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A Tool To Support Implementation A Tool To Support Implementation of the Oregon K-12 Diploma of the Oregon K-12 Diploma

Suggestions for

District District Level Level

SupportSupport

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Today’s presenters

• Lori Smith– Director of Student Achievement, Bethel SD– Helped develop the Oregon K-12 Literacy Framework

• Pat Evenson-Brady– Superintendent, Hood River County SD– Member, Literacy Leadership State Steering Committee

• Julie Anderson– Educational Specialist, English/Language Arts, ODE

• Stan Paine– Center on Teaching & Learning, University of Oregon

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The Oregon Literacy FrameworkThe Oregon Literacy Framework

……a blueprint of what schools in Oregon can do to a blueprint of what schools in Oregon can do to help students develop the Essential Skill of Reading. help students develop the Essential Skill of Reading.

Developed by the Literacy Leadership State Steering Committee Developed by the Literacy Leadership State Steering Committee (LLSSC) in cooperation with the Oregon Department of Education.(LLSSC) in cooperation with the Oregon Department of Education.

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Presentation Goals Provide an overview of: 1. The three levels of the Oregon Literacy Framework2. The six chapters of the Oregon Literacy Framework3. What support might look like at the district level

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District support for the implementation of the Oregon Literacy Framework

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What is the Oregon Literacy Framework?

• A tool to support the Oregon K-12 diploma project• A roadmap for how to improve literacy outcomes for

students in K-12 through the coordinated efforts of the State of Oregon, Oregon districts and Oregon schools

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What is the Oregon Literacy Framework? • A framework from which to guide practices within all

literacy initiatives in the State of Oregon

Oregon Literacy Initiative

EBISS

Response to

Intervention

Reading First

Outreach

Superintendent’s Summer Institute

Scaling Up Evidence

Based Practices

LLSSC

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Why was the Oregon Literacy Framework developed?

• To support implementation of the Oregon Diploma. Specifically, the Oregon K-12 Literacy Framework supports development of the Essential Skill of Reading.

• The Oregon K-12 Literacy Framework is designed to facilitate collaboration and align improvement efforts across school, district and state levels.

• The Oregon Department of Education believes our public schools are doing a good job educating Oregon students, but that they can and must do a better job. The foundation for this improvement is increasing literacy outcomes for all students throughout K-12.

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• Concerns from data: OAKS ResultsOAKS Results10th Grade OAKS data--– about 35% of students read below grade level.

• This means that 35% of 10th graders do not have the fundamental reading skills necessary to read grade level textbooks with proficiency.

– among African American students, 59% are not reading at grade level, and among Hispanic students, 52% are not at grade level.

– overall only 17% of Oregon’s 10th grade students and far fewer African American and Hispanic students exceed Oregon standards.

Why was the Oregon Literacy Framework developed?

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• Concerns from data: NAEP ResultsNAEP Results

Oregon 4th graders:

– 38% of Oregon 4th graders do not have basic reading skills

• this is one of the highest rates in the country.

– 54% of FRL students, do not have basic 4th grade reading skills.

• This percentage is more than double the percentage of students who are not eligible for free or reduced lunch prices (25%).

Oregon 8th graders:

– 23% of Oregon 8th grade students don’t have basic reading skills

– Among Oregon African American and Hispanic students specifically, this percentage nearly doubles to 43% and 47%. In other words:

– Nearly 1 of every 2 African American and Hispanic Oregon students does not have the basic 8th grade reading skills

Why was the Oregon Literacy Framework created?

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What are the components of the Oregon Literacy Framework?

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School Level Support

Student Reading

GoalsAssessment

Instruction

Leadership

Professional Development

Commitment

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Framework documents

• School strategies document--one

chapter for each element of the

framework, addressing strategies for

grades K-3 and 4-12

• Executive summary

• District support strategies document

• State support strategies document

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“Current systems support current practices, which yield current outcomes.

Revised systems are needed to support new practices to generate improved outcomes.”

Dean Fixen

Principal Investigator, Scaling Up Project

Center for State Implementation and Scaling-Up of Evidence-Based Practices (SISEP)

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SUPPORTS

PRACTICES

DATA

Supports forEffective Implementation

Data forDecisionMaking

Practices for Student Success

OUTCOMES

Adapted From:

Horner & Sugai

•Assessment

•Goals•Commitment

•Instruction

•Leadership•Professional Development

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Video

• Goals

• Assessment

• Instruction

• Leadership

• Professional Development

• Commitment

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Be the guiding/driving force for Bethel’s Systems Approach to improving literacy achievement for all the students your school serves.

School Literacy Leadership TeamsTeam Charge

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• Team with the Principal to be the Literacy Instructional Leaders:

– Analyze school-wide literacy data

– Ensure coordination of literacy programs and materials within and between grades

– Develop a Literacy Action Plan with the staff

– Determine professional development needs

– Align Title I, Special Education, and ELD services

– Build capacity to meet the literacy needs of all students in the school

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School Literacy Leadership TeamsPurpose

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• Be the Literacy Instructional Leaders for the School:

– Become experts in literacy curriculum, assessments, and instruction

– Be the keepers of the school and district literacy goals for your building

– Attend district literacy leadership team meetings

– Regularly participate in building-level literacy leadership team meetings

School Literacy Leadership TeamTeam Member Responsibilities

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Implementation Stages K-12 Reading

Exploration & Adoption

Program Installation

Full Operation

Initial Implementation

Innovation

Sustainability

1997

K-3

1997 K-1 1998 2-3

1998 K-11999 2-3

Gr. 6-8 Reading (2001)

Gr. 9 Ext English (2005)

2001 K-32008 LLT’s K-12

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Stages of Implementation

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

Fixen, Blase, Horner & Sugai (2009, February), Readiness for Change, Scaling Up Brief #3. Chapel Hill: The University of North Carolina, FPG, SISEP.

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What Is The District’s Role In Using The Literacy Framework?

• Establish district goals for reading attainment that are:

• Specific, observable, measurable

• Adopted by School Board

• Communicated throughout community

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The District’s Role

Plans• Align school plans with

district plan annually

Data• District reviews district

and school data more than once annually

• District provides recognition & support for schools making progress

• District creates a district-wide “data culture”

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• Develop a district reading assessment plan used every grade, every school

• Use a district database to collect & provide immediate access to school reading data

• Create a pool of resident trainers to teach staff to collect and use data, instruct new staff members, & conduct reliability checks

• Select measures to use along with OAKS, both formative & summative

The District’s Role

Assessment

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• Assist principals to be strong instructional leaders by assuring that

• They schedule enough literacy instruction time—at least 90 minutes daily K-3

• They do walk-throughs to monitor use of adopted programs

• They monitor placement in reading programs following a protocol

• They monitor teacher team meetings on literacy

The District’s RoleInstruction

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• Provide after school or summer school for struggling readers

• Provide intensive intervention for students reading 2 or more levels below grade

• Select scientifically based core reading programs & a menu of supplemental programs for struggling readers that are aligned with the core

• Teach teachers to use adopted materials

The District’s Role

Instruction: Interventions

Instructional Materials

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• Match budget choices to literacy priorities

• Use literacy coaches if possible

• To improve student literacy, deliver on-going, job-embedded PD focused on literacy via coaching, teacher collaboration, peer coaching & observation, etc.

The District’s Role

Budget Professional Development

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See• Guiding Questions

for District Support Planning**

**At the end of the Framework

Sources**

Many documents:

• (i.e., Maintaining Fidelity of implementation with Walk-throughs)

The District’s RoleResources

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A Tool To Support Implementation A Tool To Support Implementation of the Oregon K-12 Diploma of the Oregon K-12 Diploma

Suggestions for

District District Level Level

SupportSupport