie ement

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for achievement.for achievement.

The Procedures*The Procedures*Making Grade Level Teams Work

The ProceduresThe Procedures

1 F /C i ti G lKey Questions to Ask Yourself

1. Focus/Communicating Goals 2. Meeting Structures/Roles 3 G3. Group Process4. Shared Leadership/Planning 5. Follow-Up6. Research Base/Professional Development7. Motivation/Empowerment*A Self-Assessment is attached on page 3 of your packet. Take a look.

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Questions for Consideration Strategies that Work Things in Place Things to Do

Activity 1 (pages 2 & 3 in your packet)

Activity 1 (pages 2 & 3 in your packet)

g g g

FOCUSING/COMMUNICATING GOALS

What is our focus? Over time? At each meeting? How do we keep our goals visible?

Mission/Vision Achievement Goals

Annual Calendar

MEETING STRUCTURE/ROLESWhat predictable procedures organize our work? Who does what?

Meeting agendasRole clarifications

GROUP PROCESS How do we work together? How do

Norms of behavior Action planning/problem solving

we solve problems? How do we manage time?

Schedule + time savers

SHARED LEADERSHIP/PLANNING What are our student achievement goals? Are they the stretch we need? How are we doing? Are our

ti h l i t h t

K-3 Action Plan Student data notebooks

GLTM and BLT meeting notes

actions helping us get where we wantto go? What needs to change?

FOLLOW-UP Who needs to know what to help us meet achievement goals? How can we make that happen?

Meeting notes Curriculum placement

Content coverage Tutoring logs

RESEARCH BASE/ PROFESSIONAL DEVELOPMENT

What does research say about what we need to do? What do we need to know to do our jobs better? What new skills will help

t kid t b h k?

Articles, protocols for discussion, online sources

Access to PD resources, e.g.,expert trainers; SBRR

programs & intervention materials; best practices for assessment,

data analysis & scheduling

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us get our kids to benchmark? data analysis, & scheduling

MOTIVATION/EMPOWERMENT How do we stretch and celebrate? At each meeting? Over time?

Data boards & displays Public celebrations of

accomplishment Food and drink

1 Focus/Communicating Goals1 Focus/Communicating Goals

Making Grade Level Teams WorkMaking Grade Level Teams Work

1. Focus/Communicating Goals1. Focus/Communicating GoalsFocus/ Communicating

Focus/ Communicating

Questions to Consider:Communicating Goals

Meeting Structure/Roles

Communicating Goals


What is our focus?Over time?

Structure/Roles

Group Process

Shared Leadership/

Structure/Roles

Group Process

Shared Leadership/ At each meeting?

How do we keep our goals

Planning

Follow-Up

Research Base/

Planning

Follow-Up

Research Base/ p gvisible?

Research Base/ Professional Development

Motivation/


Motivation/

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EmpowermentEmpowerment

VISION The First Step in Focusing

VISION The First Step in FocusingThe First Step in FocusingThe First Step in Focusing

Revisit the RF vision for your school.

How can you align this vision with the actions you’ll y g ytake within your classrooms?

What can you as a team envision that will drive your work for the school year?

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Possible Vision StatementsPossible Vision Statements

Shi i li ht hild!

Possible Vision StatementsPossible Vision Statements

Shining our light on every child!We can make each student in OUR care a

f l d !successful reader!Making OUR classrooms the best places for reading successreading successLet’s face the facts and do what needs to be done right now!right now!

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ACHIEVEMENT GOALSPut Your Vision into Action by

ACHIEVEMENT GOALSPut Your Vision into Action byPut Your Vision into Action by..Put Your Vision into Action by..

Setting high expectations for the achievement of your students

Translating those expectations into specific goals

Knowing what it takes to reach those goalsKnowing what it takes to reach those goals

Sharing responsibility for ALL students at your grade level reaching those goalsgrade level reaching those goals

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Achievement GoalsAchievement GoalsSpecific achievement goalsprovide a detailed map to

K-3 Reading Goals:

provide a detailed map to guide instruction,

assessment and learning.

Tell you what to teach and when.

Provide a framework for determining whetherProvide a framework for determining whether students are learning enough.

Provide a framework for determining whetherProvide a framework for determining whether instruction is meeting the needs of all students.

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Possible Achievement GoalsPossible Achievement Goals

For one Grade 2 classroom…For one Grade 2 classroom…

Make sure all 12 students at benchmark atMake sure all 12 students at benchmark at beginning of the year stay at that level.Get all 6 strategic students to benchmark by MayGet all 6 strategic students to benchmark by May testing.Reduce # of intensive students from 6 to 3 byReduce # of intensive students from 6 to 3 by January benchmark.

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RememberRemember

Great teamsGreat teamsGreat teams Great teams

do a few things do a few things

extremely well!extremely well!

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2 Meeting Structure/Roles2 Meeting Structure/Roles


2. Meeting Structure/Roles2. Meeting Structure/RolesFocus/ Communicating

Focus/ Communicating

Questions to Consider:What predictable procedures

Communicating Goals


Communicating Goals

Meeting Structure/Roles What predictable procedures

organize our work?Who does what?

Structure/Roles

Group Process

Shared Leadership/

Structure/Roles

Group Process

Shared Leadership/ Who does what?How is it ensured that the

ti ill ti k t th f ?

Planning

Follow-Up

Research Base/

Planning

Follow-Up

Research Base/meeting will stick to the focus?


Motivation/


Motivation/

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EmpowermentEmpowerment


Organizing the Work AroundOrganizing the Work Around…

DATA INSTRUCTIONINSTRUCTION MATERIALSPROFESSIONAL DEVELOPMENTPROBLEM SOLVINGPROBLEM SOLVINGCELEBRATION

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Who does what?

Participant Roles*

Who does what?

Participant RolesFacilitatorac tatoTime KeeperRecorderEngaged Participant

*Roles can be rotated as the group decides

Packet Page 6Packet Page 6

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Roles can be rotated as the group decides.

An Agenda is EssentialAn Agenda is EssentialMaking Grade Level Teams Work

An Agenda is EssentialAn Agenda is EssentialFocus/ Focus/

Provides a targeted focus for the ti

Communicating Goals

Meeting

Communicating Goals

Meeting meeting

Communicates important information

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/

Ensures that all information is coveredShared Leadership/ Planning

Follow-Up

Shared Leadership/ Planning

Follow-Up

Gives participants an opportunity to come to the meeting prepared



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Motivation/ Empowerment


Meeting AgendasMeeting AgendasMaking Grade Level Teams WorkMaking Grade Level Teams Work

Meeting AgendasMeeting AgendasExamples in Your Packet

Kihei Elementary – Hawaii

Pasadena USD, CAPasadena USD, CA

Sample Timed Agenda

L k fLook for Clear focus on data, action, and follow-up A ti it 2A ti it 2follow-up

Clearly established roles

Emphasis on accountability

Activity 2Packet

Page 7-11

Activity 2Packet

Page 7-11

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Emphasis on accountability

3 Group Process3 Group ProcessMaking Grade Level Teams Work

3. Group Process3. Group ProcessFocus/ Focus/

Questions to Consider:

Communicating Goals

Meeting

Communicating Goals

Meeting Questions to Consider:

How do we work together?

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/

How do we solve problems?Shared Leadership/ Planning

Follow-Up


Follow-Up

How do we manage time?Research Base/ Professional Development


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Working Together

NORMS: What Are They?

Working Together…

They are the standards for how you agree to operate while you are in this group.

They need to be jointly developed and owned by each team member.

They need to be available and used early on by members when standards are not being met.g

You have a sample of norms for group meetings in the “Take Away”

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You have a sample of norms for group meetings in the Take-Away Packet on page 12.

Time ManagementTime Managementgg

TIMEHHow

do we manage g

the little time we have?

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Some Ideas for USING TIMESome Ideas for USING TIME

Common Planning Time 2-minute WhinePeriodic Extended Meeting TimesTi d A d

Regular GLTM schedule that fits your

Timed AgendasUse of Written Communication

needs/circumstances

Applying the “bell to bell” rule to your GLTMsCommunication

90% focus on student achievement goals

rule to your GLTMs

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4 Shared Leadership/Planning4 Shared Leadership/PlanningMaking Grade Level Teams Work

4. Shared Leadership/Planning4. Shared Leadership/PlanningQuestions to Consider:Focus/

CommunicatingFocus/ Communicating Questions to Consider:

What are our student achievement goals?

Communicating Goals


Communicating Goals

Meeting Structure/Roles goals?

Are they the stretch we need?Structure/Roles

Group Process

Shared

Structure/Roles

Group Process

Shared How are we doing?

Are our actions getting us where we

Leadership/ Planning

Follow-Up

Leadership/ Planning

Follow-Up

want to go?

What needs to change?



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gMotivation/ Empowerment


Goals for Student AchievementGoals for Student Achievement

Be sure the goals are:

Targeted

CohesiveCohesive (i.e. all aspects of the plan focus on the same target)

Timely

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Appropriate “Stretch”Appropriate “Stretch”It is not enough to simply move students

forwardforward…

Do the goals bridge the gap between where students are and where they need to be?

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students are and where they need to be?

Action PlanningAction PlanningArea for Action Plan

New

Sum

mer

1

New

Mid

-Yea

r 2

Action to Be Taken Person Responsible

Report on Progress of Implementation

Materials and Instructional Practices

Time/ Coverage/ Mastery Are Action Plans being created, implemented monitored andand Grouping Practices

Assessment Practices

implemented, monitored, and revised continuously according to the needs evidenced by the d t ?Data Utilization Practices

Schoolwide Organization and Support

data?Created

Professional Development

Principal and District Leadership

ImplementedRevised

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Reading First Coach Monitored

5. Follow-Up5. Follow-UpMaking Grade Level Teams Work

5. Follow Up5. Follow Up

Q ti t C idFocus/ Focus/


What steps need to be taken?

Communicating Goals

Meeting S /

Communicating Goals

Meeting S /

What steps need to be taken?

Who needs to know the various aspects of the decisions made to

Structure/Roles

Group Process

Shared Leadership/

Structure/Roles

Group Process

Shared Leadership/ aspects of the decisions made to help us meet our student achievement goals?


Follow-Up

R h B /


Follow-Up

R h B / achievement goals?

How do we make these things h ?


Motivation/


Motivation/

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happen?Motivation/ Empowerment


Steps to Be TakenSteps to Be TakenMaking Grade Level Teams Work

Steps to Be TakenSteps to Be TakenFocus/ Focus/

What are your actions

Communicating Goals

Meeting

Communicating Goals

Meeting What are your actions…

In the classroom?

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/

For the next meeting?Shared Leadership/ Planning

Follow-Up


Follow-Up

For other staff members?Research Base/ Professional Development


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Steps to Be TakenSteps to Be Taken

Is everyone clear on what needs to be done?

Have all the known factors been accounted for?

fIs there a clear timeline for when the steps are expected to be completed?

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Keeping Key People in the LoopKeeping Key People in the Loop

Building gLeadership

Team

District Leadership

Grade Level Team Leadership

K-3 Teachers

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6. Research Base / Professional 6. Research Base / Professional Making Grade Level Teams Work

DevelopmentDevelopmentFocus/ Focus/

Questions To Consider:What does research say about what

Communicating Goals

Meeting

Communicating Goals

Meeting What does research say about what we need to do?

What do we need to know to do our

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/ What do we need to know to do our jobs better?

Wh t kill ill h l t


Follow-Up


Follow-Up

What new skills will help us get our kids to benchmark?



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Bringing Research to the TableBringing Research to the Table

Professional conversation center around “bestProfessional conversation center around best practices” that are proven to work.

A high-quality meeting will bring research into the discussion.

Professional publications

Research articles

Etc.

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Knowing When We Need HelpKnowing When We Need Help

If a team is at its “wit’s end,” plans aren’t working, and no one knows of resources that will address the problem…

It’s time to ask for help!It’s time to ask for help!ConsultantsConsultants

Technical Assistant Providers

Publisher Training

Etc.

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7 Motivation / Empowerment7 Motivation / EmpowermentMaking Grade Level Teams Work

7. Motivation / Empowerment7. Motivation / EmpowermentFocus/ Focus/


Communicating Goals

Meeting

Communicating Goals

Meeting Questions to Consider:

How do we stretch and

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/ celebrate?At each meeting?


Follow-Up


Follow-Up

Over time?Research Base/ Professional Development


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Be sure to celebrateBe sure to celebrateyour school’s Reading Success!!

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Mandaree Data WallMandaree Data Wall

43

44Chief Leschi Data Board

45Indian Township Data Wall

Negative Examples of ProcessNegative Examples of Process

Long, rambling meetings with no agenda (3 hours vs 45 minutes)(3 hours vs. 45 minutes)Lack of data and its analysisFocus on excuses for failure (complaints about family, attendance, lack of service coordination, etc.)Little or no follow-up from previous plansLack of implications for professional development

46

Positive Examples of ProcessPositive Examples of ProcessConcise agendaUses only the time needed to get the job doneUses only the time needed to get the job doneData analysis is a foundation for discussionPlans are made for students not showing progressFollow up on previous plansMonitoring of Implementation of PlansMonitoring of Implementation of PlansMeetings are directly connected to professional development

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professional development

Process – Conclusion AProcess – Conclusion AMaking Grade Level Teams Work

Process – Conclusion AProcess – Conclusion AFocus/ Focus/ Communicating Goals

Meeting

Communicating Goals

Meeting

A well designed process for conducting Grade Level Team

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/ conducting Grade Level Team Meetings will provide the necessary context for success.


Follow-Up


Follow-Up yResearch Base/ Professional Development


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Process – Conclusion BProcess – Conclusion BMaking Grade Level Teams Work

Process – Conclusion BProcess – Conclusion BFocus/ Focus/

“If you put a good teacher up against a weak system, the

Communicating Goals

Meeting

Communicating Goals

Meeting aga st a ea syste , esystem will win every time.”

(Schmoker 2006)

gStructure/Roles

Group Process

Shared Leadership/

gStructure/Roles

Group Process

Shared Leadership/ (Schmoker 2006)

We need to develop and maintain the


Follow-Up


Follow-UpWe need to develop and maintain the

system in order to bring out the best in our schools’ teachers…and in our st dents



49

students.Motivation/ Empowerment


Activity 3(Page 14 of your packet)

Activity 3(Page 14 of your packet)(Page 14 of your packet)(Page 14 of your packet)

Please answer a couple of questions as you review the self-assessment of your Grade Level Team Meeting procedures (page 3 of the handout)of your Grade Level Team Meeting procedures (page 3 of the handout).

What things do you have in place?

What do you need to do - now or sometime during the coming year - to add power to your g g y p yprocedures?

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Big Idea 2

CONTENTBig Ideas:

1.PROCESS: Powerful

Big Ideas:

1.PROCESS: Powerful

Data-driven decisions and action-planning

procedures make team meetings work and center on

procedures make team meetings work and center on action planningstudents’ needs.

2.CONTENT: Data-driven decision

students’ needs.

2.CONTENT: Data-driven decisiondriven decision making and action-planning assures that all

driven decision making and action-planning assures that allassures that all students meet goals for achievement

assures that all students meet goals for achievement

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achievement.achievement.

DataDataIt’s easy …

To collect dataTo collect data

To pass out data

To have access to data

Teachers can do these things with no trouble gat all.

52

Data and PlanningData and PlanningIt’s not always easy…

To understand theTo understand the implications of the data.

For teachers to knowFor teachers to know what to do with the data.

Some teachers struggle k i h t h iknowing what choice to make once data is collected

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collected.

100nd o

f Yea

r

WRRFTAC K-3 Performance & Level of ChallengeWRRFTAC K-3 Performance & Level of Challenge

90

80mar

k at t

he E

n 0-19 20-29 30-39 40-49 50-59 60-86

Increasing Challenge

70

60g At B

ench

m

595560

50

40ts P

erfo

rmin 52

49 4946

55

40

30

f K-3

Stu

dent

20

10

0

% o

f

Average Schools

54

0

% of K Students Entering At High Risk 0 10 20 30 40 50 60 70 80 90 100

100nd o

f Yea

rThe Educator Learning GapThe Educator Learning Gap

90

80mar

k at t

he E

n 0-19 20-29 30-39 40-49 50-59 60-86

77 76 75

70

60ng A

t Ben

chm

5955

76 75

67 6965

60

50

40ts P

erfo

rmin 52

49 4946

55

Approx. 20%

40

30

of K

-3 S

tude

n

20

10

0

% o

Average Schools

Top 15% Schools

55

0

% of K Students Entering At High Risk 0 10 20 30 40 50 60 70 80 90 100

Data Analysis Has Different Subtleties at Diff t Ti

Data Analysis Has Different Subtleties at Diff t TiDifferent TimesDifferent Times

Big Picture Data Small Details DataBig Picture DataBenchmarks / Screening

Outcome Measures

Small Details DataProgress Monitoring

DiagnosticOutcome Measures

U f l f “Bi

Diagnostic

U f l f fi iUseful for “Big Picture” planning.

Useful for refining and “honing in” t t d ltargeted plans.

56

Team Meeting FocusTeam Meeting Focus

Prior to h l

Beginning f Throughout

Middle of Throughout winter & End of

Yschool of year Throughout fall Year

winter & spring Year

To Co

BiProgress M it

Progress

Data

ollect / Us

Big Look at

Data

1st Benchmark

Monitor High/ Some

Risk Students

2nd Benchmark

monitor High/Some

Risk Students

3rd Benchmark

seA

cTo Create Refine

Create Individual &

Refine Action

Refine Individual

Big Look at Dataction

Take

Action Plan(s)

RefineGrouping group

instructional plan(s)

Plan&

Grouping

and group instructional

plan(s)

Action Plan for

next year

57

Planning: Continuous Problem Solving CyclePlanning: Continuous Problem Solving Cycle

Assess and Interpret pData

Prioriti e and

Evaluate (Analyze New Prioritize and

Plan

( yData &

Reassess)

58

Kathryn B. Howe © 2004

Implement the Plan

Big Picture DataBig Picture Data

Leads to Big Picture Goalsg

59

Planning Starts With Taking aBig Look At All K-3 Performance Data

Planning Starts With Taking aBig Look At All K-3 Performance Data gg

1) Previous End-of-Year (EOY) Outcome Data(overall reading ability) ( g y)

2) Previous Adequate Growth Data (growth of students on benchmark and progress monitoringstudents on benchmark and progress monitoring assessments)

3) Previous Program-Specific Mastery Data3) Previous Program Specific Mastery Data (from reading curriculum)

*By looking at performance of the immediate past, you canBy looking at performance of the immediate past, you can anticipate potential pitfalls and plan for them.

60

Data FormData FormSummary of School Level Data

Grade

Adequate Growth Data Outcome Data

% and/or # Students Moved % and/or # Stayed

% and/or #From High Risk From High Risk From Some Risk At or AboveGrade

Students

Proficient

From High Risk

to Grade Level

or Some Risk

From High Risk

to

Grade Level

From Some Risk

to

Grade Level

At or Above

Grade Level

% # % # % # % #

K

1

% # % # % # % #

2

% # % # % # % #

% # % # % # % #

61

3

Sample Data From a SchoolSample Data From a SchoolSummary of School Level Data

75% Adequate Growth = 164 of the 219

Kindergarteners who b th t “S

Grade

Adequate Growth Data Outcome Data

% and/or # Students Moved % and/or # Stayed

% and/or #From High Risk From High Risk From Some Risk At or Above

began the year at “Some Risk” moved to Grade

Level by the EOY.Grade

Students

Proficient

From High Risk

to Grade Level

or Some Risk

From High Risk

to

Grade Level

From Some Risk

to

Grade Level

At or Above

Grade Level

% # % # % # % # 29% 50/171 75% 164/219 95% 129/136 66% 351/535K

1

% # % # % # % #

29% 50/171 75% 164/219 95% 129/136 66% 351/535

20% 14/69 37% 47/128 75% 241/325 64% 340/529

# of students in the# of the “some risk” from2

% # % # % # % #

% # % # % # % #

22% 26/119 66% 82/124 98% 241/245 68% 339/495

52% 63/122 36% 44/122 93% 182/195 55% 255/460

# of students in the grade level who were at “some risk” at the B i i f Y

# of the some risk from the BOY who moved to “Grade Level” by the End-of Year (EOY)

62

352% 63/122 36% 44/122 93% 182/195 55% 255/460Beginning-of-Year

(BOY).of-Year (EOY).

Setting Goals Based on Big PictureSetting Goals Based on Big PictureLeads to …

School Wide (year-long) Action PlansSchool Wide (year long) Action PlansGrade Level Team (year-long) Action Plans for Target GroupsTarget Groups

Characterized by …Broad focusStatic (unchanging) in nature Aimed at the end of the year

63

Aimed at the end of the year


Prior to h l





To Co

BiProgress M it

Progress

Data

ollect / Us

Big Look at

Data

1st Benchmark

Monitor High/ Some

Risk Students

2nd Benchmark

monitor High/Some

Risk Students

3rd Benchmark

seA

cTo Create Refine

Create Individual &

Refine Action

Refine Individual


Take

Action Plan(s)



Plan&

Grouping


plan(s)

Action Plan for

next year

64

Types of Big-Picture GoalsTypes of Big-Picture Goals

Outcome Goals

Ad t P G lAdequate Progress GoalsFor each grade level

For each sub-group

Content Coverage/Mastery GoalsContent Coverage/Mastery Goals

65

Small Details DataSmall Details DataProgress Monitoring & Diagnostic Data …

Show that your work is working (i.e. you are on your way to the Big Picture Goal).

OR…

Lead to small and timely “tweaks” in the instructional treatment

66

instructional treatment.

Setting Goals Based on Small Details DataSetting Goals Based on Small Details DataLeads to …

School Wide (rapid-process) Action PlansSchool Wide (rapid process) Action PlansGrade Level Team (rapid-process) Action Plans for Target GroupsTarget Groups

Characterized by …Narrow focusOngoing revisions as data changes Aimed at the immediate changes needed

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Aimed at the immediate changes needed


Prior to h l





To Co

BiProgress M it

Progress

Data

ollect / Us

Big Look at

Data

1st Benchmark

Monitor High/ Some

Risk Students

2nd Benchmark

monitor High/Some

Risk Students

3rd Benchmark

seA

cTo Create Refine

Create Individual &

Refine Action

Refine Individual


Take

Action Plan(s)



Plan&

Grouping


plan(s)

Action Plan for

next year

68

Types of Small Detail GoalsTypes of Small Detail Goals

Progress Monitoring Goals

Mastery Goals of Prerequisite Skill Subsets (in diagnosed areas)

Other goals that are specific and expected to be met rapidlymet rapidly

69

Action PlanningAction PlanningFOCUS your plans

In the areas that matter the mostIn the areas that matter the most

On key elements of instruction

REVISE the plans when they are not sufficientREVISE the plans when they are not sufficient.

Monitor the data.

If data is on track, keep doing what you’re doing.

If data is not measuring up make a change

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If data is not measuring up, make a change.

Oral Reading Fluency as IndicatorOral Reading Fluency as IndicatorORF iORF is a toothpick

ORF is not designed to provide an

ORF

provide an exhaustiveassessmentassessment

ORF provides an efficient indicator of essential literacy skills acquisition like a toothpick provides an efficient way to tell if the cake is baked

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to tell if the cake is baked. If the toothpick has dough on it, what should we do?

Bake the Whole Cake, Don’t Just Cook One Place!

Bake the Whole Cake, Don’t Just Cook One Place!Don t Just Cook One Place!Don t Just Cook One Place!

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Using a torch to cook only the place we checked with the toothpick would not produce a very satisfying cake!

Planning Where it Matters – APlanning Where it Matters – AVocabulary / Comprehension

Comprehension of TextComprehension of Text

Mental SchemaMental Schema Mechanical SkillsMechanical Skills

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Planning Where it Matters – BPlanning Where it Matters – BEarlier intervention for High Risk students

The gap to fill is ever-widening. The sooner it is

closed, the better.

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Planning Where it Matters – CPlanning Where it Matters – CFind the root of a problem…

Freddy struggles with comprehension Is it:Freddy struggles with comprehension. Is it:a) Simply because he lacks comprehension skills?b) H l k th fl tb) He lacks the fluency necessary to use

comprehension skills?c) He lacks the phonics skills necessary to be fluent?c) He lacks the phonics skills necessary to be fluent?

… OR …)d) He lacks the phonemic awareness skills necessary

to learn phonics which are necessary to be fluent which are necessary to use comprehension skills?

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which are necessary to use comprehension skills?

Key Elements in Action PlansKey Elements in Action PlansMaterials and Instructional Practices

Time/ Coverage/ Mastery and Grouping PracticesTime/ Coverage/ Mastery and Grouping Practices

Assessment Practices

Data Utilization Practices

School Wide Organization and SupportSchool Wide Organization and Support

Professional Development

Principal and District Leadership

Reading First Coach

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Reading First Coach

Key Elements in Refining Instructional PlansKey Elements in Refining Instructional Plans

A Instructional DeliveryA. Instructional Delivery

B. Time

C. Grouping

D. Instructional Materials

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A - Instructional DeliveryA - Instructional Delivery

1) Improve delivery skills of person teachingperson teaching

2) Improve skills in knowing how to efficiently accelerate students who are High Risk or Some Risk through instructional programs

3) Change person teaching

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Ways to Increase Instructional IntensityWays to Increase Instructional Intensity

Provide repeated opportunities for practice andProvide repeated opportunities for practice and review

P id dditi l ifi d i di tProvide additional, specific, and immediatefeedback and correction

Increase engagement and time on-task for allstudents

Provide repetition and practice review

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Ways to Increase Instructional IntensityWays to Increase Instructional Intensity

Break tasks down into smaller steps

M k l i i ibl t dMake learning visibly represented

Provide additional prompts and cuesp p

Provide additional time for students to receive explicit instructionexplicit instruction

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A - Instructional DeliveryA - Instructional Delivery1) Improve delivery skills of person teaching

2) Improve skills in knowing how to efficiently acceleratehow to efficiently accelerate students who are High Risk gor Some Risk through i t ti linstructional programs

3) Change person teaching

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) g p g

Key Documents for GLTM Discussion of Early Intervention with High Risk Students

Key Documents for GLTM Discussion of Early Intervention with High Risk Students gg

1) Develop pacing guides1) Develop pacing guides (that show how the gap will be closed in a timely manner)

2) C ll i l l d2) Collect curriculum placement and content coverage data

3) Current Progress Monitoring Data

4) Documentation that Tracks Individuals4) Documentation that Tracks Individuals An individual tutoring log, for example.

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A - Instructional DeliveryA - Instructional Delivery

1) Improve delivery skills of person teaching

2) I kill i k i h t ffi i tl2) Improve skills in knowing how to efficiently accelerate students who are High Risk or Some Risk through instructional programsRisk through instructional programs

3) Change person teaching3) Change person teaching

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B - TimeB - Time

Increase instructional time

WITHIN OR OUTSIDEWITHIN OR OUTSIDE

the school day and school year.the school day and school year.

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Examples: 2nd and 3rd Grade StudentsExamples: 2nd and 3rd Grade Students

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C - GroupingC - GroupingGLTM Participants Review Individual Progress of

Targeted Students. When data indicates,Targeted Students. When data indicates, then…

Ch b hiChange group membership

Make group smallerg p

Make groups more homogenous

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Outcome Measures from Previous School Year

Screening Data from Current School Year

Significantly Grade L l

Some Ri k

High Ri kExceeding Level Risk Risk

In-Program Assessments

Group #1 Extension

of CRP

No PassPass Phonics Screener

Pass No PassGroup #6 Substantial

Group #2 Thorough

CRP Instruction

Group #3 Thorough

CRP Instruction

plus

Pass No Pass

Group #4 Thorough

Group #5 Thorough

Intervention with CRP

Intervention Corere-teachskills not

mastered inprogram

gCRP

Instruction plus

fluency instruction

gCRP

Instruction, instruction of missing

phonics skills, and

Group #7 Substantial I t ti

Intervention CoreAssessments

Flexible Grouping

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fluencypractice at

90%+ accuracy

level

Intervention with

Intervention Core

Framework

Grade Level

S Ri kSome Risk

High Risk Advanced

75504020

Percentile Rankings

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Percentile Rankings (e.g. For any given measure, a student at the 50th percentile has performed better

than 50% of all the students who are in the norm sample population)

D - Instructional materialsD - Instructional materials

Steps to take when considering materials used for students:

Add scaffolding to programAdd scaffolding to program

Change placement in program

Add additional programs supplemental or interventionsupplemental or intervention

Change program

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Know When to REVISE a PlanKnow When to REVISE a PlanWe’re not about beating a dead horse…

Wh it’ ll id d d ll thWhen it’s all said and done, all the planning is just that, a plan…

If the plan does not work, change the plan. Don’t just keep doing the plan,plan. Don t just keep doing the plan,

because it’s the plan!

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ConclusionConclusionThe grade level team meeting may be the single most important component of Reading First. It provides ga forum for:

Analyzing assessment results

Creating meaningful Action Plans

Dealing with grouping/scheduling issues

Communicating program philosophy requirementsCommunicating program philosophy, requirements, and activities

Professional development

When GLTMs serve these multiple purposes, they establish professional peer groups and become the cohesive element that makes Reading First a true program rather than a series of loosely connected

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First a true program, rather than a series of loosely connected activities.”--Central Consolidated SD RF GLTM Rationale

GLTM RubricGLTM RubricAlways:

All teachers in the grade level are present andAll teachers in the grade level are present and participating actively.M ti kl t l t thMeetings occur weekly or at least every other week.Problems and solutions are the focus of discussion.Coach and principal participate regularly (usually weekly, barring emergencies).

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( y y g g )

GLTM RubricGLTM RubricHope to See:

All teachers collaborating toward common goalsAll teachers collaborating toward common goals with a sense of collective responsibility rather than competition between teacherspA "safe" affective environment in which teachers can share openly without fear of humiliationp yDecision making always based on a "priority" approach (i.e. addressing needs that are most app oac ( e add ess g eeds t at a e ostimportant first rather than succumbing to the "tyranny of the urgent")

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GLTM RubricGLTM RubricHigh Quality:

Meeting and decision making is always centered on data f lti l t f t (di ti ifrom multiple types of assessments (diagnostic, screening, outcome, and progress monitoring).Decisions are specific and focused (i.e. measurable).p ( )Collaboration is constructive (i.e. positive environment, no negativity on behalf of participants).F f d d d l l d d t i dFocus of agenda and grade level needs are determined mostly by teachers and secondarily by leadership.Decisions that are made get implemented quickly with g p q ycollaborative follow-up (e.g. the principal and coach provide the necessary feedback and support to ensure the solution is implemented and working well).

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GLTM RubricGLTM RubricConcerns:

meetings that are completely led by leadershipmeetings in which the teachers are "tuned out" and not participatingmeetings in which the teachers lack "buy in"meetings in which the teachers lack buy-inlack of data utilization in any formlack of understanding of how to use the data to informlack of understanding of how to use the data to inform instructionmeetings not happening and/or not happening with sufficient frequency to make a difference in grade level decisionsfrequency to make a difference in grade level decisionsdecisions not being made and/or not resulting in instructional change (i.e. meeting has become more of a social event)

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Questions/Answers

Final CommentsFinal Comments

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Director: Marybeth FlachbartMarybeth Flachbart(208) 426.2243

Coordinators:Rosie Santana Deb Pfost Steve Underwood (208) 426 5399

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(208) 426.5399