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School ImprovementSchoolWide Reading Support Training

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Title: School ImprovementSchoolWide Reading Support Training


1
School Improvement/School-Wide Reading Support
Training
  • September 2006
  • Based on material by Ed Kameenui

  • Deb Simmons

  • Roland Good

  • Ruth Kaminski

2
  • This document was produced and distributed
    through an IDEA Mandated Activities Project for
    Michigans Integrated Behavior and Learning
    Support Initiative (MiBLSi) awarded by the
    Michigan Department of Education. The opinions
    expressed herein do not necessarily reflect the
    position or policy of the Michigan Department of
    Education, the Michigan State Board of Education,
    or the U.S. Department of Education, and no
    endorsement is inferred. This document is in the
    public domain and may be copied for further
    distribution when proper credit is given. For
    further information or inquiries about this
    project, contact the Michigan Department of
    Education, Office of Special Education and Early
    Intervention Services, P.O. Box 30008, Lansing,
    Michigan 48909.

3
Welcome!
4
  • Leadership Team
  • Dr. Jacquelyn Thompson, Director- Special
    Education and Early Intervention Services
  • Dr. Yvonne Caamal Canul, Director- School
    Improvement
  • Shari Krishnan, Parent/Advocate
  • Dr. Edward Roeber, Senior Executive Director-
    Educational Assessment and Accountability
  • Beth Steenwyk, Deputy Director- Special Education
    and Early Intervention Services
  • Betsy MacLeod, Michigan Reading First
  • Mark Coscarella, Michigan Reading First
  • Kathleen Straus, President- State Board of
    Education
  • Elizabeth Bauer, Member- State Board of Education

Acknowledgements
  • Co-Directors
  • Margie McGlinchey, Kalamazoo RESA
  • Kathryn Schallmo, Macomb ISD
  • Steve Goodman, Ottawa Area ISD
  • Project Manager
  • Beth Horne, Michigan Department of Education

5
Acknowledgements
  • Oregon Department of Education
  • U.S. Department of Education, Office of Special
    Education Programs
  • Bethel School District, Eugene, Oregon
  • Dr. Drew Braun, Dr. Carl Cole, Lori Smith, Rhonda
    Wolter, Administrators, Staff, and Students
  • Dr. Sharon Vaughn, University of Texas at Austin,
    Texas Center for Reading and Language Arts
  • Dr. Carrie Beck, University of Oregon

6
Content Development
Content developed by Edward J. Kameenui, Ph.
D. Deborah C. Simmons, Ph. D. U.S. Dept. of
Ed. University of Texas Michael D. Coyne, Ph.
D . Beth Harn, Ph. D. University of
Connecticut University of Oregon Roland Good,
Ph.D. Ruth Kaminski, Ph.D. University of
Oregon University of Oregon Carrie
Beck University of Oregon
7
Setting Group Expectations
  • To make this day the best possible, we need your
    assistance and participation
  • Please allow others to listen
  • Please turn off cell phones and pagers
  • Please limit sidebar conversations
  • Share air time
  • Active participation
  • Please ask questions
  • Take care of your own needs
  • Attend to the Come back together signal

8
Michigans Integrated Behavior and Learning
Support Initiative
Roadmap to Schoolwide Success
9
Cohort 3 Training Schedule
  • Leadership Teams (school staff, administrators,
    and coaches) participate in training
  • Additional Optional training available on
    specific topics (e.g., comprehensive behavioral
    functional assessment, developing decoding
    skills, peer tutoring)

10
School-Wide Reading Agenda900-330
  • Welcome
  • DIBELS Data Analysis
  • Teaching Reading
  • The Seven Critical Factors of a Schoolwide
    Reading Model
  • Section I Goals, Objectives, Priorities
  • Section II Assessment
  • Section III Instructional Program and Materials
  • Section IV Instructional Time
  • Section V Differentiated Instruction, Grouping,
    Scheduling
  • Section VI Administration, Organization,
    Communication
  • Section VII Professional Development
  • Reading Action Plans

11
Objectives What You Will Learn and Do
  • The objectives of todays session 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

12
Goals of Schoolwide Reading
  • Build the capacity, communication, and commitment
    to ensure that all children are readers by Grade
    3.

13
Your Data
14
Histograms (Bar Charts)
  • Summarizes student data by skill and grade level.
    (e.g First Grade Phonemic Segmentation Fluency)

From DIBELS Data System, University of Oregon,
2000-2005
15
Legend for Interpreting Histograms
Note Split bars are used when the cutoff scores
between categories occur in the middle of a score
range. The number of students is indicated by
the size of the split part.
From DIBELS Data System, University of Oregon,
2000-2005
16
Histograms
  • True or False
  • Histograms tell us if there are students who need
    additional support
  • Histograms tell us how many students need
    additional support
  • Histograms tell us who needs additional support

17
Team Breakout Activity
  • Review your histograms at each grade level. With
    your team, answer the following questions
  • Highlight percentage of students at low/high risk
    at benchmark for each skill and grade level.
  • At what grade level(s) are at least 80 or your
    students at established or low risk?
  • Is your current reading program meeting the needs
    of all your students as indicated by their
    proficiency on these important reading outcomes?
  • Will these results change if we keep doing
    business as usual?

18
What is Reading?
  • Reading--an extraordinary ability, peculiarly
    human and yet distinctly unnaturalacquired in
    childhood, forms an intrinsic part of our
    existence as human beings, and is taken for
    granted by most of us. (p. 3)
  • Sally Shaywitz, M.D., Neuroscientist and
    Professor of Pediatrics, Yale University
    Shaywitz. S. (2003). Overcoming dyslexia A new
    and complete science-based program for reading
    problems at any level. New York Knopf.

19
Why third grade?
  • All students will read at or above grade level by
    the end of third grade.

20
Knowledge What We Know
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.

21
Teaching Reading is Essential
  • Reading is essential to success in our society
    (National Research Council, 1998, p.1).
  • Self-trust cannot come without years of deep
    reading (Bloom, 2001, p. 25).
  • If you cant read, you dont choose others make
    choices for you (Kozol, 1991).

22
Teaching Reading is Urgent
  • As early as kindergarten, meaningful
    differences exist between students literacy
    knowledge and experience (Hart Risley, 1995).
  • In a sample of 54 students, Juel found that there
    was an 88 probability of being a poor reader in
    fourth grade if you were a poor reader in first
    grade (Juel, 1988).
  • Approximately 75 of students identified with
    reading problems in the third grade are still
    reading disabled in the 9th grade. (Shaywitz et
    al., 1993 Francis et al., 1996, Journal of
    Educational Psychology, cited in National Reading
    Panel Progress Report, February 22, 1999).

23
Teaching Reading is Urgent
24
Teaching Reading is Essential and Urgent
  • You cant get to 100 of students without
    addressing the needs of all students in the
    building, including the bottom 20
  • Children who are at reading risk face the
    tyranny of time (Kameenui, 1998).
  • Assuming students will catch-up with practice
    as usual is not wise. Catching up is a low
    probability occurrence.
  • The bottom 20 will require a very different kind
    of effort in both the short and long run.

25
Big Ideas in Beginning Reading
  • 1. Phonemic Awareness The ability to hear and
    manipulate sound in words.
  • 2. Alphabetic Principle The ability to
    associate sounds with letters and use these
    sounds to read words.
  • 3. Accuracy and Fluency with Connected Text The
    effortless, automatic ability to read words in
    isolation (orthographic coding) and connected
    text.
  • 4. Vocabulary Development The ability to
    understand (receptive) and use (expressive) words
    to acquire and convey meaning.
  • 5. Comprehension The complex cognitive process
    involving the intentional interaction between
    reader and text to extract meaning.

26
Teaching Reading Is Complex
27
Teaching Reading Is Complex
  • Schools as the context for learning.
  • It is essential to understand that the teaching
    of reading takes place in a host environment
    called a schoolschools are complex organizations.

28
Teaching Reading is Complex
  • Teaching Reading is Rocket Science (Moats, 1999).
  • Teaching Reading is a job for an expert.
  • The majority of teacher preparation programs
    underestimate the depth of preparation and
    practice needed.

29
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

30
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.

31
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).

32
Teaching Reading Should be Guided by a Scientific
Knowledge Base
  • National Academy of Sciences concluded that the
    weight of research evidence in beginning reading
    is sizeable enough that there exists sufficient
    empirical basis for reaching broad consensus
    within the field.

33
Teaching Reading Should Be Guided By A Scientific
Knowledge Base
  • To conduct an evidence-based assessment of
    scientific research on reading, 14 member panel
    of researchers were commissioned by U.S. Congress
    (1997).
  • The panel developed an objective research review
    methodology then applied this methodology to
    evaluate studies study by study.
  • Approximately 100,000 research studies have been
    published in reading since 1966.

34
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!

35
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.

36
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

37
Reasons for a Schoolwide Model
Adapted from Logan City School District, 2002
38
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

39
Using the PET-R to Evaluate and Plan a Schoolwide
Reading Programs
40
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.

41
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

42
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?

43
Steppingstones to Literacy
Reading
NonReading
44
Steppingstones to Literacy
Reading to Learn
NonReading
45
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.

46
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47
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.

48
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.

49
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

50
Goals
  • I will become a better person
  • I will organize my desk
  • I will volunteer at the youth center over the
    summer
  • I will grade half of these tests by the time
    American Idol starts

General Specific
51
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 grade half of these tests by the time
American Idol starts.
52
Goals
  • All students will read at or above grade level by
    the end of grade three.
  • All second grade students will read 110 correct
    words per minute in grade level text by the end
    of the year.

53
In reading, specific goals provide a detailed map
to guide instruction, assessment and learning.
  • Reading Goals
  • Tell you what to teach and when
  • Provide a framework for determining whether
    students are learning enough
  • Provide a framework for determining whether
    instruction is meeting the needs of all students

54
Goals Aligned With Big Ideas in Reading
  • Phonemic Awareness
  • Alphabetic Principle
  • Accuracy and Fluency with Connected Text
  • Vocabulary Development
  • Comprehension

55
Team Breakout Activity
  • Consider your current school improvement goals
  • Are your goals measurable?
  • Do they address the needs of each and all
    students?

56
Goals Curriculum Maps (Simmons Kameenui, 1999)
  • Organized by big ideas for each grade level
  • Provide curriculum-based 180-day pacing maps
  • Provide specific goals and outcomes for each
    grade (i.e., what to teach and when)
  • Based on research in beginning reading

57
Using Curriculum Maps to Plan Instruction Based
on Goals
  • Goals and objectives are
  • Clearly defined and quantifiable at each grade
    level and across grade levels
  • Prioritized and dedicated to essential elements
    (i.e., phonemic awareness, phonics, fluency,
    vocabulary, and comprehension).
  • Used to guide instructional and curricular
    decisions
  • Used to communicate between teachers,
    administrators, and specialists to evaluate
    student learning and improve practice.

58
Curriculum-based or Standards-based 180-day
Pacing Maps Mapping of Instruction to Achieve
Instructional Priorities Second Grade
59
How to Read Curriculum Maps
Months
X Instructional Emphasis
60
Example Kindergarten Phonemic Awareness
61
Curriculum Maps
What is a high priority phonemic awareness skill
in kindergarten?
Identifies first sound in 1-syllable words
62
Curriculum Maps
During what months should instruction focus on
this skill?
Months two, three, four and five of school
63
Curriculum Maps
Is there a measurable DIBELS benchmark associated
with this skill?
25 initial sounds per minute by Month five of
Kindergarten
64
Team Breakout Activity
  • Complete Curriculum Map Breakout Activity
  • Work in pairs, choosing a grade level to focus
    on.
  • Answer the following questions for each of the
    big ideas using the curriculum map for the grade
    chosen.
  • What is a high priority skill in my grade level
    for a specific instructional priority (i.e.,
    phonemic awareness)?
  • During what months should instruction focus on
    this skill?
  • Is there a measurable DIBELS benchmark associated
    with this skill?

65
Curriculum Maps Goals
  • The Curriculum Maps are only one example of
    schoolwide reading goals.
  • Other examples include state or local reading
    standards or frameworks.
  • It is important that your instruction be aligned
    with district and state standards.

66
Team Breakout Activity
Activity Complete Section 1 of the PET-R Using
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.
67
How are we doing?
  • Guiding questions What is our current level of
    performance as a school? How far do we need to go
    to reach our goals and outcomes?

68
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.

69
Section II Assessment
70
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.

71
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.

72
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

73
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.

74
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

75
Outcome Assessment
  • Purpose to determine level of proficiency in
    relation to norm or criterion
  • When Typically administered annually. Can be
    administered pre/post to assess overall growth.
  • Who All students
  • Relation to instruction Provides index of
    overall efficacy but limited timely instructional
    information

76
Screening Assessment
  • Purpose To determine children who are likely to
    require additional instructional support
    (predictive validity)
  • When Early in the academic year or when new
    students enter school
  • Who All students
  • Relation to Instruction Most valuable when used
    to identify children who may need further
    assessment or additional instructional support.

77
Diagnostic Assessment
  • Purpose Frequent, timely measures to determine
    whether students are learning enough of critical
    skills
  • When At minimum, 3 times per year at critical
    decision making points
  • Who All Students
  • Relation to Instruction Indicates students who
    require additional assessment and intervention

78
Progress Monitoring Assessment
  • Purpose To provide specific information on
    skills and strategy needs of individual students
  • When Following screening or at points during the
    year when students are not making adequate
    progress.
  • Who Selected students as indicated by screening
    of progress monitoring measures or teacher
    judgment
  • Relation to Instruction Provided specific
    information on target skills highly relevant.

79
Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)
  • A Valid and Reliable Schoolwide Assessment System
    to Monitor Progress in Early Grades
  • Assessment linked to big ideas
  • Schoolwide assessment system established and
    maintained
  • Assessment used to monitor progress for all
    students 3 times per year
  • To enable early identification

80
Essential Features of DIBELS(Dynamic Indicators
of Basic Early Literacy Skills)
  • Preventing Reading Difficulties Through Early
    Identification
  • Dynamic Responsive to Changes in Student
    Performance
  • Identifies students who need additional support
  • Evaluates student response to intervention
  • Indicators Focused on an Essential Skill
  • Enables assessment to be efficient
  • Basic Early Literacy Skills Relevant to
    Instructional Planning
  • Links essential literacy skills to prevent
    reading failure

81
A Schoolwide Assessment System
  • Each measure has a research-based goal
  • Two parts to every goal
  • How much/how well?
  • By when?

82
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

83
Relation of DIBELS to Purposes of Assessment
  • Utility of DIBELS

84
Team Breakout Activity
  • Complete Section II of the PET-R
  • 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.

85
How Are We Doing?
  • Guiding Question What is an area of strength in
    assessment for your school?

86
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.

87
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88
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

89
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.

90
Why Focus on a Reading Program?
  • Aligning what we know and what we do to maximize
    outcomes.
  • 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.

91
Schoolwide Reading Support Prevention/Interventio
n
based on Kame'enui, Simmons, Coyne, Harn (2003)
92
Instruction Programs
Adoption and Implementation of Research-Based
Reading Programs That Support the Full Range of
Learners
  • A core instructional program of validated
    efficacy adopted and implemented schoolwide
  • Supplemental and intervention programs to support
    core program
  • Programs and materials emphasize big ideas
  • Programs implemented with high fidelity

93
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.

94
Understanding the Purpose of Different Programs
  • Programs are tools that are implemented by
    teachers to ensure that children learn enough on
    time.

95
Programs Implemented with High Fidelity
  • Programs are only as good as the level of
    implementation
  • To optimize program effectiveness
  • Implement the program everyday with fidelity
    (i.e., the way it was written)
  • 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)

96
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.

97
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

98
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
Critical Elements in Core and Supplemental
Reading Programs
http//oregonreadingfirst.uoregon.edu/curriculum_r
eview.php
Curriculum Review Consumer's Guides Consumer's
Guide to Evaluating a Core Reading Program Grades
K - 3 A Critical Elements Analysis Consumer's
Guide to Evaluating Supplemental and Intervention
Reading Programs Grades K - 3 A Critical
Elements Analysis
102
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

103
PET-RSection IV Instructional Time
  • A sufficient amount of time is allocated for
    instruction and the time allocated is used
    effectively.

104
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105
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.

106
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.

107
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

108
Instruction Time
  • Instructional time allocated to reading should be
    dictated by the schoolwide plan
  • Examples of this may be the schoolwide decision
    to allocate a 90/30/30 minute model
  • A schoolwide plan reduces the variance in
    instructional time among teachers

109
Three Types of Instructional Time
  • Allocated
  • Actual
  • Academic Learning Time Time children are engaged
    in tasks in which they can be highly successful

110
Organization and the Use of Time
  • Maximizing students reading engaged time is
    the biggest single indicator of reading
    achievement.
  • Time spent with arts and crafts, active play, or
    child selection of activities always produced a
    negative correlation with reading achievement.

111
Sample Time Allocations Grade 2
112
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

113
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.

114
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

115
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.

116
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117
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.

118
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

119
Progress Monitoring
  • Early identification and frequent monitoring of
    students experiencing reading difficulties
  • Performance monitored frequently for all students
    who are at risk of reading difficulty
  • Data used to make instructional decisions
  • Example of a progress monitoring schedule
  • Students at low risk Monitor progress three
    times a year
  • Students at some risk Monitor progress every
    month
  • Students at high risk Monitor progress every
    other week

120
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?

121
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

122
Instructional Adjustments
Grouping Reduce group size
123
Instructional Adjustments
Program Efficacy Preteach components of core
program
124
Instructional Adjustments
Coordination of Instruction Meet frequently to
examine progress
125
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

126
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

127
Class Lists

128
Class List Report
  • The Class List and Grade List reports provide
    information on individual students at a given
    assessment period. The Class List report includes
    all the students from one class.
  • The Class List Report shows
  • the raw scores of each student's performance on
    each measure
  • the status category (i.e., at risk, some risk,
    low risk or deficit, emerging, established) for
    the students score on each measure
  • percentile ranks for the students score on each
    measure to show the student's performance in
    relation to all participating students in the
    district.
  • instructional recommendations based on a summary
    of each student's performance on all of the
    measures.

129
DIBELS Report Terminology
130
Class List Report PDF
131
  • Questions 1) How many students need additional
    support? 6
  • 2) What skill should already be
    established? Phonemic Awareness/PSF
  • 3) How many do not have it established?
    10
  • 4) What is the next priority benchmark to
    be reached? Alphabetic Principle/NWF
  • 5) How many are at risk in nonsense word
    fluency? 8
  • 6) Why does the Instructional
    Recommendation show only 6 needing some
    level of support? IR is based on performance on
    all measures

132
Guidelines for Class List Reports
  • Instructional recommendations are guidelines
    only.
  • Important to validate need for support if there
    is any question about a childs score.
  • Focus resources on children who need additional
    support.

133
Team Breakout Activity
  • Complete Sections III-V of the Planning
    Evaluation Tool
  • 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.

134
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.

135
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136
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.

137
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

138
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

139
Leadership Teams
  • The use of teams at various levels to analyze
    data, plan instruction and offer support can be
    very effective in promoting cohesion and
    communication of reading goals.
  • Types of Teams
  • District Team (for larger districts)
  • School Improvement Team/Building Level Team/You
  • Grade Level Team (might contain more than one
    grade for smaller schools. e.g. K-1, 2-3, 4-5)
  • Student Assistance Teams

140
Team Breakout Activity
  • Review the recommended team format on the handout
    entitled Leadership Teams
  • How will these functions be addressed in your
    school building?
  • What will your team structures look like?

The intent is not to create more teams and more
meetings, but to get the job done. The MiBLSi
Folks
141
PET-RSection VII Professional Development
  • Adequate and ongoing professional development is
    determined and available to support reading
    instruction.

142
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143
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.

144
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.

145
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.

146
Team Breakout Activity
  • Complete Sections VI and VII of the PET-R
  • Review and Complete each item.
  • As a school team, report a common score for each
    item and document the information sources
    available to substantiate the score reported.

147
What does a MiBLSi school look like when they
have a comprehensive schoolwide model for reading?
148
A MiBLSi School
  • Has clearly defined, quantifiable goals that are
    linked to the essential elements and guide
    instructional decisions.
  • Uses DIBELS as its primary screening and progress
    monitoring measure and as an outcome measure.
    Teachers use DIBELS data to group students and
    inform instruction.
  • Has adopted a research-based core program and is
    implementing that program faithfully with those
    students who are appropriately placed.
  • Has purchased and is implementing faithfully
    research-based supplemental programs to fill the
    gaps within the core program and to provide
    additional instruction and practice in essential
    components for those students who need it.
  • Has purchased and is implementing faithfully
    research-based intervention programs to meet the
    needs of those students who do not benefit from
    the core instruction.

149
A MiBLSi School
  • Dedicates at least 90-minutes to reading
    instruction daily, including a minimum of 30
    minutes small-group teacher-directed reading
    instruction for all students
  • Provides additional instructional time for those
    students who fail to make adequate reading
    progress
  • Determines group size, instructional time, and
    instructional programs according to learner
    performance
  • Has a schoolwide reading plan which includes a
    targeted instructional map for Benchmark,
    Strategic, and Intensive students in each grade
    level. All teachers participate in this plan.
  • Establishes leadership teams (e.g., District
    team, School Improvement team, Grade-level team)
    to analyze reading performance and plan
    instruction, ensuring that instruction is
    coordinated across grades and special services.
  • Schedules ongoing high quality professional
    development to support teachers and instructional
    staff, including time for teachers to analyze,
    plan, and refine instruction.

150
Team Breakout Activity
Double Dose Bethel School Districts Intensive
Reading Program Adds Beefed-Up Instruction for
At-Risk Readers from Day One Catherine Paglin
OEA JUNE 2003
  • Individually read the above article provided in
    your binders. When finished, answer the
    following questions with your team members
  • What critical changes did this school make to
    increase the percentage of proficient readers?
  • Are there any features of this school that are
    similar to how your own school operates?
  • What changes might your school consider to
    improve your students reading?

151
Using the Results of the PET-R to create an
action plan for your school
152
Team Breakout Activity
  • School Summary Score
  • After your team evaluates current practices on
    all 7 sections, proceed to page 11 in the PET
  • 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

153
Team Breakout Activity
  • 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

154
Assignments
  • Schedule a meeting to occur before your Strategic
    Reading training day with the following goals for
    the day being
  • Review core alignment with the systematic and
    explicit instruction of the big ideas
  • Set a schedule for the teams for the balance of
    the school year
  • Share this information with your entire staff
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