Lessons shared: What we have learned from high performing schools

Principals’ Insights from the

Oregon Reading First Case Studies

Dr. Stan Paine, Interim Director

Center on Teaching & Learning

Principal-in-Residence, Oregon Reading First Center

University of Oregon

Cohort B Leadership MeetingMarch 2, 2006

Eugene, Oregon

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What are the most essential parts of the principal’s role in a RF school?

1. Setting high expectations

• & empowering others to meet them

• assuring fidelity in program implementation

• building a “no excuses” culture in the school;

doing whatever it takes to help kids succeed

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“I came in the fall and I said to them, ‘This is what we have agreed to do. We will be very faithful to this commitment. . .

“I intend to give this 110%, and I ask you all to do the same. It’s too important to give it any less.”

--RF principal

4

What are the most essential parts of the principal’s role in a RF school?

2. Being visible & involved in the reading program

• “talking the talk” & “walking the walk”

• getting into classrooms to support teachers & coach

• walk-throughs

• 5 minute observations

5

I visit the classrooms not with the idea of “What are you doing right or wrong?” but “What can I learn from you?” and “How can I support you?”

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What are the most essential parts of the principal’s role in a RF school?

3. Supporting use of data to adjust instruction

• scheduling group meeting times for the year

• attending meetings whenever possible

• assuring follow-up on changes to instruction

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“We have between 70-80% of our students meeting benchmark. That sounds pretty good, but what about that other 20%?”

“We want all kids to succeed, and we’re focused on making that happen.”

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What are the most essential parts of the principal’s role in a RF school?

4. Actively collaborating with the coach

and teachers to support students’

reading success

• team meetings

• group/kid-specific, data oriented

conversations

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“But we have to remember that we are all responsible for the success of all kids on our grade level team, so we have to work together. It’s not just your student, it’s our student.”

“At first teachers didn’t want to regroup their kids.

10

How has your school’s focus changed since implementing RF?

• more instructional time devoted to reading

• greater focus on data to guide instruction

• increased attention to differentiation

• of materials

• of instructional time

• of instructional intensity

• willingness to do “whatever it takes…”

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“With Title I, we do an after school program. Children who are not reaching the benchmarks get to stay after school for additional reading support.”

12

Your school has had strong outcomes. To what do you attribute that success?

• devoting more time to reading instruction

• monitoring student performance and

adjusting instruction as indicated

• having benchmark targets and goals

• setting & following up on high expectations

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“I won’t ask you to do anything that I won’t do, and I won’t do your job for you or let you off the hook. I’m here to support you, but your job is to support the kids. That’s it.”

14

Your school has had strong outcomes. To what do you attribute that success?

• a strong mentor coach

• a solid curriculum implemented with fidelity

• a school culture focused on reading success

• A commitment to developing increased capacity to

sustain the essential elements within the school

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“I think anyone on our staff could be the reading coach. I could point to anyone and say ‘We need your leadership this year.’ Not because the job is easy, but because they are committed, and I believe in them. You must build capacity to keep the program going.”

16

What is your vision for your school over the next two years of RF funding?

• to get more K-1 students to benchmark levels

• to maintain our commitment to RF for the

duration, to continue working to get better at

meeting students’ needs and to sustain our

improved results over the long run

• to keep supporting each other and keep

collaborating

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“I am not an expert in reading, but with the training and coaching we’ve had, I’ve been able to learn right along with the teachers.

Now I can walk in and take a teacher’s group for a few minutes and know what to do.”

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What parts of the RF program do you see continuing as part of your program over time?

• solid curriculum with strong fidelity

• using data to guide instruction

• a two-hour literacy block

• teacher collaboration

• on-going training and coaching support

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“I am very pleased with our staff. Reading First wasn’t always easy, but we stuck with it, and it has paid off. I am very proud of our staff and what they do to help all kids succeed.”

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What advice would you give to another school considering implementing a program like this?

• the principal needs to lead, to set expectations and to

support others to meet those expectations

• be flexible and creative about grouping and scheduling

• learn from other schools

• consistent curriculum & use of data are very important

• you have nothing to lose & everything to gain

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“We sometimes have to rethink things or try something new, but we can do that. The bottom line is this: It’s not about the preferences of the adults. It’s about the success of the kids.” --RF principal

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Data is a key.....

“Data brings the reality of the child’s

success or struggle to the forefront. We

can’t afford to ignore the data if we are

concerned about the student’s future.”

-RF principal

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Data guides instruction

“If the plan is not working, we do whatever

is needed to change the plan. If it is not

working after two weeks or a month, you

need to change it. You need to make

sure the plan is working.

Failure is not an option.”-RF principal

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Data guides success.....

“We are driven by curriculum

and guided by data.”

-RF principal

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Collaboration

“Teachers using PD time to take a half-

day to organize and plan reading

together has been invaluable.”

-RF principal

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Focus

“We say that we are a basic skills school--

that’s our purpose--that’s what we’re

about. We are about basic skills, and

we intend to do it very well.”

-RF principal

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Determination

“I want all our kids succeeding.

That’s what it’s all about.

It’s going to happen.

I have no doubt.”

-RF principal

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Wise use of resources

“Money is not the issue in sustaining the program.

Having the will is the issue. We have the funding we

need. It’s how you choose to prioritize and use the

funding that makes the difference.”

“Is your funding aligned with your mission?

If not, you will struggle.

If so, you will succeed.”--RF principal

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Opportunity + determination = success

“This is a career moment for us. To have

these resources (funds, training, data)

and this chance to make a difference is

a once-in-a-career opportunity.

We intend to make the most of it.”

--RF principal

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“I truly believe that with the resources we have and with the right spirit, we can do it— we can help all students succeed.”

--RF principal

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Thank you to…..

• The principals of the case study schools, for

their time, wisdom and insight into what it takes

to help all kids succeed

• Katie Tate, for technical & artistic assistance

• George Winston, for musical inspiration

(“Joy, Hope & Peace” from Montana: A Love Story. RCA, 2004.)