1. Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide  
Introduce all coaches

2. OKCPS Elementary Curriculum Team
Dr. Wilbur House
Executive Director of Elementary Curriculum Development
Pam Hibbs
Early Childhood Director- Pre-K and Kinder Support
Gwyn Wert
1st Grade Literacy Coordinator
Danielle Calvin
2nd Grade Literacy Coordinator
Amy Walls
3rd Grade Literacy Coordinator
Jessika Hill
4th Grade Coordinator
Passion Bradley
5th and 6th Grade Coordinator

3. Elementary Math Curriculum Coordinator Peter Brown Kate Shannon
Karie Carpenter
Elementary Math Curriculum Coordinator
Peter Brown
K-12 Social Studies Curriculum Coordinator
Kate Shannon
Elementary Science Coordinator
Maxine McNeil
Payne Pilot Coordinator
Billie Larsh
Kathleen Lienke and Andy Jackson
Library Media Services

4. Please,
Remember to sign in
for your school!

5. - Victor Hugo, Les Miserables
"To learn to read
is to light a fire;
every syllable
that is spelled out
is a spark.“
- Victor Hugo, Les Miserables

6. The Reading Sufficiency Act
can be divided into
four key components:
Early Identification of Reading Deficiencies
Clear, Consistent Parent Communication
Increased Time and Improved Literacy Instruction
Third-Grade Graduation Requirements

7. of Reading Deficiencies
OKCPS has adopted
research-proven methods for focusing on
Early Identification
of Reading Deficiencies

8. easyCBM Benchmark windows are:
Check-Up Schedule
ALL OKCPS students in kindergarten - sixth grade are assessed for early literacy benchmarks in August, January, and May.
The
easyCBM Benchmark windows are:
August 18 – August 29
January 5 –January 16
May 4 – May 14
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9. Final “Composite” Risk Level
Individual Measures
Above Grade Level
76 – 100 Percentile
At Grade Level
40 – 75 Percentile
Below Grade Level
11 – 39 Percentile
Far Below Grade Level
0 – 10 Percentile
Final “Composite” Risk Level
Low Risk
Some Risk
High Risk
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11. Beta Do not print for parents
easyCBM Parent Report
Beta
Do not print
for parents

12. easyCBM Benchmark Testing for Transfer Students
Students who transfer to your school from within OKCPS will retain their previous easyCBM data. Assess incoming transfer students from outside the district with easyCBM Benchmark within first 5 days of attendance.
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13. Tracking Progress
In addition to benchmark checkpoints, progress monitoring is used to determine if students are making adequate growth throughout the year.
Students who score at or above grade-level
are progress monitored each month.
Students who score in the strategic range
are progress monitored every two weeks.
Students who score in the intensive
range are progress monitored each week.
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17. Progress Monitoring- Where Does it Fit…
Breakfast in the classroom
Computer lab time
After school tutoring
The first minutes of small group instruction
The last minutes of small group instruction

18. Progress Monitoring Leads to Instructional Changes
Discuss important role of assessment in instructional decision-making and planning.
Note: Participants will attend a more comprehensive break-out session on assessment on Day 2 of the training.

20. OKCPS requires three summative benchmark assessments for grades 2-6.
The Edusoft Benchmark windows are:
August 11 – September 12
November 10 – November 21
February 5 – February 20
These assessments provide valuable data regarding student proficiency
on grade-level reading objectives.
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24. Diagnostic Tools Elementary teachers will be provided
diagnostic tools to help pinpoint
the specific areas of reading deficiency
for struggling readers.
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26. OKCPS is Working Diligently Toward
Clear, Consistent
Parent Communication

27. Organized Student Data
Every OKCPS K-4th grade student
is provided with an Academic Progress Folder.
This folder documents each student’s literacy assessments, instruction, and academic growth.
It is used throughout the year to guide conversations with parents regarding their student’s reading
proficiency and instructional needs.
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28. Academic Progress Folder for Transfer Students
Students who transfer from outside OKCPS will not have a green Academic Progress Folder. Every “at-risk” K-3 student from a public school in Oklahoma should have an Academic Progress Plan with their records. An Academic Progress folder is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class.
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29. The Academic Progress Folder
End of the Year
After the completion of EOY assessments each Academic Progress Folder is organized and placed with the student’s cumulative folder in preparation for next school year.
Page 18

30. Completing the OKCPS Academic Progress Folder

32. Academic Progress Plan
Page 22-23

33. Required

34. Initial Notification letters must be certified mailed
OKCPS Fall Parent-Teacher Conferences
are provided for all OKCPS families
the week of September 2.
Conferences are scheduled after this time
for families who transfer after this time
or request additional meetings.
Parents who are unable to attend the conferences will be notified by mail using the district-provided letter.
Initial Notification letters must be certified mailed
by the end of September.
(Or within 35 days of enrollment for transfer students)

35. Second Quarter Third-Grade Parent Notification
The parent or guardian of any third grade student
who is not reading at grade level
by the end of the second quarter shall be notified of:
1. The reading level of the student
2. The program of reading instruction for the student
3. The potential need for the student to participate
in OKCPS Summer Reading Academy
The OKCPS Mid-Year Third-Grade Parent Letter is
provided to sites to send with second quarter report cards.
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36. Required

37. Highly Recommended

38. Midyear Notification letters must be mailed
OKCPS Midyear Parent-Teacher Conferences
are provided for all OKCPS families
the week of February 2.
Conferences are scheduled after this time
for families who transfer after this time
or request additional meetings.
Parents who are unable to attend the conferences will be notified by mail using the district-provided letter.
Midyear Notification letters must be mailed
by Valentine’s Day
for students who already received initial notification.

39. Parent Notification of Qualification for RSA Promotion
A third-grade student whose composite risk level is low (white) for the Fall, Winter, or Spring easyCBM Benchmark has satisfied the RSA requirements for promotion to 4th grade. The student’s parents will be notified that their student will not be RSA retained at the end of 3rd grade. Notification will occur during the Parent Conference directly following the benchmark testing.
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41. Support for Building the Academic Team
Saturday, January 17 Upper Elementary Monday, January 26 3:45pm - Lower Elementary Tuesday, January 27 3:45pm - Elementary Wednesday, January 28 3:45pm - Hills Elementary Thursday, January 29 3:45pm - Luther King Elementary

42. EOY Conferences
End-of-Year Conferences are provided for all OKCPS 3rd grade families within the last 30 days of school. Fourth-grade students who received a conference-based “probationary promotion” are also provided an End-of-Year Conference.
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43. Friday, May 1 - Saturday, May 9
End of Year Trainings
Training will be provided
for all members of the Academic Team
regarding the EOY Conference requirements.
The trainings will occur the first week in May-
after the state testing window.
Sessions will be offered morning, afternoon, and evening
Friday, May 1 - Saturday, May 9
@Administration Building Room 400

45. Graduation Requirements
OKCPS Policies must be Followed
to Ensure Compliance with the
Oklahoma Third-Grade
Graduation Requirements

46. OKCPS Retention RSA requires that a specific group
of third-grade students be retained.
It does not prevent the teacher or administrator
from retaining any K-12 student.
All OKCPS teachers will follow the district Safety Net Procedures for each student they believe may benefit from retention.

48. OK Requirements for Third Grade Graduation
The Reading Sufficiency Act now provides four methods through which third-grade students may satisfy the proficiency requirements for promotion to fourth grade.

49. OK Requirements for Third Grade Graduation
1. Proficiency Demonstrated
through a Reading Screener
2. Score of Limited Knowledge (or higher)
on the Reading OCCT
3. Good-Cause Exemption
4. Conference- Based Promotion*
* This promotion is only allowed for
and school years.
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50. Proficiency Demonstrated through a Reading Screener
The screening instrument used in OKCPS is easyCBM.
A third-grade student whose composite risk level is
low/white for the Fall, Winter, or Spring Benchmark
has satisfied the requirements of the Reading
Sufficiency Act for promotion to fourth grade.
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51. Proficiency Demonstrated through the OCCT
Advanced
Proficient
Limited Knowledge
Unsatisfactory
SB 346 does not require retention of students
who score Limited Knowledge.
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52. Quick Reference for RSA Good-Cause Exemptions
pertains to ELL students
Good-Cause Exemption #2
pertains to OAAP students
Good-Cause Exemption #3
involves the alternative assessment (ITBS)
Good-Cause Exemption #4
requires a 3rd grade mastery portfolio
Good-Cause Exemption #5
pertains to students who have an IEP
and have been retained once (PreK-3)
Good-Cause Exemption #6
pertains to students who
have been retained twice (PreK-3)
Good-Cause Exemption #7
have a medical waiver from SDE.
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53. Conference-Based Promotion by an Academic Team
The student’s Academic Team is composed of:
(1) the student’s parent(s) and/or guardian(s)
(2) the student’s primary reading teacher
(3) a teacher in reading who teaches in the subsequent grade level
(4) the school principal
(5) a certified reading specialist
The student will be promoted to the fourth grade
if the Academic Team members unanimously recommend "probationary promotion."
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54. Projected 3rd Grade Reading Deficiency

55. Schools will receive this information by the end of February.
Completion / Verification is required prior to Spring Break.

56. Teachers will use this information to guide their instruction, intervention, and parent communication throughout the spring semester. At the end of the school year, this document will also aid teachers in determining students for whom Good-Cause Requests should be submitted.

57. Additionally, the information provided by this mid-year report will guide building and district leaders as decisions are made for next year’s instructional response.

58. Tiered Literacy Instruction to Meet the Needs of All Learners
OKCPS Instructional Policies Emphasize
the Value of
Tiered Literacy Instruction
to Meet the Needs of All Learners

59. The Academic Team Each OKCPS elementary student is supported
by an Academic Team composed of:
the student’s parent(s) and/or guardian(s)
2. the student’s primary reading teacher
3. a reading teacher in the subsequent grade level
4. the school principal
5. a certified reading specialist, when one is available
6. additional instructional support providers:
Remedial Specialists, Special Education teachers, English Language Development teachers, Social Workers, and Counselors. 
Coordinated instructional support from all members of an Academic Team is critical to each student’s successful development of early reading skills. Members of this team will meet throughout the year to review student data, develop an Academic Progress Plan, make instructional decisions, and determine placement that will provide maximum support for academic growth.
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60. Data Meetings/Conferences
Fall Data Meetings Winter Data Meetings
September 2 – September 5 January 20 – January 23
Data Meeting Committee
Principal, Assistant Principal, Teacher,
Special Education, Speech, ELD Teacher, Reading Specialist
and Remedial Specialist, Library Media Specialist
Student Data to Be included in Analysis
EasyCBM Benchmark and Progress Monitoring Data,
Edusoft Student Performance Data,
WIDA Assessment Results, Diagnostic Data (if available)
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61. Data Meetings/Conferences
Data Analysis Meeting Goals:
Establish student groups for
Tier I differentiated instruction,
Tier II Intervention and Tier III Intervention Groups
Evaluate the success of the first semester’s
Program of Reading Instruction
Determine which services and
instructional support providers
are most appropriate to accelerate
each student’s reading progress
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63. easyCBM End-of-Year Goals
Kindergarten
Phoneme Segmenting
39 pspm
First Grade
Passage Reading Fluency
49 wpm
Second Grade
90 wpm
Third Grade
106 wpm
Fourth Grade
133 wpm
Fifth Grade
157 wpm
Sixth Grade
153 wpm

66. Progress Monitoring 60, 65, 69, 59, 79

67. 21 28 24 45 41 47 67 81 65 78
61/75 90 74 88 69 ? ?

68. Additional Support for Understanding
OKCPS Literacy Support Team
Go to this ppt at this time.

70. The System of Tiered Support
All students are provided with a
90 minute reading block.
Students who are determined to be at risk
for reading difficulties are provided with an additional
30 minute strategic intervention block.
Students who experience the greatest difficulty
learning to read are also provided with a
30 minute intensive intervention block.

72. Tiered Instruction is Provided
to all students at risk for reading difficulties as identified by easyCBM or other measures
during regular school hours
using a state-approved reading curriculum
as the student’s Program of Reading Instruction (described in the student’s APP)

75. TREASURES Glossary of Reading terms
Activity with hard copy of glossary:
5 terms you want to know better: shared reading, shared writing—whatever is on the instructional guide…
represent your concept

76. Tier I is a 90 Minute Uninterrupted* Reading Block.
* students in K-3rd are required to have an uninterrupted block
Tier I instruction is provided to ALL* OKCPS students.
* proficient, strategic, and intensive… ELL, SPED…
Tier I instruction is provided by the students’
Primary Reading Teacher.
“Push-In” support is encouraged.

77. Tier I Instruction Whole Group Instruction Small Group Instruction
30-45 Minutes
Not necessarily all at once
Small Group Instruction
45-60 Minutes
15-20 Minutes per Group
Scaffolding for Students Reading Below Level
Enrichment for Students Reading Above Level

78. Instructional Reading Block-Tier I

79. Tier I Instruction
Tier I is designed to introduce and support student mastery of grade-level standards and objectives (PASS+) by the end of the year.
Treasures- the Core Reading Series- is used in Tier I to provide the appropriate scope and sequence for acquisition of grade-level skills.
Tier I instruction is delivered in an explicit
“I Do, We Do, You Do” format.

81. Tier I Instruction Oral Language / PA Grammar Word Work / Phonics
Comprehension
Fluency
Vocabulary
Grammar
Writing
Research
Handwriting
Instructional focus
Student Application

82. Sharpening Tier I Small Groups

84. The Relative Influence of the Components of Reading
The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school

85. TIER I Supplemental Resources
(This is not an exhaustive list.)
OKCPS Reading Block Instructional Guides
Florida Center for Reading Research
Leveled Literacy Intervention
Triumphs
SRA
Rigby Books
Explicit Phonics Programs
West Virginia Phonics
Reading Horizons
Saxon Phonics
Wilson Fundations

89. What are the Other Kids Doing While I Teach Tier I Small Groups?
All students are actively engaged
in developing key literacy skills.
Phonological Awareness
Vocabulary
Word Study
Phonics
Instructional focus
Student Application
Fluency
Grammar
Comprehension
Independent Reading
Informational Text
Listening
Oral Language
Writing

90. Love My Literacy Centers

92. Literacy Centers have Two Purposes:
to engage “the other” students
while the teacher provides instruction
for small reading groups
(2) to reinforce literacy skills
(vocabulary, reading, phonics, word study, mechanics) 

93. Alternatives to Traditional Centers

94. Tier II is 30-45 minutes of targeted instruction
and guided practice on specific below-grade level skills.
Tier II intervention is teacher-directed support
for ALL OKCPS students who are reading below level.
Tier II intervention is provided by
a professional trained in intervention.
“Walk to Intervention” is encouraged.

95. Tier II Intervention
The ideal format for Tier II groups is students who share a common skills deficit
The entire intervention block should be spent with the same group of students
The most critical element of Tier II intervention is the delivery of explicit, skill-focused instruction
Walk-to-Intervention may be necessary to provide students’ with instruction that targets their specific needs

96. Tier II Intervention
The goal of Tier II Intervention is to fill the gaps
in critical areas of literacy
Tier II Intervention should be intensive in order to accelerate progress to a rate that allows students to achieve grade-level proficiency

97. Tier II Intervention
Assessment tools allow teachers to identify the students’ areas of greatest need.
Intervention will focus on key sub-areas of the Big 5.
Oral Language /PA
Word Work / Phonics
Comprehension
Fluency
Vocabulary

98. The Relative Influence of the Components of Reading
The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school

99. (This is not an exhaustive list.)
TIER II Resources
(This is not an exhaustive list.)
Triumphs
Voyager Passports
Structured Language Basics (Payne Education Programs)
Florida Center for Reading Research
Leveled Literacy Intervention
Explicit Phonics Programs
West Virginia Phonics
Reading Horizons
Saxon Phonics
Wilson Fundations

100. What are the Other Kids Doing While I Teach Tier II Small Groups?
All students are actively engaged
in developing key academic skills.
Fluency Practice
Writing Activities
Literacy Centers
Instructional focus
Student Application
Math Centers/Games
Technology Integration
Social Studies Activities
Science Activities

101. Tier III is 30 minutes of intensive instruction and
guided practice on specific far below-grade level skills.
Tier III intervention is teacher-directed support
for ALL OKCPS students who are reading far below level.
Tier III intervention is provided by
a professional trained in intervention.
“Walk to Intervention” is strongly encouraged.

102. Tier III Intervention
The ideal format for Tier III groups is students who share a common skills deficit
The entire intervention block should be spent with the same group of students
The most critical element of Tier III intervention is the delivery of explicit, skill-focused instruction
Walk-to-Intervention may be necessary to provide students with instruction that targets their specific needs

103. Tier III Intervention
The goal of Tier III Intervention is to establish missing foundational skills in in critical areas of literacy.
Tier III Intervention should be intensive in order to accelerate progress to a rate that allows students to achieve grade-level proficiency in 2-3 years time.

104. Tier III Intervention
Diagnostic assessments allow teachers to identify the students’ areas of greatest need.
Intervention lessons will focus on foundational reading skills.
Oral Language /PA
Word Work / Phonics
Tier III Intervention requires a different curriculum- delivered with increased intentionality and decreased pace.

105. The Relative Influence of the Components of Reading
The Relative Influence of the Components of Reading and therefore the time allocated during Tier I changes as student progress through elementary school

106. (This is not an exhaustive list.)
TIER III Resources
(This is not an exhaustive list.)
Explicit Phonics Programs
West Virginia Phonics
Reading Horizons
Saxon Phonics
Wilson Fundations

107. What are the Other Kids Doing While I Teach Tier III Small Groups?
All students are actively engaged
in developing key academic skills.
Fluency Practice
Writing Activities
Literacy Centers
Instructional focus
Student Application
Math Centers/Games
Technology Integration
Social Studies Activities
Science Activities

108. Types of Schedules for Intervention & Differentiated Instruction
WV School Improvement Conference 2009

109. Teacher with an intervention group
Delivering Intervention and Differentiated Instruction Extra Time Intervention Tier I, II, and III
Writing Workstation
Listening
Library
This is completed outside of the 90 minute block. This model can be used in a school that does not have Title 1 support.
Teacher with an intervention group
Computer Workstation
WV School Improvement Conference 2009

110. Delivering Intervention and Differentiated Instruction Push-In Intervention Tier I, II, and III
Writing Workstation
Listening
Library
Tier II is completed outside of the 90 minute block and a teacher pushes in. It can also be used within the core time for differentiation.
Teacher with an intervention group
Interventionist with an intervention group
Computer Workstation
WV School Improvement Conference 2009

111. Delivering Intervention Instruction Pull-Out Intervention Only Tier II and III
Writing Workstation
Listening
Library
Interventionist with an intervention group
Tier II is completed outside of the 90 minute block. It can also be used for differentiation if it is within the core. If you like the pull-out model you do not permit teachers to pull-out by classrooms, but by skills.
Teacher with an intervention group
Computer Workstation
WV School Improvement Conference 2009

112. Advanced Word Study Group
Delivering Intervention Instruction Walk-to-Intervention Only Tier II and III
Benchmark Group
25 Students
Classroom Teacher #4
Decoding Group
Vowel Teams
6 Students
Classroom Teacher #1
Fluency Group 25
Students
Classroom Teacher #3
CVC
4 Students
Reading Teacher
Advanced Word Study Group
Multisyllable Words
16 students
Classroom Teacher #2
Silent e
Spec Ed. Teacher
4 Classrooms-94 Students-6 Staff Members; It is Tier II when it is additional time. It can be used for differentiation with the core. This does not work without collaboration. To do this you must know your staff and they must be willing to admit their strengths and weaknesses. While all student are reading receiving extra instruction all students are not tier 2 students. The tier students are probably in the 3 decoding groups. These groups would be progress monitoring.
4 Classrooms- 94 Students- 6 Staff Members
WV School Improvement Conference 2009

113. Literacy Through Technology
Schools have access to many, many computer programs that provide additional support for student learning.
While use of these programs is encouraged to supplement, they may not be used to replace direct-teacher instruction during any of the Tiers.

114. Supplemental Support Resources
(This is not an exhaustive list.)
Failure Free Reading
Lexia
Reading Eggs
Smarty Ants
Study Island
Successmaker

116. Language Essentials for Teachers of Reading and Spelling
Tools for the Tiers
Teamwork within the Tiers
Language Essentials for Teachers of Reading and Spelling
40 Reading Intervention Strategies
Professional Development series provided during the school year to support the implementation of effective tiered instruction.

117. Early Intervention Changes Reading Outcomes5
5.2
Low risk on early screening
4.9
With research-based core but with extra instructional intervention 4
With research-based core but without extra instructional intervention
3.2 3
Reading grade level (GE)
2.5
High risk on early screening 2
Here’s the most compelling reason for using RtI – results. Students who are identified in first grade as being at high risk on early screenings will continue to lag behind their low-risk peers, even with a research based comprehensive reading program. In order to reach their potential, these students must have BOTH a research based core reading program and extra intervention.
Note that students who are on track achieve with the ongoing instruction provided to them in most classrooms. High risk students not only need a research based core program, but also need well targeted research-based interventions to succeed. Note to user of this Power Point: This slide is critical in that it reinforces Sopris’ intervention programs and products. 1
Grade level corresponding to age
Reading First Assessment Committee (2000), based on Torgesen longitudinal study
Reading First Assessment Committee 2000, based on Torgesen data

118. OKCPS Literacy Requirements for ALL OKCPS K-4 students
1) Academic Progress Folder
- Created and up-to-date prior to conferences and by the end of each quarter 
2) Academic Progress Plan / Parent Notification
- Initial Meeting (pgs. 3-4) signed within 35 days of enrollment
- Midyear Update (pgs. 5-6) completed by Feb. Conferences
4) 90 Minute Reading Block
- Uninterrupted block for K-3
- Based on the Core Reading Program
5) Additional Tiered Intervention
- As required if reading below grade level
6) EasyCBM Benchmarks
- BOY, MOY, and EOY
7) Progress Monitoring
- According to district guidelines

119. Please,
Remember to sign in
for your school!

121. OKCPS RSA Coordinator Amy Walls arwalls@okcps.org (405) 203-3797