1. Instruction GoalsAssessment For Each Student For All Students Institute on Beginning Reading Day 4: Instruction: Time, Scheduling & Grouping / Reading Action Plans

2. Kame'enui, Simmons, Coyne, & Harn © 2003 2 Content Development Content developed by: Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Professor, College of EducationUniversity of Oregon Michael D. Coyne, Ph. D Beth Harn, Ph. D University of ConnecticutUniversity of Oregon Prepared by: Patrick Kennedy-PaineKatie TateUniversity of Oregon

3. Kame'enui, Simmons, Coyne, & Harn © 2003 3 Acknowledgments  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

4. Kame'enui, Simmons, Coyne, & Harn © 2003 4 Permissions  Some video clips are used with the permission of Reading Rockets, a project of Greater Washington Educational Telecommunications Association (WETA).  More information is available at: http://www.ReadingRockets.org/

5. Kame'enui, Simmons, Coyne, & Harn © 2003 5 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

6. Kame'enui, Simmons, Coyne, & Harn © 2003 6 The objectives of today’s session are to: 1.Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide 2.Use classroom reports to identify students needing additional support 3.Evaluate current reading practices using the Planning and Evaluation Tool (PET-R): Instructional Time, Differentiated Instruction/Grouping/Scheduling, Administration/Organization/ Communication, and Professional Development 4.Develop Reading Action Plans 5.Share School Reports Objectives: What You Will Learn and Do

7. Kame'enui, Simmons, Coyne, & Harn © 2003 7 A Schoolwide Beginning Reading Model For Each Student Instruction Goals Assessment For All Students

8. Kame'enui, Simmons, Coyne, & Harn © 2003 8 IBR Foundational Features: Translating Research into Practice Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused

9. Kame'enui, Simmons, Coyne, & Harn © 2003 9 The objectives of today’s session are to: 1.Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide 2.Use classroom reports to identify students needing additional support 3.Evaluate current reading practices using the Planning and Evaluation Tool (PET-R): Instructional Time, Differentiated Instruction/Grouping/Scheduling, Administration/Organization/ Communication, and Professional Development 4.Develop Reading Action Plans 5.Share School Reports Objectives: What You Will Learn and Do

10. Kame'enui, Simmons, Coyne, & Harn © 2003 10 1.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 2.Goals: What outcomes do we want for our students in our state, district, and schools? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Focus of this session. Guiding Questions

11. Kame'enui, Simmons, Coyne, & Harn © 2003 11 For Each Student Instruction Goals Assessment For All Students What Are the Critical Components That Need to Be in Place?

12. Kame'enui, Simmons, Coyne, & Harn © 2003 12 Adequate, Prioritized, and Protected Time for Reading Instruction and Practice Instruction: Time  Schoolwide plan established to allocate sufficient reading time and coordinate resources  Reading time prioritized and protected from interruption  Additional time allocated for students not making adequate progress (supplemental & intervention programs)

13. Kame'enui, Simmons, Coyne, & Harn © 2003 13 Three Types of Instructional Time  Allocated  Actual  Academic Learning Time --Time children are engaged in tasks in which they can be highly successful

14. Kame'enui, Simmons, Coyne, & Harn © 2003 14 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

15. Kame'enui, Simmons, Coyne, & Harn © 2003 15 Instruction: Time  Additional time allocated for students not making adequate progress who require supplemental & intervention programs  It is easier to coordinate and allocate time for supplemental and intervention programs in the context of a consistent schoolwide schedule of reading instruction

16. Kame'enui, Simmons, Coyne, & Harn © 2003 16 Sample Time Allocations - Grade 2 ProgramTime Allocation Core Program 90 minutes, five days per week for all students Supplemental Fluency program 15 minutes, three days per week for all students Intervention Phonics program 1 30 minutes, three days per week for students needing some extra support Intervention Phonics program 2 30 minutes, five days per week for students needing intensive support

17. Kame'enui, Simmons, Coyne, & Harn © 2003 17 Instruction, Grouping, and Scheduling That Optimizes Learning Instruction: Grouping  Differentiated instruction aligned with student needs  Creative and flexible grouping used to maximize performance

18. Kame'enui, Simmons, Coyne, & Harn © 2003 18 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

19. Kame'enui, Simmons, Coyne, & Harn © 2003 19 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 Creative and Flexible Grouping Used to Maximize Performance

20. Kame'enui, Simmons, Coyne, & Harn © 2003 20 Instruction: Grouping How do we use assessment results to group students effectively?  To effectively differentiate instruction, schools need to:  use assessment results to determine student needs and profiles  Group students based on instructional needs

21. Kame'enui, Simmons, Coyne, & Harn © 2003 21 A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals. DIBELS: Class List Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark Fall of First Grade

22. Kame'enui, Simmons, Coyne, & Harn © 2003 22 Each student in the class DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

23. Kame'enui, Simmons, Coyne, & Harn © 2003 23 Measures administered at benchmark period (Fall of Grade 1) DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

24. Kame'enui, Simmons, Coyne, & Harn © 2003 24 Raw score for each measure DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

25. Kame'enui, Simmons, Coyne, & Harn © 2003 25 Percentile compared to school/district DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

26. Kame'enui, Simmons, Coyne, & Harn © 2003 26 Status on each skill (established, emerging, deficit) DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

27. Kame'enui, Simmons, Coyne, & Harn © 2003 27 Overall Instructional Recommendation Across Measures (Benchmark, Strategic, or Intensive Support) DIBELS: Class List Fall of First Grade Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

28. Kame'enui, Simmons, Coyne, & Harn © 2003 28 DIBELS: Class List Instructional Recommendations Are Based on Performance Across All Measures  Benchmark: Established skill performance across all administered measures  Strategic: One or more skill areas are not within the expected performance range  Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty

29. Kame'enui, Simmons, Coyne, & Harn © 2003 29 Alphabetic Understanding (NWF)Phonemic Awareness (PSF) Breakout Activity: Example Instructional Recommend. What are the critical big ideas for this time period? (Fall of Grade 1) Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

30. Kame'enui, Simmons, Coyne, & Harn © 2003 30 What are the established goals for these measures? NWF – 50 by the middle of Gr. 1 PSF – 35 by the end of Kindergarten Breakout Activity: Example Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

31. Kame'enui, Simmons, Coyne, & Harn © 2003 31 What type of instruction does this student need to meet the winter goal of 50 on NWF? Continue current instructional approach Breakout Activity: Example Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

32. Kame'enui, Simmons, Coyne, & Harn © 2003 32 What type of instruction does this student need to meet the winter goal of 50 on NWF? Intensify current instruction significantly and monitor development Breakout Activity: Example Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

33. Kame'enui, Simmons, Coyne, & Harn © 2003 33 What type of instruction does this student need to meet the winter goal of 50 on NWF? Intensify current instruction strategically and monitor progress Breakout Activity: Example Phoneme Segmentation Fluency Letter Naming Fluency Nonsense Word Fluency StudentScore%ileStatusScore%ileStatusScore%ileStatus Instructional Recommendation Sam2210 Emerging 31 At risk 55 Intensive Jill199 Emerging 148 At risk 1320 Some risk Strategic Susan4758 Established 52 At risk 1420 Some risk Strategic Ken6795 Established 3138 Some risk 1926 Some risk Strategic Kim4036 Established 4675 Low risk 2749 Low riskBenchmark Jose4139 Established 4470 Low risk 5890 Low riskBenchmark

34. Kame'enui, Simmons, Coyne, & Harn © 2003 34  In school teams, complete the breakout activity on reading and interpreting DIBELS class reports Breakout Activity

35. Kame'enui, Simmons, Coyne, & Harn © 2003 35 Putting it All Together  Video of Dr. Louisa Moats discussing the importance of teacher preparation, professional development, and supportive schools.

36. Kame'enui, Simmons, Coyne, & Harn © 2003 36 The objectives of today’s session are to: 1.Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide 2.Use classroom reports to identify students needing additional support 3.Evaluate current reading practices using the Planning and Evaluation Tool (PET-R): Instructional Time, Differentiated Instruction/Grouping/Scheduling, Administration/ Organization/Communication, and Professional Development 4.Develop Reading Action Plans 5.Share School Reports Objectives: What You Will Learn and Do

37. Kame'enui, Simmons, Coyne, & Harn © 2003 37 Complete Elements IV - VII of the Planning & Evaluation Tool  Review each item  Determine whether you will have individuals complete items independently or as a group (e.g, Grade level teams: All K teachers complete 1 PET, all Grade 1 teachers complete a separate PET).  Report the score for each item and document the information sources available to substantiate the score reported.  Allow approximately 15-30 minutes to complete each element. Day 4: PET Time

38. Kame'enui, Simmons, Coyne, & Harn © 2003 38 Day 4: PET Time

39. Kame'enui, Simmons, Coyne, & Harn © 2003 39 Day 4: PET Time

40. Kame'enui, Simmons, Coyne, & Harn © 2003 40 Reflections & Reports  After completing Elements IV - VII, reflect on your current reading practices with respect to these elements.  Which items are fully in place? Which items have room for improvement? What observations and insights have you gleaned while completed the PET?  The information from the PET will be used to formulate a school-specific Reading Action Plan (RAP). Day 4: PET Time

41. Kame'enui, Simmons, Coyne, & Harn © 2003 41 Individual Summary Score 1.After your team evaluates current practices on all 7 elements, proceed to page 11 in the PET. 2.Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided. 3.Sum your total school score and percentage. 4.Retain a copy of this document for planning.

42. Kame'enui, Simmons, Coyne, & Harn © 2003 42 The objectives of today’s session are to: 1.Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide 2.Use classroom reports to identify students needing additional support 3.Evaluate current reading practices using the Planning and Evaluation Tool (PET-R): Instructional Time, Differentiated Instruction/Grouping/Scheduling, Administration/Organization/ Communication, and Professional Development 4.Develop Reading Action Plans 5.Share School Reports Objectives: What You Will Learn and Do

43. Kame'enui, Simmons, Coyne, & Harn © 2003 43 Reading Action Plans 1.Locate the Reading Action Plan (RAP) at the end of the PET. 2.With your team, review the scores on the PET Individual Summary to identify three areas in which you want to focus for the coming school year. 3.Example goals include: Establish and implement a schoolwide assessment system. Refine and prioritize reading goals & objectives for grades K-3. Select, adopt, and implement a core reading program. 4.Once refined, document the goal (what), who will be responsible, and when the goal will be accomplished. 5.Retain a copy of this document for planning and make a copy to submit.

44. Kame'enui, Simmons, Coyne, & Harn © 2003 44 The objectives of today’s session are to: 1.Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide 2.Use classroom reports to identify students needing additional support 3.Evaluate current reading practices using the Planning and Evaluation Tool (PET-R): Instructional Time, Differentiated Instruction/Grouping/Scheduling, Administration/Organization/ Communication, and Professional Development 4.Develop Reading Action Plans 5.Share School Reports Objectives: What You Will Learn and Do

45. Kame'enui, Simmons, Coyne, & Harn © 2003 45 School Reports 1.Use the information from your Reading Action Plan to prepare a 2-minute oral report on your school’s goals for the academic year. 2.Select one or more representatives to deliver your report. 3.Your oral report should include the following: Name of school and name of presenters Brief context of school (e.g, location,,mascot, student demographics, particular challenges) Specific goals, who will be responsible, and when they are to be accomplished.