instructional leadership and reading first component 3-part b sara ticer, principal, prairie...
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Instructional Leadership and Reading FirstComponent 3-Part B Sara Ticer, Principal,
Prairie Mountain School
District Support for Instructional Leadership & Professional Development in Reading First
Component 3-Part C Carl Cole, Special Services Director, Bethel School District
District Profile Student Enrollment: 5,310
SES: 42% Low Income
(Range 24%-74%)
Percent in Title: 18% (eligible schools)
Special Education: 15%
Distinctive Features High Student Mobility
Low Income Housing and Transient Hotels
Fast Growing Area: 5% Yearly Growth
Why a Districtwide Reading Program? Special Education Referral Rates
Grade 2 Special Education Referrals
0
5
10
15
20
1994-95 1995-96 1996-97
School Year
School 1School 2
Status of Reading Program
No Districtwide Reading Curriculum Reading Program Site Based Developmentally Appropriate Kindergarten
(DAP) Multiple Reading Textbooks
Steps in Developing K-3 Reading Program IDEA – Institute for the Development of Educational
Achievement: University of Oregon College of Education. Edward Kame’enui Deborah Simmons
K-3 Reading Committee ACCEL-S: Accelerating Children’s Competence in
Early Reading & Literacy - Schoolwide
The Evolution of Our Reading Project…Year 1Defined Reading Priorities / Curriculum Map for K-3
Project Began in Kindergarten
Collected Data
Designed an Action Plan Identified core curriculum Specified interventions, organization of instruction, delivery models Coordinated and aligned with Title, ESL, and Special Education
services
Made Reading a Priority! Provided additional instruction and learning opportunities to
students in deficit and strategic range Increased instruction time in the regular reading program
The Evolution of Our Reading Project…Year 2Full Implementation in Kindergarten/Extended Kindergarten Program
Project Moved to Grade One
Collected Data
Designed an Action Plan Identified core curriculum Specified interventions, organization of instruction, delivery models Coordinated and aligned with Title, ESL, and Special Education services Collected data on a regular basis
Made Reading a Priority! Provided additional instruction and learning opportunities to students in
deficit and strategic range Increased instruction time in the regular reading program
Year 3 Project Moved to Second GradeIntervention Options / Opportunities for Reading
Instruction K-2
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Schoolwide Reading Support
Reading First Leadership
Assessment System & Reporting Instructional Leadership Professional Development
District Assessments
Selection of Measures – DIBELS Setting Benchmarks Displaying and Reporting Data
Grade 2 Oral Reading Fluency Historical
14
8
3229
49
58
63
11
37
0
10
20
30
40
50
60
70
1999-00 2000-01 2001-02
Low Fluency Emerging Established
Grade 3 Oral Reading Fluency 2001-02
61% (n=252) Proficient Readers
34% (n=140) Intermediate Readers
6% (n=24) Low-Fluency Readers
Grade 3 Oral Reading Fluency Historical
4138
34
6 66
5356
61
0
10
20
30
40
50
60
70
1999-00 2000-01 2001-02
Low Fluency Emerging Established
Percent of Students Passing Oregon's 3rd Grade Reading Benchmark
2.5
85
97.5
50
0
20
40
60
80
100
120
0-51 WPM 52-86 WPM(Fall G2 50thPercentile)
87-113 WPM(25th Percentile)
114+ WPM(50th Percentile)
Pe
rce
nt
Administrative Leadership
Understanding necessary components of a school-wide reading program
Fiscal Management Hiring Practices Instructional Leadership Making sure the other six elements happen Establishing a Reading Committee Selection of materials (SBRR) Assessments
Establishing a Reading Committee Membership
Principal Regular Education Teachers Special Education Teachers Title Teacher ELL Teacher
Establish a Shared Vision Around a Need for Change … Student performance data
Information on scientific research-based reading programs and strategies
Dialogue and school-wide goal setting
Teacher performance goals and professional development have a reading focus.
Establish Instructional Priorities By…
Developing a school-wide instructional schedule that clearly identifies reading as a priority.
Allocating staff resources for reading instruction.
Having expectations for the amount of instructional time spent on reading at each grade level.
Establish a Commitment to Effective Reading Instruction Implementation By… Developing instructional plans for all levels of
learners based on performance data. Identifying the types of interventions and program
materials used with specific student populations. Reviewing assessment data on a periodic basis in
order to make appropriate instructional adjustments. Collaborating within teams of teachers who work
together to talk about instruction, groupings, data, and needed adjustments.
Grade Curriculum / Programs Time Allotted Assigned To: Organization / Delivery Models
Monitoring / Evaluation Professional Development Resources
Sec
ond
1. Read Well program 2. Open Court reading
program 3. Read Naturally program 4. Sight Words 5. Phonics supplements:
Explode the Code Primary Phonics Saxon
120 minutes daily Resource Room Title I teacher Classroom teacher ESL teacher Educational Assistants
Small group direct instruction Title push in / out Resource Room pull out (for IEP students) ESL pull out for 30 minutes
Curriculum assessment measures Oral reading fluency probes 2X per month ORF testing September, January, May IPT test for language proficiency in oral, reading and writing skills – ESL
Fir
st
1. Read Well program 2. Optimize program 3. Flair program 4. Open Court program
150 minutes Resource Room Title I teacher Classroom teacher ESL teacher Educational Assistants
Small group direct instruction Title push in / out Resource Room pull out (for IEP students) ESL pull out for 60 minutes
Curriculum assessment measures Oral reading fluency probes 2X per month (DIBELS in the fall and winter) DIBELS and ORF testing September, January, May IPT test for language proficiency in oral, reading, and writing skills – ESL
Kin
derg
arte
n
1. Optimize reading program
2. Open Court reading program
3. Flair reading program
45 minutes daily with classroom teacher 30 minutes with educational assistants 30 minutes in extended kindergarten
Classroom teacher Title I teacher ESL teacher Educational Assistants
Regular education program for whole and small groups / direct instruction Title push in ESL pull out for 30 minutes Extended kindergarten program (30 minutes daily)
DIBELS probes 2X per month DIBELS testing September, January, May IPT test for language proficiency in oral, reading and writing skills - ESL
Instructional Programs Teachers and educational assistants who deliver instructional programs receive yearly staff development and update sessions in: Read Naturally Read Well Write Well Open Court Decodables Optimize
Assessment Title teachers, resource room teachers, and educational assistants receive training and update sessions in oral reading fluency and DIBELS assessment measures. One teacher per grade level receives same training to serve as peer trainers. Bethel Reading Project Classroom teachers and specialist participate in scheduled Bethel Reading Project activities and in-services
Open Court consultants University of Oregon Bethel District Curriculum and Instruction Deparmtent and Director, Drew Braun Special Programs Director, Carl Cole Rhonda Wolter, Reading Coordinator Grade level teams Reading Action Team
INSTRUCTIONAL ACTION PLAN FOR LEARNERS:
AT INTENSIVE LEVEL
Grade Curriculum / Programs Time Allotted Assigned To: Organization Delivery Models
Monitoring / Evaluation Professional Development Resources
Sec
ond
1. Read Well program 2. Open Court reading
program 3. Read Naturally program 4. Sight Words 5. Phonics supplements:
Explode the Code Primary Phonics Saxon
90 minutes of instruction in regular classroom 30 minutes in Title Lab
Classroom Teacher Title I teacher Educational Assistants ESL teacher
Whole group direct instruction Small group direct instruction Title push in / out ESL pull out for 30 minutes
Curriculum assessment measures Oral reading fluency probes 1 - 2X per month ORF testing September, January, May IPT test for language proficiency – ESL
Fir
st
1. Read Well program 2. Open Court decodable
books 3. Optimize reading
program 4. Read Naturally program 5. Write Well program 6. Flair reading program
120 minutes of instruction in regular classroom 30 minutes in Title Lab
Classroom Teacher Title I teacher Educational assistants ESL teacher
Whole group direct instruction Small group direct instruction Title push in / out ESL pull out for 60 minutes
Curriculum assessment measures Oral reading fluency probes 1 - 2X per month (DIBELS in the fall and winter) DIBELS and ORF testing September, January, May IPT test for language proficiency – ESL
Kin
derg
arte
n
1. Optimize reading program
2. Open Court reading program
3. Flair reading program
45 minutes daily with classroom teacher 30 minutes with educational assistants 30 minutes in extended kindergarten
Classroom teacher Title I teacher Educational Assistants ESL teacher
Regular education program for whole and small groups / direct instruction Title push in Extended kindergarten program (30 minutes daily) ESL pull out for 30 minutes
DIBELS probes 1 - 2X per month DIBELS testing September, January, May IPT test for language proficiency - ESL
Instructional Programs Teachers and educational assistants who deliver instructional programs receive yearly staff development and update sessions in: Read Naturally Read Well Write Well Open Court Decodables Optimize
Assessment Title teachers, resource room teachers, and educational assistants receive training and update sessions in oral reading fluency and DIBELS assessment measures. One teacher per grade level receives same training to serve as peer trainers. Bethel Reading Project Classroom teachers and specialist participate in scheduled Bethel Reading Project activities and in-services
Open Court consultants University of Oregon Bethel District Curriculum and Instruction Deparmtent and Director, Drew Braun Special Programs Director, Carl Cole Rhonda Wolter, Reading Coordinator Grade level teams Reading Action Team
INSTRUCTIONAL ACTION PLAN FOR LEARNERS:
AT STRATEGIC LEVEL
Grade Curriculum / Programs Time Allotted Assigned To: Organization Delivery Models
Monitoring / Evaluation Professional Development Resources
Seco
nd
1. Open Court reading program
2. Read Naturally program 3. Supplemental basal
readers 4. Chapter books
90 minutes daily Classroom Teacher Whole group direct instruction Small group direct instruction Literature groups
Curriculum assessment measures Monthly oral reading fluency probes ORF testing September, January, May
Firs
t
1. Open Court reading program
2. Read Naturally program 3. Supplemental basal
readers 4. Cross Grade Reading
Buddies
120 minutes daily Classroom Teacher Whole group direct instruction Small group direct instruction
Curriculum assessment measures Monthly oral reading fluency probes DIBELS and ORF testing September, January, May
Kin
derg
arte
n
1. Open Court reading 2. Flair reading program
45 minutes daily with classroom teacher
Classroom teacher Educational Assistants
Whole group presentation Small groups
DIBELS probes 1X per month DIBELS testing September, January, May
Instructional Programs Teachers and educational assistants who deliver instructional programs receive yearly staff development and update sessions in: Read Naturally Read Well Write Well Open Court Decodables Optimize
Assessment Title teachers, resource room teachers, and educational assistants receive training and update sessions in oral reading fluency and DIBELS assessment measures. One teacher per grade level receives same training to serve as peer trainers. Bethel Reading Project Classroom teachers and specialist participate in scheduled Bethel Reading Project activities and in-services
Open Court consultants University of Oregon Bethel District Curriculum and Instruction Deparmtent and Director, Drew Braun Special Programs Director, Carl Cole Rhonda Wolter, Reading Coordinator Grade level teams Reading Action Team
INSTRUCTIONAL ACTION PLAN FOR LEARNERS:
AT BENCHMARK LEVEL
Differentiated Instruction, Grouping, and Scheduling that Optimizes Learning
Grade Organization / Delivery Models
Sec
ond Small group direct instruction
Title push in / out Resource Room pull out (for IEP students) ESL pull out for 30 minutes
Fir
st
Small group direct instruction Title push in / out Resource Room pull out (for IEP students) ESL pull out for 60 minutes
Kin
der
gar
ten Regular education program for whole and small groups / direct instruction
Title push in ESL pull out for 30 minutes Extended kindergarten program (30 minutes daily)
Kindergarten
TermDIBELS
Benchmark Scores
Instructional Placement Evaluation
Supplemental
Instructional Program
Delivery of Supplemental
Program
Frequency of
Progress Monitorin
g
Determining Instructional Effectiveness
Fall OnRF: < 10
Optimize PT(see guidelines to determine entry point)
Optimize
Who:Where:Extended KClassroomTitle ISped30 minutes M-F
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
Winter PSF: <10
Optimize PT(see guidelines to determine entry point)
Optimize
Who:Where:Extended KClassroomTitle ISped30 minutes M-F
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
Spring PSF: <20
Optimize PT(see guidelines to determine entry point)
Optimize
Who:Where:Extended KClassroomTitle ISped30 minutes M-F
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
Students producing less than 35 on PSF and less than 20 on NWF in May of Kindergarten should attend summer school.
1st Grade
TermDIBELS
Benchmark Scores
Instructional Placement Evaluation
Supplemental Instructional
Program
Delivery of Supplemental
Program
Frequency of Progress Monitoring
Determining Instructional Effectiveness
Fall
PSF: < 20 Optimize PT Optimize Who:Where:ClassroomTitleSpedWhen:
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
PSF: 20-34Read Well & Write Well PT
Read Well & Write Well
Winter
PSF: < 35; NWF: < 10
Optimize PTRead/Write Well PT
Optimizeor
Read/Well
Who:Where:ClassroomTitleSpedWhen:
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
PSF: >35; NWF: < 40
Read/Write Well PT
Read Well & Write Well
NWF: >40; ORF: <12
Read/Write Well PTRead Naturally PT
Read/Write Well& / or
Read Naturally
Spring
PSF: < 35; NWF: < 10
Optimize PTRead/Write Well PT
Optimizeor
Read/Well
Who:Where:ClassroomTitleSpedWhen: 2 x Month
Monthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
PSF: >35; NWF: < 40
Read/Write Well PT
Read Well & Write Well
NWF: >40; ORF: <12
Read/Write Well PTRead Naturally PT
Read/Write Well & / or
Read Naturally
NWF: >40; ORF: <30
Read Naturally PTOpen Court PT
Read Naturally & / or
Open Court
Students reading less than 30 on ORF in the Spring of First grade should attend summer school.
2nd Grade
TermDIBELS
Benchmark Scores
Instructional Placement Evaluation
Supplemental Instructional
Program
Delivery of Supplemental Program
Frequency of Progress Monitoring
Determining Instructional Effectiveness
Fall
ORF: < 20
-Determine skills on PA/AU
Read Well & Write Well PT
Read Well & Write Well
Who:Where:ClassroomTitleSpedWhen:
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
ORF: 20-40
Read/Write Well PT
& / orRead Naturally
Read/Write Well& / or
Read Naturally
Winter
ORF: < 40
Read/Write Well PT
& / orRead Naturally PT
Read/Write Well& / or
Read Naturally
Who:Where:ClassroomTitleSpedWhen:
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
ORF: 40-60
Read/Write Well PT
& / orRead Naturally PT
& / orOpen Court PT
Read/Write Well PT& / or
Read Naturally PT& / or
Open Court PT
Spring
ORF: < 50
Read/Write Well PT
& / orRead Naturally PT
& / orOpen Court PT
Read/Write Well PT& / or
Read Naturally PT& / or
Open Court PT
Who:Where:ClassroomTitleSpedWhen:
2 x MonthMonthly
3 points above goal line, continue program3 points below goal line, evaluate program (see form)
ORF: 50-70Read Naturally PT
& / orOpen Court PT
Read Naturally& / or
Open Court
Students reading less than 60 on ORF in the Spring of Second Grade should attend summer school.
Kindergarten Instructional Time: 135 minutes of daily instructional time
Instructional Activity Monday Tuesday Wednesday Thursday Friday MinimumDaily Time
Reading: 60 minutes per day
x x x x x 60 mins
Math: 30 minutes per day
x x x x x 30 mins
Activity Block: art, music, or other activities.
45 mins
Grade 1-3 Instructional Time: 305 minutes of daily instructional time
Instructional Activity Monday Tuesday Wednesday Thursday Friday MinimumDaily Time
Reading: 90 minutes or program recommendation daily x x x x x 90 mins
Writing & Spelling: 30 minutes daily
x x x x x 30 mins
Math: 60 minutes or program recommendation daily x x x x x 60 mins
Music or PE: 30 minutes daily: example to the right
Music PE Music PE Music 30 mins
Activity Block: 45 minutes – one activity per day: Health/Social Skills, Science, Social Studies, or Art: example to the right
Health or Socia
l Skills
Science Art Social Studi
es
Optional time
45 mins
Un-allotted time: 50 minutes which can be used for 2nd dose of reading, transitions or additions to other instructional areas.
50 mins
Staff Development
Building Capacity – develop a trainer of trainers model
New teachers to the district or new to a grade level are trained prior to teaching the reading curriculum
DIBELS and Assessment training 3 times per year prior to assessment dates to ensure reliability
Establish a Staff Development Model By… Scheduling regular meetings to review data, update
instructional plans and reflect upon practices. Providing training on new program materials, program
revisions, and effective strategies for all teaching staff. Providing training support for new teachers and assistants. Identifying teacher leaders who can serve as mentors
and/or coaches. Supporting teachers in setting performance goals and
participating in professional development on reading.
District Resource Allocation Regular Education, Title I and Special Education are
a spectrum of inter-related instructional opportunities.
Extended Kindergarten Program. Summer School for intensive and possibly strategic
students to build skills and prevent loss of skill over the summer
16
9
2728.5
05
1015202530
May 99 July 99 Aug 99 Sept 99
Summer School Spring, Summer and Fall
Median - n=50
Intensive Students & Summer SchoolGoal: 35 Spring of Kindergarten
New vs Continuing Students
77285N =
New vs Continuing Students
Spring 2002
NewContinuing
OR
F_1
st_9
200
180
160
140
120
100
80
60
40
20
0
-20
78290N =
New vs Continuing Students
Oral Reading Fluency January 2002
NewContinuing
OR
F_1
st_5
200
180
160
140
120
100
80
60
40
20
0
-20
Grade 1 Goal: 40-60 Word per Minute
New vs Continuing Students
Grade 1 Students First Time Assessed Spring 02
310 68.186 18.9
Fall K
Fall Grade 1
Frequency Percent
Grade 2 Students First Time Assessed Spring 02
237 57.448 11.661 14.8
Fall K
Fall Grade 1
Fall Grade 2
Frequency Percent
New vs Continuing Students
Grade 1 - 2001 Oral Reading Fluency by First Time Assessed
35.56 40.56 68.9025.53 29.39 58.01
Mean
Mean
AssessedFall K
Fall Grade 1
Non SenseWords
ORFJanuary ORF May
New vs Continuing Students
Grade 2 - 2001 Oral Reading Fluency by First Time Assessed
65.73 91.37 110.1755.86 78.74 99.3742.06 66.17 88.35
Mean
Mean
Mean
AssessedFall K
Fall Grade 1
Fall Grade 2
ORFSeptember
ORFJanuary ORF May
Grade 2 Special Education Referral Rates
0
2
4
6
8
10
12
14
16
18
1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01
School Year
School 1School 2