Schoolwide Reading: Day 3

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Schoolwide Reading Day 3

• Winter 2009

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Agenda

• Importance of a Core Program
• Core Program Analysis Target Skill Review
• Instructional Modifications (Fidelity Plus)
• Communication and Integration
• Schoolwide Reading Program Evaluation
• PET-R
• Action Planning

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Core ProgramsAddressing the Needs of All
Learners
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Purpose

• Today is not about
• Realigning your core
• Replacing your core
• An endorsement or condemnation of any particular
  basal program

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Purpose (cont)

• Today is about
• Understanding the importance of a core program
• Modeling a process whereby
• You are looking at your data to determine areas
  of instructional need and focus
• You are teaching the elements of your core
  explicitly and providing sufficient practice for
  the vast majority of your students to have mastery

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Why Focus on a Reading Program?

• The research literature on critical skills
  children need to be successful readers is
  compelling.
• Much classroom practice is shaped by reading
  programs
• Publishers have responded to the research and
  redesigned programs.
• A program provides continuity across classrooms
  and grades in approach.
• Many state standards are using research to
• guide expectations.

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Core ProgramA Core Instructional Program of
Validated Efficacy Adopted and Implemented
Schoolwide

• A core program is the base reading program
  designed to provide instruction on the essential
  areas of reading for the majority of students
  schoolwide. In general, the core program should
  enable 80 or more of students to attain
  schoolwide reading goals.

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Understanding the Purpose of Different Programs

• Programs are tools that are implemented by
  teachers to ensure that children learn enough on
  time.

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Programs Implemented with High Fidelity

• Programs are only as good as the level of
  implementation. Not all programs are written to
  provide the guidance to do the following well.
• To optimize program effectiveness
• Implement the program everyday with fidelity
• Deliver the instruction clearly, consistently,
  and explicitly (e.g., model skills and
  strategies)
• Provide scaffolded support to students (e.g.,
  give extra support to students who need it)
• Provide opportunities for practice with
  corrective feedback (e.g., maximize engagement
  and individualize feedback)

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Two Basic Questions

• Are we teaching the right things at the right
  time?
• Are we teaching the right things well such that
  all students are learning?

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Looking at the data

• Always start with your data.
• What does it say about your core instruction?
• in terms of percent of students in the low risk
  and established categories (80 or above)
• in terms of sustaining appropriate growth? (95)
• If you are meeting the above criteria and other
  data substantiates your findings, there is very
  little need to do a comprehensive analysis of
  your core.

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Kindergarten Alphabetic Principle
Approximately 40 of students are consistently
not making benchmark.
Cohort 2 2005-2006 N1,644 End of
year at Benchmark 53 2007-2008 N1,504 End of
year at Benchmark 67
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1st Grade Alphabetic Principle
Again, approximately 40 of students did not
make the benchmark .
Cohort 2 2005-2006 N1618 Percent at Benchmark
Mid Yr 41 End of Yr 65 2008-2009 N999
Percent at Benchmark Mid Yr 58
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Second Grade Alphabetic Principle
Yet again, fall of 2nd grade approximately 40 of
students are consistently not established in A.P.
Cohort 2
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First Grade Alphabetic PrincipleRates of Growth
2 sounds per week
2 sounds per week
1.3 sounds per week
1.7 sounds per week
0.5 sounds per week
1.5 sounds per week
To have all become proficient, the lowest 20
would need a rate of 2 or more correct sounds
per week.
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Data Summary

• Spring Kindergarten and Fall First Grade are
  critical times for phonetic instruction.
• Current core program is leaving approximately 40
  of the students behind.
• The students left behind fall further behind.

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Core Program AnalysisTargeted Skill Review
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Question 1Are we teaching the right things at
the right times?

• Points to consider
• Sequencing of skills
• Preskills taught before the strategy itself
• Instances that are consistent with the strategy
  are introduced before the exceptions
• High utility skills are introduced before less
  useful ones
• Easy skills are taught before more difficult ones
• Strategies and information that are likely to be
  confused are not introduced at the same time.

Carnine, Silbert, Kameenui, Tarver, 2004
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Question 1 (continued)Are we teaching the right
things at the right times?

• Tools that are helpful
• Curriculum Maps
• Oregon Reading First
• Florida Center for Reading Research
• A Consumers Guide to Analyzing a Core Reading
  Program

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Curriculum Maps (Oregon Reading First 180 day
pacing guide)
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How to Read Curriculum Maps
Months
X Instructional Emphasis
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Deb Simmons talks about the development of the
Oregon Reading First Curriculum Maps
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What to do if your core is completely inadequate?

• Cry
• Purchase a new core
• Provide a series of supplemental instruction
  programs to replace or augment the core
• Important reminder Review the scope and
  sequence of each supplemental program and its fit
  to an overall instructional plan.

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Question 2Are we teaching the right things well
such that all students are learning?

• Points to consider
• Are the lessons
• Explicitly taught?
• Modeled?
• Scaffolded?
• Practiced to mastery?
• Reviewed across time?
• Are we maximizing instructional engaged time by
  attending to
• Focus on Big Ideas?
• Use of time?
• Classroom management?
• Increasing the opportunities for students to
  respond and receive corrective feedback?

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Question 2Are we teaching the right things well
such that all students are learning?

• Helpful Tools
• Training information from Schoolwide Reading Day
  2 (i.e. Systematic Explicit Instruction
  Definitions Guidelines)
• A Consumers Guide to Analyzing a Core Reading
  Program

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Targeted Skill ReviewKindergarten Phonics
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Steps for Targeted Review

• Respond to your data
• Gather appropriate materials
• Clarify subjective terminology and concepts
• Use advance organizers from the basal if
  available
• Designate a note taker to document findings
• Summarize key findings
• Identify instructional enhancements
• Establish an action plan

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Respond to Your Data

• Data Summary
• Spring Kindergarten and Fall First Grade are
  critical times for phonetic instruction.
• Current core program is leaving approximately 40
  of the students behind.
• The students left behind fall further behind.

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Gather Appropriate Materials

• Core teacher materials
• A Consumers Guide to Analyzing A Core Reading
  Program
• District and Oregon Reading First Curriculum Maps
• Sticky notes, pens, pencils
• Action Plan

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Center on Teaching and LearningCollege of
Education, University of OregonA Consumers
Guide to Analyzing a Core Reading Program Grades
K-3 A Critical Elements AnalysisAugust,
2006Deborah C. Simmons, Ph.D.Texas AM
University Edward J. Kameenui, Ph.D.University
of Oregon
http//oregonreadingfirst.uoregon.edu/inst_curr_re
view.html
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Focus of the Consumers Guide

• A key assumption of a core program is that it
  will (a) address all grade-level content
  standards and (b) ensure that high priority
  standards are taught in sufficient depth,
  breadth, and quality that all learners will
  achieve or exceed expected levels of proficiency.
  All standards are not equally important. Our
  critical elements analysis focuses on those
  skills and strategies essential for early
  reading.

(August 2006, p. 4)
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Critical Elements by Grade Level

• Kindergarten
• Phonological and Phonemic Awareness
• Letter-Sound Association
• Decoding
• Irregular Words
• Vocabulary
• Listening Comprehension

• Third Grade
• Phonics and Word Analysis
• Text Reading and Fluency
• Vocabulary
• Reading Comprehension

A review of the criterion for third grade
reveals that the essential elements hold true
for fourth through sixth grade.
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Using This Tool Today.
Used for whole program analysis prior to adoption
For this task, the criterion are guiding
statements to look critically at systematic and
explicit teaching elements
These columns represent equally distributed
points in time later in the year for
each criterion statement. For example if the
initial instruction for criterion 1 is in week
10 and there are 30 total weeks of instruction
in the year, the middle column would look at
week 20 and the final column would look at week
30.
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Kindergarten ExampleAlphabetic Principle
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Clarification of Terminology
Need to agree on the definitions of subjective
terminology.
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Clarification of Terminology

• Explicit
• Teacher Models and Explains
• I do it.
• We do it. We do it. We do it.
• Teacher provides frequent feedback to students.
• You do ituntil it is automatic.

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Clarification of Terminology

• Frequent and Cumulative Review
• Ongoing sufficient practice such that skills are
  not lost across time.
• Practice that allows for integration of the skill
  into more complex tasks.

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Modeling the Targeted Skill Review
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Modeling Kindergarten Letter-Sound Associations
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Modeling KindergartenDecoding Instruction
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Summarization of Key Findings
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Summarization of Key Findings (continued)
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Your Turn Gathering Materials and Getting
Organized

• Basal Teachers Editions for First or Fourth
  Grade
• Handout Entitled A Consumers Guide
• Identify a recorder for this mornings work

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Your Turn
Team Time

• Read through the Phonics and Word Analysis
  Instruction elements and note possible subjective
  terms and instructional concepts
• Develop common specific descriptions of these
  terms and concepts.

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First Grade Phonics and Word Analysis Instruction
Need to agree on subjective terminology.
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Clarification of Terminology

• Systematically
• Preskills of a strategy are taught before the
  strategy itself is presented.
• Instances that are consistent with strategy are
  introduced before exceptions.
• High utility skills (the ones students are going
  to use more often) are introduced before less
  useful ones.
• Easy skills are taught before more difficult
  ones.
• Strategies and information likely to be confused
  are not introduced at the same time.

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Clarification of Terminology

• Explicit
• Teacher Models and Explains
• I do it.
• We do it. We do it. We do it.
• Teacher provides frequent feedback to students.
• You do ituntil it is automatic.

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Clarification of Terminology

• Repeated Opportunities
• Ongoing sufficient practice such that skills are
  not lost across time.
• Practice that allows for integration of the skill
  into more complex tasks.

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Helpful HintsReviewing the Teacher Manuals

• Look for advance organizers such as
  Theme-at-a-glance and Weekly Lesson Overview
  to aid in determining what is taught when.
• Most basals have 30 weeks of instruction divided
  into themes or units. You need to identify the
  first time a skill or routine is introduced and
  then find two other equally spaced lessons
  (mid-year, end-of-year) to check for continuity
  across the year.

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Team Time

• Complete numbers 2, 3, 8 on the Phonics and
  Word Analysis Instruction Section of the
  Consumers Guide for First Grade

Fourth Grade do numbers 1, 2, 3 on the Phonics
and Word Analysis Instruction Section of the
Third Grade Section of the consumers guide.
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FIDELITY PLUSInstructional Enhancements
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Guiding Questions

• What did you find?
• Are the instructional routines systematic,
  explicit, appropriately sequenced?
• Is there sufficient modeling, practice,
  opportunities for feedback, and ongoing review?
• If so but your data suggests that too many
  students are not getting it, are they being done
  with fidelity?
• How do you know?
• Has there been adequate training and professional
  development?

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Instructional Enhancements
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Action Plan
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Team Time

• Target skills, routines, and sequencing for
  instructional enhancements.
• Develop enhancements
• Commit enhancements to an action plan

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Communication and Integration
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Communication Flow Chart

• SIT provides priorities for action
• Work Groups provide monthly data and
  action reports to SIT.

Central Office
Lit. wk. Group
Math wk. Group
School Improvement Leadership (incl. MiBLSi
team, work group chairs, etc.)

• SIT identifies and passes along GL issues to
  appropriate GL.
• GL reports back on action taken, results, needs.

Beh. wk. Group

• SIT provide info, training, and reminds staff of
• priorities.
• Staff informs SIT of needs

All Staff
GRADE LEVELS
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Team Time

• During Schoolwide Reading Day 2, your team
  continued to work on your schools communication
  and integration plan.
• Today, focus on the communication and integration
  plan that will occur between the Leadership Team
  and grade levels.
• How will you involve teachers in the process of
  conducting a targeted skill review?

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Schoolwide Reading Program Evaluation
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Goal of a Schoolwide Reading Program

• Build the capacity, communication, and commitment
  to ensure that all children are successful
  readers.

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Teaching Reading Requires Expertise

• Quality in Education
• Quality is never an accident it is always the
  result of high intention, sincere effort,
  intelligent direction, and skillful execution it
  represents the wise choice of many alternatives.
• Willa A. Foster

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Teaching Reading Should be Guided by a Scientific
Knowledge Base

• Base educational decisions on evidence, not
  ideology (Learning First Alliance, 1998)
• Promote adoption of programs based on what works.
• If there is little evidence about a particular
  program, rely on the evidence regarding the
  approach to instruction.

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Teaching Reading Should be Guided by a Scientific
Knowledge Base

• Three Major Sources of Scientific Knowledge
• Beginning To Read Thinking and Learning About
  Print (Adams, 1990).
• Preventing Reading Difficulties In Young Children
  (National Research Council, 1998).
• Teaching Children To Read An Evidence-based
  Assessment of The Scientific Research Literature
  On Reading And Its Implications For Reading
  Instruction (National Reading Panel, 2000).

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Other Resources
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What We Know From Science and Research

• We know more about reading difficulties than all
  other learning difficulties put together
  (Stanovich, 1999).
• We have a solid and converging knowledge base
  about what works.
• We know that early intervention can prevent or
  ameliorate the effect of early reading risk for
  most students (National Reading Panel, 2000).
• We know the skills that enable successful
  readers. Moreover, we know that these skills can
  be taught!

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Summary
What do we know and what guidance can we gain
from scientifically based reading research?

• Teaching reading is both essential and urgent.
• Teaching reading is complex.
• Teaching reading requires expertise.
• Teaching reading should be guided by a scientific
  knowledge base.

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A School-wide Beginning Reading Model

• Is for ALL Students
• Research into Practice
• Build internal capacity
• Building specific
• Maximize Readers by end of 3rd grade

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Objectives What You Will Learn and Do

• The objectives of this section are to
• Understand the components of the Schoolwide
  Beginning Reading Model
• Understand the features and procedures of the
  Planning and Evaluation Tool (PET-R)
• Identify critical goals and outcomes in beginning
  reading
• Evaluate current reading goals, objectives, and
  priorities by school using the PET-R
• Use DIBELS data from each schools Fall
  Assessment Collection in development of
  schoolwide Reading Plan

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Using the PET-R to Evaluate and Plan a Schoolwide
Reading Programs
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Planning Evaluation Tool(Simmons Kameenui,
2003)

• The Planning and Evaluation Tool-Revised (PET-R)
  is designed to help schools take stock of their
  strengths and areas of improvement in developing
  a schoolwide beginning reading plan.
• The items and criteria in the PET-R represent the
  ideal conditions and total to 100 points.
• Score reflects how you are currently doing as a
  school in your instructional practices. This tool
  is designed to assist in your planning and
  implementation.

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Overview of the PET-R

• Evaluation Sections reflect critical components
  of a Schoolwide Model
• Goals, Objectives, Priorities
• Assessment
• Instructional Program and Materials
• Instructional Time
• Differentiated Instruction/Grouping/Scheduling
• Administration/Organization/Communication
• Professional Development

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Completing the PET-R

• PET-R can be completed individually or in school
  teams
• Evaluation criteria Each item has a value of 0,
  1, or 2 to indicate the level of implementation
• Some items are designated with a factor, (e.g.,
  x2). Items with this designation are considered
  more important in the overall reading program.
  Multiply your rating by the number in parentheses
  and record that number in the blank to the left
  of the item.
• Documentation of Evidence In the right-hand
  column of the table for each section, document
  the evidence to support your rating for each
  item.
• Ex. What does it look like? How would an outsider
  know?

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PET-RSection 1 Goals, Objectives, Priorities

• Goals for reading achievement are clearly
  defined, anchored to research, prioritized in
  terms of importance to student learning, commonly
  understood by users, consistently employed as
  instructional guides by teachers of reading.

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Goals, Objectives, and Priorities

• Example Statement
• I have the same expectations for a students
  reading skills as my peers who teach the same
  grade.
• Nonexample Statement
• I am not sure what my fellow teachers are doing.
  I assume they do the same things that I do.

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Example and Nonexample Statements(Can you tell
which are which?)

• I know exactly what my students should be able to
  do at each point of the school year and can
  describe what that looks like to anyone who asks.
  
• I believe that each child learns differently and
  that they will all eventually learn at their own
  pace.
• I know what to expect a child to be able to do
  when they enter my room in the fall and I know
  what the next years teacher expects them to come
  in with as well.
• I understand the urgency and importance of having
  all students reach the goals at the right time.
• I teach the curriculum but some kids are just
  better readers than others.

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GoalsA Set of Strategic, Research-Based,
Measurable Goals to Guide Instruction,
Assessment, and Learning

• Specific goals that include targeted, measurable,
  outcomes with a precise time frame.
• Reading and literacy goals aligned with big
  ideas in beginning reading.
• Curriculum-based or standards-based 180-day
  pacing maps.
• Clear goals and expectations for each grade
• Reliance on research to determine what to teach
  and when to teach it

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Goals

• Goals that are specific include targeted,
  measurable outcomes (how much/how well)
• Goals that are specific include a precise time
  frame (by when)

I will complete 80 of my report cards by the
time The Amazing Race begins.
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Goals Aligned with Big Ideas in Reading

• Phonemic Awareness
• Alphabetic Principle
• Accuracy and Fluency with Connected Text
• Vocabulary Development
• Comprehension

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Team Time
Activity Complete Section 1 of the PET-R Use the
PET-R to Evaluate a Schoolwide Reading Program
Objectives, Goals, Priorities Review and Complete
each item As a school team, report one common
score for each item and document the information
sources available to substantiate the score
reported.
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PET-RSection II Assessment

• Instruments and procedures for assessing reading
  achievement are clearly specified, measure
  essential skills, provide reliable and valid
  information about student performance, inform
  instruction in important, meaningful, and
  maintainable ways.

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Section II Assessment
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Assessment

• Example Statements
• I receive and use the results of assessments
  promptly to differentiate instruction.
• Nonexamples statements
• All of my students are assessed but I rarely see
  the resulting data.

84
Examples and NonexamplesCan you tell which are
which?

• I assess my students but I am not sure how to use
  the information to adjust my instruction.
• I only use assessments that are efficient and
  maximize my teaching time.
• I only use assessments that measure meaningful
  student outcomes.
• I assess my students in lots of skills but I am
  not sure which ones are most important.

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Purposes of Assessment in the Schoolwide Model

• Teaching without assessment is like driving
  a car at night without headlights.
• Assessment for all children must
• Focus on essential, important skills
• Be instructionally relevant
• Be efficient to administer
• Be sensitive to change in skill performance
• Measure fluency of performance

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Reading Assessment For Different Purposes

• An effective, comprehensive reading program
  includes reading assessments for four purposes
• Outcome Provides a bottom-line evaluation of
  the effectiveness of the reading program in
  relation to established performance levels.
• Screening Designed as a first step in
  identifying children who may be at risk for
  delayed development of academic failure and in
  need of further diagnosis of their need for
  special services or additional reading
  instruction.

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Reading Assessment for Different Purposes

• An effective, comprehensive reading program
  includes reading assessments for four purposes
• Diagnosis -- helps teachers plan instruction by
  providing in-depth information about students
  skills and instructional needs.
• Progress monitoring Determines through frequent
  measurement if students are making adequate
  progress or need more intervention to achieve
  grade-level reading outcomes

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Relation of DIBELS to Purposes of Assessment

• Utility of DIBELS

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The Need for Results-Focused Assessment

• Instructional Time is Precious
• DIBELS measures do not assess all aspects of
  reading
• Short duration fluency-based measures
• Some Skills are More Important Than Others
• Assesses skills predictive of later reading
  proficiency
• Provides timely feedback to enable responsive
  intervention
• Allows early identification of students who need
  instructional support

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Team Time
Complete Section II of the PET-R 1. Review and
Complete each item 2. As a school team, report
one common score for each item and document the
information sources available to substantiate the
score reported.
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PET-R

• Section III
• Instructional Programs and Materials
• The instructional programs and materials have
  documented efficacy, are drawn from research
  based findings and practices, align with state
  standards and benchmarks, and support a full
  range of learners.

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Instructional Programs and Materials

• Example Statement
• We analyzed the core basal as it relates to
  important skills and timelines and are sure it is
  systematically laid out to explicitly teach the
  important skills at the right time and in the
  right sequence.
• Nonexample Statement
• I am not sure how the skills and sequencing of
  the program we use match research recommendations

94
Examples and NonexamplesCan you tell which is
which?

• I use the curriculum that is provided but I am
  not aware of any information on how effective it
  is.
• We have identified and acquired programs of
  proven effectiveness to accelerate learning in
  areas where students skills are lagging.

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Schoolwide Reading Support Prevention/Interventi
on
based on Kame'enui, Simmons, Coyne, Harn (2003)
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Why Focus on Big Ideas?

• Intensive instruction means teach less more
  thoroughly.
• If you dont know what is important, everything
  in.
• If everything is important, you will try to do
  everything.
• If you try to do everything, you will be asked
  to do more.
• If you do everything you wont have time to
  figure out what is important.

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Evaluating Core Programs Instructional Content

• Essential elements of scientifically based
  programs include
• Phonemic awareness instruction
• Systematic, explicit phonics instruction
• Fluency instruction
• Vocabulary instruction
• Comprehension instruction

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Changing Emphasis of Big Ideas
99
How Do We Enhance Instruction and Learning?
Alter the fewest number of factors possible that
provide the greatest return.

• Remember
• The focus must be on factors over which you have
  jurisdiction
• Program program emphasis
• Time (opportunities to learn)
• Grouping structures
• Quality of instruction program implementation

100
How Do We Enhance Instruction Learning?

• Caution If you change the research based
  elements of the program, your students may not
  achieve the same results as the students in the
  research you hope to replicate.
• For example, the 3 research based strategies of
  Read Naturally are
• Teacher Modeling, Repeated Reading, and Progress
  Monitoring.
• What might we expect
  if the teacher
• decided not to have the students
  listen to the tape?
• decided not to have the students
  read the story more than once?
• decided to have the students
  read the stories but not time
• them before and
  after they practice?

101
How do we enhance instruction and learning?

• Features of well-designed programs include
• Explicitness of instruction for teacher and
  student
• Making it obvious for the student
• Systematic supportive instruction
• Building and developing skills
• Opportunities for practice
• Modeling and practicing the skill
• Cumulative Review
• Revisiting and practicing skills to increase
  strength
• Integration of Big Ideas
• Linking essential skills

102
PET-RSection IV Instructional Time

• A sufficient amount of time is allocated for
  instruction and the time allocated is used
  effectively.

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Instructional Time

• Example Statement
• I know that I can keep focused on instruction
  during our reading block because that time is
  protected from all interruptions.
• Nonexample Statement
• It is not uncommon for someone to knock on my
  door or make an announcement over the intercom
  when I am teaching reading.

105
Examples and NonexamplesCan you tell which are
which?

• All teachers in our school provide at least 90
  minutes of literacy instruction daily.
• I minimize downtime and time spent in transitions
  and provide students with many opportunities each
  day to practice important skills.
• I dont get to teach reading everyday because of
  interruptions or other things in the schedule.
• I know the most effective methods to teach the
  important skills.

106
Instruction Time

• Schoolwide plan established to allocate
  sufficient reading time and coordinate resources
• Reading time prioritized and protected from
  interruption
• Provides a clear and consistent message that
  reading improvement is important and a schoolwide
  priority
• Maximizes the likelihood that students will
  receive uninterrupted (and therefore engaged)
  reading time
• Ensures that all students get sufficient time
  scheduled for reading instruction
• Ensures that time for reading instruction is
  consistent for students across classrooms
• Increases the ability to use and coordinate
  resources and staff

107
Instruction Time

• Instructional time allocated to reading should be
  dictated by the schoolwide plan
• Examples of this may be the schoolwide decision
  to allocate additional time beyond the 90 minute
  reading block
• A schoolwide plan reduces the variance in
  instructional time among teachers

108
Sample Time Allocations Grade 2
109
Maximizing students reading engaged time is
the biggest single indicator of reading
achievement.
Time as a factor on student learning
110
A Schoolwide Beginning Reading Model

• Ongoing progress monitoring and instructional
  adjustments that allow for differentiated and
  individualized instruction for EACH student
• Schoolwide framework or infrastructure that
  supports comprehensive and coordinated reading
  goals, assessment and instruction for ALL students

111
Team Time
Complete Sections III-IV of the Planning
Evaluation Tool 1. Review and Complete each
item 2. As a school team, report one common score
for each item and document the information
sources available to substantiate the score
reported.
112
PET-RSection V Differentiated
Instruction/Grouping/Scheduling

• Optimize learning for all students by tailoring
  instruction to meet current levels of knowledge
  and prerequisite skills and organizing
  instruction to enhance student learning.

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114
Differentiated Instruction/Grouping/Scheduling

• Example Statement
• I teach using a combination of whole group and
  small group settings based on the needs of the
  students and the skill being taught.
• Nonexample Statement
• I typically use whole group and independent seat
  work for instruction.

115
Examples and NonexamplesCan you tell which is
which?

• I provide significant additional opportunities
  for practice and feedback on lagging skills for
  students who are behind.
• Extra systematic instruction and practice for
  students who are behind is the job of the reading
  specialist.
• I believe that each student learns at a different
  pace and they all will eventually will get it.
• I extend learning for those who already have
  mastered the critical skills.
• I believe that all kids can read at grade level
  and see it as my job to get them there.

116
Instruction Grouping Instruction, Grouping, and
Scheduling That Optimizes Learning

• Differentiated instruction aligned with student
  needs
• Creative and flexible grouping used to maximize
  performance
• Note Use student data from benchmark and
  progress monitoring assessments to guide you in
  grouping and scheduling

117
Differentiated Instruction Aligned with Student
Needs

• Examples
• Students are grouped based on skill level
  (assessment results)
• Specified intervention and supplemental programs
  are implemented depending on student needs and
  profiles
• Groups are reorganized based on changes in
  student skill as assessed by regular progress
  monitoring data with the DIBELS

118
Data Used to Make Instructional Decisions

• Are we meeting our goals?
• Did we do better this year than last year?
• Is our core curriculum and instruction working
  for most students?
• How do we match instructional resources to
  educational needs?
• Which children need additional resources to be
  successful?
• Which children need which skills?
• How well is intervention/instruction working?
• Is instruction working for some groups but not
  others?
• Is intervention effective?

119
Instructional Adjustments

• Ongoing Instructional Adjustments Based on
  Assessment Data to Meet the Needs of Each Student
• Instructional programs, grouping, and time are
  adjusted and intensified according to learner
  performance and needs.
• Making instruction more responsive to learner
  performance

120
Instructional Adjustments
Grouping Reduce group size
121
Instructional Adjustments
Program Efficacy Preteach components of core
program
122
Instructional Adjustments
Coordination of Instruction Meet frequently to
examine progress
123
Flexible Grouping Used to Maximize Performance

• Grouping Options
• Students
• Within class, across class, across grade
• Size
• Whole class, small group (e.g. 3-8), one-on-one
• Organization
• Teacher led, peer tutoring, cooperative learning
• Location
• In classroom, outside of classroom

124
Instruction Grouping

• To effectively differentiate instruction, schools
  need to
• Use assessment results to determine student needs
  and profiles
• Group students based on instructional needs
• Regroup students as performance changes
• DIBELS Class List reports will be helpful in
  making grouping decisions

125
Team Time
Complete Section V of the Planning Evaluation
Tool 1. Review and Complete each item 2. As a
school team, report one common score for each
item and document the information sources
available to substantiate the score reported.
126
PET-RSection VI Administration/Organization/Comm
unication

• Strong instructional leadership maintains a focus
  on high-quality instruction, organizes and
  allocates resources to support reading, and
  establishes mechanisms to communicate reading
  progress and practices.

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128
Administration/Organization/ Communication

• Example Statement
• Grade level and/or teacher teams exist and meet
  regularly to analyze student progress data and
  plan instruction.
• Nonexample Statement
• We dont talk about or promote specific reading
  goals. The teachers are all professionals and
  have their own ways to teach students.

129
Examples and NonexamplesCan you tell which are
which?

• We have never shared information on reading
  progress with our board.
• My principal and/or leadership team monitors the
  progress data of our students on a regular basis
  and provides direction or support when necessary.
• We regularly share our data with the school board
  and keep them up to date on the effectiveness of
  our reading program.
• My principal trusts that everybody is doing a
  good job in teaching reading and rarely looks at
  our data.
• Classroom, Title I, Special Education, and
  Reading Support Teams do not systematically
  coordinate their efforts for the instruction of
  all students

130
Leadership Support

• Strong and Informed Instructional Leaders
  Maintain Focus and Establish Mechanisms to
  Support Reading Progress
• Administrators develop a coherent plan for
  reading instruction
• Leaders organize resources and personnel to
  support reading instruction
• A communication plan coordinated with all
  individuals responsible for teaching reading

131
PET-RSection VII Professional Development

• Adequate and ongoing professional development is
  determined and available to support reading
  instruction.

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133
Professional Development

• Example Statement
• The principal or another teacher regularly
  observes and provides feedback for me to improve
  my skills.
• Nonexample Statement
• I seldom collaborate with others on reading
  instruction nor have I been observed with the
  specific intent to review effective instructional
  practices in reading.

134
Examples and NonexamplesCan you tell which is
which?

• I have been adequately trained to teach reading
  effectively to the full range of students in my
  room.
• We have a choice as to what professional
  development opportunities we take advantage of.
  There is no mandatory systematic plan to support
  improved reading instruction.
• Professional development in our building goes
  beyond a workshop. We actually try what we have
  learned and monitor the effectiveness of the
  change.

135
Professional DevelopmentAn Integrated System of
Research-Based Professional Development and
Resource Allocation

• Ongoing professional development is established
  to support teachers in the implementation of
  programs.
• Time is allocated for educators to analyze, plan,
  and refine instruction.
• Professional development efforts are explicitly
  linked to scientifically based programs and
  practices.

136
Team Time
Complete Sections VI and VII of the PET-R 1.
Review and Complete each item. 2. As a school
team, report a common score for each item and
document the information sources available to
substantiate the score reported.
137
Action Planning Using the PET-R
138
Team Time

• School Summary Score
• After your team evaluates current practices on
  all 7 sections, proceed to page 11 in the PET-R
• Summarize the total score for each element and
  write that score plus the percent attained of the
  possible total in the spaces provided
• Sum your total school score and percentage
• Retain a copy of this document for planning
• Turn in one copy of page 11

139
Team Time

• Reading Action Plans
• Locate the MiBLSi Master Action plan in your
  binder
• With your team, review the scores on the PET
  Individual Summary to identify three areas in
  which you want to focus for the coming year
• Example goals include
• Establish and implement a schoolwide assessment
  system.
• Refine and prioritize reading goals objectives.
  
• Select, adopt, and implement a core reading
  program
• Once refined, document the goal (what), who will
  be responsible, and when the goal will be
  accomplished
• Retain a copy of this document for planning and
  make a copy to submit

140
Assignments

• Practice the process of conducting a targeted
  skill review with the same grade level you worked
  on today. Then discuss the findings with staff
  before engaging other grade levels in the
  process.
• Have entire staff complete the portion(s) of the
  PET-R that your team identified as a priority for
  action.
• Finalize your buildings communication and
  integration plan.