instructional leadership and reading first component 3-part b sara ticer, principal, prairie...

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

Bethel Reading Project Goals

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

Teacher Class List

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

Progress Monitoring Graph Grade 1

Second Grade ORF

Third Grade ORF

Instructional Planning Administrative LeadershipReading CommitteeVision Instructional Priorities

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


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


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


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





AT STRATEGIC LEVEL

Grade Curriculum / Programs Time Allotted Assigned To: Organization Delivery Models


Seco

nd


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


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





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


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


2 x MonthMonthly


Spring PSF: <20


Optimize


2 x MonthMonthly


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


Supplemental Instructional

Program

Delivery of Supplemental

Program

Frequency of Progress Monitoring


Fall

PSF: < 20 Optimize PT Optimize Who:Where:ClassroomTitleSpedWhen:

2 x MonthMonthly


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


PSF: >35; NWF: < 40

Read/Write Well PT


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


PSF: >35; NWF: < 40

Read/Write Well PT


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


Supplemental Instructional

Program

Delivery of Supplemental Program

Frequency of Progress Monitoring


Fall

ORF: < 20

-Determine skills on PA/AU

Read Well & Write Well PT



2 x MonthMonthly


ORF: 20-40

Read/Write Well PT

& / orRead Naturally


Read Naturally

Winter

ORF: < 40

Read/Write Well PT

& / orRead Naturally PT


Read Naturally


2 x MonthMonthly


ORF: 40-60

Read/Write Well PT


& / orOpen Court PT

Read/Write Well PT& / or

Read Naturally PT& / or

Open Court PT

Spring

ORF: < 50

Read/Write Well PT


& / orOpen Court PT

Read/Write Well PT& / or

Read Naturally PT& / or

Open Court PT


2 x MonthMonthly


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 =


Spring 2002

NewContinuing

OR

F_1

st_9

200

180

160

140

120

100

80

60

40

20

0

-20

78290N =


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


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


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


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

Some of the Benefits...

Increased Literacy Skills for Young Students

Focused Instruction

Data-Based Decision Making

Collaboration Among Staff and programs (Regular Education, Title I and SPED

Well-Trained Paraprofessionals

instructional leadership and reading first component 3-part b sara ticer, principal, prairie...

Documents

reading instruction

reading projectyear

reading firstcomponent

districtwide reading

regular reading programyear

reading committeeaccels

reading programidea

special education servicesmade