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Oregon Reading First Fall Cohort B Leadership Webinar

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Oregon Reading First Fall. Cohort B Leadership Webinar. October 14, 2009. 2 ... of connected text reading EACH day! ... Due Date. Deliverable. 29 ... – PowerPoint PPT presentation

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Title: Oregon Reading First Fall Cohort B Leadership Webinar


1
Oregon Reading First Fall Cohort B Leadership
Webinar
  • October 14, 2009

2
Purpose
  • Looking Back
  • Review Project-level Goals and Outcomes from
    2008-2009
  • Looking Ahead
  • Discuss Data, Recommendations, and
    Actions/Targets for 2009-2010
  • Finally
  • ORFC schools are shaping future research and
    practices across the state and country!

3
How Important is School Leadership?
  • there are virtually no documented instances of
    troubled schools being turned around in the
    absence of intervention by talented leaders.
    While other factors within the school also
    contribute to such turnarounds, leadership is the
    catalyst.

Leithwood, Louis, Anderson, Wahlstrom, 2004, p.
17
4
Looking Back..
5
2008-2009 Goals
  • Kindergarten
  • Increase student automaticity in whole word
    reading.
  • First Grade
  • Provide targeted instruction, based on student
    need, to all strategic and intensive students.

6
What were our hypotheses?
  • Kindergarten
  • Of students who were at benchmark, many may not
    be established in beginning word reading skills
    (e.g., sound-by-sound reading vs. reading words
    as whole units).
  • First Grade
  • Too little progress in intervention programs
    (e.g., delayed starts, lesson pacing, etc.).
  • Difficulty targeting specific skill deficits for
    strategic students.

7
What did the ORFC do to focus on our goals?
  • Greater emphasis on providing instruction
    targeting student needs.
  • Provided detailed analyses of student performance
    on NWF.
  • Developed blending enhancements for ERI.
  • Created Quick Checkouts for K and 1st for
    Houghton Mifflin and Scott Foresman.
  • Provided Project-wide on-site PD and coaching.
  • Offered large group Professional Development and
    Coaching newsletters

8
Did we meet our goals for kindergarten?
  • Increase the percent of kindergarten students
    meeting the spring 2009 benchmark goal (80 -
    95)
  • 89 of kindergarteners established on PSF and 74
    low risk on NWF-CLS
  • 78.4 of kindergarteners made adequate progress
    (an increase of 17.4 from spring 2006)
  • Increase student automaticity in whole word
    reading.
  • Winter 200980 students low risk and whole unit
    readers
  • Spring 2009 276 low risk whole unit readers
    (196 students!)
  • Winter 2009 to Spring 2009 decrease of 200
    students who were low risk reading words
    sound-by-sound

9
How have we measured automaticity in whole word
reading?
  • Examined student performance on NWF in regard to
    specific decoding strategies proposed in previous
    research (Harn, Stoolmiller, Chard, 2008)
  • Research has indicated that students who utilize
    more sophisticated decoding strategies (i.e.,
    partial blending, whole word reading) had higher
    scores on measures of ORF.

Strategy Example
Sound-by-Sound /t/ /o/ /b/
Words Recoded (sound-by-sound then recode) /t/ /o/ /b/ /tob/
Partial Blending /t/ /ob/
Whole Word Reading /tob/
10
Did we meet our goals for first grade?
  • Increase the percent of strategic and intensive
    students making adequate progress and meeting the
    benchmark goal.
  • Although the number of intensive students making
    AP have decreased from Years 1 - 4, the number of
    students classified as intensive has decreased by
    almost 50.
  • Similarly, the number of strategic students
    making AP has decreased from Years 1 - 4) but the
    number of students classified as strategic has
    also decreased.

11
2008/2009 EOY Data for Cohort B Students in
Intervention Programs
Grade Benchmark Measure / Goal of Students Who Met Benchmark
K NWF - 25 CLS 70 (349/500)
1 ORF - 40 WCPM 28 (74/266)
2 ORF - 90 WCPM 16 (43/273)
3 ORF - 110 WCPM 15 (37/250)
12
Keepers!
  • More classroom teachers are collecting their own
    data and using it!
  • There is closer examination of students specific
    needs and targeting instruction on these
    deficits!
  • Have started small group instruction earlier in
    the year and are moving students sooner!
  • Greater number of principals conducting classroom
    walk-throughs and attending GLT meetings!
  • Improved coordination with Sped!
  • Kindergarten teachers know and work toward whole
    word readers!
  • First grade has a greater focus on connected text
    reading.

13
Looking Ahead.
14
2009-2010 Cohort B Data
62 N 583
54 N 503
41 N 356
42 N 394
15
Data Trends Suggest...
  • Intensive Students WILL continue to be intensive
    if they do not complete and master the
    appropriate number of lessons.
  • We continue to have a high number of kindergarten
    students coming in at risk (38) who will need
    additional intensive instructional support to be
    able to meet end-of-year goals
  • 1st grade students continue to need additional
    blending support to be able to meet the goal of
    15 words read correctly as whole units
  • A relationship exists between a students ability
    to read words correctly as whole units and their
    performance on ORF, even in the fall of 2nd grade.

16
What do literacy leaders need to continue to
focus on to ensure ALL children will be readers
  • Digging Deeper.

17
K-3 Structural Recommendations for school
leaders for 2009-2010
  • Focus first on structural pieces if they are not
    already in place
  • Provide training and coaching for all new
    teachers and IAs in the programs they are using
    in addition to other PD needed.
  • Ensure that coach and/or resident expert is
    trained in all reading programs being implemented
    in the building.
  • Ensure that small group instruction starts within
    the first few weeks and student progress is
    reviewed periodically so that appropriate changes
    can be made.
  • Ensure that additional catch-up instructional
    time is available for struggling students.
  • Coordinate instruction in order to provide
    consistency for students.
  • Administer, analyze, and discuss various data
    sources (e.g., DIBELS, phonics screener,
    in-program assessment data) at monthly GLTs.
  • Principal goals for each grade, walk-throughs,and
    participation in GLTs.

18
ORFC Instructional Recommendations for school
leaders for 2009-2010
  • Kindergarten Intensive Instruction
  • Establish and hold to pacing goals so K students
    complete RM L1 Lesson 135 and higher ERI
    complete all 126 lessons using Enhancements RW
    complete Unit 15 and higher.
  • Make sure that students in intervention programs
    are appropriately placed and mastering critical
    skills. This includes a focus on both re-teaching
    and accelerating when appropriate.
  • Beefy comprehension and vocabulary instruction.
  • Kindergarten Strategic Instruction
  • Provide 30 minute (minimum) daily
    teacher-directed small group instruction (NEW
    small group preteach lesson formats!). Begin
    connected text reading as soon as it is
    introduced in the program.
  • Students who are struggling (I.e., low strategic)
    place in alternate core or intervention program.
  • Mastery Checkouts and re-teaching as needed.
  • Beefy comprehension and vocabulary instruction.

19
ORFC Recommendations for school leaders for
2009-2010 (continued)
  • 1st Grade intensive Instruction
  • Establish and hold to pacing goals so 1st grade
    students complete RM L2 Lesson 168 and higher
    Horizons Level B RW 1. What about ERI for 1st?
  • Place students who are not closing the gap in
    replacement core program sooner.
  • Make sure that students in intervention programs
    are appropriately placed and mastering critical
    skills. This includes a focus on both re-teaching
    and accelerating when appropriate.
  • Beefy comprehension strategy and vocabulary
    instruction.
  • 1st Grade Strategic Instruction
  • Provide 30 minute (minimum) daily
    teacher-directed small group instruction (NEW
    Small group preteach lesson formats!) with at
    least 15-minutes of connected text reading EACH
    day!
  • Mastery Checkouts and Reteaching as needed.
  • Beefy comprehension and vocabulary instruction.

20
ORFC Recommendations for school leaders for
2009-2010 (continued)
  • 2nd grade intensive instruction
  • Establish and hold to pacing goals so 2nd grade
    students complete RM Plus 3 lesson 120 or higher
    Horizons C/D lesson 70 or higher
  • Place students who are not closing the gap in
    replacement core program sooner.
  • Make sure that students in intervention programs
    are appropriately placed and mastering critical
    skills. This includes a focus on both re-teaching
    and accelerating when appropriate.
  • Beefy comprehension strategy and vocabulary
    instruction.
  • 3rd grade intensive instruction
  • Establish and hold to pacing goals so 3rd grade
    students complete RM Plus 5 to at least lesson
    55 160 lessons of Horizons C/D
  • Place students who are not closing the gap in
    replacement core program sooner.
  • Make sure that students in intervention programs
    are appropriately placed and mastering critical
    skills. This includes a focus on both re-teaching
    and accelerating when appropriate.
  • Beefy comprehension strategy and vocabulary
    instruction.
  • 2nd and 3rd grade Strategic Instruction
  • Provide 30 minute (minimum) daily
    teacher-directed small group instruction (NEW
    Small group preteach lesson formats!) with at
    least 15-minutes of connected text reading EACH
    day!

21
New Small Group Lesson Formats!
  • For each daily lesson pre-selected words are
    provided to be used for the following activities
  • Irregular Word Reading (Card 3)
  • Phonemic Awareness (Cards 5 6)
  • Teaching Sound Spellings (Card 7)
  • Blending Practice (Card 8)
  • Regular Word Reading (Card 3)
  • Decodable Text Reading (Card 11 or 12)
  • Dictation
  • Includes space for noting activities to be used
    for re-teaching and/or re-reading

22
(No Transcript)
23
Card 3 - Irregular Words Do Say It,
Spell It, Say It routine for the first four
words.
use mud get play
take and up town
use town mud in
way use on get
SF Enhancements for Small Group Lessons Unit 1
Week 3 Day 1
24
You are shaping the future!
25
Impact of Oregon Reading First
High-Quality Research
Student Data
Effective Leadership Practices
Effective Instructional Practices
Oregon Reading First
Essential Components of Schoolwide Reading Model
Data
26
Professional Development for 2009-2010
What? When? For Whom?
DIBELS Refreshers Fall, Winter, Spring Coaches
LPR/Lesson Pacing Webinar September 2009 Coaches and Intervention Teachers
Coaches Meetings Monthly Coaches
Cohort B Leadership Sessions Fall, Winter, Spring Following benchmark data collection All Cohort B Leaders (Principals, Coaches, and DTLs)
27
Professional Development for 2009-2010
What? When? For Whom?
Monthly Brown Bag Session
K-3 Statewide Outreach Sessions Nov 4 (webinar), and TBA K-3 teachers and coaches
Ongoing In-school (and phone) RC Support
throughout the year
28
2009-2010 Deliverables
Deliverable Due Date
Teacher commitment form signed by new staff members October 1, 2009
Fall-Winter Instructional Focus Group Plans (required for RC supported schools) Literacy Plan updates October 23, 2009
Winter-Spring Instructional Focus Group Plans (required for RC supported schools) Action Plan update and new actions February 12, 2010
Winter Data-Based Leadership Plan February 26, 2010
Action Plan updates 2010 - 2011 Action Plan Literacy Plan updates and revisions Spring Data-Based Leadership Plan June 18, 2010
29
Additional Information
  • The ORFC Website (http//oregonreadingfirst.uorego
    n.edu/) has additional information on all
    upcoming ORFC and K-3 Statewide Literacy Outreach
    Sessions
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