1 Achieving a Healthy Grade- Level System in Beginning Reading Content developed by Carrie Thomas Beck.
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1 Achieving a Healthy Grade- Level System in Beginning Reading Content developed by Carrie Thomas Beck
2 Were grade-level instructional maps effective in supporting adequate progress for students with benchmark, strategic, and intensive needs? Achieving a Healthy System:
3 DIBELS Summary of Effectiveness Reports 4 Ways to Achieve Adequate Progress
4 1.Record the percentage of students who made adequate progress from Fall 2005 to Winter 2006 at your grade level: Instructional Recommendation in Fall 2005 Percent of Students Who Made Adequate Progress Benchmark Strategic Intensive
5 2.In grade level teams, identify the group of students (benchmark, strategic, intensive) making the least progress:
6 3. Using the Elements of a Healthy System Checklist, work in grade level teams to evaluate the health of your grade level system for that group of students.
Oregon Reading First -Schoolwide Beginning Reading Model Elements of a Healthy System Checklist School: Grade:Level of Support:
8 Seven Elements To Evaluate: I.Goals, Objectives, Priorities II.Assessment III.Instructional Programs and Materials IV.Instructional Time V.Differentiated Instruction, Grouping, Scheduling VI.Administration, Organization, Communication VII.Professional Development
21 Identify High Priority Items: Roosevelt Example Roosevelt will first focus on structural elements: SE 1: Using appropriate reading programs and materials to teach the full range of students. (Along with this, the team will make sure that all necessary materials are available in each classroom and small group.) SE 2: Grouping students based on program recommendations.
22 Identify High Priority Items: Roosevelt Example (cont.) Roosevelt has identified all missing structural elements. Now, the team will identify items that are related to the missing structural elements: Ongoing, high quality training will need to be provided for the instructional programs/materials the team will select.
23 6. Review highlighted items. Identify three high priority items to address in the upcoming weeks: (Roosevelt Example) Item 1: Use appropriate reading programs and materials to teach the full range of students. Make sure all necessary materials will be available. Item 2: Group students based on program recommendations. Item 3: Provide ongoing, high quality training on the new reading programs/materials.
24 7. Collaborate with one or two grade level teams from other schools in the room. (a)Discuss current instructional maps (i.e., grade level systems) (b)Discuss progress of students. (c)Discuss high priority items for your grade level. (d)Share ideas for addressing the high priority areas.