1. 1 Oregon Reading First: Cohort B Leadership Session Portland, Oregon March 4, 2009 © 2009 by the Oregon Reading First Center Center on Teaching and Learning

2. 2 Agenda

3. 3 Cohort B Goals Kindergarten: Increase student automaticity in whole word reading –By then end of kindergarten, students will read VC and CVC words as whole units. First Grade: Provide targeted instruction-based on student need-to all strategic and intensive students

4. 4 *Leadership Data-based Action Planning ©Jo Robinson

5. 5 A leader is someone you will follow to a place you wouldn’t go by yourself. Joel Barker

6. 6 More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

7. 7 Losing Benchmark Students? Not Moving Strategic Students? Increase Whole Group Intensity Whole Group –More explicit (Sesame Street room) Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week –More practice: Make sure all students read in small groups for at least 20 minutes every day Clean up classroom management…. Repeat initial instruction from TE throughout the week as needed Give more group and individual turns Increase engagement to 100%, use precision partner work Speed up transitions, moving from core section to section ASAP Start and end on time Repeat practice at times other than reading block Repeat practice during the week if skill not acquired –More feedback Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

8. 8 Losing Benchmark Students? Not Moving Strategic Students? Increase Small Group Intensity Small Group –More practice: Give more group and individual turns Increase engagement to 100% All students read in small group EVERY day Use extra practice material BEFORE strategic and intensive students read texts (decodables, at level readers, below level readers, ESL readers) Benchmarks read decodable, at-level, above level, anthology selection orally EVERY week more than once in small group. Teacher created seat work/centers are ALWAYS practice directly connected to needed skills from the core. –More feedback Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading –More time Speed up transitions, moving from group to group ASAP Start and end groups on time Groups last at least 20 minutes Cut out teacher talk, use consistent, rapid cuing

9. 9 Identify Targets to Move Benchmark/Strategic Students Bring help to target drafting sessions Reading coaches School psychologists Teachers from other grades who are good diagnosticians Use public minutes Record ideas for targets on chart paper List all ideas Cluster related ideas to develop targets

10. 10 Sample Teacher Targets for Benchmark/Strategic Students from Data Meeting More Explicit: –Post weekly vocabulary and review it daily More Practice: –Get to EVERY group EVERY day for full time –Use Precision Partner work to get 100% to answer comprehension questions –Provide daily sight word practice –Reduce teacher talk during small groups

11. 11 Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?

12. 12 Sample Principal Targets for Benchmark/Strategic Students from Data Meeting More Explicit: –Publicly say “Lets all work on more rapid cuing.” –Privately tell teacher X and teacher Y “I want to see less teacher talk and more rapid cuing at small groups in your room. More Practice: –Announce that you will walk-through all rooms at the end of small group to see if all groups have read each day. – Look for and praise during walk-thoughs: Less teacher talk More rapid cuing Daily sight word practice Precision partner work All groups reading every day –During walk-throughs: Ask teachers to show you the extra daily sight word practice they created. During small groups use hand signal to indicate too much teacher talk during small groups. –Privately ask coach to model Precision Partner work in rooms X, Y, and Z. Check to see that she did.

13. 13 Targeted Walk-Throughs Walk through all rooms Spend more time in “Hot Spots” –Reading block of grade levels losing benchmarks and strategics Is engagement 100% Are transitions fast? Are turns to read maximized? Are seat work/centers excellent practice for this week’s skills? Are seat work/centers completed accurately by all? Is correction procedure used consistently in oral reading? –Small groups and interventions of grade levels not moving intensives Do groups meet for full time? Everyday? Start on time? Are transitions fast? Are turns to read maximized? Is correction procedure used consistently in oral reading?

14. 14 More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

15. 15 Intervention Targets for Teachers Do teachers need to make changes in how they deliver intervention programs?

16. 16 YES

17. 17 Not Moving Intensive Students? Check Whole Group Placement Whole Group Correct Placement –Look at correct level of difficulty of core Can they actually read the text? (anthology) Can they answer comprehension questions? Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both? Do they need an alternative core for reading block? –Look at the intervention program placement Does it match their needs as shown in diagnostic assessments? Is delivery daily and intense? Do they need another more aggressive intervention?

18. 18 Not Moving Intensive Students? Increase Small Group Intensity Small Group –Check small group placement Are they in correct level text? Change placement Is intervention taught by paras ONLY? –More practice: Cut out teacher talk, use rapid cuing Give more group and individual turns with 100% engagement Speed up transitions, moving from group to group ASAP Intensive groups meet EVERY day, on time for full time Intensives read decodable, ELL book, below level, and at-level books orally EVERY week more up to 4 times in small group. Teacher created seat work/centers are ALWAYS differentiated and directly connected to needed skills from the core. Add a double dose later in the day – Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily. –Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher –More feedback Consistent, (every time) rapid error correction of sounding out, sight words, phrasing, bumpy reading, oral language Add immediate correction of seatwork or center work

19. 19 Sample Teacher Targets for Intensive Students from Data Meeting Correct Placement: –Start new alternative core at correct level during whole group time with connected practice at intervention time –Paras teach group 1 week/ teacher next week More Practice: –Small group: every student reads texts 4 times –Use rapid cuing –Communicate daily with double dose teacher –Reduce teacher talk during small groups More Feedback: –Correct all seatwork/center work immediately –Use rapid error correction during oral reading

20. 20 Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?

21. 21 Sample Principal Targets for Intensive Students from Data Meeting Correct Placement –Set date for start of new alternative core at correct level during whole group time. –Walk-through on that date to see if started. –Watch para/teacher rotation of teaching groups More Practice: –Small group: every student reads texts 4 times –Look for and praise during walk-thoughs: rapid cuing reduced teacher talk during small groups daily communication with double dose teacher –During small groups use hand signal to indicate too much teacher talk during small groups. More Feedback: –Look for and praise during walk-thoughs: Correcting all seatwork/center work immediately Using rapid error correction during oral reading

22. 22 Posting of Targets Have the targets on large chart paper as the team selects them at grade level meetings Email a PowerPoint of the targets to the each teacher and coach. Ask the teachers, coach to put the PowerPoint slides of grade level targets up in their rooms. Principal posts all grade level targets in her office.

23. 23 Do you need to change the way your reading system is organized?

24. 24 Reading System Change Examples Reorganize the delivery of core Examples: –Walk to read –Ensure 3 groups each day –Ensure full 90 minutes is actually reading –Increase core block beyond 90 minutes –Make seat work and centers practice connected to core –Get advanced training on core delivery Match intervention to need more carefully –Administer reading diagnostics to pinpoint needs –Purchase more intense interventions –Get training on intervention delivery Reorganize the delivery of intervention Examples: –Increase intervention time –Create teacher parapro intervention delivery teams –Ensure fast efficient intervention delivery –Ensure monitoring of every child in intervention –Select more intense intervention/ train in delivery

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26. 26 Four ways to deliver intense intervention 1.During 90 Minutes only (Often in K and 1) Additional staff provides small group (3-5) intense instruction Well trained in intervention Daily Differentiated and targeted instruction Examples: Daily small group ERI in K Daily small group Road to the Code in K Daily small group REWARDS in 3 rd Grade Joe Torgeson

27. 27 2. Extra intervention block outside 90 minutes Provides more than 90 minutes of reading Small group (3-5) instruction instruction Well trained in intervention Daily Totally coordinated with 90 minute instruction Regular intervention team meetings where student progress and needs are discussed monthly best (minimum 4-5 times a year) Examples: Daily small group preteaching of core in K and 1 Daily small group ERI or Road to the Code in K Daily small group REWARDS in 3 rd Grade Joe Torgeson

28. 28 3. Intervention Classrooms for 90 minutes Daily, using comprehensive intervention core One or more intervention rooms per grade level Not more that 15 students total to allow rotating small group (3-5) instruction For students who are substantially below level Well trained in comprehensive intervention core This teacher’s moderate risk and at-levels are taught by other teachers Best if additional staff can assist in this room Examples: Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2 nd or 3 rd graders Daily intervention classrooms in Read Well after Christmas for first graders struggling in the regular core Joe Torgesen

29. 29 22 25 24 15 24

30. 30 4. Intervention Classrooms for 90 minutes plus intervention block Daily, using comprehensive intervention core One or more intervention rooms per grade level Not more that 15 students total to allow rotating small group (3-5) instruction For students who are substantially below level Well trained in comprehensive intervention core This teacher’s moderate risk and at-levels are taught by other teachers Best if additional staff can assist in this room Best if intervention classroom teacher meets regularly with the intervention block teacher or is the same person Examples: Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2 nd or 3 rd graders plus additional 30 minutes of the same program later in the day Jo Robinson

31. 31 Master Schedule Using Modified Joplin Plan

32. 32 Select staff to deliver intense interventions Select staff to deliver interventions. Consider these points: Eagerness and support for intervention Fast efficient delivery, fidelity to specific program Ability to monitor every child Parapro and teacher teams who work well together

33. 33 “If you get good people on the front end, you spend less time working on deficiencies. Getting the right people is the best thing you can do. You can put $3 million of remedial materials in the school, and it won’t do any good if you don’t have the right people.” Inside the Black Box of High-Performing High Poverty Schools, Report from the Prichard Committee for Academic Excellence, Lexington KY 2/2005 8 elementary schools

34. 34 Get the right people on the bus.

35. 35 Will this decision bring more students to level in reading?

36. 36 “ Whatever it takes” attitude! Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools)

37. 37 Clear, Specific Goals for Kids As the bedrock foundation: a penetrating, deep understanding of what it is children are to know and be able to do and how to connect it across grades. Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools)

38. 38 More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

39. 39 *Project-level Data *NWF Data Analysis *Kindergarten and First Grade Data Folders

40. 40 Kindergarten Instruction Beginning of year Middle of Year End of Year Phonemic Awareness XXX Phonics XX Fluency Comprehension Listening Vocabulary XXX

41. 41 First Grade Instruction Beginning of year Middle of Year End of Year Phonemic Awareness XXX Phonics XXX Fluency XX Comprehension Listening X Vocabulary XXX

42. 42 Second Grade Instruction Beginning of year Middle of Year End of Year Phonemic Awareness Phonics Multi-syllabic and word structure Fluency XXX Comprehension XXX Vocabulary XXX

43. 43 LUNCH *Team Data-based Action Planning

44. 44 *Coach Plans to Support Data-based Actions

45. 45 Training Outcomes Training components and Combinations Knowledge SkillTransfer of Learning Information.63.35.00 Theory.15.50.00 Demonstration1.65.26.00 Theory Demonstration.66.86.00 Theory Practice1.15.00 Theory Demonstration Practice.72.00 Theory Demonstration Practice Feedback 1.311.18.00 Theory Demonstration Practice Feedback Coaching 2.711.251.68 Impact of Coaching on Teacher Skill (From Joyce and Showers, Student Achievement Through Staff Development)

46. 46 Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?

47. 47 A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be. Tom Landry Football Coach Dallas Cowboys

48. 48 Sample Coaching Targets for Benchmark Students from Data Meeting More Explicit: –Help teacher X Post vocabulary and show her how to review it daily –Show teacher Y how to get 3 groups done every day More Practice: –Demonstrate Precision Partner work to get 100% to answer comprehension questions at the next grade level meeting –Make a week’s daily sight word practice and give to team –Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it. –Work with teacher Z for 3 days to show her how to get to EVERY group EVERY day for full time

49. 49 Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?

50. 50 Sample Coaching Targets for Intensive Students from Data Meeting Correct Placement: –Individually test intensives in question to see if correctly placed. Tentatively regroup and share data with teachers –Help teachers start new groups. More Practice: –Small group: every student reads texts 4 times –Demonstrate where needed: rapid cuing reduced teacher talk during small groups Set up daily communication with double dose teacher and watch it for 3 days to make sure it is happening More Feedback: –Show teacher x how to correct all seatwork/center work immediately and how to use rapid error correction during oral reading

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52. 52 Thank You and Safe Travels! Please remember to complete the online MIKO evaluation!